Educate Your Child Quotes

Ideally, what should be said to every child, repeatedly, throughout his or her school life is something like this: 'You are in the process of being indoctrinated. We have not yet evolved a system of education that is not a system of indoctrination. We are sorry, but it is the best we can do. What you are being taught here is an amalgam of current prejudice and the choices of this particular culture. The slightest look at history will show how impermanent these must be. You are being taught by people who have been able to accommodate themselves to a regime of thought laid down by their predecessors. It is a self-perpetuating system. Those of you who are more robust and individual than others will be encouraged to leave and find ways of educating yourself — educating your own judgements. Those that stay must remember, always, and all the time, that they are being moulded and patterned to fit into the narrow and particular needs of this particular society.

Reading changes your life. Reading unlocks worlds unknown or forgotten, taking travelers around the world and through time. Reading helps you escape the confines of school and pursue your own education. Through characters – the saints and the sinners, real or imagined – reading shows you how to be a better human being.

The fact is that given the challenges we face, education doesn't need to be reformed -- it needs to be transformed. The key to this transformation is not to standardize education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions.

Too often we forget that discipline really means to teach, not to punish. A disciple is a student, not a recipient of behavioural consequences.

I became educated to the fact that the greatest pain does not come zooming down from a distant planet, but from the depths of the heart. Of course, both could happen; your wife and child could leave you, and you could be sitting alone in your empty house with nothing to live for, and in addition the Martians could bore through the roof and get you.

Public education does not exist for the benefit of students or the benefit of their parents. It exists for the benefit of the social order. We have discovered as a species that it is useful to have an educated population. You do not need to be a student or have a child who is a student to benefit from public education. Every second of every day of your life, you benefit from public education. So let me explain why I like to pay taxes for schools, even though I don't personally have a kid in school: It's because I don't like living in a country with a bunch of stupid people.

You think I'm playing at some game? You think iron will keep you safe? Hear my words, manling. Do not mistake me for my mask. You see light dappling on the water and forget the deep, cold dark beneath. Listen. You cannot hurt me. You cannot run or hide. In this I will not be defied. I swear by all the salt in me: if you run counter to my desire, the remainder of your brief mortal span will be an orchestra of misery. I swear by stone and oak and elm: I'll make a game of you. I'll follow you unseen and smother any spark of joy you find. You'll never know a woman's touch, a breath of rest, a moment's peace of mind. And I swear by the night sky and the ever-moving moon: if you lead my master to despair, I will slit you open and splash around like a child in a muddy puddle. I'll string a fiddle with your guts and make you play it while I dance. You are an educated man. You know there are no such things as demons. There is only my kind. You are not wise enough to fear me as I should be feared. You do not know the first note of the music that moves me. -Bast

Feminism has fought no wars. It has killed no opponents. It has set up no concentration camps, starved no enemies, practiced no cruelties. Its battles have been for education, for the vote, for better working conditions, for safety in the streets, for child care, for social welfare, for rape crisis centres, women's refuges, reforms in the law. If someone says, 'Oh, I'm not a feminist', I ask, 'Why? What's your problem?

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

People think of education as something that they can finish. And what’s more, when they finish, it’s a rite of passage. You’re finished with school. You’re no more a child, and therefore anything that reminds you of school - reading books, having ideas, asking questions - that’s kid’s stuff. Now you’re an adult, you don’t do that sort of thing any more. You have everybody looking forward to no longer learning, and you make them ashamed afterward of going back to learning. If you have a system of education using computers, then anyone, any age, can learn by himself, can continue to be interested. If you enjoy learning, there’s no reason why you should stop at a given age. People don’t stop things they enjoy doing just because they reach a certain age. What’s exciting is the actual process of broadening yourself, of knowing there’s now a little extra facet of the universe you know about and can think about and can understand. It seems to me that when it’s time to die, there would be a certain pleasure in thinking that you had utilized your life well, learned as much as you could, gathered in as much as possible of the universe, and enjoyed it. There’s only this one universe and only this one lifetime to try to grasp it. And while it is inconceivable that anyone can grasp more than a tiny portion of it, at least you can do that much. What a tragedy just to pass through and get nothing out of it.

If you serve a child a rotten hamburger in America, federal, state, and local agencies will investigate you, summon you, close you down, whatever. But if you provide a child with a rotten education, nothing happens, except that you're liable to be given more money to do it with. Well, we've discovered that money alone isn't the answer.

Education is the preparation of a child intellectually, emotionally, spiritually, and physically for life and for eternity.

I swear by the night sky and the ever-moving moon: if you lead my master to despair, I will slit you open and splash around like a child in a muddy puddle. I’ll string a fiddle with your guts and make you play it while I dance.” Bast leaned closer until their faces were mere inches apart, his eyes gone white as opal, white as a full-bellied moon. “You are an educated man. You know there are no such things as demons.” Bast smiled a terrible smile. “There is only my kind.” Bast leaned closer still, Chronicler smelled flowers on his breath. “You are not wise enough to fear me as I should be feared. You do not know the first note of the music that moves me.

In a culture that prizes the can-do, self-starter attitude, to be a pessimist is simply to be a complainer – if you’re not part of the solution, then you’re part of the problem. To live in such a culture is to constantly live in the shadow of an obligatory optimism, a novel type of coercion that is pathologized early on in child education in the assessment: “Does not like to play with others.

Have faith that your child's brain is an evolving planet that rotates at its own speed. It will naturally be attracted to or repel certain subjects. Be patient. Just as there are ugly ducklings that turn into beautiful swans, there are rebellious kids and slow learners that turn into serious innovators and hardcore intellectuals.

Integrity and self-esteem are related. The more successfully parents look after a child’s integrity, the greater the possibility that the child will develop healthy self-esteem.

Have faith that your child's brain is an evolving planet that rotates at its own speed. It will naturally be attracted to or repel certain subjects.

It is a strange thing, isn’t it, to have an educational philosophy that thinks of the other students in the classroom with your child as competitors for the attention of the teacher and not allies in the adventure of learning?

Filter a website, and you protect a student for a day. Educate students about online safety in the real world environment, and you protect your child for a lifetime.

What were you thinking,sending that rabid monkey child to my school?" I shouted into my communicator. "Beg pardon?" Raquel asked. "Jack.My school.The girls' locker room. Ring any bells? If Carlee hadn't sworn to my ogre of a gym teacher that Jack was neither my boyfriend nor my brother, I probably would have been suspended!" "Your gym teacher is an ogre?" "Focus!If I get suspended,my grades take a hit. If my grades take a hit, I might not get into Georgetown. And I will get into Georgetown." "I'm pleased to see you finally taking ownership of your education. And I'm sorry about Jack;I asked him to contact you discreetly." "That boy wouldn't know discreet if it tap--danced on his stupid blond head." "Still,if this discreet were tap dancing,it wouldn't be very discreet,now, would it?

Yes, my child, you must read. You must read everything that comes your way. It doesn’t matter what you read at first, later you’ll learn discrimination. Schools are no good, Matty, you learn nothing at school. If you want to be anything, you must educate yourself.

A magical childhood isn’t about having the best toys, gadgets, and vacations. It’s actually the opposite. It’s about simplicity. A magical childhood is about freedom. Freedom to explore, discover, and play.

The value of the old liberal education was not that it made men “well-rounded,” like a ball bearing, but that it gave them the freedom of the height and breadth and depth of human experience, including man’s mysterious encounter with his Creator. To

One of the main reasons we homeschool is to foster relationships with our children, so when we prioritize the relationship over the to-do list, we are succeeding.

[P]art of being who you are has to do with feeling your feelings, which means you'll have a wide range of emotions--not just constant sunshiny happiness.

An educated mind is nothing but the God-given mind of a child after his parents’ and his grandparents’ generation have got through molding it. We can’t help teaching you; you will ask that of us; but we are prone to teach you what we know, and I am going, now and again, to warn you: Remember we really don’t know anything. Keep your baby eyes (which are the eyes of genius) on what we don’t know. That is your playground, bare and graveled, safe and unbreakable.

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

Being born into a prosperous middle-class family typically endows you with a safety net for life. If you are not naturally very bright, you are still likely to go far and, at the very least, will never experience poverty as an adult. A good education compounded by your parents' 'cultural capital', financial support and networks will always see you through. If you are a bright child born into a working-class family, you do not have any of these things. The odds are that you will not be better off than your parents.

Comparison is the thief of joy, but also of a mother’s confidence.

Let’s stop striving to be good moms by other people’s standards and start becoming the mothers our children need.

A philosophy of education, in short, is essential to being a proper parent; otherwise, you are merely turning your child over to blind chance.

Education is the cultivation of wisdom and virtue, and it is accomplished by nourishing the soul on truth, goodness, and beauty.

Prepare Your Child for the Road, Not the Road for Your Child

...friendship stands as a small affront to the total control of all things by mass entertainment and mass media and mass education and mass politics. For wherever such friendships persist, there persists the possibility of imaginative leaps that threaten the comfort of the banal. For you look at the friend and you remember the past, and treasure it. You love the friend, and suddenly you understand that this life of ours cannot fully be described by the motion of particulate matter in empty space. You see instantly that politics fades into unimportance, with all its noisy glamour and empty promises. You feel that others before you have known what it is to have the true friend, the one before whom you can, as Cicero put it, think out loud. You feel that, and it is like an earnest of eternity, of being grounded in a a love and beauty and goodness that is at the heart of all ages, and that transcends them all. Pals we may have, in the flatlands of contemporary life. Political allies, sure. Coworkers, aplenty. But not friends.

When it comes to the education of our young, this privilege should only be given to those whose visions are solely in the uplifting benefit of the child. There is no room for the ego in the education of children! Children should not be looked after, nor educated, by those who have not made a sacrifice within their hearts, laying down their own personal agenda and dreams, for the total ascension of the child. Even if you are to educate the children simply sitting under a tree; if you have the vision and the heart of a sage, those children will grow to be mighty men and women under your watch! And even if you wine and dine the children, putting them up in a palace; if you do not have the vision and the selfless heart of a sage, all you do is in utter vanity!

These days, many well-meaning school districts bring together teachers, coaches, curriculum supervisors, and a cast of thousands to determine what skills your child needs to be successful. Once these "standards" have been established, pacing plans are then drawn up to make sure that each particular skill is taught at the same rate and in the same way to all children. This is, of course, absurd. It gets even worse when one considers the very real fact that nothing of value is learned permanently by a child in a day or two.

daughter of the servants.” “Gee, you must have been lonely, Judge, having nobody to play with.” “I played with Sam Westing—chess. Hour after hour I sat staring down at that chessboard. He lectured me, he insulted me, and he won every game.” The judge thought of their last game: She had been so excited about taking his queen, only to have the master checkmate her in the next move. Sam Westing had deliberately sacrificed his queen and she had fallen for it. “Stupid child, you can’t have a brain in that frizzy head to make a move like that.” Those were the last words he ever said to her. The judge continued: “I was sent to boarding school when I was twelve. My parents visited me at school when they could, but I never set foot in the Westing house again, not until two weeks ago.” “Your folks must have really worked hard,” Sandy said. “An education like that costs a fortune.” “Sam Westing paid for my education. He saw that I was accepted into the best schools, probably arranged for my first job, perhaps more, I don’t know.” “That’s the first decent thing I’ve heard about the old man.” “Hardly decent, Mr. McSouthers. It was to Sam Westing’s advantage to have a judge in his debt. Needless to say, I have excused myself from every case remotely connected with

A method of schooling founded by the Italian educator Maria Montessori that emphasizes collaborative, explorative learning, and whose alumni include Google’s founders, Sergey Brin and Larry Page; Wikipedia founder Jimmy Wales; video-game designer Will Wright; Amazon’s founder, Jeff Bezos; chef Julia Child; and rap impresario Sean Combs.

Our children need our time, not our intelligence. They bloom with love, not perfect language skills. They need mercy, not intellectual mastery. And they will learn—indeed, truly learn—when they are given time to explore ideas without constant fact-checking and examination.

I am a little child I am the symbols of peace I am the symbols of love I am your future, just for you I will be hear for ever I am your love I am your hope I am really the reflection of you So just for me Save the peace, keep alive the hope Light the lamp, whatever you do.

The dilemma I was faced with was one every parent faces sooner or later: you want to defend your child, of course; you stand up for your child, but you mustn't do it all too vehemently, and above all not too eloquently - you mustn't drive anyone into a corner. The educators, the teachers, will let you have your say, but afterwards they'll take revenge on your child. You may come up with better arguments - it's not too hard to come up with better arguments than the educators, the teachers - but in the end, your child to going to pay for it. Their frustration at being shown up is something they'll take out on the student.

What then is the purpose of national education? Rather than devise complex theoretical interpretations, it is better to start by looking to the lovely child who sits on your knee and ask yourself: What can I do to assure this child will be able to lead the happiest life possible?

It would save money in the end if the Government paid a comfortable allowance to all mothers of young children who would otherwise be compelled to work. . . . It doesn't make sense to let mothers go to work making dresses in a factory or tapping typewriters in an office, and have them pay other people to do a poorer job of bringing up their children.

Alan Watts explained with characteristic vigor: Take education. What a hoax. As a child, you are sent to nursery school. In nursery school, they say you are getting ready to go on to kindergarten. And then first grade is coming up and second grade and third grade … In high school, they tell you you’re getting ready for college. And in college you’re getting ready to go out into the business world … [People are] like donkeys running after carrots that are hanging in front of their faces from sticks attached to their own collars. They are never here. They never get there. They are never alive.

