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That I, whose experience of teaching is extremely limited, should presume to discuss education is a matter, surely, that calls for no apology. It is a kind of behavior to which the present climate of opinion is wholly favorable. Bishops air their opinions about economics; biologists, about metaphysics; inorganic chemists, about theology; the most irrelevant people are appointed to highly technical ministries; and plain, blunt men write to the papers to say that Epstein and Picasso do not know how to draw. Up to a certain point, and provided the the criticisms are made with a reasonable modesty, these activities are commendable. Too much specialization is not a good thing. There is also one excellent reason why the veriest amateur may feel entitled to have an opinion about education. For if we are not all professional teachers, we have all, at some time or another, been taught. Even if we learnt nothing–perhaps in particular if we learnt nothing–our contribution to the discussion may have a potential value.
However, it is in the highest degree improbable that the reforms I propose will ever be carried into effect. Neither the parents, nor the training colleges, nor the examination boards, nor the boards of governors, nor the ministries of education, would countenance them for a moment. For they amount to this: that if we are to produce a society of educated people, fitted to preserve their intellectual freedom amid the complex pressures of our modern society, we must turn back the wheel of progress some four or five hundred years, to the point at which education began to lose sight of its true object, towards the end of the Middle Ages.
Before you dismiss me with the appropriate phrase–reactionary, romantic, mediaevalist, laudator temporis acti (praiser of times past), or whatever tag comes first to hand–I will ask you to consider one or two miscellaneous questions that hang about at the back, perhaps, of all our minds, and occasionally pop out to worry us.
When we think about the remarkably early age at which the young men went up to university in, let us say, Tudor times, and thereafter were held fit to assume responsibility for the conduct of their own affairs, are we altogether comfortable about that artificial prolongation of intellectual childhood and adolescence into the years of physical maturity which is so marked in our own day? To postpone the acceptance of responsibility to a late date brings with it a number of psychological complications which, while they may interest the psychiatrist, are scarcely beneficial either to the individual or to society. The stock argument in favor of postponing the school-leaving age and prolonging the period of education generally is there there is now so much more to learn than there was in the Middle Ages. This is partly true, but not wholly. The modern boy and girl are certainly taught more subjects–but does that always mean that they actually know more?
Has it ever struck you as odd, or unfortunate, that today, when the proportion of literacy throughout Western Europe is higher than it has ever been, people should have become susceptible to the influence of advertisement and mass propaganda to an extent hitherto unheard of and unimagined? Do you put this down to the mere mechanical fact that the press and the radio and so on have made propaganda much easier to distribute over a wide area? Or do you sometimes have an uneasy suspicion that the product of modern educational methods is less good than he or she might be at disentangling fact from opinion and the proven from the plausible?
Have you ever, in listening to a debate among adult and presumably responsible people, been fretted by the extraordinary inability of the average debater to speak to the question, or to meet and refute the arguments of speakers on the other side? Or have you ever pondered upon the extremely high incidence of irrelevant matter which crops up at committee meetings, and upon the very great rarity of persons capable of acting as chairmen of committees? And when you think of this, and think that most of our public affairs are settled by debates and committees, have you ever felt a certain sinking of the heart?
Have you ever followed a discussion in the newspapers or elsewhere and noticed how frequently writers fail to define the terms they use? Or how often, if one man does define his terms, another will assume in his reply that he was using the terms in precisely the opposite sense to that in which he has already defined them? Have you ever been faintly troubled by the amount of slipshod syntax going about? And, if so, are you troubled because it is inelegant or because it may lead to dangerous misunderstanding?
Do you ever find that young people, when they have left school, not only forget most of what they have learnt (that is only to be expected), but forget also, or betray that they have never really known, how to tackle a new subject for themselves? Are you often bothered by coming across grown-up men and women who seem unable to distinguish between a book that is sound, scholarly, and properly documented, and one that is, to any trained eye, very conspicuously none of these things? Or who cannot handle a library catalogue? Or who, when faced with a book of reference, betray a curious inability to extract from it the passages relevant to the particular question which interests them?
Do you often come across people for whom, all their lives, a "subject" remains a "subject," divided by watertight bulkheads from all other "subjects," so that they experience very great difficulty in making an immediate mental connection between let us say, algebra and detective fiction, sewage disposal and the price of salmon–or, more generally, between such spheres of knowledge as philosophy and economics, or chemistry and art?
Are you occasionally perturbed by the things written by adult men and women for adult men and women to read? We find a well-known biologist writing in a weekly paper to the effect that: "It is an argument against the existence of a Creator" (I think he put it more strongly; but since I have, most unfortunately, mislaid the reference, I will put his claim at its lowest)–"an argument against the existence of a Creator that the same kind of variations which are produced by natural selection can be produced at will by stock breeders." One might feel tempted to say that it is rather an argument for the existence of a Creator. Actually, of course, it is neither; all it proves is that the same material causes (recombination of the chromosomes, by crossbreeding, and so forth) are sufficient to account for all observed variations–just as the various combinations of the same dozen tones are materially sufficient to account for Beethoven's Moonlight Sonata and the noise the cat makes by walking on the keys. But the cat's performance neither proves nor disproves the existence of Beethoven; and all that is proved by the biologist's argument is that he was unable to distinguish between a material and a final cause.
Here is a sentence from no less academic a source than a front- page article in the Times Literary Supplement: "The Frenchman, Alfred Epinas, pointed out that certain species (e.g., ants and wasps) can only face the horrors of life and death in association." I do not know what the Frenchman actually did say; what the Englishman says he said is patently meaningless. We cannot know whether life holds any horror for the ant, nor in what sense the isolated wasp which you kill upon the window-pane can be said to "face" or not to "face" the horrors of death. The subject of the article is mass behavior in man; and the human motives have been unobtrusively transferred from the main proposition to the supporting instance. Thus the argument, in effect, assumes what it set out to prove–a fact which would become immediately apparent if it were presented in a formal syllogism. This is only a small and haphazard example of a vice which pervades whole books–particularly books written by men of science on metaphysical subjects.
Another quotation from the same issue of the TLS comes in fittingly here to wind up this random collection of disquieting thoughts–this time from a review of Sir Richard Livingstone's "Some Tasks for Education": "More than once the reader is reminded of the value of an intensive study of at least one subject, so as to learn the meaning of knowledge' and what precision and persistence is needed to attain it. Yet there is elsewhere full recognition of the distressing fact that a man may be master in one field and show no better judgement than his neighbor anywhere else; he remembers what he has learnt, but forgets altogether how he learned it."
I would draw your attention particularly to that last sentence, which offers an explanation of what the writer rightly calls the "distressing fact" that the intellectual skills bestowed upon us by our education are not readily transferable to subjects other than those in which we acquired them: "he remembers what he has learnt, but forgets altogether how he learned it."
Is not the great defect of our education today–a defect traceable through all the disquieting symptoms of trouble that I have mentioned–that although we often succeed in teaching our pupils "subjects," we fail lamentably on the whole in teaching them how to think: they learn everything, except the art of learning. It is as though we had taught a child, mechanically and by rule of thumb, to play "The Harmonious Blacksmith" upon the piano, but had never taught him the scale or how to read music; so that, having memorized "The Harmonious Blacksmith," he still had not the faintest notion how to proceed from that to tackle "The Last Rose of Summer." Why do I say, "as though"? In certain of the arts and crafts, we sometimes do precisely this–requiring a child to "express himself" in paint before we teach him how to handle the colors and the brush. There is a school of thought which believes this to be the right way to set about the job. But observe: it is not the way in which a trained craftsman will go about to teach himself a new medium. He, having learned by experience the best way to economize labor and take the thing by the right end, will start off by doodling about on an odd piece of material, in order to "give himself the feel of the tool."
Let us now look at the mediaeval scheme of education–the syllabus of the Schools. It does not matter, for the moment, whether it was devised for small children or for older students, or how long people were supposed to take over it. What matters is the light it throws upon what the men of the Middle Ages supposed to be the object and the right order of the educative process.
The syllabus was divided into two parts: the Trivium and Quadrivium. The second part–the Quadrivium–consisted of "subjects," and need not for the moment concern us. The interesting thing for us is the composition of the Trivium, which preceded the Quadrivium and was the preliminary discipline for it. It consisted of three parts: Grammar, Dialectic, and Rhetoric, in that order.
Now the first thing we notice is that two at any rate of these "subjects" are not what we should call "subjects" at all: they are only methods of dealing with subjects. Grammar, indeed, is a "subject" in the sense that it does mean definitely learning a language–at that period it meant learning Latin. But language itself is simply the medium in which thought is expressed. The whole of the Trivium was, in fact, intended to teach the pupil the proper use of the tools of learning, before he began to apply them to "subjects" at all. First, he learned a language; not just how to order a meal in a foreign language, but the structure of a language, and hence of language itself–what it was, how it was put together, and how it worked. Secondly, he learned how to use language; how to define his terms and make accurate statements; how to construct an argument and how to detect fallacies in argument. Dialectic, that is to say, embraced Logic and Disputation. Thirdly, he learned to express himself in language– how to say what he had to say elegantly and persuasively.
