Exceptional Teacher Quotes

You are an exceptional, talented, and brilliant young woman. Do not ever let anyone make you feel like you’re less. Do not ever let anyone make you feel invisible. Do not let anyone—not even a teacher who constantly sends you for coffee—push you around.

How long are you going to wait before you demand the best for yourself and in no instance bypass the discriminations of reason? You have been given the principles that you ought to endorse, and you have endorsed them. What kind of teacher, then, are you still waiting for in order to refer your self-improvement to him? You are no longer a boy, but a full-grown man. If you are careless and lazy now and keep putting things off and always deferring the day after which you will attend to yourself, you will not notice that you are making no progress, but you will live and die as someone quite ordinary. From now on, then, resolve to live as a grown-up who is making progress, and make whatever you think best a law that you never set aside. And whenever you encounter anything that is difficult or pleasurable, or highly or lowly regarded, remember that the contest is now: you are at the Olympic Games, you cannot wait any longer, and that your progress is wrecked or preserved by a single day and a single event. That is how Socrates fulfilled himself by attending to nothing except reason in everything he encountered. And you, although you are not yet a Socrates, should live as someone who at least wants to be a Socrates.

To quote the exceptional teacher Marva Collins, "I will is more important than IQ." It is wonderful to have a terrific mind, but it's been my experience that having outstanding intelligence is a very small part of the total package that leads to success and happiness. Discipline, hard work, perserverance, and generosity of spirit are, in the final analysis, far more important.

In sum, U.S. history is no more violent and oppressive than the history of England, Russia, Indonesia, or Burundi - but neither is it exceptionally less violent.

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

Why does a literary scholar study the world of "fiction"? To show us that the facts can never be understood except in communion with the imagination.

But listen to me when I say this. You are an exceptional, talented, and brilliant young woman. Do not ever let anyone make you feel invisible. Do not let anyone - not even a teacher who constantly sends you for coffee - push you around.

A NATION'S GREATNESS DEPENDS ON ITS LEADER To vastly improve your country and truly make it great again, start by choosing a better leader. Do not let the media or the establishment make you pick from the people they choose, but instead choose from those they do not pick. Pick a leader from among the people who is heart-driven, one who identifies with the common man on the street and understands what the country needs on every level. Do not pick a leader who is only money-driven and does not understand or identify with the common man, but only what corporations need on every level. Pick a peacemaker. One who unites, not divides. A cultured leader who supports the arts and true freedom of speech, not censorship. Pick a leader who will not only bail out banks and airlines, but also families from losing their homes -- or jobs due to their companies moving to other countries. Pick a leader who will fund schools, not limit spending on education and allow libraries to close. Pick a leader who chooses diplomacy over war. An honest broker in foreign relations. A leader with integrity, one who says what they mean, keeps their word and does not lie to their people. Pick a leader who is strong and confident, yet humble. Intelligent, but not sly. A leader who encourages diversity, not racism. One who understands the needs of the farmer, the teacher, the doctor, and the environmentalist -- not only the banker, the oil tycoon, the weapons developer, or the insurance and pharmaceutical lobbyist. Pick a leader who will keep jobs in your country by offering companies incentives to hire only within their borders, not one who allows corporations to outsource jobs for cheaper labor when there is a national employment crisis. Choose a leader who will invest in building bridges, not walls. Books, not weapons. Morality, not corruption. Intellectualism and wisdom, not ignorance. Stability, not fear and terror. Peace, not chaos. Love, not hate. Convergence, not segregation. Tolerance, not discrimination. Fairness, not hypocrisy. Substance, not superficiality. Character, not immaturity. Transparency, not secrecy. Justice, not lawlessness. Environmental improvement and preservation, not destruction. Truth, not lies. Most importantly, a great leader must serve the best interests of the people first, not those of multinational corporations. Human life should never be sacrificed for monetary profit. There are no exceptions. In addition, a leader should always be open to criticism, not silencing dissent. Any leader who does not tolerate criticism from the public is afraid of their dirty hands to be revealed under heavy light. And such a leader is dangerous, because they only feel secure in the darkness. Only a leader who is free from corruption welcomes scrutiny; for scrutiny allows a good leader to be an even greater leader. And lastly, pick a leader who will make their citizens proud. One who will stir the hearts of the people, so that the sons and daughters of a given nation strive to emulate their leader's greatness. Only then will a nation be truly great, when a leader inspires and produces citizens worthy of becoming future leaders, honorable decision makers and peacemakers. And in these times, a great leader must be extremely brave. Their leadership must be steered only by their conscience, not a bribe.

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

I'm sure it is," she replied. Her expression turned fierce, making her look far different from the scattered teacher I knew. "But listen to me when I say this. You are exceptional, taleneted, and brilliant young woman. Do not ever let anyone make you feel like you're less. Do not ever let anyone make you feel invisible. Do not let anyone-not even a teacher who constantly sends you for coffee-push you around." She put her glasses back on and began randomly lifting up pieces of papers. At last, she found a pen and grinned triumphantly. "Now, then. What is your brother's name?

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

No one knows what path you should follow except yourself. You are your own wise teacher. You are your own Guru.

Yeah, I get it; you're a vampire," she said. "Creepy. And okay, a little hot, I admit." "You don't mean that." "Come on. I still like you, you know, even if you... crave plasma." Michael blinked and looked at her as if he had never seen her before. "You what?" "Like. You." Eve enunciated slowly, as if Michael might not know the words. "Idiot. I always have. What, you didn't know?" Eve sounded cool and grown-up about it, but Claire saw the hectic color in her cheeks, under the makeup. "How clueless are you? Does it come with the fangs?" "I guess I... I just thought... Hell. I just didn't think... You're kind of intimidating, you know." "I'm intimidating? Me? I run like a rabbit from trouble, mostly," Eve said. "It's all show and makeup. You're the one who's intimidating. I mean, come on. All that talent, and you look... Well, you know how you look." " How do I look?" He sounded fascinated now, and he'd actually moved a little closer to Eve on the couch. She laughed. "Oh come on. You're a total model-babe." "You're kidding." "You don't think you are?" He shook his head. "Then you're kind of an idiot, Glass. Smart, but and idiot." Eve crossed her arms. “So? What exactly do you think about me, except that I’m intimidating?” “I think you’re…you’re…ah, interesting?” Michael was amazingly bad at this, Claire thought, but then he saved it by looking away and continuing. “I think you’re beautiful. And really, really strange.” Eve smiled and looked down, and that looked like a real blush, under the rice powder. “Thanks for that, “ she said, “I never thought you knew I existed, or if you did, that you thought I was anything but Shane’s bratty freak friend.” “Well, to be fair, you are Shane’s bratty freak friend.” “Hey!” “You can be bratty and beautiful,” Michael said. “I think it’s interesting.

Only the TV sounds are real, they are the actual events. All the people around here experience the same things at the same time, except for some loner, who switches to the educational channel.

Now anybody can be "kind." And everybody's supposed to be. Except that long ago it was something you were born into and couldn't help. Now it's just a faked-up attitude half the time, like teachers the first day of class.

THE DREAM THAT MUST BE INTERPRETED This place is a dream. Only a sleeper considers it real. Then death comes like dawn, and you wake up laughing at what you thought was your grief. But there's a difference with this dream. Everything cruel and unconscious done in the illusion of the present world, all that does not fade away at the death-waking. It stays, and it must be interpreted. All the mean laughing, all the quick, sexual wanting, those torn coats of Joseph, they change into powerful wolves that you must face. The retaliation that sometimes comes now, the swift, payback hit, is just a boy's game to what the other will be. You know about circumcision here. It's full castration there! And this groggy time we live, this is what it's like: A man goes to sleep in the town where he has always lived, and he dreams he's living in another town. In the dream, he doesn't remember the town he's sleeping in his bed in. He believes the reality of the dream town. The world is that kind of sleep. The dust of many crumbled cities settles over us like a forgetful doze, but we are older than those cities. We began as a mineral. We emerged into plant life and into animal state, and then into being human, and always we have forgotten our former states, except in early spring when we slightly recall being green again. That's how a young person turns toward a teacher. That's how a baby leans toward the breast, without knowing the secret of its desire, yet turning instinctively. Humankind is being led along an evolving course, through this migration of intelligences, and though we seem to be sleeping, there is an inner wakefulness that directs the dream, and that will eventually startle us back to the truth of who we are.

Nothing can penetrate the loneliness of the human heart except the highest intensity of the sort of love the religious teachers have preached.

Not knowing anything, not searching for anything, understanding that we can’t hold on to anything, leaves us with nothing — nothing except our original nature, pure awareness.

Mr. Klamp laid down the law. No tardiness, no talking above 40 decibels, no untied shoelaces, no visible undergarments, no eating, no chewing gum, no chewing tobacco, no chewing betel nuts, no chewing coca leaves, no chewing out students (unless Mr. Klamp was doing the chewing out), no chewing out teachers (unless ditto), no unnecessary displays of temper (unless ditto), no unnecessary displays of affection (no exceptions), no pets over one ounce or under one ton, and no singing, except in Bulgarian. I began to think Mr Klamp wouldn't be so bad...

Everyone named in our history made a positive contribution (except John Brown, as the next chapter shows). Or as Frances FitzGerald put it when she analyzed textbooks in 1979, “In all history, there is no known case of anyone’s creating a problem for anyone else.

There were five full glasses of wine in front of me, but the wine teacher told us that we were not allowed to drink any of them until after we finished the lesson. I imagine this is how dogs feel when you put a biscuit on their nose and tell them not to eat it. Except I totally stole sips of the wine when the teacher wasn’t looking, because I’m really shitty at being an obedient dog.

The kind of teacher who never learned anything herself. Or taught anything, except sarcasm or fear.

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.

Doctor, teacher, engineer, our Nishat could be anything she wants to be," Abbu says, clapping me on the back proudly. It's the most he's said to me in weeks, but there's a plasticity to his smile, a solemness to his voice. Nishat can be anything she wants to be, except herself.

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

WHAT YOU WON’T FIND IN HER CLOSET * Three-inch heels. Why live life halfway? * Logos. You are not a billboard. * Nylon, polyester, viscose and vinyl will make you sweaty, smelly and shiny. * Sweatpants. No man should ever see you in those. Except your gym teacher – and even then. Leggings are tolerated. * Blingy jeans with embroidery and holes in them. They belong to Bollywood. * UGG boots. Enough said.

I read of a Buddhist teacher who developed Alzheimer's. He had retired from teaching because his memory was unreliable, but he made one exception for a reunion of his former students. When he walked onto the stage, he forgot everything, even where he was and why. However, he was a skilled Buddhist and he simply began sharing his feelings with the crowd. He said, "I am anxious. I feel stupid. I feel scared and dumb. I am worried that I am wasting everyone's time. I am fearful. I am embarrassing myself." After a few minutes of this, he remembered his talk and proceeded without apology. The students were deeply moved, not only by his wise teachings, but also by how he handled his failings. There is a Buddhist saying, "No resistance, no demons.

Allowing bullying in the classroom is equivalent to excluding learning from the classroom. If bullying is present in the classroom it causes the classroom to not feel like a safe environment, and people do not learn in unsafe environments - except for those things which they feel will ensure their present safety.

White exceptionalism is the belief that because you have read antiracism books and articles, listened to social justice–based podcasts, watched documentaries on the effects of racism, and follow some BIPOC activists and teachers, you know it all and do not need to dig deeper.

