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Sections (Content) :
• 1
What then? Am I to feed upon wisdom like a dog?
• 2
It is the superstition, myth, pretense, evasions, and subservience which support authority and institutional domination. It is the reverence for these institutions instilled in the school, the church and the home in order that man may believe and obey without protest. Such a process of devitalizing and distorting personalities of the individual and of whole communities may have been a part of historical evolution; but it should be strenuously combated by every honest and independent mind in an age which has any pretense to enlightenment.
• 3
...these boys and girls had been confined in school five hours each day. Their over-bounding life had been subject to a continual repression...
• 4
From this moment forth, the individual little by little struggles free from the carapace of lies and cowardice in which the earthly gods have wrapped him since birth, and that with the aid of the brute force of bayonet, ruble, "justice" and hypocritical science -- the science of the sorcerers' apprentices.
• 5
"If the collegium prospers, mankind will profit from our work."
"The ones who survive, perhaps."
"True -- but that's always true in any event."
"No, no -- Twelve centuries ago, not even the survivors profited. Must we start down that road again?"
• 6
This business of being out for a walk, coming across something of fascinating interest and then being dragged away from it by a yell from the master, like a dog jerked onwards by the leash, is an important feature of school life, and helps to build up the conviction, so strong in many children, that the things you most want to do are always unattainable.
• 7
By the social standards that prevailed about me, I was no good, and could not be any good. But all the different kinds of virtue seemed to be mysteriously interconnected and to belong to much the same people. It was not only money that mattered: there were also strength, beauty, charm, athleticism and something called 'guts' or 'character', which in reality meant the power to impose your will on others. I did not possess any of these qualities. At games, for instance, I was hopeless. I was a fairly good swimmer and not altogether contemptible at cricket, but these had no prestige value, because boys only attach importance to a game if it requires strength and courage. What counted was football, at which I was a funk. I loathed the game, and since I could see no pleasure or usefulness in it, it was very difficult for me to show courage at it. Football, it seemed to me, is not really played for the pleasure of kicking a ball about, but is a species of fighting. The lovers of football are large, boisterous, nobbly boys who are good at knocking down and trampling on slightly smaller boys. That was the pattern of school life — a continuous triumph of the strong over the weak. Virtue consisted in winning: it consisted in being bigger, stronger, handsomer, richer, more popular, more elegant, more unscrupulous than other people — in dominating them, bullying them, making them suffer pain, making them look foolish, getting the better of them in every way. Life was hierarchical and whatever happened was right. There were the strong, who deserved to win and always did win, and there were the weak, who deserved to lose and always did lose, everlastingly.
• 8
The weakness of the child is that it starts with a blank sheet. It neither understands nor questions the society in which it lives, and because of its credulity other people can work upon it, infecting it with the sense of inferiority and the dread of offending against mysterious, terrible laws.
• 9
For many the old taboo of silence and secrecy still prevails and it seems indelicate to lift up one's voice -- yes, even though on that depends the relief of untold misery and the greatest step forward for freedom and growth that woman has ever taken. If every mother who in her own life has reaped the benefit of this knowledge would do her bit to unseal it for the masses, how it would speed the day!
• 10
You poor beings who could live so happily if you might skip according to your mind, you are to dance to the pipe of schoolmasters and bear-leaders, in order to perform tricks that you yourselves would never use yourselves for.
• 11
...if you think that, serving as soldiers, you are obliged to obey the authorities, who compel you to offer violence to your brothers and kill them, and not to obey God, who commands you not to do so; or if you think that, in maintaining the lawlessness of the ownership of land by your work on the lands of the proprietors and by renting them, you are not doing anything wrong, - your condition will become worse and worse, and you will forever remain slaves.
• 12
Humanity grows more and more intelligent, yet there is clearly more trouble and less happiness daily. How can this be so? It is because intelligence is not the same thing as wisdom. When a society misuses partial intelligence and ignores holistic wisdom, its people forget the benefits of a plain and natural life. Seduced by their desires, emotions, and egos, they become slaves to bodily demands, to luxuries, to power and unbalanced religion and psychological excuses. Then the reign of calamity and confusion begins. Nonetheless, superior people can awaken during times of turmoil to lead others out of the mire. But how can the one liberate the many? By first liberating his own being. He does this not by elevating himself, but by lowering himself. He lowers himself to that which is simple, modest, true; integrating it into himself, he becomes a master of simplicity, modesty, truth. Completely emancipated from his former false life, he discovers his original pure nature, which is the pure nature of the universe. Freely and spontaneously releasing his divine energy, he constantly transcends complicated situations and draws everything around him back into an integral oneness. Because he is a living divinity, when he acts, the universe acts.
Chronology :
April 13, 2020 : Domination -- Added.
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