Communities In Schools Quotes

Once you educate the boys, they tend to leave the villages and go search for work in the cities, but the girls stay home, become leaders in the community, and pass on what they’ve learned. If you really want to change a culture, to empower women, improve basic hygiene and health care, and fight high rates of infant mortality, the answer is to educate girls.

Yeah, about the test... The test will measure whether you are an informed, engaged, and productive citizen of the world, and it will take place in schools and bars and hospitals and dorm rooms and in places of worship. You will be tested on first dates, in job interviews, while watching football, and while scrolling through your Twitter feed. The test will judge your ability to think about things other than celebrity marriages, whether you’ll be easily persuaded by empty political rhetoric, and whether you’ll be able to place your life and your community in a broader context. The test will last your entire life, and it will be comprised of the millions of decisions that, when taken together, will make your life yours. And everything, everything, will be on it. ...I know, right?

When you wage war on the public schools, you're attacking the mortar that holds the community together. You're not a conservative, you're a vandal.

If you teach a boy, you educate an individual; but if you teach a girl, you educate a community.

Because you live to love and love to live/ And because of what your heardrum will give/ Now we might love to live and live to love.

Right. Lack of opportunities," Daddy says. "Corporate America don't bring jobs to our communities, and they damn sure ain't quick to hire us. Then, shit, even if you do have a high school diploma, so many of the schools in our neighborhoods don't prepare us well enough. That's why when your momma talked about sending you and your brothers to Williamson, I agreed. Our schools don't get the resources to equip you like Williamson does. It's easier to find some crack that it is the find a good school around here. "Now, think 'bout this," he says. "How did the drugs even get in our neighborhood? This is a multibillion-dollar industry we talking 'bout, baby. That shit is flown into our communities, but I don't know anybody with a private jet. Do you?" "No." "Exactly. Drugs come from somewhere, and they're destroying our community," he says. "You got folks like Brenda, who think they need them survive, and then you got the Khalils, who think they need to sell them to survive. The Brendas can't get jobs unless they're clean, and they can't pay for rehab unless they got jobs. When the Khalils get arrested for selling drugs, they either spend most of their life in prison, another billion-dollar industry, or they have a hard time getting a real job and probably start selling drugs again. That's the hate they're giving us, baby, a system designed against us. That's Thug Life.

Hungry people should be fed. It takes some people a long time to figure this out.

We represent the true human condition, the one permanent victory over cruelty and chaos. . . . Our true home is the imagination, and our kingdom is the wide-open world.

In a school community, someone who reads a book for some secretive purpose, other than discussing it, is strange. What was she reading for?

Is it any wonder that Socrates was outraged at the accusation he took money to teach? Even then, philosophers saw clearly the inevitable direction the professionalization of teaching would take, that of pre-empting the teaching function, which, in a healthy community, belongs to everyone.

Research experts want to know what can be done about the values of poor segregated children; and this is a question that needs asking. But they do not ask what can be done about the values of the people who have segregated these communities. There is no academic study of the pathological detachment of the very rich...

I hated leaving a hole in the smoking world, and so I recruited someone to take my place. People have given me a lot of grief, but I'm pretty sure that after high school, this girl would have started anyway, especially if she chose the army over community college.

Independent study, community service, adventures and experience, large doses of privacy and solitude, a thousand different apprenticeships — the one-day variety or longer — these are all powerful, cheap, and effective ways to start a real reform of schooling. But no large-scale reform is ever going to work to repair our damaged children and our damaged society until we force open the idea of “school” to include family as the main engine of education. If we use schooling to break children away from parents — and make no mistake, that has been the central function of schools since John Cotton announced it as the purpose of the Bay Colony schools in 1650 and Horace Mann announced it as the purpose of Massachusetts schools in 1850 — we’re going to continue to have the horror show we have right now.

Police argue that residents in high-crime communities often demand police action. What is left out is that these communities also ask for better schools, parks, libraries, and jobs, but these services are rarely provided.

The problem with the evangelical homeschool movement was not their desire to educate their children at home, or in private religious schools, but the evangelical impulse to "protect" children from ideas that might lead them to "question" and to keep them cloistered in what amounted to a series of one-family gated communities.

If we want to, say, develop schools in disadvantaged communities that can successfully counteract the poisonous atmosphere of their surrounding neighborhoods, this tells us that we’re probably better off building lots of little schools than one or two big ones.

There are two visions of America a half century from now. One is of a society more divided between the haves and the have-nots, a country in which the rich live in gated communities, send their children to expensive schools, and have access to first-rate medical care. Meanwhile, the rest live in a world marked by insecurity, at best mediocre education, and in effect rationed health care―they hope and pray they don't get seriously sick. At the bottom are millions of young people alienated and without hope. I have seen that picture in many developing countries; economists have given it a name, a dual economy, two societies living side by side, but hardly knowing each other, hardly imagining what life is like for the other. Whether we will fall to the depths of some countries, where the gates grow higher and the societies split farther and farther apart, I do not know. It is, however, the nightmare towards which we are slowly marching.

The peculiar predicament of the present-day self surely came to pass as a consequence of the disappointment of the high expectations of the self as it entered the age of science and technology. Dazzled by the overwhelming credentials of science, the beauty and elegance of the scientific method, the triumph of modern medicine over physical ailments, and the technological transformation of the very world itself, the self finds itself in the end disappointed by the failure of science and technique in those very sectors of life which had been its main source of ordinary satisfaction in past ages. As John Cheever said, the main emotion of the adult Northeastern American who has had all the advantages of wealth, education, and culture is disappointment. Work is disappointing. In spite of all the talk about making work more creative and self-fulfilling, most people hate their jobs, and with good reason. Most work in modern technological societies is intolerably dull and repetitive. Marriage and family life are disappointing. Even among defenders of traditional family values, e.g., Christians and Jews, a certain dreariness must be inferred, if only from the average time of TV viewing. Dreary as TV is, it is evidently not as dreary as Mom talking to Dad or the kids talking to either. School is disappointing. If science is exciting and art is exhilarating, the schools and universities have achieved the not inconsiderable feat of rendering both dull. As every scientist and poet knows, one discovers both vocations in spite of, not because of, school. It takes years to recover from the stupor of being taught Shakespeare in English Lit and Wheatstone's bridge in Physics. Politics is disappointing. Most young people turn their backs on politics, not because of the lack of excitement of politics as it is practiced, but because of the shallowness, venality, and image-making as these are perceived through the media--one of the technology's greatest achievements. The churches are disappointing, even for most believers. If Christ brings us new life, it is all the more remarkable that the church, the bearer of this good news, should be among the most dispirited institutions of the age. The alternatives to the institutional churches are even more grossly disappointing, from TV evangelists with their blown-dry hairdos to California cults led by prosperous gurus ignored in India but embraced in La Jolla. Social life is disappointing. The very franticness of attempts to reestablish community and festival, by partying, by groups, by club, by touristy Mardi Gras, is the best evidence of the loss of true community and festival and of the loneliness of self, stranded as it is as an unspeakable consciousness in a world from which it perceives itself as somehow estranged, stranded even within its own body, with which it sees no clear connection. But there remains the one unquestioned benefit of science: the longer and healthier life made possible by modern medicine, the shorter work-hours made possible by technology, hence what is perceived as the one certain reward of dreary life of home and the marketplace: recreation. Recreation and good physical health appear to be the only ambivalent benefits of the technological revolution.

people are less than whole unless they gather themselves voluntarily into groups of souls in harmony. Gathering themselves to pursue individual, family, and community dreams consistent with their private humanity is what makes them whole; only slaves are gathered by others.

The sufferings of neurosis and psychosis are for us a schooling in the passions of the soul, just as the beam of the psychoanalytic scales, when we calculate the tilt of its threat to entire communities, provides us with an indication of the deadening of the passions in society.

The American Society of Civil Engineers said in 2007 that the U.S. had fallen so far behind in maintaining its public infrastructure -- roads, bridges, schools, dams -- that it would take more than a trillion and half dollars over five years to bring it back up to standard. Instead, these types of expenditures are being cut back. At the same time, public infrastructure around the world is facing unprecedented stress, with hurricanes, cyclones, floods and forest fires all increasing in frequency and intensity. It's easy to imagine a future in which growing numbers of cities have their frail and long-neglected infrastructures knocked out by disasters and then are left to rot, their core services never repaired or rehabilitated. The well-off, meanwhile, will withdraw into gated communities, their needs met by privatized providers.

Interest and enthusiasm are the wellspring of continually evolving community life: they create bonds which unite us whether we are young or old, nearby or far from each other; they allow human warmth and love to be the formative forces in personal and community life and striving.

Let us be dissatisfied until America will no longer have high blood pressure of creeds and an anemia of deeds. Let us be dissatisfied until the tragic walls that separate the outer city of wealth and comfort from the inner city of poverty and despair shall be crushed by the battering rams of the fires of justice. Let us be dissatisfied until they who live on the outskirts of Hope are brought into the metropolis of daily security. Let us be dissatisfied until slums are cast into the junk heap of history and every family will live in a decent, sanitary home. Let us be dissatisfied until the dark yesterdays of segregated schools will be transformed into the bright tomorrows of quality integrated education.

