Boarding School Friends Quotes

Inside, a mother superior, ethereal, delicate, who took me under her wing. She caressed me with her slender, soft hands, she sat next to me as if I were a friend. One day she disappeared. In her place arrived a buxom Swiss from Canton Uri. It's common knowledge that a new leader will hate the predecessors' favourites. A boarding school is like a harem.

Leadership is volunteering at the local school, speaking encouraging words to a friend, and holding the hand of a dying parent. It’s tying dirty shoelaces and going to therapy and saying to our families and friends: No. We don’t do unkindness here. It’s signing up to run for the school board and it’s driving that single mom’s kid home from practice and it’s creating boundaries that prove to the world that you value yourself. Leadership is taking care of yourself and empowering others to do the same.

...in the eyes of her oldest friends and colleagues and extended family, she wasn't a painfully thin seventy-five-year-old gray haired woman dying of cancer- she was a grade school class president, the young friend you gossiped with, a date or double date, someone to share a tent with in Darfur, a fellow election monitor in Bosnia, a mentor, a teacher you'd laughed within a classroom or a faculty lounge, or the board member you'd groaned with after a contentious meeting

I knew one boy who passed through several schools a dunce and a laughing-stock; the National Board and the Intermediate Board had sat in judgment upon him and had damned him as a failure before men and angels. Yet a friend and fellow-worker of mine discovered that he was gifted with a wondrous sympathy for nature, that he loved and understood the ways of plants, that he had a strange minuteness and subtlety of observation—that, in short, he was the sort of boy likely to become an accomplished botanist.

By refusing to accept white dominance in our schools, places of work, communities, and, yes, among those whites who consider us friends, we both show a due regard for our humanity and often convey enlightenment to whites deeply immersed in the still-widespread, deeply held beliefs of a white-dominated society.

His principle can be quite simply stated: he refuses to die while he is still alive. He seeks to remind himself, by every electric shock to the intellect, that he is still a man alive, walking on two legs about the world. For this reason he fires bullets at his best friends; for this reason he arranges ladders and collapsible chimneys to steal his own property; for this reason he goes plodding around a whole planet to get back to his own home; and for this reason he has been in the habit of taking the woman whom he loved with a permanent loyalty, and leaving her about (so to speak) at schools, boarding-houses, and places of business, so that he might recover her again and again with a raid and a romantic elopement. He seriously sought by a perpetual recapture of his bride to keep alive the sense of her perpetual value, and the perils that should be run for her sake.

And each day a friendly intercourse was established between the working-women of the pavement and the idlers of the boarding school.

He didn’t have any friends at home. He was overweight and the kids at his middle school often teased him about his size. Even his teachers sometimes made cruel comments without realizing it. On his last day of school, his math teacher, Mrs. Bell, taught ratios. As an example, she chose the heaviest kid in the class and the lightest kid in the class, and had them weigh themselves. Stanley weighed three times as much as the other boy. Mrs. Bell wrote the ratio on the board, 3:1, unaware of how much embarrassment she had caused both of them. Stanley

After so many solitary years, spent tucked away in convents and forgotten in boarding schools, Isabelle never took for granted the fact that now she had friends, people whom she cared about and who cared about her.

One also, in our milieu, simply didn't meet enough Americans to form an opinion. And when one did—this was in the days of crew-cuts and short-legged pants—they, too, often really did sport crew-cuts and trousers that mysteriously ended several inches short of the instep. Why was that? It obviously wasn't poverty. A colleague of my father's had a daughter who got herself married and found that an American friend she had met on holiday had offered to pay the whole cost of the nuptial feast. I forget the name of this paladin, but he had a crew-cut and amputated trouser-bottoms and a cigar stub and he came from a place called Yonkers, which seemed to me a ridiculous name to give to a suburb. (I, who had survived Crapstone… ) Anyway, once again one received a Henry Jamesian impression of brash generosity without overmuch refinement. There was a boy at my boarding school called Warren Powers Laird Myers, the son of an officer stationed at one of the many U.S. Air Force bases in Cambridgeshire. Trousers at The Leys School were uniform and regulation, but he still managed to show a bit of shin and to buzz-cut his hair. 'I am not a Yankee,' he informed me (he was from Norfolk, Virginia). 'I am a CON-federate.' From what I was then gleaning of the news from Dixie, this was unpromising. In our ranks we also had Jamie Auchincloss, a sprig of the Kennedy-Bouvier family that was then occupying the White House. His trousers managed to avoid covering his ankles also, though the fact that he shared a parent with Jackie Kennedy meant that anything he did was accepted as fashionable by definition. The pants of a man I'll call Mr. 'Miller,' a visiting American master who skillfully introduced me to J.D. Salinger, were also falling short of their mark. Mr. Miller's great teacher-feature was that he saw sexual imagery absolutely everywhere and was slightly too fond of pointing it out [...]. Meanwhile, and as I mentioned much earlier, the dominant images projected from the United States were of the attack-dog-and-firehose kind, with swag-bellied cops lying about themselves and the political succession changed as much by bullets as by ballots.

Mine was, probably, the easiest imaginable kind of arrest. It did not tear me from the embrace of kith and kin, nor wrench me from a deeply cherished home life. One pallid European February it took me from our narrow salient on the Baltic Sea, where, depending on one's point of view, either we had surrounded the Germans or they had surrounded us, and it deprived me only of my familiar artillery battery and the scenes of the last three months of war. The brigade commander called me to his headquarters and asked me for my pistol; I turned it over without suspecting any evil intent, when suddenly, from a tense, immobile suite of staff officers in the corner, two counterintelligence officers stepped forward hurriedly, crossed the room in a few quick bounds, their four hands grabbed simultaneously at the star on my cap, my shoulder boards, my officer's belt, my map case, and they shouted theatrically: "You are under arrest!" Burning and prickling from head to toe, all I could explain was, "Me? What for?" Across the sheer gap separating me from those left behind, across that quarantine line not event a sound dared penetrate, came the unthinkable magic words of the brigade commander: "Sholzhenitsyn. Come back here." "You have ..." he asked weightily, "a friend on the First Ukrainian Front?" I knew instantly I had been arrested because of my correspondence with a school friend and understood what direction to expect danger.

But I still envisioned thirty—in my own life, in my friends’ lives, in life in general—as a kind of train station. At that station, you got off the train you’d been riding up to that time, the train that had your parents on it, your siblings and your school friends, your textbooks and your pink diary with the lock and key—everything that had been trailing behind you for your entire life. And you got ready to board a different train, a train that would take you the rest of the way.

REINHOLD JOBS. Wisconsin-born Coast Guard seaman who, with his wife, Clara, adopted Steve in 1955. REED JOBS. Oldest child of Steve Jobs and Laurene Powell. RON JOHNSON. Hired by Jobs in 2000 to develop Apple’s stores. JEFFREY KATZENBERG. Head of Disney Studios, clashed with Eisner and resigned in 1994 to cofound DreamWorks SKG. ALAN KAY. Creative and colorful computer pioneer who envisioned early personal computers, helped arrange Jobs’s Xerox PARC visit and his purchase of Pixar. DANIEL KOTTKE. Jobs’s closest friend at Reed, fellow pilgrim to India, early Apple employee. JOHN LASSETER. Cofounder and creative force at Pixar. DAN’L LEWIN. Marketing exec with Jobs at Apple and then NeXT. MIKE MARKKULA. First big Apple investor and chairman, a father figure to Jobs. REGIS MCKENNA. Publicity whiz who guided Jobs early on and remained a trusted advisor. MIKE MURRAY. Early Macintosh marketing director. PAUL OTELLINI. CEO of Intel who helped switch the Macintosh to Intel chips but did not get the iPhone business. LAURENE POWELL. Savvy and good-humored Penn graduate, went to Goldman Sachs and then Stanford Business School, married Steve Jobs in 1991. GEORGE RILEY. Jobs’s Memphis-born friend and lawyer. ARTHUR ROCK. Legendary tech investor, early Apple board member, Jobs’s father figure. JONATHAN “RUBY” RUBINSTEIN. Worked with Jobs at NeXT, became chief hardware engineer at Apple in 1997. MIKE SCOTT. Brought in by Markkula to be Apple’s president in 1977 to try to manage Jobs.

