School Functions Quotes

It reminded me of a meat grinder. From when I was a kid. Going to school it felt like you were in a meat grinder. It chews you up and pours out this mess that can't function

Schools serve the same social functions as prisons and mental institutions- to define, classify, control, and regulate people.

Water is to India as blood is to the body, with the many rivers functioning as arteries – the Ganges being the aorta – and the monsoon timelessly arriving as a much-needed annual blood transfusion.

The function of the university is not simply to teach breadwinning, or to furnish teachers for the public schools, or to be a centre of polite society; it is, above all, to be the organ of that fine adjustment between real life and the growing knowledge of life, an adjustment which forms the secret of civilization.

Is it surprising that the cellular prison, with its regular chronologies, forced labour, its authorities of surveillance and registration, its experts in normality, who continue and multiply the functions of the judge, should have become the modern instrument of penality? Is it surprising that prisons resemble factories, schools, barracks, hospitals, which all resemble prisons?

How to explain to the earth that it was more functional as a vegetable patch than a flower garden, just as factories were more functional than schools and boys were more functional as weapons than as humans.

Sanjit says his apartment, the same one in which he grew up, has been flooded many times by the midsummer torrents. For what has been for millennia a primarily agricultural society, rains simultaneously destroy, create, and preserve life in India, similar to the functions of the three premier Hindu gods, Shiva, Brahma, and Vishnu. Every time Kolkata gets pounded by a cyclone, or when the monsoon first erupts in June (although the recent warming of the Indian Ocean increasingly disturbs a once-consistent timeline), Sanjit never fails to send along a video, his house flooded – seemingly destroyed – but the smiles on his, Bajju’s, or other house-guest’s faces signify just the opposite, having been cooled and relieved of perpetual heat. Flooded, they remain preserved.

The function of the university is not simply to teach breadwinning, or to furnish teachers for the public schools, or to be a centre of polite society; it is, above all, to be the organ of that fine adjustment between real life and the growing knowledge of life, and adjustment which forms the secret of civilisation.

Is it any wonder that Socrates was outraged at the accusation he took money to teach? Even then, philosophers saw clearly the inevitable direction the professionalization of teaching would take, that of pre-empting the teaching function, which, in a healthy community, belongs to everyone.

Whatever shall you wear?' Torin observed, propping his chin in his hand. 'Let's see, there's the black T-shirt with black jeans. Or perhaps, if you're going for elegance over function, you could wear the black T-shirt with black jeans. Ooh!' He sat up, widening his eyes. 'Do you know what would be particularly fetching? The black-' 'T-shirt with black jeans,' I finished for him. 'Hilarious.

The function of this school is custodial. It’s here to keep these kids off the streets until the girls are big enough to get pregnant and the boys are old enough to go out and hold up a gas station.

Independent study, community service, adventures and experience, large doses of privacy and solitude, a thousand different apprenticeships — the one-day variety or longer — these are all powerful, cheap, and effective ways to start a real reform of schooling. But no large-scale reform is ever going to work to repair our damaged children and our damaged society until we force open the idea of “school” to include family as the main engine of education. If we use schooling to break children away from parents — and make no mistake, that has been the central function of schools since John Cotton announced it as the purpose of the Bay Colony schools in 1650 and Horace Mann announced it as the purpose of Massachusetts schools in 1850 — we’re going to continue to have the horror show we have right now.

Society functions in a way much more interesting than the multiple-choice pattern we have been rewarded for succeeding at in school. Success in life comes not from the ability to choose between the four presented answers, but from the rather more difficult and painfully acquired ability to formulate the questions.

Life is the most effective school ever created. Once upon a time they made children bow their heads and read books. It would take ages to get anything across." He taps his head. "But we have widgets and datapads now, and we Golds have the lower Colors to do our research. We need not study chemistry or physics. We have computers and others to do that. What we must study is humanity. In order to rule, ours must be the study of political, psychological, and behavioral science - how desperate human beings react to one another, how packs form, how armies function, how things fall apart and why. You could learn this nowhere else but here.

If you’re not certain of the value of mentorship, think of how many elite athletes or professional sports teams train without a coach. Zero. How many of your favorite films are made without a producer or director? Zero. How many of the best schools in the world function without teachers? Zero. It’s safe to say that every great leader, in any field, first had a great mentor. Finding a mentor who inspires and guides your growth is a life-changing experience. Mentors help us to transcend the limits, or perceived limits, of our abilities. A mentor can be anyone who teaches us and helps us to grow in ways we couldn’t have on our own.

What makes a civilization real to its inhabitants, in the end, is not just the splendid edifices at it centre, nor even the smooth functioning of the institutions they house. At its core, a civilization is the texts that are taught in its schools, learned by its students and recollected in times of tribulation.

You’re good in school. Everybody likes you.” “For all the most unimportant reasons,” Calvin said. “There hasn’t been anybody, anybody in the world I could talk to. Sure, I can function on the same level as everybody else, I can hold myself down, but it isn’t me.

The central solution to all this trouble is to normalise a new and more accurate picture of emotional functioning: to make it clear just how healthy and mature it is to be fragile and in repeated need of reassurance – and at the same time, how difficult it is to reveal one’s vulnerable dependence.

The essential function of challenging behavior is to communicate to adults that a kid doesn’t possess the skills to handle certain demands in certain situations.

• As society rapidly changes, individuals will have to be able to function comfortably in a world that is always in flux. Knowledge will continue to increase at a dizzying rate. This means that a content-based curriculum, with a set body of information to be imparted to students, is entirely inappropriate as a means of preparing children for their adult roles.

I told her that we go to work to provide for our families, attend school functions that our children are involved in, take a few pieces of cake we just baked over to our neighbor next door, drive our children to school in the morning. “No! No!” She said. “How do you worship?” I said we make love to our spouses, smile and greet someone we pass on the street, help our children with their homework, hold open a door for someone behind us. “Worship! I’m asking about worship!” She exclaimed. I asked her exactly what she had in mind. “You know-Rituals!” She insisted. I answered her that we practice those also and that they are a very important part of Muslim worship. I was not trying to frustrate her, but I answered her in this way in order to emphasize Islam’s comprehensive conception of worship.

The secret Order of Melchizedek can never appear in the physical world while humanity is constituted according to its present plan. It is the supreme Mystery School, and a few have reached the point where they have blended their divine and human natures so perfectly that they are symbolically two-headed. The heart and mind must be brought into perfect equilibrium before true thinking or true spirituality can be attained. The highest function of the mind is reason; the highest function of the heart is intuition, a sensing process not necessitating the normal working of the mind.

Instead of preparing men for life French schools solely prepare them to occupy public functions, in which success can be attained without any necessity for self-direction or the exhibition of the least glimmer of personal initiative.

He felt that institutions such as schools, churches, governments and political organizations of every sort all tended to direct thought for ends other than truth, for the perpetuation of their own functions, and for the control of individuals in the service of these functions.

Price controls almost invariably produce black markets, where prices are not only higher than the legally permitted prices, but also higher than they would be in a free market, since the legal risks must also be compensated. While small-scale black markets may function in secrecy, large-scale black markets usually require bribes to officials to look the other way.

He felt that institutions such as schools, churches, governments and political organizations of every sort all tended to direct thought for ends other than truth, for the perpetuation of their own functions, and for the control of individuals in the service of these functions. He came to see his early failure as a lucky break, an accidental escape from a trap that had been set for him, and he was very trap-wary about institutional truths for the remainder of his time.

At cocktail parties, I played the part of a successful businessman's wife to perfection. I smiled, I made polite chit-chat, and I dressed the part. Denial and rationalization were two of my most effective tools in working my way through our social obligations. I believed that playing the roles of wife and mother were the least I could do to help support Tom's career. During the day, I was a puzzle with innumerable pieces. One piece made my family a nourishing breakfast. Another piece ferried the kids to school and to soccer practice. A third piece managed to trip to the grocery store. There was also a piece that wanted to sleep for eighteen hours a day and the piece that woke up shaking from yet another nightmare. And there was the piece that attended business functions and actually fooled people into thinking I might have something constructive to offer. I was a circus performer traversing the tightwire, and I could fall off into a vortex devoid of reality at any moment. There was, and had been for a very long time, an intense sense of despair. A self-deprecating voice inside told me I had no chance of getting better. I lived in an emotional black hole. p20-21, talking about dissociative identity disorder (formerly multiple personality disorder).

child labor becomes a label of condemnation in spite of its ancient function as the quickest, most reliable way to human independence—

I wonder in what way I would function as a person, in a society without ever attending school. I'd be myself.

