Teachers Are Not Slaves Quotes

Parents, teachers, government - they all teach you how to live the dreary, deadening life of a slave, but nobody teaches you how to live normally.

A slave is one who sells his soul to save his life. A master is one who gives his life to save his soul.

What was behind this smug presumption that what pleased you was bad or at least unimportant in comparison to other things? … Little children were trained not to do “just what they liked’ but … but what? … Of course! What others liked. And which others? Parents, teachers, supervisors, policemen, judges, officials, kings, dictators. All authorities. When you are trained to despise “just what you like” then, of course, you become a much more obedient servant of others — a good slave. When you learn not to do “just what you like” then the System loves you.

We should reflect on the idea that since the beginning of time sentient beings have been mentally unstable because they have been slaves of delusion, they lack the eye of wisdom to see the path leading to nirvana and enlightenment, and they lack the necessary guidance of a spiritual teacher. Moment by moment they are indulging in negative actions, which will eventually bring about their downfall.

Very few adults today realize that our society has been slave much longer than it has been free.

I'm going away anyway. I am. Do you hear me? I may be ugly and clumsy, but one thing I am not, I'm not retarded. I may be ugly and clumsy, but one thing I am not, I'm not retarded. There's nothing wrong with my brain. Do you know what the Teacher Ghosts say about me? They tell me I'm smart, and I can win scholarships. I can get into colleges. I've already applied. I'm smart. I can do all sorts of things. I know how to get A's, and they say I could be a scientist or a mathematician if I want. I can make a living and take care of myself. So you don't have to find me a keeper who's too dumb to know a bad bargain. I'm so smart, if they say write ten pages, I can write fifteen. I can do ghost things even better than ghosts can. Not everyone thinks I'm nothing. I am not going to be a slave or a wife. Even if I am stupid and talk funny amd get sick, I won't let you turn me into a slave or a wife. I'm getting out of here. I can't stand living here anyore. It's your fault I talk weird.

A lot of the nonsense was the innocent result of playfulness on the part of the founding fathers of the nation of Dwayne Hoover and Kilgore Trout. The founders were aristocrats, and they wished to show off their useless eduction, which consisted of the study of hocus-pocus from ancient times. They were bum poets as well. But some of the nonsense was evil, since it concealed great crime. For example, teachers of children in the United States of America wrote this date on blackboards again and again, and asked the children to memorize it with pride and joy: 1492 The teachers told the children that this was when their continent was discovered by human beings. Actually, millions of human beings were already living full and imaginative lives on the continent in 1492. That was simply the year in which sea pirates began to cheat and rob and kill them. Here was another piece of nonsense which children were taught: that the sea pirates eventually created a government which became a beacon of freedom of human beings everywhere else. There were pictures and statues of this supposed imaginary beacon for children to see. It was sort of ice-cream cone on fire. It looked like this: [image] Actually, the sea pirates who had the most to do with the creation of the new government owned human slaves. They used human beings for machinery, and, even after slavery was eliminated, because it was so embarrassing, they and their descendants continued to think of ordinary human beings as machines. The sea pirates were white. The people who were already on the continent when the pirates arrived were copper-colored. When slavery was introduced onto the continent, the slaves were black. Color was everything. Here is how the pirates were able to take whatever they wanted from anybody else: they had the best boats in the world, and they were meaner than anybody else, and they had gunpowder, which is a mixture of potassium nitrate, charcoal, and sulphur. They touched the seemingly listless powder with fire, and it turned violently into gas. This gas blew projectiles out of metal tubes at terrific velocities. The projectiles cut through meat and bone very easily; so the pirates could wreck the wiring or the bellows or the plumbing of a stubborn human being, even when he was far, far away. The chief weapon of the sea pirates, however, was their capacity to astonish. Nobody else could believe, until it was much too late, how heartless and greedy they were.

One of my Swiss ancestors was the first teacher of the deaf in Zurich and wrote a book on the subject of their education-rather a singular coincidence; though it is true that there is no king who has not had a slave among his ancestors, and no slave who has not had a king among his.

Or why should one refrain from burning hatred, whatever its basis--race, class, or ideology? Such hatred is in fact corroding many hearts today. Atheist teachers in the West are bringing up a younger generation in a spirit of hatred of their own society. Amid all the vituperation we forget that the defects of capitalism represent the basic flaws of human nature, allowed unlimited freedom together with the various human rights; we forget that under Communism (and Communism is breathing down the neck of all moderate forms of socialism, which are unstable) the identical flaws run riot in any person with the least degree of authority; while everyone else under that system does indeed attain 'equality'--the equality of destitute slaves. This eager fanning of the flames of hatred is becoming the mark of today's free world. Indeed, the broader the personal freedoms are, the higher the level of prosperity or even of abundance--the more vehement, paradoxically, does this blind hatred become. The contemporary developed West thus demonstrates by its own example that human salvation can be found neither in the profusion of material goods nor in merely making money.

Little children were trained not to do “just what they liked” but…but what?…Of course! What others liked. And which others? Parents, teachers, supervisors, policemen, judges, officials, kings, dictators. All authorities. When you are trained to despise “just what you like” then, of course, you become a much more obedient servant of others—a good slave. When you learn not to do “just what you like” then the System loves you.

Experience is a keen teacher; and long before you had mastered your A B C, or knew where the "white sails" of the Chesapeake were bound, you began, I see, to gauge the wretchedness of the slave, not by his hunger and want, not by his lashes and toil, but by the cruel and blighting death which gathers over his soul.

Friend, hope for the Guest while you are alive. Jump into experience while you are alive! Think... and think... while you are alive. What you call "salvation" belongs to the time before death. If you don't break your ropes while you're alive, do you think ghosts will do it after? The idea that the soul will rejoin with the ecstatic just because the body is rotten-- that is all fantasy. What is found now is found then. If you find nothing now, you will simply end up with an apartment in the City of Death. If you make love with the divine now, in the next life you will have the face of satisfied desire. So plunge into the truth, find out who the Teacher is, Believe in the Great Sound! Kabir says this: When the Guest is being searched for, it is the intensity of the longing for the Guest that does all the work. Look at me, and you will see a slave of that intensity.

One is astonished in the study of history at the recurrence of the idea that evil must be forgotten, distorted, skimmed over. We must not remember that Daniel Webster got drunk but only remember that he was a splendid constitutional lawyer. We must forget that George Washington was a slave owner . . . and simply remember the things we regard as creditable and inspiring. The difficulty, of course, with this philosophy is that history loses its value as an incentive and example; it paints perfect men and noble nations, but it does not tell the truth. —W.E.B. DUBOIS2

The cops are the one slaving the people to a government but the teachers are the one mastering the people to a government

Perhaps telling realistically what slavery was like for slaves is the easy part. After all, slavery as an institution is dead. We have progressed beyond it, so we can acknowledge its evils. Slavery's twin legacies to the present are the social and economic inferiority it conferred upon blacks and the cultural racism it instilled in whites. Both continue to haunt our society. Therefore, treating slavery's enduring legacy is necessarily controversial. Unlike slavery, racism is not over yet.

As a result of this “racism smog,” many of our children have internalized all of the negative stereotypes inherent in our society’s views of black people. A student teacher at Southern University told me that she didn’t know what to say when an African American eighth-grade boy came up to her and said, “They made us the slaves because we were dumb, right, Ms. Summers?” Working with a middle schooler on her math, a tutor was admonished, “Why you trying to teach me to multiply, Ms. L.? Black people don’t multiply; black people just add and subtract. White people multiply.

He had learned a great deal while he was there, it was true. In particular, he had found that he wasn't certain he could stay in a country where slavery was practiced. He had always thought he would manage to avoid it somehow when he left the university, or that he would become used to it. Now he understood he could not avoid it. The university managed to live slave-free, but it was a lie. The shadow of slavery lay over it. The arena was only the very worst of this way of life. Lesser forms of brutality to men and women were everywhere. When people were bought and sold, it was just too easy for free people to treat them as things. He couldn't face that. Sooner or later he would have to leave his friends and his teachers. He could not stay here.

No pen can give an adequate description of the all-pervading corruption produced by slavery. The slave girl is reared in an atmosphere of licentiousness and fear. The lash and the foul talk of her master and his sons are her teachers. When she is fourteen or fifteen, her owner, or his sons, or the overseer, or perhaps all of them, begin to bribe her with presents. If these fail to accomplish their purpose, she is whipped or starved into submission to their will. She may have had religious principles inculcated by some pious mother or grandmother, or some good mistress; she may have a lover, whose good opinion and peace of mind are dear to her heart; or the profligate men who have power over her may be exceedingly odious to her. But resistance is futile.

Christopher Columbus introduced two phenomena that revolutionized race relations and transformed the modern world: the taking of land, wealth, and labor from indigenous people in the Western Hemisphere, leading to their near extermination, and the transatlantic slave trade, which created a racial underclass.

