Child Care School Quotes

Was it the act of giving birth that made you a mother? Did you lose that label when you relinquished your child? If people were measured by their deeds, on the one hand, I had a woman who had chosen to give me up; on the other, I had a woman who'd sat up with me at night when I was sick as a child, who'd cried with me over boyfriends, who'd clapped fiercely at my law school graduation. Which acts made you more of a mother? Both, I realized. Being a parent wasn't just about bearing a child. It was about bearing witness to its life.

I’m a modern man, a man for the millennium. Digital and smoke free. A diversified multi-cultural, post-modern deconstruction that is anatomically and ecologically incorrect. I’ve been up linked and downloaded, I’ve been inputted and outsourced, I know the upside of downsizing, I know the downside of upgrading. I’m a high-tech low-life. A cutting edge, state-of-the-art bi-coastal multi-tasker and I can give you a gigabyte in a nanosecond! I’m new wave, but I’m old school and my inner child is outward bound. I’m a hot-wired, heat seeking, warm-hearted cool customer, voice activated and bio-degradable. I interface with my database, my database is in cyberspace, so I’m interactive, I’m hyperactive and from time to time I’m radioactive. Behind the eight ball, ahead of the curve, ridin the wave, dodgin the bullet and pushin the envelope. I’m on-point, on-task, on-message and off drugs. I’ve got no need for coke and speed. I've got no urge to binge and purge. I’m in-the-moment, on-the-edge, over-the-top and under-the-radar. A high-concept, low-profile, medium-range ballistic missionary. A street-wise smart bomb. A top-gun bottom feeder. I wear power ties, I tell power lies, I take power naps and run victory laps. I’m a totally ongoing big-foot, slam-dunk, rainmaker with a pro-active outreach. A raging workaholic. A working rageaholic. Out of rehab and in denial! I’ve got a personal trainer, a personal shopper, a personal assistant and a personal agenda. You can’t shut me up. You can’t dumb me down because I’m tireless and I’m wireless, I’m an alpha male on beta-blockers. I’m a non-believer and an over-achiever, laid-back but fashion-forward. Up-front, down-home, low-rent, high-maintenance. Super-sized, long-lasting, high-definition, fast-acting, oven-ready and built-to-last! I’m a hands-on, foot-loose, knee-jerk head case pretty maturely post-traumatic and I’ve got a love-child that sends me hate mail. But, I’m feeling, I’m caring, I’m healing, I’m sharing-- a supportive, bonding, nurturing primary care-giver. My output is down, but my income is up. I took a short position on the long bond and my revenue stream has its own cash-flow. I read junk mail, I eat junk food, I buy junk bonds and I watch trash sports! I’m gender specific, capital intensive, user-friendly and lactose intolerant. I like rough sex. I like tough love. I use the “F” word in my emails and the software on my hard-drive is hardcore--no soft porn. I bought a microwave at a mini-mall; I bought a mini-van at a mega-store. I eat fast-food in the slow lane. I’m toll-free, bite-sized, ready-to-wear and I come in all sizes. A fully-equipped, factory-authorized, hospital-tested, clinically-proven, scientifically- formulated medical miracle. I’ve been pre-wash, pre-cooked, pre-heated, pre-screened, pre-approved, pre-packaged, post-dated, freeze-dried, double-wrapped, vacuum-packed and, I have an unlimited broadband capacity. I’m a rude dude, but I’m the real deal. Lean and mean! Cocked, locked and ready-to-rock. Rough, tough and hard to bluff. I take it slow, I go with the flow, I ride with the tide. I’ve got glide in my stride. Drivin and movin, sailin and spinin, jiving and groovin, wailin and winnin. I don’t snooze, so I don’t lose. I keep the pedal to the metal and the rubber on the road. I party hearty and lunch time is crunch time. I’m hangin in, there ain’t no doubt and I’m hangin tough, over and out!

It is a fundamental truth that the responsibilities of motherhood cannot be successfully delegated. No, not to day-care centers, not to schools, not to nurseries, not to babysitters. We become enamored with men’s theories such as the idea of preschool training outside the home for young children. Not only does this put added pressure on the budget, but it places young children in an environment away from mother’s influence. Too often the pressure for popularity, on children and teens, places an economic burden on the income of the father, so mother feels she must go to work to satisfy her children’s needs. That decision can be most shortsighted. It is mother’s influence during the crucial formative years that forms a child’s basic character. Home is the place where a child learns faith, feels love, and thereby learns from mother’s loving example to choose righteousness. How vital are mother’s influence and teaching in the home—and how apparent when neglected!

1. Write every day 2. Write what interests you. 3. Write for the child inside of you. (Or the adult, if you are writing adult books.) 4. Write with honest emotion 5. Be careful of being facile 6. Be wary of preaching 7. Be prepared for serendipity Finally I would remind you of something that Churchill told a group of school boys: "Never give up. Never give up. Never, never, never give up.

The key to activating maturation is to take care of the attachment needs of the child. To foster independance we must first invite dependance; to promote individuation we must provide a sense of belonging and unity; to help the child separate we must assume the responsibility for keeping the child close. We help a child let go by providing more contact and connection than he himself is seeking. When he asks for a hug, we give him a warmer one than he is giving us. We liberate children not by making them work for our love but by letting them rest in it. We help a child face the separation involved in going to sleep or going to school by satisfying his need for closeness.

When I wasn't at school, I was experimenting at home, and became a bit of a Mad Scientist. I did hours of research on mayonnaise, for instance, and though no one else seemed to care about it, I thought it was utterly fascinating....By the end of my research, I believe, I had written more on the subject of mayonnaise than anyone in history.

Loneliness is a form of narcissism. A mother who is in harmony with her child, who understands her place in her child's life and her role in society, is never lonely. Through caring for her child, all her needs are fulfilled.

...I found myself pondering the specific Christian American obsession with abortion and gay rights. For million of Americans, these are the great societal "sins" of the day. It isn't bogus wars, systemic poverty, failing schools, child abuse, domestic violence, health care for profit, poorly paid social workers, under-funded hospitals, gun saturation, or global warming that riles or worries the conservative, Bible-believers of America." pg33

all my life I have never heard a mother call out to her child as he or she goes off to school, “Take a lot of risks today, darling.” She is more likely to convey to her child, “Be careful, darling.” This “Be careful” carries with it a double message: “The world is really dangerous out there” … and … “you won’t be able to handle it.” What Mom is really saying, of course, is, “If something happens to you, I won’t be able to handle it.” You see, she is only passing on her lack of trust in her ability to handle what comes her way.

When my child was bullied and called names for years, you all didn’t care. Now all of a sudden, since he/she is taking up for him/herself, it’s a problem.

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..

Simply read a child’s story that he or she is writing for school, and you will discover some of the inner struggles with which the young person is trying to cope.

In all my life I have never heard a mother call out to her child as he or she goes off to school, “Take a lot of risks today, darling.” She is more likely to convey to her child, “Be careful, darling.

Dear Mommy I’m doing really good, I get all A’s in school And I don’t cry at bedtime anymore, Though my new mom said I could. I remember how much you hate tears, You slapped them out of me To make me strong, I think it worked. I learned to use a microscope And my hair grew two inches. It’s pretty, just like yours. I’m not allowed to clean the house, Only my own room, Isn’t that a funny rule? You say kids are so much trouble Getting born, they better pay it back. I’m not supposed to take care Of the other kids, only me, I sort of like it. I still get the hole in my stomach When I do something wrong, I have a saying on my mirror “Kids make mistakes, It’s OK,” I read it every day, Sometimes I even believe it. I wonder if you ever think of me Or if you’re glad the troublemaker’s gone, I never want to see you again. I love you, Mommy.

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.

It is not an easy thing to do, walk away from what you’ve built and save yourself. Destroying Phoebe’s marriage felt like destroying herself. Walking out of the classroom felt like killing the twenty-two-year-old who tried to save her own life by applying to graduate school. It is so much easier to sit in things and wait for something to save us. For the past two years, Phoebe sat in the bad things the way she used to sit in the snow as a child. An hour would go by and it would be very hard for her to get back up. Eventually she looked down at her toes and became confused: Why are they frozen? It was her father who picked her up, said, It’s time to come inside. But now she has to learn when it’s time to come inside. She has to learn to check in with her toes when nobody else is looking. To care for them when no one else will.

I don’t consider myself especially smart. Over the years, I have met many people born with what seemed to be a photographic memory, a gift for learning effortlessly. One of my elementary school classmates could hear something once and remember it forever. That wasn’t me; it has never been me. But even as a young child, I understood something critical: What I lacked in natural ability, I could make up for in effort. I could work harder, put in more hours, do more, and do it with greater care.

The Ashanti, he reminded me, are guided by, and survive through, the forces of kinship and ancestral linkage. "We take care of each other on earth," he said. "If a family member asks for help, I give it. When a family member needs money for school fees or hospital bills, I send it. And my whole extended family loves you as if you are their child. We take care of each other's children. We raise each other's children. My cousins are my brothers and sisters. My aunts are also my mothers. Your aunts are your mothers, especially Auntie Harriet because she is my eldest sister. You will never be alone in this world." "And do you really believe our ancestors are watching over us?" I asked. He smiled. "I believe in the power of remembrance," he said. "And I believe love does not die with the body.

Another subtle but worrisome effect television has on its viewers is its tendency to promote passivity and a lack of creativity. Watching television requires little mental activity on the viewer’s part. You simply sit and let the images flow by. Some research suggests that this sort of nonparticipatory viewing fosters a short attention span, making it hard for children to apply themselves in school. Obesity

If any lesson may be learned from the academic breakthroughs achieved by Pineapple and Jeremy, it is not that we should celebrate exceptionality of opportunity but that the public schools themselves in neighborhoods of widespread destitution ought to have the rich resources, small classes, and well-prepared and well-rewarded teachers that would enable us to give to every child the feast of learning that is now available to children of the poor only on the basis of a careful selectivity or by catching the attention of empathetic people like the pastor of a church or another grown-up whom they meet by chance. Charity and chance and narrow selectivity are not the way to educate children of a genuine democracy.

