#the acting in this show is. variable shall we say.

[buffyspeak]

aldertree does lots of shadybad things but there’s also some simple stuff that shows he’s not fit to be the nyc institute head. he does not have the kind of care and respect for the people working under him that he would need to be a good leader. the fact that he’s unreachable in the city of bones because he’s more interested in interrogating/humiliating (because the questions about clary are Really unnecessary) jace than being there for his people while strange demon attacks are happening. and like sure, he didn’t originally know that it was an attack by valentine or that the demon got into the institute - but that’s sorta the problem! how could he know! he was UNREACHABLE levels of of not there. it seems like this demon case was strange to begin with. they had a lot of people working on it. alec and lydia have to take charge as authorities because aldertree is unreachable when he arguably shouldn’t have even left!

#shadowhunters rewatch 2023 #victor aldertree #i’m trying to be acutely aware of how i’m phrasing this bc it’s not lost on me that the casting and show running crew maybe didn’t think #through the optics or nunaces of such a highly antagonistic character in s2a being a character of color #especially when so much of his antagonism is tied to prejudice and mistreatment of downworlders who are a clear fantasy racism metaphor #(that the show does not shy away from) #so i try to be mindful but at the same time. god. the character does and says so many things that make me angry #the actor is delightful though #the acting in this show is. variable shall we say. #and nick sagar is so grounded in his character that it really complements any and all of his scene partners

[istanbuldaybg]

Subjects of a rational education

Now, in this list of the subjects of a rational education something is wanting. It is the play of Hamlet without the Prince of Denmark : —

‘ The proper study of mankind is man.’

Whilst Man is wanting, all the rest remains vague, and incomplete, and aimless. Mathematics would indeed be a jumble of figures if it ended in itself. But the moment we learn the influence which some great discovery has had on the destinies of man; the moment we note how all human thought was lighted up when Galileo said that the sun, and not the earth, was the centre of our world; the moment we feel that the demonstrations of Euclid are things in which all human minds must agree—indeed, are almost the only things in which all do agree, — that moment the science has a meaning, and a clue, and a plan.

It had none so long as it was disconnected from the history and the destiny of man — the past and the future. It is the same with every other science. What would be the meaning of laws of nature, unless by them man could act on nature? What would be the use of knowing the laws of health, unless we supposed that a sounder knowledge of them would ameliorate the condition of men ? What daily ephesus tours, indeed, is the use of the improvement of the mind?

It is far from obvious that mere exercise of the intellectual faculties alone is a good. A nation of Hamlets (to take a popular misconception of that character) would be more truly miserable, perhaps more truly despicable, than a nation of Bushmen. By a cultivated mind, a mental training, a sound education, we mean a state of mind by which we shall become more clear of our condition, of our powers, of our duties towards our fellows, of our true happiness, by which we may make ourselves better citizens and better men — more civilised, in short. The preceding studies have been but a preparation. They have been only to strengthen the mind, and give it material for the true work of education — the inculcation of human duty.

Social interests

All knowledge is imperfect, we may almost say meaning-less, unless it tends to give us sounder notions of our human and social interests. What we need are clear principles about the moral nature of man as a social being ; about the elements of human society; about the nature and capacities of the understanding. We want landmarks to guide us in our search after worthy guides, or true principles for social or political action. Human nature is unlike inorganic nature in this, that its varieties are greater, and that it shows continual change. The earth rolls round the sun in the same orbit now as in infinite ages past; but man moves forward in a variable line of progress. Age after age develops into new phases. It is a study of life, of growth, of variety. One generation shows one faculty of human nature in a striking degree ; the next exhibits a different power.

All, it is true, leave their mark upon all succeeding generations, and civilisation flows on like a vast river, gathering up the waters of its tributary streams. Hence it is that civilisation, being not a fixed or lifeless thing, cannot be studied as a fixed or lifeless subject. We can see it only in its movement and its growth. Except for eclipses, some conjunctions of planets, and minor changes, one year is as good as another to the astronomer ; but it is not so to the political observer. He must watch successions, and a wide field, and compare a long series of events. Hence it is that in all political, all social, all human questions whatever, history is the main resource of the inquirer.

#Subjects of a rational education

[foodistanbul]

Subjects of a rational education

Now, in this list of the subjects of a rational education something is wanting. It is the play of Hamlet without the Prince of Denmark : —

‘ The proper study of mankind is man.’

Whilst Man is wanting, all the rest remains vague, and incomplete, and aimless. Mathematics would indeed be a jumble of figures if it ended in itself. But the moment we learn the influence which some great discovery has had on the destinies of man; the moment we note how all human thought was lighted up when Galileo said that the sun, and not the earth, was the centre of our world; the moment we feel that the demonstrations of Euclid are things in which all human minds must agree—indeed, are almost the only things in which all do agree, — that moment the science has a meaning, and a clue, and a plan.

It had none so long as it was disconnected from the history and the destiny of man — the past and the future. It is the same with every other science. What would be the meaning of laws of nature, unless by them man could act on nature? What would be the use of knowing the laws of health, unless we supposed that a sounder knowledge of them would ameliorate the condition of men ? What daily ephesus tours, indeed, is the use of the improvement of the mind?

It is far from obvious that mere exercise of the intellectual faculties alone is a good. A nation of Hamlets (to take a popular misconception of that character) would be more truly miserable, perhaps more truly despicable, than a nation of Bushmen. By a cultivated mind, a mental training, a sound education, we mean a state of mind by which we shall become more clear of our condition, of our powers, of our duties towards our fellows, of our true happiness, by which we may make ourselves better citizens and better men — more civilised, in short. The preceding studies have been but a preparation. They have been only to strengthen the mind, and give it material for the true work of education — the inculcation of human duty.

Social interests

All knowledge is imperfect, we may almost say meaning-less, unless it tends to give us sounder notions of our human and social interests. What we need are clear principles about the moral nature of man as a social being ; about the elements of human society; about the nature and capacities of the understanding. We want landmarks to guide us in our search after worthy guides, or true principles for social or political action. Human nature is unlike inorganic nature in this, that its varieties are greater, and that it shows continual change. The earth rolls round the sun in the same orbit now as in infinite ages past; but man moves forward in a variable line of progress. Age after age develops into new phases. It is a study of life, of growth, of variety. One generation shows one faculty of human nature in a striking degree ; the next exhibits a different power.

