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 Rh Dr. Edwin Grant Conklin, a famous evolutionist, when he says: "If a man is the result of unintelligent forces and processes; … if men are born by millions only to be swept away by flood, famine, pestilence, and war; if they live and die like the beasts and leave only their bones and implements behind; if suffering and struggle are purposeless and lead to nothing—if this really were the teaching of evolution, then certainly it would be true that evolution debases man and destroys the hopes of mankind. But this is not true and it is not the teaching of evolution, but rather of pessimism and atheism.

"The blighting influence of atheism (with which Dr. Conklin seems to include agnosticism) is shown in just such conclusions as those mentioned, for it substitutes blind chance and necessity for plan and purpose, both in nature and in human life. If there is no teleology in nature, the course of evolution leading to man and to consciousness is the result of blind and blundering accident. If there is no purpose or value in human labor and suffering, life is not worth living."

It is such rhetorical generalizations as this, made by men who plainly know next to nothing about either atheism or agnosticism; who mistake prejudice for fact; who set up scarecrows of their own half superstitious imaginations for the joy of shooting them down; who even appear unable to separate two into one and one,—it is such generalizations, broadcasted from public platforms and university chairs, that help make clear thinking almost an impossibility in college "educated" circles. Indeed, those men almost make us admit the truth of their bugaboo picture as to the worthlessness of humanity, and agree with another biologist who has said that. "The evolution of consciousness is the greatest blunder in the universe." Surely no earthworm would tie himself into such a knot as does Dr. Conklin—and then be proud of it. C.L.F. Darwin then admits, and even goes out of his way to prove that pleasure exceeds suffering in the living world. Yet he does not underestimate the role of pain in life; his objection is


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 46 to a teleological interpretation of the universality of suffering. "Some," he says, "attempted to explain this with reference to man by imagining that it serves for his moral improvement. But the number of men in the world is as nothing compared with that of all other sentient beings, and they often suffer greatly without any moral improvement. This very old argument from the existence of suffering against the existence of an intelligent First Cause seems to me a strong one; whereas, as just remarked, the presence of much suffering agrees well with the view that all organic beings have been developed through variation and natural selection.

"At the present day the most usual argument for the existence of an intelligent God is drawn from the deep inward conviction and feelings which are experienced by most persons.

"Formerly I was led by feelings such as those just referred to (although I do not think that the religious sentiment was ever strongly developed in me) to the firm conviction of the existence of God and the immortality of the soul. This argument would be a valid one if all men of all races had the same inward conviction of the existence of one God; but we know that this is very far from being the case. Therefore I cannot see that such inward convictions and feelings are of any weight as evidences of what really exists. The state of mind which grand scenes formerly excited in me, and which was intimately connected with a belief in God, did not essentially differ from that which is often called the sense of sub-

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 Rh limity; and however difficult it may be to explain the genesis of this sense, it can hardly be advanced as an argument for the existence of God, any more than the powerful though vague and similar feelings excited by music.

"With respect to immortality, nothing shows me (so clearly) how strong and almost instinctive a belief it is, as the consideration of the view that the sun with all the planets will in time grow too cold for life, unless indeed some great body dashes into the sun, and thus gives it fresh life. Believing as I do that man in the distant future will be a far more perfect creature than he now is, it is an intolerable thought that he and all other sentient beings are doomed to complete annihilation after such long-continued slow progress. To those who fully admit the immortality of the human soul, the destruction of our world will not appear so dreadful."

It is worthy of note, however, that Darwin did not let even this feeling, or prejudice; he wished he could believe in immortality, rather envied those who could, but maintained his own doubt. The same is true of his attitude on the problem of conceiving the universe, or the great group of universes, as the result of purely impersonal, unintelligent, natural forces. "When thus reflecting," he says, "I feel compelled to look for a First Cause having an intelligent mind in some degree analogous to man; and I deserve to be called a Theist. This conclusion was strong in my mind about the time, as far as I remember, when I wrote the 'Origin of Species'; and it has since that time, with many fluctuations, become weak-


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 48 er. But then arises the doubt, can the mind of man, which has, as I fully believe, been developed from a mind as low as that possessed by the lowest animal, be trusted when it draws such grand conclusions?

"I cannot pretend to throw the least light on such abstruse problems. The mystery of the beginning of all things is insoluble by us; and I for one must be content to remain an Agnostic."

Such is Darwin's position with relation to the problem of the existence or non-existence of a god. He flatly denies the existence of a personal deity, so far as his belief or knowledge goes. Nor does he have any desire to reconcile science and any form of religion, even that of his own country. "Science and Christ have nothing to do with each other, except in so far as the habit of scientific investigation makes a man cautious about accepting any proofs. As far as I am concerned I do not believe that any revelation has ever been made with regard to a future life; every one must draw his own conclusions from vague and contradictory probabilities."


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Talk:Act No. 5 (Second Philippine Republic)

Portal
Portal:Acts of the Philippines covers acts up to 1935. Acts of the Second Republic start in 1946. I can't see where this one fits. -- Beardo (talk) 16:04, 14 January 2024 (UTC)


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Page:Adam's reports on vernacular education in Bengal and Behar, submitted to Government in 1835, 1836 and 1838.djvu/46

32 Institute at Allyghur or Bareilly, representing the learned natives of the North-western Provinces. The reply of the Government of India to that application recognised the necessity for aiding Oriental learning by honours and rewards. At present all that our University does is to insist that graduates shall add to a sound and extensive knowledge of the English language and literature, and of European history, science and philosophy, all taught and acquired through the medium of English, familiarity with one learned language, which may be Latin or Greek as well as Sanskrit or Arabic.

“This seems to me not enough. It fails, and will always fail, to reach the learned class of Pundits and Moulvies whom, for political as well as social reasons, it is so desirable to influence, and it has not the remotest effect on the progress of Vernacular Education. If our University is to be true to its name and functions, and to develop not after a London pattern, but naturally and with a healthy and varied fulness, it must recognize the wants, absorb the intellectual life, and guide the literature and language of all classes. The University is in a new position, and has made a noble beginning. The question is, how will it best represent and elevate the full and varied intellectual life of India?

“(a.) That the University of Calcutta be empowered to affiliate Colleges in which true science, true history and true metaphysics are taught only through the Oriental languages, and in which such languages and their literature are scientifically studied.

“(b.) That the University be permitted to grant degrees for purely Oriental attainment of an honorary character to distinguished Oriental Scholars, and after examination to others. If the University of London could meet the growing interest of Englishmen in physical science by creating the degree of Doctor of Science; why should not that of Calcutta adopt itself to India by conferring such degrees as Doctor of Sanskrit or Master of Arabic?”

The Calcutta University, has, however, given a great impulse to Sanskrit studies by the important position they hold in the University Examination, but it does not affect the class of Tol Pundits who, according to the Government Inspector of Schools in the Dacca Division, “exercise more supremacy over the minds of the people than any other class.”

The following are some of the objects set forth by the proposed Lahore University:—

“While the revival of Eastern learning and the creation of a good vernacular literature will be the primary object of the University, yet English will be still considered at the natural complement of education, and of the highest value to the Native student whose mind has been thoroughly disciplined by a study of his national classics.

“The Government Schools and Colleges, whether high or low, should be regarded, not as permanent institutions, but only as a means for generating a desire and demand for education, and as models meanwhile for imitation by private institutions. In proportion as the demand for education in any given locality is generated, and as private institutions spring up and flourish, all possible aid and encouragement should be afforded to them; and the Government, in place of using its power and resources to complete with private parties, should rather contract and circumscribe its measures of direct education, and so shape its measures as to pave the way for the abolition of its own schools.


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 Rh

Throughout "Darwin as a Naturalist," No. 567 in this series, we considered Charles Darwin primarily as a man—a boy, a youth, a father, a friend, as well as a scientist. In the present book we considered him rather as a worker, a philosopher, a student, and have for the time ignored, or at least slighted, the human side of him. And now, having viewed the more material angles of the man—for even natural philosophy is, to a considerable extent material, we may well consider him as a personality, and a personality alone. Just what kind of a man was Charles Darwin? How did he respond to praise and react to opposition? What was there about him that made friends and, on the other hand, occasionally made bitter enemies? How might he have impressed us, had we been able to meet him?

Appearance—feature, action, and even dress—plays a considerable part in personality, even if it serves as little more than a handy index for the casual observer. Darwin's face, however, is too well known to need description, and so we may pass at once to his action. He was a large man, about six feet in height, but looked less because of a stoop which increased much with age. He walked with a loose, swinging step that often was maintained with a good deal of effort, and used a heavy, iron-tipped stick when outside. Indoors, however, his step was often slow and weak, with the feet planted


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 50 heavily, as though each movement was an effort. "When interested in his work he moved about quickly enough, and often in the middle of dictating he went eagerly into the hall to get a pinch of snuff, leaving the study door open, and calling out the last words of his sentence as he went."