That's the Teacher Gene at work, giving its bearer an extra sense. It's a little frightening. Maybe that's how people decide to become teachers. They have that extra sense, and once they have it, and know that they have it, they don't have any choice except to become a teacher.

Indian history is the antidote to the pious ethnocentrism of American exceptionalism, the notion that European Americans are God’s chosen people. Indian history reveals that the United States and its predecessor British colonies have wrought great harm in the world. We must not forget this—not to wallow in our wrongdoing, but to understand and to learn, that we might not wreak harm again.

Except that the teachers had totally ignored us, and the Crosses had used any excuse to bump into us and knock our books on the floor, and even the noughts serving in the food hall had made sure they served everyone else in the queue before

At [my old school], when teachers stood up to address us in assemblies, it was to urge us to study hard, stay focused, remain resilient, set goals, seek support. If there was a “leader,” she was the exception, not the norm. Listening to [the adults here], I wonder if things would be different if we spent thirteen years being told that we were born to lead, and that the only thing that would ever hold us back would be a limited imagination.

There is an incident which occurred at the examination during my first year at the high school and which is worth recording. Mr. Giles, the Educational Inspector, had come on a visit of inspection. He had set us five words to write as a spelling exercise. One of the words was 'kettle'. I had mis-spelt it. The teacher tried to prompt me with the point of his boot, but I would not be prompted. It was beyond me to see that he wanted me to copy the spelling from my neighbour's slate, for I had thought that the teacher was there to supervise us against copying. The result was that all the boys, except myself, were found to have spelt every word correctly. Only I had been stupid. The teacher tried later to bring this stupidity home to me, but without effect. I never could learn the art of 'copying'.

The power of instruction is seldom of much efficacy except in those happy dispositions where it is almost superfluous.” (Gibbon)

Pain can be your teacher, if you use it and not let it use you. Use pain to drive you to make things happen.

Dobzhansky, T. (1973). Nothing in biology makes sense except in the light of evolution. The American Biology Teacher 35: 125–29.

If you look behind every exceptional person there is an exceptional teacher.

Because when a teacher appreciates you, you think "I am something!" In a society where people believe girls are weak, and not capable of anything except cooking and cleaning, you think "I have a talent." When a teacher tells you that all great leaders and scientists were once children, too, you think, "Maybe we can be the great ones tomorrow." In a country where so many people consider it a waste to send girls to school, it is a teacher who helps you believe in your dreams.

Realization is not about you, the wave, realizing it is ocean. The ocean realizes itself in you and reveals itself to have never been just a wave. Nothing changes except the falling away of a false belief.

Did they know what Communism, “Bolshevism,” was? They did not; not my friends. Except for Herr Kessler, Teacher Hildebrandt, and young Horstmar Rupprecht (after he entered the university, in 1941), they knew Bolshevism as a specter which, as it took on body in their imaginings, embraced not only the Communists but the Social Democrats, the trade-unions, and, of course, the Jews, the gypsies, the neighbor next door whose dog had bit them, and his dog; the bundled root cause of all their past, present, and possible tribulations.

He had never been to a party like this and it struck him as a little bizarre, like a feverish nightmare version of school. It was the exact same mass of people, but they had all shown up in the middle of the night, and now there were no teachers and everyone stood in the hallways talking as loudly as possible, and there were no classes except lunch, or else the classes were all different and he hadn't ever studied for any of them.

The deeper he penetrates into this inner being, the more will he feel inclined to keep the development quite secret. It is becoming too holy to be talked about […] There are some inner experiences which seem too holy to be talked about in public, too intimate even to be talked about with intimate friends, too mysterious to be mentioned to anyone else except a student or a teacher who has passed through similar experiences himself.

If she believes that tigers live, then does she believe that Indians are hunted and dying? If she believes in fish the size of men, does she believe in men who string up others like linefuls of catch? Easier to avoid that history, unwritten as it is except in the soughing of dry grass, in the marks of lost trails, in the rumors from the mouths of bored men and mean girls, in the cracked patterns of buffalo bone. Easier by far to read the history that Teacher Leigh teaches, those names and dates orderly as bricks, stacked to build a civilization

Believing that only under God Almighty, to Whom we render all homage, do we Americans hold our vast Power, we shall guarantee to all persons absolute freedom of religious worship, provided, however, that no atheist, agnostic, believer in Black Magic, nor any Jew who shall refuse to swear allegiance to the New Testament, nor any person of any faith who refuses to take the Pledge to the Flag, shall be permitted to hold any public office or to practice as a teacher, professor, lawyer, judge, or as a physician, except in the category of Obstetrics.

Independence and unvarying reliability, and to pay attention to nothing, no matter how fleetingly, except the logos. And to be the same in all circumstances—intense pain, the loss of a child, chronic illness. And to see clearly, from his example, that a man can show both strength and flexibility. His patience in teaching. And to have seen someone who clearly viewed his expertise and ability as a teacher as the humblest of virtues. And to have learned how to accept favors from friends without losing your self-respect or appearing ungrateful. On Apolonius

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

I seen but little of this world, Except my corner of it; The city never drew me, For I knew I could not love it. What I loved best was watching The garden getting ripe And a pouch of sweet tobacco And my old cob pipe. What I loved best was a harvest moon Before a frosty morn And lamplight in the barn lot And them long, straight rows of corn. I was plain and country; That's where it starts and ends, But nobody loved her family more, Or treasured more her friends. I loved the changing seasons, And looking for life's reasons, And honey in the comb, and home.

Passive acceptance of the teacher's wisdom is easy to most boys and girls. It involves no effort of independent thought, and seems rational because the teacher knows more than his pupils; it is moreover the way to win the favour of the teacher unless he is a very exceptional man. Yet the habit of passive acceptance is a disastrous one in later life. It causes man to seek and to accept a leader, and to accept as a leader whoever is established in that position.

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.

To tell you the truth, I've just been avoiding everything. I walk around the school hallways and look at the people. I look at the teachers and wonder why they're here. If they like their jobs. Or us. And I wonder how smart they were when they were fifteen. Not in a mea way. In a curious way. it's like looking at all the students and wondering who's had their heart broken that da, and how they are able to cope with having three quizzes and a book report on top of that. or wondering who did the heart breaking. And wondering why. Especially since I know that if they went to another school, the person who had their heart broken would have had their heart broken by somebody else, so why does it have to be so personal? And if I went to another school, I would never have known Sam or Patrick or Mary Elizabeth or anyone except my family. (Pg 142)

No matter how thoroughly Native Americans acculturated, they could not succeed in white society. Whites would not let them. "Indians were always regarded as aliens, and were rarely allowed to live within white society except on its periphery," according to [Gary] Nash. Native Americans who amassed property, owned European-style homes, perhaps operated sawmills, merely became the first targets of white thugs who coveted their land and improvements. In time of war the position of assimilated Indians grew particularly desperate. Consider Pennsylvania. During the French and Indian War the Susquehannas, living peaceably in white towns, were hatcheted by their neighbors, who then collected bounties from authorities who weren't careful whose scalp they were paying for, so long as it was Indian. Through the centuries and across the country, this pattern recurred.

I find mistakes are often our best teachers. Consequences leave a more lasting impression than a mere lecture, don’t you think?” “Yes, sir. Just lectures don’t usually hurt as much. Except for those history lectures. They were pretty hard to endure.

Indian history is the antidote to the pious ethnocentrism of American exceptionalism, the notion that European Americans are God’s chosen people. Indian history reveals that the United States and its predecessor British colonies have wrought great harm in the world. We must not forget this—not to wallow in our wrongdoing, but to understand and to learn, that we might not wreak harm again. We must temper our national pride with critical self-knowledge, suggests historian Christopher Vecsey: “The study of our contact with Indians, the envisioning of our dark American selves, can instill such a strengthening doubt.”124 History through red eyes offers our children a deeper understanding than comes from encountering the past as a story of inevitable triumph by the good guys. 5.

My other teachers did not seem to care about the challenge of being human and instead they taught us to think about mathematics and analyze different chemicals and as the months went by I felt further from myself. And the only thing that seemed to make sense was Ben Sweet and the way he talked to us and urged something in the deeps of us to come out—the way he looked, and listened, as if he had no other place on this Earth to be except with us, as if there were nothing more important in his life than what we had to say at just that moment in time.

Our ways of seeing are democratic. Unfortunately, they are not bureaucratic. Except in rare circumstances, I no longer believe that it is possible to be both, because when it becomes bureaucratic the struggle is not about pedagogy, it's about power. About who controls the activities that occur in schools. About who controls who participates in American society. About who controls the power base of the twenty-first century.

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

How can teachers teach when parents demand exceptions and cry foul every time their kid gets crossways? Sometimes we step in and advocate, but sometimes our kids are lame and need to own up. Let them feel the sting of detention, a zero, a lost privilege, a time-out. Let failure instruct them.

I've noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions.

The following “Rules for Female Teachers” were posted by the school board of one town in Massachusetts: Do not get married. Do not leave town at any time without permission of the school board. Do not keep company with men. Be home between the hours of 8 P.M. and 6 A.M. Do not loiter downtown in ice cream stores. Do not smoke. Do not get into a carriage with any man except your father or brother. Do not dress in bright colors. Do not dye your hair. Do not wear any dress more than two inches above the ankle.

It is foolish to wish for beauty.  Sensible people never either desire it for themselves or care about it in others.  If the mind be but well cultivated, and the heart well disposed, no one ever cares for the exterior.  So said the teachers of our childhood; and so say we to the children of the present day.  All very judicious and proper, no doubt; but are such assertions supported by actual experience? We are naturally disposed to love what gives us pleasure, and what more pleasing than a beautiful face—when we know no harm of the possessor at least?  A little girl loves her bird—Why?  Because it lives and feels; because it is helpless and harmless?  A toad, likewise, lives and feels, and is equally helpless and harmless; but though she would not hurt a toad, she cannot love it like the bird, with its graceful form, soft feathers, and bright, speaking eyes.  If a woman is fair and amiable, she is praised for both qualities, but especially the former, by the bulk of mankind: if, on the other hand, she is disagreeable in person and character, her plainness is commonly inveighed against as her greatest crime, because, to common observers, it gives the greatest offence; while, if she is plain and good, provided she is a person of retired manners and secluded life, no one ever knows of her goodness, except her immediate connections.  Others, on the contrary, are disposed to form unfavourable opinions of her mind, and disposition, if it be but to excuse themselves for their instinctive dislike of one so unfavoured by nature; and visa versa with her whose angel form conceals a vicious heart, or sheds a false, deceitful charm over defects and foibles that would not be tolerated in another. 

It is just mortifying to be a Christian, except for the Jesus part. —Anne Lamott

Revenge was violence and therefore forbidden by the Teacher - excepting violence against unbelievers, of course, which this probably would be.

Picture or imagine that this earth is filled with Buddhas, that every single being you encounter is enlightened, except one—yourself! Imagine that they are all here to teach you. Whoever you encounter is acting as they do solely for your benefit, to provide just the teachings and difficulties you need in order to awaken. Sense what lessons they offer to you. Inwardly thank them for this. Throughout a day or a week continue to develop the image of enlightened teachers all around you. Notice how it changes your whole perspective on life.

The pleasure of the sentence is to a high degree cultural. The artifact created by rhetors, grammarians, linguists, teachers, writers, parents -- this artifact is mimicked in a more or less ludic manner; we are playing with an exceptional object, whose paradox has been articulated by linguistics: immutably structured and yet infinitely renewable: something like chess.

