Working Student Quotes

When asked "What do we need to learn this for?" any high-school teacher can confidently answer that, regardless of the subject, the knowledge will come in handy once the student hits middle age and starts working crossword puzzles in order to stave off the terrible loneliness.

But if you tell folks you're a college student, folks are so impressed. You can be a student in anything and not have to know anything. Just say toxicology or marine biokinesis, and the person you're talking to will change the subject to himself. If this doesn't work, mention the neural synapses of embryonic pigeons.

It is not until you change your identity to match your life blueprint that you will understand why everything in the past never worked.

When you fall in love with a work of art, you’d die to meet the artist. I am a student of the galleries of Pacific sunsets, full moon rises on the ocean, the clouds from an airplane, autumn forests in Raleigh, first fallen snows. And I’m dying to meet the artist.

What's wrong with me? ... I might seem like the ideal student: homework always in early, every extra credit and extra curricular I can get my hands on, the good girl and the high achiever. But I realized something just now: it's not ambition, not entirely. It's fear. Because I don't know who I am when I'm not working, when I'm not focused on or totally consumed by a task. Who am I between the projects and the assignments, when there's nothing to do? I haven't found her yet and it scares me. Maybe that's why, for my senior capstone project this year, I decided to solve a murder.

An old joke has an Oxford professor meeting an American former graduate student and asking him what he's working on these days. 'My thesis is on the survival of the class system in the United States.' 'Oh really, that's interesting: one didn't think there was a class system in the United States.' 'Nobody does. That's how it survives.

Every beginner possesses a great potential to be an expert in his or her chosen field.

A Student is the most important person ever in this school...in person, on the telephone, or by mail. A Student is not dependent on us...we are dependent on the Student. A Student is not an interruption of our work..the Studenti s the purpose of it. We are not doing a favor by serving the Student...the Student is doing us a favor by giving us the opportunity to do so. A Student is a person who brings us his or her desire to learn. It is our job to handle each Student in a manner which is beneficial to the Student and ourselves.

Blaming his students for being uninspired was so much easier than doing the work required to inspire them.

You can’t be content with mastery; you have to push yourself to become a student again.

How you spend your time when you are not working or studying says everything about who you are and what is motivating your life.

W.W. Hale the Forth bought the car for Headmaster Franklin, or didn’t they mention that? Granted it was to make up for the fire that W.W. Hale allegedly started in the eighth grade before they suggested that all current and future W.W. Hales continue their education elsewhere- which worked out just as well since I’m at the Knightsbury Institute now.” “I’ve never heard of it” “My father got a letter just this week telling him I have become a model student” “Congratulations”… “Yeah, well, I’m the only student.”… “Of course the downside of attending a fictional school is that our lacrosse team sucks.

Even with no manager watching to give me a gold star, it was important to do my best. Who cares if a tree falls in a forest and no one hears it? The tree still falls. If you believe that what you’re doing will have positive results, it will—even if it’s not immediately obvious. When you hold yourself to the same standard in your work that you do as a friend, girlfriend, student, or otherwise, it pays off.

I consider myself a student of many religions. The more I learn, the more questions I have. For me, the spiritual quest will be a life-long work in progress.

I can’t function here anymore. I mean in life: I can’t function in this life. I’m no better off than when I was in bed last night, with one difference: when I was in my own bed—or my mom’s—I could do something about it; now that I’m here I can’t do anything. I can’t ride my bike to the Brooklyn Bridge; I can’t take a whole bunch of pills and go for the good sleep; the only thing I can do is crush my head in the toilet seat, and I still don’t even know if that would work. They take away your options and all you can do is live, and it’s just like Humble said: I’m not afraid of dying; I’m afraid of living. I was afraid before, but I’m afraid even more now that I’m a public joke. The teachers are going to hear from the students. They’ll think I’m trying to make an excuse for bad work.

But a mountain of recent evidence suggests that teacher skill has less influence on a student's performance than a completely different set of factors: namely, how much kids have learned from their parents, how hard they work at home, and whether the parents have instilled an appetite for education.

It takes an enormous amount of work to complete a novel, and each of the students who completed the course has accomplished something many people only dream about.

The biologist and intellectual E. O. Wilson was once asked what represented the most hindrance to the development of children; his answer was the soccer mom. He did not use the notion of the Procrustean bed, but he outlined it perfectly. His argument is that they repress children's natural biophilia, their love of living things. But the problem is more general; soccer moms try to eliminate the trial and error, the antifragility, from children's lives, move them away from the ecological and transform them into nerds working on preexisting (soccer-mom-compatible) maps of reality. Good students, but nerds--that is, they are like computers except slower. Further, they are now totally untrained to handle ambiguity. As a child of civil war, I disbelieve in structured learning . . . . Provided we have the right type of rigor, we need randomness, mess, adventures, uncertainty, self-discovery, near-traumatic episodes, all those things that make life worth living, compared to the structured, fake, and ineffective life of an empty-suit CEO with a preset schedule and an alarm clock.

This was a factory, a sorting house. We were no different from dogs and pigs and cows: all of us were allowed to play when we were small, but then, just before reaching maturity, we were sorted and classified. Being a high school student was the first step toward becoming a domestic animal.

Your job then, should you choose to accept it, is to keep searching for the metaphors, rituals and teachers that will help you move ever closer to divinity. The Yogic scriptures say that God responds to the sacred prayers and efforts of human beings in any way whatsoever that mortals choose to worship—just so long as those prayers are sincere. I think you have every right to cherry-pick when it comes to moving your spirit and finding peace in God. I think you are free to search for any metaphor whatsoever which will take you across the worldly divide whenever you need to be transported or comforted. It's nothing to be embarrassed about. It's the history of mankind's search for holiness. If humanity never evolved in its exploration of the divine, a lot of us would still be worshipping golden Egyptian statues of cats. And this evolution of religious thinking does involve a fair bit of cherry-picking. You take whatever works from wherever you can find it, and you keep moving toward the light. The Hopi Indians thought that the world's religions each contained one spiritual thread, and that these threads are always seeking each other, wanting to join. When all the threads are finally woven together they will form a rope that will pull us out of this dark cycle of history and into the next realm. More contemporarily, the Dalai Lama has repeated the same idea, assuring his Western students repeatedly that they needn't become Tibetan Buddhists in order to be his pupils. He welcomes them to take whatever ideas they like out of Tibetan Buddhism and integrate these ideas into their own religious practices. Even in the most unlikely and conservative of places, you can find sometimes this glimmering idea that God might be bigger than our limited religious doctrines have taught us. In 1954, Pope Pius XI, of all people, sent some Vatican delegates on a trip to Libya with these written instructions: "Do NOT think that you are going among Infidels. Muslims attain salvation, too. The ways of Providence are infinite." But doesn't that make sense? That the infinite would be, indeed ... infinite? That even the most holy amongst us would only be able to see scattered pieces of the eternal picture at any given time? And that maybe if we could collect those pieces and compare them, a story about God would begin to emerge that resembles and includes everyone? And isn't our individual longing for transcendence all just part of this larger human search for divinity? Don't we each have the right to not stop seeking until we get as close to the source of wonder as possible? Even if it means coming to India and kissing trees in the moonlight for a while? That's me in the corner, in other words. That's me in the spotlight. Choosing my religion.

It's the first thing I tell my students: If you could understand, really understand, that no one needs to read your work, then your writing would improve vastly by the time we meet in this classroom again.

The biggest, most enduring lesson of school is that learning is work, to be avoided when possible.

Asking for advice means, "Tell me what to do." Seeking education means, "Tell me what to study so I can learn what I need to do.

Feminist education — the feminist classroom — is and should be a place where there is a sense of struggle, where there is visible acknowledgment of the union of theory and practice, where we work together as teachers and students to overcome the estrangement and alienation that have become so much the norm in the contemporary university.

I remembered what Morrie said during our visit: “The culture we have does not make people feel good about themselves. And you have to be strong enough to say if the culture doesn’t work, don’t buy it.” "Morrie true to these words, had developed his own culture – long before he got sick. Discussion groups, walks with friends, dancing to his music in the Harvard Square church. He started a project called Greenhouse, where poor people could receive mental health services. He read books to find new ideas for his classes, visited with colleagues, kept up with old students, wrote letters to distant friends. He took more time eating and looking at nature and wasted not time in front of TV sitcoms or “Movies of the Week.” He had created a cocoon of human activities– conversations, interaction, affection–and it filled his life like an overflowing soup bowl.

Well, it doesn’t work. Lowering standards just leads to poorly educated students who feel entitled to easy work and lavish praise.

Should I stay in Greenville, teach my students, or work for Mike Espy (in Washington, DC)….Capitol Hill had many more men than women walking the halls, whether they were members of Congress or congressional and committee staff or lobbyists. The receptionist was usually a woman, and the chief of staff, a man. Sometimes I wondered why anyone in Washington would want to listen to what a girl from Soso, Mississippi, had to say.

To read these books, in this way, as an exercise in self-knowledge, carries certain risks. Risks that are both personal and political. Risks that every student of Political Philosophy has known. These risks spring from the fact that philosophy teaches us, and unsettles us, by confronting us with what we already know. There is an irony: the difficulty of this course consists in the fact that it teaches what you already know. It works by taking what we know from familiar unquestioned settings, and making it strange. [...] Philosophy estranges us from the familiar, not by supplying new information, but by inviting and provoking a new way of seeing. But, and here is the risk, once the familiar turns strange, it is never quite the same again. Self-knowledge is like lost innocence; however unsettling you find it, it can never be 'unthought' or 'unknown'. What makes this enterprise difficult, but also revetting, is that Moral and Political Philosophy is a story, and you don't know where the story would lead, but you do know that the story is about You.