In spite of his natural activity and youthful strength, he had throughout life a clumsiness of movement. His hand was too unsteady and awkward to permit him to make usable drawings, and bothered him much in dissection of small animals and in sectioning plants. "When walking he had a fidgeting movement with his fingers, which he has described in


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 Rh one of his books as the habit of an old man. When he sat he often took hold of one wrist with the other hand; he sat with his legs crossed, and from being so thin they could be crossed very far, as may be seen in one of the photographs. He had his chair, in the study and in the drawing-room, raised so as to be much higher than ordinary chairs; this was done because sitting on a low or even an ordinary chair caused him some discomfort." The family "used to laugh at him for making his tall drawing-room chair still higher by putting footstools on it, and then neutralizing the result by resting his feet on another chair."

Although his illness prevented Darwin from attending scientific meetings, or devoting much time to visits from other workers, he was a capable conversationist. His son says of him that when he was "excited with pleasant talk his whole manner was wonderfully bright and animated, and his face shared to the full in the general animation. His laugh was a free and sounding peal, like that of a man who gives himself sympathetically and with enjoyment to the person and the thing which have amused him. He often used some sort of gesture with his laugh, lifting up his hands or bringing one down with a slap. I think, generally speaking, he was given to gesture, and often used his hands in explaining anything in a way that seemed rather an aid to himself than to the listener. He did this on occasions when most people would illustrate their explanations by means of a rough pencil sketch.

"He wore dark clothes, of a loose and easy


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Page:Adam's reports on vernacular education in Bengal and Behar, submitted to Government in 1835, 1836 and 1838.djvu/45

Rh out was, that it was the shortest way for getting at the people—that English education was to prepare for Vernacular. Thirty years have elapsed since these promises were held out. Mr. Adam was appointed by Lord W. Bentinck as Commissioner to enquire into Vernacular Education in Bengal, His reports were shelved, and so was the subject until lately. These reports have been a long time out of print, and contain much valuable information bearing on the present question. In 1861, the Bengal Government accepted my offer to edit a selection from, or digest of, the most useful portions of them; but ill-health soon after forced me to England. On my return I saw there was not sufficient interest taken by the authorities in the subject of Vernacular Education to induce me to enter on the work.

“But now that the question of the extension of Vernacular Education has been re-opened, I believe a selection from those reports would be of use; and if my services in editing them were required, I would gladly undertake it for the Government of India. The subjects discussed, and information given, might be suggestive of Vernacular Education in other Presidencies, and might be printed in the Selections of the Government of India.”

Adam, in his Report, dwells on the importance not only of Vernacular but also of Oriental Education, which must be the fountain for polishing the Vernacular, making English ideas to be clothed in an oriental garb suitable to the people. He gives interesting details of the studies, writings and influence of the Pundits and classes acquainted with Sanskrit or Arabic; since then, great improvements have been made in the Benares Sanskrit College, while the Sanskrit College in Calcutta has been re-modelled, has produced, and is producing, a class pf able teachers of Sanskrit and the Vernacular, as well as supplying clever translators. The interest in Oriental Education is on the increase: and, in 1867, Dr., of Serampore, submitted a proposition to the Syndicate of the Calcutta University on the subject of Oriental Education. The following are the leading points:—

, Esquire, to, Esquire, Registrar of the University of Calcutta,—Dated Serampore, the 29th November 1867.

“ seems to me that the time has come for the Indian University system to assimilate to itself, and so to elevate and impregnate with the results of Western thought, the purely Oriental learning and Vernacular Education of India. That system is based exclusively on the constitution and practice of the London University, and ignores almost all that is not English in form and substance.

“It will certainly be admitted, at least, that the time has come to ask the question, whether the course of Education in India in the last third of a century has not been too exclusively English in its character.

“The people themselves feel this want, and in the past few years more than one demand has been made upon Government for its satisfaction. The movement which is known as that of the Lahore or Punjab University is well known to the Senate. Of its earnestness and importance I satisfied myself when at Lahore at the end of last year, and Major Lees will testify to both with an authority I cannot presume to claim. Solely from the impossibility, or unwillingness of our University to assist, elevate or incorporate that movement, it has drifted into what looks very like ultimate failure. The opinions of His Excellency the Chancellor and of Sir in favor of that movement have been widely published. Both have given it warm personal and official support. Then there has been, more recently, the similar application of the


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Author:Arthur Henry Limouze

Works

 * Stories from the Great Library (1926)

title: Author:Arthur Henry Limouze


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Page:Holy Bible Berean Standard Bible.pdf/68

'''60

The Children of Zilpah

The Children of Rachel

The Children of Bilhah

All those belonging to Jacob who came to Egypt—his direct descendants, besides the wives of Jacob’s sons—numbered sixty-six persons. And with the two sons who had been born to Joseph in Egypt, the members of Jacob’s family who went to Egypt were seventy in all.

Jacob Arrives in Egypt

Now Jacob had sent Judah ahead of him to Joseph to get directions to Goshen. When Jacob’s family arrived in the land of Goshen, Joseph prepared his chariot and went there to meet his father Israel. Joseph presented himself to him, embraced him, and wept profusely.

Then Israel said to Joseph, “Finally I can die, now that I have seen your face and know that you are still alive!”

Joseph said to his brothers and to his father’s household, “I will go up and inform Pharaoh: ‘My brothers and my father’s household from the land of Canaan have come to me.


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'''Genesis 47:18  The men are shepherds; they raise livestock, and they have brought their flocks and herds and all that they own.’

When Pharaoh summons you and asks, ‘What is your occupation?’ you are to say, ‘Your servants have raised livestock ever since our youth—both we and our fathers.’ Then you will be allowed to settle in the land of Goshen, since all shepherds are detestable to the Egyptians.” Jacob Settles in Goshen

So Joseph went and told Pharaoh: “My father and my brothers, with their flocks and herds and all they own, have come from the land of Canaan and are now in Goshen.”

And he chose five of his brothers and presented them before Pharaoh.

“What is your occupation?” Pharaoh asked Joseph’s brothers.

“Your servants are shepherds,” they replied, “both we and our fathers.”

Then they said to Pharaoh, “We have come to live in the land for a time, because there is no pasture for the flocks of your servants, since the famine in the land of Canaan has been severe. So now, please allow your servants to settle in the land of Goshen.”

Pharaoh said to Joseph, “Now that your father and brothers have come to you, the land of Egypt is before you; settle your father and brothers in the best part of the land. They may dwell in the land of Goshen. And if you know of any talented men among them, put them in charge of my own livestock.”

Then Joseph brought in his father Jacob and presented him before Pharaoh, and Jacob blessed Pharaoh.

“How many years have you lived?” Pharaoh asked.

“My travels have lasted 130 years,” Jacob replied. “My years have been few and hard, and they have not matched the years of the travels of my fathers.”

Then Jacob blessed Pharaoh and departed from his presence.

So Joseph settled his father and brothers in the land of Egypt and gave them property in the best part of the land, the district of Rameses, as Pharaoh had commanded. Joseph also provided his father and brothers and all his father’s household with food for their families.

The Famine Continues

There was no food, however, in all that region, because the famine was so severe; the lands of Egypt and Canaan had been exhausted by the famine. Joseph collected all the money to be found in the land of Egypt and the land of Canaan in exchange for the grain they were buying, and he brought it into Pharaoh’s palace. When the money from the lands of Egypt and Canaan was gone, all the Egyptians came to Joseph and said, “Give us food. Why should we die before your eyes? For our funds have run out!”

“Then bring me your livestock,” said Joseph. “Since the money is gone, I will sell you food in exchange for your livestock.” So they brought their livestock to Joseph, and he gave them food in exchange for their horses, their flocks and herds, and their donkeys. Throughout that year he provided them with food in exchange for all their livestock.

When that year was over, they came to him the second year and said, “We cannot hide from our lord that our money is gone and all


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'''62 our livestock belongs to you. There is nothing left for our lord except our bodies and our land. Why should we perish before your eyes—we and our land as well? Purchase us and our land in exchange for food. Then we, along with our land, will be slaves to Pharaoh. Give us seed that we may live and not die, and that the land may not become desolate.”

So Joseph acquired for Pharaoh all the land in Egypt; the Egyptians, one and all, sold their fields because the famine was so severe upon them. The land became Pharaoh’s, and Joseph reduced the people to servitude from one end of Egypt to the other. However, he did not acquire the priests’ portion of the land, for it had been given to them by Pharaoh. They ate the rations that Pharaoh supplied; so they did not sell their land.

Then Joseph said to the people, “Now that I have acquired you and your land for Pharaoh this day, here is seed for you to sow in the land. At harvest time, you are to give a fifth of it to Pharaoh, and four-fifths will be yours as seed for the field and food for yourselves and your households and children.”

“You have saved our lives,” they said. “We have found favor in our lord’s eyes, and we will be Pharaoh’s servants.” So Joseph established a law that a fifth of the produce belongs to Pharaoh, and it is in effect in the land of Egypt to this day. Only the priests’ land does not belong to Pharaoh.

The Israelites Prosper in Goshen

Now the Israelites settled in the land of Egypt, in the region of Goshen. They acquired property there and became fruitful and increased greatly in number. And Jacob lived in the land of Egypt seventeen years, and the length of his life was 147 years.