All, it is true, leave their mark upon all succeeding generations, and civilisation flows on like a vast river, gathering up the waters of its tributary streams. Hence it is that civilisation, being not a fixed or lifeless thing, cannot be studied as a fixed or lifeless subject. We can see it only in its movement and its growth. Except for eclipses, some conjunctions of planets, and minor changes, one year is as good as another to the astronomer ; but it is not so to the political observer. He must watch successions, and a wide field, and compare a long series of events. Hence it is that in all political, all social, all human questions whatever, history is the main resource of the inquirer.

#Subjects of a rational education

[staristan]

Subjects of a rational education

Now, in this list of the subjects of a rational education something is wanting. It is the play of Hamlet without the Prince of Denmark : —

‘ The proper study of mankind is man.’

Whilst Man is wanting, all the rest remains vague, and incomplete, and aimless. Mathematics would indeed be a jumble of figures if it ended in itself. But the moment we learn the influence which some great discovery has had on the destinies of man; the moment we note how all human thought was lighted up when Galileo said that the sun, and not the earth, was the centre of our world; the moment we feel that the demonstrations of Euclid are things in which all human minds must agree—indeed, are almost the only things in which all do agree, — that moment the science has a meaning, and a clue, and a plan.

It had none so long as it was disconnected from the history and the destiny of man — the past and the future. It is the same with every other science. What would be the meaning of laws of nature, unless by them man could act on nature? What would be the use of knowing the laws of health, unless we supposed that a sounder knowledge of them would ameliorate the condition of men ? What daily ephesus tours, indeed, is the use of the improvement of the mind?

It is far from obvious that mere exercise of the intellectual faculties alone is a good. A nation of Hamlets (to take a popular misconception of that character) would be more truly miserable, perhaps more truly despicable, than a nation of Bushmen. By a cultivated mind, a mental training, a sound education, we mean a state of mind by which we shall become more clear of our condition, of our powers, of our duties towards our fellows, of our true happiness, by which we may make ourselves better citizens and better men — more civilised, in short. The preceding studies have been but a preparation. They have been only to strengthen the mind, and give it material for the true work of education — the inculcation of human duty.

Social interests

All knowledge is imperfect, we may almost say meaning-less, unless it tends to give us sounder notions of our human and social interests. What we need are clear principles about the moral nature of man as a social being ; about the elements of human society; about the nature and capacities of the understanding. We want landmarks to guide us in our search after worthy guides, or true principles for social or political action. Human nature is unlike inorganic nature in this, that its varieties are greater, and that it shows continual change. The earth rolls round the sun in the same orbit now as in infinite ages past; but man moves forward in a variable line of progress. Age after age develops into new phases. It is a study of life, of growth, of variety. One generation shows one faculty of human nature in a striking degree ; the next exhibits a different power.

All, it is true, leave their mark upon all succeeding generations, and civilisation flows on like a vast river, gathering up the waters of its tributary streams. Hence it is that civilisation, being not a fixed or lifeless thing, cannot be studied as a fixed or lifeless subject. We can see it only in its movement and its growth. Except for eclipses, some conjunctions of planets, and minor changes, one year is as good as another to the astronomer ; but it is not so to the political observer. He must watch successions, and a wide field, and compare a long series of events. Hence it is that in all political, all social, all human questions whatever, history is the main resource of the inquirer.

#Subjects of a rational education

[travelistanbul]

Subjects of a rational education

Now, in this list of the subjects of a rational education something is wanting. It is the play of Hamlet without the Prince of Denmark : —

‘ The proper study of mankind is man.’

Whilst Man is wanting, all the rest remains vague, and incomplete, and aimless. Mathematics would indeed be a jumble of figures if it ended in itself. But the moment we learn the influence which some great discovery has had on the destinies of man; the moment we note how all human thought was lighted up when Galileo said that the sun, and not the earth, was the centre of our world; the moment we feel that the demonstrations of Euclid are things in which all human minds must agree—indeed, are almost the only things in which all do agree, — that moment the science has a meaning, and a clue, and a plan.

It had none so long as it was disconnected from the history and the destiny of man — the past and the future. It is the same with every other science. What would be the meaning of laws of nature, unless by them man could act on nature? What would be the use of knowing the laws of health, unless we supposed that a sounder knowledge of them would ameliorate the condition of men ? What daily ephesus tours, indeed, is the use of the improvement of the mind?

It is far from obvious that mere exercise of the intellectual faculties alone is a good. A nation of Hamlets (to take a popular misconception of that character) would be more truly miserable, perhaps more truly despicable, than a nation of Bushmen. By a cultivated mind, a mental training, a sound education, we mean a state of mind by which we shall become more clear of our condition, of our powers, of our duties towards our fellows, of our true happiness, by which we may make ourselves better citizens and better men — more civilised, in short. The preceding studies have been but a preparation. They have been only to strengthen the mind, and give it material for the true work of education — the inculcation of human duty.

Social interests

All knowledge is imperfect, we may almost say meaning-less, unless it tends to give us sounder notions of our human and social interests. What we need are clear principles about the moral nature of man as a social being ; about the elements of human society; about the nature and capacities of the understanding. We want landmarks to guide us in our search after worthy guides, or true principles for social or political action. Human nature is unlike inorganic nature in this, that its varieties are greater, and that it shows continual change. The earth rolls round the sun in the same orbit now as in infinite ages past; but man moves forward in a variable line of progress. Age after age develops into new phases. It is a study of life, of growth, of variety. One generation shows one faculty of human nature in a striking degree ; the next exhibits a different power.

All, it is true, leave their mark upon all succeeding generations, and civilisation flows on like a vast river, gathering up the waters of its tributary streams. Hence it is that civilisation, being not a fixed or lifeless thing, cannot be studied as a fixed or lifeless subject. We can see it only in its movement and its growth. Except for eclipses, some conjunctions of planets, and minor changes, one year is as good as another to the astronomer ; but it is not so to the political observer. He must watch successions, and a wide field, and compare a long series of events. Hence it is that in all political, all social, all human questions whatever, history is the main resource of the inquirer.

#Subjects of a rational education

[grandbazaarist]

Subjects of a rational education

Now, in this list of the subjects of a rational education something is wanting. It is the play of Hamlet without the Prince of Denmark : —

‘ The proper study of mankind is man.’