The first requirement of a slave society is secure borders. We do not like to think of the United States as a police state, a nation like East Germany that people had to escape from, but the slaveholding states were just that. Indeed, after the Fugitive Slave Act of 1850, which made it easy for whites to kidnap and sell free blacks into slavery, thousands of free African Americans realized they could not be safe even in Northern states and fled to Canada, Mexico, and Haiti.

That’s right. She taught me. And it was her great-gramma that taught her, way back in the slave days. Someday, Danny, it will be your turn to be the teacher. The pupil will come.

We dole out lip-service to the importance of education—lip-service and, just occasionally, a little grant of money; we postpone the school-leaving age, and plan to build bigger and better schools; the teachers slave conscientiously in and out of school hours; and yet, as I believe, all this devoted effort is largely frustrated, because we have lost the tools of learning, and in their absence can only make a botched and piecemeal job of it.

Over the years I have had much occasion to ponder this word, the intelligentsia. We are all very fond of including ourselves in it—but you see not all of us belong. In the Soviet Union this word has acquired a completely distorted meaning. They began to classify among the intelligentsia all those who don't work (and are afraid to) with their hands. All the Party, government, military, and trade union bureaucrats have been included. All bookkeepers and accountants—the mechanical slaves of Debit. All office employees. And with even greater ease we include here all teachers (even those who are no more than talking textbooks and have neither independent knowledge nor an independent view of education). All physicians, including those capable only of making doodles on the patients' case histories. And without the slightest hesitation all those who are only in the vicinity of editorial offices, publishing houses, cinema studios, and philharmonic orchestras are included here, not even to mention those who actually get published, make films, or pull a fiddle bow. And yet the truth is that not one of these criteria permits a person to be classified in the intelligentsia. If we do not want to lose this concept, we must not devalue it. The intellectual is not defined by professional pursuit and type of occupation. Nor are good upbringing and good family enough in themselves to produce and intellectual. An intellectual is a person whose interests in and preoccupation with the spiritual side of life are insistent and constant and not forced by external circumstances, even flying in the face of them. An intellectual is a person whose thought is nonimitative.

If a free people is going to be reproduced, it will require watering and revivifying and owning anew older traditions and awaking the curiosity in the soul of each citizen. National greatness will not be recovered via a mindless expansion of bureaucratized schooling. Seventy years ago, Dorothy Sayers wrote, 'Sure, we demand another grant of money, we postpone the school leaving age and plan to build bigger and better schools. We demand that teachers further slave conscientiously in and out of school hours. But to what end? I believe,' Sayers lamented, 'all this devoted effort is largely frustrated because we have no definable goal for each child to become a fully formed adult. We have lost the tools of learning, sacrificing them to the piecemeal, subject matter approach of bureaucratized schooling that finally compromises to produce passive rather than active emerging adults. But our kids are not commodities, they are plants. They require a protected environment, and care, and feeding, but most basically, an internal yearning to grow toward the sunlight. What we need is the equipping of each child with those lost tools.

Some poor creatures have been so brutalized by the lash that they will sneak out of the way to give their masters free access to their wives and daughters. Do you think this proves the black man to belong to an inferior order of beings? What would you be, if you had been born and brought up a slave, with generations of slaves for ancestors? I admit that the black man is inferior. But what is it that makes him so? It is the ignorance in which white men compel him to live; it is the torturing whip that lashes manhood out of him; it is the fierce bloodhounds of the South, and the scarcely less cruel human bloodhounds of the north, who enforce the Fugitive Slave Law. They do the work. Southern gentlemen indulge in the most contemptuous expressions about the Yankees, while they, on their part, consent to do the vilest work for them, such as the ferocious bloodhounds and the despised negro-hunters are employed to do at home. When southerners go to the north, they are proud to do them honor; but the northern man is not welcome south of Mason Dixon's line, unless he suppresses every thought and feeling at variance with their "peculiar institution." Nor is it enough to be silent. The masters are not pleased, unless they obtain a greater degree of subservience than that; and they are generally accommodated. Do they respect the northerner for this? I trow not. Even the slaves despise "a northern man with southern principles;" and that is the class they generally see. When northerners go to the south to reside, they prove very apt scholars. They soon imbibe the sentiments and disposition of their neighbors, and generally go beyond their teachers. Of the two, they are proverbially the hardest masters.

How hast thou behaved hitherto to the gods, thy parents, brethren, children, teachers, to those who looked after thy infancy, to thy friends, kinsfolk, to thy slaves? Consider if thou hast hitherto behaved to all in such a way that this may be said of thee: Never has wronged a man in deed or word.

Maryland was a slave state with considerable support for the Confederacy at the onset of the war. But Maryland held for the Union and sent thousands of soldiers to defend Washington. What happened next provides a “positive” example of the effects of cognitive dissonance: for Maryland whites to fight a war against slave owners while allowing slavery within their own state created a tension that demanded resolution. In 1864 the increasingly persuasive abolitionists in Maryland brought the issue to a vote. The tally went narrowly against emancipation until the large number of absentee ballots were counted. By an enormous margin, these ballots were for freedom. Who cast most absentee ballots in 1864 in Maryland? Soldiers and sailors, of course.

Europeans believed in a transportable, proselytizing religion that rationalized conquest. (Followers of Islam share this characteristic.) Typically, after “discovering” an island and encountering a tribe of American Indians new to them, the Spaniards would read aloud (in Spanish) what came to be called “the Requirement.” Here is one version: I implore you to recognize the Church as a lady and in the name of the Pope take the King as lord of this land and obey his mandates. If you do not do it, I tell you that with the help of God I will enter powerfully against you all. I will make war everywhere and every way that I can. I will subject you to the yoke and obedience to the Church and to his majesty. I will take your women and children and make them slaves. . . . The deaths and injuries that you will receive from here on will be your own fault and not that of his majesty nor of the gentlemen that accompany me.13 Having thus satisfied their consciences by offering the Native Americans a chance to convert to Christianity, the Spaniards then felt free to do whatever they wanted with the people they had just “discovered.

The Seminoles did not exist as a tribe or nation before the arrival of Europeans and Africans. They were a triracial isolate composed of Creek Indians, remnants of smaller tribes, runaway slaves, and whites who preferred to live in Indian society. The word Seminole is itself a corruption of the Spanish cimarrón (altered to maroons on Jamaica), a word that came to mean runaway slaves.

One of Frank's key tasks was to kill all people of influence, such as teachers, priests, landowners, politicians, lawyers, and artists. Then he began rearranging huge masses of the population: over a span of five years, 860,000 Poles would be uprooted and resettled; 75,000 Germans would take over their lands; 1,300,000 Poles would be shipped to Germany as slave labor; and 330,000 would simply be shot.

One of Frank's key tasks was to kill all people of influence, such as teachers, priests, landowners, politicians, lawyers, and artists. Then he began rearranging huge masses of the population: over a span of five years, 860,000 Poles would be uprooted and resettled; 75,000 Germans would take over their lands; 1,300,000 Poles would be shipped to Germany as slave labor; and 330,000 would simply be shot. With

Christian liberty consists in this, that Christians are freed from their own will and are now servants of God (Rom. 6:22). Likewise, doctrinal liberty consists in this, that Christian teachers are freed from human opinions and bound only by the Word of God. That is Christ’s own definition of the freedom of doctrine: “If ye continue in My word, then … ye shall know the truth, and the truth shall make you free” (John 8:31 f.). When the theologian accepts and regards as Christian doctrine what the human Ego, his own or that of other men, has produced, he has become the slave of men. Under the watchword “academic freedom” our age demands for the theologians freedom from the bondage of the Word, Holy Scripture, “submission to the letter,” “shameful academic coercion,” “legalism,” etc. But this is the liberty of the flesh, the license demanded by the “superman,” who sets himself above God’s Word and will.

Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry. The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence. The students, alienated like the slave in the Hegelian dialectic, accept their ignorance as justifying the teacher’s existence—but, unlike the slave, they never discover that they educate the teacher.

Unlike my brother, I had no respect for authority. Very early on, Uncle Georg had told me the truth about teachers: that they were moral cowards who took out on their pupils all the frustrations they could not take out on their wives. When I was very young Uncle Georg impressed upon me that among the educated classes teachers were the basest and most dangerous people, on a par with judges, who were the lowest form of human life. Teachers and judges, he said, are the meanest slaves of the state--remember that. He was right, as I have discovered not just hundreds but thousands of times. No teacher and no judge can be trusted as far as you can throw him. Without scruple or compunction they daily destroy many of the existences that are thrown upon their mercy, being motivated by base caprice and a desire to avenge themselves for their miserable, twisted lives--and they are actually paid for doing so. The supposed objectivity of teachers and judges is a piece of shabby mendacity, Uncle Georg said--and he was right. Talking to a teacher we soon discover that he is a destructive individual with whom no one and nothing is safe, and the same is true when we talk to a judge.

