The Brain Gym, the Dore program to cure dyslexia, magical magnetic bandages on the NHS.
Author: Ophelia Benson
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The Best Upcoming Science Books
John Gribbin, Lee Smolin, Steve Jones, Oliver Morton, Marcus Chown, Heather Ewing.
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A C Grayling’s New Book of Essays
The form has a distinguished history in the literary and philosophical tradition: Montaigne, Bacon, Johnson.
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Hajj Pilgrims Stone the Devil
Good, glad that’s taken care of.
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Ethnic Hatreds are Rarely Primordial
A key factor is whether the relevant social norms impose pressure to identify in ethnic terms.
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Queen Beatrix defends free speech
The discussion of what the Statement of Academic Freedom means, of what it means to cover and what (if anything) it doesn’t mean to cover, goes on in comments, so I wanted to add a point or two.
The trouble is that it’s rather carefully worded in such a way that it’s hard to figure out exactly what it does and doesn’t cover. ‘[A]cademics, both inside and outside the classroom, have unrestricted liberty to question and test received wisdom and to put forward controversial and unpopular opinions, whether or not these are deemed offensive’ and ‘academic institutions have no right to curb the exercise of this freedom by members of their staff’. What is ‘received wisdom’ and what are ‘opinions’? Would it be an exercise in questioning received wisdom and putting forward controversial opinions for a lecturer in history to teach students that slavery in the US was a voluntary arrangement between ambitious Africans with a longing to travel and see the world, and a set of generous slave traders and plantation owners who wanted to help them achieve their dreams? Would it be an exercise in questioning received wisdom and putting forward controversial opinions for such a lecturer to teach students that Henry VIII defeated the Vikings at Culloden in 608 and that his daughter Victoria had him beheaded and ascended to the throne along with her consort Isambard Kingdom Brunel? In other words, is the statement about opinions as distinct from empirical claims, or does it cover any and all claims of any kind, with or without evidence?
A related but not identical question is, what of teachers who spend a lot of class time on subjects that are slightly or not at all related to the subject matter? That’s another fuzzy area, obviously – teachers of history, literature, politics, and the like often have very good reasons for talking about a range of subjects. And no one, but no one, wants David Horowitz or a Florida legislator whose previous job was selling insurance or even a university administrator with excellent sense and intentions, sitting in on classes and barking ‘Too far off topic!’ at intervals. But what of teachers like the high school history teacher in New Jersey who regaled his lucky students with his born-again religious views instead of teaching his subject, which was (ironically) Constitutional law? Is that his job? Is that what the students need or want to know? If students sign up for a class in algebra and get pastry cooking instead, isn’t that a problem? But the Statement of Academic Freedom doesn’t seem to rule that out.
Boringly enough, this is at least as much a matter of practicality and the finiteness of time as it is one of principle. It’s often not so much a question of the right to offer and hear unpopular opinions as it is of the fact that there are X hours of classes and Y amount of material to cover. This comes up in arguments over ID in science classes with dreary regularity. Proponents of ID say teach the conflict, let students decide, expose them to more than one theory, what could be fairer than that. Opponents say, among other things, look, this is biology class, there is a lot to cover and not enough time to cover it, there isn’t room for philosophy or religion too (especially not bad philosophy, but that’s one of the other things they say).
And then there is the falsification of evidence issue, and the fact that falsification of evidence is not automatically obvious or detectable even by experts, let alone by students. Suppose a historian of science who assigns a class a book or article that claims Einstein’s wife played a major role in his early work, and assigned no other material on the subject at all. That historian of science might have an ‘opinion’ that Mileva Maric did indeed play such a role. Does that mean (in the terms of the Statement of Academic Freedom) that the academic institution that employs the historian of science has no right to curb the exercise of this freedom to put forward a controversial opinion on an empirical matter? The statement doesn’t make that clear.
On the other hand! Just to try to be clear myself – I couldn’t agree more with the ‘whether or not these are deemed offensive’ part. Especially in the wake of the hilarious item I heard on Radio Netherlands a couple of days ago about Queen Beatrix’s Christmas speech. She talked about the importance of free speech, the reporter informed us, and also said that of course no one has the right to insult anyone. I collapsed in laughter, then threw some chairs around the room. Well done, Queen! Free speech great, important, wonderful, special, gotta have it, good stuff, hooray for free speech, thank your stars you have it, but of course you have no right to insult anyone. Such as, we all now understand, by drawing cartoons of their prophets. So, good news, you can have it, except that you can’t. Hooray for free speech, but don’t say anything with it. Free speech rocks, but shut up. Oookay.