When the time drew near for Israel to die, he called his son Joseph and said to him, “If I have found favor in your eyes, put your hand under my thigh and promise to show me kindness and faithfulness. Do not bury me in Egypt, but when I lie down with my fathers, carry me out of Egypt and bury me with them.”

Joseph answered, “I will do as you have requested.”

“Swear to me,” Jacob said.

So Joseph swore to him, and Israel bowed in worship at the head of his bed. Jacob Blesses Ephraim and Manasseh

Some time later Joseph was told, “Your father is ill.” So he set out with his two sons, Manasseh and Ephraim. When Jacob was told, “Your son Joseph has come to you,” Israel rallied his strength and sat up in bed.

Jacob said to Joseph, “God Almighty appeared to me at Luz in the land of Canaan, and there He blessed me and told me, ‘Behold, I will make you fruitful and multiply you; I will make you a multitude of peoples, and will give this land to your descendants after you as an everlasting possession.’

And now your two sons born to you in Egypt before I came to you here shall be reckoned as mine; Ephraim and Manasseh shall be mine, just as Reuben and Simeon are mine. Any children born to you after them shall be yours, and they shall be called by the names of their brothers in the territory they inherit.

Now as for me, when I was returning from Paddan, to my sorrow Rachel died along the way in the land of Canaan, some distance from Ephrath. So I buried her there beside the road to Ephrath” (that is, Bethlehem).


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Author:Nigel De Brulier

Cast member

 * The Three Musketeers (1921), as Cardinal Richelieu
 * The Four Horsemen of the Apocalypse (1921), as Tchernoff
 * Salomé (1922), as Jokaanan
 * Ben-Hur: A Tale of the Christ (1925), as Simonides
 * Noah's Ark (1928), as Soldier / High Priest

title: Author:Nigel De Brulier


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Kriegerische Abenteuer eines Friedfertigen

 * "Warlike Adventures of a Peaceful Man" translated by V. R. (1833)
 * "Warlike Adventures of a Peaceful Man" translated by Mary Elizabeth Lee (1845)


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Page:Adam's reports on vernacular education in Bengal and Behar, submitted to Government in 1835, 1836 and 1838.djvu/53

Rh as 400 Rupees per month, and are the only parties calculated to remedy the enormous evils inflicted by the kobiraj or native doctor, the source of death to thousands.

In the last Report of the Bengali Class of the Medical College, Dr., Principal of the Medical College, states:—

"“160 students remained over from the previous year, 97 were admitted into the Licentiate class, and 47 into the Apothecary class, giving a grand total of 304 students at the commencement of the session, against 242 at the beginning of the previous session. This shows an increase of 62, and may be regarded as an index of the popularity of this class among our students and the native community.

“Of the 144 new admissions nine of the Licentiate and 10 of the Apothecary class students, or 19, were stipendiaries on 5 Rupees per mensem; 18 Members of the Licentiate class were vernacular out scholarship-holders; 7 Licentiate class and 6 Apothecary class students, or 13, were free students; 63 of the Licentiate class and 31 of the Apothecary class, or 94 in all, were paying students.”"

There are 94 students who pay. Government has lately established a Native Professor of Midwifery for them, and each student pays a fee of one rupee monthly for the instruction.

There is a Hindustani vernacular class in the Medical College which was established many years ago for students designed for the Army; there are 104 Musalmaus and 15 Hindoos studying in it.

The limits assigned to this introduction prevent our entering on the recent subjects of night schools and normal schools for the training of gurus, of the working of the circle system of schools, and above all of the important subject of female education which has taken firm root in the native mind. Babu, one of the Inspectors, is now working out a plan for a class of boys, schools which may be attended by girls up to a certain age.

The course of vernacular education owes much to the labors of Babu Bhudev Mookerjee who organised and worked successfully the normal school at Hugly mainly on the principle of oral instructioitountr, pupils taking copious notes of the lectures. For his labors in connection with guru schools, female education, see the Education Report, for 1865-66, 1866-67, and 1868, Howell’s and Monteath’s Notes on Education.

Night Schools have been introduced in connection with the patshalas for the instruction of adult day laborers as well as for those children who work in the day, but can attend only in the evening. The gurus are paid one rupee for every five pupils evincing due progress. Babu Bhudev Mookerjee has 250 night schools under him, attended by about 4,500 pupils, in Burdwan, Bancoora, Midnapore, Murshudabad, Jessore, and Nuddea Districts; the pupils are allowed to pay their fees in cash or kind or labor.

Girls’ classes were started in 1866, in schools in which the girls attend the classes along with the boys; at the close of March there were 2,500 girls connected with those classes.


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38 In 1828, Dr. was appointed Anatomical lecturer in the Sanskrit College, with a Pundit assistant. The students not only handled the bones of the human skeleton without reluctance, but in some instances themselves performed the dissection of the softer parts of animals—‘an hospital was proposed to be connected with it, as also that the passed pupils should be attached to jails.’

In 1842-43, Dr. Mouat, the Secretary of the Council of Education, circulated a minute stating that, on the ground of the expense of supplying Sub-Assistant Surgeons to the millions of Bengal, it was necessary to have a class trained through the Bengali language, ‘men who would be the only checks on the common vendors of poison:’ to consist of one hundred persons on scholarships of five rupees monthly, trained by two professors selected from the passed students: when their studies were completed, to be located at their own choice at thannas, ‘thus increasing tenfold the usefulness of the Medical College, by bringing the blessings of European medicine to the hearths and homes of the opprest in remote stations, where Government dispensaries could not be established, and thus forming a special medical Police.’ The Council of Education cordially agreed with the plan. , noted for this Oriental scholarship, proposed in 1844 Rupees 1,000 as a prize for the best translation into Bengali of a treatise on Anatomy, Materia Medica, and the treatment of the principal diseases prevalent in India. In his proposal the Babu stated instruction must be given through the Vernacular; the natives studying through an English medium, ‘have neither time, nor disposition, nor means to communicate to their countrymen the knowledge they possess.’

In January 1852, Lord Dalhousie, on the proposal of the Bengal Government and the Professor of the Medical College, passed the following Resolution:—

"“The President in Council observes that hitherto the stations and Hospitals in Bengal as well as the North-Western Provinces and Punjab have been supplied with Native Doctors from the Hindustani class in the Medical Colleges, but that, with extension of Territory and augmentation in the number of Medical Institutions, &c., the demand tor Native Doctors has considerably increased. To supply this demand, it is proposed to establish a Bengalee class of Native Doctors at the Medical College at a cost of Rupees 605, as noted on the margin.”"

This class has been a great blessing in the villages of Bengal, affording Medical aid to numbers for low fees; it has been a pecuniary success; some of the ex-students make by fees as much


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 I shot a significant glance into the eyes of my dear friend Tacitus, and remarked casually, "By the way, Tacitus, is it not the fair Julia's daily custom to ride in the vicinity of the Colosseum toward sundown in the chariot of her father, Agricola?"

"You have spoken truly, Pliny. I am to meet her at the hour of sundown by the Golden House of Nero," the young man replied.

"I will say farewell, Tacitus," I called after him, "for I may not see you again until my return from Pompeii."

The latter's reference to Julia did not improve the temper of the Jewish historian, who turned to me with a third repetition of his question.

"I will ask you, Josephus," I replied quietly, "why the portrait of 'a certain soldier' who ignites the sanctuary of his own besieged people is not important enough to appear on a triumphal arch. But there is one objection, his name should appear in the written chronicle."

The historian trembled with mingled fear and rage and his voice was thick as he answered, "Do you dare to identify me with that accursed 'certain soldier'?"

I looked sternly at the wretched man through narrowed eyes and said, "Josephus, if you will write a confession of your deed you will find favor with the Gods, and posterity will hold your records in good repute."

"And what if I have already revealed in writing the name of the soldier who was moved by a divine impulse to throw a lighted torch into the window of the sanctuary?" he asked mockingly.

"Divine impulse!" I exclaimed. "Would you consider it a divine impulse were I suddenly to seize a bar and demolish the sculptural figure of yonder smirking Jew who aids in the overthrow of his people?"

His apparent terror wrung my heart.

"But your confession," I urged in gentler tones. “Where is the written chronicle you mentioned in which 'a certain soldier' is named?"

"In my bosom the secret lies, Pliny, and there it shall stay—yes, it shall be unrevealed till twenty centuries have rolled by. Historians are sometimes permitted glimpses of the future as well as of the past!"

I lunged toward him, but he fled, his prophetic words ringing in my ears. I stood alone in the Roman Forum before the Arch of Titus, gazing at the smug countenance of the sculptured Josephus that seemed gloating over the secret within its breast.

Within its breast!

"By all the immortal Gods," I cried, "I understand the words of Josephus, 'In my bosom the secret lies'."

Impetuously I picked up a blunt bar that lay on the ground a few feet away, and cast a hurried glance around me. From behind the Temple of Jupiter Stator a figure was approaching. I recognized it as that of Tacitus returning from his ride with Julia. I lifted the bar for a shattering stroke that did not fall.

The beautiful arch was aging before my eyes. Corners were becoming worn away, inscriptions grew faint, and in some instances were completely obliterated. Weeds and the creepers of vines clambered over the surface, and many of the chiseled features were chipped or worn smooth by the fingers of Time. The face of Josephus was gone completely. For all posterity might know, a typically Roman visage could have topped those shoulders.