There seems to be a formula for life, formula devised and perfected over centuries of labour by many anonymous brains. Like all formulas this formula provided a solution too, solutions for real-world problems. Birth→education→work→earn→marry→reproduce→indoctrinate your child with same formula→die = survival

Before school, there had to be vaccination. That was the law. How it was dreaded! When the health authorities tried to explain to the poor and illiterate that vaccination was a giving of the harmless form of smallpox to work up immunity against the deadly form, the parents didn’t believe it. All they got out of the explanation was that germs would be put into a healthy child’s body. Some foreign-born parents refused to permit their children to be vaccinated. They were not allowed to enter school. Then the law got after them for keeping the children out of school. A free country? they asked. You should live so long. What’s free about it, they reasoned, when the law forces you to educate your children and then endangers their lives to get them into school? Weeping mothers brought bawling children to the health center for inoculation. They carried on as though bringing their innocents to the slaughter. The children screamed hysterically at the first sight of the needle and their mothers, waiting in the anteroom, threw their shawls over their heads and keened loudly as if wailing for the dead. Francie

Motherhood seems to be a no-win battle: however you decide to do (or not do) it, someone’s going to be criticizing you. You went to too great lengths trying to conceive. You didn’t go to great enough lengths. You had the baby too young. You should have kept the baby even though you were young. You shouldn’t have waited so long to try and have a baby. You’re a too involved mother. You’re not involved enough because you let your child play on the playground alone. It never ends. It strikes me that while all this judgment goes on, the options available to women become fewer and fewer. I’m not even (just) talking about the right to choose—across the U.S., women have less access to birth control, health care, reproductive education, and post-partum support. So we give women less information about their bodies and reproduction, less control over their bodies, and less support during and after pregnancy—and then we criticize them fiercely for whatever they end up doing. This

What really shapes and conditions and makes us is somebody only a few of us ever have the courage to face: and that is the child you once were, long before formal education ever got its claws into you - that impatient, all-demanding child who wants love and power and can't get enough of either and who goes on raging and weeping in your spirit till at last your eyes are closed and all the fools say, 'Doesn't he look peaceful?' It is those pent-up, craving children who make all the wars and all the horrors and all the art and all the beauty and discovery in life, because they are trying to achieve what lay beyond their grasp before they were five years old.

Tell us what complaint you have to make against us which justifies you in attempting to destroy us and the State? In the first place did we not bring you into existence? …[S]ince you were brought into the world and nurtured and educated by us, can you deny in the first place that you are our child and slave, as your fathers were before you?

Parenting is hard stuff. It builds us up, then beats us down. Swells our pride, then wounds our ego. Fills us up, then exposes our flaws. It defines our future and breaks our bodies. All within the same twenty-four-hour day. But we wouldn’t have it any other way.

The one thing that I want every single child to have experienced at some point in their life, as part of their education, is to have some idea they hold to be true, and at the very basis of their being, proved to be wrong. Because that opens your mind to the realization that the world is different than you thought it would be, and you have to begin to open your mind to the possibilities of existence. And opening your mind frees you, it doesn't constrain you. It makes the world more wonderful, more exciting, and more worth living in.

Comparison is the thief of joy, but also of a mother’s confidence

Why did the reindeer fly over the mountain? Answer: Because he couldn't fly under it.

Always make sure there are seven things in your life at all times: laughter, family, adventure, good food, challenge, change, and the quest for knowledge.

An educated person is not someone who knows something, but someone who can explain what they know to others.

It is the mark of an educated man to be able to evaluate a thought without accepting it. ARISTOTLE

The Creator favors the man who loves over the man who hates. If you teach hatred to your children, one day your child will have that hatred reflected back onto them, or onto you.

What this means for parents is that you never know what your child’s “sex education” class may entail. Only fourteen states require that sex ed be medically accurate.

When children go from one class to the next, followed by extracurricular activities, sports, and then homework all evening, when do they get to experience the wonder of childhood?

Remember, you're the most loving child of this universe. Universe has to wait billions of years to get impregnated with you. You are the joy and creator of your universe.

A diagnosis is not a prediction. It doesn’t tell you what’s possible. It doesn’t change you, your colleague, your child, or your friend. It just opens up tricks and tools to thrive.

If your concern is that I may be overcome with manly ardor and ravish you in a moment of weakness…I may. If you ask nicely.” Evie clamped her teeth on the sweet, pulpy grape and maneuvered the seeds out with her teeth and tongue. As he watched her mouth working on the fruit, Sebastian’s smile faded slightly, and he leaned back. “At the moment you’re too much of a novice to be worth the bother,” he continued coolly. “Perhaps I’ll seduce you in the future, after some other men have taken the trouble to educate you.” “I doubt it,” she said sullenly. “I would never be so bourgeois as to sleep with my own husband.” A catch of laughter escaped him. “My God. You must have been waiting for days to use that one. Congratulations, child. We haven’t yet been married a week, and you’re already learning how to fight.

If you think that educating your girl is enough for her to tackle the boundaries of tradition, then you are wrong. You have to ensure that not only you empower her with education, but also make her strong enough to resist the evils of societal pressure under which she often buckles. Her life and honour are far more important than "What will people say?" A little emotional support from the parents can make the life of a daughter abused by her in-laws beautiful.

At the heart of every child is the need for play. Play is important for creativity, learning, and interacting with peers. But it’s also the way children communicate. If we want to show our children we love them, we need to play with them. Play is the magical portal to connection.

You can establish a treasured family culture by celebrating the smallest occasions in big ways. All you have to do is identify what your children love, and repeat it. A tradition doesn’t have to be significant in order to be meaningful. It’s important because your family says it is.

In a devastating of example critical thinking gone bad, highly educated, deeply caring parents avoid the vaccinations that would protect their children from killer diseases. I love critical thinking and I admire scepticism, but only in a framework that respects evidence. So if you are sceptical about the measles vaccinations, I ask you to do two things. First, make sure you know what it looks like when a child dies of measles. Most children who catch measles recover, but there is still no cure and even with the best modern medicine, one or two in every thousand will die from it. Second, ask yourself, “What kind of evidence would convince me change my mind about vaccination. If the answer is ‘no evidence could ever change my mind about vaccination,” then you are putting yourself outside evidence-based rationality, outside the very critical thinking that first brought you to this point. In that case, to be consistent in your scepticism about science, next time you have an operation please ask your surgeon not to bother washing her hands.

Reading changes your life. Reading unlocks worlds unknown or forgotten, taking travelers around the world and through time. Reading helps you escape the confines of school and pursue your own education.

Most children seem eager, even desperate, to please those in authority, reluctant to rock the boat even when the boat clearly needs rocking. In a way, an occasional roll-your-eyes story of excess in the other direction marks the exception that proves the rule. And the rule is a silent epidemic of obedience. For every kid who is slapped with the label “Oppositional Defiant Disorder,” hundreds suffer from what one educator has mischievously called Compliance Acquiescent Disorder. The symptoms of CAD, he explained, include the following: “defers to authority,” “actively obeys rules,” “fails to argue back,” “knuckles under instead of mobilizing others in support,” and “stays restrained when outrage is warranted.

What I have to face is that 'Barb,' the name on my ID tag, is not exactly the same person as Barbara. 'Barb' is what I was called as a child, and still am by my siblings, and I sense that at some level I'm regressing. Take away the career and the higher education, and maybe what you're left with is this original Barb, the one who might have ended up working at Wal-Mart for real if her father hadn't managed to climb out of the mines. So it's interesting, and more than a little disturbing, to see how Barb turned out — that she's meaner and slyer than I am, more cherishing of grudges, and not quite as smart as I'd hoped.

But, on the other hand, the study of music is one of the best ways to learn about human nature. This is why I am so sad about music education being practically nonexistent today in schools. Education means preparing children for adult life; teaching them how to behave and what kinds of human beings they want to be. Everything else is information and can be learned in a very simple way. To play music well you need to strike a balance between your head, your heart, and your stomach. And if one of the three is not there or is there in too strong a dose, you cannot use it. What better way than music to show a child how to be human?

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

Cultivate and water the young plant before it dies. Its fruits will one day be your delights. Form an enclosure around your child's soul at an early date. Someone else can draw its circumference. but you alone must build the fence.

that the more children are read to, the higher their test scores are—sometimes by as much as a half a year’s schooling. This was true regardless of a family’s income. He goes on to say that reading aloud has proven to be so powerful in increasing a child’s academic success that it is more effective than expensive tutoring or even private education.

Games where someone wants to touch your body where your swimsuit covers or they ask you to touch their body where their swimsuit covers. Those body parts are private. No one is allowed to touch you there, or ask you to touch them there.

Raising children is hard, full of twists and turns, missteps and mistakes, regrets and trying new things. But even on its most challenging day, homeschooling is really just an extension of parenting. Rest assured, there is no perfect school, classroom, teacher, mother, or homeschool. But we can do the best we can, one day at a time. And that’s good enough.

You are your child’s best teacher because you can lead by example. You can show them how to pursue knowledge by doing so yourself. You can join them on this learning journey as a guide through life and education, and sometimes the other way around.

The classical model emphasizes that learning feeds the soul and edifies the person rather than producing employees to work an assembly line. The goal of a classical education is to instill wisdom and virtue in people. We see learning as a continuing

A common misconception of education comes when the definition of education narrows to the intellectual. The child is compartmentalized. He is not seen as a whole person, fully-integrated with physical, emotional, spiritual and intellectual capacities. Thus, if an educational program attempts to address the child's intellect while ignoring his spiritual and emotional development, the approach is sadly ignoring the true reality of the child. Likewise, those who separate the spiritual and emotional part of a child from the intellectual make a big mistake. You cannot delegate only the intellectual training of your child to professionals and retain just the spiritual and emotional for yourself. Whatever class is taught, the whole child is affected.

Coonskin caps and silly putty were just not going to cut it anymore. The good mother got her kids toys that were educational, that advanced gross and fine motor skills, that gave them the spatial sensibilities and design aptitude of Frank Lloyd Wright, and that taught Johnny how to read James Joyce at age three. God forbid that one second should pass where your child was idle and that you were not doing everything you could to promote his or her emotional, cognitive, imaginative, quantitative, or muscular development.

A debt-free bachelor's degree is, as it turns out, priceless: As Jane Austen puts it, it sets you up forever. My friends were still paying off their school loans in their forties. I never had any school debt at all. Because I had no debt, I could choose my life, and choose my adventure.

Are you for peace? The great test of your devotion to peace is not how many words you utter on its behalf. It’s not even how you propose to deal with people of other countries, though that certainly tells us something. To fully measure your “peacefulness” requires that we examine how you propose to treat people in your own backyard. Do you demand more of what doesn’t belong to you? Do you endorse the use of force to punish people for victimless “crimes”? Do you support politicians who promise to seize the earnings of others to pay for your bailout, your subsidy, your student loan, your child’s education or whatever pet cause or project you think is more important than what your fellow citizens might personally prefer to spend their own money on? Do you believe theft is OK if it’s for a good cause or endorsed by a majority? If you answered yes to any of these questions, then have the courage to admit that peace is not your priority. How can I trust your foreign policy if your domestic policy requires so much to be done at gunpoint?

Reading changes your life, Reading unlocks worlds unknown or forgotten, taking travelers around the world and through time. Reading helps you escape the confines of school and pursue your own education. Through characters- the saints and sinners, real or imagined- reading shows you how to be a better human being.

In today’s world, where information is available everywhere, a school should shift away from propagating information to becoming an inspirational place, which builds beautiful human beings. Education should become a joyful choice, not a compulsive extruder out of which every child has to come out in a certain shape.

Go to every IEP with a plan of your own. Be the expert. Teachers and therapists know general information only. You, on the other-hand, know the specifics about your child – you are your child’s only real expert. Pop in unexpectedly to observe. Keep educators on their toes. Be kind and push gently. If needed, push hard.

The reality is that you have been conditioned since you were a child to believe in white superiority through the way your history was taught, through the way race was talked about, and through the way students of color were treated differently from you. You have been educated by institutions that have taught white superiority through curricula that favor a white-biased narrative, through the lack of representation of BIPOC, and through the way these institutions handled acts of racism.

Among us English-speaking peoples especially do the praises of poverty need once more to be boldly sung. We have grown literally afraid to be poor. We despise any one who elects to be poor in order to simplify and save his inner life. If he does not join the general scramble and pant with the money-making street, we deem him spiritless and lacking in ambition. We have lost the power even of imagining what the ancient idealization of poverty could have meant: the liberation from material attachments, the unbribed soul, the manlier indifference, the paying our way by what we are or do and not by what we have, the right to fling away our life at any moment irresponsibly—the more athletic trim, in short, the moral fighting shape. When we of the so-called better classes are scared as men were never scared in history at material ugliness and hardship; when we put off marriage until our house can be artistic, and quake at the thought of having a child without a bank-account and doomed to manual labor, it is time for thinking men to protest against so unmanly and irreligious a state of opinion. It is true that so far as wealth gives time for ideal ends and exercise to ideal energies, wealth is better than poverty and ought to be chosen. But wealth does this in only a portion of the actual cases. Elsewhere the desire to gain wealth and the fear to lose it are our chief breeders of cowardice and propagators of corruption. There are thousands of conjunctures in which a wealth-bound man must be a slave, whilst a man for whom poverty has no terrors becomes a freeman. Think of the strength which personal indifference to poverty would give us if we were devoted to unpopular causes. We need no longer hold our tongues or fear to vote the revolutionary or reformatory ticket. Our stocks might fall, our hopes of promotion vanish, our salaries stop, our club doors close in our faces; yet, while we lived, we would imperturbably bear witness to the spirit, and our example would help to set free our generation. The cause would need its funds, but we its servants would be potent in proportion as we personally were contented with our poverty. I recommend this matter to your serious pondering, for it is certain that the prevalent fear of poverty among the educated classes is the worst moral disease from which our civilization suffers.