One of the newest figures to emerge on the world stage in recent years is the social entrepreneur. This is usually someone who burns with desire to make a positive social impact on the world, but believes that the best way of doing it is, as the saying goes, not by giving poor people a fish and feeding them for a day, but by teaching them to fish, in hopes of feeding them for a lifetime. I have come to know several social entrepreneurs in recent years, and most combine a business school brain with a social worker's heart. The triple convergence and the flattening of the world have been a godsend for them. Those who get it and are adapting to it have begun launching some very innovative projects.

... meaning where meaning is genuinely to be found — in families, in friends, in the passage of seasons, in nature, in simple ceremonies and rituals, in curiosity, generosity, compassion, and service to others, in a decent independence and privacy, in all the free and inexpensive things out of which real families, real friends, and real communities are built

Were these boys in their right minds? Here were two boys with good intellect, one eighteen and one nineteen. They had all the prospects that life could hold out for any of the young; one a graduate of Chicago and another of Ann Arbor; one who had passed his examination for the Harvard Law School and was about to take a trip in Europe,--another who had passed at Ann Arbor, the youngest in his class, with three thousand dollars in the bank. Boys who never knew what it was to want a dollar; boys who could reach any position that was to boys of that kind to reach; boys of distinguished and honorable families, families of wealth and position, with all the world before them. And they gave it all up for nothing, for nothing! They took a little companion of one of them, on a crowded street, and killed him, for nothing, and sacrificed everything that could be of value in human life upon the crazy scheme of a couple of immature lads. Now, your Honor, you have been a boy; I have been a boy. And we have known other boys. The best way to understand somebody else is to put yourself in his place. Is it within the realm of your imagination that a boy who was right, with all the prospects of life before him, who could choose what he wanted, without the slightest reason in the world would lure a young companion to his death, and take his place in the shadow of the gallows? ...No one who has the process of reasoning could doubt that a boy who would do that is not right. How insane they are I care not, whether medically or legally. They did not reason; they could not reason; they committed the most foolish, most unprovoked, most purposeless, most causeless act that any two boys ever committed, and they put themselves where the rope is dangling above their heads.... Why did they kill little Bobby Franks? Not for money, not for spite; not for hate. They killed him as they might kill a spider or a fly, for the experience. They killed him because they were made that way. Because somewhere in the infinite processes that go to the making up of the boy or the man something slipped, and those unfortunate lads sit here hated, despised, outcasts, with the community shouting for their blood. . . . I know, Your Honor, that every atom of life in all this universe is bound up together. I know that a pebble cannot be thrown into the ocean without disturbing every drop of water in the sea. I know that every life is inextricably mixed and woven with every other life. I know that every influence, conscious and unconscious, acts and reacts on every living organism, and that no one can fix the blame. I know that all life is a series of infinite chances, which sometimes result one way and sometimes another. I have not the infinite wisdom that can fathom it, neither has any other human brain

Poor kids, through no fault of their own, are less prepared by their families, their schools, and their communities to develop their God-given talents as fully as rich kids. For economic productivity and growth, our country needs as much talent as we can find, and we certainly can’t afford to waste it. The opportunity gap imposes on all of us both real costs and what economists term “opportunity costs.

To our law enforcement community, our first responders, the young student, staff members, and teachers who responded so bravely in the face of danger, we applaud your courage and thank you for your selfless actions.

There have been numerous studies suggesting that one of the most effective ways to reduce poverty is through the education of women and girls. It’s one of the best returns on investment in the developing world, but sixty-six million girls worldwide are not enrolled in school. Educated women spread what they’ve learned to their families and villages and children. Educated girls get pregnant later, have fewer children, and have a far lower infant mortality rate. Educated women and girls have greater power to determine their own fate; earn more; live a rich, fulfilled life; and give back to their communities at a greater level.

Gay and lesbian bars, safe havens for some, are rarely safe havens for bi people. But where does that leave us to go? It’s like the gay and straight communities are our parents and each thought the other would pick us up from school.

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

If poverty is a disease that infects an entire community in the form of unemployment and violence, failing schools and broken homes, then we can't just treat those symptoms in isolation. We have to heal that entire community. And we have to focus on what actually works

It is so irresponsible for people in the ‘I want to change the course of my society’ community to not do the damn research into figuring out the latest science of how people change their minds, and under what conditions people change their minds, and what exactly in their minds is being changed. The belief systems people hold are absolutely, in no way, shape, or form the result of any objective evaluation of information. The prejudices are inherited, they’re socially inflicted, they’re propagandized in school, in church, in communities, in families. They are reinforced by endless bouts of patriotic media and all of this nonsense. People are an emotional Gordian knot kaleidoscopic clusterfrack of prior prejudices stuffed into their heads and held aloft by the spears of social approval and ostracism.

Community as caring . . . So many people enter groups in order to develop a certain form of spirituality or to acquire knowledge about the things of God and of humanity. But that is not community; it is a school. It becomes community only when people start truly caring for each other and for each other's growth.

I have learned things from the game. Much of my knowledge of locations in Britain and Europe comes not from school, but from away games or the sports pages, and hooliganism has given me both a taste for sociology and a degree of fieldwork experience. I have learned the value of investing time and emotion in things I cannot control, and of belonging to a community whose aspirations I share completely and uncritically.

Abraham Lincoln, a predecessor of Barack Obama in both the White House and the Illinois state legislature, had eighteen months of formal education and became a soldier, surveyor, postmaster, rail-splitter, tavern keeper, and self-taught prairie lawyer. Obama went to Occidental College, Columbia University, and Harvard Law School, and became a "community organizer." I'm not sure that's progress--and it's certainly not "sustainable.

For a very long time I worked and worked and worked, and then I looked up one day and all my friends were married with children. These married-with-children people were still my friends, but they'd become part of a community I wasn't in, a club I didn't belong to. Socially, their lives had completely changed, and they were busy. Their attention had turned to carpools and birthday parties and school tuition, and I was playing catch-up:"Wait, so we don't have game night anymore? You guys, who's free for dinner Saturday? Oh, absolutely no one?

It’s not like we’re at a community college and God is at an Ivy League school. It’s like we’re at a community college and God comprehends all the mysteries and mechanics of the entire universe. We don’t even operate in the same stratosphere as God.

Until you ask my husband those same questions, I just can’t answer them anymore.” But I can’t stop. I can’t help myself. “Do you know why no one asks men how they balance it all? It’s because there is no expectation of that. Bringing home money is enough. We don’t expect you to be anything more than a provider, men. But a working woman? Not only do you have to bring home the bacon and fry it up, you gotta be a size double-zero, too. You’ve got to volunteer at the school, you’ve got to be a sex kitten, a great friend, a community activist. There are all these expectations that we put on women that we don’t put on men. In the same way, we never inquire about what’s happening in a man’s urethra. ‘Low sperm count, huh? That why you don’t have kids? Have you tried IVF?

Traditional progressive bread and butter economic issues are the heart of the solution. It's about ensuring decent jobs with a good wage. It's about ensuring a free public education in all the communities of America, whether they are in the shiny new affluent suburbs or the crumbling old schools of the older suburbs and cities. It's about ensuring a system where all Americans have access to health care, instead of a steadily declining share of our population.

On the first day of November last year, sacred to many religious calendars but especially the Celtic, I went for a walk among bare oaks and birch. Nothing much was going on. Scarlet sumac had passed and the bees were dead. The pond had slicked overnight into that shiny and deceptive glaze of delusion, first ice. It made me remember sakes and conjure a vision of myself skimming backward on one foot, the other extended; the arms become wings. Minnesota girls know that this is not a difficult maneuver if one's limber and practices even a little after school before the boys claim the rink for hockey. I think I can still do it - one thinks many foolish things when November's bright sun skips over the entrancing first freeze. A flock of sparrows reels through the air looking more like a flying net than seventy conscious birds, a black veil thrown on the wind. When one sparrow dodges, the whole net swerves, dips: one mind. Am I part of anything like that? Maybe not. The last few years of my life have been characterized by stripping away, one by one, loves and communities that sustain the soul. A young colleague, new to my English department, recently asked me who I hang around with at school. "Nobody," I had to say, feeling briefly ashamed. This solitude is one of the surprises of middle age, especially if one's youth has been rich in love and friendship and children. If you do your job right, children leave home; few communities can stand an individual's most pitiful, amateur truth telling. So the soul must stand in her own meager feathers and learn to fly - or simply take hopeful jumps into the wind. In the Christian calendar, November 1 is the Feast of All Saints, a day honoring not only those who are known and recognized as enlightened souls, but more especially the unknowns, saints who walk beside us unrecognized down the millennia. In Buddhism, we honor the bodhisattvas - saints - who refuse enlightenment and return willingly to the wheel of karma to help other beings. Similarly, in Judaism, anonymous holy men pray the world from its well-merited destruction. We never know who is walking beside us, who is our spiritual teacher. That one - who annoys you so - pretends for a day that he's the one, your personal Obi Wan Kenobi. The first of November is a splendid, subversive holiday. Imagine a hectic procession of revelers - the half-mad bag lady; a mumbling, scarred janitor whose ravaged face made the children turn away; the austere, unsmiling mother superior who seemed with great focus and clarity to do harm; a haunted music teacher, survivor of Auschwitz. I bring them before my mind's eye, these old firends of my soul, awakening to dance their day. Crazy saints; but who knows what was home in the heart? This is the feast of those who tried to take the path, so clumsily that no one knew or notice, the feast, indeed, of most of us. It's an ugly woods, I was saying to myself, padding along a trail where other walkers had broken ground before me. And then I found an extraordinary bouquet. Someone had bound an offering of dry seed pods, yew, lyme grass, red berries, and brown fern and laid it on the path: "nothing special," as Buddhists say, meaning "everything." Gathered to formality, each dry stalk proclaimed a slant, an attitude, infinite shades of neutral. All contemplative acts, silences, poems, honor the world this way. Brought together by the eye of love, a milkweed pod, a twig, allow us to see how things have been all along. A feast of being.

