Child's First Day Of School Quotes

Even if I turned myself in, it wouldn't change anything. It wouldn't make me one of them. I knew that when I got my powers, but really I knew it before then. I learned it as a child on my first day of school, on the warm rainy streets of Bangkok, and in college. If you're different you always know it, and you can't fix it even if you want to. What do you do when you find out your heart is the wrong kind? You take what you're given, and be the hero you can be. Hero to your own cold, inverted heart.

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.

Read to your children Twenty minutes a day; You have the time, And so do they. Read while the laundry is in the machine; Read while the dinner cooks; Tuck a child in the crook of your arm And reach for the library books. Hide the remote, Let the computer games cool, For one day your children will be off to school; Remedial? Gifted? You have the choice; Let them hear their first tales In the sound of your voice. Read in the morning; Read over noon; Read by the light of Goodnight Moon. Turn the pages together, Sitting close as you'll fit, Till a small voice beside you says, "Hey, don't quit.

My “Best Woman” speech Good evening everyone, my name is Rosie and as you can see Alex has decided to go down the non-traditional route of asking me to be his best woman for the day. Except we all know that today that title does not belong to me. It belongs to Sally, for she is clearly his best woman. I could call myself the “best friend” but I think we all know that today that title no longer refers to me either. That title too belongs to Sally. But what doesn’t belong to Sally is a lifetime of memories of Alex the child, Alex the teenager, and Alex the almost-a-man that I’m sure he would rather forget but that I will now fill you all in on. (Hopefully they all will laugh.) I have known Alex since he was five years old. I arrived on my first day of school teary-eyed and red-nosed and a half an hour late. (I am almost sure Alex will shout out “What’s new?”) I was ordered to sit down at the back of the class beside a smelly, snotty-nosed, messy-haired little boy who had the biggest sulk on his face and who refused to look at me or talk to me. I hated this little boy. I know that he hated me too, him kicking me in the shins under the table and telling the teacher that I was copying his schoolwork was a telltale sign. We sat beside each other every day for twelve years moaning about school, moaning about girlfriends and boyfriends, wishing we were older and wiser and out of school, dreaming for a life where we wouldn’t have double maths on a Monday morning. Now Alex has that life and I’m so proud of him. I’m so happy that he’s found his best woman and his best friend in perfect little brainy and annoying Sally. I ask you all to raise your glasses and toast my best friend Alex and his new best friend, best woman, and wife, Sally, and to wish them luck and happiness and divorce in the future. To Alex and Sally!

I don’t know whether you have ever seen a map of a person’s mind. Doctors sometimes draw maps of other parts of you, and your own map can become intensely interesting, but catch them trying to draw a map of a child’s mind, which is not only confused, but keeps going round all the time. There are zigzag lines on it, just like your temperature on a card, and these are probably roads on the island, for the Neverland is always more or less an island, with astonishing splashes of colour here and there, and coral reefs and rakish-looking craft in the offing, and savages and lonely lairs, and gnomes who are mostly tailors, and caves through which a river runs, and princes with sex elder brothers, and a hut fast going to decay, and one very small old lady with a hooked nose. It would be an easy map if that were all, but there is also first day at school, religion, fathers, the round pond, needle-work, murders, hangings, verbs that take the dative, chocolate-pudding day, getting into braces, say ninety-nine threepence for pulling out your tooth yourself, and so on, and either these are part of the island or they are another map showing through, and it is all rather confusing, especially as nothing will stand still. Of course the Neverlands vary a good deal. John’s, for instance, had a lagoon with flamingos flying over it at which John was shooting, while Michael, who was very small, had a flamingo with lagoons flying over it. John lived in a boat turned upside down on the sands, Michael in a wigwam, Wendy in a house of leaves deftly sewn together. John had no friends, Michael had friends at night, Wendy had a pet wolf forsaken by its parents...

It was a gift. What did I do with it? Life didn't accumulate as I'd once imagined. I graduated from boarding school, two years of college. Persisted through the blank decade in Los Angeles. I buried first my mother, then my father. His hair gone wispy as a child's. I paid bills and bought groceries and got my eyes checked while the days crumbled away like debris from a cliff face. Life a continuous backing away from the edge.

I was in the fifth grade the first time I thought about turning thirty. My best friend Darcy and I came across a perpetual calendar in the back of the phone book, where you could look up any date in the future, and by using this little grid, determine what the day of the week would be. So we located our birthdays in the following year, mine in May and hers in September. I got Wednesday, a school night. She got a Friday. A small victory, but typical. Darcy was always the lucky one. Her skin tanned more quickly, her hair feathered more easily, and she didn't need braces. Her moonwalk was superior, as were her cart-wheels and her front handsprings (I couldn't handspring at all). She had a better sticker collection. More Michael Jackson pins. Forenze sweaters in turquoise, red, and peach (my mother allowed me none- said they were too trendy and expensive). And a pair of fifty-dollar Guess jeans with zippers at the ankles (ditto). Darcy had double-pierced ears and a sibling- even if it was just a brother, it was better than being an only child as I was. But at least I was a few months older and she would never quite catch up. That's when I decided to check out my thirtieth birthday- in a year so far away that it sounded like science fiction. It fell on a Sunday, which meant that my dashing husband and I would secure a responsible baby-sitter for our two (possibly three) children on that Saturday evening, dine at a fancy French restaurant with cloth napkins, and stay out past midnight, so technically we would be celebrating on my actual birthday. I would have just won a big case- somehow proven that an innocent man didn't do it. And my husband would toast me: "To Rachel, my beautiful wife, the mother of my chidren and the finest lawyer in Indy." I shared my fantasy with Darcy as we discovered that her thirtieth birthday fell on a Monday. Bummer for her. I watched her purse her lips as she processed this information. "You know, Rachel, who cares what day of the week we turn thirty?" she said, shrugging a smooth, olive shoulder. "We'll be old by then. Birthdays don't matter when you get that old." I thought of my parents, who were in their thirties, and their lackluster approach to their own birthdays. My dad had just given my mom a toaster for her birthday because ours broke the week before. The new one toasted four slices at a time instead of just two. It wasn't much of a gift. But my mom had seemed pleased enough with her new appliance; nowhere did I detect the disappointment that I felt when my Christmas stash didn't quite meet expectations. So Darcy was probably right. Fun stuff like birthdays wouldn't matter as much by the time we reached thirty. The next time I really thought about being thirty was our senior year in high school, when Darcy and I started watching ths show Thirty Something together. It wasn't our favorite- we preferred cheerful sit-coms like Who's the Boss? and Growing Pains- but we watched it anyway. My big problem with Thirty Something was the whiny characters and their depressing issues that they seemed to bring upon themselves. I remember thinking that they should grow up, suck it up. Stop pondering the meaning of life and start making grocery lists. That was back when I thought my teenage years were dragging and my twenties would surealy last forever. Then I reached my twenties. And the early twenties did seem to last forever. When I heard acquaintances a few years older lament the end of their youth, I felt smug, not yet in the danger zone myself. I had plenty of time..

We’ve reached Vlad’s first day at Thomas Jeff. August 30, 2010 Town of Michigan Infiltration of Thomas Jefferson school successful. The child is here. I can taste her. . . . Why is this woman still talking? If she thinks that I am going to stop wearing my pointed boots, she is sadly mistaken. I let out a loud snort and then turn the page quickly, feeling guilty at being amused by Vlad’s ramblings.

A child's readiness for school depends on the most basic of all knowledge, how to learn. The report lists the seven key ingredients of this crucial capacity—all related to emotional intelligence:6 1. Confidence. A sense of control and mastery of one's body, behavior, and world; the child's sense that he is more likely than not to succeed at what he undertakes, and that adults will be helpful. 2. Curiosity. The sense that finding out about things is positive and leads to pleasure. 3. Intentionality. The wish and capacity to have an impact, and to act upon that with persistence. This is related to a sense of competence, of being effective. 4. Self-control. The ability to modulate and control one's own actions in age-appropriate ways; a sense of inner control. 5. Relatedness. The ability to engage with others based on the sense of being understood by and understanding others. 6. Capacity to communicate. The wish and ability to verbally exchange ideas, feelings, and concepts with others. This is related to a sense of trust in others and of pleasure in engaging with others, including adults. 7. Cooperativeness. The ability to balance one's own needs with those of others in group activity. Whether or not a child arrives at school on the first day of kindergarten with these capabilities depends greatly on how much her parents—and preschool teachers—have given her the kind of care that amounts to a "Heart Start," the emotional equivalent of the Head Start programs.

UNDERSTANDING I am constantly increasing my understanding. I am teachable. Every day I open my awareness a little more to the Divine Wisdom within me. I am glad to be alive and so grateful for the good that has come to me. Life, to me, is an education. Every day I open my mind and my heart, as a child does, and I discover new insights, new people, new viewpoints, and new ways to understand what’s happening around me and within me. My human mind may not always understand at first. Understanding seems to require lots of love and patience. My new mental skills are really helping me feel more at ease with all the changes in this incredible school of life here on Planet Earth.

Every day as I wave to my children when I drop them off at school, or let one of them have a new experience—like crossing the street without holding my hand—I experience the struggle between love and non-attachment. It is hard to bear—the extreme love of one’s child and the thought that ultimately the child belongs to the world. There is this horrible design flaw—children are supposed to grow up and away from you; and one of you will die first.

across. Did you know that if a child never misses a day of school from first grade to twelfth grade, he or she would have spent only 9 percent of his or her life in the classroom? The other 91 percent is spent in the home or out in the community. We cannot expect teachers and the schools to solve all our children’s problems.

We always know our firsts: the first faltering steps a child takes; a first day at school; a first kiss. But we rarely know our lasts until it’s too late.