Healing is a biological process, not an art. It is as much a function of the living organism as respiration, digestion, circulation, excretion, cell proliferation, or nerve activity. It is a ceaseless process, as constant as the turning of the earth on its axis. Man can neither duplicate nor imitate nor provide a substitute for the process. All schools of healing are frauds.

The defense of the Western Canon is in no way a defense of the West or a nationalist enterprise. . . . The greatest enemies of aesthetic and cognitive standards are purported defenders who blather to us about moral and political values in literature. We do not live by the ethics of the Iliad, or by the politics of Plato. Those who teach interpretation have more in common with the Sophists than with Socrates. What can we expect Shakespeare to do for our semiruined society, since the function of Shakespearean drama has so little to do with civic virtue or social justice?

MID TWENTIES BREAKDOWN: A period of mental collapse occurring in one’s twenties, often caused by an inability to function outside of school or structured environments coupled with a realization of one’s essential aloneness in the world. Often marks induction into the ritual of pharmaceutical usage.

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

On May 25, something unexpected happened. Police opened the school up so families of the library victims could walk through the scene. This served two functions: victims could face the crime scene with their loved ones, and revisiting the room might jar loose memories or clarify confusion. Three senior investigators stood by to answer questions and observe.

The last clear definite function of man—muscles aching to work, minds aching to create beyond the single need—this is man....For man, unlike any other thing organic or inorganic in the universe, grows beyond his work, walks up the stairs of his concepts, emerges ahead of his accomplishments. This you may say of man—when theories change and crash, when schools, philosophies, when narrow dark alleys of thought, national, religious, economic, grow and disintegrate, man reaches, stumbles forward, painfully, mistakenly sometimes. Having stepped forward, he may slip back, but only half a step, never the full step back. This you may say and know it and know it. This you may know when the bombs plummet out of the black planes on the market place, when prisoners are stuck like pigs, when the crushed bodies drain filthily in the dust. You may know it in this way. If the step were not being taken, if the stumbling-forward ache were not alive, the bombs would not fall, the throats would not be cut. Fear the time when the bombs stop falling while the bombers live—for every bomb is proof that the spirit has not died. And fear the time when the strikes stop while the great owners live—for every little beaten strike is proof that the step is being taken. And this you can know—fear the time when Manself will not suffer and die for a concept, for this one quality is the foundation of Manself, and this one quality is man, distinctive in the universe.

The first thing he noticed was that Las Vegas seemed to have invented a new school of functional architecture, 'The Gilded Mousetrap School' he thought it might be called, whose main purpose was to channel the customer-mouse into the central gambling trap whether he wanted the cheese or not.

Is it a function of schools to teach ethnic and racial pride? When does obsession with differences begin to threaten the idea of an overarching American nationality?

Take school, for instance. We say that the function of school is to teach valuable skills and knowledge. Yet students don't remember most of what they're taught, and most of what they do remember isn't very useful... Again, something doesn't add up.

By the time she turned fifteen, all of that was gone. She hardly spoke in class. She refused to function in any sort of school event, and rather than discuss her feelings she deferred the world with a hard and perfectly practiced smile. Apparently—if her sister is to be believed—Karen spent every night of her fourteenth year composing that smile in front of a blue plastic handled mirror. Tragically her creation proved flawless and though her near aphonia should have alarmed any adept teacher or guidance counselor, it was invariably rewarded with the pyritic prize of high school popularity.

It is worse, much worse, than you think. The slowness of climate change is a fairy tale, perhaps as pernicious as the one that says it isn’t happening at all, and comes to us bundled with several others in an anthology of comforting delusions: that global warming is an Arctic saga, unfolding remotely; that it is strictly a matter of sea level and coastlines, not an enveloping crisis sparing no place and leaving no life undeformed; that it is a crisis of the “natural” world, not the human one; that those two are distinct, and that we live today somehow outside or beyond or at the very least defended against nature, not inescapably within and literally overwhelmed by it; that wealth can be a shield against the ravages of warming; that the burning of fossil fuels is the price of continued economic growth; that growth, and the technology it produces, will allow us to engineer our way out of environmental disaster; that there is any analogue to the scale or scope of this threat, in the long span of human history, that might give us confidence in staring it down. None of this is true. But let’s begin with the speed of change. The earth has experienced five mass extinctions before the one we are living through now, each so complete a wiping of the fossil record that it functioned as an evolutionary reset, the planet’s phylogenetic tree first expanding, then collapsing, at intervals, like a lung: 86 percent of all species dead, 450 million years ago; 70 million years later, 75 percent; 125 million years later, 96 percent; 50 million years later, 80 percent; 135 million years after that, 75 percent again. Unless you are a teenager, you probably read in your high school textbooks that these extinctions were the result of asteroids. In fact, all but the one that killed the dinosaurs involved climate change produced by greenhouse gas. The most notorious was 250 million years ago; it began when carbon dioxide warmed the planet by five degrees Celsius, accelerated when that warming triggered the release of methane, another greenhouse gas, and ended with all but a sliver of life on Earth dead. We are currently adding carbon to the atmosphere at a considerably faster rate; by most estimates, at least ten times faster. The rate is one hundred times faster than at any point in human history before the beginning of industrialization. And there is already, right now, fully a third more carbon in the atmosphere than at any point in the last 800,000 years—perhaps in as long as 15 million years. There were no humans then. The oceans were more than a hundred feet higher.

The narcissist has to defend himself against his own premonitions, his internal sempiternal trial, his guilt, shame, and anxiety. One of the more efficacious defense mechanisms at his disposal is false modesty. The narcissist publicly chastises himself for being unworthy, unfit, lacking, not trained and not (formally) schooled, not objective, cognizant of his own shortcomings, and vain. This way, if (or, rather, when) exposed for what he is, he can always say: "But I told you so in the first place, haven't I?" False modesty is, thus, an insurance policy. The narcissist "hedges his bets" by placing a side bet on his own fallibility… Yet another function is to extract Narcissistic Supply from the listener. By contrasting his own self-deprecation with a brilliant, dazzling display of ingenuity, wit, intellect, knowledge, or beauty, the narcissist aims to secure .. protestation from the listener.

We were all quiet for a few moments before I broke the silence by saying, in my best upper-crust-girls'-school voice, "I am sure that all of you are really just suffering from some horrible disease, and that I should feel nothing but pity for you. If you let me go, I will organize a charity function that you will not believe. It will be, as our ancestors used to say, 'epic.'" There was some furious whispering before Bram responded with, "Ah, thank you, Miss, but we're already dead." I bit my lip. I was starting to crumble.

It would be wrong to say that the soul is an illusion, or an ideological effect. On the contrary, it exists, it has a reality, it is produced permanently around, on, within the body by a functioning of a power that is exercised on those punished - and in a more general way, on those one supervises, trains and corrects, over madmen, children at home and at school, the colonized, over those who are stuck at a machine and supervised for the rest of their lives.

But what is now encompassed by the one word (“school”) are two very different kinds of institutions that, in function, finance and intention, serve entirely different roles. Both are needed for our nation’s governance. But children in one set of schools are educated to be governors; children in the other set of schools are trained for being governed. The former are given the imaginative range to mobilize ideas for economic growth; the latter are provided with the discipline to do the narrow tasks the first group will prescribe.

I have come to believe that government monopoly schools are structurally unreformable. They cannot function if their central myths are exposed and abandoned.

Reluctantly, he knew that he despised his fellow residents for the way in which they fit so willingly into their appointed slots in the apartment buildings, for their overdeveloped sense of responsibility and lack of flamboyance. Above all, he looked down on them for their good taste. The building was a monument to good taste, to the well-designed kitchen, to sophisticated utencils and fabrics, to elegant and never ostentatious furnishings. In short, to that whole aesthetic sensibility which these well-educated, professional people had inherited from all the schools of industrial design, all the award-winning schemes of interior decoration institutionalized by the last quarter of the century. Royal detested this orthodoxy of the intelligent. Visiting his neighbors’ apartments, he would find himself physically repelled by the contours of an award-winning coffee pot, but the well-modulated color schemes, by the good taste and intelligence that, Midas-like, had transformed everything in these apartments into an ideal marriage of function and design. In a sense, these people were the vanguard of a well-to-do and well-educated proletariat of the future, boxed up in these expensive apartments with their elegant furniture, and intelligent sensibilities, and no possibility of escape.