Our schools will not improve if we continue to focus only on reading and mathematics while ignoring the other studies that are essential elements of a good education. Schools that expect nothing more of their students than mastery of basic skills will not produce graduates who are ready for college or the modern workplace. *** Our schools will not improve if we value only what tests measure. The tests we have now provide useful information about students' progress in reading and mathematics, but they cannot measure what matters most in education....What is tested may ultimately be less important that what is untested... *** Our schools will not improve if we continue to close neighborhood schools in the name of reform. Neighborhood schools are often the anchors of their communities, a steady presence that helps to cement the bond of community among neighbors. *** Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools. *** Our schools will not improve if we continue to drive away experienced principals and replace them with neophytes who have taken a leadership training course but have little or no experience as teachers. *** Our schools cannot be improved if we ignore the disadvantages associated with poverty that affect children's ability to learn. Children who have grown up in poverty need extra resources, including preschool and medical care.

I spent the last Friday of summer vacation spreading hot, sticky tar across the roof of George Washington High. My companions were Dopey, Toothless, and Joe, the brain surgeons in charge of building maintenance. At least they were getting paid. I was working forty feet above the ground, breathing in sulfur fumes from Satan's vomitorium, for free. Character building, my father said. Mandatory community service, the judge said. Court-ordered restitution for the Foul Deed. He nailed me with the bill for the damage I had done, which meant I had to sell my car and bust my hump at a landscaping company all summer. Oh, and he gave me six months of meetings with a probation officer who thought I was a waste of human flesh. Still, it was better than jail. I pushed the mop back and forth, trying to coat the seams evenly. We didn't want any rain getting into the building and destroying the classrooms. Didn't want to hurt the school. No, sir, we sure didn't.

I belong to a culture that includes Proust, Henry James, Tchaikovsky, Cole Porter, Plato, Socrates, Aristotle, Alexander the Great, Michelangelo, Leonardo da Vinci, Christopher Marlowe, Walt Whitman, Herman Melville, Tennessee Williams, Byron, E.M. Forster, Lorca, Auden, Francis Bacon, James Baldwin, Harry Stack Sullivan, John Maynard Keynes, Dag Hammarskjold… These are not invisible men. Poor Bruce. Poor frightened Bruce. Once upon a time you wanted to be a soldier. Bruce, did you know that an openly gay Englishman was as responsible as any man for winning the Second World War? His name was Alan Turing and he cracked the Germans' Enigma code so the Allies knew in advance what the Nazis were going to do — and when the war was over he committed suicide he was so hounded for being gay. Why don't they teach any of this in the schools? If they did, maybe he wouldn't have killed himself and maybe you wouldn't be so terrified of who you are. The only way we'll have real pride is when we demand recognition of a culture that isn't just sexual. It's all there—all through history we've been there; but we have to claim it, and identify who was in it, and articulate what's in our minds and hearts and all our creative contributions to this earth. And until we do that, and until we organize ourselves block by neighborhood by city by state into a united visible community that fights back, we're doomed. That's how I want to be defined: as one of the men who fought the war.

All global ambitions are based on a definition of productivity and the good life so alienated from common human reality that I am convinced it is wrong and that most people would agree with me if they could perceive an alternative. We might be able to see that if we regained a hold on a philosophy that locates meaning where meaning is genuinely to be found — in families, in friends, in the passage of seasons, in nature, in simple ceremonies and rituals, in curiosity, generosity, compassion, and service to others, in a decent independence and privacy, in all the free and inexpensive things out of which real families, real friends, and real communities are built — then we would be so self-sufficient we would not even need the material “sufficiency” which our global “experts” are so insistent we be concerned about.

Do I feel remorse for what I have done? Yes, I do, but if I am honest, I feel relief, more than remorse. I have not been bullied since the shootings, even in prison. Can you imagine? Prison provides me a safer environment than my community school ever did. How is this possible? What does it say about those in charge of the students? 

Finally he steeled himself to read the final rule again. He had been trained since earliest childhood, since his earliest learning of language, never to lie. It was an integral part of the learning of precise speech. Once, when he had been a Four, he had said, just prior to the midday meal at school, “I’m starving.” Immediately he had been taken aside for a brief private lesson in language precision. He was not starving, it was pointed out. He was hungry. No one in the community was starving, had ever been starving, would ever be starving. To say “starving” was to speak a lie. An unintentioned lie, of course. But the reason for precision of language was to ensure that unintentional lies were never uttered. Did he understand that? they asked him. And he had.

A rampage shooting has never happened in an urban ghetto, for example; in fact, indiscriminate attacks at schools almost always occur in otherwise safe, predominantly white towns. Around half of rampage killings happen in affluent or upper-middle-class communities, and the rest tend to happen in rural towns that are majority-white, Christian, and low-crime.

What, after all this time, is the purpose of mass schooling supposed to be? Reading, writing, and arithmetic can’t be the answer, because properly approached those things take less than a hundred hours to transmit — and we have abundant evidence that each is readily self-taught in the right setting and time. Why, then, are we locking kids up in an involuntary network with strangers for twelve years? Surely not so a few of them can get rich? Even if it worked that way, and I doubt that it does, why wouldn’t any sane community look on such an education as positively wrong? It divides and classifies people, demanding that they compulsively compete with each other, and publicly labels the losers by literally de-grading them, identifying them as “low-class” material. And the bottom line for the winners is that they can buy more stuff! I don’t believe that anyone who thinks about that feels comfortable with such a silly conclusion. I can’t help feeling that if we could only answer the question of what it is that we want from these kids we lock up, we would suddenly see where we took a wrong turn. I have enough faith in American imagination and resourcefulness to believe that at that point we’d come up with a better way — in fact, a whole supermarket of better ways.

He was a drug dealer.” It hurts to say that. “And possibly a gang member.” “Why was he a drug dealer? Why are so many people in our neighborhood drug dealers?” I remember what Khalil said—he got tired of choosing between lights and food. “They need money,” I say. “And they don’t have a lot of other ways to get it." "Right. Lack of opportunities," Daddy says. "Corporate America don't bring jobs to our communities, and they damn sure ain't quick to hire us. Then, shit, even if you do have a high school diploma, so many of the schools in our neighborhoods don't prepare us well enough.

I hadn't met a lot of openly queer people before. There'd been a crowd of people at school who Pip hung out with with from time to time, but there could only have been about seven or eight of them, max. I don't know what I expected. There was no particular type of person, no particular style or look. But they were all so friendly. There were a few obvious friendship groups, but mostly, people were happy to chat to whoever. They were all just themselves. I don't know how to explain it. There was no pretending. No hiding. No faking. In this little restaurant hidden away in the old streets of Durham, a bunch of queer people could all show up and just be. I don't think I'd understood what that was like until that moment.

The purpose of education is to learn to die satiated with life.” That, I believe, is what we need to bring to our schools: experiences that are so full of the wonder of life, so full of connectedness, so embedded in the context of our communities, so brilliant in the insights that we develop and the analyses that we devise, that all of us, teachers and students alike, can learn to live lives that leave us truly satisfied.

The majority of people spoil their lives by an unhealthy and exaggerated altruism – are forced, indeed, so to spoil them. They find themselves surrounded by hideous poverty, by hideous ugliness, by hideous starvation. It is inevitable that they should be strongly moved by all this. The emotions of man are stirred more quickly than man’s intelligence; and, as I pointed out some time ago in an article on the function of criticism, it is much more easy to have sympathy with suffering than it is to have sympathy with thought. Accordingly, with admirable, though misdirected intentions, they very seriously and very sentimentally set themselves to the task of remedying the evils that they see. But their remedies do not cure the disease: they merely prolong it. Indeed, their remedies are part of the disease. They try to solve the problem of poverty, for instance, by keeping the poor alive; or, in the case of a very advanced school, by amusing the poor. But this is not a solution: it is an aggravation of the difficulty. The proper aim is to try and reconstruct society on such a basis that poverty will be impossible. And the altruistic virtues have really prevented the carrying out of this aim. Just as the worst slave-owners were those who were kind to their slaves, and so prevented the horror of the system being realised by those who suffered from it, and understood by those who contemplated it, so, in the present state of things in England, the people who do most harm are the people who try to do most good; and at last we have had the spectacle of men who have really studied the problem and know the life – educated men who live in the East End – coming forward and imploring the community to restrain its altruistic impulses of charity, benevolence, and the like. They do so on the ground that such charity degrades and demoralises. They are perfectly right. Charity creates a multitude of sins.

