With the exception of the much misunderstood Machiavelli, no one ever said politics is a pretty profession, and if anyone thought it could be otherwise, one was an optimist. I, too, an am optimist. However, not because I look for any improvement in the purposes of political discourse. I am an optimist because I think it might just be possible for people to learn how to recognize empty, false, self-serving, or inhumane language, and therefore to protect themselves from at least some of its spiritually debasing consequences. Civilization is in a race between education and disaster, and that although education is far behind, it is not yet out of the running. In other words, while one may not think we can count on any relaxation in the defense of the indefensible, one may also believe that we may mount a practical counteroffensive by better preparing the minds of those for whom such language is intended. Thus, our attention inevitably turns to the subject of schools and to the possibility of their actually doing something that would help our youth acquire the semantic sophistication that we associate with minds unburdened by prejudice and provinciality. Furthermore, we are fortunate to have available an alternative tradition that gives us the authority to educate our students to disbelieve or at least to be skeptical of the prejudices of their elders. The purpose of education is to free the student from the tyranny of the present. The assumption that critical intelligence has wide applicability is, we believe, what the medieval Schoolmen had in mind in creating the Trivium, which in their version consisted of grammar, logic, and rhetoric. These arts of language were assumed to be what may be called “meta-subjects,” subjects about subjects. Their rules, guidelines, principles, and insights were thought to be useful in thinking about anything. Our ancestors understood well something we seem to have forgotten, namely, that all subjects are forms of discourse—indeed, forms of literature—and therefore that almost all education is language education. #RandolphHarris 1 of 20

Knowledge of a subject mostly means knowledge of a language of that subject. Biology, after all, is not plants and animals; it is language about plants and animals. History is not events that once occurred; it is language describing and interpreting events. And astronomy is not planets and stars but special ways of talking about planets and stars. And so a student must know the language of a subject, but that is only the beginning. For it is not sufficient to know the right answers. One must also know what a question is, for not every sentence that ends with a rising intonation or begins with an interrogative is necessarily a question. There are sentences that look like questions but cannot generate any meaningful answers, and if they linger in our minds, they become obstruction to clear thinking. One must also know what a metaphor is and what is the relationship between words and the things they describe. In short, one must have some knowledge of a meta-language—a language about language. Without such knowledge, a student can be as easily tyrannized by a subject as by a politician. That is to say, the enemy here is not, in the end, indefensible discourse but our ignorance of how to proceed against it. Now, what we must recommend to you is not so systematic or profound as the Trivium. We do not even propose a new subject—only seven ideas or insights or principles (call them what you will) that are essential to the workings of the critical intelligence and that are in the jurisdiction of every teacher at every level of school. A major research institute spent more than $319,500 to discover that the best bait for mice is cheese. Another study found that mother’s milk was better balanced nutritionally for infants than commercial formulas. That study also proved that mother’s milk was better for human infants than cow’s milk or goat’s milk. A third student established that a walk is considerably healthier for the human respiratory and circulatory systems, in fact for overall health and vitality, than a ride in a car. Bicycling was also found to be beneficial. #RandolphHarris 2 of 20

A fourth study proved conclusively that infants who are held and cuddled a lot frequently grow into adults with greater self-confidence and have more integrated relationships with the World than those who are not held. Additionally, adults and child also benefit from being hugged, it seems to assist general health and even mental development. The remarkable thing about these five studies, of course, is that anyone should have found it necessary to undertake them. That some people did find them necessary can only mean that they felt there was some uncertainty about how the answers would turn out. And yet, anyone who has seen a mouse eating cheese or who has been hugged by another person already knows a great deal about these things, assuming one gives credence to personal observation. Similarly, anyone who has ever considered the question of artificial milk versus human milk is unlikely to assume that Nestle’s or Similac will improve on a feeding arrangement that account for the growth of every human infant before modern times. However, some studies have shown that artificial milk can be more conducive to the health of a baby, than mother’s milk because it sometimes is more nutritious and does not have many of the chemicals in it that a mother may be ingesting. That any people retain doubts on these questions is symptomatic of two unfortunate conditions of modern existence: Human beings no longer trust personal observation, even of the self-evident, until it is confirmed by scientific or technological institutions; human beings have lost insight into natural processes—how the World works, the human role as one of many interlocking parts of the Worldwide ecosystem—because natural processes are now exceedingly difficult to observe. These two conditions combine to limit our knowledge and understanding to what we are told. They also leave us unable to judge the reliability or unreliability of the information we go by. The problem beings with the physical environment in which we live. #RandolphHarris 3 of 20