She doesn't really understand the difference between teachers and professors, except that professors know so much more than teachers. Professors are like wizards: they create the universe.

In the leadup to the election of 1876, swing votes were tied to the issue of Chinese immigration in the same way that immigration was a hot topic during this election cycle. Rutherford Hayes endorsed Chinese exclusion and won the election. In the following election, James Garfield also carried the torch of anti-Chinese immigration into office. (From those days to now, every presidential election has fanned the flames of anti-immigration. This, Henry, shows that hate and fear are reliable, predictable, and effective political tools.) All of this led eventually to the Chinese Exclusion Act of 1882, which barred the entry of all Chinese immigrants to the United States except for those who were teachers, students, diplomats, ministers, or merchants. It also declared all Chinese totally ineligible for naturalized citizenship. This clause alone allowed the United States to join Nazi Germany and South Africa as the only nations every to withhold naturalization purely on racial grounds.

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 first school shooting that attracted the attention of a horrified nation occurred on March 24, 1998, in Jonesboro, Arkansas. Two boys opened fire on a schoolyard full of girls, killing four and one female teacher. In the wake of what came to be called the Jonesboro massacre, violence experts in media and academia sought to explain what others called “inexplicable.” For example, in a front-page Boston Globe story three days after the tragedy, David Kennedy from Harvard University was quoted as saying that these were “peculiar, horrible acts that can’t easily be explained.” Perhaps not. But there is a framework of explanation that goes much further than most of those routinely offered. It does not involve some incomprehensible, mysterious force. It is so straightforward that some might (incorrectly) dismiss it as unworthy of mention. Even after a string of school shootings by (mostly white) boys over the past decade, few Americans seem willing to face the fact that interpersonal violence—whether the victims are female or male—is a deeply gendered phenomenon. Obviously both sexes are victimized. But one sex is the perpetrator in the overwhelming majority of cases. So while the mainstream media provided us with tortured explanations for the Jonesboro tragedy that ranged from supernatural “evil” to the presence of guns in the southern tradition, arguably the most important story was overlooked. The Jonesboro massacre was in fact a gender crime. The shooters were boys, the victims girls. With the exception of a handful of op-ed pieces and a smattering of quotes from feminist academics in mainstream publications, most of the coverage of Jonesboro omitted in-depth discussion of one of the crucial facts of the tragedy. The older of the two boys reportedly acknowledged that the killings were an act of revenge he had dreamed up after having been rejected by a girl. This is the prototypical reason why adult men murder their wives. If a woman is going to be murdered by her male partner, the time she is most vulnerable is after she leaves him. Why wasn’t all of this widely discussed on television and in print in the days and weeks after the horrific shooting? The gender crime aspect of the Jonesboro tragedy was discussed in feminist publications and on the Internet, but was largely absent from mainstream media conversation. If it had been part of the discussion, average Americans might have been forced to acknowledge what people in the battered women’s movement have known for years—that our high rates of domestic and sexual violence are caused not by something in the water (or the gene pool), but by some of the contradictory and dysfunctional ways our culture defines “manhood.” For decades, battered women’s advocates and people who work with men who batter have warned us about the alarming number of boys who continue to use controlling and abusive behaviors in their relations with girls and women. Jonesboro was not so much a radical deviation from the norm—although the shooters were very young—as it was melodramatic evidence of the depth of the problem. It was not something about being kids in today’s society that caused a couple of young teenagers to put on camouflage outfits, go into the woods with loaded .22 rifles, pull a fire alarm, and then open fire on a crowd of helpless girls (and a few boys) who came running out into the playground. This was an act of premeditated mass murder. Kids didn’t do it. Boys did.

At the present time no exceptions are found to the quantum-electrodynamic laws outside the nucleus, and there we do not know whether there is an exception because we simply do not know what is going on in the nucleus.

I don’t know why—it’s just that—I don’t know—they’re not kin."—Surprising word, I think to myself never used it before. Not of kin—sounds like hillbilly talk—not of a kind—same root—kindness, too—they can’t have real kindness toward him, they’re not his kin -- . That’s exactly the feeling. Old word, so ancient it’s almost drowned out. What a change through the centuries. Now anybody can be "kind." And everybody’s supposed to be. Except that long ago it was something you were born into and couldn’t help. Now it’s just a faked-up attitude half the time, like teachers the first day of class. But what do they really know about kindness who are not kin.

He told them therefore that He was not a Teacher asking for a disciple who would parrot His sayings; He was a Saviour Who first disturbed a conscience and then purified it. But many would never get beyond hating the disturber. The Light is no boon, except to those who are men of good will; their lives may be evil, but at least they want to be good. His Presence, He said, was a threat to sensuality, avarice, and lust. When a man has lived in a dark cave for years, his eyes cannot stand the light of the sun; so the man who refuses to repent turns against mercy. No one can prevent the sun from shining, but every man can pull down the blinds and shut it out.

As I said, I decided to try an experiment: Right now, from within my perception of my current circumstances, and from within the starkness of this realization, I determined to conceive and focus on what I would tell—and what I have told—my younger self, and live with the consequences. Here is what I wrote down: Immediately disassociate from destructive people and forces, if not physically then ethically—and watch for the moment when you can do so physically. Use every means to improve your mental acuity. Every sacrifice of empty leisure or escapism for study, industry, and growth is a fee paid to personal freedom. Train the body. Grow physically strong. Reduce consumption. You will be strengthened throughout your being. Seek no one’s approval through humor, servility, or theatrics. Be alone if necessary. But do not compromise with low company. At the earliest possible point, learn meditation (i.e., Transcendental Meditation), yoga, and martial arts (select good teachers). Go your own way—literally. Walk/bike and don’t ride the bus or in a car, except when necessary. Do so in all weather: rain, snow, etc. Be independent physically and you will be independent in other ways. Learn-study-rehearse. Pursue excellence. Or else leave something alone. Go to the limit in something or do not approach it. Starve yourself of the compulsion to derive your sense of wellbeing from your perception of what others think of you. Do this as an alcoholic avoids a drink or an addict a needle. It will be agonizing at first, since you may have no other perception of self; but this, finally, is the sole means of experiencing Self. Does this kind of advice, practicable at any time of life, really alter or reselect the perceived past, and, with it, the future? I intend to find out. You

Disillusioned words like bullets bark As human gods aim for their marks Made everything from toy guns that sparks To flesh-colored Christs that glow in the dark It's easy to see without looking too far That not much Is really sacred. While preachers preach of evil fates Teachers teach that knowledge waits Can lead to hundred-dollar plates Goodness hides behind its gates But even the President of the United States Sometimes must have To stand naked. An' though the rules of the road have been lodged It's only people's games that you got to dodge And it's alright, Ma, I can make it. Advertising signs that con you Into thinking you're the one That can do what's never been done That can win what's never been won Meantime life outside goes on All around you. Although the masters make the rules For the wise men and the fools I got nothing, Ma, to live up to. For them that must obey authority That they do not respect in any degree Who despite their jobs, their destinies Speak jealously of them that are free Cultivate their flowers to be Nothing more than something They invest in. While some on principles baptized To strict party platforms ties Social clubs in drag disguise Outsiders they can freely criticize Tell nothing except who to idolize And then say God Bless him. While one who sings with his tongue on fire Gargles in the rat race choir Bent out of shape from society's pliers Cares not to come up any higher But rather get you down in the hole That he's in. Old lady judges, watch people in pairs Limited in sex, they dare To push fake morals, insult and stare While money doesn't talk, it swears Obscenity, who really cares Propaganda, all is phony. While them that defend what they cannot see With a killer's pride, security It blows the minds most bitterly For them that think death's honesty Won't fall upon them naturally Life sometimes Must get lonely. And if my thought-dreams could been seen They'd probably put my head in a guillotine But it's alright, Ma, it's life, and life only.

Until the end of my sophomore year, I couldn't wait to graduate and leave all of school behind: the books, the teachers, the grades, the cliques. Everything. I didn't really have a plan for after, except for leaving now behind.

A scientist is more doubtful of his theories than the science teacher who teaches those theories. A Guru is more doubtful of his words than his followers because he knows that everything except silence is a corruption of truth.

Educational bureaucracies dull a child’s questing sensitivity.” Odrade explaining. “The young must be damped down. Never let them know how good they can be. That brings change. Spend lots of committee time talking about how to deal with exceptional students. Don’t spend any time dealing with how the conventional teacher feels threatened by emerging talents and squelches them because of a deep-seated desire to feel superior and safe in a safe environment.

Yet what is it except a game you play in which identity can be denied? You are as God created you. All else but this one thing is folly to believe. In this one thought is everything set free. In this one truth are all illusions gone.

I’ve noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don’t really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers do care and do work very, very hard, the institution is psychopathic — it has no conscience.

This place is a dream. Only a sleeper considers it real. Then death comes like dawn, and you wake up laughing at what you thought was your grief. But there’s a difference with this dream. Everything cruel and unconscious done in the illusion of the present world, all that does not fade away at the death-waking. It stays, and it must be interpreted. All the mean laughing, all the quick, sexual wanting, those torn coats of Joseph, they change into powerful wolves that you must face. The retaliation that sometimes comes now, the swift, payback hit, is just a boy’s game to what the other will be. You know about circumcision here. It’s full castration there! And this groggy time we live, this is what it’s like:      A man goes to sleep in the town where he has always lived, and he dreams he’s living in another town.      In the dream, he doesn’t remember the town he’s sleeping in his bed in. He believes the reality of the dream town. The world is that kind of sleep. The dust of many crumbled cities settles over us like a forgetful doze, but we are older than those cities.           We began as a mineral. We emerged into plant life and into the animal state, and then into being human, and always we have forgotten our former states, except in early spring when we slightly recall being green again.      That’s how a young person turns toward a teacher. That’s how a baby leans toward the breast, without knowing the secret of its desire, yet turning instinctively. Humankind is being led along an evolving course, through this migration of intelligences, and though we seem to be sleeping, there is an inner wakefulness that directs the dream, and that will eventually startle us back to the truth of who we are.

Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists - although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'. But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science.

When I think of the men who were my teachers, I realize that most of them were slightly mad. The men who could be regarded as good teachers were exceptional. It’s tragic to think that such people have the power to bar a young man’s way.—March 3, 1942.

We are supposed to consume alcohol and enjoy it, but we're not supposed to become alcoholics. Imagine if this were the same with cocaine. Imagine we grew up watching our parents snort lines at dinner, celebrations, sporting events, brunches, and funerals. We'd sometimes (or often) see our parents coked out of our minds the way we sometimes (or often) see them drunk. We'd witness them coming down after a cocaine binge the way we see them recovering from a hangover. Kiosks at Disneyland would see it so our parents could make it through a day of fun, our mom's book club would be one big blow-fest and instead of "mommy juice" it would be called "mommy powder" There'd be coke-tasting parties in Napa and cocaine cellars in fancy people's homes, and everyone we know (including our pastors, nurses, teachers, coaches, bosses) would snort it. The message we'd pick up as kids could be Cocaine is great, and one day you'll get to try it, too! Just don't become addicted to it or take it too far. Try it; use it responsibly. Don't become a cocaine-oholic though. Now, I'm sure you're thinking. That's insane, everyone knows cocaine is far more addicting than alcohol and far more dangerous. Except, it's not...The point is not that alcohol is worse than cocaine. The point is that we have a really clear understanding that cocaine is toxic and addictive. We know there's no safe amount of it, no such thing as "moderate" cocaine use; we know it can hook us and rob us of everything we care about...We know we are better off not tangling with it at all.

