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world. But the damage my

world. But the damage my family had sustained carried lasting effects. Yet I proved something important, I think. On looking back at the whole sorry tapestry of the system as it revealed itself layer by layer in my agony, what was most impressive wasn’t its horrifying power to treat me and my family without conscience or compassion, but its incredible weakness in the face of opposition. Battling without allies for thirty years, far from home and family, without financial resources, with no place to look for help except my native wit, nor for courage except to principles learned as a boy in a working-class town on the Monongahela River, I was able to back the school creature into such a corner it was eventually driven to commit crimes to get free of me. What that suggests is cause for great hope. A relative handful of people could change the course of schooling significantly by resisting the suffocating advance of centralization and standardization of children, by being imaginative and determined in their resistance, by exploiting manifold weaknesses in the institution’s internal coherence: the disloyalty its own employees feel toward it. It took 150 years to build this apparatus; it won’t quit breathing overnight. The formula is to take a deep breath, then select five smooth stones and let fly. The homeschoolers have already begun. The Great Transformation I lived through the great transformation which turned schools from often useful places (if never the essential ones school publicists claimed) into laboratories of state experimentation. When I began teaching in 1961, the social environment of Manhattan schools was a distant cousin of the western Pennsylvania schools I attended in the 1940s, as Darwin was a distant cousin of Malthus. Discipline was the daily watchword on school corridors. A network of discipline referrals, graded into an elaborate catalogue of well-calibrated offenses, was etched into the classroom heart. At bottom, hard as it is to believe in today’s school climate, there was a common dedication to the intellectual part of the enterprise. I remember screaming (pompously) at an administrator who marked on my plan book that he would like to see evidence I was teaching "the whole child," that I didn’t teach children at all, I taught the discipline of the English language! Priggish as that sounds, it reflects an attitude not uncommon among teachers who grew up in the 1940s and before. Even with much slippage in practice, Monongahela and Manhattan had a family relationship. About schooling at least. Then suddenly in 1965 everything changed. Whatever the event is that I’m actually referring to—and its full dimensions are still only partially clear to me—it was a nationwide phenomenon simultaneously arriving in all big cities coast to coast, penetrating the hinterlands afterwards. Whatever it was, it arrived all at once, the way we see national testing and other remote-control school matters like School-to-Work legislation appear in every state today at the same time. A plan was being orchestrated, the nature of which is unmasked in the upcoming chapters. Table of Contents Page 114

Think of this thing for the moment as a course of discipline dictated by coaches outside the perimeter of the visible school world. It constituted psychological restructuring of the institution’s mission, but traveled under the guise of a public emergency which (the public was told) dictated increasing the intellectual content of the business! Except for its nightmare aspect, it could have been a scene from farce, a swipe directly from Orwell’s 1984 and its fictional telly announcements that the chocolate ration was being raised every time it was being lowered. This reorientation did not arise from any democratic debate, or from any public clamor for such a peculiar initiative; the public was not consulted or informed. Best of all, those engineering the makeover denied it was happening. I watched fascinated, as over a period of a hundred days, the entire edifice of public schooling was turned upside down. I know there was no advance warning to low-level administrators like principals, either, because I watched my first principal destroy himself trying to stem the tide. A mysterious new deal was the order of the day. Suddenly children were to be granted "due process" before any sanction, however mild, could be invoked. A formal schedule of hearings, referees, advocates, and appeals was set up. What might on paper have seemed only a liberal extension of full humanity to children was actually the starting gun for a time of mayhem. To understand this better, reflect a minute on the full array of ad hoc responses to wildness, cruelty, or incipient chaos teachers usually employ to keep the collective classroom a civil place at all. In a building with a hundred teachers, the instituting of an adversarial system of justice meant that within just weeks the building turned into an insane asylum. Bedlam, without a modicum of civility anywhere. This transformation, ironically enough, made administrative duty easier, because where once supervisory intercession had constituted, a regular link in the ladder of referral as it was called, in the new order, administrators were excused from minute-to-minute discipline and were granted power to assume that incidents were a teacher’s fault, to be duly entered on the Cumulative Record File, the pedagogical equivalent of the Chinese Dangan. There was a humorous aspect to what transpired over the next few years. I had no particular trouble keeping a lid on things, but for teachers who counted upon support from administrative staff it was a different story. Now, if they asked for a hand, often they were pressured to resign, or formally charged with bad classroom management, or worst of all, transferred to an even more hideous school in expectation they would eliminate themselves. Most, under such tension, took the hint and quit. A few had to be pushed. I remember a magnificent math teacher, an older black woman with honors and accomplishments to her name, much beloved and respected by her classes, singled out for public persecution probably because she acted as an intractable moral force, a strong model teacher with strong principles. Daily investigative teams from the district office watched her classes, busily took notes in the back of her room, challenged her style of presentation openly while children listened. This went on for two weeks. Then the administration began to call her students to the school office to interrogate Table of Contents Page 115

  • Page 1 and 2:

    An Underground History of American

  • Page 3 and 4:

    Change Agents Infiltrate ..........