JONAS RECEIVER OF MEMORY Go immediately at the end of school hours each day to the Annex entrance behind the House of the Old and present yourself to the attendant. Go immediately to your dwelling at the conclusion of Training Hours each day. From this moment you are exempted from rules governing rudeness. You may ask any question of any citizen and you will receive answers. Do not discuss your training with any other member of the community, including parents and Elders. From this moment you are prohibited from dream-telling. Except for illness or injury unrelated to your training, do not apply for any medication. You are not permitted to apply for release. You may lie.

A political movement that focuses on class and ignores the specific ways in which race determines financial health and well-being for people of color in this country will be a movement that maintains white supremacy, because it will not be able to identify or address the specific, race-based systems that are the main causes of inequality for people of color. Health care discrimination, job discrimination, the school-to-prison pipeline, educational bias, mass incarceration, police brutality, community trauma—none of these issues are addressed in a class-only approach. A class-only approach will lift only poor whites out of poverty and will therefore maintain white supremacy.

What counts as social infrastructure? I define it capaciously. Public institutions such as libraries, schools, playgrounds, parks, athletic fields, and swimming pools are vital parts of the social infrastructure. So too are sidewalks, courtyards, community gardens, and other green spaces that invite people into the public realm. Community organizations, including churches and civic associations, act as social infrastructures when they have an established physical space where people can assemble, as do regularly scheduled markets for food, furniture, clothing, art, and other consumer goods. Commercial establishments can also be important parts of the social infrastructure, particularly when they operate as what the sociologist Ray Oldenburg called "third spaces," places (like cafes, diners, barbershops, and bookstores) where people are welcome to congregate and linger regardless of what they've purchased.

To learn theory by experimenting and doing. To learn belonging by participating and self-rule. Permissiveness in all animal behavior and interpersonal expression. Emphasis on individual differences. Unblocking and training feeling by plastic arts, eurythmics and dramatics. Tolerance of races, classes, and cultures. Group therapy as a means of solidarity, in the staff meeting and community meeting. Taking youth seriously as an age in itself. Community of youth and adults, minimizing 'authority.' Educational use of the actual physical plant (buildings and farms) and the culture of the school community. Emphasis in the curriculum on real problems and wider society, its geography and history, with actual participation in the neighboring community (village or city). Trying for functional interrelation of activities.

What’s the difference between this school and a happy retirement community?” The room was silent again. “The difference is ’rithmetic! A retired person living by the ocean, just doing a little reading and writing till the end of their days—that’s the dream, right? ‘What do you do all day?’ ‘Some reading, a little writing.’ Sounds idyllic, right? And yet school sucks. Everybody hates it. What’s the difference? ’Rithmetic! It’s time somebody put their finger on this fucking obvious thing.

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

Three of my daughters are Asian American. I've seen through their eyes the racist ways in which Trump labeled Covid-19 the "China virus," China plague," and "Kung Flu."...When my youngest, who is still in elementary school, heard the words, she immediately understood the hate was direct against Asian Americans--directed against her. I read somewhere that Trump and his people find community in rejoicing the suffering of those they hate and fear--that cruelty is the point. This is not easy to explain to a six-year-old.

Positively, the delinquent behavior seems to speak clearly enough. It asks for what we can’t give, but it is in this direction we must go. It asks for manly opportunities to work, make a little money, and have self-esteem; to have some space to bang around in, that is not always somebody’s property; to have better schools to open for them horizons of interest; to have more and better sex without fear or shame; to share somehow in the symbolic goods (like the cars) that are made so much of; to have a community and a country to be loyal to; to claim attention and have a voice. These are not outlandish demands. Certainly they cannot be satisfied directly in our present system; they are baffling. That is why the problem is baffling, and the final recourse is to a curfew, to ordinances against carrying knives, to threatening the parents, to reformatories with newfangled names, and to 1,100 more police on the street.

To do exciting, empowering research and leave it in academic journals and university libraries is like manufacturing unaffordable medicines for deadly diseases. We need to share our work in ways that people can assimilate, not in the private languages and forms of scholars...Those who are hungriest for what we dig up don't read scholarly journals and shouldn't have to. As historians we need to either be artists and community educations or find people who are and figure out how to collaborate with them. We can work with community groups to create original public history projects that really involved people. We can see to it that our work gets into at least the local popular culture through theater, murals, historical novels, posters, films, children's books, or a hundred other art forms. We can work with elementary and high school teachers to create curricula. Medicinal history is a form of healing and its purposes are conscious and overt.

Dear Young Black Males, Make sure that you take your education seriously. You may not understand it right now, but your education is important. If you’re struggling in high school, don’t fail silently. Speak up and ask for the help that you need. If you’re interested in going to college afterwards, start researching the colleges that you’re interested in attending. If college isn’t for you, consider trade schools or programs for high school students such as ROP (Regional Occupation Program). Depending on what state you live in, it may be called something different. Some colleges offer certificate programs if you’re not interested in earning an actual degree. Go to your neighborhood community center and ask questions. Ask your school counselors for leads. The library is also a great place to get helpful information. Just ask the librarian, he/she will be happy to assist you. It’s important to educate yourself, because if not, you’ll most likely be stuck working a dead-end job. Ask questions as much as you need to. Don’t assume anything. Get the facts that you need in order to succeed.

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

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

I would go to parties and say I was an editor, and people, especially women – and that was important to me back then – would say, “Oh, really?” and raise their eyebrows and look at me a little more carefully. I remember the first party I went to after I became a teacher, someone asked me what I did for a living, and I said, “Well, I teach high school.” He looked over my shoulder, nodded his head, said, “I went to high school,” and walked away. Once I repeated this anecdote around a big table full of Mexican food in the garden at a place called La Choza in Chicago, and Becky Mueller, another teacher at the school, said that I was a “storyteller.” I liked that. I was looking for something to be other than “just” a teacher, and “storyteller” felt about right. I am a teacher and a storyteller in that order. I have made my living and my real contribution to my community as a teacher, and I have been very lucky to have found that calling, but all through the years I have entertained myself and occasionally other people by telling stories.

So herein lies the paradox and predicament of young black men labeled criminals. A war has been declared on them, and they have been rounded up for engaging in precisely the same crimes that go largely ignored in middle-and upper-class white communities—possession and sale of illegal drugs. For those residing in ghetto communities, employment is scarce—often nonexistent. Schools located in ghetto communities more closely resemble prisons than places of learning, creativity, or moral development. And because the drug war has been raging for decades now, the parents of children coming of age today were targets of the drug war as well. As a result, many fathers are in prison, and those who are “free” bear the prison label. They are often unable to provide for, or meaningfully contribute to, a family. Any wonder, then, that many youth embrace their stigmatized identity as a means of survival in this new caste system?

Shorn of unattractive language about "robots" who will be producing taxes and not burglarizing homes, the general idea that schools in ghettoized communities must settle for a different set of goals than schools that serve the children of the middle class and upper middle class has been accepted widely. And much of the rhetoric of "rigor" and "high standards" that we hear so frequently, no matter how egalitarian in spirit it may sound to some, is fatally belied by practices that vulgarize the intellects of children and take from their education far too many of the opportunities for cultural and critical reflectiveness without which citizens become receptacles for other people's ideologies and ways of looking at the world but lack the independent spirits to create their own.

A’ight, so what do you think it means?” “You don’t know?” I ask. “I know. I wanna hear what YOU think.” Here he goes. Picking my brain. “Khalil said it’s about what society feeds us as youth and how it comes back and bites them later,” I say. “I think it’s about more than youth though. I think it’s about us, period.” “Us who?” he asks. “Black people, minorities, poor people. Everybody at the bottom in society.” “The oppressed,” says Daddy. “Yeah. We’re the ones who get the short end of the stick, but we’re the ones they fear the most. That’s why the government targeted the Black Panthers, right? Because they were scared of the Panthers?” “Uh-huh,” Daddy says. “The Panthers educated and empowered the people. That tactic of empowering the oppressed goes even further back than the Panthers though. Name one.” Is he serious? He always makes me think. This one takes me a second. “The slave rebellion of 1831,” I say. “Nat Turner empowered and educated other slaves, and it led to one of the biggest slave revolts in history.” “A’ight, a’ight. You on it.” He gives me dap. “So, what’s the hate they’re giving the ‘little infants’ in today’s society?” “Racism?” “You gotta get a li’l more detailed than that. Think ’bout Khalil and his whole situation. Before he died.” “He was a drug dealer.” It hurts to say that. “And possibly a gang member.” “Why was he a drug dealer? Why are so many people in our neighborhood drug dealers?” I remember what Khalil said—he got tired of choosing between lights and food. “They need money,” I say. “And they don’t have a lot of other ways to get it.” “Right. Lack of opportunities,” Daddy says. “Corporate America don’t bring jobs to our communities, and they damn sure ain’t quick to hire us. Then, shit, even if you do have a high school diploma, so many of the schools in our neighborhoods don’t prepare us well enough. That’s why when your momma talked about sending you and your brothers to Williamson, I agreed. Our schools don’t get the resources to equip you like Williamson does. It’s easier to find some crack than it is to find a good school around here. “Now, think ’bout this,” he says. “How did the drugs even get in our neighborhood? This is a multibillion-dollar industry we talking ’bout, baby. That shit is flown into our communities, but I don’t know anybody with a private jet. Do you?” “No.” “Exactly. Drugs come from somewhere, and they’re destroying our community,” he says. “You got folks like Brenda, who think they need them to survive, and then you got the Khalils, who think they need to sell them to survive. The Brendas can’t get jobs unless they’re clean, and they can’t pay for rehab unless they got jobs. When the Khalils get arrested for selling drugs, they either spend most of their life in prison, another billion-dollar industry, or they have a hard time getting a real job and probably start selling drugs again. That’s the hate they’re giving us, baby, a system designed against us. That’s Thug Life.