Not all of history is recorded in the books supplied to school children in Harlem or Birmingham. Yet this boy and this girl know something of the part of history which has been censored by the white writers and purchasers of board-of-education books. They know that Negroes were with George Washington at Valley Forge. They know that the first American to shed blood in the revolution which freed his country from British oppression was a black seaman named Crispus Attucks. The boy's Sunday-school teacher has told him that one of the team who designed the capital of their nation, Washington, D.C., was a Negro, Benjamin Banneker. Once the girl had heard a speaker, invited to her school during Negro History Week. This speaker told how, for two hundred years, without wages, black people, brought to this land in slave ships and in chains, had drained the swamps, built the homes, made cotton king and helped, on whip-lashed backs, to lift this nation from colonial obscurity to commanding influence in domestic commerce and world trade. Wherever there was hard work, dirty work, dangerous work—in the mines, on the docks, in the blistering foundries—Negroes had done more than their share.

is his letter of August 22, 1862, to Horace Greeley’s New York Tribune: My paramount object in this struggle is to save the Union, and is not either to save or to destroy slavery. If I could save the Union without freeing any slave, I would do it; and if I could save it by freeing all the slaves, I would do it; and if I could save it by freeing some and leaving others alone, I would also do that. What I do about slavery and the colored race I do because I believe it helps to save this Union; and what I forbear, I forbear because I do not believe it would help to save the Union. . . . By emphasizing this quote, most textbooks present a Lincoln who was morally indifferent to slavery and certainly did not care about black people. As Pathways to the Present puts it, “Lincoln came to regard ending slavery as one more strategy for ending the war.” Ironically, this is also the Lincoln whom black nationalists present to African Americans to persuade them to stop thinking well of him.31 To present such a Lincoln, the textbooks have to remove all context. The very first thing they omit is the next point Lincoln made: “. . . I have here stated my purpose according to my view of official duty, and I intend no modification of my oft-expressed personal wish that all men, everywhere could be free.

Suffering is the fuel in the engine of civilization. Now he begins to understand: because pain is a god—he has been in the grip of this cruel god ever since Anakin’s death. But it is also a teacher, and a bridge. It can be a slave master, and break you—and it can be the power that makes you unbreakable. It is all these things, and more. At the same time. What it is depends on who you are. But who am I? he wonders. I’ve been running like Dad—like Anakin. I think they stopped, though; I think Dad was strong enough to turn back and face it, to use the pain to make himself stronger, like Mom and Uncle Luke. Anakin did, too, at the end. Am I that strong? There’s only one way to find out.

Our race’s traditional suspicion of “tradesmen” was only realistic. The man whose income depends on vending to the masses is always subject to temptations to profit that are likely to be stronger than any moral restraints he may theoretically acknowledge, and today he is no more than a slave at the mercy of his masters. Even more precarious is the status of those who have no material goods to sell, such as authors, journalists, actors, clergymen and other soothsayers, salesmen, advertising agents, teachers, and the like, whose livelihood depends entirely on the sale of words, mere sounds whether spoken or written, to masses whose tastes have been formed by the formidable machinery that controls their minds.

Tom Brokaw labeled the World War II generation the “Greatest Generation,” but he was wrong. That honor belongs to the Founders, the men who pledged their lives, fortunes, and sacred honor for the cause of liberty and independence. This is the generation that produced Washington, Adams, Jefferson, Madison, Henry, and a host of other patriots; this is the generation that established the United States, framed two successful governing documents and a host of state constitutions, and provided the foundations of American civil liberty; this is the generation that gave us the greatest political thinkers and constitutional scholars in American history, from Jefferson and Madison to John Taylor and St. George Tucker. The Founding generation has no equal, and it deserves to be rescued from politically correct textbooks, teachers, and professors, who want to dismiss the Founders as a cadre of dead, white, sexist, slave-holding males.

As painful as it was, reading about sexual violence toward Black women and girls helped me with necessary creative depictions. My book could not have been written without Harriet Jacobs’s Incidents in the Life of a Slave Girl, Toni Morrison’s The Bluest Eye as well as Beloved, and Alice Walker’s The Color Purple—this last book is so special to me because Ms. Walker is a native of Eatonton, Georgia, the home of my maternal ancestors. (My mother was one of Ms. Walker’s teachers.) My mother—Trellie James Jeffers—published an early germinal essay about colorism in the Black community, “The Black Black Woman and the Black Middle Class,” which allowed me to witness (vicariously) intra-racist sexism in African American communities. Another essay by her, “From the Old Slave Shack: Memoirs of a Teacher,” offers historical background about Mama’s experiences attending segregated schools in Eatonton, Georgia, in the 1930s and 1940s, before attending Spelman College in 1951.

Spiritual knowledge is not in learning something; it is in discovering something, so to speak, in breaking the fetters of the false consciousness and allowing the soul to unfold itself with light and power. What does the word spiritual really mean? Spiritual is spirit-conscious. When a person is conscious of his body, he cannot be spiritual. He is like a king who does not know his kingdom. The moment he is conscious of being a king, he is a king. Every soul is born a king—afterwards he becomes a slave. Every soul is born with kingly possibility—by this wicked world it is taken away. This is told in symbolic stories, as in the story of Rama, from whom his beloved Sita was taken away. Every soul has to conquer this, has to fight for this kingdom. In that fight the spiritual kingdom is attained. No one will fight for you, neither your teacher nor anybody else. Yes, those who are more evolved than you can help you, but you have to fight your battle, your way to that spiritual goal.

The only word these corporations know is more,” wrote Chris Hedges, former correspondent for the Christian Science Monitor, National Public Radio, and the New York Times. They are disemboweling every last social service program funded by the taxpayers, from education to Social Security, because they want that money themselves. Let the sick die. Let the poor go hungry. Let families be tossed in the street. Let the unemployed rot. Let children in the inner city or rural wastelands learn nothing and live in misery and fear. Let the students finish school with no jobs and no prospects of jobs. Let the prison system, the largest in the industrial world, expand to swallow up all potential dissenters. Let torture continue. Let teachers, police, firefighters, postal employees and social workers join the ranks of the unemployed. Let the roads, bridges, dams, levees, power grids, rail lines, subways, bus services, schools and libraries crumble or close. Let the rising temperatures of the planet, the freak weather patterns, the hurricanes, the droughts, the flooding, the tornadoes, the melting polar ice caps, the poisoned water systems, the polluted air increase until the species dies. There are no excuses left. Either you join the revolt taking place on Wall Street and in the financial districts of other cities across the country or you stand on the wrong side of history. Either you obstruct, in the only form left to us, which is civil disobedience, the plundering by the criminal class on Wall Street and accelerated destruction of the ecosystem that sustains the human species, or become the passive enabler of a monstrous evil. Either you taste, feel and smell the intoxication of freedom and revolt or sink into the miasma of despair and apathy. Either you are a rebel or a slave. To be declared innocent in a country where the rule of law means nothing, where we have undergone a corporate coup, where the poor and working men and women are reduced to joblessness and hunger, where war, financial speculation and internal surveillance are the only real business of the state, where even habeas corpus no longer exists, where you, as a citizen, are nothing more than a commodity to corporate systems of power, one to be used and discarded, is to be complicit in this radical evil. To stand on the sidelines and say “I am innocent” is to bear the mark of Cain; it is to do nothing to reach out and help the weak, the oppressed and the suffering, to save the planet. To be innocent in times like these is to be a criminal.

329 Leisure and Idleness. - There is an Indian savagery, a savagery peculiar to the Indian blood, in the manner in which the Americans strive after gold: and the breathless hurry of their work- the characteristic vice of the New World-already begins to infect old Europe, and makes it savage also, spreading over it a strange lack of intellectuality. One is now ashamed of repose: even long reflection almost causes remorse of conscience. Thinking is done with a stop-watch, as dining is done with the eyes fixed on the financial newspaper; we live like men who are continually " afraid of letting opportunities slip." " Better do anything whatever, than nothing "-this principle also is a noose with which all culture and all higher taste may be strangled. And just as all form obviously disappears in this hurry of workers, so the sense for form itself, the ear and the eye for the melody of movement, also disappear. The proof of this is the clumsy perspicuity which is now everywhere demanded in all positions where a person would like to be sincere with his fellows, in intercourse with friends, women, relatives, children, teachers, pupils, leaders and princes,-one has no longer either time or energy for ceremonies, for roundabout courtesies, for any esprit in conversation, or for any otium whatever. For life in the hunt for gain continually compels a person to consume his intellect, even to exhaustion, in constant dissimulation, overreaching, or forestalling: the real virtue nowadays is to do something in a shorter time than another person. And so there are only rare hours of sincere intercourse permitted: in them, however, people are tired, and would not only like " to let themselves go," but to stretch their legs out wide in awkward style. The way people write their letters nowadays is quite in keeping with the age; their style and spirit will always be the true " sign of the times." If there be still enjoyment in society and in art, it is enjoyment such as over-worked slaves provide for themselves. Oh, this moderation in "joy" of our cultured and uncultured classes! Oh, this increasing suspiciousness of all enjoyment! Work is winning over more and more the good conscience to its side: the desire for enjoyment already calls itself " need of recreation," and even begins to be ashamed of itself. " One owes it to one's health," people say, when they are caught at a picnic. Indeed, it might soon go so far that one could not yield to the desire for the vita contemplativa (that is to say, excursions with thoughts and friends), without self-contempt and a bad conscience.-Well! Formerly it was the very reverse: it was "action" that suffered from a bad conscience. A man of good family concealed his work when need compelled him to labour. The slave laboured under the weight of the feeling that he did something contemptible :- the "doing" itself was something contemptible. "Only in otium and bellum is there nobility and honour:" so rang the voice of ancient prejudice !

