Section Education Quotes

Reading list (1972 edition)[edit] 1. Homer – Iliad, Odyssey 2. The Old Testament 3. Aeschylus – Tragedies 4. Sophocles – Tragedies 5. Herodotus – Histories 6. Euripides – Tragedies 7. Thucydides – History of the Peloponnesian War 8. Hippocrates – Medical Writings 9. Aristophanes – Comedies 10. Plato – Dialogues 11. Aristotle – Works 12. Epicurus – Letter to Herodotus; Letter to Menoecus 13. Euclid – Elements 14. Archimedes – Works 15. Apollonius of Perga – Conic Sections 16. Cicero – Works 17. Lucretius – On the Nature of Things 18. Virgil – Works 19. Horace – Works 20. Livy – History of Rome 21. Ovid – Works 22. Plutarch – Parallel Lives; Moralia 23. Tacitus – Histories; Annals; Agricola Germania 24. Nicomachus of Gerasa – Introduction to Arithmetic 25. Epictetus – Discourses; Encheiridion 26. Ptolemy – Almagest 27. Lucian – Works 28. Marcus Aurelius – Meditations 29. Galen – On the Natural Faculties 30. The New Testament 31. Plotinus – The Enneads 32. St. Augustine – On the Teacher; Confessions; City of God; On Christian Doctrine 33. The Song of Roland 34. The Nibelungenlied 35. The Saga of Burnt Njál 36. St. Thomas Aquinas – Summa Theologica 37. Dante Alighieri – The Divine Comedy;The New Life; On Monarchy 38. Geoffrey Chaucer – Troilus and Criseyde; The Canterbury Tales 39. Leonardo da Vinci – Notebooks 40. Niccolò Machiavelli – The Prince; Discourses on the First Ten Books of Livy 41. Desiderius Erasmus – The Praise of Folly 42. Nicolaus Copernicus – On the Revolutions of the Heavenly Spheres 43. Thomas More – Utopia 44. Martin Luther – Table Talk; Three Treatises 45. François Rabelais – Gargantua and Pantagruel 46. John Calvin – Institutes of the Christian Religion 47. Michel de Montaigne – Essays 48. William Gilbert – On the Loadstone and Magnetic Bodies 49. Miguel de Cervantes – Don Quixote 50. Edmund Spenser – Prothalamion; The Faerie Queene 51. Francis Bacon – Essays; Advancement of Learning; Novum Organum, New Atlantis 52. William Shakespeare – Poetry and Plays 53. Galileo Galilei – Starry Messenger; Dialogues Concerning Two New Sciences 54. Johannes Kepler – Epitome of Copernican Astronomy; Concerning the Harmonies of the World 55. William Harvey – On the Motion of the Heart and Blood in Animals; On the Circulation of the Blood; On the Generation of Animals 56. Thomas Hobbes – Leviathan 57. René Descartes – Rules for the Direction of the Mind; Discourse on the Method; Geometry; Meditations on First Philosophy 58. John Milton – Works 59. Molière – Comedies 60. Blaise Pascal – The Provincial Letters; Pensees; Scientific Treatises 61. Christiaan Huygens – Treatise on Light 62. Benedict de Spinoza – Ethics 63. John Locke – Letter Concerning Toleration; Of Civil Government; Essay Concerning Human Understanding;Thoughts Concerning Education 64. Jean Baptiste Racine – Tragedies 65. Isaac Newton – Mathematical Principles of Natural Philosophy; Optics 66. Gottfried Wilhelm Leibniz – Discourse on Metaphysics; New Essays Concerning Human Understanding;Monadology 67. Daniel Defoe – Robinson Crusoe 68. Jonathan Swift – A Tale of a Tub; Journal to Stella; Gulliver's Travels; A Modest Proposal 69. William Congreve – The Way of the World 70. George Berkeley – Principles of Human Knowledge 71. Alexander Pope – Essay on Criticism; Rape of the Lock; Essay on Man 72. Charles de Secondat, baron de Montesquieu – Persian Letters; Spirit of Laws 73. Voltaire – Letters on the English; Candide; Philosophical Dictionary 74. Henry Fielding – Joseph Andrews; Tom Jones 75. Samuel Johnson – The Vanity of Human Wishes; Dictionary; Rasselas; The Lives of the Poets

Private capital tends to become concentrated in few hands, partly because of competition among the capitalists, and partly because technological development and the increasing division of labor encourage the formation of larger units of production at the expense of smaller ones. The result of these developments is an oligarchy of private capital the enormous power of which cannot be effectively checked even by a democratically organized political society. This is true since the members of legislative bodies are selected by political parties, largely financed or otherwise influenced by private capitalists who, for all practical purposes, separate the electorate from the legislature. The consequence is that the representatives of the people do not in fact sufficiently protect the interests of the underprivileged sections of the population. Moreover, under existing conditions, private capitalists inevitably control, directly or indirectly, the main sources of information (press, radio, education). It is thus extremely difficult, and indeed in most cases quite impossible, for the individual citizen to come to objective conclusions and to make intelligent use of his political rights.

Literacy rate tells us about the section of society who can read and write, but do we have a tool which can share the stats about out how many educated illiterates we have in our society.

Both of these students- both high school seniors both old enough to vote in the upcoming election- thought 'Al' Qaeda was a person. At that time the United States had been at war for five and a half years and here were two students two young adults leaving the educational system who had never heard of al Qaeda. Both by the way had passed the multiple-choice reading section of the state's high school exit exam.

The tight little segregated life, always spent with people your own age, economic group, educational background, and culture tends to bring an ingrown, static sort of condition. Fresh ideas, reality of communication and shared experiences will be sparks to light up fires of creativity, especially if the people spending time together are a true cross-section of ages, nationalities, kindred, and tongues" (p. 202).

We'll have to see," Belbo said. He rummaged in his drawer and took out some sheets of paper. "Potio-section..." He looked at me, saw my bewilderment. "Potio-section, as everybody knows, of course, is the art of slicing soup. No, no," he said to Diotallevi. "It's not the department, it's a subject, like Mechanical Avunculogratulation or Pylocatabasis. They all under the same heading of Tetrapyloctomy." "What's tetra...?" I asked. "The art of splitting hairs four ways. This is the department of useless techniques. Mechanical Avunculogratulation, for example, is how to build machines for greeting uncles. We're not sure, though, if Pylocatabasis belongs, since it's the art of being saved by a hair. Somehow that doesn't seem completely useless." "All right, gentlemen," I said, "I give up. What are you two talking about?" "Well, Diotallevi and I are planning a reform in higher education. A School of Comparative Irrelevance, where useless or impossible courses are given. The school's main is to turn out scholars capable of endlessly increasing the number of unnecessary subjects.

The main vehicle for nineteenth-century socialization was the leading textbook used in elementary school. They were so widely used that sections in them became part of the national language. Theodore Roosevelt, scion of an elite New York family, schooled by private tutors, had been raised on the same textbooks as the children of Ohio farmers, Chicago tradesman, and New England fishermen. If you want to know what constituted being a good American from the mid-nineteenth century to World War I, spend a few hours browsing through the sections in the McGuffey Readers.

A Christian goes to college to discover his vocation - and to develop skills necessary to occupy a section of cultural, intellectual domain in a manner worthy of the kingdom of God. A believer also goes to college to gain general information and habits of thought necessary for developing a well-structured soul suitable for a well-informed, good citizen of both earthly and heavenly kingdoms.

In every section of the entire area where the word science may properly be applied, the limiting factor is a human one. We shall have rapid or slow advance in this direction or in that depending on the number of really first-class men who are engaged in the work in question. ... So in the last analysis, the future of science in this country will be determined by our basic educational policy.

When our forebears asked - What is a man? - they did not expect a detailed examination of some Saturday morning shopper, Mr. John Q. Public, snatched at random from the crowded agora and forced under a microscope or onto a psychiatrist's couch. Nor did they want a statistical analysis of some cross-section of the demos for an answer. Of what good to sound learning is a man who looks like every man but in whom no man sees himself? The only use for such analyses, as our modern era shows, is in various forms of exploitation. Statistical man makes a useful abstraction for advertisers and propagandists.

III. THE PLANTER How seven per cent of a section within a nation ruled five million white people and four million black people and sought to make agriculture equal to industry through the rule of property without yielding political power or education to labor.

In a section of The Vaccine Book titled “Is it your social responsibility to vaccinate your kids?” Dr. Bob asks, “Can we fault parents for putting their own child’s health ahead of that of the kids around him?” This is meant to be a rhetorical question, but Dr. Bob’s implied answer is not mine. In another section of the book, Dr. Bob writes of his advice to parents who fear the MMR vaccine, “I also warn them not to share their fears with their neighbors, because if too many people avoid the MMR, we’ll likely see the disease increase significantly.” I do not need to consult an ethicist to determine that there is something wrong there, but my sister clarifies my discomfort. “The problem is in making a special exemption just for yourself,” she says. This reminds her of a way of thinking proposed by the philosopher John Rawls: Imagine that you do not know what position you are going to hold in society—rich, poor, educated, insured, no access to health care, infant, adult, HIV positive, healthy immune system, etc.—but that you are aware of the full range of possibilities. What you would want in that situation is a policy that is going to be equally just no matter what position you end up in. “Consider relationships of dependence,” my sister suggests. “You don’t own your body—that’s not what we are, our bodies aren’t independent. The health of our bodies always depends on choices other people are making.” She falters for a moment here, and is at a loss for words, which is rare for her. “I don’t even know how to talk about this,” she says. “The point is there’s an illusion of independence.

