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1 " Formation may be the best name for what happens in a circle of trust, because the word refers, historically, to soul work done in community. But a quick disclaimer is in order, since formation sometimes means a process quite contrary to the one described in this book----a process in which the pressure of orthodox doctrine, sacred text, and institutional authority is applied to the misshapen soul in order to conform it to the shape dictated by some theology. This approach is rooted in the idea that we are born with souls deformed by sin, and our situation is hopeless until the authorities " form" us properly. But all of that is turned upside down by the principles of a circle of trust: I applaud the theologian who said that " the idea of humans being born alienated from the Creator would seem an abominable concept." Here formation flows from the belief that we are born with souls in perfect form. As time goes on, we subject to powers of deformation, from within as well as without, that twist us into shapes alien to the shape of the soul. But the soul never loses its original form and never stops calling us back to our birhtright integrity. "
2 " Teachers dread nothing so much as unusual characteristics in precocious boys during the initial stages of their adolescence. A certain streak of genius makes an ominous impression on them, for there exists a deep gulf between genius and the teaching profession. Anyone with a touch of genius seems to his teachers a freak from the very first. As far as teachers are concerned, they define young geniuses as those who are bad, disrespectful, smoke at fourteen, fall in love at fifteen, can be found at sixteen hanging out in bars, read forbidden books, write scandalous essays, occasionally stare down a teacher in class, are marked in the attendance book as rebels, and are budding candidates for room-arrest. A schoolmaster will prefer to have a couple of dumbheads in his class than a single genius, and if you regard it objectively, he is of course right. His task is not to produce extravagant intellects but good Latinists, arithmeticians and sober decent folk. The question of who suffers more acutely at the other's hands - the teacher at the boy's, or vice versa - who is more of a tyrant, more of a tormentor, and who profanes parts of the other's soul, student or teacher, is something you cannot examine without remembering your own youth in anger and shame. yet that s not what concerns us here. We have the consolation that among true geniuses the wounds almost always heal. As their personalities develop, they create their art in spite of school. Once dead, and enveloped by the comfortable nimbus of remoteness, they are paraded by the schoolmasters before other generations of students as showpieces and noble examples. Thus teh struggle between rule and spirit repeats itself year after year from school to school. The authorities go to infinite pains to nip the few profound or more valuable intellects in the bud. And time and again the ones who are detested by their teachers are frequently punished, the runaways and those expelled, are the ones who afterwards add to society's treasure. But some - and who knows how many? - waste away quiet obstinacy and finally go under. "
3 " Thus the struggle between rule and spirit repeats itself year after year from school to school. The authorities go to infinite pains to nip the few profound or more valuable intellects in the bud. And time and again the ones who are detested by their teachers are frequently punished, the runaways and those expelled, are the ones who afterwards add to society's treasure. But some - and who knows how many? - waste away quiet obstinacy and finally go under. "
― Hermann Hesse , Beneath the Wheel
4 " The craving for security has conditioned the society to perceive education not as an endeavor of the mind, rather as a preprogrammed task created by some sophisticated, illusory structure known as the “system of education”. Education means breaking free from the manacles of limitations put forward by primitive ignorance. Yet today’s fake education is gloriously founded upon the primordial element of “limitation”. And the authorities of this so-called education often take pride in their ship shape structure where they manufacture dumb manikins. "
― Abhijit Naskar
5 " But we have no [Marian] apparitions cautioning the Church against, say, accepting the delusion of an Earth-centered Universe, or warning it of complicity with Nazi Germany — two matters of considerable moral as well as historical import....Not a single saint criticized the practice of torturing and burning “witches” and heretics. Why not? Were they unaware of what was going on? Could they not grasp its evil? And why is [the Virgin] Mary always admonishing the poor peasant to inform the authorities? Why doesn’t she admonish the authorities herself? Or the King? Or the Pope? "
― Carl Sagan , The Demon-Haunted World: Science as a Candle in the Dark
