Beginning Of School Quotes

There is nothing that teaches you more than regrouping after failure and moving on. Yet most people are stricken with fear. They fear failure so much that they fail. They are too conditioned, too used to being told what to do. It begins with the family, runs through school and goes into the business world.

[T]hat old September feeling, left over from school days, of summer passing, vacation nearly done, obligations gathering, books and football in the air ... Another fall, another turned page: there was something of jubilee in that annual autumnal beginning, as if last year's mistakes had been wiped clean by summer.

Everything you've learned in school as "obvious" becomes less and less obvious as you begin to study the universe. For example, there are no solids in the universe. There's not even a suggestion of a solid. There are no absolute continuums. There are no surfaces. There are no straight lines.

He thinks I suffer from depression. But I’m just quiet. Solitude and depression are like swimming and drowning. In school many years ago, I learned that flowers sometimes unfold inside themselves.

I've always loved the first day of school better than the last day of school. Firsts are best because they are beginnings.

I have always, essentially, been waiting. Waiting to become something else, waiting to be that person I always thought I was on the verge of becoming, waiting for that life I thought I would have. In my head, I was always one step away. In high school, I was biding my time until I could become the college version of myself, the one my mind could see so clearly. In college, the post-college “adult” person was always looming in front of me, smarter, stronger, more organized. Then the married person, then the person I’d become when we have kids. For twenty years, literally, I have waited to become the thin version of myself, because that’s when life will really begin. And through all that waiting, here I am. My life is passing, day by day, and I am waiting for it to start. I am waiting for that time, that person, that event when my life will finally begin. I love movies about “The Big Moment” – the game or the performance or the wedding day or the record deal, the stories that split time with that key event, and everything is reframed, before it and after it, because it has changed everything. I have always wanted this movie-worthy event, something that will change everything and grab me out of this waiting game into the whirlwind in front of me. I cry and cry at these movies, because I am still waiting for my own big moment. I had visions of life as an adventure, a thing to be celebrated and experienced, but all I was doing was going to work and coming home, and that wasn’t what it looked like in the movies. John Lennon once said, “Life is what happens when you’re busy making other plans.” For me, life is what was happening while I was busy waiting for my big moment. I was ready for it and believed that the rest of my life would fade into the background, and that my big moment would carry me through life like a lifeboat. The Big Moment, unfortunately, is an urban myth. Some people have them, in a sense, when they win the Heisman or become the next American Idol. But even that football player or that singer is living a life made up of more than that one moment. Life is a collection of a million, billion moments, tiny little moments and choices, like a handful of luminous, glowing pearl. It takes so much time, and so much work, and those beads and moments are so small, and so much less fabulous and dramatic than the movies. But this is what I’m finding, in glimpses and flashes: this is it. This is it, in the best possible way. That thing I’m waiting for, that adventure, that move-score-worthy experience unfolding gracefully. This is it. Normal, daily life ticking by on our streets and sidewalks, in our houses and apartments, in our beds and at our dinner tables, in our dreams and prayers and fights and secrets – this pedestrian life is the most precious thing any of use will ever experience.

One school is finished, and the time has come for another to begin.

Every faith in the world is based on fabrication. That is the definition of faith―acceptance of that which we imagine to be true, that which we cannot prove. Every religion describes God through metaphor, allegory, and exaggeration, from the early Egyptians through modern Sunday school. Metaphors are a way to help our minds process the unprocessible. The problems arise when we begin to believe literally in our own metaphors. Should we wave a flag and tell the Buddhists that we have proof the Buddha did not come from a lotus blossom? Or that Jesus was not born of a literal virgin birth? Those who truly understand their faiths understand the stories are metaphorical.

Where, after all, do universal human rights begin? In small places, close to home - so close and so small that they cannot be seen on any maps of the world. Yet they are the world of the individual person; the neighborhood he lives in; the school or college he attends; the factory, farm, or office where he works. Such are the places where every man, woman, and child seeks equal justice, equal opportunity, equal dignity without discrimination. Unless these rights have meaning there, they have little meaning anywhere. Without concerted citizen action to uphold them close to home, we shall look in vain for progress in the larger world.

Human history has become too much a matter of dogma taught by 'professionals' in ivory towers as though it's all fact. Actually, much of human history is up for grabs. The further back you go, the more that the history that's taught in the schools and universities begins to look like some kind of faerie story.

A lot of kids think high school represents the best years of their lives, but others recognize that it's mostly irrelevant bullshit, and that life doesn't even begin until afterward.

Let me begin by telling you that I was in love. An ordinary statement, to be sure, but not an ordinary fact, for so few of us learn that love is tenderness, and tenderness is not, as a fair proportian suspect, pity; and still fewer know that happiness in love is not the absolute focusing of all emotion in another: one has always to love a good many things which the beloved must come only to symbolize; the true beloveds of this world are in their lovers's eyes lilacs opening, ship lights, school bells, a landscape, remembered conversations, friends, a child's Sunday, lost voices, one's favourite suit, autumn and all seasons, memory, yes, it being the earth and water of existence, memory.

You go to school to get a job, and you get a job to take time off to do nothing. Why not do nothing to begin with?

Again, the exercise begins. For me, the American in me, the city of Detroit comes to mind. A house, once within the bustling city, now lies on the outskirts. Industry has come and gone, and the car manufacturers have relocated. I recall images of the rough lifestyles south of 8 Mile. The city’s borders have changed. Post-apocalyptic, long grasses sway with the wind. The house is melancholy and lonely. The owners: maybe there, maybe not.

But do you really mean, Sir," said Peter, "that there could be other worlds-all over the place, just round the corner-like that?" "Nothing is more probable," said the Profesor, taking off his spectacles and beginning to polish them, while he muttered to himself, "I wonder what they do teach them at these schools.

Marginalia Sometimes the notes are ferocious, skirmishes against the author raging along the borders of every page in tiny black script. If I could just get my hands on you, Kierkegaard, or Conor Cruise O'Brien, they seem to say, I would bolt the door and beat some logic into your head. Other comments are more offhand, dismissive - Nonsense." "Please!" "HA!!" - that kind of thing. I remember once looking up from my reading, my thumb as a bookmark, trying to imagine what the person must look like who wrote "Don't be a ninny" alongside a paragraph in The Life of Emily Dickinson. Students are more modest needing to leave only their splayed footprints along the shore of the page. One scrawls "Metaphor" next to a stanza of Eliot's. Another notes the presence of "Irony" fifty times outside the paragraphs of A Modest Proposal. Or they are fans who cheer from the empty bleachers, Hands cupped around their mouths. Absolutely," they shout to Duns Scotus and James Baldwin. Yes." "Bull's-eye." "My man!" Check marks, asterisks, and exclamation points rain down along the sidelines. And if you have managed to graduate from college without ever having written "Man vs. Nature" in a margin, perhaps now is the time to take one step forward. We have all seized the white perimeter as our own and reached for a pen if only to show we did not just laze in an armchair turning pages; we pressed a thought into the wayside, planted an impression along the verge. Even Irish monks in their cold scriptoria jotted along the borders of the Gospels brief asides about the pains of copying, a bird singing near their window, or the sunlight that illuminated their page- anonymous men catching a ride into the future on a vessel more lasting than themselves. And you have not read Joshua Reynolds, they say, until you have read him enwreathed with Blake's furious scribbling. Yet the one I think of most often, the one that dangles from me like a locket, was written in the copy of Catcher in the Rye I borrowed from the local library one slow, hot summer. I was just beginning high school then, reading books on a davenport in my parents' living room, and I cannot tell you how vastly my loneliness was deepened, how poignant and amplified the world before me seemed, when I found on one page A few greasy looking smears and next to them, written in soft pencil- by a beautiful girl, I could tell, whom I would never meet- Pardon the egg salad stains, but I'm in love.

August was nearly over - the month of apples and falling stars, the last care-free month for the school children. The days were not hot, but sunny and limpidly clear - the first sign of advancing autumn.

Sister Ignatius taught me in Sunday School that "in the beginning there was light," but to me, it was always an incomplete sentence, which God should have known to ammend: in the beginning God created light...to read by.

I guess what I’m trying to say is, you just can’t tell who you’re going to end up with. You might spend your whole life dreaming about one type of person, only to find happiness with somebody completely different. Someone you figured you had nothing in common with just might turn out to be your dream guy. And you know he’s your dream guy because you become a better person. He brings out all these great things in you that you never knew or believed were there. And if you’re really lucky you do the same for him. It makes it even more incredible that people find each other, considering most of them are looking in the wrong places to begin with.

It makes it even more incredible that people find each other, considering most of them are looking in the wrong places to begin with.

Bianca, camp is cool! It's got a pegasus stable and a sword-fighting arena and… I mean, what do you get by joining the Hunters?" To begin with," Zoe said, "immortality." I stared at her, then at Artemis. "She's kidding, right?" Zoe rarely kids about anything," Artemis said. "My Hunters follow me on my adventures. They are my maidservants, my companions, my sisters-in-arms. Once they swear loyalty to me, they are indeed immortal… unless they fall in battle, which is unlikely. Or break their oath." What oath?" I said. To foreswear romantic love forever," Artemis said. To never grow up, never get married. To be a maiden eternally." Like you?" The goddess nodded. I tried to imagine what she was saying. Being immortal. Hanging out with only middle-school girls forever. I couldn't get my mind around it.

I'm beginning to think we're attending the most cray-cray high school in North America.

My sweet little whorish Nora I did as you told me, you dirty little girl, and pulled myself off twice when I read your letter. I am delighted to see that you do like being fucked arseways. Yes, now I can remember that night when I fucked you for so long backwards. It was the dirtiest fucking I ever gave you, darling. My prick was stuck in you for hours, fucking in and out under your upturned rump. I felt your fat sweaty buttocks under my belly and saw your flushed face and mad eyes. At every fuck I gave you your shameless tongue came bursting out through your lips and if a gave you a bigger stronger fuck than usual, fat dirty farts came spluttering out of your backside. You had an arse full of farts that night, darling, and I fucked them out of you, big fat fellows, long windy ones, quick little merry cracks and a lot of tiny little naughty farties ending in a long gush from your hole. It is wonderful to fuck a farting woman when every fuck drives one out of her. I think I would know Nora’s fart anywhere. I think I could pick hers out in a roomful of farting women. It is a rather girlish noise not like the wet windy fart which I imagine fat wives have. It is sudden and dry and dirty like what a bold girl would let off in fun in a school dormitory at night. I hope Nora will let off no end of her farts in my face so that I may know their smell also. You say when I go back you will suck me off and you want me to lick your cunt, you little depraved blackguard. I hope you will surprise me some time when I am asleep dressed, steal over to me with a whore’s glow in your slumberous eyes, gently undo button after button in the fly of my trousers and gently take out your lover’s fat mickey, lap it up in your moist mouth and suck away at it till it gets fatter and stiffer and comes off in your mouth. Sometimes too I shall surprise you asleep, lift up your skirts and open your drawers gently, then lie down gently by you and begin to lick lazily round your bush. You will begin to stir uneasily then I will lick the lips of my darling’s cunt. You will begin to groan and grunt and sigh and fart with lust in your sleep. Then I will lick up faster and faster like a ravenous dog until your cunt is a mass of slime and your body wriggling wildly. Goodnight, my little farting Nora, my dirty little fuckbird! There is one lovely word, darling, you have underlined to make me pull myself off better. Write me more about that and yourself, sweetly, dirtier, dirtier.

The home is the center of life. It is a refuge from the grind of work, the pressure of school, and the menace of the streets. We say that at home, we can “be ourselves.” Everywhere else, we are someone else. At home, we remove our masks. The home is the wellspring of personhood. It is where our identity takes root and blossoms, where as children, we imagine, play, and question, and as adolescents, we retreat and try. As we grow older, we hope to settle into a place to raise a family or pursue work. When we try to understand ourselves, we often begin by considering the kind of home in which we were raised.

In mysticism that love of truth which we saw as the beginning of all philosophy leaves the merely intellectual sphere, and takes on the assured aspect of a personal passion. Where the philosopher guesses and argues, the mystic lives and looks; and speaks, consequently, the disconcerting language of first-hand experience, not the neat dialectic of the schools. Hence whilst the Absolute of the metaphysicians remains a diagram —impersonal and unattainable—the Absolute of the mystics is lovable, attainable, alive.

Because the students were needed in the fields from early spring when the cotton was planted until after most of the cotton had been picked in the fall, the school adjusted its terms accordingly, beginning in October and dismissing in March.

You go on, I presume, with your latin Exercises: and I wish to hear of your beginning upon Sallust who is one of the most polished and perfect of the Roman Historians, every Period of whom, and I had almost said every Syllable and every Letter is worth Studying. In Company with Sallust, Cicero, Tacitus and Livy, you will learn Wisdom and Virtue. You will see them represented, with all the Charms which Language and Imagination can exhibit, and Vice and Folly painted in all their Deformity and Horror. You will ever remember that all the End of study is to make you a good Man and a useful Citizen.—This will ever be the Sum total of the Advice of your affectionate Father, John Adams

Time is the school in which we learn, Time is the fire in which we burn.

The conformist is not born. He is made. I believe the brainwashing process begins in the schools and colleges.

To begin with, I turn back time. I reverse it to that quaint period, the thirties, when the huge middle class of America was matriculating in a school for the blind. Their eyes had failed them, or they had failed their eyes, and so they were having their fingers pressed forcibly down on the fiery Braille alphabet of a dissolving economy.

Blessed be the mind that dreamed the day the blueprint of your life would begin to glow on earth, illuminating all the faces and voices that would arrive to invite your soul to growth. Praised be your father and mother, who loved you before you were, and trusted to call you here with no idea who you would be. Blessed be those who have loved you into becoming who you were meant to be, blessed be those who have crossed your life with dark gifts of hurt and loss that have helped to school your mind in the art of disappointment. When desolation surrounded you, blessed be those who looked for you and found you, their kind hands urgent to open a blue window in the gray wall formed around you. Blessed be the gifts you never notice, your health, eyes to behold the world, thoughts to countenance the unknown, memory to harvest vanished days, your heart to feel the world’s waves, your breath to breathe the nourishment of distance made intimate by earth. On this echoing-day of your birth, may you open the gift of solitude in order to receive your soul; enter the generosity of silence to hear your hidden heart; know the serenity of stillness to be enfolded anew by the miracle of your being.

The two of them on top of the freezing slide, wordlessly holding hands. Once again they were a ten-year-old boy and girl. A lonely boy, and a lonely girl. A classroom, just after school let out, at the beginning of winter. They had neither the power nor the knowledge to know what they should offer to each other, what they should be seeking. They had never, ever, been truly loved, or truly loved someone else. They had never held anyone, never been held. They had not idea, either, where this action would take them. What they entered then was a doorless room. They couldn't get out, nor could anyone else come in. The two of them didn't know it at the time, but this was the only truly complete place in the entire world. Totally isolated, yet the one place not tainted with loneliness.

After Bajju delivered a few beaming salutations, we walked northward up the makeshift, winding path through protruding brush, not much but a few stones placed here and there for balance and leverage upon ascending or descending. Having advanced about hundred steps from the street below, a sharp left leads to Bajju’s property, which begins with his family’s miniature garden – at the time any signs of fertility were mangled by dried roots which flailed like wheat straw, but within the day Bajju’s children vehemently delivered blows with miniature hoes in preparation for transforming such a plot into a no-longer-neglected vegetable garden. A few steps through the produce, or preferably circumventing all of it by taking a few extra steps around the perimeter, leads to the sky-blue painted home. Twisting left, hundreds of miles of rolling hills and the occasional home peeps out, bound below by demarcated farming steppes. If you’re lucky on a clear day and twist to the right, the monstrous, perpetually snow-capped Chaukhamba mountain monopolizes the distance just fifteen miles toward the direction of Tibet in the north.

I am, and always have been - first, last, and always - a child of America. You raised me. I grew up in the pastures and hills of Texas, but I had been to thirty-four states before I learned how to drive. When I caught the stomach flu in the fifth grade, my mother sent a note to school written on the back of a holiday memo from Vice President Biden. Sorry, sir—we were in a rush, and it was the only paper she had on hand. I spoke to you for the first time when I was eighteen, on the stage of the Democratic National Convention in Philadelphia, when I introduced my mother as the nominee for president. You cheered for me. I was young and full of hope, and you let me embody the American dream: that a boy who grew up speaking two languages, whose family was blended and beautiful and enduring, could make a home for himself in the White House. You pinned the flag to my lapel and said, “We’re rooting for you.” As I stand before you today, my hope is that I have not let you down. Years ago, I met a prince. And though I didn’t realize it at the time, his country had raised him too. The truth is, Henry and I have been together since the beginning of this year. The truth is, as many of you have read, we have both struggled every day with what this means for our families, our countries, and our futures. The truth is, we have both had to make compromises that cost us sleep at night in order to afford us enough time to share our relationship with the world on our own terms. We were not afforded that liberty. But the truth is, also, simply this: love is indomitable. America has always believed this. And so, I am not ashamed to stand here today where presidents have stood and say that I love him, the same as Jack loved Jackie, the same as Lyndon loved Lady Bird. Every person who bears a legacy makes the choice of a partner with whom they will share it, whom the American people will “hold beside them in hearts and memories and history books. America: He is my choice. Like countless other Americans, I was afraid to say this out loud because of what the consequences might be. To you, specifically, I say: I see you. I am one of you. As long as I have a place in this White House, so will you. I am the First Son of the United States, and I’m bisexual. History will remember us. If I can ask only one thing of the American people, it’s this: Please, do not let my actions influence your decision in November. The decision you will make this year is so much bigger than anything I could ever say or do, and it will determine the fate of this country for years to come. My mother, your president, is the warrior and the champion that each and every American deserves for four more years of growth, progress, and prosperity. Please, don’t let my actions send us backward. I ask the media not to focus on me or on Henry, but on the campaign, on policy, on the lives and livelihoods of millions of Americans at stake in this election. And finally, I hope America will remember that I am still the son you raised. My blood still runs from Lometa, Texas, and San Diego, California, and Mexico City. I still remember the sound of your voices from that stage in Philadelphia. I wake up every morning thinking of your hometowns, of the families I’ve met at rallies in Idaho and Oregon and South Carolina. I have never hoped to be anything other than what I was to you then, and what I am to you now—the First Son, yours in actions and words. And I hope when Inauguration Day comes again in January, I will continue to be.

As a result of his experiments he concluded that imitation was a real evil that had to be broken before real rhetoric teaching could begin. This imitation seemed to be an external compulsion. Little children didn’t have it. It seemed to come later on, possibly as a result of school itself. That sounded right, and the more he thought about it the more right it sounded. Schools teach you to imitate. If you don’t imitate what the teacher wants you get a bad grade. Here, in college, it was more sophisticated, of course; you were supposed to imitate the teacher in such a way as to convince the teacher you were not imitating, but taking the essence of the instruction and going ahead with it on your own. That got you A’s. Originality on the other hand could get you anything – from A to F. The whole grading system cautioned against it.

Maybe it was a storybook beginning.

Public schools were not only created in the interests of industrialism—they were created in the image of industrialism. In many ways, they reflect the factory culture they were designed to support. This is especially true in high schools, where school systems base education on the principles of the assembly line and the efficient division of labor. Schools divide the curriculum into specialist segments: some teachers install math in the students, and others install history. They arrange the day into standard units of time, marked out by the ringing of bells, much like a factory announcing the beginning of the workday and the end of breaks. Students are educated in batches, according to age, as if the most important thing they have in common is their date of manufacture. They are given standardized tests at set points and compared with each other before being sent out onto the market. I realize this isn’t an exact analogy and that it ignores many of the subtleties of the system, but it is close enough.

And I hate to tell you... but I think that once you have a fair idea where you want to go, your first move will be to apply yourself in a school. You'll have to. You're a student—whether the idea appeals to you or not. You're in love with knowledge. And I think you'll find, once... you get past all the Mr. Vinsons, you're going to start getting closer and closer—that is, if you want to, and if you look for it and wait for it—to the kind of information that will be very, very dear to your heart. Among other things, you'll find that you're not the first person who was ever confused and frightened and even sickened by human behavior... Many, many men have been just as troubled morally and spiritually as you are right now. Happily, some of them kept records of thier troubles. You'll learn from them—if you want to. Just someday, if you have something to offer, someone will learn from you. It's a beautiful reciprocal arrangement. And it isn't education. It's history. It's poetry... But I do say that educated and scholarly men, if they’re brilliant and creative to begin with—which, unfortunately, is rarely the case—tend to leave infinitely more valuable records behind them than men do who are merely brilliant and creative. They tend to express themselves more clearly, and they usually have a passion for following their thoughts through to the end. And—most important—nine times out of ten they have more humility than the unscholarly thinker.

Teach the children. We don't matter so much, but the children do. Show them daisies and the pale hepatica. Teach them the taste of sassafras and wintergreen. The lives of the blue sailors, mallow, sunbursts, the moccasin flowers. And the frisky ones – inkberry, lamb's-quarters, blueberries. And the aromatic ones – rosemary, oregano. Give them peppermint to put in their pockets as they go to school. Give them the fields and the woods and the possibility of the world salvaged from the lords of profit. Stand them in the stream, head them upstream, rejoice as they learn to love this space they live in, its sticks and leaves and then the silent, beautiful blossoms. Attention is the beginning of devotion.

Jennifer’s eyes begin to water again. “Don’t let anything bad happen to him, Dr. Sampson. My husband is a famous lawyer. He sues doctors when they screw up.” “Jennifer!” Zack exclaims, embarrassed.

Yet the upcoming year was going to be a new phase of my life. I would get to follow my big   brother to the big house. I had reached that golden age of six. Finally, I was going to experience the real deal. This was no appetizer, or tater tots, or French fries. This was the whole Ore-Ida. I would be amongst thechaos like all the neighborhood kids. Everyone that knew Jerry would get to know me, too. Since we were at Aunt Kathy’s, I had to curtail my exuberance. We had nothing like the freedom at mom’s shack. So, I did my best to remain out of sight. But those efforts were futile. School was just hours away. I really couldn’t contain myself without medication or God forbid, a good old-fashioned ass beating. Well, Aunt Kathy implored me to settle down. She kept issuing threat after threat with such statements, “Boy, do I needto beat the black off of you,” or “Gorilla will be your name when I’m finish!” Yes, I got the message but beating my butt wasn’t going to be enough. Heck, I had been waiting for three long, long years just to join Jerry. Anything short of a bullet wasn’t going to stop me.