Many white Northerners wielded their power and voting pressure at home, even as they might have pressed for desegregation in the South, understanding that you didn't need a governor at a schoolhouse door if you had the Board of Education officials constantly readjusting school zoning lines to maintain segregated schools. You didn't need a burning cross if the bank used maps made by the Federal Housing Authority to mark Black neighborhoods as "dangerous" for investment and deny Black people home loans. You didn't need white vigilantes if the police were willing to protect and serve certain communities while containing and controlling others.

I was also one of those people who hadn’t caught up with the latest social networking site. Maura belonged to most of them. She passed most evenings befriending men who had tried to date-rape her in high school, but I was still stuck in the last virtual community, a sad place to be, like Europe, say, during the Black Death. Whenever I cruised this site, with its favorites lists and its paeans to somebody’s cousin’s gas station art gallery, I could not help but think of medieval corpses in the spring-thaw mud, buboes sprouted in every armpit and anus, black bile curling out of frozen mouths. Those of us still cursed with life wandered the blasted dales of this stricken network, wept and moaned and flogged ourselves with frayed AC adaptors, called out for God to strike us dead, or else let us find somebody who liked similar bands.

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.

What if our understanding of ourselves were based not on static labels or stages but on our actions and our ability and our willingness to transform ourselves? What if we embraced the messy, evolving, surprising, out-of-control happening that is life and reckoned with its proximity and relationship to death? What if, instead of being afraid of even talking about death, we saw our lives in some ways as preparation for it? What if we were taught to ponder it and reflect on it and talk about it and enter it and rehearse it and try it on? What if our lives were precious only up to a point? What if we held them loosely and understood that there were no guarantees? So that when you got sick you weren’t a stage but in a process? And cancer, just like having your heart broken, or getting a new job, or going to school, were a teacher? What if, rather than being cast out and defined by some terminal category, you were identified as someone in the middle of a transformation that could deepen your soul, open your heart, and all the while—even if and particularly when you were dying—you would be supported by and be part of a community? And what if each of these things were what we were waiting for, moments of opening, of the deepening and the awakening of everyone around us? What if this were the point of our being here rather than acquiring and competing and consuming

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

Life is a series of problems to be analyzed and addressed. How do we fix our failing schools? How do we reduce violence? These problem-centered questions are usually the wrong ones to ask. They focus on deficits, not gifts. A problem conversation tends to focus on one moment in time—the moment when a student didn’t graduate from high school, the moment when a young person commits a crime, the moment when a person is homeless. But actual lives are lived cumulatively. It takes a whole series of shocks before a person becomes homeless—loss of a job, breakdown in family relationship, maybe car problems or some transportation issue. It takes a whole series of shocks before a kid drops out of school. If you abstract away from the cumulative nature of life and define the problem as one episode, you are abstracting away from how life is lived. All conversations are either humanizing or dehumanizing, and problem-centered conversations tend to be impersonal and dehumanizing. The better community-building conversations focus on possibilities, not problems. They are questions such as, What crossroads do we stand at right now? What can we build together? How can we improve our lives together? What talents do we have here that haven’t been fully expressed?

It’s one of the best working examples I know of C. S. Lewis’s principle of sneaking past “watchful dragons.” Lewis wrote in an essay called “Sometimes Fairy Stories May Say Best What’s to be Said,” I thought I saw how stories of this kind could steal past a certain inhibition which had paralysed much of my own religion in childhood. Why did one find it so hard to feel as one was told one ought to feel about God or the sufferings of Christ? I thought the chief reason was that one was told one ought to. An obligation to feel can freeze feelings. And reverence itself did harm. The whole subject was associated with lowered voices; almost as if it were something medical. But supposing that by casting all these things into an imaginary world, stripping them of their stained-glass and Sunday School associations, one could make them for the first time appear in their real potency? Could one not thus steal past those watchful dragons? I thought one could.

People have this belief that what we believe is the effect of the facts that we’re exposed to, and therefore, if we expose people to different and newer facts, they will change their beliefs. This is not true. […] The contents of people’s minds, the belief systems that they hold, are in no way, shape or form a result of any objective evaluation of information. The prejudices are inherited. They are socially inflicted. They are propagandized in school, in church, in communities, in families. They are reinforced by endless bouts of patriotic media and other sorts of nonsense. People are just an emotional Gordian knot, kaleidoscopic clusterfrack of prior prejudices [which have been] stuffed into their heads and held aloft by the spears of social approval or ostracism. Everybody is prejudiced, almost, and everybody maintains those prejudices for fear of social attack, ostracism, or disapproval. Because people haven’t been reasoned into their beliefs, they can’t be reasoned out of their beliefs, [and] when people have existing prejudices, showing them facts that run counter to those prejudices does not dislodge them. In fact, statistically, it is more likely to make those prejudices stronger.

If you care about peace, then you should care about justice. If you care about justice, then you should care about truth. If you care about truth, then you should care about integrity. If you care about integrity, then you should care about virtue. If you care about joy, then you should care about happiness. If you care about happiness, then you should care about fufilment. If you care about fufilment,then you should care about needs contentment. If you care about contentment, then you should care about patience. If you care about strength, then you should care about courage. If you care about courage, then you should care about hope. If you care about hope, then you should care about faith. If you care about faith, then you should care about love. If you care about wealth, then you should care about excellence. If you care about excellence, then you should care about hardwork. If you care about hardwork, then you should care about determination. If you care about determination, then you should care about focus. If you care about education, then you should care about schools. If you care about schools, then you should care about students. If you care about students, then you should care about teachers. If you care about teachers, then you should care about salaries. If you care about people, then you should care about communities. If you care about communities, then you should care about cities. If you care about cities, then you should care about provinces. If you care about provinces, then you should care about nations. If you care about yourself, then you should care about life. If you care about life, then you should care about health. If you care about health, then you should care about excersise. If you care about excersise, then you should care about nutrition. If you care about food, then you should care about animals. If you care about animals, then you should care about earth. If you care about earth, then you should care about nature. If you care about nature, then you should care about water. If you care about yesturday, then you should care about today. If you care about today, then you should care about now. If you care about now, then you should care about tomorrow. If you care about tomorrow, then you should care about forever.

As I witness and participate in our visionary efforts to revitalize Detroit and contrast them with the multibillion dollars' worth of megaprojects advanced by politicians and developed that involve casinos, giant stadiums, gentrification, and the Super Bowl, I am saddened by their shortsightedness. At the same time I rejoice in the energy being unleashed in the community by our human-scale programs that involve bringing the country back into the city and removing the walls between schools and communities, between generations, and between ethnic groups. And I am confident just as in the early twentieth century people came from around the world to marvel at the mass production lines pioneered by Henry Ford, in the twenty-first century they will be coming to marvel at the thriving neighborhoods that are the fruit of our visionary programs.

The moment I entered the bright, buzzing lobby of Men’s House I was overcome by a sense of alienation and hostility … The lobby was the meeting place for various groups still caught up in the illusions that had just been boomeranged out of my head: college boys working to return to school down South; older advocates of racial progress with utopian schemes for building black business empires; preachers ordained by no authority except their own, without church or congregation, without bread or wine, body or blood; the community “leaders” without followers; old men of sixty or more still caught up in post-Civil War dreams of freedom within segregation; the pathetic ones who possessed noting beyond their dreams of being gentlemen, who held small jobs or drew small pensions, and all pretending to be engaged in some vast, though obscure, enterprise, who affected the pseudo-courtly manners of certain southern congressmen and bowed and nodded as they passed like senile old roosters in a barnyard; they younger crowd for whom I now felt a contempt such as only a disillusioned dreamer feels for those still unaware that they dream—the business students from southern colleges, for whom business was a vague, abstract game with rules as obsolete as Noah’s Ark but who yet were drunk on finance.

The civil rights movement is evolving from a protest movement into a full-fledged social movement--an evolution calling its very name into question. It is now concerned not merely with removing the barriers to full opportunity but with achieving the fact of equality. From sit-ins and Freedom Rides we have gone into rent strikes, boycotts, community organization, and political action. As a consequence of this natural evolution, the Negro today finds himself stymied by obstacles of far greater magnitude than the legal barriers he was attacking before: automation, urban decay, de facto school segregation. These are problems which, while conditioned by Jim Crow, do not vanish upon its demise. They are more deeply rooted in our socioeconomic order; they are the result of the total society's failure to meet not only the Negro's needs but human needs generally.