After three of four years of schooling, the nucleus basalis, which forms sharp memories in the brain, falls into disuse and decays. This is the part of the brain that makes learning so effortless for small children, and it is always activated in undomesticated humans. But neuroplasticity research has shown that damage to the nucleus basalis can be reversed by reintroducing activities involving highly focused attention, which results in massive increases in production of acetylcholine and dopamine. Using new skills under conditions of intense focus rewires billions of neural connections and reactivates the nucleus basalis. Loss of function in this part of the brain is not a natural stage of development--we are supposed to retain and even increase it throughout our lives. Until very recently in human history, we did.

The majority of people spoil their lives by an unhealthy and exaggerated altruism – are forced, indeed, so to spoil them. They find themselves surrounded by hideous poverty, by hideous ugliness, by hideous starvation. It is inevitable that they should be strongly moved by all this. The emotions of man are stirred more quickly than man’s intelligence; and, as I pointed out some time ago in an article on the function of criticism, it is much more easy to have sympathy with suffering than it is to have sympathy with thought. Accordingly, with admirable, though misdirected intentions, they very seriously and very sentimentally set themselves to the task of remedying the evils that they see. But their remedies do not cure the disease: they merely prolong it. Indeed, their remedies are part of the disease. They try to solve the problem of poverty, for instance, by keeping the poor alive; or, in the case of a very advanced school, by amusing the poor. But this is not a solution: it is an aggravation of the difficulty. The proper aim is to try and reconstruct society on such a basis that poverty will be impossible. And the altruistic virtues have really prevented the carrying out of this aim. Just as the worst slave-owners were those who were kind to their slaves, and so prevented the horror of the system being realised by those who suffered from it, and understood by those who contemplated it, so, in the present state of things in England, the people who do most harm are the people who try to do most good; and at last we have had the spectacle of men who have really studied the problem and know the life – educated men who live in the East End – coming forward and imploring the community to restrain its altruistic impulses of charity, benevolence, and the like. They do so on the ground that such charity degrades and demoralises. They are perfectly right. Charity creates a multitude of sins.

Part of the major problem attending schizophrenia is what it is defined to be, that is, abnormal, rather than an altered state of consciousness that has a specific ecological function for the species. In the West such states are labeled as an illness and are almost always medicated. Most psychoactive drug use is proscribed for exactly the same reason . . . You must not extend perception further than the society wants it to go There are very few people in the West (and virtually none who are clinically schooled) who understand how to train someone in the use of that enhanced perception. Once such gating dynamics are labeled abnormal, accepted to be neuropathological, there is generally no alternative (in that system) except pharmaceutical suppression.

The most necessary tool for thinking is also the simplest: the notebook. We need a notebook because we can’t contain what is important within the bandwidth of active memory. We can’t keep in view what is significant within our amnesiac, misty, temperamental consciousness. The paper has to function as a secondary memory to pool us together; it will end up knowing more of who we are than we can ourselves actively bring to mind in the moment.

Das Bus,” The Simpsons (season 9, episode 14) A tongue-in-cheek retelling full of clever references to Golding’s novel. After their school bus veers off a bridge during a Model United Nations field trip, Bart, Lisa, and their classmates find themselves stranded on a desert island. Overt allusions to fear (of an island monster), hoarding of resources (junk food salvaged from the sunken bus), warring factions (those who support Bart, and those who oppose him), a violent chase scene (Bart, Lisa, and Milhouse running for their lives), and a final voiceover (about how the children learned to function as a society until they were rescued) serve as inside jokes for knowledgeable viewers.

As Carter G. Woodson realized, many of our decisions are shaped by decisions that someone with more power made before us. The whole social structure affects how institutional systems, like schools, function. In turn, those institutional systems exert power over the interactions that take place within them--conversations, lectures, relationships.

Freud was fascinated with depression and focused on the issue that we began with—why is it that most of us can have occasional terrible experiences, feel depressed, and then recover, while a few of us collapse into major depression (melancholia)? In his classic essay “Mourning and Melancholia” (1917), Freud began with what the two have in common. In both cases, he felt, there is the loss of a love object. (In Freudian terms, such an “object” is usually a person, but can also be a goal or an ideal.) In Freud’s formulation, in every loving relationship there is ambivalence, mixed feelings—elements of hatred as well as love. In the case of a small, reactive depression—mourning—you are able to deal with those mixed feelings in a healthy manner: you lose, you grieve, and then you recover. In the case of a major melancholic depression, you have become obsessed with the ambivalence—the simultaneity, the irreconcilable nature of the intense love alongside the intense hatred. Melancholia—a major depression—Freud theorized, is the internal conflict generated by this ambivalence. This can begin to explain the intensity of grief experienced in a major depression. If you are obsessed with the intensely mixed feelings, you grieve doubly after a loss—for your loss of the loved individual and for the loss of any chance now to ever resolve the difficulties. “If only I had said the things I needed to, if only we could have worked things out”—for all of time, you have lost the chance to purge yourself of the ambivalence. For the rest of your life, you will be reaching for the door to let you into a place of pure, unsullied love, and you can never reach that door. It also explains the intensity of the guilt often experienced in major depression. If you truly harbored intense anger toward the person along with love, in the aftermath of your loss there must be some facet of you that is celebrating, alongside the grieving. “He’s gone; that’s terrible but…thank god, I can finally live, I can finally grow up, no more of this or that.” Inevitably, a metaphorical instant later, there must come a paralyzing belief that you have become a horrible monster to feel any sense of relief or pleasure at a time like this. Incapacitating guilt. This theory also explains the tendency of major depressives in such circumstances to, oddly, begin to take on some of the traits of the lost loved/hated one—and not just any traits, but invariably the ones that the survivor found most irritating. Psychodynamically, this is wonderfully logical. By taking on a trait, you are being loyal to your lost, beloved opponent. By picking an irritating trait, you are still trying to convince the world you were right to be irritated—you see how you hate it when I do it; can you imagine what it was like to have to put up with that for years? And by picking a trait that, most of all, you find irritating, you are not only still trying to score points in your argument with the departed, but you are punishing yourself for arguing as well. Out of the Freudian school of thought has come one of the more apt descriptions of depression—“aggression turned inward.” Suddenly the loss of pleasure, the psychomotor retardation, the impulse to suicide all make sense. As do the elevated glucocorticoid levels. This does not describe someone too lethargic to function; it is more like the actual state of a patient in depression, exhausted from the most draining emotional conflict of his or her life—one going on entirely within. If that doesn’t count as psychologically stressful, I don’t know what does.

The highest paid Americans read an average of two to three hours per day. The lowest paid Americans don't read at all... ...58% of adults never read another book after they leave high school—including 42% of university graduates... ...43.6% of American adults read below the 7th grade level... they are functionally illiterate... fully 50% of high school graduates cannot read their graduation diplomas, nor fill out an application form for a job at McDonald’s...

To learn theory by experimenting and doing. To learn belonging by participating and self-rule. Permissiveness in all animal behavior and interpersonal expression. Emphasis on individual differences. Unblocking and training feeling by plastic arts, eurythmics and dramatics. Tolerance of races, classes, and cultures. Group therapy as a means of solidarity, in the staff meeting and community meeting. Taking youth seriously as an age in itself. Community of youth and adults, minimizing 'authority.' Educational use of the actual physical plant (buildings and farms) and the culture of the school community. Emphasis in the curriculum on real problems and wider society, its geography and history, with actual participation in the neighboring community (village or city). Trying for functional interrelation of activities.

Ironically, Alfred Binet, one of the creators of the IQ test, intended the test to serve precisely the opposite function. In fact, he originally designed it (on commission from the French government) exclusively to identify children with special needs so they could get appropriate forms of schooling. He never intended it to identify degrees of intelligence or “mental worth.” In fact, Binet noted that the scale he created “does not permit the measure of intelligence, because intellectual qualities are not superposable, and therefore cannot be measured as linear surfaces are measured.” Nor did he ever intend it to suggest that a person could not become more intelligent over time. “Some recent thinkers,” he said, “[have affirmed] that an individual’s intelligence is a fixed quantity, a quantity that cannot be increased. We must protest and react against this brutal pessimism; we must try to demonstrate that it is founded on nothing.

