Elementary School Quotes

I crossed my arms over my chest. "Are you lost, little girl? The elementary school's over on west campus." A pink flush spread over her cheeks. "Don't you ever touch me again. You screw with me, I'll screw you right back." Oh man, what an opening that was.

Avery worries about her, too, so Lissa's in good hands. Avery's pretty amazing." I gave him a scathing look. "Amazing? Do you like her or something?" I hadn't forgotten Avery's comment about leaving the door unlocked for him. "Of course I like her. She's a great person." "No, I mean like. Not like." "Oh, I see," he said, rolling his eyes. "We're dealing with elementary school definitions of 'like'.

To Grandma, for being my first editor and giving me the best writing advice I’ve ever received: “Christopher, I think you should wait until you’re done with elementary school before worrying about being a failed writer.

The same boys who got detention in elementary school for beating the crap out of people are now rewarded for it. They call it football.

The State did not own men so entirely, even when it could send them to the stake, as it sometimes does now where it can send them to the elementary school.

But babies become children, and they go to elementary schools that indoctrinate them on how to overthrow governments, and they get interested in boys and girls, or they don't, and anyway they change.

When something was strange, everyone thought they had the right to come stomping in all over your life to figure out why. I found that arrogant and infuriating, not to mention a pain in the neck. Sometimes I even wanted to hit them with a shovel to shut them up, like I did that time in elementary school. But I recalled how upset my sister had been when I’d casually mentioned this to her before and kept my mouth shut.

I made up my mind I was going to find someone who would love me unconditionally three hundred and sixty five days a year, I was still in elementary school at the time - fifth or sixth grade - but I made up my mind once and for all.” “Wow,” I said. “Did the search pay off?” “That’s the hard part,” said Midori. She watched the rising smoke for a while, thinking. “I guess I’ve been waiting so long I’m looking for perfection. That makes it tough.” “Waiting for the perfect love?” “No, even I know better than that. I’m looking for selfishness. Perfect selfishness. Like, say I tell you I want to eat strawberry shortcake. And you stop everything you’re doing and run out and buy it for me. And you come back out of breath and get down on your knees and hold this strawberry shortcake out to me. And I say I don’t want it anymore and throw it out the window. That’s what I’m looking for.” “I’m not sure that has anything to do with love,” I said with some amazement. “It does,” she said. “You just don’t know it. There are time in a girl’s life when things like that are incredibly important.” “Things like throwing strawberry shortcake out the window?” “Exactly. And when I do it, I want the man to apologize to me. “Now I see, Midori. What a fool I have been! I should have known that you would lose your desire for strawberry shortcake. I have all the intelligence and sensitivity of a piece of donkey shit. To make it up to you, I’ll go out and buy you something else. What would you like? Chocolate Mousse? Cheesecake?” “So then what?” “So then I’d give him all the love he deserves for what he’s done.” “Sounds crazy to me.” “Well, to me, that’s what love is…

We ran into lots of old friends. Friends from elementary school, junior high school, high school. Everyone had matured in their own way, and even as we stood face to face with them they seemed like people from dreams, sudden glimpses through the fences of our tangled memories. We smiled and waved, exchanged a few words, and then walked on in our separate directions.

Remember in elementary school you were told that in case of fire you have to line up quietly in a single file from smallest to tallest? What is the logic in that? What, do tall people burn slower?

asexual” and “aromantic” were different things. She liked holding hands and trading kisses. She’d had several boyfriends in elementary school, just like most of the other girls, and she had always found those practice relationships completely satisfying. It wasn’t until puberty had come along and changed the rules that she’d started pulling away in confusion and disinterest.

Our world is fast succumbing to the activities of men and women who would stake the future of our species on beliefs that should not survive an elementary school education.

I discover poetry when I was in elementary school and I was so fascinated by it. Because I realised if you get the right amount of syllables and the right amount of words, in the right rhyme scheme and you put it all together. You make words just bounce of a page.

Christy: "My grandma made this. I've had it since elementary school." Todd: "I never knew that." Christy: "I never knew you left your towel on the floor." Todd: "Uh-oh. Is this one of those issues they talked about in our premarital counseling? Should I hang up towels so you feel more loved?

On Being Afraid to Use the Elementary School Bathrooms to Defecate “Son, you're complaining to the wrong man. I can shit anywhere, at any time. It's one of my finer qualities. Some might say my finest.

any event largely organized by elementary school teachers was likely to come off extremely well from a logistical and crowd-control standpoint.

I used to think that when I grew up there wouldn't be so many rules. Back in elementary school there were rules about what entrance you used in the morning, what door you used going home, when you could talk in the library, how many paper towels you could use in the rest room, and how many drinks of water you could get during recess. And there was always somebody watching to make sure. What I'm finding out about growing older is that there are just as many rules about lots of things, but there's nobody watching.

Corruption is uniquely reprehensible in a democracy because it violates the system's first principle, which we all learned back in the sunshiny days of elementary school: that the government exist to serve the public, not particular companies or individuals or even elected officials.

Our great mistake in education is, as it seems to me, the worship of book-learning–the confusion of instruction and education. We strain the memory instead of cultivating the mind. The children in our elementary schools are wearied by the mechanical act of writing, and the interminable intricacies of spelling; they are oppressed by columns of dates, by lists of kings and places, which convey no definite idea to their minds, and have no near relation to their daily wants and occupations; while in our public schools the same unfortunate results are produced by the weary monotony of Latin and Greek grammar. We ought to follow exactly the opposite course with children–to give them a wholesome variety of mental food, and endeavor to cultivate their tastes, rather than to fill their minds with dry facts. The important thing is not so much that every child should be taught, as that every child should be given the wish to learn. What does it matter if the pupil know a little more or a little less? A boy who leaves school knowing much, but hating his lessons, will soon have forgotten almost all he ever learned; while another who had acquired a thirst for knowledge, even if he had learned little, would soon teach himself more than the first ever knew.

