Oh, look, there are jobs available in Jacksonville! Today there are two jobs for me and 1.2 million other people in this city to choose from. I can either go into the advertising industry by being a sign spinner, which sounds perfect for me because I really enjoy standing in the heat and getting honked at by drivers, or I can go into public relations by being a part time host/hostess at the Applebees on Old. St. Augustine Rd. Both of these jobs sound great, but since the competition for them is so stiff, I’m really regretting not having taken on another $50,000 dollars of debt and getting a master’s degree. I’m not feeling confident that I’m qualified for either of them.

When I was twelve I was obsessed. Everything was sex. Latin was sex. The dictionary fell open at 'meretrix', a harlot. You could feel the mystery coming off the word like musk. 'Meretrix'! This was none of your mensa-a-table, this was a flash from a forbidden planet, and it was everywhere. History was sex, French was sex, art was sex, the Bible, poetry, penfriends, games, music, everything was sex except biology which was obviously sex but not really sex, not the one which was secret and ecstatic and wicked and a sacrament and all the things it was supposed to be but couldn't be at one and the same time - I got that in the boiler room and it turned out to be biology after all.

It is also worth noting that one can obtain a Ph.D. in any branch of science for no other purpose than to make cynical use of scientific language in an effort to rationalize the glaring inadequacies of tbe Bible. A handful of Christians appear to have done this; some have even obtained their degrees from reputable universities. No doubt, others will follow in their footsteps. While such people are technically "scientists," they are not behaving like scientists. They simply are not engaged in an honest inquiry into the nature of the universe. And their proclamations about God and the failures of Darwinism do not in the least signify that there is a legitimate scientific controversy about evolution.

Each day we wake up and make myriad choices that affect others. We clothe ourselves with shirts, pants, and shoes that may have been sewn together by women working in factories fourteen-plus hours a day for a nonliving wage; we buy products manufactured in ways the destroy forests, pollute waterways, and poison the air; we wash our hair with shampoos that may have been squeezed into the eyes of conscious rabbits or force-fed to them in quantities that kill; and on and on. As Derrick Jensen has written in his book "The Culture of Make Believe", "It is possible to destroy a culture without being aware of its existence. It is possible to commit genocide or ecocide from the comfort of one's living room

Many scholars forget, it seems to me, that our enjoyment of the great works of literature depends more upon the depth of our sympathy than upon our understanding. The trouble is that very few of their laborious explanations stick in the memory. The mind drops them as a branch drops its overripe fruit. ... Again and again I ask impatiently, "Why concern myself with these explanations and hypotheses?" They fly hither and thither in my thought like blind birds beating the air with ineffectual wings. I do not mean to object to a thorough knowledge of the famous works we read. I object only to the interminable comments and bewildering criticisms that teach but one thing: there are as many opinions as there are men.

Mark, trying his best to distance himself from the cruel and pathetic 21st century, hadn’t listened to the news reports, not even when the dark green jeeps and helicopters showed up in town, men dressed in identical uniforms, just like in school, always standing with stony faces, setting up shelters and warning signals and food storage boxes. And as the public service announcements and racist propaganda bloomed onto the screens in every classroom, Mark’s only observation was that the United States still had such a long way to go. When times were dire, they resorted to using inaccurate stereotypes and ignorance as a weapon, with an impressionable society always willing to believe without further question.

Why has pachinko swept Japan? It can hardly be the excitement of gambling, since the risks and rewards are so small. During the hours spent in front of a pachinko machine, there is an almost total lack of stimulation other than the occasional rush of ball bearings. There is no thought, no movement; you have no control over the flow of balls, apart from holding a little lever which shoots them up to the top of the machine; you sit there enveloped in a cloud of heavy cigarette smoke, semi-dazed by the racket of millions of ball bearings falling through machines around you. Pachinko verges on sensory deprivation. It is the ultimate mental numbing, the final victory of the educational system." - Lost Japan, Eng. vers., 1996

The best thing for being sad," replied Merlin, beginning to puff and blow, "is to learn something. That's the only thing that never fails. You may grow old and trembling in your anatomies, you may lie awake at night listening to the disorder of your veins, you may miss your only love, you may see the world about you devastated by evil lunatics, or know your honour trampled in the sewers of baser minds. There is only one thing for it then — to learn. Learn why the world wags and what wags it. That is the only thing which the mind can never exhaust, never alienate, never be tortured by, never fear or distrust, and never dream of regretting. Learning is the only thing for you. Look what a lot of things there are to learn.