Whilst Man is wanting, all the rest remains vague, and incomplete, and aimless. Mathematics would indeed be a jumble of figures if it ended in itself. But the moment we learn the influence which some great discovery has had on the destinies of man; the moment we note how all human thought was lighted up when Galileo said that the sun, and not the earth, was the centre of our world; the moment we feel that the demonstrations of Euclid are things in which all human minds must agree—indeed, are almost the only things in which all do agree, — that moment the science has a meaning, and a clue, and a plan.

It had none so long as it was disconnected from the history and the destiny of man — the past and the future. It is the same with every other science. What would be the meaning of laws of nature, unless by them man could act on nature? What would be the use of knowing the laws of health, unless we supposed that a sounder knowledge of them would ameliorate the condition of men ? What daily ephesus tours, indeed, is the use of the improvement of the mind?

It is far from obvious that mere exercise of the intellectual faculties alone is a good. A nation of Hamlets (to take a popular misconception of that character) would be more truly miserable, perhaps more truly despicable, than a nation of Bushmen. By a cultivated mind, a mental training, a sound education, we mean a state of mind by which we shall become more clear of our condition, of our powers, of our duties towards our fellows, of our true happiness, by which we may make ourselves better citizens and better men — more civilised, in short. The preceding studies have been but a preparation. They have been only to strengthen the mind, and give it material for the true work of education — the inculcation of human duty.

Social interests

All knowledge is imperfect, we may almost say meaning-less, unless it tends to give us sounder notions of our human and social interests. What we need are clear principles about the moral nature of man as a social being ; about the elements of human society; about the nature and capacities of the understanding. We want landmarks to guide us in our search after worthy guides, or true principles for social or political action. Human nature is unlike inorganic nature in this, that its varieties are greater, and that it shows continual change. The earth rolls round the sun in the same orbit now as in infinite ages past; but man moves forward in a variable line of progress. Age after age develops into new phases. It is a study of life, of growth, of variety. One generation shows one faculty of human nature in a striking degree ; the next exhibits a different power.

All, it is true, leave their mark upon all succeeding generations, and civilisation flows on like a vast river, gathering up the waters of its tributary streams. Hence it is that civilisation, being not a fixed or lifeless thing, cannot be studied as a fixed or lifeless subject. We can see it only in its movement and its growth. Except for eclipses, some conjunctions of planets, and minor changes, one year is as good as another to the astronomer ; but it is not so to the political observer. He must watch successions, and a wide field, and compare a long series of events. Hence it is that in all political, all social, all human questions whatever, history is the main resource of the inquirer.

#Subjects of a rational education

[istanbulhints]

Subjects of a rational education

Now, in this list of the subjects of a rational education something is wanting. It is the play of Hamlet without the Prince of Denmark : —

‘ The proper study of mankind is man.’

Whilst Man is wanting, all the rest remains vague, and incomplete, and aimless. Mathematics would indeed be a jumble of figures if it ended in itself. But the moment we learn the influence which some great discovery has had on the destinies of man; the moment we note how all human thought was lighted up when Galileo said that the sun, and not the earth, was the centre of our world; the moment we feel that the demonstrations of Euclid are things in which all human minds must agree—indeed, are almost the only things in which all do agree, — that moment the science has a meaning, and a clue, and a plan.

It had none so long as it was disconnected from the history and the destiny of man — the past and the future. It is the same with every other science. What would be the meaning of laws of nature, unless by them man could act on nature? What would be the use of knowing the laws of health, unless we supposed that a sounder knowledge of them would ameliorate the condition of men ? What daily ephesus tours, indeed, is the use of the improvement of the mind?

It is far from obvious that mere exercise of the intellectual faculties alone is a good. A nation of Hamlets (to take a popular misconception of that character) would be more truly miserable, perhaps more truly despicable, than a nation of Bushmen. By a cultivated mind, a mental training, a sound education, we mean a state of mind by which we shall become more clear of our condition, of our powers, of our duties towards our fellows, of our true happiness, by which we may make ourselves better citizens and better men — more civilised, in short. The preceding studies have been but a preparation. They have been only to strengthen the mind, and give it material for the true work of education — the inculcation of human duty.

Social interests

All knowledge is imperfect, we may almost say meaning-less, unless it tends to give us sounder notions of our human and social interests. What we need are clear principles about the moral nature of man as a social being ; about the elements of human society; about the nature and capacities of the understanding. We want landmarks to guide us in our search after worthy guides, or true principles for social or political action. Human nature is unlike inorganic nature in this, that its varieties are greater, and that it shows continual change. The earth rolls round the sun in the same orbit now as in infinite ages past; but man moves forward in a variable line of progress. Age after age develops into new phases. It is a study of life, of growth, of variety. One generation shows one faculty of human nature in a striking degree ; the next exhibits a different power.

All, it is true, leave their mark upon all succeeding generations, and civilisation flows on like a vast river, gathering up the waters of its tributary streams. Hence it is that civilisation, being not a fixed or lifeless thing, cannot be studied as a fixed or lifeless subject. We can see it only in its movement and its growth. Except for eclipses, some conjunctions of planets, and minor changes, one year is as good as another to the astronomer ; but it is not so to the political observer. He must watch successions, and a wide field, and compare a long series of events. Hence it is that in all political, all social, all human questions whatever, history is the main resource of the inquirer.

#Subjects of a rational education

[istanbulpalaces]

Subjects of a rational education

Now, in this list of the subjects of a rational education something is wanting. It is the play of Hamlet without the Prince of Denmark : —

‘ The proper study of mankind is man.’

Whilst Man is wanting, all the rest remains vague, and incomplete, and aimless. Mathematics would indeed be a jumble of figures if it ended in itself. But the moment we learn the influence which some great discovery has had on the destinies of man; the moment we note how all human thought was lighted up when Galileo said that the sun, and not the earth, was the centre of our world; the moment we feel that the demonstrations of Euclid are things in which all human minds must agree—indeed, are almost the only things in which all do agree, — that moment the science has a meaning, and a clue, and a plan.

It had none so long as it was disconnected from the history and the destiny of man — the past and the future. It is the same with every other science. What would be the meaning of laws of nature, unless by them man could act on nature? What would be the use of knowing the laws of health, unless we supposed that a sounder knowledge of them would ameliorate the condition of men ? What daily ephesus tours, indeed, is the use of the improvement of the mind?