  • Page 5 and 6:

    The Ford System And The Kronstadt C

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    Pathology As A Natural Byproduct ..

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    Bianca, You Animal, Shut Up! Prolog

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    combines, is there anything public

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    As I traveled, I discovered a unive

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    He drew... the things inside that n

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    questions or on their implication;

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    and I, in a dark time when all offi

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    history, embedded in a personal ess

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    Then, too, many Americans came out

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    difference between Americans and ev

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    war. [House was nine at the time.]

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    fine-tuned judgments every day they

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    2nd Rule—Unceasing kindness in to

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    the philosophical split which infor

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    scientific form became the main ecc

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    inventors and technicians without p

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    How Hindu Schooling Came To America

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    way to awaken intellect in the lowe

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    Custer’s Last Stand in Montana ha

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    liberty. Farragut When I was a scho

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    Ben Franklin Ben Franklin was born

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    prudential matters, both private an

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    discovered some of my faults, and c

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    friend, described Washington as a y

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    school and was well on his way to i

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    teaching "why it was unworthy of hi

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    more Ben Franklins or Tom Edisons c

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    1 This is the same Ellwood P. Cubbe

  • Page 63 and 64: mimic the "due process" practice of
  • Page 65 and 66: An Enclosure Movement For Children
  • Page 67 and 68: superintendents were wise to the fa
  • Page 69 and 70: state, but that was a radical contr
  • Page 71 and 72: oth parents from home and deposited
  • Page 73 and 74: and file of homeschoolers actually
  • Page 75 and 76: mental reflection in a way schoolbo
  • Page 77 and 78: Department, 80 percent of the incar
  • Page 79 and 80: scores then creates the illusion th
  • Page 81 and 82: spiritual longings of ordinary peop
  • Page 83 and 84: molecular biology. There you have i
  • Page 85 and 86: The Ideology Of The Text Looking ba
  • Page 87 and 88: to represent sounds of their langua
  • Page 89 and 90: arose to satisfy demand for a popul
  • Page 91 and 92: point of a sharpened pencil into th
  • Page 93 and 94: learning to read it was not necessa
  • Page 95 and 96: The Pedagogy Of Literacy Between Ma
  • Page 97 and 98: some bit of data. The sheer luxury
  • Page 99 and 100: the total victory of whole-word rea
  • Page 101 and 102: My own motive in being there was a
  • Page 103 and 104: Such behavior provides the best exc
  • Page 105 and 106: inventor of a reading system based
  • Page 107 and 108: Hector Of The Feeble-Mind See thirt
  • Page 109 and 110: Hector Isn't The Problem The countr
  • Page 111 and 112: "The only way you can squeak throug
  • Page 113: documents were destroyed at the dis
  • Page 117 and 118: My own school fell victim to a poli
  • Page 119 and 120: Chapter 5 True Believers and The Un
  • Page 121 and 122: Because of the predictable greed em
  • Page 123 and 124: neighbor to the community for the f
  • Page 125 and 126: and counting sticks (much as the Ar
  • Page 127 and 128: last quarter of the nineteenth cent
  • Page 129 and 130: too seriously. From it poured an ab
  • Page 131 and 132: attitude.... Much new educational l
  • Page 133 and 134: Carnegie’s "Gospel of Wealth" ide
  • Page 135 and 136: Books give children "false ideals o
  • Page 137 and 138: other of novelist Henry James. Jame
  • Page 139 and 140: Tent-Chautauqua did a great deal to
  • Page 141 and 142: church sociables and teachers’ co
  • Page 143 and 144: Chapter 6 The Lure Of Utopia Every
  • Page 145 and 146: flagrant opposition to the dominant
  • Page 147 and 148: Producing Artificial Wants Beginnin
  • Page 149 and 150: compulsion law intended to put chil
  • Page 151 and 152: extraordinary vision of the learned
  • Page 153 and 154: Between 1840 and 1860, male schoolt
  • Page 155 and 156: Evil, only bad attitudes, and those
  • Page 157 and 158: Rainey Harper, president of the Uni
  • Page 159 and 160: teacher can just put stuff in the s
  • Page 161 and 162: Chapter 7 The Prussian Connection P
  • Page 163 and 164: Germany, after a thousand years as
  • Page 165 and 166:

    Revolution, its social controls bei

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    Under Frederick William II, Frederi

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    lectures given by Robert Owen’s s

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    where teaching and learning were al

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    to create that abundance it became

  • Page 175 and 176:

    portraits, tapestries, giant gold-f

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    of argument, now the Prussian conne

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    slits in the grate like an armored

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    would recognize the new opportunity

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    This contradiction is not unknown a

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    independence, knowledge, ability, c

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    utilization—is more than offset b

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    dangerous sciences was mostly limit

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    The abundance of wood in the United

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    industrialization and the demands o

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    fort in 1832, was by 1838 a flouris

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    chemical processes—is collected.