I am writing this during my free . . . oops! un-assigned period, at the end of my first day of teaching. So far, I have taught nothing — but I have learned a great deal. To wit: We have to punch a time clock and abide by the Rules. We must make sure our students likewise abide, and that they sign the time sheet whenever they leave or reenter a room. We have keys but no locks (except in lavatories), blackboards but no chalk, students but no seats, teachers but no time to teach. The library is closed to the students.

Not for years and years had Janet been to church; she had long been unable to walk so far; and having no book but the best, and no help to understand it but the highest, her faith was simple, strong, real, all-pervading. Day by day she pored over the great gospel -- I mean just the good news according to Matthew and Mark and Luke and John -- until she had grown to be one of the noble ladies of the kingdom of heaven -- one of those who inherit the earth, and are ripening to see God. For the Master, and his mind in hers, was her teacher. She had little or no theology save what he taught her, or rather, what he is. And of any other than that, the less the better; for no theology, except the Theou logos, is worth the learning, no other being true. To know him is to know God. And he only who obeys him, does or can know him; he who obeys him cannot fail to know him. To Janet, Jesus Christ was no object of so-called theological speculation, but a living man, who somehow or other heard her when she called to him, and sent her the help she needed.

DEAR MAMA, I’m sorry it’s taken me so long to write. Every time I try to write to you and Papa I realize I’m not saying the things that are in my heart. That would be O.K., if I loved you any less than I do, but you are still my parents and I am still your child. I have friends who think I’m foolish to write this letter. I hope they’re wrong. I hope their doubts are based on parents who loved and trusted them less than mine do. I hope especially that you’ll see this as an act of love on my part, a sign of my continuing need to share my life with you. I wouldn’t have written, I guess, if you hadn’t told me about your involvement in the Save Our Children campaign. That, more than anything, made it clear that my responsibility was to tell you the truth, that your own child is homosexual, and that I never needed saving from anything except the cruel and ignorant piety of people like Anita Bryant. I’m sorry, Mama. Not for what I am, but for how you must feel at this moment. I know what that feeling is, for I felt it for most of my life. Revulsion, shame, disbelief—rejection through fear of something I knew, even as a child, was as basic to my nature as the color of my eyes. No, Mama, I wasn’t “recruited.” No seasoned homosexual ever served as my mentor. But you know what? I wish someone had. I wish someone older than me and wiser than the people in Orlando had taken me aside and said, “You’re all right, kid. You can grow up to be a doctor or a teacher just like anyone else. You’re not crazy or sick or evil. You can succeed and be happy and find peace with friends—all kinds of friends—who don’t give a damn who you go to bed with. Most of all, though, you can love and be loved, without hating yourself for it.” But no one ever said that to me, Mama. I had to find it out on my own, with the help of the city that has become my home. I know this may be hard for you to believe, but San Francisco is full of men and women, both straight and gay, who don’t consider sexuality in measuring the worth of another human being. These aren’t radicals or weirdos, Mama. They are shop clerks and bankers and little old ladies and people who nod and smile to you when you meet them on the bus. Their attitude is neither patronizing nor pitying. And their message is so simple: Yes, you are a person. Yes, I like you. Yes, it’s all right for you to like me too. I know what you must be thinking now. You’re asking yourself: What did we do wrong? How did we let this happen? Which one of us made him that way? I can’t answer that, Mama. In the long run, I guess I really don’t care. All I know is this: If you and Papa are responsible for the way I am, then I thank you with all my heart, for it’s the light and the joy of my life. I know I can’t tell you what it is to be gay. But I can tell you what it’s not. It’s not hiding behind words, Mama. Like family and decency and Christianity. It’s not fearing your body, or the pleasures that God made for it. It’s not judging your neighbor, except when he’s crass or unkind. Being gay has taught me tolerance, compassion and humility. It has shown me the limitless possibilities of living. It has given me people whose passion and kindness and sensitivity have provided a constant source of strength. It has brought me into the family of man, Mama, and I like it here. I like it. There’s not much else I can say, except that I’m the same Michael you’ve always known. You just know me better now. I have never consciously done anything to hurt you. I never will. Please don’t feel you have to answer this right away. It’s enough for me to know that I no longer have to lie to the people who taught me to value the truth. Mary Ann sends her love. Everything is fine at 28 Barbary Lane. Your loving son, MICHAEL

John Dalton was a very singular Man: He has none of the manners or ways of the world. A tolerable mathematician He gained his livelihood I believe by teaching the mathematics to young people. He pursued science always with mathematical views. He seemed little attentive to the labours of men except when they countenanced or confirmed his own ideas... He was a very disinterested man, seemed to have no ambition beyond that of being thought a good Philosopher. He was a very coarse Experimenter & almost always found the results he required.—Memory & observation were subordinate qualities in his mind. He followed with ardour analogies & inductions & however his claims to originality may admit of question I have no doubt that he was one of the most original philosophers of his time & one of the most ingenious.

A generic National Park Service (NPS) brochure promises children, “Hidden within each national park is an exciting story waiting to be discovered. Learning the secrets of each national park is easy. Simply ask your teacher or Park Ranger...” This won’t work at Hampton, an estate built just after the Revolutionary War and located just north of the beltway that circles Baltimore. The staff at Hampton insists it has no story to tell and merely preserves the architecture. I have taken several tours at Hampton; each ranger begins by saying something like, “Every National Park Service site has a historical reason to be in the Park Service, except this one.” The NPS Web site groups its many sites under about 40 different topics. Many properties get multiple listings, but Hampton occurs only once, under “architecture.

I caught a glimmer of an abysmal truth. The people here wanted to pass the time as comfortably as possible, without having to deal with questions that couldn't be answered with a simple 'yes', 'no', or 'I don't know'. No one around me was doing anything except the best imitation they could of what they'd seen other people do before. Parents imitated their parents, kindergarten teachers other kindergarten teachers, pupils other pupils, and clergymen and educators each other and their books. The only variation was in what they forgot to imitate.

Except for extreme physical abuse, other people cannot hurt you unless you allow them to. And this holds true even if the person is your parent, brother, sister, teacher, or employer. Don’t consent to be hurt and you won’t be hurt—this is a choice over which you have control.

One recurrent factor that complicated the emotions of these very bright individuals was the ongoing discrepancy between what was expected of them by their parents, grandparents, and teachers and even themselves and their frequent failure to achieve the expected success. Most of these patients had struggled since early childhood with continuing conflict between their picture of themselves as exceptionally bright and talented and their view of themselves as disappointing failures, unable to “deliver the goods” expected of them. Some had been very successful in their childhood, earning high grades and strong praise during the elementary school years, then gradually lost status and self-esteem due to increasing evidence of their difficulty in coping with the escalating demands of middle school, high school, and postsecondary schooling.

As much as it was like anything, magic was like a language. And like a language, textbooks and teachers treated it as an orderly system for the purposes of teaching it, but in reality it was complex and chaotic and organic. It obeyed rules only to the extent that it felt like it, and there were almost as many special cases and one-time variations as there were rules. These Exceptions were indicated by rows of asterisks and daggers and other more obscure typographical fauna which invited the reader to peruse the many footnotes that cluttered up the margins of magical reference books like Talmudic commentary.

Are all the scientists here men, then?” “Scientists?” Oiie asked, incredulous. Pae coughed. “Scientists. Oh, yes, certainly, they’re all men. There are some female teachers in the girls’ schools, of course. But they never get past Certificate level.” “Why not?” “Can’t do the math; no head for abstract thought; don’t belong. You know how it is, what women call thinking is done with the uterus! Of course, there’s always a few exceptions, God-awful brainy women with vaginal atrophy.” “You Odonians let women study science?” Oiie inquired. “Well, they are in the sciences, yes.” “Not many, I hope.” “Well, about half.

Mistakes are our teachers,’ explained Sensei Yamada, bowing before the Buddha. ‘As long as you recognize them for what they are, they can help you learn about life. Each mistake teaches you something new about yourself. There is no failure, remember, except in no longer trying. It is the courage to continue that counts.

So, what did you learn today, Bast?” “Today, master, I learned why great lovers have better eyesight than great scholars.” “And why is that, Bast?” Kote asked, amusement touching the edges of his voice. Bast closed the door and returned to sit in the second chair, turning it to face his teacher and the fire. He moved with a strange delicacy and grace, as if he were close to dancing. “Well Reshi, all the rich books are found inside where the light is bad. But lovely girls tend to be out in the sunshine and therefore much easier to study without risk of injuring one’s eyes.” Kote nodded. “But an exceptionally clever student could take a book out-side, thus bettering himself without fear of lessening his much-loved faculty of sight.” “I thought the same thing, Reshi. Being, of course, an exceptionally clever student.” “Of course.” “But when I found a place in the sun where I could read, a beautiful girl came along and kept me from doing anything of the sort,” Bast finished with a flourish. Kote sighed.

Art, she said, is more nuanced than life. If a teacher is lecturing and looking out of smudged windows, smeared with obscenities (sure enough, ours were) it doesn't mean anything, in life, except that the cleaning crews are lazy. But in a story, if a professor is lecturing and the windows are smudged, we are obliged to think that his words are similarly untrandescent, right? ... One of the great problems with artists, she said, is that they don't keep nuance and nature distinct. Import raw nature into a story or a poem and you've only ruined a story. Import nuance into life and you'll go mad. There'll suddenly be too much significance everywhere, a message in everything.

Obsidian eyes met hers, unreadable and assessing. Men didn't generally pay her much attention except to make an even number in a dance. And now she had a secret nearly-betrothed and a supposed teacher, one who looked like an angel and one a devil, and both with awful reputations. Best to remember that neither of them likely had anything good in mind for her.

Except for my net, everything I have need of in the world is contained in that bag—including a second hat and a rather sizable jar of cold cream of roses. Do not tell me you couldn’t travel with as little. I have faith that men can be as reasonable and logical as women if they but try.” He shook his head. “I cannot seem to formulate a clear thought in the face of such original thinking, Miss Speedwell. You have a high opinion of your sex.” I pursed my lips. “Not all of it. We are, as a gender, undereducated and infantilized to the point of idiocy. But those of us who have been given the benefit of learning and useful occupation, well, we are proof that the traditional notions of feminine delicacy and helplessness are the purest poppycock.” “You have large opinions for so small a person.” “I daresay they would be large opinions even for someone your size,” I countered. “And where did you form these opinions? Either your school was inordinately progressive or your governess was a Radical.” “I never went to school, nor did I have a governess. Books were my tutors, Mr. Stoker. Anything I wished to learn I taught myself.” “There are limits to an autodidactic education,” he pointed out. “Few that I have found. I was spared the prejudices of formal educators." “And neither were you inspired by them. A good teacher can change the course of a life,” he said thoughtfully. “Perhaps. But I had complete intellectual freedom. I studied those subjects which interested me—to the point of obsession at times—and spent precious little time on things which did not.” “Such as?” “Music and needlework. I am astonishingly lacking in traditional feminine accomplishments.” He cocked his head. “I am not entirely astonished.” But his tone was mild, and I accepted the statement as nothing like an insult. In fact, it felt akin to a compliment. “And I must confess that between Jane Austen and Fordyce’s Sermons, I have developed a general antipathy for clergymen. And their wives,” I added, thinking of Mrs. Clutterthorpe. “Well, in that we may be agreed. Tell me, do you find many people to share your views?” “Shockingly few,” I admitted.

