Teaching Aids Quotes

I've noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers to care and do work very, very hard, the institution is psychopathic -- it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that humans and monkeys derive from a common ancestor.

Do not give them a candle to light the way, teach them how to make fire instead. That is the meaning of enlightenment.

I have discovered the value of psychology and psychiatry, that their teachings can undo knots in us and permit life to flow again and aid us in becoming more truly human.

I don't need the aid of a clever man to teach me how to live. I can find it out for myself.

My experiences of men has neither disposed me to think worse of them nor be indisposed to serve them: nor, in spite of failures which I lament, of errors which I now see and acknowledge, or the present aspect of affairs, do I despair of the future. The truth is this: The march of Providence is so slow and our desires so impatient; the work of progress so immense and our means of aiding it so feeble; the life of humanity is so long, that of the individual so brief, that we often see only the ebb of the advancing wave and are thus discouraged. It is history that teaches us to hope.

The scholar who knowingly speaks, writes, or teaches falsehood, who knowingly supports lies and deceptions, not only violates organic principles. He also, no matter how things may seem at the given moment, does his people a grave disservice. He corrupts its air and soil, its food and drink; he poisons its thinking and its laws, and he gives aid and comfort to all the hostile, evil forces that threaten the nation with annihilation.

I don't have a problem with guilt about money. The way I see it is that my money represents an enormous number of claim checks on society. It's like I have these little pieces of paper that I can turn into consumption. If I wanted to, I could hire 10,000 people to do nothing but paint my picture every day for the rest of my life. And the GDP would go up. But the utility of the product would be zilch, and I would be keeping those 10,000 people from doing AIDS research, or teaching, or nursing. I don't do that though. I don't use very many of those claim checks. There's nothing material I want very much. And I'm going to give virtually all of those claim checks to charity when my wife and I die.

If you're lucky, in some point in the future when you're in need of guidance or perhaps moral support, you may cross paths with a suitable mentor. Even luckier, you'll realize you had one in your life all along and you'll gain a new appreciation for how you benefited from that relationship. The luckiest relationship of all, of course, is a combination of the two. You've had help all along, and as the path widens or narrows, whatever the case may be, new and powerful influences will enter your life and aid your progress. In my experience, a mentor doesn't necessarily tell you what to do, but more importantly: tells you what they did or might do, then trusts you to draw your own conclusions and act accordingly. If you succeed, they'll take one step back and if you fail, they'll take one step closer. Whatever it is they teach you, pass it on.

The march of Providence is so slow and our desires so impatient; the work of progress so immense and our means of aiding it so feeble; the life of humanity is so long, that of the individual so brief, that we often see only the ebb of the advancing wave and are thus discouraged. It is history that teaches us to hope.

Much of our problem is not, as is often said, that we have failed to get what is in our head down in our heart. Much of what hinders us is that we have had a lot of mistaken theology in our head and it has gotten down into our heart. And it is controlling our inner dynamics so that the head and heart cannot, even with the aid of the Word and the Spirit, pull one another straight.

Perhaps at the end the little things may teach us most. The teaching, big or little, could not have landed Mina or me anywhere worse than we are today. However, we must trust and hope. Poor Mina told me just now, with the tears running down her dear cheeks, that it is in trouble and trial that our faith is tested. That we must keep on trusting, and that God will aid us up to the end. The end! Oh my God! What end? . . . To work! To work!

Saint Bartleby's School for Young Gentlemen Annual Report Student: Artemis Fowl II Year: First Fees: Paid Tutor: Dr Po Language Arts As far as I can tell, Artemis has made absolutely no progress since the beginning of the year. This is because his abilities are beyond the scope of my experience. He memorizes and understands Shakespeare after a single reading. He finds mistakes in every exercise I administer, and has taken to chuckling gently when I attempt to explain some of the more complex texts. Next year I intend to grant his request and give him a library pass during my class. Mathematics Artemis is an infuriating boy. One day he answers all my questions correctly, and the next every answer is wrong. He calls this an example of the chaos theory, and says that he is only trying to prepare me for the real world. He says the notion of infinity is ridiculous. Frankly, I am not trained to deal with a boy like Artemis. Most of my pupils have trouble counting without the aid of their fingers. I am sorry to say, there is nothing I can teach Artemis about mathematics, but someone should teach him some manners. Social Studies Artemis distrusts all history texts, because he says history was written by the victors. He prefers living history, where survivors of certain events can actually be interviewed. Obviously this makes studying the Middle Ages somewhat difficult. Artemis has asked for permission to build a time machine next year during double periods so that the entire class may view Medieval Ireland for ourselves. I have granted his wish and would not be at all surprised if he succeeded in his goal. Science Artemis does not see himself as a student, rather as a foil for the theories of science. He insists that the periodic table is a few elements short and that the theory of relativity is all very well on paper but would not hold up in the real world, because space will disintegrate before lime. I made the mistake of arguing once, and young Artemis reduced me to near tears in seconds. Artemis has asked for permission to conduct failure analysis tests on the school next term. I must grant his request, as I fear there is nothing he can learn from me. Social & Personal Development Artemis is quite perceptive and extremely intellectual. He can answer the questions on any psychological profile perfectly, but this is only because he knows the perfect answer. I fear that Artemis feels that the other boys are too childish. He refuses to socialize, preferring to work on his various projects during free periods. The more he works alone, the more isolated he becomes, and if he does not change his habits soon, he may isolate himself completely from anyone wishing to be his friend, and, ultimately, his family. Must try harder.

I knew that the languages which one learns there are necessary to understand the works of the ancients; and that the delicacy of fiction enlivens the mind; that famous deeds of history ennoble it and, if read with understanding, aid in maturing one's judgment; that the reading of all the great books is like conversing with the best people of earlier times; it is even studied conversation in which the authors show us only the best of their thoughts; that eloquence has incomparable powers and beauties; that poetry has enchanting delicacy and sweetness; that mathematics has very subtle processes which can serve as much to satisfy the inquiring mind as to aid all the arts and diminish man's labor; that treatises on morals contain very useful teachings and exhortations to virtue; that theology teaches us how to go to heaven; that philosophy teaches us to talk with appearance of truth about things, and to make ourselves admired by the less learned; that law, medicine, and the other sciences bring honors and wealth to those who pursue them; and finally, that it is desirable to have examined all of them, even to the most superstitious and false in order to recognize their real worth and avoid being deceived thereby

If man will not recognize the inequalities around him and voluntarily, through the gospel plan, come to the aid of his brother, he will find that through ‘a democratic process’ he will be forced to come to the aid of his brother. The government will take from the ‘haves’ and give to the ‘have nots.’ Both have lost their freedom. Those who ‘have,’ lost their freedom to give voluntarily of their own free will and in the way they desire. Those who ‘have not,’ lost their freedom because they did not earn what they received. They got ‘something for nothing,’ and they will neither appreciate the gift nor the giver of the gift.

Stories like the ones we read in novels help us understand the human condition,” he said. “They teach us empathy. In that way, they’re more than an escape from the world. They’re an aid for living in the world. For being better, more compassionate people.

the First Salmon Ceremony, in all its beauty, reverberates through all the domes of the world. The feasts of love and gratitude were not just internal emotional expressions but actually aided the upstream passage of the fish by releasing them from predation for a critical time. Laying salmon bones back in the streams returned nutrients to the system. These are ceremonies of practical reverence.

True evangelical faith is of such a nature it cannot lie dormant, but spreads itself out in all kinds of righteousness and fruits of love;
it dies to flesh and blood;
it destroys all lusts and forbidden desires;
it seeks, serves and fears God in its inmost soul (3);
it clothes the naked;
it feeds the hungry;
it comforts the sorrowful; 
it shelters the destitute;
it aids and consoles the sad;
it does good to those who do it harm;
it serves those that harm it;
it prays for those who persecute it;
it teaches, admonishes and judges us with the Word of the Lord;
it seeks those who are lost;
it binds up what is wounded;
it heals the sick;
it saves what is strong (sound);
it becomes all things to all people.
The persecution, suffering and anguish that come to it for the sake of the Lord’s truth have become a glorious joy and comfort to it.

The very decided manner with which he spoke, and strove to impress his wife with the evil consequences of giving me instruction, served to convince me that he was deeply sensible of the truths he was uttering. It gave me the best assurance that I might rely with the utmost confidence on the results which, he said, would flow from teaching me to read. What he most dreaded, that I most desired. What he most loved, that I most hated. That which to him was a great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and a determination to learn. In learning to read, I owe almost as much to the bitter opposition of my master, as to the kindly aid of my mistress. I acknowledge the benefit of both.

They used to teach us that evolution of intelligent beings wasn't possible," she said. "Societies protect their weaker members. Civilizations tend to make wheel chairs and spectacles and hearing aids as soon as they have the tools for them. When a society makes war, the men generally have to pass a fitness test before they're allowed, to risk their lives. I suppose it helps win the war." She smiled. "But it leaves precious little room for the survival of the fittest.

I belong to a culture that includes Proust, Henry James, Tchaikovsky, Cole Porter, Plato, Socrates, Aristotle, Alexander the Great, Michelangelo, Leonardo da Vinci, Christopher Marlowe, Walt Whitman, Herman Melville, Tennessee Williams, Byron, E.M. Forster, Lorca, Auden, Francis Bacon, James Baldwin, Harry Stack Sullivan, John Maynard Keynes, Dag Hammarskjold… These are not invisible men. Poor Bruce. Poor frightened Bruce. Once upon a time you wanted to be a soldier. Bruce, did you know that an openly gay Englishman was as responsible as any man for winning the Second World War? His name was Alan Turing and he cracked the Germans' Enigma code so the Allies knew in advance what the Nazis were going to do — and when the war was over he committed suicide he was so hounded for being gay. Why don't they teach any of this in the schools? If they did, maybe he wouldn't have killed himself and maybe you wouldn't be so terrified of who you are. The only way we'll have real pride is when we demand recognition of a culture that isn't just sexual. It's all there—all through history we've been there; but we have to claim it, and identify who was in it, and articulate what's in our minds and hearts and all our creative contributions to this earth. And until we do that, and until we organize ourselves block by neighborhood by city by state into a united visible community that fights back, we're doomed. That's how I want to be defined: as one of the men who fought the war.