What is the age of the soul of man? As she hath the virtue of the chameleon to change her hue at every new approach, to be gay with the merry and mournful with the downcast, so too is her age changeable as her mood. No longer is Leopold, as he sits there, ruminating, chewing the cud of reminiscence, that staid agent of publicity and holder of a modest substance in the funds. He is young Leopold, as in a retrospective arrangement, a mirror within a mirror (hey, presto!), he beholdeth himself. That young figure of then is seen, precociously manly, walking on a nipping morning from the old house in Clambrassil street to the high school, his booksatchel on him bandolierwise, and in it a goodly hunk of wheaten loaf, a mother's thought. Or it is the same figure, a year or so gone over, in his first hard hat (ah, that was a day!), already on the road, a fullfledged traveller for the family firm, equipped with an orderbook, a scented handkerchief (not for show only), his case of bright trinketware (alas, a thing now of the past!), and a quiverful of compliant smiles for this or that halfwon housewife reckoning it out upon her fingertips or for a budding virgin shyly acknowledging (but the heart? tell me!) his studied baisemoins. The scent, the smile but more than these, the dark eyes and oleaginous address brought home at duskfall many a commission to the head of the firm seated with Jacob's pipe after like labours in the paternal ingle (a meal of noodles, you may be sure, is aheating), reading through round horned spectacles some paper from the Europe of a month before. But hey, presto, the mirror is breathed on and the young knighterrant recedes, shrivels, to a tiny speck within the mist. Now he is himself paternal and these about him might be his sons. Who can say? The wise father knows his own child. He thinks of a drizzling night in Hatch street, hard by the bonded stores there, the first. Together (she is a poor waif, a child of shame, yours and mine and of all for a bare shilling and her luckpenny), together they hear the heavy tread of the watch as two raincaped shadows pass the new royal university. Bridie! Bridie Kelly! He will never forget the name, ever remember the night, first night, the bridenight. They are entwined in nethermost darkness, the willer and the willed, and in an instant (fiat!) light shall flood the world. Did heart leap to heart? Nay, fair reader. In a breath 'twas done but - hold! Back! It must not be! In terror the poor girl flees away through the murk. She is the bride of darkness, a daughter of night. She dare not bear the sunnygolden babe of day. No, Leopold! Name and memory solace thee not. That youthful illusion of thy strength was taken from thee and in vain. No son of thy loins is by thee. There is none to be for Leopold, what Leopold was for Rudolph.

Things I Used to Get Hit For: Talking back. Being smart. Acting stupid. Not listening. Not answering the first time. Not doing what I’m told. Not doing it the second time I’m told. Running, jumping, yelling, laughing, falling down, skipping stairs, lying in the snow, rolling in the grass, playing in the dirt, walking in mud, not wiping my feet, not taking my shoes off. Sliding down the banister, acting like a wild Indian in the hallway. Making a mess and leaving it. Pissing my pants, just a little. Peeing the bed, hardly at all. Sleeping with a butter knife under my pillow. Shitting the bed because I was sick and it just ran out of me, but still my fault because I’m old enough to know better. Saying shit instead of crap or poop or number two. Not knowing better. Knowing something and doing it wrong anyway. Lying. Not confessing the truth even when I don’t know it. Telling white lies, even little ones, because fibbing isn’t fooling and not the least bit funny. Laughing at anything that’s not funny, especially cripples and retards. Covering up my white lies with more lies, black lies. Not coming the exact second I’m called. Getting out of bed too early, sometimes before the birds, and turning on the TV, which is one reason the picture tube died. Wearing out the cheap plastic hole on the channel selector by turning it so fast it sounds like a machine gun. Playing flip-and-catch with the TV’s volume button then losing it down the hole next to the radiator pipe. Vomiting. Gagging like I’m going to vomit. Saying puke instead of vomit. Throwing up anyplace but in the toilet or in a designated throw-up bucket. Using scissors on my hair. Cutting Kelly’s doll’s hair really short. Pinching Kelly. Punching Kelly even though she kicked me first. Tickling her too hard. Taking food without asking. Eating sugar from the sugar bowl. Not sharing. Not remembering to say please and thank you. Mumbling like an idiot. Using the emergency flashlight to read a comic book in bed because batteries don’t grow on trees. Splashing in puddles, even the puddles I don’t see until it’s too late. Giving my mother’s good rhinestone earrings to the teacher for Valentine’s Day. Splashing in the bathtub and getting the floor wet. Using the good towels. Leaving the good towels on the floor, though sometimes they fall all by themselves. Eating crackers in bed. Staining my shirt, tearing the knee in my pants, ruining my good clothes. Not changing into old clothes that don’t fit the minute I get home. Wasting food. Not eating everything on my plate. Hiding lumpy mashed potatoes and butternut squash and rubbery string beans or any food I don’t like under the vinyl seat cushions Mom bought for the wooden kitchen chairs. Leaving the butter dish out in summer and ruining the tablecloth. Making bubbles in my milk. Using a straw like a pee shooter. Throwing tooth picks at my sister. Wasting toothpicks and glue making junky little things that no one wants. School papers. Notes from the teacher. Report cards. Whispering in church. Sleeping in church. Notes from the assistant principal. Being late for anything. Walking out of Woolworth’s eating a candy bar I didn’t pay for. Riding my bike in the street. Leaving my bike out in the rain. Getting my bike stolen while visiting Grandpa Rudy at the hospital because I didn’t put a lock on it. Not washing my feet. Spitting. Getting a nosebleed in church. Embarrassing my mother in any way, anywhere, anytime, especially in public. Being a jerk. Acting shy. Being impolite. Forgetting what good manners are for. Being alive in all the wrong places with all the wrong people at all the wrong times.

This was when he first suspected that the kindly child-loving God extolled by his headmistress might not exist. As it turned out, most major world events suggested the same. But for Theo’s sincerely godless generation, the question hasn’t come up. No one in his bright, plate-glass, forward-looking school ever asked him to pray, or sing an impenetrable cheery hymn. There’s no entity for him to doubt. His initiation, in front of the TV, before the dissolving towers, was intense but he adapted quickly. These days he scans the papers for fresh developments the way he might a listings magazine. As long as there’s nothing new, his mind is free. International terror, security cordons, preparations for war — these represent the steady state, the weather. Emerging into adult consciousness, this is the world he finds.

If you have no arms To hold your crying child but your own arms And no legs but your own to run the stairs one more time To fetch what was forgotten I bow to you If you have no vehicle To tote your wee one but the wheels that you drive And no one else to worry, “Is my baby okay?” When you have to say goodbye on the doorsteps of daycare or on that cursed first day of school I bow to you If you have no skill but your own skill To replenish an ever-emptying bank account And no answers but your own to Satisfy the endless whys, hows, and whens your child asks and asks again I bow to you If you have no tongue to tell the truth To keep your beloved on the path without a precipice And no wisdom to impart Except the wisdom that you’ve acquired I bow to you If the second chair is empty Across the desk from a scornful, judging authority waiting For your child’s father to appear And you straighten your spine where you sit And manage to smile and say, “No one else is coming—I’m it.” Oh, I bow to you If your head aches when the spotlight finally shines on your child because your hands are the only hands there to applaud I bow to you If your heart aches because you’ve given until everything in you is gone And your kid declares, “It’s not enough.” And you feel the crack of your own soul as you whisper, “I know, baby. But it’s all mama’s got.” Oh, how I bow to you If they are your life while you are their nurse, tutor, maid Bread winner and bread baker, Coach, cheerleader and teammate… If you bleed when your child falls down I bow, I bow, I bow If you’re both punisher and hugger And your own tears are drowned out by the running of the bathroom faucet because children can’t know that mamas hurt too Oh, mother of mothers, I bow to you. —Toni Sorenson

She was always doing things like that & hurting herself, but the headmaster never sent for Mother & Daddy. It was the same with the other children. Matters were always settled between the headmaster & the child concerned. Just as he had listened to Totto-Chan for four hours the day she first arrived at the school, he always listened to what a child had to say about an incident caused. He even listened to their excuses. And if the child had done something really bad & eventually recognized it was wrong, the headmaster would say, "Now apologize.

A young lad was sent to school. He began his lessons with the other children, and the first lesson the teacher set him was the straight line, the figure “one.” But whereas the others went on progressing, this child continued writing the same figure. After two or three days the teacher came up to him and said, “Have you finished your lesson?” He said, “No, I’m still writing ‘one.’ ” He went on doing the same thing, and when at the end of the week the teacher asked him again he said, “I have not yet finished it.” The teacher thought he was an idiot and should be sent away, as he could not or did not want to learn. At home the child continued with the same exercise and the parents also became tired and disgusted. He simply said, “I have not yet learned it, I am learning it. When I have finished I shall take the other lessons.” The parents said, “The other children are going on further, school has given you up, and you do not show any progress; we are tired of you.” And the lad thought with sad heart that as he had displeased his parents too he had better leave home. So he went into the wilderness and lived on fruits and nuts. After a long time he returned to his old school. And when he saw the teacher he said to him, “I think I have learned it. See if I have. Shall I write on this wall?” And when he made his sign the wall split in two. —Hazrat Inayat Khan The Sufi Message of Hazrat Inayat Khan

It is said that here we practise free discipline. That's wrong, quite wrong. It would be more correct to say that we are seeking, as best we can, to establish disciplined freedom, that state in which the child feels free to work, play and express himself without fear of those whose job it is to direct and stimulate his efforts into constructive channels. As things are we cannot expect of them high academic effort, but we can take steps to ensure that their limited abilities are exploited to the full." Here he smiled briefly, as if amused by some fleeting, private reflection. "We encourage them to speak up for themselves, no matter what the circumstances or the occasion; this may probably take the form of rudeness at first but gradually, through the influences of the various committees and the student council, we hope they will learn directness without rudeness, and humility without sycophancy. We try to show them a real relationship between themselves and their work, in preparation for the day when they leave school.

I was never a child; I never had a childhood. I cannot count among my memories warm, golden days of childish intoxication, long joyous hours of innocence, or the thrill of discovering the universe anew each day. I learned of such things later on in life from books. Now I guess at their presence in the children I see. I was more than twenty when I first experienced something similar in my self, in chance moments of abandonment, when I was at peace with the world. Childhood is love; childhood is gaiety; childhood knows no cares. But I always remember myself, in the years that have gone by, as lonely, sad, and thoughtful. Ever since I was a little boy I have felt tremendously alone―and "peculiar". I don't know why. It may have been because my family was poor or because I was not born the way other children are born; I cannot tell. I remember only that when I was six or seven years old a young aunt of mind called me vecchio―"old man," and the nickname was adopted by all my family. Most of the time I wore a long, frowning face. I talked very little, even with other children; compliments bored me; baby-talk angered me. Instead of the noisy play of the companions of my boyhood I preferred the solitude of the most secluded corners of our dark, cramped, poverty-stricken home. I was, in short, what ladies in hats and fur coats call a "bashful" or a "stubborn" child; and what our women with bare heads and shawls, with more directness, call a rospo―a "toad." They were right. I must have been, and I was, utterly unattractive to everybody. I remember, too, that I was well aware of the antipathy I aroused. It made me more "bashful," more "stubborn," more of a "toad" than ever. I did not care to join in the games played by other boys, but preferred to stand apart, watching them with jealous eyes, judging them, hating them. It wasn't envy I felt at such times: it was contempt; it was scorn. My warfare with men had begun even then and even there. I avoided people, and they neglected me. I did not love them, and they hated me. At play in the parks some of the boys would chase me; others would laugh at me and call me names. At school they pulled my curls or told the teachers tales about me. Even on my grandfather's farm in the country peasant brats threw stones at me without provocation, as if they felt instinctively that I belonged to some other breed.