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.

There is no matter what children should learn first, any more than what leg you should put into your breeches first. Sir, you may stand disputing which is best to put in first, but in the meantime your backside is bare. Sire, while you stand considering which of two things you should teach your child first, another boy has learn't 'em both.

It remains one of the great inequalities of the world that some children are born light years ahead of others. They may come from more stable homes, from wealthy homes, from homes with cleaners and domestic staff, cooks and tutors. Everything is easier, more streamlined, more conducive to educational and career success. Others will come from one-bedroom huts with no running water and no electricity, little chance of a good education, and little time to do anything besides work. The child born into a rich family will, no doubt, progress at a faster rate and develop the sort of self-assurance that comes from stability. This is the case wherever you’re from; it is as true of communist societies as it is of capitalist ones. I have travelled the world and seen these inequalities. I have witnessed the problems such different starting blocks can bring. But if I’ve learned anything, it is that success is possible, whatever your situation and however your life begins. I hope that this story, my story, will prove inspirational and that it will encourage others to dream big, take a plunge, use whatever resources are available. If a small poor boy fishing for prawns on a lake in Ningbo can do it, then so can you.

Always praise your kid even if he/she is unresponsive to learning. By insulting them or constantly criticizing them, you will only push them away and make them feel inadequate around other kids. Have faith that your child's brain is an evolving planet that rotates at its own speed. It will naturally be attracted to or repel certain subjects. Be patient. Just as there are ugly ducklings that turn into beautiful swans, there are rebellious kids and slow learners that turn into serious innovators and hardcore intellectuals.

The same thing is true in all fields: an over-practiced skill eventually becomes a delightful art to be shared.

The classical approach trains the student to become a thorough and capable learner, rather than focusing on training for a single job skill.

When your underwear costs more than your child's education then you are in serious trouble" RjS

Know your own child’s behaviors and look deeper to find their meaning. Be the expert for your child. Discover the wonderful.

We often imagine that we’ll develop more quickly if conflicts reach a conclusion, but this is rarely the case. Often the quest for resolution

Parents, don’t invest in your child's teaching; invest in your child's learning.

Childhood only comes around once. Make your child's memories special. Take them on a new adventure each day. It is as simple as opening a book.

But the time we spend together as a family will root them deeply in values that matter and dreams that inspire.

Children, as it turns out, need a childhood.

The Core: Teaching Your Child the Foundations of Classical Education.

Ralph Waldo Emerson wisely noted: “You send your child to the schoolmaster, but ’tis the schoolboys who educate him.”4

When parents openly communicate about money matters, they empower their children to develop a healthy understanding of financial concepts, fostering a positive relationship with money.

With the growing budget crisis in public education, it’s cheaper for schools to not have to construct and maintain buildings for students. Machines are less expensive than real teachers.

It doesn't matter how educated, moneyed, or smart you are: when your child's footprints end at the river's edge, when the one you love has gone into the woods with a bleak outlook and a loaded gun, when the chaplain is walking toward you with the bad news in her mouth, then only the cliches are true, and you will repeat them, unashamed. Your life, too, will swing suddenly and cruelly in a new direction with breathtaking speed, and if you are really wise - and it's surprising and wondrous, Brother, how many people have this wisdom in then - you will know enough to look around for love. It will be there, standing right on the hinge, holding out its arms to you, If you are wise, whoever you are, you will let go, fall against the love, and be held.

The foundation of a classical education begins with parents teaching children the art of memorization and grammar studies. Some educators might dismiss rote memorization, but I argue that it is beneficial because it trains your brain to hold information. It is the most organic way of learning ever devised and goes hand in hand with the way we naturally relate to our children.

He thought of all the living species that train their young in the art of survival, the cats who teach their kittens to hunt, the birds who spend such strident effort on teaching their fledglings to fly – yet man, whose tool of survival is the mind, does not merely fail to teach a child to think, but devotes the child’s education to the purpose of destroying his brain, of convincing him that thought is futile and evil, before he has started to think. From the first catch-phrases flung at a child to the last, it is like a series of shocks to freeze his motor, to undercut the power of his consciousness. “Don’t ask so many questions, children should be seen and not heard!” – “Who are you to think? It’s so, because I say so!” – “Don’t argue, obey!” – “Don’t try to understand, believe!” – “Don’t struggle, compromise!” – “Your heart is more important than your mind!” – “Who are you to know? Your parents know best!” – “Who are you to know? The bureaucrats know best!” – “Who are you to object? All values are relative!” – “Who are you to want to escape a thug’s bullet? That’s only a personal prejudice!” Men would shudder, he thought, if they saw a mother bird plucking the feathers from the wings of her young, then pushing him out of the nest to struggle for survival – yet that was what they did to their children.

Sorry. But it isn’t for us to change how things are. I’m just an administrator. You’re just a teacher.” “Oh, I hope I don’t teach. Because look what we did: we saved the zoo animals and the nice children and we damned the afflicted and the blacks. You know what I do every day in that classroom? I do everything in my power to make sure those poor souls won’t learn the obvious lesson.” “If I were you,” said Tom, “I should stick to reading, writing and arithmetic.” “But what good is it to teach a child to count, if you don’t show him that he counts for something?

They asked me to tell you what it was like to be twenty and pregnant in 1950 and when you tell your boyfriend you’re pregnant, he tells you about a friend of his in the army whose girl told him she was pregnant, so he got all his buddies to come and say, “We all fucked her, so who knows who the father is?” And he laughs at the good joke…. What was it like, if you were planning to go to graduate school and get a degree and earn a living so you could support yourself and do the work you loved—what it was like to be a senior at Radcliffe and pregnant and if you bore this child, this child which the law demanded you bear and would then call “unlawful,” “illegitimate,” this child whose father denied it … What was it like? […] It’s like this: if I had dropped out of college, thrown away my education, depended on my parents … if I had done all that, which is what the anti-abortion people want me to have done, I would have borne a child for them, … the authorities, the theorists, the fundamentalists; I would have born a child for them, their child. But I would not have born my own first child, or second child, or third child. My children. The life of that fetus would have prevented, would have aborted, three other fetuses … the three wanted children, the three I had with my husband—whom, if I had not aborted the unwanted one, I would never have met … I would have been an “unwed mother” of a three-year-old in California, without work, with half an education, living off her parents…. But it is the children I have to come back to, my children Elisabeth, Caroline, Theodore, my joy, my pride, my loves. If I had not broken the law and aborted that life nobody wanted, they would have been aborted by a cruel, bigoted, and senseless law. They would never have been born. This thought I cannot bear. What was it like, in the Dark Ages when abortion was a crime, for the girl whose dad couldn’t borrow cash, as my dad could? What was it like for the girl who couldn’t even tell her dad, because he would go crazy with shame and rage? Who couldn’t tell her mother? Who had to go alone to that filthy room and put herself body and soul into the hands of a professional criminal? – because that is what every doctor who did an abortion was, whether he was an extortionist or an idealist. You know what it was like for her. You know and I know; that is why we are here. We are not going back to the Dark Ages. We are not going to let anybody in this country have that kind of power over any girl or woman. There are great powers, outside the government and in it, trying to legislate the return of darkness. We are not great powers. But we are the light. Nobody can put us out. May all of you shine very bright and steady, today and always.

One of the most serious blows to American education has been the loss of parent involvement. Many parents, for various reasons, including increasing work pressures, have stepped back from their children’s education. Schools—willingly or not—now often find themselves educating children without a strong partnership with parents. From that distance, parents are left feeling guilty and empty-handed.

Almost no one was paying for magical boarding school because of the magic. The magic was an interesting quirk, a historical curiosity, in a few cases a genuine passion being indulged by a loving parent—but you didn’t pay fifty thousand pounds a year for magic tricks, any more than you paid it for Shakespeare or the respiratory system or the ability to solve quadratic equations. No: Chetwood’s school fees were insurance money, a policy taken out against the future. Let my child be safe. Let my child be happy. Let my child have every single possible chance at freedom, joy, hope, power. Because an elite education was an investment in power. Magic was the least of what you gained at Chetwood. What mattered was the power to walk the walk and talk the talk, to have your résumé picked out of the pile

Compare two mothers—Mary and Jamie—who are very similar in terms of education and income, each with 3-year-old at dinner. Child: I want bread. Mary: (Handing over bread) Here. Child: Mmmm. Mary: You want more? Child:Yes. Mary: (Handing over bread) Here. Child: I want bread. Jamie: The bread is good, isn’t it? Do you want one piece or two? Child: One, please. Jamie: (Handing over bread) Did you like the bread on your sandwich at school today? Child: Yeah, it was good. Jamie: The bread I used for your school lunch was called pumpernickel. Pumpernickel is a black bread. Did you ever have black bread before?

Baby girl, this is your mother. I know I’ve given you explicit instructions to trace this into your yearbook, but they’re my words. That means this is from me, my heart, and my love for you. There’s so many things I want to say to you, things I want you to hear, to know, but let’s start with the reason I’m having you put these words in your senior yearbook. First of all, this book is everything. It may be pictures, some names of people you won’t remember in five years, ten years, or longer, but this book is more important than you can imagine. It’s the first book that’s the culmination of your first chapter in life. You will have many. So many! But this book is the physical manifestation of your first part in life. Keep it. Treasure it. Whether you enjoyed school or not, it’s done. It’s in your past. These were the times you were a part of society from a child to who you are now, a young adult woman. When you leave for college, you’re continuing your education, but you’re moving onto your next chapter in life. The beginning of adulthood. This yearbook is your bridge. Keep this as a memento forever. It sums up who you grew up with. It houses images of the buildings where your mind first began to learn things, where you first began to dream, to set goals, to yearn for the road ahead. It’s so bittersweet, but those memories were your foundation to set you up for who you will become in the future. Whether they brought pain or happiness, it’s important not to forget. From here, you will go on and you will learn the growing pains of becoming an adult. You will refine your dreams. You will set new limits. Change your mind. You will hurt. You will laugh. You will cry, but the most important is that you will grow. Always, always grow, honey. Challenge yourself. Put yourself in uncomfortable situations (BUT BE SAFE!) and push yourself not to think about yourself, your friends, your family, but to think about the world. Think about others. Understand others, and if you can’t understand, then learn more about them. It’s so very important. Once you have the key to understanding why someone else hurts or dreams or survives, then you have ultimate knowledge. You have empathy. Oh, honey. As I’m writing this, I can see you on the couch reading a book. You are so very beautiful, but you are so very humble. You don’t see your beauty, and I want you to see your beauty. Not just physical, but your inner kindness and soul. It’s blinding to me. That’s how truly stunning you are. Never let anyone dim your light. Here are some words I want you to know as you go through the rest of your life: Live. Learn. Love. Laugh. And, honey, know. Just know that I am with you always.

Lord Randall barreled inside, brandishing his cane in Drew's face. "You beggarly knave, I was told this marriage was in name only! Who gave you permission to consummate the vows?" "Theodore Hopkin, governor of this colony, representative of the kind, and it's going to cost you plenty, for that daughter of yours is nothing but trouble. What in the blazes were you thinking to allow her an education?" Drew bit back his smile at the man's shocked expression. Nothing like landing the first punch. Lord Randall furrowed his bushy gray brows. "I knew not about her education until it was too late." Drew straightened the cuffs of his shirt. "Well, be prepared to pay dearly for it. No man should have to suffer through what I do with the constant spouting of the most addlepated word puzzles you could imagine." ----------------------------------------- "I require fifteen thousand pounds." Lord Randall spewed ale across the floor. "What! Surely drink has tickled your poor brain. You're a FARMER, you impudent rascal. I'll give you five thousand." Drew plopped his drink onto the table at his side, its contents sloshing over the rim. A satisfied smile broke across his face. "Excellent." He stood. "When will you take her back to England with you? Today? Tomorrow?" The old man's red-rimmed eyes widened. "I cannot take her back. Why, she's already birthed a child!" Drew shrugged. "Fifteen thousand or I send her AND the babe back, with or without you.

The Education IRA is the same thing as an ESA (Educational Savings Account). The ESA is basically buying a mutual fund and stamping it “ESA.” You must make less than $200,000 annually, married filing jointly. You can contribute up to $2,000 annually per child. You can have several ESAs, but the total of them can only be $2,000 annually per child. That money will grow completely tax free when used for higher education.

Child, now I will teach you how to wave at a crowd.” “Teacher, do I really need to learn something like waving ?” “Child, using your normal speed of waving, if you wave continuously for one minute, how many times will you wave in total ?” One minute later... “Teacher, I waved eighty-eight times.” “Then, the last time I went on a parade with the king, how much time did it take ?” “About three hours.” “Now, child, let’s do some math ! If you waved eighty-eight times in one minute, after waving for three hours, how many times will you wave in total ?” “Fifteen thousand eight hundred and forty times.” “Child, now let me ask you a health education question : if you wave continuously for fifteen thousand eight hundred and forty times, what will your hand look like ?” “...I don’t know.” “That is why, child, you are now learning how to use one thousand waves to handle one parade. Or do you want to wave a full fifteen thousand eight hundred and forty times during all of your parades in the future ?” “Teacher ! Please, you must teach me how to wave !