The satisfactions of manifesting oneself concretely in the world through manual competence have been known to make a man quiet and easy. They seem to relieve him of the felt need to offer chattering interpretations of himself to vindicate his worth. He can simply point: the building stands, the car now runs, the lights are on. Boasting is what a boy does, because he has no real effect in the world. But the tradesman must reckon with the infallible judgment of reality, where one’s failures or shortcomings cannot be interpreted away. His well-founded pride is far from the gratuitous “self-esteem” that educators would impart to students, as though by magic.

Students who were harder on themselves for procrastinating on their first exam were more likely to procrastinate on later exams than students who forgave themselves. The harder they were on themselves about procrastinating the first time, the longer they procrastinated for the next exam! Forgiveness—not guilt—helped them get back on track.

The quality of student work has definitely gone downhill since they discontinued the use of the whipping post. -Silk

Working an integral or performing a linear regression is something a computer can do quite effectively. Understanding whether the result makes sense—or deciding whether the method is the right one to use in the first place—requires a guiding human hand. When we teach mathematics we are supposed to be explaining how to be that guide. A math course that fails to do so is essentially training the student to be a very slow, buggy version of Microsoft Excel.

Grit, persistence, adaptability, financial literacy, interview skills, human relationships, conversation, communication, managing technology, navigating conflicts, preparing healthy food, physical fitness, resilience, self-regulation, time management, basic psychology and mental health practices, arts, and music—all of these would help students and also make school seem much more relevant. Our fixation on college readiness leads our high school curricula toward purely academic subjects and away from life skills. The purpose of education should be to enable a citizen to live a good, positive, socially productive life independent of work.

Know thyself, for in thyself is to be found all that there is to be known,” is still the rule for the wise student. If each one of us would scientifically regard ourselves as centres of force, holding the matter of our bodies within our radius of control, and thus working through and in them, we should have a hypothesis whereby the entire cosmic scheme could be interpreted.

The great thing about working out at a gym is that if you put in effort, you get very obvious results. The same should be true of college. A professor’s job is to teach students how to see their minds growing in the same way they can see their muscles grow when they look in a mirror.

It is good for a student to be poor. Getting and spending, the typical American college student lays waste his powers. Work and contemplation don't mix, and university days ought to be days of contemplation.

The most common mistake students of literature make is to go straight for what the poem or novel says, setting aside the way that it says it. To read like this is to set aside the ‘literariness’ of the work – the fact that it is a poem or play or novel, rather than an account of the incidence of soil erosion in Nebraska.

Think of the most fussy science teacher you ever had. The one who docked your grade if the sixth decimal place in your answer was rounded incorrectly; who tucked in his periodic table T-shirt, corrected every student who said "weight" when he or she meant "mass", and made everyone, including himself, wear goggles even while mixing sugar water. Now try to imagine someone whom your teacher would hate for being anal-retentive. That is the kind of person who works for a bureau of standards and measurement.

Look, girls know when they’re cute,” he said. “You don’t have to tell them. All they need to do is look in the mirror. I have one friend out in New York, an attorney. She moved out there after the school year to take the bar. She doesn’t have a job. I was like, ‘How are you going to get a job there in this market?’ And she’s like, ‘I’ll wink and I’ll smile.’ She’s a pretty girl. Whether that works despite her poor grades is yet to be seen.

The work of the art student is no light matter. Few have the courage and stamina to see it through. You have to make up your mind to be alone in many ways. We like sympathy and we like to be in company. It is easier than going it alone. But alone one gets acquainted with himself, grows up and on, not stopping with the crowd. It costs to do this. If you succeed somewhat you may have to pay for it as well as enjoy it all your life.

Medicine, and Law, and Philosophy - You've worked your way through every school, Even, God help you, Theology, And sweated at it like a fool. Why labour at it any more? You're no wiser now than you were before. You're Master of Arts, and Doctor too, And for ten years all you've been able to do Is lead your students a fearful dance Through a maze of error and ignorance. And all this misery goes to show There's nothing we can ever know. Oh yes you're brighter than all those relics, Professors and Doctors, scribblers and clerics, No doubts or scruples to trouble you, Defying hell, and the Devil too. But there's no joy in self-delusion; Your search for truth ends in confusion. Don't imagine your teaching will ever raise The minds of men or change their ways. And as for worldly wealth, you have none - What honour or glory have you won? A dog could stand this life no more. And so I've turned to magic lore; The spirit message of this art Some secret knowledge might impart. No longer shall I sweat to teach What always lay beyond my reach; I'll know what makes the world revolve, Its mysteries resolve, No more in empty words I'll deal - Creation's wellsprings I'll reveal!

The most sacred part of the human body is the brain and spinal system, revered from all antiquity and symbolized again and again in all the religions of the world. While other parts of the body are of great interest to the student, the mysterious working of the spinal fires by means of which liberation is finally attained is so tremendous that many years must be spent in understanding even the fundamental principles. The spine is the rod which budded, the Yggdrasil Tree, the flaming sword, the staff of comfort, the wand of the Magi.

...It would hardly be a waste of time if sometimes even the most advanced students in the cognitive sciences were to pay a visit to their ancestors. It is frequently claimed in American philosophy departments that, in order to be a philosopher, it is not necessary to revisit the history of philosophy. It is like the claim that one can become a painter without having ever seen a single work by Raphael, or a writer without having ever read the classics. Such things are theoretically possible; but the 'primitive' artist, condemned to an ignorance of the past, is always recognizable as such and rightly labeled as naïf. It is only when we consider past projects revealed as utopian or as failures that we are apprised of the dangers and possibilities for failure for our allegedly new projects. The study of the deeds of our ancestors is thus more than an atiquarian pastime, it is an immunological precaution.

But artists aren’t the only marginalized folks controlling real estate. Think about the colonizing role that wealthy white gay men have played in communities of color; they’re often the first group to gentrify poor and working-class neighborhoods. Harlem is a good example. Gays have moved in and driven up rents, as have renegade young white students, who want to be cool and hip. This is colonization, post-colonial-style. After all, the people who are “sent back” to recover the territory are always those who don’t mind associating with the colored people! And it’s a double bind, because some of these people could be allies. Some gay white men are proactive about racism, even while being entrepreneurial. But in the end, they take spaces, redo them, sell them for a certain amount of money, while the people who have been there are displaced. And in some cases, the people of color who are there are perceived as enemies by white newcomers.

Befuddlement is a healthy part of the learning process. When students approach a problem and don’t know how to do it, they’ll often decide they’re no good at the subject. Brighter students, in particular, can have difficulty in this way—their breezing through high school leaves them no reason to think that being confused is normal and necessary. But the learning process is all about working your way out of confusion. Articulating your question is 80 percent of the battle. By the time you’ve figured out what’s confusing, you’re likely to have answered the question yourself!” —Kenneth R. Leopold, Distinguished Teaching Professor, Department of Chemistry, University of Minnesota

The highest form of morality is not to feel at home in ones own home." Most great works of the imagination were meant to make you feel like a stranger in your own home. The best fiction always forced us to question what we took for granted. It questioned traditions and expectations when they seemed too immutable. I told my students I wanted them in their readings to consider in what ways these works unsettled them, made them a little uneasy, made them look around and consider the world, like Alice in Wonderland, through different eyes.

[W]hen you make your mistakes in public you will learn that they are mistakes and in being corrected you will grow. It also reminded me that being wrong and responding to correction with resilience was a higher virtue than covering up your mistakes so your students and the watching world assumed that success meant never being wrong. Working from your strengths and cultivating resilience in all matters of life have always been guiding principles for me.

Equality doesn’t exist in nature and therefore can be established only by force. He who wants geographic equality has to dynamite mountains and fill up the valleys. To get a hedge of even height one has to apply pruning shears. To achieve equal scholastic levels in a school one would have to pressure certain students into extra hard work while holding back others.

But the Turing test cuts both ways. You can't tell if a machine has gotten smarter or if you've just lowered your own standards of intelligence to such a degree that the machine seems smart. If you can have a conversation with a simulated person presented by an AI program, can you tell how far you've let your sense of personhood degrade in order to make the illusion work for you? People degrade themselves in order to make machines seem smart all the time. Before the crash, bankers believed in supposedly intelligent algorithms that could calculate credit risks before making bad loans. We ask teachers to teach to standardized tests so a student will look good to an algorithm. We have repeatedly demonstrated our species' bottomless ability to lower our standards to make information technology look good. Every instance of intelligence in a machine is ambiguous. The same ambiguity that motivated dubious academic AI projects in the past has been repackaged as mass culture today. Did that search engine really know what you want, or are you playing along, lowering your standards to make it seem clever? While it's to be expected that the human perspective will be changed by encounters with profound new technologies, the exercise of treating machine intelligence as real requires people to reduce their mooring to reality.

I think I’m able to explain things because understanding wasn't entirely easy for me. Some things that the most brilliant students were able to see instantly I had to work to understand. I can remember what I had to do to figure it out. The very brilliant ones figure it out so fast they never see the mechanics of understanding.

I shouldn't have said it, but the word slipped out of my mouth as easy as air. it wasn't exactly the kind of work any well-behaved student would use, which sort of explained why I had just used it. And it certainly isn't the most elegant way to start off a story, but it honestly represents what I was feeling. Besides, I could have said something a lot stronger. But not everybody wants to read a story with those kinds of words and thoughts being expressed in the very first sentence. "Stop swearing," Jason screamed.

A writer with her work needs to be like a dog with a bone all the time. She needs to know where she's hidden it. Where she's stored the good stuff. She needs to keep gnawing at it, even after all the meat seems to be gone. When a student of mine says (okay, whines) that she's impatient, or tired, or the worst: isn't it good enough? this may be harsh, but she loses just a little bit of my respect. Because there is no room for impatience, or exhaustion, or self-satisfaction, or laziness. All of these really mean, simply, that the inner censor has won the day.