Anyone who truly cares about children must be repelled by the insistence on ranking them, rating them, and labeling them. Whatever the tests measure is not the sum and substance of any child. The tests do not measure character, spirit, heart, soul, potential. When overused and misused, when attached to high stakes, the tests stifle the very creativity and ingenuity that our society needs most. Creativity and ingenuity stubbornly resist standardization. Tests should be used sparingly to help students and teachers, not to allocate rewards and punishments and not to label children and adults by their scores.

The negative focus on single black motherhood is also not about helping black communities. If it were, those who rail against unmarried mothers would spend at least equal time calling for affordable family planning and reproductive health care, universal access to good child care, improved urban school systems, a higher minimum wage, and college education that doesn't break the banks of average people. And they would admit that the welfare-queen image is a distortion and a distraction.

Take childcare for example, an issue that never gets much support beyond lip service in the feminist world, despite it being something that would benefit the majority of women. Once you reach a certain income level, it’s easier and more convenient for you to take care of your own childcare needs than to pay the taxes or contribute to a system that would help all women. If your child is in a failing school, it’s much more convenient to place your child in a private or charter school than to organize ways to improve the situation for the entire community. This also applies to expanding social welfare programs, supporting community clinics, and so on. As a woman’s ability to take care of herself expands thanks to feminist efforts, the feminist goals she’s willing to really fight for, or contribute time and money and effort to, shrink.

You are a strange child, Miss Jane,” she said, as she looked down at me; “a little roving, solitary thing: and you are going to school, I suppose?” I nodded. “And won’t you be sorry to leave poor Bessie?” “What does Bessie care for me? She is always scolding me.” “Because you’re such a queer, frightened, shy little thing. You should be bolder.

Imagine what it must be like for teenagers who don't feel they have room to breathe in their own homes. If you are a parent reading this book, you care about your child. If she is quirky, unusual, or nonconformist, ask yourself whether you are doing everything you can to nurture her unusual interests, style, or skills, or whether instead you are directly or subtly pushing her to hide them.

Only Jesus can hold things like this in tandem. Only Jesus can simultaneously attend to the one with the broken foot and the one with stage IV cancer. Only Jesus can concurrently care about the child withering away from starvation and the child weeping over his parents’ divorce. Only Jesus can cry with the girl sobbing over a high school breakup and the wife who is widowed, left with mouths to feed and an empty bed. He is the only one who can see that all pain is real and valid, regardless of how the world would rank it. He is the only one who can validate our suffering—and he does.

Our teachers forgot to mention that by throwing our tassels in the air, we throw every shit anyone can ever give about us. The world says it cares, but it goes ahead and does something different. I wish we weren’t cared for later than we’re supposed to be cared for. It's like: 'You graduated college. There’s no way you have any trace of still being a scared child. Oh, you fucked up? Here’s a jail cell.

I find myself increasingly shocked at the unthinking and automatic rubbishing of men which is now so part of our culture that it is hardly even noticed. Great things have been achieved through feminism. We now have pretty much equality at least on the pay and opportunities front, though almost nothing has been done on child care, the real liberation. We have many wonderful, clever, powerful women everywhere, but what is happening to men? Why did this have to be at the cost of men? I was in a class of nine- and ten-year-olds, girls and boys, and this young woman was telling these kids that the reason for wars was the innately violent nature of men. You could see the little girls, fat with complacency and conceit while the little boys sat there crumpled, apologising for their existence, thinking this was going to be the pattern of their lives. The teacher tried to catch my eye, thinking I would approve of this rubbish. This kind of thing is happening in schools all over the place and no one says a thing. It has become a kind of religion that you can't criticise because then you become a traitor to the great cause, which I am not. It is time we began to ask who are these women who continually rubbish men. The most stupid, ill-educated and nasty woman can rubbish the nicest, kindest and most intelligent man and no one protests. Men seem to be so cowed that they can't fight back, and it is time they did.

Filth, filth, filth, from morning to night. I know they're poor but they could wash. Water is free and soap is cheap. Just look at that arm, nurse.' The nurse looked and clucked in horror. Francie stood there with the hot flamepoints of shame burning her face. The doctor was a Harvard man, interning at the neighborhood hospital. Once a week, he was obliged to put in a few hours at one of the free clinics. He was going into a smart practice in Boston when his internship was over. Adopting the phraseology of the neighborhood, he referred to his Brooklyn internship as going through Purgatory, when he wrote to his socially prominent fiancee in Boston. The nurse was as Williamsburg girl... The child of poor Polish immigrants, she had been ambitious, worked days in a sweatshop and gone to school at night. Somehow she had gotten her training... She didn't want anyone to know she had come from the slums. After the doctor's outburst, Francie stood hanging her head. She was a dirty girl. That's what the doctor meant. He was talking more quietly now asking the nurse how that kind of people could survive; that it would be a better world if they were all sterilized and couldn't breed anymore. Did that mean he wanted her to die? Would he do something to make her die because her hands and arms were dirty from the mud pies? She looked at the nurse... She thought the nurse might say something like: Maybe this little girl's mother works and didn't have time to wash her good this morning,' or, 'You know how it is, Doctor, children will play in the dirt.' But what the nurse actuallly said was, 'I know, Isn't it terrible? I sympathize with you, Doctor. There is no excuse for these people living in filth.' A person who pulls himself up from a low environment via the bootstrap route has two choices. Having risen above his environment, he can forget it; or, he can rise above it and never forget it and keep compassion and understanding in his heart for those he has left behind him in the cruel upclimb. The nurse had chosen the forgetting way. Yet, as she stood there, she knew that years later she would be haunted by the sorrow in the face of that starveling child and that she would wish bitterly that she had said a comforting word then and done something towards the saving of her immortal soul. She had the knowledge that she was small but she lacked the courage to be otherwise. When the needle jabbed, Francie never felt it. The waves of hurt started by the doctor's words were racking her body and drove out all other feeling. While the nurse was expertly tying a strip of gauze around her arm and the doctor was putting his instrument in the sterilizer and taking out a fresh needle, Francie spoke up. My brother is next. His arm is just as dirty as mine so don't be suprised. And you don't have to tell him. You told me.' They stared at this bit of humanity who had become so strangely articulate. Francie's voice went ragged with a sob. 'You don't have to tell him. Besides it won't do no godd. He's a boy and he don't care if he is dirty.'... As the door closed, she heard the doctor's suprised voice. I had no idea she'd understand what I was saying.' She heard the nurse say, 'Oh, well,' on a sighing note.

Loneliness is a form of narcissism. A mother who is in harmony with her child, who understands her place in her child’s life and her role in society, is never lonely. Through caring for her child, all her needs are fulfilled.

This framing accents the importance of building a tidier system, one that incorporates the array of existing child care centers, then pushes to make their classrooms more uniform, with a socialization agenda "aligned" with the curricular content that first or second graders are expected to know. Like the common school movement, uniform indicators of quality, centralized regulation, more highly credientialed teachers are to ensure that instruction--rather than creating engaging activities for children to explore--will be delivered in more uniform ways. And the state signals to parents that this is now the appropriate way to raise one's three- or four-year-old. Modern child rearing is equated with systems building in the eyes of universal pre-kindergarten advocates--and parents hear this discourse through upbeat articles in daily newspapers, public service annoucement, and from school authorities.

She had to save herself from every last one of them. All of them, the people at the orphanage, the foster care system, the middle school, they were all outsiders and strangers and a possible threat.....The counselor couldn't prove otherwise.

Fairy tales, fantasy, legend and myth...these stories, and their topics, and the symbolism and interpretation of those topics...these things have always held an inexplicable fascination for me," she writes. "That fascination is at least in part an integral part of my character — I was always the kind of child who was convinced that elves lived in the parks, that trees were animate, and that holes in floorboards housed fairies rather than rodents. You need to know that my parents, unlike those typically found in fairy tales — the wicked stepmothers, the fathers who sold off their own flesh and blood if the need arose — had only the best intentions for their only child. They wanted me to be well educated, well cared for, safe — so rather than entrusting me to the public school system, which has engendered so many ugly urban legends, they sent me to a private school, where, automatically, I was outcast for being a latecomer, for being poor, for being unusual. However, as every cloud does have a silver lining — and every miserable private institution an excellent library — there was some solace to be found, between the carved oak cases, surrounded by the well–lined shelves, among the pages of the heavy antique tomes, within the realms of fantasy. Libraries and bookshops, and indulgent parents, and myriad books housed in a plethora of nooks to hide in when I should have been attending math classes...or cleaning my room...or doing homework...provided me with an alternative to a reality I didn't much like. Ten years ago, you could have seen a number of things in the literary field that just don't seem to exist anymore: valuable antique volumes routinely available on library shelves; privately run bookshops, rather than faceless chains; and one particular little girl who haunted both the latter two institutions. In either, you could have seen some variation upon a scene played out so often that it almost became an archetype: A little girl, contorted, with her legs twisted beneath her, shoulders hunched to bring her long nose closer to the pages that she peruses. Her eyes are glued to the pages, rapt with interest. Within them, she finds the kingdoms of Myth. Their borders stand unguarded, and any who would venture past them are free to stay and occupy themselves as they would.

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

If a free people is going to be reproduced, it will require watering and revivifying and owning anew older traditions and awaking the curiosity in the soul of each citizen. National greatness will not be recovered via a mindless expansion of bureaucratized schooling. Seventy years ago, Dorothy Sayers wrote, 'Sure, we demand another grant of money, we postpone the school leaving age and plan to build bigger and better schools. We demand that teachers further slave conscientiously in and out of school hours. But to what end? I believe,' Sayers lamented, 'all this devoted effort is largely frustrated because we have no definable goal for each child to become a fully formed adult. We have lost the tools of learning, sacrificing them to the piecemeal, subject matter approach of bureaucratized schooling that finally compromises to produce passive rather than active emerging adults. But our kids are not commodities, they are plants. They require a protected environment, and care, and feeding, but most basically, an internal yearning to grow toward the sunlight. What we need is the equipping of each child with those lost tools.