It wouldn’t make me one of them. I knew that when I got my powers, but really I knew it before then. I learned it as a child on my first day of school, on the warm rainy streets of Bangkok, and in college. If you’re different you always know it, and you can’t fix it even if you want to. What do you do when you find out your heart is the wrong kind? You take what you’re given, and be the hero you can be. Hero to your own cold, inverted heart.

One day in the spring of 1894 or so, Amanda Cobb looked out her kitchen window and saw Tyrus and a bunch of Negro boys merrily hauling a cart laden with scrap metal, broken furniture, and other things they’d found in backyards and vacant lots around town. They were headed toward the junkyard to try to make a few dollars, and Mrs. Cobb knew for what. “He was always thinking up ways of earning money to buy baseball supplies,” she would tell a writer for the Springfield (Massachusetts) Sunday Union and Republican in 1928. “He was always playing when he was a child. In fact, we had a hard time getting him to go to school. I remember that the first money he earned he spent for a mitt. He couldn’t have been more than six years old when a neighbor asked him to take his cow to the pasture and gave Ty some change for doing it. Ty didn’t buy candy or ice cream. He knew what he wanted, and he got it—a baseball glove.

Suppose a would-be writer can't begin? I really believe there are many excellent writers who have never written because they never could begin. This is especially the case of people of great sensitiveness, or of people of advanced education. Professors suffer most of all from this inhibition. Many of them carry their unwritten books to the grave. They overestimate the magnitude of the task, they overestimate the greatness of the final result. A child in a prep school will write the History of Greece and fetch it home finished after school. "He wrote a fine History of Greece the other day," says his fond father. Thirty years later the child, grown to be a professor, dreams of writing the History of Greece -- the whole of it from the first Ionic invasion of the Aegean to the downfall of Alexandria. But he dreams. He never starts. He can't. It's too big. Anybody who has lived around a college knows the pathos of those unwritten books.

I fancy my father thought me an odd child, and had little fondness for me; though he was very careful in fulfilling what he regarded as a parent's duties. But he was already past the middle of life, and I was not his only son. My mother had been his second wife, and he was five-and-forty when he married her. He was a firm, unbending, intensely orderly man, in root and stem a banker, but with a flourishing graft of the active landholder, aspiring to county influence: one of those people who are always like themselves from day to day, who are uninfluenced by the weather, and neither know melancholy nor high spirits. I held him in great awe, and appeared more timid and sensitive in his presence than at other times; a circumstance which, perhaps, helped to confirm him in the intention to educate me on a different plan from the prescriptive one with which he had complied in the case of my elder brother, already a tall youth at Eton. My brother was to be his representative and successor; he must go to Eton and Oxford, for the sake of making connexions, of course: my father was not a man to underrate the bearing of Latin satirists or Greek dramatists on the attainment of an aristocratic position. But intrinsically, he had slight esteem for "those dead but sceptred spirits"; having qualified himself for forming an independent opinion by reading Potter's Aeschylus, and dipping into Francis's Horace. To this negative view he added a positive one, derived from a recent connexion with mining speculations; namely, that scientific education was the really useful training for a younger son. Moreover, it was clear that a shy, sensitive boy like me was not fit to encounter the rough experience of a public school. Mr. Letherall had said so very decidedly. Mr. Letherall was a large man in spectacles, who one day took my small head between his large hands, and pressed it here and there in an exploratory, suspicious manner - then placed each of his great thumbs on my temples, and pushed me a little way from him, and stared at me with glittering spectacles. The contemplation appeared to displease him, for he frowned sternly, and said to my father, drawing his thumbs across my eyebrows - 'The deficiency is there, sir-there; and here,' he added, touching the upper sides of my head, 'here is the excess. That must be brought out, sir, and this must be laid to sleep.' I was in a state of tremor, partly at the vague idea that I was the object of reprobation, partly in the agitation of my first hatred - hatred of this big, spectacled man, who pulled my head about as if he wanted to buy and cheapen it. ("The Lifted Veil")

Tell me this- if you could have a guarantee that your child would be a National Merit Scholar and get into a prestigious college, have good work habits and a successful career, but that your relationship with him would be destroyed in the process, would you do it? Why not? Because you are made to love, that's why. We care about our relationships more than about our accomplishments. That's the way God made us. Then why don't we live that way? Why, come a damp and gloomy day in March, do we yell over a  math lesson or lose our temper over a writing assignment? Why do we see the lessons left to finish and get lost in an anxiety-ridden haze? We forget that we are dealing with a soul, a precious child bearing the Image of God, and all we can see is that there are only a few months left to the school year and we are still only halfway through the math book. When you are performing mommy triage- that is, when you have a crisis moment and have to figure out which fire to put out first- always choose your child. It's just a math lesson. It's only a writing assignment. It's a Latin declension. Nothing more. But your child? He is God's. And the Almighty put him in your charge for relationship. Don't damage that relationship over something so trivial as an algebra problem. And when you do (because you will, and so will I), repent. We like to feed our egos. When our children perform well, we can puff up with satisfaction and pat ourselves on the back for a job well done. But as important as it is to give our children a solid education (and it is important, don't misunderstand me), it is far more important that we love them well.  Our children need to know that the most important thing about them is not whether they finished their science curriculum or score well on the SAT. Their worth is not bound up in a booklist or a test score. Take a moment. Take ten. Look deep into your child's eyes. Listen, even when you're bored. Break out a board game or an old picture book you haven't read in ages. Resting in Him means relaxing into the knowledge that He has put these children in our care to nurture. And nurturing looks different than charging through the checklist all angst-like. Your children are not ordinary kids or ordinary people, because there are no ordinary kids or ordinary people. They are little reflections of the

Q: What are in your eyes the major defects in the West? A: The West has come to regard the values of freedom, the yardstick of human rights, as something Western. Many of them [westerns] specially in Europe take the values and the institutions on freedom, the institutions on science, curiosity, the individual, i mean, the rule of law and they’ve come to take that all for granted that they are not aware of the threat against it and not aware of the fact that you have to sustain it day by day as with all man made things. I mean, a building for example, the roof will leak, the paint will fall and you have to repaint it, you have to maintain it all the time it seems that people have forgotten that and perhaps part of the reason is because the generation that is now enjoying all the freedoms in the West is not the generations that built it; these are generations that inherited and like companies, family companies, often you’ll see the first generation or the second generation are almost always more passionate about the brand and the family company and name and keeping it all int he family and then the third generation live, use, take the money and they are either overtaken by bigger companies, swallowed up or they go bankrupt and I think there is an analogy there in that the generations after the second world war living today in Europe, United States may be different but I’m here much too short to say anything about it, is that there are people who are so complacent, they’ve always been free, they just no longer know what it is that freedom costs and for me that would be making the big mistake and you can see it. The education system in Europe where history is no longer an obligatory subject, science is no longer an obligatory subject, school systems have become about, look at Holland, our country where they have allowed parents, in the name of freedom, to build their own schools that we now have schools founded on what the child wants so if the child wants to play all day long then that is an individual freedom of the child and so it’s up to the child to decide whether to do math or to clay and now in our country in Holland, in the name of freedom of education, the state pays for these schools and I was raving against muslim schools and i thought about this cuz i was like you know ok in muslin schools at least they learn to count.

With his child passed out on the couch, after arrests and drunk tanks and hospitalizations, Lynch, the undertaker and poet and essayist, looked at his dear addicted son with sad but lucid resignation, and he wrote: “I want to remember him the way he was, that bright and beaming boy with the blue eyes and the freckles in the photos, holding the walleye on his grandfather’s dock, or dressed in his first suit for his sister’s grade-school graduation, or sucking his thumb while drawing at the kitchen counter, or playing his first guitar, or posing with the brothers from down the block on his first day of school.

Mohammad, a child of Arab parents was enrolled in a school in New York. On the first day, his teacher asked, ‘What is your name?’ The boy replied, ‘Mohammad’. ‘From now on your name is Harry as you are in America,’ she said. In the evening, when he came back, his mother asked, ‘How was your day Mohammad?’ He said, ‘My name is not Mohammad. I’m in America and my name is Harry.’ His mother slapped him and said angrily: ‘Aren’t you ashamed of trying to dishonour your parents, your heritage, your religion?’ Then she called his father and he also slapped him. The next day when the teacher saw him with his face red and asked what happened, Mohammad said, ‘Madam, four hours after I became American, I was attacked by two Arabs.

Usually, Marilyn Norton loved the hot weather, but she was having a tough time with it, nine months pregnant, with her due date in two days. She was expecting her second child, another boy, and he was going to be a big one. She could hardly move in the heat, and her ankles and feet were so swollen that all she had been able to get her feet into were rubber flip-flops. She was wearing huge white shorts that were too tight on her now, and a white T-shirt of her husband’s that outlined her belly. She had nothing left to wear that still fit, but the baby would arrive soon. She was just glad that she had made it to the first day of school with Billy. He had been nervous about his new school, and she wanted to be there with him.

On the day of Calvin’s arrival, Mark was on a business trip with our high-school kids, so I went to the airport with the younger ones. I greeted Calvin as he got off the plane; mom and son—total strangers. He smiled nervously. I loaded everyone into our van and began driving. As I looked in the rearview mirror and saw Calvin talking with the younger children, a wave of peace washed over me. Everything was going to be okay. When Mark returned with the older kids, Tyler, the same age as Calvin, was thrilled that his long-awaited “brother from the other color mother” had finally arrived. Luke, our seventeen-year-old, had persistently warned us that taking in another child would be too chaotic. Before he went to bed on Calvin’s first night, he told me, “I’m glad he’s here.” I thought we were just trying to be good Christians and help someone in need, but when I learned the rest of the story, I realized that we were the ones who had been blessed.

