Class Teacher Quotes

You know how teachers tell you the magic word is 'please'? That's not true. The magic word is 'puke'. It will get you out of class faster than anything else.

But hey, what's life without a little adversity?" That had to have been the fakest attempt at optimism since my fourth grade teacher tried reasoning that we were better off without the dead kids in our class because it'd mean more turns on the playground swings for the rest of us.

The nature of the labyrinth, I scribbled into my spiral notebook, and the way out of it. This teacher rocked. I hated discussion classes. I hated talking, and I hated listening to everyone else stumble on their words and try to phrase things in the vaguest possible way so they wouldn't sound dumb, and I hated how it was all just a game of trying to figure out what the teacher wanted to hear and then saying it. I'm in class, so teach me.

Miss Ellis?" Mrs. Perterson says. "It's your turn. Introduce Alex to the class" "This is Alejandro Fuentes. When he wasn't hanging out on street corners and harrassing innocent people this summer, he toured the inside of jails around the city, if you know what i mean. His secret desire is to go to college and become a chemistry teacher, like you Mrs. Peterson." Brittney flashed me a triumpnet smile, thinking she won this round. Guess again, gringa. "This is Brittney Ellis," I say, all eyes focused on me. "This summer she went to the mall, bought new clothes to extend her wardrobe, and spent her daddy's money on plastic surgery to enhance her, ahem, assets. Her secret desire is to date a Mexicano before she graduates." Game on...

Why aren't you in school? I see you every day wandering around." "Oh, they don't miss me," she said. "I'm antisocial, they say. I don't mix. It's so strange. I'm very social indeed. It all depends on what you mean by social, doesn't it? Social to me means talking to you about things like this." She rattled some chestnuts that had fallen off the tree in the front yard. "Or talking about how strange the world is. Being with people is nice. But I don't think it's social to get a bunch of people together and then not let them talk, do you? An hour of TV class, an hour of basketball or baseball or running, another hour of transcription history or painting pictures, and more sports, but do you know, we never ask questions, or at least most don't; they just run the answers at you, bing, bing, bing, and us sitting there for four more hours of film-teacher. That's not social to me at all. It's a lot of funnels and lot of water poured down the spout and out the bottom, and them telling us it's wine when it's not. They run us so ragged by the end of the day we can't do anything but go to bed or head for a Fun Park to bully people around, break windowpanes in the Window Smasher place or wreck cars in the Car Wrecker place with the big steel ball. Or go out in the cars and race on the streets, trying to see how close you can get to lampposts, playing 'chicken' and 'knock hubcaps.' I guess I'm everything they say I am, all right. I haven't any friends. That's supposed to prove I'm abnormal. But everyone I know is either shouting or dancing around like wild or beating up one another. Do you notice how people hurt each other nowadays?

I found myself remembering the day in kindergarten when the teachers showed us Dumbo, and I realized for the first time that all the kids in the class, even the bullies, rooted for Dumbo, against Dumbo's tormentors. Invariably they laughed and cheered, both when Dumbo succeeded and when bad things happened to his enemies. But they're you, I thought to myself. How did they not know? They didn't know. It was astounding, an astounding truth. Everyone thought they were Dumbo.

Laurel, David? Would you like to share the joke with the rest of the class?" he asked, one hand on his skinny hip. "No, sir," David said. "But thank you for asking." The students around them laughed, but Mr. james didn't look pleased. Laurel leaned back and grinned. David, one. Teacher who wishes he was as smart as David? Zero

You forget all of it anyway. First, you forget everything you learned-the dates of the Hay-Herran Treaty and Pythagorean Theorem. You especially forget everything you didn't really learn, but just memorized the night before. You forget the names of all but one or two of your teachers, and eventually you'll forget those, too. You forget your junior class schedule and where you used to sit and your best friend's home phone number and the lyrics to that song you must have played a million times. For me, it was something by Simon & Garfunkel. Who knows what it will be for you? And eventually, but slowly, oh so slowly, you forget your humiliations-even the ones that seemed indelible just fade away. You forget who was cool and who was not, who was pretty, smart, athletic, and not. Who went to a good college. Who threw the best parties Who could get you pot. You forget all of them. Even the ones you said you loved, and even the ones you actually did. They're the last to go. And then once you've forgotten enough, you love someone else.

Discussion in class, which means letting twenty young blockheads and two cocky neurotics discuss something that neither their teacher nor they know.

My teacher asked my favorite color. ... I said ‘Rainbow’.... and I was punished to stand out of my class.

You know, when I first met Gansey,I couldn't figure out why he was friends with someone like Ronan. Gansey was always in class, always getting stuff done, always a teacher's pet. And here was Ronan, like a heart attack that never stopped.

I've noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers to care and do work very, very hard, the institution is psychopathic -- it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that humans and monkeys derive from a common ancestor.

Teachers wondered why I didn't speak up more in class. Why would I when I knew how precarious words could be, how betraying they were, how vulnerable they made you?

What teachers and the administration in that era never seemed to see was that the mental work of what they called daydreaming often required more effort and concentration than it would have taken simply to listen in class. Laziness is not the issue. It is just not the work dictated by the administration.

There’s truth in only having a bicycle seat. I used to skip class and just hold it out in the hallway. When teachers would ask me what I was doing, I’d hold it up and say, “Sorry I’m late.

A creative writing teacher at San Jose State used to say about clichés: 'Avoid them like the plague.' Then he'd laugh at his own joke. The class laughed along with him, but I always thought clichés got a bum rap. Because, often, they're dead-on. But the aptness of the clichéd saying is overshadowed by the nature of the saying as a cliché.

Before I started (college), that's the advice my dad gave me. He said to pick classes based on the teacher whenever you can, not the subject...his point was that good teachers are priceless. They inspire you, they entertain you, and you end up learning a ton even when you don't know it.

I hated talking, and I hated listening to everyone else stumble on their words so they wouldn't sound dumb, and I hated how it was all just a game of trying to figure out what the teacher wanted to hear and then saying it. I'm in a class, so teach me.

You know, when I first met Gansey, I couldn’t figure out why he was friends with someone like Ronan. Gansey was always in class, always getting stuff done, always a teacher’s pet. And here was Ronan, like a heart attack that never stopped. I knew I couldn’t complain, ’cause I hadn’t come first. Ronan had. But one day, he’d done some stupid shit I don’t even remember, and I just couldn’t take it. And I asked why Gansey was even friends with him if he was such an asshole all the time. And I remember Gansey told me that Ronan always told the truth, and the truth was the most important thing.

The italian nanny was attempting to answer the teachers latest question when the moroccan student interupted, shouting "Excuse me, What is an easter?" it would seem that depsite having grown up in a muslim country, she would have heard it mentioned once or twice, but no. "I mean it," She said. " I have no idea what you people are talking about." The teacher called upon the rest of us to explain. The poles led the charge to the best of their ability. It is," said one, "a party for the little boy of god who call his self jesus and... oh shit." She faltered and her fellow country man came to her aid. He call his self Jesus and then he die one day on two... morsels of... lumber." The rest of the class jumped in, offering bits of information that would have given the pope an aneurysm. he die one day and then he go above of my head to live with your father." he weared of himself the long hair and after he die. the first day he come back here for to say hello to the peoples." he Nice the jesus." he make the good things, and on the easter we be sad because somebody makes him dead today.

I gave Paul a withering look but the truth was I was curious as hell. First of all, to find out what Sullivan wanted. And second, to see what a teacher's room looked like. I'd always sort of figured they came out during the day to teach classes and then got stored in shoe boxes under someone's bed until they were needed again. (James)

No teacher has ever failed from ignorance. That is empiric professional knowledge. Teachers fail because they cannot `handle the class.' Real education must ultimately be limited to men how INSIST on knowing, the rest is mere sheep-herding.

We were supposed to be an English literature class, but Miss Nesbitt used literature to teach real life. She said she didn't have time to teach us like a regular English teacher--we were too far behind. Instead, she taught us the world through literature.