I stood aghast, but with undiminished ardor commenced to knock away the marble folds that covered the breast of Josephus. Then I felt


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28 “(c.) Model Schools supported by Government. These give an example to natives, and to the teachers of indigenous Schools of an improved system of education.

“(d.) Grant-in-aid Schools, which are spreading through the country, the Government defraying half the expense. These Schools are not generally attended much by the agricultural classes.

“(e.) Guru Schools. These are the old indigenous Schools of the country, fragments remaining of the ancient village municipal system, the village having the guru or hedge School-master, the same as it has its barber or smith. There are more than 30,000 of these small Schools in Bengal and Behar; the teachers are very ignorant, and can only give instruction in the merest elements of reading, writing and arithmetic: they present, however, the cheapest and simplest basis for acting on the village population. Successful efforts are now being made both by Government and the Christian Vernacular Education Society to improve this humble class of Schools, by forming them into what are called Circle Schools. A circle is generally composed of three Schools situated a few miles distant from each other; the master or guru of each School receives a monthly bonus from Government or private persons, varying according to the number and proficiency of his pupils; he also receives fees from them in money or food; his defective instruction is supplemented by a superior teacher, who devotes two days a week to each School in rotation. I myself have for years worked Schools on this plan; they are now attended by 900 boys, and I believe this scheme is the most practical one at the present time for reaching the masses; it supplements without superseding indigenous effort.

“(f.) Vernacular Scholarships of the value of Rupees 4 monthly are given after a competitive examination to the best pupils of Vernacular Schools in order to give encouragement to the Schools and enable the successful candidates to pursue a higher course of study at superior Schools. There are 450 Vernacular scholarships, costing Government Rupees 28,000 annually. A class of scholarships, of the value of Rupees 2 per mensem, is requisite to encourage the boys of the Village Schools; the scholarships of Rupees 4 monthly being chiefly competed for by those who intend to prosecute their studies at English Schools.

“4. With the exception of the Guru Schools, the existing system does not tap the masses; it is adopted t Mefly by boys of the middle classes; it exhibits but a slow tendency to work downwards and expand itself towards the millions; it embraces but a fraction of the population, leaving the agricultural and working classes in the main as ignorant as ever, but it has done much good as a preparation for an onward movement, and the time seems now to have arrived when it should be extended to the masses, the 35,000,000 of Bengal, of whom two per cent. cannot read intelligently. I do trust that while in France, Prussia, and even in Russia sedulous efforts are being made for peasant education, Bengal will not in this respect be backward; and especially as the removal of popular ignorance is one of the chief means of destroying that system of popular superstition, which is so mighty an obstacle to all measures for the religious and social amelioration of the millions of Bengal.

“5. The expansions and changes I would propose in the existing system are the following:—

“(a.) The Grant-in-aid Rules to be modified, so as to require from Guru Schools only one-third the local contribution instead of one-half as at present. The peasantry do not value knowledge sufficiently to pay half the expenses of a School; repeatedly have they said to me—we are not merchants or pundits, what is the use of learning History and Geography. If in Prussia education has long been compulsory, if in Sweden a man cannot be married who can neither read nor write, and if in Christian England the question of compulsory education is looming in the distance, why should we in this land of caste, where even the educated native too often says Odi profanum vulgus et arceo, expect that the common people will pay for a knowledge of what they do not at present see the pecuniary value.


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6. 12

lence.  And God saw the earth, and, behold, it was corrupt; for all flesh had corrupted their way upon the earth.

Then God said unto Noah, The end of all flesh is come before me; for the earth is filled with violence through them; and, behold, I will destroy them with the earth.  Make thee an ark of gopher wood; rooms shalt thou make in the ark, and shalt pitch it within and without with pitch.  And this is how thou shalt make it: the length of the ark three hundred cubits, the breadth of it fifty cubits, and the height of it thirty cubits.  A light shalt thou make to the ark, and to a cubit shalt thou finish it upward; and the door of the ark shalt thou set in the side thereof; with lower, second, and third stories shalt thou make it.  And I, behold, I do bring the flood of waters upon this earth, to destroy all flesh, wherein is the breath of life, from under heaven; everything that is in the earth shall die.  But I will establish my covenant with thee; and thou shalt come into the ark, thou, and thy sons, and thy wife, and thy sons' wives with thee.  And of every living thing of all flesh, two of every sort shalt thou bring into the ark, to keep them alive with thee; they shall be male and female.  Of the birds after their kind, and of the cattle after their kind, of every creeping thing of the ground after its kind, two of every sort shall come unto thee, to keep them alive.  And take thou unto thee of all food that is eaten, and gather it to thee; and it shall be for food for thee, and for them.  Thus did Noah; according to all that God commanded him, so did he.

And Jehovah said unto Noah, Come thou and all thy house into the ark; for thee have I seen righteous before me in this generation.  Of every clean beast thou shalt take to thee seven and seven, the male and his female; and of the beasts that are not clean two, the male and his female:  of the birds also of the heavens, seven and seven, male and female, to keep seed alive upon the face of all the earth.  For yet seven days, and I will cause it to rain upon the earth forty days and forty nights; and every living thing that I have made will I destroy from off the face of the ground.  And Noah did according unto all that Jehovah commanded him.

And Noah was six hundred years old when the flood of waters was upon the earth.  And Noah went in, and his sons, and his wife, and his sons' wives with him, into the ark, because of the waters of the flood.  Of clean beasts, and of beasts that are not clean, and of birds, and of everything that creepeth upon the ground,  there went in two and two unto Noah into the ark, male and female, as God commanded Noah.  And it came to pass after the seven days, that the waters of the flood were upon the earth.  In the six hundredth year of Noah's life, in the second month, on the seventeenth day of the month, on the same day were all the fountains of the great deep broken up, and the windows of heaven were opened.  And the rain was upon the earth forty days and forty nights.

In the selfsame day entered Noah, and Shem, and Ham, and Japheth, the sons of Noah, and Noah's wife, and the three wives of his sons with them, into the ark;  they, and every beast after its kind, and all the cattle after their kind, and every creeping thing that creepeth upon the earth after its kind, and every bird after its kind, every bird of every sort.  And they went in unto Noah into the ark, two and two of all flesh wherein is the breath of life.  And they that went in, went in male and female of all flesh, as God commanded him: and Jehovah shut him in.  And the flood was forty days upon the earth; and the waters increased, and bare up the ark, and it was lifted up above the earth.  And the waters prevailed, and increased greatly upon the earth; and the ark went upon the face of the waters.  And the waters prevailed exceedingly upon the earth; and all the high mountains that were under the whole heaven were covered.  Fifteen cubits upward did the waters prevail; and the mountains were covered.  And all flesh Rh


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Page:Guidance Regarding Gender Identity and Inclusion in the Federal Workplace.pdf/1

 U.S. Office of Personnel Management

Guidance Regarding Gender Identity and Inclusion in the Federal Workplace

Law, Policy and Purpose

It is the policy of the Federal Government to treat all its applicants and employees with dignity and respect and to provide a workplace that is free from discrimination. The U.S. Supreme Court held in Bostock v. Clayton County, 590 U.S. ____, 140 S. Ct. 1731 (2020), that Title VII of the Civil Rights Act of 1964 prohibits employment discrimination on the basis of gender identity and sexual orientation. Executive Order 13988 on Preventing and Combating Discrimination on the Basis of Gender Identity or Sexual Orientation directs Federal agencies to fully enforce Title VII and other laws that prohibit discrimination on the basis of gender identity or sexual orientation. Executive Order 14035 on Diversity, Equity, Inclusion and Accessibility in the Federal Workforce states that each Federal employee should be able to openly express their sexual orientation, gender identity, and gender expression and have these identities affirmed and respected without fear of discrimination, retribution, or disadvantage, and it directs Federal agencies, to the extent permitted by law, to take actions to ensure that all Federal employees have their respective gender identities accurately reflected and identified in the workplace.

Agencies should revise and implement their policies, practices, and any associated trainings so that they afford a non-discriminatory and inclusive work environment to applicants and employees irrespective of their sex, gender identity, gender expression, or sexual orientation, consistent with current law and executive policy. Agencies also should take steps to implement or increase the availability of training programs on gender identity and inclusion in the Federal workplace for employees, managers, and leadership.

The purpose of this document is to provide guidance to agencies regarding gender identity inclusion in the Federal workplace. In providing this Guidance, the Office of Personnel Management (OPM) seeks to support agency compliance with nondiscrimination laws and executive policies and to foster a welcoming and supportive workplace for all applicants and employees across the Federal Government by providing a baseline of gender identity inclusion practices. Agencies are encouraged to create or update their agency level policies on gender identity inclusion, consistent with this Guidance.


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7. 22

died that moved upon the earth, both birds, and cattle, and beasts, and every creeping thing that creepeth upon the earth, and every man:  all in whose nostrils was the breath of the spirit of life, of all that was on the dry land, died.  And every living thing was destroyed that was upon the face of the ground, both man, and cattle, and creeping things, and birds of the heavens; and they were destroyed from the earth: and Noah only was left, and they that were with him in the ark.  And the waters prevailed upon the earth a hundred and fifty days.