He was trying to make us think about how life is hard and people suffer in all sorts of ways without our adding to their suffering to satisfy our sense of vengeance, but I sort of don’t think that the quote holds up in the real world, where literature and schooling and philosophy and morality don’t exist, because Asher and Linda and so many other culpable people seem to be fine—functioning exceptionally well within the world even—while I’m under a disgusting bridge about to put a hole in my skull.

Every entrepreneur and every owner of means of production must daily justify his social function through subservience to the wants of the consumers. The management of a socialist economy is not under the necessity of adjusting itself to the operation of a market. It has an absolute monopoly. It does not depend on the wants of the consumers. It itself decides what must be done. It does not serve the consumers as the businessman does. It provides for them as the father provides for his children or the headmaster of a school for the students. It is the authority bestowing favors, not a businessman eager to attract customers.

Black girls are likened more to adults than to children and are treated as if they are willfully engaging in behaviors typically expected of Black women—sexual involvement, parenting or primary caregiving, workforce participation, and other adult behaviors and responsibilities. This compression is both a reflection of deeply entrenched biases that have stripped Black girls of their childhood freedoms and a function of an opportunity-starved social landscape that makes Black girlhood interchangeable with Black womanhood. It gives credence to a widely held perception and a message that there is little difference between the two.

The first twenty years of the young person’s life are spent functioning as a subordinate element in an authority system, and upon leaving school, the male usually moves into either a civilian job or military service. On the job, he learns that although some discreetly expressed dissent is allowable, an underlying posture of submission is required for harmonious functioning with superiors. However much freedom of detail is allowed the individual, the situation is defined as one in which he is to do a job prescribed by someone else. While structures of authority are of necessity present in all societies, advanced or primitive, modern society has the added characteristic of teaching individuals to respond to impersonal authorities. Whereas submission to authority is probably no less for an Ashanti than for an American factory worker, the range of persons who constitute authorities for the native are all personally known to him, while the modern industrial world forces individuals to submit to impersonal authorities, so that responses are made to abstract rank, indicated by an insignia, uniform or title.

We adults have transformed our society of the spectacle into a pedagogical society whose overwhelming competition, willfully ignorant, has eclipsed the school and the university. The media long ago took over the function of teaching— the time when one hears and sees, the time of seduction and consequence.

Comparative suffering is a function of fear and scarcity. Falling down, screwing up, and facing hurt often lead to bouts of second-guessing our judgment, our self-trust, and even our worthiness. I am enough can slowly turn into Am I really enough? If there’s one thing I’ve learned over the past decade, it’s that fear and scarcity immediately trigger comparison, and even pain and hurt are not immune to being assessed and ranked. My husband died and that grief is worse than your grief over an empty nest. I’m not allowed to feel disappointed about being passed over for promotion when my friend just found out that his wife has cancer. You’re feeling shame for forgetting your son’s school play? Please—that’s a first-world problem; there are people dying of starvation every minute. The opposite of scarcity is not abundance; the opposite of scarcity is simply enough. Empathy is not finite, and compassion is not a pizza with eight slices. When you practice empathy and compassion with someone, there is not less of these qualities to go around. There’s more. Love is the last thing we need to ration in this world. The refugee in Syria doesn’t benefit more if you conserve your kindness only for her and withhold it from your neighbor who’s going through a divorce. Yes, perspective is critical. But I’m a firm believer that complaining is okay as long as we piss and moan with a little perspective. Hurt is hurt, and every time we honor our own struggle and the struggles of others by responding with empathy and compassion, the healing that results affects all of us.

That’s not all they ever show,” John said. “They show your heart’s desire…what you most want to see-or who-at the time you’re looking.” “Then mine must be broken,” I said. It made sense. Why wouldn’t mine be broken? I was broken, too. Or at least I hadn’t felt normal in a long time. “Yours isn’t broken,” John said. “Considering it’s a mobile device from earth, and no mobile device from earth has ever functioned in the Underworld before, I don’t quite understand…yet.” He was looking at me speculatively. “But it did exactly what ours do. You were worried about your family, so what you were shown was your heart’s desire: the one member of your family who’s in immediate danger, and needs your-“ “Wait a minute,” I interrupted. Something dawned on me. “Was that how you always knew when I was in trouble and needed help? Like that day at school, with Mr. Mueller? And at the jeweler’s that time? Because I was the one you most wanted to see when you looked down into your-“ “Oh, look,” John said, seeming infinitely relieved by the interruption. “Here comes Frank.” Frank was sauntering over. “Found him,” he said, with casual nonchalance. My heart gave a swoop. Only something as monumental as my cousin finally being located could distract me from the discovery that all those times my boyfriend had rescued me from mortal peril, it had been because he’d been spying on me from the Underworld via a handheld device seemingly operated by the Fates.

But you see, "libertarian" has a special meaning in the United States. The United Statesis off the spectrum of the main tradition in this respect: what's called "libertarianism" here is unbridled capitalism. Now, that's always been opposed in the European libertarian tradition, where every anarchist has been a socialist—because the point is, if you have unbridled capitalism, you have all kinds of authority: you have extreme authority. If capital is privately controlled, then people are going to have to rent themselves in order to survive. Now, you can say, "they rent themselves freely, it's a free contract"—but that's a joke. If your choice is, "do what I tell you or starve," that's not a choice—it's in fact what was commonly referred to as wage slavery in more civilized times, like the eighteenth and nineteenth centuries, for example. The American version of "libertarianism" is an aberration, though—nobody really takes it seriously. I mean, everybody knows that a society that worked by American libertarian principles would self-destruct in three seconds. The only reason people pretend to take it seriously is because you can use it as a weapon. Like, when somebody comes out in favor of a tax, you can say: "No, I'm a libertarian, I'm against that tax"—but of course, I'm still in favor of the government building roads, and having schools, and killing Libyans, and all that sort of stuff. Now, there are consistent libertarians, people like Murray Rothbard [American academic]—and if you just read the world that they describe, it's a world so full of hate that no human being would want to live in it. This is a world where you don't have roads because you don't see any reason why you should cooperate in building a road that you're not going to use: if you want a road, you get together with a bunch of other people who are going to use that road and you build it, then you charge people to ride on it. If you don't like the pollution from somebody's automobile, you take them to court and you litigate it. Who would want to live in a world like that? It's a world built on hatred. The whole thing's not even worth talking about, though. First of all, it couldn't function for a second-and if it could, all you'd want to do is get out, or commit suicide or something. But this is a special American aberration, it's not really serious.

Design came into being in 1919, when Walter Gropius founded the Bauhaus at Weimar. Part of the prospectus of this school reads: 'The function of art has in the past been given a formal importance which has severed it from our daily life; but art is always present when a people lives sincerely and health. 'Thus our job is to invest a new system of education that may lead to a complete knowledge of human needs and a universal awareness of them.' [...] What Gropius wrote is still valid. Tis first school of design did tend to make a new kind of artist, an artist useful to society because he helps society to recover its balance, and not to lurch between a false world to live one's material life in and and ideal world to take moral revenge in.

Colleges and departments of education have developed in response to the need for preparing the tens of thousands of teachers required to staff our immense public school system. That they have a most important function to discharge is plain for all to see. But instead of seeing that their products are equipped with sound learning in the various arts and sciences, they have ignored this and have concentrated almost exclusively upon methods of education. They have erected pseudo-science called "Education," most of whose courses are made up of commonplaces expressed in pretentious jargon.

It was Daisuke's conviction that all morality traced its origins to social realities. He believed there could be no greater confusion of cause and effect than to attempt to conform social reality to a rigidly predetermined notion of morality. Accordingly, he found the ethical education conducted by lecture in Japanese schools utterly meaningless. In the schools, students were either instructed in the old morality or crammed with a morality suited to the average European. For an unfortunate people beset by the fierce appetites of life, this amounted to nothing more than vain, empty talk. When the recipients of this education saw society before their eyes, they would recall those lectures and burst out laughing. Or else they would feel that they had been made fools of. In Daisuke's case it was not just school; he had received the most rigorous and least functional education from his father. Thanks to this, he had at one time experienced acute anguish stemming from contradictions. Daisuke even felt bitter over it.