At the end of his course, he was required to compose a thesis upon some theme set by his masters or chosen by himself, and afterwards to defend his thesis against the criticism of the faculty. By this time, he would have learned–or woe betide him– not merely to write an essay on paper, but to speak audibly and intelligibly from a platform, and to use his wits quickly when heckled. There would also be questions, cogent and shrewd, from those who had already run the gauntlet of debate.
It is, of course, quite true that bits and pieces of the mediaeval tradition still linger, or have been revived, in the ordinary school syllabus of today. Some knowledge of grammar is still required when learning a foreign language–perhaps I should say, "is again required," for during my own lifetime, we passed through a phase when the teaching of declensions and conjugations was considered rather reprehensible, and it was considered better to pick these things up as we went along. School debating societies flourish; essays are written; the necessity for "self- expression" is stressed, and perhaps even over-stressed. But these activities are cultivated more or less in detachment, as belonging to the special subjects in which they are pigeon-holed rather than as forming one coherent scheme of mental training to which all "subjects"stand in a subordinate relation. "Grammar" belongs especially to the "subject" of foreign languages, and essay-writing to the "subject" called "English"; while Dialectic has become almost entirely divorced from the rest of the curriculum, and is frequently practiced unsystematically and out of school hours as a separate exercise, only very loosely related to the main business of learning. Taken by and large, the great difference of emphasis between the two conceptions holds good: modern education concentrates on "teaching subjects," leaving the method of thinking, arguing, and expressing one's conclusions to be picked up by the scholar as he goes along' mediaeval education concentrated on first forging and learning to handle the tools of learning, using whatever subject came handy as a piece of material on which to doodle until the use of the tool became second nature.
"Subjects" of some kind there must be, of course. One cannot learn the theory of grammar without learning an actual language, or learn to argue and orate without speaking about something in particular. The debating subjects of the Middle Ages were drawn largely from theology, or from the ethics and history of antiquity. Often, indeed, they became stereotyped, especially towards the end of the period, and the far-fetched and wire-drawn absurdities of Scholastic argument fretted Milton and provide food for merriment even to this day. Whether they were in themselves any more hackneyed and trivial then the usual subjects set nowadays for "essay writing" I should not like to say: we may ourselves grow a little weary of "A Day in My Holidays" and all the rest of it. But most of the merriment is misplaced, because the aim and object of the debating thesis has by now been lost sight of.
A glib speaker in the Brains Trust once entertained his audience (and reduced the late Charles Williams to helpless rageb by asserting that in the Middle Ages it was a matter of faith to know how many archangels could dance on the point of a needle. I need not say, I hope, that it never was a "matter of faith"; it was simply a debating exercise, whose set subject was the nature of angelic substance: were angels material, and if so, did they occupy space? The answer usually adjudged correct is, I believe, that angels are pure intelligences; not material, but limited, so that they may have location in space but not extension. An analogy might be drawn from human thought, which is similarly non-material and similarly limited. Thus, if your thought is concentrated upon one thing–say, the point of a needle–it is located there in the sense that it is not elsewhere; but although it is "there," it occupies no space there, and there is nothing to prevent an infinite number of different people's thoughts being concentrated upon the same needle-point at the same time. The proper subject of the argument is thus seen to be the distinction between location and extension in space; the matter on which the argument is exercised happens to be the nature of angels (although, as we have seen, it might equally well have been something else; the practical lesson to be drawn from the argument is not to use words like "there" in a loose and unscientific way, without specifying whether you mean "located there" or "occupying space there."
Scorn in plenty has been poured out upon the mediaeval passion for hair-splitting; but when we look at the shameless abuse made, in print and on the platform, of controversial expressions with shifting and ambiguous connotations, we may feel it in our hearts to wish that every reader and hearer had been so defensively armored by his education as to be able to cry: "Distinguo."
For we let our young men and women go out unarmed, in a day when armor was never so necessary. By teaching them all to read, we have left them at the mercy of the printed word. By the invention of the film and the radio, we have made certain that no aversion to reading shall secure them from the incessant battery of words, words, words. They do not know what the words mean; they do not know how to ward them off or blunt their edge or fling them back; they are a prey to words in their emotions instead of being the masters of them in their intellects. We who were scandalized in 1940 when men were sent to fight armored tanks with rifles, are not scandalized when young men and women are sent into the world to fight massed propaganda with a smattering of "subjects"; and when whole classes and whole nations become hypnotized by the arts of the spell binder, we have the impudence to be astonished. We dole out lip-service to the importance of education–lip- service and, just occasionally, a little grant of money; we postpone the school-leaving age, and plan to build bigger and better schools; the teachers slave conscientiously in and out of school hours; and yet, as I believe, all this devoted effort is largely frustrated, because we have lost the tools of learning, and in their absence can only make a botched and piecemeal job of it.
What, then, are we to do? We cannot go back to the Middle Ages. That is a cry to which we have become accustomed. We cannot go back–or can we? Distinguo. I should like every term in that proposition defined. Does "go back" mean a retrogression in time, or the revision of an error? The first is clearly impossible per se; the second is a thing which wise men do every day. "Cannot"– does this mean that our behavior is determined irreversibly, or merely that such an action would be very difficult in view of the opposition it would provoke? Obviously the twentieth century is not and cannot be the fourteenth; but if "the Middle Ages" is, in this context, simply a picturesque phrase denoting a particular educational theory, there seems to be no a priori reason why we should not "go back" to it–with modifications–as we have already "gone back" with modifications, to, let us say, the idea of playing Shakespeare's plays as he wrote them, and not in the "modernized" versions of Cibber and Garrick, which once seemed to be the latest thing in theatrical progress.
Let us amuse ourselves by imagining that such progressive retrogression is possible. Let us make a clean sweep of all educational authorities, and furnish ourselves with a nice little school of boys and girls whom we may experimentally equip for the intellectual conflict along lines chosen by ourselves. We will endow them with exceptionally docile parents; we will staff our school with teachers who are themselves perfectly familiar with the aims and methods of the Trivium; we will have our building and staff large enough to allow our classes to be small enough for adequate handling; and we will postulate a Board of Examiners willing and qualified to test the products we turn out. Thus prepared, we will attempt to sketch out a syllabus–a modern Trivium "with modifications" and we will see where we get to.
But first: what age shall the children be? Well, if one is to educate them on novel lines, it will be better that they should have nothing to unlearn; besides, one cannot begin a good thing too early, and the Trivium is by its nature not learning, but a preparation for learning. We will, therefore, "catch 'em young," requiring of our pupils only that they shall be able to read, write, and cipher.
My views about child psychology are, I admit, neither orthodox nor enlightened. Looking back upon myself (since I am the child I know best and the only child I can pretend to know from inside) I recognize three states of development. These, in a rough-and- ready fashion, I will call the Poll-Parrot, the Pert, and the Poetic–the latter coinciding, approximately, with the onset of puberty. The Poll-Parrot stage is the one in which learning by heart is easy and, on the whole, pleasurable; whereas reasoning is difficult and, on the whole, little relished. At this age, one readily memorizes the shapes and appearances of things; one likes to recite the number-plates of cars; one rejoices in the chanting of rhymes and the rumble and thunder of unintelligible polysyllables; one enjoys the mere accumulation of things. The Pert age, which follows upon this (and, naturally, overlaps it to some extent), is characterized by contradicting, answering back, liking to "catch people out" (especially one's elders); and by the propounding of conundrums. Its nuisance-value is extremely high. It usually sets in about the Fourth Form. The Poetic age is popularly known as the "difficult" age. It is self-centered; it yearns to express itself; it rather specializes in being misunderstood; it is restless and tries to achieve independence; and, with good luck and good guidance, it should show the beginnings of creativeness; a reaching out towards a synthesis of what it already knows, and a deliberate eagerness to know and do some one thing in preference to all others. Now it seems to me that the layout of the Trivium adapts itself with a singular appropriateness to these three ages: Grammar to the Poll-Parrot, Dialectic to the Pert, and Rhetoric to the Poetic age.