Romano Guardini, surveying the moral and intellectual ruin that was Europe after the Second World War, wrote that we had entered the era of “mass man,” that the individual was being submerged beneath phenomena of the masses, which did not rise to the status of a true culture. Mass man has no culture, no real home, no transcendent object of devotion, no aim but what is given to him in and through mass education, mass entertainment, and mass politics. He floats on the seas willy-nilly, like a jellyfish, without a mind and a North Star to guide him. He gives in, he goes along. He lives, easily and uneventfully, Life Under Compulsion. Submerged

...Shouldn`t we tell the child that in your country there are boys and girls who have never seen a piece of meat on their plates? Shouldn`t we tell the child that more than half of the world`s population are hungry, and why they are hungry, and how hunger could be diminished? Shouldn`t we give the child a true and logical understanding of the history and development of human societies?…" An In-Depth Analysis of Educational Deadlock

The School Now we come to the school. The responsibility of the school is to educate a child and at the same time, not to vanquish all the virtues that a child is born with. A child is born with virtues and a school should see that it protects their virtues, that innocence, the sense of belongingness, love, and trust which every child is born with. Often in the educational system, the school only caters as an information bureau, but not as a personality-building center. Most schools can produce great computers but only a few good human beings. We have brilliant students. They have information about the world. Just by one question they can answer all the information that is needed. But are they good human beings? Do they know how to behave well? Are they cultured, civilized, compassionate human beings? This is a question that every school and every teacher should ask.

In many ways, your child’s sense of worth is determined by what the most important person in his life thinks of him. When you place children into school, their peers often become the most important people in their lives.

For example, my choice of career. You generously and patiently gave me complete freedom.  Though this followed the habits, or at least the values, of the Jewish middle class concerning their sons.  And here your misunder-standing of my character worked its effect, which – together with your father’s pride – blinded you to my real nature: to my weakness.  In your opinion, I was always studying as a child, and  later I was always writing.  Looking back that      is certainly not true.  I can say with very little exaggeration, I barely studied and I learnt nothing; to have retained something after so many years of education wasn’t remarkable for a man with a memory and some intelligence;  but given the vast expenditure of time and money, and my outwardly easy, unburdened life, what I achieved with regard to knowledge, especially sound knowledge, was nothing – certainly when compared to what others managed.  It is lamentable, but for me understandable.  I always had such a deep concern about the continued existence of my mind and spirit, that I was indifferent to everything else.  Jewish schoolboys have a reputation, for amongst them one finds the most improbable things; but my cold, barely disguised, permanent, childish, ridiculous, animal, self-satisfied indifference, and my cold and fantastical mind, are not things that I have ever met again – though admittedly they were just a defence against nervous destruction through fear and guilt.  And I was worried about myself in all manner of ways.  For example, I was worried about my health: I was worried about my hair falling out, my digestion, and my back – for it was stooped.  And my worries turned to fear and it all ended in true sickness.  But what was all that?  Not actual bodily sickness.  I was sick because I was a disinherited son, who needed constant reassurance about his own peculiar existence, who in the most profound sense never owned anything, and who was even insecure about the thing which was next to him: his own body. 

C. S. Lewis, the author of The Chronicles of Narnia, said, “The only people who achieve much are those who want knowledge so badly that they seek it while the conditions are still unfavourable. Favourable conditions never come .

My father said to me when I was a child, 'Boy, set there until I come back.' That was his law and I had to obey him. He went off somewhere and forgot about me. I sat there all day waiting for my father and almost got a stroke from the sun. I said to my son one time, 'Boy, set there until I come back.' You know what he said to me? 'For what?' You're not going to cram down the throats of today's youth what got crammed down my father's. Young people want to know the facts now.

Much of the control exerted by the caregiver is accomplished through being indirect, such as implying expectations. The caregiver may tell the child what the child feels and thinks, particularly when he or she is upset or angry. "You don't really feel that way, do you?" is a phrase heard often in the families of people with a compressed structure. Statements like, "You want to play the piano for Aunt Martha, don't you?" are used to get the child to do what the caregiver wants without directly asking the child what he wants or not leaving the child any room to say no. The caregiver may act in a way that assumes the child feels as the caregiver feels, as if the child were an extension of the caregiver, by saying, for example, "I'm cold, put on your sweater." Children growing up in this situation become so well attuned to the feelings and will of the caregiver that the caregiver may eventually need only to shiver a little for the child to go to get a sweater for both of them.

Examine your rules of education; you will find them all topsy-turvy, especially in all that concerns virtue and morals. The only moral lesson which is suited for a child—the most important lesson for every time of life—is this: “Never hurt anybody.

there is nothing more natural to a mother’s heart than to look after the needs of her own children, to preserve their childhoods, and to give them the chance to be who they were made to be. We need only to keep the voices from convincing us otherwise.

Know this: children will find adventure whether we’re the ones who give it to them or not. If they can’t find it in their families, they’ll look for it elsewhere. They’ll find it with friends, their girlfriends, their boyfriends, and even other families.

That’s your project,” he said. “You can do something no one has done: you can examine Mormonism not just as a religious movement, but as an intellectual one.” I began to reread the letters of Joseph Smith and Brigham Young. As a child I’d read those letters as an act of worship; now I read them with different eyes, not the eyes of a critic, but also not the eyes of a disciple. I examined polygamy, not as a doctrine but as a social policy. I measured it against its own aims, as well as against other movements and theories from the same period. It felt like a radical act. My friends in Cambridge had become a kind of family, and I felt a sense of belonging with them that, for many years, had been absent on Buck’s Peak. Sometimes I felt damned for those feelings.

The research is really clear on this point. Kids who achieve the best outcomes in life—emotionally, relationally, and even educationally—have parents who raise them with a high degree of connection and nurturing, while also communicating and maintaining clear limits and high expectations. Their parents remain consistent while still interacting with them in a way that communicates love, respect, and compassion. As a result, the kids are happier, do better in school, get into less trouble, and enjoy more meaningful relationships.

In a section of The Vaccine Book titled “Is it your social responsibility to vaccinate your kids?” Dr. Bob asks, “Can we fault parents for putting their own child’s health ahead of that of the kids around him?” This is meant to be a rhetorical question, but Dr. Bob’s implied answer is not mine. In another section of the book, Dr. Bob writes of his advice to parents who fear the MMR vaccine, “I also warn them not to share their fears with their neighbors, because if too many people avoid the MMR, we’ll likely see the disease increase significantly.” I do not need to consult an ethicist to determine that there is something wrong there, but my sister clarifies my discomfort. “The problem is in making a special exemption just for yourself,” she says. This reminds her of a way of thinking proposed by the philosopher John Rawls: Imagine that you do not know what position you are going to hold in society—rich, poor, educated, insured, no access to health care, infant, adult, HIV positive, healthy immune system, etc.—but that you are aware of the full range of possibilities. What you would want in that situation is a policy that is going to be equally just no matter what position you end up in. “Consider relationships of dependence,” my sister suggests. “You don’t own your body—that’s not what we are, our bodies aren’t independent. The health of our bodies always depends on choices other people are making.” She falters for a moment here, and is at a loss for words, which is rare for her. “I don’t even know how to talk about this,” she says. “The point is there’s an illusion of independence.

Education is not about enacting a prescriptive, boxed sort of curriculum-based classroom, but instead is about passing on a legacy of a love for learning, an independent joy in discovery, a motivation to bring light, beauty, and goodness back into the world of our children.

He despises it when the child is ill-mannered, even though no one has ever called Severus charming. Perhaps I can enlist Narcissa to educate him. Severus imagines her reply almost instantly. Such education never altered your attitude, Severus, why should your son be different?

The care of babies involves education, and is entrusted only to the most fit,” she repeated. “Then you separate mother and child!” I cried in cold horror, something of Terry’s feeling creeping over me, that there must be something wrong among these many virtues. “Not usually,” she patiently explained. “You see, almost every woman values her maternity above everything else. Each girl holds it close and dear, an exquisite joy, a crowning honor, the most intimate, most personal, most precious thing. That is, the child-rearing has come to be with us a culture so profoundly studied, practiced with such subtlety and skill, that the more we love our children the less we are willing to trust that process to unskilled hands—even our own.” “But a mother’s love—” I ventured. She studied my face, trying to work out a means of clear explanation. “You told us about your dentists,” she said, at length, “those quaintly specialized persons who spend their lives filling little holes in other persons’ teeth—even in children’s teeth sometimes.” “Yes?” I said, not getting her drift. “Does mother-love urge mothers—with you—to fill their own children’s teeth? Or to wish to?” “Why no—of course not,” I protested. “But that is a highly specialized craft. Surely the care of babies is open to any woman—any mother!” “We do not think so,” she gently replied. “Those of us who are the most highly competent fulfill that office; and a majority of our girls eagerly try for it—I assure you we have the very best.” “But the poor mother—bereaved of her baby—” “Oh no!” she earnestly assured me. “Not in the least bereaved. It is her baby still—it is with her—she has not lost it. But she is not the only one to care for it. There are others whom she knows to be wiser. She knows it because she has studied as they did, practiced as they did, and honors their real superiority. For the child’s sake, she is glad to have for it this highest care.

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

She swallowed, then set her burger down and looked right into me, past my eyes and into the real Blue. "Every child deserves to have a home. Every child deserves a safe place to live and good food and clean clothes and an education and spiritual guidance. And love, Chris. It's not your fault that you're alone.

Give your child a world full of heroes and myths, big thoughts to think about and things to fall in love with, ideas to ponder and inspire them. That is the best education possible – one in which they see learning as a life-long pursuit and not something that must be done within the “schooling hours” each day.

Clearly, Boundary Setting 101 is not typically a part of a child’s education. If anything, most of us have been conditioned to not set boundaries as a way to avoid the negative reactions of others. The ability to set boundaries to take care of yourself begins with the belief that your “self” is worth caring for.

Ideally, what should be said to every child, repeatedly, throughout his or her school life is something like this: ‘You are in the process of being indoctrinated. We have not yet evolved a system of education that is not a system of indoctrination. We are sorry, but it is the best we can do. What you are being taught here is an amalgam of current prejudice and the choices of this particular culture. The slightest look at history will show how impermanent these must be. You are being taught by people who have been able to accommodate themselves to a regime of thought laid down by their predecessors. It is a self-perpetuating system. Those of you who are more robust and individual than others will be encouraged to leave and find ways of educating yourself — educating your own judgements. Those that stay must remember, always, and all the time, that they are being molded and patterned to fit into the narrow and particular needs of this particular society.

With the fate of Roe v. Wade now hanging in the balance, I'm calling for a special 'pro-life tax.' If the fervent prayers of the religious right are answered and abortion is banned, let's take it a step further. All good Christians should legally be required to pony up; share the financial burden of raising an unwanted child. That's right: put your money where your Bible is. I'm not just talking about paying for food and shelter or even a college education. All those who advocate for driving a stake through the heart of a woman's right to choose must help bear the financial burden of that child's upbringing. They must be legally as well as morally bound to provide the child brought into this world at their insistence with decent clothes to wear; a toy to play with; a bicycle to ride -- even if they don't consider these things 'necessities.' Pro-lifers must be required to provide each child with all those things they would consider 'necessary' for their own children. Once the kid is out of the womb, don't wash your hands and declare 'Mission Accomplished!' It doesn't end there. If you insist that every pregnancy be carried to term, then you'd better be willing to pay the freight for the biological parents who can't afford to. And -- like the good Christians that you are -- should do so without complaint.

research shows that social and emotional readiness in a child produces better academic achievement in the future. In fact, a study conducted by the University of North Florida found that children who attended academically driven preschools had lower grades by the end of fourth grade than those who attended play-based preschools.2

A study of kindergartens in Germany compared fifty play-based classes with fifty early-learning centers and found that the children who played excelled over the others in reading and mathematics and were better adjusted socially and emotionally in school. They also excelled in creativity and intelligence, oral expression, and industry.8

Lori Pickert wrote, “Creative work requires big chunks of unscheduled time. It requires freedom to explore, to try different things, to just think and imagine—and it requires a relaxed mindset. It is impossible to take your time and explore an idea in many different ways if you feel pressured by a lack of time or someone else’s expectations.”4

Dr. Gary Chapman, we know there are five love languages through which every person feels valued and cherished—words of affirmation, quality time, gift giving, physical touch, and acts of service. When people want to express love, they tend to do so in their native “language,” and when they want to feel love, they need to receive it in the same way

Make music. In fact, make your own instruments. See who can make the craziest, most unexpected instrument out of the materials you have lying around the house. Set up a bird-watching station at the front window. Include the necessary bird books and binoculars, of course, but don’t forget the kazoos and party poppers to celebrate the birds’ arrival.

Where are your free and compulsory schools? Does every one know how to read in the land of Dante and of Michael Angelo? Have you made public schools of your barracks? Have you not, like ourselves, an opulent war-budget and a paltry budget of education? Have not you also that passive obedience which is so easily converted into soldierly obedience? military establishment which pushes the regulations to the extreme of firing upon Garibaldi; that is to say, upon the living honor of Italy? Let us subject your social order to examination, let us take it where it stands and as it stands, let us view its flagrant offences, show me the woman and the child. It is by the amount of protection with which these two feeble creatures are surrounded that the degree of civilization is to be measured. Is prostitution less heartrending in Naples than in Paris? What is the amount of justice springs from your tribunals? Do you chance to be so fortunate as to be ignorant of the meaning of those gloomy words: public prosecution, legal infamy, prison, the scaffold, the executioner, the death penalty? Italians, with you as with us, Beccaria is dead and Farinace is alive. And then, let us scrutinize your state reasons. Have you a government which comprehends the identity of morality and politics? You have reached the point where you grant amnesty to heroes! Something very similar has been done in France. Stay, let us pass miseries in review, let each one contribute in his pile, you are as rich as we. Have you not, like ourselves, two condemnations, religious condemnation pronounced by the priest, and social condemnation decreed by the judge? Oh, great nation of Italy, thou resemblest the great nation of France! Alas! our brothers, you are, like ourselves, Misérables.