Most Americans spend their lives within environments created by human beings. If you live in Montana this is less the case than if you live in Manhattan, but it is true to some extent all over the country. Natural environments have largely given way to human-created environments. What we see, hear, touch, taste, smell, feel and understand about the World has been processed for us. Our experiences of the World can no longer be called direct, or primary. They are secondary, mediated experience. When we are walking in a forest, we can see and feel what the planet produces directly. Forests grow on their own without human intervention. When we see a forest, or experience it in other ways, we can count on the experience being directly between us and the planet. It is not mediated, interpreted or altered. On the other hand, when we live in cities, no experience is directly between us and the planet. Virtually all experience is mediated in some way. Concrete covers whatever would grow from the ground. Buildings block the natural vistas. The water we drink comes from a faucet, not from a stream or the sky. All foliage has been confined by human considerations and redesigned according to human tastes. There are no wild animals, there are no rocky terrains, there is no cycle of bloom and decline. There is not even night and day. No food grown anywhere. If we notice at all, most of us give little importance to this change in human experience of the World. We are so surrounded by a reconstructed World that it is difficult to grasp how astonishingly different it is from the World of only one hundred and fifty years ago, and that it bears virtually no resemblance to the World in which human beings lived for four million years before that. That this might affect the way we think including our understanding of how our lives are connected to any nonhuman system, is rarely considered. In fact, most of us assume that human understanding is now more thorough than before, that we know more than we ever did. This is because we have such faith in our rational, intellectual processes and the institutions we have created that we fail to observe their limits. #RandolphHarris 4 of 20

Do you sense that what you are eating was once alive, growing on its own? We learn in schools that fruit grows from the ground. We see pictures of fruit growing. However, when we live in cities, confined to the walls and floors of our concrete environments, we do not actually see the slow process of a blossom appearing on a tree, then becoming a bud that grows into an apple. We learn this, but we cannot really “know” what it means, or that a whole cycle is operating: sky to ground to root through three to bud ripening into fruit that we can eat. Nor do we see particular value in this knowledge. It remains an idea to us, an abstraction that is difficult to integrate into our consciousness without direct experience of the process. Therefore we do not develop a feeling about it, a caring. In the end how can our children or we really grasp that fruit growing from trees has anything to do with humans growing from eating the fruit? We have learned that water does not really originate in the pipes where we get it. We are educated to understand that it comes from sky (we have seen that, it is true!), lands in some faraway mountains, flows into rivers, which flow into little reservoirs, and then somehow it all goes through pipes into the sinks in our homes and then back out to—where? The ocean. We learn there is something called evaporation that takes the water we do not need up to the sky. However, is this true? Is there a pattern to it? How does it collect in the sky? Is it okay to rearrange the cycle with cloud seeding? Is it okay to collect the water in dams? Does anyone else need water? Do plants drink it? How do they get it? Does water go into the ground? In cities it rolls around on concrete and then pours into sewers. Since we are unable to observe most of the cycle, we learn about it in knowledge museums: school, textbooks. We study to know. What we know is what we have studied. We know what the books report. What the books report is what the authors of the books learned from “experts” who, from time to time, turn out to be wrong. #RandolphHarris 5 of 20