Suddenly the ground seemed to give way beneath me, and I found myself in quite another region. Within five minutes I went through some such reflections as the following: the loneliness of the human soul is unendurable; nothing can penetrate it except the highest intensity of the sort of love that religious teachers have preached; whatever does not spring from this motive is harmful, or at best useless; it follows that war is wrong, that a public school education is abominable, that the use of force is to be deprecated, and that in human relations one should penetrate to the core of loneliness in each person and speak to that … At the end of those five minutes I had become a completely different person. For a time, a sort of mystic illumination possessed me

Can you believe it? I had a project that was sure to win the silver trophy, not to mention that Miss Green would probably get voted best science teacher, and what happens? She won’t even listen to me. I also had another problem. Miss Green had told me not to come back until I had washed off the green paint. Except it wasn’t green paint, and I didn’t know how to change myself back.

Tibetans are not famed for their perseverance. Full of enthusiasm at the start, and ready for anything new, their interest flags before long. For this reason I kept losing pupils and replacing them, which was not very satisfactory for me. The children of good families whom I taught were without exception intelligent and wide awake, and were not inferior to our children in comprehension. In the Indian schools the Tibetan pupils are ranked for intelligence with Europeans. One must remember that they have to learn the language of their teachers. In spite of that handicap, they are often at the head of the class. There was a boy from Lhasa at St. Joseph's College, at Darjeeling, who was not only the best scholar in the school, but also champion in all the games and sports.

Indian history is the antidote to the pious ethnocentrism of American exceptionalism, the notion that European Americans are God’s chosen people. Indian history reveals that the United States and its predecessor British colonies have wrought great harm in the world. We must not forget this—not to wallow in our wrongdoing, but to understand and to learn, that we might not wreak harm again. We must temper our national pride with critical self-knowledge, suggests historian Christopher Vecsey: “The study of our contact with Indians, the envisioning of our dark American selves, can instill such a strengthening doubt.”124 History through red eyes offers our children a deeper understanding than comes from encountering the past as a story of inevitable triumph by the good guys.

Many attempts have been made in the years since to adopt educational vouchers. With minor exceptions, no one has succeeded in getting a voucher system adopted, thanks primarily to the political power of the school establishment, more recently reinforced by the National Education Association and the American Federation of Teachers, together the strongest political lobbying body in the U.S.

Because this land they live in is a land of missing things. A land stripped of its gold, its rivers, its buffalo, its Indians, its tiger, its jackals, its birds and its green and its living. To move through this land and believe Ba's tales is to see each hill as a burial mound with its own crown of bones. Who could believe that and survive? Who could believe that and keep from looking, as Ba and Sam do, always toward the past? Letting it drag behind them. Letting it make them into fools. And so Lucy fears that unwritten history. Easier to dismiss all Ba's tales as tall ones - because believe, and where does it end? If she believes that tigers live, then does she believe that Indians are hunted and dying? If she believes in fish the size of men, does she believe in men who string up others like linefuls of catch? Easier to avoid that history, unwritten as it is except in the soughing of dry grass, in the marks of lost trails, in the rumors from the mouths of bored men and mean girls, in the cracked patterns of buffalo bone. Easier by far to read the history that Teacher Leigh teaches, those names and dates orderly as bricks, stacked to build a civilization.

Maybe you’ve noticed what I’ve noticed, and thought it strange, or dismissed it as youthful foolishness or that you were missing some critical piece of information that would reveal itself with age and wisdom – that is: every single teacher believes feverishly in the importance of the content of their class, and furthermore, believes that their assessment of you in their class is a direct measure of your capacity for future success, while simultaneously not having a clue as to the content of virtually any other discipline in the school. They will boldly state things like, That’s math, I’m an English teacher or That’s literature, I’m a biology teacher, practically admitting out loud that nothing learned in school is important (except, of course, the course they are teaching).

Henry read it and said, “A story has to have three things. They are a beginning, a middle and an end. They don’t have to be in that order. You can start a story at the end or end it in the middle. There are no rules on that except where you, the author, decide to put all three parts. Your story has a beginning and an end. But it’s good. Go put in a middle and bring it back to me.” I went away encouraged, rewrote the story and returned it to him two days later. Again he looked it over and said, “It’s a good story but it lacks a bullet-between-the-eyes opening. Your stories should always have a knock-’em-dead opening.” Then, looking with exaggerated suspicion around the crime-prone denizens of the room with an exaggerated suspicion, he said loudly, “I don’t mean that literally.

It is foolish to wish for beauty. Sensible people never either desire it for themselves or care about it in others. If the mind be but well cultivated, and the heart well disposed, no one ever cares for the exterior. So said the teachers of our childhood; and so say we to the children of the present day. All very judicious and proper, no doubt; but are such assertions supported by actual experience? We are naturally disposed to love what gives us pleasure, and what more pleasing than a beautiful face--when we know no harm of the possessor at least? A little girl loves her bird--Why? Because it lives and feels; because it is helpless and harmless? A toad, likewise, lives and feels, and is equally helpless and harmless; but though she would not hurt a toad, she cannot love it like the bird, with its graceful form, soft feathers, and bright, speaking eyes. If a woman is fair and amiable, she is praised for both qualities, but especially the former, by the bulk of mankind: if, on the other hand, she is disagreeable in person and character, her plainness is commonly inveighed against as her greatest crime, because, to common observers, it gives the greatest offence; while, if she is plain and good, provided she is a person of retired manners and secluded life, no one ever knows of her goodness, except her immediate connections. Others, on the contrary, are disposed to form unfavourable opinions of her mind, and disposition, if it be but to excuse themselves for their instinctive dislike of one so unfavoured by nature; and visa versa with her whose angel form conceals a vicious heart, or sheds a false, deceitful charm over defects and foibles that would not be tolerated in another. They that have beauty, let them be thankful for it, and make a good use of it, like any other talent; they that have it not, let them console themselves, and do the best they can without it: certainly, though liable to be over-estimated, it is a gift of God, and not to be despised.

Moreover, with the possible exception of high school—level math teachers, there is little evidence that better students make better teachers. Some nations, such as Finland, have been able to build a teaching force made up solely of star students. But other places, such as Shanghai, have made big strides in student achievement without drastically adjusting the demographics of who becomes a teacher.

voluntary obligations Moms and dads teach us things as children. Teachers, mentors, the government, and laws all give us guidelines to navigate life, rules to abide by in the name of accountability and order. I’m not talking about those obligations. I’m talking about the ones we make with ourselves. The YOU versus YOU obligations. Not the societal regulations and expectations that we acknowledge and endow for anyone other than ourselves, these are faith-based responsibilities that we make on our own, the ones that define our constitution and character. They are secrets with our self, personal protocols, private counsel in the court of our own conscience, and while nobody will give us a medal or throw us a party when we abide by them, no one will apprehend us when we don’t, because no one will know, except us.

All the dying that summer began with the death of a child, a boy with golden hair and thick glasses, killed on the railroad tracks outside New Bremen, Minnesota, sliced into pieces by a thousand tons of steel speeding across the prairie toward South Dakota. His name was Bobby Cole. He was a sweet-looking kid and by that I mean he had eyes that seemed full of dreaming and he wore a half smile as if he was just about to understand something you’d spent an hour trying to explain. I should have known him better, been a better friend. He lived not far from my house and we were the same age. But he was two years behind me in school and might have been held back even more except for the kindness of certain teachers. He was a small kid, a simple child, no match at all for the diesel-fed drive of a Union Pacific locomotive. It

the supply of customers and the supply of labor are almost totally under the control of the education establishment. Compulsory attendance laws guarantee a captive audience, except for about 13 percent of American youngsters who attend private schools,5 and official requirements of education courses for permanent tenure keep out the unwanted competition of potential teachers from outside the existing establishment.

The Unknown Citizen by W. H. Auden (To JS/07 M 378 This Marble Monument Is Erected by the State) He was found by the Bureau of Statistics to be One against whom there was no official complaint, And all the reports on his conduct agree That, in the modern sense of an old-fashioned word, he was a saint, For in everything he did he served the Greater Community. Except for the War till the day he retired He worked in a factory and never got fired, But satisfied his employers, Fudge Motors Inc. Yet he wasn't a scab or odd in his views, For his Union reports that he paid his dues, (Our report on his Union shows it was sound) And our Social Psychology workers found That he was popular with his mates and liked a drink. The Press are convinced that he bought a paper every day And that his reactions to advertisements were normal in every way. Policies taken out in his name prove that he was fully insured, And his Health-card shows he was once in hospital but left it cured. Both Producers Research and High-Grade Living declare He was fully sensible to the advantages of the Instalment Plan And had everything necessary to the Modern Man, A phonograph, a radio, a car and a frigidaire. Our researchers into Public Opinion are content That he held the proper opinions for the time of year; When there was peace, he was for peace: when there was war, he went. He was married and added five children to the population, Which our Eugenist says was the right number for a parent of his generation. And our teachers report that he never interfered with their education. Was he free? Was he happy? The question is absurd: Had anything been wrong, we should certainly have heard.

When someone recommends a book to you, you know two things; that it is a good book and you have a good friend. If you listen to everybody, you will be nobody. Judge a man by what he tried, not by what he accomplished. People hate what they know but fear what they don't. A curious mind is never bored. Parents, teachers, and politicians should not be judged by their popularity. People believe in everything except the reality.

There are many, many exceptions, but, in general, it is true that there is scarcely a bishop in Christendom, a priest in the church, a president, a governor, mayor, or legislator in the United States, a college professor or public school teacher who does not in the end stand by War and Ignorance as the main method for the settlement of our pressing human problems. And this despite the fact that they may deny it with their mouths every day.

In my quest in attaining self awareness. I came across something that shocked me, that inflicting pains emotionally, physically and maybe psychologically is one easy process towards attaining glory. I have made decisions that pained me, took some steps that chopped off my legs, stake some highs that brought me down but one thing has always remained my quest for perfection cause my failures didn't pull me down and can never. My failures gave me reasons to see that a part of me is human and the other part is god and until I allow the god part of me to manifest in its full potential I will not amount anything and the most annoying part is that this god part seeks daring, sacrifices, pains and most of all glory for glory ends it all. Every teacher, every spiritual leader, every religious leader knows this. We can not attain glory except by pain. I have accepted mine and glory is on the way.

For 99 percent of the tenure of humans on earth, nobody could read or write. The great invention had not yet been made. Except for firsthand experience, almost everything we knew was passed on by word of mouth. As in the children’s game “Telephone,” over tens and hundreds of generations, information would slowly be distorted and lost. Books changed all that. Books, purchasable at low cost, permit us to interrogate the past with high accuracy; to tap the wisdom of our species; to understand the point of view of others, and not just those in power; to contemplate — with the best teachers — the insights, painfully extracted from Nature, of the greatest minds that ever were, drawn from the entire planet and from all of our history. They allow people long dead to talk inside our heads. Books can accompany us everywhere. Books are patient where we are slow to understand, allow us to go over the hard parts as many times as we wish, and are never critical of our lapses.