Slavery became a huge, international business, and of course would remain one down to the present moment. It’s estimated that at the midpoint of the fifth century every third or fourth person in Athens was a slave. When Carthage fell to Rome in 146 B.C.E., fifty thousand of the survivors were sold as slaves. In 132 B.C.E. some seventy thousand Roman slaves rebelled; when the revolt was put down, twenty thousand were crucified, but this was far from the end of Rome’s problems with its slaves.               But new signs of distress appeared in this period that were far more relevant to our purpose here tonight. For the first time in history, people were beginning to suspect that something fundamentally wrong was going on here. For the first time in history, people were beginning to feel empty, were beginning to feel that their lives were not amounting to enough, were beginning to wonder if this is all there is to life, were beginning to hanker after something vaguely more. For the first time in history, people began listening to religious teachers who promised them salvation.               It's impossible to overstate the novelty of this idea of salvation. Religion had been around in our culture for thousands of years, of course, but it had never been about salvation as we understand it or as the people of this period began to understand it. Earlier gods had been talismanic gods of kitchen and crop, mining and mist, house-painting and herding, stroked at need like lucky charms, and earlier religions had been state religions, part of the apparatus of sovereignty and governance (as is apparent from their temples, built for royal ceremonies, not for popular public devotions).               Judaism, Brahmanism, Hinduism, Shintoism, and Buddhism all came into being during this period and had no existence before it. Quite suddenly, after six thousand years of totalitarian agriculture and civilization building, the people of our culture—East and West, twins of a single birth—were beginning to wonder if their lives made sense, were beginning to perceive a void in themselves that economic success and civil esteem could not fill, were beginning to imagine that something was profoundly, even innately, wrong with them.

Sada kada je Erika silnim zahvatima konačno oblikovana u nešto nježno, mora još samo sje¬sti u kolica što se kotrljaju putovima umjetnosti i postati umjetnica. Takva djevojčica nije za grube poslove, npr. za težak ručni rad ili kućanske poslove. Ona je rođenjem predodređena za finese klasičnog plesa i klasične glazbe. Da po¬stane svjetski poznata pijanistica, to bi, eto, bio majčin ideal! Kako bi se dijete moglo u svijetu intriga probijati na svom putu, majka na svakom uglu zabija putokaze, a s njima i Eriku, ako Erika dovoljno ne vježba. Majka upozorava Eriku na za¬vidnu hordu, koja će uvijek pokušavati razoriti ono što netko postigne i koja je gotovo uvijek muškog roda. Ne daj se sme¬sti na svojem putu! Ni na jednoj stubi na koju se popne Eriki nije dopušteno odmoriti se. Ne smije se, onako zadihana, nasloniti na cepin, jer mora nastaviti dalje. Na sljedeću stubu. Životinje iz šume opasno su joj se približile i prijete joj da će i nju pretvoriti u životinju. Na tom putu suparnici Eriku po¬kušavaju navući na hridi pod izgovorom da joj žele pokazati kakav se pogled pruža odatle. Ali kako se samo lako možeš survati s takvih stijena! Majka joj tu provaliju vrlo zorno opi¬suje, kako bi se dijete što bolje čuvalo pada. Svjetska je slava, koju većina neće moći postići, samo gore, na vrhu. Gore puše hladan vjetar koji kao da šumi kako'je umjetnik uvijek sam. Dok je god Erikina majka živa i može određivati njenu bu¬dućnost, za dijete dolazi u obzir samo jedna stvar: svjetski vrhovi. Majka gura odozdo, jer ona čvrsto stoji objema nogama na zemlji. Uskoro Erika više neće imati uporište na majčinim ramenima, već će stajati na leđima nekog drugog, koga su svojim intrigama uklonili s Erikina puta. Ali klimavo je to uporište! Erika stoji na vrhovima prstiju na majčinim leđima i zarila je uvježbane prste u vrh brijega, za koji će se vrlo brzo ispostaviti da je obična mala izbočina u strmoj stijeni i da samo stvara privid vrha. Propinje se tako Erika, isteže mišiće nadlaktica i s mukom se uspinje prema gore. Vrškom je nosa već provirila preko ruba stijene, ali jedino što je ugledala nova je litica, još strmija od prethodne. Tvornica leda u kojoj se proizvodi slava ovdje je već otvorila svoju podružnicu i proiz¬vode slaže u blokovima jedne na druge jer se tako smanjuju troškovi skladištenja. Ispred jednog od tih blokova slave, oblizujući se od sreće, Erika nastupa na srednjoškolskom natjecanju za Chopinovu nagradu. Uvjerena je da joj nedostaje još milimetar do vrha!

In Mississippi, where I lived from 1967 to 1974, people who challenged the system anticipated menace, battery, even murder, every day. In this context, I sometimes felt ashamed that my contributions at the time were not more radical. I taught in two local black colleges, I wrote about the Movement, and I created tiny history booklets which were used to teach the teachers of children enrolled in Head Start. And, of course, I was interracially married, which was illegal. It was perhaps in Mississippi during those years that I understood how the daily news of disaster can become, for the spirit, a numbing assault, and that one's own activism, however modest, fighting against this tide of death, provides at least the possibility of generating a different kind of "news." A "news" that empowers rather that defeats. There is always a moment in any kind of struggle when one feels in full bloom. Vivid. Alive. One might be blown to bits in such a moment and still be at peace. Martin Luther King, Jr., at the mountaintop. Gandhi dying with the name of God on his lips. Sojourner Truth baring her breasts at a women's rights convention in 1851. Harriet Tubman exposing her revolver to some of the slaves she had freed, who, fearing an unknown freedom, looks longingly backward to their captivity, thereby endangering the freedom of all. To be such a person or to witness anyone at this moment of transcendent presence is to know that what is human is linked, by a daring compassion, to what is divine. During my years of being close to people engaged in changing the world I have seen fear turn into courage. Sorrow into joy. Funerals into celebrations. Because whatever the consequences, people, standing side by side, have expressed who they really are, and that ultimately they believe in the love of the world and each other enough *to be that* - which is the foundation of activism. It has become a common feeling, I believe, as we have watched our heroes falling over the years, that our own small stone of activism, which might not seem to measure up to the rugged boulders of heroism we have so admired, is a paltry offering toward the building of an edifice of hope. Many who believe this choose to withhold their offerings out of shame. This is the tragedy of our world. For we can do nothing substantial toward changing our course on the planet, a destructive one, without rousing ourselves, individual by individual, and bringing our small, imperfect stones to the pile. In this regard, I have a story to tell.

The US traded its manufacturing sector’s health for its entertainment industry, hoping that Police Academy sequels could take the place of the rustbelt. The US bet wrong. But like a losing gambler who keeps on doubling down, the US doesn’t know when to quit. It keeps meeting with its entertainment giants, asking how US foreign and domestic policy can preserve its business-model. Criminalize 70 million American file-sharers? Check. Turn the world’s copyright laws upside down? Check. Cream the IT industry by criminalizing attempted infringement? Check. It’ll never work. It can never work. There will always be an entertainment industry, but not one based on excluding access to published digital works. Once it’s in the world, it’ll be copied. This is why I give away digital copies of my books and make money on the printed editions: I’m not going to stop people from copying the electronic editions, so I might as well treat them as an enticement to buy the printed objects. But there is an information economy. You don’t even need a computer to participate. My barber, an avowed technophobe who rebuilds antique motorcycles and doesn’t own a PC, benefited from the information economy when I found him by googling for barbershops in my neighborhood. Teachers benefit from the information economy when they share lesson plans with their colleagues around the world by email. Doctors benefit from the information economy when they move their patient files to efficient digital formats. Insurance companies benefit from the information economy through better access to fresh data used in the preparation of actuarial tables. Marinas benefit from the information economy when office-slaves look up the weekend’s weather online and decide to skip out on Friday for a weekend’s sailing. Families of migrant workers benefit from the information economy when their sons and daughters wire cash home from a convenience store Western Union terminal. This stuff generates wealth for those who practice it. It enriches the country and improves our lives. And it can peacefully co-exist with movies, music and microcode, but not if Hollywood gets to call the shots. Where IT managers are expected to police their networks and systems for unauthorized copying – no matter what that does to productivity – they cannot co-exist. Where our operating systems are rendered inoperable by “copy protection,” they cannot co-exist. Where our educational institutions are turned into conscript enforcers for the record industry, they cannot co-exist. The information economy is all around us. The countries that embrace it will emerge as global economic superpowers. The countries that stubbornly hold to the simplistic idea that the information economy is about selling information will end up at the bottom of the pile. What country do you want to live in?

because your hearts were hard. Ancient teachers of the law sometimes recognized that some of Moses’ laws were written as concessions to human weakness. Civil laws don’t necessarily represent God’s ideals; typically they merely place limits on human sin (see notes on Mt 5:22, 28). Thus, e.g., the Law of Moses forbade marrying a wife’s sister (Lev 18:18) but not polygamy per se; it limited the abuse of slaves (Ex 21:26–27) but did not outlaw slavery per se. Jesus appeals to a divine ethic more complete than Israel’s civil law.