IF YOUR CHILD IS READY FOR FIRST GRADE: 1979 EDITION 1. Will your child be six years, six months or older when he begins first grade and starts receiving reading instruction? 2. Does your child have two to five permanent or second teeth? 3. Can your child tell, in such a way that his speech is understood by a school crossing guard or policeman, where he lives? 4. Can he draw and color and stay within the lines of the design being colored? 5. Can he stand on one foot with eyes closed for five to ten seconds? 6. Can he ride a small two-wheeled bicycle without helper wheels? 7. Can he tell left hand from right? 8. Can he travel alone in the neighborhood (four to eight blocks) to store, school, playground, or to a friend's home? 9. Can he be away from you all day without being upset? 10. Can he repeat an eight- to ten-word sentence, if you say it once, as "The boy ran all the way home from the store"? 11. Can he count eight to ten pennies correctly? 12. Does your child try to write or copy letters or numbers?

As Mollie said to Dailey in the 1890s: "I am told that there are five other Mollie Fanchers, who together, make the whole of the one Mollie Fancher, known to the world; who they are and what they are I cannot tell or explain, I can only conjecture." Dailey described five distinct Mollies, each with a different name, each of whom he met (as did Aunt Susan and a family friend, George Sargent). According to Susan Crosby, the first additional personality appeared some three years after the after the nine-year trance, or around 1878. The dominant Mollie, the one who functioned most of the time and was known to everyone as Mollie Fancher, was designated Sunbeam (the names were devised by Sargent, as he met each of the personalities). The four other personalities came out only at night, after eleven, when Mollie would have her usual spasm and trance. The first to appear was always Idol, who shared Sunbeam's memories of childhood and adolescence but had no memory of the horsecar accident. Idol was very jealous of Sunbeam's accomplishments, and would sometimes unravel her embroidery or hide her work. Idol and Sunbeam wrote with different handwriting, and at times penned letters to each other. The next personality Sargent named Rosebud: "It was the sweetest little child's face," he described, "the voice and accent that of a little child." Rosebud said she was seven years old, and had Mollie's memories of early childhood: her first teacher's name, the streets on which she had lived, children's songs. She wrote with a child's handwriting, upper- and lowercase letters mixed. When Dailey questioned Rosebud about her mother, she answered that she was sick and had gone away, and that she did not know when she would be coming back. As to where she lived, she answered "Fulton Street," where the Fanchers had lived before moving to Gates Avenue. Pearl, the fourth personality, was evidently in her late teens. Sargent described her as very spiritual, sweet in expression, cultured and agreeable: "She remembers Professor West [principal of Brooklyn Heights Seminary], and her school days and friends up to about the sixteenth year in the life of Mollie Fancher. She pronounces her words with an accent peculiar to young ladies of about 1865." Ruby, the last Mollie, was vivacious, humorous, bright, witty. "She does everything with a dash," said Sargent. "What mystifies me about 'Ruby,' and distinguishes her from the others, is that she does not, in her conversations with me, go much into the life of Mollie Fancher. She has the air of knowing a good deal more than she tells.

we have much to learn from the struggles in Alabama and Mississippi in the early 1960s. In the spring of 1963 the Southern Christian Leadership Conference led by Dr. King launched a “fill the jails” campaign to desegregate downtown department stores and schools in Birmingham. But few local blacks were coming forward. Black adults were afraid of losing their jobs, local black preachers were reluctant to accept the leadership of an “Outsider,” and city police commissioner Bull Connor had everyone intimidated. Facing a major defeat, King was persuaded by his aide, James Bevel, to allow any child old enough to belong to a church to march. So on D-day, May 2, before the eyes of the whole nation, thousands of schoolchildren, many of them first graders, joined the movement and were beaten, fire-hosed, attacked by police dogs, and herded off to jail in paddy wagons and school buses. The result was what has been called the “Children’s Miracle.” Inspired and shamed into action, thousands of adults rushed to join the movement. All over the country rallies were called to express outrage against Bull Connor’s brutality. Locally, the power structure was forced to desegregate lunch counters and dressing rooms in downtown stores, hire blacks to work downtown, and begin desegregating the schools. Nationally, the Kennedy administration, which had been trying not to alienate white Dixiecrat voters, was forced to begin drafting civil rights legislation as the only way to forestall more Birminghams. The next year as part of Mississippi Freedom Summer, activists created Freedom Schools because the existing school system (like ours today) had been organized to produce subjects, not citizens. People in the community, both children and adults, needed to be empowered to exercise their civil and voting rights. A mental revolution was needed. To bring it about, reading, writing, and speaking skills were taught through discussions of black history, the power structure, and building a movement. Everyone took this revolutionary civics course, then chose from more academic subjects such as algebra and chemistry. All over Mississippi, in church basements and parish halls, on shady lawns and in abandoned buildings, volunteer teachers empowered thousands of children and adults through this community curriculum. The Freedom Schools of 1964 demonstrated that when Education involves young people in making community changes that matter to them, when it gives meaning to their lives in the present instead of preparing them only to make a living in the future, young people begin to believe in themselves and to dream of the future.

A mover started in on a girl’s bedroom, painted pink with a sign on the door announcing THE PRINCESS SLEEPS HERE. Another took on the disheveled office, packing Resumes for Dummies into a box with a chalkboard counting down the remaining days of school. The eldest child, a seventh-grade boy, tried to help by taking out the trash. His younger sister, the princess, held her two-year-old sister’s hand on the porch. Upstairs, the movers were trying not to step on the toddler’s toys, which when kicked would protest with beeping sounds and flashing lights. As the move went on, the woman slowed down. At first, she had borne down on the emergency with focus and energy, almost running through the house with one hand grabbing something and the other holding up the phone. Now she was wandering through the halls aimlessly, almost drunkenly. Her face had that look. The movers and the deputies knew it well. It was the look of someone realizing that her family would be homeless in a matter of hours. It was something like denial giving way to the surrealism of the scene: the speed and violence of it all; sheriffs leaning against your wall, hands resting on holsters; all these strangers, these sweating men, piling your things outside, drinking water from your sink poured into your cups, using your bathroom. It was the look of being undone by a wave of questions. What do I need for tonight, for this week? Who should I call? Where is the medication? Where will we go? It was the face of a mother who climbs out of the cellar to find the tornado has leveled the house.

there was something else, something more complicated, more secret, and that is that girls in those days, even modern girls, like us, girls who went to school and then to university, were always taught that women are entitled to an education and a place outside the home—but only until the children are born. Your life is your own only for a short time: from when you leave your parents' home to your first pregnancy. From that moment, from the first pregnancy, we had to begin to live our lives only around the children. Just like our mothers. Even to sweep pavements for our children, because your child is the chick and you are—what? When it comes down to it, you are just the yolk of the egg, you are what the chick eats so as to grow big and strong. And when your child grows up—even then you can't go back to being yourself, you simply change from being a mother to being a grandmother, whose task is simply to help her children bring up their children. True, even then there were quite a few women who made careers for themselves and went out into the world. But everybody talked about them behind their backs: look at that selfish woman, she sits in meetings while her poor children grow up in the street and pay the price. Now it's a new world. Now at last women are given more opportunity to live lives of their own. Or is it just an illusion? Maybe in the younger generations too women still cry into their pillows at night, while their husbands are asleep, because they feel they have to make impossible choices? I don't want to be judgmental: it's not my world anymore. To make a comparison I'd have to go from door to door checking how many mothers' tears are wept every night into the pillow when husbands are asleep, and to compare the tears then with the tears now.

As we’ll explain in the coming chapters, these everyday parenting challenges result from a lack of integration within your child’s brain. The reason her brain isn’t always capable of integration is simple: it hasn’t had time to develop. In fact, it’s got a long way to go, since a person’s brain isn’t considered fully developed until she reaches her mid-twenties. So that’s the bad news: you have to wait for your child’s brain to develop. That’s right. No matter how brilliant you think your preschooler is, she does not have the brain of a ten-year-old, and won’t for several years. The rate of brain maturation is largely influenced by the genes we inherit. But the degree of integration may be exactly what we can influence in our day-to-day parenting. The good news is that by using everyday moments, you can influence how well your child’s brain grows toward integration. First, you can develop the diverse elements of your child’s brain by offering opportunities to exercise them. Second, you can facilitate integration so that the separate parts become better connected and work together in powerful ways. This isn’t making your children grow up more quickly—it’s simply helping them develop the many parts of themselves and integrate them. We’re also not talking about wearing yourself (and your kids) out by frantically trying to fill every experience with significance and meaning. We’re talking about simply being present with your children so you can help them become better integrated. As a result, they will thrive emotionally, intellectually, and socially. An integrated brain results in improved decision making, better control of body and emotions, fuller self-understanding, stronger relationships, and success in school. And it all begins with the experiences parents and other caregivers provide, which lay the groundwork for integration and mental health.

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

I was never a child; I never had a childhood. I cannot count among my memories warm, golden days of childish intoxication, long joyous hours of innocence, or the thrill of discovering the universe anew each day. I learned of such things later on in life from books. Now I guess at their presence in the children I see. I was more than twenty when I first experienced something similar in my self, in chance moments of abandonment, when I was at peace with the world. Childhood is love; childhood is gaiety; childhood knows no cares. But I always remember myself, in the years that have gone by, as lonely, sad, and thoughtful. Ever since I was a little boy I have felt tremendously alone―and "peculiar". I don't know why. It may have been because my family was poor or because I was not born the way other children are born; I cannot tell. I remember only that when I was six or seven years old a young aunt of mind called me [i]vecchio[/i]―"old man," and the nickname was adopted by all my family. Most of the time I wore a long, frowning face. I talked very little, even with other children; compliments bored me; baby-talk angered me. Instead of the noisy play of the companions of my boyhood I preferred the solitude of the most secluded corners of our dark, cramped, poverty-stricken home. I was, in short, what ladies in hats and fur coats call a "bashful" or a "stubborn" child; and what our women with bare heads and shawls, with more directness, call a [i]rospo[/i]―a "toad." They were right. I must have been, and I was, utterly unattractive to everybody. I remember, too, that I was well aware of the antipathy I aroused. It made me more "bashful," more "stubborn," more of a "toad" than ever. I did not care to join in the games played by other boys, but preferred to stand apart, watching them with jealous eyes, judging them, hating them. It wasn't envy I felt at such times: it was contempt; it was scorn. My warfare with men had begun even then and even there. I avoided people, and they neglected me. I did not love them, and they hated me. At play in the parks some of the boys would chase me; others would laugh at me and call me names. At school they pulled my curls or told the teachers tales about me. Even on my grandfather's farm in the country peasant brats threw stones at me without provocation, as if they felt instinctively that I belonged to some other breed.

