Steam Education Quotes

Down through the ages and in the whole world, Watt and Newton cannot have been the only ones to notice the steam from a boiling kettle or observe an apple fall. Having eyes, but not seeing beauty; having ears, but not hearing music; having minds, but not perceiving truth; having hearts that are never moved and therefore never set on fire. These are the things to fear, said the headmaster.

I’m uncommon fond of reading, too." “Are you, Joe?" “On-common. Give me,” said Joe, “a good book, or a good newspaper, and sit me down afore a good fire, and I ask no better. Lord!” he continued, after rubbing his knees a little, “when you do come to a J and a O, and says you, ‘Here, at last, is a J-O, Joe,’ how interesting reading is!" I derived from this, that Joe’s education, like Steam, was yet in its infancy.

Because, at heart, when I tell you I love books, what I am telling you is that I am a reader. Boil off all my pretensions, let my attempts at erudition rise away from me like steam, and what would be left would be a reader who is frequently amazed and educated by what words can do on a page.

Policy makers and politicians want more STEM; educators want more STEAM. Both, in ways that are eerily similar, are engaging in social engineering to support an ideology. At the macro-level, in both worlds, it’s all about teaching a point of view, rather than teaching students to learn. We seem hell bent on an arbitrarily linear approach to engineering a “useful” or job-securing education, from which we continue to get mixed results.

It facilitates labor and thought so much that there is always the temptation in large schools to omit the endless task of meeting the wants of each single mind, and to govern by steam. But it is at frightful cost. Our modes of Education aim to expedite, to save labor; to do for masses what cannot be done for masses, what must be done reverently, one by one: say rather, the whole world is needed for the tuition of each pupil.

I managed to be on the list of selected candidates, but admission to this prestigious institution was an expensive affair. Around a thousand rupees was required, and my father could not spare that much money. At that time, my sister, Zohara, stood behind me, mortgaging her gold bangles and chain. I was deeply touched by her determination to see me educated and by her faith in my abilities. I vowed to release her bangles from mortgage with my own earnings. The only way before me to earn money at that point of time was to study hard and get a scholarship. I went ahead at full steam.

All much valued education of Pavel, all skill and experience, every memories, dreams for glory, regrets, affection and loathing, education of history events and trigonometry equation, entire personality with identity, all of these blasted. All skill and talents. Past and future. All meticulous plan and training and practice. Pulverized and shattered. All former joy and sorrow made steaming gray meatloaf, evicted from skull out exit wound.

Doggerel by a Senior Citizen (for Robert Lederer) Our earth in 1969 Is not the planet I call mine, The world, I mean, that gives me strength To hold off chaos at arm’s length. My Eden landscapes and their climes Are constructs from Edwardian times, When bath-rooms took up lots of space, And, before eating, one said Grace. The automobile, the aeroplane, Are useful gadgets, but profane: The enginry of which I dream Is moved by water or by steam. Reason requires that I approve The light-bulb which I cannot love: To me more reverence-commanding A fish-tail burner on the landing. My family ghosts I fought and routed, Their values, though, I never doubted: I thought the Protestant Work-Ethic Both practical and sympathetic. When couples played or sang duets, It was immoral to have debts: I shall continue till I die To pay in cash for what I buy. The Book of Common Prayer we knew Was that of 1662: Though with-it sermons may be well, Liturgical reforms are hell. Sex was of course —it always is— The most enticing of mysteries, But news-stands did not then supply Manichean pornography. Then Speech was mannerly, an Art, Like learning not to belch or fart: I cannot settle which is worse, The Anti-Novel or Free Verse. Nor are those Ph.D’s my kith, Who dig the symbol and the myth: I count myself a man of letters Who writes, or hopes to, for his betters. Dare any call Permissiveness An educational success? Saner those class-rooms which I sat in, Compelled to study Greek and Latin. Though I suspect the term is crap, There is a Generation Gap, Who is to blame? Those, old or young, Who will not learn their Mother-Tongue. But Love, at least, is not a state Either en vogue or out-of-date, And I’ve true friends, I will allow, To talk and eat with here and now. Me alienated? Bosh! It’s just As a sworn citizen who must Skirmish with it that I feel Most at home with what is Real.

