School Excursion Quotes

For the authors it has been an excursion into the world of a ‘family’ that at times resembles a mafia organisation, occasionally a cult, and often the coolest gang in the world.

... I left Caen, where I was living, to go on a geological excursion under the auspices of the School of Mines. The incidents of the travel made me forget my mathematical work. Having reached Coutances, we entered an omnibus to go to some place or other. At the moment when I put my foot on the step, the idea came to me, without anything in my former thoughts seeming to have paved the way for it, that the transformations I had used to define the Fuchsian functions were identical with those of non-Euclidean geometry. I did not verify the idea; I should not have had time, as upon taking my seat in the omnibus, I went on with a conversation already commenced, but I felt a perfect certainty. On my return to Caen, for convenience sake, I verified the result at my leisure.

They loved the sea. They taught themselves to sail, to navigate and read the weather. Without their mother's knowledge and long before she thought them old enough to sail outside the harbor, they were piloting their catboat all the way to the Isles of Shoals. They were on the return leg of one such excursion when the fickle weather of early spring took an abrupt turn and the sky darkened and the sun vanished and the wind came squalling off the open sea. They were a half mile from the harbor when the storm overtook them. The rain struck in a slashing torrent and the swells hove them so high they felt they might be sent flying--then dropped them into troughs so deep they could see nothing but walls of water the color of iron. They feared the sail would be ripped away. Samuel Thomas wrestled the tiller and John Roger bailed in a frenzy and both were wide-eyed with euphoric terror as time and again they were nearly capsized before at last making the harbor. When they got home and Mary Margaret saw their sodden state she scolded them for dunces and wondered aloud how they could do so well in their schooling when they didn't have sense enough to get out of the rain.

In some cases, the reaction to Cantor’s theory broke along national lines. French mathematicians, on the whole, were wary of its metaphysical aura. Henri Poincaré (who rivaled Germany’s Hilbert as the greatest mathematician of the era) observed that higher infinities “have a whiff of form without matter, which is repugnant to the French spirit.” Russian mathematicians, by contrast, enthusiastically embraced the newly revealed hierarchy of infinities. Why the contrary French and Russian reactions? Some observers have chalked it up to French rationalism versus Russian mysticism. That is the explanation proffered, for example, by Loren Graham, an American historian of science retired from MIT, and Jean-Michel Kantor, a mathematician at the Institut de Mathématiques de Jussieu in Paris, in their book Naming Infinity (2009). And it was the Russian mystics who better served the cause of mathematical progress—so argue Graham and Kantor. The intellectual milieu of the French mathematicians, they observe, was dominated by Descartes, for whom clarity and distinctness were warrants of truth, and by Auguste Comte, who insisted that science be purged of metaphysical speculation. Cantor’s vision of a never-ending hierarchy of infinities seemed to offend against both. The Russians, by contrast, warmed to the spiritual nimbus of Cantor’s theory. In fact, the founding figures of the most influential school of twentieth-century Russian mathematics were adepts of a heretical religious sect called the Name Worshippers. Members of the sect believed that by repetitively chanting God’s name, they could achieve fusion with the divine. Name Worshipping, traceable to fourth-century Christian hermits in the deserts of Palestine, was revived in the modern era by a Russian monk called Ilarion. In 1907, Ilarion published On the Mountains of the Caucasus, a book that described the ecstatic experiences he induced in himself while chanting the names of Christ and God over and over again until his breathing and heartbeat were in tune with the words.