I gaze out upon this vast gulf, astounded by the incredible level of interdependence that exists below that sparkling blue surface. I spent much time on the mission mesmerized by the linked and seemingly altruistic behavior of schools of fish. Their behavior, I believe, reflects a complex network of interacting components. The collective actions of the individual fish within the school appear to be linked by a dense web of intricate connectivity. • No one fish could do what the entire school can. It seemed almost as if the school itself had some form of networked consciousness capable of forming complex patterns, as if there was some sort of evolutionary non-zero-sum algorithm that was playing out in their collective action, as if each individual fish sensed somehow that it was part of something larger and more important, a community with a common purpose: to survive.

I got some funny reactions, a lot of irate reactions, as if I were somehow taking people's fun away from them. I have nothing against sports. I like to watch a good basketball game and that sort of thing. On the other hand, we have to recognise that the mass hysteria about spectator sports plays a significant role. First of all, spectator sports make people more passive, because you're not doing them; you're watching somebody doing them. Secondly, they engender jingoist and chauvinist attitudes, sometimes to quite an extreme degree. I saw something in the newspapers just a day or two ago about how high-school teams are now so antagonistic and passionately committed to winning at all costs that they had to abandon the standard handshake before or after the game. These kids can't even do civil things like greeting one another because they're ready to kill one another. It's spectator sports that engender those attitudes, particularly when they're designed to organise a community to be hysterically committed to their gladiators. That's very dangerous, and it has lots of deleterious effects.

The programme into which Cheryl was inducted combined all the different ways the intelligence community had learned could cause intense psychological change in adults and children. It had been learned through the use of both knowledgeable and 'unwitting' volunteers. They were subjected to sensory overload, isolation, drugs and hypnosis, all used on bodies that had been weakened from mild hunger. The horror of the programme was that it would be like having an elementary school sex education class conducted by a paedophile rapist. It would have been banned had the American government signed the Helsinki Accords. But, of course, they hadn't. For the test that day and in those that followed, Cheryl Hersha was positioned so she faced a portable movie screen. A 16mm movie projector was on a platform, along with several reels of film. Each was a short pornographic film meant to make her aware of sexuality in a variety of forms...

The breakdown of the neighborhoods also meant the end of what was essentially an extended family....With the breakdown of the extended family, too much pressure was put on the single family. Mom had no one to stay with Granny, who couldn't be depended on to set the house on fire while Mom was off grocery shopping. The people in the neighborhood weren't there to keep an idle eye out for the fourteen-year-old kid who was the local idiot, and treated with affection as well as tormented....So we came up with the idea of putting everybody in separate places. We lock them up in prisons, mental hospitals, geriatric housing projects, old-age homes, nursery schools, cheap suburbs that keep women and the kids of f the streets, expensive suburbs where everybody has their own yard and a front lawn that is tended by a gardener so all the front lawns look alike and nobody uses them anyway....the faster we lock them up, the higher up goes the crime rate, the suicide rate, the rate of mental breakdown. The way it's going, there'll be more of them than us pretty soon. Then you'll have to start asking questions about the percentage of the population that's not locked up, those that claim that the other fifty-five per cent is crazy, criminal, or senile. WE have to find some other way....So I started imagining....Suppose we built houses in a circle, or a square, or whatever, connected houses of varying sizes, but beautiful, simple. And outside, behind the houses, all the space usually given over to front and back lawns, would be common too. And there could be vegetable gardens, and fields and woods for the kids to play in. There's be problems about somebody picking the tomatoes somebody else planted, or the roses, or the kids trampling through the pea patch, but the fifty groups or individuals who lived in the houses would have complete charge and complete responsibility for what went on in their little enclave. At the other side of the houses, facing the, would be a little community center. It would have a community laundry -- why does everybody have to own a washing machine?-- and some playrooms and a little cafe and a communal kitchen. The cafe would be an outdoor one, with sliding glass panels to close it in in winter, like the ones in Paris. This wouldn't be a full commune: everybody would have their own way of earning a living, everybody would retain their own income, and the dwellings would be priced according to size. Each would have a little kitchen, in case people wanted to eat alone, a good-sized living space, but not enormous, because the community center would be there. Maybe the community center would be beautiful, lush even. With playrooms for the kids and the adults, and sitting rooms with books. But everyone in the community, from the smallest walking child, would have a job in it.

What we, and others, often fail to realise is the depth and reach of our loss: that not only will we never have children, but we will never create our own family. We will never watch them grow up, never throw children's birthday parties, never take that 'first day at school' photo, never teach them to ride a bike. We'll never see them graduate, never see them possibly get married and have their own children. We'll never get a chance to heal the wounds of our own childhood by doing things differently with our children. We'll never be grandmothers and never give the gift of grandchildren to our parents. We'll never be the mother of our partner's children and hold that precious place in their heart. We'll never stand shoulder-to-shoulder with our siblings and watch our children play together. We'll never be part of the community of mothers, never be considered a 'real' woman. And when we die, there is no one to leave our stuff to, and no one to take our lifetime's learnings into the next generation. If you take the time to think about it all in one go, which is more than most of us are ever likely to do because of the breathtaking amount of pain involved, it's a testament to our strength that we're still standing at all.

New Rule: You don't have to teach both sides of a debate if one side is a load of crap. President Bush recently suggested that public schools should teach "intelligent design" alongside the theory of evolution, because after all, evolution is "just a theory." Then the president renewed his vow to "drive the terrorists straight over the edge of the earth." Here's what I don't get: President Bush is a brilliant scientist. He's the man who proved you could mix two parts booze with one part cocaine and still fly a jet fighter. And yet he just can't seem to accept that we descended from apes. It seems pathetic to be so insecure about your biological superiority to a group of feces-flinging, rouge-buttocked monkeys that you have to make up fairy tales like "We came from Adam and Eve," and then cover stories for Adam and Eve, like intelligent design! Yeah, leaving the earth in the hands of two naked teenagers, that's a real intelligent design. I'm sorry, folks, but it may very well be that life is just a series of random events, and that there is no master plan--but enough about Iraq. There aren't necessarily two sides to every issue. If there were, the Republicans would have an opposition party. And an opposition party would point out that even though there's a debate in schools and government about this, there is no debate among scientists. Evolution is supported by the entire scientific community. Intelligent design is supported by the guys on line to see The Dukes of Hazzard. And the reason there is no real debate is that intelligent design isn't real science. It's the equivalent of saying that the Thermos keeps hot things hot and cold things cold because it's a god. It's so willfully ignorant you might as well worship the U.S. mail. "It came again! Praise Jesus!" Stupidity isn't a form of knowing things. Thunder is high-pressure air meeting low-pressure air--it's not God bowling. "Babies come from storks" is not a competing school of throught in medical school. We shouldn't teach both. The media shouldn't equate both. If Thomas Jefferson knew we were blurring the line this much between Church and State, he would turn over in his slave. As for me, I believe in evolution and intelligent design. I think God designed us in his image, but I also think God is a monkey.

Tocqueville concluded that “the strength of free peoples resides in the local community. Local institutions are to liberty what primary schools are to science: they put it within the people’s reach; they teach people to appreciate its peaceful enjoyment and accustom them to make use of it.”26 He stressed that it was the nearness and immediacy of the township that made its citizens more likely to care and take an active interest not only in their own fates but in the shared fates of their fellow citizens. By contrast, he noted a striking lack of attentiveness to more distant political centers of power, including both state and an even more distant federal government, where only a few ambitious men might govern but which otherwise was of little concern to the active citizens within the township. Tocqueville would have regarded a citizenry that was oblivious to local self-governance, but which instead directed all its attention and energy to the machinations of a distant national power, not as the culmination of democracy but as its betrayal.

We all know many people who come from hard-working families, where they had to grow up with a bare minimum and become self-sufficient and independent at a very young age. We look at them now and see responsible citizens, self-reliant adults, successful members of the business community, outstanding performers, and just happy people. Yes, they’re happy, because they know the meaning of labor, they appreciate the pleasure of leisure, they value relationships with others, and they respect themselves. In contrast, there are people who come from wealthy families, had nannies to do everything for them, went to private schools where they were surrounded with special attention, never did their own laundry, never learned how to cook an omelet for themselves, never even gained the essential skills of unwinding on their own before bedtime, and of course, never did anything for anyone else either. You look at their adult life and see how dependent they are on others and how unhappy they are because of that. They need someone to constantly take care of them. They may see no meaning in their life as little things don’t satisfy them, because they were spoiled at a very young age. They may suffer a variety of eating disorders, use drugs, alcohol and other extremes in search of satisfaction and comfort. And, above all, in search of themselves.

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

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.