I know I should be able to find a story in anything. Good screenwriters can pull interesting films out of the asinine and mundane. But everything I've read about writing always begins with ‘write what you know.’ What I know is: quiet streets, topiary, moronic high school arsehats, and homework. Has anyone ever made a movie about homework? Probably. I bet it was in French.

High school ain't the end or the beginning. It ain't even in the middle. You 'bout to do big things, whether they see it or not. I see it. Everybody last night saw it. Long as you see it, that's all that matters.

First of all, it was October, a rare month for boys. Not that all months aren’t rare. But there be bad and good, as the pirates say. Take September, a bad month: school begins. Consider August, a good month: school hasn’t begun yet. July, well, July’s really fine: there’s no chance in the world for school. June, no doubting it, June’s best of all, for the school doors spring wide and September’s a billion years away. But you take October, now. School’s been on a month and you’re riding easier in the reins, jogging along. You got time to think of the garbage you’ll dump on old man Prickett’s porch, or the hairy-ape costume you’ll wear to the YMCA the last night of the month. And if it’s around October twentieth and everything smoky-smelling and the sky orange and ash gray at twilight, it seems Halloween will never come in a fall of broomsticks and a soft flap of bedsheets around corners.

Greatness begins with the active pursuit of improvement.

Since most sexual abuse begins well before puberty, preventive education, if it is to have any effect at all, should begin early in grade school.

I was on a mission. I had to learn to comfort myself, to see what others saw in me and believe it. I needed to discover what the hell made me happy other than being in love. Mission impossible. When did figuring out what makes you happy become work? How had I let myself get to this point, where I had to learn me..? It was embarrassing. In my college psychology class, I had studied theories of adult development and learned that our twenties are for experimenting, exploring different jobs, and discovering what fulfills us. My professor warned against graduate school, asserting, "You're not fully formed yet. You don't know if it's what you really want to do with your life because you haven't tried enough things." Oh, no, not me.." And if you rush into something you're unsure about, you might awake midlife with a crisis on your hands," he had lectured it. Hi. Try waking up a whole lot sooner with a pre-thirty predicament worm dangling from your early bird mouth. "Well to begin," Phone Therapist responded, "you have to learn to take care of yourself. To nurture and comfort that little girl inside you, to realize you are quite capable of relying on yourself. I want you to try to remember what brought you comfort when you were younger." Bowls of cereal after school, coated in a pool of orange-blossom honey. Dragging my finger along the edge of a plate of mashed potatoes. I knew I should have thought "tea" or "bath," but I didn't. Did she want me to answer aloud? "Grilled cheese?" I said hesitantly. "Okay, good. What else?" I thought of marionette shows where I'd held my mother's hand and looked at her after a funny part to see if she was delighted, of brisket sandwiches with ketchup, like my dad ordered. Sliding barn doors, baskets of brown eggs, steamed windows, doubled socks, cupcake paper, and rolled sweater collars. Cookouts where the fathers handled the meat, licking wobbly batter off wire beaters, Christmas ornaments in their boxes, peanut butter on apple slices, the sounds and light beneath an overturned canoe, the pine needle path to the ocean near my mother's house, the crunch of snow beneath my red winter boots, bedtime stories. "My parents," I said. Damn. I felt like she made me say the secret word and just won extra points on the Psychology Game Network. It always comes down to our parents in therapy.

Any school for free citizens must begin by teaching distrust, not trust. It must teach questioning, not acceptance of stock answers.

Cease to be a disobedient child in the school of experience, and begin to learn, with humility and patience, the lessons that are set for your ultimate perfection.

The firs day of high school is bullshit anyways. It's supposed to be about new beginnings, but really all it does is wreck your life. And set you up for failure. And make you realize everything is completely and totally fucked.

There is, on the whole, nothing on earth intended for innocent people so horrible as a school. To begin with, it is a prison. But in some respects more cruel than a prison. In a prison, for instance, you are not forced to read books written by the warders and the governor. . . .In the prison you are not forced to sit listening to turnkeys discoursing without charm or interest on subjects that they don't understand and don't care about, and therefore incapable of making you understand or care about. In a prison they may torture your body; but they do not torture your brains.

What I really needed wasn't a dose of school spirit; it was a glass of water, an aspirin the size of my fist, and the answers to the history exam that I hadn't studied for the night before. "As long as I'm dreaming," I muttered, my words lost to the cacophony of the gym, "I'd also like a pony, a convertible, and a couple of friends." "That's a tall order." I'd known that there were people sitting next to me, but I couldn't begin to imagine how one of them had heard me. I hadn't even heard me. "Would you settle for a piece of gum, an orange Tic Tac, and an introduction the the school slut?

Kurt left in the early morning to walk around Aberdeen in the pale light of dawn. The storm had passed, birds were chirping, and everything in the world seemed more alive. He walked around for hours thinking about it all, waiting for school to begin, watching the sun come up, wondering where his life was heading.

They play in the Meadow. The dancing girl with the dark hair and blue eyes. The boy with blond curls and gray eyes, struggling to keep up with her on his chubby toddler legs. It took five, ten, fifteen years for me to agree. But Peeta wanted them so badly. When I first felt her stiring inside of me, I was consumed with a terror that felt as old as life itself. Only the joy of holding her in my arms could tame it. Carrying him was easier, but not much. The questions are just beginning. The arenas have been completely destroyed, the memorials have been built, there are no more Hunger Games. But they still teach about them at school, and the girl knows we played a role in them. The boy will know in a few years. how can I tell them about that world without frightning them to death? My children, who take the words of the song for granted: Deep in the meadow, under the willow A bed of grass, a soft green pillow Lay down your head, and close your eyes And when again they open, the sun will rise Here it's safe, here it's warm Here the daisies guard you from every harm Here your dreams are sweet snd tomorrow brings them true Here is the place where I love you.

So. If this was some normal fictional young-adult book, this is the part of the story where after the film, the entire high school would rise to their feet and applaud, and Earl and I would find True Acceptance and begin to Truly Believe in Ourselves and Rachel would somehow miraculously make a recovery, or maybe she would die but we would Always Have Her to Thank for Making Us Discover Our Inner Talent, and Madison would become my girlfriend and I would get to nuzzle her boobs like an affectionate panda cub whenever I wanted. That is why fiction sucks. None of that happened. Instead, pretty much everything happened that I was afraid of, except worse.

I don't want to love you, Ellie, but I do love you. I can't stop myself. I've been try to since the moment I saw you with him. You broke me, you broke my fucking heart. You broke me into so many pieces that I didn't think I could find myself again. And I'm so damn scared, I'm scared just like you. You've always been my love, Ellie Watt, since the very beginning. Since the moment I saw your face, your beautiful, young face on that hot, dry day in Palm Valley. You were water for my soul, even in high school. You made me feel like I had another half, someone else who understood what it was like to be unwanted.

When I started school I thought that people in sixth class were so old and knowledgeable even though they were no older than twelve. When I reached twelve I reckoned the people in sixth year, at eighteen years of age, must have known it all. When I reached eighteen I thought that once I finished college then I would really be mature. At twenty-five I still hadn’t made it to college, was still clueless and had a seven-year-old daughter. I was convinced that when I reached my thirties I was going to have at least some clue as to what was going on. Nope, hasn’t happened yet. So I’m beginning to think that when I’m fifty, sixty, seventy, eighty, ninety years old I still won’t be any closer to being wise and knowledgeable. Perhaps people on their deathbed, who have had long, long lives, seen it all, traveled the world, have had kids, been through their own personal traumas, beaten their demons, and learned the harsh lessons of life will be thinking, “God, people in heaven must really know it all.” But I bet that when they finally do die they’ll join the rest of the crowds up there, sit around, spying on the loved ones they left behind and still be thinking that in their next lifetime, they’ll have it all sussed. But I think I have it sussed Steph, I’ve sat around for years thinking about it and I’ve discovered that no one, not even the big man upstairs has the slightest clue as to what’s going on.

Tuesday—we had school for the first time. Madame O’Malley had a moment of silence at the beginning of French class, a class that was always punctuated with long moments of silence, and then asked us how we were feeling. “Awful,” a girl said. “En français,” Madame O’Malley replied. “En français.

There comes a day in every man's life when he stops looking forward and starts looking back. Because of my father's circumstances, I had a sad commentary on life, but I now understood that he was offering me his own gift, one that only time can provide. He was offering me the gift of perspective. My father was telling me that while we tend to remember the dramatic incidents that change history---Armstrong's walk on the moon, Nixon's resignation, and the Loma Prieta earthquake---we live for the quiet, intimate moments that mark not our calendars, but our hearts: The day we marry. The days our children are born. Their first step. Their first word. Their first day of school. And when our children grow, we remember those moments with a touch of melancholy: the day they get their driver's license, the day we drive them to college, the day they marry, and the day they have their children. And the cycle begins anew. We realize it is in those quiet moments that each of us has the ability to make our lives extraordinary.

I think one of the problems [with raising intelligent children in modern society] is compulsory schooling...and that children are sitting there, and they are taught and told what to believe; they are passive from the very beginning – and one must be very, very aggressive intellectually to have a high IQ [...] the child is taught. Right from the beginning, it's a passive process. He or she sits there, and they simply try to believe everything they're told?

For it is a mad world and it will get madder if we allow the minorities, be they dwarf or giant, orangutan or dolphin, nuclear-head or water conservationalist, pro-computerologist or Neo-Luddite, simpleton or sage, to interfere with aesthetics. The real world is the playing ground for each and every group, to make or unmake laws. But the tip of the nose of my book or stories or poems is where their rights end and my territorial imperatives begin, run and rule. If Mormons do not like my plays, let them write their own. If the Irish hate my Dublin stories, let them rent typewriters. If teachers and grammar school editors find my jawbreaker sentences shatter their mushmilk teeth, let them eat stale cake dunked in weak tea of their own ungodly manufacture. If the Chicano intellectuals wish to re-cut my "Wonderful Ice Cream Suit" so it shapes "Zoot," may the belt unravel and the pants fall.

This past, this endless struggle to achieve and reveal and confirm a human identity, human authority, yet contains, for all its horror, something very beautiful. I do not mean to be sentimental about suffering – enough is certainly as good as a feast – but people who cannot suffer can never grow up, can never discover who they are. That man who is forced each day to snatch his manhood, his identity, out of the fire of human cruelty that rages to destroy it knows, if he survives his effort, and even if he does not survive it, something about himself and human life that no school on earth – and indeed, no church – can teach. He achieves his own authority, and that is unshakable. This is because, in order to save his life, he is forced to look beneath appearances, to take nothing for granted, to hear the meaning behind the words. If one is continually surviving the worse that life can bring, one eventually ceases to be controlled by a fear of what life can bring; whatever it brings must be borne. And at this level of experience one’s bitterness begins to be palatable, and hatred becomes too heavy a sack to carry.

Sometimes I'm sad about everything; the way my grilled cheese sandwich tastes, how nice my socks feel, a song John is playing in the kitchen. One time he puts on this goofy Loudon Wainwright song that was on a mix tape I used to listen to during my commute from the boys' school in Bethesda back into the District when we were newly married and everything was about to begin and it makes me burst into tears about the shortness of everything.

I’m completely library educated. I’ve never been to college. I went down to the library when I was in grade school in Waukegan, and in high school in Los Angeles, and spent long days every summer in the library. I used to steal magazines from a store on Genesee Street, in Waukegan, and read them and then steal them back on the racks again. That way I took the print off with my eyeballs and stayed honest. I didn’t want to be a permanent thief, and I was very careful to wash my hands before I read them. But with the library, it’s like catnip, I suppose: you begin to run in circles because there’s so much to look at and read. And it’s far more fun than going to school, simply because you make up your own list and you don’t have to listen to anyone. When I would see some of the books my kids were forced to bring home and read by some of their teachers, and were graded on—well, what if you don’t like those books?

I had this whole plan when I graduated high school: I was going to go to college, date a few guys, and then meet THE guy at the end of my freshman year, maybe at the beginning of my sophomore year. We'd be engaged by graduation and married the next year. And then, after some traveling, we'd start our family. Four kids, three years apart. I wanted to be done by the time I was 35.

The future teachers I try to recruit are those show have refused to let themselves be neutered in this way, either in their private lives or in the lives that they intend to lead in school. When they begin to teach, they come into their classrooms with a sense of affirmation of the goodness and the fullness of existence, with a sense of satisfaction in discovering the unexpected in their students, and with a longing to surprise the world, their kids, even themselves, with their capacity to leave each place they've been ... a better and more joyful place than it was when they entered it.

I sigh and flop down on my bed. "Okay." He starts pacing the room. "Rewind and tell me what happened from the beginning." "Okay." I blow out a breath and try to calm down. "So she touched my dick." "Where?" "MY DICK! Are you not listening?" "Settle down, asshole. Where were you when she touched..." His face contorts to a grimace. "You know... your..." "My dick? At school." "HOLY SHIT ! What the hell are they letting happen in schools these days?" "What?" I yell, frustrated. "No! It's not like she pulled my pants down in the cafeteria while we were all eating lunch and decided to tug me.

It's after school, after my double detentions for gym and chemistry, and I'm at Knead, about to begin working on a new piece. I wedge the clay out against my board, enjoying the therapeutic quality of each smack, prod, and punch. As the clay oozes between my fingers and pastes against my skin, images of all sorts begin to pop into my head. I try my best to push them away,to focus instead on the cold and clammy sensation of the mound and the way it helps me relax. But after only a few short minutes of solitude, I hear someone storm their way up the back stairwell. At first I think it's Spencer, but then I hear the voice: "I'm coming up the stairs," Adam bellows. "I'm approaching the studio area, about to pass by the sink." I turn to look, noticing he's standing only a few feet behind me now. "I hope I didn't startle you this time," he says. "Ha-ha." I hold back my smile. "I would have called your cell to tell you I was coming up, but you never gave me your number." "I'm fine," I assure him, unable to stifle a giggle.

We can change the laws, but what really needs to change is the culture of sexual violence. That begins with conversations and the strength to speak the truth to power...

It's so weird," Chloe said finally, "that it doesn't feel different now." "What?" I asked her. "Everything," she said. "I mean, this is what we've been waiting for, right? High school's over. It's a whole new thing but it feels exactly the same." "That's because nothing new has started yet," Jess told her. She had her face tipped up, eyes on the sky above us. "By the end of the summer, then things will feel new. Because they will be." Chloe pulled another tiny bottle—this time gin—out of her jacket pocket and popped the top. "It sucks to wait, though," she said, taking a sip of it. "I mean, for everything to begin.

Understanding America for the Non-American Black: Thoughts on the Special White Friend One great gift for the Zipped-Up Negro is The White Friend Who Gets It. Sadly, this is not as common as one would wish, but some are lucky to have that white friend who you don’t need to explain shit to. By all means, put this friend to work. Such friends not only get it, but also have great bullshit-detectors and so they totally understand that they can say stuff that you can’t. So there is, in much of America, a stealthy little notion lying in the hearts of many: that white people earned their place at jobs and schools while black people got in because they were black. But in fact, since the beginning of America, white people have been getting jobs because they were white. Many whites with the same qualifications but Negro skin would not have the jobs they have. But don’t ever say this publicly. Let your white friend say it. If you make the mistake of saying this, you will be accused of a curiosity called “playing the race card.” Nobody quite knows what this means. When my father was in school in my NAB (Non American Black) country, many American Blacks could not vote or go to good schools. The reason? Their skin color. Skin color alone was the problem. Today, many Americans say that skin color cannot be part of the solution. Otherwise it is referred to as a curiosity called “reverse racism.” Have your white friend point out how the American Black deal is kind of like you’ve been unjustly imprisoned for many years, then all of a sudden you’re set free, but you get no bus fare. And, by the way, you and the guy who imprisoned you are now automatically equal. If the “slavery was so long ago” thing comes up, have your white friend say that lots of white folks are still inheriting money that their families made a hundred years ago. So if that legacy lives, why not the legacy of slavery? And have your white friend say how funny it is, that American pollsters ask white and black people if racism is over. White people in general say it is over and black people in general say it is not. Funny indeed. More suggestions for what you should have your white friend say? Please post away. And here’s to all the white friends who get it.

each day after class lets out,each morning before it begins, i sit at the school piano and make my hands work. in spite of the pain, in spite of the stiffness and scars. i make my hands play piano.i have practiced my best piece over and over till my arms throb.

And the day inevitably comes when the scrapbook of summer, smeared with ice cream slurps and sweat stains, gives way to that new clean white notebook, spine unbroken, begging to be smudged with the enthusiasm of a number two pencil and a mind open to the possibilities.

Today at school I will learn to read at once; then tomorrow I will begin to write, and the day after tomorrow to cipher. Then with my acquirements I will earn a great deal of money, and with the first money I have in my pocket I will immediately buy for my papa a beautiful new cloth coat. But what am I saying? Cloth, indeed! It shall be all made of gold and silver, and it shall have diamond buttons. That poor man really deserves it; for to buy me books and to have me taught he has remained in his shirt sleeves... And in this cold! It is only fathers who are capable of such sacrifices!...

But then something happened, Ray, something amazing. Something... "That white cop sitting next to me? He took a long look at my mother when she came in, just like, absorbed her, and then without even turning to me, he just put his hand on my back, up between my neck and shoulder... "And all he did was squeeze. Give me a little squeeze of sympathy, then rubbed that same spot with his palm for maybe two, three seconds, and that was it. "But I swear to you, nobody, in my entire life up to that point had ever touched me with that kind of tenderness. I had never experienced a sympathetic hand like that, and Ray, it felt like lightning. "I mean, the guy did it without thinking, I'm sure. And when dinnertime rolled around he had probably forgotten all about it. Forgot about me, too, for that matter... But I didn't forget. "I didn't walk around thinking about it nonstop either, but something like seven years later when I was at community college? The recruiting officer for the PD came on campus for Career Day, and I didn't really like college all that much to begin with, so I took the test for the academy, scored high, quit school and never looked back. "And usually when I tell people why I became a cop I say because it would keep Butchie and Antoine out of my life, and there's some truth in that. "But I think the real reason was because that recruiting officer on campus that day reminded me, in some way, you know, conscious or not, of that housing cop who had sat on the bench with me when I was thirteen. "In fact, I don't think it, I know it. As sure as I'm standing here, I know I became a cop because of him. For him. To be like him. God as my witness, Ray. The man put his hand on my back for three seconds and it rerouted my life for the next twenty-nine years. "It's the enormity of small things... Adults, grown-ups, us, we have so much power... And sometimes when we find ourselves coming into contact with certain kinds of kids? Needy kids? We have to be ever so careful...

From the time they hit middle school, they start moving away from home. They are not doing anything wrong; it's just the way they are made. They are becoming independent, and they begin redefining themselves through the eyes other people who are not in their immediate family. The older they get, the more important it is to have other voices in their lies saying the same things but in a different way.

Do you wonder then that this man’s behaviour used to puzzle me tremendously? He was an ordinary clergyman at that time as well as being Headmaster, and I would sit in the dim light of the school chapel and listen to him preaching about the Lamb of God and about Mercy and Forgiveness and all the rest of it and my young mind would become totally confused. I knew very well that only the night before this preacher had shown neither Forgiveness nor Mercy in flogging some small boy who had broken the rules. So what was it all about? I used to ask myself. Did they preach one thing and practise another, these men of God? And if someone had told me at the time that this flogging clergyman was one day to become the Archbishop of Canterbury, I would never have believed it. It was all this, I think, that made me begin to have doubts about religion and even about God. If this person, I kept telling myself, was one of God’s chosen salesmen on earth, then there must be something very wrong about the whole business.

HOGWARTS SCHOOL of WITCHCRAFT and WIZARDRY Headmaster: Albus Dumbledore (Order of Merlin, First Class, Grand Sorc., Chf. Warlock, Supreme Mugwump, International Confed. of Wizards) Dear Mr. Potter, We are pleased to inform you that you have been accepted at Hogwarts School of Witchcraft and Wizardry. Please find enclosed a list of all necessary books and equipment. Term begins on September 1. We await your owl by no later than July 31. Yours sincerely, Minerva McGonagall, Deputy Headmistress

In order to help children make the most of their education, parents must begin to relinquish control and focus on three goals: embracing opportunities to fail, finding ways to learn from that failure, and creating positive home-school relationships.

In many places it is literally not safe physically for youngsters to go to school. And in many schools, and its becoming almost generally true, it is spiritually unsafe to attend public schools. Look back over the history of education to the turn of the century and the beginning of the educational philosophies, pragmatism and humanism were the early ones, and they branched out into a number of other philosophies which have led us now into a circumstance where our schools are producing the problems that we face.

Here are all these people, full of heartache or hatred or desire, and we all have our troubles and the school year is filled with vulgarity and triviality and consequence, and there are all these teachers and kids of every shape and size, and there's this life we're struggling through full of shouting and tears and fights and break-ups and dashed hopes and unexpected luck -- it all disappears, just like that, when the choir begins to sing. Everyday life vanishes into song, you are suddenly overcome with a feeling of brotherhood, of deep solidarity, even love, and it diffuses the ugliness of everyday life into a spirit of perfect communion.

Keep those faces in mind, the little girls and boys in the early grades, all trusting the adults to show them the way, all eager and excited about life and what will come next, and then just follow those faces over time. Follow the face of a little girl who doesn't read very well and is told to try harder; who tends to daydream and is told she better pay attention; who talks out in class when she sees something fascinating, like a butterfly on the windowpane, and is told to leave the class and report to the principal; who forgets her homework and is told she will just never learn, will she; who writes a story rich in imagination and insight and is told her handwriting and spelling are atrocious; who asks for help and is told she should try harder herself before getting others to do her work for her; who begins to feel unhappy in school and is told that big girls try harder. This is the brutal process of the breaking of the spirit of a child. I can think of no more precious resource than the spirits of our children. Life necessarily breaks us all down somewhat, but to do it unnecessarily to our children in the name of educating them -- this is a tragedy. To take the joy of learning -- which one can see in any child experimenting with something new -- to take that joy and turn it into fear -- that is something we should never do.

I wish I could say we all lived happily ever after. I can't. But I can say we lived. Our love for Nate lives, and he's left us this piece of himself in his art; it was his gift to us. We know him through his art, and I can take comfort in that. I guess the thing about high school is, it's the moment when you start to cross from a being a kid to being an adult, and this journey to know yourself begins. Nate's journey ended to early, and I thought I had to run away to some far-off land to start mine. But, for now, it seems to me that I have enough to explore right here. There's a whole continent to discover in myself, and I know that it's love - love for my parents, my friends, my brother, and my art - that will guide me. Love will be my map.