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Sam Harris on Ten Myths about Atheism
‘Atheists are arrogant.’ Nonsense; we’re far too wonderful to be arrogant.
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Academics for Academic Freedom
Ray Tallis, Norman Levitt, A C Grayling among the signers.
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Freedom to Express Offensive Views
Statement called a ‘rebellion against the regime of political correctness.’
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Eichmann was a Careerist
Careerism may be as lethal as idealism; ordinary vices as lethal as extraordinary ideas.
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Fred Halliday: Letter from Jerusalem
The phrase ‘unfinished business’ is on many lips, but what this involves is less clear.
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Laurie Garrett on The Benghazi Six
‘The nurses were beaten with many-stranded wire, for a long time and painfully,’ Tachev said.
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Michel Thieren on Medicine on Death Row
On 19 December medicine, public health, and humanitarian aid were publicly executed in Libya.
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Academic freedom
The Statement of Academic Freedom:
We, the undersigned, believe the following two principles to be the foundation of academic freedom: that academics, both inside and outside the classroom, have unrestricted liberty to question and test received wisdom and to put forward controversial and unpopular opinions, whether or not these are deemed offensive, and that academic institutions have no right to curb the exercise of this freedom by members of their staff, or to use it as grounds for disciplinary action or dismissal.
But..what does it actually mean in practice to have unrestricted liberty to question and test received wisdom? If your job is to teach beginning biology or geology or geography or history, do you have unrestricted liberty to question and test received wisdom by teaching stark falsehoods? Do you have unrestricted liberty to spend all your teaching time systematically teaching misinformation? If not, what in the statement makes that clear?
I’m not asking that to be provocative; I really don’t know; I don’t see anything in the statement that would distinguish between controversial opinion on the one hand, and plain charlatanry or even plainer lying or pure error and incompetence on the other. What if someone becomes convinced that Einstein’s wife helped him with his work and teaches her students that (in Women’s Studies or History or Sociology of Science and Knowledge or Broadcast Media)? What are academic institutions supposed to do about falsehood and/or error?
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A History of Neglect, and Worse
Paddy Doyle has this page on Irish Industrial Schools. It’s useful background for Marie-Therese’s account. It’s wrenching stuff, too.
1868- The Industrial Schools Act. Industrial schools were established to care for “neglected, orphaned and abandoned children.” They were run by religious orders and funded by the public…1929- The Children Act allowed destitute children to be sent to industrial schools, even if they hadn’t committed a crime…1933- The Commission of Inquiry Into Widows’ and Orphans’ Pensions found only 350 of the children in industrial schools were orphans (5.3 % of the total)…1933- Industrial schools were abolished in the UK, but not in Ireland. 1934- The Cussen Report, which investigated industrial schools, had reservations about the large number of children in care, the inadequate nature of their education, lack of local support and the stigma attached to the schools, but concluded that “schools should remain under the management of the religious orders”.
I934. The Cussen Report had ‘reservations’ in 1934, and yet the horrible places went on for decades and decades.
1944- P. Ó Muircheartaigh, the Inspector of Industrial and Reformatory Schools reported that “the children are not properly fed,” which was “a serious indictment of the system of industrial schools run by nuns-a state of affairs that shouldn’t be tolerated in a Christian community” where there was “semi-starvation and lack of proper care and attention.”…1946- Community pressure in Limerick, led by Councillor Martin McGuire, on the Dept. of Ed forces the release of Gerard Fogarty, 14, from Glin Industrial School after he was flogged naked with a cat of nine tails and immersed in salt water for trying to escape to his mother. A call for public inquiry into industrial schools was rejected by Minister of Education. Thomas Derrig because “it would serve no useful purpose”.
For trying to escape to his mother. Well we can’t allow that. No, obviously not, he has to be kept locked up in the nice Industrial School and starved, not to mention flayed and soaked in salt water.
1946- Fr. Flanagan, famous founder of Boystown schools for orphans and delinquents in the US, visits Irish industrial schools. He describes them as “a national disgrace,” leading to a public debate in the Daíl and media. State and Church pressure forces him to leave Ireland. 1947- Three-year-old Michael McQualter scalded to death in a hot bath in Kyran’s Industrial School. Inquiry found school to be “criminally negligent,” but the case was not pursued by the Dept. of Education.
Church pressure forces him to leave Ireland, so they could get on with scalding children to death and then doing nothing about it.