The Lanyard The other day I was ricocheting slowly off the blue walls of this room, moving as if underwater from typewriter to piano, from bookshelf to an envelope lying on the floor, when I found myself in the L section of the dictionary where my eyes fell upon the word lanyard. No cookie nibbled by a French novelist could send one into the past more suddenly— a past where I sat at a workbench at a camp by a deep Adirondack lake learning how to braid long thin plastic strips into a lanyard, a gift for my mother. I had never seen anyone use a lanyard or wear one, if that's what you did with them, but that did not keep me from crossing strand over strand again and again until I had made a boxy red and white lanyard for my mother. She gave me life and milk from her breasts, and I gave her a lanyard. She nursed me in many a sick room, lifted spoons of medicine to my lips, laid cold face-cloths on my forehead, and then led me out into the airy light and taught me to walk and swim, and I , in turn, presented her with a lanyard. Here are thousands of meals, she said, and here is clothing and a good education. And here is your lanyard, I replied, which I made with a little help from a counselor. Here is a breathing body and a beating heart, strong legs, bones and teeth, and two clear eyes to read the world, she whispered, and here, I said, is the lanyard I made at camp. And here, I wish to say to her now, is a smaller gift—not the worn truth that you can never repay your mother, but the rueful admission that when she took the two-tone lanyard from my hand, I was as sure as a boy could be that this useless, worthless thing I wove out of boredom would be enough to make us even.

The worst form of bondage is the bondage of dejection, which keeps men hopelessly chained in loss of faith in themselves. We have been repeatedly told, with some justification, that Asia lives in the past,—it is like a rich mausoleum which displays all its magnificence in trying to immortalize the dead. It was said of Asia that it could never move in the path of progress, its face was so inevitably turned backwards. We accepted this accusation, and came to believe it. In India, I know, a large section of our educated community, grown tired of feeling the humiliation of this charge against us, is trying all its resources of self-deception to turn it into a matter of boasting. But boasting is only a masked shame, it does not truly believe in itself.

Most people have heard of Mahatma Gandhi, the man who led India to independence from British rule. His life has been memorialized in books and film, and he is regarded as one of the great men in history. But did you know Gandhi did not start out as a great hero? He was born into a middle-class family. He had low self-esteem, and that made him reluctant to interact with others. He wasn’t a very good student, either, and he struggled just to finish high school. His first attempt at higher education ended in five months. His parents decided to send him to England to finish his education, hoping the new environment would motivate him. Gandhi became a lawyer. The problem when he returned to India was that he didn’t know much about Indian law and had trouble finding clients. So he migrated to South Africa and got a job as a clerk. Gandhi’s life changed one day while riding on a train in South Africa in the first-class section. Because of his dark skin, he was forced to move to a freight car. He refused, and they kicked him off the train. It was then he realized he was afraid of challenging authority, but that he suddenly wanted to help others overcome discrimination if he could. He created a new vision for himself that had value and purpose. He saw value in helping people free themselves from discrimination and injustice. He discovered purpose in life where none had existed previously, and that sense of purpose pulled him forward and motivated him to do what best-selling author and motivational speaker Andy Andrews calls “persist without exception.” His purpose and value turned him into the winner he was born to be,

We cannot pick and choose whom among the oppressed it is convenient to support. We must stand with all the oppressed or none of the oppressed. This is a global fight for life against corporate tyranny. We will win only when we see the struggle of working people in Greece, Spain, and Egypt as our own struggle. This will mean a huge reordering of our world, one that turns away from the primacy of profit to full employment and unionized workplaces, inexpensive and modernized mass transit, especially in impoverished communities, universal single-payer health care and a banning of for-profit health care corporations. The minimum wage must be at least $15 an hour and a weekly income of $500 provided to the unemployed, the disabled, stay-at-home parents, the elderly, and those unable to work. Anti-union laws, like the Taft-Hartley Act, and trade agreements such as NAFTA, will be abolished. All Americans will be granted a pension in old age. A parent will receive two years of paid maternity leave, as well as shorter work weeks with no loss in pay and benefits. The Patriot Act and Section 1021 of the National Defense Authorization Act, which permits the military to be used to crush domestic unrest, as well as government spying on citizens, will end. Mass incarceration will be dismantled. Global warming will become a national and global emergency. We will divert our energy and resources to saving the planet through public investment in renewable energy and end our reliance on fossil fuels. Public utilities, including the railroads, energy companies, the arms industry, and banks, will be nationalized. Government funding for the arts, education, and public broadcasting will create places where creativity, self-expression, and voices of dissent can be heard and seen. We will terminate our nuclear weapons programs and build a nuclear-free world. We will demilitarize our police, meaning that police will no longer carry weapons when they patrol our streets but instead, as in Great Britain, rely on specialized armed units that have to be authorized case by case to use lethal force. There will be training and rehabilitation programs for the poor and those in our prisons, along with the abolition of the death penalty. We will grant full citizenship to undocumented workers. There will be a moratorium on foreclosures and bank repossessions. Education will be free from day care to university. All student debt will be forgiven. Mental health care, especially for those now caged in our prisons, will be available. Our empire will be dismantled. Our soldiers and marines will come home.

The discords of our experience--delight in change, fear of change; the death of the individual and the survival of the species, the pains and pleasures of love, the knowledge of light and dark, the extinction and the perpetuity of empires--these were Spenser's subject; and they could not be treated without this third thing, a kind of time between time and eternity. He does not make it easy to extract philosophical notions from his text; but that he is concerned with the time-defeating aevum and uses it as a concord-fiction, I have no doubt. 'The seeds of knowledge,' as Descartes observed, 'are within us like fire in flint; philosophers educe them by reason, but the poets strike them forth by imagination, and they shine the more clearly.' We leave behind the philosophical statements, with their pursuit of logical consequences and distinctions, for a free, self-delighting inventiveness, a new imagining of the problems. Spenser used something like the Augustinian seminal reasons; he was probably not concerned about later arguments against them, finer discriminations. He does not tackle the questions, in the Garden cantos, of concreation, but carelessly--from a philosophical point of view--gives matter chronological priority. The point that creation necessitates mutability he may have found in Augustine, or merely noticed for himself, without wondering how it could be both that and a consequence of the Fall; it was an essential feature of one's experience of the world, and so were all the arguments, precise or not, about it. Now one of the differences between doing philosophy and writing poetry is that in the former activity you defeat your object if you imitate the confusion inherent in an unsystematic view of your subject, whereas in the second you must in some measure imitate what is extreme and scattering bright, or else lose touch with that feeling of bright confusion. Thus the schoolmen struggled, when they discussed God, for a pure idea of simplicity, which became for them a very complex but still rational issue: for example, an angel is less simple than God but simpler than man, because a species is less simple than pure being but simpler than an individual. But when a poet discusses such matters, as in say 'Air and Angels,' he is making some human point, in fact he is making something which is, rather than discusses, an angel--something simple that grows subtle in the hands of commentators. This is why we cannot say the Garden of Adonis is wrong as the Faculty of Paris could say the Averroists were wrong. And Donne's conclusion is more a joke about women than a truth about angels. Spenser, though his understanding of the expression was doubtless inferior to that of St. Thomas, made in the Garden stanzas something 'more simple' than any section of the Summa. It was also more sensuous and more passionate. Milton used the word in his formula as Aquinas used it of angels; poetry is more simple, and accordingly more difficult to talk about, even though there are in poetry ideas which may be labelled 'philosophical.

Corruption has become a short-cut accusation, a term used by those who are angry at the system to express dissatisfaction and cast aspersions. It is a (rhetorical) weapon of the weak – all the more credible as there indeed is a lot of corruption in Burundi. This is related to what we ended the previous section with, where we said that Burundians desire ‘better people’ rather than ‘better structures.’ Corruption as described by Burundians is a ‘bad person’s’ fault – not a structural issue. Corruption, then, is in part to the masses what human rights are to the well educated. Both are ways to ‘stick it to the man,’ terms whose currency in protest and dissatisfaction is useful. Hence, more than simply accurate descriptions of a social fact, talking about these things is a political act – a way the jargon of the international community has become reappropriated in local political struggles. Given that in Burundi both corruption and human rights violations are indeed prevalent, this makes understanding these discourses very complicated.

For instance, there was the case of Nancy Schmeing, who had recently earned her doctorate in physics at the Massachusetts Institute of Technology. Incredibly, Schmeing failed the reading comprehension section of the new [Massachusetts] teacher test, which required one to quickly read short essays and then choose the one "best" answer among those provided by the test maker. The exam supposedly assessed one's ability to boil down the essential meanings of prose. Schmeing's failing the reading section created a small furor about the test's credibility. After graduating from MIT, Schmeing worked as a technical consultant, translating engineering, science, and business documents for clients around the world. Thus, the very nature of her work necessitated the ability to find essential meanings in written texts, to comprehend a writer's purpose, and so forth. Moreover, Schmeing was a Fulbright scholar, had graduated magnum cum laude from college ... Schmeing's failure simply defied common sense, fueling concerns over the exam's predictive validity.

In Indian social-cultural-political discourse there is a general tendency to ignore deeper, intellectual thought, and the sensationalist mass media has actually contributed to a great dumbing down of even the educated masses. In this climate where any and all intellectuality has been mostly confined to a few ivory towers of academy, it is difficult to get even the educated and socio-economically privileged section of the society interested in the idea of exploring any deeper intellectual thought. It seems as if the trinity of pop-sociology, pop-psychology and pop-culture has taken over the general mentality of the society leaving little room for any serious, intellectually rigorous discourse on social-cultural phenomena. If at all, there is any serious attempt to think through and understand the observed phenomena, it is almost always done using the intellectual theories and frameworks developed in the Western academic circles. But this habit of non-thinking or thinking only in terms of borrowed categories must change if we want India to awaken to her innate intellectual potential.

The superfluity of theoretical ethics is obvious in simple cases. Suppose, for instance, that your child is ill. Love makes you wish to cure it, and science tells you how to do so. There is not an intermediate stage of ethical theory, where it is demonstrated that your child had better be cured. Your act springs directly from desire for an end, together with knowledge of means. This is equally true of all acts, whether good or bad. The ends differ, and the knowledge is more adequate in some cases than in others. But there is no conceivable way of making people do things they do not wish to do. What is possible is to alter their desires by a system of rewards and penalties, among which social approval and disapproval are not the least potent... If I say that the legislative authority has bad desires, I mean merely that its desires conflict with those of some section of the community to which I belong. Outside human desire there is no moral standard... The whole effectiveness of any ethical argument lies in its scientific part, i.e. in the proof that one kind of conduct, rather than some other, is a means to an end which is widely desired. I distinguish, however, between ethical argument and ethical education. The latter consists in strengthening certain desires and weakening others.