Are the Trials starting?” The girl claps her hands over her mouth. “I'm sorry,” she whispers. “I—” “It's all right.” I don't smile at her. It will only scare her. For a female slave, a smile from a Mask is not usually a good thing. “I'm actually wondering the same thing. What's your name?” “S-slave-Girl.” Of course. My mother would already have scourged her name out of existence. “Right. You work for the Commandant?” I want her to say no. I want her to say that my mother roped her into this. I want her to say she's assigned to the kitchens or infirmary, where slaves aren't scarred or missing body parts. But the girl nods in response to my question. Don't let my mother break you, I think. The girl meets my eyes, and there is that feeling again, low and hot and consuming. Don't be weak. Fight. Escape. A gust of wind whips a strand free from her bun and across her cheekbone. Defiance flashes across her face as she holds my gaze, and for a second, I see my own desire for freedom mirrored, intensified in her eyes. It's something I've never detected in the eyes of a fellow student, let alone a Scholar slave. For one strange moment, I feel less alone. But then she looks down, and I wonder at my own naiveté. She can't fight. She can't scape. Not from Blackcliff. I smile joylessly; in this, at least, the slave and I are more similar than she'll ever know.

Years ago, when I was working on my master's thesis, I went to New York for a semester as an exchange student. What struck me most was the sky. On that side of the world, so far away from the North Pole, the sky is flat and gray, a one-dimensional universe. Here, the sky is arched, and there's almost no pollution. In spring and fall the sky is dark blue or violet, and sunsets last for hours. The sun turns into a dim orange ball that transforms clouds into silver-rimmed red and violet towers. In winter, twenty-four hours a day, uncountable stars outline the vaulted ceiling of the great cathedral we live in. Finnish skies are the reason I believe in God.

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.

In the morning I walked down the Boulevard to the rue Soufflot for coffee and brioche. It was a fine morning. The horse-chestnut trees in the Luxembourg gardens were in bloom. There was the pleasant early-morning feeling of a hot day. I read the papers with the coffee and then smoked a cigarette. The flower-women were coming up from the market and arranging their daily stock. Students went by going up to the law school, or down to the Sorbonne. The Boulevard was busy with trams and people going to work.

It was a kind of one-upmanship, where nobody knows what's going on, and they'd put the other one down as if they did know. They all fake that they know, and if one student admits for a moment that something is confusing by asking a question, the others take a high-handed attitude, acting as if it's not confusing at all, telling him that he's wasting their time... All the work they did, intelligent people, but they got themselves into this funny state of mind, this strange kind of self-propagating "education" which is meaningless, utterly meaningless.

Choir is the one time of day when he lets down his guard; there is peace in the strict concentration that Faughnan demands of all of them, in the sweet dissonance of voices in chorus. He has sung in here since he was a freshman. Faughnan is a serious student of music; also, a perfectionist of the sternest sort, who cares about nobody, about nothing other than the music. His shirt sleeves rolled to the elbows, his tie undone, he drives them. Every minute of every hour that is spent there, they work, and there is only one way to prove yourself. You sing, and sing, and sing. All else is unimportant.

Contrary to what some folks would have us believe, it is not tragic, even if undesirable, for a person to leave a liberal arts education not having read major works from this canon. Their lives are not ending. And the exciting dimension of knowledge is that we can learn a work without formally studying it. If a student graduates without reading Shakespeare and then reads or studies this work later, it does not delegitimize whatever formal course of study that was completed.

Then, as we pulled into a parking lot to break for lunch, another white student stood to speak. But instead of a different variation on “Please don’t make me responsible for this,” she took a deep breath and gave in to the emotion of it all. “I don’t know what to do with what I’ve learned,” she said. “I can’t fix your pain, and I can’t take it away, but I can see it. And I can work for the rest of my life to make sure your children don’t have to experience the pain of racism.” And then she said nine words that I’ve never forgotten: “Doing nothing is no longer an option for me.

I hurried out of the lobby and turned the corner into the English hall, so I didn’t see the guy in front of me until it was too late. “Oh!” I exclaimed as we bumped shoulders. “Sorry!” Then I realized who I’d bumped into, and I immediately regretted my apologetic tone. If I’d known it was David Stark, I would have tried to hit him harder, or maybe stepped on his foot with the spiky heel of my new shoes for good measure. I did my best to smile at him, though, even as I realized my stomach was jumping all over the place. He must have scared me more than I’d thought. David scowled at me over the rims of his ridiculous hipster glasses, the kind with the thick black rims. I hate those. I mean, it’s the 21st century. There are fashionable options for eyewear. “Watch where you’re going,” he said. Then his lips twisted in a smirk. “Or could you not see through all that mascara?” I would’ve loved nothing more than the tell him to kiss my ass, but one of the responsibilities of being a student leader at The Grove is being polite to everyone, even if he is a douchebag who wrote not one, but three incredibly unflattering articles in the school paper about what a crap job you’re doing as SGA president. And you especially needed to be polite to said douchebag when he happened to be the nephew of Saylor Stark, President of the Pine Grove Junior League, head of the Pine Grove Betterment Society, Chairwoman of the Grove Academy School Board, and, most importantly, Founder and Organizer of Pine Grove’s Annual Cotillion. So I forced myself to smile even bigger at David and said, “Nope, just in a hurry. Are you, uh… are you here for the dance?” He snorted. “Um, no. I’d rather slam my testicles in a locker door. I have some work to do on the paper.

Hawkeye: ...Remember when Magneto brain-zapped the X-Men into fightin' us? There's mind control goin' on here. That or Cyclops is- Hank: I appreciate your concern, Hank, but I consulted Wolverine. He vouched for both Magneto and Ms Frost. And we, of all people, can't begrudge someone a second chance. Hawkeye: Second chance? Magneto's had, like, THIRTY! How many times're we gonna get burned before we stop cookin' naked? [...] Hank: Listen, why don't you stay here and supervise the students? Things are tense enough with Pietro in there. Hawkeye: Okay, kids, huddle up! We're gonna work on resisting mind control today. No particular reason.

THERE HAVE ALWAYS BEEN ITINERANTS, drifters, hobos, restless souls. But now, in the second millennium, a new kind of wandering tribe is emerging. People who never imagined being nomads are hitting the road. They’re giving up traditional houses and apartments to live in what some call “wheel estate”—vans, secondhand RVs, school buses, pickup campers, travel trailers, and plain old sedans. They are driving away from the impossible choices that face what used to be the middle class. Decisions like: Would you rather have food or dental work? Pay your mortgage or your electric bill? Make a car payment or buy medicine? Cover rent or student loans? Purchase warm clothes or gas for your commute? For many the answer seemed radical at first. You can’t give yourself a raise, but what about cutting your biggest expense? Trading a stick-and-brick domicile for life on wheels?

When my parents passed on, and we read their wills, we discovered something we didn’t at all expect, especially from our devoutly Catholic mother: they had both left instructions that their bodies be donated to science. We were bewildered and we were pissed. They wanted their cadavers to be used by medical students, they wanted their flesh to be cut into and their cancerous organs examined. We were breathless. They wanted no elaborate funerals, no expense incurred for such stuff – they hated wasting money or time on ceremony, on appearances. When they died there was little left – the house, the cars. And their bodies, and they gave those away. To offer them to strangers was disgusting, wrong, embarrassing. And selfish to us, their children, who would have to live with the thought of their cold weight sinking on silver tables, surrounded by students chewing gum and making jokes about the location of freckles. But then again: Nothing can be preserved. It’s all on the way out, from the second it appears, and whatever you have always has one eye on the exit, and so screw it. As hideous and uncouth as it is, we have to give it all away, our bodies, our secrets, our money, everything we know: All must be given away, given away every day, because to be human means: 1. To be good 2. To save nothing

When society questions a victim’s reluctance to report, I will be here to remind you that you ask us to sacrifice our sanity to fight outdated structures that were designed to keep us down. Victims do not have the time for this. Victims are also students, teachers, parents, who can’t give up work or education. The average adult can barely find time to renew their license at the DMV. It is not reasonable to casually demand that victims put aside their lives to spend more time pursuing something they never asked for in the first place. This is not about the victims’ lack of effort. This is about society’s failure to have systems in place in which victims feel there’s a probable chance of achieving safety, justice, and restoration rather than being retraumatized, publicly shamed, psychologically tormented, and verbally mauled. The real question we need to be asking is not, Why didn’t she report, the question is, Why would you?

I tell my students they can procrastinate as long as they follow three rules: 1. No going onto the computer during their procrastination time. It’s just too engrossing. 2. Before procrastinating, identify the easiest homework problem. (No solving is necessary at this point.) 3. Copy the equation or equations that are needed to solve the problem onto a small piece of paper and carry the paper around until they are ready to quit procrastinating and get back to work. “I have found this approach to be helpful because it allows the problem to linger in diffuse mode—students are working on it even while they are procrastinating.” —Elizabeth Ploughman, Lecturer of Physics, Camosun College, Victoria, British Columbia

I taught how to be sociable with ink on paper. I told my students that when they were writing they should be good dates on blind dates, should show strangers good times. Alternatively, they should run really nice whorehouses, come one, come all, although they were in fact working in perfect solitude. I said I expected them to do this with nothing but idiosyncratic arrangements in horizontal lines of twenty-six phonetic symbols, ten numbers, and maybe eight punctuation marks, because it wasn't anything that hadn't been done before. In 1996, with movies and TV doing such good jobs of holding the attention of literates and illiterates alike, I have to question the value of my very strange, when you think about it, charm school. There is this: Attempted seductions with nothing but words on paper are so cheap for would-be ink-stained Don Juans or Cleopatras!They don't have to get a bankable actor or actress to commit to the project, and then a bankable director, and so on, and then raise millions and millions of buckareenies from manic-depressive experts on what most people want. Still and all, why bother? Here's my answer: Many people need desperately to receive this message: "I feel and think much as you do, care about many of the things you care about, although most people don't care about them. You are not alone.