I decided early in graduate school that I needed to do something about my moods. It quickly came down to a choice between seeing a psychiatrist or buying a horse. Since almost everyone I knew was seeing a psychiatrist, and since I had an absolute belief that I should be able to handle my own problems, I naturally bought a horse. Not just any horse, but an unrelentingly stubborn and blindingly neurotic one, a sort of equine Woody Allen, but without the entertainment value. I had imagined, of course, a My Friend Flicka scenario: my horse would see me in the distance, wiggle his ears in eager anticipation, whinny with pleasure, canter up to my side, and nuzzle my breeches for sugar or carrots. What I got instead was a wildly anxious, frequently lame, and not terribly bright creature who was terrified of snakes, people, lizards, dogs, and other horses – in short, terrified of anything that he might reasonably be expected to encounter in life – thus causing him to rear up on his hind legs and bolt madly about in completely random directions. In the clouds-and-silver-linings department, however, whenever I rode him I was generally too terrified to be depressed, and when I was manic I had no judgment anyway, so maniacal riding was well suited to the mood. Unfortunately, it was not only a crazy decision to buy a horse, it was also stupid. I may as well have saved myself the trouble of cashing my Public Health Service fellowship checks, and fed him checks directly: besides shoeing him and boarding him – with veterinary requirements that he supplement his regular diet with a kind of horsey granola that cost more than a good pear brandy – I also had to buy him special orthopedic shoes to correct, or occasionaly correct, his ongoing problems with lameness. These shoes left Guicci and Neiman-Marcus in the dust, and, after a painfully aquired but profound understanding of why people shoot horse traders, and horses, I had to acknowledge that I was a graduate student, not Dr. Dolittle; more to the point, I was neither a Mellon nor a Rockefeller. I sold my horse, as one passes along the queen of spades, and started showing up for my classes at UCLA.

By the close of the nineteenth century her studies with her father were being supplemented by tuition in the classics from Dr Warr of King’s College, Kensington, and from Clara Pater, sister of the English essayist and critic Walter Pater (1839–94). Woolf was very fond of Clara and an exchange between them later became the basis for her short story ‘Moments of Being: Slater’s Pins Have No Points’ (1928). Thoby boarded at Clifton College, Bristol, Adrian was a dayboy at Westminster School, and Vanessa attended Cope’s School of Art. Thoby, and later Adrian, eventually went to Trinity College, Cambridge, and Vanessa undertook training in the visual arts (attending the Slade School of Fine Art for a while). From 1902 Virginia’s tuition in classics passed from Clara Pater to the very capable Janet Case, one of the first graduates from Girton College, Cambridge, and a committed feminist. The sisters visited Cambridge a number of times to meet Thoby, whose friends there included Clive Bell 1881–1964), Lytton Strachey (1880– 1932), Leonard Woolf (1880–1969) and Saxon Sydney-Turner.

5-4-10 Tuesday 8:00 A.M. Made a large batch of chili and spaghetti to freeze yesterday. And some walnut fudge! Relieved the electricity is still on. It’s another beautiful sunny day with fluffy white clouds drifting by. The last cloud bank looked like a dog with nursing pups. I open the window and let in some fresh air filled with the scent of apple and plum blossoms and flowering lilacs. Feels like it’s close to 70 degrees. There’s a boy on a skate board being pulled along by his St. Bernard, who keeps turning around to see if his young friend is still on board. I’m thinking of a scene still vividly displayed in my memory. I was nine years old. I cut through the country club on my way home from school and followed a narrow stream, sucking on a jawbreaker from Ben Franklins, and I had some cherry and strawberry pixie straws, and banana and vanilla taffy inside my coat pocket. The temperature was in the fifties so it almost felt like spring. There were still large patches of snow on the fairways in the shadows and the ground was soggy from the melt off. Enthralled with the multi-layers of ice, thin sheets and tiny ice sickles gleaming under the afternoon sun, dripping, streaming into the pristine water below, running over the ribbons of green grass, forming miniature rapids and gently flowing rippling waves and all the reflections of a crystal cathedral, merging with the hidden world of a child. Seemingly endless natural sculptures. Then the hollow percussion sounds of the ice thudding, crackling under my feet, breaking off little ice flows carried away into a snow-covered cavern and out the other side of the tunnel. And I followed it all the way to bridge under Maple Road as if I didn't have a care in the world.

You knew she was sick,” her mother said. She was trying to comfort her or maybe just alleviate her shock. “I know,” Jude said. “Still.” “It wasn’t painful. She was smilin and talkin to me, right up until the end.” “Are you all right, Mama?” “Oh, you know me.” “That’s why I’m asking.” Her mother laughed a little. “I’m fine,” she said. “Anyway, the service is Friday. I just wanted to let you know. I know you’re busy with school—” “Friday?” Jude said. “I’ll fly down—” “Hold on. No use in you comin all the way down here—” “My grandmother is dead,” Jude said. “I’m coming home.” Her mother didn’t try to dissuade her further. Jude was grateful for that. She’d already acted as if notifying her of her grandmother’s passing had been some inconvenience. What type of life did her mother think she was living that she couldn’t interrupt with that type of news? They hung up and Jude stepped out into the hallway. Students buzzed past. A friend from the biology department waved his coffee at her as he ducked into the lounge. A weedy orange-haired girl tacked a green poster for a protest onto the announcement board. That was the thing about death. Only the specifics of it hurt. Death, in a general sense, was background noise. She stood in the silence of it.

There are two kinds of teachers in the world: there are teachers who play school and teachers who teach school, and Miss Daggerty and Mrs. Sera and especially Mrs. Gosk are the kinds of teachers that teach school. They talk to their kids in their regular voices and say things that they would say in their own living rooms. Their bulletin boards are always a little raggedy, and their desks are always a little messy, and their libraries are always a little out of order, but kids love them because they talk about real things with real voices and they always tell the truth. This is why Max loves Mrs. Gosk. She never pretends to be a teacher. She is just herself, and it makes Max relax a little. There is nothing to figure out.

suppose it’s not odd, then, that I have trouble reconciling my life to those of my friends, or at least to their lives as I perceive them to be. Charles and Camilla are orphans (how I longed to be an orphan when I was a child!) reared by grandmothers and great-aunts in a house in Virginia: a childhood I like to think about, with horses and rivers and sweet-gum trees. And Francis. His mother, when she had him, was only seventeen—a thin-blooded, capricious girl with red hair and a rich daddy, who ran off with the drummer for Vance Vane and his Musical Swains. She was home in three weeks, and the marriage was annulled in six; and, as Francis is fond of saying, the grandparents brought them up like brother and sister, him and his mother, brought them up in such a magnanimous style that even the gossips were impressed—English nannies and private schools, summers in Switzerland, winters in France. Consider even bluff old Bunny, if you would. Not a childhood of reefer coats and dancing lessons, any more than mine was. But an American childhood. Son of a Clemson football star turned banker. Four brothers, no sisters, in a big noisy house in the suburbs, with sailboats and tennis rackets and golden retrievers; summers on Cape Cod, boarding schools near Boston and tailgate picnics during football season; an upbringing vitally present in Bunny in every respect, from the way he shook your hand to the way he told a joke.

Now, I’ve got a few things to say. You’re on your way to First Phase, so make me proud of you. After Hell Week, those of you who survive will still have to face the scuba pool comps in Second Phase and weapons practicals in Third Phase. I’ll want to shake your hand at graduation. When you get there, I want to think of you as one of Reno’s warriors.” There’s another roar from the class. Reno is very popular with Class 228. While he has frequently made them suffer, the trainees know that Reno and the other Indoc instructors have tried to give them what they need to survive in First Phase. “Be on time. Be alert. Be accountable for your actions in and out of uniform. You officers, look out for your men and your men will look out for you. Your reputation is everything in the teams. Remember this if you remember nothing else. For each of you, a chance to build on that reputation begins on Monday morning at zero five hundred in First Phase.” He looks around the class; every eye is on him. “For those of you who do get to the teams, I want you to take this on board. The guys in the teams are a brotherhood. You’ll be closer to them than you ever were to your friends in high school or college. You’ll live with them on deployment and some of you may even die with them in combat. But never, ever forget your family. Family comes before teammates. Most of us will grow old and die in bed, and the only people who will be there to help us die will be our family. Put your family first. I want you to never forget that.