A committed escaper! One who never for a minute doubts that a man cannot live behind bars—not even as the most comfortable of trusties, in the accounts office, in the Culture and Education Section, or in charge of the bread ration. One who once he lands in prison spends every waking hour thinking about escape and dreams of escape at night. One who has vowed never to resign himself, and subordinates every action to his need to escape. One for whom a day in prison can never be just another day; there are only days of preparation for escape, days on the run, and days in the punishment cells after recapture and a beating. A committed escaper! This means one who knows what he is undertaking. One who has seen the bullet-riddled bodies of other escapers on display along the central tract. He has also seen those brought back alive—like the man who was taken from hut to hut, black and blue and coughing blood, and made o shout: "Prisoners! Look at what happened to me! It can happen to you, too!" He knows that a runaway's body is usually too heavy to be delivered to camp. And that therefore the head alone is brought back in a duffel bag, sometimes (this is more reliable proof, according to the rulebook) together with the right arm, chopped off at the elbow, so that the Special Section can check the fingerprints and write the man off. A committed escaper! It is for his benefit that window bars are set in cement, that the camp area is encircled with dozens of strands of barbed wire, towers, fences, reinforced barriers, that ambushes and booby traps are set, that red meat is fed to gray dogs.

Popularity does not guarantee literary quality, as everybody knows, but it never comes about for no reason. Nor are those reasons always and necessarily feeble or meretricious ones, though there has long been a tendency among the literary and educational elite to think so. To give just one example, in my youth Charles Dickens was not regarded as a suitable author for those reading English Studies at university, because for all his commercial popularity (or perhaps because of his commercial popularity) he had been downgraded from being ‘a novelist’ to being ‘an entertainer’. The opinion was reversed as critics developed broader interests and better tools; but although critical interest has stretched to include Dickens, it has not for the most part stretched to include Tolkien, and is still uneasy about the whole area of fantasy and the fantastic – though this includes, as has been said, many of the most serious and influential works of the whole of the later twentieth century, and its most characteristic, novel and distinctive genres (such as science fiction). The qualitative case for these genres, including the fantasy genre, needs to be made, and the qualitative case for Tolkien must be a major part of it. It is not a particularly difficult case to make, but it does require a certain open-mindedness as to what people are allowed to get from their reading. Too many critics have defined ‘quality’ in such a way as to exclude anything other than what they have been taught to like. To use the modern jargon, they ‘privilege’ their own assumptions and prejudices, often class-prejudices, against the reading choices of their fellowmen and fellow-women, often without thinking twice about it. But many people have been deeply and lastingly moved by Tolkien’s works, and even if one does not share the feeling, one should be able to understand why. In the following sections, I consider further the first two arguments outlined above, and set out the plan and scope of the chapters which follow, which form in their entirety my expansion of the third argument, about literary quality; and my answer to the question about what Tolkien felt he had to say.

Page 25: …Maimonides was also an anti-Black racist. Towards the end of the [Guide to the Perplexed], in a crucial chapter (book III, chapter 51) he discusses how various sections of humanity can attain the supreme religious value, the true worship of God. Among those who are incapable of even approaching this are: "Some of the Turks [i.e., the Mongol race] and the nomads in the North, and the Blacks and the nomads in the South, and those who resemble them in our climates. And their nature is like the nature of mute animals, and according to my opinion they are not on the level of human beings, and their level among existing things is below that of a man and above that of a monkey, because they have the image and the resemblance of a man more than a monkey does." Now, what does one do with such a passage in a most important and necessary work of Judaism? Face the truth and its consequences? God forbid! Admit (as so many Christian scholars, for example, have done in similar circumstances) that a very important Jewish authority held also rabid anti-Black views, and by this admission make an attempt at self-education in real humanity? Perish the thought. I can almost imagine Jewish scholars in the USA consulting among themselves, ‘What is to be done?’ – for the book had to be translated, due to the decline in the knowledge of Hebrew among American Jews. Whether by consultation or by individual inspiration, a happy ‘solution’ was found: in the popular American translation of the Guide by one Friedlander, first published as far back as 1925 and since then reprinted in many editions, including several in paperback, the Hebrew word Kushim, which means Blacks, was simply transliterated and appears as ‘Kushites’, a word which means nothing to those who have no knowledge of Hebrew, or to whom an obliging rabbi will not give an oral explanation. During all these years, not a word has been said to point out the initial deception or the social facts underlying its continuation – and this throughout the excitement of Martin Luther King’s campaigns, which were supported by so many rabbis, not to mention other Jewish figures, some of whom must have been aware of the anti-Black racist attitude which forms part of their Jewish heritage. Surely one is driven to the hypothesis that quite a few of Martin Luther King’s rabbinical supporters were either anti-Black racists who supported him for tactical reasons of ‘Jewish interest’ (wishing to win Black support for American Jewry and for Israel’s policies) or were accomplished hypocrites, to the point of schizophrenia, capable of passing very rapidly from a hidden enjoyment of rabid racism to a proclaimed attachment to an anti-racist struggle – and back – and back again.

The most interesting aspects of the story lie between the two extremes of coercion and popularity. It might be instructive to consider fascist regimes’ management of workers, who were surely the most recalcitrant part of the population. It is clear that both Fascism and Nazism enjoyed some success in this domain. According to Tim Mason, the ultimate authority on German workers under Nazism, the Third Reich “contained” German workers by four means: terror, division, some concessions, and integration devices such as the famous Strength Through Joy (Kraft durch Freude) leisure-time organization. Let there be no doubt that terror awaited workers who resisted directly. It was the cadres of the German Socialist and Communist parties who filled the first concentration camps in 1933, before the Jews. Since socialists and communists were already divided, it was not hard for the Nazis to create another division between those workers who continued to resist and those who decided to try to live normal lives. The suppression of autonomous worker organizations allowed fascist regimes to address workers individually rather than collectively. Soon, demoralized by the defeat of their unions and parties, workers were atomized, deprived of their usual places of sociability, and afraid to confide in anyone. Both regimes made some concessions to workers—Mason’s third device for worker “containment.” They did not simply silence them, as in traditional dictatorships. After power, official unions enjoyed a monopoly of labor representation. The Nazi Labor Front had to preserve its credibility by actually paying some attention to working conditions. Mindful of the 1918 revolution, the Third Reich was willing to do absolutely anything to avoid unemployment or food shortages. As the German economy heated up in rearmament, there was even some wage creep. Later in the war, the arrival of slave labor, which promoted many German workers to the status of masters, provided additional satisfactions. Mussolini was particularly proud of how workers would fare under his corporatist constitution. The Labor Charter (1927) promised that workers and employers would sit down together in a “corporation” for each branch of the economy, and submerge class struggle in the discovery of their common interests. It looked very imposing by 1939 when a Chamber of Corporations replaced parliament. In practice, however, the corporative bodies were run by businessmen, while the workers’ sections were set apart and excluded from the factory floor. Mason’s fourth form of “containment”—integrative devices—was a specialty of fascist regimes. Fascists were past masters at manipulating group dynamics: the youth group, the leisure-time association, party rallies. Peer pressure was particularly powerful in small groups. There the patriotic majority shamed or intimidated nonconformists into at least keeping their mouths shut. Sebastian Haffner recalled how his group of apprentice magistrates was sent in summer 1933 on a retreat, where these highly educated young men, mostly non-Nazis, were bonded into a group by marching, singing, uniforms, and drill. To resist seemed pointless, certain to lead nowhere but to prison and an end to the dreamed-of career. Finally, with astonishment, he observed himself raising his arm, fitted with a swastika armband, in the Nazi salute. These various techniques of social control were successful.

As a medical doctor, Kellogg claimed the moral authority to instruct parents on the proper sexual education of their children. If you’re unfamiliar with the writings of Kellogg and others like him, their gloating disdain for basic human eroticism is chilling and unmistakable. In his best-selling Plain Facts for Old and Young (written on his sexless honeymoon in 1888), Kellogg offered parents guidance for dealing with their sons’ natural erotic self-exploration in a section entitled “Treatment for Self-Abuse and its Effects.” “A remedy which is almost always successful in small boys,” he wrote, “is circumcision.” He stipulated that, “The operation should be performed by a surgeon without administering an anaesthetic, as the brief pain attending the operation will have a salutary effect upon the mind, especially if it be connected with the idea of punishment…. [emphasis

Ignorance, Sharma reflected, had nothing to do with education. He often had observed conscientious stupidity in the well-educated section of society who, owing to their fear of the unknown, adhered to centuries-old, absurd beliefs.

The fifty-five delegates representing twelve states—the renegade Rhode Island boycotted the convention—scarcely constituted a cross section of America. They were white, educated males and mostly affluent property owners.

I’m excited to announce that Book 2 of our series, My Job: More People at Work Around the World, is in production. Having met hundreds of people in fascinating jobs, I faced an enormous challenge in selecting the stories to include in Book 2 . . . but I believe this collection will surprise and delight you. It covers a range of jobs in the following sections: Health and Recovery Education and Finance Agribusiness and Food Processing Arts and Culture Activism and Diplomacy The book allows you to experience what it’s like to be an addiction-recovery counselor trained as a clown in London, an art teacher working with gang members in Chicago, a midwife working in rural villages in Guatemala, or a mobile-banking agent making her first million in Zambia. Book 2 will take you places you’ve never been, from the Appalachian Mountains of West Virginia to a serene beach in Tel Aviv, Israel, and take you deep into the true stories of what it’s like to work at jobs as disparate as teaching a grieving widow to dance, to negotiating with a terrorist. The book will publish in March and is available for preorder at Amazon.