Most of us believe that being smart is about being born with the right kind of brain, or being a slave to your books. Believe me, in reality, it’s much simpler than that.

Critics can point out the problems in your manuscript, they can offer the right diagnosis, but they may not be able to suggest a remedy. It takes an excellent teacher, someone who has mastered the art of writing, to tell you how to correct a problem. Agents and publishers don’t have time to be teachers (and may not know the solution). A lot of critics (including those in writer’s workshops) want to help, but may not know what the correct remedy is. But that should not stop a dedicated writer. Listen to the criticism, even if it hurts. Learn from it. Even if your critic can’t offer a solution, you will be able to find one, eventually. It may mean slaving over the manuscript until you’re ready to burn it, or it may mean putting it aside until you can look at it with fresh eyes. Let the sting of criticism drive you toward excellence.

pedagogue n. FORMAL or HUMOROUS a teacher, especially a strict or pedantic one. late Middle English: via Latin from Greek paidagōgos, denoting a slave who accompanied a child to school (from pais, paid- ‘boy’ + agōgos ‘guide’).

All things therefore are of one and the same substance, that is, from one and the same God; as also the Lord says to the disciples “Therefore every scribe, which is instructed unto the kingdom of heaven, is like unto a man that is an householder, which bringeth forth out of his treasure things new and old.” He did not teach that he who brought forth the old was one, and he that brought forth the new, another; but that they were one and the same. For the Lord is the good man of the house, who rules the entire house of His Father; and who delivers a law suited both for slaves and those who are as yet undisciplined; and gives fitting precepts to those that are free, and have been justified by faith, as well as throws His own inheritance open to those that are sons. And He called His disciples “scribes” and “teachers of the kingdom of heaven;” of whom also He elsewhere says to the Jews: “Behold, I send unto you wise men, and scribes, and teachers; and some of them ye shall kill, and persecute from city to city.” Now, without contradiction, He means by those things which are brought forth from the treasure new and old, the two covenants; the old, that giving of the law which took place formerly; and He points out as the new, that manner of life required by the Gospel, of which David says, “Sing unto the Lord a new song;” and Esaias, “Sing unto the Lord a new hymn. His beginning (initium), His name is glorified from the height of the earth: they declare His powers in the isles.” And Jeremiah says: “Behold, I will make a new covenant, not as I made with your fathers” in Mount Horeb. But one and the same householder produced both covenants, the Word of God, our Lord Jesus Christ, who spake with both Abraham and Moses, and who has restored us anew to liberty, and has multiplied that grace which is from Himself.

These outcasts, or osu, seeing that the new religion welcomed twins and such abominations, thought that it was possible that they would also be received. And so one Sunday two of them went into the church. There was an immediate stir, but so great was the work the new religion had done among the converts that they did not immediately leave the church when the outcasts came in. Those who found themselves nearest to them merely moved to another seat. It was a miracle. But it only lasted till the end of the service. The whole church raised a protest and was about to drive these people out, when Mr. Kiaga stopped them and began to explain. "Before God," he said, "there is no slave or free. We are all children of God and we must receive these our brothers." "You do not understand," said one of the converts. "What will the heathen say of us when they hear that we receive osu into our midst? They will laugh." "Let them laugh," said Mr. Kiaga. "God will laugh at them on the judgment day. Why do the nations rage and the peoples imagine a vain thing? He that sitteth in the heavens shall laugh. The Lord shall have them in derision." "You do not understand," the convert maintained. "You are our teacher, and you can teach us the things of the new faith. But this is a matter which we know." And he told him what an osu was. He was a person dedicated to a god, a thing set apart--a taboo for ever, and his children after him. He could neither marry nor be married by the free-born. He was in fact an outcast, living in a special area of the village, close to the Great Shrine. Wherever he went he carried with him the mark of his forbidden caste -long, tangled and dirty hair. A razor was taboo to him. An osu could not attend an assembly of the free-born, and they, in turn, could not shelter under his roof. He could not take any of the four titles of the clan, and when he died he was buried by his kind in the Evil Forest. How could such a man be a follower of Christ? "He needs Christ more than you and I," said Mr. Kiaga. "Then I shall go back to the clan," said the convert. And he went. Mr. Kiaga stood firm, and it was his firmness that saved the young church. The wavering converts drew inspiration and confidence from his unshakable faith. He ordered the outcasts to shave off their long, tangled hair. At first they were afraid they might die. "Unless you shave off the mark of your heathen belief I will not admit you into the church," said Mr. Kiaga. "You fear that you will die. Why should that be? How are you different from other men who shave their hair? The same God created you and them. But they have cast you out like lepers. It is against the will of God, who has promised everlasting life to all who believe in His holy name. The heathen say you will die if you do this or that, and you are afraid. They also said I would die if I built my church on this ground. Am I dead? They said I would die if I took care of twins. I am still alive. The heathen speak nothing but falsehood. Only the word of our God is true." The two outcasts shaved off their hair, and soon they were the strongest adherents of the new faith. And what was more, nearly all the osu in Mbanta followed their example.

They [i.e., freed slaves] lived in an atmosphere of extreme hostility and suspicion, with the status of “outlaws,” in the oldest meaning of that term—which did not originally mean “criminals,” but people outside the protection of the law. They could not get justice; they and their relatives were murdered while the killers went free; their right to marry whom they chose was abrogated; by force and violence they lost the right to vote; and when they sought to improve their lot through education, their teachers were threatened and a schoolhouse was destroyed.

Before the war, they were happy, he said, quoting our textbook. (This was senior-year history class.) The slaves were clothed, fed, and better off under a master's care. I watched the words blur on the page. No one raised a hand, disagreed. Not even me.

First, suffering brings believers closer to Christ. Paul wrote, “That I may know Him, and the power of His resurrection and the fellowship of His sufferings” (Phil. 3:10). Suffering in the cause of Christ yields the fruit of better understanding of what Jesus went through in His suffering. Second, suffering assures the believer that he belongs to Christ. Jesus said, “If the world hates you, you know that it has hated Me before it hated you” (John 15:18). Because “a disciple is not above his teacher, nor a slave above his master” (Matt. 10:24), we will suffer. Paul warned Timothy, “Indeed, all who desire to live godly in Christ Jesus will be persecuted” (2 Tim. 3:12). Peter tells suffering Christians, “If you are reviled for the name of Christ, you are blessed, because the Spirit of glory and of God rests upon you” (1 Pet. 4:14). Suffering causes believers to sense the presence of the Holy Spirit in their lives, which gives assurance of salvation. Third, suffering brings a future reward. “If indeed we suffer with [Christ] in order that we may also be glorified with Him. For I consider that the sufferings of this present time are not worthy to be compared with the glory that is to be revealed to us” (Rom. 8:17-18). “For momentary, light affliction is producing for us an eternal weight of glory far beyond all comparison” (2 Cor. 4:17). Fourth, suffering can result in the salvation of others. Church history is filled with accounts of those who came to Christ after watching other Christians endure suffering. Fifth, suffering frustrates Satan. He wants suffering to harm us, but God brings good out of it.

In 1927, the school started by the Africans, then known as the “Plateau Normal and Industrial Institute for the Education of the Head, Heart and Hands of the Colored Youth,” received a grant from the Rosenwald Fund to build a new, much larger school, with ten classrooms and living quarters for ten teachers. The fund was the brainchild of Booker T. Washington and Julius Rosenwald, the CEO of Sears, Roebuck and Co. The pair met in Chicago in 1911, after Rosenwald attended a speech by Washington. Rosenwald, whose fortune would have ranked him as a billionaire by today’s standards, was looking for a philanthropic cause to answer what he believed were “the special duties that capitalists and men of wealth owed to society.” Rosenwald provided an endowment for Washington’s Tuskegee Institute and embraced Washington’s dream of funding schools across the South to teach what the educator described as “industrial education.