6 " But its exclusive character and irreconcileable hostility to the religious cults and ceremonies with which the whole social life of the city-state and the empire were inseparably connected at every turn, brought the Christians into inevitable conflict with the government and with public opinion. To the man in the street, the Christian was an anti-social atheist who would take no part in the public feasts and the games, which played such a large part in city life. To the authorities he was a passive rebel, who would neither take his share of municipal offices nor pay loyal homage to the Emperor. Hence the rise of persecution, and the driving of the Christians into an underground existence, as a proscribed sect. The Church grew under the shadow of the executioner's rods and axes, and every Christian lived in the peril of physical torture and death. The thought of martyrdom coloured the whole outlook of early Christianity. But it was not only a fear, it was also an ideal and a hope. For the martyr was the complete Christian, he was the champion and hero of the new society and its conflict with the old, and even the Christians who failed in the moment of the trial - the lapsi - looked on the martyrs as their saviours and protectors "
― Christopher Henry Dawson , Religion and World History: A Selection from the Works of Christopher Dawson
7 " Something, which the police called a bomb, had exploded in his shed. Investigations were begun, and the efforts of the authorities were soon to be categorized by the appropriate officals as " feverish" , for bombs began to go off all over the place. The police collected fragments of the exploded bombs, and the press, anxious to help the police in their work, published impressive pictures of the fragments as well as a drawing of a reconstructed bomb together with a very detailed description of how it had been made.The police had done a really first-rate job. Even my brother and myself, both of us extremely untalented men in technical matters, could easily grasp how the bomb makers had gone to work. A large quantity of ordinary black gunpowder, such as is the be found in the cartridges sold for shoutguns, was encased in plasticine; in it was embedded an explosive cap, of the type used in hand grenades during the war, at the end of a thin wire; the other end of the wire was joined to the battery of a pocket flashlight -- obtainable at any village store -- and thence to the alarm mechanism of an ordinary alarm clock. The whole contratation was packed into a soapbox. Of course my brother did his duty as a journalist.He published the police report, together with the illustrations, on page one. It was not my brother's doing that this issue of the paper had a most spectacular success and that for weeks men were still buying it; no. the credit for that must go to the police; they had done their bit to ensure that the peasantry of Schleswig-Holstein would have a healthy occupation during the long winter evenings. Instead of just sitting and indulging in stupid thoughts, or doing crossword puzzles, or assembling to hear inflamatory speeches, the peasantery was henceforth quetly and busily engaged in procuring soapboxes and alarm clock and flashlight batteries. And then the bombs really began to go of.... Nobody ever asked me what I was actually doing in Schleswig=Holstein, save perhaps Dr. Hirschfeldt, a high official in the Prussian Ministry of the Interior, who had recently taken to frequenting Salinger's salon. Occasionally, and casually, he would glance at ne with his green eyes an honour me with a question, such as: " And what are the peasants up to in the north?" To which I would usually only reply: " Thank you for your interest. According to the statistics, the standard of living is going up -- in particular, there has been in increased demand for alarm clocks. "
8 " He does not want a girl who trifles with Christianity. He wants a woman who is radically given to Christ. He does not want a girl who prays tepid, lukewarm prayers. He wants a woman who lives in defiance of the powers of Hell. He does not want a girl who is self-adorning with the latest fashions and trends. He wants a woman who is adorned with the inner jewelry of Christ-given holiness. He does not want a girl who dishonors and belittles her parents. He wants a woman who honors the authorities God has placed in her life and serves them with charity and gladness. He does not want a girl whose Bible is an accessory to her wardrobe. He wants a woman whose hunger and thirst is to know the Lord, and who diligently feasts upon His Word. He does not want a girl whose tongue is a deceptive weapon of selfishness. He wants a woman whose words drip with the honey of the name of Jesus. "
― Leslie Ludy