The depressed person shared that she could remember, all too clearly, how at her third boarding school, she had once watched her roommate talk to some boy on their room's telephone as she (i.e., the roommate) made faces and gestures of entrapped repulsion and boredom with the call, this popular, attractive, and self-assured roommate finally directing at the depressed person an exaggerated pantomime of someone knocking on a door until the depressed person understood that she was to open their room's door and step outside and knock loudly on it so as to give the roommate an excuse to end the call. The depressed person had shared this traumatic memory with members of her Support System and had tried to articulate how bottomlessly horrible she had felt it would have been to have been that nameless pathetic boy on the phone and how now, as a legacy of that experience, she dreaded, more than almost anything, the thought of ever being someone you had to appeal silently to someone nearby to help you contrive an excuse to get off the phone with. The depressed person would implore each supportive friend to tell her the very moment she (i.e., the friend) was getting bored or frustrated or repelled or felt she (i.e., the friend) had other more urgent or interesting things to attend to, to please for God's sake be utterly candid and frank and not spend one moment longer on the phone than she was absolutely glad to spend. The depressed person knew perfectly well, of course, she assured the therapist;' how such a request could all too possibly be heard not as an invitation to get off the telephone at will but actually as a needy, manipulative plea not to get off-never to get off-the telephone.

The front door is locked—what’s up with that?” “Logan fixed the lock,” I tell her. Her bright red, heart-shaped mouth smiles. “Good job, Kevin Costner. You should staple the key to Ellie’s forehead, though, or she’ll lose it.” She has names for the other guys too and when her favorite guard, Tommy Sullivan, walks in a few minutes later, Marlow uses his. “Hello, Delicious.” She twirls her honey-colored, bouncy hair around her finger, cocking her hip and tilting her head like a vintage pinup girl. Tommy, the fun-loving super-flirt, winks. “Hello, pretty, underage lass.” Then he nods to Logan and smiles at me. “Lo . . . Good morning, Miss Ellie.” “Hey, Tommy.” Marlow struts forward. “Three months, Tommy. Three months until I’m a legal adult—then I’m going to use you, abuse you and throw you away.” The dark-haired devil grins. “That’s my idea of a good date.” Then he gestures toward the back door. “Now, are we ready for a fun day of learning?” One of the security guys has been walking me to school ever since the public and press lost their minds over Nicholas and Olivia’s still-technically-unconfirmed relationship. They make sure no one messes with me and they drive me in the tinted, bulletproof SUV when it rains—it’s a pretty sweet deal. I grab my ten-thousand-pound messenger bag from the corner. “I can’t believe I didn’t think of this before. Elle—you should have a huge banger here tonight!” says Marlow. Tommy and Logan couldn’t have synced up better if they’d practiced: “No fucking way.” Marlow holds up her hands, palms out. “Did I say banger?” “Huge banger,” Tommy corrects. “No—no fucking way. I meant, we should have a few friends over to . . . hang out. Very few. Very mature. Like . . . almost a study group.” I toy with my necklace and say, “That actually sounds like a good idea.” Throwing a party when your parents are away is a rite-of-high-school passage. And after this summer, Liv will most likely never be away again. It’s now or never. “It’s a terrible idea.” Logan scowls. He looks kinda scary when he scowls. But still hot. Possibly, hotter. Marlow steps forward, her brass balls hanging out and proud. “You can’t stop her—that’s not your job. It’s like when the Bush twins got busted in that bar with fake IDs or Malia was snapped smoking pot at Coachella. Secret Service couldn’t stop them; they just had to make sure they didn’t get killed.” Tommy slips his hands in his pockets, laid back even when he’s being a hardass. “We could call her sister. Even from an ocean away, I’d bet she’d stop her.” “No!” I jump a little. “No, don’t bother Liv. I don’t want her worrying.” “We could board up the fucking doors and windows,” Logan suggests. ’Cause that’s not overkill or anything. I move in front of the two security guards and plead my case. “I get why you’re concerned, okay? But I have this thing—it’s like my motto. I want to suck the lemon.” Tommy’s eyes bulge. “Suck what?” I laugh, shaking my head. Boys are stupid. “You know that saying, ‘When life gives you lemons, make lemonade’?—well, I want to suck the lemon dry.” Neither of them seems particularly impressed. “I want to live every bit of life, experience everything it has to offer, good and bad.” I lift my jeans to show my ankle—and the little lemon I’ve drawn there. “See? When I’m eighteen, I’m going to get this tattooed on for real. As a reminder to live as much and as hard and as awesome as I can—to not take anything for granted. And having my friends over tonight is part of that.” I look back and forth between them. Tommy’s weakening—I can feel it. Logan’s still a brick wall. “It’ll be small. And quiet—I swear. Totally controlled. And besides, you guys will be here with me. What could go wrong?” Everything. Everything goes fucking wrong.

IN JANUARY 1959 Police Chief Herbert Jenkins found a poem tacked to a bulletin board at his departmental headquarters. Tellingly, the anonymous author had titled it “The Plan of Improvement,” in sarcastic tribute to Mayor Hartsfield’s 1952 program for the city’s expansion and economic progress. The poem looked back over a decade of racial change and spoke volumes about the rising tide of white resentment. It began with a brief review of the origins of residential transition and quickly linked the desegregation of working-class neighborhoods to the desegregation of the public spaces surrounding them: Look my children and you shall see, The Plan of Improvement by William B. On a great civic venture we’re about to embark And we’ll start this one off at old Mozeley Park. White folks won’t mind losing homes they hold dear; (If it doesn’t take place on an election year) Before they have time to get over the shock, We’ll have that whole section—every square block. I’ll try something different for plan number two This time the city’s golf courses will do. They’ll mix in the Club House and then on the green I might get a write up in Life Magazine. And now comes the schools for plan number three To mix them in classrooms just fills me with glee; For I have a Grandson who someday I pray Will thank me for sending this culture his way. And for my finale, to do it up right, The buses, theatres and night spots so bright; Pools and restaurants will be mixed up at last And my Plan of Improvement will be going full blast. The sarcasm in the poem is unmistakable, of course, but so are the ways in which the author—either a policeman himself or a friend of one—clearly linked the city’s pursuit of “progress” with a litany of white losses. In the mind of the author, and countless other white Atlantans like him, the politics of progress was a zero-sum game in which every advance for civil rights meant an equal loss for whites.

Baines told his son that children always got in the way of a marriage. Finding a state boarding school in England for Roland was good for everyone ‘all round’. Rosalind Baines, neé Morley, army wife, child of her times, did not chafe or rage against her powerlessness or sulk about it. She and Robert had left school at fourteen. He became a butcher’s boy in Glasgow, she was a chambermaid in a middle-class house near Farnham. A clean and ordered home remained her passion. Robert and Rosalind wanted for Roland the education they had been denied. This was the story she told herself. That he might have attended a day school and stayed with her was an idea she must have dutifully banished. She was a small nervous woman, a worrier, very pretty, everyone agreed. Easily intimidated, fearful of Robert when he drank, which was every day. She was at her best, her most relaxed, in a long heart-to-heart with a close friend. Then she told stories and laughed easily, a light and liquid sound that Captain Baines himself rarely heard. Roland was one of her close friends. In the holidays, when they did the housework together, she told stories of her childhood in the village of Ash, near the garrison town of Aldershot. She and her brothers and sisters used to brush their teeth with twigs. Her employer gave her her first toothbrush. Like so many of her generation she lost all her teeth in her early twenties. In newspaper cartoons people in bed were often shown with their false teeth in a glass of water on the bedside table. She was the oldest of five and spent much of her childhood minding her sisters and brothers. She was closest to her sister Joy who still lived near Ash. Where was their mother when Rosalind was minding the children? Her reply was always the same, a child’s view unrevised in adulthood: your granny would take the bus to Aldershot and spend the day window-shopping. Rosalind’s mother fiercely disapproved of make-up. In her teens, on rare nights out, Rosalind would meet her friend Sybil and together they

Although thrilled that the era of the personal computer had arrived, he was afraid that he was going to miss the party. Slapping down seventy-five cents, he grabbed the issue and trotted through the slushy snow to the Harvard dorm room of Bill Gates, his high school buddy and fellow computer fanatic from Seattle, who had convinced him to drop out of college and move to Cambridge. “Hey, this thing is happening without us,” Allen declared. Gates began to rock back and forth, as he often did during moments of intensity. When he finished the article, he realized that Allen was right. For the next eight weeks, the two of them embarked on a frenzy of code writing that would change the nature of the computer business.1 Unlike the computer pioneers before him, Gates, who was born in 1955, had not grown up caring much about the hardware. He had never gotten his thrills by building Heathkit radios or soldering circuit boards. A high school physics teacher, annoyed by the arrogance Gates sometimes displayed while jockeying at the school’s timesharing terminal, had once assigned him the project of assembling a Radio Shack electronics kit. When Gates finally turned it in, the teacher recalled, “solder was dripping all over the back” and it didn’t work.2 For Gates, the magic of computers was not in their hardware circuits but in their software code. “We’re not hardware gurus, Paul,” he repeatedly pronounced whenever Allen proposed building a machine. “What we know is software.” Even his slightly older friend Allen, who had built shortwave radios, knew that the future belonged to the coders. “Hardware,” he admitted, “was not our area of expertise.”3 What Gates and Allen set out to do on that December day in 1974 when they first saw the Popular Electronics cover was to create the software for personal computers. More than that, they wanted to shift the balance in the emerging industry so that the hardware would become an interchangeable commodity, while those who created the operating system and application software would capture most of the profits.