It is far from obvious that mere exercise of the intellectual faculties alone is a good. A nation of Hamlets (to take a popular misconception of that character) would be more truly miserable, perhaps more truly despicable, than a nation of Bushmen. By a cultivated mind, a mental training, a sound education, we mean a state of mind by which we shall become more clear of our condition, of our powers, of our duties towards our fellows, of our true happiness, by which we may make ourselves better citizens and better men — more civilised, in short. The preceding studies have been but a preparation. They have been only to strengthen the mind, and give it material for the true work of education — the inculcation of human duty.

Social interests

All knowledge is imperfect, we may almost say meaning-less, unless it tends to give us sounder notions of our human and social interests. What we need are clear principles about the moral nature of man as a social being ; about the elements of human society; about the nature and capacities of the understanding. We want landmarks to guide us in our search after worthy guides, or true principles for social or political action. Human nature is unlike inorganic nature in this, that its varieties are greater, and that it shows continual change. The earth rolls round the sun in the same orbit now as in infinite ages past; but man moves forward in a variable line of progress. Age after age develops into new phases. It is a study of life, of growth, of variety. One generation shows one faculty of human nature in a striking degree ; the next exhibits a different power.

All, it is true, leave their mark upon all succeeding generations, and civilisation flows on like a vast river, gathering up the waters of its tributary streams. Hence it is that civilisation, being not a fixed or lifeless thing, cannot be studied as a fixed or lifeless subject. We can see it only in its movement and its growth. Except for eclipses, some conjunctions of planets, and minor changes, one year is as good as another to the astronomer ; but it is not so to the political observer. He must watch successions, and a wide field, and compare a long series of events. Hence it is that in all political, all social, all human questions whatever, history is the main resource of the inquirer.

#Subjects of a rational education

[istanbulight]

Subjects of a rational education

Now, in this list of the subjects of a rational education something is wanting. It is the play of Hamlet without the Prince of Denmark : —

‘ The proper study of mankind is man.’

Whilst Man is wanting, all the rest remains vague, and incomplete, and aimless. Mathematics would indeed be a jumble of figures if it ended in itself. But the moment we learn the influence which some great discovery has had on the destinies of man; the moment we note how all human thought was lighted up when Galileo said that the sun, and not the earth, was the centre of our world; the moment we feel that the demonstrations of Euclid are things in which all human minds must agree—indeed, are almost the only things in which all do agree, — that moment the science has a meaning, and a clue, and a plan.

It had none so long as it was disconnected from the history and the destiny of man — the past and the future. It is the same with every other science. What would be the meaning of laws of nature, unless by them man could act on nature? What would be the use of knowing the laws of health, unless we supposed that a sounder knowledge of them would ameliorate the condition of men ? What daily ephesus tours, indeed, is the use of the improvement of the mind?

It is far from obvious that mere exercise of the intellectual faculties alone is a good. A nation of Hamlets (to take a popular misconception of that character) would be more truly miserable, perhaps more truly despicable, than a nation of Bushmen. By a cultivated mind, a mental training, a sound education, we mean a state of mind by which we shall become more clear of our condition, of our powers, of our duties towards our fellows, of our true happiness, by which we may make ourselves better citizens and better men — more civilised, in short. The preceding studies have been but a preparation. They have been only to strengthen the mind, and give it material for the true work of education — the inculcation of human duty.

Social interests

All knowledge is imperfect, we may almost say meaning-less, unless it tends to give us sounder notions of our human and social interests. What we need are clear principles about the moral nature of man as a social being ; about the elements of human society; about the nature and capacities of the understanding. We want landmarks to guide us in our search after worthy guides, or true principles for social or political action. Human nature is unlike inorganic nature in this, that its varieties are greater, and that it shows continual change. The earth rolls round the sun in the same orbit now as in infinite ages past; but man moves forward in a variable line of progress. Age after age develops into new phases. It is a study of life, of growth, of variety. One generation shows one faculty of human nature in a striking degree ; the next exhibits a different power.

All, it is true, leave their mark upon all succeeding generations, and civilisation flows on like a vast river, gathering up the waters of its tributary streams. Hence it is that civilisation, being not a fixed or lifeless thing, cannot be studied as a fixed or lifeless subject. We can see it only in its movement and its growth. Except for eclipses, some conjunctions of planets, and minor changes, one year is as good as another to the astronomer ; but it is not so to the political observer. He must watch successions, and a wide field, and compare a long series of events. Hence it is that in all political, all social, all human questions whatever, history is the main resource of the inquirer.

#Subjects of a rational education

[hagiasophiart]

Subjects of a rational education

Now, in this list of the subjects of a rational education something is wanting. It is the play of Hamlet without the Prince of Denmark : —

‘ The proper study of mankind is man.’

Whilst Man is wanting, all the rest remains vague, and incomplete, and aimless. Mathematics would indeed be a jumble of figures if it ended in itself. But the moment we learn the influence which some great discovery has had on the destinies of man; the moment we note how all human thought was lighted up when Galileo said that the sun, and not the earth, was the centre of our world; the moment we feel that the demonstrations of Euclid are things in which all human minds must agree—indeed, are almost the only things in which all do agree, — that moment the science has a meaning, and a clue, and a plan.

It had none so long as it was disconnected from the history and the destiny of man — the past and the future. It is the same with every other science. What would be the meaning of laws of nature, unless by them man could act on nature? What would be the use of knowing the laws of health, unless we supposed that a sounder knowledge of them would ameliorate the condition of men ? What daily ephesus tours, indeed, is the use of the improvement of the mind?

It is far from obvious that mere exercise of the intellectual faculties alone is a good. A nation of Hamlets (to take a popular misconception of that character) would be more truly miserable, perhaps more truly despicable, than a nation of Bushmen. By a cultivated mind, a mental training, a sound education, we mean a state of mind by which we shall become more clear of our condition, of our powers, of our duties towards our fellows, of our true happiness, by which we may make ourselves better citizens and better men — more civilised, in short. The preceding studies have been but a preparation. They have been only to strengthen the mind, and give it material for the true work of education — the inculcation of human duty.

Social interests

All knowledge is imperfect, we may almost say meaning-less, unless it tends to give us sounder notions of our human and social interests. What we need are clear principles about the moral nature of man as a social being ; about the elements of human society; about the nature and capacities of the understanding. We want landmarks to guide us in our search after worthy guides, or true principles for social or political action. Human nature is unlike inorganic nature in this, that its varieties are greater, and that it shows continual change. The earth rolls round the sun in the same orbit now as in infinite ages past; but man moves forward in a variable line of progress. Age after age develops into new phases. It is a study of life, of growth, of variety. One generation shows one faculty of human nature in a striking degree ; the next exhibits a different power.