9 " As mandatory reporting laws and community awareness drove an increase its child protection investigations throughout the 1980s, some children began to disclose premeditated, sadistic and organised abuse by their parents, relatives and other caregivers such as priests and teachers (Hechler 1988). Adults in psychotherapy described similar experiences. The dichotomies that had previously associated organised abuse with the dangerous, external ‘Other’ had been breached, and the incendiary debate that followed is an illustration of the depth of the collective desire to see them restored. Campbell (1988) noted the paradox that, whilst journalists and politicians often demand that the authorities respond more decisively in response to a ‘crisis’ of sexual abuse, the action that is taken is then subsequently construed as a ‘crisis’. There has been a particularly pronounced tendency of the public reception to allegations of organised abuse. The removal of children from their parents due to disclosures of organised abuse, the provision of mental health care to survivors of organised abuse, police investigations of allegations of organised abuse and the prosecution of alleged perpetrators of organised abuse have all generated their own controversies. These were disagreements that were cloaked in the vocabulary of science and objectivity but nonetheless were played out in sensationalised fashion on primetime television, glossy news magazines and populist books, drawing textual analysis. The role of therapy and social work in the construction of testimony of abuse and trauma. in particular, has come under sustained postmodern attack. Frosh (2002) has suggested that therapeutic spaces provide children and adults with the rare opportunity to articulate experiences that are otherwise excluded from the dominant symbolic order. However, since the 1990s, post-modern and post-structural theory has often been deployed in ways that attempt to ‘manage’ from; afar the perturbing disclosures of abuse and trauma that arise in therapeutic spaces (Frosh 2002). Nowhere is this clearer than in relation to organised abuse, where the testimony of girls and women has been deconstructed as symptoms of cultural hysteria (Showalter 1997) and the colonisation of women’s minds by therapeutic discourse (Hacking 1995). However, behind words and discourse, ‘a real world and real lives do exist, howsoever we interpret, construct and recycle accounts of these by a variety of symbolic means’ (Stanley 1993: 214). Summit (1994: 5) once described organised abuse as a ‘subject of smoke and mirrors’, observing the ways in which it has persistently defied conceptualisation or explanation. "
― , Organised Sexual Abuse
10 " The men in grey were powerless to meet this challenge head-on. Unable to detach the children from Momo by bringing them under their direct control, they had to find some roundabout means of achieving the same end, and for this they enlisted the children's elders. Not all grown-ups made suitable accomplices, of course, but plenty did. [....] 'Something must be done,' they said. 'More and more kids are being left on their own and neglected. You can't blame us - parents just don't have the time these days - so it's up to the authorities.' Others joined in the chorus. 'We can't have all these youngsters loafing around, ' declared some. 'They obstruct the traffic. Road accidents caused by children are on the increase, and road accidents cost money that could be put to better use.' 'Unsupervised children run wild, declared others.'They become morally depraved and take to crime. The authorities must take steps to round them up. They must build centers where the youngsters can be molded into useful and efficient members of society.' 'Children,' declared still others, 'are the raw material for the future. A world dependent on computers and nuclear energy will need an army of experts and technicians to run it. Far from preparing children from tomorrow's world, we still allow too many of them to squander years of their precious time on childish tomfoolery. It's a blot on our civilization and a crime against future generations.' The timesavers were all in favor of such a policy, naturally, and there were so many of them in the city by this time that they soon convinced the authorities of the need to take prompt action. Before long, big buildings known as 'child depots' sprang up in every neighborhood. Children whose parents were too busy to look after them had to be deposited there and could be collected when convenient. They were strictly forbidden to play in the streets or parks or anywhere else. Any child caught doing so was immediately carted off to the nearest depot, and its parents were heavily fined. None of Momo's friends escaped the new regulation. They were split up according to districts they came from and consigned to various child depots. Once there, they were naturally forbidden to play games of their own devising. All games were selected for them by supervisors and had to have some useful, educational purpose. The children learned these new games but unlearned something else in the process: they forgot how to be happy, how to take pleasure in the little things, and last but not least, how to dream. Weeks passed, and the children began to look like timesavers in miniature. Sullen, bored and resentful, they did as they were told. Even when left to their own devices, they no longer knew what to do with themselves. All they could still do was make a noise, but it was an angry, ill-tempered noise, not the happy hullabaloo of former times. The men in grey made no direct approach to them - there was no need. The net they had woven over the city was so close-meshed as to seem inpenetrable. Not even the brightest and most ingenious children managed to slip through its toils. The amphitheater remained silent and deserted. "