The Monday before we left on our trip, I wrote a note to Bonnie Clarke, Patrick’s teacher, telling her Patrick would be missing school on Friday, November 8. I said only that we would be visiting friends in Washington. While Patrick waited in the car-pool line, Mrs. Clarke had asked him whom he was going to see, expecting him to name cousins or other relatives. He had replied, “My mom and I are going to visit Diana.” When I arrived, Mrs. Clarke said, “This is so cute. You won’t believe what Patrick just told me. He said you two were going to see Diana. It couldn’t possibly be true!” Patrick and I both thought Mrs. Clarke was an exceptional teacher, but I was a little miffed that she would think he was fibbing. While I normally never talked about Diana, I couldn’t let it pass. I explained, “Patrick never lies. We are, in fact, going to visit Diana. She was his nanny while we lived in London.” Mrs. Clarke apologized quickly and exclaimed, “Oh! So you’re that American family. I had no idea.

What would have happened if Einstein had advanced something equally new in the sphere of religion or politics? English people would have found elements of Prussianism in his theory; anti-Semites would have regarded it as a Zionist plot; nationalists in all countries would have found it tainted with lily-livered pacifism, and proclaimed it a mere dodge for escaping military service. All the old-fashioned professors would have approached Scotland Yard to get the importation of his writings prohibited. Teachers favourable to him would have been dismissed. He, meantime, would have captured the Government of some backward country, where it would have become illegal to teach anything except his doctrine, which would have grown into a mysterious dogma not understood by anybody. Ultimately the truth or falsehood of his doctrine would be decided on the battlefield, without the collection of any fresh evidence for or against it. This method is the logical outcome of William James’s will to believe.

I thought Marie could handle whatever came along. I thought of her as someone who did whatever she wanted to. That's what she would have said. She skipped school a lot, and when she did come, no one seemed to care what she did. The principals and teachers at school had already given up on Marie. They hardly even saw her, except as some kind of blemish. She could have stood on her head wearing a burlap bag, and nobody would have noticed all that much. They thought she was stupid. She wasn't stupid.

One way to master your mind is to learn to quiet your mind. Without exception, every teacher in this book uses meditation as a daily practice. It wasn’t until I discovered The Secret that I realized how powerful meditation can be. Meditation quiets your mind, helps you control your thoughts, and revitalizes your body. The great news is that you don’t have to set aside hours to meditate. Just three to ten minutes a day to begin with, can be incredibly powerful for gaining control over your thoughts.

Parallel to the idea of the US Constitution as covenant, politicians, journalists, teachers, and even professional historians chant like a mantra that the United States is a “nation of immigrants.” From its beginning, the United States has welcomed—indeed, often solicited, even bribed—immigrants to repopulate conquered territories “cleansed” of their Indigenous inhabitants. From the mid-nineteenth century, immigrants were recruited to work mines, raze forests, construct canals and railroads, and labor in sweatshops, factories, and commercial farm fields. In the late twentieth century, technical and medical workers were recruited. The requirements for their formal citizenship were simple: adhere to the sacred covenant through taking the Citizenship Oath, pledging loyalty to the flag, and regarding those outside the covenant as enemies or potential enemies of the exceptional country that has adopted them, often after they escaped hunger, war, or repression, which in turn were often caused by US militarism or economic sanctions. Yet no matter how much immigrants might strive to prove themselves to be as hardworking and patriotic as descendants of the original settlers, and despite the rhetoric of E pluribus unum, they are suspect. The old stock against which they are judged inferior includes not only those who fought in the fifteen-year war for independence from Britain but also, and perhaps more important, those who fought and shed (Indian) blood, before and after independence, in order to acquire the land. These are the descendants of English Pilgrims, Scots, Scots-Irish, and Huguenot French—Calvinists all—who took the land bequeathed to them in the sacred covenant that predated the creation of the independent United States. These were the settlers who fought their way over the Appalachians into the fertile Ohio Valley region, and it is they who claimed blood sacrifice for their country. Immigrants, to be accepted, must prove their fidelity to the covenant and what it stands for.

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.

My teachers ain’t even know my name,” I say. “I go to an alternative school. It’s real small.” “Damn. Alternative schools is for bad kids. How bad was you?” She turn ‘round to face me. “I wasn’t bad,” she say. “I was at risk!” We both gotta laugh at that shit. Starting in first grade, them teachers took one look at me and started putting me in programs for at-risk kids, then at-risk boys, then at-risk teenagers. Personally, I ain’t never knew what the fuck I was s’posed to be at risk of, except growing up Black, but ain’t no program I know of gonna change that.

Beth had been a middle school science teacher and Joni was a librarian and they both had collections of weird stuff they had found. Bizarre, misspelled letters written by lovelorn eighth graders. Obscene Polaroids left in between the pages of library books. They used to call each other on the phone to share their latest discovery, and Critter had always remained a little off to the side, never feeling quite as sharp or ironic as they were. Critter was an electrician, primarily home repair, and so he didn't usually come across anything except bad wiring and faulty lighting fixtures.

partial exception to this pattern was the Catholic Church, which generally did not require black worshippers to sit in separate pews (although its parochial schools were segregated). Some freedmen abandoned Catholicism for black-controlled Protestant denominations, but others were attracted to it precisely because, a Northern teacher reported from Natchez, “they are treated on terms of equality, at least while they are in church.” And Catholicism retained its hold on large numbers of New Orleans free blacks who, at least on Sunday, coexisted harmoniously with the city’s French and Irish white Catholic population.

Padma, My darling. I have told you countless times that all these rites and rituals are meaningless. I will show you what God is. Just Look into the eyes of your mother Padma, and what you see is God. Look into the heart of a noble man, and what you see is God. Look at the lotus feet of your teacher, and what you see is God. God, as we know, is just a manifestation of our innate insecurity and fear of mortality. I do bow down dutifully before all Gods, but I really do not expect much from anyone. As far as I am concerned, I am yet to see any God in this big, wide and cruel world, except in the eyes of my mother and in feet of my teachers.

Always the teacher, Quigley emphasized the study of tools of analysis to develop a useful epistemology. In epistemology he always retained his belief in the scientific method.6 Quigley’s explanation of scientific method as an analytical tool in the social sciences is original with him only in that he recognized the real limitations of the physical sciences, as opposed to the scientific extremism of Langlois and Seignobos. The scientific method Quigley subscribed to consists of gathering evidence, making a hypothesis, and testing the hypothesis. The laws arising from the use of scientific method in both the physical and social sciences are idealized theories reflecting observed phenomena only approximately, but Quigley felt laws must be based on observation and must be amended to account for any observed anomalies. After these laws were scientifically constructed, Quigley used them as conceptual paradigms to explain historical phenomena through comparison, in contrast to rationally derived laws of the theorists which will not adapt to anomalies of observation. “Theory must agree with phenomena, not vice versa.” 7 Thus, Quigley puts the historian at ease with scientific methods by explaining that physical laws have as many exceptions as the historicists claim historical laws do.

The view was, to say the least, incredible. And the feeling of it all - of being so small and insignificant - was a lot like the feeling I got when Burn and I would stand on the cliff in the mornings and watch the sun kiss the world awake. I felt...unimportant. I felt light, and airy, and free. I felt like nothing mattered - not my grades, not my college future, not my awful spying on the Blackthorns - nothing. I'd done nothing wrong up here. I had no responsibilities up here - not to Dad, not to Mom, not even to myself. For a few minutes, I felt untouchable. Nothing could get me in the sky, not even my problems. I watched the sun as I fell. So what, I thought, if Mom and Dad divorced? Would it really be the end of the world? This was the world - this huge thing below me, reduced to nothing more than toy-like dioramas of forests and towns. There were a hundred million problems waiting for me when I landed, but when you got high enough, all those problems seemed so small and insignificant. The sun didn't care about divorce. The sky didn't care about grades. No one cared, except me and the people in the below-world. I wasn’t a scholarshipper up here; I wasn’t a teacher’s pet, a wannabe psychologist, a girl who left her friends behind, or an attempted good-daughter. I was just…me.

Jill, a comprehensive school teacher in her early thirties, has put her dark past behind her to become a lady in control of her own life. Successful in her career, soon to be divorced and with no emotional ties, she is content. Except that one morning, while trying to find work for a recalcitrant Year 9 class, she finds herself in a dark and murky street in Victorian England. The image soon disappears and she is back in the classroom, but the children she was teaching have gone and so has an hour of her life. Soon Jill finds herself living two parallel lives, one as a teacher and the other as a Victorian governess. And this is just the beginning

Newt Gingrich, Reagan reflected, had never in his life fit properly into a suit. He still looked like the fat, despised, teacher’s-pet, suck-up junior debating whiz who was going to fall apart in his senior year, except he was now fifty years past it. Back when I was alive, he had that same querulous expression of a guy who didn’t understand two big things:
 1. being smart doesn’t make you popular, and 2. even if it did, he isn’t smart enough for it to work for him. He remembered trying to explain it to Nancy, who had told him that, “Ronnie, granted that Newt is sometimes irritating, you have to admit he’s brighter than most Congressmen—” “So is every horse out at Rancho del Cielo, Mommy, and half the rocks for that matter,” he’d said.

States. It was not easy for Chinese to get into the country. In 1882 Congress had passed a law suspending the entry of Chinese laborers and “all persons of the Chinese race” except officials, teachers, students, tourists, and merchants, at the same time formally prohibiting the naturalization of Chinese. The 1882 Act was the culmination of decades of anti-Chinese propaganda and discrimination. In 1852 California Governor John Bigler described Chinese immigrants as “contract coolies, avaricious, ignorant of moral obligations, incapable of being assimilated and dangerous to the welfare of the state.” In 1854 the California Supreme Court reversed the conviction of a white man for killing a Chinese miner by invoking Section 14 of the California Criminal Act, which specified that “no Black or mulatto person, or Indian shall be allowed to give evidence in favor of, or against a white man.” In support of the decision Chief Justice Hugh Murray declared that “to let Chinese testify in a court of law would admit them to all the equal rights of citizenship. And then we might see them at the polls, in the jury box, upon the bench, and in our legislative halls.” In 1879 the California State constitution prohibited corporations and municipal works from hiring Chinese and authorized cities to remove Chinese from their boundaries.1 My father never told us how he got around the restrictions of the Exclusion Act, and we knew better than to probe because it was generally understood that the distinction between being here legally and illegally was a shadowy one.

49While he was still speaking, someone from  zthe ruler’s house came and said, “Your daughter is dead;  ado not trouble  bthe Teacher any more.” 50But Jesus on hearing this answered him, “Do not fear; only believe, and she will be well.” 51And when he came to the house, he allowed no one to enter with him, except  cPeter and  dJohn and James, and the father and mother of the child. 52And all were weeping and  emourning for her, but he  fsaid, “Do not weep, for  gshe is not dead but  hsleeping.” 53And they laughed at him, knowing that she was dead. 54But  itaking her by the hand he called, saying, “Child,  jarise.” 55And  kher spirit returned, and she got up at once. And he directed that something should be given her to eat. 56And her parents were amazed, but  lhe charged them to tell no one what had happened.

I cannot say that your letter of today was the least bit useful or necessary to me. Only I assure you that your saying your belief in me was shaken and all that leaves me pretty indifferent - you are no exception in this as far as certain others are concerned. I let people say of me and think of me whatever they like and treat me just as they like - that is their business; I am not obligated to listen to their everlasting drivel. My parents, my teachers, Messrs. Goupil & Co., and furthermore all kinds of friends and acquaintances have said so many unpleasant things to me for my own good and with the best intentions that in the end the burden has become a little too heavy for me; and since I let people talk without paying any attention to it, I have not fallen off, my friend - this much I think I know for sure.