Paulo Freire of Brazil puts it this way: “It would be extremely naïve to expect the dominant classes to develop a type of education that would enable subordinate classes to perceive social injustices critically.

Of course, I couldn’t explain this vector calculus concept and so, slightly embarrassed in front of Rahul and the other Bengali students, I told Sanjit just that; he had cornered me, and honesty emerged as my only option. Simultaneous to my humiliating disclosure of the truth, Sanjit gradually inched toward where I was sitting. After hearing my reply, he slowly returned to his teacher stool and whiteboard, his back turned away from the class, the suspense building and his words impending, before turning around and breaking into speech, “Don’t trust your interior monologue. If you are asked something and you know it, then express or demonstrate it. Don’t just nod or say yes because then you are lying to yourself. Any ass can say yes, but not all asses can express it.” I modified my first impression: Sanjit was full of explicit aphorisms. Humbled, those words encouragingly rang between my ears for quite some time.

They didn’t hold Frankie as she sobbed for hours at a time without talking. They didn’t make sure she ate even when she wasn’t hungry. They didn’t do her homework when she couldn’t concentrate, or explain to our teachers why she was late to every class.

Taking pity on me, Carissa kept her voice low. “You were calling out for Daemon.”I dropped my face in my hands and moaned. “Oh, God.” Lesa giggled. “It was kind of cute.” A minute before the tardy bell rang, I felt an all-too-familiar warmth on my neck and glanced up. Daemon swaggered into class. Textbook-less as usual. He had a notebook, but I don’t think he ever wrote anything in it. I was beginning to suspect our math teacher was an alien, because how else would Daemon get away with not doing a damn thing in class? He passed by without so much as a look. I twisted around in my chair. “I need to talk to you.” He slid into his desk chair. “Okay.” “In private,” I whispered. His expression didn’t change as he leaned back in his chair. “Meet me in the library at lunch. No one really goes in there. You know, with all those books and stuff.

Ask your child for information in a gentle, nonjudgmental way, with specific, clear questions. Instead of “How was your day?” try “What did you do in math class today?” Instead of “Do you like your teacher?” ask “What do you like about your teacher?” Or “What do you not like so much?” Let her take her time to answer. Try to avoid asking, in the overly bright voice of parents everywhere, “Did you have fun in school today?!” She’ll sense how important it is that the answer be yes.

The very best thing you can be in life is a teacher, provided you are crazy in love with what you teach, and that your classes consist of eighteen students or fewer. Classes of eighteen students or fewer are a family, and feel and act like one.

Everyone, regardless of ability or disability, has strengths and weaknesses. Know what yours are. Build on your strengths and find a way around your weaknesses.

Poor Christopher-John had fallen into the hands of Miss. Daisy Crocker. I greatly sympathized him, but as in everything else, Christopher John tried to see the bright side in having to face such a shrew every morning. "Maybe she done changed," he said hopefully on the first day of school. However, when classes were over he was noticeably quiet. Well?" I asked him. He shrugged dejectedly and admitted, "She still the same.

All I could determine was that it must have been a nice thing to see if it was a house you were thinking about moving into. But not so nice if it was the house you were moving out from. I could practically hear Mr Collins, who had taught my fifth-grade English class and was still the most intimidating teacher I'd ever had, yelling at me. "Amy Curry," I could still hear him intoning, "never end a sentence with a preposition!" Irked that after six hears he was still mentally correcting me, I told the Mr. Collins in my head to off fuck.

The main reason I became a teacher is that I like being the first one to introduce kids to words and music and people and numbers and concepts and idea that they have never heard about or thought about before. I like being the first one to tell them about Long John Silver and negative numbers and Beethoven and alliteration and "Oh, What a Beautiful Morning" and similes and right angles and Ebenezer Scrooge. . . Just think about what you know today. You read. You write. You work with numbers. You solve problems. We take all these things for granted. But of course you haven't always read. You haven't always known how to write. You weren't born knowing how to subtract 199 from 600. Someone showed you. There was a moment when you moved from not knowing to knowing, from not understanding to understanding. That's why I became a teacher.

I'd like to give every young teacher some good news. Teaching is a very easy job. Administrators will tell you what to do. You'll be given books and told chapters to assign the children. Veteran teachers will show you the correct way to fill out forms and have your classes line up. And here's some more good news. If you do all of these things badly, they let you keep doing it. You can go home at three o'clock every day. You get about three months off a year. Teaching is a great gig. However, if you care about what you're doing, it's one of the toughest jobs around.

No. I came here to see you. I didn’t believe the rumors,but after hearing it on so many continents I had to come andsee for myself.” “See what?” His eyes widened in adulation, his voice taking on areverent tone. “If it was true that Helen of Troy, nay, Aphrodite herself had been reincarnated in gym teacher form.” The room was utterly silent. Except Vicious Redhead’s jaw dropping to the ground with a little plink. Or maybe I imagined that. And then the class did the worst thingpossible: They started giggling. Miss Lynn was going tomurder me.

The poet dreams of the classroom I dreamed I stood up in class And I said aloud: Teacher, Why is algebra important? Sit down, he said. Then I dreamed I stood up And I said: Teacher, I’m weary of the turkeys That we have to draw every fall. May I draw a fox instead? Sit down, he said. Then I dreamed I stood up once more and said: Teacher, My heart is falling asleep And it wants to wake up. It needs to be outside. Sit down, he said.

Now that I thought about it, though, I realized that most people actually encourage you to turn bad. They seem to think that if you don't, you'll never get anywhere in the world. And then on those rare occasions when they encounter somebody who's honest and pure-hearted, they look down on him and say he's nothing but a kid, a Botchan. If that's the way it is, it would be better if they didn't have those ethics classes in elementary school and middle school where the teacher is always telling you to be honest and not lie. The schools might as well just go ahead and teach you how to tell lies, how to mistrust everybody, and how to take advantage of people. Wouldn't their students, and the world at large, be better off that way? Redshirt had laughed at me for being simpleminded. If people are going to get laughed at for being simpleminded and sincere, there's no hope. Kiyo never laughed at me for saying anything like what I said to Redshirt. She would have been deeply impressed by it. Compared to Redshirt, she's far and away the superior person.

We have become obsessed with what is good about small classrooms and oblivious about what also can be good about large classes. It’s a strange thing isn't it, to have an educational philosophy that thinks of the other students in the classroom with your child as competitors for the attention of the teacher and not allies in the adventure of learning.

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

If you skip one class, everyone knows about it. The teacher will track you down, or one of the guidance counselors will track you down and ask if you're smoking pot. According to the geniuses running this place, the only reason you would skip class is if you're smoking pot, though I actually find my classes more enjoyable when I'm high.

I think about how there are certain people who come into your life, and leave a mark. I don’t mean the usual faint impression: he was cute, she was nice, they made me laugh, I wish I’d known her better, I remember the time she threw up in class. And I don’t just mean that they change you. A lot of people can change you – the first kid who called you a name, the first teacher who said you were smart., the first person who crowned you best friend. It’s the change you remember, the firsts and what they meant, not really the people. Ethan changed me, for instance, but the longer we are apart the more he sort of recedes into the distance as a real person and in his place is a cardboard cutout that says first boyfriend. I’m talking about the ones who, for whatever reason are a part of you as your own soul. Their place in your heart is tender; a bruise of longing, a pulse of unfinished business. My mom was right about that. Just hearing their names pushes and pulls at you in a hundred ways, and when you try to define those hundred ways, describe them even to yourself, words are useless. If you had a lifetime to talk, there would still be things left unsaid.

Week before last I went to Wesleyan and read “A Good Man Is Hard to Find.” After it I went to one of the classes where I was asked questions. There were a couple of young teachers there and one of them, an earnest type, started asking the questions. “Miss O’Connor,” he said, “why was the Misfit’s hat black?” I said most countrymen in Georgia wore black hats. He looked pretty disappointed. Then he said, “Miss O’Connor, the Misfit represents Christ, does he not?” “He does not,” I said. He looked crushed. “Well, Miss O’Connor,” he said, “what is the significance of the Misfit’s hat?” I said it was to cover his head; and after that he left me alone. Anyway, that’s what’s happening to the teaching of literature.

