School Correspondent Quotes

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

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

We never see a journalist saying to the camera, “I’m reporting live from a country where a war has not broken out”—or a city that has not been bombed, or a school that has not been shot up. As long as bad things have not vanished from the face of the earth, there will always be enough incidents to fill the news, especially when billions of smartphones turn most of the world’s population into crime reporters and war correspondents.

Heinrich Himmler is such a mild little fellow when you talk to him, reminding you of a country school-teacher, which he once was—pince-nez and all. Freud, I believe, has told us why the mild little fellows or those with a trace of effeminacy in them, like Hitler, can be so cruel at times. I guess I would prefer my cruelty from great thundering hulks like Göring.

The Correspondence-School Instructor Says Goodbye to His Poetry Students Goodbye, lady in Bangor, who sent me snapshots of yourself, after definitely hinting you were beautiful; goodbye, Miami Beach urologist, who enclosed plain brown envelopes for the return of your very “Clinical Sonnets”; goodbye, manufacturer of brassieres on the Coast, whose eclogues give the fullest treatment in literature yet to the sagging breast motif; goodbye, you in San Quentin, who wrote, “Being German my hero is Hitler,” instead of “Sincerely yours,” at the end of long, neat-scripted letters extolling the Pre-Raphaelites: I swear to you, it was just my way of cheering myself up, as I licked the stamped, self-addressed envelopes, the game I had of trying to guess which one of you, this time, had poisoned his glue. I did care. I did read each poem entire. I did say everything I thought in the mildest words I knew. And now, in this poem, or chopped prose, no better, I realize, than those troubled lines I kept sending back to you, I have to say I am relieved it is over: at the end I could feel only pity for that urge toward more life your poems kept smothering in words, the smell of which, days later, tingled in your nostrils as new, God-given impulses to write. Goodbye, you who are, for me, the postmarks again of imaginary towns—Xenia, Burnt Cabins, Hornell— their solitude given away in poems, only their loneliness kept. Galway Kinnell

The world shown us in books, whether the books be confessed epics or professed gospels, or in codes, or in political orations, or in philosophic systems, is not the main world at all: it is only the self-consciousness of certain abnormal people who have the specific artistic talent and temperament. A serious matter this for you and me, because the man whose consciousness does not correspond to that of the majority is a madman; and the old habit of worshipping madmen is giving way to the new habit of locking them up. And since what we call education and culture is for the most part nothing but the substitution of reading for experience, of literature for life, of the absolete fictitious for the contemporary real, education, as you no doubt observed at Oxford, destroys, by supplantation, every mind that is not strong enough to see through the imposture and to use the great Masters of Arts as what they really are and no more: that is, patentees of highly questionable methods of thinking, and manufacturers of highly questionable, and for the majority but half valid representations of life. The school boy who uses his Homer to throw at his fellow's head makes perhaps the safest and most rational use of him; and I observe with reassurance that you occasionally do the same, in your prime, with your Aristotle.

The first stage of elementary reading—reading readiness—corresponds to pre-school and kindergarten experiences.

The master always keeps a piece of learning--that is to say, a piece of the student's ignorance--up his sleeve. I understood that, says the satisfied student. You think so, corrects the master. in fact, there's a difficulty here that I've been sparing you until now. We will explain it when we get to the corresponding lesson. What does this mean? asks the curious student. I could tell you, responds the master, but it would be premature: you wouldn't understand at all. It will be explained to you next year. The master is always a length ahead of the student, who always feels that in order to go farther he must have another master, supplementary explications. Thus does the triumphant Achilles drag Hector's corpse, attached to his chariot, around the city of Troy.

saw a show where a convicted murderer did law school by correspondence so that he could try to get himself acquitted.” “I’m not a murderer,” she said. “I’m a slut, and you can’t be acquitted of that.

I know more about my father than I used to know: I know he wanted to be a pilot in the war but could not, because the work he did was considered essential to the war effort… I know he grew up on a farm in the backwoods of Nova Scotia, where they didn’t have running water or electricity. This is why he can build things and chop things… He did his high school courses by correspondence, sitting at the kitchen table and studying by the light by a kerosene lamp; he put himself through university by working in lumber camps and cleaning out rabbit hutches, and was so poor he lived in a tent in the summers to save money… All this is known, but unimaginable. Also I wish I did not know it. I want my father to be just my father, the way he has always been, not a separate person with an earlier, mythological life of his own. Knowing too much about other people puts you in their power, they have a claim on you, you are forced to understand their reasons for doing things and then you are weakened.

matinees had borrowed freely from those ancient tales. And that the stories we learned in Sunday school corresponded with those of other cultures that recognized the soul’s high adventure, the quest of mortals to grasp the reality of God. He helped me to see the connections, to understand how the pieces fit, and not merely to fear less but to welcome what he described as “a mighty multicultural future.

It is inevitable that a loss of faith in media would contribute to a loss of faith in the content itself. Where writing began as divine communication and literacy was the privilege of a very few, writing—and the media to promote and publish that writing—is now accessible to everyone, even to the functionally illiterate. This means that the quality of available information has been degraded considerably along with the structural weaknesses of primary and secondary school education. It is now difficult to determine between what is investigative journalism, for instance, and what is baseless conspiracy theorizing. As no demands are made on the writers of media content, the demands have correspondingly increased on the readers of that content to practice a form of what Fundamentalist Christians call “discernment,” to greater and lesser degrees of success.

No,” he said. “What I meant was, I think you might benefit from steno school—dictation. I found a correspondence course for you,” he said, handing her a brochure. “The beauty is, you could do it at home in your free time.

[986a] [1] they assumed the elements of numbers to be the elements of everything, and the whole universe to be a proportion1 or number. Whatever analogues to the processes and parts of the heavens and to the whole order of the universe they could exhibit in numbers and proportions, these they collected and correlated;and if there was any deficiency anywhere, they made haste to supply it, in order to make their system a connected whole. For example, since the decad is considered to be a complete thing and to comprise the whole essential nature of the numerical system, they assert that the bodies which revolve in the heavens are ten; and there being only nine2 that are visible, they make the "antichthon"3 the tenth.We have treated this subject in greater detail elsewhere4; but the object of our present review is to discover from these thinkers too what causes they assume and how these coincide with our list of causes.Well, it is obvious that these thinkers too consider number to be a first principle, both as the material5 of things and as constituting their properties and states.6 The elements of number, according to them, are the Even and the Odd. Of these the former is limited and the latter unlimited; Unity consists of both [20] (since it is both odd and even)7; number is derived from Unity; and numbers, as we have said, compose the whole sensible universe.Others8 of this same school hold that there are ten principles, which they enunciate in a series of corresponding pairs: (1.) Limit and the Unlimited; (2.) Odd and Even; (3.) Unity and Plurality; (4.) Right and Left; (5.) Male and Female; (6.) Rest and Motion; (7.) Straight and Crooked; (8.) Light and Darkness; (9.) Good and Evil; (10.) Square and Oblong.

Many parents as well as teachers refuse to place this responsibility upon children for fear of the mistakes that they will make. On account of this fear they make it as nearly as possible unnecessary for children to judge freely, by giving them arbitrary rules to follow, or by directing them exactly what they shall do each moment. This cultivates poor judgment by depriving children of the very practice that will make their judgments reliable; it prevents the school requirements from corresponding to those in life outside.

Higher education, in contrast, did not always keep its promise to develop the talents of even its best students. Left with classroom achievement alone, many students never found a negotiable path to a clearly envisioned career corresponding to their deepest interests and values.

That is the idea that we all hope you have learned in studying science in school—we never explicitly say what this is, but just hope that you catch on by all the examples of scientific investigation. It is interesting, therefore, to bring it out now and speak of it explicitly. It’s a kind of scientific integrity, a principle of scientific thought that corresponds to a kind of utter honesty—a kind of leaning over backwards. For example, if you’re doing an experiment, you should report everything that you think might make it invalid—not only what you think is right about it: other causes that could possibly explain your results; and things you thought of that you’ve eliminated by some other experiment, and how they worked—to make sure the other fellow can tell they have been eliminated. Details that could throw doubt on your interpretation must be given, if you know them. You must do the best you can—if you know anything at all wrong, or possibly wrong—to explain it. If you make a theory, for example, and advertise it, or put it out, then you must also put down all the facts that disagree with it, as well as those that agree with it. There is also a more subtle problem. When you have put a lot of ideas together to make an elaborate theory, you want to make sure, when explaining what it fits, that those things it fits are not just the things that gave you the idea for the theory; but that the finished theory makes something else come out right, in addition. In summary, the idea is to try to give all of the information to help others to judge the value of your contribution; not just the information that leads to judgment in one particular direction or another. The first principle is that you must not fool yourself—and you are the easiest person to fool. So you have to be very careful about that. After you’ve not fooled yourself, it’s easy not to fool other scientists... You just have to be honest in a conventional way after that.

De Daumier-Smith’s Blue Period.” The narrator of the story, a teacher at a correspondence-based art school, writes a letter to his one talented pupil, urging her to invest in good oils and brushes, to commit to the life of the artist. “The worst that being an artist could do to you would be that it would make you slightly unhappy constantly.

A Wilhelmstrasse official admitted to me today that the Germans had imposed forced labour on all Jews in Poland. He said the term of forced labour was “only two years.”16 A German school-teacher tells me this one: the instructors begin the day with this greeting to their pupils: “Gott strafe England!”—whereupon the children are supposed to answer: “He will.

If anyone knows how fixed the Pulitzers are, it’s the editors at the Times. I was part of a New York Times team that won the Pulitzer for our coverage of global terrorism. I watched the Times rig them year after year. The Times gives a lot of money to the Columbia Journalism School, which oversees the Pulitzers. The committee in return showers the paper with Pulitzers. It may be better now. I don’t know. But when I was at the paper it was disgraceful. One year the Times war correspondent John Burns wasn’t on the short list. The editors had a fit. He not only magically appeared on a new short list but won. Most people don’t get awards because they’re great reporters, look at Thomas Friedman. They get awards because the establishment wants to validate them. I know who makes up these committees.

the most common approach to curriculum design is to address the needs of the so-called “average student.” Of course this average student is a myth, a statistical artifact not corresponding to any actual individual. But because so much of the curriculum and teaching methods employed in most schools are based on the needs of this mythical average student, they are also laden with inadvertent and unnecessary barriers to learning.