All, it is true, leave their mark upon all succeeding generations, and civilisation flows on like a vast river, gathering up the waters of its tributary streams. Hence it is that civilisation, being not a fixed or lifeless thing, cannot be studied as a fixed or lifeless subject. We can see it only in its movement and its growth. Except for eclipses, some conjunctions of planets, and minor changes, one year is as good as another to the astronomer ; but it is not so to the political observer. He must watch successions, and a wide field, and compare a long series of events. Hence it is that in all political, all social, all human questions whatever, history is the main resource of the inquirer.

#Subjects of a rational education

[healthistanbul]

Subjects of a rational education

Now, in this list of the subjects of a rational education something is wanting. It is the play of Hamlet without the Prince of Denmark : —

‘ The proper study of mankind is man.’

Whilst Man is wanting, all the rest remains vague, and incomplete, and aimless. Mathematics would indeed be a jumble of figures if it ended in itself. But the moment we learn the influence which some great discovery has had on the destinies of man; the moment we note how all human thought was lighted up when Galileo said that the sun, and not the earth, was the centre of our world; the moment we feel that the demonstrations of Euclid are things in which all human minds must agree—indeed, are almost the only things in which all do agree, — that moment the science has a meaning, and a clue, and a plan.

It had none so long as it was disconnected from the history and the destiny of man — the past and the future. It is the same with every other science. What would be the meaning of laws of nature, unless by them man could act on nature? What would be the use of knowing the laws of health, unless we supposed that a sounder knowledge of them would ameliorate the condition of men ? What daily ephesus tours, indeed, is the use of the improvement of the mind?

It is far from obvious that mere exercise of the intellectual faculties alone is a good. A nation of Hamlets (to take a popular misconception of that character) would be more truly miserable, perhaps more truly despicable, than a nation of Bushmen. By a cultivated mind, a mental training, a sound education, we mean a state of mind by which we shall become more clear of our condition, of our powers, of our duties towards our fellows, of our true happiness, by which we may make ourselves better citizens and better men — more civilised, in short. The preceding studies have been but a preparation. They have been only to strengthen the mind, and give it material for the true work of education — the inculcation of human duty.

Social interests

All knowledge is imperfect, we may almost say meaning-less, unless it tends to give us sounder notions of our human and social interests. What we need are clear principles about the moral nature of man as a social being ; about the elements of human society; about the nature and capacities of the understanding. We want landmarks to guide us in our search after worthy guides, or true principles for social or political action. Human nature is unlike inorganic nature in this, that its varieties are greater, and that it shows continual change. The earth rolls round the sun in the same orbit now as in infinite ages past; but man moves forward in a variable line of progress. Age after age develops into new phases. It is a study of life, of growth, of variety. One generation shows one faculty of human nature in a striking degree ; the next exhibits a different power.

All, it is true, leave their mark upon all succeeding generations, and civilisation flows on like a vast river, gathering up the waters of its tributary streams. Hence it is that civilisation, being not a fixed or lifeless thing, cannot be studied as a fixed or lifeless subject. We can see it only in its movement and its growth. Except for eclipses, some conjunctions of planets, and minor changes, one year is as good as another to the astronomer ; but it is not so to the political observer. He must watch successions, and a wide field, and compare a long series of events. Hence it is that in all political, all social, all human questions whatever, history is the main resource of the inquirer.

#Subjects of a rational education

[istanbulifest]

Subjects of a rational education

Now, in this list of the subjects of a rational education something is wanting. It is the play of Hamlet without the Prince of Denmark : —

‘ The proper study of mankind is man.’

Whilst Man is wanting, all the rest remains vague, and incomplete, and aimless. Mathematics would indeed be a jumble of figures if it ended in itself. But the moment we learn the influence which some great discovery has had on the destinies of man; the moment we note how all human thought was lighted up when Galileo said that the sun, and not the earth, was the centre of our world; the moment we feel that the demonstrations of Euclid are things in which all human minds must agree—indeed, are almost the only things in which all do agree, — that moment the science has a meaning, and a clue, and a plan.

It had none so long as it was disconnected from the history and the destiny of man — the past and the future. It is the same with every other science. What would be the meaning of laws of nature, unless by them man could act on nature? What would be the use of knowing the laws of health, unless we supposed that a sounder knowledge of them would ameliorate the condition of men ? What daily ephesus tours, indeed, is the use of the improvement of the mind?

It is far from obvious that mere exercise of the intellectual faculties alone is a good. A nation of Hamlets (to take a popular misconception of that character) would be more truly miserable, perhaps more truly despicable, than a nation of Bushmen. By a cultivated mind, a mental training, a sound education, we mean a state of mind by which we shall become more clear of our condition, of our powers, of our duties towards our fellows, of our true happiness, by which we may make ourselves better citizens and better men — more civilised, in short. The preceding studies have been but a preparation. They have been only to strengthen the mind, and give it material for the true work of education — the inculcation of human duty.

Social interests

All knowledge is imperfect, we may almost say meaning-less, unless it tends to give us sounder notions of our human and social interests. What we need are clear principles about the moral nature of man as a social being ; about the elements of human society; about the nature and capacities of the understanding. We want landmarks to guide us in our search after worthy guides, or true principles for social or political action. Human nature is unlike inorganic nature in this, that its varieties are greater, and that it shows continual change. The earth rolls round the sun in the same orbit now as in infinite ages past; but man moves forward in a variable line of progress. Age after age develops into new phases. It is a study of life, of growth, of variety. One generation shows one faculty of human nature in a striking degree ; the next exhibits a different power.

All, it is true, leave their mark upon all succeeding generations, and civilisation flows on like a vast river, gathering up the waters of its tributary streams. Hence it is that civilisation, being not a fixed or lifeless thing, cannot be studied as a fixed or lifeless subject. We can see it only in its movement and its growth. Except for eclipses, some conjunctions of planets, and minor changes, one year is as good as another to the astronomer ; but it is not so to the political observer. He must watch successions, and a wide field, and compare a long series of events. Hence it is that in all political, all social, all human questions whatever, history is the main resource of the inquirer.