I started thinking about that, and I used to think that the Talib would come, and he would just kill me. But then I said, ‘If he comes, what would you do Malala?’ then I would reply to myself, ‘Malala, just take a shoe and hit him.’But then I said, ‘If you hit a Talib with your shoe, then there would be no difference between you and the Talib. You must not treat others with cruelty and that much harshly, you must fight others but through peace and through dialogue and through education.’Then I said I will tell him how important education is and that ‘I even want education for your children as well.’ And I will tell him, ‘That’s what I want to tell you, now do what you want.

..I met two young guys from the Oregon National Guard... The lieutenant told me about their temporary barracks in an old neighborhood high school. He told me that he was disgusted that kids ever went to school there, and that in Oregon the place would have been bulldozed and rebuilt so that kids could have a proper place to learn. He seemed troubled that all of this was happening in America. He realized that many of the problems he was seeing in New Orleans existed before the storm, and he wanted to know why people had put up with it and why they hadn't voted out of office the people who had let this happen. I told him I didn't know, but maybe we could change things in New Orleans in the future. He seemed hopeful. I felt less certain.

A common misconception of education comes when the definition of education narrows to the intellectual. The child is compartmentalized. He is not seen as a whole person, fully-integrated with physical, emotional, spiritual and intellectual capacities. Thus, if an educational program attempts to address the child's intellect while ignoring his spiritual and emotional development, the approach is sadly ignoring the true reality of the child. Likewise, those who separate the spiritual and emotional part of a child from the intellectual make a big mistake. You cannot delegate only the intellectual training of your child to professionals and retain just the spiritual and emotional for yourself. Whatever class is taught, the whole child is affected.

He had been educated in no habits of application and concentration. The system which had addressed him in exactly the same manner as it had addressed hundreds of other boys, all varying in character and capacity, had enabled him to dash through his tasks, always with fair credit and often with distinction, but in a fitful, dazzling way that had confirmed his reliance on those very qualities in himself which it had been most desirable to direct and train. They were good qualities, without which no high place can be meritoriously won, but like fire and water, though excellent servants, they were very bad masters. If they had been under Richard’s direction, they would have been his friends; but Richard being under their direction, they became his enemies.

The purpose of college, to put this all another way, is to turn adolescents into adults. You needn't go to school for that, but if you're going to be there anyway, then that's the most important thing to get accomplished. That is the true education: accept no substitutes. The idea that we should take the first four years of young adulthood and devote them to career preparation alone, neglecting every other part of life, is nothing short of an obscenity. If that's what people had you do, then you were robbed. And if you find yourself to be the same person at the end of college as you were at the beginning - the same beliefs, the same values, the same desires, the same goals for the same reasons - then you did it wrong. Go back and do it again.

If you want to teach your children that they are the tools of God, you had better not teach them that they are God's rifles, or we will have to stand firmly opposed to you: your doctrine has no glory, no special rights, no intrinsic and inalienable merit. If you insist on teaching your children false-hoods—that the Earth is flat, that "Man" is not a product of evolution by natural selection—then you must expect, at the very least, that those of us who have freedom of speech will feel free to describe your teachings as the spreading of falsehoods, and will attempt to demonstrate this to your children at our earliest opportunity. Our future well-being—the well-being of all of us on the planet—depends on the education of our descendants.

Thomas Jefferson once said that all men are created equal (...). There is a tendency (...) for certain people to use this phrase out of context, to satisfy all conditions. The most ridiculous example I can think of is that the people who run public education promote the stupid and idle along with the industrious-because all men are created equal, educators will gravely tell you, the children left behind suffer terrible feelings of inferiority. We know all men are not created equal in the sense some people would have us believe-some people are smarter than others, some people have more opportunity because they're born with it, some men make more money than others, some ladies make better cakes than others-some people are born gifted beyond the normal scope of most men.