Darce and Jill were an odd couple—especially when we all were kids. Darcy was short and small with chin-length black hair. My wife was always cute and approachable. Jill was as tall as most boys. Her straight blond hair cascaded down to her butt. She floated through the high school hallways like a goddess. I would have never dreamed of speaking to her back then. As adults, Jill was the one who was always nervously telling jokes and Darcy was the one who was always quick to laugh, throwing her head back and roaring with her mouth wide open. My wife was easy to please and Jill was a pleaser. Jill’s looks often made other girls self-conscious but my wife was always very comfortable in her own skin. Jill was impulsive. Darcy was thoughtful. All of the Jill and Darcy puzzle pieces just naturally snapped together. For every tab, knob, and loop one had, the other had a corresponding blank, hole, or socket. They were a perfect fit.

Mine was, probably, the easiest imaginable kind of arrest. It did not tear me from the embrace of kith and kin, nor wrench me from a deeply cherished home life. One pallid European February it took me from our narrow salient on the Baltic Sea, where, depending on one's point of view, either we had surrounded the Germans or they had surrounded us, and it deprived me only of my familiar artillery battery and the scenes of the last three months of war. The brigade commander called me to his headquarters and asked me for my pistol; I turned it over without suspecting any evil intent, when suddenly, from a tense, immobile suite of staff officers in the corner, two counterintelligence officers stepped forward hurriedly, crossed the room in a few quick bounds, their four hands grabbed simultaneously at the star on my cap, my shoulder boards, my officer's belt, my map case, and they shouted theatrically: "You are under arrest!" Burning and prickling from head to toe, all I could explain was, "Me? What for?" Across the sheer gap separating me from those left behind, across that quarantine line not event a sound dared penetrate, came the unthinkable magic words of the brigade commander: "Sholzhenitsyn. Come back here." "You have ..." he asked weightily, "a friend on the First Ukrainian Front?" I knew instantly I had been arrested because of my correspondence with a school friend and understood what direction to expect danger.

The first finding that jumped out at us was that it is possible to learn too much ! In the tournament, investing lots of time in learning was not at all effective. In fact, we found a strong negative correlation between the proportion of a strategy's moves that were INNOVATE or OBSERVE, as opposed to EXPLOIT, and how well the strategy performed. Successful strategies spent only a small fraction of their time (5-10%) learning, and the bulk of their time caching in on what they had learned, through playing EXPLOIT. Only through playing EXPLOIT can a strategy directly accrue fitness. Hencem every time a strategy chooses to learn new behavior, be it through playing INNOVATE or OBSERVE, there is a cost corresponding to the payoff that would have been received had EXPLOIT been played instead. This implied that the way to get on in life was to do a very quick bit of learning and then EXPLOIT, EXPLOIT, EXPLOIT until you die. That is a sobering lesson for someone like myself who has spent his whole life in school or university.

Language reflects the monopoly of the industrial mode of production over perception and motivation. The tongues of industrial nations identify the fruits of creative work and of human labor with the outputs of industry. The materialization of consciousness is reflected in Western languages. Schools operate by the slogan "education!" while ordinary language asks what children "learn." The functional shift from verb to noun highlights the corresponding impoverishment of the social imagination. People who speak a nominalist language habitually express proprietary relationships to work which they have. All over Latin America only the salaried employees, whether workers or bureaucrats, say that they have work; peasants say that they do it: "Van a trabajar, pero no tienen trabajo." Those who have been modernized and unionized expect industries to produce not only more goods but also more work for more people. Not only what men do but also what men want is designated by a noun. "Housing" designates a commodity rather than an activity. People acquire knowledge, mobility, even sensitivity or health. They have not only work or fun but even sex.

Yet his literary opinions had started from a very simple point of view. For him, there were no such things as schools;1 the only thing that mattered to him was the writer’s personality, and the only thing that interested him was the working of the writer’s brain, no matter what subject he was tackling. Unfortunately this criterion of appreciation, so obviously just, was practically impossible to apply, for the simple reason that, however much a reader wants to rid himself of prejudice and refrain from passion, he naturally prefers those works which correspond most intimately with his own personality, and ends by relegating all the rest to limbo.

A thoughtful observer of the scientific betting shop, the biologist Sir Peter Medawar, has said: ‘I cannot give any scientist of any age better advice than this: the intensity of the conviction that a hypothesis is true has no bearing on whether it is true or not.’ But as Medawar goes on to note, conviction is an incentive to work. Science is one of the most passionate of human activities: how else would researchers be sustained through the long weeks or years of drudgery, why otherwise should Hoyle and Wickramasinghe spend so much time in correspondence with school matrons? If appearances contradict this, it is because all gamblers pride themselves on keeping their outward cool.

We have also heard within the last few hours that Rubeus Hagrid”--all three of them gasped, and so nearly missed the rest of the sentence--“well-known gamekeeper at Hogwarts School, has narrowly escaped arrest within the grounds of Hogwarts, where he is rumored to have hosted a ‘Support Harry Potter’ party in his house. However, Hagrid was not taken into custody, and is, we believe, on the run.” “I suppose it helps, when escaping from Death Eaters, if you’ve got a sixteen-foot-high half brother?” asked Lee. “It would tend to give you an edge,” agreed Lupin gravely. “May I just add that while we here at Potterwatch applaud Hagrid’s spirit, we would urge even the most devoted of Harry’s supporters against following Hagrid’s lead. ‘Support Harry Potter’ parties are unwise in the present climate.” “Indeed they are, Romulus,” said Lee, “so we suggest that you continue to show your devotion to the man with the lightning scar by listening to Potterwatch! And now let’s move to news concerning the wizard who is proving just as elusive as Harry Potter. We like to refer to him as the Chief Death Eater, and here to give his views on some of the more insane rumors circulating about him, I’d like to introduce a new correspondent: Rodent.” “‘Rodent’?” said yet another familiar voice, and Harry, Ron, and Hermione cried out together: “Fred!” “No--is it George?” “It’s Fred, I think,” said Ron, leaning in closer, as whichever twin it was said, “I’m not being ‘Rodent,’ no way, I told you I wanted to be ‘Rapier’!

In any case, it is not as if the ‘light’ inspection is in any sense preferable for staff than the heavy one. The inspectors are in the college for the same amount of time as they were under the old system. The fact that there are fewer of them does nothing to alleviate the stress of the inspection, which has far more to do with the extra bureaucratic window-dressing one has to do in anticipation of a possible observation than it has to do with any actual observation itself. The inspection, that is to say, corresponds precisely to Foucault’s account of the virtual nature of surveillance in Discipline And Punish. Foucault famously observes there that there is no need for the place of surveillance to actually be occupied. The effect of not knowing whether you will be observed or not produces an introjection of the surveillance apparatus. You constantly act as if you are always about to be observed. Yet, in the case of school and university inspections, what you will be graded on is not primarily your abilities as a teacher so much as your diligence as a bureaucrat. There are other bizarre effects. Since OFSTED is now observing the college’s self-assessment systems, there is an implicit incentive for the college to grade itself and its teaching lower than it actually deserves. The result is a kind of postmodern capitalist version of Maoist confessionalism, in which workers are required to engage in constant symbolic self-denigration. At one point, when our line manager was extolling the virtues of the new, light inspection system, he told us that the problem with our departmental log-books was that they were not sufficiently self-critical. But don’t worry, he urged, any self-criticisms we make are purely symbolic, and will never be acted upon; as if performing self-flagellation as part of a purely formal exercise in cynical bureaucratic compliance were any less demoralizing.

No one can or will ever replace the love Andy, you, and I shared, but life goes on and we have to flow with it. I completed my postgraduate fashion design at the Royal College of Art, London in 1977; I then worked for Liberty of London for a few years before venturing into designing my own bridal wear collections for several major London department stores. In 1979, the Hong Kong Polytechnic now a university invited me to teach fashion design at their clothing and textile institute. Andy and I separated in 1970. He left for New Zealand to pursue engineering while I stayed in London to complete my fashion studies. Those early years of our separation were extremely difficult for the both of us. As you are well aware, we were very close at boarding school. After your departure to Vienna, Andy and I were inseparable. He asked me to join him permanently in Christchurch, but I was determined to enroll in a London fashion school. We corresponded for a couple of years before mutually deciding that it was best to severe ties and start afresh.

Nothing exists without a cause; and the original cause of this universe (whatever it be) we call God, and piously ascribe to him every species of perfection. Whoever scruples this fundamental truth deserves every punishment which can be inflicted among philosophers, to wit, the greatest ridicule, contempt, and disapprobation. But as all perfection is entirely relative, we ought never to imagine that we comprehend the attributes of this divine Being, or to suppose that his perfections have any analogy or likeness to the perfections of a human creature. Wisdom, thought, design, knowledge—these we justly ascribe to him because these words are honorable among men, and we have no other language or other conceptions by which we can express our adoration of him. But let us beware lest we think that our ideas anywise correspond to his perfections, or that his attributes have any resemblance to these qualities among men. He is infinitely superior to our limited view and comprehension; and is more the object of worship in the temple than of disputation in the schools.

Our fundamental impulses are neither good nor bad: they are ethically neutral. Education should aim at making them take forms that are good. The old method, still beloved by Christians, was to thwart instinct; the new method is to train it. Take love of power: it is useless to preach Christian humility, which merely makes the impulse take hypocritical forms. What you have to do is to provide beneficent outlets for it. The original native impulse can be satisfied in a thousand ways—oppression, politics, business, art, science, all satisfy it when successfully practised. A man will choose the outlet for his love of power that corresponds with his skill; according to the type of skill given him in youth, he will choose one occupation or another. The purpose of our public schools is to teach the technique of oppression and no other; consequently they produce men who take up the white man’s burden. But if these men could do science, many of them might prefer it. Of two activities which a man has mastered, he will generally prefer the more difficult: no chess-player will play draughts. In this way, skill may be made to minister to virtue.