Christine's heart is thumping wildly. She lets herself be led (her aunt means her nothing but good) into a tiled and mirrored room full of warmth and sweetly scented with mild floral soap and sprayed perfumes; an electrical apparatus roars like a mountain storm in the adjoining room. The hairdresser, a brisk, snub-nosed Frenchwoman, is given all sorts of instructions, little of which Christine understands or cares to. A new desire has come over her to give herself up, to submit and let herself be surprised. She allows herself to be seated in the comfortable barber's chair and her aunt disappears. She leans back gently, and, eyes closed in a luxurious stupor, senses a mechanical clattering, cold steel on her neck, and the easy incomprehensible chatter of the cheerful hairdresser; she breathes in clouds of fragrance and lets aromatic balms and clever fingers run over her hair and neck. Just don't open your eyes, she thinks. If you do, it might go away. Don't question anything, just savor this Sundayish feeling of sitting back for once, of being waited on instead of waiting on other people. Just let our hands fall into your lap, let good things happen to you, let it come, savor it, this rare swoon of lying back and being ministered to, this strange voluptuous feeling you haven't experienced in years, in decades. Eyes closed, feeling the fragrant warmth enveloping her, she remembers the last time: she's a child, in bed, she had a fever for days, but now it's over and her mother brings some sweet white almond milk, her father and her brother are sitting by her bed, everyone's taking care of her, everyone's doing things for her, they're all gentle and nice. In the next room the canary is singing mischievously, the bed is soft and warm, there's no need to go to school, everything's being done for her, there are toys on the bed, though she's too pleasantly lulled to play with them; no, it's better to close her eyes and really feel, deep down, the idleness, the being waited on. It's been decades since she thought of this lovely languor from her childhood, but suddenly it's back: her skin, her temples bathed in warmth are doing the remembering. A few times the brisk salonist asks some question like, 'Would you like it shorter?' But she answers only, 'Whatever you think,' and deliberately avoids the mirror held up to her. Best not to disturb the wonderful irresponsibility of letting things happen to you, this detachment from doing or wanting anything. Though it would be tempting to give someone an order just once, for the first time in your life, to make some imperious demand, to call for such and such. Now fragrance from a shiny bottle streams over her hair, a razor blade tickles her gently and delicately, her head feels suddenly strangely light and the skin of her neck cool and bare. She wants to look in the mirror, but keeping her eyes closed in prolonging the numb dreamy feeling so pleasantly. Meanwhile a second young woman has slipped beside her like a sylph to do her nails while the other is waving her hair. She submits to it all without resistance, almost without surprise, and makes no protest when, after an introductory 'Vous etes un peu pale, Mademoiselle,' the busy salonist, employing all manner of pencils and crayons, reddens her lips, reinforces the arches of her eyebrows, and touches up the color of her cheeks. She's aware of it all and, in her pleasant detached stupor, unaware of it too: drugged by the humid, fragrance-laden air, she hardly knows if all this happening to her or to some other, brand-new self. It's all dreamily disjointed, not quite real, and she's a little afraid of suddenly falling out of the dream.

The Guildhall was in the middle of Plano, Texas. Plano Texas, is brown and not much else. They have a Frito-Lay factory, parking lots, and a videogame school. At the time, I kept a strict vegan diet and didn’t drive. There was nothing to eat and nowhere to go. But the latter didn’t matter; when you were at the Guildhall you had no life outside the Guildhall. I remember the first day of orientation, sitting in a lecture hall with my future classmates and the spouses they’d brought with them to this wasted brown land. One of the other level design students had his wife and their year-old child with him. “Give her a kiss and say good-bye,” the director of the school told him in front of the assembly. “You’re not going to see her for two years.” I was in Plano, Texas, for six months. You’re at school from nine to five. You stay after and do your work with the teams they’ve assigned you to. Late at night you drag yourself home and do your actual homework. Maybe you get a few hours of sleep. The idea behind the school is that you’re always in what the Big Games Industry calls “crunch time”: unpaid overtime. Your masters want the game done by Christmas, so you don’t leave the office until it’s done. This is why people in the industry aren’t healthy; this is why they burn out and quit games within a few years. This is why you miss the second year of your daughter’s life. This is their scheme: you put up with crunch time all the time while you’re in school, so when you work for a big publisher—or, rather, a studio contracted by a big publisher—you won’t complain about being told you can’t see your daughter until the game’s done. The Guildhall boasts an over 90 percent employment rate, and it’s true: they will get you a job in the games industry. That’s because they will make you into exactly the kind of worker the games industry wants. It’s that kind of school. And it works; that’s the horrifying thing. My classmates were all self-identified gamers and game fans and were willing to put up with anything in order to live their dream of making videogames. That’s the carrot the industry dangles, and it’s what we take away from the industry when we create a form to which anyone can contribute. As long as the industry is allowed to continue acting as the gatekeeper to game creation, people will continue to accept the ways in which the industry tramples the lives and well-being of the creative people who make games, rather than challenging the insane level of control that publishers ask over developers’ lives.

In the 15 years since its inception, the column has documented my days of being single and alone for the first time, reentering the dating world as a sober person, dating, getting engaged, getting married, getting pregnant, having kids, and finding my life again after all of that. Sometimes it’s funny, sometimes not. Sometimes the not-so-funny things are important too. What it is, though, is honest. My column has allowed me to show people – at whatever stage they’re at in life – that they don’t have to be perfect to be OK. There are no books on “What to Expect When Your Boyfriend Leaves You For His High School Crush,” or “What to Expect When Your Child Takes a Year to Potty Train.” But that doesn’t mean people don’t need to know that this stuff happens. And more importantly, that they can survive when it does. Sometimes even laughing.

He was a little monster,” Bob said, laughing, about Steve as a child. The main difficulty wasn’t unruly behavior. It was Steve’s insatiable curiosity about the bush and the wildlife in it. “For the first few months, when he was a baby, I could put Steve down and he would stay where I put him,” Lyn told me. “But after he started to get around on his own, it was all over. I would find him either on the roof or up in some tree.” When the family headed off on a trip, usually to North Queensland on wildlife jaunts, Steve could always be counted on to be elsewhere when they were ready to go. They would find him next to the nearest stream, snagging yabbies or turning over bits of wood to see what was hidden underneath. “He was never where we wanted him to be,” Lyn recalled with a laugh. Steve’s childhood was “family, wildlife, and sport,” he told me. He played rugby league for the Caloundra Sharks in high school and was picked to play rugby for the Queensland Schoolboys and represent the state, but he chose to go on a field trip with his dad to catch reptiles instead. Sometimes sport and wildlife mixed in unexpected ways. Both was an expert badminton player, and a preteen Steve decided to layout a badminton court in the family’s backyard one day. He had a brolga as a friend, a large bird that he called Brolly. Brolly objected to Steve rearranging her territory. She waited until his back was turned and then attacked. Wham! A brolga’s beak is a fearsome weapon, and Brolly’s slammed into the back of little Stevo’s head. His bird friend knocked him out cold. “Go ahead, feel it,” Steve said after regaling me with this story. He bent his head. I could still feel a knot of scar tissue, a souvenir of the brolga attack years earlier.

What is important to notice here is not the exact times or durations, as those will vary with each family, but rather the rhythm that is in place. There is a clear start to the day; a routine that is always followed, then educational time is started with circle time. The child understands that this first circle time marks the beginning of the instructional period. Clear breaks allow the child to transition from one activity to the next. By having a set number of activities before breaks such as snack time, your child begins to understand the concept of time. Eventually, this will become so second nature even to the youngest child that they will begin to transition by themselves. Allow for a range in flexibility in your routine. The exact minutes on the clock do not matter as much as the rhythm. If your child is losing interest in his or her self-directed activity ten minutes early, you may try to keep them interested a bit longer. However, it is acceptable to acknowledge that your child has gained all that they require from that lesson today and it is time to move on to the next phase. The same is true for extending activities. There is no need to interrupt a child that is engrossed in discovery. Simply let the interest and curiosity be satisfied in its own time and then carry on with the day. This is the beauty of Montessori home school, being able to tailor the experience to each child.

Dahlia was sure some wise person somewhere must have been quoted as saying that every person has a reason for doing the things they do. By that way of thinking, every criminal is there because of cause and effect. The violent alcoholic was an alcoholic because his father beat him. His father beat him because he was beaten as a child by a crazy mother. The mother who beat him was locked in a school closet for every wrong-doing during the school week and had become a manically anxious sufferer of claustrophobia. The teacher who locked her in a closet had lost her daughter when her daughter wandered off one day after being disciplined and was never seen from again. Every fault blames another, on and on through the generations until you were left with a caveman writing something hurtful on a cave wall in bison blood. The first abusive human. The root of all evil. The source of every wrong-doing the world would see in the countless years to come.