The world is so big, so complicated, so replete with marvels and surprises that it takes years for most people to begin to notice that it is, also, irretrievably broken. We call this period of research “childhood.” There follows a program of renewed inquiry, often involuntary, into the nature and effects of mortality, entropy, heartbreak, violence, failure, cowardice, duplicity, cruelty, and grief; the researcher learns their histories, and their bitter lessons, by heart. Along the way, he or she discovers that the world has been broken for as long as anyone can remember, and struggles to reconcile this fact with the ache of cosmic nostalgia that arises, from time to time, in the researcher’s heart: an intimation of vanished glory, of lost wholeness, a memory of the world unbroken. We call the moment at which this ache first arises “adolescence.” The feeling haunts people all their lives. Everyone, sooner or later, gets a thorough schooling in brokenness.

Like most things in the story the natural sciences can tell about the world, it’s all so beautiful, so gracefully simple, yet so rewardingly complex, so neatly connected—not to mention true—that I can’t even begin to imagine why anyone would ever want to believe some New Age ‘alternative’ nonsense instead. I would go so far as to say that even if we are all under the control of a benevolent God, and the whole of reality turns out to be down to some flaky spiritual ‘energy’ that only alternative therapists can truly harness, that’s still neither so interesting nor so graceful as the most basic stuff I was taught at school about how plants work.

Saint Bartleby's School for Young Gentlemen Annual Report Student: Artemis Fowl II Year: First Fees: Paid Tutor: Dr Po Language Arts As far as I can tell, Artemis has made absolutely no progress since the beginning of the year. This is because his abilities are beyond the scope of my experience. He memorizes and understands Shakespeare after a single reading. He finds mistakes in every exercise I administer, and has taken to chuckling gently when I attempt to explain some of the more complex texts. Next year I intend to grant his request and give him a library pass during my class. Mathematics Artemis is an infuriating boy. One day he answers all my questions correctly, and the next every answer is wrong. He calls this an example of the chaos theory, and says that he is only trying to prepare me for the real world. He says the notion of infinity is ridiculous. Frankly, I am not trained to deal with a boy like Artemis. Most of my pupils have trouble counting without the aid of their fingers. I am sorry to say, there is nothing I can teach Artemis about mathematics, but someone should teach him some manners. Social Studies Artemis distrusts all history texts, because he says history was written by the victors. He prefers living history, where survivors of certain events can actually be interviewed. Obviously this makes studying the Middle Ages somewhat difficult. Artemis has asked for permission to build a time machine next year during double periods so that the entire class may view Medieval Ireland for ourselves. I have granted his wish and would not be at all surprised if he succeeded in his goal. Science Artemis does not see himself as a student, rather as a foil for the theories of science. He insists that the periodic table is a few elements short and that the theory of relativity is all very well on paper but would not hold up in the real world, because space will disintegrate before lime. I made the mistake of arguing once, and young Artemis reduced me to near tears in seconds. Artemis has asked for permission to conduct failure analysis tests on the school next term. I must grant his request, as I fear there is nothing he can learn from me. Social & Personal Development Artemis is quite perceptive and extremely intellectual. He can answer the questions on any psychological profile perfectly, but this is only because he knows the perfect answer. I fear that Artemis feels that the other boys are too childish. He refuses to socialize, preferring to work on his various projects during free periods. The more he works alone, the more isolated he becomes, and if he does not change his habits soon, he may isolate himself completely from anyone wishing to be his friend, and, ultimately, his family. Must try harder.

You're funny.' Phoebe passed me the last chocolate cupcake. 'And I always thought your friends were laughing over their own farts.' 'Ninety percent of Eastwood's male population laughs over their own farts. Present company excluded, naturally.

Professor Manley begins his first day of Uglification class by explaining why villains must be ugly to succeed. Ugliness releases you from the surface - from the prison of vanity and youur own looks - and sets you free to embrace the soul within.

WALLS CAN BE useful,” said Dot as she climbed the fog. “Without a wall, you might not know where to begin. But a wall is a challenge. Put a wall in front of a witch and she’ll find her way past it.

I begin to call Morrie “Coach,” the way I used to address my high school track coach. Morrie likes the nickname. “Coach,” he says. “All right, I’ll be your coach. And you can be my player. You can play all the lovely parts of life that I’m too old for now.

And tomorrow, next month, next year? It will take a long time. Years from now, they will still be arranging the pieces they know, puzzling over her features, redrawing her outlines in their minds. Sure that they've got her right this time, positive in this moment that they understand her completely, at last. They will think of her often: when Marilyn opens the curtains in Lydia's room, opens the closet, and begins to take the clothing from the shelves. When their father, one day, enters a party for the first time does not glance, quickly, at all the blond heads in the room. When Hannah begins to stand a little straighter, when she begins to speak a bit clearer, when one day she flicks her hair behind her ear in a familiar gesture and wonders, for a moment, where she got it. And Nath. When at school people ask if he has siblings: two sisters, but one died; when one day, he looks at the small bump that will always mar the bridge of Jack's nose and wants to trace it, gently, with his finger. When a long, long time later, he stares down at the silent blue marble of the earth and thinks of his sister, as he will at every important moment of his life. He doesn't know this yet, but he senses it deep down in his core. So much will happen, he thinks, that I would want to tell you.

It had been two weeks since her first real boyfriend, Jason, had broken up with her on the eve of the first day of school. His exact words had been “Babe, you know I think you’re the best and all, but it’s my senior year and I can’t have the baggage of a relationship. I gotta live it up, play the field. You get it, right?” Uh, not exactly. So Michele had to begin her junior year with a broken heart, which grew all the more painful last week, when word spread that Jason was hooking up with a sophomore, Carly Marsh

That is what is marvelous about school, she realized: when you are in school, your talents are without number, and your promise is boundless. You ace a math test: you will one day work for NASA. The choir director asks you to sing a solo at the holiday concert: you are the next Mariah Carey. You score a goal, you win a poetry contest, you act in a play. And you are everything at once: actor, astronomer, gymnast, star. But at a certain point, you begin to feel your talents dropping away, like feathers from a molting bird. Cello lessons conflict with soccer practice. There aren't enough spots on the debating team. Calculus remains elusive. Until the day you realize that you cannot think of a single thing you are wonderful at.

It would be something fine if we could learn how to bless the lives of children. They are the people of new life. Children are the only people nobody can blame. They are the only ones always willing to make a start; they have no choice. Children are the ways the world begin again and again. "But in general, our children have no voice--that we will listen to. We force, we blank them into the bugle/bell regulated lineup of the Army/school, and we insist on silence. "But even if we cannot learn to bless their lives (our future times), at least we can try to find out how we already curse and burden their experience: how we limit the wheeling of their inner eyes, how we terrify their trust, and how we condemn the raucous laughter of their natural love. What's more, if we will hear them, they will teach us what they need; they will bluntly formulate the tenderness of their deserving.

To really see America, you need to drive it mile by mile. Because you not only begin to grasp the immensity of this beautiful country, you see the climate and geography change with every state line. These are indeed things that cannot be learned from an old school book under the cold classroom lights. They must be seen, heard, and felt in person to be truly appreciated.

The American university has become the final stage of the most all encompassing initiation rite the world has ever known. No society in history has been able to survive without ritual or myth, but ours is the first which has needed such a dull, protracted, destructive, and expensive initiation into its myth. The contemporary world civilization is also the first one which has found it necessary to rationalize its fundamental initiation ritual in the name of education. We cannot begin a reform of education unless we first understand that neither individual learning nor social equality can be enhanced by the ritual of schooling. We cannot go beyond the consumer society unless we first understand that obligatory public schools inevitably reproduce such a society, no matter what is taught in them.

If I were the Devil . . . I mean, if I were the Prince of Darkness, I would of course, want to engulf the whole earth in darkness. I would have a third of its real estate and four-fifths of its population, but I would not be happy until I had seized the ripest apple on the tree, so I should set about however necessary to take over the United States. I would begin with a campaign of whispers. With the wisdom of a serpent, I would whisper to you as I whispered to Eve: “Do as you please.” “Do as you please.” To the young, I would whisper, “The Bible is a myth.” I would convince them that man created God instead of the other way around. I would confide that what is bad is good, and what is good is “square”. In the ears of the young marrieds, I would whisper that work is debasing, that cocktail parties are good for you. I would caution them not to be extreme in religion, in patriotism, in moral conduct. And the old, I would teach to pray. I would teach them to say after me: “Our Father, which art in Washington” . . . If I were the devil, I’d educate authors in how to make lurid literature exciting so that anything else would appear dull an uninteresting. I’d threaten T.V. with dirtier movies and vice versa. And then, if I were the devil, I’d get organized. I’d infiltrate unions and urge more loafing and less work, because idle hands usually work for me. I’d peddle narcotics to whom I could. I’d sell alcohol to ladies and gentlemen of distinction. And I’d tranquilize the rest with pills. If I were the devil, I would encourage schools to refine yound intellects but neglect to discipline emotions . . . let those run wild. I would designate an athiest to front for me before the highest courts in the land and I would get preachers to say “she’s right.” With flattery and promises of power, I could get the courts to rule what I construe as against God and in favor of pornography, and thus, I would evict God from the courthouse, and then from the school house, and then from the houses of Congress and then, in His own churches I would substitute psychology for religion, and I would deify science because that way men would become smart enough to create super weapons but not wise enough to control them. If I were Satan, I’d make the symbol of Easter an egg, and the symbol of Christmas, a bottle. If I were the devil, I would take from those who have and I would give to those who wanted, until I had killed the incentive of the ambitious. And then, my police state would force everybody back to work. Then, I could separate families, putting children in uniform, women in coal mines, and objectors in slave camps. In other words, if I were Satan, I’d just keep on doing what he’s doing. (Speech was broadcast by ABC Radio commentator Paul Harvey on April 3, 1965)

Sophie, every faith in the world is based on fabrication. That is the definition of faith—acceptance of that which we imagine to be true, that which we cannot prove. Every religion describes God through metaphor, allegory, and exaggeration, from the early Egyptians through modern Sunday school. Metaphors are a way to help our minds process the unprocessible. The problems arise when we begin to believe literally in our own metaphors.

Down vith children! Do them in! Boil their bones and fry their skin! Bish them, sqvish them, bash them, mash them! Brrreak them, shake them, slash them, smash them! Offer chocs vith magic powder! Say “Eat up!” then say it louder. Crrram them full of sticky eats, Send them home still guzzling sveets. And in the morning little fools Go marching off to separate schools. A girl feels sick and goes all pale. She yells, “Hey look! I've grrrown a tail!” A boy who's standing next to her Screams, “Help! I think I'm grrrowing fur!” Another shouts, “Vee look like frrreaks! There's viskers growing on our cheeks!” A boy who vos extremely tall Cries out, “Vot's wrong? I'm grrrowing small!” Four tiny legs begin to sprrrout From everybody rrround about. And all at vunce, all in a trrrice, There are no children! Only MICE!

To summarize what I have said: Aim for the highest; never enter a bar-room; do not touch liquor, or if at all only at meals; never speculate; never indorse beyond your surplus cash fund; make the firm’s interest yours; break orders always to save owners; concentrate; put all your eggs in one basket, and watch that basket; expenditure always within revenue; lastly, be not impatient, for, as Emerson says, “no one can cheat you out of ultimate success but yourselves.” I congratulate poor young men upon being born to that ancient and honourable degree which renders it necessary that they should devote themselves to hard work. A basketful of bonds is the heaviest basket a young man ever had to carry. He generally gets to staggering under it. We have in this city creditable instances of such young men, who have pressed to the front rank of our best and most useful citizens. These deserve great credit. But the vast majority of the sons of rich men are unable to resist the temptations to which wealth subjects them, and sink to unworthy lives. I would almost as soon leave a young man a curse, as burden him with the almighty dollar. It is not from this class you have rivalry to fear. The partner’s sons will not trouble you much, but look out that some boys poorer, much poorer than yourselves, whose parents cannot afford to give them the advantages of a course in this institute, advantages which should give you a decided lead in the race–look out that such boys do not challenge you at the post and pass you at the grand stand. Look out for the boy who has to plunge into work direct from the common school and who begins by sweeping out the office. He is the probable dark horse that you had better watch.

It's ridiculous. Here I sit in my little room, I, Brigge, who have got to be twenty-eight years old and about whom no one knows. I sit here and am nothing. And yet this nothing begins to think and thinks, up five flights of stairs, these thoughts on a gray Paris afternoon: Is it possible, this nothing thinks, that one has not yet seen, recognized, and said anything real and important? Is it possible that one has had thousands of years of time to look, reflect, and write down, and that one has let the millennia pass away like a school recess in which one eats one's sandwich and an apple? Yes, it is possible. ...Is it possible that in spite of inventions and progress, in spite of culture, religion, and worldly wisdom, that one has remained on the surface of life? Is it possible that one has even covered this surface, which would at least have been something, with an incredibly dull slipcover, so that it looks like living-room furniture during the summer vacation? Yes, it is possible. Is it possible that the whole history of the world has been misunderstood? Is it possible that the past is false because one has always spoken of its masses, as if one was telling about a coming together of many people, instead of telling about the one person they were standing around, because he was alien and died? Yes, it is possible. Is it possible that one believed one has to make up for everything that happened before one was born? Is it possible one would have to remind every single person that he arose from all earlier people so that he would know it, and not let himself be talked out of it by the others, who see it differently? Yes, it is possible. Is it possible that all these people know very precisely a past that never was? Is it possible that everything real is nothing to them; that their life takes its course, connected to nothing, like a clock in an empty room? Yes, it is possible. Is it possible that one knows nothing about girls, who are nevertheless alive? Is it possible that one says "the women", "the children", "the boys", and doesn't suspect (in spite of all one's education doesn't suspect) that for the longest time these words have no longer had a plural, but only innumerable singulars? Yes, it is possible. Is it possible that there are people who say "God" and think it is something they have in common? Just look at two schoolboys: one buys himself a knife, and the same day his neighbor buys one just like it. And after a week they show each other their knives and it turns out that they bear only the remotest resemblance to each other-so differently have they developed in different hands (Well, the mother of one of them says, if you boys always have to wear everything out right away). Ah, so: is it possible to believe that one could have a God without using him? Yes, it is possible. But, if all this is possible, has even an appearance of possibility-then for heaven's sake something has to happen. The first person who comes along, the one who has had this disquieting thought, must begin to accomplish some of what has been missed; even if he is just anyone, not the most suitable person: there is simply no one else there. This young, irrelevant foreigner, Brigge, will have to sit himself down five flights up and write, day and night, he will just have to write, and that will be that.

Ponder this quote by John MacArthur until it is written in the corridors of your mind: “We need to adjust our presentation of the gospel. We cannot dismiss the fact that God hates sin and punishes sinners with eternal torment. How can we begin a gospel presentation by telling people on their way to hell that God has a wonderful plan for their lives?” It is true that God has a wonderful plan for their lives—but it is that they would repent and trust the Savior, and receive the righteousness of Christ.

Writing of only one small part of the broader problem, namely the single-minded pursuit of individualistic 'rights,' [Don] Feder is not wrong to conclude: Absent a delicate balance--rights and duties, freedom and order--the social fabric begins to unravel. The rights explosion of the past three decades has taken us on a rapid descent to a culture without civility, decency, or even that degree of discipline necessary to maintain an advanced industrial civilization. Our cities are cesspools, our urban schools terrorist training camps, our legislatures brothels where rights are sold to the highest electoral bidder.

Before she closed her eyes tonight, Rose said she regretted that she has not done something heroic in her life. Well, it's not like she can suddenly climb a tree and save a cat, or go to medical school and begin some important cancer research. But Rose has been my sister. I think that's heroic.

From the beginning of high school, all other substances were readily available and liberally consumed by my friends, who used weed and booze like an essential garnish for activities. Peer pressure was rampant with hallucinogens and cocaine. I experimented and hated the effects. Reality wasn’t the problem. I was.

Our prevailing system of management has destroyed our people. People are born with intrinsic motivation, self-respect, dignity, curiosity to learn, joy in learning. The forces of destruction begin with toddlers—a prize for the best Halloween costume, grades in school, gold stars—and on up through the university. On the job, people, teams, and divisions are ranked, reward for the top, punishment for the bottom. Management by Objectives, quotas, incentive pay, business plans, put together separately, division by division, cause further loss, unknown and unknowable.

It’s up to us, all citizens, regardless of background, to step up to the plate and address these issues. We need to share our life experiences and offer honest appraisals of the problems we face. We need to do it at kitchen tables all over the nation. In schools, we need to educate our children to celebrate diversity rather than fight or kill over it. We need to promote our core values at home and abroad. That begins with citizens and police officers respecting each other and treating each other as each of us would want to be treated.

Once when I was younger I went out and sat under the sky and looked up and asked it to take me back. What I should have done was gone to the swamp and bog and ask them to bring me back because, if anything is, mud and marsh are the origins of life. Now i think of the storm that made chaos, that the storm opened a door. It tried to make over a world the way it wanted it to be. At school I learned that storms create life, that lightning, with its nitrogen, is a beginning; bacteria and enzymes grow new life from decay out of darkness and water. It's into this that I want to fall, into swamp and mud and sludge and it seems like falling is the natural way of things; gravity needs no fuel, no wings. It needs only stillness and waiting and time.

All the talk of bullying and alienation provided an easy motive. Forty-eight hours after the massacre, USA Today pulled the threads together in a stunning cover story that fused the myths of jock-hunting, bully-revenge, and the TCM. “Students are beginning to describe how a long-simmering rivalry between the sullen members of their clique [the TCM] and the school’s athletes escalated and ultimately exploded in this week’s deadly violence,” it said. It described tension the previous spring, including daily fistfights. The details were accurate, the conclusions wrong. Most of the media followed. It was accepted as fact.

I want you to imagine for a minute,” she begins. “I know it’s going to be hard for both of you, but just imagine—that literally nothing was made for you. Your parents were denied a house because of their skin color, your grandparents were sprayed with fire hoses and ripped apart by dogs in the streets, your great-grandparents were housemaids and mammies and barely paid entertainers, and your great-great-grandparents were slaves. Every movie in your life is majority Black, all the characters in your favorite books have been cast darker in the movie adaptation for no reason, and every mistake you make is because of your skin color and because of “your background” and because of the music you listen to. You are the only white kids at a school of five hundred Blacks, and every Black person at that school asks you to weigh in on what it’s like to be white, or what white people think about this or that. It’s not fun.

There was no room for dust devils in the laws of physics, as least in the rigid form in which they were usually taught. There is a kind of unspoken collusion going on in mainstream science education: you get your competent but bored, insecure and hence stodgy teacher talking to an audience divided between engineering students, who are going to be responsible for making bridges that won’t fall down or airplanes that won’t suddenly plunge vertically into the ground at six hundred miles an hour, and who by definition get sweaty palms and vindictive attitudes when their teacher suddenly veers off track and begins raving about wild and completely nonintuitive phenomena; and physics students, who derive much of their self-esteem from knowing that they are smarter and morally purer than the engineering students, and who by definition don’t want to hear about anything that makes no fucking sense. This collusion results in the professor saying: (something along the lines of) dust is heavier than air, therefore it falls until it hits the ground. That’s all there is to know about dust. The engineers love it because they like their issues dead and crucified like butterflies under glass. The physicists love it because they want to think they understand everything. No one asks difficult questions. And outside the windows, the dust devils continue to gambol across the campus.

Novel is a particular form of narrative./ And narrative is a phenomenon which extends considerably beyond the scope of literature; it is one of the essential constituents of our understanding of reality. From the time we begin to understand language until our death, we are perpetually surrounded by narratives, first of all in our family, then at school, then through our encounters with people and reading. - The Novel as Research. (1968)

In a short time a group of commissioners arrived to begin organization of a new Indian agency in the valley. One of them mentioned the advantages of schools for Joseph’s people. Joseph replied that the Nez Percés did not want the white man’s schools. “Why do you not want schools?” the commissioner asked. “They will teach us to have churches,” Joseph answered. “Do you not want churches?” “No, we do not want churches.” “Why do you not want churches?” “They will teach us to quarrel about God,” Joseph said. “We do not want to learn that. We may quarrel with men sometimes about things on this earth, but we never quarrel about God. We do not want to learn that.

It is worse, much worse, than you think. The slowness of climate change is a fairy tale, perhaps as pernicious as the one that says it isn’t happening at all, and comes to us bundled with several others in an anthology of comforting delusions: that global warming is an Arctic saga, unfolding remotely; that it is strictly a matter of sea level and coastlines, not an enveloping crisis sparing no place and leaving no life undeformed; that it is a crisis of the “natural” world, not the human one; that those two are distinct, and that we live today somehow outside or beyond or at the very least defended against nature, not inescapably within and literally overwhelmed by it; that wealth can be a shield against the ravages of warming; that the burning of fossil fuels is the price of continued economic growth; that growth, and the technology it produces, will allow us to engineer our way out of environmental disaster; that there is any analogue to the scale or scope of this threat, in the long span of human history, that might give us confidence in staring it down. None of this is true. But let’s begin with the speed of change. The earth has experienced five mass extinctions before the one we are living through now, each so complete a wiping of the fossil record that it functioned as an evolutionary reset, the planet’s phylogenetic tree first expanding, then collapsing, at intervals, like a lung: 86 percent of all species dead, 450 million years ago; 70 million years later, 75 percent; 125 million years later, 96 percent; 50 million years later, 80 percent; 135 million years after that, 75 percent again. Unless you are a teenager, you probably read in your high school textbooks that these extinctions were the result of asteroids. In fact, all but the one that killed the dinosaurs involved climate change produced by greenhouse gas. The most notorious was 250 million years ago; it began when carbon dioxide warmed the planet by five degrees Celsius, accelerated when that warming triggered the release of methane, another greenhouse gas, and ended with all but a sliver of life on Earth dead. We are currently adding carbon to the atmosphere at a considerably faster rate; by most estimates, at least ten times faster. The rate is one hundred times faster than at any point in human history before the beginning of industrialization. And there is already, right now, fully a third more carbon in the atmosphere than at any point in the last 800,000 years—perhaps in as long as 15 million years. There were no humans then. The oceans were more than a hundred feet higher.

The purpose of college, to put this all another way, is to turn adolescents into adults. You needn't go to school for that, but if you're going to be there anyway, then that's the most important thing to get accomplished. That is the true education: accept no substitutes. The idea that we should take the first four years of young adulthood and devote them to career preparation alone, neglecting every other part of life, is nothing short of an obscenity. If that's what people had you do, then you were robbed. And if you find yourself to be the same person at the end of college as you were at the beginning - the same beliefs, the same values, the same desires, the same goals for the same reasons - then you did it wrong. Go back and do it again.