As we’ve seen, one of the most frequently pursued paths for achievement-minded college seniors is to spend several years advancing professionally and getting trained and paid by an investment bank, consulting firm, or law firm. Then, the thought process goes, they can set out to do something else with some exposure and experience under their belts. People are generally not making lifelong commitments to the field in their own minds. They’re “getting some skills” and making some connections before figuring out what they really want to do. I subscribed to a version of this mind-set when I graduated from Brown. In my case, I went to law school thinking I’d practice for a few years (and pay down my law school debt) before lining up another opportunity. It’s clear why this is such an attractive approach. There are some immensely constructive things about spending several years in professional services after graduating from college. Professional service firms are designed to train large groups of recruits annually, and they do so very successfully. After even just a year or two in a high-level bank or consulting firm, you emerge with a set of skills that can be applied in other contexts (financial modeling in Excel if you’re a financial analyst, PowerPoint and data organization and presentation if you’re a consultant, and editing and issue spotting if you’re a lawyer). This is very appealing to most any recent graduate who may not yet feel equipped with practical skills coming right out of college. Even more than the professional skill you gain, if you spend time at a bank, consultancy, or law firm, you will become excellent at producing world-class work. Every model, report, presentation, or contract needs to be sophisticated, well done, and error free, in large part because that’s one of the core value propositions of your organization. The people above you will push you to become more rigorous and disciplined, and your work product will improve across the board as a result. You’ll get used to dressing professionally, preparing for meetings, speaking appropriately, showing up on time, writing official correspondence, and so forth. You will be able to speak the corporate language. You’ll become accustomed to working very long hours doing detail-intensive work. These attributes are transferable to and helpful in many other contexts.

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

But the Hermetic Teachings go much further than do those of modern science. They teach that all manifestation of thought, emotion, reason, will or desire, or any mental state or condition, are accompanied by vibrations, a portion of which are thrown off and which tend to affect the minds of other persons by "induction." This is the principle which produces the phenomena of "telepathy"; mental influence, and other forms of the action and power of mind over mind, with which the general public is rapidly becoming acquainted, owing to the wide dissemination of occult knowledge by the various schools, cults and teachers along these lines at this time. Every thought, emotion or mental state has its corresponding rate and mode of vibration. And by an effort of the will of the person, or of other persons, these mental states may be reproduced, just as a musical tone may be reproduced by causing an instrument to vibrate at a certain rate — just as color may be reproduced in the same way. By a knowledge of the Principle of Vibration, as applied to Mental Phenomena, one may polarize his mind at any degree he wishes, thus gaining a perfect control over his mental states, moods, etc. In the same way he may affect the minds of others, producing the desired mental states in them. In short, he may be able to produce on the Mental Plane that which science produces on the Physical Plane — namely, "Vibrations at Will." This power of course may be acquired only by the proper instruction, exercises, practice, etc., the science being that of Mental Transmutation, one of the branches of the Hermetic Art.

The realization that there were electrical pathways connecting the brain to the body wasn’t systematically analyzed until the 1930s, when Dr. Wilder Penfield began working with epilepsy patients, who often suffered from debilitating convulsions and seizures that were potentially life-threatening. For them, the last option was to have brain surgery, which involved removing parts of the skull and exposing the brain. (Since the brain has no pain sensors, a person can be conscious during this entire procedure, so Dr. Penfield used only a local anesthetic during the operation.) Dr. Penfield noticed that when he stimulated certain parts of the cortex with an electrode, different parts of the body would respond. He suddenly realized that he could draw a rough one-to-one correspondence between specific regions of the cortex and the human body. His drawings were so accurate that they are still used today in almost unaltered form. They had an immediate impact on both the scientific community and the general public. In one diagram, you could see which region of the brain roughly controlled which function, and how important each function was. For example, because our hands and mouth are so vital for survival, a considerable amount of brain power is devoted to controlling them, while the sensors in our back hardly register at all. Furthermore, Penfield found that by stimulating parts of the temporal lobe, his patients suddenly relived long-forgotten memories in a crystal-clear fashion. He was shocked when a patient, in the middle of brain surgery, suddenly blurted out, “It was like … standing in the doorway at [my] high school.… I heard my mother talking on the phone, telling my aunt to come over that night.” Penfield realized that he was tapping into memories buried deep inside the brain. When he published his results in 1951, they created another transformation in our understanding of the brain.

Basically, attention follows attachment. The stronger the attachment, the easier it is to secure the child's attention. When attachment is weak, the attention of the child will be correspondingly difficult to engage. One of the telltale signs of a child who isn't paying attention is a parent having continually to raise his voice or repeat things. Some of our most persistent demands as parents have to do with their attention: “Listen to me,” “Look at me when I'm talking,” “Now look here,” “What did I just say?” or most simply, “Pay attention.” When children become peer-oriented, their attention instinctively turns toward peers. It goes against the natural instincts of a peer-oriented child to attend to parents or teachers. The sounds emanating from adults are regarded by the child's attention mechanisms as so much noise and interference, lacking in meaning and relevance to the attachment needs that dominate his emotional life. Peer orientation creates deficits in the child's attention to adults because adults are not top priority in the attention hierarchy of peer-oriented children. It is no accident that attention deficit disorder was initially considered a school problem, a child's failing to pay attention to the teacher. It is also no accident that the explosion in the number of diagnosed cases of attention deficit disorder has paralleled the evolution of peer orientation in our society and is worse where peer orientation is most predominant — urban centers and inner-city schools. This is not to suggest that all problems in paying attention stem from this source and that there are no other factors involved in ADD. On the other hand, not to recognize the fundamental role of attachment in governing attention is to ignore the reality of many children diagnosed with ADD. Deficits in attachments to adults contribute significantly to deficits in attention to adults. If attachment is disordered, attention will also be disordered.

There were years when I went to the movies almost every day, sometimes even twice a day, and they were the years between 1936 and the war, around the time of my adolescence. Those were years in which cinema was my world. It’s been said many times before that cinema is a form of escape, it’s a stock phrase intended to be a condemnation, and cinema certainly served that purpose for me back then. It satisfied a need for disorientation, for shifting my attention to another place, and I believe it’s a need that corresponds to a primary function of integration in the world, an essential phase in any kind of development. Of course there are other more substantial and personal ways of creating a different space for yourself: cinema was the easiest method and it was within reach, but it was also the one that instantly carried me farthest away. I went to the cinema in the afternoon, secretly fleeing from home, or using study with a classmate as an excuse, because my parents left me very little freedom during the months when school was in session. The urge to hide inside the cinema as soon as it opened at two in the afternoon was the proof of true passion. Attending the first screening had a number of advantages: the half-empty theater, it was like I had it all to myself, would allow me to stretch out in the middle of the third row with my legs on the back of the seat in front of me; the hope of returning home without anyone finding out about my escape, in order to receive permission to go out once again later on (and maybe see another film); a light daze for the rest of the afternoon, detrimental to studying but advantageous for daydreaming. And in addition to these explanations that were unmentionable for various reasons, there was another more serious one: entering right when it opened guaranteed the rare privilege of seeing the movie from the beginning and not from a random moment toward the middle or the end, because that was what usually happened when I got to the cinema later in the afternoon or toward the evening.

Tim Tigner began his career in Soviet Counterintelligence with the US Army Special Forces, the Green Berets. That was back in the Cold War days when, “We learned Russian so you didn't have to,” something he did at the Presidio of Monterey alongside Recon Marines and Navy SEALs. With the fall of the Berlin Wall, Tim switched from espionage to arbitrage. Armed with a Wharton MBA rather than a Colt M16, he moved to Moscow in the midst of Perestroika. There, he led prominent multinational medical companies, worked with cosmonauts on the MIR Space Station (from Earth, alas), chaired the Association of International Pharmaceutical Manufacturers, and helped write Russia’s first law on healthcare. Moving to Brussels during the formation of the EU, Tim ran Europe, Middle East, and Africa for a Johnson & Johnson company and traveled like a character in a Robert Ludlum novel. He eventually landed in Silicon Valley, where he launched new medical technologies as a startup CEO. In his free time, Tim has climbed the peaks of Mount Olympus, hang glided from the cliffs of Rio de Janeiro, and ballooned over Belgium. He earned scuba certification in Turkey, learned to ski in Slovenia, and ran the Serengeti with a Maasai warrior. He acted on stage in Portugal, taught negotiations in Germany, and chaired a healthcare conference in Holland. Tim studied psychology in France, radiology in England, and philosophy in Greece. He has enjoyed ballet at the Bolshoi, the opera on Lake Como, and the symphony in Vienna. He’s been a marathoner, paratrooper, triathlete, and yogi.  Intent on combining his creativity with his experience, Tim began writing thrillers in 1996 from an apartment overlooking Moscow’s Gorky Park. Decades later, his passion for creative writing continues to grow every day. His home office now overlooks a vineyard in Northern California, where he lives with his wife Elena and their two daughters. Tim grew up in the Midwest, and graduated from Hanover College with a BA in Philosophy and Mathematics. After military service and work as a financial analyst and foreign-exchange trader, he earned an MBA in Finance and an MA in International Studies from the University of Pennsylvania’s Wharton and Lauder Schools.  Thank you for taking the time to read about the author. Tim is most grateful for his loyal fans, and loves to correspond with readers like you. You are welcome to reach him directly at tim@timtigner.com.