But whenever I tried to pin down this idea of self-esteem, the specific qualities we hoped to inculcate, the specific means by which we might feel good about ourselves, the conversation always seemed to follow a path of infinite regress. Did you dislike yourself because of your color or because you couldn’t read and couldn’t get a job? Or perhaps it was because you were unloved as a child—only, were you unloved because you were too dark? Or too light? Or because your mother shot heroin into her veins … and why did she do that anyway? Was the sense of emptiness you felt a consequence of kinky hair or the fact that your apartment had no heat and no decent furniture? Or was it because deep down you imagined a godless universe? Maybe one couldn’t avoid such questions on the road to personal salvation. What I doubted was that all the talk about self-esteem could serve as the centerpiece of an effective black politics. It demanded too much honest self-reckoning from people; without such honesty, it easily degenerated into vague exhortation. Perhaps with more self-esteem fewer blacks would be poor, I thought to myself, but I had no doubt that poverty did nothing for our self-esteem. Better to concentrate on the things we might all agree on. Give that black man some tangible skills and a job. Teach that black child reading and arithmetic in a safe, well-funded school. With the basics taken care of, each of us could search for our own sense of self-worth.

One of the longest-running public health studies dates from the 1970s, when half of the families in a number of villages in Bangladesh were given contraceptives and the other half were not. Twenty years later, the mothers who took contraceptives were healthier. Their children were better nourished. Their families had more wealth. The women had higher wages. Their sons and daughters had more schooling. The reasons are simple: When the women were able to time and space their pregnancies, they were more likely to advance their education, earn an income, raise healthy children, and have the time and money to give each child the food, care, and education needed to thrive. When children reach their potential, they don’t end up poor. This is how families and countries get out of poverty. In fact, no country in the last fifty years has emerged from poverty without expanding access to contraceptives.

The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass.

I was very fond of strange stories when I was a child. In my village-school days, I used to buy stealthily popular novels and historical recitals. Fearing that my father and my teacher might punish me for this and rob me of these treasures, I carefully hid them in secret places where I could enjoy them unmolested. As I grew older, my love for strange stories became even stronger, and I learned of things stranger than what I had read in my childhood. When I was in my thirties, my memory was full of these stories accumulated through years of eager seeking. l have always admired such writers of the T'ang Dynasty as Tuan Ch'eng-shih [author of the Yu-yang tsa-tsu] and Niu Sheng [author of the Hsuan-kuai lu]. Who wrote short stories so excellent in portrayal of men and description of things. I often had the ambition to write a book (of stories) which might be compared with theirs. But I was too lazy to write, and as my laziness persisted, I gradually forgot most of the stories which I had learned. Now only these few stories, less than a score, have survived and have so successfully battled against my laziness that they are at last written down. Hence this Book of Monsters. I have sometimes laughingly said to myself that it is not I who have found these ghosts and monsters, but they, the monstrosities themselves, which have found me! ... Although my book is called a book or monsters, it is not confined to them: it also records the strange things of the human world and sometimes conveys a little bit of moral lesson.

We “bowl alone,” as sociologist Robert Putnam has put it. Yet this fails to account for a monumental shift in whom we join and for what. We still join together, but now we join for services too expensive to purchase alone—child care, the schools our children attend, recreational facilities, and security...

There's one big difference between the poor and the rich,' Kite says, taking a drag from his cigarette. We are in a pub, at lunch-time. John Kite is always, unless stated otherwise, smoking a fag, in a pub, at lunch-time. 'The rich aren't evil, as so many of my brothers would tell you. I've known rich people -- I have played on their yachts -- and they are not unkind, or malign, and they do not hate the poor, as many would tell you. And they are not stupid -- or at least, not any more than the poor are. Much as I find amusing the idea of a ruling class of honking toffs, unable to put their socks on without Nanny helping them, it is not true. They build banks, and broker deals, and formulate policy, all with perfect competency. 'No -- the big difference between the rich and the poor is that the rich are blithe. They believe nothing can ever really be so bad, They are born with the lovely, velvety coating of blitheness -- like lanugo, on a baby -- and it is never rubbed off by a bill that can't be paid; a child that can't be educated; a home that must be left for a hostel, when the rent becomes too much. 'Their lives are the same for generations. There is no social upheaval that will really affect them. If you're comfortably middle-class, what's the worst a government policy could do? Ever? Tax you at 90 per cent and leave your bins, unemptied, on the pavement. But you and everyone you know will continue to drink wine -- but maybe cheaper -- go on holiday -- but somewhere nearer -- and pay off your mortgage -- although maybe later. 'Consider, now, then, the poor. What's the worst a government policy can do to them? It can cancel their operation, with no recourse to private care. It can run down their school -- with no escape route to a prep. It can have you out of your house and into a B&B by the end of the year. When the middle-classes get passionate about politics, they're arguing about their treats -- their tax breaks and their investments. When the poor get passionate about politics, they're fighting for their lives. 'Politics will always mean more to the poor. Always. That's why we strike and march, and despair when our young say they won't vote. That's why the poor are seen as more vital, and animalistic. No classical music for us -- no walking around National Trust properties, or buying reclaimed flooring. We don't have nostalgia. We don't do yesterday. We can't bear it. We don't want to be reminded of our past, because it was awful; dying in mines, and slums, without literacy, or the vote. Without dignity. It was all so desperate, then. That's why the present and the future is for the poor -- that's the place in time for us: surviving now, hoping for better, later. We live now -- for our instant, hot, fast treats, to prep us up: sugar, a cigarette, a new fast song on the radio. 'You must never, never forget, when you talk to someone poor, that it takes ten times the effort to get anywhere from a bad postcode, It's a miracle when someone from a bad postcode gets anywhere, son. A miracle they do anything at all.

They suspected that children learned best through undirected free play—and that a child’s psyche was sensitive and fragile. During the 1980s and 1990s, American parents and teachers had been bombarded by claims that children’s self-esteem needed to be protected from competition (and reality) in order for them to succeed. Despite a lack of evidence, the self-esteem movement took hold in the United States in a way that it did not in most of the world. So, it was understandable that PTA parents focused their energies on the nonacademic side of their children’s school. They dutifully sold cupcakes at the bake sales and helped coach the soccer teams. They doled out praise and trophies at a rate unmatched in other countries. They were their kids’ boosters, their number-one fans. These were the parents that Kim’s principal in Oklahoma praised as highly involved. And PTA parents certainly contributed to the school’s culture, budget, and sense of community. However, there was not much evidence that PTA parents helped their children become critical thinkers. In most of the countries where parents took the PISA survey, parents who participated in a PTA had teenagers who performed worse in reading. Korean parenting, by contrast, were coaches. Coach parents cared deeply about their children, too. Yet they spent less time attending school events and more time training their children at home: reading to them, quizzing them on their multiplication tables while they were cooking dinner, and pushing them to try harder. They saw education as one of their jobs.

The following is a list of some expectations parents have: • Be fair. • Be caring. • Be consistent. • Keep them informed. • Keep their child safe. • Show respect. • Work with them. • Make sure your faculty is teaching their children what they need to know. • Make school an enjoyable experience for their children.

It puzzled him that she did not mourn all the things she could have been. Was it a quality inherent in women, or did they just learn to shield their personal regrets, to suspend their lives, subsume themselves in child care? She browsed online forums about tutoring and music and schools, and she told him what she had discovered as though she truly felt the rest of the world should be as interested as she was in how music improved the mathematics skills of nine-year-olds. Or she would spend hours on the phone talking to her friends, about which violin teacher was good and which tutorial was a waste of money. One day, after

Over the past twenty years, Maher watched that pattern play out again and again as major clothing brands made demands on suppliers in Bangladesh to lower their prices while also completing orders faster and constantly improving their workplace and environmental standards. Fakir Fashion has implemented certified projects to treat its wastewater, harvest rainwater, use more solar power, provide meals and child care for workers, hire workers with disabilities, build schools in the local area and more. They have been unable to pass on any of the expenses of these improvements to apparel brands or consumers, who continue to want more for less.

We have been slowly and deliberately taught that monarchies and kings are bad things, and papal supervision of any kind of government, even over its morals, is a very bad thing. The obvious truth, that a bad king can be a bad thing, but that a good king is always a blessedly good thing and that the Pope is the divinely constituted guardian of faith and morals for the whole world, is carefully kept from the realization of every school child and man and woman. Scarcely anyone is ever told any more that France, Spain and Portugal, Poland and Hungary, England and Sweden, all had kings and queens who were saints, and who ruled their lands gloriously and brought untold happiness and well-being to their subjects.

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.

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.

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")

The concept of resilience is used in our field. But if you look carefully at the biology after a traumatic experience-all the way down to the way genes are expressed-trauma will change everyone in some way. And those changes will be there even if they don’t result in any apparent ‘real life’ problems for the person, even if the person demonstrates resilience. A child may continue to do just as well in school, for example, but it takes much more energy and effort. Or we may find that a child is able to return to his previous level of emotional functioning, but changes in his neuroendocrine system may make him more likely to develop diabetes. This is, in essence, what the ACE studies have demonstrated. Adversity impacts the developing child. Period. What that impact will be, when it may manifest, how it maybe ‘buffered’-we can’t always say. But developmental trauma will always influence our body and brain.

For a woman who has chosen family as well as work, there’s never time, and yet somehow time is given to us as time is given to the man who must sail a ship or chart the stars. For most writers it takes many manuscripts before enough royalties are coming in to pay for a roof over the head and bread on the table. Other jobs must often be found to take care of bread and butter. A certain amount of stubbornness—pig-headedness—is essential. — I’m often asked how my children feel about my work, and I have to reply, “Ambivalent.” Our firstborn observed to me many years ago, when she was a grade-school child, “Nobody else’s mother writes books.” But she also said, around the same time, “Mother, you’ve been very cross and edgy with us lately, and we’ve noticed that you haven’t been writing, and we wish you’d get back to the typewriter.” A wonderfully freeing remark. I had to learn that I was a better mother and wife when I was working than when I was not.

