The Topeka School

by Ben Lerner

He could occasionally pick up traces of Speed Stick or scented lip gloss or other floating signatures of a social order now suspended.

they practice reading evidence backward so as to uncouple the physical act of vocalization from the effort to comprehend, which slows one down.)

The most common criticism of the spread was that it detached policy debate from the real world, that nobody used language the way that these debaters did, save perhaps for auctioneers. But even the adolescents knew this wasn’t true, that corporate persons deployed a version of the spread all the time: for they heard the spoken warnings at the end of the increasingly common television commercials for prescription drugs, when risk information was disclosed at a speed designed to make it difficult to comprehend; they heard the list of rules and caveats read rapid-fire at the end of promotions on the radio; they were at least vaguely familiar with the “fine print” one received from financial institutions and health-insurance companies; the last thing one was supposed to do with those thousands of words was comprehend them. These types of disclosure were designed to conceal; they exposed you to information that, should you challenge the institution in question, would be treated like a “dropped argument” in a fast round of debate—you have already conceded the validity of the point by failing to address it when it was presented.

He began to feel less like he was delivering a speech and more like a speech was delivering him, that the rhythm and intonation of his presentation were beginning to dictate its content, that he no longer had to organize his arguments so much as let them flow through him.