Let us begin, then, with Grammar. This, in practice, means the grammar of some language in particular; and it must be an inflected language. The grammatical structure of an uninflected language is far too analytical to be tackled by any one without previous practice in Dialectic. Moreover, the inflected languages interpret the uninflected, whereas the uninflected are of little use in interpreting the inflected. I will say at once, quite firmly, that the best grounding for education is the Latin grammar. I say this, not because Latin is traditional and mediaeval, but simply because even a rudimentary knowledge of Latin cuts down the labor and pains of learning almost any other subject by at least fifty percent. It is the key to the vocabulary and structure of all the Teutonic languages, as well as to the technical vocabulary of all the sciences and to the literature of the entire Mediterranean civilization, together with all its historical documents.
Those whose pedantic preference for a living language persuades them to deprive their pupils of all these advantages might substitute Russian, whose grammar is still more primitive. Russian is, of course, helpful with the other Slav dialects. There is something also to be said for Classical Greek. But my own choice is Latin. Having thus pleased the Classicists among you, I will proceed to horrify them by adding that I do not think it either wise or necessary to cramp the ordinary pupil upon the Procrustean bed of the Augustan Age, with its highly elaborate and artificial verse forms and oratory. Post-classical and mediaeval Latin, which was a living language right down to the end of the Renaissance, is easier and in some ways livelier; a study of it helps to dispel the widespread notion that learning and literature came to a full stop when Christ was born and only woke up again at the Dissolution of the Monasteries.
Latin should be begun as early as possible–at a time when inflected speech seems no more astonishing than any other phenomenon in an astonishing world; and when the chanting of "Amo, amas, amat" is as ritually agreeable to the feelings as the chanting of "eeny, meeny, miney, moe."
During this age we must, of course, exercise the mind on other things besides Latin grammar. Observation and memory are the faculties most lively at this period; and if we are to learn a contemporary foreign language we should begin now, before the facial and mental muscles become rebellious to strange intonations. Spoken French or German can be practiced alongside the grammatical discipline of the Latin.
In English, meanwhile, verse and prose can be learned by heart, and the pupil's memory should be stored with stories of every kind–classical myth, European legend, and so forth. I do not think that the classical stories and masterpieces of ancient literature should be made the vile bodies on which to practice the techniques of Grammar–that was a fault of mediaeval education which we need not perpetuate. The stories can be enjoyed and remembered in English, and related to their origin at a subsequent stage. Recitation aloud should be practiced, individually or in chorus; for we must not forget that we are laying the groundwork for Disputation and Rhetoric.
The grammar of History should consist, I think, of dates, events, anecdotes, and personalities. A set of dates to which one can peg all later historical knowledge is of enormous help later on in establishing the perspective of history. It does not greatly matter which dates: those of the Kings of England will do very nicely, provided that they are accompanied by pictures of costumes, architecture, and other everyday things, so that the mere mention of a date calls up a very strong visual presentment of the whole period.
Geography will similarly be presented in its factual aspect, with maps, natural features, and visual presentment of customs, costumes, flora, fauna, and so on; and I believe myself that the discredited and old-fashioned memorizing of a few capitol cities, rivers, mountain ranges, etc., does no harm. Stamp collecting may be encouraged.
Science, in the Poll-Parrot period, arranges itself naturally and easily around collections–the identifying and naming of specimens and, in general, the kind of thing that used to be called "natural philosophy." To know the name and properties of things is, at this age, a satisfaction in itself; to recognize a devil's coach-horse at sight, and assure one's foolish elders, that, in spite of its appearance, it does not sting; to be able to pick out Cassiopeia and the Pleiades, and perhaps even to know who Cassiopeia and the Pleiades were; to be aware that a whale is not a fish, and a bat not a bird–all these things give a pleasant sensation of superiority; while to know a ring snake from an adder or a poisonous from an edible toadstool is a kind of knowledge that also has practical value.
The grammar of Mathematics begins, of course, with the multiplication table, which, if not learnt now, will never be learnt with pleasure; and with the recognition of geometrical shapes and the grouping of numbers. These exercises lead naturally to the doing of simple sums in arithmetic. More complicated mathematical processes may, and perhaps should, be postponed, for the reasons which will presently appear.
So far (except, of course, for the Latin), our curriculum contains nothing that departs very far from common practice. The difference will be felt rather in the attitude of the teachers, who must look upon all these activities less as "subjects" in themselves than as a gathering-together of material for use in the next part of the Trivium. What that material is, is only of secondary importance; but it is as well that anything and everything which can be usefully committed to memory should be memorized at this period, whether it is immediately intelligible or not. The modern tendency is to try and force rational explanations on a child's mind at too early an age. Intelligent questions, spontaneously asked, should, of course, receive an immediate and rational answer; but it is a great mistake to suppose that a child cannot readily enjoy and remember things that are beyond his power to analyze–particularly if those things have a strong imaginative appeal (as, for example, "Kubla Kahn"), an attractive jingle (like some of the memory-rhymes for Latin genders), or an abundance of rich, resounding polysyllables (like the Quicunque vult).
This reminds me of the grammar of Theology. I shall add it to the curriculum, because theology is the mistress-science without which the whole educational structure will necessarily lack its final synthesis. Those who disagree about this will remain content to leave their pupil's education still full of loose ends. This will matter rather less than it might, since by the time that the tools of learning have been forged the student will be able to tackle theology for himself, and will probably insist upon doing so and making sense of it. Still, it is as well to have this matter also handy and ready for the reason to work upon. At the grammatical age, therefore, we should become acquainted with the story of God and Man in outline–i.e., the Old and New Testaments presented as parts of a single narrative of Creation, Rebellion, and Redemption–and also with the Creed, the Lord's Prayer, and the Ten Commandments. At this early stage, it does not matter nearly so much that these things should be fully understood as that they should be known and remembered.
It is difficult to say at what age, precisely, we should pass from the first to the second part of the Trivium. Generally speaking, the answer is: so soon as the pupil shows himself disposed to pertness and interminable argument. For as, in the first part, the master faculties are Observation and Memory, so, in the second, the master faculty is the Discursive Reason. In the first, the exercise to which the rest of the material was, as it were, keyed, was the Latin grammar; in the second, the key- exercise will be Formal Logic. It is here that our curriculum shows its first sharp divergence from modern standards. The disrepute into which Formal Logic has fallen is entirely unjustified; and its neglect is the root cause of nearly all those disquieting symptoms which we have noted in the modern intellectual constitution. Logic has been discredited, partly because we have come to suppose that we are conditioned almost entirely by the intuitive and the unconscious. There is no time to argue whether this is true; I will simply observe that to neglect the proper training of the reason is the best possible way to make it true. Another cause for the disfavor into which Logic has fallen is the belief that it is entirely based upon universal assumptions that are either unprovable or tautological. This is not true. Not all universal propositions are of this kind. But even if they were, it would make no difference, since every syllogism whose major premise is in the form "All A is B" can be recast in hypothetical form. Logic is the art of arguing correctly: "If A, then B." The method is not invalidated by the hypothetical nature of A. Indeed, the practical utility of Formal Logic today lies not so much in the establishment of positive conclusions as in the prompt detection and exposure of invalid inference.
Let us now quickly review our material and see how it is to be related to Dialectic. On the Language side, we shall now have our vocabulary and morphology at our fingertips; henceforward we can concentrate on syntax and analysis (i.e., the logical construction of speech) and the history of language (i.e., how we came to arrange our speech as we do in order to convey our thoughts).
Our Reading will proceed from narrative and lyric to essays, argument and criticism, and the pupil will learn to try his own hand at writing this kind of thing. Many lessons–on whatever subject–will take the form of debates; and the place of individual or choral recitation will be taken by dramatic performances, with special attention to plays in which an argument is stated in dramatic form.
Mathematics–algebra, geometry, and the more advanced kinds of arithmetic–will now enter into the syllabus and take its place as what it really is: not a separate "subject" but a sub- department of Logic. It is neither more nor less than the rule of the syllogism in its particular application to number and measurement, and should be taught as such, instead of being, for some, a dark mystery, and, for others, a special revelation, neither illuminating nor illuminated by any other part of knowledge.
History, aided by a simple system of ethics derived from the grammar of theology, will provide much suitable material for discussion: Was the behavior of this statesman justified? What was the effect of such an enactment? What are the arguments for and against this or that form of government? We shall thus get an introduction to constitutional history–a subject meaningless to the young child, but of absorbing interest to those who are prepared to argue and debate. Theology itself will furnish material for argument about conduct and morals; and should have its scope extended by a simplified course of dogmatic theology (i.e., the rational structure of Christian thought), clarifying the relations between the dogma and the ethics, and lending itself to that application of ethical principles in particular instances which is properly called casuistry. Geography and the Sciences will likewise provide material for Dialectic.
But above all, we must not neglect the material which is so abundant in the pupils' own daily life.