Today Is A New Day/New Beginning 1. Send a food hamper to a less fortunate family 2.Tutor a neighborhood child at no cost 3.Give an elderly or disabled neighbor a ride to church 4.Buy a birthday gift for a less fortunate child 5. Donate school supplies to a nearby school 6.Donate to a Children’s charity 7. Donate new books to a library 8.Send military care packages to deployed Service members 9.Send cards to the sick in a Nursing Facility/Shut-ins 10.Cook and serve meals at a Homeless Shelter

The same question might be asked about the educational system. In 2016, an American professor and Fulbright scholar named William Doyle, just returned from a semester-long appointment at the University of Eastern Finland, wrote in the Los Angeles Times that for those five months, his family “experienced a stunningly stress-free, and stunningly good, school system.” His seven-year-old son was placed in the youngest class—not because of some developmental delay, but because children younger than seven “don’t receive formal academic training . . . Many are in day care and learn through play, songs, games and conversation.” Once in school, children get a mandated fifteen-minute outdoor recess break for every forty-five minutes of in-class instruction. The educational mantras Doyle remembers hearing the most while there: “‘Let children be children,’ ‘The work of a child is to play,’ and ‘Children learn best through play.’” And as far as outcomes go? Finland consistently ranks at or near the top of educational test score results in the Western world and has been ranked the most literate nation on Earth.[17] “The message that competition is appropriate, desirable, required, and even unavoidable is drummed into us from nursery school to graduate school; it is the subtext of every lesson,” writes educational consultant Alfie Kohn in his excellent book No Contest: The Case Against Competition: Why We Lose in Our Race to Win, which documents the negative impact of competition on genuine learning, and how

The Public School, then, was right to eject a child who did not learn. Because what the child was learning was not merely facts or the basis of a money-making or even useful career. It went much deeper. The child learned that certain things in the culture around him were worth preserving at any cost. His values were fused with some objective human enterprise. And so he himself became a part of the tradition handed down to him; he maintained his heritage during his lifetime and even improved on it. He cared.

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

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

Make school affordable. For example, provide family stipends for keeping girls in school. Help girls overcome health barriers. For example, offer deworming treatments. Reduce the time and distance to get to school. For example, provide girls with bikes. Make schools more girl-friendly. For example, offer child-care programs for young mothers. Improve school quality. For example, invest in more and better teachers. Increase community engagement. For example, train community education activists. Sustain girls’ education during emergencies. For example, establish schools in refugee camps. Today,

It is a truth universally acknowledged that a child in possession of a good instructor must be in want of an education. Alas, kids don’t care. It’s impossible to demand inspiration, passion, or self-discipline without affinity for learning. Let me rephrase that: you can’t coerce caring. Adults try! We use grades, little statues, and ice cream sundaes to prod kids into reading, diagramming sentences, and practicing piano. Meanwhile that same child will stand in the hot sun for five hours shooting free throws to break a personal record. No reward except satisfaction. How do we get more of that into traditional school subjects?

attachment is the first priority of living things. It is only when there is some release from this preoccupation that maturation can occur. In plants, the roots must first take hold for growth to commence and bearing fruit to become a possibility. For children, the ultimate agenda of becoming viable as a separate being can take over only when their needs are met for attachment, for nurturing contact, and for being able to depend on the relationship unconditionally. Few parents, and even fewer experts, understand this intuitively. “When I became a parent,” one thoughtful father who did understand said to me, “I saw that the world seemed absolutely convinced that you must form your children — actively form their characters rather than simply create an environment in which they can develop and thrive. Nobody seemed to get that if you give them the loving connection they need, they will flourish.” The key to activating maturation is to take care of the attachment needs of the child. To foster independence we must first invite dependence; to promote individuation we must provide a sense of belonging and unity; to help the child separate we must assume the responsibility for keeping the child close. We help a child let go by providing more contact and connection than he himself is seeking. When he asks for a hug, we give him a warmer one than he is giving us. We liberate children not by making them work for our love but by letting them rest in it. We help a child face the separation involved in going to sleep or going to school by satisfying his need for closeness. Thus the story of maturation is one of paradox: dependence and attachment foster independence and genuine separation. Attachment is the womb of maturation. Just as the biological womb gives birth to a separate being in the physical sense, attachment gives birth to a separate being in the psychological sense. Following physical birth, the developmental agenda is to form an emotional attachment wombfor the child from which he can be born once again as an autonomous individual, capable of functioning without being dominated by attachment drives.

People who learned Eric and I wanted to adopt a child often told us stories of adoptions gone wrong. The adopted child incapable of attachment. Who became a drug addict, a runaway, who drained bank accounts, ruined marriages. "I have a friend who adopted," these stories began. "It was a nightmare."... And their stories did make me afraid, convinced me I was the vulnerable one whose life was at risk. Listening, I'd forget the abandoned, the neglected, the children curled on the floor of some empty-cabinet kitchen or crying in some school bathroom stall or shaking in some crib. I'd forget that these children belong to all of us. If they wield knives in the dark or hit heads against walls or refuse to speak, they signal our failure, not theirs.

Free and accessible child care has always been a fundamental demand of the women’s movement, but the legislative efforts to pass such measures have failed. “Everything that our generation asked for as feminists was getting the identical things of what boys had—access to the Ivy League or professional schools or corporate America,” said psychiatrist Anna Fels. “Women now are up against a much deeper structural problem. The workplace is designed around the male life cycle and there is no allowance for children and family. There’s a fragile new cultural ideal—that both the husband and wife work. But when these families are under the real pressure of having a baby or two, there’s a collapse back to old cultural norms and these young parents go back to the default tradition.

Patriotism comes from the same Latin word as father. Blind patriotism is collective transference. In it the state becomes a parent and we citizens submit our loyalty to ensure its protection. We may have been encouraged to make that bargain from our public school education, our family home, religion, or culture in general. We associate safety with obedience to authority, for example, going along with government policies. We then make duty, as it is defined by the nation, our unquestioned course. Our motivation is usually not love of country but fear of being without a country that will defend us and our property. Connection is all-important to us; excommunication is the equivalent of death, the finality we can’t dispute. Healthy adult loyalty is a virtue that does not become blind obedience for fear of losing connection, nor total devotion so that we lose our boundaries. Our civil obedience can be so firm that it may take precedence over our concern for those we love, even our children. Here is an example: A young mother is told by the doctor that her toddler is allergic to peanuts and peanut oil. She lets the school know of her son’s allergy when he goes to kindergarten. Throughout his childhood, she is vigilant and makes sure he is safe from peanuts in any form. Eighteen years later, there is a war and he is drafted. The same mother, who was so scrupulously careful about her child’s safety, now waves goodbye to him with a tear but without protest. Mother’s own training in public school and throughout her life has made her believe that her son’s life is expendable whether or not the war in question is just. “Patriotism” is so deeply ingrained in her that she does not even imagine an alternative, even when her son’s life is at stake. It is of course also true that, biologically, parents are ready to let children go just as the state is ready to draft them. What a cunning synchronic-ity. In addition, old men who decide on war take advantage of the timing too. The warrior archetype is lively in eighteen-year-olds, who are willing to fight. Those in their mid-thirties, whose archetype is being a householder and making a mark in their chosen field, will not show an interest in battlefields of blood. The chiefs count on the fact that young braves will take the warrior myth literally rather than as a metaphor for interior battles. They will be willing to put their lives on the line to live out the collective myth of societies that have not found the path of nonviolence. Our collective nature thus seems geared to making war a workable enterprise. In some people, peacemaking is the archetype most in evidence. Nature seems to have made that population smaller, unfortunately. Our culture has trained us to endure and tolerate, not to protest and rebel. Every cell of our bodies learned that lesson. It may not be virtue; it may be fear. We may believe that showing anger is dangerous, because it opposes the authority we are obliged to appease and placate if we are to survive. This explains why we so admire someone who dares to say no and to stand up or even to die for what he believes. That person did not fall prey to the collective seduction. Watching Jeopardy on television, I notice that the audience applauds with special force when a contestant risks everything on a double-jeopardy question. The healthy part of us ardently admires daring. In our positive shadow, our admiration reflects our own disavowed or hidden potential. We, too, have it in us to dare. We can stand up for our truth, putting every comfort on the line, if only we can calm our long-scared ego and open to the part of us that wants to live free. Joseph Campbell says encouragingly, “The part of us that wants to become is fearless.” Religion and Transference Transference is not simply horizontal, from person to person, but vertical from person to a higher power, usually personified as God. When

What scientists haven’t realized until recently is that these risk factors have an upside. In other words, the sensitivities and the strengths are a package deal. High-reactive kids who enjoy good parenting, child care, and a stable home environment tend to have fewer emotional problems and more social skills than their lower-reactive peers, studies show. Often they’re exceedingly empathic, caring, and cooperative. They work well with others. They are kind, conscientious, and easily disturbed by cruelty, injustice, and irresponsibility. They’re successful at the things that matter to them. They don’t necessarily turn into class presidents or stars of the school play, Belsky told me, though this can happen, too: “For some it’s becoming the leader of their class. For others it takes the form of doing well academically or being well-liked.

Wasn’t it Pieter Stuyvesant who said that first boatload of Jews could stay in New Amsterdam only as long as they took care of their own and asked for nothing? So take care of ourselves we did. They always told us how lucky we were to grow up in the Orphaned Hebrews Home, schooling us in its illustrious history. Didn’t we weather the blizzard of 1888, kept warm by our own stockpile of coal, fed from the ovens of our own bakery? And while children all over the city succumbed to cholera at the turn of the century, didn’t we emerge unscathed, the city’s water filtered before it reached our lips? After the Great War, people fell to influenza by the tens of thousands, but in the Home not a single child died. No matter how impressive, though, our Home was a kind of ghetto, the scrape of metal as the gates swung shut the same sound in Manhattan as in Venice. I

I know a family who has a son and a daughter, a year apart in age, both brilliant at school. When the boy is hungry, the parents say to the girl, ‘Go and cook Indomie noodles for your brother.’ The girl doesn’t like to cook Indomie noodles, but she is a girl and she has to. What if the parents, from the beginning, taught both children to cook them? Cooking, by the way, is a useful and practical life skill for a boy to have. I’ve never thought it made much sense to leave such a crucial thing – the ability to nourish oneself – in the hands of others. I know a woman who has the same degree and same job as her husband. When they get back from work, she does most of the housework, which is true for many marriages, but what struck me was that whenever he changed the baby’s nappy, she said thank you to him. What if she saw it as something normal and natural, that he should help care for his child?