The calcium in your bones came from a star. We are all made from recycled bits and pieces of the universe. This matters because origins matter. For example, if you were born to a reigning monarch but kidnapped by the black market baby underground shortly after birth and sent to America where you were raised by common, unremarkable people from Ohio, and when you were in your thirties working as a humble UPS driver, dignitaries landed their helicopter on the roof of your crummy apartment building and informed you of their thirty-plus year search for you, His Royal Highness, the course of your life might change. You know? Our familial genetic origins -medical histories- inform us of medical conditions which exist in our families and when we know about these specific conditions, we can sometimes take certain actions to prevent them. Which is why I think it’s important to consider that billions of years before we were students and mothers and dog trainers and priests, we were particles that would form into star after star after star until forever passed, and instead of a star what formed was life; simplistic, crude, miraculous. And after another infinity, there we were. And this is why for you, anything is possible. Because you are made out of everything.

He asked what I made of the other students, so I told him. They were OK, but they were all very similar; they struggled to have different opinions because they’d never failed at anything or been nobodies, and they thought they would always win. But this isn’t most people’s experience of life. He asked me what could be done about it. I told him the answer was to send them all out for a year to do some dead-end job like working in a chicken-processing plant or spreading muck with a tractor. It would do more good than a gap year in Peru. He laughed and thought this tremendously witty. It wasn’t meant to be funny.

As if I didn't have enough to worry about. My kingdom is threatened by war, extinction, or both, and the only way to solve it is to give up the only thing I've ever really wanted. Then Toraf pulls something like this. Betrays me and my sister. Galen cant imagine how things could get worse. So he's not expecting it when Emma giggles. He turns on her. "What could be funny?" She laughs so hard she has to lean into him for support. He stiffens against the urge to wrap his arms around her. Wiping tears from her eyes, she says, "He kissed me!" The confession makes her crack up all over again. "And you think that's funny?" "You don't understand, Galen," she says, the beginnings of hiccups robbing her of breath. "Obviously." "Don't you see? It worked!" "All I saw was Toraf, my sister's mate, my best friend, kissing my...my..." "Your what?" "Student." Obsession. "Your student. Wow." Emma shakes her head then hiccups. "Well, I know you're mad about what he did to Rayna, but he did it to make her jealous." Galen tries to let that sink in, but it stays on the surface like a bobber. "You're saying he kissed you to make Rayna jealous?" She nods, laugher bubbling up again. "And it worked! Did you see her face?" "You're saying he set Rayna up." Instead of me? Galen shakes his head. "Where would he get an idea like that?" "I told him to do it." Galen's fists ball against his will. "You told him to kiss you?" "No! Sort of. Not really though." "Emma-" "I told him to play hard to get. You know, act uninterested. He came up with kissing me all on his own. I'm so proud of him!" She thinks Toraf is a genius for kissing her. Great. "Did...did you like it?" "I just told you I did, Galen." "Not his plan. The kiss." The delight leaves her face like a receding tide. "That's none of your business, Highness." He runs a hand through his hair to keep from shaking her. And kissing her. "Triton's trident, Emma. Did you like it or not?" Taking several steps back, she throws her hands on her hips. "Do you remember Mr. Pinter, Galen? World history?" "What does that have to do with anything?" "Tomorrow is Monday. When I walk into Mr. Pinter's class, he won't ask me how I liked Toraf's kiss. In fact, he won't care what I did for the entire weekend. Because I'm his student. Just like I'm your student, remember?" Her hair whips to the side as she turns and walks away with that intoxicating saunter of hers. She picks up her towel and steps into her flip-flops before heading up the hill to the house. "Emma, wait." "I'm tired of waiting, Galen. Good night.

At the college where I teach, I'm surrounded by circus people. We aren't tightrope walkers or acrobats. We don't breathe fire or swallow swords. We're gypsies, moving wherever there's work to be found. Our scrapbooks and photo albums bear witness to our vagabond lives: college years, grad-school years, instructor-mill years, first-job years. In between each stage is a picture of old friends helping to fill a truck with boxes and furniture. We pitch our tents, and that place becomes home for a while. We make families from colleagues and students, lovers and neighbors. And when that place is no longer working, we don't just make do. We move on to the place that's next. No place is home. Every place is home. Home is our stuff. As much as I love the Cumberland Valley at twilight, I probably won't live there forever, and this doesn't really scare me. That's how I know I'm circus people.

What is it that teaching kills? The juice, the sap - the substance of revelation: by making even the insoluble questions & multiple possible answers take on the granite assured stance of dogma. It does not kill this quick of life in students who come, each year, fresh, quick, to be awakened & pass on - but it kills the quick in me by forcing to formula the great visions, the great collocations and cadences of words and meanings. The good teacher, the proper teacher, must be everliving in faith and ever-renewed in creative energy to keep the sap packed in herself, himself, as well as the work. I do not have the energy, or will to use the energy I have, and it would take all, to keep this flame alive.

If you are disabled, it is probably not your fault, but it is no good blaming the world or expecting it to take pity on you. One has to have a positive attitude and must make the best of the situation that one finds oneself in; if one is physically disabled, one cannot afford to be psychologically disabled as well. In my opinion, one should concentrate on activities in which one's physical disability will not present a serious handicap. I am afraid that Olympic Games for the disabled do not appeal to me, but it is easy for me to say that because I never liked athletics anyway. On the other hand, science is a very good area for disabled people because it goes on mainly in the mind. Of course, most kinds of experimental work are probably ruled out for most such people, but theoretical work is almost ideal. My disabilities have not been a significant handicap in my field, which is theoretical physics. Indeed, they have helped me in a way by shielding me from lecturing and administrative work that I would otherwise have been involved in. I have managed, however, only because of the large amount of help I have received from my wife, children, colleagues and students. I find that people in general are very ready to help, but you should encourage them to feel that their efforts to aid you are worthwhile by doing as well as you possibly can.

The basic principle of the new education is to be that dunces and idlers must not be made to feel inferior to intelligent and industrious pupils. That would be ‘undemocratic’. These differences between the pupils—for they are obviously and nakedly individual differences—must be disguised. This can be done on various levels. At universities, examinations must be framed so that nearly all the students get good marks. Entrance examinations must be framed so that all, or nearly all, citizens can go to universities, whether they have any power (or wish) to profit by higher education or not. At schools, the children who are too stupid or lazy to learn languages and mathematics and elementary science can be set to doing the things that children used to do in their spare time. Let them, for example, make mud-pies and call it modelling. But all the time there must be no faintest hint that they are inferior to the children who are at work. Whatever nonsense they are engaged in must have—I believe the English already use the phrase—‘parity of esteem’. An even more drastic scheme is not impossible. Children who are fit to proceed to a higher class may be artificially kept back, because the others would get a trauma—Beelzebub, what a useful word!—by being left behind. The bright pupil thus remains democratically fettered to his own age-group throughout his school career, and a boy who would be capable of tackling Aeschylus or Dante sits listening to his coaeval’s attempts to spell out A CAT SAT ON THE MAT.

Consider a white ninth-grade student taking American history in a predominantly middle-class town in Vermont. Her father tapes Sheetrock, earning an income that in slow construction seasons leaves the family quite poor. Her mother helps out by driving a school bus part-time, in addition to taking care of her two younger siblings. The girl lives with her family in a small house, a winterized former summer cabin, while most of her classmates live in large suburban homes. How is this girl to understand her poverty? Since history textbooks present the American past as four hundred years of progress and portray our society as a land of opportunity in which folks get what they deserve and deserve what they get, the failures of working-class Americans to transcend their class origin inevitably get laid at their own doorsteps.

On the second floor was the office in which Houston pounded an ancient typewriter with two fingers, always setting an example of unceasing hard work for his admiring students. They had no hint of the fact that their hard-driving dean had contracted tuberculosis while serving as a GI in France in Word War I. Houstan always seemed vibrant and impassioned in the chase for justice as he tried to expose his students to everything relating to the law that might give them an advantage. . . . "I never worked hard until I got to the Howard Law School and met Charlie Houston," Marshal told me. "I saw this man's dedication, his vision, his willingness to sacrifice, and I told myself, 'You either shape up or ship out.' When you are being challenged by a great human being, you know that you can't ship out." So Houston rescued Marshall and launched him into a career as one of the greatest lawyers in American history.

Somewhere among the commotion I grew rather depressed. The depression stayed with me for over a year; it was like an animal, a well-defined, spatially localizable thing. I would wake up, open my eyes, listen-is it here or isn’t it? No sign of it. Perhaps it’s asleep. Perhaps it will leave me alone today. Carefully, very carefully, I get out of bed. All is quiet. I go to the kitchen, start breakfast. Not a sound. TV-Good Morning America, David what’s-his-name, a guy I can’t stand. I eat and watch the guests. Slowly the food fills my stomach and gives me strength. Now a quick excursion to the bathroom, and out for my morning walk-and here she is, my faithful depression: “Did you think you could leave without me?" I had often warned my students not to identify with their work. I told them, “if you want to achieve something, if you want to write a book, paint a picture, be sure that the center of your existence if somewhere else and that it’s solidly grounded; only then will you be able to keep your cool and laugh at the attacks that are bound to come." I myself had followed this advice in the past, but now I was alone, sick with some unknown affliction; my private life was in a mess, and I was without a defense. I often wished I had never written that fucking book.