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.

Through most of human history, our ancestors had children shortly after puberty, just as the members of all nonhuman species do to this day. Whether we like the idea or not, our young ancestors must have been capable of providing for their offspring, defending their families from predators, cooperating with others, and in most other respects functioning fully as adults. If they couldn't function as adults, their young could not have survived, which would have meant the swift demise of the human race. The fact that we're still here suggests that most young people are probably far more capable than we think they are. Somewhere along the line, we lost sight of – and buried – the potential of our teens.

Functional, moderate guilt,” writes Kochanska, “may promote future altruism, personal responsibility, adaptive behavior in school, and harmonious, competent, and prosocial relationships with parents, teachers, and friends.” This is an especially important set of attributes at a time when a 2010 University of Michigan study shows that college students today are 40 percent less empathetic than they were thirty years ago, with much of the drop having occurred since 2000.

The data on organised abuse has been simplified or distorted in an attempt force it to conform to mechanical psychological models of dissociative obedience or else to the psychiatric framework of ‘paedophilia’. Psychopathology alone is an inadequate explanation for environments in which sexual abuse has a social and symbolic function for groups of adults. Abusive groups do not emerge in a vacuum but rather they are formed within pre-existing social arrangements such as families, churches and schools.

Most important of all: in our anxiety to "improve" the world and insure "progress" we have permitted our schools to become laboratories for social and economic change according to the predilections of the professional educators. We have forgotten that the proper function of the school is to transmit the cultural heritage of one generation to the next generation, and to so train the minds of the new generation as to make them capable of absorbing ancient learning and applying it to the problem of its own day. The

The function of the university is not simply to teach bread-winning, or to furnish teachers for the public schools or to be a centre of polite society; it is, above all, to be the organ of that fine adjustment between real life and the growing knowledge of life, an adjustment which forms the secret of civilization. Such an institution the South of to-day sorely needs. She has religion, earnest, bigoted:—religion that on both sides the Veil often omits the sixth, seventh, and eighth commandments, but substitutes a dozen supplementary ones. She has, as Atlanta shows, growing thrift and love of toil; but she lacks that broad knowledge of what the world knows and knew of human living and doing, which she may apply to the thousand problems of real life to-day confronting her.

Skill teachers are made scarce by the belief in the value of licenses. Certification constitutes a form of market manipulation and is plausible only to a schooled mind. Most teachers of arts and trades are less skillful, less inventive, and less communicative than the best craftsmen and tradesmen. Most high-school teachers of Spanish or French do not speak the language as correctly as their pupils might after half a year of competent drills. Experimentsconducted by Angel Quintero in Puerto Rico suggest that many young teen-agers, if given the proper incentives, programs, and access to tools, are better than most schoolteachers at introducing their peers to the scientific exploration of plants, stars, and matter, and to the discovery of how and why a motor or a radio functions.

In brief, the teaching process, as commonly observed, has nothing to do with the investigation and establishment of facts, assuming that actual facts may ever be determined. Its sole purpose is to cram the pupils, as rapidly and as painlessly as possible, with the largest conceivable outfit of current axioms, in all departments of human thought—to make the pupil a good citizen, which is to say, a citizen differing as little as possible, in positive knowledge and habits of mind, from all other citizens. In other words, it is the mission of the pedagogue, not to make his pupils think, but to make them think right, and the more nearly his own mind pulsates with the great ebbs and flows of popular delusion and emotion, the more admirably he performs his function. He may be an ass, but this is surely no demerit in a man paid to make asses of his customers.

Schools could do the same thing. Elementary and middle schools could put the January through April–born students in one class, the May through August in another class, and those born in September through December in the third class. They could let students learn with and compete against other students of the same maturity level. It would be a little bit more complicated administratively. But it wouldn’t necessarily cost that much more money, and it would level the playing field for those who — through no fault of their own — have been dealt a big disadvantage by the educational system. We could easily take control of the machinery of achievement, in other words — not just in sports but, as we will see, in other more consequential areas as well. But we don’t. And why? Because we cling to the idea that success is a simple function of individual merit and that the world in which we all grow up and the rules we choose to write as a society don’t matter at all.

His early failure had released him from any felt obligation to think along institutional lines and his thoughts were already independent to a degree few people are familiar with. He felt that institutions such as schools, churches, governments and political organizations of every sort all tended to direct thought for ends other than truth, for the perpetuation of their own functions, and for the control of individuals in the service of these functions. He came to see his early failure as a lucky break, an accidental escape from a trap that had been set for him, and he was very trap-wary about institutional truths for the remainder of his time.

It must be remembered that the white group of laborers, while they received a low wage, were compensated in part by a sort of public and psychological wage. They were given public deference and titles of courtesy because they were white. They were admitted freely with all classes of white people to public functions, public parks, and the best schools. The police were drawn from their ranks, and the courts, dependent upon their votes, treated them with such leniency as to encourage lawlessness. Their vote selected public officials, and while this had small effect upon the economic situation, it had great effect upon their personal treatment and the deference shown them. White schoolhouses were the best in the community, and conspicuously placed, and they cost anywhere from twice to ten times as much per capita as the colored schools. The newspapers specialized on news that flattered the poor whites and almost utterly ignored the Negro except in crime and ridicule.

Many political scientists used to assume that people vote selfishly, choosing the candidate or policy that will benefit them the most. But decades of research on public opinion have led to the conclusion that self-interest is a weak predictor of policy preferences. Parents of children in public school are not more supportive of government aid to schools than other citizens; young men subject to the draft are not more opposed to military escalation than men too old to be drafted; and people who lack health insurance are not more likely to support government-issued health insurance than people covered by insurance.35 Rather, people care about their groups, whether those be racial, regional, religious, or political. The political scientist Don Kinder summarizes the findings like this: “In matters of public opinion, citizens seem to be asking themselves not ‘What’s in it for me?’ but rather ‘What’s in it for my group?’ ”36 Political opinions function as “badges of social membership.”37

There is a mathematical underpinning that you must first acquire, mastery of each mathematical subdiscipline leading you to the threshold of the next. In turn you must learn arithmetic, Euclidian geometry, high school algebra, differential and integral calculus, ordinary and partial differential equations, vector calculus, certain special functions of mathematical physics, matrix algebra, and group theory. For most physics students, this might occupy them from, say, third grade to early graduate school—roughly 15 years. Such a course of study does not actually involve learning any quantum mechanics, but merely establishing the mathematical framework required to approach it deeply.

Your “self” is a very complex thing; it is not merely the entity that goes to school, that quarrels, that plays games, that is afraid, but it is also something hidden, not obvious. It is made up, not only of all the thoughts that you think, but also of all the things that have been put into your mind by other people, by books, by the newspapers, by your leaders; and it is possible to understand all that only when you don’t want to be somebody, when you don’t imitate, when you don’t follow—which means, really, when you are in revolt against the whole tradition of trying to become something. That is the only true revolution, leading to extraordinary freedom. To cultivate this freedom is the real function of education.

... 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.

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

The concept of resilience is used in our field. But if you look carefully at the biology after a traumatic experience-all the way down to the way genes are expressed-trauma will change everyone in some way. And those changes will be there even if they don’t result in any apparent ‘real life’ problems for the person, even if the person demonstrates resilience. A child may continue to do just as well in school, for example, but it takes much more energy and effort. Or we may find that a child is able to return to his previous level of emotional functioning, but changes in his neuroendocrine system may make him more likely to develop diabetes. This is, in essence, what the ACE studies have demonstrated. Adversity impacts the developing child. Period. What that impact will be, when it may manifest, how it maybe ‘buffered’-we can’t always say. But developmental trauma will always influence our body and brain.

Given our socialization into dependency, women are also poor risk takers. (...) We avoid new situations, job changes, moves to different parts of the country. Women are afraid that if they should make a mistake, or do "the wrong thing", they'll be punished. Women are less confident than men in their ability to make judgments, and in relationships will often hand over the decision-making duties to their mates, a situation which only ensures that they will become less confident in their powers of judgment as time goes by. Most shockingly of all, women are less likely than men to fulfill their intellectual potential. (...) In fact, as women proceed into adulthood, they get lower and lower scores on "total intelligence", owing to the fact that they tend to use their intelligence less and less the longer they're away from school. Other studies show that the intellect's ability to function may actually be impaired by dependent personality traits. (...) Confidence and self-esteem are primary issues in women's difficulties with achievement. Lack of confidence leads us into the dark waters of envy. (...) envy must be recognized, seen, and fully comprehended; it can too easily be used as a cover-up for something that is far mroe crucial to women's independence - our own inner feelings of incompetence. These must be dealt with - directly - if we are ever to achieve confidence and strength.

