There was no room for dust devils in the laws of physics, as least in the rigid form in which they were usually taught. There is a kind of unspoken collusion going on in mainstream science education: you get your competent but bored, insecure and hence stodgy teacher talking to an audience divided between engineering students, who are going to be responsible for making bridges that won’t fall down or airplanes that won’t suddenly plunge vertically into the ground at six hundred miles an hour, and who by definition get sweaty palms and vindictive attitudes when their teacher suddenly veers off track and begins raving about wild and completely nonintuitive phenomena; and physics students, who derive much of their self-esteem from knowing that they are smarter and morally purer than the engineering students, and who by definition don’t want to hear about anything that makes no fucking sense. This collusion results in the professor saying: (something along the lines of) dust is heavier than air, therefore it falls until it hits the ground. That’s all there is to know about dust. The engineers love it because they like their issues dead and crucified like butterflies under glass. The physicists love it because they want to think they understand everything. No one asks difficult questions. And outside the windows, the dust devils continue to gambol across the campus.

It is wrong to say that schoolmasters lack heart and are dried-up, soulless pedants! No, by no means. When a child's talent which he has sought to kindle suddenly bursts forth, when the boy puts aside his wooden sword, slingshot, bow-and-arrow and other childish games, when he begins to forge ahead, when the seriousness of the work begins to transform the rough-neck into a delicate, serious and an almost ascetic creature, when his face takes on an intelligent, deeper and more purposeful expression - then a teacher's heart laughs with happiness and pride. It is his duty and responsibility to control the raw energies and desires of his charges and replace them with calmer, more moderate ideals. What would many happy citizens and trustworthy officials have become but unruly, stormy innovators and dreamers of useless dreams, if not for the effort of their schools? In young beings there is something wild, ungovernable, uncultured which first has to be tamed. It is like a dangerous flame that has to be controlled or it will destroy. Natural man is unpredictable, opaque, dangerous, like a torrent cascading out of uncharted mountains. At the start, his soul is a jungle without paths or order. And, like a jungle, it must first be cleared and its growth thwarted. Thus it is the school's task to subdue and control man with force and make him a useful member of society, to kindle those qualities in him whose development will bring him to triumphant completion.

We've reached a point in human history where higher education no longer works. As a result of technology, higher education in its traditional college setting no longer works. It will never be effective or progressive enough to keep up with the growing needs of employers who look to college institutions for their future employees.I can appreciate the good intent the college system set out to achieve. For previous generations, the formula actually worked. Students enrolled into universities that were affordable, they gained marketable skills and they earned good jobs. Since there was a proven track record of success, parents instilled the value of college in their children thinking they would achieve the same success story they did, but unfortunately Wall Street was watching. Wall Street, the Federal Government and the college system ganged up and skyrocketed the cost of tuition to record highs. This was easy to do because not only did they have posters blanketing high schools showing kids what a loser they would be if they didn't go to college. They also had mom and dad at home telling them the same thing.This system - spending 4+ years pursuing a college education when the world is changing at the speed of light - no longer works and it's not fixable. We now have the biggest employer's market in human history, where employers have their pick of the litter, and because of this employees will get paid less and less and benefits will continue to erode.

