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T Quotes

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All T Quotes

“The school stank of Lysol, and several times a day they all had to line up and wash their hands. Clean hands save lives was the message being hammered into them. When it came to spreading infection, they were informed, they themselves--school kids--were the biggest culprits. Even if you weren't sick yourself, you could shed germs and make other people sick. Cole was struck by the word shed. The idea that he could shed invisible germs the way Sadie shed dog hairs was awesome to him. He pictured the germs as strands of hair with legs like centipedes, invisible but crawling everywhere. Minibottles of sanitizer were distributed for use when soap and water weren't available. Everyone was supposed to receive a new bottle each day, but the supply ran out quickly--not just at school but all over. Among teachers this actually brought relief, because the white, slightly sticky lotion was so like something else that some kids couldn't resist. Gobs started appearing on chairs, on the backs of girls' jeans, or even in their hair, and one boy caused an uproar by squirting it all over his face. Never Sneeze into Your Hand, read signs posted everywhere. And: Keep Your Hands to Yourself (these signs had actually been there before but now had a double meaning). If you had to sneeze, you should do it into a tissue. If you didn't have a tissue, you should use the crook of your arm. "But that's vomitous," squealed Norris (one of the two whispering blondes). These rules were like a lot of other school rules: nobody paid much attention to them. Some school employees started wearing rubber gloves. Cafeteria servers, who already wore gloves, started wearing surgical masks as well. Cole lost his appetite. He couldn't stop thinking about hospitals. Flesh being cut open, flesh being sewn up. How could you tell if you had the flu? The symptoms were listed on the board in every room: Fever. Aches. Chills. Dry cough. What must you do if you had these symptoms? YOU MUST STAY HOME.”

“The school systems at my childhood had enough money or enough parent involvement that they felt like learning music and songs, and exploring the whole pop or classical canon, were just as important as algebra or biology. Music is such a visceral and tactile experience for a kid, and to just replace that with video games or something that doesn't have the same sort of physical impact would definitely be a poor choice, and have a negative impact.”

“The school was nothing but reminiscence - of an Italian hill town, a French abbey, an English academy, the different sources improbably but convincingly melded into a fantasy about the classic sites of Europe as imagined by exiles from cold peripheral lands, nostalgia about somebody else's past.”

“The schoolmaster is the person who takes the children off the parents' hands for a consideration. That is to say, he establishes a child prison, engages a number of employee schoolmasters as turnkeys, and covers up the essential cruelty and unnaturalness of the situation by torturing the children if they do not learn, and calling this process, which is within the capacity of any fool or blackguard, by the sacred name of Teaching.”

“The schools wear the blank faces of war buildings, their windows blown blind by rocks or guns or mortars. Their plaster is an acne of bullet marks. The huts and small houses crouch open and vulnerable; their doors are flimsy pieces of plyboard or sacks hanging and lank. Children and chickens and dogs scratch in the red, raw soil and stare at us as we drive through their open, eroding lives.”

“The SCID-D may be used to assess the nature and severity of dissociative symptoms in a variety of Axis I and II psychiatric disorders, including the Anxiety Disorders (such as Posttraumatic Stress Disorder [PTSD] and Acute Stress Disorder), Affective Disorders, Psychotic Disorders, Eating Disorders, and Personality Disorders. The SCID-D was developed to reduce variability in clinical diagnostic procedures and was designed for use with psychiatric patients as well as with nonpatients (community subjects or research subjects in primary care).”

“The SCID-D-R's standard for "distinct identities or personality states" (DSM-IV, p. 487) is: "Persistent manifestations of the presence of different personalities, as indicated by at least four of the following: a) ongoing dialogues between different people; b) acting or feeling that the different people inside of him/her take control of his/her behavior or speech; c) characteristic visual image that is associated with the other person, distinct from the subject; d) characteristic age associated with the different people inside of him/her; e) feeling that the different people inside of him/her have different memories, behaviors, and feelings; f) feeling that the different people inside of him/her are separate from his/her personality and have lives of their own" (Steinberg, 1994, p. 106). [The author believes that it is of considerable importance that none of the SCID-D-R's six criteria for "distinct personalities or personality states" are observable signs; each of the six is a subjective symptom or experience that must be reported to the test administrator. This striking fact supports the contention that assessment of dissociation should be based on subjective symptoms rather than signs (Dell, 2006b. 2009b).]”

“The science and technology which have advanced man safely into space have brought about startling medical advances for man on earth. Out of space research have come new knowledge, techniques and instruments which have enabled some bedridden invalids to walk, the totally deaf to hear, the voiceless to talk, and, in the foreseeable future, may even make it possible for the blind to "see."”

“The science done by the young Einstein will continue as long as our civilization, but for civilization to survive, we'll need the wisdom of the old Einstein -- humane, global and farseeing. And whatever happens in this uniquely crucial century will resonate into the remote future and perhaps far beyond the Earth, far beyond the Earth”