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    The confinement of American childre

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    Yet America had to be massified, an

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    students with serious literature, p

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    4. A fixation on maximum output. 5.

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    usiness-industrial groups, but of t

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    followed: by 1917 a bibliography of

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    The National Press Attack On Academ

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    himself is the prototypical social

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    This dinner and its implications se

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    monopolization of first the nation

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    An Everlasting Faith Fabianism was

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    These "educational missionaries" sp

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    Bobbit said Gary schools were the w

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    campaign can colonize your mind. Ev

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    contracts for materials and service

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    ole models. Old-fashioned teachers

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    Chapter 10 My Green River Each pers

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    was three. The carolers stood on a

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    An incredible vision, these things,

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    the physical presence of my town ne

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    Monongahela, but there was not a si

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    has also ruined its share of victim

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    they were arguing over an abortion

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    The spirit that came over Mother wh

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    "And could you now face the back of

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    every single day for an entire scho

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    who commissioned stone sculptures f

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    the steps into his subterranean wor

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    Chapter 11 The Church The thesis I

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    inferiors is a veritable manufactor

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    It was nothing short of marvelous t

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    Into the center of this racial exci

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    altered the path of sexual selectio

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    were seen to be clay, radical socia

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    people. It was a genuine secret soc

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    Her first muckraking book, Out of W

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    actively seek assistance from busin

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    Chapter 12 Daughters of the Barons

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    The episcopal rule of British Ameri

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    Peter Cookson and Caroline Persell

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    The Order of the Three Crusades, 10

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    monarchs of great Aryan houses. Abe

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    followed were to call it: The right

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    Unpopular Government Maine built a

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    them to be bankers, financiers, par

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    Francisco, the Pacific Union; in Wa

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    eyond its immediate circle of assoc

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    gigantic aggregate of capital and i

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    creation of Fabian socialism and th

  • Page 297 and 298:

    consultancies were beginning to be

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    Like much that passes for wisdom on

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    ecome any type of specialist I migh

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    This had immense influence on the s

  • Page 305 and 306:

    4 For instance, the serious problem

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    of respect for the pedagogical ente

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    Thus is the student victim led to t

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    going on, selected tendrils from th

  • Page 313 and 314:

    Children were to be "loved into sub

  • Page 315 and 316:

    "New Thought Tide." Because many fe

  • Page 317 and 318:

    Margaret Sanger wrote, "the most me

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    Napoleon Of Mind Science William Ja

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    disciplines from child development

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    Bending The Student To Reality Twic

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    efore as the marching orders of the

  • Page 327 and 328:

    qualified to give expert opinion on

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    people’s lives, became the most i

  • Page 331 and 332:

    coming out of the Decalogue, of Jud

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    day-to-day meaning to compete again

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    Everson v. Board Of Education (1947

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    Judaism Religion is a school of its

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    The neglected genius of American Ch

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    Religion And Rationality The Suprem

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    mathematical value so that citizens

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    physical beauty or your wealth, you

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    Chapter 15 The Psychopathology Of E

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    guilty, once explained at a public

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    from the assault on common sense. S

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    What Really Goes On School wreaks h

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    Ford. The role of grades, report ca

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    cause to congratulate ourselves. (e

  • Page 359 and 360:

    ehavior. Now she laughs again. I ha

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    Chapter 16 The Conspiracy Against O

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    conspiracy against growing up, sad

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    Published in 1918 near the end of t

  • Page 367 and 368:

    short-circuit entrepreneurial energ

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    managed to survive and set the Nige

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    Serving The Imperial Virus Toynbee

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    intelligentsia is hated and despise

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    The Release From Tutelage What kind

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    close watch on three well-dispersed

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    some topical. Nominally children, t

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    2) Teacher training colleges 3) Res

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    middle-class American incomes is wo

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    to divide school politics into a ma

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    offered for selection as a Republic

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    A Quality Education The mantra of "

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    its purpose. We are left to assume

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    After inspection, my architect pron

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    There is no rival hypothesis to evo

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    the decimal. Objections were overri

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    in metaphor.) The rarely encountere

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    particular culture it touches is de

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    Magic At Work Magic in one form or

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    There is perhaps no more naked stat

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    What fascinates me most is the cold

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    change. I learned that from Adam Sm

  • Page 411 and 412:

    Information technology people seek

  • Page 413 and 414:

    Later we chatted with the lady in a

  • Page 415 and 416:

    compensation for those whose busine

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    social insecurity is the direct leg

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    assumption that is found throughout

  • Page 421 and 422:

    away. It was late, I was tired. To

  • Page 423 and 424:

    twenty-six-foot boat and no nautica

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    Roland’s unique creation—a live

  • Page 427 and 428:

    General Braddock and British tradit

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    Braddock’s invincible army. Their

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    Nothing in human history gives us a

  • Page 433 and 434:

    Don’t let a world of funny animal

  • Page 435 and 436:

    children free, we should understand

  • Page 437 and 438:

    anything. Anyway, whatever is chose

  • Page 439 and 440:

    Epilogue Only one nation refused to

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