They're really going to mash the world up this time, the damn fools. When I read that description of the victims of Nagasaki I was sick: "And we saw what first looked like lizards crawling up the hill, croaking. It got lighter and we could see that it was humans, their skin burned off, and their bodies broken where they had been thrown against something." Sounds like something out of a horror story. God save us from doing that again. For the United States did that. Our guilt. My country. No, never again. And then one reads in the papers "Second bomb blast in Nevada bigger than the first! " What obsession do men have for destruction and murder? Why do we electrocute men for murdering an individual and then pin a purple heart on them for mass slaughter of someone arbitrarily labeled "enemy?" Weren't the Russians communists when they helped us slap down the Germans? And now. What could we do with the Russian nation if we bombed it to bits? How could we "rule" such a mass of foreign people - - - we, who don't even speak the Russian language? How could we control them under our "democratic" system, we, who even now are losing that precious commodity, freedom of speech? (Mr. Crockett," that dear man, was questioned by the town board. A supposedly "enlightened" community. All he is is a pacifist. That, it seems, is a crime.) Why do we send the pride of our young men overseas to be massacred for three dirty miles of nothing but earth? Korea was never divided into "North" and "South." They are one people; and our democracy is of no use to those who have not been educated to it. Freedom is not of use to those who do not know how to employ it. When I think of that little girl on the farm talking about her brother - "And he said all they can think of over there is killing those God-damn Koreans." What does she know of war? Of lizard-like humans crawling up a hillside? All she knows is movies and school room gossip. Oh, America's young, strong. So is Russia. And how they can think of atom-bombing each other, I don't know. What will be left? War will come some day now, with all the hothead leaders and articles "What If Women are Drafted?" Hell, I'd sooner be a citizen of Africa than see America mashed and bloody and making a fool of herself. This country has a lot, but we're not always right and pure. And what of the veterans of the first and second world wars? The maimed, the crippled. What good their lives? Nothing. They rot in the hospitals, and we forget them. I could love a Russian boy - and live with him. It's the living, the eating, the sleeping that everyone needs. Ideas don't matter so much after all. My three best friends are Catholic. I can't see their beliefs, but I can see the things they love to do on earth. When you come right down to it, I do believe in the freedom of the individual - but to kill off all the ones who could forge a strong nation? How foolish! Of what good - living and freedom without home, without family, without all that makes life?

The second aspect of the moral appeal of the inner-child movement is consolation. Life is full of setbacks. People we love reject us. We don't get the jobs we want. We get bad grades. Our children don't need us anymore. We drink too much. We have no money. We are mediocre. We lose. We get sick. When we fail, we look for consolation, one form of which is to see the setback as something other than failure-to interpret it in a way that does not hurt as much as failure hurts. Being a victim, blaming someone else, or even blaming the system is a powerful and increasingly widespread form of consolation. It softens many of life's blows. Such shifts of blame have a glorious past. Alcoholics Anonymous made the lives of millions of alcoholics more bearable by giving them the dignity of a “disease” to replace the ignominy of “failure,” “immorality,” or “evil.” Even more important was the civil rights movement. From the Civil War to the early 1950s, black people in America did badly-by every statistic. How did this get explained? “Stupid,” “lazy,” and “immoral” were the words shouted by demagogues or whispered by the white gentry. Nineteen fifty-four marks the year when these explanations began to lose their power. In Brown v. Board of Education, the Supreme Court held that racial segregation in schools was illegal. People began to explain black failure as “inadequate education,” “discrimination,” and “unequal opportunity.” These new explanations are literally uplifting. In technical terms, the old explanations—stupidity and laziness—are personal, permanent, and pervasive. They lower self-esteem; they produce passivity, helplessness, and hopelessness. If you were black and you believed them, they were self-fulfilling. The new explanations—discrimination, bad schools, lean opportunities are impersonal, changeable, and less pervasive. They don't deflate self-esteem (in fact, they produce anger instead). They lead to action to change things. They give hope. The recovery movement enlarges on these precedents. Recovery gives you a whole series of new and more consoling explanations for setbacks. Personal troubles, you're told, do not result as feared from your own sloth, insensitivity, selfishness, dishonesty, self-indulgence, stupidity, or lust. No, they stem from the way you were mistreated as a child. You can blame your parents, your brother, your teachers, your minister, as well as your sex and race and age. These kinds of explanations make you feel better. They shift the blame to others, thereby raising self-esteem and feelings of self-worth. They lower guilt and shame. To experience this shift in perspective is like seeing shafts of sunlight slice through the clouds after endless cold, gray days. We have become victims, “survivors” of abuse, rather than “failures” and “losers.” This helps us get along better with others. We are now underdogs, trying to fight our way back from misfortune. In our gentle society, everyone roots for the underdog. No one dares speak ill of victims anymore. The usual wages of failure—contempt and pity—are transmuted into support and compassion. So the inner-child premises are deep in their appeal: They are democratic, they are consoling, they raise our self-esteem, and they gain us new friends. Small wonder so many people in pain espouse them.

Notice that Jesus knows exactly who he is asking to lead his community: a sinner. As all Christian leaders have been, are, and will be, Peter is imperfect. And as all good Christian leaders are, Peter is well aware of his imperfections. The disciples too know who they are getting as their leader. They will not need—or be tempted—to elevate Peter into some semi-divine figure; they have seen him at his worst. Jesus forgives Peter because he loves him, because he knows that his friend needs forgiveness to be free, and because he knows that the leader of his church will need to forgive others many times. And Jesus forgives totally, going beyond what would be expected—going so far as to establish Peter as head of the church.11 It would have made more earthly sense for Jesus to appoint another, non-betraying apostle to head his church. Why give the one who denied him this important leadership role? Why elevate the manifestly sinful one over the rest? One reason may be to show the others what forgiveness is. In this way Jesus embodies the Father in the Parable of the Prodigal Son, who not only forgives the son, but also, to use a fishing metaphor, goes overboard. Jesus goes beyond forgiving and setting things right. A contemporary equivalent would be a tenured professor stealing money from a university, apologizing, being forgiven by the board of trustees, and then being hired as the school’s president. People would find this extraordinary—and it is. In response, Peter will ultimately offer his willingness to lay down his life for Christ. But on the shore of the Sea of Galilee, he can’t know the future. He can’t understand fully what he is agreeing to. Feed your sheep? Which sheep? The Twelve? The disciples? The whole world? This is often the case for us too. Even if we accept the call we can be confused about where God is leading us. When reporters used to ask the former Jesuit superior general Pedro Arrupe where the Jesuit Order was going, he would say, “I don’t know!” Father Arrupe was willing to follow, even if he didn’t know precisely what God had in mind. Peter says yes to the unknowable, because the question comes from Jesus. Both Christ’s forgiveness and Peter’s response show us love. God’s love is limitless, unconditional, radical. And when we have experienced that love, we can share it. The ability to forgive and to accept forgiveness is an absolute requirement of the Christian life. Conversely, the refusal to forgive leads ineluctably to spiritual death. You may know families in which vindictiveness acts like a cancer, slowly eating away at love. You may know people whose marriages have been destroyed by a refusal to forgive. One of my friends described a couple he knew as “two scorpions in a jar,” both eagerly waiting to sting the other with barbs and hateful comments. We see the communal version of this in countries torn by sectarian violence, where a climate of mutual recrimination and mistrust leads only to increasing levels of pain. The Breakfast by the Sea shows that Jesus lived the forgiveness he preached. Jesus knew that forgiveness is a life-giving force that reconciles, unites, and empowers. The Gospel by the Sea is a gospel of forgiveness, one of the central Christian virtues. It is the radical stance of Jesus, who, when faced with the one who denied him, forgave him and appointed him head of the church, and the man who, in agony on the Cross, forgave his executioners. Forgiveness is a gift to the one who forgives, because it frees from resentment; and to the one who needs forgiveness, because it frees from guilt. Forgiveness is the liberating force that allowed Peter to cast himself into the water at the sound of Jesus’s voice, and it is the energy that gave him a voice with which to testify to his belief in Christ.