A Puritan twist in our nature makes us think that anything good for us must be twice as good if it's hard to swallow. Learning Greek and Latin used to play the role of character builder, since they were considered to be as exhausting and unrewarding as digging a trench in the morning and filling it up in the afternoon. It was what made a man, or a woman -- or more likely a robot -- of you. Now math serves that purpose in many schools: your task is to try to follow rules that make sense, perhaps, to some higher beings; and in the end to accept your failure with humbled pride. As you limp off with your aching mind and bruised soul, you know that nothing in later life will ever be as difficult. What a perverse fate for one of our kind's greatest triumphs! Think how absurd it would be were music treated this way (for math and music are both excursions into sensuous structure): suffer through playing your scales, and when you're an adult you'll never have to listen to music again. And this is mathematics we're talking about, the language in which, Galileo said, the Book of the World is written. This is mathematics, which reaches down into our deepest intuitions and outward toward the nature of the universe -- mathematics, which explains the atoms as well as the stars in their courses, and lets us see into the ways that rivers and arteries branch. For mathematics itself is the study of connections: how things ideally must and, in fact, do sort together -- beyond, around, and within us. It doesn't just help us to balance our checkbooks; it leads us to see the balances hidden in the tumble of events, and the shapes of those quiet symmetries behind the random clatter of things. At the same time, we come to savor it, like music, wholly for itself. Applied or pure, mathematics gives whoever enjoys it a matchless self-confidence, along with a sense of partaking in truths that follow neither from persuasion nor faith but stand foursquare on their own. This is why it appeals to what we will come back to again and again: our **architectural instinct** -- as deep in us as any of our urges.

If “bullshit,” as opposed to “bull,” is a distinctively modern linguistic innovation, that could have something to do with other distinctively modern things, like advertising, public relations, political propaganda, and schools of education. “One of the most salient features of our culture is that there is so much bullshit,” Harry Frankfurt, a distinguished moral philosopher who is professor emeritus at Princeton, says. The ubiquity of bullshit, he notes, is something that we have come to take for granted. Most of us are pretty confident of our ability to detect it, so we may not regard it as being all that harmful. We tend to take a more benign view of someone caught bullshitting than of someone caught lying. (“Never tell a lie when you can bullshit your way through,” a father counsels his son in an Eric Ambler novel.) All of this worries Frankfurt. We cannot really know the effect that bullshit has on us, he thinks, until we have a clearer understanding of what it is. That is why we need a theory of bullshit. Frankfurt’s own effort along these lines was contained in a paper that he presented more than three decades ago at a faculty seminar at Yale. Later, that paper appeared in a journal and then in a collection of Frankfurt’s writings; all the while, photocopies of it passed from fan to fan. In 2005, it was published as On Bullshit, a tiny book of sixty-seven spaciously printed pages that went on to become an improbable breakout success, spending half a year on the New York Times bestseller list.

Nowhere in all this elaborate brain circuitry, alas, is there the equivalent of the chip found in a five-dollar calculator. This deficiency can make learning that terrible quartet—“Ambition, Distraction, Uglification, and Derision,” as Lewis Carroll burlesqued them—a chore. It’s not so bad at first. Our number sense endows us with a crude feel for addition, so that, even before schooling, children can find simple recipes for adding numbers. If asked to compute 2 + 4, for example, a child might start with the first number and then count upward by the second number: “two, three is one, four is two, five is three, six is four, six.” But multiplication is another matter. It is an “unnatural practice,” Dehaene is fond of saying, and the reason is that our brains are wired the wrong way. Neither intuition nor counting is of much use, and multiplication facts must be stored in the brain verbally, as strings of words. The list of arithmetical facts to be memorized may be short, but it is fiendishly tricky: the same numbers occur over and over, in different orders, with partial overlaps and irrelevant rhymes. (Bilinguals, it has been found, revert to the language they used in school when doing multiplication.) The human memory, unlike that of a computer, has evolved to be associative, which makes it ill-suited to arithmetic, where bits of knowledge must be kept from interfering with one another: if you’re trying to retrieve the result of multiplying 7 X 6, the reflex activation of 7 + 6 and 7 X 5 can be disastrous. So multiplication is a double terror: not only is it remote from our intuitive sense of number; it has to be internalized in a form that clashes with the evolved organization of our memory. The result is that when adults multiply single-digit numbers they make mistakes ten to fifteen per cent of the time. For the hardest problems, like 7 X 8, the error rate can exceed twenty-five per cent. Our inbuilt ineptness when it comes to more complex mathematical processes has led Dehaene to question why we insist on drilling procedures like long division into our children at all. There is, after all, an alternative: the electronic calculator. “Give a calculator to a five-year-old, and you will teach him how to make friends with numbers instead of despising them,” he has written. By removing the need to spend hundreds of hours memorizing boring procedures, he says, calculators can free children to concentrate on the meaning of these procedures, which is neglected under the educational status quo.