Martin the Charitable The example of Martin’s life is ample evidence that we can strive for holiness and salvation as Christ Jesus has shown us: first, by loving God with all our heart, with all our soul, and with all our mind; and second, by loving our neighbour as ourselves. When Martin had come to realise that Christ Jesus suffered for us and that he carried our sins on his body to the cross, he would meditate with remarkable ardour and affection about Christ on the cross. Whenever he would contemplate Christ’s terrible torture he would be reduced to tears. He had an exceptional love for the great sacrament of the eucharist and often spent long hours in prayer before the blessed sacrament. His desire was to receive the sacrament in communion as often as he could. Saint Martin, always obedient and inspired by his divine teacher, dealt with his brothers with that profound love which comes from pure faith and humility of spirit. He loved men because he honestly looked on them as God’s children and as his own brothers and sisters. Such was his humility that he loved them even more than himself and considered them to be better and more righteous than he was. He did not blame others for their shortcomings. Certain that he deserved more severe punishment for his sins than others did, he would overlook their worst offences. He was tireless in his efforts to reform the criminal, and he would sit up with the sick to bring them comfort. For the poor he would provide food, clothing and medicine. He did all he could to care for poor farmhands, blacks and mulattoes who were looked down upon as slaves, the dregs of society in their time. Common people responded by calling him “Martin the charitable.” The virtuous example and even the conversation of this saintly man exerted a powerful influence in drawing men to religion. It is remarkable how even today his influence can still move us towards the things of heaven. Sad to say, not all of us understand these spiritual values as well as we should, nor do we give them a proper place in our lives. Many of us, in fact, strongly attracted by sin, may look upon these values as of little moment, even something of a nuisance, or we ignore them altogether. It is deeply rewarding for men striving for salvation to follow in Christ’s footsteps and to obey God’s commandments. If only everyone could learn this lesson from the example that Martin gave us.

Alas, put no faith in such a bond of union. Interpreting freedom as the multiplication and rapid satisfaction of desires, men distort their own nature, for many senseless and foolish desires and habits and ridiculous fancies are fostered in them. They live only for mutual envy, for luxury and ostentation. To have dinners, visits, carriages, rank and slaves to wait on one is looked upon as a necessity, for which life, honor and human feeling are sacrificed, and men even commit suicide if they are unable to satisfy it. We see the same thing among those who are not rich, while the poor drown their unsatisfied need and their envy in drunkenness. But soon they will drink blood instead of wine, they are being led on to it. I ask you is such a man free? I knew one "champion of freedom" who told me himself that, when he was deprived of tobacco in prison, he was so wretched at the privation that he almost went and betrayed his cause for the sake of getting tobacco again! And such a man says, "I am fighting for the cause of humanity." How can such a one fight? what is he fit for? He is capable perhaps of some action quickly over, but he cannot hold out long. And it's no wonder that instead of gaining freedom they have sunk into slavery, and instead of serving the cause of brotherly love and the union of humanity have fallen, on the contrary, into dissension and isolation, as my mysterious visitor and teacher said to me in my youth. And therefore the idea of the service of humanity, of brotherly love and the solidarity of mankind, is more and more dying out in the world, and indeed this idea is sometimes treated with derision. For how can a man shake off his habits? what can become of him if he is in such bondage to the habit of satisfying the innumerable desires he has created for himself? He is isolated, and what concern has he with the rest of humanity? They have succeeded in accumulating a greater mass of objects, but the joy in the world has grown less.

Apprenticeship. Young Wielders train with a teacher for six years.” Six years?! “I do not have that time,” I blurted out. “People in Threll do not have six years for waiting for help.” Nura glanced at me, narrowing her eyes thoughtfully. I desperately wished I could sense her thoughts. “And what kind of help, exactly, do you want us to provide?” “Send small group of Wielders to Threll, with me.” I didn’t hesitate. I had thought this through many times. “Give me twenty men and Order protection to go to Esmaris Mikov’s city and—” I stumbled for the Aran equivalent of the word “negotiate,” groping through my mind to no avail. “—And discuss for the freedom of the slaves there. Give me money or power for making deals for their release. And if this does well, we can go further in Threll. But for now, I only ask of you twenty.” The platform came to a stop, touching the ground, but neither of us moved nor spoke. The silence was agonizing. “You’re ambitious,” Nura said. “I don’t know if that’s a realistic plan. But we will see what we can do, maybe, after you complete some training. Nothing I do can get around that requirement.

What people love is the idea of freedom. They love to think that they are not slaves. They go to great lengths to convince themselves they are independent, and that no one can boss them around. But reality tells a different story. Most people badly want some parent figure—whether that's a teacher, president, gang leader, pope, guru, God, or Santa Claus—to whom they can delegate their power of choice, for they would much rather trust anyone other than themselves. Having to figure things out on their own and take responsibility for their lives is too scary of a prospect. Following a path is much easier than creating one. This accounts for the popularity of dogma; and this is why, despite all the rhetoric suggesting otherwise, real freedom terrifies people. What they crave is not freedom but authority figures to give them orders. If I can go on record with another runner-up for the most undemocratic sentence of all times . . . most people seem to be born to obey commands. They probably resent the commands, often complain about them, and occasionally secretly break them only to feel guilty later, but the truth is they would be totally lost without them. If you try to take away their chains, they'll scream and shout because their security, their very identity, is in their chains. Give them real freedom and they'll run back to their dogmas crying “please mama hold me tight.” Dogma is what reassures them and lulls them to sleep at night. “No, dear child—dogma whispers softly in their ears—you don't need to venture alone in that big, scary world. Stay by my side instead, and I will always take care of you. I promise you will never have to make difficult choices all by yourself. I will map out the path for you, and all you'll have to do is follow. You will never be lost again.” Forget freedom as a family value. Real freedom is scary. Real freedom is for people with broad shoulders and big hearts.

What slave work do you want me to do for you?” asked Diogenes when he had been bought. “Be a teacher to my children,” answered Xeniades with the insanity that matched the wisdom of Diogenes.

Among the papyri interpreted as fragments of books once used by teachers and students, the Psalter is better represented than any other volume of Jewish or Christian canonical Scripture, strongly suggesting that the Davidic Psalter was more used and read ‘than any book of the Old Testament, perhaps more than any book of the Bible, throughout the Christian centuries in Egypt’. A recent inventory of papyrus notebooks lists eleven items for the period between the third century and the seventh inclusive, of which eight give primarily or exclusively the texts of the psalms. Narrowing the period of the third century to the fifth gives seven papyrus items of which five contain copies of psalms. These notebooks are the best guide to what the literate slaves of larger households, grammar masters and attentive parents were teaching their infants in Egypt, both Jewish and Christian, and they suggest that the psalms were a fundamental teaching text in the social circles where men and women used writing, or aspired to it for their children. That is hardly surprising, since the psalms were ideal for teaching the young in households wealthy enough to afford the luxury of an education for an offspring. An almanac of prayer and counsel for times of good and adverse fortune, the poems of the Psalter are arranged in sense-units of moderate length by virtue of the poetic form. This makes them amenable to study, including the slow process of acquiring the skills of penmanship (Pl. 29).

And these words that I command you today shall be on your heart. (Deuteronomy 6) Our children become less important than our workers. We admonish our workers for our own financial benefit, but our children receive no instruction or correction, in effect being regarded as less valuable than our workers. But why even compare our children with other humans? We take better care of our cattle and horses than our children. Those who own a mule make sure to find the best driver for it, not some idiot who is a dishonest and inexperienced drunk. But if our child needs a teacher, we take the first person who comes along, haphazardly and without consideration. Yet no profession is more important than teaching. For what even remotely compares with guiding the soul and forming the mind and character of a young person? A teacher should be more skilled than a painter, and certainly more virtuous. But we completely neglect this. The one thing that matters to us is that our child learns to speak well — and just for the sake of money! In fact, if a person could become wealthy without being able to speak at all, we would not bother with our language lessons. Money exercises a tyranny over the world! It invades all of life and forces people to go where it chooses, like slaves. We make verbal attacks against it, but it defeats us by the sheer force of events. Nevertheless, I will not stop attacking it with my mouth, and if I achieve anything, you and I will both be better off. John Chrysostom

It pains me to admit it. That I’ve succumbed to such libertine ways. At the end of the day, I am a mere mortal. A slave to my hedonistic desires.

A slave to the desire.