We were driving up to Palos Verdes from Long Beach after a day of second grade. I was eight years old. I had written, illustrated, and turned in a story that required my grandmother’s presence at school, a substitution for my mother who was always at work. We met with Sister Mary, the principal, and Sister Bernadette, the nice one, and the school nurse. As we drove home, my grandmother asked me to read the offending piece aloud. In the story, it is an October night. Five girls are invited to a slumber party. Each girl has a defining characteristic: one of them is sporty, one is brainy, one is shy, one of them is the most beautiful and the leader. One of them is the orphan. During the slumber party the girls play with a Ouija board and detect the existence of spirits. They perform a séance to entreat the spirits to come closer. They perform “Light as a Feather, Stiff as a Board,” lifting the Orphan with their fingertips because she is the smallest. All the lights go out and she ascends toward the ceiling. They are successful. The Orphan drops down to the floor, unconscious. She wakes up and realizes that she is not alone. She has been possessed by an evil spirit, her twin who died when they were in the womb. The Evil Twin begins to twist her thoughts, then her words. The Orphan knows it will make her do awful things, turn her into someone she doesn’t want to be. She goes to the kitchen, where the mother of one of the girls is cooking. The Evil Twin tells her to pick up a knife. The Orphan picks it up. The Evil Twin tells her to use the knife to kill the mother, then her friends. The Orphan stabs herself in the chest instead. The End, I said. I watched for my grandmother’s reaction. From this vantage point it doesn’t take a psychologist to see how terrified I was by what might seize me. There was already a split in me: disorder, abandonment. I leaned into the gothic to illustrate what I couldn’t articulate. At eight years old, I unconsciously understood the function of symbols. I mimicked my favorite writer, Poe, but with this story I had taken the perilous and grandiose first step of making it my own. Did I already know that art could make sense of madness? Did my grandmother? Her navy Cadillac was at a stoplight. There was a Pavilions supermarket behind her, a row of eucalyptus trees, an air-conditioned stream through the car that made my nose run. She looked at me, so directly I flinched, and she said, Never stop writing.

Pratt created the Carlisle Indian Industrial School in Carlisle, Pennsylvania, and his motto was "kill the Indian, save the man." At this school, and others that would open and follow in its wake, tens of thousands of Native children faced abuse and neglect. They were often forcibly removed from their homes and taken to these schools that were sometimes across the country from their original lives. When they arrived, the children were forced to cut their hair and change their names. They were made to become White in look and label, stripped of any semblance of Native heritage. The children were not allowed to speak their Native tongues, some of them not knowing anything else. They were prohibited from acting in any way that might reflect the only culture they had ever known. At Pratt's Carlisle Indian Industrial School alone, the numbers revealed the truth of what this treatment did. Of the ten thousand children from 141 different tribes across the country, only a small fraction of them ever graduated. According to the Carlisle Indian School Project, there are 180 marked graves of Native children who died while attending. There were even more children who died while held captive at the Carlisle school and others across the county. Their bodies are only being discovered in modern times, exhumed by the army and people doing surveys of the land who are finding unmarked burial sites. An autograph book from one of the schools was found in the historical records with one child's message to a friend, "Please remember me when I'm in the grave." The US Bureau of Indian Affairs seemed to think Pratt had the right idea and made his school the model for more. There ended up being more than 350 government-funded boarding schools for Natives in the United States. Most of them followed the same ideology: Never let the children be themselves. Beat their language out of them. Punish them for practicing their cultures. Pratt and his followers certainly killed plenty of Indians, but they didn't save a damn thing.

Compulsory, class-based education of young people by teachers in preparation for exams is one of those universal things nobody ever questions. We just assume that’s the way learning happens. But a quick reflection on our own experience shows that there are all sorts of other ways to learn. We learn by reading, by watching, by emulating, by doing. We learn in groups of friends, we learn alone. Yet almost none of this is called ‘education’ – which is always a top–down activity. Is the classroom really the best way for young people to learn things? Or has the obsession with formal education crowded out all sorts of other, more emergent models of learning? What would education look like if allowed to evolve? When you think about it, it is rather strange that liberated, freethinking people, when their children reach the age of five, send them off to a sort of prison for the next twelve to sixteen years. There they are held, on pain of punishment, in cells called classrooms and made, on pain of further punishment, to sit at desks and follow particular routines. Of course it is not as Dickensian as it used to be, and many people emerge with brilliant minds, but school is still a highly authoritarian and indoctrinating place. In my own case, the prison analogy was all too apt. The boarding school I attended between the ages of eight and twelve had such strict rules and such regular and painful corporal punishment that we readily identified with stories of prisoners of war in Nazi Germany, even down to the point of digging tunnels, saving up food and planning routes across the countryside to railway stations. Escapes were frequent, firmly punished, and generally considered heroic.

He didn’t have any friends at home. He was overweight and the kids at his middle school often teased him about his size. Even his teachers sometimes made cruel comments without realizing it. On his last day of school, his math teacher, Mrs. Bell, taught ratios. As an example, she chose the heaviest kid in the class and the lightest kid in the class, and had them weigh themselves. Stanley weighed three times as much as the other boy. Mrs. Bell wrote the ratio on the board, 3:1, unaware of how much embarrassment she had caused both of them.

making friends isn’t easy in middle school. It’s a relational skill that takes time to learn through trial and error, particularly because as your kid is developing social skills at their own pace, their peers are developing theirs at different rates. Picture a bunch of mechanical gears spinning at different speeds on a board. Despite the odds, sometimes two gears latch and that part of the board operates smoothly. More often than not, though, the gears keep bumping against each other, missing their timing and fit. Eventually, kids stop changing so rapidly and they settle into themselves, making settling into each other easier. But the first few years of this gear-dance are tough to watch.

worship of even the very great is finally useless, Emerson says: It is one central fire, which, flaming now out of the lips of Etna, lightens the capes of Sicily, and, now out of the throat of Vesuvius, illuminates the towers and vineyards of Naples. It is one light which beams out of a thousand stars. It is one soul which animates all men.13 Emerson’s audience on that last day of August was not the assembly of judges, professors, ministers, school-board members, and other persons who had been institutionalized. It was, as it would henceforward be, the single hearer, the solitary reader, the friend—unknown but always singular—who felt and still may feel personally addressed and shaken by the collar when encountering Emerson’s startling observation that meek young persons “grow up in libraries, believing it their duty to accept the views which Cicero, which Locke, which Bacon have given, forgetful that Cicero, Locke and Bacon were only young men in libraries when they wrote those books.”14

Friday afternoon before we broke for Christmas vacation, Andy and I boarded the school’s helicopter. We flew to London to catch the Simorgh to Paris. Ubaid was already on the plane waiting for us. He had helicoptered in from Dublin. Our Arab friend was in good spirits during our 45-minute journey to Charles de Gaulle airport. On the flight I was curious to find out if he had defied his father's wishes and continued to see Gianna. I asked, "You must be happy to be back at university, judging from the look on your face." "Yes, that is true. I am very happy. Gianna flew to Dublin to spend several days with me before she left for New York, with Allegra.

Dark, was banned by the Irish state censor for obscenity. The story was set, as so much of McGahern's later fiction would be, in isolated rural Ireland and dealt with the bleak consequences of parental and clerical child abuse. On the instructions of the Archbishop of Dublin, McGahern was sacked from his job as a primary school teacher. He later left the country. Despite these apparent setbacks, McGahern's literary friends reassured him that all this was a wonderful opportunity in terms of publicity and sales. Remember Joyce and Beckett being forced overseas? This was Irish literary history repeating itself, and preparations were soon being made to mount a campaign against the anachronistic and widely derided censorship laws with McGahern as the figurehead. Sign up for the Bookmarks email Read more McGahern agreed that the situation was indeed absurd, and says that even as an adolescent reader he had nothing but contempt for the censorship board.

He claimed to employ different tactics for different ships, but the basic strategy was crude in its simplicity. In attack groups spread amongst several small and speedy skiffs, Boyah and his men approached their target on all sides, swarming like a water-borne wolf pack. They brandished their weapons in an attempt to frighten the ship's crew into stopping, and even fired into the air. If these scare tactics did not work, and if the target ship was capable of outperforming their outboard motors, the chase ended there. But if they managed to pull even with their target, they tossed hooked rope ladders onto the decks and boarded the ship. Instances of the crew fighting back were rare, and rarely effective, and the whole process, from spotting to capturing, took at most thirty minutes. Boyah guessed that only 20 per cent to 30 per cent of attempted hijackings met with success, for which he blamed speedy prey, technical problems, and foreign naval or domestic intervention. The captured ship was then steered to a friendly port – in Boyah's case, Eyl – where guards and interpreters were brought from the shore to look after the hostages during the ransom negotiation. Once the ransom was secured – often routed through banks in London and Dubai and parachuted like a special-delivery care package directly onto the deck of the ship – it was split amongst all the concerned parties. Half the money went to the attackers, the men who actually captured the ship. A third went to the operation’s investors: those who fronted the money for the ships, fuel, tracking equipment, and weapons. The remaining sixth went to everyone else: the guards ferried from shore to watch over the hostage crew, the suppliers of food and water, the translators (occasionally high school students on their summer break), and even the poor and disabled in the local community, who received some as charity. Such largesse, Boyah told me, had made his merry band into Robin Hood figures amongst the residents of Eyl.