Jimmy likely wrote all three editorials, and one, titled “Who Is for Law and Order?” carried his byline. He argued that the spectacle, seen in other recent conflicts and then repeated most dramatically in the Little Rock crisis, of white people defying police as well as state and federal troops raised the question, “If white people defy the Constitution, who then are the law-abiding citizens of the U.S. and who is for democracy?” Inherent in his answer was a reshaping of the relations between blacks and whites. On one hand this meant the loss of white people’s claim to civic and moral authority. “The Little Rock crisis has put an end to the era of the white man’s burden to preserve democracy,” he asserted. “The white man’s burden now is to prove that he believes in democracy and that he can follow the example of the colored people in upholding law and order.” As for black Americans, their newfound racial assertion struck a blow to the edifice upon which their subordination had long rested. “For years untold colored people have been forced to maneuver in all directions trying to avoid a head-on collision,” Jimmy wrote. “They have allowed white people to name them ‘Negroes’ by which the whites mean a thing and not a person. They have stayed out of the public parks, restaurants, hotels and golf courses, walked on the cinder path when meeting whites on the sidewalk, gone to separate schools, worked on the worst jobs under the worst conditions, smiled and acted unhurt when abused in public places.” But the recent tide of black protest revealed that African Americans were making “an about face.” Black people, he wrote, were not only pressing for their rights but were also beginning to “denounce” the people and practices that had denied them those rights. 80 Jimmy’s analysis of Little Rock differed from other commentaries, which tended to emphasize it as an advance in the struggle for integration, highlight the moral questions it raised, or discuss it as a crisis of authority played out through conflict among the local, state, and national governments. Instead, Jimmy said Little Rock represented a rather sudden transformation now taking place among black people. The importance of Little Rock for him was in revealing how black people were seeing themselves differently and thus making this “about face,” no longer accepting the southern way of life and even rejecting the standards by which white people had organized society and elevated themselves. This analysis, and all of the editorials on Little Rock more generally, continued the focus and tone of Jimmy’s previous writings in the paper, but they also reflected the greater attention that Correspondence was soon to give to the escalating civil rights movement.

With the decline of the United States as the world’s leader, I find it important to look around our globe for intelligent people who have the depth of understanding that could perhaps chart a way to the future. One such person is Bernard-Henri Lévy a French philosopher who was born in Béni Saf, French Algeria on November 5, 1948. . The Boston Globe has said that he is "perhaps the most prominent intellectual in France today." Although his published work and political activism has fueled controversies, he invokes thought provoking insight into today’s controversial world and national views. As a young man and Zionist he was a war correspondent for “Combat” newspaper for the French Underground. Following the war Bernard attended Lycée Louis-le-Grand in Paris and in 1968; he graduated with a degree in philosophy from the famous École Normale Supérieure. This was followed by him traveling to India where he joined the International Brigade to aid Bangladeshi freedom fighters. Returning to Paris, Bernard founded the ‘New Philosophers School.’ At that time he wrote books bringing to light the dark side of French history. Although some of his books were criticized for their journalistic character and unbalanced approach to French history, but most respected French academics took a serious look at his position that Marxism was inherently corrupt. Some of his musings include the predicament of the Kurds and the Shame of Aleppo, referring to the plight of the children in Aleppo during the bloody Syrian civil war. Not everyone agrees with Bernard, as pointed out by an article “Why Does Everyone Hate Bernard-Henri Lévy?” However he is credited with nearly single handedly toppling Muammar Gaddafi. His reward was that in 2008 he was targeted for assassination by a Belgium-based Islamist militant group. Looking like a rock star and ladies man, with his signature dark suits and unbuttoned white shirt, he said that “democracies are not run by the truth,” and notes that the American president is not the author of the anti-intellectual movement it, but rather its product. He added that the anti-intellectualism movement that has swept the United States and Europe in the last 12 months has been a long time coming. The responsibility to support verified information and not publicize fake news as equal has been ignored. He said that the president may be the heart of the anti-intellectual movement, but social media is the mechanism! Not everyone agrees with Bernard; however his views require our attention. If we are to preserve our democracy we have to look at the big picture and let go of some of our partisan thinking. We can still save our democracy, but only if we become patriots instead of partisans!

He told me about being in school in Shanghai during the 1930s and 1940s where he played a Hawaiian guitar, wore a lei with his friends and sang in nightclubs.

For my own part,” he says in his answer to Drakar, “I have an equal and impartial respect for all the excellent teachings of the holy masters of both our own and other schools….But however may be the assertions of the wise and accomplished masters of other schools, I have cultivated the attitude of thinking that they were made according to need and were meaningful for the training of their disciples.” More to the point, Mipham remarks elsewhere with regard to the refutations of the tetralemma, that beginners who have not gained certainty in the reasoning involved, and who merely talk about the absence of conceptual extremes, are unable to dislodge their clinging to inherent existence and consequently go astray. “This being so, and in order to protect them with his compassionate hand, he [Tsongkhapa] said that, for the time being, it is very important to continue apprehending or focusing on the absence of inherent existence as this is revealed by reasoned inquiry.”89 This, according to Mipham, was an expedient devised according to need and did not correspond to the actual view of Tsongkhapa himself.

Anything acquired without effort, and without cost is generally unappreciated, often discredited; perhaps this is why we get so little from our marvelous opportunity in public schools. The SELF-DISCIPLINE one receives from a definite programme of specialized study makes up to some extent, for the wasted opportunity when knowledge was available without cost. Correspondence schools are highly organized business institutions. Their tuition fees are so low that they are forced to insist upon prompt payments. Being asked to pay, whether the student makes good grades or poor, has the effect of causing one to follow through with the course when he would otherwise drop it. The correspondence schools have not stressed this point sufficiently, for the truth is that their collection departments constitute the very finest sort of training on DECISION, PROMPTNESS, ACTION and THE HABIT OF FINISHING THAT WHICH ONE BEGINS. I learned this from experience, more than twenty-five years ago. I enrolled for a home study course in Advertising. After completing eight or ten lessons I stopped studying, but the school did not stop sending me bills. Moreover, it insisted upon payment, whether I kept up my studies or not. I decided that if I had to pay for the course (which I had legally obligated myself to do), I should complete the lessons and get my money's worth. I felt, at the time, that the collection system of the school was somewhat too well organized, but I learned later in life that it was a valuable part of my training for which no charge had been made. Being forced to pay, I went ahead and completed the course. Later in life I discovered that the efficient collection system of that school had been worth much in the form of money earned, because of the training in advertising I had so reluctantly taken.

Anything acquired without effort, and without cost is generally unappreciated, often discredited; perhaps this is why we get so little from our marvelous opportunity in public schools. The SELF-DISCIPLINE one receives from a definite programme of specialized study makes up to some extent, for the wasted opportunity when knowledge was available without cost. Correspondence schools are highly organized business institutions. Their tuition fees are so low that they are forced to insist upon prompt payments. Being asked to pay, whether the student makes good grades or poor, has the effect of causing one to follow through with the course when he would otherwise drop it. The correspondence schools have not stressed this point sufficiently, for the truth is that their collection departments constitute the very finest sort of training on DECISION, PROMPTNESS, ACTION and THE HABIT OF FINISHING THAT WHICH ONE BEGINS. I learned this from experience, more than twenty-five years ago. I enrolled for a home study course in Advertising. After completing eight or ten lessons I stopped studying, but the school did not stop sending me bills. Moreover, it insisted upon payment, whether I kept up my studies or not. I decided that if I had to pay for the course (which I had legally obligated myself to do), I should complete the lessons and get my money's worth. I felt, at the time, that the collection system of the school was somewhat too well organized, but I learned later in life that it was a valuable part of my training for which no charge had been made. Being forced to pay, I went ahead and completed the course. Later in life I discovered that the efficient collection system of that school had been worth much in the form of money earned, because of the training in advertising I had so reluctantly taken. We have in this country what is said to be the greatest public school system in the world. We have invested fabulous sums for fine buildings, we have provided convenient transportation for children living in the rural districts, so they may attend the best schools, but there is one astounding weakness to this marvelous system-IT IS FREE! One of the strange things about human beings is that they value only that which has a price. The free schools of America, and the free public libraries, do not impress people because they are free. This is the

What singles out ‘bad taste’ is merely that the desire for compensation has grown particularly acute because the deprivation has been correspondingly intense. ... In every instance of bad taste, we find an over-eager embracing of a good quality – sweetness, freedom, fun or prosperity – that is, or once was, in very short supply in the owner’s life. Bad taste can appal, but once one understands its origins, sympathy is a more appropriate response. What is ‘bad’ in bad taste is not the person, but the prior difficulty for which they are seeking to compensate through their décor. There is no point in mocking or offering lectures about art history. The problem isn’t a lack of information. It is a trauma created by a badly broken and unbalanced world. Therefore, the solution to bad taste is, in the broad sense, political. Good taste comes about when people feel appreciated, when there’s enough to go around and when there’s an economy that doesn’t routinely humiliate and abase its members. To make good taste more widespread, what matters above all are efforts to diminish the desperate lives in which lapses of taste invariably have their origins.

So let’s review all the ways the Dorito Effect appears to be turning us into nutritional idiots: • Dilution. As real food becomes bland and loses its capacity to please us, we are less inclined to eat it and very often enhance it in ways that further blunt its nutrition. • Nutritional decapitation. When we take flavors from nature, we capture the experience of food but leave the nutrition—the fiber, the vitamins, the minerals, the antioxidants, the plant secondary compounds—behind. In nature, flavor compounds always appear in a nutritional context. • False variety. We naturally crave variety in food—it’s one of nature’s ways of making sure we get a diverse diet. Fake flavors make foods that are nutritionally very similar seem more different than they actually are. • Cognitive deception. Fake flavors fool the conscious mind. A mother enticed by a Dannon Strawberry Blitz Smoothie as an after-school snack for her eight-year-old child will taste it and reasonably believe the product contains strawberries, even though it contains none. • Emotional deception. Flavor technology manipulates the part of the mind that experiences feelings. Fake flavors take a previously established liking for a real food and apply it, like a sticker, to something else—usually large doses of calories—creating a heightened and nutritionally undeserved level of pleasure. • Flavor-nutrient confusion. By hijacking flavor-nutrient relationships, fake flavors, by their very nature, set a false expectation. A major aspect of obesity is an outsized desire for food, one that very often cannot be extinguished by food itself. By imposing flavors on foods without the corresponding nutrients, are we creating foods that are incapable of satiating the people who eat them? So many of the foods we overconsume—refined carbs, high-fructose corn syrup, sugar, added fat—would not be palatable without synthetic flavor. We gorge on them because they taste like something they are not.