There is a delightful passage in Leslie Paul's "The Living Hedge" which tells how a number of small boys enjoyed themselves for days arguing about an extraordinary shower of rain which had fallen in their town–a shower so localized that it left one half of the main street wet and the other dry. Could one, they argued, properly say that it had rained that day on or over the town or only in the town? How many drops of water were required to constitute rain? And so on. Argument about this led on to a host of similar problems about rest and motion, sleep and waking, est and non est, and the infinitesimal division of time. The whole passage is an admirable example of the spontaneous development of the ratiocinative faculty and the natural and proper thirst of the awakening reason for the definition of terms and exactness of statement. All events are food for such an appetite.
An umpire's decision; the degree to which one may transgress the spirit of a regulation without being trapped by the letter: on such questions as these, children are born casuists, and their natural propensity only needs to be developed and trained–and especially, brought into an intelligible relationship with the events in the grown-up world. The newspapers are full of good material for such exercises: legal decisions, on the one hand, in cases where the cause at issue is not too abstruse; on the other, fallacious reasoning and muddleheaded arguments, with which the correspondence columns of certain papers one could name are abundantly stocked.
Wherever the matter for Dialectic is found, it is, of course, highly important that attention should be focused upon the beauty and economy of a fine demonstration or a well-turned argument, lest veneration should wholly die. Criticism must not be merely destructive; though at the same time both teacher and pupils must be ready to detect fallacy, slipshod reasoning, ambiguity, irrelevance, and redundancy, and to pounce upon them like rats. This is the moment when precis-writing may be usefully undertaken; together with such exercises as the writing of an essay, and the reduction of it, when written, by 25 or 50 percent.
It will, doubtless, be objected that to encourage young persons at the Pert age to browbeat, correct, and argue with their elders will render them perfectly intolerable. My answer is that children of that age are intolerable anyhow; and that their natural argumentativeness may just as well be canalized to good purpose as allowed to run away into the sands. It may, indeed, be rather less obtrusive at home if it is disciplined in school; and anyhow, elders who have abandoned the wholesome principle that children should be seen and not heard have no one to blame but themselves.
Once again, the contents of the syllabus at this stage may be anything you like. The "subjects" supply material; but they are all to be regarded as mere grist for the mental mill to work upon. The pupils should be encouraged to go and forage for their own information, and so guided towards the proper use of libraries and books for reference, and shown how to tell which sources are authoritative and which are not.
Towards the close of this stage, the pupils will probably be beginning to discover for themselves that their knowledge and experience are insufficient, and that their trained intelligences need a great deal more material to chew upon. The imagination– usually dormant during the Pert age–will reawaken, and prompt them to suspect the limitations of logic and reason. This means that they are passing into the Poetic age and are ready to embark on the study of Rhetoric. The doors of the storehouse of knowledge should now be thrown open for them to browse about as they will. The things once learned by rote will be seen in new contexts; the things once coldly analyzed can now be brought together to form a new synthesis; here and there a sudden insight will bring about that most exciting of all discoveries: the realization that truism is true.
It is difficult to map out any general syllabus for the study of Rhetoric: a certain freedom is demanded. In literature, appreciation should be again allowed to take the lead over destructive criticism; and self-expression in writing can go forward, with its tools now sharpened to cut clean and observe proportion. Any child who already shows a disposition to specialize should be given his head: for, when the use of the tools has been well and truly learned, it is available for any study whatever. It would be well, I think, that each pupil should learn to do one, or two, subjects really well, while taking a few classes in subsidiary subjects so as to keep his mind open to the inter-relations of all knowledge. Indeed, at this stage, our difficulty will be to keep "subjects" apart; for Dialectic will have shown all branches of learning to be inter-related, so Rhetoric will tend to show that all knowledge is one. To show this, and show why it is so, is pre-eminently the task of the mistress science. But whether theology is studied or not, we should at least insist that children who seem inclined to specialize on the mathematical and scientific side should be obliged to attend some lessons in the humanities and vice versa. At this stage, also, the Latin grammar, having done its work, may be dropped for those who prefer to carry on their language studies on the modern side; while those who are likely never to have any great use or aptitude for mathematics might also be allowed to rest, more or less, upon their oars. Generally speaking, whatsoever is mere apparatus may now be allowed to fall into the background, while the trained mind is gradually prepared for specialization in the "subjects" which, when the Trivium is completed, it should be perfectly will equipped to tackle on its own. The final synthesis of the Trivium–the presentation and public defense of the thesis–should be restored in some form; perhaps as a kind of "leaving examination" during the last term at school.
The scope of Rhetoric depends also on whether the pupil is to be turned out into the world at the age of 16 or whether he is to proceed to the university. Since, really, Rhetoric should be taken at about 14, the first category of pupil should study Grammar from about 9 to 11, and Dialectic from 12 to 14; his last two school years would then be devoted to Rhetoric, which, in this case, would be of a fairly specialized and vocational kind, suiting him to enter immediately upon some practical career. A pupil of the second category would finish his Dialectical course in his preparatory school, and take Rhetoric during his first two years at his public school. At 16, he would be ready to start upon those "subjects" which are proposed for his later study at the university: and this part of his education will correspond to the mediaeval Quadrivium. What this amounts to is that the ordinary pupil, whose formal education ends at 16, will take the Trivium only; whereas scholars will take both the Trivium and the Quadrivium.
Is the Trivium, then, a sufficient education for life? Properly taught, I believe that it should be. At the end of the Dialectic, the children will probably seem to be far behind their coevals brought up on old-fashioned "modern" methods, so far as detailed knowledge of specific subjects is concerned. But after the age of 14 they should be able to overhaul the others hand over fist. Indeed, I am not at all sure that a pupil thoroughly proficient in the Trivium would not be fit to proceed immediately to the university at the age of 16, thus proving himself the equal of his mediaeval counterpart, whose precocity astonished us at the beginning of this discussion. This, to be sure, would make hay of the English public-school system, and disconcert the universities very much. It would, for example, make quite a different thing of the Oxford and Cambridge boat race.
But I am not here to consider the feelings of academic bodies: I am concerned only with the proper training of the mind to encounter and deal with the formidable mass of undigested problems presented to it by the modern world. For the tools of learning are the same, in any and every subject; and the person who knows how to use them will, at any age, get the mastery of a new subject in half the time and with a quarter of the effort expended by the person who has not the tools at his command. To learn six subjects without remembering how they were learnt does nothing to ease the approach to a seventh; to have learnt and remembered the art of learning makes the approach to every subject an open door.
Before concluding these necessarily very sketchy suggestions, I ought to say why I think it necessary, in these days, to go back to a discipline which we had discarded. The truth is that for the last three hundred years or so we have been living upon our educational capital. The post-Renaissance world, bewildered and excited by the profusion of new "subjects" offered to it, broke away from the old discipline (which had, indeed, become sadly dull and stereotyped in its practical application) and imagined that henceforward it could, as it were, disport itself happily in its new and extended Quadrivium without passing through the Trivium. But the Scholastic tradition, though broken and maimed, still lingered in the public schools and universities: Milton, however much he protested against it, was formed by it–the debate of the Fallen Angels and the disputation of Abdiel with Satan have the tool-marks of the Schools upon them, and might, incidentally, profitably figure as set passages for our Dialectical studies. Right down to the nineteenth century, our public affairs were mostly managed, and our books and journals were for the most part written, by people brought up in homes, and trained in places, where that tradition was still alive in the memory and almost in the blood. Just so, many people today who are atheist or agnostic in religion, are governed in their conduct by a code of Christian ethics which is so rooted that it never occurs to them to question it.
But one cannot live on capital forever. However firmly a tradition is rooted, if it is never watered, though it dies hard, yet in the end it dies. And today a great number–perhaps the majority–of the men and women who handle our affairs, write our books and our newspapers, carry out our research, present our plays and our films, speak from our platforms and pulpits–yes, and who educate our young people–have never, even in a lingering traditional memory, undergone the Scholastic discipline. Less and less do the children who come to be educated bring any of that tradition with them. We have lost the tools of learning–the axe and the wedge, the hammer and the saw, the chisel and the plane– that were so adaptable to all tasks. Instead of them, we have merely a set of complicated jigs, each of which will do but one task and no more, and in using which eye and hand receive no training, so that no man ever sees the work as a whole or "looks to the end of the work."
What use is it to pile task on task and prolong the days of labor, if at the close the chief object is left unattained? It is not the fault of the teachers–they work only too hard already. The combined folly of a civilization that has forgotten its own roots is forcing them to shore up the tottering weight of an educational structure that is built upon sand. They are doing for their pupils the work which the pupils themselves ought to do. For the sole true end of education is simply this: to teach men how to learn for themselves; and whatever instruction fails to do this is effort spent in vain.
Given by Miss Sayers at Oxford in 1947


text:
Exhortations to the Exiles
1Hear this, house of Jacob
called by the name Israel,
sprung from the stock of Judah,
You who swear by the name of the LORD
and invoke the God of Israel
without sincerity, without justice,
2Though you are named after the holy city
and rely on the God of Israel,
whose name is the LORD of hosts.