List of Elizabeth Lennox Books   The Texas Tycoon’s Temptation   The Royal Cordova Trilogy Escaping a Royal Wedding The Man’s Outrageous Demands Mistress to the Prince   The Attracelli Family Series Never Dare a Tycoon Falling For the Boss Risky Negotiations Proposal to Love Love's Not Terrifying Romantic Acquisition   The Billionaire's Terms: Prison Or Passion The Sheik's Love Child The Sheik's Unfinished Business The Greek Tycoon's Lover The Sheik's Sensuous Trap The Greek's Baby Bargain The Italian's Bedroom Deal The Billionaire's Gamble The Tycoon's Seduction Plan The Sheik's Rebellious Mistress The Sheik's Missing Bride Blackmailed by the Billionaire The Billionaire's Runaway Bride The Billionaire's Elusive Lover The Intimate, Intricate Rescue   The Sisterhood Trilogy The Sheik's Virgin Lover The Billionaire's Impulsive Lover The Russian's Tender Lover The Billionaire's Gentle Rescue   The Tycoon's Toddler Surprise The Tycoon's Tender Triumph   The Friends Forever Series The Sheik's Mysterious Mistress The Duke's Willful Wife The Tycoon's Marriage Exchange   The Sheik's Secret Twins The Russian's Furious Fiancée The Tycoon's Misunderstood Bride   Love By Accident Series The Sheik's Pregnant Lover The Sheik's Furious Bride The Duke's Runaway Princess   The Russian's Pregnant Mistress   The Lovers Exchange Series The Earl's Outrageous Lover The Tycoon's Resistant Lover   The Sheik's Reluctant Lover The Spanish Tycoon's Temptress   The Berutelli Escape Resisting The Tycoon's Seduction The Billionaire’s Secretive Enchantress   The Big Apple Brotherhood The Billionaire’s Pregnant Lover The Sheik’s Rediscovered Lover The Tycoon’s Defiant Southern Belle   The Sheik’s Dangerous Lover (Novella)   The Thorpe Brothers His Captive Lover His Unexpected Lover His Secretive Lover His Challenging Lover   The Sheik’s Defiant Fiancée (Novella) The Prince’s Resistant Lover (Novella) The Tycoon’s Make-Believe Fiancée (Novella)   The Friendship Series The Billionaire’s Masquerade The Russian’s Dangerous Game The Sheik’s Beautiful Intruder   The Love and Danger Series – Romantic Mysteries Intimate Desires Intimate Caresses Intimate Secrets Intimate Whispers   The Alfieri Saga The Italian’s Passionate Return (Novella) Her Gentle Capture His Reluctant Lover Her Unexpected Admirer Her Tender Tyrant Releasing the Billionaire’s Passion (Novella) His Expectant Lover   The Sheik’s Intimate Proposition (Novella)   The Hart Sisters Trilogy The Billionaire’s Secret Marriage The Italian’s Twin Surprise The Forbidden Russian Lover   The War, Love, and Harmony Series Fighting with the Infuriating Prince (Novella) Dancing with the Dangerous Prince (Novella)

Shortly before Christmas that year, Patrick, now seven, came along with me to work at our church’s annual Christmas bazaar. As he wandered around, he spotted a small handcrafted necklace and earring set. He thought of Diana’s recent letter and remembered our visit in Washington. As a result, he bought the little jewelry set with his saved-up allowance. We sent it to Diana for Christmas, accompanied by notes from Patrick and me. Later the following January, 1987, Diana wrote to “Dearest Patrick,” telling him she was “enormously touched to be thought of in this wonderful way.” Then she drew a smiley face. “I will wear the necklace and earrings with great pride and they will be a constant reminder of my dear friend in America. This comes with a big thank you and a huge hug, and as always, lots of love from Diana.” Could one imagine a more precious letter? I just felt chills of emotion when I rediscovered it after her death. Diana wrote to me at the same time. Now that the holidays were over, Diana had to return to her official duties--“It’s just like going back to school!” Prince William loved his new school. Diana felt he was ready for “stimulation from a new area and boys his own age…” She described taking William to school the first day “in front of 200 press men and quite frankly I could easily have dived into a box of Kleenex as he look incredibly grown-up--too sweet!” Diana noticed that Patrick and Caroline looked very much alike in our 1987 Christmas photograph. “But my goodness how they grow or maybe it’s the years taking off and leaving us mothers behind!” Diana was a young twenty-six when she wrote that observation. I wonder if she knew then that less than four years later, Prince William would be off to boarding school, truly leaving his mother behind. Again she extended a welcoming invitation. If we could manage a trip to London, “I’d love to introduce you to my two men!” By then, she meant her two sons. She also repeated that our letters “mean a great deal to me…

The Princess was anxious that her sons should also see something of the real world beyond boarding schools and palaces. As she said in a speech on Aids: ‘I am only too aware of the temptation of avoiding harsh reality; not just for myself but for my own children too. Am I doing them a favour if I hide suffering and unpleasantness from them until the last possible minute? The last minutes which I choose for them may be too late. I can only face them with a choice based on what I know. The rest is up to them.’ She felt this was especially important for William, the future King. As she once said: ‘Through learning what I do, and his father to a certain extent, he has got an insight into what’s coming his way. He’s not hidden upstairs with the governess.’ Over the years she has taken both boys on visits to hostels for the homeless and to see seriously ill people in hospital. When she took William on a secret visit to the Passage day centre for the homeless in Central London, accompanied by Cardinal Basil Hume, her pride was evident as she introduced him to what many would consider the flotsam and jetsam of society. ‘He loves it and that really rattles people,’ she proudly told friends. The Catholic Primate of All England was equally effusive. ‘What an extraordinary child,’ he told her. ‘He has such dignity at such a young age.’ This upbringing helped William cope when a group of mentally handicapped children joined fellow school pupils for a Christmas party. Diana watched with delight as the future King gallantly helped these deprived youngsters join in the fun. ‘I was so thrilled and proud. A lot of adults couldn’t handle it,’ she told friends. Again during one Ascot week, a time of Champagne, smoked salmon and fashionable frivolity for High society, the Princess took her boys to the Refuge night shelter for down-and-outs. William played chess while Harry joined in a card school. Two hours later the boys were on their way back to Kensington Palace, a little older and a little wiser. ‘They have a knowledge,’ she once said. ‘They may never use it, but the seed is there, and I hope it will grow because knowledge is power. I want them to have an understanding of people’s emotions, people’s insecurities, people’s distress and people’s hopes and dreams.’ Her quiet endeavors gradually won back many of the doubters who had come to see her as a threat to the monarchy, or as a talentless and embittered woman seeking to make trouble, especially by upstaging or embarrassing her husband and his family. The sight of the woman who was still then technically the future Queen, unadorned and virtually unaccompanied, mixing with society’s poorest and most distressed or most threatened, confounded many of her critics.