A jump in the number of students with Harvard-caliber skills doesn’t have a corresponding effect on the size of the school’s freshman class. Instead, it allows universities to become even more selective and to raise prices, to populate their schools with rich kids and geniuses on scholarships.

Symbolist machine learning is an offshoot of the knowledge engineering school of AI. In the 1970s, so-called knowledge-based systems scored some impressive successes, and in the 1980s they spread rapidly, but then they died out. The main reason they did was the infamous knowledge acquisition bottleneck: extracting knowledge from experts and encoding it as rules is just too difficult, labor-intensive, and failure-prone to be viable for most problems. Letting the computer automatically learn to, say, diagnose diseases by looking at databases of past patients’ symptoms and the corresponding outcomes turned out to be much easier than endlessly interviewing doctors. Suddenly, the work of pioneers like Ryszard Michalski, Tom Mitchell, and Ross Quinlan had a new relevance, and the field hasn’t stopped growing since. (Another important problem was that knowledge-based systems had trouble dealing with uncertainty, of which more in Chapter 6.)

Heated seats or talk radio? Or music? I can do all of them at once if you want.” He starts flipping switches, making the corresponding sound effects. Leave it to Dan to turn his super fancy Range Rover into the USS Enterprise. My body betrays me and I snuggle deeper into the warming leather seats. “Where are we going anyway?” “Why, the happiest place in Natchitoches, of course.” He waves his hands in a broad gesture to encompass the whole town. I panic for a second when he doesn’t immediately put his hands back on the wheel. “Oh my God, will you be careful!” He smiles at me then glances down at his knee, which can apparently steer just fine. “I’d never endanger your life, fair lady.” I roll my eyes and take a relieved breath. Something walks into my thoughts and takes a seat. Is he…flirting? “Looks like no matter how hard you try, you can’t stop talking like you’re in the middle of a LARP game.” I find myself scratching at my nail polish again, so I tuck my hands under my thighs. “I didn’t know I should be trying to not talk that way. In fact, I try to find every opportunity to practice my verbal skills. I can’t seem out of practice when Craytor returns again.” He holds a fist up in the air. “Heads shall roll, maidens shall be rescued, and elves shall be insulted!” I make sure he sees my blank stare followed by a slow blink before saying, “Right. You never said where we’re going.” “The Phoenix, of course. We don’t exactly have Disney World Natchitoches.” He puts on an über-cheesy smile, which is way more endearing than the fake mischievous one he tried back at school.That smile turns on the heated seats around my heart. Oh God, did I just think that? Gross. He nudges my arm. “Get it? Because I said the happiest place in Natchitoches. And that’s a well-known advertisement slogan for—” I hold my hands up. “I get it. Really, I get it

Professionalism—or my approximation of it—compels me, though, to try to write evenhanded stories that spell out the complexities and resist the temptation to editorialize. At least, that’s what Marsha and I learned in journalism school.

We don’t ultimately prompt anyone to grow kind by making them think about manners. We do so by helping them to think about the fear and self-hatred that others can lapse into without the comforts of kindness. In order to generate thoughtful children, parents shouldn’t insist on the rules of propriety without a commentary. They should help their children by opening their eyes to an implausible thought about human nature: the extent of the insecurity felt by other people (even very big ones) and their corresponding susceptibility to shame and loneliness, their longing for reassurance and their craving for any sign (however small, even the size of a card with a pretty hand-drawn bird on the front) of their right to exist.

An obvious answer to this question would seem to be that the minority, the ruling class at present, has the schools and press, usually the Church as well, under its thumb. This enables it to organise and sway the emotions of the masses, and make its tool of them.

For the thinkers of that school disregard the question whether a possibility, once entertained, may seem one day to correspond to some meagre arrangement of events. They give all their attention to the possibility itself and esteem it according to its amplitude and to the length of time for which it survives just beyond reach of the haphazard disposition of sights and sounds which is called, in careless speech, actuality, and has been considered, perhaps even by a few plainsmen, to represent the extinction of all possibilities.

I HAVE WRITTEN LARGELY with reference to students spending an unreasonably long time in gaining an education; but I hope I shall not be misunderstood in regard to what is essential education. I do not mean that a superficial work should be done, that may be illustrated by the way in which some portions of the land are worked in Australia. The plow was put into the soil to the depth of only a few inches, the ground was not prepared for the seed, and the harvest was meager, corresponding to the superficial preparation that was given to the land. God has given inquiring minds to youth and children. Their reasoning powers are entrusted to them as precious talents. It is the duty of parents to keep the matter of their education before them in its true meaning: for it comprehends many lines. They should be used in the service of Christ for the uplifting of fallen humanity. Our schools are the Lord’s special instrumentality to fit up the children and the youth for missionary work. Parents should understand their responsibility, and help their children to appreciate the great blessings and privileges that God has provided for them in educational advantages. But their domestic education should keep pace with their education in literary lines. In childhood and youth, practical and literary training should be combined, and the mind stored with knowledge. Parents should feel that they have solemn work to do, and should take hold of it earnestly. They are to train and mold the characters of their children. They should not be satisfied with doing a surface work. Before every child is opened up a life involved with highest interests; for they are to be made complete in Christ through the instrumentalities which God has furnished. The soil in the heart should be preoccupied, the seeds of truth should be sown there in the earliest years. If parents are careless in this matter, they will be called to account for their unfaithful stewardship. Children should be dealt with tenderly and lovingly, and taught that Christ is {10} their personal Saviour, and that by the simple process of giving their hearts and minds to Him, they become His disciples.

He explained that a sorcerer’s magic is bound to two different schools. The first is Elemental—water, earth, fire, and air. Most users of magic start in this school; the magic I’d used in my target’s bedroom was air, hence the white glyphs, which crossed over my arms. Each type of magic corresponds to a different color glyph—white for air, orange for fire, green for earth, and blue for water.

Trusting life is easy, but it requires that you understand and embrace the laws of life. Cause and effect, correspondence, vibration, attraction, love, and forgiveness are all concrete laws that govern the movement and unfolding of life. It is unfortunate that we are not taught these laws in school. It is even more unfortunate that we do not pay attention to how we do what we do, because that is how the laws are made practical and personal for us.

Mid May 2012 Andy wrote in his Email reply: Dear Young, You are still the boy I grew to love and cherish forty-four years ago. The lyrics you sent, to “The Things You Are To Me” brought back many fond memories of our time together. You, young man, do have a way with words. In more ways than one, you always touched the core of my heart with your innocence and childlike approach to life. Walter is a lucky man to have you in his life. I wish I were in his shoes, you little ‘faerie’ boy, stirring up an emotional storm within me which I had kept hidden for so long. Now that our parents are deceased, we can be free from the emotional baggage imposed upon us. You had mentioned briefly that you are writing your memoirs. I hope you are not revealing anything that we pledged to never reveal. My advice to you is to stay clear of those subjects. It is not advisable to tamper with the school or the Society, especially when you swore an oath, a gentlemanly honor of confidentiality to never reveal any of our membership secrets. If the word gets out, the paparazzi will have a field day digging for whatever dirt they can find. I hate to see you being sued by any parties involved. I’m speaking to you as a trusted friend, confidant, and ex- lover. Tread with caution, Young! You are old enough to decide for yourself. I’m sure you don’t need your ex-Valet to tell you what to do. Please send my regards to Walter and maybe we’ll have a chance to meet one day, soon. Let’s continue our regular correspondence. My love always! Andy.

It is not sufficient for fathers to send their children to church, Sunday school, Christian camp, or private Christian school. You must read the Bible to your children yourself. Obviously, our children must see some correspondence between the Bible and our lives. But even as we work out our own Christian growth, we must read God's Word to and with our children.

Second Week Of June 2012 I agreed to be Dr. Arius’ case study. In my reply to the psychiatrist, I wrote: Good Day Dr. A. I’m surprised and flattered that you consider me an appropriate candidate to conduct a case study on my unique E.R.O.S., Bahriji, elite Arab Household, and secondary school experiences. As much as I am delighted to agree to your proposed challenge and to answer your questionnaires to the best of my abilities, I also have questions for you for which I would like answers before being an active participant in the survey. * Are you planning to publish professional psychiatric papers and publications to your findings? Or are you working on this project solely for your personal interest? * If your research reveals a positive alternative to the current accepted educational norm, are you planning to actively advocate for change? As you are aware, I can only provide you with my personal opinion on my educational experiences. I cannot speak for other  E.R.O.S. members. Before I agree to undergo this case study, I wish to make it very clear that I only speak for myself. Under no circumstances will I undermine to reveal the actual names of people and places, or jeopardize their society and individual standing in any way. I am obligated to honor my oath of confidentiality and pledge never to reveal the true identity of the clandestine society. As long as you are aware of my pledge, I am happy to answer your questions to the best of my ability. Although I have not known you for very long, I consider you a trusted friend. My intuition tells me you are a man of integrity. I have always trusted my inner voice and it has never failed me. I look forward to your next correspondence and your answers to my questions. I hope all is going splendidly in your part of the world. Keep me posted on the progress of your gay organization. It is good to receive your emails as always. Yours truly, Young.