A Hard Left For High-School History The College Board version of our national story BY STANLEY KURTZ | 1215 words AT the height of the “culture wars” of the late 1980s and early 1990s, conservatives were alive to the dangers of a leftist takeover of American higher education. Today, with the coup all but complete, conservatives take the loss of the academy for granted and largely ignore it. Meanwhile, America’s college-educated Millennial generation drifts ever farther leftward. Now, however, an ambitious attempt to force a leftist tilt onto high-school U.S.-history courses has the potential to shake conservatives out of their lethargy, pulling them back into the education wars, perhaps to retake some lost ground. The College Board, the private company that develops the SAT and Advanced Placement (AP) exams, recently ignited a firestorm by releasing, with little public notice, a lengthy, highly directive, and radically revisionist “framework” for teaching AP U.S. history. The new framework replaces brief guidelines that once allowed states, school districts, and teachers to present U.S. history as they saw fit. The College Board has promised to generate detailed guidelines for the entire range of AP courses (including government and politics, world history, and European history), and in doing so it has effectively set itself up as a national school board. Dictating curricula for its AP courses allows the College Board to circumvent state standards, virtually nationalizing America’s high schools, in violation of cherished principles of local control. Unchecked, this will result in a high-school curriculum every bit as biased and politicized as the curriculum now dominant in America’s colleges. Not coincidentally, David Coleman, the new head of the College Board, is also the architect of the Common Core, another effort to effectively nationalize American K–12 education, focusing on English and math skills. As president of the College Board, Coleman has found a way to take control of history, social studies, and civics as well, pushing them far to the left without exposing himself to direct public accountability. Although the College Board has steadfastly denied that its new AP U.S. history (APUSH) guidelines are politically biased, the intellectual background of the effort indicates otherwise. The early stages of the APUSH redesign overlapped with a collaborative venture between the College Board and the Organization of American Historians to rework U.S.-history survey courses along “internationalist” lines. The goal was to undercut anything that smacked of American exceptionalism, the notion that, as a nation uniquely constituted around principles of liberty and equality, America stands as a model of self-government for the world. Accordingly, the College Board’s new framework for AP U.S. history eliminates the traditional emphasis on Puritan leader John Winthrop’s “City upon a Hill” sermon and its echoes in American history. The Founding itself is demoted and dissolved within a broader focus on transcontinental developments, chiefly the birth of an exploitative international capitalism grounded in the slave trade. The Founders’ commitment to republican principles is dismissed as evidence of a benighted belief in European cultural superiority. Thomas Bender, the NYU historian who leads the Organization of American Historians’ effort to globalize and denationalize American history, collaborated with the high-school and college teachers who eventually came to lead the College Board’s APUSH redesign effort. Bender frames his movement as a counterpoint to the exceptionalist perspective that dominated American foreign policy during the George W. Bush ad ministration. Bender also openly hopes that students exposed to his approach will sympathize with Supreme Court justice Ruth Bader Ginsburg’s willingness to use foreign law to interpret the U.S. Constitution rather than with Justice Antonin Scalia�

But these self-appointed teachers lack personal experience, and do not even listen when others speak to them. Relying solely on their own self-assurance, they order their brethren to wait on them like slaves. They glory in this one thing: to have many disciples. Their main objective is to ensure that, when they go about in public, their retinue of followers is no smaller than those of their rivals. They behave like mountebanks rather than teachers. They think nothing of giving orders, however burdensome, but they fail to teach others by their own conduct. Thus they make their purpose obvious to all: they have insinuated themselves into a position of leadership, not for the benefit of their disciples, but to promote their own pleasure.

Did you like that?” Elle asked. “I liked the kiss after you bit me. And the bite, too.” “What would you say if I said I would do it again, but only if you let me bite you again?” “I’d say…bite me.” “What if I said I’d make you feel amazing but only after I hurt you? Would you let me hurt you?” “Yes.” “What do you think would happen if every time I hurt you I also made you feel good afterward?” “I don’t know. I guess I’d want you to hurt me so I could feel good.” “You’d associate pain with pleasure?” “I would.” “You’d want the pain because it meant you’d have pleasure, too?” “Probably.” “Would the pleasure mean more to you because you earned it?” “I think so.” “If I told you it turned me on to hurt you and then pleasure you in that order, what would you think?” “I would think you should do that to me then. Hurt me and then pleasure me.” Elle smiled. “That’s kink. It’s also kink when your deepest sexual fantasy is to be treated like a sex slave or punished by a teacher or tied up like a prisoner or spanked like a child.” “People do that?” “I do that,” Elle said. Kyrie held out her hand again to Elle. “Will you do it me?

February 20 Abba, Father Because those who are led by the Spirit of God are sons of God. For you did not receive a spirit that makes you a slave again to fear, but you received the Spirit of sonship. And by him we cry, “Abba, Father.”—Romans 8:14-15 I stood glued to my spot in front of the nursery window. My son-in-law bathed my firstborn granddaughter, Rachel, as I watched. Three hours later I relinquished my spot to another new grandparent. What miracles children are! They are screaming testimonies of God’s creation. My granddaughter, Rachel, is now a teenager. She is still beautiful. However, she eats meat, walks, talks and understands so much more than she did that first morning. When we acknowledge that we are sinners, repent and give our lives to Christ, we are babies in Christ. We drink milk. We grow as we learn more about Christ through Bible study, prayer and church attendance. If we avail ourselves of opportunities, we give up the bottle and become mature Christians. However, that doesn’t always happen. This problem is addressed in Hebrews 5:11–14.the writer is admonishing Jewish Christians to grow up. He tells them that milk is for beginners. Solid food is for the mature. He tells them that instead of expecting to be fed, they should be teachers themselves. I have heard several Christians give the same testimony time and time again. I want to ask, “What is the Lord doing for you right now? Did your salvation experience put your Christian testimony on pause?” Ask yourself some questions. What is Christ doing in my life right now? Am I closer to Him today than I was a year ago? How am I growing in Christ? What new service has He called me into? Is anything exciting happening in my prayer life? Am I growing more in love with Jesus and digging into His Word? Dear Father, help us get out of diapers and off the bottle in our Christian maturity.

Slaves are always told that they’ve caused something bad, done something sinful, made stupid mistakes. Good things were the acts of our “teachers” or of God. Bad things were our fault. Either we had done some specific wrong or God was so generally displeased with us that He was punishing the whole camp. If you hear nonsense like that often enough for long enough, you begin to believe it. You weight yourself down with blame for all the world’s pain.

This method of training, in which the student is forced into absolute subjugation and infantile dependence on the teacher at various intervals, but is finally catapulted into total self-realization and independence, is not unlike that often used in yoga, in Zen Buddhism, and even by American Indian brujos like don Juan Mateus, mentioned earlier. Behind it is a notion that (as Ezra Pound once said) “a slave is a man waiting for somebody else to free him.” The subject must eventually issue his own “declaration of independence”; until he does, the teacher makes his slavery as miserable as possible so as to encourage that act of creative rebellion.

You write about the people you owe your discomfort to, and no one reads you, you denounce the conditions you work in and no one notices, you scream and no one hears, everything remains as it is, unresolved, in your lecture hall and in the world, so that exhaustion sets in and you say who gives a fuck, bring on the catastrophe, let everything go to hell, when we hit rock bottom we'll feel the impact, and then the sparks will finally fly, iron to iron, and everything will go up in flames, and then we'll rebuild the right way. But, meanwhile, as we wait for that to happen, life goes by, and goes by ever more debased, ours and those of the children who parade past us year after year, and we never really hit rock bottom, debasement yes, old age yes, death yes, but never the bottom, no, it can always get worse. Therefore, I concluded, I'll tell you how I see it. I don't want to feel like I have to declare that the best would still be the best even if I weren't their teacher, and the worst are still the worst even though I'm their teacher. Shitty pay or not, forthcoming apocalypse or not, I want to say, here, quietly, that I feel less sad - yes, less sad - if I work like a slave because the ones who would do well anyway do better thanks to my work, and because those who would, in any case, do poorly learn to do better thanks to me.

Out of the shadows came men whom fascism had not bowed, lawyers, professors, and workers, and we recognized in them our teachers, those from whom we had till then uselessly sought wisdom in the Bible, in chemistry, in the mountains. Fascism had reduced them to silence for twenty years, and they explained to us that fascism was not only a clownish and improvident bad government but the denier of justice; it not only had dragged Italy into an ill-omened and unjust war but had arisen and established itself as the guardian of a detestable order and law, based on coercion of those who work, on uncontrolled profits for those who exploit the work of others, on silence imposed on those who think and don’t wish to be slaves, on systematic and calculated lies.

The internet is my bitch!

A mere verbal formula often distinguishes a truism from a paradox. "It is the duty of society to protect the weak;" but protection cannot be efficient without the power of control; therefore, "It is the duty of society to enslave the weak." And it is a duty which no organized and civilized society ever failed to perform. Parents, husbands, guardians, teachers, committees, etc., are but masters under another name, whose duty it is to protect the weak, and whose right it is to control them.

The one great lesson Origen learned from his Neoplatonist teachers was that every human being was made in the image of God, in the same way Plato described all material objects as made in the image of the Forms.31 Of course, the most perfect of God’s images was Jesus Christ himself, His only begotten son. However, everyone of every race, sex, age, or creed, from the lowest slave to the emperor himself, carried that same reflection of perfection.