When we encounter a friend who's depressed or afraid, we automatically try to take that distress away and to cheer the person up. While we may be operating with the best of intentions, this Band-Aid approach only reinforces the condition. Unless people experience their pain completely and begin to undrstand it, they will not only fail to overcome it, they'll also lose the opportunity of using it to advance their own growth. Pain can get you somewhere, and that somewhere can be a life-enhancing experience. We all tend to forget that pain can signal change. Alleviating the symptoms of pain in someone, without helping them to get at its underlying source, robs them of an important to for self-exploration. It's also a way of placating that reinforces the person'S need to cave in and succumb to another. This attitude undermines healthy character development and contributes to psychospiritual, moral, and ultimately social decay.

I’ve noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don’t really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers do care and do work very, very hard, the institution is psychopathic — it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that humans and monkeys derive from a common ancestor.

THE Gospel of Christ not only differs from all other systems of religion in the superior excellence of the truths it reveals, but also in the directions it gives for the propagation of its doctrines. Other systems seek to advance themselves by invoking the aid of the secular power, and by forcing men, against their convictions, to accept a theory repugnant to their views. They have thus succeeded in thronging their temples with hypocritical worshippers, bound to tlieir altars through fear and slavish dread. These systems, in order to maintain themselves, find it necessary to proscribe and persecute all who differ from them, either in their articles of belief or mode of worship. But the Gospel of Christ, though it is the infallible truth of God, expressly prohibits a resort to any such measures for its advancement. It not only teaches its adherents to utterly abandon the use of carnal weapons for its propagation, but it also charges them not to proscribe those who may differ in their views or mode of worship. This principle is directly expressed in the text and its connection. The teaching of the Saviour has been violated, however, even by his professed followers; and, in the name of the meek and lowly Jesus, men have gone forth with proscription, oppression, and persecution, to advance their own opinions, and crush out that liberty of thought, and those rights of conscience vouchsafed to man by his Maker, and the free exercise of which is alone compatible with his personal accountability.

In many schools today, the phrase "computer-aided instruction" means making the computer teach the child. One might say the computer is being used to program the child. In my vision, the child programs the computer and, in doing so, both acquires a sense of mastery over a piece of the most modern and powerful technology and establishes an intimate contact with some of the deepest ideas from science, from mathematics, and from the art of intellectual model building.

The hobbit is hallowed for his terrible and grace-filled journey and hollowed out by it. His body seems too small for all that he endures but not so his heart. Fear, fatigue, cold, hunger, and thirst torment him, but he continues out of love. Frodo’s struggle shows that there are, in fact, two quests going on: his to destroy the Ring and the Ring’s to dominate and destroy him. Despite the despair that it causes, which both fills and empties him, the Ring-bearer remains as intent upon saving everyone as Denethor is not. Frodo’s torn heart still beats, and it pushes past terror and hopelessness because of Sam’s blessed aid and his own battered and bleeding will to do so. Both hobbits teach us the great value of redemptive suffering.

I've noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions.

I returned, however, with unabated vigour to my work—a more arduous task than anyone can imagine, who has not felt something like the misery of being charged with the care and direction of a set of mischievous, turbulent rebels, whom his utmost exertions cannot bind to their duty; while, at the same time, he is responsible for their conduct to a higher power, who exacts from him what cannot be achieved without the aid of the superior’s more potent authority; which, either from indolence, or the fear of becoming unpopular with the said rebellious gang, the latter refuses to give. I can conceive few situations more harassing than that wherein, however you may long for success, however you may labour to fulfil your duty, your efforts are baffled and set at nought by those beneath you, and unjustly censured and misjudged by those above.

From this time I was most narrowly watched. If I was in a separate room any considerable length of time, I was sure to be suspected of having a book, and was at once called to give an account of myself. All this, however, was too late. The first step had been taken. Mistress, in teaching me the alphabet, had given me the inch, and no precaution could prevent me from taking the ell. The plan which I adopted, and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street. As many of these as I could, I converted into teachers. With their kindly aid, obtained at different times and in different places, I finally succeeded in learning to read. When I was sent of errands, I always took my book with me, and by going one part of my errand quickly, I found time to get a lesson before my return.

Jesus was stoned, but no rock hit him. He slipped into the crowd and was found later teaching on a hill somewhere. History tells us that he did nothing wrong, and we sacrificed him anyway. The day my father died, I assured him he was headed for heaven, though I had a hard time believing in something that floated so aimlessly through the minds of children. The concept seemed fair and unfair in such equal amounts that it appeared to cancel itself out. I’d never met someone so deserving of eternal bliss, yet from the time I was a child I was taught we all deserve hell. I wondered if heaven existed at all. But I wanted everlasting life to be real for the man who let me lie on his chest on a hammock in the backyard and taught me not to fear thunder. One of the many things my father taught me not to fear. His breaths were labored and aided by machines. He wore a white hospital gown. I remember thinking, “I can’t believe my father’s going to die in a gown.” “Are you afraid?” I asked. “Not at all,” he strained. “I’m going to be with the Lord.” I wished I shared his confidence. For him, it was a priceless thing no one could take. I wished the fear of death was like the fear of a passing storm cloud—something we outgrow with understanding. For men like my dad, I guess it was.

Under the influence of Christian notions of the sinfulness of sex outside of marriage, the U.S. government has required that one-third of its AIDS prevention funds allocated to Africa be squandered on teaching abstinence rather than condom use. It is no exaggeration to say that millions could die as a direct result of this single efflorescence of religious dogmatism.

And it is also immaterial that the intrusion was in aid of law enforcement. Experience should teach us to be most on our guard to protect liberty when the Government’s purposes are beneficent. Men born to freedom are naturally alert to repel invasion of their liberty by evil-minded rulers. The greatest dangers to liberty lurk in insidious encroachment by men of zeal, well meaning but without understanding.

Jungian psychology teaches us that resistance itself is part of the plan. It’s not just something to get over or hate, but our resistance, because it provides something to push up against, helps us grow. It’s not any more helpful to think of resistance as a bad part of our personality than it is to think of anxiety as the enemy. Rather, like anxiety, resistance is an essential aspect of self that, when attended to and worked with effectively, aids our healing process. In other words, by working with resistance, we strengthen our sense of self. It’s all exactly as it’s meant to be; none of it is an accident.

Beware the God who seeks praise. Beware the guru who presumes to teach that which is unfixed and boundless. Beware the healer who sets a price on aid. Beware the lover who would make you a lesser version of yourself. Beware the doctrines that discourage independent thought. Beware any person of faith who doesn’t understand doubt. Filter all things through yourself. Accept only that which sits right with your soul.

I’ve noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don’t really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers do care and do work very, very hard, the institution is psychopathic — it has no conscience.

Success has little to teach us during the second half of life.5 It continues to feel good, but now it is often more an obstacle to maturity than a positive stimulus toward it. Why? How can it be that something that once was healthy for us now is unhealthy? Because the feeling of success that earlier helped positively to ground our sense of self-worth becomes, at a later stage of life, when meaning needs to be grounded in something less ephemeral, more like a narcotic keeping us from health than a medicine aiding our health.

Random House, in the catbird seat, since it gets to recite last, declares in 1966, “The use of like in place of as is universally condemned by teachers and editors, notwithstanding its wide currency, especially in advertising slogans. Do as I say, not as I do does not admit of like instead of as. In an occasional idiomatic phrase, it is somewhat less offensive when substituted for as if (He raced down the street like crazy), but this example is clearly colloquial and not likely to be found in any but the most informal written contexts.” I find this excellent. It even tells who will hurt you if you make a mistake, and it withholds aid and comfort from those friends of cancer and money, those greedy enemies of the language who teach our children to say after school, “Winston tastes good like a cigarette should.

I felt the truth of these words; and I drew from them the certain inference, that if I were so far to forget myself and all the teaching that had ever been instilled into me, as—under any pretext—with any justification—through any temptation—to become the successor of these poor girls, he would one day regard me with the same feeling which now in his mind desecrated their memory.  I did not give utterance to this conviction: it was enough to feel it.  I impressed it on my heart, that it might remain there to serve me as aid in the time of trial.

Plain speaking is necessary in any discussion of religion, for if the freethinker attacks the religious dogmas with hesitation, the orthodox believer assumes that it is with regret that the freethinker would remove the crutch that supports the orthodox. And all religious beliefs are 'crutches' hindering the free locomotive efforts of an advancing humanity. There are no problems related to human progress and happiness in this age which any theology can solve, and which the teachings of freethought cannot do better and without the aid of encumbrances.

Culture guides how we process information. Cultures with a strong oral tradition rely heavily on the brain’s memory and social engagement systems to process new learning. Learning will be more effective if processed using the common cultural learning aids—stories, music, and repetition.

When times are easy and there's plenty to go around, individual species can go it alone. But when conditions are harsh and life is tenuous, it takes a team sworn to reciprocity to keep life going forward. In a world of scarcity, interconnection and mutual aid become critical for survival.

The truth is this: The march of Providence is so slow and our desires so impatient; the work of progress is so immense and our means of aiding it so feeble; the life of humanity is so long, that of the individual so brief, that we often see only the ebb of the advancing wave and are thus discouraged. It is history that teaches us to hope.” —ROBERT E. LEE

Can't we all simmer down a bit? Let the teachers teach, the parents parent, and the kids do the learning. Our children will be fine, just as we were. They will figure it out, just as we did. They don't need every advantage skewed their way and every discomfort fluffed with pillows. I bet they don't even need sandwich dolphins. I am a product of bologna, red Kool-Aid, and home perms, and I turned out okay.