3Things of the past I declared long ago,
they went forth from my mouth, I announced them;
then suddenly I took action and they came to be.
4Because I know that you are stubborn
and that your neck is an iron sinew
and your forehead bronze,
5I declared them to you of old;
before they took place I informed you,
That you might not say, "My idol did them,
my statue, my molten image commanded them."
6Now that you have heard, look at all this;
must you not admit it?a
From now on I announce new things to you,
hidden events you never knew.
7Now, not from of old, they are created,
before today you did not hear of them,
so that you cannot claim, "I have known them."
8You never heard, you never knew,
they never reached your ears beforehand.
Yes, I know you are utterly treacherous,
a rebel you were named from the womb.b
9For the sake of my name I restrain my anger,
for the sake of my renown I hold it back from you,
lest I destroy you.
10See, I refined you, but not like silver;
I tested you in the furnace of affliction.c
11For my sake, for my own sake, I do this;
why should my name be profaned?
My glory I will not give to another.
12Listen to me, Jacob,
Israel, whom I called!
I, it is I who am the first,
and am I the last.d
13Yes, my hand laid the foundations of the earth;
my right hand spread out the heavens.
When I summon them,
they stand forth at once.e
14All of you assemble and listen:
Who among you declared these things?
The one the LORD loves* shall do his will
against Babylon and the offspring of Chaldea.
15I myself have spoken, I have summoned him,
I have brought him, and his way succeeds!
16Come near to me and hear this!
From the beginning I did not speak in secret;
At the time it happens, I am there:
"Now the Lord GOD has sent me, and his spirit."*
17Thus says the LORD, your redeemer,
the Holy One of Israel:
I am the LORD, your God,
teaching you how to prevail,
leading you on the way you should go.
18If only you would attend to my commandments,
your peace would be like a river,
your vindication like the waves of the sea,
19Your descendants like the sand,
the offspring of your loins like its grains,
Their name never cut off
or blotted out from my presence.
20Go forth from Babylon, flee from Chaldea!
With shouts of joy declare this, announce it;
Make it known to the ends of the earth,
Say: "The LORD has redeemed his servant Jacob.
21They did not thirst
when he led them through dry lands;
Water from the rock he set flowing for them;
he cleft the rock, and waters welled forth."f
22There is no peace* for the wicked,
says the LORD.
* [48:14] The one the LORD loves: the reference is no doubt to Cyrus, who does the Lord's will by overcoming Babylon and releasing Israel from captivity.
* [48:16] "Now the Lord…spirit": said by Cyrus; cf. v. 14.
* [48:22] No peace: while the good news proclaimed by the prophet is directed to the people as a whole, "peace," which can represent the fullness of God's blessings and which would here include deliverance from exile, is not extended to all regardless of disposition.
c. [48:10] Is 1:25; Jer 6:29–30; Zec 13:9; Mal 3:2.
d. [48:12] Is 41:4; 44:6; 48:12; Rev 1:8, 17.
e. [48:13] Is 40:22, 26; 45:12, 18.
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subset: commoncrawl


text:
The day after Thanksgiving is a milestone of sorts in America. It reminds us of just how quickly the year has gone by— and how close we are to the holiday season. This realization— coupled with the fabulous sales at major department stores and malls everywhere— helps make
The day after Thanksgiving is a milestone of sorts in America. It reminds us of just how quickly the year has gone by— and how close we are to the holiday season. This realization— coupled with the fabulous sales at major department stores and malls everywhere— helps make the day after Thanksgiving our biggest shopping day of the year. And until we flip the calendar over to a new year, the chaos just doesn't let up.
"Our bodies have the capacity to do a little more than we normally do," says Dr. Scott Bautch, past president of the American Chiropractic Association's (ACA) Council on Occupational Health. "But our bodies do not adapt very well to doing a lot more than we normally do. Since the added demands of this season can stress the capacity of our bodies, we need to do everything we can to help ourselves. Eat right, drink plenty of water, stretch, exercise and take a few minutes to slow down and reflect on what the season is all about."
So relax and enjoy the holidays! Dr. Bautch and the ACA encourage you to consider the following tips to help keep you and your loved ones healthy, happy and safe this season.
Treat Holiday Shopping As An Athletic Event
Stay hydrated! Drink eight to ten 8-ounce glasses of water a day. (Coffee, tea, soft drinks and alcohol are diuretics/dehydrators. Don't substitute them for water.) On shopping days, you may need to drink even more water.
Be sure to stretch before and after a long day of shopping. When you are stressed-out, your muscles are less flexible than usual.
Wear shoes with plenty of cushioning in the soles to absorb the impact of walking on those hard shopping mall floors. According to recent studies, 60% of women report wearing shoes that are uncomfortable.
Make sure the clothing you wear is as comfortable as possible. It's a good idea to wear layers, because you may be going from a cold environment (outdoors) to a warm environment (indoors).
Leave your purse at home. Wear a light fanny pack, or if necessary, a light backpack instead. Pack only those items that are absolutely essential (driver's license, credit card, etc.).
If you start to feel some pain, nip it in the bud. Apply an ice bag to the affected area for 20 minutes, then take it off for a couple of hours. Repeat a couple of times each day over the next day or two.
"During the holiday season, we're running at absolute maximum capacity, which can lead to stress and even depression," says Dr. Bautch. "Why do so many people become depressed around the holidays? We need to stretch and stay hydrated to increase our capacity, so we are not overwhelmed by the activities of the season."
Plan Frequent Breaks Into Your Shopping Day
During a day of heavy shopping, most people should take a break every 45 minutes. Those with less stamina may even need to take a break every 20-30 minutes. If you work in a physically demanding job where you are accustomed to being on your feet most of the day, you may be able to get away with taking less frequent breaks.
If possible, obtain a locker. Lockers can help cut down dramatically on how much you have to carry around. You can take a load off by scheduling trips to your locker into your breaks.
If your mall or shopping center doesn't offer lockers, try to plan trips to your car. Don't carry around more than is absolutely necessary at one time.
When taking breaks, try to eat light foods. A salad and some fruit is a much better option than a burger and fries.
Skip the coffee break! Coffee and sodas contain caffeine and sugar, which add even more stress to your body. Pass on the designer coffee at the java stand and keep drinking water.
"We actually need to eat better than normal during the holiday season," explains Dr. Bautch. "On average, people gain five to six pounds during the holidays. And heart attacks occur more often during the holidays as well. Eating a heavy meal and then running out on an exhausting shopping trip can be very dangerous."
Shopping With Children
If at all possible, DO NOT bring a child or children along on a holiday shopping trip. Most children simply do not have the stamina for such an event, and you and your child will only become frustrated with one another. Don't add this type of stress to an already stressful situation.
Try to split "child duty" up with a spouse or another parent. They'll watch your kids while you shop, and vice-versa.
"Shopping with children is just a bad idea," says Dr. Bautch. "If your hands are loaded with shopping bags, you may not be able to hold your child's hand, which could increase the chances he or she might wander away from you. Take whatever steps necessary to not have to bring your child along."
Wrapping Your Gifts
Since there is no "ideal" position for wrapping gifts, the most important thing to remember is to vary your positions. For example, try standing at a table or countertop for one package, sitting on a bed for another, sitting in a comfortable chair for another, etc.
Do not wrap packages while sitting on the floor. Wrapping packages while sitting on a hard floor can wreak havoc on your posture, and should be avoided.
Always stretch before and after you wrap gifts.
"When wrapping presents, it's a good idea to 'stretch the opposites,'" says Dr. Bautch. "In other words, if you are leaning forward when wrapping your gifts, stretch backward when you are done."


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text:
The U.S. Senate race in Ohio is already the most expensive in state history. And now it's on course to be the nastiest — and in the current political environment, that's a high bar to reach.
Incumbent Democrat Sherrod Brown was expecting a tough challenge as he sought a second term, after a bitter battle against Republican Mike DeWine in 2006.
And he's getting it from Ohio Treasurer Josh Mandel, who proved himself a rising star to the GOP in 2010 because of his ability to deliver money and votes. But Mandel's victorious campaign for treasurer two years ago was so unpleasant that a major newspaper endorsed a third-party candidate rather than Mandel or the incumbent.
The 34-year-old Mandel began his campaign against Brown this spring with positive ads highlighting his roots, his youth and his service as a Marine and in government. But the campaign quickly turned ugly as outside money poured into the race — on both sides, but tipping heavily toward Mandel and against Brown. Ads slammed Brown for his support of the Affordable Care Act, for President Obama's environmental policies and for spending nearly four decades as a "career politician."