To learn hard things quickly, you must focus intensely without distraction. To learn, in other words, is an act of deep work. If you’re comfortable going deep, you’ll be comfortable mastering the increasingly complex systems and skills needed to thrive in our economy. If you instead remain one of the many for whom depth is uncomfortable and distraction ubiquitous, you shouldn’t expect these systems and skills to come easily to you. Deep Work Helps You Produce at an Elite Level Adam Grant produces at an elite level. When I met Grant in 2013, he was the youngest professor to be awarded tenure at the Wharton School of Business at Penn. A year later, when I started writing this chapter (and was just beginning to think about my own tenure process), the claim was updated: He’s now the youngest full professor* at Wharton. The reason Grant advanced so quickly in his corner of academia is simple: He produces. In 2012, Grant published seven articles—all of them in major journals. This is an absurdly

One of the most destructive forces in the world is love. For the following reason: The world is a conglomeration of objects, no, of events and the approaching of events towards objects, therefore of becoming stases static stagnant, of all that is unreal. You get in the world, you get your daily life your routine doesn't matter if you're rich poor legal illegal, you begin to believe what doesn't change is real, and love comes along and shows all these unchangeable for ever fixtures to be flimsy paper bits. Love can tear anything to shreds.

It’s a blur—dense, raucous, exhausting—feelings and thoughts all jumbled together into days and semesters, routines and first times, rolling along, rambling along, summer nights with all the windows open, lying on top of the covers, and darkening autumn mornings when no one wants to get out of bed, getting ready, getting better at things, wins and losses and days when it doesn’t go anyone’s way at all, and then, just as chaos begins to take some kind of shape, present itself not as a random series of emergencies and things you could have done better, the calendar, the months and years and year after year, stacked up in a messy pile starts to make sense, the sweetness of it all, right at that moment, the first times start turning into last times, as in, last first day of school, last time he crawls into bed with us, last time you’ll all sleep together like this, the three of you. There are a few years when you make almost all of your important memories. And then you spend the next few decades reliving them.

All the people around Hester hate her and despise her and think she's a total freak. The kid's beyond human law and human consideration. How do you feel about yourself when every human being you hear and see and smell every day of your being thinks you're worse than garbage? Your conception of who you are has always, at least partially, depended on how the people around you behaved towards you... You don't know. How can you know anything? How can you know anything? You begin to go crazy.

there was a sort of embarrassment about storytelling that struck home powerfully about one hundred years ago, at the beginning of modernism. We see a similar reaction in painting and in music. It's a preoccupation suddenly with the surface rather than the depth. So you get, for example, Picasso and Braque making all kinds of experiments with the actual surface of the painting. That becomes the interesting thing, much more interesting than the thing depicted, which is just an old newspaper, a glass of wine, something like that. In music, the Second Viennese School becomes very interested in what happens when the surface, the diatonic structure of the keys breaks down, and we look at the notes themselves in a sort of tone row, instead of concentrating on things like tunes, which are sort of further in, if you like. That happened, of course, in literature, too, with such great works as James Joyce's Ulysses, which is all about, really, how it's told. Not so much about what happens, which is a pretty banal event in a banal man's life. It's about how it's told. The surface suddenly became passionately interesting to artists in every field about a hundred years ago. In the field of literature, story retreated. The books we talked about just now, Middlemarch, Bleak House, Vanity Fair -- their authors were the great storytellers as well as the great artists. After modernism, things changed. Indeed, modernism sometimes seems to me like an equivalent of the Fall. Remember, the first thing Adam and Eve did when they ate the fruit was to discover that they had no clothes on. They were embarrassed. Embarrassment was the first consequence of the Fall. And embarrassment was the first literary consequence of this modernist discovery of the surface. "Am I telling a story? Oh my God, this is terrible. I must stop telling a story and focus on the minute gradations of consciousness as they filter through somebody's..." So there was a great split that took place. Story retreated, as it were, into genre fiction-into crime fiction, into science fiction, into romantic fiction-whereas the high-art literary people went another way. Children's books held onto the story, because children are rarely interested in surfaces in that sort of way. They're interested in what-happened and what-happened next. I found it a great discipline, when I was writing The Golden Compass and other books, to think that there were some children in the audience. I put it like that because I don't say I write for children. I find it hard to understand how some writers can say with great confidence, "Oh, I write for fourth grade children" or "I write for boys of 12 or 13." How do they know? I don't know. I would rather consider myself in the rather romantic position of the old storyteller in the marketplace: you sit down on your little bit of carpet with your hat upturned in front of you, and you start to tell a story. Your interest really is not in excluding people and saying to some of them, "No, you can't come, because it's just for so-and-so." My interest as a storyteller is to have as big an audience as possible. That will include children, I hope, and it will include adults, I hope. If dogs and horses want to stop and listen, they're welcome as well.

I will never forget, one day [when I] was six years old and I was playing beside the road and this plantation owner drove up to me and stopped and asked me, `could I pick cotton.' I told him I didn't know and he said, `Yes, you can. I will give you things that you want from the commissary store,' and he named things like crackerjacks and sardines--and it was a huge list that he called off. So I picked the 30 pounds of cotton that week, but I found out what actually happened was he was trapping me into beginning the work I was to keep doing and I never did get out of his debt again. My parents tried so hard to do what they could to keep us in school, but school didn't last four months out of the year and most of the time we didn't have clothes to wear.

I have always, essentially, been waiting. Waiting to become something else, waiting to be that person I always thought I was on the verge of becoming, waiting for that life I thought I would have. In my head, I was always one step away. In high school, I was biding my time until I could become the college version of myself, the one my mind could see so clearly. In college, the post-college “adult” person was always looming in front of me, smarter, stronger, more organized. Then the married person, then the person I’d become when we have kids. For twenty years, literally, I have waited to become the thin version of myself, because that’s when life will really begin. And through all that waiting, here I am. My life is passing, day by day, and I am waiting for it to start. I am waiting for that time, that person, that event when my life will finally begin.

Dear Deborah, Words do not come easily for so many men. We are taught to be strong, to provide, to put away our emotions. A father can work his way through his days and never see that his years are going by. If I could go back in time, I would say some things to that young father as he holds, somewhat uncertainly, his daughter for the very first time. These are the things I would say: When you hear the first whimper in the night, go to the nursery leaving your wife sleeping. Rock in a chair, walk the floor, sing a lullaby so that she will know a man can be gentle. When Mother is away for the evening, come home from work, do the babysitting. Learn to cook a hotdog or a pot of spaghetti, so that your daughter will know a man can serve another's needs. When she performs in school plays or dances in recitals, arrive early, sit in the front seat, devote your full attention. Clap the loudest, so that she will know a man can have eyes only for her. When she asks for a tree house, don't just build it, but build it with her. Sit high among the branches and talk about clouds, and caterpillars, and leaves. Ask her about her dreams and wait for her answers, so that she will know a man can listen. When you pass by her door as she dresses for a date, tell her she is beautiful. Take her on a date yourself. Open doors, buy flowers, look her in the eye, so that she will know a man can respect her. When she moves away from home, send a card, write a note, call on the phone. If something reminds you of her, take a minute to tell her, so that she will know a man can think of her even when she is away. Tell her you love her, so that she will know a man can say the words. If you hurt her, apologize, so that she will know a man can admit that he's wrong. These seem like such small things, such a fraction of time in the course of two lives. But a thread does not require much space. It can be too fine for the eye to see, yet, it is the very thing that binds, that takes pieces and laces them into a whole. Without it, there are tatters. It is never too late for a man to learn to stitch, to begin mending. These are the things I would tell that young father, if I could. A daughter grown up quickly. There isn't time to waste. I love you, Dad

INTERVIEWER You’re self-educated, aren’t you? BRADBURY Yes, I am. I’m completely library educated. I’ve never been to college. I went down to the library when I was in grade school in Waukegan, and in high school in Los Angeles, and spent long days every summer in the library. I used to steal magazines from a store on Genesee Street, in Waukegan, and read them and then steal them back on the racks again. That way I took the print off with my eyeballs and stayed honest. I didn’t want to be a permanent thief, and I was very careful to wash my hands before I read them. But with the library, it’s like catnip, I suppose: you begin to run in circles because there’s so much to look at and read. And it’s far more fun than going to school, simply because you make up your own list and you don’t have to listen to anyone. When I would see some of the books my kids were forced to bring home and read by some of their teachers, and were graded on—well, what if you don’t like those books? I am a librarian. I discovered me in the library. I went to find me in the library. Before I fell in love with libraries, I was just a six-year-old boy. The library fueled all of my curiosities, from dinosaurs to ancient Egypt. When I graduated from high school in 1938, I began going to the library three nights a week. I did this every week for almost ten years and finally, in 1947, around the time I got married, I figured I was done. So I graduated from the library when I was twenty-seven. I discovered that the library is the real school.

I’m completely library educated. I’ve never been to college. I went down to the library when I was in grade school in Waukegan, and in high school in Los Angeles, and spent long days every summer in the library. I used to steal magazines from a store on Genesee Street, in Waukegan, and read them and then steal them back on the racks again. That way I took the print off with my eyeballs and stayed honest. I didn’t want to be a permanent thief, and I was very careful to wash my hands before I read them. But with the library, it’s like catnip, I suppose: you begin to run in circles because there’s so much to look at and read. And it’s far more fun than going to school, simply because you make up your own list and you don’t have to listen to anyone. When I would see some of the books my kids were forced to bring home and read by some of their teachers, and were graded on—well, what if you don’t like those books? I am a librarian. I discovered me in the library. I went to find me in the library. Before I fell in love with libraries, I was just a six-year-old boy. The library fueled all of my curiosities, from dinosaurs to ancient Egypt. When I graduated from high school in 1938, I began going to the library three nights a week. I did this every week for almost ten years and finally, in 1947, around the time I got married, I figured I was done. So I graduated from the library when I was twenty-seven. I discovered that the library is the real school.

Well, that's pretty much what the schools are like, I think: they reward discipline and obedience, and they punish independence of mind. If you happen to be a little innovative, or maybe you forgot to come to school one day because you were reading a book or something, that's a tragedy, that's a crime―because you're not supposed to think, you're supposed to obey, and just proceed through the material in whatever way they require. And in fact, most of the people who make it through the education system and get into the elite universities are able to do it because they've been willing to obey a lot of stupid orders for years and years―that's the way I did it, for example. Like, you're told by some stupid teacher, "Do this," which you know makes no sense whatsoever, but you do it, and if you do it you get to the next rung, and then you obey the next order, and finally you work your way through and they give you your letters: an awful lot of education is like that, from the very beginning. Some people go along with it because they figure, "Okay, I'll do any stupid thing that asshole says because I want to get ahead"; others do it because they've just internalized the values―but after a while, those two things tend to get sort of blurred. But you do it, or else you're out: you ask too many questions and you're going to get in trouble. Now, there are also people who don't go along-and they're called "behavior problems," or "unmotivated," or things like that. Well, you don't want to be too glib about it―there are children with behavior problems but a lot of them are just independent-minded, or don't like to conform, or just want to go their own way. And they get into trouble right from the very beginning, and are typically weeded out. I mean, I've taught young kids too, and the fact is there are always some who just don't take your word for it. And the very unfortunate tendency is to try to beat them down, because they're a pain in the neck. But what they ought to be is encouraged. Yeah: why take my word for it? Who the heck am I? Figure it out for yourself. That's what real education would be about, in fact.

And this time as the lashes come, try to think about the pain, instead of against it, because there is not one single aspect of life, past, present, or future, that does not tear your reason from you, to think on it. So think about the pain. This pain after all has its limits. You can chart its passage through your body. It has a beginning, middle, end. Imagine if it had a color. The first cut of the lash is what, red? Red, spreading into a brilliant yellow. And this one again, red, red, no yellow, and then white, white, white, white. . .Why have you incarcerated yourself in this palazzo of torture chambers, why do you not leave this place? Because you are a monster and this is a school for monsters, and if you leave here, then you will be completely, completely alone! Alone with this! Don't weep in front of these strangers. Swallow it down. Don't weep in front of these strangers! Cry to heaven, cry to heaven, cry to heaven.

I still have a last-day-of-sixth-grade feeling. All year you’re excited for school to end so you can move on to junior high, but then the day comes and you realize that something that was an important part of your life is dying. And endings are still so new that you don’t know quite how to feel. You find an excuse not to run out the door when the bell rings and school’s out. You talk to your teacher one last time. You use the restroom one last time. You take a circuitous route back to your classroom. On your way out, you look back and sigh, and you experience this deep wishfulness, and you wonder if life is just a series of endings. New beginnings don’t make endings any easier.

Eventually you will come to understand that love heals everything, and love is all there is.” "An authentically powered person lives in love. Love is the energy of the soul. Love is what heals the personality. There is nothing that cannot be healed by love. There is nothing but love." "Love is the ability to live your life with an empowered heart without attachment to the outcome, the ability within yourself to distinguish within yourself between love and fear and choose love regardless of what is going on inside yourself or outside. This is self-mastery or authentic power...that means you become clear, forgiving, humble and loving... you are grounded in harmony, cooperating, sharing and reverence for life." "When you become completely loving and kind without fear and without thought of harming others, you graudate from the Earth school. That is when reincarnation ends." "The journey from love to love. This is the journey all of us are on- what happens between teh beginning and end of the journey is your life." "Open to others as you would like them to open to you.

Are we labouring at some Work too vast for us to perceive? Are our passions and desires mere whips and traces by the help of which we are driven? Any theory seems more hopeful than the thought that all our eager, fretful lives are but the turning of a useless prison crank. Looking back the little distance that our dim eyes can penetrate the past, what do we find? Civilizations, built up with infinite care, swept aside and lost. Beliefs for which men lived and died, proved to be mockeries. Greek Art crushed to the dust by Gothic bludgeons. Dreams of fraternity, drowned in blood by a Napoleon. What is left to us, but the hope that the work itself, not the result, is the real monument? Maybe, we are as children, asking, "Of what use are these lessons? What good will they ever be to us?" But there comes a day when the lad understands why he learnt grammar and geography, when even dates have a meaning for him. But this is not until he has left school, and gone out into the wider world. So, perhaps, when we are a little more grown up, we too may begin to understand the reason for our living

Because a bunch of dudes beating on one dude who was already on the ground until he's brain damaged and broken is wrong. Because prosecuting people differently for the same exact crimes because of skin color is wrong. Because some people being able to buy private islands while other people sleep outside on the ground is wrong. Because knowingly destroying poor communities with drugs let in to fund wars against foreign regimes is fundamentally wrong. Because even though you finally enact a Civil Rights Act not even thirty years ago, it doesn't erase centuries of unequal wealth, unequal access, unequal schooling, unequal living conditions, unequal policing. You can't tell people to pull up on bootstraps when half of them never had any boots to begin with, never even had the chance to get them. Or when you let people burn whole, thriving black communities to the ground and conveniently forget about it. Because maybe the problem isn't only with "bad" people, maybe the problem is with the whole system.

Teach the children. We don’t matter so much, but the children do. Show them daisies and the pale hepatica. Teach them the taste of sassafras and wintergreen. The lives of the blue sailors, mallow, sunbursts, the moccasin flowers. And the frisky ones–inkberry, lamb’s quarters, blueberries. And the aromatic ones–rosemary, oregano. Give them peppermint to put in their pockets as they go to school. Give them the fields and the woods and the possibility of the world salvaged from the lords of profit. Stand them in the stream, head them upstream, rejoice as they learn to love this green space they live in, its sticks and leaves and then the silent, beautiful blossoms. Attention is the beginning of devotion.

ask yourself how many people you have met who grumbled at a thing as incurable, and how many who attacked it as curable? How many people we have heard abuse the British elementary schools, as they would abuse the British climate? How few have we met who realized that British education can be altered, but British weather cannot?...For a thousand that regret compulsory education, where is the hundred, or the ten, or the one, who would repeal compulsory education? …At the beginning of our epoch men talked with equal ease about Reform and Repeal. Now everybody talks about reform; nobody talks about repeal.

So, maybe we’re the generation of the selfie, but we’re also the generation that grew up in a tainted, Photoshopped world with every impossible beauty standard shoved down our throat through a tube because eating has become a guilty pleasure and condemning beauty ideals won’t go straight to our thighs. And if, by chance, we are able to destroy the demons that you’ve planted inside of us with your constant advertisements and rules that play behind our eyelids and take root in our brains, then let us take our fucking pictures and capture that moment when we felt beautiful because all this world has taught us is that our beauty is the greatest measure of our worth. Scoff at our phones all you like, these delicate extensions of our fingers, but know that through this technology that you couldn’t even begin to understand, we have smudged the entire world with our fingerprints. We are the generation of knowledge, and we are learning more than any that came before us. So, frown at my typing fingers; I am using them to grasp power by the throat. Try to invalidate us, but we’ve heard our parents talking about the world’s crashing and burning since we had sprung from the womb. We know you’ve fucked up, and we’re angry about it- the kind of anger that fuels knowledge, that I feel in my veins every time I read the news from my phone before school, that sticks in my throat like honey in a debate; the kind of anger that simmers, that sharpens teeth into daggers, that makes this generation more dangerous than you could have ever imagined. We are the generation of change, and goddammit, we’re coming.

At the point where he, today's Ivan Ilyich, began to emerge, all the pleasures that had seemed so real melted away now before his eyes and turned into something trivial and often disgusting. And the further he was from childhood, the nearer he got to the present day, the more trivial and dubious his pleasures appeared. It started with law school. That had retained a little something that was really good: there was fun, there was friendship, there was hope. But in the last years the good times had become more exceptional. Then, at the beginning of his service with the governor, some good times came again: memories of making love to a woman. Then it became all confused, and the good times were not so many. After that there were fewer still; the further he went the fewer there were. Marriage. . .an accident and such a disappointment, and his wife's bad breath, and all that sensuality and hypocrisy! And the deadlines of his working life, and those money worries, going on for a year, two years, ten, twenty - always the same old story. And the longer it went on the deadlier it became. 'It's as if I had been going downhill when I thought I was going uphill. That's how it was. In society's opinion I was heading uphill, but in equal measure life was slipping away from me...And now it's all over. Nothing left but to die!

In education, we need to begin paying attention to matters routinely ignored. We spend long hours trying to teach a variety of courses on, say, the structure of government or the structure of the amoeba. But how much effort goes into studying the structure of everyday life — the way time is allocated, the personal uses of money, the places to go for help in a society exploding with complexity? We take for granted that young people already know their way around our social structure. In fact, most have only the dimmest image of the way the world of work or business is organized. Most students have no conception of the architecture of their own city's economy, or the way the local bureaucracy operates, or the place to go to lodge a complaint against a merchant. Most do not even understand how their own schools — even universities — are structured, let alone how much structures are changing under the impact of the Third Wave.

Students who are beginning to struggle in math and science often look at others who are intellectual racehorses and tell themselves they have to keep up. Then they don’t give themselves the extra time they need to truly master the material, and they fall still further behind. As a result of this uncomfortable and discouraging situation, students end up unnecessarily dropping out of math and science. Take a step back and look dispassionately at your strengths and weaknesses. If you need more time to learn math and science, that’s simply the reality. If you’re in high school, try to arrange your schedule to give yourself the time you need to focus on the more difficult materials, and limit these materials to manageable proportions. If you’re in college, try to avoid a full load of heavy courses, especially if you are working on the side. A lighter load of math and science courses can, for many, be the equivalent of a heavy load of other types of courses. Especially in the early stages of college, avoid the temptation to keep up with your peers.

Freud was fascinated with depression and focused on the issue that we began with—why is it that most of us can have occasional terrible experiences, feel depressed, and then recover, while a few of us collapse into major depression (melancholia)? In his classic essay “Mourning and Melancholia” (1917), Freud began with what the two have in common. In both cases, he felt, there is the loss of a love object. (In Freudian terms, such an “object” is usually a person, but can also be a goal or an ideal.) In Freud’s formulation, in every loving relationship there is ambivalence, mixed feelings—elements of hatred as well as love. In the case of a small, reactive depression—mourning—you are able to deal with those mixed feelings in a healthy manner: you lose, you grieve, and then you recover. In the case of a major melancholic depression, you have become obsessed with the ambivalence—the simultaneity, the irreconcilable nature of the intense love alongside the intense hatred. Melancholia—a major depression—Freud theorized, is the internal conflict generated by this ambivalence. This can begin to explain the intensity of grief experienced in a major depression. If you are obsessed with the intensely mixed feelings, you grieve doubly after a loss—for your loss of the loved individual and for the loss of any chance now to ever resolve the difficulties. “If only I had said the things I needed to, if only we could have worked things out”—for all of time, you have lost the chance to purge yourself of the ambivalence. For the rest of your life, you will be reaching for the door to let you into a place of pure, unsullied love, and you can never reach that door. It also explains the intensity of the guilt often experienced in major depression. If you truly harbored intense anger toward the person along with love, in the aftermath of your loss there must be some facet of you that is celebrating, alongside the grieving. “He’s gone; that’s terrible but…thank god, I can finally live, I can finally grow up, no more of this or that.” Inevitably, a metaphorical instant later, there must come a paralyzing belief that you have become a horrible monster to feel any sense of relief or pleasure at a time like this. Incapacitating guilt. This theory also explains the tendency of major depressives in such circumstances to, oddly, begin to take on some of the traits of the lost loved/hated one—and not just any traits, but invariably the ones that the survivor found most irritating. Psychodynamically, this is wonderfully logical. By taking on a trait, you are being loyal to your lost, beloved opponent. By picking an irritating trait, you are still trying to convince the world you were right to be irritated—you see how you hate it when I do it; can you imagine what it was like to have to put up with that for years? And by picking a trait that, most of all, you find irritating, you are not only still trying to score points in your argument with the departed, but you are punishing yourself for arguing as well. Out of the Freudian school of thought has come one of the more apt descriptions of depression—“aggression turned inward.” Suddenly the loss of pleasure, the psychomotor retardation, the impulse to suicide all make sense. As do the elevated glucocorticoid levels. This does not describe someone too lethargic to function; it is more like the actual state of a patient in depression, exhausted from the most draining emotional conflict of his or her life—one going on entirely within. If that doesn’t count as psychologically stressful, I don’t know what does.