If your teacher is in a private, for-profit school, however, and you withdraw your child, then the owner of the school will quickly feel the effect in his pocket, and the bad teacher will be fired. In a free system the parent, the consumer, is the boss. Tooley found that private-school proprietors constantly monitor their teachers and follow up parents’ complaints. His team visited classrooms in various parts of India and Africa, and found teachers actually teaching in fewer of the government classrooms they visited than in private classrooms – sometimes little more than half as many. Despite having no public funds or aid money, the unrecognised private schools had better facilities such as toilets, electricity and blackboards. Their pupils also got better results, especially in English and mathematics. The

Phaethon asked: “Do you think there is something wrong with the Sophotechs? We are Manorials, father! We let Rhadamanthus control our finances and property, umpire our disputes, teach our children, design our thoughtscapes, and even play matchmaker to find us wives and husbands!” “Son, the Sophotechs may be sufficient to advise the Parliament on laws and rules. Laws are a matter of logic and common sense. Specially designed human-thinking versions, like Rhadamanthus, can tell us how to fulfill our desires and balance our account books. Those are questions of strategy, of efficient allocation of resources and time. But the Sophotechs, they cannot choose our desires for us. They cannot guide our culture, our values, our tastes. That is a question of the spirit.” “Then what would you have us do? Would you change our laws?” “Our mores, not our laws. There are many things which are repugnant, deadly to the spirit, and self-destructive, but which law should not forbid. Addiction, self-delusion, self-destruction, slander, perversion, love of ugliness. How can we discourage such things without the use of force? It was in response to this need that the College of Hortators evolved. Peacefully, by means of boycotts, public protests, denouncements, and shunnings, our society can maintain her sanity against the dangers to our spirit, to our humanity, to which such unboundried liberty, and such potent technology, exposes us.” (...) But Phaethon certainly did not want to hear a lecture, not today. “Why are you telling me all this? What is the point?” “Phaethon, I will let you pass through those doors, and, once through, you will have at your command all the powers and perquisites I myself possess. The point of my story is simple. The paradox of liberty of which you spoke before applies to our entire society. We cannot be free without being free to harm ourselves. Advances in technology can remove physical dangers from our lives, but, when they do, the spiritual dangers increase. By spiritual danger I mean a danger to your integrity, your decency, your sense of life. Against those dangers I warn you; you can be invulnerable, if you choose, because no spiritual danger can conquer you without your own consent. But, once they have your consent, those dangers are all-powerful, because no outside force can come to your aid. Spiritual dangers are always faced alone. It is for this reason that the Silver-Gray School was formed; it is for this reason that we practice the exercise of self-discipline. Once you pass those doors, my son, you will be one of us, and there will be nothing to restrain you from corruption and self-destruction except yourself. “You have a bright and fiery soul, Phaethon, a power to do great things; but I fear you may one day unleash such a tempest of fire that you may consume yourself, and all the world around you.

fasting, with prayer as its companion, is designed to increase spirituality; to foster a spirit of devotion and love of God; to increase faith in the hearts of men, thus assuring divine favor; to encourage humility and contrition of soul; to aid in the acquirement of rightousness; to teach man his nothingness and dependence upon God; and to hasten those who properly comply with the law of fasting along the path to salvation.

This is echoed by King-scott (1996, 295), who warns that unless technology-related issues are integrated into translator-training programmes, there is a real danger that the university teaching of translation may become so remote from practice that it will be marginalized and consequently be widely perceived as irrelevant to the translation task. Tha gap between technological advances and pedagogical practices must be closed.

The sciences need philosophy; philosophy, in turn, needs the sciences. On both sides, certain naive minds, too confident in their own forces and satisfied with ideas entirely too superficial, believed in the universal value of a single method. On both side a severe critique must lead each method back to its just limits, and teach them to ask aid of the other methods and manners of approach which, by their convergence, will permit the mind to embrace the diverse aspects of reality

My descent into delinquency was aided and abetted by the progressive philosophy adopted by the school. No effort was made to impose discipline, which resulted in the triumph of anarchy in the classroom and the survival of the fittest in the playground. In the former, the disruptive elements made it difficult, if not impossible, for teachers to teach and for students to learn. In the latter, the school bully and his coterie of friends ruled the roost, making life miserable for everyone else and making playtime a time of fear. I

I remember once, in talking to Mr. Burne-Jones about modern science, his saying to me, ‘the more materialistic science becomes, the more angels shall I paint: their wings are my protest in favour of the immortality of the soul.’ But these are the intellectual speculations that underlie art. Where in the arts themselves are we to find that breadth of human sympathy which is the condition of all noble work; where in the arts are we to look for what Mazzini would call the social ideas as opposed to the merely personal ideas? By virtue of what claim do I demand for the artist the love and loyalty of the men and women of the world? I think I can answer that. Whatever spiritual message an artist brings to his aid is a matter for his own soul. He may bring judgment like Michael Angelo or peace like Angelico; he may come with mourning like the great Athenian or with mirth like the singer of Sicily; nor is it for us to do aught but accept his teaching, knowing that we cannot smite the bitter lips of Leopardi into laughter or burden with our discontent Goethe’s serene calm. But for warrant of its truth such message must have the flame of eloquence in the lips that speak it, splendour and glory in the vision that is its witness, being justified by one thing only - the flawless beauty and perfect form of its expression: this indeed being the social idea, being the meaning of joy in art. Not laughter where none should laugh, nor the calling of peace where there is no peace; not in painting the subject ever, but the pictorial charm only, the wonder of its colour, the satisfying beauty of its design.

And it is also immaterial that the intrusion was in aid of law enforcement. Experience should teach us to be most on our guard to protect liberty when the Government’s purposes are beneficent. Men born to freedom are naturally alert to repel invasion of their liberty by evil-minded rulers. The greatest dangers to liberty lurk in insidious encroachment by men of zeal, well meaning but without understanding. Olmstead v. United States, 277 U.S. 438 (1928) (Brandeis, J., dissenting), overruled by Katz v. United States, 389 U.S. 347 (1967).

Berkman called no witnesses of his own. Instead, with the aid of an ill-trained interpreter, he began to read his long speech. “Some may wonder why I have declined a legal defense,” Berkman said. “My reasons are twofold. In the first place, I am an anarchist: I do not believe in man-made laws, designed to enslave and oppress humanity. Secondly, an extraordinary phenomenon like an attentat cannot be measured by the narrow standards of legality.” In short, Berkman said, he would explain the deed, and by doing so, society itself would be put on trial. An hour into his presentation, much of which was heard only in mangled English, Judge McClung’s patience came to an end. He ordered Berkman to finish by the rapidly approaching hour of one o’clock. “I can have all the time I want for my defense and will take all the time I need,” Berkman replied. “No, you haven’t,” said the judge. “We’ll teach you different if you think you can dictate to us.” Berkman and his interpreter sputtered on. At 1:10 the judge stopped Berkman and gave the prosecutor the floor. Holding the dagger in his hands, he urged the jury to convict Berkman. The jury didn’t even stir from the box. It immediately pronounced Berkman guilty on all counts. McClung sentenced him to 22 years of confinement.

American cold war culture represented an age of anxiety. The anxiety was so severe that it sought relief in an insistent, assertive optimism. Much of American popular culture aided this quest for apathetic security. The expanding white middle class sought to escape their worries in the burgeoning consumer culture. Driving on the new highway system in gigantic showboat cars to malls and shopping centers that accepted a new form of payment known as credit cards, Americans could forget about Jim Crow, communism, and the possibility of Armageddon. At night in their suburban homes, television allowed middle class families to enjoy light domestic comedies like The Adventures of Ozzie and Harriet, Father Knows Best, and Leave It to Beaver. Somnolently they watched representations of settled family life, stories where lost baseball gloves and dinnertime hijinks represented the only conflicts. In the glow of a new Zenith television, it became easy to believe that the American dream had been fully realized by the sacrifice and hard work of the war generation. American monsters in pop culture came to the aid of this great American sleep. Although a handful of science fiction films made explicit political messages that unsettled an apathetic America, the vast majority of 'creature features' proffered parables of American righteousness and power. These narratives ended, not with world apocalypse, but with a full restoration of a secure, consumer-oriented status quo. Invaders in flying saucers, radioactive mutations, and giant creatures born of the atomic age wreaked havoc but were soon destroyed by brainy teams of civilian scientists in cooperation with the American military. These films encouraged a certain degree of paranoia but also offered quick and easy relief to this anxiety... Such films did not so much teach Americans to 'stop worrying and love the bomb' as to 'keep worrying and love the state.

Happiness, to be sure, can also be generous, but as it opens to the other, the opening tends to be unidirectional. In its generosity, happiness can also be insensitive and self-righteous. Pain borne and shared, not imposed on the other but freely accepted by him, teaches the human his own insufficiency, his own need and, with it, gentleness. It opens him to receive, in empathy, the gift of the other, not in censure but in gratitude and love. The blindness of time, judging in terms of what happens to aid or to hinder, must yield to the wisdom of eternity, which sees, behind time’s pleasures and annoyances, the eternal value of every fragment of what is good, true, beautiful.