Kamishna … karibu," alisema Nafi huku akisimama na kutupa gazeti mezani na kuchukua karatasi ya faksi, iliyotumwa."Ahsante. Kuna nini …""Kamishna, imekuja faksi kutoka Oslo kama nilivyokueleza – katika simu. Inakutaka haraka, kesho, lazima kesho, kuwahi kikao Alhamisi mjini Copenhagen," alisema Nafi huku akimpa kamishna karatasi ya faksi."Mjini Copenhagen!" alisema kamishna kwa kutoamini."Ndiyo, kamishna … Sidhani kama kuna jambo la hatari lakini.""Nafi, nini kimetokea!""Kamishna … sijui. Kwa kweli sijui. Ilipofika, hii faksi, kitu cha kwanza niliongea na watu wa WIS kupata uthibitisho wao. Nao hawajui. Huenda ni mauaji ya jana ya Meksiko. Hii ni siri kubwa ya tume kamishna, na ndiyo maana Oslo wakaingilia kati.""Ndiyo. Kila mtu ameyasikia mauaji ya Meksiko. Ni mabaya. Kinachonishangaza ni kwamba, jana niliongea na makamu … kuhusu mabadiliko ya katiba ya WODEA. Hakunambia chochote kuhusu mkutano wa kesho!""Kamishna, nakusihi kuwa makini. Dalili zinaonyesha hali si nzuri hata kidogo. Hawa ni wadhalimu tu … wa madawa ya kulevya.""Vyema!" alijibu kamishna kwa jeuri na hasira. Halafu akaendelea, "Kuna cha ziada?""Ijumaa, kama tulivyoongea wiki iliyopita, nasafiri kwenda Afrika Kusini.""Kikao kinafanyika Alhamisi, Nafi, huwezi kusafiri Ijumaa …""Binti yangu atafukuzwa shule, kam …""Nafi, ongea na chuo … wambie umepata dharura utaondoka Jumatatu; utawaona Jumanne … Fuata maadili ya kazi tafadhali. Safari yako si muhimu hivyo kulinganisha na tume!""Sawa! Profesa. Niwie radhi, nimekuelewa, samahani sana. Samahani sana.

Do you know that feeling? When everything you do seems like a struggle. Where you dont wanna leave the house because you know everyone is judging you. Where you cant even ask for directions in fear that they critise you. Where everyone always seems to be picking out your flaws. That feeling where you feel so damn sick for no reason.Do you know that feeling where you look in the mirror and completly hate what you see. When you grab handfuls and handfuls of fat and just want to cut it all off. That feeling when you see other beautiful girls and just wish you looked like them. When you compare yourself to everyone you meet. When you realise why no one ever showed intrest in you. That feeling where you become so self conscious you dont even turn up at school. That feeling when you feel so disappointed in who you are and everything you have become. That feeling when every bite makes you wanna be sick. When hunger is more satifying that food. The feeling of failure when you eat a meal. Do you know that feeling when you cant run as far as your class. Fear knowing that everyone thinks of you as the"Unfit FAT BITCH" That feeling when you just wanna let it all out but you dont wanna look weak. The fear you have in class when you dont understand something but your too afraid to ask for help. The feeling of being to ashamed to stand up for yourself. Do you know the feeling when your deepest fear becomes a reality. Fear that you will NEVER be good enough. When you feel as if you deserve all the pain you give yourself. When you finally understand why everyone hates you. FINALLY realising the harsh truth. Understanding that every cut, every burn, every bruise you have even given yourself, you deserved. In fact you deserved worse. That feeling when you believe you deserve constant and brutal pain. Do you know what it feels like to just want to give up. When you just want all the pain to end but you want it to continue? Or am i just insane

Змейк умел приближать свой предмет через непосредственное сравнение с учениками и проведение прямых параллелей. «А вы плавитесь при гораздо меньших температурах», — говорил он спокойно, и Афарви с Двинвен, болтавшие на задней парте, вздрагивали, перехватывали пронзительный взгляд черных глаз Змейка и начинали слушать очень внимательно.

Teachers dread nothing so much as unusual characteristics in precocious boys during the initial stages of their adolescence. A certain streak of genius makes an ominous impression on them, for there exists a deep gulf between genius and the teaching profession. Anyone with a touch of genius seems to his teachers a freak from the very first. As far as teachers are concerned, they define young geniuses as those who are bad, disrespectful, smoke at fourteen, fall in love at fifteen, can be found at sixteen hanging out in bars, read forbidden books, write scandalous essays, occasionally stare down a teacher in class, are marked in the attendance book as rebels, and are budding candidates for room-arrest. A schoolmaster will prefer to have a couple of dumbheads in his class than a single genius, and if you regard it objectively, he is of course right. His task is not to produce extravagant intellects but good Latinists, arithmeticians and sober decent folk. The question of who suffers more acutely at the other's hands - the teacher at the boy's, or vice versa - who is more of a tyrant, more of a tormentor, and who profanes parts of the other's soul, student or teacher, is something you cannot examine without remembering your own youth in anger and shame. yet that s not what concerns us here. We have the consolation that among true geniuses the wounds almost always heal. As their personalities develop, they create their art in spite of school. Once dead, and enveloped by the comfortable nimbus of remoteness, they are paraded by the schoolmasters before other generations of students as showpieces and noble examples. Thus teh struggle between rule and spirit repeats itself year after year from school to school. The authorities go to infinite pains to nip the few profound or more valuable intellects in the bud. And time and again the ones who are detested by their teachers are frequently punished, the runaways and those expelled, are the ones who afterwards add to society's treasure. But some - and who knows how many? - waste away quiet obstinacy and finally go under.