From the Bridge” by Captain Hank Bracker Behind “The Exciting Story of Cuba” It was on a rainy evening in January of 2013, after Captain Hank and his wife Ursula returned by ship from a cruise in the Mediterranean, that Captain Hank was pondering on how to market his book, Seawater One. Some years prior he had published the book “Suppressed I Rise.” But lacking a good marketing plan the book floundered. Locally it was well received and the newspapers gave it great reviews, but Ursula was battling allergies and, unfortunately, the timing was off, as was the economy. Captain Hank has the ability to see sunshine when it’s raining and he’s not one easily deterred. Perhaps the timing was off for a novel or a textbook, like the Scramble Book he wrote years before computers made the scene. The history of West Africa was an option, however such a book would have limited public interest and besides, he had written a section regarding this topic for the second Seawater book. No, what he was embarking on would have to be steeped in history and be intertwined with true-life adventures that people could identify with. Out of the blue, his friend Jorge suggested that he write about Cuba. “You were there prior to the Revolution when Fidel Castro was in jail,” he ventured. Laughing, Captain Hank told a story of Mardi Gras in Havana. “Half of the Miami Police Department was there and the Coca-Cola cost more than the rum. Havana was one hell of a place!” Hank said. “I’ll tell you what I could do. I could write a pamphlet about the history of the island. It doesn’t have to be very long… 25 to 30 pages would do it.” His idea was to test the waters for public interest and then later add it to his book Seawater One. Writing is a passion surpassed only by his love for telling stories. It is true that Captain Hank had visited Cuba prior to the Revolution, but back then he was interested more in the beauty of the Latino girls than the history or politics of the country. “You don’t have to be Greek to appreciate Greek history,” Hank once said. “History is not owned solely by historians. It is a part of everyone’s heritage.” And so it was that he started to write about Cuba. When asked about why he wasn’t footnoting his work, he replied that the pamphlet, which grew into a book over 600 pages long, was a book for the people. “I’m not writing this to be a history book or an academic paper. I’m writing this book, so that by knowing Cuba’s past, people would understand it’s present.” He added that unless you lived it, you got it from somewhere else anyway, and footnoting just identifies where it came from. Aside from having been a ship’s captain and harbor pilot, Captain Hank was a high school math and science teacher and was once awarded the status of “Teacher of the Month” by the Connecticut State Board of Education. He has done extensive graduate work, was a union leader and the attendance officer at a vocational technical school. He was also an officer in the Naval Reserve and an officer in the U.S. Army for a total of over 40 years. He once said that “Life is to be lived,” and he certainly has. Active with Military Intelligence he returned to Europe, and when I asked what he did there, he jokingly said that if he had told me he would have to kill me. The Exciting Story of Cuba has the exhilaration of a novel. It is packed full of interesting details and, with the normalizing of the United States and Cuba, it belongs on everyone’s bookshelf, or at least in the bathroom if that’s where you do your reading. Captain Hank is not someone you can hold down and after having read a Proof Copy I know that it will be universally received as the book to go to, if you want to know anything about Cuba! Excerpts from a conversation with Chief Warrant Officer Peter Rommel, USA Retired, Military Intelligence Corps, Winter of 2014.

When Diana was unable to visit, she telephoned the apartment to check on her friend’s condition. On her 30th birthday she wore a gold bracelet which Adrian had given to her as a sign of their affection and solidarity. Nevertheless, Diana’s quiet and longstanding commitment to be with Adrian when he died almost foundered. In August his condition worsened and doctors advised that he should be transferred to a private room at St Mary’s Hospital, Paddington where he could be treated more effectively. However Diana had to go on a holiday cruise in the Mediterranean with her family on board a yacht owned by the Greek millionaire John Latsis. Provisional plans were made to fly her from the boat by helicopter to a private plane so that she could be with her friend at the end. Before she left, Diana visited Adrian in his home. “I’ll hang on for you,” he told her. With those words emblazoned on her heart, she flew to Italy, ticking off the hours until she could return. As soon as she disembarked from the royal flight jet she drove straight to St Mary’s Hospital. Angela recalls: “Suddenly there was a knock on the door. It was Diana. I flung my arms around her and took her into the room to see Adrian. She was still dressed in a T-shirt and sporting a sun tan. It was wonderful for Adrian to see her like that.” She eventually went home to Kensington Palace but returned the following day with all kinds of goodies. Her chef Mervyn Wycherley had packed a large picnic hamper for Angela while Prince William walked into the room almost dwarfed by his present of a large jasmine plant from the Highgrove greenhouses. Diana’s decision to bring William was carefully calculated. By then Adrian was off all medication and very much at peace with himself. “Diana would not have brought her son if Adrian’s appearance had been upsetting,” says Angela. On his way home, William asked his mother: “If Adrian starts to die when I’m at school will you tell me so that I can be there.

If I spoke to my mum about a friend sending their daughter to boarding school, her response would be, ‘Poor cow, how old is she?’ I would reply, ‘She’s seven,’ then my mum would respond with, ‘Wicked bastards, sending their kids away. If you don’t wanna look after ’em, don’t have ’em.’ Then my dad would hear from another room and shout, ‘I ain’t having him come round this house, ’orrible bastard!

November 30th What do you know? For once I favourably surprise myself. After I'd read Howard's exemplary "White Ship" on Friday night and spent yesterday idling about in Providence - woolgathering, I suppose - I've finally made up my mind to sit down and attempt to lick this novel into some kind of functional shape. The central character I'm thinking, is a young man in his early thirties. He's well educated, but if forced by economic circumstance to leave his home in somewhere like Milwaukee (on the principle of writing about somewhere that you know) to seek employment further east. I feel I should give him a name. I know that details of this sort could wait until much later in the process, but I don't feel able to flesh out his character sufficiently until I've at least worked out what he's called. There's been a twenty minute pause between the end of the foregoing sentence and the start of this one, but I think his first name should be Jonathan. Jonathan Randall is the name that comes to me, perhaps by way of Randall Carver. Yes, I think I like the sound of that. So, young Jonathan Randall realises that his yearnings for a literary life have to be put aside to spare his parents dwindling resources, and that he must make his own way in the world, through manual labour if needs be, in order to become the self-sufficient grownup he aspires to be. During an early scene, perhaps in a recounting of Jonathan's childhood, there should be some striking incident which foreshadows the supernatural or psychological weirdness that will dominate the later chapters. Thinking about this, it seems to me that this would be the ideal place to introduce the bridge motif I've toyed with earlier in these pages: since I'm quite fond of the opening paragraphs that I've already written, with that long description of America as a repository for all the world's religious or else occult visionaries, I think what I'll do is largely leave that as it is, to function as a kind of prologue and establish the requisite mood, and then open the novel proper with Jonathan and a school friend playing truant on a summer's afternoon at some remote and overgrown ravine or other, where there's a precarious and creaking bridge with fraying ropes and missing boards that joins the chasm's two sides. I could probably set up the story's major themes and ideas in the two companions' dialogue, albeit simply expressed in keeping with their age and limited experience. Perhaps they're talking in excited schoolboy tones about some local legend, ghost story or piece of folklore that's connected with the bridge or the ravine. This would provide a motive - the eternal boyish fascination with the ghoulish - for them having come to this ill-omened spot while playing hooky, and would also help establish Jonathan's obsession with folkloric subjects as explored in the remainder of the novel.

November 30th What do you know? For once I favourably surprise myself. After I'd read Howard's exemplary "White Ship" on Friday night and spent yesterday idling about in Providence - woolgathering, I suppose - I've finally made up my mind to sit down and attempt to lick this novel into some kind of functional shape. The central character I'm thinking, is a young man in his early thirties. He's well educated, but is forced by economic circumstance to leave his home in somewhere like Milwaukee (on the principle of writing about somewhere that you know) to seek employment further east. I feel I should give him a name. I know that details of this sort could wait until much later in the process, but I don't feel able to flesh out his character sufficiently until I've at least worked out what he's called. There's been a twenty minute pause between the end of the foregoing sentence and the start of this one, but I think his first name should be Jonathan. Jonathan Randall is the name that comes to me, perhaps by way of Randall Carver. Yes, I think I like the sound of that. So, young Jonathan Randall realises that his yearnings for a literary life have to be put aside to spare his parents' dwindling resources, and that he must make his own way in the world, through manual labour if needs be, in order to become the self-sufficient grownup he aspires to be. During an early scene, perhaps in a recounting of Jonathan's childhood, there should be some striking incident which foreshadows the supernatural or psychological weirdness that will dominate the later chapters. Thinking about this, it seems to me that this would be the ideal place to introduce the bridge motif I've toyed with earlier in these pages: since I'm quite fond of the opening paragraphs that I've already written, with that long description of America as a repository for all the world's religious or else occult visionaries, I think what I'll do is largely leave that as it is, to function as a kind of prologue and establish the requisite mood, and then open the novel proper with Jonathan and a school friend playing truant on a summer's afternoon at some remote and overgrown ravine or other, where there's a precarious and creaking bridge with fraying ropes and missing boards that joins the chasm's two sides. I could probably set up the story's major themes and ideas in the two companions' dialogue, albeit simply expressed in keeping with their age and limited experience. Perhaps they're talking in excited schoolboy tones about some local legend, ghost story or piece of folklore that's connected with the bridge or the ravine. This would provide a motive - the eternal boyish fascination with the ghoulish - for them having come to this ill-omened spot while playing hooky, and would also help establish Jonathan's obsession with folkloric subjects as explored in the remainder of the novel.

School-stories might as well be called friend-stories, really, that just happened to be set in boarding schools.