And God remembered Noah, and all the beasts, and all the cattle that were with him in the ark: and God made a wind to pass over the earth, and the waters assuaged;  the fountains also of the deep and the windows of heaven were stopped, and the rain from heaven was restrained;  and the waters returned from off the earth continually: and after the end of a hundred and fifty days the waters decreased.  And the ark rested in the seventh month, on the seventeenth day of the month, upon the mountains of Ararat.  And the waters decreased continually until the tenth month: in the tenth month, on the first day of the month, were the tops of the mountains seen.

And it came to pass at the end of forty days, that Noah opened the window of the ark which he had made:  and he sent forth a raven, and it went forth to and fro, until the waters were dried up from off the earth.  And he sent forth a dove from him, to see if the waters were abated from off the face of the ground;  but the dove found no rest for the sole of her foot, and she returned unto him to the ark; for the waters were on the face of the whole earth: and he put forth his hand, and took her, and brought her in unto him into the ark.  And he stayed yet other seven days; and again he sent forth the dove out of the ark;  and the dove came in to him at eventide; and, lo, in her mouth an olive-leaf plucked off: so Noah knew that the waters were abated from off the earth.  And he stayed yet other seven days, and sent forth the dove; and she returned not again unto him any more.

And it came to pass in the six hundred and first year, in the first month, the first day of the month, the waters were dried up from off the earth: and Noah removed the covering of the ark, and looked, and, behold, the face of the ground was dried.  And in the second month, on the seven and twentieth day of the month, was the earth dry.  And God spake unto Noah, saying,  Go forth from the ark, thou, and thy wife, and thy sons, and thy sons' wives with thee.  Bring forth with thee every living thing that is with thee of all flesh, both birds, and cattle, and every creeping thing that creepeth upon the earth; that they may breed abundantly in the earth, and be fruitful, and multiply upon the earth.  And Noah went forth, and his sons, and his wife, and his sons' wives with him:  every beast, every creeping thing, and every bird, whatsoever moveth upon the earth, after their families, went forth out of the ark.

And Noah builded an altar unto Jehovah, and took of every clean beast, and of every clean bird, and offered burnt-offerings on the altar.  And Jehovah smelled the sweet savor; and Jehovah said in his heart, I will not again curse the ground any more for man's sake, for that the imagination of man's heart is evil from his youth; neither will I again smite any more everything living, as I have done.  While the earth remaineth, seedtime and harvest, and cold and heat, and summer and winter, and day and night shall not cease.

And God blessed Noah and his sons, and said unto them, Be fruitful, and multiply, and replenish the earth.  And the fear of you and the dread of you shall be upon every beast of the earth, and upon every bird of the heavens; with all wherewith the ground teemeth, and all the fishes of the sea, into your hand are they delivered.  Every moving thing that liveth shall be food for you; as Rh


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 Confidentiality and Privacy

All applicants and employees should have control, to the extent possible, over when, with whom, and how much they share about their gender identity or sex characteristics. Information about an applicant’s or employee’s gender identity or sex characteristics (such as the sex they were assigned at birth, medical history regarding gender or sex, or intersex status) is potentially sensitive personal information. Applicants and employees may choose to openly discuss their gender identity or sex characteristics or to keep those matters private, consistent with applicable laws, regulations, and policies. There may be instances where applicants or employees are required to disclose some aspects of this information, such as during a background security investigation that requires the listing of formerly-used names or during the onboarding process where sex or gender markers are captured. In protecting this information, the agency is responsible for complying with any applicable laws, regulations, and policies. For example, where the Privacy Act of 1974 (5 U.S.C. § 552a) applies, certain conditions must be met for disclosure of records contained in a system of records, and there are various other protections the agency would be responsible for implementing. Even if there is not otherwise a restriction on disclosure in applicable law, regulation, or policy, human resources personnel, managers, and coworkers should be aware of the potential sensitivity of gender identity or sex characteristics information and, to the extent possible, are advised to avoid disclosing such information, absent the consent of the individual.

Legal Name Change

Legal name changes related to gender identity are handled in the same way as any other legal name change in the employee’s Official Personnel Folder (OPF) and other employee records reflecting legal names (e.g., pay accounts and benefits documents). If an employee seeks to change their legal name throughout their entire OPF, including historical personnel records, instructions for doing so are set forth in OPM's Guide to Personnel Recordkeeping.

Names and Pronouns

All applicants and employees should be addressed by the names and pronouns they use to describe themselves. Using correct names and pronouns helps foster workplaces free of discrimination and harassment. This practice also creates an inclusive work environment where all applicants and employees are treated with dignity. The isolated U.S. Office of Personnel Management


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Author:Jack Lynch

Works

 * A broadcast by An Taoiseach Mr. Jack Lynch T.D., 13 August 1969

title: Author:Jack Lynch


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Rh “(b.) A Director of Vernacular Education to be appointed, who, being responsible only to the Government of Bengal, should have the sole and uncontrolled management of Vernacular education, and should alone correspond direct with the Bengal Government, on all Vernacular questions. I proposed this twelve years ago to the Bengal Government, and subsequent experience and observation have only confirmed my views.

“My reasons then, as now, had no reference to the individual filling the office, but simply in relation to the obvious principle of the division of labor, which requires that one Director should have charge of the higher education, the other that of the masses; the operations of both are so different that no man, however able or industrious, can do justice to both, involving, as each of them does, a variety of new and complicated questions, very different in their bearings in a country like Bengal, where educational cannot be separated from social problems.

“Great stress is to be laid on the Vernacular Director, whose undivided attention could be given to Vernacular questions which embrace the following Sub-Divisions:—

“(a.) The education of ryots and the working classes, a sphere greater in respect of population than that of France and Scotland united.

“(b.) Female education now rapidly developing itself in Bengal, though the Punjab has gone ahead of Bengal in this branch.

“(c.) Mahomedan Education, hitherto so utterly neglected, in my previous letter I have referred to the important social and political consequence connected with it.

“(d.) The Oriental Colleges. The Sanskrit College of Calcutta has been exceedingly useful in promoting the development of Vernacular Literature, and supplying a well trained class of Pundits for teaching the Vernacular and making translations. As Philological Institutions, Oriental Colleges are of primary importance in the present condition of the Indian Vernaculars. The Calcutta and Hooghly Madrissas have long required Principals at their head, acquainted with Arabic and Persian, who could devote their entire time to the duties of those Colleges, and exercise an useful influence among the Mahomedans.

“(e.) Agricultural Instruction. This is of primary importance for rural Schools, as education in Ireland and Prussia has shewn. In Bengal, the practical measures to be adopted are the teaching it in Normal Schools, with elementary class books in Village Schools. I myself published a book on this subject, which proved very useful for the pupils of my Village Schools. A Chair of Agricultural Chemistry in the Calcutta University would be important for Bengal, as would a Minister of Agriculture in connection with the Supreme Government.

“(f.) Vernacular Literature, in correspondence with the Calcutta School Book Society in relation to Vernacular School-books.

“(g.) Vernacular School and District Libraries. The circulation of useful Vernacular books, by Book-hawkers, and the compilation of an Annual Report on Vernacular Literature in relation to its statistics, the quality, number, and circulation of books.

“6. The above mentioned seven subjects are closely connected with one another, and all bear on the interests of Vernacular education. The Vernacular Director having to work them out by a staff of subordinate Agents, would have ample occupation for his department without distracting his attention by problems relating to the higher education of the upper ten thousand.

“7. There is another subject that belongs also to the Vernacular Department referred to in the Educational Despatch of the Secretary of State for India in 1854, which directed—‘That even in lower Government situations a man who can read and write be preferred to one who cannot, if he is equally eligible in other respects.’

“This injunction has remained practically a dead letter in Bengal, but it deserves the serious attention of the authorities as one of the cheapest and most efficient means of giving a pecuniary motive to the people for learning to read and write. Certainly it might at once be carried out in the Police.


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 and inadvertent use of an incorrect name or pronoun will generally not constitute unlawful harassment, but, as the Equal Employment Opportunity Commission (EEOC) has explained, continued intentional use of an incorrect name or pronoun (or both) could, in certain circumstances, contribute to an unlawful hostile work environment.

For an employee to be referred to by the name they choose and their identified pronouns in everyday interactions, both written and oral, agencies should not require a legal change of name or gender marker, any medical certification, or any other documentation.

Agencies should allow employees the option to have the name they use reflected in all electronic and physical places where names are displayed, including email addresses, email address displays, name displays in virtual meeting platforms, email signature blocks, employee directories, employee profiles, business cards, name plates, and name tags, either from the time an employee onboards or promptly after they request an update if they are a current employee.

Agencies should take steps to streamline the process for updating names so that applicants and employees can request an update once and have the update reflected across information technology (IT) systems, to resolve or avoid the issue of inconsistency of names in different systems. Agencies should communicate with all applicants and employees about the process for updating names in IT systems, so they know how to initiate the process and what to expect regarding timing and consistency of updates in all IT systems.