Everyone knows about night and day. Half the time it is dark, half the time it is light. However, it does not work that way in our homes or outside in the streets. There is always light, and it is always the same, controlled by an automatic switch downtown. The stars are obscured by the city glow. The moon is washed out by a filter of light. It becomes a semimoon and our awareness of it inevitably dims. We say it is night, but darkness moods and feelings lie dormant in us. Faced with real darkness, we become frightened, overreact, like a child whose parents have always left the light on. In six generations since Edison, we have become creatures of light alone. Most people are overcome by a sort of intellectual paralysis when confronted by a definition, whether offered by a politician or by a teacher. They fail to grasp that a definition is not a manifestation of nature but merely and always an instrument for helping us to achieve our purposes. We want to do something, and a definition is a means of doing it. If we want certain results, then we must use certain definitions. However, no definition has any authority apart from a purpose, or any authority to bar us from other purposes. That is liberating, but not many have ever heard a student ask of a teacher, “Whose definition is that and what purposes are served by it?” It is more than likely that a teacher would be puzzled by such a question, for most of us have been as tyrannized by definitions as have our students. However, I do know of one instance where a student refused to accept a definition provided by an entire school. The student applied to Columbia University for admissions and was rejected. In response, he sent the following letter to the admissions officer: “Dear Sir: I am in receipt of your rejection of my application. As much as I would like to accommodate you, I find I cannot. I have already received four rejections from other colleges, which is, in fact, my limit. Your rejection puts me over this limit. Therefore, I must reject your rejection, and as much as this might inconvenience you, I expect to appear for classes on September 18…” #RandolphHarris 6 of 20

Even if the student cannot do much about it, Columbia would have been well advised to reconsider this student’s application, not because it does not have a right to define for its own purposes what it means by an adequate student, but because here is a student who understands what some of Columbia’s professors probably do not—that there is a measure of arbitrariness in every definition and that in any case intelligent persons is not required to accept another’s definition. What students need to be taught, then, is that definitions are not given to us by God; that we may depart from them without risking our immortal souls; that the authority of a definition rests entirely on its usefulness, not on its correctness (whatever that means); and that it is a form of stupidity to accept without reflection someone else’s definition of a word, a problem, or a situation. All of this applies as much to a definition of a verb or a molecule as it does to a definition of art, God, freedom, or democracy. I can think of no better method of helping students to defend themselves than to provide them with alternative definitions for every important concept and term they must deal with in school. It is essential that they understand that definitions are hypotheses and that embedded in each is a particular philosophical or political or epistemological point of view. It is certainly true that one who holds the power to define is our master, but it is also true that one who holds in mind an alternative definition can never quite be one’s slave. All the knowledge we ever have is a result of questions. Indeed, it is a commonplace among scientists that they do not see nature as it is, but only through the questions they put to it. We do not see anything as it is except through the questions we put to it. Since questions are the most important intellectual tool we have, is it not incredible that the art and science of question-asking is not systematically taught? If we do not know the questions that produced answers—whether in biology, grammar, politics, or history–it is meaningless to have answers. If the question had been posed different, to have answers without knowing the question, without knowing you might have been given a different answer may be more than meaningless; it may be exceedingly dangerous. #RandolphHarris 7 of 20

There are many Americans who carry in their heads such answers as “America should proceed at once with our Star Wars project,” or “We should send Marines to Nicaragua.” However, if they do not know the questions to which these are the answers, their opinions are quite literally thoughtless. And so we suggest two things. First, we should teach our students something about question-asking in general. For example, that a vaguely formed question produces a vaguely formed answer; that every question has a point of view embedded in it; that for any question that is posed, there is almost always an alternative question that will generate an alternative answer; that even if we are unaware of it, every action we take is an answer to a question; that ineffective actions may be the result of badly formed questions; and most of all, that a question is language, and therefore susceptible to all the errors to which an unsophisticated understanding of language can leas. There arises from a bad and unapt formation of words a wonderful obstruction to the mind. This is a great definition of stupidity: a bad and unapt formation of words. However, we must also focus on the specific details of asking questions in different subjects. What, for example, are the sorts of questions that obstruct the mind, or free it, in the study of history? How are these questions different from those one might ask of a mathematical proof, or a literary work, or a biological theory? The principles and rules of asking questions obviously differ as we move from one system of knowledge to another, and this ought not to be ignored. There is evidence that the cells of our brains literally develop and grow bigger with use, and atrophy or waste away with disuse. It may be therefore that every action leaves some permanent print upon the nervous tissue. Reality has a material side, which was the realm of science, but it also has a spiritual side, which was the realm of theology—and never the twain shall meet. Thought, memory, and emotion, rather than being the emanations of a spirit World, came to be seen as the logical and predetermined outputs of the physical operations of the brain. Consciousness is simply a by-product of those operations. #RandolphHarris 8 of 20