Lady Harris's Fool is a cornucopia of sacred images, many of which reveal themselves only after long meditation (and the aid of a magnifying glass). He bursts into midair of existence from behind three swirling rings that issue from and return to his heart. These are the three veils of negativity (Ain, Ain Soph, and Ain Soph Aur)23 that Qabalists teach gave birth to the singularity of creation. His satchel is filled with the entire universe in the form of planetary and zodiacal coins. The Fool is the Holy Spirit itself. The dove, symbol of the Holy Spirit; the butterfly, symbol of transformation; winged globe, symbol of Mercurial air; and the Egyptian vulture-goddess Mauf24 pour from the Holy Grail in the Fool's right hand. Like the Virgin Mary, Maut became impregnated by the spirit (breath) of the wind. “The whole picture,” Crowley tells us, “is a glyph of the creative light.

The fairy tale offers the child hope that someday the kingdom will be his. Since the child cannot settle for less, but does not believe that he can achieve this kingdom on his own, the fairy tale tells him that magic forces will come to his aid. This rekindles hope, which without such fantasy would be extinguished by harsh reality. Since the fairy tale promises the type of triumph the child wishes for, it is psychologically convincing as no "realistic" tale can be. And because it pledges that the kingdom will be his, the child is willing to believe the rest of what the fairy story teaches: that one must leave home to find one's kingdom; that it cannot be gained immediately; that risks must be taken, trials submitted to; that it cannot be done all by oneself, but that one needs helpers; and that to secure their aid, one must meet some of their demands. Just because the ultimate promise coincides with the child's wishes for revenge and a glorious existence, the fairy tale enriches the child's fantasy beyond compare.

Anyone who commits a crime, misrepresents the facts, or tells a lie may put himself in a situation that forces him to deal with cognitive dissonance. Generally, the person is well aware that doing those things is wrong, and therefore bad. Yet he likely doesn’t think of himself as a wrongdoer, or a bad person, so he’s forced to reconcile these conflicting beliefs. In an interrogation situation, the monologue serves as a means of aiding that reconciliation in a way that’s conducive to a confession, because it relieves the person of the mental discomfort that’s caused by the dissonance. The monologue is meant to prevent the person from focusing on the ramifications of the wrongdoing by keeping him in short-term thinking mode. We help him alleviate the pain he’s feeling by giving him a remedy: a convincing argument, strengthened by rationalization, minimization, and socialization, that resolves the conflict. The resolution allows him to acknowledge the bad act, without having to accept the premise that he’s a bad person.

As to the common people, ... one has to be hard with them and see that they do their work and that under the threat of the sword and the law they comply with the observance of piety, just as you chain up wild beasts. All our experience with history should teach us, when we look back, how badly human wisdom is betrayed when it relies on itself. Reason is the greatest enemy that faith has; it never comes to the aid of spiritual things, but -- more frequently than not -- struggles against the divine Word, treating with contempt all that emanates from God. Reason should be destroyed in all Christians. Reason is the Devil's greatest whore; by nature and manner of being she is a noxious whore; she is a prostitute, the Devil's appointed whore; whore eaten by scab and leprosy who ought to be trodden under foot and destroyed, she and her wisdom ... Throw dung in her face to make her ugly. She is and she ought to be drowned in baptism... She would deserve, the wretch, to be banished to the filthiest place in the house, to the closets.

I’m fine! Not hurt at all!” “Horseshit,” said the Angel. “You’re all over blood. There’s a first aid kit beneath your seat, Hot Sauce—” “Really I’m not. It can’t be my blood. It must be someone else’s. Maybe it’s tomato sauce. Who knows? please don’t worry about it.” Not, as Pyrrha would have said, her best effort. But maybe the rising pitch of hysteria in her voice convinced the Angel, because she only said, “I’ll check on you tomorrow. If you start to feel faint or get a fever, let someone know, all right?” “I will. I will. I promise.” The person in the driver’s seat muttered, “I can’t believe this.” “Yes?” said the Angel. “We’re those your dulcet tones making commentary?” “If people knew this was how you spent your time, Aim—” “They should hope to God they spend their own time half so usefully,” said the Angel wrathfully. “Pretending you can bandage bipeds? Teaching snot-nosed kids about particles?” “None of us have snot,” said Nona, deeply offended. Then she thought about it and said more truthfully, “Anyway it’s not Kevin’s fault.

Roosevelt wouldn't interfere even when he found out that Moses was discouraging Negroes from using many of his state parks. Underlying Moses' strikingly strict policing for cleanliness in his parks was, Frances Perkins realized with "shock," deep distaste for the public that was using them. "He doesn't love the people," she was to say. "It used to shock me because he was doing all these things for the welfare of the people... He'd denounce the common people terribly. To him they were lousy, dirty people, throwing bottles all over Jones Beach. 'I'll get them! I'll teach them!' ... He loves the public, but not as people. The public is just The Public. It's a great amorphous mass to him; it needs to be bathed, it needs to be aired, it needs recreation, but not for personal reasons -- just to make it a better public." Now he began taking measures to limit use of his parks. He had restricted the use of state parks by poor and lower-middle-class families in the first place, by limiting access to the parks by rapid transit; he had vetoed the Long Island Rail Road's proposed construction of a branch spur to Jones Beach for this reason. Now he began to limit access by buses; he instructed Shapiro to build the bridges across his new parkways low -- too low for buses to pass. Bus trips therefore had to be made on local roads, making the trips discouragingly long and arduous. For Negroes, whom he considered inherently "dirty," there were further measures. Buses needed permits to enter state parks; buses chartered by Negro groups found it very difficult to obtain permits, particularly to Moses' beloved Jones Beach; most were shunted to parks many miles further out on Long Island. And even in these parks, buses carrying Negro groups were shunted to the furthest reaches of the parking areas. And Negroes were discouraged from using "white" beach areas -- the best beaches -- by a system Shapiro calls "flagging"; the handful of Negro lifeguards [...] were all stationed at distant, least developed beaches. Moses was convinced that Negroes did not like cold water; the temperature at the pool at Jones Beach was deliberately icy to keep Negroes out. When Negro civic groups from the hot New York City slums began to complain about this treatment, Roosevelt ordered an investigation and an aide confirmed that "Bob Moses is seeking to discourage large Negro parties from picnicking at Jones Beach, attempting to divert them to some other of the state parks." Roosevelt gingerly raised the matter with Moses, who denied the charge violently -- and the Governor never raised the matter again.

Jonathan Trumbull, as Governor of Connecticut, in official proclamation: 'The examples of holy men teach us that we should seek Him with fasting and prayer, with penitent confession of our sins, and hope in His mercy through Jesus Christ the Great Redeemer.” Proclamation for a Day of Fasting and Prayer, March 9, 1774' Samuel Chase, while Chief Justice of Maryland,1799 (Runkel v Winemiller) wrote: 'By our form of government, the Christian religion is the established religion...' The Pennsylvania Supreme court held (Updegraph v The Commonwealth), 1824: 'Christianity, general Christianity, is and always has been a part of the common law...not Christianity founded on any particular religious tenets; not Christianity with an established church, but Christianity with liberty of conscience to all men...' In Massachusetts, the Constitution reads: 'Any every denomination of Christians, demeaning themselves peaceably, and as good subjects of the commonwealth, shall be equally under the protection of the law: and no subordination of any one sect or denomination to another shall ever be established by law.' Samuel Adams, as Governor of Massachusetts in a Proclamation for a Day of Fasting and Prayer, 1793: 'we may with one heart and voice humbly implore His gracious and free pardon through Jesus Christ, supplicating His Divine aid . . . [and] above all to cause the religion of Jesus Christ, in its true spirit, to spread far and wide till the whole earth shall be filled with His glory.' Judge Nathaniel Freeman, 1802. Instructed Massachusetts Grand Juries as follows: "The laws of the Christian system, as embraced by the Bible, must be respected as of high authority in all our courts... . [Our government] originating in the voluntary compact of a people who in that very instrument profess the Christian religion, it may be considered, not as republic Rome was, a Pagan, but a Christian republic." Josiah Bartlett, Governor of New Hampshire, in an official proclamation, urged: 'to confess before God their aggravated transgressions and to implore His pardon and forgiveness through the merits and mediation of Jesus Christ . . . [t]hat the knowledge of the Gospel of Jesus Christ may be made known to all nations, pure and undefiled religion universally prevail, and the earth be fill with the glory of the Lord.' Chief Justice James Kent of New York, held in 1811 (People v Ruggles): '...whatever strikes at the root of Christianity tends manifestly to the dissolution of civil government... We are a Christian people, and the morality of the country is deeply engrafted upon Christianity... Christianity in its enlarged sense, as a religion revealed and taught in the Bible, is part and parcel of the law of the land...

Yes, there is a human nature and that human nature is build for love and contact. It is build for connection, it is build for mutual protection, it is build for mutual aid. And when we rear people in base of all society on the lines that transgress those needs, we're gonna get exactly what we have today. Which is a society which is increasingly conflicted, increasingly fractured, increasingly disconnected and where human pathology is, despite all the advances of medicine, chronic human pathology is on the rise. Western medicine does not recognize that the pathologies are manifestations of our life, that diseases don't have a life of their own, that diseases express the life of the individual. And if that individual's life is changed, so can the disease in many, many cases. And furthermore, that human beings have an innate healing capacity. There is a healing capacity in all living beings, plant or animal. And along with the wonders and contributions of Western medicine we could do so much more if we actually respected and evoked and encouraged that healing capacity that is within the individual, which is very much connected to the emergence of the true self. Now, for that, you need the truth. That means, we actually have to look at what is going on. And there is so much denial in this society. My own profession is a prime example. The average doctor does not hear the information I gave you about asthma. They couldn't explain it, even though the physiology is straightforward. For all the trauma in this society, the average physician does not hear the word "trauma" in all their years of training. Not that they don't get a lecture, not that they don't get a course, they don't even hear the word, except in the physical sense, physical trauma. Teachers are not taught that the human child's brain is still developing and that the conditions for healthy brain development is the presence of nurturing and responsive adults. And that schools are not knowledge factories, they are places where human development needs to be nurtured. That's a very different proposition for an educational system. And the courts don't get it. The courts think that if a human is behaving badly, it is a choice they're making, therefore they need to be punished. For some strange reason, certain minority groups have to be punished more than the average, like in my country 5% of the population is native, and they are 25% of the jail population now. And of course when we ask the question if the science is straightforward — as I believe it to be — and the conclusions are as clear as I believe them to be, why don't we just embrace it and follow it and do something about it? Well.. the reason for that is obvious, because if everything I just said happens to be true, which I firmly believe to be true, and if it is.. everything would have to change. How we teach parents would have to change, how we treat family would have to change, how we support young parents would have to change, how we pass laws, how we educate people, how we run the economy. We have to do something different. Getting to that something different has to begin with an inquiry and I hope I've said enough to encourage you to continue on that path of inquiry.