This day is a reminder to us all that there are man. Who have unconditioned love, who have time and respect for their women and children. Man who gives advice's, attention, guidance, help, wisdom and education to their women and children. A man who encourages, motivates and inspire their women and children. A man who sacrifices everything for their children and women, not a man who sacrifices their child and women for everything. A man who uses their strength to protect their family, not a man who uses their strength to hurt their family. Not a man who abuses, rape, molest, threaten, torture, or humiliate their children and family. To all those good man. Happy Fathers Day. May God bless you more. Don’t stop what you are doing and may other men learn from your ways.

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

suggest funding college, or at least the first step of college, with an Educational Savings Account (ESA), funded in a growth-stock mutual fund. The Educational Savings Account, nicknamed the Education IRA, grows tax-free when used for higher education. If you invest $2,000 a year from birth to age eighteen in prepaid tuition, that would purchase about $72,000 in tuition, but through an ESA in mutual funds averaging 12 percent, you would have $126,000 tax-free. The ESA currently allows you to invest $2,000 per year, per child, if your household income is under $220,000 per year. If you start investing early, your child can go to virtually any college if you save $166.67 per month ($2,000/year). For most of you, Baby Step Five is handled if you start an ESA fully funded and your child is under eight. If your children are older, or you have aspirations of expensive schools, graduate school, or PhD programs that you pay for, you will have to save more than the ESA will allow. I would still start with the ESA if the income limits don’t keep you out. Start with the ESA because you can invest it anywhere, in any fund or any mix of funds, and change it at will. It is the most flexible, and you have the most control.

I am your mother. Whatever I do, I do for your own good. I do everything in the world for you, and you need to be a good son/ daughter and listen to me. You need to be a good son/daughter and respect your mother. No back-chat. Get to work.” Or, “You are only a child. You don’t understand how important your education is and what you need to do to be successful. I am much older, I know the importance of these skills.

We can’t possibly thrive at homeschooling without understanding how our children are wired. In traditional schools, they are all taught in the same way. But we get to understand how our children are wired and then adapt their education to their personalities. We get to value who they are and meet them where they’re at. So observe them. Study them. Watch how they express themselves, and take note. Go Jane Goodall on your children.

Liberty! electric word! What is it? Is there anything more in it than a name, a rhetorical flourish? Why, men and women of America, does your heart’s blood thrill at that word, for which your fathers bled, and your braver mothers were willing that their noblest and best should die? Is there anything in it glorious and dear for a nation, that is not also glorious and dear for a man? What is freedom to a nation, but freedom to the individuals in it? What is freedom to that young man who sits there with his arms folded over his broad chest, the tint of African blood in his cheek, its dark fires in his eye – what is freedom to George Harris? To your fathers, freedom was the right of a nation to be a nation. To him, it is the right of a man to be a man and not a brute; the right to call the wife of his bosom his wife, and to protect her from lawless violence; the right to protect and educate his child; the right to have a home of his own, a religion of his own, a character of his own, unsubject to the will of another. All these thoughts were rolling and seething in George’s breast, as he was pensively leaning his head on his hand, watching his wife, as she was adapting to her slender and pretty form the articles of man’s attire, in which it was deemed safest she should make her escape.

Picking a man based on his identifiable features and education wasn’t exactly a romantic way to have a child. I’d chosen the hair color, eye color, and height as if this person was some doll I was ordering to fit predefined criteria. In real life, finding a mate was so much more involved yet in some aspect it was easier because you knew you loved the person. When you were in love I imagined that the specific looks of your partner wouldn’t be an issue.

As children grow, what we teach or don’t teach them in the developmental years makes a difference as well. Tough wrote, “What matters most in a child’s development, they say, is not how much information we can stuff into her brain in the first few years. What matters, instead, is whether we are able to help her develop a very different set of qualities, a list that includes persistence, self-control, curiosity, conscientiousness, grit, and self-confidence.

DOLMANCE — In this world there is nothing dangerous but pity and beneficence; goodness is never but a weakness of which the ingratitude and impertinence of the feeble always force honest folk to repent. Let a keen observer calculate all of pity's dangers, and let him compare them with those of a staunch, resolute severity, and he will see whether the former are not the greater. But we are straying, Eugénie; in the interests of your education, let's compress all that has just been said into this single word of advice: Never listen to your heart, my child; it is the most untrustworthy guide we have received from Nature; with greatest care close it up to misfortune's fallacious accents; far better for you to refuse a person whose wretchedness is genuine than to run the great risk of giving to a bandit, to an intriguer, or to a caballer: the one is of a very slight importance, the other may be of the highest disadvantage

If you should prefer to understand that children are those human beings who have not yet found the grasp of their own minds, then the task you have given yourself, that task of rearing a child wisely and well, is suddenly transformed from indoctrination to education, in its truest sense, and made not only possible but even likely--provided, to be sure, one little prerequisite, which is that you are not a child, that you have come into the grasp of your own mind.

Some of the terms I use need to be defined. I refer to today’s education as “factory education”because, historically, the industrial age coincided with a national mandate to provide public education for the masses. In order to take on this enormous task, school systems replicated some of the efficiencies built into a large factory, as if they could ignore the fact that the “components”coming down the “assembly line”were children. Some educators envision computers

Again, it is important to stress that this belief is not necessarily a consciously chosen one. It is a deeply hidden, unconscious aspect of white supremacy that is hardly ever spoken about but practiced in daily life without even thinking about it. The reality is that you have been conditioned since you were a child to believe in white superiority through the way your history was taught, through the way race was talked about, and through the way students of color were treated differently from you. You have been educated by institutions that have taught white superiority through curricula that favor a white-biased narrative, through the lack of representation of BIPOC, and through the way these institutions handled acts of racism. You have been conditioned by media that continues to reinforce white superiority through an overrepresentation of celebrities and leaders who look like you, through the cultural appropriation of BIPOC fashion, language, and customs, and through the narrative of the white savior.

In a totalitarian state, which is a mirror of his upbringing, this citizen can also carry out any form of torture or persecution without having a guilty conscience. His “will” is completely identical with that of the government. Both Hitler and Stalin had a surprisingly large number of enthusiastic followers among intellectuals. Our capacity to resist has nothing to do with our intelligence but with the degree of access to our true self. Indeed, intelligence is capable of innumerable rationalizations when it comes to the matter of adaptation. Educators have always known this and have exploited it for their own purposes. Grünewald writes that he has never yet found willfulness in an intellectually advanced or exceptionally gifted child. Such a child can, in later life, exhibit extraordinary acuity in criticizing the ideologies of his opponents—and in puberty even the views by his own parents—because in these cases his intellectual powers can function without impairment. Furthermore, the teacher finds the soil already prepared for obedience, and the political leader has only to harvest what has been sown.

Had she been able to listen to her body, the true Virginia would certainly have spoken up. In order to do so, however, she needed someone to say to her: “Open your eyes! They didn’t protect you when you were in danger of losing your health and your mind, and now they refuse to see what has been done to you. How can you love them so much after all that?” No one offered that kind of support. Nor can anyone stand up to that kind of abuse alone, not even Virginia Woolf. Malcolm Ingram, the noted lecturer in psychological medicine, believed that Woolf’s “mental illness” had nothing to do with her childhood experiences, and her illness was genetically inherited from her family. Here is his opinion as quoted on the Virginia Woolf Web site: As a child she was sexually abused, but the extent and duration is difficult to establish. At worst she may have been sexually harassed and abused from the age of twelve to twenty-one by her [half-]brother George Duckworth, [fourteen] years her senior, and sexually exploited as early as six by her other [half-] brother… It is unlikely that the sexual abuse and her manic-depressive illness are related. However tempting it may be to relate the two, it must be more likely that, whatever her upbringing, her family history and genetic makeup were the determining factors in her mood swings rather than her unhappy childhood [italics added]. More relevant in her childhood experience is the long history of bereavements that punctuated her adolescence and precipitated her first depressions.3 Ingram’s text goes against my own interpretation and ignores a large volume of literature that deals with trauma and the effects of childhood abuse. Here we see how people minimize the importance of information that might cause pain or discomfort—such as childhood abuse—and blame psychiatric disorders on family history instead. Woolf must have felt keen frustration when seemingly intelligent and well-educated people attributed her condition to her mental history, denying the effects of significant childhood experiences. In the eyes of many she remained a woman possessed by “madness.” Nevertheless, the key to her condition lay tantalizingly close to the surface, so easily attainable, and yet neglected. I think that Woolf’s suicide could have been prevented if she had had an enlightened witness with whom she could have shared her feelings about the horrors inflicted on her at such an early age. But there was no one to turn to, and she considered Freud to be the expert on psychic disorders. Here she made a tragic mistake. His writings cast her into a state of severe uncertainty, and she preferred to despair of her own self rather than doubt the great father figure Sigmund Freud, who represented, as did her family, the system of values upheld by society, especially at the time.   UNFORTUNATELY,

What is freedom to that young man, who sits there, with his arms folded over his broad chest, the tint of African blood in his cheek, its dark fires in his eyes,—what is freedom to George Harris? To your fathers, freedom was the right of a nation to be a nation. To him, it is the right of a man to be a man, and not a brute; the right to call the wife of his bosom is wife, and to protect her from lawless violence; the right to protect and educate his child; the right to have a home of his own, a religion of his own, a character of his own, unsubject to the will of another.

The challenge with parenting and, to an even greater degree, with homeschooling is making sure that each of our children knows he’s loved. Adding to the complexity, each child gives and receives love differently. Thanks to the insightful work of Dr. Gary Chapman, we know there are five love languages through which every person feels valued and cherished—words of affirmation, quality time, gift giving, physical touch, and acts of service. When people want to express love, they tend to do so in their native “language,” and when they want to feel love, they need to receive it in the same way

Much as Joanne disliked needlework, she was quite good at it, for she had been well taught. But hearing the remark from her governess's lips was almost more than the child could bear. And as for childish games - "Cousin Ambrose has been teaching me to play chess," she said in her curiously deep voice. "And we sometimes play cribbage and ecarte." "Still, at your age, there is so much to learn that I think we must dedicate this hour to sewing each night. And now, tell me, what is your favourite lesson?" Joanne eyed the lady for a moment. Then, "Latin and 'cello," she said sweetly. She was not disappointed. Miss Mercier's face fell. "Latin? Oh my dear, I am very sorry to hear that. Latin is essential for boys, of course; but I cannot think it necessary for a girl in your position. But you cannot have gone very far in it yet?" "We were doing the Aenid at school when I left," said Joanne briskly. "Fourth book. And Caesar, of course. I've learnt Latin for years." "My dear child, you mustn't exaggerate. That is most unladylike. I suppose you began two years ago? You cannot call two years "years" in the sense you did." "I didn't. I began Latin when I was seven. My father taught me." This was worse than Miss Mercier had expected.

The dilemma I was faced with was one every parent faces sooner or later: you want to defend your child, of course; you stand up for your child, but you mustn’t do it all too vehemently, and above all not too eloquently—you mustn’t drive anyone into a corner. The educators, the teachers, will let you have your say, but afterwards they’ll take revenge on your child. You may come up with better arguments—it’s not too hard to come up with better arguments than the educators, the teachers—but in the end, your child is going to pay for it. Their frustration at being shown up is something they’ll take out on the student.

Nature journaling doesn’t need to be complicated. You don’t need artistic skills, fancy pens, or expensive journals to get started. All you need is a curious spirit, a pencil, and a notebook. Call them nature journals, field guides, or whatever you like. But go into the fields, walk into the woods, and sit by the streams. Listen, watch, and sketch what you see. Include the date, time, and location. Include lists, quotes, or pressed flowers in your pages if you’d like. And fill them with the observations of your outings. In time, the habit of nature journaling will nurture a love for nature in both you and your children.

The child raised for his station, never leaving it, could not be exposed to the disadvantages of another. But given the mobility of human things, given the unsettled and restless spirit of this age which upsets everything in each generation, can one conceive of a method more senseless than raising a child as though he never had to leave his room, as though he were going to be constantly surrounded by his servants? If the unfortunate makes a single step on the earth, if he goes down a single degree, he is lost. This is not teaching him to bear suffering; it is training him to feel it. One thinks only of preserving one’s child. That is not enough. One ought to teach him to preserve himself as a man. to bear the blows of fate, to brave opulence and poverty, to live, if he has to. in freezing Iceland or on Malta’s burning rocks. You may very well take precautions against his dying. He will nevertheless have to die. And though his death were not the product of your efforts, still these efforts would be ill conceived. It is less a question of keeping him from dying than of making him live. To live is not to breathe; it is to act; it is to make use of our organs, our senses, our faculties, of all the parts of ourselves which give us the sentiment of our existence.

Whiles much of the Victorian Era's education prepared young people for the workforce, school looked different for children of wealthy families. A governess would offer the upper class children lessons in music and art and languages that in turn benefited the child's education and understanding of the world. Meanwhile, the children in the lower classes received only the minimal basics of reading, writing and arithmetic. An important premise of the born person approach is that people of every background and status should have access to a wide curriculum and the freedom to search for knowledge. Each child is worthy of a liberal education for all.

Imagine if you were sitting at home and you suddenly found that your telephone line had been cut. You couldn’t even call your parents to tell them you were okay. Imagine having to sleep in every layer of clothing you owned to survive without heat. Imagine not being able to send your kids to school because it was safer to keep them in your dark basement than for them to take a short walk down the block. Imagine hearing your child’s tummy growling and not being able to help because the next UN food delivery was not for another week. Imagine getting shot at by people whose weddings you had attended. This is what is happening right now to people like us.