One day in my pharmacology class, we were discussing the possibility of legalizing marijuana. The class was pretty evenly divided between those that advocated legalizing marijuana and those that did not. The professor said he wanted to hear from a few people on both sides of the argument. A couple students had the opportunity to stand in front of the class and present their arguments. One student got up and spoke about how any kind of marijuana use was morally wrong and how nobody in the class could give him any example of someone who needed marijuana.A small girl in the back of the classroom raised her hand and said that she didn’t want to get up, but just wanted to comment that there are SOME situations in which people might need marijuana. The same boy from before spoke up and said that she needed to back up her statements and that he still stood by the fact that there wasn’t anyone who truly needed marijuana. The same girl in the back of the classroom slowly stood up. As she raised her head to look at the boy, I could physically see her calling on every drop of confidence in her body. She told us that her husband had cancer. She started to tear up, as she related how he couldn’t take any of the painkillers to deal with the radiation and chemotherapy treatments. His body was allergic and would have violent reactions to them. She told us how he had finally given in and tried marijuana. Not only did it help him to feel better, but it allowed him to have enough of an appetite to get the nutrients he so desperately needed.She started to sob as she told us that for the past month she had to meet with drug dealers to buy her husband the only medicine that would take the pain away. She struggled every day because according to society, she was a criminal, but she was willing to do anything she could to help her sick husband. Sobbing uncontrollably now, she ran out of the classroom. The whole classroom sat there in silence for a few minutes. Eventually, my professor asked, “Is there anyone that thinks this girl is doing something wrong?” Not one person raised their hand.

I fancy my father thought me an odd child, and had little fondness for me; though he was very careful in fulfilling what he regarded as a parent's duties. But he was already past the middle of life, and I was not his only son. My mother had been his second wife, and he was five-and-forty when he married her. He was a firm, unbending, intensely orderly man, in root and stem a banker, but with a flourishing graft of the active landholder, aspiring to county influence: one of those people who are always like themselves from day to day, who are uninfluenced by the weather, and neither know melancholy nor high spirits. I held him in great awe, and appeared more timid and sensitive in his presence than at other times; a circumstance which, perhaps, helped to confirm him in the intention to educate me on a different plan from the prescriptive one with which he had complied in the case of my elder brother, already a tall youth at Eton. My brother was to be his representative and successor; he must go to Eton and Oxford, for the sake of making connexions, of course: my father was not a man to underrate the bearing of Latin satirists or Greek dramatists on the attainment of an aristocratic position. But intrinsically, he had slight esteem for "those dead but sceptred spirits"; having qualified himself for forming an independent opinion by reading Potter's Aeschylus, and dipping into Francis's Horace. To this negative view he added a positive one, derived from a recent connexion with mining speculations; namely, that scientific education was the really useful training for a younger son. Moreover, it was clear that a shy, sensitive boy like me was not fit to encounter the rough experience of a public school. Mr. Letherall had said so very decidedly. Mr. Letherall was a large man in spectacles, who one day took my small head between his large hands, and pressed it here and there in an exploratory, suspicious manner - then placed each of his great thumbs on my temples, and pushed me a little way from him, and stared at me with glittering spectacles. The contemplation appeared to displease him, for he frowned sternly, and said to my father, drawing his thumbs across my eyebrows -'The deficiency is there, sir-there; and here,' he added, touching the upper sides of my head, 'here is the excess. That must be brought out, sir, and this must be laid to sleep.'I was in a state of tremor, partly at the vague idea that I was the object of reprobation, partly in the agitation of my first hatred - hatred of this big, spectacled man, who pulled my head about as if he wanted to buy and cheapen it. ("The Lifted Veil")