How the temptation to sin always aids our progress. You should know that the impulse to sin always brings great benefit for someone who is righteous. Now listen to this. Imagine two individuals, one of whom is the type of person who experiences little or no temptation while the other is the type who is much troubled by temptation. The mere presence of certain things rouses their outer self so that they are moved to anger, to vanity or to sensuality, according to the nature of the stimulus. But with their higher powers they remain steadfast and unmoved, and determined not to give in to their weakness, whether it be losing their temper or any other sin, and they strongly resist it. Perhaps it is a question of a weakness which is rooted in their own nature, just as certain people are irascible or vain or whatever but do not wish to commit the sin. These are far worthier of praise and deserving of a far greater reward, and are far nobler than the first type, for the perfection of virtue is born in struggle, as St Paul says: ‘virtue is perfected in weakness’ (2 Cor. 12:9). It is not being tempted to sin which is sinful, but consenting to sin; it is wanting to lose your temper which is sinful. In fact, if someone who is in the right state of mind had the power to make the temptation to sin go away, then they would not exercise that power, for without temptation we would be untried in all things and in all that we do, unaware of the dangers of things, and without the honour of battle, victory and reward. The assault and stimulation of vice bring virtue and our struggle’s reward. Temptation makes us work harder in the practice of virtue, and it drives us forcefully into the arms of virtue and is a sharp lash which teaches us vigilance and virtue; for the weaker someone is, the more they should arm themselves with strength and victory, since virtue, like vice, is a matter of the will.

Jung’s remarks about how in North Africa he “felt cast back many centuries to an infinitely more naïve world of adolescents who were preparing, with the aid of a slender knowledge of the Koran, to emerge from their original state of twilight consciousness” may seem politically incorrect from our oversensitive perspective, but they highlight the core insight of the trip. Although Jung knew a great deal about mythology and mythological thinking, his own thinking was decidedly Western and rational—he described himself as a “thorough Westerner”26—and in many ways, Jung was a typical “left-brainer,” with his detestation of “fantasy,” his formality and punctuality, his precision and need to be “scientific.” In his travels in North Africa, and later Taos and Central Africa, Jung was looking for signs of a consciousness not as differentiated from the unconscious matrix—what in the Seven Sermons he called “the Pleroma”—as ours, with its sharp distinction between conscious and unconscious. What Jung found in places such as Tunis, Sousse, Sfax, and the oasis city of Tozeur was a completely different sense of time. Coming from the land of cuckoo clocks and appointment books, this must have been a shock. Jung had entered a “dream of a static, age-old existence,” a kind of perpetual now, a condition associated with the right brain, which lacks a sense of time; there was none of the incessant activity that characterized even a relatively small city like Zürich. Jung enjoyed the contrast, which gave him an opportunity to entertain criticisms of modernity, a practice that would become something of a habit in later years, but he also felt this timelessness was threatened. Thinking of his pocket watch, “the symbol of Europe’s accelerated tempo,” Jung worried that the “god of time” and its demon, progress, would soon “chop into bits and pieces”—hours, minutes, seconds—the “duration” he sensed here and which was the “closest thing to eternity.

THE INSTRUCTION OF PTAHHOTEP Part IV If you are mighty, gain respect through knowledge And through gentleness of speech. Don’t command except as is fitting, He who provokes gets into trouble. Don't be haughty, lest you be humbled, Don’t be mute, lest you be chided. When you answer one who is fuming, Avert your face, control yourself. The flame of the hot-heart sweeps across. He who steps gently, his path is paved. He who frets all day has no happy moment, He who’s gay all day can’t keep house. Don’t oppose a great man’s action. Don’t vex the heart of one who is burdened; If he gets angry at him who foils him, The ka will part from him who loves him. Yet he is the provider along with the god, What he wishes should be done for him. When he turns his face back to you after raging, There will be peace from his ka; As ill will comes from opposition,. So goodwill increases love. Teach the great what is useful to him, Be his aid before the people; If you Set his knowledge impress his lord, Your sustenance will come from his ka As the favorite's belly is filled. So your back will be clothed by it, And his help will be there sustain you. For your superior whom you love And who lives by it, He in turn will give you good support. Thus will love of you endure In the belly of those who love you, He is a ka who loves to listen. If you are a magistrate of standing. Commissioned to satisfy the many, Hew a straight line, When you speak don't lean to one side. Beware lest one complain: “Judges, he distorts the matter!” And your deed turns into a judgment (of you). If you are angered by misdeed. Lean toward a man account of his rightness; Pass it over, don’t recall it, Since he was silent to you the first day If you are great after having been humble, Have gained wealth after having been poor In the past, in a town which you know, Knowing your former condition. Do not put trust in your wealth, Which came to you as gift of god; So that you will not fall behind one like you, To whom the same has happened, Bend your back to your superior, Your overseer from the palace; Then your house will endure in its wealth. Your rewards in their right place. Wretched is he who opposes a superior, One lives as long as he is mild, Baring the arm does not hurt it Do not plunder a neighbor’s house, Do not steal the goods of one near you, Lest he denounce you before you are heard A quarreler is a mindless person, If he is known as an aggressor The hostile man will have trouble in the neighborhood. This maxim is an injunction against illicit sexual intercourse. It is very obscure and has been omitted here. If you probe the character of a friend, Don’t inquire, but approach him, Deal with him alone, So as not to suffer from his manner. Dispute with him after a time, Test his heart in conversation; If what he has seen escapes him, If he does a thing that annoys you, Be yet friendly with him, don’t attack; Be restrained, don’t let fly, Don’t answer with hostility, Neither part from him nor attack him; His time does not fail to come, One does not escape what is fated Be generous as long as you live, What leaves the storehouse does not return; It is the food to be shared which is coveted. One whose belly is empty is an accuser; One deprived becomes an opponent, Don’t have him for a neighbor. Kindness is a man’s memorial For the years after the function.

Father will bury us with both hands. He boasts of me to his so-called friends, telling them I’m the next queen of this kingdom. I don’t think he’s ever paid so much attention to me before, and even now, it is minuscule, not for my own benefit. He pretends to love me now because of another, because of Tibe. Only when someone else sees worth in me does he condescend to do the same. Because of her father, she dreamed of a Queenstrial she did not win, of being cast aside and returned to the old estate. Once there, she was made to sleep in the family tomb, beside the still, bare body of her uncle. When the corpse twitched, hands reaching for her throat, she would wake, drenched in sweat, unable to sleep for the rest of the night. Julian and Sara think me weak, fragile, a porcelain doll who will shatter if touched, she wrote. Worst of all, I’m beginning to believe them. Am I really so frail? So useless? Surely I can be of some help somehow, if Julian would only ask? Are Jessamine’s lessons the best I can do? What am I becoming in this place? I doubt I even remember how to replace a lightbulb. I am not someone I recognize. Is this what growing up means? Because of Julian, she dreamed of being in a beautiful room. But every door was locked, every window shut, with nothing and no one to keep her company. Not even books. Nothing to upset her. And always, the room would become a birdcage with gilded bars. It would shrink and shrink until it cut her skin, waking her up. I am not the monster the gossips think me to be. I’ve done nothing, manipulated no one. I haven’t even attempted to use my ability in months, since Julian has no more time to teach me. But they don’t believe that. I see how they look at me, even the whispers of House Merandus. Even Elara. I have not heard her in my head since the banquet, when her sneers drove me to Tibe. Perhaps that taught her better than to meddle. Or maybe she is afraid of looking into my eyes and hearing my voice, as if I’m some kind of match for her razored whispers. I am not, of course. I am hopelessly undefended against people like her. Perhaps I should thank whoever started the rumor. It keeps predators like her from making me prey. Because of Elara, she dreamed of ice-blue eyes following her every move, watching as she donned a crown. People bowed under her gaze and sneered when she turned away, plotting against their newly made queen. They feared her and hated her in equal measure, each one a wolf waiting for her to be revealed as a lamb. She sang in the dream, a wordless song that did nothing but double their bloodlust. Sometimes they killed her, sometimes they ignored her, sometimes they put her in a cell. All three wrenched her from sleep. Today Tibe said he loves me, that he wants to marry me. I do not believe him. Why would he want such a thing? I am no one of consequence. No great beauty or intellect, no strength or power to aid his reign. I bring nothing to him but worry and weight. He needs someone strong at his side, a person who laughs at the gossips and overcomes her own doubts. Tibe is as weak as I am, a lonely boy without a path of his own. I will only make things worse. I will only bring him pain. How can I do that? Because of Tibe, she dreamed of leaving court for good. Like Julian wanted to do, to keep Sara from staying behind. The locations varied with the changing nights. She ran to Delphie or Harbor Bay or Piedmont or even the Lakelands, each one painted in shades of black and gray. Shadow cities to swallow her up and hide her from the prince and the crown he offered. But they frightened her too. And they were always empty, even of ghosts. In these dreams, she ended up alone. From these dreams, she woke quietly, in the morning, with dried tears and an aching heart.

wasn’t kind, life didn’t work.   The hero noticed that whenever he gave something or someone his full attention, love flowed, and then he was happy and others were happy.   The hero noticed that love is receptive and patient, and when he was receptive and patient, others loved him and came to his aid.   The hero noticed that when he did what he loved doing, he was happy and he became better at it easily.   The hero noticed that when he was loving and happy, others were attracted to him and wanted to be around him and be good to him.   The hero noticed that when he behaved lovingly, he was happy, and when he didn’t behave lovingly, he wasn’t happy.   The hero noticed that when he forgave others, he stopped suffering and was able to move on and love again.   The hero also noticed that when he forgave himself, he was able to move on and love himself again.   The hero noticed that giving love felt better than receiving it.   The hero noticed that he could choose to love anyone or anything, and then love would flow from him. He learned there was a fountain of love available within himself, which never went dry. And so he realized that feeling loving and therefore feeling happy was always in his power.