Much of what it takes to succeed in school, at work, and in one’s community consists of cultural habits acquired by adaptation to the social environment. Such cultural adaptations are known as “cultural capital.” Segregation leads social groups to form different codes of conduct and communication. Some habits that help individuals in intensely segregated, disadvantaged environments undermine their ability to succeed in integrated, more advantaged environments. At Strive, a job training organization, Gyasi Headen teaches young black and Latino men how to drop their “game face” at work. The “game face” is the angry, menacing demeanor these men adopt to ward off attacks in their crime-ridden, segregated neighborhoods. As one trainee described it, it is the face you wear “at 12 o’clock at night, you’re in the ‘hood and they’re going to try to get you.”102 But the habit may freeze it into place, frightening people from outside the ghetto, who mistake the defensive posture for an aggressive one. It may be so entrenched that black men may be unaware that they are glowering at others. This reduces their chance of getting hired. The “game face” is a form of cultural capital that circulates in segregated underclass communities, helping its members survive. Outside these communities, it burdens its possessors with severe disadvantages. Urban ethnographer Elijah Anderson highlights the cruel dilemma this poses for ghetto residents who aspire to mainstream values and seek responsible positions in mainstream society.103 If they manifest their “decent” values in their neighborhoods, they become targets for merciless harassment by those committed to “street” values, who win esteem from their peers by demonstrating their ability and willingness to insult and physically intimidate others with impunity. To protect themselves against their tormentors, and to gain esteem among their peers, they adopt the game face, wear “gangster” clothing, and engage in the posturing style that signals that they are “bad.” This survival strategy makes them pariahs in the wider community. Police target them for questioning, searches, and arrests.104 Store owners refuse to serve them, or serve them brusquely, while shadowing them to make sure they are not shoplifting. Employers refuse to employ them.105 Or they employ them in inferior, segregated jobs. A restaurant owner may hire blacks as dishwashers, but not as wait staff, where they could earn tips.

Girls aside, the other thing I found in the last few years of being at school, was a quiet, but strong Christian faith – and this touched me profoundly, setting up a relationship or faith that has followed me ever since. I am so grateful for this. It has provided me with a real anchor to my life and has been the secret strength to so many great adventures since. But it came to me very simply one day at school, aged only sixteen. As a young kid, I had always found that a faith in God was so natural. It was a simple comfort to me: unquestioning and personal. But once I went to school and was forced to sit through somewhere in the region of nine hundred dry, Latin-liturgical, chapel services, listening to stereotypical churchy people droning on, I just thought that I had got the whole faith deal wrong. Maybe God wasn’t intimate and personal but was much more like chapel was … tedious, judgemental, boring and irrelevant. The irony was that if chapel was all of those things, a real faith is the opposite. But somehow, and without much thought, I had thrown the beautiful out with the boring. If church stinks, then faith must do, too. The precious, natural, instinctive faith I had known when I was younger was tossed out with this newly found delusion that because I was growing up, it was time to ‘believe’ like a grown-up. I mean, what does a child know about faith? It took a low point at school, when my godfather, Stephen, died, to shake me into searching a bit harder to re-find this faith I had once known. Life is like that. Sometimes it takes a jolt to make us sit and remember who and what we are really about. Stephen had been my father’s best friend in the world. And he was like a second father to me. He came on all our family holidays, and spent almost every weekend down with us in the Isle of Wight in the summer, sailing with Dad and me. He died very suddenly and without warning, of a heart attack in Johannesburg. I was devastated. I remember sitting up a tree one night at school on my own, and praying the simplest, most heartfelt prayer of my life. ‘Please, God, comfort me.’ Blow me down … He did. My journey ever since has been trying to make sure I don’t let life or vicars or church over-complicate that simple faith I had found. And the more of the Christian faith I discover, the more I realize that, at heart, it is simple. (What a relief it has been in later life to find that there are some great church communities out there, with honest, loving friendships that help me with all of this stuff.) To me, my Christian faith is all about being held, comforted, forgiven, strengthened and loved – yet somehow that message gets lost on most of us, and we tend only to remember the religious nutters or the God of endless school assemblies. This is no one’s fault, it is just life. Our job is to stay open and gentle, so we can hear the knocking on the door of our heart when it comes. The irony is that I never meet anyone who doesn’t want to be loved or held or forgiven. Yet I meet a lot of folk who hate religion. And I so sympathize. But so did Jesus. In fact, He didn’t just sympathize, He went much further. It seems more like this Jesus came to destroy religion and to bring life. This really is the heart of what I found as a young teenager: Christ comes to make us free, to bring us life in all its fullness. He is there to forgive us where we have messed up (and who hasn’t), and to be the backbone in our being. Faith in Christ has been the great empowering presence in my life, helping me walk strong when so often I feel so weak. It is no wonder I felt I had stumbled on something remarkable that night up that tree. I had found a calling for my life.

[A] people needs to understand what freedom is. We Americans are fortunate that the Founders and their generation possessed that understanding. They knew that freedom, per se, is not enough. They knew that freedom must be limited to be preserved. This paradox is difficult for many students to grasp. Young people generally think freedom means authority figures leaving them alone so they can "do their own thing." That's part of what it means to be free, but true freedom involves much, much more. As understood by our Founders and by the best minds of the young republic, true freedom is always conditioned by morality. John Adams wrote, "I would define liberty as a power to do as we would be done by." In other words, freedom is not the power to do what one can, but what one ought. Duty always accompanies liberty. Tocqueville similarly observed, "No free communities ever existed without morals." The best minds concur: there must be borders: freedom must be limited to be preserved. What kinds of limits are we talking about? * The moral limits of right and wrong, which we did not invent but owe largely to our Judeo-Christian heritage. * Intellectual limits imposed by sound reasoning. Again, we did not invent these but are in debt largely to Greco-Roman civilization, from the pre-Socratic philosophers forward. * Political limits such as the rule of law, inalienable rights, and representative institutions, which we inherited primarily from the British. * Legal limits of the natural and common law, which we also owe to our Western heritage. * Certain social limits, which are extremely important to the survival of freedom. These are the habits of our hearts--good manners, kindness, decency, and willingness to put others first, among other things--which are learned in our homes and places of worship, at school and in team sports, and in other social settings. All these limits complement each other and make a good society possible. But they cannot be taken for granted. It takes intellectual and moral leadership to make the case that such limits are important. Our Founders did that. To an exceptional degree, their words tutored succeeding generations in the ways of liberty. It is to America's everlasting credit that our Founders got freedom right.

Romantic literature often presents the individual as somebody caught in a struggle against the state and the market. Nothing could be further from the truth. The state and the market are the mother and father of the individual, and the individual can survive only thanks to them. The market provides us with work, insurance and a pension. If we want to study a profession, the government’s schools are there to teach us. If we want to open a business, the bank loans us money. If we want to build a house, a construction company builds it and the bank gives us a mortgage, in some cases subsidised or insured by the state. If violence flares up, the police protect us. If we are sick for a few days, our health insurance takes care of us. If we are debilitated for months, social security steps in. If we need around-the-clock assistance, we can go to the market and hire a nurse – usually some stranger from the other side of the world who takes care of us with the kind of devotion that we no longer expect from our own children. If we have the means, we can spend our golden years at a senior citizens’ home. The tax authorities treat us as individuals, and do not expect us to pay the neighbours’ taxes. The courts, too, see us as individuals, and never punish us for the crimes of our cousins. Not only adult men, but also women and children, are recognised as individuals. Throughout most of history, women were often seen as the property of family or community. Modern states, on the other hand, see women as individuals, enjoying economic and legal rights independently of their family and community. They may hold their own bank accounts, decide whom to marry, and even choose to divorce or live on their own. But the liberation of the individual comes at a cost. Many of us now bewail the loss of strong families and communities and feel alienated and threatened by the power the impersonal state and market wield over our lives. States and markets composed of alienated individuals can intervene in the lives of their members much more easily than states and markets composed of strong families and communities. When neighbours in a high-rise apartment building cannot even agree on how much to pay their janitor, how can we expect them to resist the state? The deal between states, markets and individuals is an uneasy one. The state and the market disagree about their mutual rights and obligations, and individuals complain that both demand too much and provide too little. In many cases individuals are exploited by markets, and states employ their armies, police forces and bureaucracies to persecute individuals instead of defending them. Yet it is amazing that this deal works at all – however imperfectly. For it breaches countless generations of human social arrangements. Millions of years of evolution have designed us to live and think as community members. Within a mere two centuries we have become alienated individuals. Nothing testifies better to the awesome power of culture.

were listening to Tupac right before . . . you know.” “A’ight, so what do you think it means?” “You don’t know?” I ask. “I know. I wanna hear what you think.” Here he goes. Picking my brain. “Khalil said it’s about what society feeds us as youth and how it comes back and bites them later,” I say. “I think it’s about more than youth though. I think it’s about us, period.” “Us who?” he asks. “Black people, minorities, poor people. Everybody at the bottom in society.” “The oppressed,” says Daddy. “Yeah. We’re the ones who get the short end of the stick, but we’re the ones they fear the most. That’s why the government targeted the Black Panthers, right? Because they were scared of the Panthers?” “Uh-huh,” Daddy says. “The Panthers educated and empowered the people. That tactic of empowering the oppressed goes even further back than the Panthers though. Name one.” Is he serious? He always makes me think. This one takes me a second. “The slave rebellion of 1831,” I say. “Nat Turner empowered and educated other slaves, and it led to one of the biggest slave revolts in history.” “A’ight, a’ight. You on it.” He gives me dap. “So, what’s the hate they’re giving the ‘little infants’ in today’s society?” “Racism?” “You gotta get a li’l more detailed than that. Think ’bout Khalil and his whole situation. Before he died.” “He was a drug dealer.” It hurts to say that. “And possibly a gang member.” “Why was he a drug dealer? Why are so many people in our neighborhood drug dealers?” I remember what Khalil said—he got tired of choosing between lights and food. “They need money,” I say. “And they don’t have a lot of other ways to get it.” “Right. Lack of opportunities,” Daddy says. “Corporate America don’t bring jobs to our communities, and they damn sure ain’t quick to hire us. Then, shit, even if you do have a high school diploma, so many of the schools in our neighborhoods don’t prepare us well enough. That’s why when your momma talked about sending you and your brothers to Williamson, I agreed. Our schools don’t get the resources to equip you like Williamson does. It’s easier to find some crack than it is to find a good school around here.