Because a sense of treatment for many brain problems is ineffective or unwarranted, it leaves those with mental illnesses or brain injuries little hope of treatment, much less a cure. And as the idea spreads through our culture, it ends up stunting our overall view of human nature. However, the brain’s plasticity is not limited to the somatosensory cortex, the area that governs our sense of touch. It is universal. Virtually all of our neural circuits—whether they are involved in feeling, seeing, hearing, moving, thinking, learning, perceiving, or remembering—are subject to change. The received wisdom is cast aside. The brain is very plastic. Massively plastic. The plasticity diminishes as we get older—brains do get stuck in their ways—but it never goes away. Our neurons are always breaking old connections and forming new ones, and brand-new nerve cells are always being created. The brain has the ability to reprogram itself on the fly, altering the way it functions. We do not yet know all the details of how the brain reprograms itself, but it has become clear, as Dr. Freud proposed, the secret lies mainly in the rich chemical brother of our synapses. What does on in the microscopic spaces between our neurons is exceedingly complicated, but in simple terms it involves various chemical reactions that register and record experiences in neural pathways. Every time we perform a task or experience a sensation, whether physical or mental, a set of neurons in our brains is activated. If they are in proximity, these neurons join together through the exchange of synaptic neurotransmitters like the amino acid glutamate. As the same experience is repeated, the synaptic links between the neurons grows stronger and more plentiful through both physiological changes, such as the release of higher concentrations of neurotransmitters, and anatomical ones, such as the generation of new neurons or the growth of new synaptic terminals on existing axons and dendrites. Synaptic links can also weaken in response to experiences, again as a result of physiological and anatomical alterations. What we learn as we live is embedded in the ever-changing cellular connections inside our heads. The chains of linked neurons form our minds’ true “vital paths.” Cells that fire together wire together. #RandolphHarris 9 of 20

The brain is not the machine we once though it to be. Though different regions are associated with different mental functions, the cellular components do not form permanent structures or play rigid roles. They are flexible. They change with experience, circumstance, and need. Some of the most extensive and remarkable changes take place in response to damage to the nervous system. Experiments show, for instance, that is a person is struck blind, the part of the brain that has been dedicated to processing visual stimuli—the visual cortex—does not just go dark. It is quickly taken over by circuits used for audio processing. And if the person learns to read Braille, the visual cortex will be redeployed for processing information delivered through the sense of touch. Neurons seem to want to receive input. When their usual input disappears, they start responding to the next best thing. Thanks to the ready adaptability of neurons, the sense of hearing and touch can grow sharer to mitigate the effects of the loss of sight. Similar alterations happen in the brains of people who go deaf: their other senses strengthen to help make up for the loss of hearing. The area in the brain that processes peripheral vision, for example, grows larger, enabling them to see what they once would have heard. We have learned that neuroplasticity is not only possible but that it is constantly in action. That is the way we adapt to changing conditions, the way we learn new facts, and the way we develop new skills. Plasticity is the normal ongoing state of the nervous system throughout the life span. Our brains are constantly changing in response to our experiences and our behaviour, reworking their circuitry with each sensory input, motor act, association, reward signal, action plan, or shift of awareness. Neuroplasticity is one of the most important products of evolution, a trait that enables the nervous system to escape the restrictions of its own genome and thus adapt to the environmental pressures, physiological changes, and experiences. The genius of our brain’s construction is not that it contains a lot of hardwiring but that it does not. #RandolphHarris 10 of 20