Nurture parent-teacher relationships. When students feel that parents are talking negatively about their teacher, it undermines that critical relationship, akin to the acrimonious divorce of parents, notes Suniya Luthar. Students learn best from teachers they feel close to, and teachers play an essential role in buffering against achievement stress. Show respect and appreciation when you speak about or interact with their teachers. Actively build a partnership with educators so that a child can be best supported. “Replace” yourself. Consider creating your own council of parents. Value and appreciate the adults in your children’s lives. Guard that time so that they can enjoy a wider safety net of support. You might even make it formal, as some parents I interviewed did, by creating a master sheet of phone numbers and meeting together as a group. Encourage gratitude. Help children to get into the habit of telling others explicitly why they matter. You might adopt a regular gratitude practice at home, like “the one thing I love about the birthday person.” Teach kids how to think gratefully. Point out when someone goes out of their way to find a present for them, or when they do something kind that makes your child’s life better. Researchers find gratitude is the glue that binds relationships together.

What Homer could never have foreseen is the double idiocy into which we now educate our children. We have what look like our equivalent to the Greek “assemblies”; we can watch them on cable television, as long as one can endure them. For they are charades of political action. They concern themselves constantly, insufferably, about every tiniest feature of human existence, but without slow deliberation, without balance, without any commitment to the difficult virtues. We do not have men locked in intellectual battle with other men, worthy opponents both, as Thomas Paine battled with John Dickinson, or Daniel Webster with Robert Hayne. We have men strutting and mugging for women nagging and bickering. We have the sputters of what used to be language, “tweets,” expressions of something less than opinion. It is the urge to join—something, anything—while remaining aloof from the people who live next door, whose names we do not know. Aristotle once wrote that youths should not study politics, because they had not the wealth of human experience to allow for it; all would become for them abstract and theoretical, like mathematics, which the philosopher said was more suitable for them. He concluded that men should begin to study politics at around the age of forty. Whether that wisdom would help us now, I don’t know.

But I can cite ten other reasons for not being a father." "First of all, I don't like motherhood," said Jakub, and he broke off pensively. "Our century has already unmasked all myths. Childhood has long ceased to be an age of innocence. Freud discovered infant sexuality and told us all about Oedipus. Only Jocasta remains untouchable; no one dares tear off her veil. Motherhood is the last and greatest taboo, the one that harbors the most grievous curse. There is no stronger bond than the one that shackles mother to child. This bond cripples the child's soul forever and prepares for the mother, when her son has grown up, the most cruel of all the griefs of love. I say that motherhood is a curse, and I refuse to contribute to it." "Another reason I don't want to add to the number of mothers," said Jakub with some embarrassment, "is that I love the female body, and I am disgusted by the thought of my beloved's breast becoming a milk-bag." "The doctor here will certainly confirm that physicians and nurses treat women hospitalized after an aborted pregnancy more harshly than those who have given birth, and show some contempt toward them even though they themselves will, at least once in their lives, need a similar operation. But for them it's a reflex stronger than any kind of thought, because the cult of procreation is an imperative of nature. That's why it's useless to look for the slightest rational argument in natalist propaganda. Do you perhaps think it's the voice of Jesus you're hearing in the natalist morality of the church? Do you think it's the voice of Marx you're hearing in the natalist propaganda of the Communist state? Impelled merely by the desire to perpetuate the species, mankind will end up smothering itself on its small planet. But the natalist propaganda mill grinds on, and the public is moved to tears by pictures of nursing mothers and infants making faces. It disgusts me. It chills me to think that, along with millions of other enthusiasts, I could be bending over a cradle with a silly smile." "And of course I also have to ask myself what sort of world I'd be sending my child into. School soon takes him away to stuff his head with the falsehoods I've fought in vain against all my life. Should I see my son become a conformist fool? Or should I instill my own ideas into him and see him suffer because he'll be dragged into the same conflicts I was?" "And of course I also have to think of myself. In this country children pay for their parents' disobedience, and parents for their children's disobedience. How many young people have been denied education because their parents fell into disgrace? And how many parents have chosen permanent cowardice for the sole purpose of preventing harm to their children? Anyone who wants to preserve at least some freedom here shouldn't have children," Jakub said, and fell into silence. "The last reason carries so much weight that it counts for five," said Jakub. "Having a child is to show an absolute accord with mankind. If I have a child, it's as though I'm saying: I was born and have tasted life and declare it so good that it merits being duplicated." "And you have not found life to be good?" asked Bertlef. Jakub tried to be precise, and said cautiously: "All I know is that I could never say with complete conviction: Man is a wonderful being and I want to reproduce him.

For parents—and parenting experts—who are obsessed with child-rearing technique, this may be sobering news. The reality is that technique looks to be highly overrated. But this is not to say that parents don’t matter. Plainly they matter a great deal. Here is the conundrum: by the time most people pick up a parenting book, it is far too late. Most of the things that matter were decided long ago—who you are, whom you married, what kind of life you lead. If you are smart, hardworking, well educated, well paid, and married to someone equally fortunate, then your children are more likely to succeed. (Nor does it hurt, in all likelihood, to be honest, thoughtful, loving, and curious about the world.)

Spiritual disciplines more easily introduced into daily activities ▪   School calendar formulated to dates that work best for our family’s needs ▪   Free time in our days for relaxation, family fun and bonding (instead of time spent driving from school to school) ▪   Strong parent-child bonds and sibling-to-sibling bonds more easily developed ▪   Removal from negative influences and peer pressure during the early impressionable years ▪   Difficult subjects discussed at the appropriate age for each individual child ▪   Difficult subject matter presented from a biblical worldview and within the context of our strong parent-child bond. ▪   Real world learning incorporated into lesson plans and practiced in daily routines ▪   Field trips and “outside the book” learning available as we see fit What We Hope to Give Our Kids: ▪   A close relationship with Christ and a complete picture of what it means to be a Christ-follower ▪   A strong moral character rooted in biblical integrity, perseverance and humility ▪   A direction and purpose for where God has called them in life ▪   A deep relationship and connection with us, their parents ▪   Rich, ever-growing relationships with their siblings ▪   Real-world knowledge in everything from how to cook and do laundry to how to resolve conflicts and work with those that are “different” from them ▪   A comprehensive, well-rounded education in the traditional school subjects

Malthus’s poor laws were wrong; British attitudes to famine in India and Ireland were wrong; eugenics was wrong; the Holocaust was wrong; India’s sterilisation programme was wrong; China’s one-child policy was wrong. These were sins of commission, not omission. Malthusian misanthropy – the notion that you should harden your heart, approve of famine and disease, feel ashamed of pity and compassion, for the good of the race – was wrong pragmatically as well as morally. The right thing to do about poor, hungry and fecund people always was, and still is, to give them hope, opportunity, freedom, education, food and medicine, including of course contraception, for not only will that make them happier, it will enable them to have smaller families.

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

If you believe in education and hard work, and want your children to as well, we don’t recommend scolding them each time they come home with a subpar grade. Though you may think it’s the best way to communicate values, it’s actually counterproductive because it signals conditional love. Chances are that they are already irked by the grade, so offer a sympathetic, “I know this is upsetting to you. I know you worked hard on that. I’d be happy to talk through things to help you for next time, if you want.” Note that this response is sympathetic (relatedness). You’re also reminding your child that there are ways to get a better outcome next time (competence). And by ending it with “if you want,” they see they are in control, that you’re a consultant, not a manager (autonomy).

The administration’s new policies are not trying to help women meet their needs. There isn’t any reliable research that says women benefit when they have children they don’t feel ready to raise. The evidence says the opposite. When women can decide whether and when to have children, it saves lives, promotes health, expands education, and creates prosperity—no matter what country in the world you’re talking about. The US is doing the opposite of what the Philippines and the UK did. It is using policy to shrink the conversation, suppress voices, and allow the powerful to impose their will on the poor. Most of the work I do lifts me up, some of it breaks my heart, but this just makes me angry. These policies pick on poor women. Mothers struggling in poverty need the time, money, and energy to take care of each child.

One of the biggest shifts in the last decade of anthropology, one of the discoveries in the field that has changed everything, is the realization that we evolved as cooperative breeders. Bringing up kids in a nuclear family is a novelty, a blip on the screen of human family life. We never did child rearing alone, isolated and shut off from others, or with just one other person, the child’s father. It is arduous and anomalous and it’s not the way it “should” be. Indeed, for as long as we have been, we have relied on other females—kin and the kindly disposed—to help us raise our offspring. Mostly we lived as Nisa did—in rangy, multifamily bands that looked out for one another, took care of one another, and raised one another’s children. You still see it in parts of the Caribbean today, where any adult in a small town can tell any kid to toe the line, and does, and the kids listen. Or in Hawaii, where kids and parents alike depend on hanai relationships—aunties and uncles, indispensible honorary relations who take a real interest in an unrelated child’s well-being and education. No, it wasn’t fire or hunting or the heterosexual dyad that gave us a leg up, anthropologists now largely concur; it was our female Homo ancestors holding and handling and caring for and even nursing the babies of other females. That is in large part why Homo sapiens flourished and flourish still, while other early hominins and prehominins bit the dust. This shared history of interdependence, of tending and caring, might explain the unique capacity women have for deep friendship with other women. We have counted on one another for child care, sanity, and survival literally forever. The loss of your child weighs heavily on me in this web of connectedness, because he or she is a little bit my own.

Vocational guidance officers speak about scores necessary to get into university, how to calculate them, what band might be needed to get into various institutions, what countries they can offer information on, what courses are available. The post-school future they outline is entirely about getting into a university. There is nothing on alternative futures. The parents around me seem fine with this. Presumably they have academically successful children and have bought into the notion that raising a child is primarily about getting them to pass exams to enable them to be an economically productive unit in society. All those claims of building better humans, of being the best you can be, of following your passion, of learning to be inclusive and that everyone has something to offer, are all lies. It is simply about being a banker, IT or human resource person, sales manager, accountant, or a supportive spouse.

A Letter to the Reader I thought my dog dying was going to kill me. If I’m being honest, I still think it, some days. Most days. If I’m being honest, I still think it every day. Soul-mutt. Best friend. Not everyone understands, or will. That’s fine. I’ve never been one to want to share in grief, never been one to share much of anything. Only child, writer. A dog removes itself from the pack to lick wounds clean. A dog goes off, alone, to die. But we all know it—a family member, a friend, the sudden glazing of the eyes, the feel of a heart stopping beneath our hand. Our souls and selves dropping pieces each time someone exits this earth. Our identities, foundations shaken. Even sometimes bulldozed to nothing. This one brought me to my knees. At the time of writing this note, I can honestly say, I have never felt anything like this. I am truly surprised it hasn’t killed me. I always knew Barghest was going to die. Barghest’s death was (with the deaths of the others) the worst thing I could think of, and my job as I see it is to explore all the worsts. And all the bests, too. This book, or more accurately, an early, now unrecognizable version of it, was the first thing I ever seriously wrote. It was also what got me started on this path of Writer. Someone read this early snippet and believed in it, in me. This was a story that I wanted to tell from day one, ideas that hounded me then and have for all the years since. It’s taken ten years, an education, all the events of a decade of life, and more drafts than I’d like to count for me to tell this story in a way that felt right. In a way that is (I hope) befitting of you, most precious reader. And these dogged questions of guilt, shame, faith have nipped at my heels through everything. Funny, how they always draw just enough blood to keep us from running full tilt. But now. In the wake of a loss that has shaken me more than any I’ve lived through before, in a moment in which I find myself, like Sophie, questioning everything, questioning what the point of being here is at all, I have to say, It all feels very human and very small to confine and bind ourselves to anything that seeks to diminish us. This world and universe and existence is so expansive and evolving, and we choose to let ourselves be crippled by someone else’s ideas. We share life with mortality. We will die. Everyone we love will die. We will all face the dark. Together, or separate. We just don’t know. There is no self-help book, no textbook, no how-to that can tell us, definitively, what comes after. By the time any of us has the answers, we won’t be here to write them. None of us knows, even if we think we do. But here is what I do know: We live with death. And horror chooses not to turn away from it. Horror looks the darkness in the eyes. Horror dances with the absence, the loss. Explores ways for us—you, the reader, and me—to take it in our arms and spin around together. Ways to embrace the centrifugal force that is human striving, human searching. Mortal life. Dogs die. Humans die. We live with it, whether we want to or not. But from choosing to look, choosing not to turn away, from our embrace in the darkness, I hope that guilt and shame and any idea invented to hold you down in this glorious, nearly blinding existence, will seem, at the end of it all, very, very small. You, and me, spinning too fast for them to catch us. Thank you for continuing on this journey with me. With my characters, who are of course, now yours. These questions and worlds that I humbly share with you. That now belong to you. And while we keep hurtling through the unknown, as we spin round and round, I want to say, Here’s to dancing, book by book, question by question, through this vast, shining existence. Together.

At the heart of every child is the need for play. Play is important for creativity, learning, and interacting with peers. But it’s also the way children communicate. If we want to show our children we love them, we need to play with them. Play is the magical portal to connection. Playing with our children isn’t about enjoying the activity as much as it is about connecting with them. Much as with love languages or personality types, understanding how our children play is critical. Author and psychologist Lawrence J. Cohen, the author of Playful Parenting, wrote, “Play is important, not just because children do so much of it, but because there are layers and layers of meaning to even the most casual play.” He pointed out the various layers of a father and son playing catch—from developing hand-eye coordination and the joy of learning a new skill to the bonding time the two are sharing. “The rhythm of the ball flying back and forth is a bridge,” Cohen wrote, “reestablishing a deep connection between adult and child; and comments like ‘good try’ and ‘nice catch’ build confidence and trust.

unfairness can take many forms. It can take the form of the inheritance of property—bonds and stocks, houses, factories; it can also take the form of the inheritance of talent—musical ability, strength, mathematical genius. The inheritance of property can be interfered with more readily than the inheritance of talent. But from an ethical point of view, is there any difference between the two? Yet many people resent the inheritance of property but not the inheritance of talent. Look at the same issue from the point of view of the parent. If you want to assure your child a higher income in life, you can do so in various ways. You can buy him (or her) an education that will equip him to pursue an occupation yielding a high income; or you can set him up in a business that will yield a higher income than he could earn as a salaried employee; or you can leave him property, the income from which will enable him to live better. Is there any ethical difference among these three ways of using your property? Or again, if the state leaves you any money to spend over and above taxes, should the state permit you to spend it on riotous living but not to leave it to your children?