Last week of June 2012 The next set of questionnaires arrived from Dr. Arius sooner than I had anticipated. The good doctor inquired: Dear Young, Thank you for being honest, truthful and straight to the point with your answers. I appreciate you taking the time to respond to my queries. Here’s the next set of questions for you to ponder. * How did you react when you were in your father’s presence? * Did you get to meet or know his mistress Annie? If so, how did you find her as a person? Was she the kind of woman that your aunties said she was? How was your rapport with her and vice versa? * Did you ever try to resolve your differences with your dad in later years? * How did you feel when you entered Daltonbury Hall? Was your life in Malaya very different from your life in England? How did you cope when you first arrived in the United Kingdom? * What were your reactions when you were suddenly assigned to a good-looking and understanding ‘big brother’? During your early days at the boarding school, did you open up immediately to your ‘big brother’ Nikee or to other ‘big brothers’ in your House? * Were you unreserved by nature or was it a learned trait? As always, I enjoy our regular correspondence. I feel like I already know you even though we have not met. I hope one day, in the not-too-distant future, I’ll have the opportunity to talk with you in person. Take excellent care of your good self. Best Wishes! Love, A. S.

Mid May 2012 Dearest Andy, After all these years, you have not changed. You’ll always be the Valet I’ve grown to love and adore. When I read your email, I can hear the sound of your voice as it was so long ago. Although we are miles apart, I continue to feel you close to my heart. After our separation, I looked for a ‘big brother’ and lover like you and failed miserably, until Walter came into my life. He inquires about you persistently. I think he is hoping for a triplet relationship, similar to the one we shared with Oscar. He thinks highly of you. Walter is very similar to you, in that you both know that you are gods who could do no wrong. In the majority of cases, that is how I remember you. Of course we both have our shortcomings, as humans do. The wonderful times we shared definitely overshadowed the negative moments. I fear that having two alpha males in the same house will be a disaster because you’ll both be competing for power and lording your masculinity over me. That’s scary! LOL! That said, my partner and I discuss you frequently. The difference between you two is that he fully supports the writing of my memoirs while you, my friend, have made it clear that writing about my adolescent life experiences isn’t a good idea. I respect both your differing opinions, but this is something I will have to decide on my own. I sincerely believe that now is the moment to tell my story and I will tell it without hurting or exposing anyone unnecessarily. I’ve changed the names of the schools, the society, and, of course, the people that played an important role in my young life. Do you remember when we were in Las Vegas working on “Sacred Sex In Sacred Places”? The Count told us that Howard Hughes was in town and you dragged me along for an audience with the tycoon? You desperately wanted an apprenticeship in his aerodynamics engineering company. I remember the episode well. That experience is definitely worth documenting in my memoirs. We will have many opportunities to reminisce, but for now I am simply happy that we are communicating regularly. Tell me more about yourself in your next correspondence. I love you and miss you. Wishing you all the best! Young.

Let’s have a bet, then. If I’m right, you kiss me,” he says. “And if I’m right?” “Name it.” It’s like taking candy from a baby. Mr. Macho Guy’s ego is about to be taken down a notch, and I’m all too happy to be the one to do it. “If I win you take me and the class project seriously,” I tell him. “No teasing me, no making ridiculous comments.” “Deal. I’d feel terrible if I didn’t tell you I have a photographic memory.” “Alex, I’d feel terrible if I didn’t tell you I copied the info straight from the book.” I look at the research I’d done, then flip open to the corresponding page in my chem book. “Without looking, what does it need to be cooled at?” I ask. Alex is a guy who thrives on challenges. But this time the tough guy is going to lose. He closes his own book and stares at me, his jaw set. “Twenty degrees. And it needs to be dissolved at one hundred degrees, not seventy,” he answers confidently. I scan the page, then my notes. Then back at the page again. I can’t be wrong. Which page did I--“Oh, yeah. One hundred degrees.” I look up at him in complete shock. “You’re right.” “You gonna kiss me now, or later?” “Right now,” I say, which I can tell shocks him because his hands go still. At home, my life is dictated by my mom and dad. At school, it’s different. I need to keep it that way, because if I have no control in every aspect of my life I might as well be a mannequin. “Really?” he asks. “Yeah.” I take one of his hands in mine. I’d never be this bold if we had an audience, and am thankful for the privacy of the nonfiction titles surrounding us. His breathing slows as I sit up on my knees and lean into him. I’m ignoring the fact that his fingers are long and rough and that I’ve never actually touched him before. I’m nervous. I shouldn’t be, though. I’m the one in control this time. I can feel him restraining himself. He’s letting me make the move, which is a good thing. I’m afraid of what this boy would do if he let loose. I place his hand against my cheek so it cups my face and I hear him groan. I want to smile because his reaction proves I have the power. He’s unmoving as our eyes meet. Time stops again. Then I turn my head into his hand and kiss the inside of his palm. “There, I kissed you,” I say, giving him back his hand and ending the game. Mr. Latino with the big ego got bested by a ditzy, blond bimbo.

Let's have a bet, then. If I'm right, you kiss me," he says. "And if I'm right?" "Name it." It's like taking candy from a baby. Mr. Macho Guy's ego is about to be taken down a notch, and I'm all too happy to be the one to do it. "If I win you take me and the class project seriously," I tell him. "No teasing me, no making ridiculous comments." "Deal. I'd feel terrible if I didn't tell you I have a photographic memory." "Alex, I'd feel terrible if I didn't tell you I copied the info straight from the book." I look at the research I'd done, then flip open to the corresponding page in my chem book. "Without looking, what does it need to be cooled at?" I ask. Alex is a guy who thrives on challenges. But this time the tough guy is going to lose. He closes his own book and stares at me, his jaw set. "Twenty degrees. And it needs to be dissolved at one hundred degrees, not seventy," he answers confidently. I scan the page, then my notes. Then back at the page again. I can't be wrong. Which page did I- "Oh, yeah. One hundred degrees." I look up at him in complete shock. "You're right." "You gonna kiss me now, or later?" "Right now," I say, which I can tell shocks him because his hands go still. At home, my life is dictated by my mom and dad. At school, it's different. I need to keep it that way, because if I have no control in every aspect of my life I might as well be a mannequin. "Really?" he asks. "Yeah." I take one of his hands in mine. I'd never be this bold if we had an audience, and am thankful for the privacy of the nonfiction titles surrounding us. His breathing slows as I sit up on my knees and lean into him. I'm ignoring the fact that his fingers are long and rough and that I've never actually touched him before. I'm nervous. I shouldn't be, though. I'm the one in control this time. I can feel him restraining himself. He's letting me make the move, which is a good thing. I'm afraid of what this boy would do if he let loose. I place his hand against my cheek so it cups my face and I hear him groan. I want to smile because his reaction proves I have the power. He's unmoving as our eyes meet. Time stops again. Then I turn my head into his hand and kiss the inside of his palm. "There, I kissed you," I say, giving him back his hand and ending the game. Mr. Latino with the big ego got bested by a ditzy, blond bimbo.

Focusing on the public school system, former Secretary of Education, William Bennett explains the moral crisis in that institution by contrasting the concerns of teachers in two different eras: 'Over the years teachers have been asked to identify the top problems in America's schools. In 1940 teachers identified them as talking out of turn; chewing gum; making noise; running in the hall; cutting in line; dress code infractions; and littering. When asking the same question in 1990, teachers identified drug abuse; alcohol abuse; pregnancy; suicide; rape; robbery; and assault.' During the thirty-year period of 1960 to 1990, 'there has been a 560 percent increase in violent crime; more than a 400 percent increase in illegitimate births; a quadrupling in divorces; a tripling of the percentage of children living in single-parent homes; more than a 200 percent increase in the teenage suicide rate; and a drop of 75 points in the average SAT scores of high-school students.' We do not believe it is a coincidence that the increase of moral mayhem described by Bennett corresponds with an increased acceptance of moral relativism. In fact, relativism has been officially incorporated in the educational curriculum, known as values clarification.

After the war, you adopted the girl?” “Yes. Her name is Rachel. Like me, she is an old woman now.” “And you found him, tracked him down?” “It wasn’t hard. When Rebekah’s father learned of the pregnancy, she was abruptly pulled out of boarding school and returned to Germany. She and Morton corresponded until the letters stopped getting through. It was about a year after that that the family was rounded up and sent east to the camps.

In 1925, John Caples was assigned to write a headline for an advertisement promoting the correspondence music course offered by the U.S. School of Music. Caples had no advertising experience, but he was a natural. He sat at his typewriter and pecked out the most famous headline in print-advertising history: “They Laughed When I Sat Down at the Piano. . .But When I Started to Play!

You and your friends played a big role in the aesthetic sensibility bred in the anarchist milieu in the early 2000s. While most anarchists and radicals were occupied with identity politics, accountability processes, justice, and ethical living and consumption, you and your friends started projects that had a more nihilist bent. Queer hedonism and negation, ‘doing-being totally out of control’. What inspired this turn, and what were you guys doing? The aesthetic sensibility we bred corresponded with the (re-)emergence of the hipster. While the hipster identity was about separating oneself out into a certain identity, to us it was more about being able to become anything. To welcome the power that comes with being malleable. To turn this weak metropolitan subject against itself. There were university occupations across the country, at the New School, in California, mini-riots across the Midwest and in the South. That also corresponded to the English translation of The Invisible Committee’s The Coming Insurrection, which was an important moment. Notably, that book was the same blue as Obama’s branding, and was a book instead of some zine somewhere. The new interest in insurrectionist aesthetics beyond the anarchist milieu provided a sort of opening. Part of the program behind Institute for Experimental Freedom, why I made all this aesthetic crap, why Politics is Not a Banana was a bright-ass pink book, was to take advantage of this opening.

Your memoirs captivated my attention to thinking of our current duplicitous educational system; the methods that schools are teaching young adults, to the growing number of suicidal and shooting cases in learning institutions. If I may, I’ll like to request your permission to administer a human behavioral study on your adolescent life. This is a simple study which entails me asking you questions through our regular correspondence so I can better understand what’s going through your mind when you were inducted into the Enlightened Royal Oracle Society and subsequently your services in the various Arab Households. Although I am familiar with the ancient Greco Roman pederasty ideology, I am beginning to excogitate if there are valuable merits, to this form of mentorship between an erastês and an erômenos. In your memoirs you mentioned that your secondary school education derived from this ancient practice. Obviously your positive experiences had made you a balanced and well-rounded man of the world. Let me know your thoughts if you are interested in this research? I’ll continue reading your weekly blogs and wish you the very best in the soon to be published Initiation, the 1st of your five books memoir. My spirits are uplifted when reading your correspondence. Keep them coming, my friend. All the best! Dr. A.S.