As Sharar pointed out, a large part of Europe's power consisted of its capacity to kill, which was enhanced by continuous and vicious wars among the region's small nations in the seventeenth century, a time when Asian countries knew relative peace. 'The only trouble with us,' Fukuzawa Yukichi, author, educator and prolific commentator on Japan's modernization, lamented in the 1870s, 'is that we have had too long a period of peace and no intercourse with outside. In the meantime, other countries, stimulated by occasional wars, have invented many new things such as steam trains, steam ships, big guns and small hand guns etc.' Required to fight at sea as well as on land, and to protect their slave plantations in the Caribbean, the British, for instance, developed the world's most sophisticated naval technologies. Mirza Abu Talib, an Indian Muslim traveller to Europe in 1800, was among the first Asians to articulate the degree to which the Royal Navy was the key to British prosperity. For much of the nineteenth century, British ships and commercial companies would retain their early edge in international trade over their European rivals, as well as over Asian producers and traders.

Out of 1,016 study subjects who’d been involved with the Moonies, 90 percent of those who’d been interested enough to attend one of the workshops where this so-called brainwashing occurred decided that the whole thing wasn’t really their cup of tea and quickly ended their Moonie careers. They couldn’t be converted. Of the remaining 10 percent who joined, half left on their own steam within a couple of years. So what made the other 5 percent stay? Prevailing wisdom would tell you that only the intellectually deficient or psychologically unstable would stick by a “cult” that long. But scholars have disproven this, too. In Barker’s studies, she compared the most committed Moonie converts with a control group—the latter had gone through life experiences that might make them very “suggestive” (“Like having an unhappy childhood or being rather low-intelligence,” she said). But in the end, the control group either didn’t join at all or left after a week or two. A common belief is that cult indoctrinators look for individuals who have “psychological problems” because they are easier to deceive. But former cult recruiters say their ideal candidates were actually good-natured, service-minded, and sharp. Steven Hassan, an ex-Moonie himself, used to recruit people to the Unification Church, so he knows a little something about the type of individual cults go for. “When I was a leader in the Moonies we selectively recruited . . . those who were strong, caring, and motivated,” he wrote in his 1998 book Combatting Cult Mind Control. Because it took so much time and money to enlist a new member, they avoided wasting resources on someone who seemed liable to break down right away. (Similarly, multilevel marketing higher-ups agree that their most profitable recruits aren’t those in urgent need of cash but instead folks determined and upbeat enough to play the long game. More on that in part 4.) Eileen Barker’s studies of the Moonies confirmed that their most obedient members were intelligent, chin-up folks. They were the children of activists, educators, and public servants (as opposed to wary scientists, like my parents). They were raised to see the good in people, even to their own detriment. In this way, it’s not desperation or mental illness that consistently suckers people into exploitative groups—instead, it’s an overabundance of optimism.

Modern civilization’s mindless energy and power, symbolized by the mighty turbine he had seen at the Chicago Exposition, stood in opposition to the spiritual serenity of the past, symbolized by the medieval cult of the Virgin Mary. “All the steam in the world could not, like the Virgin, build Chartres.” However, Henry Adams refused to allow Mont-Saint-Michel and Chartres to be printed, except privately, until after his death. He made the same decision about his autobiography, The Education of Henry Adams. Like Burckhardt, he could see no cure for the ills he had diagnosed except resignation and withdrawal. In the face of the clamoring forces of modernity, he decided, “beyond a doubt, silence is best.

And how do we know that?” I riposted. “Because they’ve screwed up so many of them! Secrecy they have plenty of. What they are crucially short of are competence and reliability. If a Soviet Premier were to order a nuclear mine built, he’d be delivered something the size of a Sherman tank, that worked one time out of four… and sure as God made little green horseflies, somebody on the very first penetration team would defect. That’s the problem they’ll never crack: if a man is intelligent enough to be worth sending abroad, they don’t dare let him out of the country.” “They build very good missiles,” she argued. “That suggests they can produce good technology if they want to badly enough.” “Says who? How often do they ever fire one at a target anyone else can monitor? I told you: esoteric weapons are one of my hobbies.” “Well, very good spaceships—that’s the same thing.” “They build shitty spaceships. Ever seen the inside of one? They look like something out of Flash Gordon, or the cab of a steam locomotive. Big knife-switches and levers and dials that’d look natural in a Nikola Tesla exhibit. No computers worth mentioning. After the Apollo-Soyuz linkup, our guys came back raving at the courage of anyone who would ride a piece of junk like that into space.” “The Soviet space program is much more substantial than America’s! It has been since long before Apollo.” “With shitty spaceships. It’s just that they don’t stop building them, the way this stupid country has. Did you ever hear the story about the first Soviet space station crew?” “Died on reentry, didn’t they? Something about an air leak?” “Leonov, the first man ever to walk in space, has been in the identical model reentry vehicle many times. He’s been quoted assaying that the crew of that mission had to have heard the air whistling out, and that any of the three of them could easily have reached out and plugged the leak with a finger. They died of a combination of bad technology and lousy education. You wait and see: if the Soviets ever open the books and let us compare duds and destructs, you’ll find out they had a failure rate much higher than ours. You know those rockets they’ve got now, that everybody admires so much, the ‘big dumb boosters’? They could have beat us to the Moon with those. But of the first eight to leave the launch pad, the most successful survived for seventeen seconds. So they used a different booster for the Moon project, and it didn’t make the nut.