Who were these solons rhapsodized by Benjamin Franklin as “the most august and respectable assembly he was ever in in his life”? The fifty-five delegates representing twelve states—the renegade Rhode Island boycotted the convention—scarcely constituted a cross section of America. They were white, educated males and mostly affluent property owners. A majority were lawyers and hence sensitive to precedent. Princeton graduates (nine) trumped Yale (four) and Harvard (three) by a goodly margin. They averaged forty-two years of age, meaning that Hamilton, thirty-two, and Madison, thirty-six, were relatively young. As a foreign-born delegate, Hamilton wasn’t alone,

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They had all the means to develop a spinning machine, but “nobody tried”—another example of knowledge hampering optionality. They probably needed someone like Steve Jobs—blessed with an absence of college education and the right aggressiveness of temperament—to take the elements to their natural conclusion. As we will see in the next section, it is precisely this type of uninhibited doer who made the Industrial Revolution happen.

Cizek had used art as the point of entry of his thinking into a whole new world of education—an avenue that had never occurred to me. He realized that children by nature are capable of real, indeed often great, art; that artistic activity is natural for them; and that adult interference in the natural development of children as artists was detrimental to that development. From that starting point, he made a leap into the entire realm of education and child development, concluding that the natural, unhindered growth of children enables them to reach their full potential as human beings, and that adult interference in general is more of a liability than an asset in this process of growth. That leap, from art to all domains of maturation, was an intuitive one for Cizek and his followers. It was not until I read the article referred to in the opening paragraph of this section that I not only gained an understanding of the real basis for Cizek’s intuitive leap, but I also achieved a new and enriching perspective on the nature of education, one that I had hitherto hardly noticed. The key is the observation that certain activities are universal, transcultural, and therefore related to the very essence of being a human. Even more significant and telling—and here once again Cizek hit upon the truth, albeit not consciously—is the fact that these same activities are engaged in by children from the earliest age, and therefore are not, indeed cannot be, the products of sociocultural influences. This places these activities in the realm of biological evolution rather than the realm of cultural history.50 And because these three activities—making music, decorating things, and talking—are the outcome of hundreds of millions of years of evolution, they must represent in and of themselves an important aspect of the exalted place humans occupy in the natural world. In other words, these activities not only represent the outcome of evolution, but they also represent important features that account for the specific place that the Homo sapiens species occupies in the natural order. To allow children—and indeed adults—to engage in these three activities to their heart’s desire is to allow them to realize their fullest potential as human beings. External interference in their exercise, although perhaps sometimes justifiable for social reasons (man is, after all, a social animal too, another aspect of evolution), always involves some diminishing of their ability to become what they by nature are inclined to be. Once this is realized, it is almost impossible to comprehend the enthusiasm with which educators and child development specialists advocate systems for coercing children, against their clear inclination and will, to curtail these activities in favor of an externally imposed adult agenda. Although there might have been some economic justification for such curtailment in the industrial age, there is no longer the slightest pretext of an advantage gained through the suppression of the natural, evolved behavior of children. In

But it was really the then-popular right-wing demagogue Glenn Beck who gave Republicans a taste of what was to come as the recession deepened. Beck was an apocalyptic yet strangely ebullient conspiracy theorist who on his daily Fox News broadcasts filled blackboard after blackboard with crazy Venn diagrams exposing the hidden links between 1960s radicals and Barack Obama. But he also broke with many Republican dogmas, particularly on economics and foreign policy, writing in one of his books, “Under President Bush, politics and global corporations dictated much of our economic and border policy. Nation building and internationalism also played a huge role in our move away from the founding principles.” Beck’s economic nationalism and isolationism struck a chord with the public, and many flocked to his sold-out rallies to hear him denounce phantom leftists but also Wall Street and the big banks. He even wrote a bestselling thriller in which all these evil forces join hands to squelch American liberty. For all his bombast, Beck was among the first on the right to report the truth that the American middle class was being hollowed out and that its children faced drastically reduced prospects. That a small class of highly educated people was benefiting from the new global economy and becoming fantastically wealthy. And that vast sections of the country had become deserted, heartbroken . . . and angry. Mainstream Republicans never got the message. Donald Trump did.

I love the hybrid quality, the new computer sections and the books yellowing with age. Libraries for me have always had a cathedral-like ambiance, a hushed sanctuary where learning is revered, where we the people elevate books and education to the level of the religious.

After that eggroll lunch with Tom, I began having search committee fantasies: I imagined myself among focused, intelligent adults engaged in heady theological discussion, my seminary education finally being put to use. Those two years were the deepest lived of my life intellectually and spiritually. I’d fallen in love with church history, the mystics, William James, and Lacan. I still yearned for the immersion in spiritual thought and values, the ongoing conversation with school friends that moved from classroom to cafeteria to phone calls, and I never missed that intense engagement with ideas more than when I was dashing off puff pieces for the food section and not doing any of my own writing, as I was now.

Page 25: …Maimonides was also an anti-Black racist. Towards the end of the [Guide to the Perplexed], in a crucial chapter (book III, chapter 51) he discusses how various sections of humanity can attain the supreme religious value, the true worship of God. Among those who are incapable of even approaching this are: Some of the Turks [i.e., the Mongol race] and the nomads in the North, and the Blacks and the nomads in the South, and those who resemble them in our climates. And their nature is like the nature of mute animals, and according to my opinion they are not on the level of human beings, and their level among existing things is below that of a man and above that of a monkey, because they have the image and the resemblance of a man more than a monkey does. Now, what does one do with such a passage in a most important and necessary work of Judaism? Face the truth and its consequences? God forbid! Admit (as so many Christian scholars, for example, have done in similar circumstances) that a very important Jewish authority held also rabid anti-Black views, and by this admission make an attempt at self-education in real humanity? Perish the thought. I can almost imagine Jewish scholars in the USA consulting among themselves, ‘What is to be done?’ – for the book had to be translated, due to the decline in the knowledge of Hebrew among American Jews. Whether by consultation or by individual inspiration, a happy ‘solution’ was found: in the popular American translation of the Guide by one Friedlander, first published as far back as 1925 and since then reprinted in many editions, including several in paperback, the Hebrew word Kushim, which means Blacks, was simply transliterated and appears as ‘Kushites’, a word which means nothing to those who have no knowledge of Hebrew, or to whom an obliging rabbi will not give an oral explanation. During all these years, not a word has been said to point out the initial deception or the social facts underlying its continuation – and this throughout the excitement of Martin Luther King’s campaigns, which were supported by so many rabbis, not to mention other Jewish figures, some of whom must have been aware of the anti-Black racist attitude which forms part of their Jewish heritage. Surely one is driven to the hypothesis that quite a few of Martin Luther King’s rabbinical supporters were either anti-Black racists who supported him for tactical reasons of ‘Jewish interest’ (wishing to win Black support for American Jewry and for Israel’s policies) or were accomplished hypocrites, to the point of schizophrenia, capable of passing very rapidly from a hidden enjoyment of rabid racism to a proclaimed attachment to an anti-racist struggle – and back – and back again.

Strategy #10 – Saving for Your Child’s Education with Maximum Tax Benefits The challenge I have with government-sponsored educational savings plans is that the government is in control of your money, how you use it, when you use it, and how it’s taxed. For example, in a 529 plan (also called a Coverdell IRA), you can deduct money you contribute to the IRA and then when you use it tax-free for your child’s education. Sounds almost too good to be true, doesn’t it? What sort of limitations do you think the government places on these funds in order to control your money? First, they control how much you can contribute. Then, they control what you can do with the money in the plan, even controlling how you invest the money. Next, they control what expenses you can pay for with the fund. Only certain educational expenses qualify. Finally, if you don’t use the funds for education, you have only two choices. One choice is to transfer the money to a relative who can use it for their education. The other is to distribute it to yourself and pay taxes and penalties. So, if you make too much money from your investments in the plan, you pay a penalty for not using all of the money for education. What if you could have all of the tax benefits of a 529 plan without giving the government any control over your money? Wouldn’t that be a lot better? In tax strategy #5 we talked about paying your children to work in your business. When I teach this principle in my Tax and Asset Protection class, the question always comes up about what to do with the money you pay them. This is the perfect opportunity to have your children pay for their own education without having to rely on Section 529 plans or other tax-deferred, government controlled educational savings plans. Your children can contribute their money to an LLC, limited partnership, or S corporation that owns a business or investments. Like a 529 plan, you get a deduction when you pay your child a salary. Like a 529 plan, there is no tax to the child when received. Like the 529 plan, with good planning, especially in real estate, there is no tax on the cash flow from the investment. But unlike a 529 plan, you have full control over the investment. Unlike a 529 plan, you can take it out and use it for any expense for your child (except for support, like food and clothing), and you can take it out any time you like. Unlike a 529 plan, there are no penalties for distributing the money or accumulating a huge amount over a lifetime. Now isn’t that a much better plan than a government-controlled savings plan? Stop using government plans and make your own plan. You will have much more control and

One of the most well-known revivalist preachers of the day was Charles Grandison Finney. Finney led Oberlin College, which became the first institution of higher education to accept both women and black people. Finney was an outspoken abolitionist, but he was not a proponent of black equality. He advocated for emancipation, but he did not see the value of the “social” integration of the races. Though he excluded white slaveowners from membership in his congregations, he also relegated black worshipers to particular sections of the sanctuary. Black people could become members in his churches, but they could not vote or hold office.17 Finney’s stance for abolition but against integration arose from his conviction that social reform would come through individual conversion, not institutional reform. Finney and many others like him believed that social change came about through evangelization. According to this logic, once a person believed in Christ as Savior and Lord, he or she would naturally work toward justice and change. “As saints supremely value the highest good of being, they will, and must, take a deep interest in whatever is promotive of that end. Hence, their spirit is necessarily that of the reformer.”18 This belief led to a fixation on individual conversion without a corresponding focus on transforming the racist policies and practices of institutions, a stance that has remained a constant feature of American evangelicalism and has furthered the American church’s easy compromise with slavery and racism.