What’s the most frightening thing to a child? The pain of being the outsider, of looking ridiculous to others, of being teased or picked on in school. Every child burns with fear at the prospect. It’s a primal instinct: to belong. McDonald’s has surely figured this out—along with what specific colors appeal to small children, what textures, and what movies or TV shows are likely to attract them to the gray disks of meat. They feel no compunction harnessing the fears and unarticulated yearnings of small children, and nor shall I. “Ronald has cooties,” I say—every time he shows up on television or out the window of the car. “And you know,” I add, lowering my voice, “he smells bad, too. Kind of like … poo!” (I am, I should say, careful to use the word “alleged” each and every time I make such an assertion, mindful that my urgent whisperings to a two-year-old might be wrongfully construed as libelous.) “If you hug Ronald … can you get cooties?” asks my girl, a look of wide-eyed horror on her face. “Some say … yes,” I reply—not wanting to lie—just in case she should encounter the man at a child’s birthday party someday. It’s a lawyerly answer—but effective. “Some people talk about the smell, too… I’m not saying it rubs off on you or anything—if you get too close to him—but…” I let that hang in the air for a while. “Ewwww!!!” says my daughter. We sit in silence as she considers this, then she asks, “Is it true that if you eat a hamburger at McDonald’s it can make you a ree-tard? I laugh wholeheartedly at this one and give her a hug. I kiss her on the forehead reassuringly. “Ha. Ha. Ha. I don’t know where you get these ideas!” I may or may not have planted that little nugget a few weeks ago, allowing her little friend Tiffany at ballet class to “overhear” it as I pretended to talk on my cell phone.

And that’s only the beginning, because once you push that child into the world in a way that is incredibly hard on your body, not to mention dangerous, you’ll be the one with the equipment to feed the baby. Even if you decide to bottle feed, even if Everett promises to do his fair share, you are going to be up to your eyeballs in crappy assumptions from the days of the Old Gods that because you come with the equipment, you are somehow magically endowed with all the knowledge of how to be a parent, how to feed and clothe and diaper and take care of that precious human you put into the world. And that assumption touches everything. Everything. You’re the one who inherently knows how to navigate doctors’ appointments, babysitters, school, homework, when your kid needs new shoes, when your kid needs a hug, when your kid needs help… It will all fall to you—all of it—because you’re the one with the equipment.

Come on,” I hooked my arm through Aphrodite’s and started to pull her to the Street Cats tent. “You haven’t been good enough to watch.” Before Aphrodite could argue, we were at the Street Cats booth, facing a beaming Sister Mary Angela. “Oh, good, Zoey and Aphrodite. I need the both of you.” The nun made a gracious gesture to the young family standing beside one of the kitten cages. “This is the Cronley family. They have decided to adopt both of the calico kittens. It’s so lovely that the two of them have found their forever homes together—they are unusually close, even for littermates.” “That’s great,” I said. “I’ll start on their paperwork.” “I’ll help you. Two cats—two sets of paperwork,” Aphrodite said. “We came with a note from our veterinarian,” the mom said. “I just knew we’d find our kitten tonight.” “Even though we didn’t expect to find two of them,” her husband added. He squeezed his wife’s shoulder and smiled down at her with obvious affection. “Well, we didn’t expect the twins, either,” his wife said, glancing over at the two girls who were still looking in the kitten cage and giggling at the fluffy calicos that would be joining their family. “That surprise turned out great, which is why I think the two kittens will be perfect as well,” said the dad. Like seeing Lenobia and Travis together—this family made my heart feel good. I had started to move to the makeshift desk with Aphrodite when one of the little girls asked, “Hey mommy, what are those black things?” Something in the child’s voice had me pausing, changing direction, and heading to the kitten cage. When I got there I instantly knew why. Within the cage the two calico kittens were hissing and batting at several large, black spiders. “Oh, yuck!” the mom said. “Looks like your school might have a spider problem.” “I know a good exterminator if you need a recommendation,” the dad said. “We’re gonna need a shit ton more than a good exterminator,” Aphrodite whispered as we stared into the kitten cage. “Yeah, uh, well, we don’t usually have bug issues here,” I babbled as disgust shivered up my back. “Eesh, Daddy! There are lots more of them.” The little blond girl was pointing at the back of the cage. It was so completely covered with spiders that it seemed to be alive with their seething movements. “Oh, my goodness!” Sister Mary Angela looked pale as she stared at the spiders that appeared to be multiplying. “Those things weren’t there moments ago.” “Sister, why don’t you take this nice family into the tent and get their paperwork started,” I said quickly, meeting the nun’s sharp gaze with my own steady one. “And send Damien out here to me. I can use his help to take care of this silly spider problem.” “Yes, yes, of course.” The nun didn’t hesitate. “Get Shaunee, Shaylin, and Stevie Rae,” I told Aphrodite, keeping my voice low. “You’re going to cast a circle in front of all of these

And here are some thoughts for parents. If you’re lucky enough to have control over where your child goes to school, whether by scouting out a magnet school, moving to a neighborhood whose public schools you like, or sending your kids to private or parochial school, you can look for a school that prizes independent interests and emphasizes autonomy conducts group activities in moderation and in small, carefully managed groups values kindness, caring, empathy, good citizenship insists on orderly classrooms and hallways is organized into small, quiet classes chooses teachers who seem to understand the shy/serious/introverted/sensitive temperament focuses its academic/athletic/extracurricular activities on subjects that are particularly interesting to your child strongly enforces an anti-bullying program emphasizes a tolerant, down-to-earth culture attracts like-minded peers, for example intellectual kids, or artistic or athletic ones, depending on your child’s preference

RESILIENCE QUESTIONNAIRE Please circle the most accurate answer under each statement: 1. I believe that my mother loved me when I was little. Definitely true Probably true Not sure Probably not true Definitely not true 2. I believe that my father loved me when I was little. Definitely true Probably true Not sure Probably not true Definitely not true 3. When I was little, other people helped my mother and father take care of me and they seemed to love me. Definitely true Probably true Not sure Probably not true Definitely not true 4. I’ve heard that when I was an infant someone in my family enjoyed playing with me, and I enjoyed it, too. Definitely true Probably true Not sure Probably not true Definitely not true 5. When I was a child, there were relatives in my family who made me feel better if I was sad or worried. Definitely true Probably true Not sure Probably not true Definitely not true 6. When I was a child, neighbors or my friends’ parents seemed to like me. Definitely true Probably true Not sure Probably not true Definitely not true 7. When I was a child, teachers, coaches, youth leaders, or ministers were there to help me. Definitely true Probably true Not sure Probably not true Definitely not true 8. Someone in my family cared about how I was doing in school. Definitely true Probably true Not sure Probably not true Definitely not true 9. My family, neighbors, and friends talked often about making our lives better. Definitely true Probably true Not sure Probably not true Definitely not true 10. We had rules in our house and were expected to keep them. Definitely true Probably true Not sure Probably not true Definitely not true 11. When I felt really bad, I could almost always find someone I trusted to talk to. Definitely true Probably true Not sure Probably not true Definitely not true 12. When I was a youth, people noticed that I was capable and could get things done. Definitely true Probably true Not sure Probably not true Definitely not true 13. I was independent and a go-getter. Definitely true Probably true Not sure Probably not true Definitely not true 14. I believed that life is what you make it. Definitely true Probably true Not sure Probably not true Definitely not true How many of these fourteen protective factors did I have as a child and youth? (How many of the fourteen were circled “Definitely True” or “Probably True”?) _______ Of these circled, how many are still true for me?

Scientists have known for a while that high-reactive temperaments come with risk factors. These kids are especially vulnerable to challenges like marital tension, a parent’s death, or abuse. They’re more likely than their peers to react to these events with depression, anxiety, and shyness. Indeed, about a quarter of Kagan’s high-reactive kids suffer from some degree of the condition known as “social anxiety disorder,” a chronic and disabling form of shyness. What scientists haven’t realized until recently is that these risk factors have an upside. In other words, the sensitivities and the strengths are a package deal. High-reactive kids who enjoy good parenting, child care, and a stable home environment tend to have fewer emotional problems and more social skills than their lower-reactive peers, studies show. Often they’re exceedingly empathic, caring, and cooperative. They work well with others. They are kind, conscientious, and easily disturbed by cruelty, injustice, and irresponsibility. They’re successful at the things that matter to them. They don’t necessarily turn into class presidents or stars of the school play, Belsky told me, though this can happen, too: “For some it’s becoming the leader of their class. For others it takes the form of doing well academically or being well-liked.