So how did an entire generation of billions of people today come to universally accept planet Earth as being 4.6 billion years old? The answer is simple: It is because most people just believe what they are told, and errant scientists have crammed their guesswork down their throats. Today, we are inundated daily with newspapers, magazines, newscasters, and schoolteachers regurgitating scientist’s theories. But, friend, let us call a spade a spade; a theory is a guess! Therefore, the theory of macroevolution and the big bang theory are nothing more than speculation. And these two theories demand a very old Earth and universe to be true, so scientist — without definitive evidence — falsely assume they are! And, unfortunately, their guesses are being taught as truth to our children in schools. Thus, we have the perfect storm for festering evil: A generation of Biblically illiterate kids are growing up believing whatever their teachers teach them in school, which contradicts the Bible trueness! Friend, the great “end time” deception is in full force! Paul wrote about it: “evil men and seducers shall wax worse and worse, deceiving, and being deceived. But continue thou in the things which thou hast learned and hast been assured of … And that from a child thou hast known the Holy Scriptures” (II Timothy 3:13-15). As a 3 year Chemistry/Biochemistry majored collegiate student with a 3.84 GPA, let me assure you there is not a single test a scientist can perform to absolutely, positively verify the age of something! The tests all involve assumptions — including radiometric dating — and therein lay the error. Are you really going to throw away hard, cold, ancient, Biblical “end times” prophetic evidence, including the 7 day Creation story’s amazing prophetic verbiage, all of which support the truth of a 6,000 year old Earth, to believe in mankind’s scientific guesses? Allow me to tell you first HOW the world was created, for the answer is in Scripture! Then we will investigate how the great “end-time” deceptive theories like macroevolution & the big bang arrived, claiming a very old universe. Friend, the method God used to create the world is blatantly flaunted in a miracle Jesus performed twice. I want you to seriously consider the miracle, for it appears God wanted the miracle to be remembered above ALL other miracles, because it is the ONLY one contained in ALL 4 Gospels. And rightly so, for it should be contemplated by all: The

Girls without their fathers were also at risk. I didn't learn this from the fairy tales of my youth, because in those stories the fathers were present in the castles and in the cottages. The fairy-tale fathers, however, were unforgivably weak and always thinking with their groins. These men would rather sacrifice their daughters than risk harm to themselves. Rapunzel's father loved her mother so much that he stole for the woman. When he was caught, he was a coward, and instead of paying with his own life he promised away their unborn child. Gretel was very much alive, as was her brother, Hansel, when their father tried to do away with them. Three times he tried. ("Abandonment in the forest" was a bloodless euphemism for attempted murder.) Of course, there was Beauty. Was she not the poster child for daughters of men who dodged their responsibilities and used their female offspring as human shields? Fairy-tale fathers were also criminally negligent. Where was Cinderella's father when she was being verbally abused and physically demeaned by her stepmother and stepsisters? Perhaps he was so besotted, his wits so dulled by his nightly copulation with his new wife, that he failed to notice the degraded condition of his daughter. Snow White's father, a king no less, was equally negligent and plainly without any power within his own domestic realm. Under his very roof, his new wife plotted the murder of his child, coerced one of his own huntsmen to carry out the deed, then ate what she thought was the girl's heart. This king was no king. He was a fool who left his daughter woefully unprotected. When I first heard these stories, I assigned to these men no blame because they worry the solemn and adored mantle of "father." I understood them to be, like my own father, men who went to work every day, who returned home exhausted and taciturn, and who fell asleep in their easy chairs while reading the newspaper. I assumed that they, like my father, would have protected their daughters if only they had known of the dangers their girls faced during those dark hours after school and before dinner.

The fight over the Ten Commandments monument got Moore national news, and he became something of a cult figure for many in Alabama. But what few knew was that a video of the monument was made and sold by a company that helped Moore pay for his legal expenses over the fight that led to his removal from the supreme court.3 That little detail perfectly encapsulates the monetization of phony morality that is so common with the professional Christian conservatives. Six days after being removed from office for the second time, Moore announced his candidacy for the Republican nomination for senator in a special election to fill the seat vacated by Donald Trump’s appointment of Jeff Sessions as attorney general. Despite multiple allegations of molesting an underage girl, sexual harassment of barely legal teenage girls, and being such a general creep that he was allegedly banned from his local mall in Gadsden, Alabama, Moore defeated the appointed incumbent Luther Strange and became the Republican nominee. When Moore won the nomination, Donald Trump and the Republican National Committee endorsed him. Trump supported Moore’s denials, and on Election Day Moore won 67 percent of white voters.4 Only black voters, particularly black women who turned out at record levels, saved the state of Alabama from being represented by an accused child molester who said that he first noticed his wife when he saw her in a high school dance performance. Moore was thirty at the time.

Helmsworth said, “Ma’am, nothing was impossible. It was the Cold War. It was a kind of madness. One time they sewed a microphone and a transmitter in a cat’s neck, with a thin antenna threaded through inside its spine and up its tail. They were going to train it to wander into the Russian Embassy compound and pick up loose talk. Its first day on the job it was run over by a car. Nothing was impossible and everything went wrong sooner or later.” Neagley

As today’s young people seek a more coherent sense of identity, the stress that formerly hit them in college, or even after college, now begins in middle school (or younger). By high school, many middle- and upper-class teenagers juggle digital calendars jammed with extracurricular activities that begin as early as 6:00 a.m., after-school study sessions, college entrance exam tutoring, and sports team practices that leave them trailing home after 10:00 p.m.11 Followed by two to three hours of homework.12 Athletes used to specialize in a single sport in high school; now that starts in elementary school. Previously, musicians and artists could freely dabble in various media and instruments throughout high school; present-day teenagers have to claim their craft in middle school. No longer can a kid flirt with a handful of hobbies, discovering various facets of their personality and passions, before choosing what they love. There’s so little time for thoughtful and measured exploration in high school that young adults end up exploring their skills and passions well into their twenties. A recent study showed that 13- to 17-year-olds are more likely to feel “extreme stress” than adults.13 Even more alarming is that the adults closest to young people are often blind to their heightened stress levels. Approximately 20 percent of teenagers confess that they worry “a great deal” about current and future life events. But only 8 percent of the parents of these same teenagers report that their child is experiencing a great deal of stress.14 Parents often don’t realize the constant heat felt by adolescents, increasing the pressure for them to figure out who they are and what’s important to them. After adolescence, emerging adults race from the proverbial stress-filled pot into the stress-fueled fire.15 Fewer college students are reporting “above-average” health since this question was first asked in 1985.16

Innovations are happening in conventional schooling. Some people will read the chapters to come and respond that their own children’s schools are incorporating evidence-based changes, making them more like Montessori schools—eliminating grades, combining ages, using a lot of group work, and so on. One could take the view that over the years, conventional schooling has gradually been discovering and incorporating many of the principles that Dr. Montessori discovered in the first half of the 20th century. However, although schooling is changing, those changes are often relatively superficial. A professor of education might develop a new reading or math program that is then adopted with great fanfare by a few school systems, but the curricular change is minute relative to the entire curriculum, and the Lockean model of the child and the factory structure of the school environment still underlie most of the child’s school day and year. “Adding new ‘techniques’ to the classroom does not lead to the developmental of a coherent philosophy. For example, adding the technique of having children work in ‘co-operative learning’ teams is quite different than a system in which collaboration is inherent in the structure” (Rogoff, Turkanis, & Bartlett, 2001, p. 13). Although small changes are made reflecting newer research on how children learn, particularly in good neighborhood elementary schools, most of the time, in most U.S. schools, conventional structures predominate (Hiebert, 1999; McCaslin et al., 2006; NICHD, 2005; Stigler, Gallimore, & Hiebert, 2000), and observers rate most classes to be low in quality (Weiss, Pasley, Smith, Banilower, & Heck, 2003). Superficial insertions of research-supported methods do not penetrate the underlying models on which are schools are based. Deeper change, implementing more realistic models of the child and the school, is necessary to improve schooling. How can we know what those new models should be? As in medicine, where there have been increasing calls for using research results to inform patient treatments, education reform must more thoroughly and deeply implement what the evidence indicates will work best. This has been advocated repeatedly over the years, even by Thorndike. Certainly more and more researchers, educators, and policy makers are heeding the call to take an evidence-based stance on education. Yet the changes made thus far in response to these calls have not managed to address to the fundamental problems of the poor models. The time has come for rethinking education, making it evidence based from the ground up, beginning with the child and the conditions under which children thrive. Considered en masse, the evidence from psychological research suggests truly radical change is needed to provide children with a form of schooling that will optimize their social and cognitive development. A better form of schooling will change the Lockean model of the child and the factory structure on which our schools are built into something radically different and much better suited to how children actually learn.

In the early days and months, a beloved young child is placed at the very centre of the parental universe. For a time, they are the one around whom everything else revolves. When they scream for milk, others come quickly; when they pull their first smile, others are amazed; if they have something to say, others listen. Such focus is not a recipe for limitless egoism; we can only hope to become properly modest and able to take care of others when we have had an early taste of total omnipotence. A fulsome experience of infantile egoism is what underpins the selflessness of the future adult.

FIDELITY AND BETRAYAL He loved her from the time he was a child until the time he accompanied her to the cemetery; he loved her in his memories as well. That is what made him feel that fidelity deserved pride of place among the virtues: fidelity gave a unity to lives that would otherwise splinter into thousands of split-second impressions. Franz often spoke about his mother to Sabina, perhaps even with a certain unconscious ulterior motive: he assumed that Sabina would be charmed by his ability to be faithful, that it would win her over. What he did not know was that Sabina was charmed more by betrayal than by fidelity. The word fidelity reminded her of her father, a small-town puritan, who spent his Sundays painting away at canvases of woodland sunsets and roses in vases. Thanks to him, she started drawing as a child. When she was fourteen, she fell in love with a boy her age. Her father was so frightened that he would not let her out of the house by herself for a year. One day, he showed her some Picasso reproductions and made fun of them. If she couldn't love her fourteen-year-old schoolboy, she could at least love cubism. After completing school, she went off to Prague with the euphoric feeling that now at last she could betray her home. Betrayal. From tender youth, we are told by father and teacher that betrayal is the most heinous offense imaginable. But what is betrayal? Betrayal means breaking ranks. Betrayal means breaking ranks and going off into the unknown. Sabina knew of nothing more magnificent than going off into the unknown. Though a student at the Academy of Fine Arts, she was not allowed to paint like Picasso. It was the period when so-called socialist realism was prescribed and the school manufactured Portraits of Communist statesmen. Her longing to betray her father remained unsatisfied: Communism was merely another father, a father equally strict and limited, a father who forbade her love (the times were puritanical) and Picasso, too. And if she married a second-rate actor, it was only because he had a reputation for being eccentric and was unacceptable to both fathers. Then her mother died. The day following her return to Prague from the funeral, she received a telegram saying that her father had taken his life out of grief. Suddenly she felt pangs of conscience: Was it really so terrible that her father had painted vases filled with roses and hated Picasso? Was it really so reprehensible that he was afraid of his fourteen-year-old daughter's coming home pregnant? Was it really so laughable that he could not go on living without his wife? And again she felt a longing to betray: betray her own betrayal. She announced to her husband (whom she now considered a difficult drunk rather than an eccentric) that she was leaving him. But if we betray B., for whom we betrayed A., it does not necessarily follow that we have placated A. The life of a divorcee-painter did not in the least resemble the life of the parents she had betrayed. The first betrayal is irreparable. It calls forth a chain reaction of further betrayals, each of which takes us farther and farther away from the point of our original betrayal.