Agencies should also take steps to provide the option for employees to include the pronouns they use in employee systems and profiles, including email signature blocks, employee directories and employee profiles.

Agencies should implement this guidance to the extent practicable, and where necessary should explore any changes to agency human resources or IT systems that may hinder the agency’s ability to use these best practices.

Sanitary and Related Facilities

The Department of Labor’s Occupational Safety and Health Administration standards require agencies to make access to adequate sanitary facilities available for all employees to use when they need to in order to avoid serious health consequences. As the EEOC has explained, under Title VII, agencies should allow access to common and U.S. Office of Personnel Management


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 single-user restrooms and other facilities corresponding to an employee’s gender identity. Agencies should not condition this access on an employee having undergone or providing proof of any gender affirming surgeries or other medical procedures. Agencies should not limit an employee to use facilities that are located at an unreasonable distance from the employee’s work station, or inconsistent with the employee’s gender identity. Agencies should not restrict any employee to a single-user facility instead of common facilities; agencies can, however, make a single-user facility available to all employees who might choose to use it. Agencies should also explore opportunities to expand the availability of all-gender restrooms and facilities in Federally owned and leased workplaces in coordination with the landholding agency with jurisdiction over the facility.

Workplace Practices to Support Transitioning Employees

Any employee’s gender transition should be treated with privacy and confidentiality in the workplace. Each agency should establish its own internal policies and procedures to support transitioning employees consistent with this Guidance, agency-specific organizational structures, and the individualized needs of the transitioning employee. Those policies should address, at a minimum, the following:

 * The type of support a transitioning employee can expect from supervisors, managers, human resources personnel, and agency employee support services, such as access to Employee Assistance Programs and other employee resources;

 * The provision of a central point of contact in a human resources office or another similar office charged with working with any transitioning employee who requests support; and

 * A procedure that an individual employee and human resource office or similar office may use to support a workplace transition consistent with the employee’s individualized needs. The procedure could include, with the transitioning employee’s input and consent, when and which colleagues to notify of a transition; the timing for name changes and pronoun changes, where applicable and consistent with this Guidance, in email, IT systems, and employee profiles; and a process for any gender identity inclusion training for supervisors, managers, and coworkers if such training would be beneficial. U.S. Office of Personnel Management


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 52 fit. Of late years he gave up the tall hat even in London, and wore a soft black one in winter, and a straw hat in summer. His usual out-of-doors dress was a short cloak in which Elliot and Fry's photograph represents him leaning against the pillar of the verandah. Two peculiarities of his indoor dress were that he almost always wore a shawl over his shoulders, and that he had great loose cloth boots lined with fur which he could slip on over his indoor shoes. Like most delicate people he suffered from heat as well as from chilliness; it was as if he could not hit the balance between too hot and too cold; often a mental cause would make him too hot, so that he would take off his coat if anything went wrong in the course of his work."

Such, then was the appearance of the man who dominated the science of biology for three decades—tall, awkward, eager, and a little eccentric, but without pose or desire to be singled out from a crowd. His mental attitude was in keeping with his physical. Few men could do more, and call less attention to their achievements; few men so consistently belittled their own virtues and enlarged those of others. Darwin was one of those people who go to extremes in modesty; he refused to admit any special excellence in himself or his work, or to consider that he was above the run of scientific workers. Printed or spoken praise of the material set out in his books pleased him, but extravagant commendation of those books, or praise of himself rather than his work often caused him actual pain. Even recognition when in public distressed him; he


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 Agencies should make their agency-specific transition policies and procedures accessible and available to all employees—for example, by posting them on prominent agency intranet sites where all employees can easily find them.

Employees receiving medical treatment as part of their transition may use sick or other leave under applicable regulations and policies, just as with medical treatment for any other reason.

Dress and Appearance Standards

Consistent with applicable law, agencies should review and, as necessary, update relevant policies so that all employees are allowed to dress and present consistent with their gender identity. Employees transitioning in the workplace decide when to start dressing and presenting consistent with their gender identity.

Equal Employment Opportunity and Anti-Discrimination Resources

EEOC is responsible for enforcing Federal nondiscrimination employment laws, including Title VII. Employees or applicants who believe they have been discriminated against on the basis of sex, including sexual orientation and gender identity, may file a complaint through their agency’s Federal sector equal employment opportunity (EEO) complaint process. Agencies are required to provide information about the EEO complaint process and how to contact the agency’s EEO office, and generally, individuals must contact the EEO office within 45 calendar days from the day the alleged discrimination occurred. EEOC’s website provides additional information regarding the Federal EEO complaint process.

In addition, employees or applicants who believe they have been discriminated against may, as appropriate and if applicable, file a grievance under an applicable collective bargaining agreement; file an appeal with the U.S. Merit Systems Protection Board (MSPB); or file a complaint with the U.S. Office of Special Counsel (OSC). For specific information on filing procedures, employees and applicants may visit http://www.mspb.gov and http://www.osc.gov.

Questions

For questions about this Guidance, contact OPM’s Office of Diversity, Equity, Inclusion and Accessibility at [mailto:ODEIA@opm.gov ODEIA@opm.gov]. Managers, supervisors, and employees may also consult with their agency’s human resources, equal employment opportunity, and diversity, equity, inclusion, and accessibility offices, or their offices of general counsel, regarding individual situations. U.S. Office of Personnel Management


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 Rh regretted that the abundance of magazine illustrations and photographs made his face known throughout England and Scotland. Even when he went to a water-cure establishment for a relief from illness he could not escape being gazed on, pointed at, and whispered of, as the great Mr. Darwin, who had done many fine things, but who nevertheless held the wicked belief that man was descended from apes and monkeys.

This modesty, coupled with an almost boundless generosity, made him almost a patron saint to those younger botanists and zoologists whose work lay in the same channels as his. He would learn of their work, and give them praise; he would ask for small favors and reproach himself for causing them so much trouble. Perhaps the next week he would take the work of one of these beginners, edit or even rewrite it, and then spend many of his precious work hours seeing the paper through the whole tedious process of publication. Of course, such acts put the enthusiasm of the younger men at the highest pitch, and gave them confidence in the value of the work they were doing. They would search their hardest for new facts to record for Darwin, and new specimens to send to him, even from such remote regions as South Africa and India. They felt that they were being cf some use in the world of science, and they took long strides forward on the path that leads to achievement.

All this does not mean that Darwin was without critical ability, or inclined to accept everything as good. On the other hand he grasped


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 54 readily the defects of a piece of work, and resented unfair treatment at the hands of those who had little right to pass judgment. Thus when the Bishop of Oxford made a brilliant but intolerant address against evolution, and published an article containing the substance of his speech, Darwin wrote, "These very clever men think they can write a review with a very slight knowledge of the book reviewed or the subject in question"; another and favorable review he characterized as a well-done hash of his own words. Yet even when opposed to the ideas set forth in an article, he retained an even temper, and appreciated whatever of good there might be in the attack. Thus, in speaking the Bishop's criticism he wrote a friend, "If you have not seen the last 'Quarterly,' do get it; the Bishop of Oxford has made capital fun of me and my grandfather."

This same freedom from prejudice, and ability to exercise his control over his ideas, even when in conflict with his own emotions is well shown in his attitude toward the anti-vivisectionists, who wished to prevent experimentation with living animals. Throughout all of his mature life Darwin had a horror of blood-shed; even a slight cut on the hand of one of his youngsters gave him pain. Naturally, the anti-vivisectionists sought to enlist his sympathies—an attempt that was capable of little but harm. To one friend Darwin wrote, in regard to the case, "It is a subject which makes me sick with horror, so I will not say another word about it, else I shall not sleep tonight." Yet he saw clearly the reasons why vivisection is necessary to the science of physiology, and


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A broadcast by An Taoiseach Mr. Jack Lynch T.D.

Good evening.

It is with deep sadness that you and I, Irishmen and women of goodwill, have learned of which have been taking place in  and elsewhere in  in recent days.

Irishmen in every part of have made known their concern at these events. This concern is heightened by the realisation that the spirit of reform and intercommunal co-operation has given way to the forces of sectarianism and prejudice. All people of goodwill must feel saddened and disappointed at this backward turn in events and must be apprehensive for the future. fully share these feelings and I wish to repeat that we deplore sectarianism and intolerance in all their forms wherever they occur.

The Government have been very patient and have acted with great restraint over several months past. While we made our views known to the on a number of occasions, both by direct contact and through our diplomatic representatives in London, we were careful to do nothing that would exacerbate the situation.

But it is clear now that the present situation cannot be allowed to continue. It is evident, also, that the is no longer in control of the situation. Indeed the present situation is the inevitable outcome of the policies pursued for decades by successive Stormont governments. It is clear, also, that the Irish Government can no longer stand by and see innocent people injured, and perhaps worse.

It is obvious that the is no longer accepted as an impartial police force. Neither would the employment of British troops be acceptable nor would they be likely to restore peaceful conditions, certainly not in the long term.

The Irish Government have, therefore, requested the British government to apply immediately to the United Nations for the urgent dispatch of a peacekeeping force to of Northern Ireland, and have instructed the Irish Permanent Representative to the United Nations to inform  of this request. We have also asked the British Government to see to it that police attacks on the people of Derry should cease immediately.