I think we're raising whole generations who regard facts as more or less optional. We have kids in elementary school who are being urged to take stands on political issues, to write letters to congressmen and presidents about nuclear energy. They're not a decade old, and they're being thrown these kinds of questions that can absorb the lifetime of a very brilliant and learned man. And they're being taught that it's important to have views, and they're not being taught that it's important to know what you're talking about. It's important to hear the opposite viewpoint, and more important to learn how to distinguish why viewpoint A and viewpoint B are different, and which one has the most evidence or logic behind it. They disregard that. They hear something, they hear some rhetoric, and they run with it.

People are all born ignorant but they are not born stupid. Much of the stupidity we see today is induced by our educational system, from the elementary schools to the universities. In a high-tech age that has seen the creation of artificial intelligence by computers, we are also seeing the creation of artificial stupidity by people who call themselves educators.

I blame the Internet. Its inconsiderate inclusion of everything.Success is transparent and accessible, hanging down where it can tease but not touch us. We talk into these scratchy microphones and take extra photographs but I still feel like there are just SO MANY PEOPLE. Every day, 1,035.6 books are published; sixty-six million people update their status each morning. At night, aimlessly scrolling, I remind myself of elementary school murals. One person can make a difference! But the people asking me what I want to be when I grow up don't want me to make a poster anymore. They want me to fill out forms and hand them rectangular cards that say HELLO THIS IS WHAT I DO.

Even the best of Christians are troubled by the question, "Why does an almighty God send, or at least allow, suffering?" When you are nagged by thoughts like this, say to yourself, "I am still in elementary school. When I graduate from the university of Christian life, I will understand His ways better and doubts will cease.

It is a healthy approach not to expect persons to turn out precisely how you would have wished.

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

Summer vacation is about watermelons, shaved ice, Popsicles, summer festivals with fireworks, and the ocean!!! That's what summer has been about for elementary school kids since the dawn of time! But no, you're worried about UV rays!" "Oh my." -I don't think they had elementary school at the dawn of time-

When I was growing up, I didn't really know much about being popular or cliques or anything like that. In elementary school and middle school, you start to kind of realize what it's all about. There are cool kids, and then there's you, and you're just trying to figure out where you fit in.I learned a lot about acceptance and rejection,Those are the themes that you'll find spread throughout my music and weaved in throughout all of the lyrics. I really know what it's like to be accepted, and I also know what it's like to be rejected. And those are lessons I learned in Wyomissing.

Not sure how this whole social media thing is supposed to be fun. It's like being back in elementary school and waiting to be picked for kickball.

Things had gotten -- what's the word? Dry. Things had gotten sort of dry for me. I was working as a city janitor in a neighborhood elementary school and, in summers, collecting litter in the park alongside the East River near the WIlliamsburg Bridge. I felt no shame whatsoever in these activities, because I understood what almost no one else seemed to grasp: that there was only an infinitesimal difference, a difference so small that it barely existed except as a figment of the human imagination, between working in a tall green glass building on Park Avenue and collecting litter in a park. In fact, there may have been no difference at all.

Abuse doesn’t come from people’s inability to resolve conflicts but from one person’s decision to claim a higher status than another. So while it is valuable, for example, to teach nonviolent conflict-resolution skills to elementary school students—a popular initiative nowadays—such efforts contribute little by themselves to ending abuse. Teaching equality, teaching a deep respect for all human beings — these are more complicated undertakings, but they are the ones that count.

John Davis smells like Play-Doh. When we were in elementary school, it wasn’t a big deal. I mean, we were kids. Play-Doh was pretty high on the awesome scale. But there comes a time when a guy should stop smelling like crafting supplies and develop a more manly scent, like campfire or gym floor.

When something was strange, everyone thought they had the right to come stomping in all over your life to figure out why. I found that arrogant and infuriating, not to mention a pain in the neck. Sometimes I even wanted to hit them with a shovel to shut them up, like I did that time in elementary school.

I knew from experience that next to jail the place with the highest concentration of trifling bitches was elementary school.

That was the most offensive thing I've seen in 20 years of teaching — and that includes an elementary school production of Hair.

Your mission statement says Galer Street is based on global "connectitude." (You people don't just think outside the box, you think outside the dictionary!)

Religion forces every individual to take responsibility. Specifically, take it away from yourself and give it to God. If we had to be accountable for every one of our actions, we'd be crippled with indecision. But with religion pointing the way, we can feel confident in our choice to picket our children's elementary school when we find out the art teacher is gay.

Middle School," Griffin repeated. "Where did they come up with that, anyway? We're in the middle of what, exactly? too old for elementary school, but not big enough for high school. So they shove us here. Look around. There's not an interesting person in sight, just a bunch of clones who want to be like everyone else.

You were my baby. But babies become children, and they go to elementary schools that indoctrinate them on how to overthrow governments, and they get interested in boys and girls, or they don’t, and anyway they change. They go to high schools, where they learn dangerous things. They grow into adults, and become dangerous things.

Nick? Nick Hurley?" I asked, laughing. He took back his hat. "You'll be sorry to hear I don't make gross faces as much as I used to. Now I'd rather smile at girls." "I noticed" He waved his hat around as if he was trying to dry it, his green eyes sparkling at me, as full of fun and trouble as when he was in elementary school. I realxed.

It's never over. Not really. Not when you stay down there as long as I did, not when you've lived in the netherworld longer than you've lived in this material one, where things are very bright and large and make such strange noises. You never come back, not all the way. Always, there is an odd distance between you and the people you love and the people you meet, a barrier, thin as the glass of a mirror. You never come all the way out of the mirror; you stand, for the rest of your life, with one foot in this world and one in another, where everything is upside down and backward and sad. It is the distance of marred memory, of a twisted and shape-shifting past. When people talk about their childhood, their adolescence, their college days, I laugh along and try not to think: that was when I was throwing up in my elementary school bathroom, that was when I was sleeping with strangers to show off the sharp tips of my bones, that was when I lost sight of my soul and died. And it is the distance of the present, as well - the distance that lies between people in general because of the different lives we have lived. I don't know who I would be, now, if I had not lived the life I have, and so I cannot alter my need for distance - nor can I lessen the low and omnipresent pain that that distance creates. The entirety of my life is overshadowed by one singular and near-fatal obsession.