I woke up every morning at six to study—because it was easier to focus in the mornings, before I was worn out from scrapping. Although I was still fearful of God’s wrath, I reasoned with myself that my passing the ACT was so unlikely, it would take an act of God. And if God acted, then surely my going to school was His will. The ACT was composed of four sections: math, English, science and reading. My math skills were improving but they were not strong. While I could answer most of the questions on the practice exam, I was slow, needing double or triple the allotted time. I lacked even a basic knowledge of grammar, though I was learning, beginning with nouns and moving on to prepositions and gerunds. Science was a mystery, perhaps because the only science book I’d ever read had had detachable pages for coloring. Of the four sections, reading was the only one about which I felt confident. BYU was a competitive school. I’d need a high score—a twenty-seven at least, which meant the top fifteen percent of my cohort. I was sixteen, had never taken an exam, and had only recently undertaken anything like a systematic education; still I registered for the test. It felt like throwing dice, like the roll was out of my hands. God would score the toss. I didn’t sleep the night before. My brain conjured so many scenes of disaster, it burned as if with a fever. At five I got out of bed, ate breakfast, and drove the forty miles to Utah State University. I was led into a white classroom with thirty other students, who took their seats and placed their pencils on their desks. A middle-aged woman handed out tests and strange pink sheets I’d never seen before. “Excuse me,” I said when she gave me mine. “What is this?” “It’s a bubble sheet. To mark your answers.” “How does it work?” I said. “It’s the same as any other bubble sheet.” She began to move away from me, visibly irritated, as if I were playing a prank. “I’ve never used one before.” She appraised me for a moment. “Fill in the bubble of the correct answer,” she said. “Blacken it completely. Understand?” The test began. I’d never sat at a desk for four hours in a room full of people. The noise was unbelievable, yet I seemed to be the only person who heard it, who couldn’t divert her attention from the rustle of turning pages and the scratch of pencils on paper. When it was over I suspected that I’d failed the math, and I was positive that I’d failed the science. My answers for the science portion couldn’t even be called guesses. They were random, just patterns of dots on that strange pink sheet. I drove home. I felt stupid, but more than stupid I felt ridiculous. Now that I’d seen the other students—watched them march into the classroom in neat rows, claim their seats and calmly fill in their answers, as if they were performing a practiced routine—it seemed absurd that I had thought I could score in the top fifteen percent. That was their world. I stepped into overalls and returned to mine.

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More recently, autism has been seen by some as a neurological difference and not necessarily a disorder at all. According to the Autistic Self Advocacy Network (ASAN 2022, About Autism section): Autism is a developmental disability [which is a natural part of human diversity] that affects how we experience the world around us. Autistic people are an important part of the world. Autism is a normal part of life, and makes us who we are… Autistic people are born autistic and we will be autistic our whole lives… There is no one way to be autistic. Some autistic people can speak, and some autistic people need to communicate in other ways. Some autistic people also have intellectual disabilities and some autistic people don’t. Some autistic people need a lot of help in their day-to-day lives, and some autistic people only need a little help. All of these people are autistic, because there is no right or wrong way to be autistic. All of us experience autism differently, but we all contribute to the world in meaningful ways. We all deserve understanding and acceptance.

In Brain Rules, John Medina shares how he’s able to keep the attention of his students in classes that last more than an hour: he plans his class in modules that last no more than ten minutes. Each module starts with a Hook—an interesting story or anecdote, followed by a brief explanation of the key concept. Following this format ensures that his audience retains more information and doesn’t zone out. (That’s the primary reason this book is organized in short sections that take less than ten minutes to read.)

the first two sections of this book I have taught you most of the copywriting techniques I taught my seminar participants. You have learned techniques that took me many years to develop. You have learned concepts that I didn’t discover and personally use until well into my career. And most importantly, you have learned from my failures—an education that has cost me dearly but that you do not have to experience on your own.

Beyond One-Way ANOVA The approach described in the preceding section is called one-way ANOVA. This scenario is easily generalized to accommodate more than one independent variable. These independent variables are either discrete (called factors) or continuous (called covariates). These approaches are called n-way ANOVA or ANCOVA (the “C” indicates the presence of covariates). Two way ANOVA, for example, allows for testing of the effect of two different independent variables on the dependent variable, as well as the interaction of these two independent variables. An interaction effect between two variables describes the way that variables “work together” to have an effect on the dependent variable. This is perhaps best illustrated by an example. Suppose that an analyst wants to know whether the number of health care information workshops attended, as well as a person’s education, are associated with healthy lifestyle behaviors. Although we can surely theorize how attending health care information workshops and a person’s education can each affect an individual’s healthy lifestyle behaviors, it is also easy to see that the level of education can affect a person’s propensity for attending health care information workshops, as well. Hence, an interaction effect could also exist between these two independent variables (factors). The effects of each independent variable on the dependent variable are called main effects (as distinct from interaction effects). To continue the earlier example, suppose that in addition to population, an analyst also wants to consider a measure of the watershed’s preexisting condition, such as the number of plant and animal species at risk in the watershed. Two-way ANOVA produces the results shown in Table 13.4, using the transformed variable mentioned earlier. The first row, labeled “model,” refers to the combined effects of all main and interaction effects in the model on the dependent variable. This is the global F-test. The “model” row shows that the two main effects and the single interaction effect, when considered together, are significantly associated with changes in the dependent variable (p < .000). However, the results also show a reduced significance level of “population” (now, p = .064), which seems related to the interaction effect (p = .076). Although neither effect is significant at conventional levels, the results do suggest that an interaction effect is present between population and watershed condition (of which the number of at-risk species is an indicator) on watershed wetland loss. Post-hoc tests are only provided separately for each of the independent variables (factors), and the results show the same homogeneous grouping for both of the independent variables. Table 13.4 Two-Way ANOVA Results As we noted earlier, ANOVA is a family of statistical techniques that allow for a broad range of rather complex experimental designs. Complete coverage of these techniques is well beyond the scope of this book, but in general, many of these techniques aim to discern the effect of variables in the presence of other (control) variables. ANOVA is but one approach for addressing control variables. A far more common approach in public policy, economics, political science, and public administration (as well as in many others fields) is multiple regression (see Chapter 15). Many analysts feel that ANOVA and regression are largely equivalent. Historically, the preference for ANOVA stems from its uses in medical and agricultural research, with applications in education and psychology. Finally, the ANOVA approach can be generalized to allow for testing on two or more dependent variables. This approach is called multiple analysis of variance, or MANOVA. Regression-based analysis can also be used for dealing with multiple dependent variables, as mentioned in Chapter 17.

Known as Naxalites...they attacked "class enemies"- big landlords, policemen, bureaucrats, and "liberated" territories which they hoped would form bases for an eventual assault on the cities, as had happened in China. The Indian government responded brutally, killing and torturing thousands. Driven underground, the Naxalite movement splintered and remained dormant for many years. In the 1990s, when India began to move towards a free market, the Naxalite movement revived in some of the poorest and most populous Indian states. Part of the reason for this is that successive Indian governments have steadily reduced subsidies for agriculture, public health, education, and poverty eradication, exposing large sections of the population to disease, debt, hunger and starvation. Almost three thousand farmers committed suicide in the southern state of Andhra Pradesh after the government, advised by McKinsey, cut agricultural subsidies in an attempt to initiate farmers into the world of unregulated markets. In recent years, Naxalite movements, which have long organized landless, low-caste peasants in Bihar and Andhra Pradesh, have grown quickly in parts of Uttar Pradesh and Madhya Pradesh- where an enfeebled Indian state is increasingly absent- to the extent that police and intelligence officials in India now speak anxiously of an unbroken belt of Communist-dominated territory from Nepal to South India.

From the Bridge” by Captain Hank Bracker Behind “The Exciting Story of Cuba” It was on a rainy evening in January of 2013, after Captain Hank and his wife Ursula returned by ship from a cruise in the Mediterranean, that Captain Hank was pondering on how to market his book, Seawater One. Some years prior he had published the book “Suppressed I Rise.” But lacking a good marketing plan the book floundered. Locally it was well received and the newspapers gave it great reviews, but Ursula was battling allergies and, unfortunately, the timing was off, as was the economy. Captain Hank has the ability to see sunshine when it’s raining and he’s not one easily deterred. Perhaps the timing was off for a novel or a textbook, like the Scramble Book he wrote years before computers made the scene. The history of West Africa was an option, however such a book would have limited public interest and besides, he had written a section regarding this topic for the second Seawater book. No, what he was embarking on would have to be steeped in history and be intertwined with true-life adventures that people could identify with. Out of the blue, his friend Jorge suggested that he write about Cuba. “You were there prior to the Revolution when Fidel Castro was in jail,” he ventured. Laughing, Captain Hank told a story of Mardi Gras in Havana. “Half of the Miami Police Department was there and the Coca-Cola cost more than the rum. Havana was one hell of a place!” Hank said. “I’ll tell you what I could do. I could write a pamphlet about the history of the island. It doesn’t have to be very long… 25 to 30 pages would do it.” His idea was to test the waters for public interest and then later add it to his book Seawater One. Writing is a passion surpassed only by his love for telling stories. It is true that Captain Hank had visited Cuba prior to the Revolution, but back then he was interested more in the beauty of the Latino girls than the history or politics of the country. “You don’t have to be Greek to appreciate Greek history,” Hank once said. “History is not owned solely by historians. It is a part of everyone’s heritage.” And so it was that he started to write about Cuba. When asked about why he wasn’t footnoting his work, he replied that the pamphlet, which grew into a book over 600 pages long, was a book for the people. “I’m not writing this to be a history book or an academic paper. I’m writing this book, so that by knowing Cuba’s past, people would understand it’s present.” He added that unless you lived it, you got it from somewhere else anyway, and footnoting just identifies where it came from. Aside from having been a ship’s captain and harbor pilot, Captain Hank was a high school math and science teacher and was once awarded the status of “Teacher of the Month” by the Connecticut State Board of Education. He has done extensive graduate work, was a union leader and the attendance officer at a vocational technical school. He was also an officer in the Naval Reserve and an officer in the U.S. Army for a total of over 40 years. He once said that “Life is to be lived,” and he certainly has. Active with Military Intelligence he returned to Europe, and when I asked what he did there, he jokingly said that if he had told me he would have to kill me. The Exciting Story of Cuba has the exhilaration of a novel. It is packed full of interesting details and, with the normalizing of the United States and Cuba, it belongs on everyone’s bookshelf, or at least in the bathroom if that’s where you do your reading. Captain Hank is not someone you can hold down and after having read a Proof Copy I know that it will be universally received as the book to go to, if you want to know anything about Cuba! Excerpts from a conversation with Chief Warrant Officer Peter Rommel, USA Retired, Military Intelligence Corps, Winter of 2014.