Very many people have been injured, and some of them seriously. We know that many of these do not wish to be treated in Six-County hospitals. We have, therefore, directed the Irish Army authorities to have field hospitals established in, adjacent to Derry, and at other points along the border where they may be necessary.

Recognising, however, that can provide the only permanent solution for the problem, it is our intention to request the British Government to enter into early negotiations with the Irish Government to review the present constitutional position of the six counties of Northern Ireland. These measures which I have outlined to you seem to the Government to be those most immediately and urgently necessary.

All men and women of goodwill will hope and pray that the present deplorable and distressing situation will not further deteriorate, but that it will soon be ended, firstly, by the granting of full equality of citizenship to every man and woman in the six-county area regardless of class, creed, or political persuasion and, eventually, by the restoration of the historic unity of our country.

Oíche mhaith agaibh.


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 Rh so he took a firm stand against those who would prevent scientists from experimenting with living animals. He was willing to conciliate, to speak as softly as possible in an argument, yet he would not confuse policy and prejudice. He could not fight for his stand because of the limitations imposed by illness, but he was not prevented from holding his own opinions.

The constant claim of ill health must have exerted a strong control over Darwin's personality. It prevented him from doing continuous work, yet work was essential for his health and rental balance. So for the sake of health all other activities were subordinated to work, while for the sake of the work which would make health possible, his physical condition was watched with endless care and anxiety.

In this connection we may return to a matter touched upon before—Darwin's loss of interest the arts. It was a matter of great concern to him, and he made much of it in the autobiography. The passage is worth quoting, if only to show what the man thought of himself, and how he analyzed his condition.

"Up to the age of thirty, or beyond it," runs the autobiography, "poetry of many kinds, such as the works of Milton, Gray, Byron, Wordsworth, Coleridge and Shelley, gave me great pleasure, and even as a schoolboy I took intense delight in Shakespeare. … But now for many years I cannot endure to read a line of poetry; I have tried lately to read Shakespeare, and found it so intolerably dull that it nauseated me. I have also almost lost my taste


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Rh such a termination to a philosophical and literary symposium?

This Dialogue, between the author himself as Lycinus and a disciple of the Stoic school, though rather of graver cast than either of the preceding, has yet a great deal of quiet humour in it, and bears token of careful finish. It is a good-humoured blow at the Stoics, and through them at the theories of philosophers generally: but it seems to convey also a graver lesson, which was probably often present to a mind like Lucian's,—that wisdom is hard to find, and that human life is not long enough for the successful pursuit of her.

Lycinus meets Hermotimus going to one of his master's lectures. The student walks with a meditative air, repeating mentally his lesson of yesterday: for, as he explains, he must lose no time; "life is short, and art is long," as said the great Hippocrates; and if it were true of physic, still more true is it of philosophy. Lycinus remarks that as, to his certain knowledge, Hermotimus has been studying hard for the last twenty years, much to the detriment of his health and his complexion, he should have conceived that he must by this time be very near the attainment of the goal of happiness—if that be synonymous with wisdom. "Nay," replies the other; "Virtue, as Hesiod tells us, dwells afar off, and the road to her is long, and very steep and rough, and costs no small toil to them that travel it." He himself is as yet only at the toot of the mountain. And when does he hope to get to the


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 56 for pictures or music. … On the other hand, novels which are works of the imagination, though not of a very high order, have been for years a wonderful relief and pleasure to me, and I often bless all novelists. A surprising number have been read to me, and I like all if moderately good, and if they do not end unhappily—against which a law ought to be passed. A novel, according to my taste, does not come into the first class unless it contains some person whom one can thoroughly love, and if a pretty woman all the better.

"… My mind seems to have become a kind of machine for the grinding of general laws out of large collections of facts, but why this should have caused the atrophy of that part of the brain alone, on which the higher tastes depend I cannot conceive. A man with a mind more highly organized or better constituted th>n mine would not, I suppose, have thus suffered; and if I had to live my life again, I would have made a rule to read some poetry and listen to some music at least once every week; for perhaps the parts of my brain now atrophied would thus have been kept active through use. The loss of these tastes is a loss of happiness, and may possibly be injurious to the intellect, and more probably to the moral character, by enfeebling the emotional part of our nature."

It is doubtful if a man ever gave a plainer diagnosis of his own failings than did Darwin in this passage. He does not reproach himself, nor does he make excuses. There are plenty of the latter to be made—the pressure of work,


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122 top? Well, Hermotimus thinks possibly in another twenty years or so. Lycinus remarks that a man might go three times round the world in that time: and can his master promise him that he will live so long? He hopes so, at least; and one day—one minute—of enjoyment on the summit, if once attained, will recompense him fully for all his time and pains. But is he sure again that the happiness he seeks there, and of which he can have as yet no kind of experience, will be found worth the search? and in what is it to consist? glory, riches, exquisite pleasures—is that what he expects? Hermotimus bids his friend talk more soberly: the life of virtue is not concerned with such things as these. The fine passage which follows can scarcely be altogether ironical. "Riches and glory, and all pleasures of the body, all these are stripped off and left below, and the man ascends, like Hercules, who rose a god from the pile which consumed him on Mount Œta: so did he throw off there all that was mortal, all that he inherited from his earthly mother, and bearing with him that which was divine, now purified by fire and cleansed from all dross, soared upwards to the gods. And so they who are purified by philosophy, as though by fire, from the love of all those things which men in their ignorance hold in admiration, attain the summit and there enjoy all happiness, remembering no more either riches, or glory, or pleasure, and smiling at those who still believe in their existence."

Lycinus meets him with the weapon which is always at hand—which the weakness of human nature fur-


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30 “To make this test effective, there should be periodical examinations held in various Districts, conducted by the Vernacular Department, and presided over by the Commissioner of the Zillah, to attach weight to it. Certificates should be bestowed on those who pass the examination, and after a given period no man should be eligible for any office under Government unprovided with this certificate. I believe these examinations conducted publicly would give a considerable impetus to adult education.

“8. On the other hand, the Bengal Director of Public Instruction has ample scope for his energies in the Administration and Correspondence Department relating to English education, comprising—

“(a.) The Calcutta University increasing every year in importance. “(b.) The Zillah Colleges of Bengal. “(c.) The Zillah Schools. “(d.) The Anglo-Vernacular Schools. “(e.) The Grant-in-aid system as applied to numerous Anglo-Vernacular Schools, Missionary and Native. “(f.) He has practically to decide the questions that are referred to him from the Inspectors and the various Departments. “(g.) He corresponds directly with Government. “(h.) He selects suitable persons for the Colleges and Head Schools, which requires considerable care and investigation on his part.

“9. The numerous details that arise out of the above subjects must give a Director, however earnest and diligent, little leisure to give due consideration to the numerous, difficult, and important questions connected with Vernacular education.

“For, carrying out the proposed extension of Vernacular education, a grant of two lacs of rupees is required from Imperial Funds as the first instalment. I have stated in my previous letter why the Bengal peasant has special claims on the Imperial Government: it was that Government which, in ignorance and with good intentions, handed him over in 1793 to the zemindary system, which has reduced him to a serf, a proletaire, and has made him the victim of a class of men who, with a few exceptions, are practically opposed to his social elevation, as well as to his education. After a quarter of a century’s residence in Bengal, I have known but rare cases where either zemindars or educated Natives would do anything to raise the Bengal ryot to the status of a ‘man and a brother,’ the Supreme Government, therefore as the gurib purwar (the protector of the poor and helpless) ought not to forego its functions in this case. The peasant has been starved in body; is he to remain starved in soul also?

“10. To meet the further expenses that must be incurred in developing this scheme, besides grants from the Imperial Revenue, there may be available from local sources the following:—

“(a.) An Educational Cess. This has succeeded only in Bombay and the North- West Provinces, but Bengal is under the blight of the Zemindaree settlement. Zemindars, in common with the majority of educated Natives, are too indifferent to the people to concur in taxing themselves for the benefit of the million; while the people themselves complain so bitterly of the Chowkeedaree Tax, and the extortion it leads to, that they dread extremely any new taxation; besides, they see as little advantage in being taxed for Schools as the criminal classes would to volunteer paying a direct tax for Policemen and Jails.

“(b.) Raising the fees of the pupils that attend Anglo-Vernacular Schools and Colleges, and diminishing the grants. So as to gradually diminish the grant for English education, this would yield a considerable amount available for the people at large, who have not the rich prizes in situations and offices that are open to the alumni of English Schools. The remarkable success of the Calcutta University illustrates the money-value to Natives of an English education which has the prizes, while Vernacular Education under the existing system has but blanks. When English education was commenced in 1835, in Bengal, one object held


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Rh nishes us with as an answer to all high aspirations. Men's lives are not found to be in accordance with the principles they profess. The actual Stoics whom he sees and knows do not display this insensibility to riches and pleasures which the theoretical Stoic proclaims. He has seen Hermotimus's own master, the great Stoic himself, dragging off a pupil before the magistrates for not paying his fees. The dialogue which follows is amusing.

