4
" Don’t worry, due’ane,” He murmured lowly....“Who’s Dewey Anne.” I asked him, voice gruff. He was so familiar, this Bracken, but so strange, naked next to me. I could touch
him, I realized with wonder. I could run my hands from his flank to his shoulder, and he would welcome the touch because he was mine.
You are.” He whispered, and I met his eyes. “It’s elfish, the feminine noun
for ‘other equal half’. You are my other. My everything.”
--Wounded
(Bracken and Cory) "
― Amy Lane
5
" Sorrow and profound fatigue are at the heart of Dewey's silence. It had been his ambition to learn " exactly what happened in that house that night." Twice now he'd been told, and the two versions were very much alike, the only serious discrepancy being that Hickock attributed all four deaths to Smith, while Smith contended that Hickock had killed the two women. But the confessions, though they answered questions of how and why, failed to satisfy his sense of meaningful design. The crime was a psychological accident, virtually an impersonal act; the victims might as well have been killed by lightning. Except for one thing: they had experienced prolonged terror, they had suffered. And Dewey could not forget their sufferings. Nonetheless, he found it possible to look at the man beside him without anger - with, rather, a measure of sympathy - for Perry Smith's life had been no bed of roses but pitiful, an ugly and lonely progress toward one mirage and then another. Dewey's sympathy, however, was not deep enough to accommodate either forgiveness or mercy. He hoped to see Perry and his partner hanged - hanged back to back. "
8
" To those who suspect that intellect is a subversive force in society, it will not do to reply that intellect is really a safe, bland, and emollient thing. In a certain sense, the suspicious Tories and militant philistines are right: intellect is dangerous. Left free, there is nothing it will not reconsider, analyze, throw into question. " Let us admit the case of the conservative," John Dewey once wrote. " If we once start thinking no one can guarantee what will be the outcome, except that many objects, ends and institutions will be surely doomed. Every thinker puts some portion of an apparently stable world in peril, and no one can wholly predict what will emerge in its place." Further, there is no way of guaranteeing that an intellectual class will be discreet and restrained in the use of its influence; the only assurance that can be given to any community is that it will be far worse off if it denies the free uses of the power of intellect than if it permits them. To be sure, intellectuals, contrary to the fantasies of cultural vigilantes, are hardly ever subversive of a society as a whole. But intellect is always on the move against something: some oppression, fraud, illusion, dogma, or interest is constantly falling under the scrutiny of the intellectual class and becoming the object of exposure, indignation, or ridicule. "
9
" Public education does not serve a public. It creates a public. And in creating the right kind of public, the schools contribute toward strengthening the spiritual basis of the American Creed. That is how Jefferson understood it, how Horace Mann understood it, how John Dewey understood it, and in fact, there is no other way to understand it. The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things, and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling. "
― Neil Postman , The End of Education: Redefining the Value of School