Buddha, Confucius, or Socrates can bring us good teaching, moral excellence, and religious philosophy. For this they may be commended as rendering help and aid to humanity. But Jesus Christ is different: He brings us Himself as our Life.

Although the making of a religion of one’s own can be satisfying, it can progress further and faster with the aid of the spiritual traditions. Your own spiritual path risks being too personal and limited. What resources do you have compared to the traditions that have thought of things you will never consider? They have refined ideas and images and teachings and moral guidelines expressed in elegant and inspiring ways. They have produced spiritual beauty of a kind no single person could ever create. Read Emerson’s journals and you find that he was reading Hafiz for months, and Thoreau’s homespun spiritual insights come wrapped in references from the Western and Eastern traditions.

Tradition as a Resource Although the making of a religion of one’s own can be satisfying, it can progress further and faster with the aid of the spiritual traditions. Your own spiritual path risks being too personal and limited. What resources do you have compared to the traditions that have thought of things you will never consider? They have refined ideas and images and teachings and moral guidelines expressed in elegant and inspiring ways. They have produced spiritual beauty of a kind no single person could ever create. Read Emerson’s journals and you find that he was reading Hafiz for months, and Thoreau’s homespun spiritual insights come wrapped in references from the Western and Eastern traditions.

To teach our children is a personal duty; we cannot delegate it to Sunday School Teachers, or other friendly aids, these can assist us, but cannot deliver us from the sacred obligation;

For as the devil bitterly hates this leaf and the word of God, so does he also those who teach and hear it, and he persecutes such, aided by all the powers of the world.

Today, community service is sometimes used as a patch to cover over inarticulateness about the inner life. Not long ago, I asked the head of a prestigious prep school how her institution teaches its students about character. She answered by telling me how many hours of community service the students do. That is to say, when I asked her about something internal, she answered by talking about something external. Her assumption seemed to be that if you go off and tutor poor children, that makes you a good person yourself. And so it goes. Many people today have deep moral and altruistic yearnings, but, lacking a moral vocabulary, they tend to convert moral questions into resource allocation questions. How can I serve the greatest number? How can I have impact? Or, worst of all: How can I use my beautiful self to help out those less fortunate than I? The atmosphere at Hull House was quite different. The people who organized the place had a specific theory about how to build character, equally for those serving the poor and for the poor themselves. Addams, like many of her contemporaries, dedicated her life to serving the needy, while being deeply suspicious of compassion. She was suspicious of its shapelessness, the way compassionate people tended to ooze out sentiment on the poor to no practical effect. She also rejected the self-regarding taint of the emotion, which allowed the rich to feel good about themselves because they were doing community service. “Benevolence is the twin of pride,” Nathaniel Hawthorne had written. Addams had no tolerance for any pose that might put the server above those being served. As with all successful aid organizations, she wanted her workers

He needed to focus. They were going to the range today and he couldn’t be thinking about her like this if he was trying to teach her how to shoot. “Where’s your IFAK?” Emily frowned. Reza almost laughed at the expression on her face. She was priceless. “My what?” He kept forgetting she didn’t speak the language. “Your first aid kit? Where is it?” He pulled his thoughts back from the brink of inappropriateness as she leaned forward on her knees. “Do you have any idea what you’re looking for?” he asked, his voice rough. She looked back over her shoulder and Reza’s entire body tightened. She had no fucking idea how sexy she was at that moment, army uniform and all. She knelt in front of him, pushing up on her knees with a frustrated sound. “I have no idea.” His gaze dropped to her lips, parted in frustration. She was there, just there. And Reza surrendered to the temptation. He leaned in. Slowly, so that she could back away if she wanted to. Slowly, so as not to frighten her off. Slowly, until his top lip brushed hers. A gentle nudge. A hesitant question. And her soft, yielding answer as her bottom lip opened, just a little, just enough as she leaned in, opening to his touch. He’d done stupid things in his life before and he would do stupid things again. Of that much he was certain. But his brain didn’t register the movement as stupid.

Theology is not superior to the Gospel. It exists to aid the preaching of salvation. Its business is to make the essential facts and principles of Christianity so simple and clear, so adequate and mighty, that all who preach or teach the Gospel, both ministers and laymen, can draw on its stores and deliver a complete and unclouded Christian message.

And I was cooking for three, and teaching, and taking care of a man who’d just collapsed in my house; learning to cook like June Cleaver didn’t exactly seem an option.

March 2 MORNING “But all the Israelites went down to the Philistines, to sharpen every man his share, and his coulter, and his ax, and his mattock.” — 1 Samuel 13:20 WE are engaged in a great war with the Philistines of evil. Every weapon within our reach must be used. Preaching, teaching, praying, giving, all must be brought into action, and talents which have been thought too mean for service, must now be employed. Coulter, and axe, and mattock, may all be useful in slaying Philistines; rough tools may deal hard blows, and killing need not be elegantly done, so long as it is done effectually. Each moment of time, in season or out of season; each fragment of ability, educated or untutored; each opportunity, favourable or unfavourable, must be used, for our foes are many and our force but slender. Most of our tools want sharpening; we need quickness of perception, tact, energy, promptness, in a word, complete adaptation for the Lord’s work. Practical common sense is a very scarce thing among the conductors of Christian enterprises. We might learn from our enemies if we would, and so make the Philistines sharpen our weapons. This morning let us note enough to sharpen our zeal during this day by the aid of the Holy Spirit. See the energy of the Papists, how they compass sea and land to make one proselyte, are they to monopolize all the earnestness? Mark the heathen devotees, what tortures they endure in the service of their idols! are they alone to exhibit patience and self-sacrifice? Observe the prince of darkness, how persevering in his endeavours, how unabashed in his attempts, how daring in his plans, how thoughtful in his plots, how energetic in all! The devils are united as one man in their infamous rebellion, while we believers in Jesus are divided in our service of God, and scarcely ever work with unanimity. O that from Satan’s infernal industry we may learn to go about like good Samaritans, seeking whom we may bless!

[…] Under such auspices, in 1835, he went to Canaan Academy, at Canaan, New Hampshire, Rev. William Scales, principal; he was kindly received into the family of George Kimball, Esq. There he first met Miss Julia Williams, formerly a pupil of Miss Prudence Crandall, Canterbury, Connecticut, who was imprisoned for teaching colored girls; Miss Williams subsequently became his wife. Among the pupils at the Academy were his old schoolmates, Alexander Crummell and Thomas S. Sydney. They joyfully entered upon their studies, penetrated with the hopes of a race to whom the higher branches of human learning had hitherto been a sealed book. But the spirit of caste, which we have already spoken of, as being, in the rural districts, still stronger against the education of colored youth than in the cities, soon concentrated its malign influence upon this Academy. In August of the same year (1835) a mob assembled in Canaan, and with the aid of ninety-five yoke of oxen and two days’ hard labor, finally succeeded in removing the Academy from its site and afterwards they destroyed it by fire. The same mob surrounded the house of Mr Kimball and fired shot into the room occupied by Garnet: to add to the mean atrocity of the act, he was at that time, in consequence of increasing lameness, obliged to use a crutch in walking, and was confined to his room by a fever. But neither sickness, nor infirmity, nor the howling of the mob could subdue his fiery spirit; he spent most of the day in casting bullets in anticipation of the attack, and when the mob finally came he replied to their fire with a double-barrelled shot-gun, blazing from his window, and soon drove the cowards away. Henry Highland Garnet, A memorial discourse; delivered in the hall of the House of Representatives, Washington City, D.C. on Sabbath, February 12, 1865. With an introduction by James McCune Smith, M.D. (Philadelphia: Joseph M. Wilson, 1865), pp 29-30 [The quote is from Smith's biographical sketch of Garnet]

Francine’s face. “We don’t really use the word ‘teaching’,” she said, using her fingers to form quotation marks. “We train NGO leaders to better manage their organizations.” “Right,” I said, although still not certain how “teaching” was different from “training”. Maybe I wasn’t so smart, after all. “We facilitate staff to be better project managers, financial managers, better people managers.” Francine leaned into the desk to emphasize the word “facilitate”. “And we facilitate organizations to develop long-term strategies, to create sound work plans, and to evaluate their programs. Among other things, of course. So our role is that of a facilitator, not a teacher, as such.” I’d never heard the word “facilitate” used so many times in the same breath. Back then, I had no idea how many times I, myself, would breathlessly use that word during my work in Africa.