One incident from Yasuko’s days in the village elementary school was indelibly etched in her memory. She was the head of her class for two or three years in a row, including the time when it happened. Just before graduation the principal asked the pupils how many would go on to attend middle school. Of the twenty pupils from Sunada and Tsukigata only three were able to do so. Those three raised their hands. The other pupils—children of poor tenant farmers, small-time candy store owners, and barkeepers—turned around to look at them, their faces vivid with envy. With everyone’s eyes focused on them the three blushed a little but, as might be expected, they looked proud. Not only was each of the three inferior to Yasuko in grades, they—except for the assistant class leader—were from the bottom half of the class. At that moment Yasuko was assailed by a strange and incomprehensible feeling. She felt she could not bear to explain it away convincingly even within her own heart. Pupils who were much, much worse than she were going on to a higher school! She understood of course that it was because their families had “money,” but understanding alone was not enough to make Yasuko accept it. Similar things had happened a number of times. For instance, when a Hokkaido government director came to inspect their school it was really Yasuko who as head of the class should have delivered the congratulatory address. However, since she did not even have a different kimono to change into, a rich child took her place. The lack of clothes and money also led to her being absent from athletic meets and excursions. But at such times Yasuko, unlike Okei, assumed a scornful expression. She smiled faintly while listening to the rich child read the congratulatory address; and said that only those with nothing better to do wanted to take part in excursions and athletic meets. Unlike Yasuko, Okei often cried at such times, saying it was a terribly cruel and unfair way to treat fellow schoolmates.

Abrams voice cut in over the comm. “My God, this place is breath-taking!” “It is a palace for the gods,” added Brock. The group stood gawking at the magnificence of the hall surrounding them. Delanda went to the table, placed her helmet and pack on it, and began pulling tablets, scanners, and other accessories out. She wrestled off her gloves, but had trouble with the suit torso so Wilson had to intervene and help. Without a thought to the revealing fit of the white stretch suit liner, she escaped the spacesuit bottom and placed it on the table. Then, with still no self-consciousness at all, she stripped the suit liner off down to athletic bra and slim panties and pulled her pink, rolled up vacuum-packed flight coveralls and cloth boots from the suit pack. After excitedly dressing, she hurriedly grabbed a scanner from her pack and began investigating the hall. Show over, one by one we all removed our suits and became visitors in white suit liners. Wilson gave his fatherly warning. “Everyone be very careful removing and folding those liners. If you tear or damage the thermal control system in any way you could have an unpleasant trip back to the ship. Also, be careful to tuck in your suit communicator since we’ll all be using wrist coms from now on. That is if they actually work here.” Delanda ignored his comments and headed for the far end of the hall. Wilson pulled on black coveralls, R.J.’s were farmhouse blue, Brock and Wen light green, Abrams in hospital scrubs green, and Sharma’s and Ansara’s in tan. Mine were captain’s blue. As we studied our celestial surroundings, Delanda returned and spoke in a commanding voice. “Gentlemen, if you would grab your tablets and gather around me here at this magnificent table we should get started.” For the first time there was a unanimous look of annoyance, although everyone quickly complied. R.J. and I stood opposite her feeling like two school kids being ushered around on a field trip. Delanda checked to be sure everyone was paying attention. “Okay, I’m assuming our intranet will work in here even though we’re out of contact with the ship. Let’s try it. All of you use your tablets to access mine and copy the file titled: Translations. Let me know if anyone has trouble.” Delanda’s tablet appeared on our screens. As she had guessed, there were no problems getting in. Once copied, I opened the file and found dozens of Altair symbols, some highlighted, most grayed-out. “Okay, everyone got in? Right? Okay, the symbols you see highlighted are the ones I believe I have a rudimentary translation for. Those that are in gray, your guess is as good as mine.” “How do you propose we proceed?” asked Brock. “Speaking as an experienced field researcher, I would suggest one of us photographs and documents this first chamber thoroughly while the rest of us split up and do the same with other chambers, periodically reporting back here after each excursion. We should have one central person remain here to monitor the progress of everyone in the event they get into trouble. I would think that would be you, Commander Mirtos, since you are the best at rescue. Does anyone have any objections?” R.J. leaned over. “I believe this is a non-hostile takeover. Are you going to step in?” “Not until she says something I disagree with.” Delanda continued. “So, if no one has any objections the first order of business will be to photograph every wall symbol we find along with any artifacts possibly associated