Nurturing Activities Self-Assessment In this section, you will discover the things you are doing now to nurture your well-being. In the section “Things I Do Now,” write all the activities you can think of that you really enjoy that you do now. For example, you may enjoy getting a massage, working out in the gym, playing tennis, reading a novel, or just taking a walk in the woods. Next think about how each of these activities supports one or more of the four dimensions of your personal growth and development: physical, emotional, intellectual, and spiritual. Activities that promote physical development include such things as exercise, relaxation, and massage. Those that promote emotional development include fun things with others that make you happy, such as attending a party with friends, seeing an inspirational film, or just sharing a meal with your family. You can promote your intellectual development by, for example, reading newspapers or intellectually stimulating magazines or books, attending courses, or having intellectual discussions with your colleagues. Activities that give your life meaning and help you connect to something greater than yourself give you spiritual meaning. These can be activities done in a religious context, such as attending services, but they can also be purely secular, such as reading an inspirational poem or practicing mindfulness. Next think about things that you are not doing now but would like to do. Again consider how each of these activities supports the four dimensions. This is your self-care plan. Things I Do Now: Activity Physical Emotional Intellectual Inner Life Self-Care Plan: Activity Physical Emotional Intellectual Inner Life

The most important pillar behind innovation and opportunity—education—will see tremendous positive change in the coming decades as rising connectivity reshapes traditional routines and offers new paths for learning. Most students will be highly technologically literate, as schools continue to integrate technology into lesson plans and, in some cases, replace traditional lessons with more interactive workshops. Education will be a more flexible experience, adapting itself to children’s learning styles and pace instead of the other way around. Kids will still go to physical schools, to socialize and be guided by teachers, but as much, if not more, learning will take place employing carefully designed educational tools in the spirit of today’s Khan Academy, a nonprofit organization that produces thousands of short videos (the majority in science and math) and shares them online for free. With hundreds of millions of views on the Khan Academy’s YouTube channel already, educators in the United States are increasingly adopting its materials and integrating the approach of its founder, Salman Khan—modular learning tailored to a student’s needs. Some are even “flipping” their classrooms, replacing lectures with videos watched at home (as homework) and using school time for traditional homework, such as filling out a problem set for math class. Critical thinking and problem-solving skills will become the focus in many school systems as ubiquitous digital-knowledge tools, like the more accurate sections of Wikipedia, reduce the importance of rote memorization. For children in poor countries, future connectivity promises new access to educational tools, though clearly not at the level described above. Physical classrooms will remain dilapidated; teachers will continue to take paychecks and not show up for class; and books and supplies will still be scarce. But what’s new in this equation—connectivity—promises that kids with access to mobile devices and the Internet will be able to experience school physically and virtually, even if the latter is informal and on their own time.

of sections focused on a pedagogical method called community-based inquiry (CBI).

Anyway, I pushed past Dirk the Jerk, and rushed toward the library. I needed to find an ultimate Minecraft guide with tips and tricks, shortcuts and secrets. My plan was simple. I’d buy the game, study the book, and start playing. It couldn’t be that hard, right? I was determined to beat Dirk the Jerk at something, even if it killed me!   I headed to the library’s computer books section.  I quickly scanned for game guides. They had books on popular games such as Candy Crusher, Angry Birdbrains, and Minion Marathon. But none about Minecraft?   Then, I spotted a thin book crammed way at the back of the shelf. It was covered with a thick layer of dust and spiderwebs. (Yuck! I hate spiders!) I yanked it out: Minecraft: Surviving the First Night: An Insider’s Guide.   It was more like a journal. Not exactly what I was looking for but it was better than nothing. I looked closer at the book and noticed that there wasn’t a library sticker on it. The best I could figure was that it must be someone’s personal copy. Maybe he was hiding it from his mom who didn’t approve of computer games. (I knew all about that.)   At that point, I was really desperate. And since there wasn’t any way for me to check it out, I decided to take it. I was sure the owner wouldn’t miss it because it hadn’t been touched in forever. Maybe he’d forgotten all about it. And anyway, I’d return it after I crushed Dirk the Jerk in the survival challenge.   When I got home, I was faced with the hardest part of my whole plan, convincing Mom to buy Minecraft. She thinks computer and video games are a waste of time, except for educational ones. (She grew up back when Pac Man was hi-tech.)   I knew I’d need help coming up with reasons to convince Mom. So I checked with my good friend, Google, and I found a ton of information on why Minecraft was considered educational.     Once I explained to Mom that Minecraft taught everything from spatial relationships to electrical circuitry to complex machines, she caved in, and bought it. Now that the hard part was over, all I needed to do was learn the game.   I sat down in front of the computer in my room, and launched the game. I opened the Minecraft journal, and there was a bright flash of light!   That’s the last thing I remember.   The next thing I knew, I was sitting in the middle of a strange library. It took me a minute to figure out what the heck was going on. I looked around. Everything was made of blocks.   I looked down at my arms... rectangles. I looked down at my legs... Rectangles! I looked down at my body... a RECTANGLE!   Then it hit me... I was literally a blockhead IN Minecraft! *gulp*     That’s when I flipped out a little bit. For about ten minutes straight. I probably would have freaked out for longer, but it’s exhausting screaming, flapping my arms, and running in circles on stumpy little legs.   After I calmed down a bit and caught my breath, I thought of

The land north of the Ohio River and west of the Appalachians was to be surveyed and marked off in a rectangular pattern—with east-west baselines and north-south ranges—before any of it was sold. This territory was to be divided into townships six miles square, with each township in turn cut up into thirty-six numbered sections of 640 acres each. Land was to be sold at auction, but the minimum price was set at one dollar per acre, and no one could buy less than a section of 640 acres, which meant that a very substantial sum was needed for any purchase. In each township Congress retained four sections for future sale and set aside one other for the support of public education. Although only seven ranges were actually surveyed in southeastern Ohio, this policy of surveying in rectangular units became the basis of America’s land system.

Countersignaling You would think, based on the previous section, that if you have the ability to signal your type, you should. That way, you differentiate yourself from those who can’t make the same signal. And yet, some of the people most able to signal refrain from doing so. As Feltovich, Harbaugh, and To explain: The nouveau riche flaunt their wealth, but the old rich scorn such gauche displays. Minor officials prove their status with petty displays of authority, while the truly powerful show their strength through gestures of magnanimity. People of average education show off the studied regularity of their script, but the well educated often scribble illegibly. Mediocre students answer a teacher’s easy questions, but the best students are embarrassed to prove their knowledge of trivial points. Acquaintances show their good intentions by politely ignoring one’s flaws, while close friends show intimacy by teasingly highlighting them. People of moderate ability seek formal credentials to impress employers and society, but the talented often downplay their credentials even if they have bothered to obtain them. A person of average reputation defensively refutes accusations against his character, while a highly respected person finds it demeaning to dignify accusations with a response.6 Their insight is that in some circumstances, the best way to signal your ability or type is by not signaling at all, by refusing to play the signaling game.

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There is no one disabled future. But in mine, there is guaranteed income, housing, access, food, water, and education for all—or money has been abolished. I get paid to write from my bed. The births of disabled, Autistic, Mad, Neurodivergent, Deaf, and sick kids are celebrated, and there are memorials and healing and reparation sites on every psych ward, institution, nursing home, youth lockup, and “autistic treatment center” where our people have been locked up and abused. Anyone who needs care gets it, with respect and autonomy, not abuse. Caregivers are paid well for the work we do and are often disabled ourselves. Disabled folks are the ones teaching medical school students about our bodies. Schools have been taken apart and remade so that there’s not one idea of “smart” and “stupid,” but many ways of learning. There is a disability justice section in every bookstore and a million examples of sick and disabled and Deaf and autistic and Mad folks thriving. I have a really sick lipstick-red spiral ramp curving around my house. Because it’s beautiful. Because I want it. Because I get to live free. -LEAH

it is the justification of violence against children that distinguishes it from other types of violence in our society, and is an unspeakable disgrace. A large section of public opinion, as well as countless experts and intellectuals, who in other respects are educated, kind and understanding, maintain that a “timely smack” is not only acceptable, but recommendable: a useful “educational” tool that helps the victim become a better person. The victim is told: “It’s for your own good”, or even, the height of shamelessness: “It hurts me more than it hurts you.” No one, or no one living in a democracy at the beginning of the twenty-first century at any rate, would dare justify violence in this way if the victim were an adult.

through its education in rhetoric and law. The South’s tradition of learning was the Ciceronian tradition of eloquent wisdom, and this circumstance explains why the major creative political figures of America, from Jefferson through Lincoln to Wilson, have come from this section. But the Civil War brought defeat to Ciceronian humanism, and thereafter the South turned to commerce and technology in its economic life and to the dialectic of New England and of Germany in its educational endeavors.

The California State Department of Education has issued guidelines called “Standards for Evaluation of Instructional Materials with Respect to Social Content.” According to Education Code section 60040(a) and 60044(a), “Whenever an instructional material presents developments in history or current events, or achievements in art, science, or any other field, the contributions of women and men should be represented in approximately equal number.“ In effect, this law demands that the historian be more attentive to the demands of “equal representation” than to the historical facts. Needless to say, histories and social studies presented in this “fair” but factually skewed manner constitute an unworthy and dishonest approach to learning.