One year later the society claimed victory in another case which again did not fit within the parameters of the syndrome, nor did the court find on the issue. Fiona Reay, a 33 year old care assistant, accused her father of systematic sexual abuse during her childhood. The facts of her childhood were not in dispute: she had run away from home on a number of occasions and there was evidence that she had never been enrolled in secondary school. Her father said it was because she was ‘young and stupid’. He had physically assaulted Fiona on a number of occasions, one of which occurred when she was sixteen. The police had been called to the house by her boyfriend; after he had dropped her home, he heard her screaming as her father beat her with a dog chain. As before there was no evidence of repression of memory in this case. Fiona Reay had been telling the same story to different health professionals for years. Her medical records document her consistent reference to family problems from the age of 14. She finally made a clear statement in 1982 when she asked a gynaecologist if her need for a hysterectomy could be related to the fact that she had been sexually abused by her father. Five years later she was admitted to psychiatric hospital stating that one of the precipitant factors causing her breakdown had been an unexpected visit from her father. She found him stroking her daughter. There had been no therapy, no regression and no hypnosis prior to the allegations being made public. The jury took 27 minutes to find Fiona Reay’s father not guilty of rape and indecent assault. As before, the court did not hear evidence from expert witnesses stating that Fiona was suffering from false memory syndrome. The only suggestion of this was by the defence counsel, Toby Hed­worth. In his closing remarks he referred to the ‘worrying phenomenon of people coming to believe in phantom memories’. The next case which was claimed as a triumph for false memory was heard in March 1995. A father was aquitted of raping his daughter. The claims of the BFMS followed the familiar pattern of not fitting within the parameters of false memory at all. The daughter made the allegations to staff members whom she had befriended during her stay in psychiatric hospital. As before there was no evidence of memory repression or recovery during therapy and again the case failed due to lack of corrobo­rating evidence. Yet the society picked up on the defence solicitor’s statements that the daughter was a prone to ‘fantasise’ about sexual matters and had been sexually promiscuous with other patients in the hospital. ~ Trouble and Strife, Issues 37-43

To the memory of my parents My Mother Sea waves, golden sand, pilgrims' faith, Rameswaram Mosque Street, all merge into one, My Mother! You come to me like heaven's caring arms. I remember the war days when life was challenge and toil— Miles to walk, hours before sunrise, Walking to take lessons from the saintly teacher near the temple. Again miles to the Arab teaching school, Climb sandy hills to Railway Station Road, Collect, distribute newspapers to temple city citizens, Few hours after sunrise, going to school. Evening, business time before study at night. All this pain of a young boy, My Mother you transformed into pious strength With kneeling and bowing five times For the Grace of the Almighty only, My Mother. Your strong piety is your children's strength, You always shared your best with whoever needed the most, You always gave, and gave with faith in Him. I still remember the day when I was ten, Sleeping on your lap to the envy of my elder brothers and sisters It was full moon night, my world only you knew Mother! My Mother! When at midnight I woke with tears falling on my knee You knew the pain of your child, My Mother. Your caring hands, tenderly removing the pain Your love, your care, your faith gave me strength To face the world without fear and with His strength. We will meet again on the great Judgement Day, My Mother! APJ Abdul Kalam

The American dinner-table, in truth, becomes a monument to the defective technic of the American housewife. The guest who respects his oesophagus, invited to feed upon its discordant and ill-prepared victuals, evades the experience as long and as often as he can, and resigns himself to it as he might resign himself to being shaved by a paralytic. Nowhere else in the world have women more leisure and freedom to improve their minds, and nowhere else do they show a higher level of intelligence, or take part more effectively in affairs of the first importance. But nowhere else is there worse cooking in the home, or a more inept handling of the whole domestic economy, or a larger dependence upon the aid of external substitutes, by men provided, for the skill that is wanting where it theoretically exists. It is surely no mere coincidence that the land of the emancipated and enthroned woman is also the land of canned soup, of canned pork and beans, of whole meals in cans, and of everything else ready-made. And nowhere else is there more striking tendency to throw the whole business of training the minds of children upon professional teachers, and the whole business of instructing them in morals and religion upon so-called Sunday-schools, and the whole business of developing and caring for their bodies upon playground experts, sex hygienists and other such professionals, most of them mountebanks.

There were four ways out of Nickel. One: serve your time. A typical sentence fell between six months and two years, but the administration had the power to confer a legal discharge before then at its discretion. Good behavior was a trigger for a legal discharge, if a careful boy gathered enough merits for promotion to Ace. Whereupon he was released into the bosom of his family, who were very glad to have him back or else winced at the sight of his face bobbing up the walk, the start of another countdown to the next calamity. If you had family. If not, the state of Florida's child-welfare apparatus had assorted custodial remedies, some more pleasant than others. You could also serve time by aging out. The schools showed boys the door on their eighteenth birthday, quick hand-shake and pocket change...Boys arrived banged up in different ways before they got to Nickel and picked up more dents and damage during their term. Often graver missteps and more fierce institutions waited. Nickel boys were f***** before, during, and after their time at the school, if one were to characterize the general trajectory... Three: You could die. Of 'natural causes' even, if abetted by unhealthy conditions, malnutrition, and the pitiless constellation of negligence. In the summer of 1945, one young by died of heart failure while locked in a sweatbox, a popular corrective at that time, and the medical examiner called it natural causes.

Our streets have days, and even hours. Where I was born, and where my baby will be born, you look down the street and you can almost see what's happening in the house: like, say, Saturday, at three in the afternoon, is a very bad hour. The kids are home from school. The men are home from work. You'd think that this might be a very happy get together, but it isn't. The kids see the men. The men see the kids. And this drives the women, who are cooking and cleaning and straightening hair and who see what men won't see, almost crazy. You can see it in the streets, you can hear it in the way the women yell for their children. You can see it in the way they come down out of the house - in a rush, like a storm - and slap the children and drag them upstairs, you can hear it in the child, you can see it in the way the men, ignoring all this, stand together in front of a railing, sit together in the barbershop, pass a bottle between them, walk to the corner to the bar, tease the girl behind the bar, fight with each other, and get very busy, later, with their vines. Saturday afternoon is like a cloud hanging over, it's like waiting for a storm to break. But, on Sunday mornings the clouds have lifted, the storm has done its damage and gone. No matter what the damage was, everybody's clean now. The women have somehow managed to get it all together, to hold everything together. So, here everybody is, cleaned, scrubbed, brushed, and greased. Later, they're going to eat ham hocks or chitterlings or fried or roasted chicken, with yams and rice and greens or combread or biscuits. They're going to come home and fall out and be friendly: and some men wash their cars, on Sundays, more carefully than they wash their fo­reskins.

I heard the fear in the first music I ever knew, the music that pumped from boom boxes full of grand boast and bluster. The boys who stood out on Garrison and Liberty up on Park Heights loved this music because it told them, against all evidence and odds, that they were masters of their own lives, their own streets, and their own bodies. I saw it in the girls, in their loud laughter, in their gilded bamboo earrings that announced their names thrice over. And I saw it in their brutal language and hard gaze, how they would cut you with their eyes and destroy you with their words for the sin of playing too much. “Keep my name out your mouth,” they would say. I would watch them after school, how they squared off like boxers, vaselined up, earrings off, Reeboks on, and leaped at each other. I felt the fear in the visits to my Nana’s home in Philadelphia. You never knew her. I barely knew her, but what I remember is her hard manner, her rough voice. And I knew that my father’s father was dead and that my uncle Oscar was dead and that my uncle David was dead and that each of these instances was unnatural. And I saw it in my own father, who loves you, who counsels you, who slipped me money to care for you. My father was so very afraid. I felt it in the sting of his black leather belt, which he applied with more anxiety than anger, my father who beat me as if someone might steal me away, because that is exactly what was happening all around us. Everyone had lost a child, somehow, to the streets, to jail, to drugs, to guns. It was said that these lost girls were sweet as honey and would not hurt a fly. It was said that these lost boys had just received a GED and had begun to turn their lives around. And now they were gone, and their legacy was a great fear. Have they told you this story? When your grandmother was sixteen years old a young man knocked on her door. The young man was your Nana Jo’s boyfriend. No one else was home. Ma allowed this young man to sit and wait until your Nana Jo returned. But your great-grandmother got there first. She asked the young man to leave. Then she beat your grandmother terrifically, one last time, so that she might remember how easily she could lose her body. Ma never forgot. I remember her clutching my small hand tightly as we crossed the street. She would tell me that if I ever let go and were killed by an onrushing car, she would beat me back to life. When I was six, Ma and Dad took me to a local park. I slipped from their gaze and found a playground. Your grandparents spent anxious minutes looking for me. When they found me, Dad did what every parent I knew would have done—he reached for his belt. I remember watching him in a kind of daze, awed at the distance between punishment and offense. Later, I would hear it in Dad’s voice—“Either I can beat him, or the police.” Maybe that saved me. Maybe it didn’t. All I know is, the violence rose from the fear like smoke from a fire, and I cannot say whether that violence, even administered in fear and love, sounded the alarm or choked us at the exit. What I know is that fathers who slammed their teenage boys for sass would then release them to streets where their boys employed, and were subject to, the same justice. And I knew mothers who belted their girls, but the belt could not save these girls from drug dealers twice their age. We, the children, employed our darkest humor to cope. We stood in the alley where we shot basketballs through hollowed crates and cracked jokes on the boy whose mother wore him out with a beating in front of his entire fifth-grade class. We sat on the number five bus, headed downtown, laughing at some girl whose mother was known to reach for anything—cable wires, extension cords, pots, pans. We were laughing, but I know that we were afraid of those who loved us most. Our parents resorted to the lash the way flagellants in the plague years resorted to the scourge.

We ought to recognize the darkness of the culture of death when it shows up in our own voices. I am startled when I hear those who claim the name of Christ, and who loudly profess to be pro-life, speaking of immigrants with disdain as “those people” who are “draining our health care and welfare resources.” Can we not see the same dehumanizing strategies at work in the abortion-rights activism that speaks of the “product of conception” and the angry nativism that calls the child of an immigrant mother an “anchor baby”? At root, this is a failure to see who we are. We are united to a Christ who was himself a sojourner, fleeing political oppression (Matt. 2:13–23), and our ancestors in Israel were themselves a migrant people (Exod. 1:1–14; 1 Chron. 16:19; Acts. 7:6). Moreover, our God sees the plight of the fatherless and the blood of the innocent, but he also tells us that because he loves the sojourner and cares for him so should we, “for you were sojourners in the land of Egypt” (Deut. 10:18–19). We might disagree on the basis of prudence about what specific policies should be in place to balance border security with compassion for the immigrants among us, but a pro-life people have no option to respond with loathing or disgust at persons made in the image of God. We might or might not be natural-born Americans, but we are, all of us, immigrants to the kingdom of God (Eph. 2:12–14). Whatever our disagreements on immigration as policy, we must not disagree on whether immigrants are persons. No matter how important the United States of America is, there will come a day when the United States will no longer exist. But the sons and daughters of God will be revealed. Some of them are undocumented farm-workers and elementary-school janitors now. They will be kings and queens then. They are our brothers and sisters forever. We need to stand up against bigotry and harassment and exploitation, even when such could be politically profitable to those who stand with us on other issues. The image of God cannot be bartered away, at the abortion clinic counter or anywhere else.