Ponder and his fellow students watched Hex carefully. 'It can't just, you know, stop,' said Adrian 'Mad Drongo' Tumipseed. 'The ants are just standing still,' said Ponder. He sighed. 'All right, put the wretched thing back.' Adrian carefully replaced the small fluffy teddy bear above Hex's keyboard. Things immediately began to whirr. The ants started to trot again. The mouse squeaked. They'd tried this three times. Ponder looked again at the single sentence Hex had written. +++ Mine! Waaaah +++ 'I don't actually think,' he said, gloomily, 'that I want to tell the Archchancellor that this machine stops working if we take its fluffy teddy bear away. I just don't think I want to live in that kind of world.' 'Er,' said Mad Drongo, 'you could always, you know, sort of say it needs to work with the FTB enabled... 'You think that's better?' said Ponder, reluctantly. It wasn't as if it was even a very realistic interpretation of a bear. 'You mean, better than "fluffy teddy bear"?' Ponder nodded. 'It's better,' he said.

I don’t know if I ever liked you,” I say, and bathroom acoustics being what they are, the declaration is magnified and that much more unkind, which makes me feel bad until I see that he is missing a shoe, and I feel it anew, this terrible disappointment in myself that I am happy to take out on him. He is the most obvious thing that has ever happened to me, and all around the city it is happening to other silly, half-formed women excited by men who’ve simply met the prerequisite of living a little more life, a terribly unspecial thing that is just what happens when you keep on getting up and brushing your teeth and going to work and ignoring the whisper that comes to you at night and tells you it would be easier to be dead. So, sure, an older man is a wonder because he has paid thirty-eight years of Con Ed bills and suffered food poisoning and seen the climate reports and still not killed himself, but somehow, after being a woman for twenty-three years, after the ovarian torsion and student loans and newfangled Nazis in button-downs, I too am still alive, and actually this is the more remarkable feat. Instead I let myself be awed by his middling command of the wine list.

Hi there, cutie." Ash turned his head to find an extremely attractive college student by his side. With black curly hair, she was dressed in jeans and a tight green top that displayed her curves to perfection. "Hi." "You want to go inside for a drink? It's on me." Ash paused as he saw her past, present, and future simultaneously in his mind. Her name was Tracy Phillips. A political science major, she was going to end up at Harvard Med School and then be one of the leading researchers to help isolate a mutated genome that the human race didn't even know existed yet. The discovery of that genome would save the life of her youngest daughter and cause her daughter to go on to medical school herself. That daughter, with the help and guidance of her mother, would one day lobby for medical reforms that would change the way the medical world and governments treated health care. The two of them would shape generations of doctors and save thousands of lives by allowing people to have groundbreaking medical treatments that they wouldn't have otherwise been able to afford. And right now, all Tracy could think about was how cute his ass was in leather pants, and how much she'd like to peel them off him. In a few seconds, she'd head into the coffee shop and meet a waitress named Gina Torres. Gina's dream was to go to college herself to be a doctor and save the lives of the working poor who couldn't afford health care, but because of family problems she wasn't able to take classes this year. Still Gina would tell Tracy how she planned to go next year on a scholarship. Late tonight, after most of the college students were headed off, the two of them would be chatting about Gina's plans and dreams. And a month from now, Gina would be dead from a freak car accident that Tracy would see on the news. That one tragic event combined with the happenstance meeting tonight would lead Tracy to her destiny. In one instant, she'd realize how shallow her life had been, and she'd seek to change that and be more aware of the people around her and of their needs. Her youngest daughter would be named Gina Tory in honor of the Gina who was currently busy wiping down tables while she imagined a better life for everyone. So in effect, Gina would achieve her dream. By dying she'd save thousands of lives and she'd bring health care to those who couldn't afford it... The human race was an amazing thing. So few people ever realized just how many lives they inadvertently touched. How the right or wrong word spoken casually could empower or destroy another's life. If Ash were to accept Tracy's invitation for coffee, her destiny would be changed and she would end up working as a well-paid bank officer. She'd decide that marriage wasn't for her and go on to live her life with a partner and never have children. Everything would change. All the lives that would have been saved would be lost. And knowing the nuance of every word spoken and every gesture made was the heaviest of all the burdens Ash carried. Smiling gently, he shook his head. "Thanks for asking, but I have to head off. You have a good night." She gave him a hot once-over. "Okay, but if you change your mind, I'll be in here studying for the next few hours." Ash watched as she left him and entered the shop. She set her backpack down at a table and started unpacking her books. Sighing from exhaustion, Gina grabbed a glass of water and made her way over to her... And as he observed them through the painted glass, the two women struck up a conversation and set their destined futures into motion. His heart heavy, he glanced in the direction Cael had vanished and hated the future that awaited his friend. But it was Cael's destiny. His fate... "Imora thea mi savur," Ash whispered under his breath in Atlantean. God save me from love.

and I feel it anew, this terrible disappointment in myself that I am happy to take out on him. He is the most obvious thing that has ever happened to me, and all around the city it is happening to other silly, half-formed women excited by men who’ve simply met the prerequisite of living a little more life, a terribly unspecial thing that is just what happens when you keep on getting up and brushing your teeth and going to work and ignoring the whisper that comes to you at night and tells you it would be easier to be dead. So, sure, an older man is a wonder because he has paid thirty-eight years of Con Ed bills and suffered food poisoning and seen the climate reports and still not killed himself, but somehow, after being a woman for twenty-three years, after the ovarian torsion and student loans and newfangled Nazis in button-downs, I too am still alive, and actually this is the more remarkable feat. Instead I let myself be awed by his middling command of the wine list.

The desire to make art begins early. Among the very young this is encouraged (or at least indulged as harmless) but the push toward a 'serious' education soon exacts a heavy toll on dreams and fantasies....Yet for some the desire persists, and sooner or later must be addressed. And with good reason: your desire to make art -- beautiful or meaningful or emotive art -- is integral to your sense of who you are. Life and Art, once entwined, can quickly become inseparable; at age ninety Frank Lloyd Wright was still designing, Imogen Cunningham still photographing, Stravinsky still composing, Picasso still painting. But if making art gives substance to your sense of self, the corresponding fear is that you're not up to the task -- that you can't do it, or can't do it well, or can't do it again; or that you're not a real artist, or not a good artist, or have no talent, or have nothing to say. The line between the artist and his/her work is a fine one at best, and for the artist it feels (quite naturally) like there is no such line. Making art can feel dangerous and revealing. Making art is dangerous and revealing. Making art precipitates self-doubt, stirring deep waters that lay between what you know you should be, and what you fear you might be. For many people, that alone is enough to prevent their ever getting started at all -- and for those who do, trouble isn't long in coming. Doubts, in fact, soon rise in swarms: "I am not an artist -- I am a phony. I have nothing worth saying. I'm not sure what I'm doing. Other people are better than I am. I'm only a [student/physicist/mother/whatever]. I've never had a real exhibit. No one understands my work. No one likes my work. I'm no good. Yet viewed objectively, these fears obviously have less to do with art than they do with the artist. And even less to do with the individual artworks. After all, in making art you bring your highest skills to bear upon the materials and ideas you most care about. Art is a high calling -- fears are coincidental. Coincidental, sneaky and disruptive, we might add, disguising themselves variously as laziness, resistance to deadlines, irritation with materials or surroundings, distraction over the achievements of others -- indeed anything that keeps you from giving your work your best shot. What separates artists from ex-artists is that those who challenge their fears, continue; those who don't, quit. Each step in the artmaking process puts that issue to the test.

Students who are beginning to struggle in math and science often look at others who are intellectual racehorses and tell themselves they have to keep up. Then they don’t give themselves the extra time they need to truly master the material, and they fall still further behind. As a result of this uncomfortable and discouraging situation, students end up unnecessarily dropping out of math and science. Take a step back and look dispassionately at your strengths and weaknesses. If you need more time to learn math and science, that’s simply the reality. If you’re in high school, try to arrange your schedule to give yourself the time you need to focus on the more difficult materials, and limit these materials to manageable proportions. If you’re in college, try to avoid a full load of heavy courses, especially if you are working on the side. A lighter load of math and science courses can, for many, be the equivalent of a heavy load of other types of courses. Especially in the early stages of college, avoid the temptation to keep up with your peers.