Brown, 59, blasted back at Mandel for not attending meetings, for his hiring practices and for fundraising around the U.S. and even outside it.
When the fact-checkers started weighing in, Mandel ended up with some very poor scores. Brown got a few "false" ratings from PolitiFact, and one "pants on fire" — its worst rating.
Mandel has collected the "pants on fire" rating six times. One of Mandel's ads got three separate "pants on fire" or "false" rulings alone, and the Brown campaign has launched a website labeling Mandel a liar.
The allegations don't seem to bother Mandel. In an interview with me in April, Mandel said he has "facts, and if a biased media organization wants to disagree with those facts, that's their prerogative. But the facts are on our side, and we're going to continue to tell those facts."
But ratings from fact-checkers have now become an ad on their own. Brown's newest ad is simply called "Pants on Fire."
Mandel's campaign says Brown "is trying to scare Ohio's seniors and distract the middle class from his record of failure." Mandel also has a new ad, called "A Different Set of Rules," which claims Brown has been missing votes in the Senate.
Brown's campaign calls that the "most ridiculous and misleading attack yet."
The candidates have raised at least $25 million so far, and Mandel has been significantly outpacing Brown in spending. And the candidates' own ads aren't the only ones.
Almost $18 million in outside money has been spent so far against Brown and supporting Mandel, from nine groups including the U.S. Chamber of Commerce and Karl Rove's Crossroads GPS, as well as the largely unknown Government Integrity Fund.
More than $3 million has been spent by four organizations against Mandel and for Brown, such as the Service Employees International Union and Majority PAC.
And while it's already hard to avoid campaign ads on TV and online, soon Ohioans' mailboxes will be filled with campaign material as well. With polls showing a close race, there's no reason to think this war of words is close to over.
Copyright 2016 NPR. To see more, visit http://www.npr.org/.


text:
Baker Diagnostics is a custom software development company, web hosting service provider, and technology consulting firm, although headquartered in Wimberley, Texas, offers a variety of services nationwide, including New York. We strive to build practical software solutions around the long-term goals specific to our clients and their respective markets. We engage in creative, straight-forward innovation with an eye on the future of custom software development technologies. Do you have the next industry changing idea? We can build the custom software application to make it a reality. Do you need to branch out and market your business to a broader audience? We can create a custom Android, iPhone, or Blackberry mobile application to expand your customer demographic in order to increase your eCommerce revenues. For more than 20 years, we have helped businesses run more smoothly, be more productive, save money, reduce wasted time, and overcome hurdles by providing customized solutions to their unique web presence and software application needs. When a client's situation requires a solution that just cannot be bought in a box or off a shelf, that is where we come in - that is what we do.
Our software development philosophy requires extensive research into the unique goals and requirements of each client. Our well-trained analysts help you implement the latest proven technologies to give your business a competitive edge. We will help you evaluate your current practices as well as develop customized software solutions that focus on industry standards for improving customer retention. From database deployments to website solutions, customized application development to technical consultation sessions, you will find the answers to your questions at Baker Diagnostics: A piece of technology with peace of mind.
We offer domain registrations for many Top Level Domains (TLDs) such as .COM, .NET, .ORG., .BIZ, and such. We can help you come up with a domain name if you are having trouble coming up with one.
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In software engineering, domain analysis, or product line analysis, is the process of analyzing related software systems in a domain to find their common and variable parts. It is a model of wider business context for the system. Domain analysis is the first phase of domain engineering. It is a key method for realizing systematic software reuse.
Web development is a broad term for the work involved in developing a web site for the Internet (World Wide Web) or an intranet (a private network). Web development can range from developing the simplest static single page of plain text to the most complex web-based internet applications, electronic businesses, and social network services.
Solution architecture is a practice of defining and describing an architecture of a system delivered in context of a specific solution and as such it may encompass description of an entire system or only its specific parts. Definition of a solution architecture is typically led by a solutions architect, or a team of architects - just like us!


text:
Save Money & Energy By Winterizing Your Home
The winter months are upon us, bringing cold temperatures and adverse weather conditions. You may have already begun preparing for winter by purchasing a new pair of rain boots or a heavy coat, but have you thought about preparing your home?
The rain, snow, and ice that are synonymous with winter can cause serious damage to your home, resulting in costly repairs. The unnecessary costs and stress can be avoided by preparing your home in advance to make sure you don't fall victim to damage to your home and the need to pay for costly repairs.
Planning Ahead For Winter
There are a few simple protective actions that will result in more efficient heating and prevent any unnecessary homeowners insurance claims. The following are some of the tasks that will protect your assets (and your wallet) this winter:
- Get rid of drafts! Drafty windows and doors can cause you to waste up to 30% of the energy used to warm your house. Purchase or make a draft snake (draft-stopper) to block chilly air from seeping in under your doors, and remove window air conditioning units so your windows can be completely sealed. Check around your home for any gaps where air may be escaping and seal with caulking or weather-stripping. This usually occurs where any two materials meet, including around the foundation, around windows, or near your chimney.
- Mind your energy usage. Turn down the heat when you leave your home so heated air isn't wasted on an empty house. Have your heating system checked to ensure it is running properly and adjusted to accommodate the workout it is going to get during the cold season.
- Insulate, insulate, insulate! Are your walls and ceilings properly insulated? Pay special attention to your basement ceiling and attic floor. Your pipes and air ducts should also be insulated, as the majority of your heater's hot air could escape as it moves through the ducts to the vents. Insulating your pipes means that you will not only pay less for your hot water, but you'll also help to prevent pipes from freezing.
- Take care of any dead tree limbs. Unhealthy tree limbs can fall under the weight of snow or heavy rain, damaging your home or vehicles. Clear dead limbs away before winter sets in so you can avoid damage to your home from a falling branch.
- Ensure there is some airflow. It's important to eliminate any drafts and seal up leaks throughout your home, but you don't want the home to be completely airtight because the indoor air quality may become unhealthy. When cooking on a gas stove, be sure to run the range fan or crack a window to let gasses escape. Turn on the bathroom fan while showering to let the moist air out, as too much moisture can lead to mold, a health risk for babies and those with allergies and asthma.
Make Sure You're Protected
The winter months are filled with joy surrounding the holiday season, so don't let the colder temperatures and threatening weather conditions get in the way. For any questions regarding winterizing your home or to review your current homeowners insurance policy, contact us so we can make sure you have the right coverage to protect your home.
There are many insurance programs available from different companies, and we can evaluate your current policy to find out if a better program is available to lower your premiums.


text:
Many people experience increasing musculoskeletal joint stiffness as they get older. Shoulders, knees, and ankles don't seem to be as flexible as they once were. It seems more difficult to bend over and pick up a dropped object. It may be uncomfortable to turn your head around to see the car in the next lane that's right in the center of your driver's blind spot. The bad news is that, left unattended, your joints do get stiffer as you get older. Left on their own, your joints will likely lose full mobility. The good news is there's plenty you can do about it. You can regain and retain much of your youthful flexibility if you are willing to be proactive.
First, some basic physiology. Joints such as the shoulder, knee, and ankle are lubricated by synovial fluid. Synovial fluid keeps joints moist, provides oxygen and nutrition, and washes away toxic end-products of normal metabolic processes. The joints in your spine are also lubricated and maintained in this way. But aging reduces the amount of available synovial fluid. Also, normal aging processes increase the viscosity of the remaining synovial fluid. You have less available lubricant and the lubricant that you do have is thicker. The result is stiffer joints, pretty much from top to bottom.
The specific countermeasure to such physiologic aging is to keep active. This is a pretty challenging prescription in a world in which most of our time is spent seated. Our bodies were designed for hard, physical work. But as we've transformed from an agrarian to an industrial society, and more recently from an industrial to a service-based society, the nature of our work has changed dramatically. The vast majority of our work is now done seated at a desk. When we're not typing on a computer keyboard or reading a spreadsheet, we're at home watching TV, playing games on our computing devices, or very rarely, reading. None of these activities involves active motion. If we want to take care of our bodies, we're going to have to be proactive about creating the time to do so.
We're going to be creating time for exercise. Almost any type of exercise causes synovial fluid to be more available, pumping synovial fluid into joint spaces and helping to lubricate joints.1,2 Exercise increases your internal core temperature, which in turn decreases the viscosity of synovial fluid. The overall result is increased joint flexibility. This benefit is often experienced immediately. The benefit will be long-lasting provided that you continue to exercise regularly.
Thirty minutes of exercise per day, 5 days per week, will assist most of us in maintaining as much joint flexibility as possible. Alternating a cardiovascular exercise day with a strength training day is an optimal program.3 Yoga provides a total body workout which incorporates cardiovascular exercise, strength training, and flexibility. Ultimately, the types of exercise you do are less important than the long-term consistency. Regular, vigorous exercise, done over months and years, will provide great benefit, not only in terms of improved joint flexibility, but also in terms of overall health and well-being.