You whom I could not save, Listen to me. Can we agree Kevlar backpacks shouldn’t be needed for children walking to school? Those same children also shouldn’t require a suit of armor when standing on their front lawns, or snipers to watch their backs as they eat at McDonalds. They shouldn’t have to stop to consider the speed of a bullet or how it might reshape their bodies. But one winter, back in Detroit, I had one student who opened a door and died. It was the front door to his house, but it could have been any door, and the bullet could have written any name. The shooter was thirteen years old and was aiming at someone else. But a bullet doesn’t care about “aim,” it doesn’t distinguish between the innocent and the innocent, and how was the bullet supposed to know this child would open the door at the exact wrong moment because his friend was outside and screaming for help. Did I say I had “one” student who opened a door and died? That’s wrong. There were many. The classroom of grief had far more seats than the classroom for math though every student in the classroom for math could count the names of the dead. A kid opens a door. The bullet couldn’t possibly know, nor could the gun, because “guns don’t kill people,” they don’t have minds to decide such things, they don’t choose or have a conscience, and when a man doesn’t have a conscience, we call him a psychopath. This is how we know what type of assault rifle a man can be, and how we discover the hell that thrums inside each of them. Today, there’s another shooting with dead kids everywhere. It was a school, a movie theater, a parking lot. The world is full of doors. And you, whom I cannot save, you may open a door and enter a meadow, or a eulogy. And if the latter, you will be mourned, then buried in rhetoric. There will be monuments of legislation, little flowers made from red tape. What should we do? we’ll ask again. The earth will close like a door above you. What should we do? And that click you hear? That’s just our voices, the deadbolt of discourse sliding into place.

I used to be a roller coaster girl" (for Ntozake Shange) I used to be a roller coaster girl 7 times in a row No vertigo in these skinny legs My lipstick bubblegum pink As my panther 10 speed. never kissed Nappy pigtails, no-brand gym shoes White lined yellow short-shorts Scratched up legs pedaling past borders of humus and baba ganoush Masjids and liquor stores City chicken, pepperoni bread and superman ice cream Cones. Yellow black blending with bits of Arabic Islam and Catholicism. My daddy was Jesus My mother was quiet Jayne Kennedy was worshipped by my brother Mark I don’t remember having my own bed before 12. Me and my sister Lisa shared. Sometimes all three Moore girls slept in the Queen. You grow up so close never close enough. I used to be a roller coaster girl Wild child full of flowers and ideas Useless crushes on polish boys in a school full of white girls. Future black swan singing Zeppelin, U2 and Rick Springfield Hoping to be Jessie’s Girl I could outrun my brothers and Everybody else to that reoccurring line I used to be a roller coaster girl Till you told me I was moving too fast Said my rush made your head spin My laughter hurt your ears A scream of happiness A whisper of freedom Pouring out my armpits Sweating up my neck You were always the scared one I kept my eyes open for the entire trip Right before the drop I would brace myself And let that force push my head back into That hard iron seat My arms nearly fell off a few times Still, I kept running back to the line When I was done Same way I kept running back to you I used to be a roller coaster girl I wasn’t scared of mountains or falling Hell, I looked forward to flying and dropping Off this earth and coming back to life every once in a while I found some peace in being out of control allowing my blood to race through my veins for 180 seconds I earned my sometime nicotine pull I buy my own damn drinks & the ocean Still calls my name when it feels my toes Near its shore. I still love roller coasters & you grew up to be Afraid of all girls who cld ride Fearlessly like me.

My mother made me into the type of person who is at ease standing in the middle of moving traffic, the type of person who ends up having more adventures and making more mistakes. Mum never stopped encouraging me to try, fail and take risks. I kept pushing myself to do unconventional things because I liked the reaction I got from her when I told her what I'd done. Mum's response to all my exploits was to applaud them. Great, you're living your life, and not the usual life prescribed for a woman either. Well done! Thanks to her, unlike most girls at the time, I grew up regarding recklessness, risk-taking and failure as laudable pursuits. Mum did the same for Vida by giving her a pound every time she put herself forward. If Vida raised her hand at school and volunteered to go to an old people's home to sing, or recited a poem in assembly, or joined a club, Mum wrote it down in a little notebook. Vida also kept a tally of everything she'd tried to do since she last saw her grandmother and would burst out with it all when they met up again. She didn't get a pound if she won a prize or did something well or achieved good marks in an exam, and there was no big fuss or attention if she failed at anything. She was only rewarded for trying. That was the goal. This was when Vida was between the ages of seven and fifteen, the years a girl is most self-conscious about her voice, her looks and fitting in, when she doesn't want to stand out from the crowd or draw attention to herself. Vida was a passive child – she isn't passive now. I was very self-conscious when I was young, wouldn't raise my voice above a whisper or look an adult in the eye until I was thirteen, but without me realizing it Mum taught me to grab life, wrestle it to the ground and make it work for me. She never squashed any thoughts or ideas I had, no matter how unorthodox or out of reach they were. She didn't care what I looked like either. I started experimenting with my clothes aged eleven, wearing top hats, curtains as cloaks, jeans torn to pieces, bare feet in the streets, 1930s gowns, bells around my neck, and all she ever said was, 'I wish I had a camera.

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.

Your womb can’t never bear fruit.” Miss Ethel Fordham told her that. Without sorrow or alarm, she had passed along the news as though she’d examined a Burpee seedling overcome by marauding rabbits. Cee didn’t know then what to feel about that news, no more than what she felt about Dr. Beau. Anger wasn’t available to her—she had been so stupid, so eager to please. As usual she blamed being dumb on her lack of schooling, but that excuse fell apart the second she thought about the skilled women who had cared for her, healed her. Some of them had to have Bible verses read to them because they could not decipher print themselves, so they had sharpened the skills of the illiterate: perfect memory, photographic minds, keen senses of smell and hearing. And they knew how to repair what an educated bandit doctor had plundered. If not schooling, then what? Branded early as an unlovable, barely tolerated “gutter child” by Lenore, the only one whose opinion mattered to her parents, exactly like what Miss Ethel said, she had agreed with the label and believed herself worthless. Ida never said, “You my child. I dote on you. You wasn’t born in no gutter. You born into my arms. Come on over here and let me give you a hug.” If not her mother, somebody somewhere should have said those words and meant them. Frank alone valued her. While his devotion shielded her, it did not strengthen her. Should it have? Why was that his job and not her own? Cee didn’t know any soft, silly women. Not Thelma, or Sarah, or Ida, and certainly not the women who had healed her. Even Mrs. K., who let the boys play nasty with her, did hair and slapped anybody who messed with her, in or outside her hairdressing kitchen. So it was just herself. In this world with these people she wanted to be the person who would never again need rescue. Not from Lenore through the lies of the Rat, not from Dr. Beau through the courage of Sarah and her brother. Sun-smacked or not, she wanted to be the one who rescued her own self. Did she have a mind, or not? Wishing would not make it so, nor would blame, but thinking might. If she did not respect herself, why should anybody else? Okay. She would never have children to care about and give her the status of motherhood. Okay. She didn’t have and probably would never have a mate. Why should that matter? Love? Please. Protection? Yeah, sure. Golden eggs? Don’t make me laugh. Okay. She was penniless. But not for long. She would have to invent a way to earn a living. What else?

The biology of potential illness arises early in life. The brain’s stress-response mechanisms are programmed by experiences beginning in infancy, and so are the implicit, unconscious memories that govern our attitudes and behaviours toward ourselves, others and the world. Cancer, multiple sclerosis, rheumatoid arthritis and the other conditions we examined are not abrupt new developments in adult life, but culminations of lifelong processes. The human interactions and biological imprinting that shaped these processes took place in periods of our life for which we may have no conscious recall. Emotionally unsatisfying child-parent interaction is a theme running through the one hundred or so detailed interviews I conducted for this book. These patients suffer from a broadly disparate range of illnesses, but the common threads in their stories are early loss or early relationships that were profoundly unfulfilling emotionally. Early childhood emotional deprivation in the histories of adults with serious illness is also verified by an impressive number of investigations reported in the medical and psychological literature. In an Italian study, women with genital cancers were reported to have felt less close to their parents than healthy controls. They were also less demonstrative emotionally. A large European study compared 357 cancer patients with 330 controls. The women with cancer were much less likely than controls to recall their childhood homes with positive feelings. As many as 40 per cent of cancer patients had suffered the death of a parent before the age of seventeen—a ratio of parental loss two and a half times as great as had been suffered by the controls. The thirty-year follow-up of Johns Hopkins medical students was previously quoted. Those graduates whose initial interviews in medical school had revealed lower than normal childhood closeness with their parents were particularly at risk. By midlife they were more likely to commit suicide or develop mental illness, or to suffer from high blood pressure, coronary heart disease or cancer. In a similar study, Harvard undergraduates were interviewed about their perception of parental caring. Thirty-five years later these subjects’ health status was reviewed. By midlife only a quarter of the students who had reported highly positive perceptions of parental caring were sick. By comparison, almost 90 per cent of those who regarded their parental emotional nurturing negatively were ill. “Simple and straightforward ratings of feelings of being loved are significantly related to health status,” the researchers concluded.