No one — Aiden included — will break me. My early childhood didn’t and he certainly fucking wouldn’t. I just have to be smart about dealing with him. Like avoiding the shit out of him and go back to glaring from afar. I wave at my aunt and stride into the school with my head held high like usual. The taunts begin, but I don’t let them rattle me. A little voice in my head whispers at them. Run along, kids, your little pranks are nothing compared to Aiden’s depravity. Despite my pep talk this morning that gave me much needed courage, a tremor shoots down my limbs the closer I approach the class. I’ll see him again. I’ll see those demon eyes. Those sadistic smirks. That dark soul.

As for us,Etienne was right.Our schools are only a twenty-minute transit ride away.He'll stay with me on the weekends, and we'll visit each other as often as possible during the week. We'll be together.We both got our Point Zero wishes-each other.He said he wished for me every time.He was wishing for me when I entered the tower. "Mmm," I say.He's kissing my neck. "That's it," Rashmi says. "I'm outta here.Enjoy your hormones." Josh and Mer follow her exit,and we're alone.Just the way I like it. "Ha!" Ettiene says. "Just the way I like it." He pulls me onto his lap,and I wrap my legs around his waist.His lips are velvet soft,and we kiss until the streetlamps flicker on outside. Until the opera singer begins her evening routine. "I'm going to miss her," I say. "I'll sing to you." He tucks my stripe behind my ear. "Or I'll take you to the opera.Or I'll fly you back here to visit. Whatever you want.Anything you want." I lace my fingers through his. "I want to stay right here,in this moment." "Isn't that the name of the latest James Ashley bestseller? In This Moment?" "Careful.Someday you'll meet him, and he won't be nearly as amusing in person." Etienne grins. "Oh,so he'll only be mildly amusing? I suppose I can handle mildly amusing." "I'm serious! You have to promise me right now,this instant,that you won't leave me once you meet him.Most people would run." "I'm not most people." I smile. "I know.But you still have to promise." His eyes lock on mine. "Anna,I promise that I will never leave you." My heart pounds in response.And Etienne knows it,because he takes my hand and holds it against his chest,to show me how hard his heart is pounding, too. "And now for yours," he says. I'm still dazed. "My what?" He laughs. "Promise you won't flee once I introduce you to my father.Or, worse, leave me for him." I pause. "Do you think he'll object to me?" "Oh,I'm sure he will." Okay.Not the answer I was looking for. Etienne sees my alarm. "Anna.You know my father dislikes anything that makes me happy.And you make me happier than anyone ever has." He smiles. "Oh,yes. He'll hate you." "So....that's a good thing?" "I don't care what he thinks.Only what you think." He holds me tighter. "Like if you think I need to stop biting my nails." "You've worn your pinkies to nubs," I say cheerfully. "Or if I need to start ironing my bedspread." "I DO NOT IRON MY BEDSPREAD." "You do.And I love it." I blush,and Etienne kisses my warm cheeks. "You know,my mum loves you." "She goes?" "You're the only thing I've talked about all year.She's ecstatic we're together." I'm smiling inside and out. "I can't wait to meet her.

To begin with, we have to be more clear about what we mean by patriotic feelings. For a time when I was in high school, I cheered for the school athletic teams. That's a form of patriotism — group loyalty. It can take pernicious forms, but in itself it can be quite harmless, maybe even positive. At the national level, what "patriotism" means depends on how we view the society. Those with deep totalitarian commitments identify the state with the society, its people, and its culture. Therefore those who criticized the policies of the Kremlin under Stalin were condemned as "anti-Soviet" or "hating Russia". For their counterparts in the West, those who criticize the policies of the US government are "anti-American" and "hate America"; those are the standard terms used by intellectual opinion, including left-liberal segments, so deeply committed to their totalitarian instincts that they cannot even recognize them, let alone understand their disgraceful history, tracing to the origins of recorded history in interesting ways. For the totalitarian, "patriotism" means support for the state and its policies, perhaps with twitters of protest on grounds that they might fail or cost us too much. For those whose instincts are democratic rather than totalitarian, "patriotism" means commitment to the welfare and improvement of the society, its people, its culture. That's a natural sentiment and one that can be quite positive. It's one all serious activists share, I presume; otherwise why take the trouble to do what we do? But the kind of "patriotism" fostered by totalitarian societies and military dictatorships, and internalized as second nature by much of intellectual opinion in more free societies, is one of the worst maladies of human history, and will probably do us all in before too long. With regard to the US, I think we find a mix. Every effort is made by power and doctrinal systems to stir up the more dangerous and destructive forms of "patriotism"; every effort is made by people committed to peace and justice to organize and encourage the beneficial kinds. It's a constant struggle. When people are frightened, the more dangerous kinds tend to emerge, and people huddle under the wings of power. Whatever the reasons may be, by comparative standards the US has been a very frightened country for a long time, on many dimensions. Quite commonly in history, such fears have been fanned by unscrupulous leaders, seeking to implement their own agendas. These are commonly harmful to the general population, which has to be disciplined in some manner: the classic device is to stimulate fear of awesome enemies concocted for the purpose, usually with some shreds of realism, required even for the most vulgar forms of propaganda. Germany was the pride of Western civilization 70 years ago, but most Germans were whipped to presumably genuine fear of the Czech dagger pointed at the heart of Germany (is that crazier than the Nicaraguan or Grenadan dagger pointed at the heart of the US, conjured up by the people now playing the same game today?), the Jewish-Bolshevik conspiracy aimed at destroying the Aryan race and the civilization that Germany had inherited from Greece, etc. That's only the beginning. A lot is at stake.

Now, motivational patterns are going to be similar among all espionage agents. That is to say: there will be certain types of motivation that are similar despite differing schools or opposed aims. You will study first how to separate this element for your analysis—in the beginning, through interrogation patterns that betray the inner orientation of the interrogators; secondly, by close observation of language-thought orientation of those under analysis. You will find it fairly simple to determine the root languages of your subjects, of course, both through voice inflection and speech pattern.

How do people get to this clandestine Archipelago? Hour by hour planes fly there, ships steer their course there, and trains thunder off to it--but all with nary a mark on them to tell of their destination. And at ticket windows or at travel bureaus for Soviet or foreign tourists the employees would be astounded if you were to ask for a ticket to go there. They know nothing and they've never heard of the Archipelago as a whole or any one of its innumerable islands. Those who go to the Archipelago to administer it get there via the training schools of the Ministry of Internal Affairs. Those who go there to be guards are conscripted via the military conscription centers. And those who, like you and me, dear reader, go there to die, must get there solely and compulsorily via arrest. Arrest! Need it be said that it is a breaking point in your life, a bolt of lightning which has scored a direct hit on you? That it is an unassimilable spiritual earthquake not every person can cope with, as a result of which people often slip into insanity? The Universe has as many different centers as there are living beings in it. Each of us is a center of the Universe, and that Universe is shattered when they hiss at you: "You are under arrest." If you are arrested, can anything else remain unshattered by this cataclysm? But the darkened mind is incapable of embracing these dis­placements in our universe, and both the most sophisticated and the veriest simpleton among us, drawing on all life's experience, can gasp out only: "Me? What for?" And this is a question which, though repeated millions and millions of times before, has yet to receive an answer. Arrest is an instantaneous, shattering thrust, expulsion, somer­sault from one state into another. We have been happily borne—or perhaps have unhappily dragged our weary way—down the long and crooked streets of our lives, past all kinds of walls and fences made of rotting wood, rammed earth, brick, concrete, iron railings. We have never given a thought to what lies behind them. We have never tried to pene­trate them with our vision or our understanding. But there is where the Gulag country begins, right next to us, two yards away from us. In addition, we have failed to notice an enormous num­ber of closely fitted, well-disguised doors and gates in these fences. All those gates were prepared for us, every last one! And all of a sudden the fateful gate swings quickly open, and four white male hands, unaccustomed to physical labor but none­theless strong and tenacious, grab us by the leg, arm, collar, cap, ear, and drag us in like a sack, and the gate behind us, the gate to our past life, is slammed shut once and for all. That's all there is to it! You are arrested! And you'll find nothing better to respond with than a lamblike bleat: "Me? What for?" That's what arrest is: it's a blinding flash and a blow which shifts the present instantly into the past and the impossible into omnipotent actuality. That's all. And neither for the first hour nor for the first day will you be able to grasp anything else.

It is eighteen years ago, almost to the day- A sunny day with the leaves just turning, The touch-lines new-ruled - since I watched you play Your first game of fotball, then, like a satellite Wrenched from its orbit, go drifting away Behind a scatter of boys. I can see You walking away from me towards the school with the pathos of a half-fledged thing set free Into a wilderness, the gait of one Who finds no path where the path should be. That hesitant figure, eddying away Like a winged seed loosened from its parent stem, Has something I never quite grasp to convey About nature's give-and-take - the small, the scorching Ordeals which fire one's irresolute clay. I had worse partings, but none that so Gnaws at my mind still. Perhaps it is roughly Saying what God alone could perfectly show- How selfhood begins with a walking away, And love proved in the letting go.

Whether white, black, Asian, or Latino, American students rarely arrive at college as habitual readers, which means that few of them have more than a nominal connection to the past. It is absurd to speak, as does the academic left, of classic Western texts dominating and silencing everyone but a ruling elite or white males. The vast majority of white students do not know the intellectual tradition that is allegedly theirs any better than black or brown ones do. They have not read its books, and when they do read them, they may respond well, but they will not respond in the way that the academic left supposes. For there is only one ‘hegemonic discourse’ in the lives of American undergraduates, and that is the mass media. Most high schools can't begin to compete against a torrent of imagery and sound that makes every moment but the present seem quaint, bloodless, or dead.

I want you to forget what i told you earlier, I... I couldn’t love someone like you. I hate you. I thought it the second i saw you in the park. You were just poison! Drinking beer in the morning, quoting some stupid Tanka to me! You listening to other people talking all day just so you never have to reveal a thing about yourself! You knew who I was, I was just a kid! What were you thinking what’s wrong with you?! If I’d know who you were I wouldn’t have told you a thing about me or my dreams. You don’t think I can do it! You don’t think I’ll ever amount to anything! What is that why you didn’t say anything to me? You thought maybe you'd humor the little kid? Indulge his fantasies for a little while! Just string him along? Just say it I’ll never measure up to my dreams! You knew from the beginning you could have just admitted it! But you played along. So tell me god damn it! Tell me that little kids should run along to school! Tell me that you hate me! Say it! Come on listener say something for a change! You loser! Its because you act like that. You never say what's important! You act like it's none of your business! You've been living your whole life alone!

I live in gratitude to my parents for initiating me--and as early as I begged for it, without keeping me waiting--into knowledge of the word, into reading and spelling, by way of the alphabet. They taught it to me at home in time for me to begin to read before starting school. My love for the alphabet, which endures, grew out of reciting it but, before that, out of seeing the letters on the page. In my own story books, before I could read them for myself I fell in love with various winding, enchanted-looking initials drawn by Walter Crane at the head of fairy tales. In "Once upon a time," an "o" had a rabbit running it as a treadmill, his feet upon flowers. When the day came years later for me to see the Book of Kells, all the wizardry of letter, initial, and word swept over me a thousand times, and the illumination, the gold, seemed a part of the world's beauty and holiness that had been there from the start.

HABITS MANIFESTO What we do every day matters more than what we do once in a while. Make it easy to do right and hard to go wrong. Focus on actions, not outcomes. By giving something up, we may gain. Things often get harder before they get easier. When we give more to ourselves, we can ask more from ourselves. We’re not very different from other people, but those differences are very important. It’s easier to change our surroundings than ourselves. We can’t make people change, but when we change, others may change. We should make sure the things we do to feel better don’t make us feel worse. We manage what we monitor. Once we’re ready to begin, begin now.

The world is so big, so complicated, so replete with marvels and surprises that it takes years for most people to begin to notice that it is, also, irretrievably broken. We call this period of research “childhood.” There follows a program of renewed inquiry, often involuntary, into the nature and effects of mortality, entropy, heartbreak, violence, failure, cowardice, duplicity, cruelty, and grief; the researcher learns their histories, and their bitter lessons, by heart. Along the way, he or she discovers that the world has been broken for as long as anyone can remember, and struggles to reconcile this fact with the ache of cosmic nostalgia that arises, from time to time, in the researcher’s heart: an intimation of vanished glory, of lost wholeness, a memory of the world unbroken. We call the moment at which this ache first arises “adolescence.” The feeling haunts people all their lives. Everyone, sooner or later, gets a thorough schooling in brokenness. The question becomes: What to do with the pieces? Some people hunker down atop the local pile of ruins and make do, Bedouin tending their goats in the shade of shattered giants. Others set about breaking what remains of the world into bits ever smaller and more jagged, kicking through the rubble like kids running through piles of leaves. And some people, passing among the scattered pieces of that great overturned jigsaw puzzle, start to pick up a piece here, a piece there, with a vague yet irresistible notion that perhaps something might be done about putting the thing back together again. Two difficulties with this latter scheme at once present themselves. First of all, we have only ever glimpsed, as if through half-closed lids, the picture on the lid of the jigsaw puzzle box. Second, no matter how diligent we have been about picking up pieces along the way, we will never have anywhere near enough of them to finish the job. The most we can hope to accomplish with our handful of salvaged bits—the bittersweet harvest of observation and experience—is to build a little world of our own. A scale model of that mysterious original, unbroken, half—remembered. Of course the worlds we build out of our store of fragments can be only approximations, partial and inaccurate. As representations of the vanished whole that haunts us, they must be accounted failures. And yet in that very failure, in their gaps and inaccuracies, they may yet be faithful maps, accurate scale models, of this beautiful and broken world. We call these scale models “works of art.

It is wrong to say that schoolmasters lack heart and are dried-up, soulless pedants! No, by no means. When a child's talent which he has sought to kindle suddenly bursts forth, when the boy puts aside his wooden sword, slingshot, bow-and-arrow and other childish games, when he begins to forge ahead, when the seriousness of the work begins to transform the rough-neck into a delicate, serious and an almost ascetic creature, when his face takes on an intelligent, deeper and more purposeful expression - then a teacher's heart laughs with happiness and pride. It is his duty and responsibility to control the raw energies and desires of his charges and replace them with calmer, more moderate ideals. What would many happy citizens and trustworthy officials have become but unruly, stormy innovators and dreamers of useless dreams, if not for the effort of their schools? In young beings there is something wild, ungovernable, uncultured which first has to be tamed. It is like a dangerous flame that has to be controlled or it will destroy. Natural man is unpredictable, opaque, dangerous, like a torrent cascading out of uncharted mountains. At the start, his soul is a jungle without paths or order. And, like a jungle, it must first be cleared and its growth thwarted. Thus it is the school's task to subdue and control man with force and make him a useful member of society, to kindle those qualities in him whose development will bring him to triumphant completion.

In times of old when I was new And Hogwarts barely started The founders of our noble school Thought never to be parted: United by a common goal, They had the selfsame yearning, To make the world’s best magic school And pass along their learning. “Together we will build and teach!” The four good friends decided And never did they dream that they Might someday be divided, For were there such friends anywhere As Slytherin and Gryffindor? Unless it was the second pair Of Hufflepuff and Ravenclaw? So how could it have gone so wrong? How could such friendships fail? Why, I was there and so can tell The whole sad, sorry tale. Said Slytherin, “We’ll teach just those Whose ancestry is purest.” Said Ravenclaw, “We’ll teach those whose Intelligence is surest.” Said Gryffindor, “We’ll teach all those With brave deeds to their name.” Said Hufflepuff, “I’ll teach the lot, And treat them just the same.” These differences caused little strife When first they came to light, For each of the four founders had A House in which they might Take only those they wanted, so, For instance, Slytherin Took only pure-blood wizards Of great cunning, just like him, And only those of sharpest mind Were taught by Ravenclaw While the bravest and the boldest Went to daring Gryffindor. Good Hufflepuff, she took the rest, And taught them all she knew, Thus the Houses and their founders Retained friendships firm and true. So Hogwarts worked in harmony For several happy years, But then discord crept among us Feeding on our faults and fears. The Houses that, like pillars four, Had once held up our school, Now turned upon each other and, Divided, sought to rule. And for a while it seemed the school Must meet an early end, What with dueling and with fighting And the clash of friend on friend And at last there came a morning When old Slytherin departed And though the fighting then died out He left us quite downhearted. And never since the founders four Were whittled down to three Have the Houses been united As they once were meant to be. And now the Sorting Hat is here And you all know the score: I sort you into Houses Because that is what I’m for, But this year I’ll go further, Listen closely to my song: Though condemned I am to split you Still I worry that it’s wrong, Though I must fulfill my duty And must quarter every year Still I wonder whether Sorting May not bring the end I fear. Oh, know the perils, read the signs, The warning history shows, For our Hogwarts is in danger From external, deadly foes And we must unite inside her Or we’ll crumble from within. I have told you, I have warned you. . . . Let the Sorting now begin. The hat became motionless once more;

But it is to the school that Tagore devotes central emphasis in The Religion of Man.14 He begins by expressing his lifelong dissatisfaction with the schools he attended: “The inexpensive power to be happy, which, along with other children, I brought to this world, was being constantly worn away by friction with the brick-and-mortar arrangement of life, by monotonously mechanical habits and the customary code of respectability” (144). In effect, children begin as madcap Bauls, full of love, longing, and joy in the presence of nature. Their love of play and their questioning spirit need to be strengthened, not crushed. But schools usually crush all that is disorderly,

Progress is hardly ever dramatic; in fact, it is usually very slow. As every parent and teacher knows, education is never a matter of ten-step plans or quick formulas, but of faithful commitment to the mundane challenges of daily life: getting up from the sofa to spend time with our children, loving them and disciplining them, becoming involved in their lives at school and, most important, making sure they have a wholesome family life to return to at home. Maybe that is why Jesus teaches us to ask for strength little by little, on a daily basis - "Give us this day our daily bread" - and why he stresses the significance of even the smallest, humblest beginnings: "Wherever two of you agree about anything you ask for, it shall be done for you... For where two or three come together in my name, I shall be with them" (Mt. 18:19-20).

People turned out to be alive. Hitherto he had supposed that they were what he pretended to be — flat pieces of cardboard stamped with a conventional design — but as he strolled about the courts at night and saw through the windows some men singing and others arguing and others at their books, there came by no process of reason a conviction that they were human beings with feelings akin to his own. He had never lived frankly since Mr Abrahams's school, and despite Dr Barry did not mean to begin; but he saw that while deceiving others he had been deceived, and mistaken them for the empty creatures he wanted them to think he was. No, they too had insides. "But, O Lord, not such an inside as mine.

Since most sexual abuse begins well before puberty, preventive education, if it is to have any effect at all, should begin early in grade school. Ideally, information on sexual abuse should be integrated into a general curriculum of sex education. In those communities where the experiment has been tried, it has been shown conclusively that children can learn what they most need to know about sexual abuse, without becoming unduly frightened or developing generally negative sexual attitudes. In Minneapolis, Minnesota, for example, the Hennepin County Attorney's office developed an education program on sexual assault for elementary school children. The program was presented to all age groups in four different schools, some eight hundred children in all. The presentation opened with a performance by a children’s theater group, illustrating the difference between affectionate touching, and exploitative touching. The children’s responses to the skits indicated that they understood the distinction very well indeed. Following the presentation, about one child in six disclosed a sexual experience with an adult, ranging from an encounter with an exhibitionist to involvement in incest. Most of the children, both boys and girls, had not told anyone prior to the classroom discussion. In addition to basic information on sexual relations and sexual assault, children need to know that they have the right to their own bodily integity.

As to the other means of grace, I would say, I fell into the snare into which so many young believers fall, the reading of religious books in preference to the Scriptures. I read tracts, missionary papers, sermons, and biographies of godly persons. I never had been at any time of my life in the habit of reading the Holy Scriptures. When under fifteen years of age, I occasionally read a little of them at school; afterwards God's precious book was entirely laid aside, so that I never read one single chapter of it till it pleased God to begin a work of grace in my heart. Now the scriptural way of reasoning would have been: God himself has consented to be an author, and I am ignorant about that precious book, which his Holy Spirit has caused to be written through the instrumentality of his servants, and it contains that which I ought to know, the knowledge of which will lead me to true happiness; therefore I ought to read again and again this most precious book of books, most earnestly, most prayerfully, and with much meditation; and in this practice I ought to continue all the days of my life. But instead of acting thus, my difficulty in understanding it, and the little enjoyment I had in it, made me careless of reading it; and thus, like many believers, I practically preferred, for the first four years of my divine life, the works of uninspired men to the oracles of the living God. The consequence was, that I remained a babe, both in knowledge and grace.

Samuel Taylor Coleridge was right when he claimed, 'In politics, what begins in fear usually ends up in folly.' Political activists are more inclined, though, to heed an observation from Richard Nixon: 'People react to fear, not love. They don't teach that in Sunday school, but it's true.' That principle, which guided the late president's political strategy throughout his career, is the sine qua non of contemporary political campaigning. Marketers of products and services ranging from car alarms to TV news programs have taken it to heart as well. The short answer to why Americans harbor so many misbegotten fears is that immense power and money await those who tap into our moral insecurities and supply us with symbolic substitutes.

The Onondaga Nation schools recite the Thanksgiving Address, a river of words as old as the people themselves, known in Onondaga language as the Words That Come Before All Else. This ancient order of protocol sets gratitude as the highest priority. The gratitude is directed straight to the ones who share their gifts with the world. (excerpt) ‘Today we have gathered and when we look upon the faces around us we see that the cycles of life continue. We have been given the duty to live in balance and harmony with each other and all living things. So now let us bring our minds together as one as we give greetings and thanks to each other as People. Now our minds are one. We are thankful to our Mother the Earth, for she gives us everything that we need for life. She supports our feet as we walk about upon her. It gives us joy that she still continues to care for us, just as she has from the beginning of time. To our Mother, we send thanksgiving, love, and respect. Now our minds are one. We give thanks to all of the waters of the world for quenching our thirst, for providing strength and nurturing life for all beings. We know its power in many forms—waterfalls and rain, mists and streams, rivers and oceans, snow and ice. We are grateful that the waters are still here and meeting their responsibility to the rest of Creation. Can we agree that water is important to our lives and bring our minds together as one to send greetings and thanks to the Water? Now our minds are one. Standing around us we see all the Trees. The Earth has many families of Trees who each have their own instructions and uses. Some provide shelter and shade, others fruit and beauty and many useful gifts. The Maple is the leader of the trees, to recognize its gift of sugar when the People need it most. Many peoples of the world recognize a Tree as a symbol of peace and strength. With one mind we greet and thank the Tree life. Now our minds are one.