Zach is part of an exploding movement of social entrepreneurs who offer new approaches to supporting women in the developing world. Aid workers function in the context of an aid bureaucracy, while social entrepreneurs create their own context by starting a new organization, company, or movement to address a social problem in a creative way. Social entrepreneurs tend not to have the traditional liberal suspicion of capitalism, and many charge for services and use a business model to achieve sustainability. Social entrepreneurs are not content just to give a fish or teach how to fish. They will not rest until they have revolutionized the fishing industry.

and at as after an add act adjective answer ask am animal ant ax Africa Medial that can had back last has than man hand plant began stand black happen fast apple /a/ LONG A, OPEN SYLLABLE RULE Initial able acre agent apron Asia apex April Medial paper lady baby radio crazy labor lazy flavor tomato navy station basic label equator relation vapor enable volcano vibration basis hazy potato ladle vacation tablecloth table /a/ LONG A, FINAL E RULE Initial ate age ache ale ape ace Medial make made face same came state late tale place name wave space gave base plane game shape baseball spaceship racetrack shapeless cake /a/ LONG A, AI DIGRAPH Initial aim aid ailment ail Medial rain train wait tail chain jail mail pain sail strait afraid brain claim detail explain fail gain main obtain paid remain wait plain laid faint grain rail nail See also List 7, Suggested Phonics Teaching Order; List 8, Phonics Research Basis. // LONG A, AY DIGRAPH Medial always mayor layer maybe gayly haystack wayside payment rayon jaywalk player daylight Final day say away play may today pay gray bay stay birthday highway repay anyway way pray lay gay hay crayon

FOREWORD When Commander Perry opened up to the occidental world that shut-tight little island Kingdom, Japan, he did more than merely contact for our manufacturers a people who bought "Nifty Clothes," with two pair of pants. He gave us an insight into a world that was thoroughly organized and civilized long before Columbus discovered West where the East should have been. The Japanese learned much from the so-called civilized world, -but they taught us something we could never have learned from intercourse with any other nation. They gave our governmental forces of law and order a weapon that aided materially in the suppression of disorderly elements throughout our great cities. It took time, of course, to break down the prejudices that our early enforcement officers, in common with our then wild and wooly population, had against anything that was foreign. But when the great police forces of our largest metropolises realized that guns and billies alone would not be proof against big, burly lawbreakers, and that to instil respect in the hearts of "bruisers" they needed something other than armaments—pistols that could not be drawn fast enough,—they then discovered the wonder of Jiu-jitsu. They found that the wily little brown man depended on brain instead of brawn and that he had developed a Science and an Art that utilized another's strength to his own undoing. Strangely enough it was the layman who first appreciated the potential value of Jiu-jitsu. For many years before the Police Forces of our cities put a study of this Science into the training of every rookie policeman, there were physical culture experts in America who advocated the use of it by everyone who had any respect for physical prowess but who found the spirit more willing than the flesh. They showed that it needed no possession of unusual strength to overcome an opponent that depended entirely on his bulk and ferocious appearance to cow the meeker ones of the earth into submission. The Japanese, by the very fact of their small stature, are compelled to place more emphasis on strategy than on force. Thus they have thoroughly developed Jiu-jitsu and there is barely a saffron-hued tot in Japan that doesn't know something about the "Gentle-Art" as it is known. President Masaryk of Czechoslovakia, one of the world's greatest educators, who, together with millions of his enlightened and progressive countrymen, is a firm believer in "a strong mind in a strong body," sought to teach every schoolboy in his country some knowledge of the wisest of all physical sciences. While it does not itself develop and build muscle, it is an invaluable aid to the sensible use of the body. It is a form of wrestling that combines the cunning of the fox with the lithe grace and agility of the panther. It sharpens the brain and quickens the nerve centers. The man or woman who has self-respect must not sit by and permit our people to become a nation of spectators watching athletic specialists perform, while we become obese and ungainly applauders. Jiu-jitsu gives the man, woman and child, denied by nature a great frame, the opportunity to walk without fear, to resist successfully the bullies of their particular world, and the self-confidence which only a "well-armed" athlete can have. By its use, differences in weight, height and reach are practically wiped out, so that he who knows, may smilingly face superior odds and conquer.

This story teaches us the potency of Holy Mass and the guilt of despising it. It ought to inspire us with the firmest confidence so that we may follow the injunction of St. Paul: "Let us go, therefore, with confidence to the throne of grace that we may obtain mercy, and find grace in seasonable aid." (Heb. 4:16) What is the throne of grace which the Apostle exhorts us to approach? It is the sacred altar whereon the Lamb of God is immolated, whereon He gives His Life for us that we may find grace and mercy. We ought to go daily to this throne of grace to implore help in our necessity. We ought to go with devotion, reverence and confidence, for it is a throne of grace, not of vengeance; a throne of mercy, not of justice; a throne where we shall find aid and shall meet with no rebuff.

It’s much easier to have a Bring a Friend Day at church than it is to have a Be the Church Day. One involves inviting friends to come inside of a church so that the worship minister and teaching pastor can lead them to Jesus. The other involves people taking their own lives into the streets and neighborhoods to become living sacrifices or, as many say now, to become the hands and feet of Jesus.

Numerous comments I faced included being told: “You smell like a fish. Didn’t your mother teach you to wash down there?” “You’re dumber than a bag of rocks” “Your name is AIDS Mandick. Do you like to suck dick?” “You ain’t got no backbone” “Do you even have any friends?” “You think you’re better than everyone” (due to my good grades) “You have it easy” (apparently war survivors qualify as having easy lives) And “Bitch I’mma fuck you up”. I also faced discrimination from people because they automatically assumed that all immigrants must have an accent. I did not have an accent because I came to America at the age of 7.

no one has hurt the Athenian Empire more than the malicious Mytilenians, he says, they are deliberately aggressive, have aided the enemy, and would happily kill every one of us if they could.

Karma isn’t a punishment, it’s a teaching aid. The idea behind reincarnation is that for most of us one lifetime isn’t enough to learn all the spiritual lessons we’re signed up for. Karma gives us a chance to retake the classes we flunk. If we mess things up in one lifetime, we’re allowed to come back and experience a similar situation—maybe from another angle—so we can learn the lessons we didn’t get the first time.

Our fourth chakra is our heart chakra that gives pure love, compassion, good parent quality, self-confidence and detachment. Our spirit is most importantly in our heart, and the spirit is nothing but love. Its ruling planet is Venus, which represents the signs of Taurus and Libra as love, beauty, art and rule. A Venus which works well creates harmony and beauty wherever it is. It makes you feel nice to people. Strong Venus in a birth chart adds significant beauty to a male. The uniqueness stretches out from a person's inner nature and focuses on a person's behavior and attitude. Benevolence and sweetness encourage us to create positive emotions in people and help us transform them. When our heart opens, we become more connected with our subconscious. The spirit of pure love that is ignited in our heart naturally extends to our surroundings and also sparks similar emotions among the people around us. •       The Vishuddhi is called the fifth Chakra. This chakra located in our throat area helps us to feel that we are part and parcel of the whole. When this chakra is open we feel that we are a part of the whole. When this chakra is open, we experience the sensation of being one with the universe, with nature and with other humans. Saturn is the ruling planet for that center of energy. Saturn also rules the Capricorn and Aquarius signs. In our birth chart difficult aspects of Saturn make us feel lonely in life. Saturn is something of a disciplined teacher. Saturn's position in our birth chart offers us life field checks and lets us develop our shortcomings. It reveals the human character parts which need to be completed. It sometimes limits, creates hurdles and makes initiatives useless. Saturn is doing this so we are learning the lesson it is trying to teach. Once we learn our limitations and discover them, Saturn gives us stability, robustness and detachment. The fifth chakra also governs the ability within us to discern between right and wrong. During moments that Saturn is questioning us, with the aid of this chakra, we will use our power of judgment to realize what is right and wrong. This center of energy also gives us a state of witness. This allows us to enjoy life while playing our role and as a drama experience all the tragedy and difficulties. In this game the earth, the whole universe and planets play a role and put it on stage. Saturn creates a pessimistic personality when functioning badly, who cannot see the good things in life and feels sorry for himself.

By 1920, he was living back home with his parents while pursuing a degree at Michigan State Agricultural College.5 Specializing in chicken breeding, he proved to be so proficient that, immediately after his graduation, he received a summer school appointment as “instructor in poultry husbandry for federal students”—young veterans attending college with governmental aid.6 In addition to his academic work, the religiously committed Huyck was active in the Student Volunteer Movement, a campaign begun in 1886 to enlist college students for missionary work abroad with the ultimate goal of bringing about (as its watchword put it) “the evangelization of the world in this generation.”7 In April 1922, just prior to his graduation from Michigan State Agricultural College and three months shy of his twenty-eighth birthday, Emory accepted the position of superintendent of the Bath Consolidated School at an annual salary of $2,300. Eight months later, two days after Christmas, Emory married Ethel Newcomb of Pierson, Michigan, six years his senior; she would also join the faculty at the newly built school, teaching “vocal music” and second grade.8

Huyck proved to be an outstanding administrator and, despite his lack of experience, quickly achieved one of the board’s top priorities. By ensuring that the teachers, curriculum, and classroom offerings met the necessary educational standards, he earned official accreditation for the school, a certification that made it eligible for federal and state financial aid.9 Along with his academic duties, he made time to coach the school’s poultry-judging team, which—as the local press proudly noted—“won over six other teams from high schools in larger towns in a recent contest.”10 At the annual meeting of the Michigan State Teachers’ Association in November 1923, Emory was chosen as a delegate to the general assembly and helped draft a resolution calling for the strict enforcement of the Volstead Act—formally known as the National Prohibition Act—“not only to prevent production and consumption of alcoholic liquors, but also to teach the children respect for the law.”11 He was also a member of both the Masons, “the most prestigious fraternal organization in Bath’s highly Protestant community,”12 and the Stockman Grange, at whose annual meeting in January 1924 he served as toastmaster and delivered a well-received talk on “The Bean Plant and Its Relation to Life.”13 Perhaps unsurprisingly for a man with his military training, Huyck was something of a disciplinarian, demanding strict standards of conduct from both the pupils and staff. “At day’s end,” writes one historian, “students were required to march from the building to the tune of martial music played on the piano. During the day, students tiptoed in the halls.” When a pair of high-spirited teenaged girls “greeted their barely older teachers with a jaunty ‘Well, hello gals,’” they were immediately sent to the superintendent, who imposed a “penalty [of] individual conferences with those teachers and apologies to them.”14

No one claiming to be a Christian would, one hopes, dispute the fact that as individuals we must submit ourselves to the rule of Christ the King, but very few Christians, Catholics included, understand, let alone uphold, the Social Kingship of Our Lord Jesus Christ. His social kingship can be implemented fully only when Church and state are united. The separation of Church and State was condemned unequivocally by the Roman Pontiffs until the Second Vatican Council. The Church's teaching is that the State has an obligation to render public worship to God in accord with the liturgy of the true Church, the Catholic Church, to uphold its teachings, and to aid the Church in the carrying out of her functions. The State does not have the right to remain neutral regarding religion, much less to pursue a secular approach in its policies. A secular approach is by that very fact an anti-God and an anti-Christ apprach.