Yet, as Brandon explained with a mixture of bitterness and regret, college proved to be the start of a long series of disappointments. Unable to pass calculus or physics, he switched his major from engineering to criminal justice. Still optimistic, he applied to several police departments upon graduation, excited about a future of “catching crooks.” The first department used a bewildering lottery system for hiring, and he didn’t make the cut. The second informed him that he had failed a mandatory spelling test (“I had a degree!”) and refused to consider his application. Finally, he became “completely turned off to this idea” when the third department disqualified him because of a minor incident in college in which he and his roommate “borrowed” a school-owned buffing machine as a harmless prank. Because he “could have been charged with a felony,” the department informed him, he was ineligible for police duty. Regrettably, his college had no record of the incident. Brandon had volunteered the information out of a desire to illustrate his honest and upstanding character and improve his odds of getting the job. With “two dreams deferred,”2 Brandon took a job as the nightshift manager of a clothing chain, hoping it would be temporary. Eleven years later, he describes his typical day, which consists of unloading shipments, steaming and pricing garments, and restocking the floor, as “not challenging at all. I don’t get to solve problems or be creative. I don’t get to work with numbers, and I am a numbers guy. I basically babysit a team and deal with personnel.” When his loans came out of deferment, he couldn’t afford the monthly payments and decided to get a master’s degree—partly to increase his earning potential and partly to put his loans back into deferment. After all, it had been “hammered into his head” that higher education was the key to success. He put on twenty-five pounds while working and going to school full-time for three years. He finally earned a master’s degree in government, paid for with more loans from “that mean lady Sallie Mae.”3 So far, Brandon has still not found a job that will pay him enough to cover his monthly loan and living expenses. He has managed to keep the loans in deferment by continually consolidating—a strategy that costs him $5,000 a year in interest. Taking

It’s still running today. If you examined the years since 1800 in twenty-year increments, and charted every way that human welfare can be expressed in numbers—not just annual per capita GDP, which climbed to more than $6,000 by 2000, but mortality at birth (in fact, mortality at any age); calories consumed; prevalence of infectious disease; average height of adults; percentage of lifetime spent disabled; percentage of population living in poverty; number of rooms per person; percentage of population enrolled in primary, secondary, and postsecondary education; illiteracy; and annual hours of leisure time—the chart will show every measure better at the end of the period than it was at the beginning. And the phenomenon isn’t restricted to Europe and North America; the same improvements have occurred in every region of the world. A baby born in France in 1800 could expect to live thirty years—twenty-five years less than a baby born in the Republic of the Congo in 2000. The nineteenth-century French infant4 would be at significantly greater risk of starvation, infectious disease, and violence, and even if he or she were to survive into adulthood, would be far less likely to learn how to read.

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The public debate, however, ignores this complexity for a more reassuring simplicity, encapsulated in Ken Robinson’s lament: ‘we keep trying to build a better steam engine’. Whenever education is discussed in the media, politicians and parents alike inevitably retreat into a ‘when I was at school’ certainty, based upon little more than a nostalgic belief that, if it worked for them, it should work for everyone. They are apparently oblivious to the challenge to formal education that the rise of the informal presents. Why, for example, should the end-users of formal education – students – be satisfied with attending a physical centre five days a week, using technology that, in many schools, is slower and more restrictive than the tablet or mobile phone that they carry with them (but are usually prevented from using) when in school? Why should we continue to group young people by the year they were born, to study subjects copied from 19th-century universities, when their passion outside school is to develop skills, learning alongside people of all ages, effectively organising their own ‘curriculum’?