For Filipinos, revolution was not just a crash course in warfare, it was a school of learning. The forms of writing and composition corresponded to the exigencies of the time: proclamations, manifestoes, improvisatory theater, verses, and songs. The literature produced was not just war propaganda but texts that aimed to constitute a nation.

Imagine that you get a car as a birthday present, with the key in the ignition, but you have never heard of cars before and have absolutely no information about how they work. Being an inquisitive person, you get inside and start messing with the various buttons, knobs and levers. Eventually, you figure out how to use it and get quite good at driving. But unbeknownst to you, somebody has removed the letter R by the gearshift and messed with the transmission so that you need to apply a crazy amount of force to shift into Reverse. This means that unless someone tells you, you’ll probably never figure out that the car can drive backwards as well. If asked to describe how the car worked, you’d incorrectly assert that, without exception, as long as the engine is running, the harder you push on the accelerator pedal, the faster the car moves forward. If in a parallel universe, the car had instead required huge force to shift into forward drive mode, you’d have concluded that this strange machine worked differently and only moved backwards. Our Universe is very much like this car. As illustrated in Figure 6.6, it has a bunch of “knobs” that control how it works: the laws according to which things move when you do various things to them and so forth—what we’re told in school are the laws of physics, including so-called constants of nature. Each setting of the knobs corresponds to one of the phases of space, so if there are 500 knobs with 10 possible settings each, there are 10500 different phases. When I was in high school, I was incorrectly taught that these laws and constants were always valid, and never changed either from place to place or from time to time. Why this mistake? Because an enormous amount of energy—much more than we have at our disposal—is required to change the settings of these knobs, just as the gearshift on that car, so we didn’t realize that the settings could be changed. Nor that there even were any settings to change: unlike gearshifts, nature’s knobs are well hidden. They come in the form of so-called high-mass fields and other obscure entities, and huge energy is required not only to alter them, but even to detect that they exist in the first place.

A nasty child custody battle in Tim Walden’s school district in Massachusetts revealed just how substantial the volume of e-mail correspondence schools receive from parents had become. As superintendent, Dr. Walden received a subpoena from a boy’s father for all e-mails related to the boy; the father hoped to use the content of some of his ex-wife’s e-mails against her. Instead the subpoena revealed a different fact pattern: in the aggregate over the boy’s freshman and sophomore years the father had e-mailed teachers and administrative staff over two hundred times. Ironically the mother had sent only about ten e-mails.6 Technology has changed many things but the school day is still only six or seven hours long. How do teachers and administrators even begin to handle the enormous work increase caused by interactions with parents?

Let us take, for instance, such words as “good” or “bad” or “truth;” volumes upon volumes have been written about them; no one has reached any result universally acceptable; the effect has been to multiply warring schools of philosophy—sectarians and partisans. In the meantime something corresponding to each of the terms “good,” “bad,” “truth” exists as matter of fact; but what that something is still awaits scientific determination. If only these three words could be scientifically defined, philosophy, law, ethics and psychology would cease to be “private theories” or verbalism and they would advance to the rank and dignity of sciences.

How to Write Letters: A Manual of Correspondence Showing the Correct Structure, Composition, Punctuation, Formalities, and Uses of the Various Kinds of Letters, Notes and Cards by J. Willis Westlake, A.M., Professor of English Literature, State Normal School, Millersville, PA 1883

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He who considers disease results to be the disease itself, and expects to do away with these as disease, is insane. It is an insanity in medicine, an insanity that has grown out of the milder forms of mental disorder in science, crazy whims. The bacteria are results of disease. In the course of time we will be able to show perfectly that the microscopical little fellows are not the disease cause, but that they come after, that they are scavengers accompanying the disease, and that they are perfectly harmless in every respect. They are the outcome of the disease, are present wherever the disease is, and by the microscope it has been discovered that every pathological result has its corresponding bacteria. The Old School consider these the cause, but we will be able to show that disease cause is much more subtle than anything that can be shown by a microscope. We will be able to show you by a process of reasoning, step by step, the folly of hunting for disease cause by the implements of the senses. –The Art and Science of Homeopathic Medicine, Mineola, NY: Dover Publications, Inc., Page 22, 2002. [Originally published as Lectures on Homœopathic Philosophy in 1900.]

He had hundreds and hundreds of customer-correspondents, all along the spectrum of humanity, from high school track stars to octogenarian weekend joggers. Many, upon pulling yet another Johnson letter from their mailboxes, must have thought the same thing I did: “Where does this guy find the time?” Unlike me, however, most customers came to depend on Johnson’s letters. Most wrote him back. They’d tell him about their lives, their troubles, their injuries, and Johnson would lavishly console, sympathize, and advise. Especially about injuries. Few in the 1960s knew the first thing about running injuries, or sports injuries in general, so Johnson’s letters were often filled with information that was impossible to find anywhere else. I worried briefly about liability issues. I also worried that I’d one day get a letter saying Johnson had rented a bus and was driving them all to the doctor.

tool that can be very helpful when deciding how to prioritize and de-prioritize items is the 9 square. Pick an area of your life. School, activism, parenting, et cetera. For our example, we will use self-care. Write a list of things you think are important for your self-care. First, think of the self-care items that have the highest impact on your mental health. Let’s say taking your medication, showering, and having clean dishes. Next list those item that have a medium impact (rest, socializing, and exercise) and those that have a lower impact (laying out tomorrow’s outfit, folding clothes, and cleaning your floors). You can choose as many items as you’d like. Next, divide them into those things that take low effort, medium effort, or a high amount of effort. Place your items in the corresponding squares in the chart.

Now, the range of our possible sufferings is determined by the largeness and nobility of our aims. It is possible to evade a multitude of sorrows by the cultivation of an insignificant life. Indeed, if it be a man’s ambition to avoid the troubles of life, the recipe is perfectly simple — let him shed his ambitions in every direction, let him cut the wings of every soaring purpose, and let him assiduously cultivate a little life, with the fewest correspondences and relations.

After spending the day in a school vaccination clinic, a colleague of mine quipped: “Every time you add a question to a form, I want you to imagine the user filling it out with one hand while using the other to break up a brawl between toddlers.”6 Applications for government benefits might be completed under similarly chaotic circumstances. Users who have a lot else going on in their lives need to be able to apply for the service without an undue burden of time, technology, and cognitive overhead. If they’re asked for documentation, the documents need to be ones they have access to. If they need to correspond with the program, there has to be a way for them to do so even if they lack a stable mailing address. If they have family who are undocumented immigrants, they may need reassurance that applying for a program won’t get them or their relatives in trouble.

Five learning skills, or “habits of mind,” were at the core of her school, and each was matched up with a corresponding question: Evidence: How do we know what’s true or false? What evidence counts? Viewpoint: How might this look if we stepped into other shoes, or looked at it from a different direction? Connection: Is there a pattern? Have we seen something like this before? Conjecture: What if it were different? Relevance: Why does this matter?

History from Below’ directed attention to the important roles the masses had played politically, in bringing about major revolutions. It argued that history was not an affair of the upper classes only, using the French Revolution as an example of how even its ‘bourgeois’ phase was driven by the actions of peasants and artisans, and how the proletariat was destined to be the main agent of history in ushering Communism.[9] This approach, advanced by Marxist historians, would be extended by feminists and cultural Marxists generally into a call for a new history that would include the ‘indispensable’ roles and achievements of a whole host of ‘minorities’ neglected by traditional academics (i.e. gays, transsexuals, lesbians, blacks etc.), all of which contained a corresponding assault, and inevitable devaluation of the one agent that stood out as unoppressed, as ultimate oppressor: white hetero males, the very beings responsible for almost all the greatest works in Art and Science. The argument by World Systems Theory is that the ‘core’ countries of the West had achieved their status as advanced cultures by exploitation and holding down the ‘periphery’ and that a true historical narrative entailed an appreciation of the morally superior ways of Third World peoples struggling to liberate themselves from a world system controlled by white owned multinationals. This too has had an immensely negative impact on students, leading them to believe that the West only managed to modernise by extracting resources from the Third World and enslaving Africans and Natives.[10] This highly influential school has missed the far more important role of modern science and liberal institutions in the industrialisation of Western European nations.

During a belated New Year’s cleaning, I come across my grad-school coursework on the Austrian psychiatrist Viktor Frankl. Scanning my notes, I begin to remember his story. Frankl was born in 1905, and as a boy, he became intensely interested in psychology. By high school, he began an active correspondence with Freud. He went on to study medicine and lecture on the intersection of psychology and philosophy, or what he called logotherapy, from the Greek word logos, or “meaning.” Whereas Freud believed that people are driven to seek pleasure and avoid pain (his famous pleasure principle), Frankl maintained that people’s primary drive isn’t toward pleasure but toward finding meaning in their lives. He was in his thirties when World War II broke out, putting him, a Jew, in jeopardy. Offered immigration to the United States, he turned it down so as not to abandon his parents, and a year later, the Nazis forced Frankl and his wife to have her pregnancy terminated. In a matter of months, he and other family members were deported to concentration camps, and when Frankl was finally freed, three years later, he learned that the Nazis had killed his wife, his brother, and both of his parents. Freedom under these circumstances might have led to despair. After all, the hope of what awaited Frankl and his fellow prisoners upon their release was now gone—the people they cared about were dead, their families and friends wiped out. But Frankl wrote what became an extraordinary treatise on resilience and spiritual salvation, known in English as Man’s Search for Meaning. In it, he shares his theory of logotherapy as it relates not just to the horrors of concentration camps but also to more mundane struggles. He wrote, “Everything can be taken from a man but one thing: the last of the human freedoms—to choose one’s attitude in any given set of circumstances.” Indeed, Frankl remarried, had a daughter, published prolifically, and spoke around the world until his death at age ninety-two. Rereading these notes, I thought of my conversations with Wendell. Scribbled in my grad-school spiral were the words Reacting vs. responding = reflexive vs. chosen. We can choose our response, Frankl was saying, even under the specter of death. The same was true of John’s loss of his mother and son, Julie’s illness, Rita’s regrettable past, and Charlotte’s upbringing. I couldn’t think of a single patient to whom Frankl’s ideas didn’t apply, whether it was about extreme trauma or an interaction with a difficult family member. More than sixty years later, Wendell was saying I could choose too—that the jail cell was open on both sides. I particularly liked this line from Frankl’s book: “Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and our freedom.