[Reverend James] Dobson says that the [Spongebob Squarepants] video would be watched by millions of elementary school students and includes a reference to being 'tolerant of differences.' The nerve! Who does Spongebob think he is? Jesus Christ? Tolerance will not be, uh, tolerated. Oh, and tolerance is quite possibly closesly connected to gay-ance.

The drone in my ear, it’s like the tornado drill in elementary school, the hand-cranked siren that rang mercilessly, all of us hunched over on ourselves, facing the basement walls, heads tucked into our chests. Beth and me wedged tight, jeaned legs pressed against each other. The sounds of our own breathing. Before we all stopped believing a tornado, or anything, could touch us, ever

Better to have to retrace your steps and then move forward than never to move forward at all.

I made a big show of catching invisible words in my hands and putting them in my mouth and chewing on them. I knew my word-catching charade wasn't the best way to make a fast friend at Stoneberry Elementary School. But it was the only way I could think of to make my sister feel better. And I think if you're lucky, a sister is the same as a friend, but better. A sister is like a super-forever-infinity friend.

Last year, millions of students didn’t graduate from high school. They didn’t drop out, they were simply in elementary and middle schools.

All names disappear. Children should be taught that in elementary school. But we're afraid to teach them.

During an especially noisy elementary school assembly I witnessed a common marvel.  Someone spoke,"Once upon a time..." into the mic, and the room hushed.  Such magic never ceases to amaze me.

If it is believed that these elementary schools will be better managed by the governor and council or any other general authority of the government, than by the parents within each ward, it is a belief against all experience.

What is love? Great minds have been grappling with this question through the ages, and in the modern era, they have come up with many different answers. According to the Western philosopher Pat Benatar, love is a battlefield. Her paisan Frank Sinatra would add the corollary that love is a tender trap. The stoner kids who spent the summer of 1978 looking cool on the hoods of their Trans Ams in the Pierce Elementary School parking lot used to scare us little kids by blasting the Sweet hit “Love Is Like Oxygen”—you get too much, you get too high, not enough and you’re gonna die. Love hurts. Love stinks. Love bites, love bleeds, love is the drug. The troubadours of our times all agree: They want to know what love is, and they want you to show them. But the answer is simple. Love is a mix tape.

Your friends’ parents drive like assholes. Tell them it’s an elementary school parking lot, not downtown fucking Manhattan.

One more, final question came from the audience on my last night in Newtown, and it was the one I most did not want to hear: “Will God protect my child?” I stayed silent for what seemed like minutes. More than anything I wanted to answer with authority, “Yes! Of course God will protect you. Let me read you some promises from the Bible.” I knew, though, that behind me on the same platform twenty-six candles were flickering in memory of victims, proof that we have no immunity from the effects of a broken planet. My mind raced back to Japan, where I heard from parents who had lost their children to a tsunami in a middle school, and forward to that very morning when I heard from parents who had lost theirs to a shooter in an elementary school. At last I said, “No, I’m sorry, I can’t promise that.” None of us is exempt. We all die, some old, some tragically young. God provides support and solidarity, yes, but not protection—at least not the kind of protection we desperately long for. On this cursed planet, even God suffered the loss of a Son.

...since I was a little boy, she had always wanted me to go. She was always sending me off on a bus someplace, to elementary school, to camp, to relatives in Kentucky, to college. She pushed me away from her just as she'd pushed my elder siblings away when we lived in New York, literally shoving them out the front door when they left for college.

Ove was, well, Ove was Ove. Something the people around her also kept telling Sonja. He’d been a grumpy old man since he started elementary school, they insisted. And she could have someone so much better. Maybe he didn’t write her poems or serenade her with songs or come home with expensive gifts. But he believed so strongly in things: justice and fair play and hard work and a world where right just had to be right. Not so one could get a medal or a diploma or a slap on the back for it, but just because that was how it was supposed to be. Not many men of his kind were made anymore, Sonja had understood. So she was holding on to this one.

Some people would call what I do to Jack bullying, but you have to understand that I’ve known him since elementary school. We have a connection.

We pass through elementary school, high school, and maybe college, and in one sense every diploma is an award for developing a more sophisticated ignorance. Education reinforces the habit of seeing the world through a certain lens. We

I had a familiar, nervous sensation, one that goes all the way back to elementary school. It's the simultaneous realization that I may have talked my way into another fistfight, and that I had not spent any time learning to fight since the last one.

From elementary school up to college I was never interested in things I was forced to study. I told myself it was something that had to be done, I only began to enjoy studying after I got through the educational system and became a so-called member of society. If something interested me, and I could study it at my own pace and approach it the way I liked, I was pretty efficient at acquiring knowledge and skills.

Laketon Elementary School was in the middle of a medium-size town in the middle of New Jersey. There was a reason Dave was in the middle of his fourth hour of not talking, but this isn’t the time to tell about that. This is the time to tell what he figured out in the middle of his social studies class.

These days, elementary school students learn English and coding at school. Tomorrow's elementary school students will learn AI. AI comes before English and coding. This is because artificial intelligence is the language and tool of the future.

For a long time, all the way through to the end of elementary school, Beans was my only friend. Because that’s how I’ve always been. I only need one good friend to see me through. Most people aren’t like that. Most people are always looking out for more people to know. In the end, Beans was like most people. After a while she had dozens of friends, and by fifth grade it was pretty obvious that even though she was my best friend, I wasn’t hers.

I wanted to deny him, but that's the terrible power of a diary: it not only calls forth the person you used to be but rubs your nose in him, reminding you that not all change is evolutionary. More often than not, you didn't learn from your mistakes. You didn't get wiser, but simply older, growing from the twenty-five-year-old who got stoned and accidentally peed on his friend Katherine's kitten to the thirty-five-year-old who got drunk and peed in the sandbox at his old elementary school. "The sandbox!" my sister Amy said at the time. "Don't you realize that children have to pee in there?

I, on the other hand, still might not be considered a proper grown-up. I had been very much the adult when I was in elementary school. But as I continued on through junior high and high school, on the contrary, I became less grown-up. And then as the years passed, I turned into quite a childlike person. I suppose I just wasn't able to ally myself with time.