To maintain the P/PC Balance, the balance between the golden egg (production) and the health and welfare of the goose (production capability) is often a difficult judgment call. But I suggest it is the very essence of effectiveness. It balances short term with long term. It balances going for the grade and paying the price to get an education. It balances the desire to have a room clean and the building of a relationship in which the child is internally committed to do it—cheerfully, willingly, without external supervision. It’s a principle you can see validated in your own life when you burn the candle at both ends to get more golden eggs and wind up sick or exhausted, unable to produce any at all; or when you get a good night’s sleep and wake up ready to produce throughout the day. You can see it when you press to get your own way with someone and somehow feel an emptiness in the relationship; or when you really take time to invest in a relationship and you find the desire and ability to work together, to communicate, takes a quantum leap. The P/PC Balance is the very essence of effectiveness. It’s validated in every arena of life. We can work with it or against it, but it’s there.

That we never allowed," answered Somel quietly. "Allowed?" I queried. "Allowed a mother to rear her own children?" "Certainly not," said Somel, "unless she was fit for that supreme task." This was rather a blow to my previous convictions. "But I thought motherhood was for each of you--" "Motherhood--yes, that is, maternity, to bear a child. But education is our highest art, only allowed to our highest artists." "Education?" I was puzzled again. "I don't mean education. I mean by motherhood not only child-bearing, but the care of babies." "The care of babies involves education, and is entrusted only to the most fit," she repeated. "Then you separate mother and child!" I cried in cold horror, something of Terry's feeling creeping over me, that there must be something wrong among these many virtues. "Not usually," she patiently explained. "You see, almost every woman values her maternity above everything else. Each girl holds it close and dear, an exquisite joy, a crowning honor, the most intimate, most personal, most precious thing. That is, the child-rearing has come to be with us a culture so profoundly studied, practiced with such subtlety and skill, that the more we love our children the less we are willing to trust that process to unskilled hands--even our own." "But a mother's love--" I ventured. She studied my face, trying to work out a means of clear explanation. "You told us about your dentists," she said, at length, "those quaintly specialized persons who spend their lives filling little holes in other persons' teeth--even in children's teeth sometimes." "Yes?" I said, not getting her drift. "Does mother-love urge mothers--with you--to fill their own children's teeth? Or to wish to?" "Why no--of course not," I protested. "But that is a highly specialized craft. Surely the care of babies is open to any woman --any mother!" "We do not think so," she gently replied. "Those of us who are the most highly competent fulfill that office; and a majority of our girls eagerly try for it--I assure you we have the very best." "But the poor mother--bereaved of her baby--" "Oh no!" she earnestly assured me. "Not in the least bereaved. It is her baby still--it is with her--she has not lost it. But she is not the only one to care for it. There are others whom she knows to be wiser. She knows it because she has studied as they did, practiced as they did, and honors their real superiority. For the child's sake, she is glad to have for it this highest care.

Drawing and other forms of visual art can be an amazingly powerful tool for inner child healing. Drawing, painting, and playing with clay are things that children do spontaneously, happily, and naturally. We only lose our artistic inclinations as adults, when we are made to feel ashamed of something that we've created. Drawing is so ingrained in our natural human development that it comes well before writing. Art therapy is often used with children who refuse to speak or who feel they cannot verbalize their feelings. Inviting your inner child to color and draw can give you the freedom to finally say thins you were never able to put into words. If you are artistically inclined as an adults, you know that the process of creating visual art breaks you out of rational, analytical mental states. If you suffered with very restrictive parents or an education that prioritized verbal logic, drawing can help you reconnect with your natural, childlike creative impulses. Everyone is capable of making art. It's a natural, necessary part of our development. The stifling of creativity through shame or criticism leaves very real wounds on the inner child. Drawing through our self-doubts, self-criticisms allows us to speak with the child in its own language.

Early on it is clear that Addie has a rebellious streak, joining the library group and running away to Rockport Lodge. Is Addie right to disobey her parents? Where does she get her courage? 2. Addie’s mother refuses to see Celia’s death as anything but an accident, and Addie comments that “whenever I heard my mother’s version of what happened, I felt sick to my stomach.” Did Celia commit suicide? How might the guilt that Addie feels differ from the guilt her mother feels? 3. When Addie tries on pants for the first time, she feels emotionally as well as physically liberated, and confesses that she would like to go to college (page 108). How does the social significance of clothing and hairstyle differ for Addie, Gussie, and Filomena in the book? 4. Diamant fills her narrative with a number of historical events and figures, from the psychological effects of World War I and the pandemic outbreak of influenza in 1918 to child labor laws to the cultural impact of Betty Friedan. How do real-life people and events affect how we read Addie’s fictional story? 5. Gussie is one of the most forward-thinking characters in the novel; however, despite her law degree she has trouble finding a job as an attorney because “no one would hire a lady lawyer.” What other limitations do Addie and her friends face in the workforce? What limitations do women and minorities face today? 6. After distancing herself from Ernie when he suffers a nervous episode brought on by combat stress, Addie sees a community of war veterans come forward to assist him (page 155). What does the remorse that Addie later feels suggest about the challenges American soldiers face as they reintegrate into society? Do you think soldiers today face similar challenges? 7. Addie notices that the Rockport locals seem related to one another, and the cook Mrs. Morse confides in her sister that, although she is usually suspicious of immigrant boarders, “some of them are nicer than Americans.” How does tolerance of the immigrant population vary between city and town in the novel? For whom might Mrs. Morse reserve the term Americans? 8. Addie is initially drawn to Tessa Thorndike because she is a Boston Brahmin who isn’t afraid to poke fun at her own class on the women’s page of the newspaper. What strengths and weaknesses does Tessa’s character represent for educated women of the time? How does Addie’s description of Tessa bring her reliability into question? 9. Addie’s parents frequently admonish her for being ungrateful, but Addie feels she has earned her freedom to move into a boardinghouse when her parents move to Roxbury, in part because she contributed to the family income (page 185). How does the Baum family’s move to Roxbury show the ways Betty and Addie think differently from their parents about household roles? Why does their father take such offense at Herman Levine’s offer to house the family? 10. The last meaningful conversation between Addie and her mother turns out to be an apology her mother meant for Celia, and for a moment during her mother’s funeral Addie thinks, “She won’t be able to make me feel like there’s something wrong with me anymore.” Does Addie find any closure from her mother’s death? 11. Filomena draws a distinction between love and marriage when she spends time catching up with Addie before her wedding, but Addie disagrees with the assertion that “you only get one great love in a lifetime.” In what ways do the different romantic experiences of each woman inform the ideas each has about love? 12. Filomena and Addie share a deep friendship. Addie tells Ada that “sometimes friends grow apart. . . . But sometimes, it doesn’t matter how far apart you live or how little you talk—it’s still there.” What qualities do you think friends must share in order to have that kind of connection? Discuss your relationship with a best friend. Enhance

the world needs the US administration to be a leader for women’s rights, not an opponent of them. The administration’s new policies are not trying to help women meet their needs. There isn’t any reliable research that says women benefit when they have children they don’t feel ready to raise. The evidence says the opposite. When women can decide whether and when to have children, it saves lives, promotes health, expands education, and creates prosperity—no matter what country in the world you’re talking about. The US is doing the opposite of what the Philippines and the UK did. It is using policy to shrink the conversation, suppress voices, and allow the powerful to impose their will on the poor. Most of the work I do lifts me up, some of it breaks my heart, but this just makes me angry. These policies pick on poor women. Mothers struggling in poverty need the time, money, and energy to take care of each child. They need to be able to delay their pregnancies, time and space their births, and earn an income as they raise their children. Each one of these steps is advanced by contraceptives, and each one is jeopardized by these policies. Women who are well off won’t be harmed, and women with a stable income have options. But poor women are trapped. They will suffer the most from these changes and can do the least to stop them.

The cane is just not going to cut it. I shared with some of my colleagues that these brothers live in neighborhoods where they are getting whapped with a piece of stick all night, stabbed with knives, and pegged with screwdrivers that have been sharpened down, and they are leaking blood. When you come to a fella without even interviewing him, without sitting him down to find out why you did what you did, your only interest is caning him, because you are burned out and frustrated yourself. You say to him, ‘Bend over, you are getting six.’ And the boy grits his teeth, skin up his face, takes those six cuts, and he is gone. But have you really been effective? Caning him is no big deal, because he’s probably ducking bullets at night. He has a lot more things on his mind than that. On the other hand, we can further send our delinquent students into damnation by telling them they are no body and all we want to do is punish, punish, punish. Here at R.M. Bailey, we have been trying a lot of different things. But at the end of the day, nothing that we do is better than the voice itself. Nothing is better than talking to the child, listening, developing trust, developing a friendship. Feel free to come to me anytime if something is bothering you, because I was your age once before. Charles chuck Mackey, former vice principal and coach of the R. M. Bailey Pacers school.

But it is difficult for a child to realise that a school is primarily a commercial venture. A child believes that the school exists to educate and that the schoolmaster disciplines him either for his own good, or from a love of bullying. Sim and Bingo had chosen to befriend me, and their friendship included canings, reproaches and humiliations, which were good for me and saved me from an office stool. That was their version, and I believed in it. It was therefore clear that I owed them a vast debt of gratitude. But I was not grateful, as I very well knew. On the contrary, I hated both of them. I could not control my subjective feelings, and I could not conceal them from myself. But it is wicked, is it not, to hate your benefactors? So I was taught, and so I believed. A child accepts the codes of behaviour that are presented to it, even when it breaks them. From the age of eight, or even earlier, the consciousness of sin was never far away from me. If I contrived to seem callous and defiant, it was only a thin cover over a mass of shame and dismay. All through my boyhood I had a profound conviction that I was no good, that I was wasting my time, wrecking my talents, behaving with monstrous folly and wickedness and ingratitude—and all this, it seemed, was inescapable, because I lived among laws which were absolute, like the law of gravity, but which it was not possible for me to keep.

Here’s the four point battle plan, which we’ll return to at the end of the book: Disregard the Doomsayers: The misguided belief that “it’s too late” to act has been co-opted by fossil fuel interests and those advocating for them. It’s just another way of legitimizing business-as-usual and a continued reliance on fossil fuels. We must reject the overt doom and gloom that we increasingly encounter in today’s climate discourse. A Child Shall Lead Them: The youngest generation is fighting tooth and nail to save their planet, and there is a moral authority and clarity in their message that none but the most jaded ears can fail to hear. They are the game-changers that climate advocates have been waiting for. We should model our actions after theirs and learn from their methods and their idealism. Educate, Educate, Educate: Most hard-core climate-change deniers are unmovable. They view climate change through the prism of right-wing ideology and are impervious to facts. Don’t waste your time and effort trying to convince them. But there are many honest, confused folks out there who are caught in the crossfire, victims of the climate-change disinformation campaign. We must help them out. Then they will be in a position to join us in battle. Changing the System Requires Systemic Change: The fossil fuel disinformation machine wants to make it about the car you choose to drive, the food you choose to eat, and the lifestyle you choose to live rather than about the larger system and incentives. We need policies that will incentivize the needed shift away from fossil fuel burning toward a clean, green global economy. So-called leaders who resist the call for action must be removed from office.

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

They taught him how to milk cows and now they expected him to tame lions. Perhaps they expected him to behave like all good lion tamers. Use a whip and a chair. But what happens to the best lion tamer when he puts down his whip and his chair. Goddamnit! It was wrong. He felt cheated, he felt almost violated. He felt cheated for himself, and he felt cheated for guys like Joshua Edwards who wanted to teach and who didn’t know how to teach because he’d been pumped full of manure and theoretical hogwash. Why hadn’t anyone told them, in plain, frank English, just what to do? Couldn’t someone, somewhere along the line, have told them? Not one single college instructor? Not someone from the board of Ed, someone to orientate them after they’d passed the emergency exam? Not anyone? Now one sonofabitch somewhere who gave a good goddamn? Not even Stanley? Not even Small? Did they have to figure it out for themselves, sink and swim, kill or be killed? Rick had never been told how to stop in his class. He’d never been told what to do with a second term student who doesn’t even know how to write down his own goddamn name on a sheet of paper. He didn’t know, he’d never been advised on the proper tactics for dealing with a boy whose I.Q. was 66, a big, fat, round, moronic 66. He hadn’t been taught about kids’ yelling out in class, not one kid, not the occasional “difficult child” the ed courses had loftily philosophized about, not him. But a whole goddamn, shouting, screaming class load of them all yelling their sonofbitching heads off. What do you do with a kid who can’t read even though he’s fifteen years old? Recommend him for special reading classes, sure. And what do you do when those special reading classes are loaded to the asshole, packed because there are kids who can’t read in abundance, and you have to take only those who can’t read the worst, dumping them onto a teacher who’s already overloaded and those who doesn’t want to teach a remedial class to begin with? And what do you with that poor ignorant jerk? Do you call him on class, knowing damn well he hasn’t read the assignment because he doesn’t know how to read? Or do you ignore him? Or do you ask him to stop by after school, knowing he would prefer playing stickball to learning how to read. And knowing he considers himself liberated the moment the bell sounds at the end of the eighth period. What do you do when you’ve explained something patiently and fully, explained it just the way you were taught to explain in your education courses, explained in minute detail, and you look out at your class and see that stretching, vacant wall of blank, blank faces and you know nothing has penetrated, not a goddamn thing has sunk in? What do you do then? Give them all board erasers to clean. What do you do when you call on a kid and ask “What did that last passage mean?”and the kid stands there without any idea of what the passage meant , and you know that he’s not alone, you know every other kid in the class hasn’t the faintest idea either? What the hell do you do then? Do you go home and browse through the philosophy of education books the G.I bill generously provided. Do you scratch your ugly head and seek enlightenment from the educational psychology texts? Do you consult Dewey? And who the hell do you condemn, just who? Do you condemn elementary schools for sending a kid on to high school without knowing how to read, without knowing how to write his own name on a piece of paper? Do you condemn the masterminds who plot the education systems of a nation, or a state or a city?