The ability to swing over the wall also corresponded well with our general spy-worthiness. Erica and Catherine both performed the feat with the deft grace of Cirque du Soleil cast members. (I almost felt as though I should applaud for them afterward.) Mike and Zoe handled it well, if a bit clumsily. I didn’t embarrass myself, though I did slip on a wet patch of sod on the landing and tumbled to my knees. Murray missed landing on his feet entirely, belly flopping in the mud. Alexander fell out of the oak tree. Twice. When he finally managed to grab the rope and swing over, he somehow got his ankle tangled in it and ended up oscillating helplessly while dangling upside down until Catherine—who seemed to have come prepared for this—threw a kitchen knife at the rope, severing it cleanly just below the branch when Alexander was on the proper side of the wall. Alexander came crashing down into a gorse bush and emerged spitting out leaves.

Somewhere in our characters, a deep association has been forged between hope and danger, along with a corresponding preference to live quietly with disappointment rather than more freely with hope.

Prayers to deities preserved from the ancient Near East share many of the same themes as Biblical prayers. Individuals sensed guilt and divine abandonment (see notes on Ps 6:1, 3; 13:1; 32:4; 51:1, 5); they felt physical suffering (see notes on Ps 22:14, 17; 38:2–3), emotional pain and shame (see notes on Ps 6:6; 25:2) and loss of friendship (see note on Ps 31:11); and they faced death (see note on Ps 16:10). At times their afflictions involved legal entanglements accompanied by slander and curses (see notes on Ps 17:2; 41:5–6; 62:4). They responded with cries for a divine hearing (see note on Ps 55:17) and justice (see the article “Imprecations and Incantations”). In ancient Mesopotamia, letters written to gods and deposited in the temple also served to bring requests before the deity. The use of rather generic names in these letters, as well as their transmission through the curriculum of scribal schools, suggests that anyone could relate his or her experience with those recorded in these prayers. In later tradition, similar prayers were cited orally by a priest rather than deposited in the temple. Much of the language of these prayers and letters, including the Biblical psalms, was general and metaphoric, allowing these texts to serve as examples for others to use in their specific circumstances. While the details of hardship might have differed, the emotional experiences and theological thoughts could be shared by anyone. As in Biblical psalms, the Mesopotamian prayers include protests of innocence, praise to the deity and vows to offer thanks for deliverance. Often specific attributes of the deity are named that correspond to the affliction and desired deliverance of the worshiper. Such elements function within the lament as motivation for the deity to respond to the worshiper’s plight. ◆ Key Concepts • Many psalms are an expression of emotion, and God responds to us in our emotional highs and lows. • Psalms is a book with purpose. • Psalms 1–2 embody the message of the book.

When the first sunlight at the new house came to inquire about life from that day personal sunlight of this house personal breeze air personal cloudiness took birth everything which is exclusively for this house just as some sunlight enter domesticity to live with some rains Just as local tries to get disconnected from metalanguage just like weakness for personal sunlight once I had observed flax flower creeper to take turn seen Grandma's longing for sunlight even now I remember on our dining table at Darbhanga a shard of sunlight as our tea drinking companion passing sunlight had a different relation with school ending bell just as we have secret correspondence with some shadows Just as some sunlight some shadow are saved in personal kitty just as local tries to get disconnected with metalanguage.

George Alfred Henty (1832–1902), who began his writing career in the 1860s. Henty – educated at Westminster and Caius, Cambridge, the son of a wealthy stockbroker – had been commissioned in the Purveyor’s Department of the army, and gone to the Crimea during the war. There he had drifted into journalism, sending back reports for the Morning Advertiser and the Morning Post before catching fever and being invalided home. He continued to work in the Purveyor’s Department until the mid-Sixties, when the life of the war correspondent and the writer of boys’ adventure stories seemed overwhelmingly more interesting and better paid. Four generations of British children grew up with Henry’s irresistible stories, beautifully produced, bound and edited, on their shelves. The Henty phenomenon – over seventy titles celebrating imperialistic derring-do – really belongs to the 1880s, but deserves a mention here not only because of his radical and political views, but because of the direction taken by his career as a writer. The Henty story, by the time he had got into his stride, followed the formula that a young English lad in his early teens, freed from the shackles of public school or home upbringing by the convenient accident of orphanhood, finds himself caught up in some thrilling historical episode. The temporal sweep is impressive, ranging from Beric at Agincourt to The Briton: a story of the Roman Invasion; but the huge majority are exercises in British imperialist myth-building: By Conduct and Courage, A Story of the Days of Nelson, By Pike and Dyke, By Sheer Pluck, A Tale of the Ashanti War, Condemned as a Nihilist, The Dash for Khartoum, For Name and Fame: or through the Afghan Passes, Jack Archer, A Tale of the Crimea, Through the Sikh War. A Tale of the Punjaub (sic); The Tiger of Mysore, With Buller in Natal, With Kitchener in the Soudan, and so on.

When both males and females were considered as a single group, the impact of having a roommate classified as a frequent or occasional precollege drinker was to reduce a student’s end-of-year GPA by more than a tenth of a point on a four-point scale. But the effect was dramatically larger for males than for females. Relative to males whose roommates were nondrinkers, those whose roommates were frequent precollege drinkers had end-of-year GPAs that were 0.28 lower; for those whose roommates were occasional drinkers, the corresponding deficit was almost as great, 0.26 lower. These effects are comparable to the effect of a student’s own high school GPA being lower by half a point, or to having scored fifty points lower on the Scholastic Aptitude Test.27 By far the most dramatic impact observed in this study was for males who were themselves frequent precollege drinkers and were randomly assigned to a roommate who was also a frequent precollege drinker. Relative to the overall sample GPA, these males had end-of-year GPAs that were almost a full point lower.28

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The Kehoes also enjoyed playing cards with other couples at evening get-togethers, held every two weeks or so during the winter months. The pleasant evenings of progressive euchre were marred only occasionally by Andrew’s tendency to chew out other players who didn’t stick strictly to the rules or who committed inadvertent errors. “The people didn’t get angry at him,” reports Monty Ellsworth, “but they didn’t like his severity at a social party.”5 What Ellsworth calls Kehoe’s “severity”—his scorn for those who failed to meet his own exacting standards—was consistent with other aspects of his behavior. Priding himself on his time at Michigan State Agricultural College, Andrew regarded himself as a man of exceptional education and knowledge and cultivated a corresponding air of superiority—a distinguished image that was at odds with his occupation as a farmer.

Correspondingly, only properly bad people don’t lie awake at night worrying about their characters. It has generally never occurred to the most difficult or dangerous people on the planet that they might be lacking. Their sickness is to locate evil always firmly outside of themselves: it’s by definition invariably the others who are to blame, the others who are cruel, sinful, lacking in judgement and mistaken. And their job is to take these impure people down and correct their evils in the fire of their own righteousness.

Directly in front of them, dressed in white jerseys and forming a little protective phalanx, were the Pepettes, a select group of senior girls who made up the school spirit squad. The Pepettes supported all teams, but it was the football team they supported most. The number on the white jersey each girl wore corresponded to that of the player she had been assigned for the football season. With that assignment came various time-honored responsibilities. As part of the tradition, each Pepette brought some type of sweet for her player every week before the game. She didn’t necessarily have to make something from scratch, but there was indirect pressure to because of not-so-private grousing from players who tired quickly of bags of candy and not so discreetly let it be known that they much preferred something fresh-baked. If she had to buy something store-bought, it might as well be beer, and at least one player was able to negotiate such an arrangement with his Pepette during the season. Instead of getting a bag of cookies, he got a six-pack of beer. In addition, each Pepette also had to make a large sign for her player that went in his front yard and stayed there the entire season as a notice to the community that he played football for Permian. Previously the making of these yard signs, which looked like miniature Broadway marquees, had become quite competitive. Some of the Pepettes spent as much as $100 of their own money to make an individual sign, decorating it with twinkling lights and other attention-getting devices. It became a rather serious game of can-you-top-this, and finally a dictum was handed down that all the signs must be made the same way, without any neon.

The Dictator Supervisor When I held a high-visibility position at a Fortune 500 company, I was adamant about the quality of the correspondence that went out of my department. Although I had a superstar staff, I edited all staff memos in order to make them “better.” One day, because time was of the essence, I quickly reviewed a memo in the presence of the writer and concluded that it conveyed the message and required no changes. I would have worded it a little differently, yet I simply stated that it was okay to send it. The woman who had written the memo was ecstatic. She said, “No changes? I can’t believe it!” She was beaming. From that day forward, I made adjustments to staff memos only when it was absolutely necessary. The impact on morale was amazing. I learned something that I had not learned in business school: people need to feel that they exercise some control or authority in their environment.

HARRY POTTER “DISTURBED AND DANGEROUS” The boy who defeated He-Who-Must-Not-Be-Named is unstable and possibly dangerous, writes Rita Skeeter, Special Correspondent. Alarming evidence has recently come to light about Harry Potter’s strange behavior, which casts doubts upon his suitability to compete in a demanding competition like the Triwizard Tournament, or even to attend Hogwarts School.

When he was Brussels correspondent for the Daily Telegraph, for example, Johnson claimed he ‘was acting out of loyalty to an old friend’ when he agreed to help locate a fellow journalist so his pal could have him physically assaulted. The ‘old friend’ was from school, of course he was, and the targeted journalist was not one of them (‘these people are … it’s like they’re like dogs’).