The brain is made to adapt to local environmental demands through the lifetime of an individual, and sometimes within a period of days, by forming specialized structures to deal with those demands. Evolution has given us a brain that can literally change its mind—over and over again. Our ways of thinking, perceiving, and acting, we now know, are not entirely determined by our genes. Nor are they entirely determined by our childhood experiences. We change them through the way we live and through the tools we need. Playing a violin, a musical tool, has resulted in substantial physical changes in the brain. That is even true for musicians who have first taken up their instruments as adults. Throughout the course of training, there can be found significant growth in the visual and motor areas. Furthermore, our thoughts can exert a physical influence on, or at least cause a physical reaction in, our brains. We become, neurologically, what we think. There are many reasons to be so grateful that our mental hardware is able to adapt so readily to experience, that even old brains can be taught new tricks. The brain’s adaptability has not just led to new treatments, and new hope, for those suffering from brain injury or illness. It provides all of us with a mental flexibility, an intellectual litheness, that allows us to adapt to new situations, learn new skills, and in general expand our horizons. If we stop exercising our mental skills, we do not just forget them: the brain map space for those skills is turned over to the skills we practice instead. The mental skills we sacrifice may be as valuable, or even more valuable, than the ones we gain. When it comes to the quality of thought, our neurons and synapses are entirely indifferent. The possibility of intellectual decay is inherent in the malleability of our brains. That does not mean that we cannot, with concerted effort, once again redirect our neural signals and rebuilt the skills we have lost. What is does mean is that the vital paths in our brains become the pasts of least resistance. They are the paths that most of us will take most of the time, and the farther we proceed down them, the more difficult it becomes to turn back. #RandolphHarris 11 of 20

I used to think that young Americas began whatever education they were to get at the age of eighteen, that their early lives were spiritually empty and that they arrived at the university clean slates unaware of their deeper selves and the World beyond their superficial experience. The contrast between them and their European counterparts was set in high relief in the European novels and movies into which we were initiated at the university. The Europeans got most of the culture they were going to get from their homes and their public schools, lycées, or gymnasiums, where their souls were incorporated into their specific literary traditions, which in turn expressed, and even founded, their traditions as peoples. It was not simply or primarily that these European schoolchildren had a vastly more sophisticated knowledge of the human heart than we were accustomed to in the young or, for that matter, the old. It was that their self-knowledge was mediated by their books learning and that their ambitions were formed as much by models first experienced in books as in everyday life. Their books had a substantial existence in everyday life and constituted much of what their society as a whole looked up to. It was commonplace for children of what they called good families to fill their imaginations with hopes of serious literary or philosophic careers, as do ours with hopes of careers in entertainment of business. All this was given to them early on, and by the time they were in their late tends it was part of the equipment of their souls, a lens through which they saw everything and which would affect all their later learning experience. They went to the university to specialize. Many young Americans seemed, in comparison, to be natural savages when they came to the university. They had hardly head the names of the writers who were the daily fare of their counterparts across the Atlantic, let alone took it into their heads that they could have a relationship to them. “What’s Hecuba to him or he to Hecuba?” They all belonged to the whole World, using their reason to see the things all men have in common, to solve the problems of survival, all the time innocently and unaware trampling on the altars sacred to the diverse peoples and nations of the Earth who believe themselves constituted by their particular gods and heroes rather than by the common currency of the body. #RandolphHarris 12 of 20

This American intellectual obtuseness could seem horrifying and barbarous, a stunting of full humanity, an incapacity to experience the beautiful, an utter lack of engagement in the civilization’s ongoing discourse. However, for me, and for many better observers, this constituted a large part of the charm of American students. Very often natural curiosity and love of knowing appeared to come into their own in the first flush of maturity. Without traditional constraints or encouragements, without society’s rewards and punishments, without snobbism or exclusivity, some awareness, that their souls had spaces of which they were unaware and which cried out for furnishing. European students whom I taught always knew all about Rousseau and Kant, but such writers had been drummed into them from childhood and, in the New World, after the way, they had become routine, as much as part of childhood’s limitations as short pants, no longer a source of inspiration. So these students became suckers for the new, the experimental. However, for America the works of the great writers could be the bright sunlit uplands where they could find the outside, the authentic liberation for which this report is a plea. The old was new for these American students, and in that they were right, for every important old insight is perennially fresh. It is possible that Americans would always lack the immediate, rooted link to the philosophic and artistic achievements that appear to be part of the growth of particular cultures. However, their approach to these works bespoke a free choice and the potential for humans as humans, regardless of time, place, station, or wealth, to participate in what is highest. If the brotherhood of man is founded on what is lowest in him, while the higher cultivation required unbridgeable separate “cultures,” t would be a sad commentary on the human condition. The American disposition gave witness to an optimistic belief that the two universalities, of the body and of the soul, are possible, that access to the best is not dependent on chance. Young Americans, that is, some young Americans, gave promise of a continuing vitality for the tradition because they did not take it to be tradition. #RandolphHarris 13 of 20