It shouldn't have mattered, not when Miel and the other girls in his class wore jeans more than they wore skirts. Not when they told their brothers what to do, and borrowed their fathers' books. But there was everything else. The idea of being called Miss or Ms. or worse, Mrs. The thought of being grouped in when someone called out 'girls' or 'ladies.' The endless, echoing use of 'she' and 'her,' 'miss' and 'ma'am.' Yes, they were words. They were all just words. But each of them was wrong, and they stuck to him. Each one was a golden fire ant, and they were biting his arms and his neck and his bound-flat chest, leaving him bleeding and burning. 'He.' 'Him.' 'Mister.' 'Sir.' Even teachers admonishing him and his classmates with 'boys, settle down' or 'gentlemen, please.' These were sounds as perfect and clean as winter rain, and they calmed each searing bite of those wrong words.

I read in the papers here a while back some teachers came across a survey that was sent out back in the thirties to a number of schools around the country. Had this questionnaire about what was the problems with teachin in the schools. And they come across these forms, they'd been filled out and sent in from around the country answerin these questions. And the biggest problems they could name was things like talkin in class and runnin in the hallways. Chewin gum. Copyin homework. Things of that nature. So they got one of them forms that was blank and printed up a bunch of em and sent em back out to the same schools. Forty years later. Well, here come the answers back. Rape, arson, murder. Drugs. Suicide. So think about that. Because a lot of the time when I say anything about how the world is goin to hell in a handbasket people will just sort of smile and tell me I'm gettin old. That it's one of the symptoms. But my feelin about that is that anybody that cant tell the difference between rapin and murderin people and chewin gum has got a whole lot bigger of a problem than what I've got. Forty years is not a long time neither. Maybe the next forty of it will bring some of em out from under the ether. If it aint too late.

I'm waiting for her to say "Craig, what you need to do is X" and for the Shift to occur. I want there to be a Shift so bad. I want to feel my brain slide back into the slot it was meant to be in, rest there the way it did before the fall of last year, back when I was young, and witty, and my teachers said I had incredible promise, and I had incredible promise, and I spoke up in class because I was excited and smart about the world. I want the Shift so bad. I'm waiting for the phrase that will invoke it. It'll be like a miracle within my life. But is Dr. Minerva a miracle worker? No. She's a thin, tan lady from Greece with red lipstick.

Every time I asked a question, that magnificent teacher, instead of giving the answer, showed me how to find it. She taught me to organise my thoughts, to do research, to read and listen, to seek alternatives, to resolve old problems with new solutions, to argue logically. Above all, she taught me not to believe anything blindly, to doubt, and to question even what seemed irrefutably true, such as man's superiority over woman, or one race or social class over another.

The quality of the relationships that students have in class with their peers and teachers is important to their success in school.

It was Monday morning. Swaminathan was reluctant to open his eyes. he considered Monday specially unpleasant in the calendar. After the delicious freedom of Saturday and Sunday, it was difficult to get into the Monday mood of work and discipline. He shuddered at the very thought of school: the dismal yellow building; the fire-eyed Vedanayagam, his class teacher, and headmaster with his thin long cane...

I think I’m going to skip all of my classes today because I need a “me” day. The problem with “me” days is that I need them four times a week. The problem with me is that I’m very smart and very capable (or so I’ve been told) but my laziness hinders me. Laziness. They forgot to add procrastination, self-destruction, and the inability to leave my bed to the list. The problem with me is that I’ve dealt with this before but have no idea what to do next. I should email my past teachers and ask them what I did after I sent them messages excusing my week-long absences from class due to “personal reasons.” I should stop scratching my hand in case my mom asks me if I’m okay again. I am okay. I am doing fine. But I have an itch that I cannot place, an itch that changes locations when my fingers find it. The problem with me is that I will focus on it completely until it goes away. The problem with this feeling is that it never goes away. It has always been one large itch that I cannot place.

Sometimes I still stare into space and think about Cameron. I think about how there are certain people who come into your life and leave a mark. I don't mean the usual faint impression: He was cute, she was nice, they made me laugh, I wish I'd known her better, I remember the time she threw up in class. And I don't just mean they change you. A lot of people can change you - the first kid who called you a name, the first teacher who said you were smart, the first person who crowned you their best friend. It's the change you remember, the firsts and what they meant, not really the people.

Teachers dread nothing so much as unusual characteristics in precocious boys during the initial stages of their adolescence. A certain streak of genius makes an ominous impression on them, for there exists a deep gulf between genius and the teaching profession. Anyone with a touch of genius seems to his teachers a freak from the very first. As far as teachers are concerned, they define young geniuses as those who are bad, disrespectful, smoke at fourteen, fall in love at fifteen, can be found at sixteen hanging out in bars, read forbidden books, write scandalous essays, occasionally stare down a teacher in class, are marked in the attendance book as rebels, and are budding candidates for room-arrest. A schoolmaster will prefer to have a couple of dumbheads in his class than a single genius, and if you regard it objectively, he is of course right. His task is not to produce extravagant intellects but good Latinists, arithmeticians and sober decent folk. The question of who suffers more acutely at the other's hands - the teacher at the boy's, or vice versa - who is more of a tyrant, more of a tormentor, and who profanes parts of the other's soul, student or teacher, is something you cannot examine without remembering your own youth in anger and shame. yet that's not what concerns us here. We have the consolation that among true geniuses the wounds almost always heal. As their personalities develop, they create their art in spite of school. Once dead, and enveloped by the comfortable nimbus of remoteness, they are paraded by the schoolmasters before other generations of students as showpieces and noble examples. Thus the struggle between rule and spirit repeats itself year after year from school to school. The authorities go to infinite pains to nip the few profound or more valuable intellects in the bud. And time and again the ones who are detested by their teachers are frequently punished, the runaways and those expelled, are the ones who afterwards add to society's treasure. But some - and who knows how many? - waste away quiet obstinacy and finally go under.

Finally, don’t put on a Let’s Be Fair tone and say “But black people are racist too.” Because of course we’re all prejudiced (I can’t even stand some of my blood relatives, grasping, selfish folks), but racism is about the power of a group and in America it’s white folks who have that power. How? Well, white folks don’t get treated like shit in upper-class African-American communities and white folks don’t get denied bank loans or mortgages precisely because they are white and black juries don’t give white criminals worse sentences than black criminals for the same crime and black police officers don’t stop white folk for driving while white and black companies don’t choose not to hire somebody because their name sounds white and black teachers don’t tell white kids that they’re not smart enough to be doctors and black politicians don’t try some tricks to reduce the voting power of white folks through gerrymandering and advertising agencies don’t say they can’t use white models to advertise glamorous products because they are not considered “aspirational” by the “mainstream.

Music made my day so much easier. Walking through the halls at school was somehow easier; sitting alone all the time was easier. I loved that no one could tell i was listening to music and that, because no one knew, i was never asked to turn it off. I'd had multiple conversations with teachers who had no idea i was only half hearing whatever they were saying to me, and for some reason this made me happy. Music seemed to steady me like a second skeleton; I leaned on it when my own bones were too shaken to stand. I always listened to music on the iPod i'd stolen from my brother, and here- as i did last year, when he first bought the thing- I walked to class like i was listening to the soundtrack of my own shitty movie. It gave me an inexplecable kind of hope.

Sometimes kids get a mean teacher or a class they don’t like or an inflexible deadline even though that child was “exhausted the night before.” We should not cushion every blow. This is life. Learning to deal with struggle and to develop responsibility is crucial. A good parent prepares the child for the path, not the path for the child. We can still demonstrate gentle and attached parenting without raising children who melt on a warm day.

It was like that class at school where the teacher talks about Realization, about how you could realize something big in a commonplace thing. The example he gave--and the liar said it really happened--was that once while drinking orange juice, he'd realized he would be dead someday. He wondered if we, his students, had had similar 'realizations.' Is he kidding? I thought. Once I cashed a paycheck and I realized it wasn't enough. Once I had food poisoning, and realized I was trapped inside my body.