So I made up my mind I was going to find someone who would love me unconditionally three hundred and sixty five days a year, I was still in elementary school at the time - fifth or sixth grade - but I made up my mind once and for all.” -“Wow,” I said. “Did the search pay off?” “That’s the hard part,” said Midori. She watched the rising smoke for a while, thinking. “I guess I’ve been waiting so long I’m looking for perfection. That makes it tough.” -“Waiting for the perfect love?” “No, even I know better than that. I’m looking for selfishness. Perfect selfishness. Like, say I tell you I want to eat strawberry shortcake. And you stop everything you’re doing and run out and buy it for me. And you come back out of breath and get down on your knees and hold this strawberry shortcake out to me. And I say I don’t want it anymore and throw it out the window. That’s what I’m looking for.” -“I’m not sure that has anything to do with love,” I said with some amazement. “It does,” she said. “You just don’t know it. There are time in a girl’s life when things like that are incredibly important.” -“Things like throwing strawberry shortcake out the window?” “Exactly. And when I do it, I want the man to apologize to me. “Now I see, Midori. What a fool I have been! I should have known that you would lose your desire for strawberry shortcake. I have all the intelligence and sensitivity of a piece of donkey shit. To make it up to you, I’ll go out and buy you something else. What would you like? Chocolate Mousse? Cheesecake?” -“So then what?” “So then I’d give him all the love he deserves for what he’s done.” -“Sounds crazy to me.” “Well, to me, that’s what love is…

This was always the difficult part, back when she'd been at her old school: explaining that "asexual" and "aromantic" were different things. She liked holding hands and trading kisses. She'd had several boyfriends in elementary school, just like most of the other girls, and she had always found those practice relationships completely satisfying. It wasn't until puberty had come along and changed the rules that she'd started pulling away in confusion and disinterest.

When the deaths finally came to light, my elementary school put a strict ban on teachers and staff talking to us about what was then called Everheart's disease, after Micheal Everheart, the first know kid to have died of it. Soon, someone somewhere decided to give it a proper name: Idiopathic Adolescent Acute Neurodegeneration-- IAAN for short. And then it wasn't just Micheal's disease. It was all of ours.

Let’s see if I remember all of this—born in Charlottesville, Virginia, but raised in Salem by her mother, Susan, a teacher, and her father, Jacob, a police officer. Attended Salem Elementary School until your tenth birthday, when your father called into his station to report an unknown child in his house—” “Stop,” I muttered. Liam looked over his shoulder, trying to divide his attention between me and the boy reciting the sordid tale of my life. “—but, bad luck, the PSFs beat the police to your house. Good luck, someone dropped the ball or they had other kiddies to pick up, because they didn’t wait around long enough to question your parents, and thus, didn’t pre-sort you. And then you came to Thurmond, and you managed to avoid their detecting you were Orange—” “Stop!” I didn’t want to hear this—I didn’t want anyone to hear it.

A FEW YEARS AGO, I heard a wonderful story, which I’m very fond of telling. An elementary school teacher was giving a drawing class to a group of six-year-old children. At the back of the classroom sat a little girl who normally didn’t pay much attention in school. In the drawing class she did. For more than twenty minutes, the girl sat with her arms curled around her paper, totally absorbed in what she was doing. The teacher found this fascinating. Eventually, she asked the girl what she was drawing. Without looking up, the girl said, “I’m drawing a picture of God.” Surprised, the teacher said, “But nobody knows what God looks like.” The girl said, “They will in a minute.

A remarkably consistent finding, starting with elementary school students, is that males are better at math than females. While the difference is minor when it comes to considering average scores, there is a huge difference when it comes to math stars at the upper extreme of the distribution. For example, in 1983, for every girl scoring in the highest percentile in the math SAT, there were 11 boys. Why the difference? There have always been suggestions that testosterone is central. During development, testosterone fuels the growth of a brain region involved in mathematical thinking and giving adults testosterone enhances their math skills. Oh, okay, it's biological. But consider a paper published in science in 2008. The authors examined the relationship between math scores and sexual equality in 40 countries based on economic, educational and political indices of gender equality. The worst was Turkey, United States was middling, and naturally, the Scandinavians were tops. Low and behold, the more gender equal the country, the less of a discrepancy in math scores. By the time you get to the Scandinavian countries it's statistically insignificant. And by the time you examine the most gender equal country on earth at the time, Iceland, girls are better at math than boys. Footnote, note that the other reliable sex difference in cognition, namely better reading performance by girls than by boys doesn't disappear in more gender equal societies. It gets bigger. In other words, culture matters. We carry it with us wherever we go.

ask yourself how many people you have met who grumbled at a thing as incurable, and how many who attacked it as curable? How many people we have heard abuse the British elementary schools, as they would abuse the British climate? How few have we met who realized that British education can be altered, but British weather cannot?...For a thousand that regret compulsory education, where is the hundred, or the ten, or the one, who would repeal compulsory education? …At the beginning of our epoch men talked with equal ease about Reform and Repeal. Now everybody talks about reform; nobody talks about repeal.

A statement: children who watch violent TV programmes tend to be more violent when they grow up. But did the TV cause the violence, or do violent children preferentially enjoy watching violent programmes? Very likely both are true. Commercial defenders of TV violence argue that anyone can distinguish between television and reality. But Saturday morning children’s programmes now average 25 acts of violence per hour. At the very least this desensitizes young children to aggression and random cruelty. And if impressionable adults can have false memories implanted in their brains, what are we implanting in our children when we expose them to some 100,000 acts of violence before they graduate from elementary school?

One of the survival mechanisms of children raised in alcoholic families is an awareness of parental needs and feelings and of changes in parental moods and behavior. The Adult Child often makes a full-time occupation of mind reading with partners, friends, employers, and therapists. As a consequence, they earn a Ph.D. at the age of six in observing the behavior of others and assessing parental needs—but are in elementary school at age thirty, trying to learn to assess, label, or communicate their own needs and feelings.