1951- The Catholic Hierarchy condemned the ‘Mother and Child’ scheme (4 April), which provided direct funding to expectant mothers for their children; Dr Noel Browne, Minister for Health, resigns; the scheme was abandoned on 6 April…1955- Secretary of the Department of Education visited Daingean Industrial School, Offaly, and found that “the cows are better fed than the boys.” Nothing was done for another 16 years.
That would be while Marie-Therese was at Goldenbridge. And on it goes, into the ’70s. Horrifying stuff.
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Biblical thermodynamics
Does the THES have this right?
The “unrestricted liberty” to be offensive to others without fear of sanction forms the foundation of a radical statement of academic freedom proposed this week by an influential group of scholars. The statement, launched by 64 academics including philosopher A. C. Grayling, would extend the current law that ensures that academics are free to “question and test received wisdom, and to put forward unpopular opinions”. If adopted in law, it would give all academics the unfettered right to speak out on any issue, “both inside and outside the classroom”, whether or not it was part of their area of academic expertise and “whether or not these [issues] were deemed offensive”…The statement would also offer backing to Andrew McIntosh, professor of thermodynamics at Leeds, who has been sharply criticised for claiming that the world is only 6,000 years old and that evolutionary theory is wrong.
Would it? Phil Baty doesn’t say how he arrives at that conclusion, and it seems…surprising, at least. It rides roughshod over the distinction between opinions that are deemed offensive, and being flat wrong. Academics are expected to be competent in their fields, and as far as I know academic freedom isn’t generally taken to mean freedom to teach gibberish. His conclusion also ignores the distinction between ‘fear of sanction’ or sanction itself, and being sharply criticised. Dawkins (for instance) isn’t ‘sanctioning’ McIntosh by saying he’s wrong or by saying that Leeds should dissasociate itself with his views. So I’m wondering if the THES just got it wrong, or if the statement would protect flat error as well as ‘offensive’ opinions. (Yeah, I know the difference is not always clear-cut, but that doesn’t mean it never is, or that there is no such.)
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The Goldenbridge Secret Rosary Bead Factory
Making rosary beads
From the middle 1950s to the late 60s, after ‘school’ at 4pm, children from the age of six were issued one slice of bread and margarine and then sent into St. Bridget’s classroom to make rosary beads. The classroom did duty as a mini-factory for the manufacture of rosary beads.
Each day of their lives children had to reach a quota of sixty decades and twelve threes. The task of rosary bead making is a very skilled one, and it required strict deliberation. Beads are strung onto a length of wire and are looped into the relevant beads very intricately, with the aid of heavyweight pliers. There were variations in the thickness of the wire. Silver wire, even though thin was very lustrous and burnished; it was hard to grapple and would flutter all over the place it was that temperamental. If the wire got crooked as we worked it, we positioned the wire under our sandals then impressed on it with the back of our sandals and with the aid of the pliers gripped at wire endings. Children pulled the wire towards them to straighten it.
The holes of pearl beads were very small, which made them an unqualified blight to work with. Silver wire, which was very costly, was exclusively used for the pearl and other such types of beads. Twisting loops with pliers into pearl beads was a thorny ordeal. Children cried at the painful prospect of having to work with these convoluted beads and wire.
Thick wire was used for beads with big holes. This wire consistently ripped into the skin and it resulted in deep indentation marks in the left index fingers and inside of the right palms. The hands got black from sweat and the coated substance that was on the wire. More energy was required in the making of these beads as the cutting with pliers of the thick wire was more demanding. It was very hard for small children who found the practice of cutting wire overwhelming. Not a soul gave a damn. The sizes of pliers never changed with the age of the child, the same size was used at six and at sixteen.
Irish horn beads were bockety [crooked, irregular] and came in various sizes and holes, which made them extra difficult to work with. The glass beads were lethal, as they splintered or fractured with the pressure of the pliers encountering the hole; the splinters then sprayed into the eyes of the child worker.
Life in the factory
We raced each other and tried to be in rivalry in seeing who would get their quotas done first. The beads were placed in discoloured pewter-like cans on grey padded desks; the cans could be toppled over if the loser so determined . We bartered ‘stolen’ bread, dessert or personal favours (we had no property, toys, books, or anything else to trade) for help with the bead making. Cronies helped children that they had a ‘gra’ for; it paid to be liked in Goldenbridge and if you were not you paid dearly.
Children often got temperamental and turned on each other. On the spot punishment by staff was an everyday event. Children had to stand on a cold landing (sometimes barefoot and wearing only slips) during the night for punishment. They were relentlessly flogged with thick bark from a tree by the nun in charge, if, for example, they had not fulfilled their quota of rosary beads in the factory. A quantity of older children worked on the quota for whole nights, wearing sleeveless nightdresses and no sandals.