The idea of educating the Negroes after the Civil War was largely a prompting of philanthropy. Their white neighbors failed to assume this responsibility. These black people had been liberated as a result of a sectional conflict out of which their former owners had emerged as victims. From this class, then, the freedmen could not expect much sympathy or cooperation in the effort to prepare themselves to figure as citizens of a modern republic.

Thomas Edison described himself as being “not at the head of my class, but the foot.” Einstein graduated fourth in his class of five physicists in 1900.54 Steve Jobs had a high school GPA of 2.65; Jack Ma, the founder of Alibaba (the Chinese equivalent of Amazon), took the gaokao (the Chinese national educational exam) and scored 19 out of 120 on a math section on his second try;55 and Beethoven had trouble adding figures and never learned to multiply or divide. Walt Disney was a below-average student and often fell asleep in class.56 Finally, Picasso could not remember the sequence of the letters in the alphabet and saw symbolic numbers as literal representations: a 2 as the wing of a bird or a 0 as a body.57

The following fundamental question therefore arises: what is the importance of occupational upward mobility today? The last section discussed the difficulties of analysing occupational groups in relation to social stability. If the son of a skilled worker finishes secondary education and becomes a journalist, or the daughter of a commercial employee becomes a lawyer, then both have risen in relation to their parents, according to the traditional model. Their jobs bring greater social prestige—however, they may no longer automatically earn more money than their parents. Likewise, whether they are precariously employed and under constant threat of unemployment is generally not taken into account.

I fully enjoyed “Imagineer Your Future” by Les LaMotte. This is a wonderful manual with an underlying Christian base that teaches how anyone can learn the principles of becoming an “Imagineer” like Les. The book begins by explaining the author’s own spiritual, life, and career journey that produced in him an Imagineer mindset. His grandfathers specific teaching the principles of a simple kite that in 50 years turned into his Xtra Lite Display System with five US patents and several international that opened sales in over 36 countries. The author explains, “To call yourself an Imagineer means you lead a complex life, schooled in enlightenment and problem solving with many hundreds of ideas of the past, present, and future technology, all while living your life in various stages of your own growth, development, and experience.” This creative and colorful book filled with photographs and illustrations has 20 sections ranging from important principles gleaned from childhood to helping the reader take necessary self assessments before launching into higher education without a well thought through plan. These sections are color coded using side tabs and there are vertical chapter titles present that allow the reader to quickly comb through the concepts and chapters that are most relevant to them. Dollar icons are present throughout to indicate where an Excel sheet is available to download free on LaMotte’s website. An Imagineer symbol targets areas of specific learning opportunities. To make this process even easier, the reader is provided with fill in the blank lists and links to online Core Passion assessments so they can discover their actual motivations in light of their gifts and how to apply their five top core passions to complete their own Imagineer journey. I really enjoyed how the author weaves his own experiences throughout each section and the heartfelt mentions of well known individuals that have Imagineered throughout recent and ongoing history. Les provides his own amazing pointers on how to stay on the path to leading a fulfilling life of an Imagineer. If you are looking for a cross between a creative and easy to understand manual on becoming an Imagineer and a heartfelt journey traveling the road to success this is the choice for you.

I draw your attention to the fact that what I have called the “new immigration” has concentrated very largely in the urban northeast and north-central sections of the United States, has bred prolifically there, not only in children but in ideas, has come to wield a heavy influence in the educational and entertainment fields and in other areas of mass communications, and finally that this “new immigration” was not initially schooled in the Protestant Ethic upon which our nation was founded. Nor has it shown any great inclination to become so.

The Adam Smith that we know today was shaped by his early life and education in Kirkcaldy and Glasgow. As a bright young man he was able to benefit from gifted teachers, to read widely, and to discuss what he read with the students he spent time with. Smith clearly loved the school, the university, and the clubs and societies in Glasgow and Eddinburgh. They shaped his thinking. But we should also remember that, for all his sociability, Smith also loved to be on his own. When it came time to write the Wealth of Nations he returned to his mother's home and to the solitude of Kirkcaldy. Here he was able to arrange his thoughts during long walks on the beach. It is no surprise that a major section of Book V of the Wealth of Nations ended up being about education. Smith's own education and experience as a teacher shaped his thinking and awareness of how important education is to society.

Communicate throughout Let employees know how things are going during the entire progress.  They need to know what has transpired and what will occur next.  This helps maintain focus on the task at hand, and it keeps employees interested.  It is achieved by providing information, facts, data, and accomplishments.

Therapist education is a problem. Most psychologists are trained as generalists. The Diagnostic and Statistical Manual of Mental Disorders has more than 900 pages, and only a few of them are about BPD. Even during doctoral training or master’s training, there is no specific section on BPD

The making of these bricks taught me an important lesson in regard to the relations of the two races in the South. Many white people who had had no contact with the school, and perhaps no sympathy with it, came to us to buy bricks because they found out that ours were good bricks. They discovered that we were supplying a real want in the community. The making of these bricks caused many of the white residents of the neighbourhood to begin to feel that the education of the Negro was not making him worthless, but that in educating our students we were adding something to the wealth and comfort of the community. As the people of the neighbourhood came to us to buy bricks, we got acquainted with them; they traded with us and we with them. Our business interests became intermingled. We had something which they wanted; they had something which we wanted. This, in a large measure, helped to lay the foundation for the pleasant relations that have continued to exist between us and the white people in that section, and which now extend throughout the South.

Ranjeet Kumar Shukla is a prominent figure in Indian politics and entrepreneurship. He has made significant contributions to both fields and is widely respected for his leadership, business acumen, and philanthropy. This article will delve into his background, achievements, and his contributions to Indian society. Early Life Ranjeet Kumar Shukla was born on January 25th, 1976, in Hajipur, Bihar. He received his education from the University of Allahabad, Uttar Pradesh. After completing his studies, he began his career as a businessman in Hajipur. He quickly rose through the ranks and became a successful entrepreneur. However, he felt the need to give back to society and decided to enter politics. Political Career Shukla joined the Indian National Congress and became a vital member of the party. He played an important role in many of the party's campaigns, including Bharat Jodo Yatra, which aimed at uniting the country. Shukla's contributions to the Congress are vast, and he is well-regarded as a spokesperson for the party. His eloquence and persuasiveness have made him a prominent figure in Indian politics. Entrepreneurship A part from his political career, Shukla is also an accomplished entrepreneur. He founded Adityavarnamiti Real Estates Pvt Ltd and Vijay Babanagari The Horizon City Pvt Ltd, both of which are well-known real estate companies in India. Shukla's leadership and business acumen have been critical to the success of these companies. He has shown that he can excel in both politics and business. Philanthropy Shukla is also a philanthropist and is actively involved in various social and charitable activities aimed at helping the underprivileged sections of society. He believes in giving back to society and has worked tirelessly to make a positive impact on the lives of people. Shukla's charitable work has earned him widespread respect and admiration. Conclusion In conclusion, Ranjeet Kumar Shukla is a multifaceted personality with a successful career in politics, entrepreneurship, and philanthropy. His contributions to the Indian National Congress, his business ventures, and his philanthropic efforts have made him a well-respected figure in India. His story is a testament to the power of hard work, determination, and dedication in achieving success in various fields. Ranjeet Kumar Shukla is an inspiration to many young Indians who aspire to make a difference in their society.

My Memoir, Still Positive, is divided into three distinct sections like Eat, Pray Love, with a compelling journey reminiscent of The Great Believers, except the true version focused on women. Julie Lewis's story will leave the reader feeling much like the book Educated, coming alongside a life and community with ever changing obstacles and challenges. Everyone will gain some new perspective from reading this book.

My memoir, Still Positive, is divided into three distinct sections like Eat, Pray Love, with a compelling journey reminiscent of The Great Believers, except the true version focused on women. This story will leave the reader feeling much like the book Educated, coming alongside a life and community with ever changing obstacles and challenges. Everyone will gain some new perspective from reading this book.

This is the Government Educational Service. Your son, Richard M. Jordan, Classification 600-115, has completed the Government examination. We regret to inform you that his intelligence quotient has exceeded the Government regulation, according to Rule 84, Section 5, of the New Code.

I still love libraries. I love the hybrid quality, the new computer sections and the books yellowing with age. Libraries for me have always had a cathedral-like ambiance, a hushed sanctuary where learning is revered, where we the people elevate books and education to the level of the religious.

Indeed Sartre, like Russell, failed to achieve any kind of coherence and consistency in his views of public policy. No body of doctrine survived him. In the end, again like Russell, he stood for nothing more than a vague desire to belong to the left and the camp of youth. The intellectual decline of Sartre, who after all at one time did seem to be identified with a striking, if confused, philosophy of life, was particularly spectacular. But there is always a large section of the educated public which demands intellectual leaders, however unsatisfactory. Despite his enormities, Rousseau was widely honoured at and after his death. Sartre, another monstre sacré, was given a magnificent funeral by intellectual Paris. Over 50,000 people, most of them young, followed his body into Montparnasse Cemetery. To get a better view, some climbed into the trees. One of them came crashing down onto the coffin itself. To what cause had they come to do honour? What faith, what luminous truth about humanity, were they asserting by their mass presence? We may well ask.

The UN report was not yet done depressing me. The next section revealed that over 100 million children of primary-school age were not enrolled in school. One hundred million. Mao once said that a single death is a tragedy, but a million deaths is a statistic.