Why does this magnificent applied science which saves work and makes life easier bring us so little happiness? The simple answer runs: because we have not yet learned to make sensible use of it. In war it serves that we may poison and mutilate each other. In peace it has made our lives hurried and uncertain. Instead of freeing us in great measure from spiritually exhausting labor, it has made men into slaves of machinery, who for the most part complete their monotonous long day's work with disgust and must continually tremble for their poor rations. It is not enough that you should understand about applied science in order that your work may increase man's blessings. Concern for the man himself and his fate must always form the chief interest of all technical endeavours; [..] concern for the great unsolved problems of the organization of labor and the distribution of goods in order that the creations of our mind shall be a blessing and not a curse to mankind. Never forget this in the midst of your diagrams and equations. - From a speech to students at the California Institute of Technology, in "Einstein Sees Lack in Applying Science", The New York Times (16 February 1931)

Solitude takes time, and caregivers to children have no time. Our children demand attention and need care. They ask questions and parents must answer. The number of decisions that go into a week of parenting astonishes me. Women have known for centuries what I have just discovered: going to work every day is far easier than staying home raising children...thoughtful parenting requires time to think, and parents of young children do not have time to think...One middle-aged female writing student spoke to me of feeling she lacked the freedom to "play hooky in nature"; it is an act of leisure men indulge in while women stay at home, keeping domestic life in order. Men often can justify poking around in the woods as a part of their profession, or as part of an acceptably manly activity like hunting or fishing. Women, for generations circumscribed by conventional values, must purposefully create opportunities for solitude, for exploration of nature or ideas, for writing.

what is the expression which the age demands? the age demands no expression whatever. we have seen photographs of bereaved asian mothers. we are not interested in the agony of your fumbled organs. there is nothing you can show on your face that can match the horror of this time. do not even try. you will only hold yourself up to the scorn of those who have felt things deeply. we have seen newsreels of humans in the extremities of pain and dislocation. you are playing to people who have experienced a catastrophe. this should make you very quiet. speak the words, convey the data, step aside. everyone knows you are in pain. you cannot tell the audience everything you know about love in every line of love you speak. step aside and they will know what you know because you know it already. you have nothing to teach them. you are not more beautiful than they are. you are not wiser. do not shout at them. do not force a dry entry. that is bad sex. if you show the lines of your genitals, then deliver what you promise. and remember that people do not really want an acrobat in bed. what is our need? to be close to the natural man, to be close to the natural woman. do not pretend that you are a beloved singer with a vast loyal audience which has followed the ups and downs of your life to this very moment. the bombs, flame-throwers, and all the shit have destroyed more than just the trees and villages. they have also destroyed the stage. did you think that your profession would escape the general destruction? there is no more stage. there are no more footlights. you are among the people. then be modest. speak the words, convey the data, step aside. be by yourself. be in your own room. do not put yourself on. do not act out words. never act out words. never try to leave the floor when you talk about flying. never close your eyes and jerk your head to one side when you talk about death. do not fix your burning eyes on me when you speak about love. if you want to impress me when you speak about love put your hand in your pocket or under your dress and play with yourself. if ambition and the hunger for applause have driven you to speak about love you should learn how to do it without disgracing yourself or the material. this is an interior landscape. it is inside. it is private. respect the privacy of the material. these pieces were written in silence. the courage of the play is to speak them. the discipline of the play is not to violate them. let the audience feel your love of privacy even though there is no privacy. be good whores. the poem is not a slogan. it cannot advertise you. it cannot promote your reputation for sensitivity. you are students of discipline. do not act out the words. the words die when you act them out, they wither, and we are left with nothing but your ambition. the poem is nothing but information. it is the constitution of the inner country. if you declaim it and blow it up with noble intentions then you are no better than the politicians whom you despise. you are just someone waving a flag and making the cheapest kind of appeal to a kind of emotional patriotism. think of the words as science, not as art. they are a report. you are speaking before a meeting of the explorers' club of the national geographic society. these people know all the risks of mountain climbing. they honour you by taking this for granted. if you rub their faces in it that is an insult to their hospitality. do not work the audience for gasps ans sighs. if you are worthy of gasps and sighs it will not be from your appreciation of the event but from theirs. it will be in the statistics and not the trembling of the voice or the cutting of the air with your hands. it will be in the data and the quiet organization of your presence. avoid the flourish. do not be afraid to be weak. do not be ashamed to be tired. you look good when you're tired. you look like you could go on forever. now come into my arms. you are the image of my beauty.

I find it wholesome to be alone in the greater part of the time. To be in company, even with the best, is soon wearisome and dissipating. I love to be alone. i never found the companion that was so companionable as solitude. We are for the most part more lonely when we go abroad among men then when we stay in our chambers. A man thinking or working is always alone, let him be where he will. Solitude is not measured by the miles of space that intervene between a man and his fellows. The really diligent student in one of the crowded hives of Cambridge College is as solitary as a dervis in the desert. The farmer can work alone in the field or the woods all day, hoeing or chopping and not feel lonesome, because he is employed; but when he comes home at night he cannot sit down in a room alone, at the mercy of his thoughts, but must be where he can "see the folks," and recreate, and as he thinks remunerate, himself for his day's solitude; and hence he wonders how the student can sit alone in the house all night and most of the day without ennui and "the blues;" but he does not realize that the student, though in the house, is still at work in his field, and chopping in his woods, as the farmer in his, and in turn seeks the same recreation and society that the latter does, though it may be a more condensed form of it.

I had a pupil who turned in a couple of well-crafted essays on Descartes, subjecting "cogito ergo sum" to effective and damaging criticism...This was the sort of thing the best students did, and it was thought to be Oxford intellectual training at its most sophistocated. But I said to him, "If all the criticisms you've made of Descartes are valid-- and on the whole I think they are-- why are we spending our time here now discussing him? Why have you just devoted a fortnight of your life to reading his main works and writing two essays about them? ...More to the point: if all these things are wrong with his ideas--and I think they are-- why is his name known to every educated person in the Western world today, three and a half centuries after his death? ...[text].. The pupil saw my point straight away but was at a loss to answer...[text].. Along such lines as these I made it a conscious principle of my teaching, whatever the subject, to get the pupil first of all to do the necessary learning, and the detailed work of analysis and criticism, and then to raise "Yes, but what is the point of all this-- why are we doing it?" questions. And students almost invariably found that it was only when that stage was reached that the really exciting interest and importantance of what it was they were doing opened up before their eyes.

The light was crude. It made Artaud's eyes shrink into darkness, as they are deep-set. This brought into relief the intensity of his gestures. He looked tormented. His hair, rather long, fell at times over his forehead. He has the actor's nimbleness and quickness of gestures. His face is lean, as if ravaged by fevers. His eyes do not seem to see the people. They are the eyes of a visionary. His hands are long, long-fingered. Beside him Allendy looks earthy, heavy, gray. He sits at the desk, massive, brooding. Artaud steps out on the platform, and begins to talk about " The Theatre and the Plague." He asked me to sit in the front row. It seems to me that all he is asking for is intensity, a more heightened form of feeling and living. Is he trying to remind us that it was during the Plague that so many marvelous works of art and theater came to be, because, whipped by the fear of death, man seeks immortality, or to escape, or to surpass himself? But then, imperceptibly almost, he let go of the thread we were following and began to act out dying by plague. No one quite knew when it began. To illustrate his conference, he was acting out an agony. "La Peste" in French is so much more terrible than "The Plague" in English. But no word could describe what Artaud acted out on the platform of the Sorbonne. He forgot about his conference, the theatre, his ideas, Dr. Allendy sitting there, the public, the young students, his wife, professors, and directors. His face was contorted with anguish, one could see the perspiration dampening his hair. His eyes dilated, his muscles became cramped, his fingers struggled to retain their flexibility. He made one feel the parched and burning throat, the pains, the fever, the fire in the guts. He was in agony. He was screaming. He was delirious. He was enacting his own death, his own crucifixion. At first people gasped. And then they began to laugh. Everyone was laughing! They hissed. Then, one by one, they began to leave, noisily, talking, protesting. They banged the door as they left. The only ones who did not move were Allendy, his wife, the Lalous, Marguerite. More protestations. More jeering. But Artaud went on, until the last gasp. And stayed on the floor. Then when the hall had emptied of all but his small group of friends, he walked straight up to me and kissed my hand. He asked me to go to the cafe with him.

When I got to school the next morning I had stepped only one foot in the quad when he spotted me and nearly tackled me to the ground. “Jamie!” he hollered, rushing across the lawn without caring the least bit about the scene he was creating. The next thing I knew, my feet were off the ground and I was squished so tightly in Ryan’s arms that I could barely breathe. “Okay, Ryan?” I coughed in a hushed tone. “This is exactly the kind of thing that can get you killed.” “I don’t care, I’m not letting go. Don’t ever disappear like that again!” he scolded, but his voice was more relieved than angry. “It’s been days! You had your mother worried sick!” “My mother?” I questioned sarcastically. Ryan laughed as he finally set me back on my feet. “Okay, fine, me too.” He still wouldn’t let go of me, though. He was gripping my arms while he looked at me with those eyes, and that smile… You know, being all Ryan-ish. And then, when I got lost in the moment, he totally took advantage of how whipped I was and he kissed me. The jerk. He just pulled my face to his right then and there, in the middle of a crowded quad full of students, where I could have accidentally unleashed an electrical storm at any moment. And okay, maybe I liked it, and maybe I even needed it, but still! You can’t just go kissing Jamie Baker whenever you want, even if you are Ryan Miller! “Ryan!” I yelled as soon as I was able to pull away from him—which admittedly took a minute. “I’m sorry.” Ryan laughed with this big dopey grin on his face and then kissed me some more. I had to push him away from me. “Don’t be sorry, just stop!” I realized I was screaming at him when I felt a hundred different pairs of eyes on me. I tried to ignore the audience that Ryan seemed oblivious to and dropped the audio a few decibels. “I wasn’t kidding when I said this has to stop. Look, I will be your friend. I want to be your friend. But that’s it. We can’t be anything more. It’ll never work.” Ryan watched me for a minute and then whispered, “Don’t do that.” I was shocked to hear the sudden emotion in his voice. “Don’t give up.” It was hopeless. “Fine!” I snapped. “I’ll be your stupid girlfriend!” Big shocker, me giving Ryan his way, I know. But let’s face it—it’s just what I do best. I had to at least act a little tough, though. “But!” I said in the harshest voice I was capable of. “You can’t ever touch me unless I say. No more tackling me, and especially no more surprise kissing.” He actually laughed at my request. “No promises.” Stupid, cocky boyfriend. “You’re crazy. You know that, right?” Ryan got this big cheesy smile on his face and said, “Crazy about you.” “Ugh,” I groaned. “Would you be serious for a minute? Why do you insist on putting your life in danger?” “Because I like you.” His stupid grin was infectious. I wanted to be angry, but how could I with him looking at me like that? “I’m not worth it, you know,” I said stubbornly. “I have issues. I’m unstable.” “You’re cute when you’re unstable,” Ryan said, “and I like your issues.” The stupid boy was straight-up giddy now. But he was so cute that I cracked a smile despite myself. “You really are crazy,” I muttered.