Children from the lower echelons of Goldenbridge were always issued an assortment of leftover beads and wire which fallen on the floor during the week. The children had no alternative but to do their mandatory quota with this mish-mash despite the added technical hitches.
We constantly rocked backwards and forwards in our desks as we worked. This had a dual purpose: self-soothing, and hurrying to get the work finished. It always achieved its aim. We could block out everything. We also resorted to this type of behaviour collectively with other children at the same time, as we always had the idea that we would get our work done faster. Rocking, banging heads, sucking thumbs and fingers, also occurred when we decided to give ourselves a break for a few minutes.
Children didn’t have to leave St. Bridget’s all that often to go to the toilet as no liquids were allowed from approximately 8am breakfast time, unless children drank from the toilet cisterns and bowls.
Children as young as six had for hours on end to pick up beads and wire, which unavoidably fell on the floor. The particles of wire that carpeted the floor of the factory always presented a danger. St Bridget’s floor was strewn with beads; it was a job trying to gather them up from the floor. Some children landed up in hospital because they had put beads in their ears. Nutty flat brown beads were habitually chewed and swallowed by them, as a white coconut-like substance therein was very edible. Some children swallowed these beads just for the sheer sensation. The silver wire, employed by children in the making of pearl rosary beads, was continually blocked during the process, because of the stuffed holes on its journey through the bead holes; this caused huge problems. Children prodded or bit at them to release white contents when making these particular beads.
Younger children huddled for hours under benches stringing beads onto the tail end of wire for older girls. They were so bored and exhausted that they fell asleep. This was life in the Goldenbridge secret rosary bead factory.
No one to turn to
There were no empathetic staff in the institution that one could turn to for guidance or help. There was not any person of a sympathetic nature that I could importune with to ask if I could be let off the hook. There were no rules in place for us to exert our human rights. Children apprehensively obeyed without query. Fear continuously permeated all around, it was part and parcel of our lives in Goldenbridge.
There was immeasurable pressure on the children to reach mandatory targets. Children were punished there and then on the spot; they were pinched on the arms, or they got a dig of the pliers if they didn’t produce the prearranged amount on time; beads were flung back at them if there was deemed to be a fault.
The nervous tension haunted every day of our lives. We had not a solitary human being we could unburden our hearts to, we had to keep everything to ourselves; children would go into convulsions to rid themselves of pent-up anger. They inwardly knew there was something wrong with their lives. Children had to remain silent and conduct themselves like miniature nuns, offering up their young lives to a God that was never experienced as real. Children never got sick leave either, which factory workers generally do get.
After Work
At 6pm each evening the Angelus bell rang. Everyone lined up in the corridor to say it, then entered the Dining Hall to repeat more prayers: ‘Bless us O Lord, and these thy gifts which of thy bounty we are about to receive through Christ our Lord, Amen.’ The gifts the children received day in and day out were two slices of smelly mouldy bread and a cup of black sugarless cocoa. Mother Catherine McCauley looked down upon them as they ate their pathetic meal. Little ones were still famished when they got up from the tables.
From noon until 8 the following morning, three slices of bread and one cup of cocoa were the staple diet. This derisory meal was expected to foster and sustain hard-working growing children. Oliver Twist would have felt at home. Having completed evening responsibilities children returned to the sweatshop to finish slaving at the third world job.
Morning at Goldenbridge
The children got up at six o’clock each morning. A staff member who grew up in the institution stormed into the dormitories and switched on the lights and roared ‘Get out of those beds immediately!’ If a child hesitated at all the bed covers were flung across the floor, if a child became even more stubborn, as often happened, the mattress with the child was toppled over onto the floor. We then had to make our beds to hospital standards.
Goldenbridge housed on average two hundred children, which included infants and babies; a good percentage of them were infants, babies and toddlers. I remember clearly, at 6:30 in the mornings, when I was eleven years old or thereabouts having to go to St Joseph’s babies/infants dormitory. I had to dress the toddlers. It was normal for some of them to have slept in their own excrement. When I took them from their destroyed beds, I found it so upsetting as they were always covered from head to toe in excrement. They were shivering and were all colours of the rainbow as they stood there waiting to be cleaned. I had to use the clean corners of the destroyed sheets. The only place to get water was from a very small toilet bowl. I dipped the sheet in the bowl and then cleaned the children. The whole dormitory which was a dark dank cold place stank to high heaven. The head honcho of the Sisters of Mercy at this time of morning was up in the convent saying her prayers. The sheets were placed in a soiled open sheet, and with the help of another child we carried them down to the school laundry. There were other sheets there from the Sacred Heart dormitory.