The recess bell has rung. The teacher is just wrapping up her lecture. Only your body is inside the class. Your mind is already in a different zone. Remember that joyful feeling? When the bell of awareness rings, your body and mind remain in the world, but you see them from a distance, from a different zone altogether. You feel very light, relieved from the unnecessary baggage.

Public education does not serve a public. It creates a public. And in creating the right kind of public, the schools contribute toward strengthening the spiritual basis of the American Creed. That is how Jefferson understood it, how Horace Mann understood it, how John Dewey understood it, and in fact, there is no other way to understand it. The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things, and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling.

I thought about this for days, just as I thought of the special-ed teacher I met in Pittsburgh. "You know," I said, "I hear those words and automatically think Handicapped, or, Learning disabled. But aren't a lot of your students just assholes?" "You got it," she said. Then she told me about a kid - last day of class - who wrote on the blackboard, "Mrs. J____ is a cock master." I was impressed because I'd never heard that term before. She was impressed because the boy had spelled it correctly.

My mother taught me that reading is a kind of work, and that every paragraph merits exertion, and in this way, I learned how to absorb difficult books. Soon after I went to kindergarten, however, I learned that reading difficult books also brings trouble. I was punished for reading ahead of the class, for being unwilling to speak and act "nicely." I didn't know why I simultaneously feared and adored my female teachers, but I did know that I needed their attention

Young women are not putting themselves in danger. The people around them are doing the real damage. Who? you might wonder. The abstinence teacher who tells her students that they'll go to jail if they have premarital sex. The well-founded organization that tells girls on college campuses that they should be looking for a husband, not taking women's studies classes. The judge who rules against a rape survivor because she didn't meet whatever standard for a victim he had in mind. The legislator who pushes a bill to limit young women's access to abortion because he doesn't think they're smart enough to make their own decisions. These are the people who are making the world a worse place, and a more dangerous one, at that, for girls and young women. We're just doing our best to live in it.

Je suis ce que je suis.” – Death “Is that a spell?” – Nick “It’s French, Nick. Means ‘I am what I am.’ Sheez, kid. Get educated. Read a book. I promise you it’s not painful.” – Death “I would definitely argue that. Have you seen my summer reading list? It’s nothing but girl books about them getting body parts and girl things I don’t want to discuss in class with my female English teacher. Maybe in the boys’ locker room and maybe with a coach, but not with a woman teacher in front of other girls who already won’t go out with me. Or worse, they’re about how bad all of us men reek and how we need to be taken out and shot ‘cause we’re an affront to all social and natural orders. Again – thanks, Teach. Give the girls even more reason to kick us down when we talk to one. Not like it’s not hard enough to get up the nerve to ask one out. Can you say inappropriate content? And then they tell me my manga’s bad. Riiight…Is it too much to ask that we have one book, just one, on the required reading list that says, ‘Hey, girls. Guys are fun and we’re okay. Really. We’re not all mean psycho-killing, bloodsucking animals. Most of us are pretty darn decent, and if you’ll just give us a chance, you’ll find out we’re not so bad.’” – Nick

A chiropractor is a doctor who performs adjustments on the spine," Rickey told the class before bending Gary backward and "adjusting" him, ripping off the false arm and spraying red hair dye all over the classroom. Gary howled in "pain" and collapsed dramatically on the threadbare school carpet, his legs flailing a bit before hitting the floor with a terrible, final-sounding thunk. That was the first time they were sent to the principal's office together. They had to apologize to their teacher and explain to their classmates that doctor visits were unlikely to result in surprise dismemberments.

Dad on Child-rearing: "There's no education superior to travel. Think of The Motorcycle Diaries, or what Montrose St. Millet wrote in Ages of Exploration: 'To be still is to be stupid. To be stupid is to die.' And so we shall live. Every Betsy sitting next to you in a classroom will only know Maple Street on which sits her boxy white house, inside of which whimper her boxy white parents. After your travels, you'll know Maple Street, sure, but also wilderness and ruins, carnivals and the moon. You'll know the man sitting on an apple crate outside a gas station in Cheerless, Texas, who lost his legs in Vietnam, the woman in the tollboth outside Dismal, Delaware, in possession of six children, a husband with black lung but no teeth. When a teacher asks the class to interpret Paradise Lost, no one will be able to grab your coattails, sweet, for you will be flying far, far out in front of them all. For them, you will be a speck somewhere above the horizon. And thus, when you're ultimately set loose upon the world..." He shrugged, his smile lazy as an old dog. "I suspect you'll have no choice but to go down in history.

The idea that girls are somehow responsible for 'provoking' harassment from boys is shamefully exacerbated by an epidemic of increasingly sexist school dress codes. Across the United States, stories have recently emerged about girls being hauled out of class, publicly humiliated, sent home, and even threatened with expulsion for such transgressions as wearing tops with 'spaghetti straps,' wearing leggings or (brace yourself) revealing their shoulders. The reasoning behind such dress codes, which almost always focus on the girls' clothing to a far greater extent than the boys', is often euphemistically described as the preservation of an effective 'learning environment.' Often schools go all out and explain that girls wearing certain clothing might 'distract' their male peers, or even their male teachers....in reality these messages privilege boys' apparent 'needs' over those of the girls, sending the insidious message that girls' bodies are dangerous and provoke harassment, and boys can't be expected to control their behavior, so girls are responsible for covering up....his education is being prioritized over hers.

Your perception is riveting, Amal," he says in a bored and sarcastic tone, dropping the note down on my desk. "It's comforting to know that there are people in my class who have the maturity and intelligence to make derogatory comments about other people's external appearances." Now what am I supposed to say to that? "What do you have to say for yourself?" Friggin' mind reader.

Or why should one refrain from burning hatred, whatever its basis--race, class, or ideology? Such hatred is in fact corroding many hearts today. Atheist teachers in the West are bringing up a younger generation in a spirit of hatred of their own society. Amid all the vituperation we forget that the defects of capitalism represent the basic flaws of human nature, allowed unlimited freedom together with the various human rights; we forget that under Communism (and Communism is breathing down the neck of all moderate forms of socialism, which are unstable) the identical flaws run riot in any person with the least degree of authority; while everyone else under that system does indeed attain 'equality'--the equality of destitute slaves. This eager fanning of the flames of hatred is becoming the mark of today's free world. Indeed, the broader the personal freedoms are, the higher the level of prosperity or even of abundance--the more vehement, paradoxically, does this blind hatred become. The contemporary developed West thus demonstrates by its own example that human salvation can be found neither in the profusion of material goods nor in merely making money.

Something, somewhere, somewhen, must have happened differently... PETUNIA EVANS married Michael Verres, a Professor of Biochemistry at Oxford. HARRY JAMES POTTER-EVANS-VERRES grew up in a house filled to the brim with books. He once bit a math teacher who didn't know what a logarithm was. He's read Godel, Escher, Bach and Judgment Under Uncertainty: Heuristics and Biases and volume one of The Feynman Lectures on Physics. And despite what everyone who's met him seems to fear, he doesn't want to become the next Dark Lord. He was raised better than that. He wants to discover the laws of magic and become a god. HERMIONE GRANGER is doing better than him in every class except broomstick riding. DRACO MALFOY is exactly what you would expect an eleven-year-old boy to be like if Darth Vader were his doting father. PROFESSOR QUIRRELL is living his lifelong dream of teaching Defense Against the Dark Arts, or as he prefers to call his class, Battle Magic. His students are all wondering what's going to go wrong with the Defense Professor this time. DUMBLEDORE is either insane, or playing some vastly deeper game which involved setting fire to a chicken. DEPUTY HEADMISTRESS MINERVA MCGONAGALL needs to go off somewhere private and scream for a while. Presenting: HARRY POTTER AND THE METHODS OF RATIONALITY You ain't guessin' where this one's going.