People won’t see you as just another woman any more, but as a white woman who hangs with brownies, and you’ll lose a bit of your privilege, you should still check it, though, have you heard the expression, check your privilege, babe? Courtney replied that seeing as Yazz is the daughter of a professor and a very well-known theatre director, she’s hardly underprivileged herself, whereas she, Courtney, comes from a really poor community where it’s normal to be working in a factory at sixteen and have your first child as a single mother at seventeen, and that her father’s farm is effectively owned by the bank Yes but I’m black, Courts, which makes me more oppressed than anyone who isn’t, except Waris who is the most oppressed of all of them (although don’t tell her that) In five categories, black, Muslim, female, poor, hijab bed She’s the only one Yazz can’t tell to check her privilege Courtney replied that Roxane Gay warned against the idea of playing ‘privilege Olympics’ and wrote in Bad Feminist that privilege is relative and contextual, and I agree, Yazz, I mean, where does it all end? Is Obama less privileged than a white hillbilly growing up in a trailer park with a junkie single mother and a jailbird father? Is a severely disabled person more privileged than a Syrian asylum-seeker who’s been tortured? Roxane argues that we have to find a new discourse for discussing inequality Yazz doesn’t know what to say, when did Court read Roxane Gay - who’s amaaaazing? Was this a student outwitting the master moment? #whitegirltrumpsblackgirl

You will encounter resentful, sneering non-readers who will look at you from their beery, leery eyes, as they might some form of sub-hominid anomaly, bookimus maximus. You will encounter redditters, youtubers, blogspotters, wordpressers, twitterers, and facebookers with wired-open eyes who will shout at from you from their crazy hectoring mouths about the liberal poison of literature. You will encounter the gamers with their twitching fingers who will look upon you as a character to lock crosshairs on and blow to smithereens. You will encounter the stoners and pill-poppers who will ignore you, and ask you if you have read Jack Keroauc’s On the Road, and if you haven’t, will lecture you for two hours on that novel and refuse to acknowledge any other books written by anyone ever. You will encounter the provincial retirees, who have spent a year reading War & Peace, who strike the attitude that completing that novel is a greater achievement than the thousands of books you have read, even though they lost themselves constantly throughout the book and hated the whole experience. You will encounter the self-obsessed students whose radical interpretations of Agnes Grey and The Idiot are the most important utterance anyone anywhere has ever made with their mouths, while ignoring the thousands of novels you have read. You will encounter the parents and siblings who take every literary reference you make back to the several books they enjoyed reading as a child, and then redirect the conversation to what TV shows they have been watching. You will encounter the teachers and lecturers, for whom any text not on their syllabus is a waste of time, and look upon you as a wayward student in need of their salvation. You will encounter the travellers and backpackers who will take pity on you for wasting your life, then tell you about the Paulo Coelho they read while hostelling across Europe en route to their spiritual pilgrimage to New Delhi. You will encounter the hard-working moaners who will tell you they are too busy working for a living to sit and read all day, and when they come home from a hard day’s toil, they don’t want to sit and read pretentious rubbish. You will encounter the voracious readers who loathe competition, and who will challenge you to a literary duel, rather than engage you in friendly conversation about your latest reading. You will encounter the slack intellectuals who will immediately ask you if you have read Finnegans Wake, and when you say you have, will ask if you if you understood every line, and when you say of course not, will make some point that generally alludes to you being a halfwit. Fuck those fuckers.

Several years ago, researchers at the University of Minnesota identified 568 men and women over the age of seventy who were living independently but were at high risk of becoming disabled because of chronic health problems, recent illness, or cognitive changes. With their permission, the researchers randomly assigned half of them to see a team of geriatric nurses and doctors—a team dedicated to the art and science of managing old age. The others were asked to see their usual physician, who was notified of their high-risk status. Within eighteen months, 10 percent of the patients in both groups had died. But the patients who had seen a geriatrics team were a quarter less likely to become disabled and half as likely to develop depression. They were 40 percent less likely to require home health services. These were stunning results. If scientists came up with a device—call it an automatic defrailer—that wouldn’t extend your life but would slash the likelihood you’d end up in a nursing home or miserable with depression, we’d be clamoring for it. We wouldn’t care if doctors had to open up your chest and plug the thing into your heart. We’d have pink-ribbon campaigns to get one for every person over seventy-five. Congress would be holding hearings demanding to know why forty-year-olds couldn’t get them installed. Medical students would be jockeying to become defrailulation specialists, and Wall Street would be bidding up company stock prices. Instead, it was just geriatrics. The geriatric teams weren’t doing lung biopsies or back surgery or insertion of automatic defrailers. What they did was to simplify medications. They saw that arthritis was controlled. They made sure toenails were trimmed and meals were square. They looked for worrisome signs of isolation and had a social worker check that the patient’s home was safe. How do we reward this kind of work? Chad Boult, the geriatrician who was the lead investigator of the University of Minnesota study, can tell you. A few months after he published the results, demonstrating how much better people’s lives were with specialized geriatric care, the university closed the division of geriatrics.

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.

...Although the term Existentialism was invented in the 20th century by the French philosopher Gabriel Marcel, the roots of this thought go back much further in time, so much so, that this subject was mentioned even in the Old Testament. If we take, for example, the Book of Ecclesiastes, especially chapter 5, verses 15-16, we will find a strong existential sentiment there which declares, 'This too is a grievous evil: As everyone comes, so they depart, and what do they gain, since they toil for the wind?' The aforementioned book was so controversial that in the distant past there were whole disputes over whether it should be included in the Bible. But if nothing else, this book proves that Existential Thought has always had its place in the centre of human life. However, if we consider recent Existentialism, we can see it was the French philosopher Jean-Paul Sartre who launched this movement, particularly with his book Being and Nothingness, in 1943. Nevertheless, Sartre's thought was not a new one in philosophy. In fact, it goes back three hundred years and was first uttered by the French philosopher René Descartes in his 1637 Discours de la Méthode, where he asserts, 'I think, therefore I am' . It was on this Cartesian model of the isolated ego-self that Sartre built his existential consciousness, because for him, Man was brought into this world for no apparent reason and so it cannot be expected that he understand such a piece of absurdity rationally.'' '' Sir, what can you tell us about what Sartre thought regarding the unconscious mind in this respect, please?'' a charming female student sitting in the front row asked, listening keenly to every word he had to say. ''Yes, good question. Going back to Sartre's Being and Nothingness it can be seen that this philosopher shares many ideological concepts with the Neo-Freudian psychoanalysts but at the same time, Sartre was diametrically opposed to one of the fundamental foundations of psychology, which is the human unconscious. This is precisely because if Sartre were to accept the unconscious, the same subject would end up dissolving his entire thesis which revolved around what he understood as being the liberty of Man. This stems from the fact that according to Sartre, if a person accepts the unconscious mind he is also admitting that he can never be free in his choices since these choices are already pre-established inside of him. Therefore, what can clearly be seen in this argument is the fact that apparently, Sartre had no idea about how physics, especially Quantum Mechanics works, even though it was widely known in his time as seen in such works as Heisenberg's The Uncertainty Principle, where science confirmed that first of all, everything is interconnected - the direct opposite of Sartrean existential isolation - and second, that at the subatomic level, everything is undetermined and so there is nothing that is pre-established; all scientific facts that in themselves disprove the Existential Ontology of Sartre and Existentialism itself...

For Dawkins, atheism is a necessary consequence of evolution. He has argued that the religious impulse is simply an evolutionary mistake, a ‘misfiring of something useful’, it is a kind if virus, parasitic on cognitive systems naturally selected because they had enabled a species to survive. Dawkins is an extreme exponent of the scientific naturalism, originally formulated by d’Holbach, that has now become a major worldview among intellectuals. More moderate versions of this “scientism” have been articulated by Carl Sagan, Steven Weinberg, and Daniel Dennett, who have all claimed that one has to choose between science and faith. For Dennett, theology has been rendered superfluous, because biology can provide a better explanation of why people are religious. But for Dawkins, like the other “new atheists” – Sam Harris, the young American philosopher and student of neuroscience, and Christopher Hitchens, critic and journalist – religion is the cause of the problems of our world; it is the source of absolute evil and “poisons everything.” They see themselves in the vanguard of a scientific/rational movement that will eventually expunge the idea of God from human consciousness. But other atheists and scientists are wary of this approach. The American zoologist Stephen Jay Gould (1941-2002) followed Monod in his discussion of the implications of evolution. Everything in the natural world could indeed be explained by natural selection, but Gould insisted that science was not competent to decide whether God did or did not exist, because it could only work with natural explanations. Gould had no religious axe to grind; he described himself as an atheistically inclined agnostic, but pointed out that Darwin himself had denied he was an atheist and that other eminent Darwinians - Asa Gray, Charles D. Walcott, G. G. Simpson, and Theodosius Dobzhansky - had been either practicing Christians or agnostics. Atheism did not, therefore, seem to be a necessary consequence of accepting evolutionary theory, and Darwinians who held forth dogmatically on the subject were stepping beyond the limitations that were proper to science.