Love is not coercion, and the state is only an agent of coercion. It has no other function and can work no other way. Its job is to be the last resort in society: the coercion of criminals through punishment. Its nature and its funding are coercion. Any solution it offers will inescapably be coercive. When we make it the primary agent of healing, we fundamentally alter the nature of society. We ought to have a society in which the power of love drives us to break down all social, class, and political barriers, and to effect healing through private means, private associations, private institutions, counselors, networks, schools, hospitals, charities, businesses, etc. It ought to be driven by giving. Love is giving; selfishness is taking. When we make the state the mover, we make the primary solution one of taking rather than giving. This inverts God's designed order for all human relations, including race relations and racial healing.

I do not know if you read some time ago how one of the Marshals of the Russian army reporting to the Polit Bureau, said that in the army they were training soldiers under hypnosis —you know what that means? You are put under hypnosis and taught how to kill, how to obey completely, function with complete independence, but within a pattern, under the authority of a superior. Now culture and society are doing exactly the same thing to each one of us. Culture and society have hypnotized you. Do please listen to this very carefully, it is not only being done in the army in Russia, but it is being done all over the world. When you read the Gita endlessly, or the Koran, or repeat some mantram, some endlessly repeated words, you are doing exactly the same thing. When you say, “I am a Hindu”, “I am a Buddhist”, “I am a Muslim”, “I am a Catholic”, the same pattern is being repeated, you have been mesmerized, hypnotized; and technology is doing exactly the same thing. You can be a clever lawyer, a first-class engineer, or an artist, or a great scientist, but always within a fragment of the whole. I do not know if you see this, not because I describe it, but actually see what is taking place. The Communists are doing it, the Capitalists are doing it, everybody, parents, schools, education, they are all shaping the mind to function within a certain pattern, a certain fragment. And we are always concerned with bringing about a change within the pattern, within the fragment. Madras 3 January 1968

Too many of us now allow ourselves to be defined by motherhood and direct every ounce of our energy into our children. This sounds noble on the surface but in fact it's doing no one-- not ourselves, or our children -- any good. Because when we lose ourselves in our mommy selves, we experience this loss as depression. When we disempower ourselves in our mommy selves, we experience this weakness as anxiety. When we desexualize ourselves in our mommy selves, it leads us to feel dead in our skin. All this places an undue burden upon our children. By making them the be-all-and-end-all of our lives, by breaking down the boundaries between ourselves and them so thoroughly, by giving them so much power within the family when they're very small, we risk overwhelming them psychologically and ill-preparing them, socially, for the world of other children and, eventually, other adults. Nursery school and kindergarten teachers are already complaining that our children are so indulged, made so royal at home, that they come to school lacking compassion for others and with real problems functioning socially.

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.

In 2010, the Priesthood quorums and Relief Society used the same manual (Gospel Principles)… Most lessons consist of a few pages of exposition on various themes… studded with scriptural citations and quotations from leaders of the church. These are followed by points of discussion like “Think about what you can do to keep the purpose of the Sabbath in mind as you prepare for the day each week.” Gospel Principles instructs teachers not to substitute outside materials, however interesting they may be. In practice this ensures that a common set of ideas are taught in all Mormon chapels every Sunday. That these ideas are the basic principles of the faith mean that Mormon Sunday schools and other church lessons function quite intentionally as devotional exercises rather than instruction in new concepts. The curriculum encourages teachers to ask questions that encourage catechistic reaffirmation of core beliefs. Further, lessons focus to a great extent on the importance of basic practices like prayer, paying tithing, and reading scripture rather than on doctrinal content… Correlated materials are designed not to promote theological reflection, but to produce Mormons dedicated to living the tenants of their faith.

Everything that is wrong with the inner cities of America that policy can affect, Democrats are responsible for: every killing field; every school that year in and year out fails to teach its children the basic skills they need to get ahead; every school that fails to graduate 30 to 40 percent of its charges while those who do get degrees are often functionally illiterate; every welfare system that promotes dependency, condemning its recipients to lifetimes of destitution; every gun-control law that disarms law-abiding citizens in high-crime areas and leaves them defenseless against predators; every catch-and-release policy that puts violent criminals back on the streets; every regulation that ties the hands of police; every material and moral support provided to antipolice agitators like Black Lives Matter, who incite violence against the only protection inner-city families have; every onerous regulation and corporate tax that drives businesses and jobs out of inner-city neighborhoods; every rhetorical assault that tars Democrats’ opponents as “racists” and “race traitors,” perpetuating a one-party system that denies inner-city inhabitants the leverage and influence of a two-party system. Democrats are responsible for every one of the shackles on inner-city communities, and they have been for 50 to 100 years. What

This book is fiction and all the characters are my own, but it was inspired by the story of the Dozier School for Boys in Marianna, Florida. I first heard of the place in the summer of 2014 and discovered Ben Montgomery’s exhaustive reporting in the Tampa Bay Times. Check out the newspaper’s archive for a firsthand look. Mr. Montgomery’s articles led me to Dr. Erin Kimmerle and her archaeology students at the University of South Florida. Their forensic studies of the grave sites were invaluable and are collected in their Report on the Investigation into the Deaths and Burials at the Former Arthur G. Dozier School for Boys in Marianna, Florida. It is available at the university’s website. When Elwood reads the school pamphlet in the infirmary, I quote from their report on the school’s day-to-day functions. Officialwhitehouseboys.org is the website of Dozier survivors, and you can go there for the stories of former students in their own words. I quote White House Boy Jack Townsley in chapter four, when Spencer is describing his attitude toward discipline. Roger Dean Kiser’s memoir, The White House Boys: An American Tragedy, and Robin Gaby Fisher’s The Boys of the Dark: A Story of Betrayal and Redemption in the Deep South (written with Michael O’McCarthy and Robert W. Straley) are excellent accounts. Nathaniel Penn’s GQ article “Buried Alive: Stories From Inside Solitary Confinement” contains an interview with an inmate named Danny Johnson in which he says, “The worst thing that’s ever happened to me in solitary confinement happens to me every day. It’s when I wake up.” Mr. Johnson spent twenty-seven years in solitary confinement; I have recast that quote in chapter sixteen. Former prison warden Tom Murton wrote about the Arkansas prison system in his book with Joe Hyams called Accomplices to the Crime: The Arkansas Prison Scandal. It provides a ground’s-eye view of prison corruption and was the basis of the movie Brubaker, which you should see if you haven’t. Julianne Hare’s Historic Frenchtown: Heart and Heritage in Tallahassee is a wonderful history of that African-American community over the years. I quote the Reverend Martin Luther King Jr. a bunch; it was energizing to hear his voice in my head. Elwood cites his “Speech Before the Youth March for Integrated Schools” (1959); the 1962 LP Martin Luther King at Zion Hill, specifically the “Fun Town” section; his “Letter from Birmingham Jail”; and his 1962 speech at Cornell College. The “Negroes are Americans” James Baldwin quote is from “Many Thousands Gone” in Notes of a Native Son. I was trying to see what was on TV on July 3, 1975. The New York Times archive has the TV listings for that night, and I found a good nugget.

attachment is the first priority of living things. It is only when there is some release from this preoccupation that maturation can occur. In plants, the roots must first take hold for growth to commence and bearing fruit to become a possibility. For children, the ultimate agenda of becoming viable as a separate being can take over only when their needs are met for attachment, for nurturing contact, and for being able to depend on the relationship unconditionally. Few parents, and even fewer experts, understand this intuitively. “When I became a parent,” one thoughtful father who did understand said to me, “I saw that the world seemed absolutely convinced that you must form your children — actively form their characters rather than simply create an environment in which they can develop and thrive. Nobody seemed to get that if you give them the loving connection they need, they will flourish.” The key to activating maturation is to take care of the attachment needs of the child. To foster independence we must first invite dependence; to promote individuation we must provide a sense of belonging and unity; to help the child separate we must assume the responsibility for keeping the child close. We help a child let go by providing more contact and connection than he himself is seeking. When he asks for a hug, we give him a warmer one than he is giving us. We liberate children not by making them work for our love but by letting them rest in it. We help a child face the separation involved in going to sleep or going to school by satisfying his need for closeness. Thus the story of maturation is one of paradox: dependence and attachment foster independence and genuine separation. Attachment is the womb of maturation. Just as the biological womb gives birth to a separate being in the physical sense, attachment gives birth to a separate being in the psychological sense. Following physical birth, the developmental agenda is to form an emotional attachment wombfor the child from which he can be born once again as an autonomous individual, capable of functioning without being dominated by attachment drives.