Frustrated with drawing, I switched to the printmaking department, where I overturned great buckets of ink. After trying my hand at sculpture, I attempted pottery. During class critiques the teacher would lift my latest project from the table and I’d watch her arm muscles strain and tighten against the weight. With their thick, clumsy bases, my mugs weighed in at close to five pounds each. The color was muddy and the lips rough and uninviting. I gave my mother a matching set for Christmas, and she accepted them as graciously as possible, announcing that they would make the perfect pet bowls. The mugs were set on the kitchen floor and remained there until the cat chipped a tooth and went on a hunger strike.

Tentacles is my term — the Tentacles are the evil tasks that invade my life. Like, for example, my American History class last week, which necessitated me writing a paper on the weapons of the Revolutionary war, which necessitated me traveling to the Metropolitan Museum to check out some of the old guns, which necessitated me getting the subway, which necessitated me being away from my cell phone and email for 45 minutes, which meant that I didn’t get to respond to a mass mail sent out by my teacher asking who needed extra credit, which meant other kids snapped up the extra credit, which meant I wasn’t going to get a 98 in the class, which meant I wasn’t anywhere close to a 98.6 average (body temperature, that’s what you needed to get), which meant I wasn’t going to get into a Good College, which meant I wasn’t going to have a Good Job, which meant I wasn’t going to have health insurance, which meant I’d have to pay tremendous amounts of money for the shrinks and drugs my brain needed, which meant I wasn’t going to have enough money to pay for a Good Lifestyle, which meant I’d feel ashamed, which meant I’d get depressed, and that was the big one because I knew what that did to me: it made it so I wouldn’t get out of bed, which led to the ultimate thing — homelessness. If you can’t get out of bed for long enough, people come and take your bed away.

So you think the best way to prepare kids for the real world is to bus them to a government institution where they're forced to spend all day isolated with children of their own age and adults who are paid to be with them, placed in classes that are too big to allow more than a few minutes of personal interaction with the teacher-then spend probably an hour or more everyday waiting in lunch lines, car lines, bathroom lines, recess lines, classroom lines, and are forced to progress at the speed of the slowest child in class?

Of all I saw and learned this past half year, one thing stands out. What goes on in the class is not what teachers think-- certainly not what I had always thought. For years now I have worked with a picture in mind of what my class was like. This reality, which I felt I knew, was partly physical, partly mental or spiritual. In other words, I thought I knew, in general, what the students were doing, and also what they were thinking and feeling. I see now that my picture of reality was almost wholly false. Why didn’t I see this before?

Tattitude: Wow, Jeff, who's the babe? Dangerous_pie: Your mom. Tattitude: No, the one three feet away from you. Dangerous_pie: Oh, that's Lindsey Abraham. I had her flown in from California for my personal amusement. You can look at her if you want, though. Tattitude: Sweet. But have you talked to her yet? Dangerous_pie: Uh-huh. We're really close. Tattitude: Intro me? Dangerous_pie: After class. Tattitude: Duh. Just then, I noticed that a large shadow had fallen over my screen. I couldn't even bear to look up as Mr. Laurenzano said, "Thaddeus Ibsen, Lindsey Abraham. Lindsey, Thaddeus. There, you've been introduced. NOW can I teach some science?" Wow, it looked like this was going to be my year for unusual teachers.

Eric Hanushek, an economist at Stanford, estimates that the students of a very bad teacher will learn, on average, half a year’s worth of material in one school year. The students in the class of a very good teacher will learn a year and a half’s worth of material. That difference amounts to a year’s worth of learning in a single year. Teacher effects dwarf school effects: your child is actually better off in a bad school with an excellent teacher than in an excellent school with a bad teacher.

The day passed. People had butchered my name, teachers hadn’t known what the hell to do with me, my math teacher looked at my face and gave a five-minute speech to the class about how people who don’t love this country should just go back to where they came from and I stared at my textbook so hard it was days before I could get the quadratic equation out of my head. Not one of my classmates spoke to me, no one but the kid who accidentally assaulted my shoulder with his bio book. I wished I didn’t care.

The third leg of critical pedagogy's three-legged stool involves something called "affective learning." How students feel in class shapes so much of how they receive content as well as their ability to develop critical thinking. Emotions matter for students and teachers alike. Social inequalities become important here via all the classroom practices that create privilege and penalty in the classroom, with all the feelings of empowerment and hurt that go with them. When we set up our classes such that some people dominate classroom discussions and others never say anything, we are actually teaching inequality and the emotions that it engenders. Social hierarchy is quite crucial to how students feel about learning, regardless of content and critical thinking.

By the time she turned fifteen, all of that was gone. She hardly spoke in class. She refused to function in any sort of school event, and rather than discuss her feelings she deferred the world with a hard and perfectly practiced smile. Apparently—if her sister is to be believed—Karen spent every night of her fourteenth year composing that smile in front of a blue plastic handled mirror. Tragically her creation proved flawless and though her near aphonia should have alarmed any adept teacher or guidance counselor, it was invariably rewarded with the pyritic prize of high school popularity.

Of the seminal moments in my life, Careers Day in the autumn of Year 5 is my favorite. Everyone had to dress as whatever they wanted to be once they grew up. I had gone in a tweed jacket and a bow tie, and when Miss Weston asked me what I wanted to be, I told her that I wanted to be the Doctor. 'Shouldn't you be wearing a lab coat and stethoscope like Paul?' She pointed to Paul Black, who was trying to strangle everyone with the stethoscope in question. Before I could answer, a boy I didn't know from the other class spoke up. 'Paul's *a* doctor,' he explained, giving me a look of approval. 'He wants to be *the* Doctor.' 'Who?' 'Exactly,' we said at the same time, relieved that she understood. She didn't. We were sent to the quiet table to reflect on why cheeking teachers was wrong.

The world is the schoolroom of God. Our being in school does not make us learn, but within that school is the opportunity for all learning. It has its grades and its classes, its sciences and its arts, and admission to it is the birthright of man. Its graduates are its teachers, its pupils are all created things. Its examples are Mature, and its rules are God's laws. Those who would go into the greater colleges and universities must first, day by day, and year by year, work through the common school of life and present to their new teachers the diplomas they have won, upon which is written the name that none may read save those who have received it. The hours may be long, and the teachers cruel, but each of us must walk that path, and the only ones ready to go onward are those who have passed through the gateway of experience.

Consider a white ninth-grade student taking American history in a predominantly middle-class town in Vermont. Her father tapes Sheetrock, earning an income that in slow construction seasons leaves the family quite poor. Her mother helps out by driving a school bus part-time, in addition to taking care of her two younger siblings. The girl lives with her family in a small house, a winterized former summer cabin, while most of her classmates live in large suburban homes. How is this girl to understand her poverty? Since history textbooks present the American past as four hundred years of progress and portray our society as a land of opportunity in which folks get what they deserve and deserve what they get, the failures of working-class Americans to transcend their class origin inevitably get laid at their own doorsteps.

...there's something about telling other people what to ignore that just doesn't work for me. Especially things we shouldn't be ignoring. Kid bullying you at school? Ignore him. Girl passing rumors? Ignore her. Eighth-grade teacher pinch your friend's ass? Ignore it. Sexist geometry teacher says girls shouldn't go to college because they will only ever pop out babies and get fat? Ignore him. Hear that a girl in your class is being abused by her stepfather and had to go to the clinic? Hear she's bringing her mother's pills to school and selling them to pay for it? Ignore. Ignore. Ignore. Mind your own business. Don't make waves. Fly under the radar. It's just one of those things, Vera. I'm sorry, but I don't get it. If we're supposed to ignore everything that's wrong with our lives, then I can't see how we'll ever make things right.