1Seco J, et al: A long-term physical activity training program increases strength and flexibility, and improves balance in older adults. Rehabil Nurs 38(1):37-47, 2013
2Garber CE, et al: American College of Sports Medicine position stand. Quantity and quality of exercise for developing and maintaining cardiorespiratory, musculoskeletal, and neuromotor fitness in apparently healthy adults: guidance for prescribing exercise. Med Sci Sports Exerc 43(7):1334-1359, 2011
3Micheo W, et al: Basic principles regarding strength, flexibility, and stability exercises. PM R 4(11):805-811, 2012


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29. One-liner, Daily News, 1942 November 18
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- Credit this material:
29. One-liner, Daily News,; Jimmy Stewart Collection, TC133, Rare Book Division, Department of Special Collections, Princeton University Library
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- Names:
- Stewart, James (1908-1997)


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NY Judge Issues Restraining Order to Prevent Publication of Lexicon; JK Rowling Updates
Nov 09, 2007
As stated in a public document and now on JK Rowling's Web site a judge has issued a restraining order against publication of The Harry Potter Lexicon.
This document, signed by Judge Robert Patterson in NY, denies RDR Books' claim to delay the matter until January and grants a restraining order for JKR/WB to prevent the book from being published or licensed anywhere worldwide until February 6 2008, when the case for a preliminary injunction may be made. J.K. Rowling says in her "news" updates section, in an entry titled "Lexicon continued," that this mean the book "cannot be completed, published or marketed until the court has had time to decide whether it would break the law if published in its present form."
She goes on:
I take no pleasure in the fact that publication has been prevented for the present. On the contrary, I feel massively disappointed that this matter had to come to court at all. Despite repeated requests, the publishers have refused to even countenance making any changes to the book to ensure that it does not infringe my rights.
Unless their position changes, we will all return to court next year. Given my past good relations with the Lexicon fansite, I can only feel sad and disillusioned that this is where we have ended up.
Earlier today, RDR Books issued a press release that claimed that a judge "accepted an order proposed by RDR Books, agreeing to temporarily withhold publication of Steve Vander Ark's Harry Potter Lexicon." The release did not mention the restraining order. A motion to delay proceedings owing to RDR Books' need to retain and familiarize a copyright lawyer with the case was denied.
RDR Books claims on its site that the delay was voluntary and perhaps even their idea, but that contradicts what has been put forth in legal documents as well as what JK Rowling has said has occurred. Also, a source has told TLC that it was Judge Patterson's preference to restrain the case (and therefore publication) until February, not RDR's.
The RDR statement says:
"It is our wish that Ms. Rowling join Mr. Vander Ark in his campaign for literary freedom and free expression by dropping her complaint against a book we are confident she would enjoy reading."
Update: We have a copy of the judge's letter (you can download it here, which will be available for download shortly. It says that the book has not been fully typeset for printing, that RDR has instructed its typesetters to cease operations, and that the book "cannot be printed and distributed to the public at this time." The court orders that the book and all those associated with its publication cannot complete the book, typeset it, print it, distribute it, advertise it, promote it, sell it, license it, accept orders for it – not in the US or anywhere abroad. It also ordered RDR to take the book off Amazon, their own Web site, and any other means of "advertising, soliciting orders for, and distributing the book." Also any money that RDR gets from activities related to the lawsuit shall be placed in escrow (holding, supposedly pending outcome of the suit). The order will remain until the court has ruled on JKR/WB's filing for a preliminary injunction.
The preliminary injunction will be filed on January 7, 2008; RDR's opposition will be due on January 22, 2008. The reply by JKR/WB is due on January 29. The preliminary injunction hearing will take place on Feb. 6, 2008 or "on such other date as the court directs.
Update 2: You can now download here JKR/WB's lawyers' response to RDR lawyers' attempt to delay the case (a delay attempt that was denied by Judge Patterson after this letter was filed). The letter notes that although RDR is a small company with limited resources, "RDR faced no such obstacles in garnering significant and international attention for itself and its book. Indeed, upon information…RDR continues to trumpet its intention to publish its book."
The letter also says "RDR has used this lawsuit as an opportunity to publicize the book and disparage my clients in the press," and said the plaintiffs (JKR/WB) are eager for a ruling because it would only "perpetuate the cloud…and would most likely be perceived as some sort of vindication for RDR—which had been given every conceivable chance to resolve this matter amicably."
JKR/WB also referred to the request for adjournment as 11th-hour, claiming RDR had since last week to request it, and claiming that if the schedule were delayed new facts would develop or facts would change JKR/WB's briefs, which had been prepared for submission today.
You can download this letter here.
Update 3: WB has made a statement: "Although sad that this had to go to court, the judgement granting an order against RDR books is an important step in helping us to protect our intellectual property and at the same time, protect JK Rowling's right to produce her own companion book to the Harry Potter series she created. Both Warner Bros. and JK Rowling are clear that this claim is a matter of infringement of copyright, not a matter of literary freedom."
Update 4: There is another update on the Harry Potter Lexicon by Steve Vander Ark: "t's very hard to know what to write. For one thing, everything I write these days " everything I've ever written or said, in fact " is being dissected and analyzed to make me sound like a fool or a liar or an arrogant jerk (as I'm sure this will be as well). People who know me and have talked with me know that this isn't the case….To read some of what I've seen online, fans have decided that I am just trying to make huge amounts of money or that I have no respect for Jo. Some fans, along with WB, have speculated that I took the material they graciously allowed the Lexicon to use and slapped it into a book without permission. Some have jumped to the conclusion that I blatantly ignored demands that I not create a book from material on the Lexicon. That just isn't who I am. I would never, never do something like that….One question that gets asked of me over and over is if I have ever met Jo or talked to her. The answer is no, I haven't. I have always wished for that chance, but it's never happened. There is a crazy part of me that believes that if she and I could just sit down and chat about this, we could get it all sorted out and put this miserable incident behind us….Maybe then all of us could put it behind us and just get back to enjoying Harry Potter together."
You can read the full details of the suit here, along with JKR's statements (or download the suit for yourself ) or read statements from TLC interviews WB and RDR here. A previous update is also here, and another one here.
The Harry Potter Lexicon is a partner site to The Leaky Cauldron. The opinions and claims argued here do not constitute The Leaky Cauldron's opinion or claim (of which it has none).


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Welcome to Theosopedia
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I haven't had any sleep, because I'm jetlagged, and the reason I'm jetlagged is because some moron put Australia all the way on the other side of the planet.
So yeah, I'm in rough shape. In fact, I almost got arrested in the supermarket this morning:
The only reason I know the above movie exists is that the exchange at 1:53 is sampled on this record album:
My friend brought it back from England for me back in the day and it immediately became one of my prized possessions. I tried to find the song complete with the sample on YouTube, but while the song is there the sample is not, so I can only assume that at some point Extreme Noise Terror were forced to re-release the album without all the (presumably) uncleared movie samples, which totally undermines my faith in the punk movement.
Another symptom of sleep deprivation is tangents.
Above is my Big Dummy, pictured near my home, which as you can see is located on the Street That Time Forgot. The relative obscurity of my street is a good thing, since my seventeen (17) children can do wholesome stuff like play in the middle of it and subsist on grubs and feral cats during our many "outdoor survival nights." (I sleep inside. They only way they're going to learn is if they're out there by themselves.) It also means I can generally lock my Big Dummy outside without worrying too much about it. In fact, our Electra Amsterdam was parked outside for over two (2) weeks before I noticed we had completely forgotten to lock it.
The thing is, outdoor parking combined with my general aversion to performing routine maintenance means the first thing to go on the Big Dummy is the shifting. And when your shifting goes, the way it happens is that the rear derailleur is happy to make its way up the cassette to the big cogs, because the cable is pulling the derailleur (unless it's "rapid rise" or whatever, I don't even know if that's still a thing, I'm old and I can't keep track of this crap anymore), but then when you try to shift back down the cog the derailleur won't go because your cable and housing are all sticky and the cable won't release and so the head of the cable just starts poking out of the shifter instead.
So when you live on the side of a big hill like I do, and you put one of your seventeen (17) children on your bike to take him to survival camp to learn how to eat grubs and skin cats, everything's fine as you climb the hill, downshifting and downshifting until you're in your very biggest cog. But then you get to the top of the hill and try to upshift, and it's not happening, and you realize you've only got one gear (or technically three if the front's still shifting) and you're going to have to frantically spin the whole rest of the way like a complete idiot.
That's what happened this morning, and I wasn't in the mood.
And before you say it, yes, I know, Di2 shifting on my Big Dummy would totally solve all my problems.