Children like myself who had no family visitors, or big girls who wet the bed, were given the grotesque taks of handwashing the sheets in cold water in the laundry.
This story, like that of the rosary beads, can be properly told only by those who were hidden in Goldenbridge, the ones who were imprisoned behind the doors, who were the lowest on the rungs of the institutional Goldenbridge ladder. Bernadette Fahy, author of Freedom of Angels, or Christine Buckley who appeared in the documentary ‘Dear Daughter,’ would not have been doing this despicable job, as they were both allowed to go to outside school.
Saturdays
On Saturday morning children worked like slaves doing hard maintenance jobs. The whole institution was scrubbed and polished from top to bottom , all done on bended knees.
Saturday afternoons children went to the factory to do time and a half. This entailed producing ninety decades and fifteen threes. Every week beads had to be equipped and organised for Walsh’s Factory outside Rathfarnham. Older children stayed up until all hours checking and rechecking beads. The beads had to be in perfect arrangement. Sixty decades and twelve threes of concluded decades of rosary beads were looped by the fatigued workers onto a stretch of circular looped or hooked wire approximately twelve inches long. Two decades were then held up parallel to each other and methodically examined, till the whole batch of sixty passed the test; this was repeated till all were examined.
Through years of familiarity, older girls could differentiate instantaneously those decades of beads that were erroneous. If there were mistakes such as inconsistencies in the tension of beads, this resulted in lengths not squaring up with each other or beads not nestling correctly together because they were crooked and out of order. This at once rendered the batch defective. All hell let loose, and the staff were on the warpath. ‘If I get my hands on you, I will leave you black and blue,’ echoed all round. Finally during the course of the night, the children filled brown boxes with batches of decades – the culmination of the hard work of very young people.
Conditions
The government paid capitation grants to the religious for the children’s upkeep, yet they were behind locked institutional doors all their childhood, doing factory work unbeknown to the Inspector Mrs McCabe, their parent or parents, and holy Irish society.
Children did not get any superfluous food from the nuns or staff for all the quadruple over-time that they were busied with. On the contrary, the staff requested children to fill hot water bottles for the nuns in charge. This indeed, was considered an honour. A cruel, cruel system prevailed in Goldenbridge Industrial School, Inchicore, Dublin, Ireland.
No outsiders were aware of all of this or if they were, they too did not care. A local woman, employed by the nuns in the latter part of the sixties, had to oversee the whole rosary beads making process. She was not a very strict woman – thank God. Children dreadfully needed some normality and sanity in their lives.
It is ironic that whilst children were doing this third world drudgery behind closed institution doors, the religious were perpetually collecting money for children in Africa.
In Goldenbridge Industrial School, the children produced rosary beads at a phenomenal rate. This factory work went on for a generation. Walsh’s of Rathfarnham were conspiring with the Sisters of Mercy in this racket. The whole of holy Ireland were buying their pompously labelled ‘Made by Irish Cailini Rosary Beads’ from an assortment of religious outlets and holy places such as Knock Shrine. Did the populace at large ever know that children with abnormalities, severe injuries, orphans, vulnerable children who were wrongfully incarcerated (without their consent), who developed welts and deep cuts which frequently bled – were the ones responsible for their production? Blood sweat and tears and a scant once yearly fee of 2/6d was the recompense children received.
The Sisters of Mercy were in breach of the 1935 Employment Act and that too of the 1908 Children Act (Industrial Schools).
Luxury
An antiquated radio and a 98 record player were perched on a high ledge in St Bridget’s Classroom; they were solely for the pleasure of the nun in charge. John McCormack duly serenaded children with the ‘Last Rose of Aughrim’…a song about consumption and death.
I imagine the holy people of this island of saints and scholars hadn’t a notion as to what was going on inside the bitter austere inhospitable labour camp called Goldenbridge, as children were imprisoned there and visitors weren’t ever allowed past the porch hall. To think of all the rosary beads that went to the graves of people who had no idea of the stories behind them.
December 27, 2006
Marie-Therese O’Loughlin can be reached at mariethereseoloughlin@yahoo.com
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Scholars Demand Right to Offend
THES says this would ‘offer backing to’ McIntosh. Eh?
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P and Not-P, says Queen Beatrix
Free speech important, and no one has the right to insult others.
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Books on Science and Religion
Scientists think God’s existence or non-existence is a scientific fact about the universe; theologians don’t.