Contemplations on the belly When pregnant with our first, Dean and I attended a child birth class. There were about 15 other couples, all 6-8 months pregnant, just like us. As an introduction, the teacher asked us to each share what had been our favorite part of pregnancy and least favorite part. I was surprised by how many of the men and women there couldn't name a favorite part. When it was my turn, I said, "My least favorite has been the nausea, and my favorite is the belly." We were sitting in the back of the room, so it was noticeable when several heads turned to get a look at me. Dean then spoke. "Yeah, my least favorite is that she was sick, and my favorite is the belly too." Now nearly every head turned to gander incredulously at the freaky couple who actually liked the belly. Dean and I laughed about it later, but we were sincere. The belly is cool. It is one of the Seven Natural Wonders of the World, an unmistakable sign of what's going on inside, the wigwam for our little squirmer, the mark of my undeniable superpower of baby-making. I loved the belly and its freaky awesomeness, and especially the flutters, kicks, and bumps from within. Twins belly is a whole new species. I marvel at the amazing uterus within and skin without with their unceasing ability to stretch (Reed Richards would be impressed). I still have great admiration for the belly, but I also fear it. Sometimes I wonder if I should build a shrine to it, light some incense, offer up gifts in an attempt both to honor it and avoid its wrath. It does seem more like a mythic monstrosity you'd be wise not to awaken than a bulbous appendage. It had NEEDS. It has DEMANDS. It will not be taken lightly (believe me, there's nothing light about it). I must give it its own throne, lying sideways atop a cushion, or it will CRUSH MY ORGANS. This belly is its own creature, is subject to different laws of growth and gravity. No, it's not a cute belly, not a benevolent belly. It would have tea with Fin Fang Foom; it would shake hands with Cthulhu. It's no wonder I'm so restless at night, having to sleep with one eye open. Nevertheless, I honor you, belly, and the work you do to protect and grow my two precious daughters inside. Truly, they must be even more powerful than you to keep you enslaved to their needs. It's quite clear that out of all of us, I'm certainly not the one in control. I am here to do your bidding, belly and babies. I am your humble servant.

As usual, Junko thought about Jack London's 'To Build a Fire.' It was the story of a man traveling alone through the snowy Alaskan interior and his attempts to light a fire. He would freeze to death unless he could make it catch. The sun was going down. Junko hadn't read much fiction, but that one short story she had read again and again, ever since her teacher had assigned it as an essay topic during summer vacation of her first year in high school. The scene of the story would always come vividly to mind as she read. She could feel the man's fear and hope and despair as if they were her own; she could sense the very pounding of his heart as he hovered on the brink of death. Most important of all, though, was the fact that the man was fundamentally longing for death. She knew that for sure. She couldn't explain how she knew, but she knew it from the start. Death was really what he wanted. He knew that it was the right ending for him. And yet he had to go on fighting with all his might. He had to fight against an overwhelming adversary in order to survive. What most shook Junko was this deep-rooted contradiction. The teacher ridiculed her view. 'Death is really what he wanted? That's a new one for me! And strange! Quite 'original,' I'd have to say.' He read her conclusion aloud before the class, and everybody laughed. But Junko knew. All of them were wrong. Otherwise how could the ending of the story be so quiet and beautiful?

The child tends to be stripped of all social influences but those of the market place, all sense of place, function and class is weakened, the characteristics of region and clan, neighborhood or kindred are attenuated. The individual is denuded of everything but appetities, desires and tastes, wrenched from any context of human obligation or commitment. It is a process of mutilation; and once this has been achieved, we are offered the consolation of reconstituting the abbreviated humanity out of the things and the goods around us, and the fantasies and vapors which they emit. A culture becomes the main determinant upon morality, beliefs and purposes, usurping more and more territory that formerly belonged to parents, teachers, community, priests and politics alike.

American students, we are told, are falling behind in reading and math; on test after test, they score below most European students (at the level of Lithuania), and the solution, rather than seeking to engage their curiosity, has been testing and more testing— a dry and brittle method that produces lackluster results. And so resources are pulled from the “soft” fields that are not being tested. Music teachers are being fired or not replaced; art classes are quietly dropped from the curriculum; history is simplified and moralized, with little expectation that any facts will be learned or retained; and instead of reading short stories, poems and novels, students are invited to read train schedules and EPA reports whose jargon could put even the most committed environmentalist to sleep.

According to a 1995 study, a sample of Japanese eighth graders spent 44 percent of their class time inventing, thinking, and actively struggling with underlying concepts. The study's sample of American students, on the other hand, spent less than 1 percent of their time in that state. “The Japanese want their kids to struggle,” said Jim Stigler, the UCLA professor who oversaw the study and who cowrote The Teaching Gap with James Hiebert. “Sometimes the [Japanese] teacher will purposely give the wrong answer so the kids can grapple with the theory. American teachers, though, worked like waiters. Whenever there was a struggle, they wanted to move past it, make sure the class kept gliding along. But you don't learn by gliding.

Most peasants did not miss the school. "What's the point?" they would say. "You pay fees and read for years, and in the end you are still a peasant, earning your food with your sweat. You don't get a grain of rice more for being able to read books. Why waste time and money? Might as well start earning your work points right away." The virtual absence of any chance of a better future and the near total immobility for anyone born a peasant took the incentive out of the pursuit of knowledge. Children of school age would stay at home to help their families with their work or look after younger brothers and sisters. They would be out in the fields when they were barely in their teens. As for girls, the peasants considered it a complete waste of time for them to go to school. "They get married and belong to other people. It's like pouring water on the ground." The Cultural Revolution was trumpeted as having brought education to the peasants through 'evening classes." One day my production team announced it was starting evening classes and asked Nana and me to be the teachers. I was delighted. However, as soon as the first 'class' began, I realized that this was no education. The classes invariably started with Nana and me being asked by the production team leader to read out articles by Mao or other items from the People's Daily. Then he would make an hour-long speech consisting of all the latest political jargon strung together in undigested and largely unintelligible hunks. Now and then he would give special orders, all solemnly delivered in the name of Mao.

My own luck was being born white and middle-class into a house full of books, with a father who encouraged me to read and write. So for about twenty years I wrote for a particular man, who criticized and praised me and made me feel I was indeed "special." The obverse side of this, of course, was that I tried for a long time to please him, or rather, not to displease him. And then of course there were other men - writers, teachers - the Man, who was not a terror or a dream but a literary master and a master in other ways less easy to acknowledge. And there were all those poems about women, written by men: it seemed to be a given that men wrote poems and women frequently inhabited them. These women were almost always beautiful, but threatened with the loss of beauty, the loss of youth - the fate worse than death. Or, they were beautiful and died young, like Lucy and Lenore. Or, the woman was like Maud Gonne, cruel and disastrously mistaken, and the poem reproached her because she had refused to become a luxury for the poet.

PERFECTION The ceramics teacher announced on opening day that he was dividing the class into two groups. All those on the left side of the studio, he said, would be graded solely on the quantity of work they produced, all those on the right solely on its quality. His procedure was simple: on the final day of class he would bring in his bathroom scales and weigh the work of the “quantity” group: fifty pounds of pots rated an “A”, forty pounds a “B”, and so on. Those being graded on “quality”, however, needed to produce only one pot — albeit a perfect one — to get an “A”. Well, came grading time and a curious fact emerged: the works of highest quality were all produced by the group being graded for quantity. It seems that while the “quantity” group was busily churning out piles of work-and learning from their mistakes — the “quality” group had sat theorizing about perfection, and in the end had little more to show for their efforts than grandiose theories and a pile of dead clay.

We are faced with famine in 1974 and people are dying of hunger. When people are dying of hunger, and you are a young economic teacher, teaching an elegant economic theory in the class room, it doesn't make you feel good. Because all your brilliant theories don't seem to, come into use of the people who dying. And it 's death you cannot explain because it's not cause of disease. ..it's just of not having food to eat... So in the situation like that you have nothing but frustration and agony. So one way, I try to kind of enlightened my frustration and agony by coming to the conclusion that I may not be useful as an economist, but I'm still a basic human being. I can juts go out and stand next to human being. And see if there's anything I can do to another person. Even for a day if it is help, pay for more a day, I feel more a little bit better. So that's why I started going outside the campus.. I thought if you can become an angel for 27 dollars, it would be fun to do more of it

I suppose there may be a branch president or a high councilor or an elders quorum president or a visiting teacher in the room who wants to know what it is we are to accomplish as Church members when we get together, even if it's only in a home evening group or an opportunity to pray together. Well, this passage indicates that it may have something to do with remembering each other. We all count. Everyone matters. We have a name and it's recorded and we need to remember that here. No one must get lost. "And their names were taken, that they might be remembered and nourished by the good word of God. . . to keep them continually watchful unto prayer, relying alone upon the merits of Christ . . . to fast and to speak with one another concerning the welfare of their souls . . . to observe that there should be no iniquity among them"--what a great thought about meetings and what they are supposed to do, what a Sunday School class can be, what a scriptural discussion in an apartment can be.