#Subjects of a rational education

[istanbulsguide]

Subjects of a rational education

Now, in this list of the subjects of a rational education something is wanting. It is the play of Hamlet without the Prince of Denmark : —

‘ The proper study of mankind is man.’

Whilst Man is wanting, all the rest remains vague, and incomplete, and aimless. Mathematics would indeed be a jumble of figures if it ended in itself. But the moment we learn the influence which some great discovery has had on the destinies of man; the moment we note how all human thought was lighted up when Galileo said that the sun, and not the earth, was the centre of our world; the moment we feel that the demonstrations of Euclid are things in which all human minds must agree—indeed, are almost the only things in which all do agree, — that moment the science has a meaning, and a clue, and a plan.

It had none so long as it was disconnected from the history and the destiny of man — the past and the future. It is the same with every other science. What would be the meaning of laws of nature, unless by them man could act on nature? What would be the use of knowing the laws of health, unless we supposed that a sounder knowledge of them would ameliorate the condition of men ? What daily ephesus tours, indeed, is the use of the improvement of the mind?

It is far from obvious that mere exercise of the intellectual faculties alone is a good. A nation of Hamlets (to take a popular misconception of that character) would be more truly miserable, perhaps more truly despicable, than a nation of Bushmen. By a cultivated mind, a mental training, a sound education, we mean a state of mind by which we shall become more clear of our condition, of our powers, of our duties towards our fellows, of our true happiness, by which we may make ourselves better citizens and better men — more civilised, in short. The preceding studies have been but a preparation. They have been only to strengthen the mind, and give it material for the true work of education — the inculcation of human duty.

Social interests

All knowledge is imperfect, we may almost say meaning-less, unless it tends to give us sounder notions of our human and social interests. What we need are clear principles about the moral nature of man as a social being ; about the elements of human society; about the nature and capacities of the understanding. We want landmarks to guide us in our search after worthy guides, or true principles for social or political action. Human nature is unlike inorganic nature in this, that its varieties are greater, and that it shows continual change. The earth rolls round the sun in the same orbit now as in infinite ages past; but man moves forward in a variable line of progress. Age after age develops into new phases. It is a study of life, of growth, of variety. One generation shows one faculty of human nature in a striking degree ; the next exhibits a different power.

All, it is true, leave their mark upon all succeeding generations, and civilisation flows on like a vast river, gathering up the waters of its tributary streams. Hence it is that civilisation, being not a fixed or lifeless thing, cannot be studied as a fixed or lifeless subject. We can see it only in its movement and its growth. Except for eclipses, some conjunctions of planets, and minor changes, one year is as good as another to the astronomer ; but it is not so to the political observer. He must watch successions, and a wide field, and compare a long series of events. Hence it is that in all political, all social, all human questions whatever, history is the main resource of the inquirer.

#Subjects of a rational education

[istlifestyle]

Subjects of a rational education

Now, in this list of the subjects of a rational education something is wanting. It is the play of Hamlet without the Prince of Denmark : —

‘ The proper study of mankind is man.’

Whilst Man is wanting, all the rest remains vague, and incomplete, and aimless. Mathematics would indeed be a jumble of figures if it ended in itself. But the moment we learn the influence which some great discovery has had on the destinies of man; the moment we note how all human thought was lighted up when Galileo said that the sun, and not the earth, was the centre of our world; the moment we feel that the demonstrations of Euclid are things in which all human minds must agree—indeed, are almost the only things in which all do agree, — that moment the science has a meaning, and a clue, and a plan.

It had none so long as it was disconnected from the history and the destiny of man — the past and the future. It is the same with every other science. What would be the meaning of laws of nature, unless by them man could act on nature? What would be the use of knowing the laws of health, unless we supposed that a sounder knowledge of them would ameliorate the condition of men ? What daily ephesus tours, indeed, is the use of the improvement of the mind?

It is far from obvious that mere exercise of the intellectual faculties alone is a good. A nation of Hamlets (to take a popular misconception of that character) would be more truly miserable, perhaps more truly despicable, than a nation of Bushmen. By a cultivated mind, a mental training, a sound education, we mean a state of mind by which we shall become more clear of our condition, of our powers, of our duties towards our fellows, of our true happiness, by which we may make ourselves better citizens and better men — more civilised, in short. The preceding studies have been but a preparation. They have been only to strengthen the mind, and give it material for the true work of education — the inculcation of human duty.

Social interests

All knowledge is imperfect, we may almost say meaning-less, unless it tends to give us sounder notions of our human and social interests. What we need are clear principles about the moral nature of man as a social being ; about the elements of human society; about the nature and capacities of the understanding. We want landmarks to guide us in our search after worthy guides, or true principles for social or political action. Human nature is unlike inorganic nature in this, that its varieties are greater, and that it shows continual change. The earth rolls round the sun in the same orbit now as in infinite ages past; but man moves forward in a variable line of progress. Age after age develops into new phases. It is a study of life, of growth, of variety. One generation shows one faculty of human nature in a striking degree ; the next exhibits a different power.

All, it is true, leave their mark upon all succeeding generations, and civilisation flows on like a vast river, gathering up the waters of its tributary streams. Hence it is that civilisation, being not a fixed or lifeless thing, cannot be studied as a fixed or lifeless subject. We can see it only in its movement and its growth. Except for eclipses, some conjunctions of planets, and minor changes, one year is as good as another to the astronomer ; but it is not so to the political observer. He must watch successions, and a wide field, and compare a long series of events. Hence it is that in all political, all social, all human questions whatever, history is the main resource of the inquirer.

#Subjects of a rational education

[mcustorm]

In Defense of a Black Cyclops

In case my username didn’t make it clear, the single most anticipated visual project for me is the MCU’s interpretation of the X-Men, which hasn’t even been announced yet [officially]. And ladies and gents, I have found your Cyclops:

Good ol’ Alfred Enoch, who we all know from Harry Potter and How to Get Away With Murder. If you’re not familiar with HTGAWM, know that his character goes from the de facto leader of the ragtag (murderers) and most cherished protege of Viola Davis’ Professor X to taking more of a grimdark turn after his girlfriend’s death. Sound at least somewhat familiar?

Enoch also embodies the physicality of the character well, seeing as to how he’s “slim”, 6′4(!!), black, and notoriously lanky. Wait, one of these isn’t like the others.

In general I hate fancasting. Everyone generally picks from the same pool of about 30 actors (Peeps, neither Taron nor Daniel is a good Wolverine choice. Argue with your mother!), and most all of it is based on physicality, except when it absolutely should be (like say, choosing a ~5′10 dark-skinned black woman for Storm).