I have often been asked why I maintained such a non-compromising antagonism to government and in what way I have found myself oppressed by it. In my opinion every individual is hampered by it. It exacts taxes from production. It creates tariffs, which prevent free exchange. It stands ever for the status quo and traditional conduct and belief. It comes into private lives and into most intimate personal relations, enabling the superstitious, puritanical, and distorted ones to impose their ignorant prejudice and moral servitudes upon the sensitive, the imaginative, and the free spirits. Government does this by its divorce laws, its moral censorships, and by a thousand petty persecutions of those who are too honest to wear the moral mask of respectability. In addition, government protects the strong at the expense of the weak, provides courts and laws which the rich may scorn and the poor must obey. It enables the predatory rich to make wars to provide foreign markets for the favored ones, with prosperity for the rulers and wholesale death for the ruled. However, it is not only government in the sense of the state which is destructive of every individual value and quality. It is the whole complex of authority and institutional domination which strangles life. It is the superstition, myth, pretense, evasions, and subservience which support authority and institutional domination. It is the reverence for these institutions instilled in the school, the church and the home in order that man may believe and obey without protest. Such a process of devitalizing and distorting personalities of the individual and of whole communities may have been a part of historical evolution; but it should be strenuously combated by every honest and independent mind in an age which has any pretense to enlightenment.

We decided to attend to our community instead of asking our community to attend the church.” His staff started showing up at local community events such as sports contests and town hall meetings. They entered a float in the local Christmas parade. They rented a football field and inaugurated a Free Movie Night on summer Fridays, complete with popcorn machines and a giant screen. They opened a burger joint, which soon became a hangout for local youth; it gives free meals to those who can’t afford to pay. When they found out how difficult it was for immigrants to get a driver’s license, they formed a drivers school and set their fees at half the going rate. My own church in Colorado started a ministry called Hands of the Carpenter, recruiting volunteers to do painting, carpentry, and house repairs for widows and single mothers. Soon they learned of another need and opened Hands Automotive to offer free oil changes, inspections, and car washes to the same constituency. They fund the work by charging normal rates to those who can afford it. I heard from a church in Minneapolis that monitors parking meters. Volunteers patrol the streets, add money to the meters with expired time, and put cards on the windshields that read, “Your meter looked hungry so we fed it. If we can help you in any other way, please give us a call.” In Cincinnati, college students sign up every Christmas to wrap presents at a local mall — ​no charge. “People just could not understand why I would want to wrap their presents,” one wrote me. “I tell them, ‘We just want to show God’s love in a practical way.’ ” In one of the boldest ventures in creative grace, a pastor started a community called Miracle Village in which half the residents are registered sex offenders. Florida’s state laws require sex offenders to live more than a thousand feet from a school, day care center, park, or playground, and some municipalities have lengthened the distance to half a mile and added swimming pools, bus stops, and libraries to the list. As a result, sex offenders, one of the most despised categories of criminals, are pushed out of cities and have few places to live. A pastor named Dick Witherow opened Miracle Village as part of his Matthew 25 Ministries. Staff members closely supervise the residents, many of them on parole, and conduct services in the church at the heart of Miracle Village. The ministry also provides anger-management and Bible study classes.

To narrow natural rights to such neat slogans as "liberty, equality, fraternity" or "life, liberty, property," . . . was to ignore the complexity of public affairs and to leave out of consideration most moral relationships. . . . Burke appealed back beyond Locke to an idea of community far warmer and richer than Locke's or Hobbes's aggregation of individuals. The true compact of society, Burke told his countrymen, is eternal: it joins the dead, the living, and the unborn. We all participate in this spiritual and social partnership, because it is ordained of God. In defense of social harmony, Burke appealed to what Locke had ignored: the love of neighbor and the sense of duty. By the time of the French Revolution, Locke's argument in the Second Treatise already had become insufficient to sustain a social order. . . . The Constitution is not a theoretical document at all, and the influence of Locke upon it is negligible, although Locke's phrases, at least, crept into the Declaration of Independence, despite Jefferson's awkwardness about confessing the source of "life, liberty, and the pursuit of happiness." If we turn to the books read and quoted by American leaders near the end of the eighteenth century, we discover that Locke was but one philosopher and political advocate among the many writers whose influence they acknowledged. . . . Even Jefferson, though he had read Locke, cites in his Commonplace Book such juridical authorities as Coke and Kames much more frequently. As Gilbert Chinard puts it, "The Jeffersonian philosophy was born under the sign of Hengist and Horsa, not of the Goddess Reason"--that is, Jefferson was more strongly influenced by his understanding of British history, the Anglo-Saxon age particularly, than by the eighteenth-century rationalism of which Locke was a principal forerunner. . . . Adams treats Locke merely as one of several commendable English friends to liberty. . . . At bottom, the thinking Americans of the last quarter of the eighteenth century found their principles of order in no single political philosopher, but rather in their religion. When schooled Americans of that era approved a writer, commonly it was because his books confirmed their American experience and justified convictions they held already. So far as Locke served their needs, they employed Locke. But other men of ideas served them more immediately. At the Constitutional Convention, no man was quoted more frequently than Montesquieu. Montesquieu rejects Hobbes's compact formed out of fear; but also, if less explicitly, he rejects Locke's version of the social contract. . . . It is Montesquieu's conviction that . . . laws grow slowly out of people's experiences with one another, out of social customs and habits. "When a people have pure and regular manners, their laws become simple and natural," Montesquieu says. It was from Montesquieu, rather than from Locke, that the Framers obtained a theory of checks and balances and of the division of powers. . . . What Madison and other Americans found convincing in Hume was his freedom from mystification, vulgar error, and fanatic conviction: Hume's powerful practical intellect, which settled for politics as the art of the possible. . . . [I]n the Federalist, there occurs no mention of the name of John Locke. In Madison's Notes of Debates in the Federal Convention there is to be found but one reference to Locke, and that incidental. Do not these omissions seem significant to zealots for a "Lockean interpretation" of the Constitution? . . . John Locke did not make the Glorious Revolution of 1688 or foreordain the Constitution of the United States. . . . And the Constitution of the United States would have been framed by the same sort of men with the same sort of result, and defended by Hamilton, Madison, and Jay, had Locke in 1689 lost the manuscripts of his Two Treatises of Civil Government while crossing the narrow seas with the Princess Mary.

If government had declined to build racially separate public housing in cities where segregation hadn’t previously taken root, and instead had scattered integrated developments throughout the community, those cities might have developed in a less racially toxic fashion, with fewer desperate ghettos and more diverse suburbs. If the federal government had not urged suburbs to adopt exclusionary zoning laws, white flight would have been minimized because there would have been fewer racially exclusive suburbs to which frightened homeowners could flee. If the government had told developers that they could have FHA guarantees only if the homes they built were open to all, integrated working-class suburbs would likely have matured with both African Americans and whites sharing the benefits. If state courts had not blessed private discrimination by ordering the eviction of African American homeowners in neighborhoods where association rules and restrictive covenants barred their residence, middle-class African Americans would have been able gradually to integrate previously white communities as they developed the financial means to do so. If churches, universities, and hospitals had faced loss of tax-exempt status for their promotion of restrictive covenants, they most likely would have refrained from such activity. If police had arrested, rather than encouraged, leaders of mob violence when African Americans moved into previously white neighborhoods, racial transitions would have been smoother. If state real estate commissions had denied licenses to brokers who claimed an “ethical” obligation to impose segregation, those brokers might have guided the evolution of interracial neighborhoods. If school boards had not placed schools and drawn attendance boundaries to ensure the separation of black and white pupils, families might not have had to relocate to have access to education for their children. If federal and state highway planners had not used urban interstates to demolish African American neighborhoods and force their residents deeper into urban ghettos, black impoverishment would have lessened, and some displaced families might have accumulated the resources to improve their housing and its location. If government had given African Americans the same labor-market rights that other citizens enjoyed, African American working-class families would not have been trapped in lower-income minority communities, from lack of funds to live elsewhere. If the federal government had not exploited the racial boundaries it had created in metropolitan areas, by spending billions on tax breaks for single-family suburban homeowners, while failing to spend adequate funds on transportation networks that could bring African Americans to job opportunities, the inequality on which segregation feeds would have diminished. If federal programs were not, even to this day, reinforcing racial isolation by disproportionately directing low-income African Americans who receive housing assistance into the segregated neighborhoods that government had previously established, we might see many more inclusive communities. Undoing the effects of de jure segregation will be incomparably difficult. To make a start, we will first have to contemplate what we have collectively done and, on behalf of our government, accept responsibility.