She’s fulfilled her obligation, assuaged her conscience by finding me in the hallway and giving me the chance to freak out, and I’ve played my role too, by remaining calm, pretending to be okay, and therefore giving her permission to cross me off her things-to-do list. Now she can move on, and I can too. Once you understand how adults are controlled by the system, manipulating them is elementary.

The main vehicle for nineteenth-century socialization was the leading textbook used in elementary school. They were so widely used that sections in them became part of the national language. Theodore Roosevelt, scion of an elite New York family, schooled by private tutors, had been raised on the same textbooks as the children of Ohio farmers, Chicago tradesman, and New England fishermen. If you want to know what constituted being a good American from the mid-nineteenth century to World War I, spend a few hours browsing through the sections in the McGuffey Readers.

So I guess I shouldn't have been surprised when I was applying for campus housing and overheard Andy telling my mother that the only way I was going to be safe from all the sexual assaults he'd heard about on National Public Radio was if I lived in an all-girl dorm. Never mind that I have been kicking the butts of the undead since I was in elementary school, and that almost the entire time I resided under Andy's roof, I had a hot undead guy living in my bedroom. These are two of those secrets I was telling you about. Andy doesn't know about them, and neither does my mother. They think Jesse is what Father Dominic told them he is: a "young Jesuit student who transferred to the Carmel Mission from Mexico, then lost his yearning to go into the priesthood" after meeting me. That one slays me every time.

A boy was staring at me. I was quite sure I'd never seen him befroe. Long and leanly muscular, he dwarfed and the molded plastic elementary school chair he was sitting in. Mahogany hair, straight and short. He looked my age, maybe a year older, and he sat with his tailbone against the edge of the chair, his posture aggresively poor, one hand half in a pocket of dark jeans. I looked away, suddenly conscious of my myriad insufficiencies. I was wearing old jeans, which had once been tight but now sagged in weird places, and a yellow T-shirt advertising a band I didn't even like anymore. Also my hair: I had this pageboy haircut, and I hadn't even bothered to, like, brush it. Furthermore, I had ridiculously fat chipmunked cheeks, a side effect of treatment. I looked like a normally proportioned person with a balloon for a head. This was not even to mention the canckle situation. And yet-I cut a glance to him, and his eyes were still on me.

According to a study published in the Journal of Family Psychology, “In families with predictable routines, children had fewer respiratory illnesses and better overall health, and they performed better in elementary school.” The article added that rituals have a greater effect on emotional health, and that in families with strong rituals adolescents “reported a stronger sense of self, couples reported happier marriages and children had greater interaction with their grandparents.”6 A

Someday you will murder your father and be with your mother, he said.” Once I’ve spoken this, put this thought into concrete words, a hollow feeling grabs hold of me. And inside that hollow, my heart pounds out a vacant, metallic rhythm. Expression unchanged, Oshima gazes at me for a long time. “So he said that someday you would kill your father with your own hands, that you would sleep with your mother.” I nod a few more times. “The same prophecy made about Oedipus. Though of course you knew that.” I nod. “But that’s not all. There’s an extra ingredient he threw into the mix. I have a sister six years older than me, and my father said I would sleep with her, too.” “Your father actually said this to you?” “Yeah. I was still in elementary school then, and didn’t know what he meant by ‘be with.’ It was only a few years later that I caught on.” Oshima doesn’t say anything. “My father told me there was nothing I could do to escape this fate. That prophecy is like a timing device buried inside my genes, and nothing can ever change it. I will kill my father and be with my mother and sister.

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

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

Doing a geographic” is a term alcoholics often use for acting on the impulse to start over by moving to a new town, or state, instead of making any internal changes. It’s the anywhere-but-here part of the disease that says, “Remove yourself from this, go someplace new, and everything will be better.” Two years into our Florida stint, my mother pulled a geographic as radical as the move from Rochester. The new plan was to head for California. She enrolled in the mathematics graduate program at the University of California’s shiny new campus in San Diego, and as soon as our elementary school let out for the summer, she put us into a new Buick station wagon – a gift from her parents – and drove us across the country. You’d think we’d have protested at yet another move. After all, having been duped before, we were in no position to believe that the next move would be any different. But I have no memory of being unhappy about the news. Because that’s what often happens when an alcoholic parent is doing a geographic. She pulls you in and, before you know it, you, too, believe in the promise of the new place.

As I look back on my own life, I recognize that some of the greatest gifts I received from my parents stemmed not from what they did for me—but rather from what they didn’t do for me. One such example: my mother never mended my clothes. I remember going to her when I was in the early grades of elementary school, with holes in both socks of my favorite pair. My mom had just had her sixth child and was deeply involved in our church activities. She was very, very busy. Our family had no extra money anywhere, so buying new socks was just out of the question. So she told me to go string thread through a needle, and to come back when I had done it. That accomplished—it took me about ten minutes, whereas I’m sure she could have done it in ten seconds—she took one of the socks and showed me how to run the needle in and out around the periphery of the hole, rather than back and forth across the hole, and then simply to draw the hole closed. This took her about thirty seconds. Finally, she showed me how to cut and knot the thread. She then handed me the second sock, and went on her way. A year or so later—I probably was in third grade—I fell down on the playground at school and ripped my Levi’s. This was serious, because I had the standard family ration of two pairs of school trousers. So I took them to my mom and asked if she could repair them. She showed me how to set up and operate her sewing machine, including switching it to a zigzag stitch; gave me an idea or two about how she might try to repair it if it were she who was going to do the repair, and then went on her way. I sat there clueless at first, but eventually figured it out. Although in retrospect these were very simple things, they represent a defining point in my life. They helped me to learn that I should solve my own problems whenever possible; they gave me the confidence that I could solve my own problems; and they helped me experience pride in that achievement. It’s funny, but every time I put those socks on until they were threadbare, I looked at that repair in the toe and thought, “I did that.” I have no memory now of what the repair to the knee of those Levi’s looked like, but I’m sure it wasn’t pretty. When I looked at it, however, it didn’t occur to me that I might not have done a perfect mending job. I only felt pride that I had done it. As for my mom, I have wondered what