Once, in grade school, our class was taken on an overnight excursion to a campground. The air was warm: we had a campfire and ate hot dogs; and as darkness fell, we were herded down to the lake. There were perhaps thirty children, so I suppose there were at least four or five adults. We trooped through the woods with flashlights. There must have been yelling and singing, the grown-ups chattering. A noisy expedition. At the shore of the lake we were presented, as if on a stage, with a doubled moon -- one floating in the clear dark sky, one in the clear dark calm of the water. Were there exclamations, shouts of amazement, loud giggle praise for this sight? There might have been, but for me there was only silence. An unprecedented silence, tranquil and immense. Silence, and the moon on the lake -- a sight so pure I nearly staggered under its impact. I knew, without the words to say it, that the lack in my life of what this moon and lake represented was the other side of the coin of happiness. Not unhappiness, but shame, which was possibly the same thing, and which then rose up in me in nauseating waves.

Okay, the bell is about to ring, so I want you all to finish that worksheet about the different uses for SHOVELS as homework. Now, remember we have our excursion to the Mob Science Museum tomorrow. If you haven’t already handed in your signed permission slip, you need to give it to me tomorrow before you board the bus. And—’ Ms. Bones was cut off when the school bell rang. Nobody stuck around to hear the end of her sentence, instead packing their bags and fleeing the school. ‘Duuuude,’ Skelee said next to me as we walked into the hallway. ‘The Mob Science Museum is gonna be HECTIC. I’m excited! There’s gonna be buzzy things and gloopy things and exploding things!’ ‘If you wanna see exploding things, come over when I’m doing homework,’ Creepy said sadly. Skelee rolled his eye sockets. ‘What are you most excited about?’ he asked me. ‘The rocket!’ I answered quickly. ‘The rocket is gonna be the best part. I hope it works and they show us. And I wanna see the big BUZZY ball of electricity too.’ ‘Same,’ Skelee nodded. ‘Big buzzy ball of electricity all the way for me.

As Mrs. Crawley said to Mr. Birkett she was afraid they might all have been had up before Convocation for lése-episcopacy, if there was such a phrase, in which case her husband would probably be ungaitered and turned into a perpetual curate. To which Mrs. Morland, who had been getting her hair tidy again after her ecclesiastical excursion, said it must be exactly like being sent to the galleys for life to be a perpetual curate and she never could understand how the Dean’s grandfather, who was perpetual curate of Hogglestock, managed to escape and be Vicar of St. Ewold’s. But a judgment fell upon her for such ignorance, for the School Chaplain who had been rather afraid of joining in the foregoing conversation in case the Bishop came to hear of it, made up for his silence by giving Mrs. Morland a great deal of information about the various kinds of living in the Church of England, very little of which that worthy creature could understand, but somehow it all seeped through into the writing part of her mind and was used with great effect in her next but one book where Madame Koska was abducted by a Russian disguised as a commercial traveller for a French silk firm and rescued by a perpetual curate who married one of her beautiful but pure mannequins: and the Guardian and the Church Times applauded the deep moral lesson of Mrs. Morland’s new book and her profound knowledge of church matters, so rare among even the most intelligent of the laity in these troublous times.