One of my greatest fears is family decline.There’s an old Chinese saying that “prosperity can never last for three generations.” I’ll bet that if someone with empirical skills conducted a longitudinal survey about intergenerational performance, they’d find a remarkably common pattern among Chinese immigrants fortunate enough to have come to the United States as graduate students or skilled workers over the last fifty years. The pattern would go something like this: • The immigrant generation (like my parents) is the hardest-working. Many will have started off in the United States almost penniless, but they will work nonstop until they become successful engineers, scientists, doctors, academics, or businesspeople. As parents, they will be extremely strict and rabidly thrifty. (“Don’t throw out those leftovers! Why are you using so much dishwasher liquid?You don’t need a beauty salon—I can cut your hair even nicer.”) They will invest in real estate. They will not drink much. Everything they do and earn will go toward their children’s education and future. • The next generation (mine), the first to be born in America, will typically be high-achieving. They will usually play the piano and/or violin.They will attend an Ivy League or Top Ten university. They will tend to be professionals—lawyers, doctors, bankers, television anchors—and surpass their parents in income, but that’s partly because they started off with more money and because their parents invested so much in them. They will be less frugal than their parents. They will enjoy cocktails. If they are female, they will often marry a white person. Whether male or female, they will not be as strict with their children as their parents were with them. • The next generation (Sophia and Lulu’s) is the one I spend nights lying awake worrying about. Because of the hard work of their parents and grandparents, this generation will be born into the great comforts of the upper middle class. Even as children they will own many hardcover books (an almost criminal luxury from the point of view of immigrant parents). They will have wealthy friends who get paid for B-pluses.They may or may not attend private schools, but in either case they will expect expensive, brand-name clothes. Finally and most problematically, they will feel that they have individual rights guaranteed by the U.S. Constitution and therefore be much more likely to disobey their parents and ignore career advice. In short, all factors point to this generation

The news filled me with such euphoria that for an instant I was numb. My ingrained self-censorship immediately started working: I registered the fact that there was an orgy of weeping going on around me, and that I had to come up with some suitable performance. There seemed nowhere to hide my lack of correct emotion except the shoulder of the woman in front of me, one of the student officials, who was apparently heartbroken. I swiftly buried my head in her shoulder and heaved appropriately. As so often in China, a bit of ritual did the trick. Sniveling heartily she made a movement as though she was going to turn around and embrace me I pressed my whole weight on her from behind to keep her in her place, hoping to give the impression that I was in a state of abandoned grief. In the days after Mao's death, I did a lot of thinking. I knew he was considered a philosopher, and I tried to think what his 'philosophy' really was. It seemed to me that its central principle was the need or the desire? for perpetual conflict. The core of his thinking seemed to be that human struggles were the motivating force of history and that in order to make history 'class enemies' had to be continuously created en masse. I wondered whether there were any other philosophers whose theories had led to the suffering and death of so many. I thought of the terror and misery to which the Chinese population had been subjected. For what? But Mao's theory might just be the extension of his personality. He was, it seemed to me, really a restless fight promoter by nature, and good at it. He understood ugly human instincts such as envy and resentment, and knew how to mobilize them for his ends. He ruled by getting people to hate each other. In doing so, he got ordinary Chinese to carry out many of the tasks undertaken in other dictatorships by professional elites. Mao had managed to turn the people into the ultimate weapon of dictatorship. That was why under him there was no real equivalent of the KGB in China. There was no need. In bringing out and nourishing the worst in people, Mao had created a moral wasteland and a land of hatred. But how much individual responsibility ordinary people should share, I could not decide. The other hallmark of Maoism, it seemed to me, was the reign of ignorance. Because of his calculation that the cultured class were an easy target for a population that was largely illiterate, because of his own deep resentment of formal education and the educated, because of his megalomania, which led to his scorn for the great figures of Chinese culture, and because of his contempt for the areas of Chinese civilization that he did not understand, such as architecture, art, and music, Mao destroyed much of the country's cultural heritage. He left behind not only a brutalized nation, but also an ugly land with little of its past glory remaining or appreciated. The Chinese seemed to be mourning Mao in a heartfelt fashion. But I wondered how many of their tears were genuine. People had practiced acting to such a degree that they confused it with their true feelings. Weeping for Mao was perhaps just another programmed act in their programmed lives. Yet the mood of the nation was unmistakably against continuing Mao's policies. Less than a month after his death, on 6 October, Mme Mao was arrested, along with the other members of the Gang of Four. They had no support from anyone not the army, not the police, not even their own guards. They had had only Mao. The Gang of Four had held power only because it was really a Gang of Five. When I heard about the ease with which the Four had been removed, I felt a wave of sadness. How could such a small group of second-rate tyrants ravage 900 million people for so long? But my main feeling was joy. The last tyrants of the Cultural Revolution were finally gone.

Darkness seems to have prevailed and has taken the forefront. This country as in the 'cooperation' of The United States of America has never been about the true higher-good of the people. Know and remember this. Cling to your faith. Roll your spiritual sleeves up and get to work. Use your energy wisely. Transmute all anger, panic and fear into light and empowerment. Don't use what fuels them; all lower-energy. Mourn as you need to. Console who you need to—and then go get into the spiritual and energetic arena. There's plenty work for us to do; within and without. Let's each focus on becoming 'The President of Our Own Life. Cultivate your mind. Pursue your purpose. Shine your light. Elevate past—and reject—any culture of low vibrational energy and ratchetness. Don't take fear, defeat or anger—on or in. The system is doing what they've been created to do. Are you? Am I? Are we—collectively? Let's get to work. No more drifting through life without your higher-self in complete control of your mind. Awaken—fully. Activate—now. Put your frustrations or concerns into your work. Don't lose sight. There is still—a higher plan. Let's ride this 4 year energetic-wave like the spiritual gangsters that we are. This will all be the past soon. Let's get to work and stay dedicated, consistent and diligent. Again, this will all be the past soon. We have preparing and work to do. Toxic energy is so not a game. Toxic energy and low vibrations are being collectively acted out on the world stage. Covertly operating through the unconscious weak spots and blind spots in the human psyche; making people oblivious to their own madness, causing and influencing them to act against–their–own–best–interests and higher-good, as if under a spell and unconsciously possessed. This means that they are actually nourishing the lower vibrational energy with their lifestyle, choices, energy and habits, which is unconsciously giving the lower-energy the very power and fuel it needs—for repeating and recreating endless drama, suffering and destruction, in more and more amplified forms on a national and world stage. So what do we do? We take away its autonomy and power over us while at the same time empowering ourselves. By recognizing how this energetic/spiritual virus or parasite of the mind—operates through our unawareness is the beginning of the cure. Knowledge is power. Applied knowledge is—freedom. Our shared future will be decided primarily by the changes that take place in the psyche of humanity, starting with each of us— vibrationally. In closing and most importantly, the greatest protection against becoming affected or possessed by this lower-energy is to be in touch with our higher vibrational-self. We have to call our energy and power back. Being in touch with our higher-self and true nature acts as a sacred amulet, shielding and protecting us from the attempted effects. We defeat evil not by fighting against it (in which case, by playing its game, we’ve already lost) but by getting in touch with the part of us that is invulnerable to its effects— our higher vibrational-self. Will this defeat and destroy us? Or will it awaken us more and more? Everything depends upon our recognizing what is being revealed to us and our stepping out of the unconscious influence of low vibrational/negative/toxic/evil/distraction energy (or whatever name you relate to it as) that is and has been seeking power over each of our lives energetically and/or spiritually, and step into our wholeness, our personal power, our higher self and vibrate higher and higher daily. Stay woke my friends—let's get to work.

Dr. Chanter, in his brilliant History of Human Thought in the Twentieth Century, has made the suggestion that only a very small proportion of people are capable of acquiring new ideas of political or social behaviour after they are twenty-five years old. On the other hand, few people become directive in these matters until they are between forty and fifty. Then they prevail for twenty years or more. The conduct of public affairs therefore is necessarily twenty years or more behind the living thought of the times. This is what Dr. Chanter calls the "delayed realisation of ideas". In the less hurried past this had not been of any great importance, but in the violent crises of the Revolutionary Period it became a primary fact. It is evident now that whatever the emergency, however obvious the new problem before our species in the nineteen-twenties, it was necessary for the whole generation that had learned nothing and could learn nothing from the Great War and its sequelae, to die out before any rational handling of world affairs could even begin. The cream of the youth of the war years had been killed; a stratum of men already middle-aged remained in control, whose ideas had already set before the Great War. It was, says Chanter, an inescapable phase. The world of the Frightened Thirties and the Brigand Forties was under the dominion of a generation of unteachable, obstinately obstructive men, blinded men, miseducating, misleading the baffled younger people for completely superseded ends. If they could have had their way, they would have blinded the whole world for ever. But the blinding was inadequate, and by the Fifties all this generation and its teachings and traditions were passing away, like a smoke-screen blown aside. Before a few years had passed it was already incredible that in the twenties and thirties of the twentieth century the whole political life of the world was still running upon the idea of competitive sovereign empires and states. Men of quite outstanding intelligence were still planning and scheming for the "hegemony" of Britain or France or Germany or Japan; they were still moving their armies and navies and air forces and making their combinations and alliances upon the dissolving chess-board of terrestrial reality. Nothing happened as they had planned it; nothing worked out as they desired; but still with a stupefying inertia they persisted. They launched armies, they starved and massacred populations. They were like a veterinary surgeon who suddenly finds he is operating upon a human being, and with a sort of blind helplessness cuts and slashes more and more desperately, according to the best equestrian rules. The history of European diplomacy between 1914 and 1944 seems now so consistent a record of incredible insincerity that it stuns the modern mind. At the time it seemed rational behaviour. It did not seem insincere. The biographical material of the period -- and these governing-class people kept themselves in countenance very largely by writing and reading each other's biographies -- the collected letters, the collected speeches, the sapient observations of the leading figures make tedious reading, but they enable the intelligent student to realise the persistence of small-society values in that swiftly expanding scene. Those values had to die out. There was no other way of escaping from them, and so, slowly and horribly, that phase of the moribund sovereign states concluded.