Top 10 ideas from No More Meltdowns: 1. Each day for several months, have your child imagine the sensations of anger and rehearse the calming strategy, such as: holding a squeeze ball, counting to 10, taking deep breaths, taking a walk and swinging on the swing set. He will be able to do the calming strategy without too much conscious effort (42) 2. Create a schedule of routines that involves visual reminders of their schedule to provide comfort in understanding what to expect next (40) 3. Praise their effort when they are working on a project or attempting a new activity. Those concentrating on their ability get frustrated more easily. In contrast, those attending their level of effort respond to frustration with more motivation and positive feelings. Praise their continued efforts rather than simply praise their current ability (28) 4. Avoid meltdowns by anticipating and preparing for triggering events. Use the Prevention Plan Form (20, 147) 5. Self-calming strategies: Getting a hug, swinging on the swing set, taking a walk, taking deep breaths, counting to 10, holding a favorite toy (a pup) and a squeeze ball. (42) When using humor, ask “Is it okay if I try to make you laugh to get your mind off of this?”(39) 6. Creating rules and consequences is an important starting point. Without rules and consequences, our lives would be chaotic (5) 7. Gradually expose your child to new foods by asking him first to just look at the foods. Next, ask him to smell them, taste them and eventually eat a small piece. Begin with sweet items (even candy) to allow your child to be open to trying new things. Exercise just prior to trying a new food can increase appetite (77, 78, 80) 8. A child’s passion can be the most effective distraction. Suggestions: Getting hugs, stuffed animals, favorite toys, books and looking out the window (38) 9. Give your child a sticker for each night he sleeps in his own bed. Most importantly, praise him so that he can take pride in his independence (143) 10. Set a time to do homework soon after school, before he gets too tired, and right after as snack, so he’s not hungry. Break down the homework into small steps and ask him to do one tiny part of it. Once started, he will likely be willing to do other parts as well (70) When children feel accepted and appreciated by us, they are more likely to listen to us (9)

When a young employee gasped at his blue language, Simons flashed a grin. “I know—that is an impressive rate!” A few times a week, Marilyn came by to visit, usually with their baby, Nicholas. Other times, Barbara checked in on her ex-husband. Other employees’ spouses and children also wandered around the office. Each afternoon, the team met for tea in the library, where Simons, Baum, and others discussed the latest news and debated the direction of the economy. Simons also hosted staffers on his yacht, The Lord Jim, docked in nearby Port Jefferson. Most days, Simons sat in his office, wearing jeans and a golf shirt, staring at his computer screen, developing new trades—reading the news and predicting where markets were going, like most everyone else. When he was especially engrossed in thought, Simons would hold a cigarette in one hand and chew on his cheek. Baum, in a smaller, nearby office, trading his own account, favored raggedy sweaters, wrinkled trousers, and worn Hush Puppies shoes. To compensate for his worsening eyesight, he hunched close to his computer, trying to ignore the smoke wafting through the office from Simons’s cigarettes. Their traditional trading approach was going so well that, when the boutique next door closed, Simons rented the space and punched through the adjoining wall. The new space was filled with offices for new hires, including an economist and others who provided expert intelligence and made their own trades, helping to boost returns. At the same time, Simons was developing a new passion: backing promising technology companies, including an electronic dictionary company called Franklin Electronic Publishers, which developed the first hand-held computer. In 1982, Simons changed Monemetrics’ name to Renaissance Technologies Corporation, reflecting his developing interest in these upstart companies. Simons came to see himself as a venture capitalist as much as a trader. He spent much of the week working in an office in New York City, where he interacted with his hedge fund’s investors while also dealing with his tech companies. Simons also took time to care for his children, one of whom needed extra attention. Paul, Simons’s second child with Barbara, had been born with a rare hereditary condition called ectodermal dysplasia. Paul’s skin, hair, and sweat glands didn’t develop properly, he was short for his age, and his teeth were few and misshapen. To cope with the resulting insecurities, Paul asked his parents to buy him stylish and popular clothing in the hopes of fitting in with his grade-school peers. Paul’s challenges weighed on Simons, who sometimes drove Paul to Trenton, New Jersey, where a pediatric dentist made cosmetic improvements to Paul’s teeth. Later, a New York dentist fitted Paul with a complete set of implants, improving his self-esteem. Baum was fine with Simons working from the New York office, dealing with his outside investments, and tending to family matters. Baum didn’t need much help. He was making so much money trading various currencies using intuition and instinct that pursuing a systematic, “quantitative” style of trading seemed a waste of

The point is, honey, once you hold a baby and he or she looks at you like you hung the moon and have their next bottle in your hand? Once you rock a sick child to sleep in the middle of the night, or hold their hand on the first day of school, or wipe a tear and know you could and would kill the person who caused it?” Sam smiled. “You really don’t care if they have your genes or not. They have your heart.

And yet it is the highest privilege of a child of God, the mark of greatest nearness and likeness to Him, as he ever lives to make intercession (Hebrews 7:25). Do you doubt that this is so? Think of what constitutes Christ’s role as our High Priest. First, there is the work of the Old Testament priesthood. This has two sides: one is Godward, the other manward.

Once settled in her Boston school, Mary took the children out on the Common twice a day to coast on its snowbanks in winter and, when spring arrived, to observe flowers and butterflies and learn their names and growth cycles. As her small pupils grew to know and love the open park, in which all paths seemed to lead to the elegant brick State House at the top of the hill, she gave them their first lessons in history and civil government by describing the town fathers’ efforts to establish and then preserve the communal land over the two centuries since the founding of the city. Mary made a story of it, just as in the classroom she relied on telling stories and fables or reading aloud to cultivate a love of literature. She taught her young pupils to read individually and only when she decided each one was ready, starting with single words for objects they had learned to care about—“bird, nest, tree”—then helping the child recognize those words in printed versions of the tales she had already recited. Mary would never “force helpless little ones” to memorize the alphabet, she wrote, before “every letter is interesting to them from the position it holds in some symbolic word.” The six-year-old boy on whom she had first tried this experiment years earlier in Salem had learned to read fluently within six weeks.

So, with no prospects and no skills (again, I majored in The History and Literature of Russia and Britain), I got ahead of the millennial curve and moved back to my parents’ house and into my childhood bedroom. Which, if you haven’t done it, is one of the most humiliating experiences an adult can go through. At first you think, No big deal. It’s like I’m back in high school, except no curfew and I can drink in front of my parents! Then you have one drink in front of your parents in your childhood kitchen and you’re like, I’m the saddest boy on Earth. There’s something about moving back home after college that eliminates all the respect you accumulated by going away to college. All the bragging your parents did about you going to a good school disappears overnight. You live in their house, yet they dare not speak your name in public, for fear that a friend of theirs with a working child will ask, “And what is Colin doing now?” So you slink around and try to eat alone at odd hours and then go to a movie at 11:45 P.M. on a Tuesday with your one other loser friend who moved back home. Then you go to a diner at 2 A.M. and see your high school girlfriend and she’s already married with three kids and you don’t understand how that’s even physically possible. (Or why she’s at a diner at 2 A.M. with three kids at home.) So you ask the diner to make your plate of eggs “to go” to escape the whole scene and now you’re eating cold eggs in the basement of your house at 3 A.M., watching Howard Stern tell a porn star to kiss Gary the Retard, because that’s easily the most thrilling moment of your day. And pretty soon you’re thinking, Why the fuck did I major in the History and Literature of Russia and Britain? After a few weeks of extreme depression, I talked to a couple friends from college who were equally miserable and unemployed, and we all decided: Let’s move to Manhattan or Brooklyn or wherever we can get an apartment and just force ourselves to get jobs and become actual adults. And my parents were like, “No…don’t…” And then closed the door behind me and locked it.

Here’s my advice to you, for what it’s worth. Don’t give your heart too easily, but don’t be too scared to give it at all. Don’t feel you have to marry the first person you love. Do take good care choosing your friends, and be loyal to them, and work at those relationships too. No one ever tells you about the work a friendship takes. If you are able to, and you want to, have children. You have been my greatest joy, and I want you to know that kind of happiness and pride. Choose your career carefully; I hope you’ll do it for a long time. Think about what you’re good at, and what you love doing, and forge a path that incorporates both of those things. Stick with anything you enjoy and are good at, whether it’s a sport or a musical instrument or a hobby or a school subject. I thought only school subjects were important, but I was wrong. It’s good to have a wide range of skills, to be great at all kinds of things. You never know where one of those things might take you. Take your health seriously; understand your own importance. Check your breasts, go for your smear tests, get things you’re not sure about checked out. Don’t sit out in the sun all day long, even if you rarely burn. When you are young, it doesn’t seem like anything will catch you out. But I’m the proof that things can. Your body is worth looking after. I won’t tell you not to drink or smoke or take drugs; I know it’s unrealistic to expect you to be sensible enough to avoid those things. And perhaps you shouldn’t. Perhaps you have to push things to the edge to understand where the edges are and come back from them. Take care of your mind, too. You’ve got a lot to deal with as a child, having lost your mother. Take time to grieve and talk to someone if you feel lost. It’s

For example, imagine your child comes home in tears after a rough day. You ask what’s wrong, but they can’t, or won’t, articulate. Of course, you want to make them feel better, but you don’t know what to do. Rather than shouldering the burden of having to uncover this mystery and then figuring out what might actually make it better, you could say, “I’m sorry you are having a tough time. Why don’t you look at your list and choose one thing to do for the next twenty minutes?” (Note: if you’re feeling generous, you could even offer to make a snack while they’re looking at their list.) “Come find me when you’re done and I’ll be here to talk.” The key to this approach is to offer support, while at the same time conveying confidence that your child can figure out how to feel better. This will help them develop a belief that they aren’t actually helpless, even though they feel overwhelmed. Want to empower your tween even more? Ask them to help you create a Try This First list of your own. This is a nice way to subtly reveal your humanity to your child and give them an opportunity to think of someone’s needs outside of their own (a practice all adolescents benefit from, whenever possible). Your kid’s involvement helping with your list also encourages their buy-in for when you need time in the future for your own self-care.

A dry run for separation might start like this: “On Monday, you’ll have your first day of school. Let’s think about how we want to say goodbye and then practice it a few times so our bodies are ready for the moment when it comes!” Then come up with a short routine and practice it, maybe even acting out the walking away or taking a deep breath and using a mantra if a child feels sad. Even if your child becomes distressed, keep in mind that this rehearsal will not make your child more anxious; rather, it will allow your child to gain mastery and comfort with a tricky situation.