The preserved disrepair of colonial buildings are top selling points in tourist excursions throughout the world: colonial homes refitted as colonial-era hotels confer the nostalgic privilege of those who can pay their price; girls’ boarding schools are turned to the profit of “educational tourism”; slave quarters are now assigned as World Heritage sites; colonial ministries are updated as archival depots for the dissertation industry; plundered objects are refashioned as ethnological museums in metropolitan centers to valorize cultural difference. All are comforting affirmations that colonialisms are over, initiatives and gestures that firmly and safely consign those places and sometimes the people who once inhabited them as frozen icons of a shamed and distanced past.

According to the Shinto code, the viewer on a proper leaf-viewing excursion should try to achieve a personal communion with the leaves, in a bond akin to the private communication between man and god at the heart of many Western religions. As Prince Genji once wrote to a lover, “A sheaf of autumn leaves admired in solitude is like damasks worn in the darkness of the night.” By entering nature, one hopes to internalize the beauty of the leaves in one’s heart. Man enters nature, and nature, in turn, enters man.

The blueprint of exploration has an overarching intention: you are not the recipients of divine labor and meticulous training only to ensure that you may enjoy endless bliss and eternal ease. There is a purpose of transcendent service concealed beyond the horizon of the present universe age. If I designed you to take you on an eternal excursion into nirvana, I certainly would not construct your entire universe into one vast and intricate training school, requisition a substantial branch of my creation as teachers and instructors, and then spend ages upon ages piloting you, one by one, through this enormous universe school of experiential learning. The furtherance of the system of human progression is cultivated by my will for the explicit purpose to merge the human species with other species from different universes. As it is my nature to be seven-fold, there are seven universes that comprise my body. Within each of these, a species of a particular DNA template is cast forth and is nurtured by Source Intelligence to explore its material universe. Each of these species is sent forth from the Central Race into the universe that was created to unveil its potential and seed vision. Your species will converge with six other species in a distant future that will reunite my body as the living extension of known creation. While this may seem so distant as to have no relevance to your time, it is vital for you to understand the scope of your purpose. You can think of these seven species as the limbs of my body rejoined to enable me/us total functionality within the grand universe. This is my purpose and therefore your own as well.

details like my fictitious birthdate and school name without hesitating (which was quite important when passing through customs and ship security). Despite the fact that there were dozens of busloads of people in the terminal, waiting to board the Emperor, it still wasn’t anywhere close to the number of people the ship could hold. “There are two types of cruises,” Alexander explained as we were waiting in our ninth line of the day. “Round-trip cruises, where everyone boards and disembarks at the exact same location and stays aboard for the same number of days—as opposed to one-way cruises, where the ships continue going in the same direction and people can board and disembark anywhere along the line. We’re on the one-way type. So there will be lots of people who’ve already been on board for a while, although they might be taking advantage of this stop to go ashore today.” He pointed through a grimy window. The Emperor was too big to dock directly at the terminal, so it was anchored out at sea. Dozens of small, festively painted shuttle boats were zipping back and forth between it and the terminal. Some were ferrying new passengers out to the ship, while others were bringing passengers who had gone ashore for the day back from excursions. There were also several larger, slower cargo boats piled high with crates marked with things like BEEF, CABBAGE, and PUDDING. Feeding the thousands of guests and crew required a staggering amount of food; each crate was so big, a forklift was needed to move it.

That June, in the summer before my senior year in high school, I reported to Scripps as a junior trainee for a series of three excursions. I celebrated my 17th birthday at sea. Our initial work was part of a study looking at why sardines—immortalized in John Steinbeck’s Cannery Row—had disappeared off the California coast.