viernes, 10 de noviembre de 2017


En ocasiones había aceptado alumnos a los que daba clases al modo peripatético, haciendo que la fuesen siguiendo de un lado a otro por la cocina con el libro o la pizarra. Consideraba instructivo que sus discípulos pudieran ver cómo era capaz de lograr una excelente espuma mientras corregía sus equivocaciones ‘sin mirar’; cómo una mujer remangada hasta por encima del codo podía saberlo todo sobre el modo subjuntivo o la zona tórrida; cómo, en pocas palabras, podía tener ‘educación’ y otras buenas cosas que terminaban en ‘ción’ y dignas de ser pronunciadas con énfasis, sin ser una muñeca

Middlmarch, Debolsillo, pág 334

viernes, 27 de octubre de 2017


Education. In wartime, educational reform must necessarily be promise rather than performance. At the moment we are not in a position to raise the school-leaving age or increase the teaching staffs of the elementary schools. But there are certain immediate steps that we could take towards a democratic educational system. We could start by abolishing the autonomy of the public schools and the older universities and flooding them with State-aided pupils chosen simply on grounds of ability. At present, public-school education is partly a training in class prejudice and partly a sort of tax that the middle classes pay to the upper class in return for the right to enter certain professions. It is true that that state of affairs is altering. The middle classes have begun to rebel against the expensiveness of education, and the war will bankrupt the majority of the public schools if it continues for another year or two. The evacuation is also producing certain minor changes. But there is a danger that some of the older schools, which will be able to weather the financial storm longest, will survive in some form or another as festering centres of snobbery. As for the 10,000 ‘private’ schools that England possesses, the vast majority of them deserve nothing except suppression. They are simply commercial undertakings, and in many cases their educational level is actually lower than that of the elementary schools. They merely exist because of a widespread idea that there is something disgraceful in being educated by the public authorities. The State could quell this idea by declaring itself responsible for all education, even if at the start this were no more than a gesture. We need gestures as well as actions. It is all too obvious that our talk of ‘defending democracy’ is nonsense while it is a mere accident of birth that decides whether a gifted child shall or shall not get the education it deserves.


viernes, 13 de octubre de 2017


Y estaba en el colegio cuando era chico sentao al lao mia, y se escapaba y to los dia el fugitivo.
Y el niño estaba mu acostumbrao a irse al canal, y traer despues rabo de lagarto, lagartijas, ratas y yo que se. Manué Sanche Sanche se llamaba el. Manué Sanche Sanche se llamaba el. No se lavava, no se limpiaba los mocos y no le hacia caso a naide, y el niño anda y a todas horas y a su aire. Estaba hecho un gamberro de ende chiquitito er Manué, y todo er mundo se lo decia eso no es tio eso no es. Manué Sanche Sanche se llamaba el. Manué Sanche Sanche se llamaba el. por parte de la madre y por parte del padre Ya no se ponia pantalones cortos y lo apuntaron al instituto, y el niño le traia y to las notas en coloraoo y to las semana recibia el padreua nota del director diciendole: ay venga usted que me tiene desesperado su manue Manué Sanche Sanche se llamaba el. Manué Sanche Sanche se llamaba el. asi termina la historia de ese compañero mio que se llamaba Manue que estaba hecho un bicho malo y remato al final en caranbanchel, porque el que anda mal, mal acaba y como te puede imaginar la policia estaba to er dia corriendo tras de el diendole: detengase usted Manué Sanchez Sanchez se llamaba el. Manué Sanchez Sanchez se llamaba el. Manué Sanchez Sanchez se llamaba el.

viernes, 29 de septiembre de 2017


El Álgebra, la Biología y el Inglés no eran tanto asignaturas como oportunidades para disciplinar mejor el cuerpo, para practicar la escritura entre líneas, para copiar las instrucciones de forma legible, para memorizar los teoremas extraídos del mundo que habían sido creados para representar. Todo ello me resultaba remoto. Recuerdo estar sentado en mi clase de Francés de séptimo y no tener ni idea de por qué estaba allí. No conocía a nadie de Francia, y a mi alrededor nada me sugería que fuera a conocer a nadie nunca. Francia era una roca que giraba en otra galaxia, alrededor de otro sol, en otro cielo que yo no cruzaría nunca. ¿Por qué exactamente estaba yo sentado en aquella clase?

Entre el mundo y yo, Seix Barral, pág 42

viernes, 15 de septiembre de 2017


Fue la hora con más minutos de toda mi vida. Las paredes se acercaban a mí y se separaban con la cadencia de un músculo cardíaco gigante y de color verde. Por fin acabó la clase, y yo cerré la libreta con una copia de todas las divisiones resueltas en la pizarra por la profesora y otras tantas propuestas como deberes para el día siguiente. Eran incomprensibles, inabarcable, incluso para una alumna aplicada como yo. En silencio, sudando e invadida por un sollozo que trataba de ahogar, guardé el cuaderno de matemáticas en mi cartera sin apenas atreverme a mirar a mi alrededor. De haber podido me habría metido también yo en el fondo de esa cartera de cuero, dentro del estuche, entre los colores para que nadie me encontrara

viernes, 1 de septiembre de 2017


I found it to be an absorbing well-written book, but one story stood out from the others, and it has stayed with me ever since. According to the author, Ray Monk, after Wittgenstein wrote his Tractatus as a soldier during WWI, he felt that he had solved all the problems of philosophy and was finished with the subject for good. He took a job as a schoolteacher in a remote Austrian mountain village, but he proved unfit for the work. Sever, ill-tempered, even brutal, he scolded the children constantly and beat them when they failed to learn their lessons. Not just ritual spankings, but blows to the face and head, angry pummelings that wound up causing serious injuries to a number of children. Word got out about this outrageous conduct and Wittgenstein was forced to resign his post. Years went by, at least twenty years, if I'm not mistaken, and by the Wittgenstein was living in Cambridge, once again pursuing philosophy, by then a famous and respected man. For reasons I forget now, he went through a spiritual crisis and suffered a nervous breakdown. As he began to recover, he decided that the only way to restore his health was to march back into his past and humbly apologize to each person he had ever wronged or offended. He wanted to purge himself of the guilt that was festering inside him, to clear his conscience and make a fresh start. That road led him naturally back to the small mountain village in Austria. All his former pupils were adults now, men and women in their mid- and late twenties, and yet the memory of their violent schoolmaster had not dimmed with the years. One by one, Wittgenstein knocked on their doors and asked them to forgive him for his intolerable cruelty two decades earlier. With some of them, he literally fell to his knees and begged, imploring them to absolve him of the sins he had committed, but not a single man or woman was willing to pardon him. The pain had gone too deep and their hatred for him transcended all possibility of mercy.

The Brooklyn Follies, faber and faber, pág 60

viernes, 18 de agosto de 2017


Su clase de primero de BUP contaba con dieciséis repetidores que dominaban la situación. Pronto Víctor fue objeto de análisis y de burlas que no tenían el más mínimo filamento de sutileza

La madeja y el do, Decultura ediciones, pág 161