The current generation of students is unique and very different in outlook from its teachers. I am referring to the good students in the better colleges and universities, those to whom liberal education is primarily directed and who are the objects of a training which presupposed the best possible material. Because of the pandemic, these young people have now experienced the anxieties about simple physical well-being that their grandparents and great grandparents experienced during the depression. They have been raised with comfort, but now have had that stripped away from them. They have become largely thankful for the luxuries their parents’ wealth provided them and do not necessarily have the expectation of ever-increasing comfort anymore. They are proud of the opportunities they have been given, and for the law protecting them, because these are not rights all people have. The looming recession has made more of them come down to Earth and they have become more frugal, responsible, and mature. It has allowed them so see how hard some marginalized groups have had it in life, and makes them want to reach for higher calling so they can provide for their families and also help others in society who cannot or no one will not help. The broken prosperity of the last two years has given them as shaken confidence in always being able to make a living. So they are ready to undertake any career and broaden their fields of study to make themselves more marketable. The ties of tradition, family, and financial responsibility are growing stronger because they see how hard their ancestors had it in building these companies and privileges so they could want for nothing. And, along with this all, comes a more closed, private character. They tend to be excellent students and extremely grateful for anything they learn. A look at this special ground tends to favor a hopeful prognosis for the country’s moral and intellectual health. There is a spiritual yearning, a powerful tension of the soul which made the university atmosphere electric. There seems to be no time for nonsense, but of course, some have yet to figure that out. Even some senior citizens are clueless. #RandolphHarris 14 of 20

Survival itself depends on better education for the best people. External necessity injected into the necessary educational World the urgency that should always be there. Money and standards emerged in the twinkling of an eye. The goal was to produce scientific technicians who would save us from being at the mercy of tyrants. The high schools concentrated on math and physics, and there was honor and the promise of great futures for those who excelled in them. The Scholastic Aptitude Test is authoritative. Intellectual effort has become a national pastime. The mere exercise of unused and flabby muscle is salutary, and the national effort both trained and inspired the mind. The students are now better, more highly motivated. An awkward consequence of heightening experience when one is inexperienced, of self-transcendence when one has not much World to lose, is that afterward one cannot be sure that one was somewhere or had newly experienced anything. If you are not much in the World, how do you know you are “out of the World”? This problem has been fateful for youth literature. (The classical mystic who loses this World knows well, on returning to it, that it is a poor thing; and also that it is pointless to try to describe the Reality in terms of this World.) The youth novelist does not say, “Like when we left Chicago, we went to New York.” (Samuel Beckett does, of course, do just this in principle, and mighty strange and dull his novels are.) The youth novelist wants to say that we did leave Chicago and did go to New York. However, how would one know? When there is not much structure for the experience—no cause to leave Chicago, no motive to go to New York—these things become very doubtful and it is hard to make the narrative solid. So incidents are multiplied without adding up to a plot; factual details are multiplied that do not add up to interpretation or characterization; and there are purple passages and exclamations. The point of the preservation is to insist that something happened. #RandolphHarris 15 of 20