I’ve noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don’t really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers do care and do work very, very hard, the institution is psychopathic — it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that humans and monkeys derive from a common ancestor.

There have been complaints?' said Miss Susan. 'Er, no ... er ... although Miss Smith has told me that the children coming up from your class are, er, restless. Their reading ability is, she says, rather unfortunately advanced ...' 'Miss Smith thinks a good book is about a boy and his dog chasing a big red ball,' said Miss Susan. 'My children have learned to expect a plot. No wonder they get impatient. We're reading Grim Fairy Tales at the moment.' 'That is rather rude of you, Susan.' 'No, madam. That is rather polite of me. It would have been rude of me to say that there is a circle of Hell reserved for teachers like Miss Smith.' 'But that's a dreadf---' Madam Frout stopped, and began again. 'You should not be teaching them to read at all yet!' she snapped. [...] 'I mean,' the headmistress mumbled, 'childhood is a time for play and---' 'Learning,' said Miss Susan. 'Learning through play,' said Madam Frout, grateful to find familiar territory. 'After all, kittens and puppies---' '---grow up to be cats and dogs, which are even less interesting,' said Miss Susan, 'whereas children should grow up to be adults.'" [...] 'What precisely was it you wanted, madam?' she said. It's just that I've left the class doing algebra, and they get restless when they've finished.' 'Algebra?' said Madam Frout [...] 'But that's far too difficult for seven-year-olds!' 'Yes, but I didn't tell them that and so far they haven't found out,' said Susan.

I have a feeling," Harry said finally, "that we're coming at this from the wrong angle. There's a tale I once heard about some students who came into a physics class, and the teacher showed them a large metal plate near a fire. She ordered them to feel the metal plate, and they felt that the metal nearer the fire was cooler, and the metal further away was warmer. And she said, write down your guess for why this happens. So some students wrote down 'because of how the metal conducts heat', and some students wrote down 'because of how the air moves', and no one said 'this just seems impossible', and the real answer was that before the students came into the room, the teacher turned the plate around." "Interesting," said Professor Quirrell. "That does sound similar. Is there a moral?" "That your strength as a rationalist is your ability to be more confused by fiction than by reality," said Harry. "If you're equally good at explaining any outcome, you have zero knowledge. The students thought they could use words like 'because of heat conduction' to explain anything, even a metal plate being cooler on the side nearer the fire. So they didn't notice how confused they were, and that meant they couldn't be more confused by falsehood than by truth. If you tell me that the centaurs were under the Imperius Curse, I still have the feeling of something being not quite right. I notice that I'm still confused even after hearing your explanation.

Consider now the primal scene of education in the modern elementary school. Let us assume that a teacher wishes to inform a class of some 20 pupils about the structure of atoms, and that she plans to base the day's instruction on an analogy with the solar system. She knows that the instruction will be effective only to the extent that all the students in the class already know about the solar system. A good teacher would probably try to find out. 'Now, class, how many of you know about the solar system?' Fifteen hands go up. Five stay down. What is a teacher to do in this typical circumstance in the contemporary American school? "If he or she pauses to explain the solar system, a class period is lost, and 15 of the 20 students are bored and deprived of knowledge for that day. If the teacher plunges ahead with atomic structure, the hapless five—they are most likely to be poor or minority students—are bored, humiliated and deprived, because they cannot comprehend the teacher's explanation.

Disasterology The Badger is the thirteenth astrological sign. My sign. The one the other signs evicted: unanimously. So what? ! Think I want to read about my future in the newspaper next to the comics? My third grade teacher told me I had no future. I run through snow and turn around just to make sure I’ve got a past. My life’s a chandelier dropped from an airplane. I graduated first in my class from alibi school. There ought to be a healthy family cage at the zoo, or an open field, where I can lose my mother as many times as I need. When I get bored, I call the cops, tell them there’s a pervert peeking in my window! then I slip on a flimsy nightgown, go outside, press my face against the glass and wait… This makes me proud to be an American where drunk drivers ought to wear necklaces made from the spines of children they’ve run over. I remember my face being invented through a windshield. All the wounds stitched with horsehair So the scars galloped across my forehead. I remember the hymns cherubs sang in my bloodstream. The way even my shadow ached when the chubby infants stopped. I remember wishing I could be boiled like water and made pure again. Desire so real it could be outlined in chalk. My eyes were the color of palm trees in a hurricane. I’d wake up and my id would start the day without me. Somewhere a junkie fixes the hole in his arm and a racing car zips around my halo. A good God is hard to find. Each morning I look in the mirror and say promise me something don’t do the things I’ve done.

All this is the more maddening, as Edward Shils has pointed out, in a populistic culture which has always set a premium on government by the common man and through the common judgement and which believes deeply in the sacred character of publicity. Here the politician expresses what a large part of the public feels. The citizen cannot cease to need or to be at the mercy of experts, but he can achieve a kind of revenge by ridiculing the wild-eyed professor, the irresponsible brain truster, or the mad scientist, and by applauding the politicians as the pursue the subversive teacher, the suspect scientist, or the allegedly treacherous foreign-policy adviser. There has always been in our national experience a type of mind which elevates hatred to a kind of creed; for this mind, group hatreds take a place in politics similar to the class struggle in some other modern societies. Filled with obscure and ill-directed grievances and frustrations, with elaborate hallucinations about secrets and conspiracies, groups of malcontents have found scapegoats at various times in Masons or abolitionists, Catholics, Mormons, or Jews, Negroes, or immigrants, the liquor interests or the international bankers. In the succession of scapegoats chosen by the followers of this tradition of Know-Nothingism, the intelligentsia have at last in our time found a place.

The average person wastes his life. He has a great deal of energy but he wastes it. The life of an average person seems at the end utterly meaningless…without significance. When he looks back…what has he done? MIND The mind creates routine for its own safety and convenience. Tradition becomes our security. But when the mind is secure it is in decay. We all want to be famous people…and the moment we want to be something…we are no longer free. Intelligence is the capacity to perceive the essential…the what is. It is only when the mind is free from the old that it meets everything new…and in that there’s joy. To awaken this capacity in oneself and in others is real education. SOCIETY It is no measure of health to be well adjusted to a profoundly sick society. Nature is busy creating absolutely unique individuals…whereas culture has invented a single mold to which we must conform. A consistent thinker is a thoughtless person because he conforms to a pattern. He repeats phrases and thinks in a groove. What happens to your heart and your mind when you are merely imitative, naturally they wither, do they not? The great enemy of mankind is superstition and belief which is the same thing. When you separate yourself by belief tradition by nationally it breeds violence. Despots are only the spokesmen for the attitude of domination and craving for power which is in the heart of almost everyone. Until the source is cleared there will be confusion and classes…hate and wars. A man who is seeking to understand violence does not belong to any country to any religion to any political party. He is concerned with the understanding of mankind. FEAR You have religion. Yet the constant assertion of belief is an indication of fear. You can only be afraid of what you think you know. One is never afraid of the unknown…one is afraid of the known coming to an end. A man who is not afraid is not aggressive. A man who has no sense of fear of any kind is really a free and peaceful mind. You want to be loved because you do not love…but the moment you really love, it is finished. You are no longer inquiring whether someone loves you or not. MEDITATION The ability to observe without evaluating is the highest form of intelligence. In meditation you will discover the whisperings of your own prejudices…your own noises…the monkey mind. You have to be your own teacher…truth is a pathless land. The beauty of meditation is that you never know where you are…where you are going…what the end is. Down deep we all understand that it is truth that liberates…not your effort to be free. The idea of ourselves…our real selves…is your escape from the fact of what you really are. Here we are talking of something entirely different….not of self improvement…but the cessation of self. ADVICE Take a break with the past and see what happens. Release attachment to outcomes…inside you will feel good no matter what. Eventually you will find that you don’t mind what happens. That is the essence of inner freedom…it is timeless spiritual truth. If you can really understand the problem the answer will come out of it. The answer is not separate from the problem. Suffer and understand…for all of that is part of life. Understanding and detachment…this is the secret. DEATH There is hope in people…not in societies not in systems but only in you and me. The man who lives without conflict…who lives with beauty and love…is not frightened by death…because to love is to die.