This past, the Negro's past, of rope, fire torture, castration, infanticide, rape; death and humiliation; fear by day and night, fear as deep as the marrow of the bone; doubt that he was worthy of life, since everyone around him denied it; sorrow for this women, for his kinfolk, for his children, who needed his protection, and whom he could not protect; rage, hatred, and murder, hatred for white men so deep that it often turned against him and his own, and made all love, all trust, all joy impossible - this past, this endless struggle to achieve and reveal and confirm a human identity, human authority, yet contains, for all its horror, something very beautiful. I do not mean to be sentimental about suffering - enough is certainly as good as a feast - but people who cannot suffer can never grow up, can never discover who they are. That man who is forced each day to snatch manhood, his identity, out of the fire of human cruelty that rages to destroy it knows, if he survives his effort, and even if he does not survive it, something about himself and human life that no school on earth - and indeed, no church - can teach. He achieves his own authority, and that is unshakable. This is because, in order to save his life, he is forced to look beneath appearances, to take nothing for granted, to hear the meaning behind the words. If one is continually surviving the worst that life can bring, one eventually ceases to be controlled by a fear of what life can bring; whatever it brings must be borne. And at this level of experience one's bitterness begins to be palatable, and hatred becomes too heavy a sack to carry. The apprehension of life here so briefly and inadequately sketched has been the experience of generations of Negroes, and it helps to explain how they have endured and how they have been able to produce children of kindergarten age who can walk through mobs to get to school. It demands great force and great cunning continually to assault the mighty and indifferent fortress of white supremacy, as Negroes in this country have done so long. It demands great spiritual resilience not to hate the hater whose foot is on your neck, and even greater miracle of perception and charity not to teach your child to hate. The Negro boys and girls who are facing mobs today come out of a long line of improbable aristocrats - the only genuine aristocrats this country has produced. I say "this country" because their frame of reference was totally American. They were hewing out of the mountain of white supremacy the stone of their individuality. I have great respect for that unsung army of black men and women who trudged down back lanes and entered back doors, saying "Yes, sir" and "No, Ma'am" in order to acquire a new roof for the schoolhouse, new books, a new chemistry lab, more beds for the dormitories, more dormitories. They did not like saying "Yes, sir" and "No Ma'am", but the country was in no hurry to educate Negroes, these black men and women knew that the job had to be done, and they put their pride in their pockets in order to do it. It is very hard to believe that they were in anyway inferior to the white men and women who opened those back doors. It is very hard to believe that those men and women, raising their children, eating their greens, crying their curses, weeping their tears, singing their songs, making their love, as the sun rose, as the sun set, were in any way inferior to the white men and women who crept over to share these splendors after the sun went down. ... I am proud of these people not because of their color but because of their intelligence and their spiritual force and their beauty. The country should be proud of them, too, but, alas, not many people in this country even know of their existence.

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.

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

Queen Anne of England established the Longitude Act in 1714, and offered a monetary prize of over a million in today’s dollars to anyone who invented a method to accurately calculate longitude at sea. Longitude is about determining one’s point in space. So one might ask what it has to do with clocks? Mathematically speaking, space (distance) is the child of time and speed (distance equals time multiplied by speed). Thus, anything that moves at a constant speed can be used to calculate distance, provided one knows for how long it has been moving. Many things have constant speeds, including light, sound, and the rotation of the Earth. Your brain uses the near constancy of the speed of sound to calculate where sounds are coming from. As we have seen, you know someone is to your left or right because the sound of her voice takes approximately 0.6 milliseconds to travel from your left to your right ear. Using the delays it takes any given sound to arrive to your left and right ears allows the brain to figure out if the voice is coming directly from the left, the right, or somewhere in between. The Earth is rotating at a constant speed—one that results in a full rotation (360 degrees) every 24 hours. Thus there is a direct correspondence between degrees of longitude and time. Knowing how much time has elapsed is equivalent to knowing how much the Earth has turned: if you sit and read this book for one hour (1/24 of a day), the Earth has rotated 15 degrees (360/24). Thus, if you are sitting in the middle of the ocean at local noon, and you know it is 16:00 in Greenwich, then you are “4 hours from Greenwich”—exactly 60 degrees longitude from Greenwich. Problem solved. All one needs is a really good marine chronometer. The greatest minds of the seventeenth and eighteenth centuries could not overlook the longitude problem: Galileo Galilei, Blaise Pascal, Robert Hooke, Christiaan Huygens, Gottfried Leibniz, and Isaac Newton all devoted their attention to it. In the end, however, it was not a great scientist but one of the world’s foremost craftsman who ultimately was awarded the Longitude Prize. John Harrison (1693–1776) was a self-educated clockmaker who took obsessive dedication to the extreme.

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

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

Surely you’re not going to destroy another book, are you?” “I’ve decided my obsession with reading has gotten me absolutely nowhere, so . . . I’m tossing all the nonsense out of my life and intend to travel forth with less baggage.” “You love to read.” “And I’ll occasionally indulge that love, but enough is enough.” She held up her copy of Pride and Prejudice. “This, for all intent and purposes, is a fairy tale. I’m done with fairy tales for good, as well as anything by Shakespeare. I loathe his stories, don’t understand most of what he’s written, and I was only reading them because of any future children I hoped to have. But since I’m destined to remain a spinster forever . . . I’m chucking them into the fire.” “What do Shakespeare and any children you might have in the future have in common?” Millie sent him a look that clearly said she found him a little dense. “I wanted to be knowledgeable so that my children wouldn’t suffer any embarrassment because of my ignorance and lack of education.” Everett’s mouth dropped open before he had the presence of mind to snap it shut when she shot him a glare. Bracing himself in case she got it into her head to punch him as she’d done Mr. Victor, Everett stepped closer to her and pried the copy of Pride and Prejudice out of her hand. “Any child would be lucky to call you mother, Millie. You’re smart, well-read, curious about everything, and have a true love for children.” Staring at him for a long moment, Millie tilted her head. “I knew we should have summoned the physician to take a look at you after your last brawl.” “My wits are not addled, Millie. Quite honestly, my mind is clearer right now than it’s been in years.” He brought her hand up to his lips and kissed it, relieved when her eyes widened just a bit. “And I have to tell you something else.” “What?” she asked in a voice that sounded somewhat breathless. “I can’t allow you to burn any Jane Austen book—but especially not Pride and Prejudice.” “That’s what you have to say to me—that I can’t burn a silly book?” “I finished the story, Millie. I read Pride and Prejudice from cover to cover, and . . . I’m your Mr. Darcy and you’re my Lizzy.” “You . . . finished . . . the story?” “Indeed. And if you didn’t hear me the first time, I’m Mr. Darcy.” “I’m fairly certain Mr. Darcy would have had an English accent, but since Lizzy did enjoy reading, I suppose it’s not too much of a stretch to compare me with her, although. . . .” As Millie continued talking, really rapidly at that, Everett simply watched her, taking in every detail of her face. Her green eyes were sparkling and her cheeks were flushed a delicate shade of pink. Brown curls had begun to escape the pins someone had put in her hair, and a spray of flowers that had been tucked into that hair was hanging somewhat forlornly over her ear. Her lips were still moving incredibly fast, but the second his gaze settled on them, he couldn’t seem to look away. They were delightful lips, just the right shade of pink, and . . . Everett leaned forward and claimed those rapidly moving lips with his own. For

What are the great poetical names of the last hundred years or so? Coleridge, Wordsworth, Byron, Shelley, Landor, Keats, Tennyson, Browning, Arnold, Morris, Rossetti, Swinburne—we may stop there. Of these, all but Keats, Browning, Rossetti were University men, and of these three, Keats, who died young, cut off in his prime, was the only one not fairly well to do. It may seem a brutal thing to say, and it is a sad thing to say: but, as a matter of hard fact, the theory that poetical genius bloweth where it listeth, and equally in poor and rich, holds little truth. As a matter of hard fact, nine out of those twelve were University men: which means that somehow or other they procured the means to get the best education England can give. As a matter of hard fact, of the remaining three you know that Browning was well to do, and I challenge you that, if he had not been well to do, he would no more have attained to write Saul or The Ring and the Book than Ruskin would have attained to writing Modern Painters if his father had not dealt prosperously in business. Rossetti had a small private income; and, moreover, he painted. There remains but Keats; whom Atropos slew young, as she slew John Clare in a mad-house, and James Thomson by the laudanum he took to drug disappointment. These are dreadful facts, but let us face them. It is—however dishonouring to us as a nation—certain that, by some fault in our commonwealth, the poor poet has not in these days, nor has had for two hundred years, a dog’s chance. Believe me—and I have spent a great part of ten years in watching some three hundred and twenty elementary schools, we may prate of democracy, but actually, a poor child in England has little more hope than had the son of an Athenian slave to be emancipated into that intellectual freedom of which great writings are born.’ (cit. The Art of Writing, Sir Arthur Quiller-Couch) Nobody could put the point more plainly. ‘The poor poet has not in these days, nor has had for two hundred years, a dog’s chance . . . a poor child in England has little more hope than had the son of an Athenian slave to be emancipated into that intellectual freedom of which great writings are born.’ That is it. Intellectual freedom depends upon material things. Poetry depends upon intellectual freedom. And women have always been poor, not for two hundred years merely, but from the beginning of time. Women have had less intellectual freedom than the sons of Athenian slaves. Women, then, have not had a dog’s chance of writing poetry. That is why I have laid so much stress on money and a room of one’s own. However, thanks to the toils of those obscure women in the past, of whom I wish we knew more, thanks, curiously enough to two wars, the Crimean which let Florence Nightingale out of her drawing-room, and the European War which opened the doors to the average woman some sixty years later, these evils are in the way to be bettered. Otherwise you would not be here tonight, and your chance of earning five hundred pounds a year, precarious as I am afraid that it still is, would be minute in the extreme.

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

ever. Amen. Thank God for self-help books. No wonder the business is booming. It reminds me of junior high school, where everybody was afraid of the really cool kids because they knew the latest, most potent putdowns, and were not afraid to use them. Dah! But there must be another reason that one of the best-selling books in the history of the world is Men Are From Mars, Women Are From Venus by John Gray. Could it be that our culture is oh so eager for a quick fix? What a relief it must be for some people to think “Oh, that’s why we fight like cats and dogs, it is because he’s from Mars and I am from Venus. I thought it was just because we’re messed up in the head.” Can you imagine Calvin Consumer’s excitement and relief to get the video on “The Secret to her Sexual Satisfaction” with Dr. GraySpot, a picture chart, a big pointer, and an X marking the spot. Could that “G” be for “giggle” rather than Dr. “Graffenberg?” Perhaps we are always looking for the secret, the gold mine, the G-spot because we are afraid of the real G-word: Growth—and the energy it requires of us. I am worried that just becoming more educated or well-read is chopping at the leaves of ignorance but is not cutting at the roots. Take my own example: I used to be a lowly busboy at 12 East Restaurant in Florida. One Christmas Eve the manager fired me for eating on the job. As I slunk away I muttered under my breath, “Scrooge!” Years later, after obtaining a Masters Degree in Psychology and getting a California license to practice psychotherapy, I was fired by the clinical director of a psychiatric institute for being unorthodox. This time I knew just what to say. This time I was much more assertive and articulate. As I left I told the director “You obviously have a narcissistic pseudo-neurotic paranoia of anything that does not fit your myopic Procrustean paradigm.” Thank God for higher education. No wonder colleges are packed. What if there was a language designed not to put down or control each other, but nurture and release each other to grow? What if you could develop a consciousness of expressing your feelings and needs fully and completely without having any intention of blaming, attacking, intimidating, begging, punishing, coercing or disrespecting the other person? What if there was a language that kept us focused in the present, and prevented us from speaking like moralistic mini-gods? There is: The name of one such language is Nonviolent Communication. Marshall Rosenberg’s Nonviolent Communication provides a wealth of simple principles and effective techniques to maintain a laser focus on the human heart and innocent child within the other person, even when they have lost contact with that part of themselves. You know how it is when you are hurt or scared: suddenly you become cold and critical, or aloof and analytical. Would it not be wonderful if someone could see through the mask, and warmly meet your need for understanding or reassurance? What I am presenting are some tools for staying locked onto the other person’s humanness, even when they have become an alien monster. Remember that episode of Star Trek where Captain Kirk was turned into a Klingon, and Bones was freaking out? (I felt sorry for Bones because I’ve had friends turn into Cling-ons too.) But then Spock, in his cool, Vulcan way, performed a mind meld to determine that James T. Kirk was trapped inside the alien form. And finally Scotty was able to put some dilithium crystals into his phaser and destroy the alien cloaking device, freeing the captain from his Klingon form. Oh, how I wish that, in my youth or childhood,