Whoever will take the trouble of reading the book ascribed to Isaiah, will find it one of the most wild and disorderly compositions ever put together; it has neither beginning, middle, nor end; and, except a short historical part, and a few sketches of history in the first two or three chapters, is one continued incoherent, bombastical rant, full of extravagant metaphor, without application, and destitute of meaning; a school-boy would scarcely have been excusable for writing such stuff; it is (at least in translation) that kind of composition and false taste that is properly called prose run mad.

The women we become after children, she typed, then stopped to adjust the angle of the paper....We change shape, she continued, we buy low-heeled shoes, we cut off our long hair, We begin to carry in our bags half-eaten rusks, a small tractor, a shred of beloved fabric, a plastic doll. We lose muscle tone, sleep, reason, persoective. Our hearts begin to live outside our bodies. They breathe, they eat, they crawl and-look!-they walk, they begin to speak to us. We learn that we must sometimes walk an inch at a time, to stop and examine every stick, every stone, every squashed tin along the way. We get used to not getting where we were going. We learn to darn, perhaps to cook, to patch knees of dungarees. We get used to living with a love that suffuses us, suffocates us, blinds us, controls us. We live, We contemplate our bodies, our stretched skin, those threads of silver around our brows, our strangely enlarged feet. We learn to look less in the mirror. We put our dry-clean-only clothes to the back of the wardrobe. Eventually we throw them away. We school ourselves to stop saying 'shit' and 'damn' and learn to say 'my goodness' and 'heavens above.' We give up smoking, we color our hair, we search the vistas of parks, swimming-pools, libraries, cafes for others of our kind. We know each other by our pushchairs, our sleepless gazes, the beakers we carry. We learn how to cool a fever, ease a cough, the four indicators of meningitis, that one must sometimes push a swing for two hours. We buy biscuit cutters, washable paints, aprons, plastic bowls. We no longer tolerate delayed buses, fighting in the street, smoking in restaurants, sex after midnight, inconsistency, laziness, being cold. We contemplate younger women as they pass us in the street, with their cigarettes, their makeup, their tight-seamed dresses, their tiny handbags, their smooth washed hair, and we turn away, we put down our heads, we keep on pushing the pram up the hill.

I do not write every day. I write to the questions and issues before me. I write to deadlines. I write out of my passions. And I write to make peace with my own contradictory nature. For me, writing is a spiritual practice. A small bowl of water sits on my desk, a reminder that even if nothing is happening on the page, something is happening in the room--evaporation. And I always light a candle when I begin to write, a reminder that I have now entered another realm, call it the realm of the Spirit. I am mindful that when one writes, one leaves this world and enters another. My books are collages made from journals, research, and personal experience. I love the images rendered in journal entries, the immediacy that is captured on the page, the handwritten notes. I love the depth of ideas and perspective that research brings to a story, be it biological or anthropological studies or the insights brought to the page by the scholarly work of art historians. When I go into a library, I feel like I am a sleuth looking to solve a mystery. I am completely inspired by the pursuit of knowledge through various references. I read newpapers voraciously. I love what newspapers say about contemporary culture. And then you go back to your own perceptions, your own words, and weigh them against all you have brought together. I am interested in the kaleidoscope of ideas, how you bring many strands of thought into a book and weave them together as one piece of coherent fabric, while at the same time trying to create beautiful language in the service of the story. This is the blood work of the writer. Writing is also about a life engaged. And so, for me, community work, working in the schools or with grassroots conservation organizations is another critical component of my life as a writer. I cannot separate the writing life from a spiritual life, from a life as a teacher or activist or my life intertwined with family and the responsibilities we carry within our own homes. Writing is daring to feel what nurtures and breaks our hearts. Bearing witness is its own form of advocacy. It is a dance with pain and beauty.

I will take you down my own avenue of remembrance, which winds among the hazards and shadows of my single year as a plebe. I cannot come to this story in full voice. I want to speak for the boys who were violated by this school, the ones who left ashamed and broken and dishonored, who departed from the Institute with wounds and bitter grievances. I want also to speak for the triumphant boys who took everything the system could throw at them, endured every torment and excess, and survived the ordeal of the freshman year with a feeling of transformation and achievement that they never had felt before and would never know again with such clarity and elation. I will speak from my memory- my memory- a memory that is all refracting light slanting through prisms and dreams, a shifting, troubled riot of electrons charged with pain and wonder. My memory often seems like a city of exiled poets afire with the astonishment of language, each believing in the integrity of his own witness, each with a separate version of culture and history, and the divine essentional fire that is poetry itself. But i will try to isolate that one lonely singer who gathered the fragments of my plebe year and set the screams to music. For many years, I have refused to listen as his obsessive voice narrated the malignant litany of crimes against my boyhood. We isolate those poets who cause us the greatest pain; we silence them in any way we can. I have never allowed this furious dissident the courtesy of my full attention. His poems are songs for the dead to me. Something dies in me every time I hear his low, courageous voice calling to me from the solitude of his exile. He has always known that someday I would have to listen to his story, that I would have to deal with the truth or falsity of his witness. He has always known that someday I must take full responsibility for his creation and that, in finally listening to him, I would be sounding the darkest fathoms of myself. I will write his stories now as he shouts them to me. I will listen to him and listen to myself. I will get it all down. Yet the laws of recall are subject to distortion and alienation. Memory is a trick, and I have lied so often to myself about my own role and the role of others that I am not sure I can recognize the truth about those days. But I have come to believe in the unconscious integrity of lies. I want to record even them. Somewhere in the immensity of the lie the truth gleams like the pure, light-glazed bones of an extinct angel. Hidden in the enormous falsity of my story is the truth for all of us who began at the Institute in 1963, and for all who survived to become her sons. I write my own truth, in my own time, in my own way, and take full responsibility for its mistakes and slanders. Even the lies are part of my truth. I return to the city of memory, to the city of exiled poets. I approach the one whose back is turned to me. He is frail and timorous and angry. His head is shaved and he fears the judgment of regiments. He will always be a victim, always a plebe. I tap him on the shoulder. "Begin," I command. "It was the beginning of 1963," he begins, and I know he will not stop until the story has ended.

As it is not a settled question, you must clear your mind of the fancy with which we all begin as children, that the institutions under which we live, including our legal ways of distributing income and allowing people to own things, are natural, like the weather. They are not. Because they exist everywhere in our little world, we take it for granted that they have always existed and must always exist, and that they are self-acting. That is a dangerous mistake. They are in fact transient makeshifts; and many of them would not be obeyed, even by well-meaning people, if there were not a policeman within call and a prison within reach. They are being changed continually by Parliament, because we are never satisfied with them.... At the elections some candidates get votes by promising to make new laws or to get rid of old ones, and others by promising to keep things just as they are. This is impossible. Things will not stay as they are. Changes that nobody ever believed possible take place in a few generations. Children nowadays think that spending nine years in school, oldage and widows’ pensions, votes for women, and short-skirted ladies in Parliament or pleading in barristers’ wigs in the courts are part of the order of Nature, and always were and ever shall be; but their great-grandmothers would have set down anyone who told them that such things were coming as mad, and anyone who wanted them to come as wicked.

Despite your best efforts and intentions, there's a limited reservoir to fellowship before you begin to rely solely on the vapors of nostalgia. Eventually, you move on, latch on to another group of friends. Once in a while, though, you remember something, a remark or a gesture, and it takes you back. You think how close all of you were, the laughs and commiserations, the fondness and affection and support. You recall the parties, the trips, the dinners and late, late nights. Even the arguments and small betrayals have a revisionist charm in retrospect. You're astonished and enlivened by the memories. You wonder why and how it ever stopped. You have the urge to pick up the phone, fire off an email, suggesting reunion, resumption, and you start to act, but then don't, because it would be awkward talking after such a long lag, and, really, what would be the point? Your lives are different now. Whatever was there before is gone. And it saddens you, it makes you feel old and vanquished--not only over this group that disbanded, but also over all the others before and after it, the friends you had in grade and high school, in college, in your twenties and thirties, your kinship to them (never mind to all your old lovers) ephemeral and, quite possibly, illusory to begin with.

America is a leap of the imagination. From its beginning, people had only a persistent idea of what a good country should be. The idea involved freedom, equality, justice, and the pursuit of happiness; nowadays most of us probably could not describe it a lot more clearly than that. The truth is, it always has been a bit of a guess. No one has ever known for sure whether a country based on such an idea is really possible, but again and again, we have leaped toward the idea and hoped. What SuAnne Big Crow demonstrated in the Lead high school gym is that making the leap is the whole point. The idea does not truly live unless it is expressed by an act; the country does not live unless we make the leap from our tribe or focus group or gated community or demographic, and land on the shaky platform of that idea of a good country which all kinds of different people share. This leap is made in public, and it's made for free. It's not a product or a service that anyone will pay you for. You do it for reasons unexplainable by economics--for ambition, out of conviction, for the heck of it, in playfulness, for love. It's done in public spaces, face-to-face, where anyone is free to go. It's not done on television, on the Internet, or over the telephone; our electronic systems can only tell us if the leap made elsewhere has succeeded or failed. The places you'll see it are high school gyms, city sidewalks, the subway, bus stations, public parks, parking lots, and wherever people gather during natural disasters. In those places and others like them, the leaps that continue to invent and knit the country continue to be made. When the leap fails, it looks like the L.A. riots, or Sherman's March through Georgia. When it succeeds, it looks like the New York City Bicentennial Celebration in July 1976 or the Civil Rights March on Washington in 1963. On that scale, whether it succeeds or fails, it's always something to see. The leap requires physical presence and physical risk. But the payoff--in terms of dreams realized, of understanding, of people getting along--can be so glorious as to make the risk seem minuscule.

Epicurus founded a school of philosophy which placed great emphasis on the importance of pleasure. "Pleasure is the beginning and the goal of a happy life," he asserted, confirming what many had long thought, but philosophers had rarely accepted. Vulgar opinion at once imagined that the pleasure Epicurus had in mind involved a lot of money, sex, drink and debauchery (associations that survive in our use of the word 'Epicurean'). But true Epicureanism was more subtle. Epicurus led a very simple life, because after rational analysis, he had come to some striking conclusions about what actually made life pleasurable - and fortunately for those lacking a large income, it seemed that the essential ingredients of pleasure, however elusive, were not very expensive. The first ingredient was friendship. 'Of all the things that wisdom provides to help one live one's entire life in happiness, the greatest by far is the possession of friendship,' he wrote. So he bought a house near Athens where he lived in the company of congenial souls. The desire for riches should perhaps not always be understood as a simple hunger for a luxurious life, a more important motive might be the wish to be appreciated and treated nicely. We may seek a fortune for no greater reason than to secure the respect and attention of people who would otherwise look straight through us. Epicurus, discerning our underlying need, recognised that a handful of true friends could deliver the love and respect that even a fortune may not. Epicurus and his friends located a second secret of happiness: freedom. In order not to have to work for people they didn't like and answer to potentially humiliating whims, they removed themselves from employment in the commercial world of Athens ('We must free ourselves from the prison of everyday affairs and politics'), and began what could best have been described as a commune, accepting a simpler way of life in exchange for independence. They would have less money, but would never again have to follow the commands of odious superiors. The third ingredient of happiness was, in Epicurus's view, to lead an examined life. Epicurus was concerned that he and his friends learn to analyse their anxieties about money, illness, death and the supernatural. There are few better remedies for anxiety than thought. In writing a problem down or airing it in conversation we let its essential aspects emerge. And by knowing its character, we remove, if not the problem itself, then its secondary, aggravating characteristics: confusion, displacement, surprise. Wealth is of course unlikely ever to make anyone miserable. But the crux of Epicurus's argument is that if we have money without friends, freedom and an analysed life, we will never be truly happy. And if we have them, but are missing the fortune, we will never be unhappy.

[Women] complain about many clerks who attribute all sorts of faults to them and who compose works about them in rhyme, prose, and verse, criticizing their conduct in a variety of different ways. They then give these works as elementary textbooks to their young pupils at the beginning of their schooling, to provide them with exempla and received wisdom, so that they will remember this teaching when they come of age ... They accuse [women] of many ... serious vice[s] and are very critical of them, finding no excuse for them whatsoever. This is the way clerks behave day and night, composing their verse now in French, now in Latin. And they base their opinions on goodness only knows which books, which are more mendacious than a drunk. Ovid, in a book he wrote called Cures for Love, says many evil things about women, and I think he was wrong to do this. He accuses them of gross immorality, of filthy, vile, and wicked behaviour. (I disagree with him that they have such vices and promise to champion them in the fight against anyone who would like to throw down the gauntlet ...) Thus, clerks have studied this book since their early childhood as their grammar primer and then teach it to others so that no man will undertake to love a woman.

Jill was born into an inner-city home. Her father began having sex with Jill and her sister during their preschool years. Her mother was institutionalized twice because of what used to be termed “nervous breakdowns.” When Jill was 7 years old, her agitated dad called a family meeting in the living room. In front of the whole clan, he put a handgun to his head, said, “You drove me to this,” and then blew his brains out. The mother’s mental condition continued to deteriorate, and she revolved in and out of mental hospitals for years. When Mom was home, she would beat Jill. Beginning in her early teens, Jill was forced to work outside the home to help make ends meet. As Jill got older, we would have expected to see deep psychiatric scars, severe emotional damage, drugs, maybe even a pregnancy or two. Instead, Jill developed into a charming and quite popular young woman at school. She became a talented singer, an honor student, and president of her high-school class. By every measure, she was emotionally well-adjusted and seemingly unscathed by the awful circumstances of her childhood. Her story, published in a leading psychiatric journal, illustrates the unevenness of the human response to stress. Psychiatrists long have observed that some people are more tolerant of stress than others.

Maybe it begins the day you pledge allegiance, face the flag and suddenly clutch your left clavicle because you find a tender puff of breast where yesterday your heart was Or maybe it happens later when you're walking home from school and they rush you on the street-- those boys who reach out fast, disgrace your blouse with rubs of dirt, their laughter stinging hot against your face. And you bite your rage, swallow your tears because the fact is, your territory's up for grabs and somehow it's your own damned fault. And one day you stand at your mirror armed with jars and razor blades against the scents and grasses of your shameless bleeding body, and you see what you've become--a freak manufactured to disguise the real one, the one who sometimes still recalls your innocence, the time before you became a dirty joke. And maybe it begins to end the day you try against the odds to love yourself again. Even though you know the worst thing you can call someone is cunt, you try to love the flesh and fur you are, that convoluted, prehistoric flower, petals dripping weeds and echoing vaguely fragrant odors of the sea.

Sooner or later, someone will say a no to us that we can’t ignore. It’s built into the fabric of life. Observe the progression of nos in the life of the person who resists others’ limits: the no of parents the no of siblings the no of schoolteachers the no of school friends the no of bosses and supervisors the no of spouses the no of health problems from overeating, alcoholism, or an irresponsible lifestyle the no of police, the courts, and even prison Some people learn to accept boundaries early in life, even as early as stage number one. But some people have to go all the way to number eight before they get the picture that we have to accept life’s limits: “Stop listening to instruction, my son, and you will stray from the words of knowledge” (Prov. 19:27). Many out-of-control adolescents don’t mature until their thirties, when they become tired of not having a steady job and a place to stay. They have to hit bottom financially, and sometimes they may even have to live on the streets for a while. In time, they begin sticking with a career, saving money, and starting to grow up. They gradually begin to accept life’s limits.

My mother delayed my enrollment in the Fascist scouts, the Balilla, as long as possible, firstly because she did not want me to learn how to handle weapons, but also because the meetings that were then held on Sunday mornings (before the Fascist Saturday was instituted) consisted mostly of a Mass in the scouts' chapel. When I had to be enrolled as part of my school duties, she asked that I be excused from the Mass; this was impossible for disciplinary reasons, but my mother saw to it that the chaplain and the commander were aware that I was not a Catholic and that I should not be asked to perform any external acts of devotion in church. In short, I often found myself in situations different from others, looked on as if I were some strange animal. I do not think this harmed me: one gets used to persisting in one's habits, to finding oneself isolated for good reasons, to putting up with the discomfort that this causes, to finding the right way to hold on to positions which are not shared by the majority. But above all I grew up tolerant of others' opinions, particularly in the field of religion, remembering how irksome it was to hear myself mocked because I did not follow the majority's beliefs. And at the same time I have remained totally devoid of that taste for anticlericalism which is so common in those who are educated surrounded by religion. I have insisted on setting down these memories because I see that many non-believing friends let their children have a religious education 'so as not to give them complexes', 'so that they don't feel different from the others.' I believe that this behavior displays a lack of courage which is totally damaging pedagogically. Why should a young child not begin to understand that you can face a small amount of discomfort in order to stay faithful to an idea? And in any case, who said that young people should not have complexes? Complexes arise through a natural attrition with the reality that surrounds us, and when you have complexes you try to overcome them. Life is in fact nothing but this triumphing over one's own complexes, without which the formation of a character and personality does not happen.

July had come, and haying begun; the little gardens were doing finely and the long summer days were full of pleasant hours. The house stood open from morning till night, and the lads lived out of doors, except at school time. The lessons were short, and there were many holidays, for the Bhaers believed in cultivating healthy bodies by much exercise, and our short summers are best used in out-of-door work. Such a rosy, sunburnt, hearty set as the boys became; such appetites as they had; such sturdy arms and legs, as outgrew jackets and trousers; such laughing and racing all over the place; such antics in house and barn; such adventures in the tramps over hill and dale; and such satisfaction in the hearts of the worthy Bhaers, as they saw their flock prospering in mind and body, I cannot begin to describe.

There’s another trouble with meaning. We’ve been taught to believe it comes near the end. As if the job of all those sentences were to ferry us along to the place where meaning is enacted—to “the point,” Just before the conclusion, Which restates “the point.” This is especially true in the school model of writing. Remember the papers you wrote? Trying to save that one good idea till the very end? Hoping to create the illusion that it followed logically from the previous paragraphs? You were stalling until you had ten pages. Much of what’s taught under the name of expository writing could be called “The Anxiety of Sequence.” Its premise is this: To get where you’re going, you have to begin in just the right place And take the proper path, Which depends on knowing where you plan to conclude. This is like not knowing where to begin a journey Until you decide where you want it to end. Begin in the wrong place, make the wrong turn, And there’s no getting where you want to go. Why not begin where you already are?

Baby girl, this is your mother. I know I’ve given you explicit instructions to trace this into your yearbook, but they’re my words. That means this is from me, my heart, and my love for you. There’s so many things I want to say to you, things I want you to hear, to know, but let’s start with the reason I’m having you put these words in your senior yearbook. First of all, this book is everything. It may be pictures, some names of people you won’t remember in five years, ten years, or longer, but this book is more important than you can imagine. It’s the first book that’s the culmination of your first chapter in life. You will have many. So many! But this book is the physical manifestation of your first part in life. Keep it. Treasure it. Whether you enjoyed school or not, it’s done. It’s in your past. These were the times you were a part of society from a child to who you are now, a young adult woman. When you leave for college, you’re continuing your education, but you’re moving onto your next chapter in life. The beginning of adulthood. This yearbook is your bridge. Keep this as a memento forever. It sums up who you grew up with. It houses images of the buildings where your mind first began to learn things, where you first began to dream, to set goals, to yearn for the road ahead. It’s so bittersweet, but those memories were your foundation to set you up for who you will become in the future. Whether they brought pain or happiness, it’s important not to forget. From here, you will go on and you will learn the growing pains of becoming an adult. You will refine your dreams. You will set new limits. Change your mind. You will hurt. You will laugh. You will cry, but the most important is that you will grow. Always, always grow, honey. Challenge yourself. Put yourself in uncomfortable situations (BUT BE SAFE!) and push yourself not to think about yourself, your friends, your family, but to think about the world. Think about others. Understand others, and if you can’t understand, then learn more about them. It’s so very important. Once you have the key to understanding why someone else hurts or dreams or survives, then you have ultimate knowledge. You have empathy. Oh, honey. As I’m writing this, I can see you on the couch reading a book. You are so very beautiful, but you are so very humble. You don’t see your beauty, and I want you to see your beauty. Not just physical, but your inner kindness and soul. It’s blinding to me. That’s how truly stunning you are. Never let anyone dim your light. Here are some words I want you to know as you go through the rest of your life: Live. Learn. Love. Laugh. And, honey, know. Just know that I am with you always.

Agnes shut her eyes, clenched her fists, opened her mouth and screamed. It started low. Plaster dust drifted down from the ceiling. The prisms on the chandelier chimed gently as they shook. It rose, passing quickly through the mysterious pitch at fourteen cycles per second where the human spirit begins to feel distinctly uncomfortable about the universe and the place in it of the bowels. Small items around the Opera House vibrated off shelves and smashed on the floor. The note climbed, rang like a bell, climbed again. In the Pit, all the violin strings snapped, one by one. As the tone rose, the crystal prisms shook in the chandelier. In the bar, champagne corks fired a salvo. Ice jingled and shattered in its bucket. A line of wine-glasses joined in the chorus, blurred around the rims, and then exploded like hazardous thistledown with attitude. There were harmonics and echoes that caused strange effects. In the dressing-rooms the No. 3 greasepaint melted. Mirrors cracked, filling the ballet school with a million fractured images. Dust rose, insects fell. In the stones of the Opera House tiny particles of quartz danced briefly... Then there was silence, broken by the occasional thud and tinkle. Nanny grinned. 'Ah,' she said, 'now the opera's over.

I kind of was beginning to feel like I was being underutilized [as Teen Ambassador to the UN]. I mean, there were a lot more important issues out there for teens that I could have been bringing international attention to than what kids see out their windows. I mean, instead of sitting in the White House press office for three hours after school every Wednesday, or attending International Festival of the Child concerts, I could have been out there alerting the public to the fact that in some countries, it is still perfectly legal for men to take teen brides -- even multiple teen brides! What was that all about? And what about places like Sierra Leone, where teens and even younger kids routinely get their limbs chopped off as "warnings" against messing with the warring gangs that run groups of diamond traffickers? And hello, what about all those kids in countries with unexploded land mines buried in the fields where they'd like to play soccer, but can't because it's too dangerous? And how about a problem a little closer to home? How about all the teenagers right here in America who are taking guns to school and blowing people away? Where are they getting these guns, and how come they think shooting people is a viable solution to their problems? And why isn't anybody doing anything to alleviate some of the pressures that might lead someone to think bringing a gun to school is a good thing? How come nobody is teaching people like Kris Parks to be more tolerant of others, to stop torturing kids whose mothers make them wear long skirts to school?