Chess worked for a wholesale grocery firm. He had thought of being a history teacher, but his father had persuaded him that teaching was no way to support a wife and get on in the world. His father had helped him get this job but told him that once he got in he was not to expect any favors. He didn’t. He left the house before it was light, during this first winter of our marriage, and came home after dark. He worked hard, not asking that the work he did fit in with any interests he might have had or have any purpose to it that he might have once honored. No purpose except to carry us both toward that life of lawnmowers and freezers which we believed we had no mind for. I might marvel at his submission, if I thought about it. His cheerful, you might say gallant, submission. But then, I thought, it’s what men do.

WHY DID YOU TELL PEOPLE MY ESSAY WASN’T TRUE?” “I don’t know,” he said, breaking out in a sweat. “Because I don’t believe it. I don’t believe anyone could be so well adjusted.” She typed. “WHY NOT?” “You said you look at your friends’ lives and feel like your own is better, which is fine, except that you don’t have any friends.” “HOW DO YOU KNOW THAT?” “I sit behind you. I notice things.” “WHAT KIND OF THINGS?” “It’s not your fault that you don’t have any friends. You always have an aide with you. No one is going to be themselves when there’s a teacher standing right there. Plus, you talked about parties and dances, but I don’t think you’ve even been to any, so how would you know what you’re not sorry to be missing?” He kept going. He started saying too much, telling her all the things he’d noticed—that she never said hi to other kids, that she never answered questions when people asked her things before class. “I’m not pretending I’m Mr. Popularity or anything. I’m just saying you’ve got this whole message that doesn’t seem believable. To me, anyway.” “I CAN’T BELIEVE YOU’RE SAYING THIS.” Her facial expressions were impossible to read. He couldn’t tell how mad she was. Probably pretty mad. “I’m sorry. You’re right. I shouldn’t have said anything. It’s none of my business. Like, none at all. I don’t know why I just said all that. I had this theory that you’re trying to be a certain kind of person, and that must be hard. But God, I’m hardly one to talk. So let’s forget the whole thing. Please. I’m sorry.” It startled him when her machine blurted out a single word. “NO!” “No what?” “DON’T BE SORRY. YOU’RE RIGHT. MY GOSH, I CAN’T BELIEVE HOW RIGHT YOU ARE.

It was often like this with her: never stepping out of her quiet comfort zone except for someone else’s perceived need; changing the subject whenever her circle of human friends grew too cruel to one another; thanking a teacher for their lesson if that teacher seemed down; giving up her locker for a more inconvenient location so two best friends could be neighbors; smiling a certain smile that never surfaced for her contented friends, only revealing itself to someone who was hurting. Little things that none of her acquaintances or admirers ever seemed to see. Through all these little things, I was able to add the most important quality to my list, the most revealing of them all, as simple as it was rare. Bella was good. All the other things added up to that whole: Kind and self-effacing and unselfish and brave—she was good through and through.

As a society we are only now getting close to where Dogen was eight hundred years ago. We are watching all our most basic assumptions about life, the universe, and everything come undone, just like Dogen saw his world fall apart when his parents died. Religions don’t seem to mean much anymore, except maybe to small groups of fanatics. You can hardly get a full-time job, and even if you do, there’s no stability. A college degree means very little. The Internet has leveled things so much that the opinions of the greatest scientists in the world about global climate change are presented as being equal to those of some dude who read part of the Bible and took it literally. The news industry has collapsed so that it’s hard to tell a fake headline from a real one. Money isn’t money anymore; it’s numbers stored in computers. Everything is changing so rapidly that none of us can hope to keep up. All this uncertainty has a lot of us scrambling for something certain to hang on to. But if you think I’m gonna tell you that Dogen provides us with that certainty, think again. He actually gives us something far more useful. Dogen gives us a way to be okay with uncertainty. This isn’t just something Buddhists need; it’s something we all need. We humans can be certainty junkies. We’ll believe in the most ridiculous nonsense to avoid the suffering that comes from not knowing something. It’s like part of our brain is dedicated to compulsive dot-connecting. I think we’re wired to want to be certain. You have to know if that’s a rope or a snake, if the guy with the chains all over his chest is a gangster or a fan of bad seventies movies. Being certain means being safe. The downfall is that we humans think about a lot of stuff that’s not actually real. We crave certainty in areas where there can never be any. That’s when we start in with believing the crazy stuff. Dogen is interesting because he tries to cut right to the heart of this. He gets into what is real and what is not. Probably the main reason he’s so difficult to read is that Dogen is trying to say things that can’t actually be said. So he has to bend language to the point where it almost breaks. He’s often using language itself to show the limitations of language. Even the very first readers of his writings must have found them difficult. Dogen understood both that words always ultimately fail to describe reality and that we human beings must rely on words anyway. So he tried to use words to write about that which is beyond words. This isn’t really a discrepancy. You use words, but you remain aware of their limitations. My teacher used to say, “People like explanations.” We do. They’re comforting. When the explanation is reasonably correct, it’s useful.

Preface WITH THE ADVENT OF multiple modern English translations of the Bible being published over the last fifty years, Christians have come to realize that there can be a wide range of meanings and renderings of various words from the Bible in the original language. As a Hebrew teacher and student of ancient languages one of the most common questions I get is, “What is the best translation?” This is usually followed by the question, “Which translation is the closest to the original Biblical language?” The answer I give to both questions is, “All of them.” With few exceptions, every translation and paraphrase of the Bible is done with much scholarship and prayer by the translators. Every translator is convinced that he or she has presented the best renderings for each word and firmly believes they have given the rendering that is closest to the original language. So we now ask the question as to why there are

History is written by the victors, which means we should question the version of history that has been handed down to us—by teach-ers, the media, and authority figures. The victors certainly have not labeled themselves or the people they descended from who arrived on this land without papers or permission as the very first "illegal aliens." In-stead, we are taught that this is a land that welcomes immigrants (pássive indigenous people just wanting to share...), a place where the idea that we are all created equal is a self-evident truth (though written during slavery), that we are each endowed with unalienable rights (except voting, if you were a woman, till 1920), including life, liberty, and the pursuit of happiness. Perhaps the most important document for immigrants in this country, the Declaration of Independence, says we all have a right to exist and to fight for our existence (but mostly if you were a white man).

But the old traditions of sectarian misdirection still in spite of a certain advance in technical efficiency, cripple and distort the general mind. "All that has been changed," cry indignant teachers under criticism. But the evidence that this teaching of theirs still fails to produce a public that is alert, critical, and capable of vigorous readjustment in the face of overwhelming danger, is to be seen in the newspapers that satisfy the Tewler public, the arguments and slogans that appeal to it, the advertisements that succeed with it, the stuff it swallows. It is a press written by Homo Tewler for Homo Tewler all up and down the scale. The Times Tewler, the Daily Mail Tewler, the Herald, the Tribune, the Daily Worker; there is no difference except a difference in scale and social atmosphere. Through them all ran the characteristic Tewler streak of willful ignorance, deliberate disingenuousness, and self-protective illusion.

(...) The spirit was the inculcation of the message of Calvinism, and obedience to the theocratic despotism which he had established. Calvin combined within himself political dictator and religious teacher. To Calvin, nothing mattered, no liberty or right was important, except his doctrine and its supremacy. Calvin's doctrine held that the support of Calvinism is the end and object of the State, and that this involves maintaining purity of doctrine and strict austerity in the behavior of the people. Only a small minority on earth are the "elect" (chief of whom is Calvin), and the rest are a mass of sinners who must be coerced by the sword, with the conquerors imposing Calvinist faith on the subjects. He did not favor killing all heretics. Catholics and Jews would be allowed to live, but all Protestants other than Calvinists must be killed. In some cases, however, he changed his position and advocated the severest punishment for Catholics as well.

In the land of Uz, there lived a man, righteous and God-fearing, and he had great wealth, so many camels, so many sheep and asses, and his children feasted, and he loved them very much and prayed for them. 'It may be that my sons have sinned in their feasting.' Now the devil came before the Lord together with the sons of God, and said to the Lord that he had gone up and down the earth and under the earth. 'And hast thou considered my servant Job?' God asked of him. And God boasted to the devil, pointing to his great and holy servant. And the devil laughed at God's words. 'Give him over to me and Thou wilt see that Thy servant will murmur against Thee and curse Thy name.' And God gave up the just man He loved so, to the devil. And the devil smote his children and his cattle and scattered his wealth, all of a sudden like a thunderbolt from heaven. And Job rent his mantel and fell down upon the ground and cried aloud, 'Naked came I out of my mother's womb, and naked shall I return into the earth; the Lord gave and the Lord has taken away. Blessed be the name of the Lord for ever and ever.' Fathers and teachers, forgive my tears now, for all my childhood rises up again before me, and I breathe now as I breathed then, with the breast of a little child of eight, and I feel as I did then, awe and wonder and gladness. The camels at that time caught my imagination, and Satan, who talked like that with God, and God who gave His servant up to destruction, and His servant crying out: 'Blessed be Thy name although Thou dost punish me,' and then the soft and sweet singing in the church: 'Let my prayer rise up before Thee,' and again incense from the priest's censer and the kneeling and the prayer. Ever since then - only yesterday I took it up - I've never been able to read that sacred tale without tears. And how much that is great, mysterious and unfathomable there is in it! Afterwards I heard the words of mockery and blame, proud words, 'How could God give up the most loved of His saints for the diversion of the devil, take from him his children, smite him with sore boils so that he cleansed the corruption from his sores with a pot-sherd - and for no object except to board to the devil! 'See what My saint can suffer for My Sake.' ' But the greatness of it lies just in the fact that it is a mystery - that the passing earthly show and the eternal verity are brought together in it. In the face of the earthly truth, the eternal truth is accomplished. The Creator, just as on the first days of creation He ended each day with praise: 'That is good that I have created,' looks upon Job and again praises His creation. And Job, praising the Lord, serves not only Him but all His creation for generations and generations, and for ever and ever, since for that he was ordained. Good heavens, what a book it is, and what lessons there are in it! What a book the Bible is, what a miracle, what strength is given with it to man! It is like a mold cast of the world and man and human nature, everything is there, and a law for everything for all the ages. And what mysteries are solved and revealed! God raises Job again, gives him wealth again. Many years pass by, and he has other children and loves them. But how could he love those new ones when those first children are no more, when he has lost them? Remembering them, how could he be fully happy with those new ones, however dear the new ones might be? But he could, he could. It's the great mystery of human life that old grief passes gradually into quiet, tender joy. The mild serenity of age takes the place of the riotous blood of youth. I bless the rising such each day, and, as before, my heart sings to meet it, but now I love even more its setting, its long slanting rays and the soft, tender, gentle memories that come with them, the dear images from the whole of my long, happy life - and over all the Divine Truth, softening, reconciling, forgiving!

