“A former high school principal accused of being impolite to a mixed-race girl was hired for an administrative job by the school district, over the objections of outsiders demanding ever more minority “rights.””

Source: House Rules

You Wreck Me, written with Mike Campbell
Lyrics, Wildflowers (1994)

Source: The Number of the Beast (1980), Chapter IX : Most males have an unhealthy tendency to obey laws., p. 81

As quoted in Multer-Wellin, B. (2006). Paul Conrad: Drawing Fire http://www.hulu.com/watch/55119. Documentary, Public Broadcasting Service (PBS).

Source: Pictures from an Institution (1954) [novel], Chapter 3: “Miss Batterson and Benton”, p. 80

Nobel Peace Prize Lecture (December 10, 2014)

"Communication", the third of the Composition as a Process lectures, John Cage gave in Darmstadt in 1958 and published in Silence.
1950s

Teaching as a Subversive Activity (1969)
Context: Adminstrators are another curious consequence of a bureaucracy which has forgotten its reason for being. In schools, adminstrators commonly become myopic as a result of confronting all of the problems the "requirements" generate. Thus they cannot see (or hear) the constituents the system ostensibly exists to serve — the students. The idea that the school should consist of procedures specifically intended to help learners learn strikes many administrators as absurd — and "impractical." …Eichmann, after all, was "just an adminstrator." He was merely "enforcing requirements." The idea of "full time administrators" is palpably a bad one — especially in schools — and we say to hell with it. Most of the "administration" of the school should be a student responsibility. If schools functioned according to the democratic ideals they pay verbal allegience to, the students would long since have played a major role in developing policies and procedures guiding its operation. One of the insidious facts about totalitarianism is its seeming "efficiency." …Democracy — with all of its inefficiency — is still the best system we have so far for enhancing the prospects of our mutual survival. The schools should begin to act as if this were so.

Source: Guide for the Perplexed (c. 1190), Part III, Ch.23
Context: As there is a difference between works of nature and productions of human handicraft, so there is a difference between God's rule, providence, and intention in reference to all natural forces, and our rule, providence, and intention in reference to things which are the objects of our rule, providence, and intention. This lesson is the principal object of the whole Book of Job; it lays down this principle of faith, and recommends us to derive a proof from nature, that we should not fall into the error of imagining His knowledge to be similar to ours, or His intention, providence, and rule similar to ours. When we know this, we shall find everything that may befall us easy to bear; mishap will create no doubts in our hearts concerning God, whether He knows our affairs or not, whether He provides for us or abandons us. On the contrary, our fate will increase our love of God; as is said in the end of this prophecy: "Therefore I abhor myself and repent concerning the dust and ashes" (xlii. 6); and as our Sages say: "The pious do everything out of love, and rejoice in their own afflictions." If you pay to my words the attention which this treatise demands, and examine all that is said in the Book of Job, all will be clear to you, and you will find that I have grasped and taken hold of the whole subject; nothing has been left unnoticed, except such portions as are only introduced because of the context and the whole plan of the allegory. I have explained this method several times in the course of this treatise.