I'm going to get right on that.
In the meantime though, that little malfunction has completely fucked up my Strava times.
Oh, here's the helment I bought in Australia:
I removed the visor before wearing it of course, leaving three conspicuously unattractive holes in the front.
But as cranky and disoriented as I am, I've got nothing on this guy, who had to be pulled off the Brooklyn Bridge when he accidentally tried to cross with the cars on a Citi Bike:
Man tries to Citi Bike Across Brooklyn Bridge... in the car lane from Gothamist on Vimeo.
My helment is off to him, because that's not an easy mistake to make.
Anyway, the rider was fine, but three people were treated for hernias after lifting the Citi Bike.
In other news, acolytes of the Lone Wolf:
Will be pleased to know that a friend of a reader has scored an impromptu interview from the man himself:
Interview with the Lone Wolf from Gary Cziko on Vimeo.
I was a little disappointed to see him straighten the USA wheels as soon as the camera was trained on his bike, because I had always just assumed the fact they are always this way in photos was a by-product of his Cosmic Alignment:
Though I was fascinated to learn that the Lone Wolf's bike is now bedazzled with 160,000 crystals and is the product of nine hours of painstaking labor a day, three to four days a week, for three to four months.
That's more time than I've spent to date on blogging, parenting, and routine bike maintenance combined.
Best of all, he put the crystals right over Lance Armstrong's and Taylor Phinney's autographs, bedazzling them both right into obscurity.
Speaking of labor, the people at Velocity USA want you to see how they build their wheels, so here you go, because I live for videos of people twiddling nipples:
The Wheel Department in August from Velocity USA on Vimeo.
I guess they're pretty efficient when it comes to building wheels, but I'd like to know how quickly they could bedazzle a bike.
Lastly, because you're deeply interested in physics, I present to you this video I received from Stefane in Munich:
I'd make an animated GIF if only I knew how...


text:
Pink Sketchy Headband
Cute pink headband with sketchy black and white lines and a little bow at the top.
Brand new, never worn.
For more product info, please email us at firstname.lastname@example.com 💌
All of our garment measurements are provided in 'half chest measurements', of the front of the garment, taken on a flat surface. Bust, chest and hip measurements are taken from side seam to side seam. This measurement should be doubled for the full size. Length measurements are taken from top to bottom seam.
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See our full Returns & Refunds Policy here.
Please contact us within 14 days of receiving your order to submit a return request.
Wanna know more about this product? Shoot us an email! We are always happy to provide more info, photos or measurements on all of our items.


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New Orleans Airport
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Head to the parking lot to pick up your vehicle. Before sitting inside, inspect its interior and exterior for possible damage. If any signs of damage are found, take pictures and ask the employee present to include them in the contract. After that, you are free to hit the road!
Companies divide their fleets into groups. Each category contains different makes and models. Thus, when booking VAN rental in New orleans, you don't get a specific vehicle, but any car that meets the characteristics of that class. That's why you see the name of the reference model, and "or similar" printed after it.
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Companies offer New orleans VAN car rentals at the airport and nearby destinations. If you arrive by plane, the easiest and fastest way to start your trip is to pick up a vehicle from a provider located at the airport. The following providers are based on-site: Alamo, Enterprise, National and Hertz.
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Fill out our search form and find the best VAN rental at New Orleans Airport from dozens of on-site and off-site companies. Also, don't forget to apply smart filters and compare deals for even bigger benefits.
There are several ways to ensure a successful and hassle-free journey. One of them is hiring a VAN car at New Orleans Airport from a reliable and highly-trusted company. According to customer reviews, Enterprise US Corporate offers the best value for money. Also, this supplier features friendly service at the counter and fast pick-up/drop-off procedures. At the same time, their vehicles are always clean, which guarantees you a safe and healthy ride. In addition to National, the following agencies are popular among travelers at New Orleans Airport:
According to the policy of most companies, customers must have a certain set of documents in order to drive legally. Consider the general list of paperwork required to collect VAN rent a car at New Orleans Airport:


text: Enable WebinarsCheck out the ENABLE webinars and take the quiz to earn your ENABLE "knowledge" badge. If you are a teacher or a peer supporter and have followed the required training, you may also wish to receive a "Peer supporter" or "Ambassador" badge. Apply for this at email@example.com. The ENABLE Approach: empowering parents to raise resilient childrenCreated by European Schoolnet (Belgium) Teachers in action on the ENABLE project (in Croatian)Created by Partners for Learning (Croatia) How to set up an effective Peer Support scheme in your settingCreated by The Diana Award (The United Kingdom) |


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19 Reviews
In the mid–20th century, the complex Los Angeles–Long Beach area started as a warm-weather paradise with a strong economic base and the attraction of cosmopolitan adventure. The area is huge. Because of earthquake risk and the increasing importance of the automobile, the city built outward—into every nook and cranny of available level land for miles—rather than upward
Surrounding a network of city cores, the sprawl of low buildings extends 80 miles on a near-perfect grid from the beach at Santa Monica west of downtown east towards San Bernardino. The LA metro area extends north into the San Fernando Valley, including Burbank and Glendale in another large sprawling panorama, and extends south to the busy port of Long Beach. Flying into Los Angeles International for the first time, the view of the sprawling cityscape is stunning..
That isn't to say that everything is the same throughout the area. "L.A." includes some of the nicer places to live in the world, such as Beverly Hills, Malibu, San Marino, and the seemingly endless beach communities that stretch south from Santa Monica toward Long Beach. Pasadena to the northeast has a marvelous "old California" feel, as do areas of Santa Monica and some of the beach communities. But without extensive financial resources, these communities are all but inaccessible, and those who cannot afford them feel the full impact of the overcrowded landscape.
That said, the area has some of the best weather in the world. Warm sunny days, cool evenings, low morning clouds and fog, and sea breezes are the norm. Rain only falls in the winter, and seldom at that. Museums, performing arts, professional sports, boating, and beach recreation are among the world's best. All imaginable services—higher education, healthcare, transportation—are available in abundance. As the area is more economically diverse and less dependent on high-tech industry than northern California, the economy continues to be relatively strong for California.
The downsides of living in L.A. are caused by overcrowding and sprawl. Traffic and air-pollution problems are extreme. Reported commute times are long but not worst in the U.S. as many might expect -- but reality could be worse as many of those surveyed are retired or don't commute on a daily basis. Those who do face daily frustration, with freeways seldom moving at full speed at any time of the day.
Air quality is the worst in the nation by far, to the extent that only two other U.S. cities are within 50% of L.A.'s pollution level. A brown cloud hovers over the city, particularly inland, most months of the year. Violent crime is twice the U.S. average, but property crime is surprisingly moderate. The Cost of Living Index is oppressive, but not the state's highest. The median home price has escalated rapidly in recent years and doesn't buy much.
Recently the area has attempted to reduce dependence on the automobile by improving mass transit. And, the 40-year campaign to reduce auto smog has definitely helped. However, the growing number of cars and miles driven have mitigated these effects. For those who can take the bad with the good, or who can afford one of the nicer areas near the beach or in the surrounding hills, L.A. can be a nice place to live. Otherwise, be warned. Those of average means should probably look elsewhere - if Southern California is the destination, Riverside-San Bernardino or Oxnard-Thousand Oaks-Ventura are worth a look.
Los Angeles proper is located in a level coastal basin extending eastward from the Pacific Ocean. Downtown is about 10 miles east of the shore, with built up areas extending 60-plus miles east and southeast into San Bernardino and Orange counties. To the north and northwest lie areas of hills and coastal mountains separating the city proper from the flat San Fernando Valley. To the northeast lie the much higher San Bernardino Mountains, rising up to 7,000 feet above the valley floor. Natural vegetation in the foothills is dry grass and brush with a few trees in higher elevations; the valleys are almost entirely built up.
Climate is normally pleasant and mild throughout the year. The Pacific Ocean is the primary moderating influence. Daily temperature ranges are low year-round, varying only 15 in spring and summer and 20 in fall and winter. Temperatures above 80 are observed every month of the year. Like other Pacific Coast areas, rainfall comes in winter, with 85% of precipitation occurring November through March. Rainfall totals increase in foothill areas, and flash floods and mudslides are common in canyon areas. At times, the lack of air movement, combined with a frequent and persistent air inversion (warm, dry, desert air trapping slightly cooler and more moist Pacific air) brings considerable air pollution in the basin, causing health problems for some and reducing or even eliminating visibility of the nearby mountains.
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text:
I'm not great at dating, but I need to do it to relax.
If you like to have fun and consider yourself to be spontaneous yet are also responsible and mature, things are off to a great start.
The best and most beautiful things in the world cannot be seen or even touched - they must be felt with the heart.
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