String Remove Double Quotes

It also made an impression on Ford, one of the most virulently antiunion of Detroit’s new capitalist class.Yet he was also a financial pragmatist. Tired of losing money to keep the fresh tides of workers trained for only a few weeks’ worth of work—and with an eye toward removing the unionists’ main rallying issue, money—Ford announced in January 1914 a new profit-sharing plan that would boost workers’ pay to $5 for an eight-hour workday.10 That was more than double the $2.25 he had been paying for a nine-hour day. There was a very thick string attached. To qualify for the program, and the job, workers had to allow representatives from Ford’s new Sociological Department to inspect their homes to ensure the workers and their families were living clean lives of frugality and sobriety. They had to meet one of three criteria: be married and living with and taking care of their family; be single and over age twenty-two with “proven thrifty habits”; or under age twenty-two but providing sole support for relatives.11 Thousands were happy to make that trade and went to the Highland Park plant hoping to land one of the jobs. Ford, though, wound up hiring relatively few new workers—the vast majority of those already in the plant accepted the personal intrusions, and the money.

An odourless poison leaked out of him. His dearest childhood memories were of the practical jokes he had played on the servants. Stringing ropes to trip them up, setting off firecrackers under their beds, unscrewing the seat on the long drop. You could imagine that he had found his vocation in the process. His work, which involved jailing people for petty offences, was a malevolent prank. The way he spoke about it, forced removals, detention without trial, the troops in the townships were simply larger examples of the same mischief. I was struck by the intimacy of his racial obsession. His prejudice was a passion. It caused him an exquisite sort of pain, like worrying a loose tooth with your tongue or scratching a mosquito bite until it bleeds. In the mirror of his stories, however, the perspective was reversed. While he was always hurting someone, doing harm and causing trouble, he saw himself as the victim. All these people he didn’t like, these inferior creatures among whom he was forced to live, made him miserable. It was he who suffered. I understand this better now than I did then. At the time, I was trying to grasp my own part in the machinery of power and more often than not I misjudged the mechanism. Seid Sand, nicht das Öl im Getriebe der Welt, my friend Sabine had told me. Seid unbequem. Be troublesome. Be sand, not oil in the workings of the world. Sand? Must I be ground down to nothing? Should I let myself be milled? It was abject. Surely one could be a spanner in the works rather than a handful of dust? I’d rather be a hammer than a nail. These thoughts were driven from my mind by Louis’s suffering face, the downturned lips, the wincing eyes. Even his crispy hair looked hurt. You could see it squirming as he combed it in the mornings, gazing mournfully at his face in the shaving mirror. I could have shouted at him. ‘Look around you! See how privileged we are. We’ve all eaten ourselves sick, just look at the debris, paper plates full of bones and peels, crumpled serviettes and balls of foil, bloody juices. And yet we haven’t made a dent in the supply.’ The dish on the edge of the fire was full of meat, thick chops and coils of wors soldered to the stainless steel with grease. The fat of the land was still sizzling on the blackened bars of the grill. You would think the feast was about to begin." (from "Double Negative" by Ivan Vladislavic, Teju Cole)

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