And I think there’s some malarkey afoot. I think there needs to be some serious consideration on part of fancasters and actual casting agents alike to rethink race when it comes to the [white] X-Men, especially since they’re the X-Men of all teams. So I’ll make the case for a black Cyclops: 

1. There is no quota on Black X-Men: There’s a bug in your ear that’s been whispering lies to you for years, it says something to the effect of “We need a black person on the team for diversity. How bout Storm?” And you’ve gotten complacent. Storm does not have to be the only black person on your X-Men roster.

2. The X-Men represent diversity: Iceman is gay, Cyclops and Prof. X are disabled (sorta), there are plenty of women, oh and everybody except Storm is white. Of the A-List X-Men, there is only *one* POC character. I’d argue that an MCU X-Men needs to champion diversity like never before.

3. The X-Men represent minority struggle while being mostly white: There’s a cognitive dissonance in the metaphor that has always been there, and for the most part, nobody cares. To appeal to the white readers of the 60′s, the X-Men were all initially white. That way, the message of the mutants could be related to the audience with a familiar face. We don’t need to approach the problem that way in 202?

4. Just because that’s the way it’s always been, doesn’t mean that’s the way it should be: The first line of defense. Sorry, that will never be a good justification for literally any idea. It’s time for some more critical thinking.

5. We don’t all want to be Bishop: So say you’re white and you have a kid who for his birthday having a costume party. You’ve bought some X-Men costumes and you want each kid to pick one. 9 white kids and one black kid show up to your house. As the kids deliberate who gets what costume, be it Cyke or Wolvie or whatever, you yell at everybody to “STOP!”, point to the one black kid and tell him “You’re gonna be Bishop. That’s it, end of story!” 

We don’t all want to be Bishop. The black child could have the best Cyclops interpretation within him, but you’ll never know if you don’t let him try. And that’s no different from the Black actors of Hollywood. There’s no reason why all of the black talent should *have* to compete for the role of Bishop or Storm, which I’ve discussed, while Joe Schmo can walk up and audition for literally anybody he wants.          

Jharrel Jerome is 23 and has an Emmy to his name. He needs to be in the MCU in some capacity, period. Stephan James is another. How bout Damson Idris. Ashton Sanders. But no, no, let’s fancast Dacre Montgomery or Ansel or Joe Keery again as [Human Torch, Wolverine, Iceman, Angel, I’ve literally seen it all.]

6. Nobody wants to see the B-team if it comes down to it. The next line of defense from your racebending naysayers after “That’s the way it’s always been!” is “Well, what about Psylocke, Bishop, Forge and Jubilee?” who are otherwise known as B-tier X-Men. The problem is, we’ve got limited time and limited spots.

So since the X-Men is all about wonky metaphors that make half sense, let me give you another: Let’s say somebody approaches you and says “Hey buddy, I got two free concert tickets for ya! You can either see Michael Jackson Sings the Blues, or you can go see Justin Timberlake. Free of charge!”

Now, are you used to MJ singing the blues? No! Do you have a problem with going to see Justin Timberlake? No, he’s fine on a Wednesday! He had that one little diddy we liked that one time. We’d love to see him eventually! But are you gonna say, “fuck that, I’m going to see MJ Sings the Blues” regardless? Hell yes, because that’s still Michael Jackson. He’s gonna give the same amazing performance he always does, it’s just gonna be the blues. And speaking of blues...

7. Black is not Blue, Brown is not Blue: Raise your hand if you’ve ever heard this one: “I don’t care if you’re black, white, purple, or green, I’m going to treat you all the same!” I will not say all have this intention, but some fancasters have noticed that the racial diversity is kinda low within the A-List X-Men, so they oh-so-generously give the following roles to a black or brown person: Iceman, Nightcrawler, Beast. 

Notice the pattern? It’s a microaggression, and it’s bullshit. What these fancasters are implicitly telling you is that, yes the actors will be black or brown, but when the action starts we can ignore that. They’ll be blue by then. In other words, you in fact do care if they’re purple or green. Nobody will cry foul if Dev Patel gets to play Nightcrawler (because that’s a common one I see), but should Anna Diop be Starfire or Michael B. Jordan be Human Torch, I bet there’d be backlash. Oh wait. If that’s you, please stop acting like you actually value diversity. You don’t want to see black or brown skin, period. Unless of course, it’s Storm (refer to point #1).

But wait, there’s more! When brown characters get whitewashed in these movies, it’s crickets! So eventually it’s revealed implicitly that proclaimers of point #4 only care about it one way.

8. Professor X should not be black if you’re not willing to change anyone else: The next line of defense is that some people say the professor should be black, if anybody HAS to be racebent. Something something MLK Jr., Civil Rights or some shit. Number one, I’m not reducing Professor X to being a magical negro for 9 white people (and Storm!) who for all intents and purposes get to have all the action. Number 2, the Professor X/MLK/Magneto/Malcolm X comparison is an oversimplifying disservice to ALL FOUR of those people. I hate that line whenever I see it, please watch a documentary my friends. 

9. The Candidates for Racebending: For me, the A-List X-Men are Cyclops, Jean Grey, Iceman, Angel, Beast, Wolverine, Storm, Gambit, Rogue, Colossus, Nightcrawler, and Kitty Pryde. Now, who should be exempt from the racebending? Storm, she’s our designated minority. Gambit, he’s Cajun and they’re white (generally speaking, that’s a fun bit of research). Wolverine, Colossus, and Nightcrawler, because their nationality/ethnicity was the whole point of the Giant-Size premise in the first place. Angel, because his character embodies a privileged white male. Beast and Iceman, I don’t care one way or another (Point #7).

That leaves Cyclops, Rogue, Jean Grey, and Kitty Pryde. Now Jean Grey is a redhead, and we all know that every time a redhead is racebent people sharpen their pitchforks (Mary Jane, Wally West, Iris West), so I will cede the ground on Jean if only so that my ginger friends can get their rep. Kitty Pryde is Jewish, but Jews of color exist. Rogue is from the South. And Cyclops is, well, just Cyclops. That makes those three characters good options for more diversity. But allow me to make the case for Cyclops, specifically.