(This narrative difficulty of more or less articulate grownups is important in reminding us of what might otherwise be dark about the juvenile delinquents: that in the immense multiplicity of their exploits and kicks, including horrifying deeds, it is not necessarily the case that they experienced what they were doing. It is therefore beside the point to judge or treat them as if they were performing acts.) Similarly the youth make social ritual of reminiscing and retelling. Meeting in a group, they retell exactly what happened, each of adding his details, with the aim of providing that something indeed happened, and if indeed anything was experienced, perhaps they can recapture the experience of it; just as at a later date, this meeting at which the retelling is occurring will be retold. It is like a man who dreams in exact detail of the fight he had with the boss; what could be the wish in such a dream? It is that when the event occurred he failed to get angry, but dreaming it he is angry. Except that in the youth retelling, they are not angry this time either. In such circumstances, it seems to me inevitable that heightened experience too will pall, for they do not transform enough natural and social World to create experience and new experience. They do not accumulate knowledge, establish better habits, make hypotheses probable, and suggest further projects, all the things that constitute seasoned experience. A youth will tell you a remarkable vision that he had under some barbiturate, but you do not feel that it was a vision for him; it is as useless as the usual experience of extrasensory perception that is irrelevant to anybody’s practical affairs. So in their creative activity youngsters compile thick notebooks of poems and drawings, to a body of work. What might then occur, unfortunately, is that, when the flesh is not better nourished, the spirit fails. Since better habits are not developed, the young men simply succumb to bad ones, relying more and more on the barbiturates and becoming careless about the meaning anything. Then other young fellows who chose this way of life because it is suited and solved a problem, quite it because of the bad company. #RandolphHarris 16 of 20

The word “Angry,” we saw, was a misnomer for “bitter and waspish.” The word “Beat,” which many mean when they say “youth,” is exquisitely accurate for describing deviants of any age, is exquisitely accurate, meaning “defeated and resigned.” Public spokesmen of the Beats have, as the result of various visions, assured us that the word means Beatus, blessed; but this too soon comes to the same thing, “punchy.” In the Old World, castration was an act of purification, endowing men with the innocence of virgins and children because only the chaste could perform certain rites. Relatively rare was the self-castrated, and they were utterly pure and possessed far more spiritual power than voluntary celibates, who could err at any moment. By taking matters into their own hands, as it were, eunuchs rejected Worldliness and attained instant superiority. If one does not want children, the best thing to do is control your body, and there are many ways to do that. One way, most churches recommend is abstinence. But it is your body, you can do what you want, right…so deal with the consequences of your actions. So many people forget they have free will. Even if the corrupt law enforcement did dump barbiturates in your community, they did not force you to take them. However, it is sad to victimize people like that because it ruined generations of lives, and ended many as well. The goal is not to be crass and uncaring. “For he has oppressed and forsaken the poor; he has violently taken away a house which he did not build. Because his desire and greed knew no quietness within him, he will not save anything of that in which he delights. There was nothing left that he did not devour; therefore his prosperity will not endure. In the fullness of his sufficiency [in the time of his great abundance] he shall be poor and in straits; every hand of everyone who is in misery shall come upon him [he is but a wretch on every side.] When he is about to fill his belly [as in the wilderness when God sent the quails], God will cast the fierceness of His wrath upon him and will rain it upon him while he is eating,” reports Job 20.19-23. #RandolphHarris 17 of 20

So many people of the past will never forget this tragedy because it ripped apart their lives and communities much like the 2011 Tohoku Earthquake and tsunami did Japan, and they want to learn about the lessons from the past and move forward so they can heal and protect their families.  A lot of addiction has to do with the stresses of poverty and people wanting to feel good and others who see an opportunity to make money. When dealing with unplanned families, keep in mind what you are committing to and the fact that it will cost nearly $200,000 to raise a child until age 18. People also issue prophylactics in their communities and even groups that help them deal with their urges, but they ignore them because the experience is not instantly gratifying.  These animal desires belong to the body. What are we? Are we that or a mind using a body? Or a Mind using a mind and a body? This last is indeed the truth. When we find it our for ourselves, and hold to it through the years, how long can these desires keep their strength? We may be assured that they dwindle and go. Misdirection of pleasures of the flesh turns into an evil; but until humans slowly evolve into awareness of one’s true self, it will continue to provide one—along with Art and Nature—with feelings of happiness which relieve the gloom of Earthly life. Yet, in contrast to the happiness gained from Art and Nature, and much more to that gained from spiritual awareness, there are heavy penalties for the abuse, misdirection, or lack of control of pleasures of the flesh. How greatly maturity develops the power of will. This co-operation of mind, will, and humanity to redirect the energy of pleasures of the flesh into a more useful kind of energy. Focus on arts, nature, sports, education, physical exercise may reduce the urges for pleasures of the flesh, or diminish their frequency, or cause them to vanish altogether. The aim here is not mere repression, not deceptive pseudo-sublimation, but full mastery. #RandolphHarris 18 of 20