The basic principle of the new education is to be that dunces and idlers must not be made to feel inferior to intelligent and industrious pupils. That would be ‘undemocratic’. These differences between the pupils—for they are obviously and nakedly individual differences—must be disguised. This can be done on various levels. At universities, examinations must be framed so that nearly all the students get good marks. Entrance examinations must be framed so that all, or nearly all, citizens can go to universities, whether they have any power (or wish) to profit by higher education or not. At schools, the children who are too stupid or lazy to learn languages and mathematics and elementary science can be set to doing the things that children used to do in their spare time. Let them, for example, make mud-pies and call it modelling. But all the time there must be no faintest hint that they are inferior to the children who are at work. Whatever nonsense they are engaged in must have—I believe the English already use the phrase—‘parity of esteem’. An even more drastic scheme is not impossible. Children who are fit to proceed to a higher class may be artificially kept back, because the others would get a trauma—Beelzebub, what a useful word!—by being left behind. The bright pupil thus remains democratically fettered to his own age-group throughout his school career, and a boy who would be capable of tackling Aeschylus or Dante sits listening to his coaeval’s attempts to spell out A CAT SAT ON THE MAT.

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.

I'm sure there was some bloated-ego thing happening that I wasn't able to recognize, but I didn't feel like it would last for long. The weird thing is that long before we ever had success on a commercial level, I had already developed a sense of entitlement. I had an unnecessary, unwarranted, unfounded, self-centered sense of entitlement from childhood. In elementary school, I always felt like I should be the president of the school and that I was somehow above the law of the school and I could break the rules. When I moved in with my father, he was arrogant and full of himself, and that carried on to me, so I always had this sense of entitlement and a semi-false sense of self. I would steal because I had that sense, whether it was houses or cars or furniture or cactuses, whatever I understand how people can be cold and ruthless criminals, because I remember at that point in my life, I did not think of the consequences for anybody else involved except me. And the consequences for me were that I got what I wanted.

A classmate from elementary school had married and divorced. Yamada was now raising two children on his own and going gray, which made her laugh. Kazumi, who had been living with a man, went home to her family. Yuusuke, who was trying to become a public servant, failed his test. Yamazaki, who was making erotic games, had all his dreams destroyed. "I'm testing my own talent. It doesn't have to be an erotic game, but I'll do. . . I'll do something!" When he proclaimed this, drunk from sake, his future already was set as a dairy farmer, chasing after cows. I no longer could see how he could escape it. At reunions and parties, everyone laughed and made a big fuss. Those events were fun, as was karaoke. Everyone had a good time and seemed sure that the future would be perfect: We could become anything! We could do anything! We could become happy! These things were true—but steadily, very steadily, at a speed so terribly slow we didn't even notice it, we were being run down. There was nothing we could do, even if we were in trouble, defeated, of crying. Every one of us eventually had some terrible experiences. The only difference was whether it would happen sooner or later; but in the end, we all would fall into some really unbearable situation. I was scared. I was scared of all sorts of things.

It had to be that Americans were taught, from elementary school, to always "say something" in class, no matter what. [...] They never said "I don't know". They said, instead, "I'm not sure," which did not give any information but still suggested the possibility of knowledge. And they ambled, these Americans, they walked without rhythm. They avoided giving direct instructions: they did not say "Ask somebody upstairs"; they said "You might want to ask somebody upstairs". When you tripped and fell, when you choked, when misfortune befell you, they did not say "Sorry". They said "Are you OK?" when it was obvious that you were not. And when you said "Sorry" to them when they choked or tripped or encountered misfortune, they replied, eyes wide with surprise, "Oh, it's not your fault". And they overused the world "excited", a professor excited about a new book, a student excited about a class, a politician on TV excited about a law; it was altogether too much excitement.

...[I]t doesn't take an advanced degree to figure out that this education talk is less a strategy for mitigating inequality than it is a way of rationalizing it. To attribute economic results to school years finished and SAT scores achieved is to remove matters from the realm of, well, economics and to relocate them to the provinces of personal striving and individual intelligence. From this perspective, wages aren't what they are because one party (management) has a certain amount of power over the other (workers); wages are like that because the god of the market, being surpassingly fair, rewards those who show talent and gumption. Good people are those who get a gold star from their teacher in elementary school, a fat acceptance letter from a good college, and a good life when they graduate. All because they are the best. Those who don't pay attention in high school get to spend their days picking up discarded cans by the side of the road. Both outcomes are our own doing.

When Bootsie was old enough to go to high school, Fran got herself a $300 GI loan to enroll at the University of Maine. She got three more loans and graduated with a teaching degree. Because she taught Title I kids—poor kids—all her loans were forgiven. Every member of Franni’s family made it to the middle class. And they did it because of Social Security, Pell Grants, the GI Bill, and Title I of the Elementary and Secondary Education Act. They tell you in this country that you have to pull yourself up by your bootstraps. And we all believe that. But first you’ve got to have the boots. And the federal government gave Franni’s family the boots.

At schools, the children who are too stupid or lazy to learn languages, mathematics and elementary science can be set to doing the things that children used to do in their spare time. Let them, for example, make mud pies and call it modelling. But all the time there must be no faintest hint that they are inferior to the children who are at work. Whatever nonsense they are engaged in must have—I believe the English already use the phrase—"parity of esteem." An even more drastic scheme is not impossible. Children who are fit to proceed to a higher class may be artificially kept back, because the others would get a trauma—Beelzebub, what a useful word!—by being left behind. The bright pupil thus remains democratically fettered to his own age group throughout his school career, and a boy who would be capable of tackling Aeschylus or Dante sits listening to his coeval's attempts to spell out 'A Cat Sat On A Mat'.

We all love stories, even if they’re not true. As we grow up, one of the ways we learn about the world is through the stories we hear. Some are about particular events and personalities within our personal circles of family and friends. Some are part of the larger cultures we belong to—the myths, fables, and fairy tales about our own ways of life that have captivated people for generations. In stories that are told often, the line between fact and myth can become so blurred that we easily mistake one for the other. This is true of a story that many people believe about education, even though it’s not real and never really was. It goes like this: Young children go to elementary school mainly to learn the basic skills of reading, writing, and mathematics. These skills are essential so they can do well academically in high school. If they go on to higher education and graduate with a good degree, they’ll find a well-paid job and the country will prosper too.