The language of caste may well seem foreign or unfamiliar to some. Public discussions about racial caste in America are relatively rare. We avoid talking about caste in our society because we are ashamed of our racial history. We also avoid talking about race. We even avoid talking about class. Conversations about class are resisted in part because there is a tendency to imagine that one's class reflects upon one's character. What is key to America's understanding of class is the persistent belief - despite all evidence to the contrary - that anyone, with the proper discipline and drive, can move from a lower class to a higher class. We recognize that mobility may be difficult, but the key to our collective self-image is the assumption that mobility is always possible, so failure to move up reflects on one's character. By extension, the failure of a race or ethnic group to move up reflects very poorly on the group as a whole. What is completely missed in the rare public debates today about the plight of African Americans is that a huge percentage of them are not free to move up at all. It is not just that they lack opportunity, attend poor schools, or are plagued by poverty. They are barred by law from doing so. And the major institutions with which they come into contact are designed to prevent their mobility. To put the matter starkly: The current system of control permanently locks a huge percentage of the African American community out of the mainstream society and economy. The system operates through our criminal justice institutions, but it functions more like a caste system than a system of crime control. Viewed from this perspective, the so-called underclass is better understood as an undercaste - a lower caste of individuals who are permanently barred by law and custom from mainstream society. Although this new system of racialized social control purports to be colorblind, it creates and maintains racial hierarchy much as earlier systems of control did. Like Jim Crow (and slavery), mass incarceration operates as a tightly networked system of laws, policies, customs, and institutions that operate collectively to ensure the subordinate status of a group defined largely by race.

The principal reason that districts within states often differ markedly in per-pupil expenditures is that school funding is almost always tied to property taxes, which are in turn a direct function of local wealth. Having school funding depend on local wealth creates a situation in which poor districts must tax themselves far more heavily than wealthy ones, yet still may not be able to generate adequate income. For example, Baltimore City is one of the poorest jurisdictions in Maryland, and the Baltimore City Public Schools have the lowest per-pupil instructional expenses of any of Maryland's 24 districts. Yet Baltimore's property tax rate is twice that of the next highest jurisdiction.(FN2) Before the funding equity decision in New Jersey, the impoverished East Orange district had one of the highest tax rates in the state, but spent only $3,000 per pupil, one of the lowest per-pupil expenditures in the state.(FN3) A similar story could be told in almost any state in the U.S.(FN4) Funding formulas work systematically against children who happen to be located in high-poverty districts, but also reflect idiosyncratic local circumstances. For example, a factory closing can bankrupt a small school district. What sense does it make for children's education to suffer based on local accidents of geography or economics? To my knowledge, the U.S. is the only nation to fund elementary and secondary education based on local wealth. Other developed countries either equalize funding or provide extra funding for individuals or groups felt to need it. In the Netherlands, for example, national funding is provided to all schools based on the number of pupils enrolled, but for every guilder allocated to a middle-class Dutch child, 1.25 guilders are allocated for a lower-class child and 1.9 guilders for a minority child, exactly the opposite of the situation in the U.S. where lower-class and minority children typically receive less than middle-class white children.(FN5) Regional differences in per-pupil costs may exist in other countries, but the situation in which underfunded urban or rural districts exist in close proximity to wealthy suburban districts is probably uniquely American. Of course, even equality in per-pupil costs in no way ensures equality in educational services. Not only do poor districts typically have fewer funds, they also have greater needs.

What happens when insatiability dominates a person's emotional functioning? The process of maturation is preempted by an obsession or an addiction, in this case for peer connection. Peer contact whets the appetite without nourishing. It titillates without satisfying. The end result of peer contact is usually an urgent desire for more. The more the child gets, the more he craves. The mother of an eight-year-old girl mused, “I don't get it — the more time my daughter spends with her friends, the more demanding she becomes to get together with them. How much time does she really need for social interaction, anyway?” Likewise, the parents of a young adolescent complained that “as soon as our son comes home from camp, he gets on the phone right away to call the kids he's just been with. Yet it's the family he hasn't seen for two weeks.” The obsession with peer contact is always worse after exposure to peers, whether it is at school or in playtimes, sleepovers, class retreats, outings, or camps. If peer contact satiated, times of peer interaction would lead automatically to increased self-generated play, creative solitude, or individual reflection. Many parents confuse this insatiable behavior with a valid need for peer interaction. Over and over I hear some variation of “but my child is absolutely obsessed with getting together with friends. It would be cruel to deprive him.” Actually, it would be more cruel and irresponsible to indulge what so clearly fuels the obsession. The only attachment that children truly need is the kind that nurtures and satisfies them and can bring them to rest. The more demanding the child is, the more he is indicating a runaway obsession. It is not strength that the child manifests but the desperation of a hunger that only increases with more peer contact.

So which theory did Lagos believe in? The relativist or the universalist?" "He did not seem to think there was much of a difference. In the end, they are both somewhat mystical. Lagos believed that both schools of thought had essentially arrived at the same place by different lines of reasoning." "But it seems to me there is a key difference," Hiro says. "The universalists think that we are determined by the prepatterned structure of our brains -- the pathways in the cortex. The relativists don't believe that we have any limits." "Lagos modified the strict Chomskyan theory by supposing that learning a language is like blowing code into PROMs -- an analogy that I cannot interpret." "The analogy is clear. PROMs are Programmable Read-Only Memory chips," Hiro says. "When they come from the factory, they have no content. Once and only once, you can place information into those chips and then freeze it -- the information, the software, becomes frozen into the chip -- it transmutes into hardware. After you have blown the code into the PROMs, you can read it out, but you can't write to them anymore. So Lagos was trying to say that the newborn human brain has no structure -- as the relativists would have it -- and that as the child learns a language, the developing brain structures itself accordingly, the language gets 'blown into the hardware and becomes a permanent part of the brain's deep structure -- as the universalists would have it." "Yes. This was his interpretation." "Okay. So when he talked about Enki being a real person with magical powers, what he meant was that Enki somehow understood the connection between language and the brain, knew how to manipulate it. The same way that a hacker, knowing the secrets of a computer system, can write code to control it -- digital namshubs?" "Lagos said that Enki had the ability to ascend into the universe of language and see it before his eyes. Much as humans go into the Metaverse. That gave him power to create nam-shubs. And nam-shubs had the power to alter the functioning of the brain and of the body." "Why isn't anyone doing this kind of thing nowadays? Why aren't there any namshubs in English?" "Not all languages are the same, as Steiner points out. Some languages are better at metaphor than others. Hebrew, Aramaic, Greek, and Chinese lend themselves to word play and have achieved a lasting grip on reality: Palestine had Qiryat Sefer, the 'City of the Letter,' and Syria had Byblos, the 'Town of the Book.' By contrast other civilizations seem 'speechless' or at least, as may have been the case in Egypt, not entirely cognizant of the creative and transformational powers of language. Lagos believed that Sumerian was an extraordinarily powerful language -- at least it was in Sumer five thousand years ago." "A language that lent itself to Enki's neurolinguistic hacking." "Early linguists, as well as the Kabbalists, believed in a fictional language called the tongue of Eden, the language of Adam. It enabled all men to understand each other, to communicate without misunderstanding. It was the language of the Logos, the moment when God created the world by speaking a word. In the tongue of Eden, naming a thing was the same as creating it. To quote Steiner again, 'Our speech interposes itself between apprehension and truth like a dusty pane or warped mirror. The tongue of Eden was like a flawless glass; a light of total understanding streamed through it. Thus Babel was a second Fall.' And Isaac the Blind, an early Kabbalist, said that, to quote Gershom Scholem's translation, 'The speech of men is connected with divine speech and all language whether heavenly or human derives from one source: the Divine Name.' The practical Kabbalists, the sorcerers, bore the title Ba'al Shem, meaning 'master of the divine name.'" "The machine language of the world," Hiro says.