And this is why I believe that ART is an important part of a well-rounded education, not as an alternative to STEM education, but as a fundamental part of it. I want us to start putting ART into STEM, to make STEAM.*

The difference between science and the arts is not that they are different sides of the same coin even, or even different parts of the same continuum, but rather, they are manifestations of the same thing.

That man, I think, has had a liberal education who has been so trained in his youth that his body is the ready servant of his will, and does with ease and pleasure all the work that, as a mechanism, it is capable of; whose intellect is a clear, cold, logic engine, with all its parts of equal strength, and in smooth working order; ready, like a steam engine, to be turned to any kind of work, and spin the gossamers as well as force the anchors of the mind; whose mind is stored with a knowledge of the great and fundamental truths of Nature and of the laws of her operations; one who, no stunted ascetic, is full of life and fire, but knows passions are trained to come to heel by a vigorous will, the servant of a tender conscience; who has learned to love all beauty, whether of Nature or of art, to hate all vileness, and to respect others as himself. Such a one and no other, I conceive, has had a liberal education, for he is in harmony with nature. He will make the best of her and she of him.

Think of it! An opportunity to remake the world! An opportunity to create a steam-driven utopia! To re-educate humanity to despise violence. And what do they do, those incompetents? They opt for the pretty clothes and the empire-mad European imperialist culture of the 19th century. Damn those fools. Those geeks, arrogant, myopic, ivory tower board gamers. Damn them.

This poor crude dentist of Polk Street, stupid, ignorant, vulgar, with his sham education and plebeian tastes, whose only relaxations were to eat, to drink steam beer, and to play upon his concertina, was living through his first romance, his first idyll.

The baby had an orange plastic baby spoon, and on the mixer for her food there was an orange splash cover, and an orange implement for lifting the basket of steamed food safely out. All these items were purchased fairly thoughtlessly, just in searching for “plain.” Then I noticed the same orange as the trim accent color on the blue-and-white striped onesie she had received at birth and was finally growing into, and the same orange for the safety guard case around the iPhone 4 without Siri which her mother had bought post-Siri for $69.95 and had then on the first day of ownership cracked the screen of and so had unthinkingly chosen the accent color orange for the “protector.” It eventually began to be difficult to not be bothered by how nice and how orange the baby’s objects were. And yet also it was difficult to not want to surround the baby with objects that had been deemed, by my wedge of the zeitgeist, nice. As if taste culture could keep the baby safe. Which in some ways it could: people would subconsciously recognize that the baby belonged to the class of people to whom good things come easily, and so they would subconsciously continue to easily hand over to her the good things, like interesting jobs and educational opportunities and appealing mates, that would seem the baby’s natural birthright, though of course this was an illusion. Something like that. It was an evil norm, but, again, one that it was difficult to not want to work in favor of rather than against one’s own child. I would say you can see where this is going, but I feel it insufficiently gets at how much orange was arriving into the home, and how much warmth and approval these orange objects were received with by the well-educated fortunate people who encountered them. (Notably, my mother was charmed by none of it.)

There was little follow-up to the remarkable advances seen in Classical Greece in the understanding of technology, medicine and geography. When the steam engine was invented in Alexandria about a hundred years after the birth of Jesus Christ, it remained a toy, and the ancient world failed to make the breakthrough in energy resources which occurred in England seventeen centuries later. Abundant slave labour, after all, blunted the need for any major advance in technology. Yet in the realm of ideas, philosophy and religious practice, Hellenistic civilization created a meeting place for Greek and oriental culture, which made it easy and natural for Jewish and then non-Jewish followers of Jesus Christ to take what they wanted from the ragbag of Greek thought which any moderately educated inhabitant of the Middle East would encounter in everyday conversation.

I was like a train, headed full steam, down an old set of tracks that would eventually drop me into oblivion. Instead of heeding the warning of the conductor, I annihilated him to remove my guilt as I passively and regretfully watched my life go slipping by. I considered anyone who tried to warn me of the dangers ahead to be an enemy: the law, the authorities, the police, my family, the educational institutions, God. I silenced all of them so I could live in the way I pleased.

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Well, the world is changing faster than minds can grasp. It’s picking up speed like a steam engine. All these smartly turned out people with their polished boots and affected airs, you look at them and you think they must know everything, educated and cultured as they are, but I’ll let you in on a secret: when times are confusing, everybody is a little lost. No one is as inwardly confident as they present themselves to be. Hence the reason we must read, my boy. Books, like paper lanterns, provide us with a light amidst the fog. That is why this is the perfect time to be in the business of publishing!