If you’re asking the schools to be the answer, you’re also asking a lot. If you take a kid from a bad background and expect the overburdened teachers to turn him around in seven hours a day, it might or might not happen. What about the other seventeen hours in a day? People often ask us if, through our research and experience, we can now predict which children are likely to become dangerous in later life. Roy Hazelwood’s answer is, “Sure. But so can any good elementary school teacher.” And if we can get them treatment early enough and intensively enough, it might make a difference. A significant role-model adult during the formative years can make a world of difference. Bill Tafoya, the special agent who served as our “futurist” at Quantico, advocated a minimum of a ten-year commitment of money and resources on the magnitude of what we sent into the Persian Gulf. He calls for a wide-scale reinstatement of Project Head Start, one of the most effective long-term, anticrime programs in history. He doesn’t think more police are the answer, but he would bring in “an army of social workers” to provide assistance for battered women, homeless families with children, to find good foster homes. And he would back it all up with tax incentive programs. I’m not sure this is the total answer, but it would certainly be an important start. Because the sad fact is, the shrinks can battle all they want, and my people and I can use psychology and behavioral science to help catch the criminals, but by the time we get to use our stuff, the severe damage has already been done.

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

It happened to me. And I'll never forget it. Back when I was in the sixth grade, my whole family went out to go watch a baseball game at the stadium. I didn't really care about baseball, but I was surprised by what I saw when we got there. Everywhere I looked, I saw people. On the other side of the stadium, the people looked so small, like little moving grains of rice. It was so crowded. I thought that everyone in Japan had to be packed in there. So I turned to my dad and asked him, "Do you know how many people are here right now"? He said since the stadium was full, probably fifty thousand. After the game, the street was filled with people and I was really shocked to see that, too. To me, it seemed like there was a ton of people there. But then, I realized it could only be a tiny fraction of all the people in Japan. When I got home, I pulled out my calculator. In social studies, I'd learned that the population of Japan was a hundred some odd million. So I divided that by fifty thousand. The answer was one two-thousandth. That shocked me even more. I was only one little person in that big crowded stadium filled with people, and believe me, there were so many people there, but it was just a handful of the entire population. Up till then, I always thought that I was, I don't know, kind of a special person. It was fun to be with my family. I had fun with my classmates. And the school that I was going to, it had just about the most interesting people anywhere. But that night, I realized it wasn't true. All the stuff we did during class that I thought was so fun and cool, was probably happening just like that in classes in other schools all over Japan. There was nothing special about my school at all. When I realized that, it suddenly felt like the whole world around me started to fade into a dull gray void. Brushing my teeth and going to sleep at night, waking up and eating breakfast in the morning, that stuff happened all over the place. They were everyday things that everybody was doing. When I thought about it like that, everything became boring. If there's really that many people in the world, then there had to be someone who wasn't ordinary. There had to be someone who was living an interesting life. There just had to be. But why wasn't I that person? So, that's how I felt till I finished elementary school. And then I had another realization. I realized fun things wouldn't come my way just by waiting for them. I thought when I got into junior high, it was time for me to make a change. I'd let the world know I wasn't a girl who was happy sitting around waiting. And I've done my best to become that person. But in the end, nothing happened. More time went by and before I knew it, I was in high school. I thought that something would change.

It’s true I’ve got a cold streak. I recognize that. But if they—my father and mother—had loved me a little more, I would have been able to feel more—to feel real sadness, for example.” “Do you think you weren’t loved enough?” She tilted her head and looked at me. Then she gave a sharp, little nod. “Somewhere between ‘not enough’ and ‘not at all.’ I was always hungry for love. Just once, I wanted to know what it was like to get my fill of it—to be fed so much love I couldn’t take any more. Just once. But they never gave that to me. Never, not once. If I tried to cuddle up and beg for something, they’d just shove me away and yell at me. ‘No! That costs too much!’ It’s all I ever heard. So I made up my mind I was going to find someone who would love me unconditionally three hundred and sixty-five days a year. I was still in elementary school at the time—fifth or sixth grade—but I made up my mind once and for all.” “Wow,” I said. “And did your search pay off?” “That’s the hard part,” said Midori. She watched the rising smoke for a while, thinking. “I guess I’ve been waiting so long I’m looking for perfection. That makes it tough.” “Waiting for the perfect love?” “No, even I know better than that. I’m looking for selfishness. Perfect selfishness. Like, say I tell you I want to eat strawberry shortcake. And you stop everything you’re doing and run out and buy it for me. And you come back out of breath and get down on your knees and hold this strawberry shortcake out to me. And I say I don’t want it anymore and throw it out the window. That’s what I’m looking for.” “I’m not sure that has anything to do with love,” I said with some amazement. “It does,” she said. “You just don’t know it. There are times in a girl’s life when things like that are incredibly important.” “Things like throwing strawberry shortcake out the window?” “Exactly. And when I do it, I want the man to apologize to me. ‘Now I see, Midori. What a fool I’ve been! I should have known that you would lose your desire for strawberry shortcake. I have all the intelligence and sensitivity of a piece of donkey shit. To make it up to you, I’ll go out and buy you something else. What would you like? Chocolate mousse? Cheesecake?’” “So then what?” “So then I’d give him all the love he deserves for what he’s done.” “Sounds crazy to me.” “Well, to me, that’s what love is. Not that anyone can understand me, though.” Midori gave her head a little shake against my shoulder. “For a certain kind of person, love begins from something tiny or silly. From something like that or it doesn’t begin at all.” “I’ve never met a girl who thinks like you.