But a mountain of recent evidence suggests that teacher skill has less influence on a student’s performance than a completely different set of factors: namely, how much kids have learned from their parents, how hard they work at home, and whether the parents have instilled an appetite for education. If these home-based inputs are lacking, there is only so much a school can do. Schools have your kid for only seven hours a day, 180 days a year, or about 22 percent of the child’s waking hours. Nor is all that time devoted to learning, once you account for socializing and eating and getting to and from class. And for many kids, the first three or four years of life is all parents and no school.

You can’t separate how you approach life as a family and how your child will approach life as a thinker and learner. Your home is your child’s first workplace, first studio, first school — and your family members are your child’s first friends, first coworkers, first audience, first collaborators. You are his first mentor, and his siblings are his first teammates. You can’t separate learning from living. If your daily habits and routines don’t support your learning goals, you need to get them back into alignment. You want to build a family culture that celebrates and supports meaningful work. This is much more than saying the right thing — this is creating a lifestyle, a set of articulated beliefs, and a daily routine that encourage and sustain the life you want for your family. Building a family culture means being purposeful with your choices. What you say you value pales in importance next to the way you live from day to day, the choices you make, big and small.

On the first day of the second term, Yaw watched the new students amble in. They were always well-behaved children, these boys, having been handpicked for their brightness or their wealth in order to attend school, learn the white man’s book. In the walkways, on the way to his classroom, they would be so boisterous that it was possible to imagine them as they must have been in their villages, wrestling and singing and dancing before they knew what a book was, before their families knew that a book was a thing a child could want—need, even. Then, once they reached the classroom, once the textbooks were placed on their small wooden desks, they would grow quiet, spellbound. They were so quiet on that first day that Yaw could hear the baby birds on his window ledge, begging to be fed.

Amidst superabundance, even we in rich countries live in an omnipresent anxiety, craving "financial security" as we try to keep scarcity at bay. We make choices (even those having nothing to do with money) according to what we can "afford," and we commonly associate freedom with wealth. But when we pursue it, we find that the paradise of financial freedom is a mirage, receding as we approach it, and that the chase itself enslaves. The anxiety is always there, the scarcity always just one disaster away. We call that chase greed. Truly, it is a response to the perception of scarcity. Let me offer one more kind of evidence, for now meant to be suggestive rather than conclusive, for the artificiality or illusory nature of the scarcity we experience. Economics, it says on page one of textbooks, is the study of human behavior under conditions of scarcity. The expansion of the economic realm is therefore the expansion of scarcity, its incursion into areas of life once characterized by abundance. Economic behavior, particularly the exchange of money for goods, extends today into realms that were never before the subject of money exchanges. Take, for example, one of the great retail growth categories in the last decade: bottled water. If one thing is abundant on earth to the point of near-ubiquity, it is water, yet today it has become scarce, something we pay for. Child care has been another area of high economic growth in my lifetime. When I was young, it was nothing for friends or neighbors to watch each other's kids for a few hours after school, a vestige of village or tribal times when children ran free. My ex-wife Patsy speaks movingly of her childhood in rural Taiwan, where children could and did show up at any neighbor's house around dinner time to be given a bowl of rice. The community took care of the children. In other words, child care was abundant; it would have been impossible to open an after-school day care center. For something to become an object of commerce, it must be made scarce first. As the economy grows, by definition, more and more of human activity enters the realm of money, the realm of goods and services. Usually we associate economic growth with an increase in wealth, but we can also see it as impoverishment, an increase in scarcity. Things we once never dreamed of paying for, we must pay for today. Pay for using what? Using money, of course — money that we struggle and sacrifice to obtain. If one thing is scarce, it is surely money. Most people I know live in constant low-level (sometimes high-level) anxiety for fear of not having enough of it. And as the anxiety of the wealthy confirms, no amount is ever enough.

Spirited children need to hear: You feel uncomfortable the first day your stepsister comes to stay with us because it changes our routine. You can say, “I’m having a tough time.” Change is difficult for you, but you can change and you do all of the time. Remember last week when you… The shift from school to home is very tough for you, but together we can come up with a plan to make it better. You like to know what to expect. Let’s talk about the plan for the day. I think you are upset because you were surprised. I can wait for you to finish. Or, where would you like to save it? You can be flexible. Our family works together. I will respect you, but I also need you to work with me.

With captivating illustrations and an imaginative storyline, The First Day of School by Dr. Terance Shipman is a must-have for any child who is about to start school. Jedlie

With captivating illustrations and an imaginative storyline, The First Day of School by Dr. Terance Shipman is a must-have for any child who is about to start school. Jedlie Boston, MA USA

I love this book. It is a great book for any age to read. It brings back memories of my first day of kindergarten. Also it's a good book to help your child overcome fear of the first day. -Adrienne Swain

In the small village I'm from we had a very old custom. On a child's first day of school, the rabbi would give him a slate on which the first two letters of the Hebrew alphabet were written in honey. The rabbi asked the child to lick up the letters and go on to use the slate to learn to read and write. The child would always remember that learning was sweet like honey.

Yet the structure we have built to protect and nurture these children actually does the opposite. Imagine an impoverished six-year-old boy who rarely gets a healthy meal and rarely has parental supervision. He finally goes to school and falls in love with the first person who has ever been there every day for him—his first-grade teacher. She loves and encourages and teaches him. She won’t let the kids bully one another, and she makes sure he gets a good breakfast, lunch, and an after-school snack. Only the weekends are scary. The sixyear-old has a daily routine that includes a committed relationship for the very first time. Life is good; hope is learned. Then the school year ends, and this wonderful teacher says, “Good-bye. You will have a great teacher in second grade.” So the seven-year-old survives the short summer and begins the process all over. But now he has a homeroom teacher, a math and science teacher, a language arts teacher, and a music teacher. Which one is he to fall in love with? Who will fall in love with him? Each of these teachers has dozens of students to care for an hour at a time. And so, at the end of second grade it’s a little less painful to part with his teachers because he never really got to know them. But at least he was physically safe and was fed every day. And so, by the end of third grade, he hardly notices his teacher because he has formed a strong attachment to the friends who move along from class to class with him. They share multiple hours together daily. Instead of taking his signals of proper behavior from a committed adult, since he has none at home or school, he models his life after the future football captain, just as the girls in his class likely emulate the future prom queen. This child from an impoverished culture was taught, in effect, that no adult cares enough to hang out and teach him for more than the 150 hours required to complete a credit. And as he got older, he also learned that the teachers were not quite as able to physically protect him as when he and his classmates were small, and it’s humiliating to have to eat the government-provided free lunch. Even our elementary

For the time being, however, his bent was literary and religious rather than balletic. He loved, and what seventh grader doesn’t, the abstracter foxtrots and more metaphysical twists of a Dostoevsky, a Gide, a Mailer. He longed for the experience of some vivider pain than the mere daily hollowness knotted into his tight young belly, and no weekly stomp-and-holler of group therapy with other jejune eleven-year-olds was going to get him his stripes in the major leagues of suffering, crime, and resurrection. Only a bona-fide crime would do that, and of all the crimes available murder certainly carried the most prestige, as no less an authority than Loretta Couplard was ready to attest, Loretta Couplard being not only the director and co-owner of the Lowen School but the author, as well, of two nationally televised scripts, both about famous murders of the 20th Century. They’d even done a unit in social studies on the topic: A History of Crime in Urban America. The first of Loretta’s murders was a comedy involving Pauline Campbell, R.N., of Ann Arbor, Michigan, circa 1951, whose skull had been smashed by three drunken teenagers. They had meant to knock her unconscious so they could screw her, which was 1951 in a nutshell. The eighteen-year-olds, Bill Morey and Max Pell, got life; Dave Royal (Loretta’s hero) was a year younger and got off with twenty-two years. Her second murder was tragic in tone and consequently inspired more respect, though not among the critics, unfortunately. Possibly because her heroine, also a Pauline (Pauline Wichura), though more interesting and complicated had also been more famous in her own day and ever since. Which made the competition, one best-selling novel and a serious film biography, considerably stiffen Miss Wichura had been a welfare worker in Atlanta, Georgia, very much into environment and the population problem, this being the immediate pre-Regents period when anyone and everyone was legitimately starting to fret. Pauline decided to do something, viz., reduce the population herself and in the fairest way possible. So whenever any of the families she visited produced one child above the three she’d fixed, rather generously, as the upward limit, she found some unobtrusive way of thinning that family back to the preferred maximal size. Between 1989 and 1993 Pauline’s journals (Random House, 1994) record twenty-six murders, plus an additional fourteen failed attempts. In addition she had the highest welfare department record in the U.S. for abortions and sterilizations among the families whom she advised. “Which proves, I think,” Little Mister Kissy Lips had explained one day after school to his friend Jack, “that a murder doesn’t have to be of someone famous to be a form of idealism.” But of course idealism was only half the story: the other half was curiosity. And beyond idealism and curiosity there was probably even another half, the basic childhood need to grow up and kill someone.

The process that I have just described is profoundly powerful yet simple. It could be taught to a child, and hopefully one day it will be one of the first things children learn in school. Once you have understood the basic principle of being present as the watcher of what happens inside you — and you “understand” it by experiencing it — you have at your disposal the most potent transformational tool.

When I arrived at this all-white school that first day, all the white parents rushed in and pulled out their kids. They didn't want their children going to school with me. But why? I didn't understand. They had never met or even seen me before now, so how could they know what kind of person I was? But none of that mattered. I don't think they even saw a child. All they saw was the color of my skin. I was black, and that meant I didn't matter.

It's not until Uncle Ronnie returns from the grill with the final plate of burgers, settling into a seat at the head of the table, that it hits me. He makes himself a plate then gazes down the table, his eyes coming to rest on me and Deja. 'So how is school for you girls?' 'Grades okay?' And then I realize: he sees me as a child. It's like a bolt of lightning snaking down electric from the sky. Almost every day since I was thirteen, since my body first began to transform, I have moved through the world surrounded by men trying to convince me and themselves that there is no such thing as too young for a woman, or too old for a man, that there is no such thing as an unavailable female body. I have been moving through the world feeling like a glowing green light, green for go Go GO and Deja's uncle Ronnie is the first person in a long time to see me, not the red of my hair, but me and decide on his own to stop.