Socrates’ exaggeration of the licentious mildness of democracy is matched by an almost equally strong exaggeration of the intemperance of democratic man. He could indeed not avoid the latter exaggeration if he did not wish to deviate in the case of democracy from the procedure which he follows in his discussion of the inferior regimes. That procedure consists in understanding the man corresponding to an inferior regime as the son of a father corresponding to the preceding regime. Hence democratic man had to be presented as the son of an oligarchic father, as the degenerate son of a wealthy father who is concerned with nothing but making money: the democratic man is the drone, the fat, soft, and prodigal playboy, the lotus-eater who, assigning a kind of equality to equal and unequal things, lives one day in complete surrender to his lowest desires and the next ascetically, or who, according to Karl Marx’s ideal, “goes hunting in the morning, fishes in the afternoon, raises cattle in the evening, devotes himself to philosophy after dinner,” i.e., does at every moment what he happens to like at that moment: the democratic man is not the lean, tough and thrifty craftsman or peasant who has a single job. Socrates’ deliberately exaggerated blame of democracy becomes intelligible to some extent once one considers its immediate addressee, the austere Adeimantos, who is not a friend of laughter and who had been the addressee of the austere discussion of poetry in the section on the education of the warriors: by his exaggerated blame of democracy Socrates lends words to Adeimantos’ “dream” of democracy.

veracity. The frequent reference to such military men as Generals Sheridan, Carr, Merritt, Crook, Terry, Colonel Royal, and other officers under whom Mr. Cody served as scout and guide at different times and in various sections of the frontier, during the numerous Indian campaigns of the last ten or twelve years, affords ample proof of of his genuineness as a thoroughbred scout.   There is no humbug or braggadocio about Buffalo Bill. He is known far and wide, and his reputation has been earned honestly and by hard work. By a combination of circumstances he was educated to the life

The great divergence 1. Some questions arise from why we need to study economic history: 'why are some countries rich and others poor?'/ 'why did the Industrial Revolution happen in England rather than France' 2. time span of history 1500-1800: the mercantilist era. The leading European countries sought to increase their trade by acquring colonies and using tariffs and war to prevent other countries from trading with them. European manufacturing was promoted at the expense of the colonies, but economic development, as such, was not the objective 19th century: Western Europe and the USA made economic development a priority and tried to achieve it with a standard set of four policies: creation of a unified national market by eliminating internal tariffs and building transportation infrastructure; the erection of an external tariff to protect their industries from British competition; the chartering of banks to stablise the currency and finance industrial investment; the establishment of mass education to upgrade the labour force. --> the government play a critical role in promoting economic. and we can get to know that European countries had used the tarrif protection to thrive their economic before. also by boosting the transportation infrastructure and education section, along with the function of bank, economic can proliferate 20th century: the policies above proved less effective in countries that had not yet developed. most new technology is not cost-effective in low-wage countries, but it is what they need in order to catch up to the West. Most countries have adopted modern technology to some degree, but not rapidly enough to overtake the rich countries. the coutries that have closed the gap with West have done so with Big Push that has used planning and investment coordination to jump ahead. --> that can explain the Mattew Effect: as the rich will be richer, poor will get poorer.

The Internet allows any of us to watch lectures by star professors from around the world as many times as we need to master a concept. So why take a class with a mediocre professor droning on, especially if we never have a chance to ask him to repeat a section of the lecture we didn’t quite understand?

Workers who campaigned for Populist tickets were blacklisted and could not find jobs. Barriers to voting, such as the poll tax or education requirements, were stiffened. Press aligned with one party or the other “systematically played on racial, sectional, and class fears to alert readers to the Populist menace.

1031: Jargon for Section 1031 of the Internal Revenue Code, which allows a seller to delay paying taxes on a piece of real estate that is sold for a capital gain through an exchange for a more expensive piece of real estate. CORPORATION: Merely a legal document that creates a legal body without a soul. It’s not a big building or a factory or a group of people. Using it, the wealth of the rich is protected. FINANCIAL IQ: Financial intelligence that comes as a result of financial education. People with high financial IQ learn to use other people’s money to become rich. FINANCIAL LITERACY: The ability to read and understand financial statements, which allows you to identify the strengths and weaknesses of any business.

Your challenges in life are best understood in the light of divine perspective. Trials and tests are necessary for your education and refinement. This doctrine is stated in the 101st section of Doctrine and Covenants. Speaking of those who will be gathered into the fold of Christ. Jesus said, "Yet I will own them, and they shall be mine in that day when I shall come to make up my jewels.

Now if one notices carefully one will see that between these two worlds, despite much physical contact and daily intermingling, there is almost no community of intellectual life or point of transference where the thoughts and feelings of one race can come into direct contact and sympathy with the thoughts and feelings of the other. Before and directly after the war, when all the best of the Negroes were domestic servants in the best of the white families, there were bonds of intimacy, affection, and sometimes blood relationship, between the races. They lived in the same home, shared in the family life, often attended the same church, and talked and conversed with each other. But the increasing civilization of the Negro since then has naturally meant the development of higher classes: there are increasing numbers of ministers, teachers, physicians, merchants, mechanics, and independent farmers, who by nature and training are the aristocracy and leaders of the blacks. Between them, however, and the best element of the whites, there is little or no intellectual commerce. They go to separate churches, they live in separate sections, they are strictly separated in all public gatherings, they travel separately, and they are beginning to read different papers and books. To most libraries, lectures, concerts, and museums, Negroes are either not admitted at all, or on terms peculiarly galling to the pride of the very classes who might otherwise be attracted. The daily paper chronicles the doings of the black world from afar with no great regard for accuracy; and so on, throughout the category of means for intellectual communication,—schools, conferences, efforts for social betterment, and the like,—it is usually true that the very representatives of the two races, who for mutual benefit and the welfare of the land ought to be in complete understanding and sympathy, are so far strangers that one side thinks all whites are narrow and prejudiced, and the other thinks educated Negroes dangerous and insolent. Moreover, in a land where the tyranny of public opinion and the intolerance of criticism is for obvious historical reasons so strong as in the South, such a situation is extremely difficult to correct. The white man, as well as the Negro, is bound and barred by the color-line, and many a scheme of friendliness and philanthropy, of broad-minded sympathy and generous fellowship between the two has dropped still-born because some busybody has forced the color-question to the front and brought the tremendous force of unwritten law against the innovators. It is hardly necessary for me to add very much in regard to the social contact between the races. Nothing has come to replace that finer sympathy and love between some masters and house servants which the radical and more uncompromising drawing of the color-line in recent years has caused almost completely to disappear. In a world where it means so much to take a man by the hand and sit beside him, to look frankly into his eyes and feel his heart beating with red blood; in a world where a social cigar or a cup of tea together means more than legislative halls and magazine articles and speeches,—one can imagine the consequences of the almost utter absence of such social amenities between estranged races, whose separation extends even to parks and streetcars.

During their first lesson, as Radu had feverishly scrambled to keep up and Mehmed had recited whole sections of the Koran, Lada spoke only in Wallachian. Molla Gurani had merely gazed at her, impassive behind those hated lenses, and informed her that his sole duty was to educate Mehmed. And, he had added in a disinterested tone, I do not think women capable of much learning. It is to do with the shape of their heads. Lada excelled after that. She memorized more sections of the Koran than either of the boys, and intoned them in a mocking imitation of Molla Gurani. She completed every theorem and practice of mathematic and algebraic problems. She knew the history of the Ottoman state and Mehmed’s line of descent as well as Mehmed himself. Mehmed was nearly thirteen, born between Lada and Radu. He was a third son, his mother a slave concubine, and his father favored the eldest two sons, which subjected Mehmed to gossip and shame. It was dreary knowledge, and Lada worked hard not to relate to or pity Mehmed. But above all, more than any other subject, she devoured lessons on past battles, historical alliances, and border disputes. For a while she had feared that Molla Gurani had meant to trick her into studiousness with his challenge, but he remained as impassive as ever, showing no pleasure in her attentiveness, never rising to her baiting. It did, however, greatly chagrin Mehmed whenever she surpassed him. That became her new goal.

During our last year at Harding University, we spent the summer in a study-abroad program in Florence, Italy. It was an unbelievable experience and was our first time really being away together. We traveled all over Europe on a Eurail pass. We didn’t have any money for hotel rooms, so we would just sleep on trains and wake up the next morning in a new country. It was so exciting. As part of our studies, we had to visit certain museums and write essays on the art we saw. I was an art education major, so I loved every bit of this part of our trip, but it was a totally new experience for Willie. By the end of the trip, he said he had more culture than the yogurt section of the grocery store!

Treating Abuse Today 3(4) pp. 26-33 While Pamela Freyd was speaking to us on the record about her organization, another development was in the making in the Freyd family. Since Pamela and her husband, Peter Freyd, started the Foundation and its massive public relations effort in which they present as a "falsely accused" couple, their daughter, Jennifer Freyd, Ph.D., remained publicly silent regarding her parents' claims and the activities of the FMS Foundation. She only wished to preserve her privacy. But, as the Foundation's publicity efforts gained a national foothold, Dr. Jennifer Freyd decided that her continued anonymity amounted to complicity. She began to feel that her silence was beginning to have unwitting effects. She saw that she was giving the appearance of agreeing with her parents' public claims and decided she had to speak out. Jennifer Freyd, Ph.D., is a tenured Professor of Psychology at the University of Oregon. Along with George K. Ganaway, M.D. (a member of the FMS Foundation Scientific Advisory Board), Lawrence R. Klein, Ph.D., and Stephen H. Landman, Ph.D., she was an invited presenter for The Center for Mental Health at Foote Hospital's Continuing Education Conference: Controversies Around Recovered Memories of Incest and Ritualistic Abuse, held on August 7, 1993 in Ann Arbor, Michigan. Dr. Jennifer Freyd's presentation, "Theoretical and Personal Perspectives on the Delayed Memory Debate," included professional remarks on the conference topic, along with a personal section in which she, for the first time, publicly gave her side of the Freyd family story. In her statement, she alleges a pattern of boundary and privacy violations by her parents, some of which have occurred under the auspices of the Foundation; a pattern of inappropriate and unwanted sexualization by her father and denial by her mother, and a pattern of intimidation and manipulation by her parents since the inception of the Foundation. She also recounts that several members of the original FMS Foundation Scientific Advisory Board had dual professional relationships with the Freyd family.