Hermotimus. Ah! that fellow was a rascal, and very ungrateful in the matter of payment. My master never treated other people so (and there were many he had lent money to)—because, you see, they paid him the interest punctually.

Lycinus. But even suppose they never paid, my good fellow, what difference could it make to a man like him,—purified by philosophy, and not caring for what he had left behind—on Mount Œta, you know?

Herm. You don't suppose it was on his own account he troubled himself about it? He has a young family, and he would not like to see them come to want.

Lyc. But then, my good Hermotimus, he ought to bring them up in virtuous habits too—to be happy like him, and care nothing for money.

Herm. I really have no time now, Lycinus, to discuss such questions with you: I'm in a great hurry to get to his lecture, and am afraid of being too late.

Lycinus begs him to set his mind at rest on that point; to-day, he can assure him, will be a holiday


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124 so far as lectures are concerned. He has just seen a notice to that effect, in large letters, posted on the professor's door. He happens to know that the excellent man is keeping his bed, and has given strict orders not to be disturbed; having, in fact, been at a late supper-party the night before, where he had eaten and drunk rather more than was good for him. He had been engaged there, too, in a warm dispute with a Peripatetic, which had helped to disturb his digestion. The scholar is naturally anxious to know whether his master got the better of his opponent. "Yes," says his informant; "the Peripatetic being rather obstinate and argumentative, not willing to be convinced and troublesome to refute, your excellent master, having a cup in his hand such as would have rejoiced the heart of old Nestor, broke his head with it—they were sitting close together—and so silenced him at once." "An excellent plan, too," says the scholar; "there's no other way of dealing with men who won't be convinced." And Lycinus gravely assures him that he quite concurs in the opinion. "It is extremely wrong and foolish," he admits, "to provoke a philosopher—especially when he happens to have a heavy goblet in his hand."

He proposes, however, that as Hermotimus cannot go to his master's lecture to-day, he should turn lecturer himself for once, so far at least as to give his old friend some account of his experience as a student of philosophy. Only one thing he would be glad to


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Rh know before they begin—will he permit his present ignorant pupil to ask questions, or even contradict him, if he sees occasion? Hermotimus says it is not usually allowed by the teacher, but in the present case he shall not object.

The portion of this dialogue which follows is a clever imitation of the Socratic mode of argument by asking continuous questions, and forcing answers from an opponent which have the result of reducing his statement to an absurdity. Lycinus shows himself an adept in this kind of fence. Though too long for extract here, it is doing scanty justice to the author to condense it; yet the spirit of it may perhaps be fairly given.

Is there one only path to philosophy—that of the Stoics—or, as Lycinus has heard, many, and under various names? Many, undoubtedly, is the answer.—And do all teach the same or different? Totally different.—Then, probably, only one can be right? Certainly.—And how came Hermotimus (being at the first outset an ignoramus, of course, like others, and not the wise or half-wise man he is now)—how came he to know which to choose out of all these different schools? how distinguish the true from the false? Well—he saw the greater numbers go one way, and judged that must be the best.—And what majority had the Stoics over the Epicureans? and does he


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 Rh the enthusiasm for things other than the arts, and the constant strain of ill health. As Poulton says, "Professor Bradley has spoken of the errors of interpretation due to the reading of Shakespeare with a slack imagination; and any literature worth calling literature demands effort on the part of the reader. Effort was the one thing Darwin could not give." The whole group of factors formed a vicious ring which was bound to exclude everything but work—a ring not very different from that which forms about the average graduate student in our modern colleges. Perhaps had Darwin never given up literature it would have required less strain of him in later years, but that he did so was no sign, as he seemed to think, of a mind not highly organized.

A little farther on is another piece of self-analysis of equal candor, and perhaps even greater value as substantiating the claim that


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 58 Darwin, though a great naturalist, was not a genius in the proper sense of that term. He says:

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 Rh regard to anyone but himself, and without prejudice on one side nor the other, that one must venture much to disagree with it. Those who will compare the accomplishments of the man with his estimate of himself will see that there is but slight discrepancy. As Carlyle admitted, Charles Darwin was honest and hard-working, and had an unbreakable allegiance to facts. He was not greatly gifted in some respects, and lost some of the gifts which he did possess in youth. On the other hand, he possessed in abundance certain talents which are scanty in the average run of men, and often nearly absent in those of genius. He was a tireless worker, with boundless enthusiasm for his labor. He was patient and fair, willing to see every side of every question, even though it caused delays that ran into years. He had a boundless curiosity along those lines in which he was interested, and an irrepressible desire to theorize. He believed in the efficiency of the human mind to solve great problems, yet he realized only too clearly the errors into which the human mind may fall when it becomes over-hasty in drawing conclusions. He worked carefully and honestly, without thought of the cheaper fame or the practical value of his discoveries. As he wrote his old teacher, Henslow, "I believe there exists, and I feel within me, an instinct for truth, or knowledge, or discovery, of something the same nature as the instinct of virtue, and that our having such an instinct is reason enough for scientific researches without any practical value ensuing from them." It was in this spirit, and with these abilities, that Charles Darwin labored, and it


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 60 was because of them that his labors endured. Comparisons with other men or his own or earlier days are pointless; it makes little difference whether Darwin was greater than Newton or Newton greater than Darwin. What does count is the fact that Darwin was great, and that his work has increased in value and benefit to mankind with the passing of years.


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 world coming down to this, fully acquainted with the principles of the gospel upon which our religious faith is built, and knowing also that we are professed followers of that Savior whose test of discipleship was, that we should love one another, and who bequeathed his peace as the greatest blessing he could bestow upon those who should keep his  commandments. I have imagined such a being reading our public journals, but especially some of our professedly religious ones, and I have thought that the first inquiry he would make, would be, whether he had not arrived at the wrong planet? whether, in fact, he had not alighted upon fiery Mars, rather than descended into the bosom of a Christian community?

I am induced to speak of these strange anomalies in public as well as private feeling, not from any wish presumptuously to interfere with a department of human affairs which is far beyond the purpose of my present work; but I speak of these things, because they constitute too much the atmosphere in which we live, and it is my wish, my entreaty, my prayer, that children should be preserved from breathing this atmosphere sooner than is absolutely necessary. By being too early plunged into all the meanness, the littleness, and, may we not say, the sinfulness of party feeling, by seeing their parents and friends worked up to extravagance and animosity, on all those public occasions which offer exalted places to the advocates of their particular party, they lose sight of the value of those principles which all good men advocate, and of the supremacy of that party to which all good men belong.

Men are in general too deeply engaged themselves in affairs of public interest to allow of their exercising any very beneficial influence over their children in this respect; but surely women may so far abstract their thoughts from the mere trappings and pageantry of human life, as to lead the minds of their children along with them, in looking to its realities, and especially to its oneness of interest in the great end of existence. Much may be done in this way by a judicious mother, where subjects of sectarian interest are under discussion, to ward off the attention of the young from the extreme importance attached by persons generally to different forms of government, or modes of worship.

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 '''244. Administration of Scheduled Areas and tribal areas.'''—(1) The provisions of the Fifth Schedule shall apply to the administration and control of the Scheduled Areas and Scheduled Tribes in any State *** other than [the States of Assam, [ [Meghalaya, Tripura and Mizoram.]]]

(2) The provisions of the Sixth Schedule shall apply to the administration of the tribal areas in the States of Assam, [, [Meghalaya, Tripura and Mizoram].

['''244A. Formation of an autonomous State comprising certain tribal areas in Assam and creation of local Legislature or Council of Ministers or both therefor.'''—(1) Notwithstanding anything in this Constitution, Parliament may, by law, form within the State of Assam an autonomous State comprising (whether wholly or in part) all or any of the tribal areas specified in [Part I] of the table appended to paragraph 20 of the Sixth Schedule and create therefor—
 * (a) a body, whether elected or partly nominated and partly elected, to function as a Legislature for the autonomous State, or
 * (b) a Council of Ministers,

or both with such constitution, powers and functions, in each case, as may be specified in the law.

(2) Any such law as is referred to in clause (1) may, in particular,—
 * (a) specify the matters enumerated in the State List or the Concurrent List with respect to which the Legislature of the autonomous State shall have power to make laws for the whole or any part thereof, whether to the exclusion of the Legislature of the State of Assam or otherwise;
 * (b) define the matters with respect to which the executive power of the autonomous State shall extend;
 * (c) provide that any tax levied by the State of Assam shall be assigned to the autonomous State in so far as the proceeds thereof are attributable to the autonomous State;
 * (d) provide that any reference to a State in any article of this Constitution shall be construed as including a reference to the autonomous State; and
 * (e) make such supplemental, incidental and consequential provisions as may be deemed necessary.

(3) An amendment of any such law as aforesaid in so far as such amendment relates to any of the matters specified in sub-clause (a) or sub-clause (b) of clause (2) shall have no effect unless the amendment is passed in each House of Parliament by not less than two-thirds of the members present and voting.

(4) Any such law as is referred to in this article shall not be deemed to be an amendment of this Constitution for the purposes of article 368 notwithstanding that it contains any provision which amends or has the effect of amending this Constitution.]


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