I have again been asked to explain how one can "become a Daoists..." with all of the sad things happening in our world today, Laozi and Zhuangzi give words of advice, tho not necessarily to become a Daoist priest or priestess... " So many foreigners who want to become “Religious Daoists” 道教的道师 （道士） do not realize that they must not only receive a transmission of a Lu 籙 register which identifies their Daoist school, and learn as well how to sing the ritual melodies, play the flute, stringed instruments, drums, and sacred dance steps, required to be an ordained and functioning Daoist priest or priestess. This process usually takes 10 years or more of daily discipleship and practice, to accomplish. There are 86 schools and genre of Daoist rituals listed in the Baiyun Guan Gazeteer, 白雲觀志, which was edited by Oyanagi Sensei, in Tokyo, 1928, and again in 1934, and re-published by Baiyun Guan in Beijing, available in their book shop to purchase. Some of the schools, such as the Quanzhen Longmen 全真龙门orders, allow their rituals and Lu registers to be learned by a number of worthy disciples or monks; others, such as the Zhengyi, Qingwei, Pole Star, and Shangqing 正一，清微，北极，上请 registers may only be taught in their fullness to one son and/or one disciple, each generation. Each of the schools also have an identifying poem, from 20 or 40 character in length, or in the case of monastic orders (who pass on the registers to many disciples), longer poems up to 100 characters, which identify the generation of transmission from master to disciple. The Daoist who receives a Lu register (給籙元科, pronounced "Ji Lu Yuanke"), must use the character from the poem given to him by his or her master, when composing biao 表 memorials, shuwen 梳文 rescripts, and other documents, sent to the spirits of the 3 realms (heaven, earth, water /underworld). The rituals and documents are ineffective unless the correct characters and talismanic signature are used. The registers are not given to those who simply practice martial artists, Chinese medicine, and especially never shown to scholars. The punishment for revealing them to the unworthy is quite severe, for those who take payment for Lu transmission, or teaching how to perform the Jinlu Jiao and Huanglu Zhai 金籙醮，黃籙齋 科儀 keyi rituals, music, drum, sacred dance steps. Tang dynasty Tangwen 唐文 pronunciation must also be used when addressing the highest Daoist spirits, i.e., the 3 Pure Ones and 5 Emperors 三请五帝. In order to learn the rituals and receive a Lu transmission, it requires at least 10 years of daily practice with a master, by taking part in the Jiao and Zhai rituals, as an acolyte, cantor, or procession leader. Note that a proper use of Daoist ritual also includes learning Inner Alchemy, ie inner contemplative Daoist meditation, the visualization of spirits, where to implant them in the body, and how to summon them forth during ritual. The woman Daoist master Wei Huacun’s Huangting Neijing, 黃庭內經 to learn the esoteric names of the internalized Daoist spirits. Readers must be warned never to go to Longhu Shan, where a huge sum is charged to foreigners ($5000 to $9000) to receive a falsified document, called a "license" to be a Daoist! The first steps to true Daoist practice, Daoist Master Zhuang insisted to his disciples, is to read and follow the Laozi Daode Jing and the Zhuangzi Neipian, on a daily basis. Laozi Ch 66, "the ocean is the greatest of all creatures because it is the lowest", and Ch 67, "my 3 most precious things: compassion for all, frugal living for myself, respect all others and never put anyone down" are the basis for all Daoist practice. The words of Zhuangzi, Ch 7, are also deeply meaningful: "Yin and Yang were 2 little children who loved to play inside Hundun (ie Taiji, gestating Dao). They felt sorry because Hundun did not have eyes, or eats, or other senses. So everyday they drilled one hole, ie 2 eyes, 2 ears, 2 nostrils, one mouth; and on the 7th day, Hundun died.

As Mollie said to Dailey in the 1890s: "I am told that there are five other Mollie Fanchers, who together, make the whole of the one Mollie Fancher, known to the world; who they are and what they are I cannot tell or explain, I can only conjecture." Dailey described five distinct Mollies, each with a different name, each of whom he met (as did Aunt Susan and a family friend, George Sargent). According to Susan Crosby, the first additional personality appeared some three years after the after the nine-year trance, or around 1878. The dominant Mollie, the one who functioned most of the time and was known to everyone as Mollie Fancher, was designated Sunbeam (the names were devised by Sargent, as he met each of the personalities). The four other personalities came out only at night, after eleven, when Mollie would have her usual spasm and trance. The first to appear was always Idol, who shared Sunbeam's memories of childhood and adolescence but had no memory of the horsecar accident. Idol was very jealous of Sunbeam's accomplishments, and would sometimes unravel her embroidery or hide her work. Idol and Sunbeam wrote with different handwriting, and at times penned letters to each other. The next personality Sargent named Rosebud: "It was the sweetest little child's face," he described, "the voice and accent that of a little child." Rosebud said she was seven years old, and had Mollie's memories of early childhood: her first teacher's name, the streets on which she had lived, children's songs. She wrote with a child's handwriting, upper- and lowercase letters mixed. When Dailey questioned Rosebud about her mother, she answered that she was sick and had gone away, and that she did not know when she would be coming back. As to where she lived, she answered "Fulton Street," where the Fanchers had lived before moving to Gates Avenue. Pearl, the fourth personality, was evidently in her late teens. Sargent described her as very spiritual, sweet in expression, cultured and agreeable: "She remembers Professor West [principal of Brooklyn Heights Seminary], and her school days and friends up to about the sixteenth year in the life of Mollie Fancher. She pronounces her words with an accent peculiar to young ladies of about 1865." Ruby, the last Mollie, was vivacious, humorous, bright, witty. "She does everything with a dash," said Sargent. "What mystifies me about 'Ruby,' and distinguishes her from the others, is that she does not, in her conversations with me, go much into the life of Mollie Fancher. She has the air of knowing a good deal more than she tells.

A common problem plagues people who try to design institutions without accounting for hidden motives. First they identify the key goals that the institution “should” achieve. Then they search for a design that best achieves these goals, given all the constraints that the institution must deal with. This task can be challenging enough, but even when the designers apparently succeed, they’re frequently puzzled and frustrated when others show little interest in adopting their solution. Often this is because they mistook professed motives for real motives, and thus solved the wrong problems. Savvy institution designers must therefore identify both the surface goals to which people give lip service and the hidden goals that people are also trying to achieve. Designers can then search for arrangements that actually achieve the deeper goals while also serving the surface goals—or at least giving the appearance of doing so. Unsurprisingly, this is a much harder design problem. But if we can learn to do it well, our solutions will less often meet the fate of puzzling disinterest. We should take a similar approach when reforming a preexisting institution by first asking ourselves, “What are this institution’s hidden functions, and how important are they?” Take education, for example. We may wish for schools that focus more on teaching than on testing. And yet, some amount of testing is vital to the economy, since employers need to know which workers to hire. So if we tried to cut too much from school’s testing function, we could be blindsided by resistance we don’t understand—because those who resist may not tell us the real reasons for their opposition. It’s only by understanding where the resistance is coming from that we have any hope of overcoming it. Not all hidden institutional functions are worth facilitating, however. Some involve quite wasteful signaling expenditures, and we might be better off if these institutions performed only their official, stated functions. Take medicine, for example. To the extent that we use medical spending to show how much we care (and are cared for), there are very few positive externalities. The caring function is mostly competitive and zero-sum, and—perhaps surprisingly—we could therefore improve collective welfare by taxing extraneous medical spending, or at least refusing to subsidize it. Don’t expect any politician to start pushing for healthcare taxes or cutbacks, of course, because for lawmakers, as for laypeople, the caring signals are what makes medicine so attractive. These kinds of hidden incentives, alongside traditional vested interests, are what often make large institutions so hard to reform. Thus there’s an element of hubris in any reform effort, but at least by taking accurate stock of an institution’s purposes, both overt and covert, we can hope to avoid common mistakes. “The curious task of economics,” wrote Friedrich Hayek, “is to demonstrate to men how little they really know about what they imagine they can design.”8