Rule number one was “Respect our feelings.” We discussed how the sadness might come over them at awkward times, like during school, and that when it did, they could take a break from whatever they were doing. Their cry breaks were frequent and their teachers kindly arranged for them to go outside with a friend or to the guidance counselor so they could let their feelings out. I gave this advice to my kids but also had to take it myself. Leaning in to the suck meant admitting that I could not control when the sadness would come over me. I needed cry breaks too. I took them on the side of the road in my car…at work…at board meetings. Sometimes I went to the women’s room to sob and sometimes I just cried at my desk. When I stopped fighting those moments, they passed more quickly.

So for people who do not wish to vaccinate their children, let me say that raising children seems very difficult. My job, as I see it, is to support my friends in their child-rearing decisions. They want to send their toddler off to a Swiss boarding school? That’s great! Four-year-olds who know how to play polo inspire not only admiration but terror, which in my mind means respect! They’re going to let their daughter choose her own name and send her to a hippie academy where the students learn to draw instead of read? Also great! It sounds like Princess Jellybean Frostina Elsa will be very creative or, as she would write, “!!☺ ☺****☺!!

The ethnics caught up in the racial struggies oi the post-war period in Chicago were in the unenviable position of people who had the rules changed on them in mid-game. The Poles who settled Calumet Park as Sobieski Park had created their neighborhood enclaves under certain assumptions, all of which got changed when the environmentalist East Coast WASP internationalist establishment took power in 1941. Not only hadn’t they been informed of the rule change, they were doubly vulnerable because compared to their opponents who were further along on the scale of assimilation, they didn’t have a clear sense of themselves as Poles or Catholics or Americans or “white” people. They also feared the sexual mores of the invading black hordes but could not articulate this fear in polite language. As a result, each attempt to explain their position drove them further beyond the pale of acceptable public discourse. More often than not, the only people who were articulating their position were the American Civil Liberties Union and American Friends Service Committee agents sent into their neighborhoods to spy on them. One AFSC spy reported that fear of intermarriage “caused the intensity of feelings” in Trumbull Park.* Black attempts to use the community swimming pool were similarly seen in a sexual light. The ACLU agent who was paid to infiltrate bars in South Deering reported that the real motivation behind Brown v. Board of Education, the Supreme Court’s landmark 1954 decision mandating desegregation of Southern schools, was to move “niggers into every neighborhood” to intermarry and thereby send the “whole white race . . . downhill.” Deprived of their ethnic designation as Catholic by a Church that was either hostile (as in the case of Catholic intellectuals) or indifferent (as in the case of the bishops and their chancery officials), Chicago ethnics, attempting to be good Americans, chose to become “white” instead, a transformation that not only guaranteed that they would lose their battle in the court of public opinion, but one which also guaranteed that they would go out of existence as well, through the very assimilation process being proposed by their enemies.

There was only one thing worse than an awkward conversation, and that was when your best friend grabbed the book out of your hand and forced you to leave it in the dorm.

In a way, those who felt #MeToo had not gone far enough and those who protested that it was going too far were saying some of the same things: There was a lack of process or clear enough rules. The public did not fully agree on the precise meaning of words like harassment or assault, let alone how businesses or schools should investigate or punish them. Everyone from corporate boards to friends in bars seemed to be struggling to devise their own new guidelines, which made for fascinating conversation but also a kind of overall chaos. It was not clear how the country would ever agree on effective new standards or resolve the ocean of outstanding complaints. Instead, the feeling of unfairness on both sides just continued to mount.

Jack had other friends, men with whom he played golf, went sailing, or had long business lunches. Some were farmers he had known since he was a boy, others were friends from boarding school or work connections. They were friends who required something of him, a level of either intellectual or professional engagement. With Cliff he could relax. It wasn't so much that he could be more himself. Rather, with Cliff, he could be nothing.

Your fear of change is palpable. You hide all the turmoil and pain of your past life inside of you: the loss of your mother; whatever happened in the war; the boarding schools. And Paddy and Mrs. Moore. And now here you are, at peace in your Garden of Eden with your brother and your acreage and your students and your Inklings and your friends and your quaint town. All these things both inspire and protect you. But a change might be in order. Not a change that disrupts, but one that expands.” I paused. “Let new things touch your soul.

Jonathan Ahaddian, a proud alumnus of UCLA, where he earned his Bachelor’s in History in 2019, this fun-loving dentist is now pursuing his passion for orthodontics. After graduating from the prestigious Herman Ostrow School of Dentistry at USC in 2024, he began specializing in orthodontics at the Georgia School of Orthodontics in Atlanta. With a goal of becoming a board-certified orthodontist by 2027, he dedicates himself to perfecting smiles and transforming lives. In his free time, he enjoys hiking, playing basketball, and spending quality moments with family and friends.

I remembered John as far from robust—before joining the school, his fragile legs had required medical support. He also faced learning difficulties, which this typically unevolved 1970s boarding school failed to address. His Maidwell years would have been challenging anyway; but they were made hellish by the likes of Goffie. John was a sensitive and thoroughly decent boy who was tormented by this shameless, cowardly bully, in a school regime that had a hundred rules, but not one of them proved capable of protecting the most vulnerable in its ranks. What on earth would persuade Goffie—a man, powerful in physique and status—to pick on someone so fragile and defenseless? As his younger brother recalled in the eulogy that he gave at John’s funeral: At Maidwell John had a tough time, principally because he had dyslexia which was not diagnosed for several years, until age ten. Some bullying teachers accused him of not trying, or of being lazy, neither of which was true. Looking back, John always noted Mr. Goffe as the worst offender, a mean teacher who regularly hit his knuckles with a wooden ruler. These constant knockdowns in turn affected John’s self-confidence, and he became very shy. But John was always sweet and kind with other boys, never passing on the knocks that were handed out to him. Aged eleven, John was moved to a school specializing in dyslexia. But three years at Maidwell, being bullied by the likes of Goffie, had changed him. The self-assurance that he’d had as a young boy, before being sent away, was bled out of him. After school he lived the quietest of lives. In adulthood he had no romantic partner or close friends, preferring to sit at home by himself, watching television. His family background was immensely privileged, but he took humble jobs—helping in a pet store, then a home supplies warehouse—surprising colleagues at the latter by walking to work on a day when the roads were so clogged with snow that none of them, or any of their customers, made it in. John died from an intestinal disorder that he had ignored: His family believes that he had lost the instinct for self-care, had failed to get himself to a doctor, and this killed him. He was found dead after failing to turn up for work. I had not appreciated that the weight of suffering experienced by many of my contemporaries would be so virulent, and so hard to bear. When I read John’s eulogy, I cried with pity, and then rage.

An older friend of mine, educated in the sixties at a boarding establishment much like Maidwell, remembers being forced to join other boys in a joyless afternoon walk in the grounds, supervised by a master feared for his bullying. “At that moment,” my friend recalls, “a car swung into the drive and out stepped a glamorous American lady, mother of one of our contemporaries. As his parents lived abroad, he never went out on exeats.I His mother stepped up to the master and said she would like to take her son out for the afternoon, only to be told this was not possible as this wasn’t an exeat Sunday. With that she simply slapped him across his face (I shall never forget the sound), took her son with her and neither of them were ever seen again.

My first challenge was explaining Andover to my friends in Texas. In those days, most Texans who went away to high school had discipline problems. When I told a friend that I was headed to a boarding school in Massachusetts, he had only one question: “Bush, what did you do wrong?

The photographer will ask you what kind of music you want to play during the shoot. Remember that whatever you choose will be blasted through the loft and heard by an entire crew of people who are all so cool that the Board of Ed. officially closed school. Just murmur, “Hip-hop,” or make up the name of a hipster-sounding band and then act superior when they’ve never heard of it. “Do you guys have any Asphalt of Pinking? [disappointed] Really? [shrug] Whatever you want, then.” Sometimes they ask if you want to hook up your iPod for background music. Do not do this. It’s a trap. They’ll put it on shuffle, and no matter how much Beastie Boys or Velvet Underground you have on there, the following four tracks will play in a row: “We’d Like to Thank You Herbert Hoover” from Annie, “Hold On” by Wilson Phillips, “That’s What Friends Are For,” Various Artists, and “We’d Like to Thank You Herbert Hoover” from Annie.

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Paul was a source of constant stress. Maggie and Alex had never been able to control him, even when he was little. Some in town whispered that they’d barely tried. It had cost the family some friends over the years, parents who abandoned their desire to be close to the Murdaughs in order to keep their children away from Paul. He was kicked out of his public middle school, an achievement for a Murdaugh in a town where the family ran the school board.

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