When the fugitives arrived in Lawrence, most had only the clothes on their backs, and in many cases those were rags. “They were strong and industrious,” Rev. Cordley wrote, “and by a little effort, work was found for them and very few, if any of them, became objects of charity.” But while they were eager to make their new lives in freedom, they needed help translating their industriousness into livelihoods. Nearly all were illiterate because most slaveholding states had strict laws making it illegal to teach slaves to read or write. Fugitives arriving in Lawrence equated learning with liberty, so their thirst for education was overwhelming. But the town’s fine educational system was not able to accommodate the number of eager new students. Mr. S. N. Simpson, one of the town’s 1855 pioneers, had started the first Sunday schools in town when he arrived, and he conceived a system of education for the fugitives based on his Sunday school model. Classes would be taught by volunteers in the evenings, and the curriculum would include basic reading, writing, and arithmetic, along with lectures designed to help them establish themselves in the community. The people of Lawrence were as excited to teach as their students were excited to learn, and enough volunteers were available to split the first class of about one hundred men and women into groups of six or eight.214 Josiah C. Trask, the editor of the Lawrence State Journal, spent an evening in January 1862 visiting the school and devoted an article to his observations. Eighty-three students, taught by twenty-seven teachers, met in the courthouse. “One young man who had been to the school only five nights,” Trask wrote, “began with the alphabet, [and] now spells in words of two syllables.” He observed that there was a class of little girls, “eager and restless,” a class of grown men, “solemn and earnest,” a class of “maidens in their teens,” and “another of elderly women.” Trask observed that the students were “straining forward with all their might, as if they could not learn fast enough.” He concluded, observing that all eighty-three students came to class each evening “after working hard all day to earn their bread,” while the twenty-seven teachers, “some of them our most cultivated and refined ladies and gentlemen,” labored night after night, “voluntarily and without compensation.” It was “a sight not often seen.”215

Christ’s incarnation challenges us to be servants of God and others. In Philippians 2:7, Paul said Christ “emptied himself by taking on the form of a slave, by looking like other men, and by sharing in human nature.” A slave or servant is consumed with the desires of those he serves. Likewise, instead of living for himself and his comfort, Christ sought to sacrificially serve God and others with his life.

Money: hand-over-fist money, sweat-of-brow money, burnout money. Finger-to-the-bone money, under-the-table money, black money, dirty money, filthy lucre, money-changing-in-the-temple, thirty-pieces-of-silver money, blasphemous, usurious, treacherous money; profits, taxes, bribes, licenses, fees, levies, octrois, tariffs; middlemen, policemen, watchmen; painters, carpenters, dyers, writers, weavers; doctors, teachers, preachers, judges, accountants, barristers; wives, widows, cooks, servants, slaves, prostitutes, concubines; lewd men, austere men, gamblers, hoarders; Catholics, Roundheads, conformists, Baptists, Muslims, Hindus, Jews, Parsis, Armenians; black men, brown men, yellow men, white; reformers, saviours, visionaries, criminals; all in pursuit of money, money, money.

Pershing’s parents could console themselves that they were faring better than colored teachers in other southern states, a reflection not necessarily of their superior performance but that there were states even worse than Louisiana when it came to teachers’ pay. In neighboring Mississippi, white teachers and principals were making $630 a year, while the colored ones were paid a third of that—$215 a year, hardly more than field hands. But knowing that didn’t ease the burden of the Fosters’ lives, get their children through college, or allow them to build assets to match their status and education. The disparity in pay, reported without apology in the local papers for all to see, would have far-reaching effects. It would mean that even the most promising of colored people, having received next to nothing in material assets from their slave foreparents, had to labor with the knowledge that they were now being underpaid by more than half, that they were so behind it would be all but impossible to accumulate the assets their white counterparts could, and that they would, by definition, have less to leave succeeding generations than similar white families. Multiplied over the generations, it would mean a wealth deficit between the races that would require a miracle windfall or near asceticism on the part of colored families if they were to have any chance of catching up or amassing anything of value. Otherwise, the chasm would continue, as it did for blacks as a group even into the succeeding century. The layers of accumulated assets built up by the better-paid dominant caste, generation after generation, would factor into a wealth disparity of white Americans having an average net worth ten times that of black Americans by the turn of the twenty-first century, dampening the economic prospects of the children and grandchildren of both Jim Crow and the Great Migration before they were even born.

The desire to read the Bible for themselves - the Bible the slaveholders had so long misrepresented to them- motivated a good many former slaves to seek education. For Northern teachers, whether white or black, education had a moral purpose. In addition to reading, writing, and arithmetic, they believed schools ought to instill habits of thrift, honesty, punctuality, temperance, and discipline to the ex-slaves, who seemed to be lax about these moral virtues. The former slaves, however, insisted God was not going to punish them for every little sin. For them the essence of religion was not in observing rules and regulations, but in experiencing the power of God's grace within their hearts.

by the time this teacher was telling me that Wilberforce had set Africans free I already had some knowledge of the rebel slaves known as ‘Maroons’ across the Caribbean, and of the Haitian Revolution, so I had some idea that the enslaved had not just sat around waiting for Wilberforce, or anyone else for that matter, to come and save them. While it’s certainly true that Britain had a popular abolitionist movement to a far greater degree than the other major slaveholding powers in Europe at the time, and this is in its own way interesting and remarkable, generations of Brits have been brought up to believe what amount to little more than fairy tales with regard to the abolition of slavery. If you learn only three things during your education in Britain about transatlantic slavery they will be: 1. Wilberforce set Africans free 2. Britain was the first country to abolish slavery (and it did so primarily for moral reasons) 3. Africans sold their own people. The first two of these statements are total nonsense, the third is a serious oversimplification. What does it say about this society that, after two centuries of being one of the most successful human traffickers in history, the only historical figure to emerge from this entire episode as a household name is a parliamentary abolitionist? Even though the names of many of these human traffickers surround us on the streets and buildings bearing their names, stare back at us through the opulence of their country estates still standing as monuments to king sugar, and live on in the institutions and infrastructure built partly from their profits – insurance, modern banking, railways – none of their names have entered the national memory to anything like the degree that Wilberforce has. In fact, I sincerely doubt that most Brits could name a single soul involved with transatlantic slavery other than Wilberforce himself. The ability for collective, selective amnesia in the service of easing a nation’s cognitive dissonance is nowhere better exemplified than in the manner that much of Britain has chosen to remember transatlantic slavery in particular, and the British Empire more generally

The job of a police is to make slaves but the job of a teacher is to make leaders

The Law Delivers Us to Christ (3:23-27) The law was our tutor—our paidagōgos—until Christ came. The meaning of this word is reflected in the Greek culture of Paul’s day. Families who were well enough off to have slaves chose one of them, usually an old and trusted slave, to be in charge of their children from the ages of six to sixteen. This tutor went with the children to school to see that no harm or mischief came to them. The tutor wasn’t a schoolmaster. He had nothing to do with the actual teaching of the children. It was only his duty to take them safely to school and deliver them to the teacher. That, said Paul, is how the law works: It delivers us to the place of faith—to Christ. And, having delivered us, its job is done.

Our slave foreparents would have been put to death for advocating so-called ‘integration’ with the white man. Now when Mr. Muhammad speaks of ‘separation,’ the white man calls us ‘hate-teachers’ and ‘fascists’!

There are now a number of demands being made on teachers which challenge both your courage to be flexible and your courage to remain faithful to ideals which are good. I will try to deal with just two of these demands. The first one demands flexibility. It asks you to recognize that Negro children in this society—and white children also—are being taught biased, edited, and ultimately racist versions of American history and culture. It is not enough to pay lip service to the idea of racial harmony and equality. We must refuse any longer to accept the distorted view of our roots and our past in this country. As taught in our textbooks, this history reinforces in white children the notion that they are superior and the only creators of this country, and it reinforces in black children the notion that they are inferior and made no contributions. It may be true that most blacks came here as slaves, but the first of them were here as free men, and gave their lives in the struggle to win independence for this nation. They fought as well as any one else during the civil war; they played their part in the opening of the American West; they helped plan and lay out some of our major American cities; they developed the only indigenous form of American music; they made notable contributions to scientific research; they are to be found in the growth and development of the American musical and dramatic stage; and the best of their writing ranks with the best that has been done in America. This is by no means all, but then I am by no means an historian. In any case, the question is not whether they should have done more. The miracle is that in the circumstances of their history here they could have done so much. It is because of racism, it is because the dominant value judgments in this society are white, and it is because a consistently poor estimate has been placed on the quality and extent of Negro effort—it is for all these reasons that the true story of the Negro in America is not told in our history books. And it is for all these reasons that historians continue to tell lies, continue to avert their eyes, and continue to retard the progress of civility, decency, and human dignity in our society. It is time, then, to give up that old rigid stance. For, however comforting it may be to some, it is a delusion, and it is a violation of the right of all young minds to know the truth and to be free. Organized teachers can play a major role in the effort to liberate American history books. They can join those who are making an effort to bring truth into the schools through a total revision of the textbooks. Where good texts are not in existence, teachers must bring in supplementary material to the classes. And they themselves can make studies of Negro history and culture.