10. It’s not just diversity for diversity’s sake: If you had to pick who the main character of the X-Men is supposed to be, most would say Cyclops. And so in a series that highlights racial discrimination in society, it makes sense that our main character be black. While changing Cyclops’ skin color should not change who he is as a character, it *should* recontextualize it. Now, as an eventual increasingly radical leader of the X-Men, Cyclops would evoke real life figures such as Colin Kaepernick or, shall I say, Martin Luther King, Jr.

Not that most X-Men fans and writers truly think about what it means to be black anyways. Storm’s minority status is almost always put through the lens of her being a mutant and not her being a black woman. In other words, you can’t argue that making a character black will fundamentally change his or her character when you haven’t even analyzed the racial context of the black character(s) you already have. Another concept that the MCU X-Men should tackle: intersectionality.

11. Representation matters: I have to say it: Chadwick Boseman’s Black Panther hit different. And now he is tragically gone. At the end of the day, the MCU moving forward is down its most prominent black male superhero. Which has implications beyond just the movies themselves.

The women are in good hands. Shuri, Okoye, and Nakia are badasses in Wakanda, Valkyrie is ruling Asgard, Storm is almost assuredly on the way, RiRi Williams has already been cast, and Monica Rambeau is here and she’s not even at her most glorious yet. That doesn’t even include variable Δ, or the number of characters who can and will be racebent. And I’ll note again that to me, Gamora doesn’t count, because she’s green (#7 really pisses me off because it’s so blatant. I hate it). Of course from a behind the camera perspective we love black women getting work.

The men are a completely different story. Imma just go out and say it, I can’t stand Falcon and War Machine [in the MCU] because they’re not characters, they’re just two of a slew of MCU minority sidekicks who have essentially been at the beck and call of Captain America and Iron Man, respectively. You cannot tell Falcon’s story without mentioning Cap. The reverse is not true. There’s a whole essay that could be and have been written on “Minorities in the MCU, pre-Black Panther”. Remember, there’s a reason BP made so much noise in the first place.

So excluding those two we have, let’s see, M’Baku, Blade, and Fury who aren’t exactly the most superheroic superheroes, Eli Bradley is proooobably coming, I doubt Miles Morales is coming (because he’s just Peter Parker in the MCU), Luke Cage(?) Bishop(??), Sunspot(???), Blue Marvel(????). Not only are they not A-List, I would not put money on any of them being in the MCU any time soon.

Cyclops is thee Captain America of the X-Men. He’s the frontman. He’s the poster boy. He’s the “boy scout”, which in other words means he’s the hero, if there has to be one. It would mean a lot right now, and specifically *right now*, if he were to be black. The MCU needs it. It NEEDS it.

12. The X-Men is the Summers Story: I’ll even make the case that if just one character needs to racebent, then it should be Cyclops, because that of course implies that other related characters need to be black because half of the X-Men universe is in fact a part of the Summers family. 

So now Cable is black. Corsair is black. Havok is black. And one of the most central stories in the X-Men mythos, the Summers family drama, is now a black family drama set in space or the future or where the fuck ever. The concept is boundary pushing. When white families have drama in the media, it gets to be Game of Thrones or Star Wars, while when black families have drama in the media, it has to be black people arguing in a kitchen or living room about their various earthly traumas (I’m @’ing you, Mr. Perry). I mean, that’s all fine and good often times, but I want my black family drama in space, dammit.

And again, this is the X-Men, the series that’s all about *minorities* and their struggle, so again, why not?

Oh, and I’ll even throw out a Havok fancast for you: How bout Jharrel Jerome?

#cyclops #scott summers #the mutants #monica rambeau #X-men #xmen #marvel #MCU #fancast #jharrel would actually be a better sunspot #but you get the point #my man would have OPTIONS

[vgperson]

Vocaloid Highlights: December 2020

A collection that shall live for 1000 years - no, 100 million! Highlights Archive

========== Stand-Outs ========== Jealenvy People Assault Love Monster Believer Loveka? (Frill Shark) Make Into Song 404 Pale Living 1000 Years Pure White Snow-san Rainbow Moon Flower White Sheet Astral Concerto Momentary Vortex Reading Questions Jingle Bell All Night Night Rule Song of Rain Kalmia Dolls voId Labradorite 100 Million Years in the Future Poison Eater Merry-Melo Hamming It Up

========== Worth Your Time ========== Dried Flower Niccolo Wait Let's Swing and Miss Last Forever Invisible Boy Incomplete Us Puddle Rondo UnderStand Idealism Milky Days Want To Kill Tomorrow's Me Just, In the Morning Sunglasses Girl That Day, I Was a Pufferfish We Are Cream Soda The Sky Grieves Unraveling Fleeting Mirage Diablo Forward Tokyo's Final Discarded Zone Bad Gazer December Fireworks La Hire Shot In TAMAYA I'm Just a Child Still With Dreams I've Gotten Scared of Blue Secret Fill Anesthesia 4.5-Tatami Dystopia MOGARI (Extortion) Lineage Lucid Silly Linda and the Sinking Planet Fork Walk Downer Decoy Baby I Love You Snow Mile Solo Act Hold Me Tight Demise Escape Perfect Strongest Bias Drizzle Cascade Abyss in Wonderland Scene Model Read-You LIMITED QUEEN Optimistic Liar Thoughts Unlock Blooming Bells Breathed With Tears Well Then, Your Ideology Should Just Die Variable Star Regret Whirlwind Dizziness Hungry Las Vegas Toxic Sentimental Words Love Magica Shiguna The Word Ghost Watches From the Window China Blue Never Sleeps WALK AROUND STEREO (sorae mix) Ruin Tautology Doubtful Balance and Self-Sacrifice Running-Stitch Heartbeat WINTER ~Until the Rain Becomes Snow~ Thinking in Twilight Edge of Night Rainbow Stories JOKER Christmas-Loner Extermination Committee Um, So, Stay Away Garnet Our Main Story Pseudo-Good Person Realism Today, Until Morning illusion Blue Moon Satisfied Pig Cat and Bells Just No Courage To Live. Walking the Horizon First-Class Dinner Show Beyond Scramble Words of Word Blue Light Universe Buddy!! Rainy ST/A#R Blunt Enough To Just Say It Pamapama Meeting You, I Learned the Blueness of the Sky Crepuscule Mentally Ill Demon

Also, there were plenty of remixes for The VOCALOID Collection. Can I offer you a nice Macaron (EZFG Remix) in this trying time?

#vocaloid #vocaloid highlights