When thinking about economics, it is, of course, unfairly easy to take potshots at economics. As long as chance plays a role in human affairs, no one can know the future with the kind of certainty decision-makers want. Economists themselves are right when they complain about the unrealistic expectations of the public, the politicians and the media, each with their demands for partisan interpretations or sound-bite simplifications of complex data. Economists are plenty smart and hardworking. And they have legitimate reasons for many of their predictive failures. For example, much of the government and business data on which they are forces to rely is incomplete, misleading or flawed. On such issues as technological change, geopolitical upheaval, energy use and oil prices, the data are often preliminary, leaving analysts to grapple with estimates of estimates of estimates. However, this is hardly new. Economists of the past had even less data and information to go on. However, these shortcomings hardly explain the deeper reasons why so much of conventional economics seems irrelevant or misleading today. First, the economy that economists are trying to understand is enormously more complex than tht faced by the great economists of the past. Neither Adam Smith nor Karl Marx, David Ricardo nor Leon Walras, not even John Maynard Keynes or Joseph Schumpeter confronted anything like the density of confusing relationships, interactions and feedback links involved in today’s wealth creation and distribution, let alone its global extent. Second, and more important, is the unprecedented speed of transactions and transformations in the system under study. No sooner do economists map some aspects of the economy or come up with a relevant insight than it changes. Useful numbers and findings—and their interconnections—have the half-life of a firefly. #RandolphHarris 19 of 20

Third, there is an even bigger problem. Just as economists in the early years of the industrial revolution had to go beyond agrarian thinking and leave behind what was no longer applicable, economists today face a similar challenge. They have to reach beyond industrial thinking to understand the transformatory impact of the latest revolutionary wealth wave. They confront a wealth system that, in a few decades, has gone from dependence on scarce resources to one in which the main growth factor, knowledge, is essentially inexhaustible; from rival to non-rival input and outputs; from predominately local and national to predominately national and global production and distribution; from low-skill to high-kill requirements; from homogeneous mass production to demassified heterogeneous production. And the list goes on. In addition, economist face changes in the degrees of integration needed in different parts of the economy. They need to factor in changing levels of complexity, rates of innovation and dozens of other variables, not to mention the multiple rhythms of economic activity and their interactions. Many of the great advances in economic thinking during the last century came with the application of every-more-sophisticated mathematics to the problems of the time. That meant measuring things. And here the accent was, appropriately enough, on things, in the sense of tangibles. However, to understand revolutionary wealth, which increasingly derives from, and produces, intangibles, we are compelled to cope with the slipperiest and hardest-to-measure of all resources—knowledge. The leading economists of yesterday were hardly unaware of the importance of intangibles. However, economies were never as knowledge-intensive as they are today. Let us rejoice in the spirit of the Lord and thank God and Jesus Christ and the Holy Ghost for our blessings. Sun, Moon, Stars, all that move in the Heaven, I bid you hear me! Please speak to the heart and conscience of all humans, not merely to their curious mind. Secure respect for the silvery hair people, a people of thinkers and sufferers. It is our firm conviction that time is approaching in which the second half of our history will be to the noblest part of thinking humanity what its first half has long been believing to humanity, a source of sublime moral truths. #RandolphHarris 20 of 20

Cresleigh Homes

Can’t get enough of the natural light and backyard views from our Mills Station Residence 3 home! ☀️

Easter Egg hunt at our house? There are so many spots to squirrel them away! 🥚🥚🥚

Residence Three at Mills Station boasts 2,394 square feet in this expansive two story home. There are three bedrooms, with the option for adding one more bedroom, two and a half bathrooms, and a two car garage plus workshop!

The charming front courtyard welcomes you home and the high ceilings and thoughtfully designed floor plan let you know that you’ve made the right choice with Cresleigh.

You can fully embrace the indoor/outdoor lifestyle so organic to Northern California with a covered patio located right off kitchen with sliding glass doors on all three sides.

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