Any parent would be dismayed to think that this was their child’s experience of learning, of socializing, and of herself. Maya is an introvert; she is out of her element in a noisy and overstimulating classroom where lessons are taught in large groups. Her teacher told me that she’d do much better in a school with a calm atmosphere where she could work with other kids who are “equally hardworking and attentive to detail,” and where a larger portion of the day would involve independent work. Maya needs to learn to assert herself in groups, of course, but will experiences like the one I witnessed teach her this skill? The truth is that many schools are designed for extroverts. Introverts need different kinds of instruction from extroverts, write College of William and Mary education scholars Jill Burruss and Lisa Kaenzig. And too often, “very little is made available to that learner except constant advice on becoming more social and gregarious.” We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself. The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass. Academic classes are dominated by group discussions in which a teacher prods him to speak up. He eats lunch in the cacophonous din of the cafeteria, where he has to jockey for a place at a crowded table. Worst of all, there’s little time to think or create. The structure of the day is almost guaranteed to sap his energy rather than stimulate it. Why do we accept this one-size-fits-all situation as a given when we know perfectly well that adults don’t organize themselves this way? We often marvel at how introverted, geeky kids “blossom” into secure and happy adults. We liken it to a metamorphosis. However, maybe it’s not the children who change but their environments. As adults, they get to select the careers, spouses, and social circles that suit them. They don’t have to live in whatever culture they’re plunked into. Research from a field known as “person-environment fit” shows that people flourish when, in the words of psychologist Brian Little, they’re “engaged in occupations, roles or settings that are concordant with their personalities.” The inverse is also true: kids stop learning when they feel emotionally threatened.

Democracy, the apple of the eye of modern western society, flies the flag of equality, tolerance, and the right of its weaker members to defense and protection. The flag bearers for children's rights adhere to these same values. But should democracy bring about the invalidation of parental authority? Does democracy mean total freedom for children? Is it possible that in the name of democracy, parents are no longer allowed to say no to their children or to punish them? The belief that punishment is harmful to children has long been a part of our culture. It affects each and every one of us and penetrates our awareness via the movies we see and the books we read. It is a concept that has become a kingpin of modern society and helps form the media's attitudes toward parenting, as well as influencing legislation and courtroom decisions. In recent years, the children's rights movement has enjoyed enormous momentum and among the current generation, this movement has become pivotal and is stronger than ever before. Educational systems are embracing psychological concepts in which stern approaches and firm discipline during childhood are said to create emotional problems in adulthood, and liberal concepts have become the order of the day. To prevent parents from abusing their children, the public is constantly being bombarded by messages of clemency and boundless consideration; effectively, children should be forgiven, parents should be understanding, and punishment should be avoided. Out of a desire to protect children from all hardship and unpleasantness, parental authority has become enfeebled and boundaries have been blurred. Nonetheless, at the same time society has seen a worrying rise in violence, from domestic violence to violence at school and on the streets. Sweden, a pioneer in enacting legislation that limits parental authority, is now experiencing a dramatic rise in child and youth violence. The country's lawyers and academics, who have established a committee for human rights, are now protesting that while Swedish children are protected against light physical punishment from their parents (e.g., being spanked on the bottom), they are exposed to much more serious violence from their peers. The committee's position is supported by statistics that indicate a dramatic rise in attacks on children and youths by their peers over the years since the law went into effect (9-1). Is it conceivable, therefore, that a connection exists between legislation that forbids across-the-board physical punishment and a rise in youth violence? We believe so! In Israel, where physical punishment has been forbidden since 2000 (9-2), there has also been a steady and sharp rise in youth violence, which bears an obvious connection to reduced parental authority. Children and adults are subjected to vicious beatings and even murder at the hands of violent youths, while parents, who should by nature be responsible for setting boundaries for their children, are denied the right to do so properly, as they are weakened by the authority of the law. Parents are constantly under suspicion, and the fear that they may act in a punitive manner toward their wayward children has paralyzed them and led to the almost complete transfer of their power into the hands of law-enforcement authorities. Is this what we had hoped for? Are the indifferent and hesitant law-enforcement authorities a suitable substitute for concerned and caring parents? We are well aware of the fact that law-enforcement authorities are not always able to effectively do their jobs, which, in turn, leads to the crumbling of society.

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.

I am not an advocate for home education, but for Christian home education. You can train a child to think like a Greek, a pagan and an evolutionist in the home, and while under the care of parents, and the results may be little different from government school indoctrination.

Foster care workers called Dani a feral child —the first they had encountered. She had never been to a doctor or school. Never felt sunshine on her skin. She had spent all those years in solitary confinement.

In 1945, the schoolchildren of Arnhem volunteered to care for the graves of the more than 1,700 Allied dead, mostly Britons and Poles, who were buried in the military cemetery in Oosterbeek, a wooded suburb of Arnhem where much of the fighting had occurred. Each child was assigned to one grave. In addition to laying flowers at the graves and keeping them tidy, the children wrote letters to the families of the men whose resting places they tended. Some developed close relationships with the families. When the children left school, they passed their responsibility on to a new generation of students, who did the same with the next generation. The tradition of “the flower children of Arnhem” still flourishes today.

He took the trophy and the mic and said, ‘Uhm,’ and then laughed, almost as if he were at a loss for words. When the presenters insisted though, he looked to the audience and thanked his crew again, Danny Boyle especially, the people of Mumbai and the optimism that he believed was the essence of the film. ‘All my life,’ he said, finally looking like he was starting to choke up, ‘I had a choice of hate and love. I chose love. And I’m here. God bless.’ Truer words he could not have spoken. At every point in his life he had faced this crucial choice. When his father died. When he had to start working before he was even a teenager. When he had to drop out of school. When he had to grow up faster than any child could have reasonably been expected to; when he had to become the man of the house at eleven, had to take care of his family. When he felt creatively stifled during his days as a sessions player and wondered if this was all his life was going to be about. When he felt his music wasn’t being appreciated widely or truly enough before Roja. When it seemed he was all alone, with no one to turn to. When he became famous. He could have chosen to be bitter, prideful or sad at every stage. But he didn’t. If not for his music, then simply for his capacity to choose light over dark, A.R. Rahman deserves every bit of adulation he got that day and ever since. His speech done, AR lowered his mic, as if not trusting himself to keep his composure for much longer, and walked off the stage.

Langevin-Joliot noted that they also were never encouraged to be the best. “I did not learn this as a child. That is more of an American idea. When I was at school, I was first in many things—physics, sport, math. My brother was just an average kid. My mother always told him not to worry that his sister is doing so well. We did not have to be the best,” she said. “My mother never heard that either as a child and I never heard that. It’s a dangerous idea. The culture of prizes is an American one and it is invading Europe. I don’t care for it. My mother chose to do what her mother did not for prizes but just to be happy. That was the most important thing.” Shortly

the child shows through its conversation that the educational work of the school is being undermined by the attitude taken in his home, he will be sent back to his parents, to teach them thus how to take advantage of their good opportunities. Those who give themselves over to low-living, to fighting, and to brutality, shall feel upon them the weight of those little lives, so needing care. They shall feel that they themselves have once more cast into the darkness of neglect those little creatures who are the dearest part of the family. In other words, the parents must learn to deserve the benefit of having within the house the great advantage of a school for their little ones.

It's an established fact that the very few naturally gifted "born teachers" are enormously more effective than the great mass of those in the teaching profession who teach with care and attention and even with good new ideas, but without the charisma and the flair that distinguish the best teachers as well as the best actors. In my ideal school of the future, children would assemble each afternoon for sports, music, and club activities that require group interaction. The mornings would be reserved for individual study, probably at home. The child would be in a private room in one-on-one interaction with a "tutor," the realistic, holographic presentation of an actual human being, one of the rare, inspiring, one-in-a-thousand superbly gifted teachers. Brief lectures, personally directed to the student, with lots of eye contact, would be aided by all possible tricks of costuming and special effects, but those lectures would have been staged as carefully as a dramatic movie

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.

when young children in school recite poetry at class-day exercises, it is almost certain that they do not understand the meaning of many of the words they use. Thus, it happens that they come into the habit of using words and phrases without carefully examining their meanings. This tendency should be counteracted from the earliest stage. The child should be continually asked the meanings of words which it uses, and should be encouraged itself to inquire as to those meanings and to take the proper mental attitude. The use of the dictionary should be insisted upon even from an early age, the object being to avoid the formation of the habit of using words or phrases unintelligently, which is one of the worst habits that one can acquire.

Many students don't do well in School because they don't know you expect them to do well They want to do well, but it doesn't seem so important to do so. They don't have reasons to. You don’t give them reasons to. And worse you don't even ask them to. Indecision - Shulai or shulai not? Is it worth it? What's the point? Questions like that sap a Student's enegy and motivation. Plus affect his emotions. Schools who use anthems where students "say they pledge to do well and be diligent and so on" yet they aren't held RESPONSIBLE for their pledge are messing these kids up. It's like taking an oath and not caring to fulfill it. It's like conditioning a person to not take pledge seriously. I pledge to NIGERIA my country... How many of us all stay true to that pledge? The issue is if a thing is important to YOU as a parent or school enough for you to get your child or students to pledge it or promise it, then you MUST FOLLOW IT UP. Underachievers need to MAKE decision to be better day in day out. GIVE them a CHOICE. One that can FUEL their achievements.

Infant (hope)—trust versus mistrust Toddler (will)—autonomy versus shame Preschooler (purpose)—initiative versus guilt School-age child (competence)—industry versus inferiority Adolescent (fidelity)—identity versus role confusion Young adult (love)—intimacy versus isolation Middle-aged adult (care)—generativity versus stagnation

Infant (hope)—trust versus mistrust Toddler (will)—autonomy versus shame Preschooler (purpose)—initiative versus guilt School-age child (competence)—industry versus inferiority Adolescent (fidelity)—identity versus role confusion Young adult (love)—intimacy versus isolation Middle-aged adult (care)—generativity versus stagnation Older adult (wisdom)—integrity versus despair

We believe these children could live happier, healthier lives if the homes, schools, health-care, and mental health systems they grew up in replaced “What is wrong with you?” with “What happened to you?” And we recognize the power and potential of very early childhood. Think of the impact just a few months of consistent, predictable support for a young parent could make. For the child, it could create a positive jump start in life that would lead to the development of more resilient stress-response systems. And in turn, these regulated stress-response systems would help ensure healthy development in higher parts of the brain.