And we have to remember,” she said, “Martin suffers from a handicap. We have to make allowances.” The handicap to which Mrs. Högfors referred was deafness. Martin was hearing-impaired, and had been so since puppyhood. Ulf had first discovered this when taking Martin, as a young dog, for a walk in the park near his flat. Two troublesome youths, who had been setting off firecrackers, tossed one so that it landed immediately behind Martin. The resulting explosion had no effect on Martin, who sauntered on unperturbed. Ulf had been surprised by this, given the sensitivity of most dogs to fireworks, and had arranged for Martin to be examined by the local vet. Ulf’s suspicions were confirmed: Martin was unable to hear anything, even with the temporary assistance of a special canine hearing aid that the vet inserted in his ear. “There’s not much we can do,” said the vet. “You’re going to have to watch him on the roads. He won’t hear cars, you know.” That was a danger, of course, but Ulf found it possible to avoid the more serious consequences of Martin’s deafness by remembering that for a dog, smell is more than capable of compensating for lack of hearing. So, rather than call Martin for his dinner—as most dog owners would do—he would open a can of dog food and then blow across the open top, wafting the smell off to Martin’s attentive nose. Similarly, when it was time for Martin to be taken for a walk, Ulf would wave his leash about in the air, allowing Martin to catch a whiff of the leather and to come bounding up for the outing. These techniques had worked well enough, but then a chance remark by the vet had led Ulf to adopt a whole new approach to Martin’s handicap. “It’s a pity,” said the vet, “that nobody’s ever thought of teaching dogs to lip-read.

Once he left prison, Malcolm became a minister in the Nation of Islam, gathering fame as a clear and forceful voice for African American communities beaten down by the poverty and violence nurtured in racial prejudice. His profuse stream of public speeches masked a disciplined inwardness, a constant struggle to see things as they were and to commit himself accordingly. So over time he came to reject the anti-white teachings of the Nation and underwent a second conversion to the broader humanism of orthodox Islam. The culmination of the second conversion was a pilgrimage to Mecca, where he saw the stone house at the center of the Great Mosque: “It was being circulated by thousands upon thousands of praying pilgrims, both sexes, and every size, shape, color and race in the world.”25 The change of mind inspired by this vision cost him his life: he was killed by members of his former community. His murderers likely were aided by US officials who viewed the anti-white cast of his first conversion as a threat.26 Thus Malcolm staked his life on both of his major changes of mind.

These men developed a kind of Freudian-Marxism, or “Freudo-Marxism,” integrating the extraordinarily bad but influential twentieth-century ideas of Sigmund Freud with the extraordinarily bad but influential nineteenth-century teachings of Karl Marx. This was no match made in heaven. The noxious Marx had conjured up the most toxic ideas of the nineteenth century, whereas the neurotic Freud had cooked up the most infantile ideas of the twentieth century. Swirling the insipid ideas of those two ideological-psychological basket cases into a single malevolent witch’s brew was bound to uncork a barrel of mischief. The Frankfurt School was the laboratory and the distillery for their concoction, and the children of the 1960s would be their twitching guinea pigs and guzzling alcoholics. The flower-children, the hippies, the Yippies, the Woodstock generation, the Haight-Asbury LSD dancers, the sex-lib kids would all drink deep from the magic chalice, intoxicated by lofty dreams (more like hallucinations and bad acid-trips) of fundamental transformation of the culture, country, and world. And a generation or two still later, they would become the nutty professors who mixed the Kool-Aid for the millennials who would merrily redefine everything from marriage to sexuality to gender, wittingly or not serving the Frankenstein monster of cultural Marxism by doing so.

So?” I asked. “If the only reason they study is to get you off their backs, what will they do when they get to college or start a job and you’re not around? Maybe they need to know what failure feels like sooner rather than later.” I advised her that teenagers are generally old enough to make decisions about how they spend their time. If that means flunking a test, then so be it. Coercion may be a band-aid solution, but it is certainly not a remedy. Next, I proposed she ask them to suggest how much time they’d like to spend on various activities such as studying, being with family or friends, or playing Fortnite. I warned that while she may not like her kids’ answers, it’s important to honor their input. The goal here is to teach them to spend their time mindfully by reserving a place for important activities on their weekly schedules. Remember, their schedules (like ours) should be assessed and adjusted

The economy exists for the person, not the person for the economy. All economic life should be shaped by moral principles. Economic choices and institutions must be judged by how they protect or undermine the life and dignity of the human person, support the family and serve the common good. A fundamental moral measure of any economy is how the poor and vulnerable are faring. All people have a right to life and to secure the basic necessities of life (e.g., food, clothing, shelter, education, health care, safe environment, economic security.) All people have the right to economic initiative, to productive work, to just wages and benefits, to decent working conditions as well as to organize and join unions or other associations. All people, to the extent they are able, have a corresponding duty to work, a responsibility to provide the needs of their families and an obligation to contribute to the broader society. In economic life, free markets have both clear advantages and limits; government has essential responsibilities and limitations; voluntary groups have irreplaceable roles, but cannot substitute for the proper working of the market and the just policies of the state. Society has a moral obligation, including governmental action where necessary, to assure opportunity, meet basic human needs, and pursue justice in economic life. Workers, owners, managers, stockholders and consumers are moral agents in economic life. By our choices, initiative, creativity and investment, we enhance or diminish economic opportunity, community life and social justice. The global economy has moral dimensions and human consequences. Decisions on investment, trade, aid and development should protect human life and promote human rights, especially for those most in need wherever they might live on this globe.33

The best growth is aided by community. Yes, we teachers should study our craft vigorously. We should take classes. We should attend conferences. But, in truth, without discussion practice, we will never see our fullest potential. Here, teaching is no different from other pursuits: Lasting improvement requires dedication to the humbling cycle of practice and reflection.

Memory Recognizing the value of an alert mind and an alert memory, I will encourage mine to become alert by taking care to impress it clearly with all thoughts I wish to recall and by associating those thoughts with related subjects which I may call to mind frequently. Subconscious Mind Reorganizing the influence of my subconscious mind over my power of will, I shall take care to submit to it a clear and definite picture of my major purpose in life and all minor purposes leading to my major purpose, and I shall keep this picture constantly before my subconscious mind by repeating it daily! Imagination Recognizing the need for sound plans and ideas for the attainment of my desires, I will develop my imagination by calling upon it daily for help in the formation of my plans. Emotion Realizing that my emotions are both positive and negative, I will form daily habits which will encourage the development of the positive emotions and aid me in converting the negative emotions into some form of useful action. Reason Recognizing that my positive and negative emotions may be dangerous if they are not guided to desirable ends, I will submit all my desires, aims, and purposes to my faculty of reason, and I will be guided by it in giving expression to these. Conscience Recognizing that my emotions often err in their over-enthusiasm, and my faculty of reason often is without the warmth of feeling that is necessary to enable me to combine justice with mercy in my judgments, I will encourage my conscience to guide me as to what is right and wrong, but I will never set aside the verdicts it renders, no matter what may be the cost of carrying them out. Willpower The power of will is the supreme court over all other departments of my mind. I will exercise it daily when I need the urge to action for any purpose, and I will form habits designed to bring the power of my will into action at least once daily.

Work occupies much of our time. Doing work we hate assaults our self-esteem and self-confidence. Yet most workers cannot do the work they love. But we can all enhance our capacity to live purposely by learning how to experience satisfaction in whatever work we do. We find that satisfaction by giving any job total commitment. When I had a teaching job I hated (the kind of job where you long to be sick so you have an excuse for not going to work), the only way I could ease the severity of my pain was to give my absolute best. This strategy enabled me to live purposely. Doing a job well, even if we do not enjoy what we are doing, means that we leave it with a feeling of well-being, or with self-esteem intact. That self-esteem aids us when we go in search of a job that can be more fulfilling.

Eric Garland, a professor at the University of Utah’s College of Social Work, created the program Mindfulness-Oriented Recovery Enhancement (MORE), which has been helpful in aiding those battling opioid abuse, chronic pain, and emotional distress. MORE involves teaching participants to process and cope with challenging negative emotions. Garland presumes “life includes triumphs and tribulations; mindfulness allows individuals to accept both outcomes while remaining in tune with their metaphysical alignment.

People are intrigued when they see good things happening in the lives of individuals, families, and organizations that are based on solid principles. They admire such personal strength and maturity, such family unity and teamwork, such adaptive synergistic organizational culture. And their immediate request is very revealing of their basic paradigm. “How do you do it? Teach me the techniques.” What they’re really saying is, “Give me some quick fix advice or solution that will relieve the pain in my own situation.” They will find people who will meet their wants and teach these things; and for a short time, skills and techniques may appear to work. They may eliminate some of the cosmetic or acute problems through social aspirin and Band-Aids.