“It wasn't for children, seventh grade. You could read the stress of even entering the building in the postures of the teachers, the security guards. Nobody could relax in such a racial and hormonal disaster area.”

“Life wasn't meant to be perfect. It was messy and sometimes it was a disaster, but there was beauty in the messiness and there could be peace in the disaster.”

“Everything was okay. Maybe not perfect, but life wasn't meant to be perfect. It was messy and sometimes it was a disaster, but there was beauty in the messiness and there could be peace in the disaster.”

“Although a security guard is ostensibly there to provide security, his actual role is to give the illusion of safety to suburban women. If someone wants to do something dangerous, a security guard is helpless to stop them. Most older security guards understand this. If you're a yuppie in a suit, you will never get stopped. If you're a bike messenger, they're on you in a heartbeat. Go stand in an office building lobby and watch if you don't believe me.”

“How does stress influence the midbrain pleasure circuit (or the feeding control circuits)? The short answer is that we don't really know. However, there are some tantalizing initial clues. Recall that twenty-four hours after a single exposure to cocaine, the excitatory glutamate-using synapses recived by VTA dopamine neurons express LTP. This change, which will result in greater dopamine release in VTA target areas, could also be produced by nicotine, mophine, amphetamines, or alcohol. Amazingly, even breif exposure to stress (a rat's five-minute-long forced swim in cold water) also produced LTP of the VTA synapses that was indistinguishable from that evoked by drugs. What's more, the stress-induced LTP could be prevented by pretreatment with a corticosterone receptor blocker. This suggests that drugs and stress rewire the pleasure circuit in overlapping ways and that the stress response to trigger LTP in the VTA requires a stress hormone signaling loop from the brain to the body and back.”

“As a result of his experiments he concluded that imitation was a real evil that had to be broken before real rhetoric teaching could begin. This imitation seemed to be an external compulsion. Little children didn’t have it. It seemed to come later on, possibly as a result of school itself.That sounded right, and the more he thought about it the more right it sounded. Schools teach you to imitate. If you don’t imitate what the teacher wants you get a bad grade. Here, in college, it was more sophisticated, of course; you were supposed to imitate the teacher in such a way as to convince the teacher you were not imitating, but taking the essence of the instruction and going ahead with it on your own. That got you A’s. Originality on the other hand could get you anything – from A to F. The whole grading system cautioned against it.”