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If only for a day: the Christmas truce match of 1914
The Christmas Truce match of 1914 between warring Allied and German soldiers on the Western Front is the stuff of legend. But did it really take place?

The post If only for a day: the Christmas truce match of 1914 appeared first on These Football Times.

via If only for a day: the Christmas truce match of 1914
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december 2018 by davidmarsden
Legends of the Ancient Web
This is the power that radio has to persuade through emotion, repetition, familiarity, and tone, rather than facts or argument.
Hitler's dictatorship differed in one fundamental point from all its predecessors in history.

His was the first dictatorship that made the complete use of all technical means for domination of its own country. Through technical devices like the radio and loudspeaker, 80 million people were deprived of independent thought.

In less than four decades, radio had completed the journey from fledgeling technology, to nerdy hobby, to big business, to potent political weapon.

This trajectory must have come as a shock to its pioneers.

At its birth, it seemed like radio would only be a force for good. How could something that connects people together be anything but beneficial?

Radio brought music into hospitals and nursing homes, it eased the profound isolation of rural life, it let people hear directly from their elected representatives. It brought laugher and entertainment into every parlor, saved lives at sea, gave people weather forecasts for the first time.

But radio waves are just oscillating electromagnetic fields. They really don't care how we use them. All they want is to go places at the speed of light.

It is hard to accept that good people, working on technology that benefits so many, with nothing but good intentions, could end up building a powerful tool for the wicked.

But we can't afford to re-learn this lesson every time.
internet  web  radio  history  media  journalism  reference  mustread  1914  1919  psychology  hitler  1940 
january 2018 by WimLeers
Bat, Bean, Beam: Let's close down the schools
"In schools, instead, we have the daily incarceration in dusty rooms full of breaths – in the most unnatural physical immobility – the immobility of the spirit forced to repeat instead of searching – the ruinous effort to learn with moronic methods a multitude of useless things – and the systematic drowning of personality, originality and initiative in the black sea of standardised programmes. Until six years of age man is prisoner of parents, nannies and tutors; from six to twenty-four he is the subordinate of parents and teachers; from the age of twenty-four he is a slave of the office, of the supervisor, of the public and of his wife; between forty and fifty he is mechanized and ossified by his habits (which are worse than any master) and servant, slave, prisoner, convict and puppet he remains until death.

Leave us at least childhood and youth to enjoy some moments of healthy anarchy!

The only excuse (but it’s hardly sufficient) for such a very long period of scholastic incarceration is its recognised usefulness to future men. But on this point there is sufficient agreement amongst the most enlightened minds that school does much greater harm than good to the developing brain.

It teaches umpteen useless things, which you then have to unlearn in order to learn as many other things by yourself.

It teaches umpteen false or debatable things which it takes quite some effort to get rid of – and not everyone manages.

It accustoms men to the belief that the entire stock of wisdom of the world resides inside of printed books.

It almost never teaches a man what he’s actually going to have to do in life, which then requires a strenuous and lengthy self-taught apprenticeship.

It teaches (claims to teach) what nobody will ever be able to teach: painting in the academies; taste in the schools of letters; thought in the schools of philosophy; pedagogy in the training schools; music in the conservatories.

It teaches badly because it teaches everyone the same things in the same way and in the same quantity, without taking into account the infinite diversity of intelligence, race, social background, age, needs, etc.

You cannot teach to more than one. You cannot learn from others except in a one-to-one conversation, where the person who teaches adapts to the nature of the other, re-explains, exemplifies, asks, debate and does not dispense truth from above.

Almost all men who have done something new in the world either never went to school or escaped it early or were ‘bad’ students. (The mediocre ones who manage to go on to honourable and regular careers and perhaps achieve a certain fame are often the ‘best’ in their class).

Schools fail to teach what you need the most: so that as soon as you’re done with your exams and have received your diplomas you need to throw up everything you were made to gobble in those forced banquets and start from scratch.



School is so deeply hostile to genius that it doesn’t stultify just the pupils but also the teachers. Forced to repeat the same things year after year, they become more moronic and less malleable than they were to begin with – which is no small feat.

Poor embittered, bored, stiff-jointed, drained, bullied, demoralised tormentors who move their official and governmental limbs only when it’s time to demand a few more liras in their monthly paycheques!

You will hear about schools imparting moral teachings. The only product of the cohabitation of teachers and students is this: seeming subservience and hypocrisy of the latter towards the former, and reciprocal corruption between the students.

The only truthful text in a school is the wall of the toilet.

We must close down the schools – all of them. From first to last. Nursery schools and kindergartens; boarding schools; primary schools and secondary schools; grammar schools and licei; technical schools and technical institutes; universities and academies; commerce schools and war schools; colleges and military institutes; polytechnics and training schools. Every place in which a man claims to teach other men must be closed down. Let’s not be swayed by the parents in a pickle or the unemployed teachers or the booksellers faced with bankruptcy. Everything will settled down and quieten down over time. We’ll find a way to learn (and to learn better and in less time) without the need to sacrifice the best years of our lives behind the desks of our governmental quasi-prisons.

There will be more intelligent men and more men of genius; life and science will progress, and better; everyone will manage and civilization won’t slow down even by one second. There will be more freedom, more health and more joy.

The human soul above all. It is the most precious thing we all have. We must protect it at the very time when it is about to grow its wings. We shall give life annuities to all the teachers, tutors, prefects, directors, professors and caretakers, so long as they let young people out of their privileged factories for state-sponsored cretins. We have had enough after so many centuries.

Those who oppose freedom and youth work on behalf of idiocy and death."
schoolwithoutwalls  giovannitiso  2016  giovannipapini  1914  schools  education  unschooling  deschooling  anarchism  schooling 
august 2016 by robertogreco
Intellectual Proletarians
“though the intellectuals are really proletarians, they are so steeped in middle-class traditions and conventions, so tied and gagged by them, that they dare not move a step.”
art  politics  proletariat  institutions  labour  article  1914 
july 2016 by vloux
“Picasso: Guitars 1912-1914″ at MoMA | Tyler Green: Modern Art Notes | ARTINFO.com
Umland’s exhibition allies her approach with Clark’s and presents a narrative for us via the 85 artworks she presents. Her exhibition invites us to reconsider Picasso’s late cubism itself, particularly the questions: Why did Picasso started making guitars?, and Why does it matter if he was making guitars or something else?

I think the exhibition suggests that Picasso started making cubist guitars for two reasons: Picasso was responding to a particular moment in his relationship with cubist collaborator Georges Braque; and because guitars offered Picasso opportunities to explore cubist, visual and sexual puns, word-object-games that had become fundamental to his practice. I explore those two answers in:
picasso  guitars  1912  1914  art  history  review  exhibition  2011  toread  **** 
february 2016 by nth

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