At high school I was never comfortable for a minute. I did not know about Lonnie. Before an exam, she got icy hands and palpitations, but I was close to despair at all times. When I was asked a question in class, any simple little question at all, my voice was apt to come out squeaky, or else hoarse and trembling. When I had to go to the blackboard I was sure—even at a time of the month when this could not be true—that I had blood on my skirt. My hands became slippery with sweat when they were required to work the blackboard compass. I could not hit the ball in volleyball; being called upon to perform an action in front of others made all my reflexes come undone. I hated Business Practice because you had to rule pages for an account book, using a straight pen, and when the teacher looked over my shoulder all the delicate lines wobbled and ran together. I hated Science; we perched on stools under harsh lights behind tables of unfamiliar, fragile equipment, and were taught by the principal of the school, a man with a cold, self-relishing voice—he read the Scriptures every morning—and a great talent for inflicting humiliation. I hated English because the boys played bingo at the back of the room while the teacher, a stout, gentle girl, slightly cross-eyed, read Wordsworth at the front. She threatened them, she begged them, her face red and her voice as unreliable as mine. They offered burlesqued apologies and when she started to read again they took up rapt postures, made swooning faces, crossed their eyes, flung their hands over their hearts. Sometimes she would burst into tears, there was no help for it, she had to run out into the hall. Then the boys made loud mooing noises; our hungry laughter—oh, mine too—pursued her. There was a carnival atmosphere of brutality in the room at such times, scaring weak and suspect people like me.

Over the years I have read many, many books about the future, my ‘we’re all doomed’ books, as Connie liked to call them. ‘All the books you read are either about how grim the past was or how gruesome the future will be. It might not be that way, Douglas. Things might turn out all right.’ But these were well-researched, plausible studies, their conclusions highly persuasive, and I could become quite voluble on the subject. Take, for instance, the fate of the middle-class, into which Albie and I were born and to which Connie now belongs, albeit with some protest. In book after book I read that the middle-class are doomed. Globalisation and technology have already cut a swathe through previously secure professions, and 3D printing technology will soon wipe out the last of the manufacturing industries. The internet won’t replace those jobs, and what place for the middle-classes if twelve people can run a giant corporation? I’m no communist firebrand, but even the most rabid free-marketeer would concede that market-forces capitalism, instead of spreading wealth and security throughout the population, has grotesquely magnified the gulf between rich and poor, forcing a global workforce into dangerous, unregulated, insecure low-paid labour while rewarding only a tiny elite of businessmen and technocrats. So-called ‘secure’ professions seem less and less so; first it was the miners and the ship- and steel-workers, soon it will be the bank clerks, the librarians, the teachers, the shop-owners, the supermarket check-out staff. The scientists might survive if it’s the right type of science, but where do all the taxi-drivers in the world go when the taxis drive themselves? How do they feed their children or heat their homes and what happens when frustration turns to anger? Throw in terrorism, the seemingly insoluble problem of religious fundamentalism, the rise of the extreme right-wing, under-employed youth and the under-pensioned elderly, fragile and corrupt banking systems, the inadequacy of the health and care systems to cope with vast numbers of the sick and old, the environmental repercussions of unprecedented factory-farming, the battle for finite resources of food, water, gas and oil, the changing course of the Gulf Stream, destruction of the biosphere and the statistical probability of a global pandemic, and there really is no reason why anyone should sleep soundly ever again. By the time Albie is my age I will be long gone, or, best-case scenario, barricaded into my living module with enough rations to see out my days. But outside, I imagine vast, unregulated factories where workers count themselves lucky to toil through eighteen-hour days for less than a living wage before pulling on their gas masks to fight their way through the unemployed masses who are bartering with the mutated chickens and old tin-cans that they use for currency, those lucky workers returning to tiny, overcrowded shacks in a vast megalopolis where a tree is never seen, the air is thick with police drones, where car-bomb explosions, typhoons and freak hailstorms are so commonplace as to barely be remarked upon. Meanwhile, in literally gilded towers miles above the carcinogenic smog, the privileged 1 per cent of businessmen, celebrities and entrepreneurs look down through bullet-proof windows, accept cocktails in strange glasses from the robot waiters hovering nearby and laugh their tinkling laughs and somewhere, down there in that hellish, stewing mess of violence, poverty and desperation, is my son, Albie Petersen, a wandering minstrel with his guitar and his keen interest in photography, still refusing to wear a decent coat.

It is not that the historian can avoid emphasis of some facts and not of others. This is as natural to him as to the mapmaker, who, in order to produce a usable drawing for practical purposes, must first flatten and distort the shape of the earth, then choose out of the bewildering mass of geographic information those things needed for the purpose of this or that particular map. My argument cannot be against selection, simplification, emphasis, which are inevitable for both cartographers and historians. But the map-maker's distortion is a technical necessity for a common purpose shared by all people who need maps. The historian's distortion is more than technical, it is ideological; it is released into a world of contending interests, where any chosen emphasis supports (whether the historian means to or not) some kind of interest, whether economic or political or racial or national or sexual. Furthermore, this ideological interest is not openly expressed in the way a mapmaker's technical interest is obvious ("This is a Mercator projection for long-range navigation-for short-range, you'd better use a different projection"). No, it is presented as if all readers of history had a common interest which historians serve to the best of their ability. This is not intentional deception; the historian has been trained in a society in which education and knowledge are put forward as technical problems of excellence and not as tools for contending social classes, races, nations. To emphasize the heroism of Columbus and his successors as navigators and discoverers, and to de-emphasize their genocide, is not a technical necessity but an ideological choice. It serves- unwittingly-to justify what was done. My point is not that we must, in telling history, accuse, judge, condemn Columbus in absentia. It is too late for that; it would be a useless scholarly exercise in morality. But the easy acceptance of atrocities as a deplorable but necessary price to pay for progress (Hiroshima and Vietnam, to save Western civilization; Kronstadt and Hungary, to save socialism; nuclear proliferation, to save us all)-that is still with us. One reason these atrocities are still with us is that we have learned to bury them in a mass of other facts, as radioactive wastes are buried in containers in the earth. We have learned to give them exactly the same proportion of attention that teachers and writers often give them in the most respectable of classrooms and textbooks. This learned sense of moral proportion, coming from the apparent objectivity of the scholar, is accepted more easily than when it comes from politicians at press conferences. It is therefore more deadly. The treatment of heroes (Columbus) and their victims (the Arawaks)-the quiet acceptance of conquest and murder in the name of progress-is only one aspect of a certain approach to history, in which the past is told from the point of view of governments, conquerors, diplomats, leaders. It is as if they, like Columbus, deserve universal acceptance, as if they-the Founding Fathers, Jackson, Lincoln, Wilson, Roosevelt, Kennedy, the leading members of Congress, the famous Justices of the Supreme Court-represent the nation as a whole. The pretense is that there really is such a thing as "the United States," subject to occasional conflicts and quarrels, but fundamentally a community of people with common interests. It is as if there really is a "national interest" represented in the Constitution, in territorial expansion, in the laws passed by Congress, the decisions of the courts, the development of capitalism, the culture of education and the mass media.