Of students’ papers: ‘I am generally very benevolent [said Shade]. But there are certain trifles I do not forgive.’ Kinbote: ‘For instance?’ ‘Not having read the required book. Having read it like an idiot. Looking in it for symbols; example: “The author uses the striking image green leaves because green is the symbol of happiness and frustration.” I am also in the habit of lowering a student’s mark catastrophically if he uses “simple” and “sincere” in a commendatory sense; examples: “Shelley’s style is always very simple and good”; or “Yeats is always sincere.” This is widespread, and when I hear a critic speaking of an author’s sincerity I know that either the critic or the author is a fool.’ Kinbote: ‘But I am told this manner of thinking is taught in high school?’ ‘That’s where the broom should begin to sweep. A child should have thirty specialists to teach him thirty subjects, and not one harassed schoolmarm to show him a picture of a rice field and tell him this is China because she knows nothing about China, or anything else, and cannot tell the difference between longitude and latitude.’ Kinbote: ‘Yes. I agree.

The repeated attempts that have been made to improve humanity - in particular to make it more peacable - have failed, because nobody has understood the full depth and vigour of the instincts of aggression innate in each individual. Such efforts do not seek to do more than encourage the positive, well-wishing impulses of the person while denying or suppressing his aggressive ones. And so they have been doomed to failure from the beginning. But psychoanalysis has different means at its disposal for a task of this kind. It cannot, it is true, altogether do away with man's aggressive instinct as such; but it can, by diminishing the anxiety which accentuates those instincts, break up the mutual reinforcement that is going on all the time between his hatred and his fear. When, in our analytic work, we are always seeing how the resolution of early infantile anxiety not only lessens and modifies the child's aggressive impulses, but leads to a more valuable employment and gratification of them from a social point of view; how the child shows an ever-grwing, deeply rooted desire to be loved and to love, and to be at peace with the world about it; and how much pleasure and benefit, and what a lessening of anxiety it derives from the fulfilment of this desire - when we see all this, we are ready to believe that what now would seem a Utopian state of things may well come true in those distant days when, as I hope, child-analysis will become as much a part of every person's upbringing as school-education is now. Then, perhaps, that hostile attitude, springing from fear and suspicion, which is latent more or less strongly in each human being, and which intensifies a hundredfold in him every impulse of destruction, will give way to kindlier and more trustful feelings towards his fellowmen, and people may inhabit the world together in greater peace and goodwill than they do now.

We are dealing, then, with an absurdity that is not a quirk or an accident, but is fundamental to our character as people. The split between what we think and what we do is profound. It is not just possible, it is altogether to be expected, that our society would produce conservationists who invest in strip-mining companies, just as it must inevitably produce asthmatic executives whose industries pollute the air and vice-presidents of pesticide corporations whose children are dying of cancer. And these people will tell you that this is the way the "real world" works. The will pride themselves on their sacrifices for "our standard of living." They will call themselves "practical men" and "hardheaded realists." And they will have their justifications in abundance from intellectuals, college professors, clergymen, politicians. The viciousness of a mentality that can look complacently upon disease as "part of the cost" would be obvious to any child. But this is the "realism" of millions of modern adults. There is no use pretending that the contradiction between what we think or say and what we do is a limited phenomenon. There is no group of the extra-intelligent or extra-concerned or extra-virtuous that is exempt. I cannot think of any American whom I know or have heard of, who is not contributing in some way to destruction. The reason is simple: to live undestructively in an economy that is overwhelmingly destructive would require of any one of us, or of any small group of us, a great deal more work than we have yet been able to do. How could we divorce ourselves completely and yet responsibly from the technologies and powers that are destroying our planet? The answer is not yet thinkable, and it will not be thinkable for some time -- even though there are now groups and families and persons everywhere in the country who have begun the labor of thinking it. And so we are by no means divided, or readily divisible, into environmental saints and sinners. But there are legitimate distinctions that need to be made. These are distinctions of degree and of consciousness. Some people are less destructive than others, and some are more conscious of their destructiveness than others. For some, their involvement in pollution, soil depletion, strip-mining, deforestation, industrial and commercial waste is simply a "practical" compromise, a necessary "reality," the price of modern comfort and convenience. For others, this list of involvements is an agenda for thought and work that will produce remedies. People who thus set their lives against destruction have necessarily confronted in themselves the absurdity that they have recognized in their society. They have first observed the tendency of modern organizations to perform in opposition to their stated purposes. They have seen governments that exploit and oppress the people they are sworn to serve and protect, medical procedures that produce ill health, schools that preserve ignorance, methods of transportation that, as Ivan Illich says, have 'created more distances than they... bridge.' And they have seen that these public absurdities are, and can be, no more than the aggregate result of private absurdities; the corruption of community has its source in the corruption of character. This realization has become the typical moral crisis of our time. Once our personal connection to what is wrong becomes clear, then we have to choose: we can go on as before, recognizing our dishonesty and living with it the best we can, or we can begin the effort to change the way we think and live.

There is no man,’ he began, ‘however wise, who has not at some period of his youth said things, or lived in a way the consciousness of which is so unpleasant to him in later life that he would gladly, if he could, expunge it from his memory. And yet he ought not entirely to regret it, because he cannot be certain that he has indeed become a wise man—so far as it is possible for any of us to be wise—unless he has passed through all the fatuous or unwholesome incarnations by which that ultimate stage must be preceded. I know that there are young fellows, the sons and grand sons of famous men, whose masters have instilled into them nobility of mind and moral refinement in their schooldays. They have, perhaps, when they look back upon their past lives, nothing to retract; they can, if they choose, publish a signed account of everything they have ever said or done; but they are poor creatures, feeble descendants of doctrinaires, and their wisdom is negative and sterile. We are not provided with wisdom, we must discover it for ourselves, after a journey through the wilderness which no one else can take for us, an effort which no one can spare us, for our wisdom is the point of view from which we come at last to regard the world. The lives that you admire, the attitudes that seem noble to you are not the result of training at home, by a father, or by masters at school, they have sprung from beginnings of a very different order, by reaction from the influence of everything evil or commonplace that prevailed round about them. They represent a struggle and a victory. I can see that the picture of what we once were, in early youth, may not be recognisable and cannot, certainly, be pleasing to contemplate in later life. But we must not deny the truth of it, for it is evidence that we have really lived, that it is in accordance with the laws of life and of the mind that we have, from the common elements of life, of the life of studios, of artistic groups—assuming that one is a painter—extracted something that goes beyond them.

lower her to my side and pull her against me so that her head is resting on my jacket. Her breath tastes like starburst and it makes me want to keep kissing her until I can identify every single flavor. Her hand touches my arm and she gives it a tight squeeze just as my tongue slips inside her mouth. That would be strawberry on the tip of her tongue. She keeps her hand on my arm, periodically moving it to the back of my head, then returning it to my arm. I keep my hand on her waist, never once moving it to touch any other part of her. The only thing we explore is each other’s mouths. We kiss without making another sound. We kiss until the alarm sounds off on my phone. Despite the noise, neither of us stops kissing. We don’t even hesitate. We kiss for another solid minute until the bell rings in the hallway outside and suddenly lockers are slamming shut and people are talking and everything about our moment is stolen from us by all the inconvenient external factors of school. I still my lips against hers, then slowly pull back. “I have to get to class,” she whispers. I nod, even though she can’t see me. “Me, too,” I reply. She begins to scoot out from beneath me. When I roll onto my back, I feel her move closer to me. Her mouth briefly meets mine one more time, then she pulls away and stands up. The second she opens the door, the light from the hallway pours in and I squeeze my eyes shut, throwing my arm over my face. I hear the door shut behind her and by the time I adjust to the brightness, the light is gone again. I sigh heavily. I also remain on the floor until my physical reaction to her subsides. I don’t know who the hell she was or why the hell she ended up here, but I hope to God she comes back. I need a whole hell of a lot more of that. • • • She didn’t come back the next day. Or the day after that. In fact, today marks exactly a week since she literally fell into my arms, and I’ve convinced myself that maybe that whole day was a dream. I did stay up most of the night before watching zombie movies with Chunk, but even though I was going on two hours of sleep, I don’t know that I would have been able to imagine that. My fantasies aren’t that fun. Whether she comes back or not, I still don’t have a fifth period and until someone calls me out on it, I’ll keep hiding out in here. I actually slept way too much last night, so I’m not tired. I pull my phone out to text Holder when the door to the closet begins to open. “Are you in here, kid?” I hear her whisper. My heart immediately picks up pace and I can’t tell if it’s that she came back or if it’s because the

At the beginning of my illness, hospital visits couldn’t be avoided. I needed tests, I had to have my diet and insulin regulated, and once I fainted at school and went into insulin shock and the ambulance came and took me to St. Luke’s. If one of my friends got that sick, I would have called her in the hospital and sent her cards and visited her when she went home. But not Laine. She seemed almost afraid of me (although she tried to cover up by acting cool and snooty). And my other friends did what Laine did, because she was the leader. Their leader. My leader. And we were her followers. The school year grew worse and worse. I fainted twice more at school, each time causing a big scene and getting lots of attention, and every week, it seemed, I missed at least one morning while Mom and Dad took me to some doctor or clinic or other. Laine called me a baby, a liar, a hypochondriac, and a bunch of other things that indicated she thought my parents and I were making a big deal over nothing. But if she really thought it was nothing, why wouldn’t she come over to my apartment anymore? Why wouldn’t she share sandwiches or go to the movies with me? And why did she move her desk away from mine in school? I was confused and unhappy and sick, and I didn’t have any friends left, thanks to Laine. I hated Laine.

When Lebanese Muslims and Palestinians declared jihad on Christians in 1975, we didn’t even know what that word meant. We had taken the Palestinians in, giving them refuge in our country, allowing them to study side by side with us in our schools and universities. We gave them jobs and shared our way of life with them. What started as political war spiraled very fast into a religious war between Muslims and Christians, with Lebanese Muslims joining the PLO fighting the Christians. We didn’t realize the depth of their hatred and resentment toward us as infidels. The more that Christians refused to get involved in the Palestinian-Israeli conflict and to allow the Palestinians to use Lebanon as a launching pad from which to attack Israel, the more the Palestinians looked at us as the enemy. Muslims started making statements such as “First comes Saturday, then comes Sunday,” meaning first we fight the Jews, then we come for the Christians. Christian presence, influence, and democracy became an obstacle in the Palestinians' fight against Israel. Koranic verses such as sura 5:51—"Believers, take not Jews and Christians for your friends. They are but friends and protectors to each other"—became the driving force in recruiting Muslim youth. Many Christians barely knew the Bible, let alone the Koran and what it taught about us, the infidels. We should have seen the long-simmering tension between Muslims and Christians beginning to erupt, but we refused to believe that such hatred and such animosity existed. America also failed to recognize this hatred throughout all the attacks launched against it, beginning with the marine barracks bombing in Beirut in 1983 all the way up to September 11, 2001. It was that horrible day that made Americans finally ask, What is jihad? And why do they hate us? I have a very simple answer for them: because you are “infidels.

To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination. Surely, this process is not relationship, but mere imposition, and it is therefore essential to understand the difficult and complex desire to dominate. It takes many subtle forms; and in its self-righteous aspect, it is very obstinate. The desire to "serve" with the unconscious longing to dominate is difficult to understand. Can there be love where there is possessiveness? Can we be in communion with those whom we seek to control? To dominate is to use another for self-gratification, and where there is the use of another there is no love. When there is love there is consideration, not only for the children but for every human being. Unless we are deeply touched by the problem, we will never find the right way of education. Mere technical training inevitably makes for ruthlessness, and to educate our children we must be sensitive to the whole movement of life. What we think, what we do, what we say matters infinitely, because it creates the environment, and the environment either helps or hinders the child. Obviously, then, those of us who are deeply interested in this problem will have to begin to understand ourselves and thereby help to transform society; we will make it our direct responsability to bring about a new approach to education. If we love our children, will we not find a way of putting an end to war? But if we are merely using the word "love" without substance, then the whole complex problem of human misery will remain. The way out of this problem lies through ourselves. We must begin to understand our relationship with our fellow men, with nature, with ideas and with things, for without that understanding there is no hope, there is no way out of conflict and suffering. The bringing up of a child requires intelligent observation and care. Experts and their knowledge can never replace the parents' love, but most parents corrupt that love by their own fears and ambitions, which condition and distort the outlook of the child. So few of us are concerned with love, but we are vastly taken up with the appearance of love. The present educational and social structure does not help the individual towards freedom and integration; and if the parents are at all in earnest and desire that the child shall grow to his fullest integral capacity, they must begin to alter the influence of the home and set about creating schools with the right kind of educators. The influence of the home and that of the school must not be in any way contradictory, so both parents and teachers must re-educate themselves. The contradiction which so often exists between the private life of the individual and his life as a member of the group creates an endless battle within himself and in his relationships. This conflict is encouraged and sustained through the wrong kind of education, and both governments and organized religions add to the confusion by their contradictory doctrines. The child is divided within himself from the very start, which results in personal and social disasters.

Ethan’s parents constantly told him how brainy he was. “You’re so smart! You can do anything, Ethan. We are so proud of you, they would say every time he sailed through a math test. Or a spelling test. Or any test. With the best of intentions, they consistently tethered Ethan’s accomplishment to some innate characteristic of his intellectual prowess. Researchers call this “appealing to fixed mindsets.” The parents had no idea that this form of praise was toxic. 　　Little Ethan quickly learned that any academic achievement that required no effort was the behavior that defined his gift. When he hit junior high school, he ran into subjects that did require effort. He could no longer sail through, and, for the first time, he started making mistakes. But he did not see these errors as opportunities for improvement. After all, he was smart because he could mysteriously grasp things quickly. And if he could no longer grasp things quickly, what did that imply? That he was no longer smart. Since he didn’t know the ingredients making him successful, he didn’t know what to do when he failed. You don’t have to hit that brick wall very often before you get discouraged, then depressed. Quite simply, Ethan quit trying. His grades collapsed. What happens when you say, ‘You’re so smart’ 　　Research shows that Ethan’s unfortunate story is typical of kids regularly praised for some fixed characteristic. If you praise your child this way, three things are statistically likely to happen: 　　First, your child will begin to perceive mistakes as failures. Because you told her that success was due to some static ability over which she had no control, she will start to think of failure (such as a bad grade) as a static thing, too—now perceived as a lack of ability. Successes are thought of as gifts rather than the governable product of effort. 　　Second, perhaps as a reaction to the first, she will become more concerned with looking smart than with actually learning something. (Though Ethan was intelligent, he was more preoccupied with breezing through and appearing smart to the people who mattered to him. He developed little regard for learning.) 　　Third, she will be less willing to confront the reasons behind any deficiencies, less willing to make an effort. Such kids have a difficult time admitting errors. There is simply too much at stake for failure. 　　  　　What to say instead: ‘You really worked hard’ 　　What should Ethan’s parents have done? Research shows a simple solution. Rather than praising him for being smart, they should have praised him for working hard. On the successful completion of a test, they should not have said,“I’m so proud of you. You’re so smart. They should have said, “I’m so proud of you. You must have really studied hard”. This appeals to controllable effort rather than to unchangeable talent. It’s called “growth mindset” praise.

So these Kings and Queens entered the thicket, and before they had gone a score of paces, they all remembered that the thing they had seen was called a lamppost, and before they had gone twenty more, they noticed that they were making their way not through branches but through coats. And next moment they all came tumbling out of a wardrobe door into the empty room, and they were no longer Kings and Queens in their hunting array but just Peter, Susan, Edmund, and Lucy in their old clothes. It was the same day and the same hour of the day on which they had all gone into the wardrobe to hide. Mrs. Macready and the visitors were still talking I the passage; but luckily they never came into the empty room and so the children weren’t caught. And that would have been the very end of the story if it hadn’t been that they felt they really must explain to the Professor why four of the coats out of his wardrobe were missing. And the Professor, who was a very remarkable man, didn’t tell them not to be silly or not to tell lies, but believed the whole story. “No,” he said, “I don’t think it will be any good trying to go back through the wardrobe door to get the coats. You won’t get into Narnia again by that route. Nor would the coats be much use by now if you did! Eh? What’s that? Yes, of course you’ll get back to Narnia again someday. Once a King in Narnia, always a King in Narnia. But don’t go trying to use the same route twice. Indeed, don’t try to get there at all. It’ll happen when you’re not looking for it. And don’t talk too much about it even among yourselves. And don’t mention it to anyone else unless you find that they’ve had adventures of the same sort themselves. What’s that? How will you know? Oh, you’ll know all right. Odd things they say--even their looks--will let the secret out. Keep your eyes open. Bless me, what do they teach them at these schools?” And that is the very end of the adventures of the wardrobe. But if the Professor was right, it was only the beginning of the adventures of Narnia.

It’s true I’ve got a cold streak. I recognize that. But if they—my father and mother—had loved me a little more, I would have been able to feel more—to feel real sadness, for example.” “Do you think you weren’t loved enough?” She tilted her head and looked at me. Then she gave a sharp, little nod. “Somewhere between ‘not enough’ and ‘not at all.’ I was always hungry for love. Just once, I wanted to know what it was like to get my fill of it—to be fed so much love I couldn’t take any more. Just once. But they never gave that to me. Never, not once. If I tried to cuddle up and beg for something, they’d just shove me away and yell at me. ‘No! That costs too much!’ It’s all I ever heard. So I made up my mind I was going to find someone who would love me unconditionally three hundred and sixty-five days a year. I was still in elementary school at the time—fifth or sixth grade—but I made up my mind once and for all.” “Wow,” I said. “And did your search pay off?” “That’s the hard part,” said Midori. She watched the rising smoke for a while, thinking. “I guess I’ve been waiting so long I’m looking for perfection. That makes it tough.” “Waiting for the perfect love?” “No, even I know better than that. I’m looking for selfishness. Perfect selfishness. Like, say I tell you I want to eat strawberry shortcake. And you stop everything you’re doing and run out and buy it for me. And you come back out of breath and get down on your knees and hold this strawberry shortcake out to me. And I say I don’t want it anymore and throw it out the window. That’s what I’m looking for.” “I’m not sure that has anything to do with love,” I said with some amazement. “It does,” she said. “You just don’t know it. There are times in a girl’s life when things like that are incredibly important.” “Things like throwing strawberry shortcake out the window?” “Exactly. And when I do it, I want the man to apologize to me. ‘Now I see, Midori. What a fool I’ve been! I should have known that you would lose your desire for strawberry shortcake. I have all the intelligence and sensitivity of a piece of donkey shit. To make it up to you, I’ll go out and buy you something else. What would you like? Chocolate mousse? Cheesecake?’” “So then what?” “So then I’d give him all the love he deserves for what he’s done.” “Sounds crazy to me.” “Well, to me, that’s what love is. Not that anyone can understand me, though.” Midori gave her head a little shake against my shoulder. “For a certain kind of person, love begins from something tiny or silly. From something like that or it doesn’t begin at all.” “I’ve never met a girl who thinks like you.

I believe this movement will prevail. I don’t mean it will defeat, conquer, or create harm to someone else. Quite the opposite. I don’t tender the claim in an oracular sense. I mean that the thinking that informs the movement’s goals will reign. It will soon suffuse most institutions, but before then, it will change a sufficient number of people so as to begin the reversal of centuries of frenzied self-destructive behavior. Some say it is too late, but people never change when they are comfortable. Helen Keller threw aside the gnawing fears of chronic bad news when she declared, “I rejoice to live in such a splendidly disturbing time!” In such a time, history is suspended and thus unfinished. It will be the stroke of midnight for the rest of our lives. My hopefulness about the resilience of human nature is matched by the gravity of our environmental and social condition. If we squander all our attention on what is wrong, we will miss the prize: In the chaos engulfing the world, a hopeful future resides because the past is disintegrating before us. If that is difficult to believe, take a winter off and calculate what it requires to create a single springtime. It’s not too late for the world’s largest institutions and corporations to join in saving the planet, but cooperation must be on the planet’s terms. The “Help Wanted” signs are everywhere. All people and institutions including commerce, governments, schools, churches and cities, need to learn from life and reimagine the world from the bottom up, based on the first principles if justice and ecology. Ecological restoration is extraordinarily simple: You remove whatever prevents the system from healing itself. Social restoration is no different. We have the heart, knowledge, money and sense to optimize out social and ecological fabric. It is time for all that is harmful to leave. One million escorts are here to transform the nightmares of empire and the disgrace of war on people and place. We are the transgressors and we are the forgivers. “We” means all of us, everyone. There can be no green movement unless there is also a black, brown and copper movement. What is more harmful resides within is, the accumulated wounds of the past, the sorrow, shame, deceit, and ignominy shared by every culture, passed down to every person, as surely as DNA, as history of violence and greed. There is not question that the environmental movement is most critical to our survival. Our house is literally burning, and it is only logical that environmentalists expect the social justice movement to get on the environmental bus. But is actually the other way around; the only way we are going to put out this fire is to get on the social justice bus and heal our wounds, because in the end, there is only one bus. Armed with that growing realization, we can address all that is harmful externally. What will guide us is a living intelligence that creates miracles every second, carried forth by a movement with no name.

What do you learn at school, then?" "We learn about the Prophet and his three hundred authenticated miracles,and about Abraham and Isaac and Jonah and Omar and Ali and Hind and Fatima and the saints, and sometimes the big battles of Saladin against the barbarians. And we recite the Holy Koran because we have to learn al-Fatihah by heart." "What's that?" "It's the beginning." "What's it like?" Karatavuk closed his eyes and recited:'Bismillah al-rahman al-rahim...' When he's finished he opened his eyes, and mopped his forehead. "It's difficult" he observed. "I didn't understand any of it" complained Mehmetcik. " It sounds nice though. was it language?" "Of course it was language, stupid. It's Arabic." "What's that then?" "It's what Arabs speak. And it's what God speaks, and that's why we have to learn to recite it. It's something about being merciful and the Day of Judgement and showing us the right path, and if anything is going wrong, or you're worried, or someone's sick, you just have to say al-Fatihah and everything will probably be all right." "I didn't know that God spoke language." observed Mehmetcik. Father Kristoforos speaks to him in Greek, but we don't understand that either." "What do you learn, then." "We learn more than you," answered Mehmetcik self-importantly. "We learn about Jesus Son of Mary and his miracles and St Nicholas and St Dmitri and St Menas and the saints and Abraham and Isaac and Jonah and Emperor Constantine and Alexander the Great and the Marble Emperor, and the great battles against barbarians, and the War of Independence, and we learn reading and writing and adding up and taking away and multiplication and division." "Don't you learn al-Fatihah,then?" "When things go wrong we say 'Kyrie elesion'. and we've got a proper prayer as well." "What's that like?" Mehmetcik screwed up his eyes in unconcious imitation of his friend, and recited: 'Pater imon, o en tois ouranis, agiasthito to onoma sou, eltheto i vasileia sou..' When Mehmetcik has finished, Karatavuk asked, "What's that about, then? is that some kind of language?" "It's Greek. It's what we speak to God.I don't know exactly what it means, it's something about our father who is in heaven and forgive us our daily bread, and led us not into temptation, but it doesn't matter if we don't understand it, because God does" "Maybe," pondered Karatavuk, " Greek and Arabic are actually the same language, and that's how God understands us, like sometimes I'm Abdul and sometimes I'm Karatavuk, and sometimes you're Nico and sometimes you're Mehmetcik, but it's two names and there's only one me and there's only one you, so it might be all one language that's called Greek sometimes and Arabic sometimes.