Listen. I don’t know how to do this right, but I really, really love you,” he said, and cleared his throat. He licked his lips and started talking fast. “I think you’re the sweetest, most beautiful girl in the world, and I’ve been living for our telephone conversations. It’s the only thing that gets me through these days, knowing that I get to talk to you every night. Keeping the secret about this job was the hardest thing for me to do, but I wanted to tell you in person. And ever since I knew I was going to come here and ask you this, I couldn’t eat or drink anything. And I know I’m different from you, and I’m probably never going to be cool, but I love yourpaintings, I love that you do art, I get it, and I won’t ever tell you that you should do paintings that match somebody’s couch. I will keep you in paint and canvases for the rest of your life, and if you really want to teach elementary school, then I think you’ll be the best teacher there ever was. And I love that you dress so cute, and I love the way you smell and the way you sing in the shower. I used to camp out on the floor outside the door when you were showering just so I could hear you, and the first time we made love was the best thing that ever happened to me, and I was so afraid you were going to say it couldn’t happen again. I just want to spend all my time looking at you and telling you things, and even though I’m just some nerd who thinks about strikes and contracts all the time, I want you to know that I’m financially solvent right now, I have some investments, and I’ll always do anything I can to make you happy. Your happiness is going to be the main thing for me. From now on. Forever. I mean that.

[Women] complain about many clerks who attribute all sorts of faults to them and who compose works about them in rhyme, prose, and verse, criticizing their conduct in a variety of different ways. They then give these works as elementary textbooks to their young pupils at the beginning of their schooling, to provide them with exempla and received wisdom, so that they will remember this teaching when they come of age ... They accuse [women] of many ... serious vice[s] and are very critical of them, finding no excuse for them whatsoever. This is the way clerks behave day and night, composing their verse now in French, now in Latin. And they base their opinions on goodness only knows which books, which are more mendacious than a drunk. Ovid, in a book he wrote called Cures for Love, says many evil things about women, and I think he was wrong to do this. He accuses them of gross immorality, of filthy, vile, and wicked behaviour. (I disagree with him that they have such vices and promise to champion them in the fight against anyone who would like to throw down the gauntlet ...) Thus, clerks have studied this book since their early childhood as their grammar primer and then teach it to others so that no man will undertake to love a woman.

There are two moments in the course of education where a lot of kids fall off the math train. The first comes in the elementary grades, when fractions are introduced. Until that moment, a number is a natural number, one of the figures 0, 1, 2, 3 . . . It is the answer to a question of the form “how many.”* To go from this notion, so primitive that many animals are said to understand it, to the radically broader idea that a number can mean “what portion of,” is a drastic philosophical shift. (“God made the natural numbers,” the nineteenth-century algebraist Leopold Kronecker famously said, “and all the rest is the work of man.”) The second dangerous twist in the track is algebra. Why is it so hard? Because, until algebra shows up, you’re doing numerical computations in a straightforwardly algorithmic way. You dump some numbers into the addition box, or the multiplication box, or even, in traditionally minded schools, the long-division box, you turn the crank, and you report what comes out the other side. Algebra is different. It’s computation backward. When you’re asked to solve

The obvious cure for the tragic shortcomings of human intuition in a high-tech world is education. And this offers priorities for educational policy: to provide students with the cognitive tools that are most important for grasping the modern world and that are most unlike the cognitive tools they are born with. The perilous fallacies we have seen in this chapter, for example, would give high priority to economics, evolutionary biology, and probability and statistics in any high school or college curriculum. Unfortunately, most curricula have barely changed since medieval times, and are barely changeable because no one wants to be the philistine who seems to be saying that it is unimportant to learn a foreign language, or English literature, or trigonometry, or the classics. But no matter how valuable a subject may be, there are only twenty-four hours in a day, and a decision to teach one subject is also a decision not to teach another one. The question is not whether trigonometry is important, but whether it is more important than statistics; not whether an educated person should know the classics, but whether it is more important for an educated person to know the classics than to know elementary economics. In a world whose complexities are constantly challenging our intuitions, these trade-offs cannot responsibly be avoided.

The human mind is an incredible thing. It can conceive of the magnificence of the heavens and the intricacies of the basic components of matter. Yet for each mind to achieve its full potential, it needs a spark. The spark of enquiry and wonder. Often that spark comes from a teacher. Allow me to explain. I wasn’t the easiest person to teach, I was slow to learn to read and my handwriting was untidy. But when I was fourteen my teacher at my school in St Albans, Dikran Tahta, showed me how to harness my energy and encouraged me to think creatively about mathematics. He opened my eyes to maths as the blueprint of the universe itself. If you look behind every exceptional person there is an exceptional teacher. When each of us thinks about what we can do in life, chances are we can do it because of a teacher. [...] The basis for the future of education must lie in schools and inspiring teachers. But schools can only offer an elementary framework where sometimes rote-learning, equations and examinations can alienate children from science. Most people respond to a qualitative, rather than a quantitative, understanding, without the need for complicated equations. Popular science books and articles can also put across ideas about the way we live. However, only a small percentage of the population read even the most successful books. Science documentaries and films reach a mass audience, but it is only one-way communication.

According to a well-known hieroglyphic inscription, the tribes of Israel were a significant, established presence in Canaan no later than 1212 BC. There is a vast body of archaeological evidence that demonstrates the ancient Israelite/Jewish presence in Israel/Judea as far back as 925 BC.18 This historical presence is verified in the ancient records of the Egyptian, Assyrian, Babylonian, Persian, Greek, Roman, Byzantine, and Muslim empires. The Arab conquest did not occur until AD 638. An exercise in elementary arithmetic reveals that the Jewish people were there eighteen and one-half centuries before the arrival of the Arabs. Despite being conquered many times, the Jewish people have had a constant, uninterrupted presence in the land of Israel for over thirty centuries. The Arabs and Islam have been there less than fourteen centuries. It has conveniently been forgotten that the Jews and Christians were there first. Furthermore, in the thirty centuries preceding the establishment of the State of Israel in 1948, there have been only two periods when there was an independent, internationally recognized state in the area that now comprises Israel. Both of them were Jewish states. Even when this land was part of the Arab empire (AD 638 through AD 1099), there was never an independent Arab state in ‘Palestine,’ by that name or any other. No wonder the Arabs are donating millions of dollars to U.S. colleges for Middle Eastern schools of study. They have a lot of hard historical evidence to rewrite in the young minds of students.