11 " When I was young, women were raped on the campus of a great university and the authorities responded by telling all the women students not to go out alone after dark or not to be out at all. Get in the house. (For women, confinement is always waiting to envelope you.) Some pranksters put up a poster announcing another remedy, that all men be excluded from campus after dark. It was an equally logical solution, but men were shocked at being asked to disappear, to lose their freedom to move and participate, all because of the violence of one men. "
― Rebecca Solnit
12 " To make someone an icon is to make him an abstraction, and abstractions are incapable of vital communication with living people.1010 One has only to spend a term trying to teach college literature to realize that the quickest way to kill an author's vitality for potential readers is to present that author ahead of his time as " great" or " classic." Because then the author becomes for the students like medicine or vegetables, something the authorities have declared " good for them" that they " ought to like," at which point the students' nictitating membranes come down, and everyone just goes through the requisite motions of criticism and paper-writing without feeling one real or relevant thing. It's like removing all oxygen from the room before trying to start a fire. "
13 " Tugging her purse strap up on her arm, she headed for thedoor. “You have my cell number. I’ll text you. If something goeswrong and he pulls an axe, you’ll be the first person I call.”Michelle groaned. “See, this is why I worry. The first personyou call is the police. Then you call me and tell me the authorities areon their way and you’re hiding in a closet.”“Yeah, ancient wooden closet door versus axe? And you callme the illogical one? "
― Virginia Nelson , Hunting For Love
14 " I have never written on any subject unless I believed that the authorities on it were hopelessly wrong. "
― Samuel Butler
15 " Many a criminal has finally given himself over to the authorities because the accusations of a guilty conscience were worse than prison bars. "
― Billy Graham , Billy Graham in Quotes
16 " There can be no greater stretch of arbitrary power than to seize children from their parents, teach them whatever the authorities decree they shall be taught, and expropriate from the parents the funds to pay for the procedure. "
― Isabel Paterson
17 " The word grows mad on the fermentOf angry actions, the authorities can only inflictVisible punishments. Now regard with the unpracticedInner eye the unseen presence of Judgement thenYou will understand the nature of your soul's torment "
― Rumi , Words of Paradise: Selected Poems
18 " Layer upon layer it comes, dense and rich within the texts, echo upon echo, allusion and resonance tumbling over one another, so that for those with ears to hear it becomes un-missable, a crescendo of questions to which in the end there can be only one answer. Why are you speaking like this? Are you the one who is to come? Can anything good come out of Nazareth? What sign can you show us? Why does he eat with tax-collectors and sinners? Where did this man get all this wisdom? How can this man give us his flesh to eat? Who are you? Why do you not follow the traditions? Do the authorities think he’s the Messiah? Can the Messiah come from Galilee? Why are you behaving unlawfully? Who then is this? Aren’t we right to say that you’re a Samaritan and have a demon? What do you say about him? By what right are you doing these things? Who is this Son of Man? Should we pay tribute to Caesar? And climactically: Are you the king of the Jews? What is truth? Where are you from? Are you the Messiah, the son of the Blessed One? Then finally, too late for answers, but not too late for irony: Aren’t you the Messiah? Save yourself and us! If you’re the Messiah, why don’t you come down from that cross?…And Jesus had his own questions. Who do you say I am? Do you believe in the Son of Man? Can you drink the cup I’m going to drink? How do the scribes say that the Messiah is David’s son? Couldn’t you keep watch with me for a single hour? And finally and horribly: My God, my God, why did you abandon me? …The reason there were so many questions, in both directions, was that–as historians have concluded for many years now–Jesus fitted no ready-made categories "
― N.T. Wright , Simply Jesus: A New Vision of Who He Was, What He Did, and Why He Matters
19 " The authorities? The authorities?” I laughed. “Why is it people think the authorities are some form of gods with either great justice or great, cunning evil, rather than the same plodding fools they see in their daily lives, and most of all in their mirrors? "
20 " Time means a lot to me, paperwork wastes it, and I have always been a firm believer in my right to do anything I cannot be stopped from doing. Which sometimes entails not getting caught at it. This is not quite so bad as it sounds, as I am a decent, civilized, likable guy. So, shading my eyes against the blue and fiery afternoon, I began searching for ways to convince the authorities of this. Lying, I decided, was probably best. "
― Roger Zelazny , Doorways in the Sand