Too soon the two weeks were over and we were back in Lugano, and there we learned about Disaster. We weren’t completely ignorant. We knew about disaster from our previous schools and previous lives. We’d had access to televisions and newspapers. But the return to Lugano marked the beginning of Global Awareness Month, and in each of our classes, we talked about disaster: disaster man-made and natural. We talked about ozone depletion and the extinction of species and depleted rain forests and war and poverty and AIDS. We talked about refugees and slaughter and famine. We were in the middle school and were getting, according to Uncle Max, a diluted version of what the upper-schoolers were facing. An Iraqi boy from the upper school came to our history class and talked about what it felt like when the Americans bombed his country. Keisuke talked about how he felt responsible for World War II, and a German student said she felt the same. We got into heated discussions over the neglect of infant females in some cultures, and horrific cases of child abuse worldwide. We fasted one day each week to raise our consciousness about hunger, and we sent money and canned goods and clothing to charities. In one class, after we watched a movie about traumas in Rwanda, and a Rwandan student told us about seeing his mother killed, Mari threw up. We were all having nightmares. At home, Aunt Sandy pleaded with Uncle Max. “This is too much!” she said. “You can’t dump all the world’s problems on these kids in one lump!” And he agreed. He was bewildered by it all, but the program had been set up the previous year, and he was the new headmaster, reluctant to interfere. And though we were sick of it and about it, we were greedy for it. We felt privileged there in our protected world and we felt guilty, and this was our punishment.

Wanneer alle spelers na de gedane arbeid op de parkeerplaats voor de school in de steeds warmer wordende avondlucht bijeenkwamen om de ervaringen van die dag uit te wisselen, begreep ik dat iedereen geraakt werd door het stuk waarmee hij bezig was en we voelden dat het over de dood ging en ik geloof dat we beseften (al weten de goden dat we er niet bewust aan dachten) dat dit Wohlmans manier was om ons te vertellen dat ons, zodra we klaar waren met deze school, niet de toekomst wachtte met al zijn openbaringen, kansen en al die andere zaken die we ons hadden voorgesteld - een zee van mogelijkheden en ervaringen - maar juist het begin van iets anders, iets zonder de exploderende kleurenpracht die we elkaar hadden voorgeschilderd, hier zetten we de eerste onmogelijke stappen op weg naar het werkende leven, naar de routine, de eindeloze herhaling, de systematiek en het leven van alledag waar iedereen die vóór ons volwassen geworden was al lang deel van uitmaakte, ochtenden, werkdagen en bezoekjes aan de supermarkt en de rijen voor de kassa en de uren voor de tv of de uren met de was of koken en kinderen die je op sommige dagen liever niet gehad had en de grenzeloze irritatie over de naïeve jeugd die het had over Kerouac, de planning van de volgende ochtend, dit alles ad nauseam herhaald, slechts onderbroken door korte dagen die zich ontvouwden en dan weer verschrompelden, 's zomers of met Kerst, dagen die alleen nog extra benadrukten dat niemand ons kwam verlossen en dat we alleen maar konden hopen dat we in elk geval een beetje konden dansen op het ritme van onze inmiddels o zo voorspelbare levens, dat dat juist onze redding zou blijken zodat we niet langer zouden vechten tegen de monotonie maar die juist zouden accepteren, dat we het triviale zouden omarmen, zoals Wohlman ongetwijfeld gedaan had, tot we op een dag wakker werden en beseften dat de maat waarop we dag in dag uit bewogen, wankel en allesbehalve gracieus, uiteindelijk onze eigen hartslag was, naar, bij gebrek aan een beter woord, hartenlust kloppend van opluchting omdat we nu eindelijk in de geweldige maalstroom waren beland van identieke, voorspelbare dagen.

We convince ourselves that life will be better after we get married, have a baby, then another. Then we are frustrated that the kids aren't old enough and we'll be more content when they are. After that we're frustrated that we have teenagers to deal with. We will certainly be happy when they are out of that stage. We tell ourselves that our life will be complete when our spouse gets his or her act together, when we get a nicer car, are able to go on a nice vacation, when we retire. The truth is, there's no better time to be happy than right now. Your life will always be filled with challenges. It's best to admit this to yourself and decide to be happy anyway. One of my favorite quotes comes from Alfred D Souza. He said, "For a long time it had seemed to me that life was about to begin - real life. But there was always some obstacle in the way, something to be gotten through first, some unfinished business, time still to be served, a debt to be paid. Then life would begin. At last it dawned on me that these obstacles were my life." This perspective has helped me to see that there is no way to happiness. Happiness is the way. So, treasure every moment that you have. Stop waiting until you finish school, until you go back to school, until you lose ten pounds, until you gain ten pounds, until you have kids, until your kids leave the house, until you start work, until you retire, until you get married, until you get divorced, until Friday night, until Sunday morning, until you get a new car or home, until your car or home is paid off, until spring, until summer, until fall, until winter, until you are off welfare, until the first or fifteenth, until your song comes on, until you've had a drink, until you've sobered up, until you die, until you are born again to decide that there is no better time than right now to be happy.

Why do you choose to write about such gruesome subjects? I usually answer this with another question: Why do you assume that I have a choice? Writing is a catch-as-catch-can sort of occupation. All of us seem to come equipped with filters on the floors of our minds, and all the filters have differing sizes and meshes. What catches in my filter may run right through yours. What catches in yours may pass through mine, no sweat. All of us seem to have a built-in obligation to sift through the sludge that gets caught in our respective mind-filters, and what we find there usually develops into some sort of sideline. The accountant may also be a photographer. The astronomer may collect coins. The school-teacher may do gravestone rubbings in charcoal. The sludge caught in the mind's filter, the stuff that refuses to go through, frequently becomes each person's private obsession. In civilized society we have an unspoken agreement to call our obsessions “hobbies.” Sometimes the hobby can become a full-time job. The accountant may discover that he can make enough money to support his family taking pictures; the schoolteacher may become enough of an expert on grave rubbings to go on the lecture circuit. And there are some professions which begin as hobbies and remain hobbies even after the practitioner is able to earn his living by pursuing his hobby; but because “hobby” is such a bumpy, common-sounding little word, we also have an unspoken agreement that we will call our professional hobbies “the arts.” Painting. Sculpture. Composing. Singing. Acting. The playing of a musical instrument. Writing. Enough books have been written on these seven subjects alone to sink a fleet of luxury liners. And the only thing we seem to be able to agree upon about them is this: that those who practice these arts honestly would continue to practice them even if they were not paid for their efforts; even if their efforts were criticized or even reviled; even on pain of imprisonment or death. To me, that seems to be a pretty fair definition of obsessional behavior. It applies to the plain hobbies as well as the fancy ones we call “the arts”; gun collectors sport bumper stickers reading YOU WILL TAKE MY GUN ONLY WHEN YOU PRY MY COLD DEAD FINGERS FROM IT, and in the suburbs of Boston, housewives who discovered political activism during the busing furor often sported similar stickers reading YOU'LL TAKE ME TO PRISON BEFORE YOU TAKE MY CHILDREN OUT OF THE NEIGHBORHOOD on the back bumpers of their station wagons. Similarly, if coin collecting were outlawed tomorrow, the astronomer very likely wouldn't turn in his steel pennies and buffalo nickels; he'd wrap them carefully in plastic, sink them to the bottom of his toilet tank, and gloat over them after midnight.

Parent and Teacher Actions: 1. Ask children what their role models would do. Children feel free to take initiative when they look at problems through the eyes of originals. Ask children what they would like to improve in their family or school. Then have them identify a real person or fictional character they admire for being unusually creative and inventive. What would that person do in this situation? 2. Link good behaviors to moral character. Many parents and teachers praise helpful actions, but children are more generous when they’re commended for being helpful people—it becomes part of their identity. If you see a child do something good, try saying, “You’re a good person because you ___.” Children are also more ethical when they’re asked to be moral people—they want to earn the identity. If you want a child to share a toy, instead of asking, “Will you share?” ask, “Will you be a sharer?” 3. Explain how bad behaviors have consequences for others. When children misbehave, help them see how their actions hurt other people. “How do you think this made her feel?” As they consider the negative impact on others, children begin to feel empathy and guilt, which strengthens their motivation to right the wrong—and to avoid the action in the future. 4. Emphasize values over rules. Rules set limits that teach children to adopt a fixed view of the world. Values encourage children to internalize principles for themselves. When you talk about standards, like the parents of the Holocaust rescuers, describe why certain ideals matter to you and ask children why they’re important. 5. Create novel niches for children to pursue. Just as laterborns sought out more original niches when conventional ones were closed to them, there are ways to help children carve out niches. One of my favorite techniques is the Jigsaw Classroom: bring students together for a group project, and assign each of them a unique part. For example, when writing a book report on Eleanor Roosevelt’s life, one student worked on her childhood, another on her teenage years, and a third on her role in the women’s movement. Research shows that this reduces prejudice—children learn to value each other’s distinctive strengths. It can also give them the space to consider original ideas instead of falling victim to groupthink. To further enhance the opportunity for novel thinking, ask children to consider a different frame of reference. How would Roosevelt’s childhood have been different if she grew up in China? What battles would she have chosen to fight there?

. . . I bet I'm beginning to make some parents nervous - here I am, bragging of being a dropout, and unemployable, and about to make a pitch for you to follow your creative dreams, when what parents want is for their children to do well in their field, to make them look good, and maybe also to assemble a tasteful fortune . . . But that is not your problem. Your problem is how you are going to spend this one odd and precious life you have been issued. Whether you're going to live it trying to look good and creating the illusion that you have power over people and circumstances, or whether you are going to taste it, enjoy it, and find out the truth about who you are . . . I do know you are not what you look like, or how much you weigh, or how you did in school, or whether you start a job next Monday or not. Spirit isn't what you do, it's . . . well, again, I don't actually know. They probably taught this junior year at Goucher; I should've stuck around. But I know that you feel best when you're not doing much - when you're in nature, when you're very quiet or, paradoxically, listening to music . . . We can see Spirit made visible when people are kind to one another, especially when it's a really busy person, like you, taking care of the needy, annoying, neurotic person, like you. In fact, that's often when we see Spirit most brightly . . . In my twenties I devised a school of relaxation that has unfortunately fallen out of favor in the ensuing years - it was called Prone Yoga. You just lay around as much as possible. You could read, listen to music, you could space out or sleep. But you had to be lying down. Maintaining the prone. You've graduated. You have nothing left to prove, and besides, it's a fool's game. If you agree to play, you've already lost. It's Charlie Brown and Lucy, with the football. If you keep getting back on the field, they win. There are so many great things to do right now. Write. Sing. Rest. Eat cherries. Register voters. And - oh my God - I nearly forgot the most important thing: refuse to wear uncomfortable pants, even if they make you look really thin. Promise me you'll never wear pants that bind or tug or hurt, pants that have an opinion about how much you've just eaten. The pants may be lying! There is way too much lying and scolding going on politically right now without having your pants get in on the act, too. So bless you. You've done an amazing thing. And you are loved; you're capable of lives of great joy and meaning. It's what you are made of. And it's what you're here for. Take care of yourselves; take care of one another. And give thanks, like this: Thank you.

More often and more insistently as that time recedes, we are asked by the young who our "torturers" were, of what cloth were they made. The term torturers alludes to our ex-guardians, the SS, and is in my opinion inappropriate: it brings to mind twisted individuals, ill-born, sadists, afflicted by an original flaw. Instead, they were made of the same cloth as we, they were average human beings, averagely intelligent, averagely wicked: save the exceptions, they were not monsters, they had our faces, but they had been reared badly. They were, for the greater part, diligent followers and functionaries, some frantically convinced of the Nazi doctrine, many indifferent, or fearful of punishment, or desirous of a good career, or too obedient. All of them had been subjected to the terrifying miseducation provided for and imposed by the schools created in accordance with the wishes of Hitler and his collaborators, and then completed by the SS "drill." Many had joined this militia because of the prestige it conferred, because of its omnipotence, or even just to escape family problems. Some, very few in truth, had changes of heart, requested transfers to the front lines, gave cautious help to prisoners or chose suicide. Let it be clear that to a greater or lesser degree all were responsible, but it must bee just as clear that behind their responsibility stands that the great majority of Germans who accepted in the beginning, out of mental laziness, myopic calculation, stupidity, and national pride the "beautiful words" of Corporal Hitler, followed him as long as luck and lack of scruples favored him, were swept away by his ruin, afflicted by deaths, misery, and remorse, and rehabilitated a few years later as the result of an unprincipled political game.

For no obvious reason, I began to look closely at the women on the stradone. Suddenly it seemed to me that I had lived with a sort of limited gaze: as if my focus had been only on us girls, Ada, Gigliola, Carmela, Marisa, Pinuccia, Lila, me, my schoolmates, and I had never really paid attention to Melina’s body, Giuseppina Pelusi’s, Nunzia Cerullo’s, Maria Carracci’s. The only woman’s body I had studied, with ever-increasing apprehension, was the lame body of my mother, and I had felt pressed, threatened by that image, and still feared that it would suddenly impose itself on mine. That day, instead, I saw clearly the mothers of the old neighborhood. They were nervous, they were acquiescent. They were silent, with tight lips and stooping shoulders, or they yelled terrible insults at the children who harassed them. Extremely thin, with hollow eyes and cheeks, or with broad behinds, swollen ankles, heavy chests, they lugged shopping bags and small children who clung to their skirts and wanted to be picked up. And, good God, they were ten, at most twenty years older than me. Yet they appeared to have lost those feminine qualities that were so important to us girls and that we accentuated with clothes, with makeup. They had been consumed by the bodies of husbands, fathers, brothers, whom they ultimately came to resemble, because of their labors or the arrival of old age, of illness. When did that transformation begin? With housework? With pregnancies? With beatings? Would Lila be misshapen like Nunzia? Would Fernando leap from her delicate face, would her elegant walk become Rino’s, legs wide, arms pushed out by his chest? And would my body, too, one day be ruined by the emergence of not only my mother’s body but my father’s? And would all that I was learning at school dissolve, would the neighborhood prevail again, the cadences, the manners, everything be confounded in a black mire, Anaximander and my father, Folgóre and Don Achille, valences and the ponds, aorists, Hesiod, and the insolent vulgar language of the Solaras, as, over the millenniums, had happened to the chaotic, debased city itself? I

Except for my net, everything I have need of in the world is contained in that bag—including a second hat and a rather sizable jar of cold cream of roses. Do not tell me you couldn’t travel with as little. I have faith that men can be as reasonable and logical as women if they but try.” He shook his head. “I cannot seem to formulate a clear thought in the face of such original thinking, Miss Speedwell. You have a high opinion of your sex.” I pursed my lips. “Not all of it. We are, as a gender, undereducated and infantilized to the point of idiocy. But those of us who have been given the benefit of learning and useful occupation, well, we are proof that the traditional notions of feminine delicacy and helplessness are the purest poppycock.” “You have large opinions for so small a person.” “I daresay they would be large opinions even for someone your size,” I countered. “And where did you form these opinions? Either your school was inordinately progressive or your governess was a Radical.” “I never went to school, nor did I have a governess. Books were my tutors, Mr. Stoker. Anything I wished to learn I taught myself.” “There are limits to an autodidactic education,” he pointed out. “Few that I have found. I was spared the prejudices of formal educators." “And neither were you inspired by them. A good teacher can change the course of a life,” he said thoughtfully. “Perhaps. But I had complete intellectual freedom. I studied those subjects which interested me—to the point of obsession at times—and spent precious little time on things which did not.” “Such as?” “Music and needlework. I am astonishingly lacking in traditional feminine accomplishments.” He cocked his head. “I am not entirely astonished.” But his tone was mild, and I accepted the statement as nothing like an insult. In fact, it felt akin to a compliment. “And I must confess that between Jane Austen and Fordyce’s Sermons, I have developed a general antipathy for clergymen. And their wives,” I added, thinking of Mrs. Clutterthorpe. “Well, in that we may be agreed. Tell me, do you find many people to share your views?” “Shockingly few,” I admitted.

Well,” I said, trying to keep my tone light as I walked over to put my arms around his neck, though I had to stand on my toes to do so. “That wasn’t so bad, was it? You told me something about yourself that I didn’t know before-that you didn’t, er, care for your family, except for your mother. But that didn’t make me hate you…it made me love you a bit more, because now I know we have even more in common.” He stared down at him, a wary look in his eyes. “If you knew the truth,” he said, “you wouldn’t be saying that. You’d be running.” “Where would I go?” I asked, with a laugh I hoped didn’t sound as nervous to him as it did to me. “You bolted all the doors, remember? Now, since you shared something I didn’t know about you, may I share something you don’t know about me?” Those dark eyebrows rose as he pulled me close. “I can’t even begin to imagine what this could be.” “It’s just,” I said, “that I’m a little worried about rushing into this consort thing…especially the cohabitation part.” “Cohabitation?” he echoed. He was clearly unfamiliar with the word. “Cohabitation means living together,” I explained, feeling my cheeks heat up. “Like married people.” “You said last night that these days no one your age thinks of getting married,” he said, holding me even closer and suddenly looking much more eager to stick around for the conversation, even though I heard the marina horn blow again. “And that your father would never approve it. But if you’ve changed your mind, I’m sure I could convince Mr. Smith to perform the ceremony-“ “No,” I said hastily. Of course Mr. Smith was somehow authorized to marry people in the state of Florida. Why not? I decided not to think about that right now, or how John had come across this piece of information. “That isn’t what I meant. My mom would kill me if I got married before I graduated from high school.” Not, of course, that my mom was going to know about any of this. Which was probably just as well, since her head would explode at the idea of my moving in with a guy before I’d even applied to college, let alone at the fact that I most likely wasn’t going to college. Not that there was any school that would have accepted me with my grades, not to mention my disciplinary record. “What I meant was that maybe we should take it more slowly,” I explained. “The past couple years, while all my friends were going out with boys, I was home, trying to figure out how this necklace you gave me worked. I wasn’t exactly dating.” “Pierce,” he said. He wore a slightly quizzical expression on his face. “Is this the thing you think I didn’t know about you? Because for one thing, I do know it, and for another, I don’t understand why you think I’d have a problem with it.” I’d forgotten he’d been born in the eighteen hundreds, when the only time proper ladies and gentlemen ever spent together before they were married was at heavily chaperoned balls…and that for most of the past two centuries, he’d been hanging out in a cemetery. Did he even know that these days, a lot of people hooked up on first dates, or that the average age at which girls-and boys as well-lost their virginity in the United States was seventeen…my age? Apparently not. “What I’m trying to say,” I said, my cheeks burning brighter, “is that I’m not very experienced with men. So this morning when I woke up and found you in bed beside me, while it was really, super nice-don’t get me wrong, I enjoyed it very much-it kind of freaked me out. Because I don’t know if I’m ready for that kind of thing yet.” Or maybe the problem was that I wasn’t prepared for how ready I was…

The Arab world has done nothing to help the Palestinian refugees they created when they attacked Israel in 1948. It’s called the ‘Palestinian refugee problem.’ This is one of the best tricks that the Arabs have played on the world, and they have used it to their great advantage when fighting Israel in the forum of public opinion. This lie was pulled off masterfully, and everyone has been falling for it ever since. First you tell people to leave their homes and villages because you are going to come in and kick out the Jews the day after the UN grants Israel its nationhood. You fail in your military objective, the Jews are still alive and have more land now than before, and you have thousands of upset, displaced refugees living in your country because they believed in you. So you and the UN build refugee camps that are designed to last only five years and crowd the people in, instead of integrating them into your society and giving them citizenship. After a few years of overcrowding and deteriorating living conditions, you get the media to visit and publish a lot of pictures of these poor people living in the hopeless, wretched squalor you have left them in. In 1967 you get all your cronies together with their guns and tanks and planes and start beating the war drums. Again the same old story: you really are going to kill all the Jews this time or drive them into the sea, and everyone will be able to go back home, take over what the Jews have developed, and live in a Jew-free Middle East. Again you fail and now there are even more refugees living in your countries, and Israel is even larger, with Jerusalem as its capital. Time for more pictures of more camps and suffering children. What is to be done about these poor refugees (that not even the Arabs want)? Then start Middle Eastern student organizations on U.S. college campuses and find some young, idealistic American college kids who have no idea of what has been described here so far, and have them take up the cause. Now enter some power-hungry type like Yasser Arafat who begins to blackmail you and your Arab friends, who created the mess, for guns and bombs and money to fight the Israelis. Then Arafat creates hell for the world starting in the 1970s with his terrorism, and the “Palestinian refugee problem” becomes a worldwide issue and galvanizes all your citizens and the world against Israel. Along come the suicide bombers, so to keep the pot boiling you finance the show by paying every bomber’s family twenty-five thousand dollars. This encourages more crazies to go blow themselves up, killing civilians and children riding buses to school. Saudi Arabia held telethons to raise thousands of dollars to the families of suicide bombers. What a perfect way to turn years of military failure into a public-opinion-campaign success. The perpetuation of lies and uncritical thinking, combined with repetitious anti-Jewish and anti-American diatribes, has produced a generation of Arab youth incapable of thinking in a civilized manner. This government-nurtured rage toward the West and the infidels continues today, perpetuating their economic failure and deflecting frustration away from the dictators and regimes that oppress them. This refusal by the Arab regimes to take an honest look at themselves has created a culture of scapegoating that blames western civilization for misery and failure in every aspect of Arab life. So far it seems that Arab leaders don’t mind their people lagging behind, save for King Abdullah’s recent evidence of concern. (The depth of his sincerity remains to be seen.)