Less is not known as a teacher, in the same way Melville was not known as a customs inspector. And yet both held the respective positions. Though he was once an endowed chair at Robert’s university, he has no formal training except the drunken, cigarette-filled evenings of his youth, when Robert’s friends gathered and yelled, taunted, and played games with words. As a result, Less feels uncomfortable lecturing. Instead, he re-creates those lost days with his students. Remembering those middle-aged men sitting with a bottle of whiskey, a Norton book of poetry, and scissors, he cuts up a paragraph of Lolita and has the young doctoral students reassemble the text as they desire. In these collages, Humbert Humbert becomes an addled old man rather than a diabolical one, mixing up cocktail ingredients and, instead of confronting the betrayed Charlotte Haze, going back for more ice. He gives them a page of Joyce and a bottle of Wite-Out—and Molly Bloom merely says “Yes.” A game to write a persuasive opening sentence for a book they have never read (this is difficult, as these diligent students have read everything) leads to a chilling start to Woolf’s The Waves: I was too far out in the ocean to hear the lifeguard shouting, “Shark! Shark!” Though the course features, curiously, neither vampires nor Frankenstein monsters, the students adore it. No one has given them scissors and glue sticks since they were in kindergarten. No one has ever asked them to translate a sentence from Carson McCullers (In the town there were two mutes, and they were always together) into German (In der Stadt gab es zwei Stumme, und sie waren immer zusammen) and pass it around the room, retranslating as they go, until it comes out as playground gibberish: In the bar there were two potatoes together, and they were trouble. What a relief for their hardworking lives. Do they learn anything about literature? Doubtful. But they learn to love language again, something that has faded like sex in a long marriage. Because of this, they learn to love their teacher.

No one called him Fai except his grandmother. What sort of name is Frank? she would scold. That is not a Chinese name. I’m not Chinese, Frank thought, but he didn’t dare say that. His mother had told him years ago: There is no arguing with Grandmother. It’ll only make you suffer worse. She’d been right. And now Frank had no one except his grandmother. Thud. A fourth arrow hit the fence post and stuck there, quivering. “Fai,” said his grandmother. Frank turned. She was clutching a shoebox-sized mahogany chest that Frank had never seen before. With her high-collared black dress and severe bun of gray hair, she looked like a school teacher from the 1800s. She surveyed the carnage: her porcelain in the wagon, the shards of her favorite tea sets scattered over the lawn, Frank’s arrows sticking out of the ground, the trees, the fence posts, and one in the head of a smiling garden gnome. Frank thought she would yell, or hit him with the box. He’d never done anything this bad before. He’d never felt so angry. Grandmother’s face was full of bitterness and disapproval. She looked nothing like Frank’s mom. He wondered how his mother had turned out to be so nice—always laughing, always gentle. Frank couldn’t imagine his mom growing up with Grandmother any more than he could imagine her on the battlefield—though the two situations probably weren’t that different. He waited for Grandmother to explode. Maybe he’d be grounded and wouldn’t have to go to the funeral. He wanted to hurt her for being so mean all the time, for letting his mother go off to war, for scolding him to get over it. All she cared about was her stupid collection. “Stop this ridiculous behavior,” Grandmother said. She didn’t sound very irritated. “It is beneath you.” To Frank’s astonishment, she kicked aside one of her favorite teacups. “The car will be here soon,” she said. “We must talk.” Frank was dumbfounded. He looked more closely at the mahogany box. For a horrible moment, he wondered if it contained his mother’s ashes, but that was impossible. Grandmother had told him there would be a military burial. Then why did Grandmother hold the box

Yes, there is a human nature and that human nature is build for love and contact. It is build for connection, it is build for mutual protection, it is build for mutual aid. And when we rear people in base of all society on the lines that transgress those needs, we're gonna get exactly what we have today. Which is a society which is increasingly conflicted, increasingly fractured, increasingly disconnected and where human pathology is, despite all the advances of medicine, chronic human pathology is on the rise. Western medicine does not recognize that the pathologies are manifestations of our life, that diseases don't have a life of their own, that diseases express the life of the individual. And if that individual's life is changed, so can the disease in many, many cases. And furthermore, that human beings have an innate healing capacity. There is a healing capacity in all living beings, plant or animal. And along with the wonders and contributions of Western medicine we could do so much more if we actually respected and evoked and encouraged that healing capacity that is within the individual, which is very much connected to the emergence of the true self. Now, for that, you need the truth. That means, we actually have to look at what is going on. And there is so much denial in this society. My own profession is a prime example. The average doctor does not hear the information I gave you about asthma. They couldn't explain it, even though the physiology is straightforward. For all the trauma in this society, the average physician does not hear the word "trauma" in all their years of training. Not that they don't get a lecture, not that they don't get a course, they don't even hear the word, except in the physical sense, physical trauma. Teachers are not taught that the human child's brain is still developing and that the conditions for healthy brain development is the presence of nurturing and responsive adults. And that schools are not knowledge factories, they are places where human development needs to be nurtured. That's a very different proposition for an educational system. And the courts don't get it. The courts think that if a human is behaving badly, it is a choice they're making, therefore they need to be punished. For some strange reason, certain minority groups have to be punished more than the average, like in my country 5% of the population is native, and they are 25% of the jail population now. And of course when we ask the question if the science is straightforward — as I believe it to be — and the conclusions are as clear as I believe them to be, why don't we just embrace it and follow it and do something about it? Well.. the reason for that is obvious, because if everything I just said happens to be true, which I firmly believe to be true, and if it is.. everything would have to change. How we teach parents would have to change, how we treat family would have to change, how we support young parents would have to change, how we pass laws, how we educate people, how we run the economy. We have to do something different. Getting to that something different has to begin with an inquiry and I hope I've said enough to encourage you to continue on that path of inquiry.

(...) To discuss such, ah, personal matters on the air, especially in an educational setting, is really quite in poor taste.” (...) Dr. Guinn clears his throat. “I meant your discussion about . . . feminine hygiene.” It takes me a minute to understand. “Are you trying to say that tampons aren’t allowed on the morning announcements?” Dr. Guinn studies me for a moment. (...) “I’m just trying to ensure that this is an environment where everyone feels comfortable.” Look, I get it. Tampons are embarrassing. Periods are embarrassing. (...) The whole specific business with the bleeding, though, is still not cool, except in certain woke corners of the internet. (...) But it’s weird to have Dr. Guinn tell me how embarrassing periods are. The man has never had one in his life—why does he get to have an opinion about it? “Could it be,” I say, in as conciliatory a tone as I can manage, “that maybe it’s not an environment where everyone feels comfortable . . . if we’re not allowed to talk publicly about something that is a normal, healthy part of life for every menstruating student and teacher at Willoughby?

Okay, so I shouldn't have fucked with her on the introduction thing. Writing nothing except, Saturday night. You and me. Driving lessons and hot sex ... in her notebook probably wasn't the smartest move. But I was itching to make Little Miss Perfecta stumble in her introduction of me. And stumbling she is. "Miss Ellis?" I watch in amusement as Perfection herself looks up at Peterson. Oh, she's good. This partner of mine knows how to hide her true emotions, something I recognize because I do it all the time. "Yes?" Brittany says, tilting her head and smiling like a beauty queen. I wonder if that smile has ever gotten her out of a speeding ticket. "It's your turn. Introduce Alex to the class." I lean an elbow on the lab table, waiting for an introduction she has to either make up or fess up she knows less than crap about me. She glances at my comfortable position and I can tell from her deer-in-the-headlights look I've stumped her. "This is Alejandro Fuentes," she starts, her voice hitching the slightest bit. My temper flares at the mention of my given name, but I keep a cool facade as she continues with a made-up introduction. "When he wasn't hanging out on street corners and harassing innocent people this summer, he toured the inside of jails around the city, if you know what I mean. And he has a secret desire nobody would ever guess." The room suddenly becomes quiet. Even Peterson straightens to attention. Hell, even I'm listening like the words coming out of Brittany's lying, pink-frosted lips are gospel. "His secret desire," she continues, "is to go to college and become a chemistry teacher, like you, Mrs. Peterson." Yeah, right. I look over at my friend Isa, who seems amused that a white girl isn't afraid of giving me smack in front of the entire class. Brittany flashes me a triumphant smile, thinking she's won this round. Guess again, gringa. I sit up in my chair while the class remains silent. "This is Brittany Ellis," I say, all eyes now focused on me. "This summer she went to the mall, bought new clothes so she could expand her wardrobe, and spent her daddy's money on plastic surgery to enhance her, ahem, assets." It might not be what she wrote, but it's probably close enough to the truth. Unlike her introduction of me. Chuckles come from mis cuates in the back of the class, and Brittany is as stiff as a board beside me, as if my words hurt her precious ego. Brittany Ellis is used to people fawning all over her and she could use a little wake-up call. I'm actually doing her a favor. Little does she know I'm not finished with her intro. "Her secret desire," I add, getting the same reaction as she did during her introduction, "is to date a Mexicano before she graduates." As expected, my words are met by comments and low whistles from the back of the room. "Way to go, Fuentes," my friend Lucky barks out. "I'll date you, mamacita, " another says. I give a high five to another Latino Blood named Marcus sitting behind me just as I catch Isa shaking her head as if I did something wrong. What? I'm just having a little fun with a rich girl from the north side. Brittany's gaze shifts from Colin to me. I take one look at Colin and with my eyes tell him game on. Colin's face instantly turns bright red, resembling a chile pepper. I have definitely invaded his territory.

My grades were dropping. My grades aren’t too good to begin with, but they’re pretty stable. Your average C work with an occasional B or D thrown in. I’ve been known to fail tests, but when I dropped to a solid D average, no one seemed surprised or even said anything and that surprised me. Ordinarily, my parents would have hit the roof, and my teachers would have called me in for conferences. They’d have said things like, “We know you can do better. You’re a smart girl. You have a high I.Q.” (That’s true. I do.) Or, “We know you can do better. You’re Janine’s sister.” That was the killer. It was also the point. I’m Janine’s sister, not Janine. Anyway, except for feeling tired all the time, I wasn’t sure why my grades had gone down. I did my homework more often than usual. I read all the chapters that were assigned to us. But I’ll admit that it was hard to concentrate. Maybe that was because suddenly it had become hard not to think about Mimi. For awhile, I tried to shut her out of my mind. Now I couldn’t. But why didn’t someone say something to me? Why did they let my grades slide? Just because Mimi had died? Mimi would have wanted me to do well in school, if I could.

teacher in class. “The Divorce Fantasy will never happen,” I mumble finally, staring at my fingernails. “The Divorce Fantasy will never happen,” he repeats with emphasis. “The judge will never read a two-hundred-page dossier on Daniel’s shortcomings aloud in court, while a crowd jeers at your ex-husband. He will never start his summing up, ‘Ms. Graveney, you are a saint to have put up with such an evil scumbag and I thus award you everything you want.’ ” I can’t help coloring. That is pretty much my Divorce Fantasy. Except in my version, the crowd throws bottles at Daniel too. “Daniel will never admit to being wrong,” Barnaby presses on relentlessly. “He’ll never stand in front of the judge, weeping and saying, ‘Fliss, please forgive me.’ The papers will never report your divorce with the headline: TOTAL SHIT ADMITS FULL SHITTINESS IN COURT.” I can’t help half-snorting with laughter. “I do know that.” “Do you, Fliss?” Barnaby sounds skeptical. “Are you sure about that? Or are you still expecting him to wake up one day and realize all the bad things he’s done? Because you have to understand, Daniel will never realize anything. He’ll never confess to being a terrible human being. I could spend a thousand hours on this case, it would still never happen.

In 1937, Gunda Lawrence, a teacher and homemaker from South Dakota, lay close to death from abdominal cancer. Doctors at the Mayo Clinic in Minnesota had given her three months to live. Luckily, Mrs. Lawrence had two exceptional and devoted sons—John, a gifted physician, and Ernest, one of the most brilliant physicists of the twentieth century. Ernest was head of the new Radiation Laboratory at the University of California at Berkeley and had just invented the cyclotron, a particle accelerator that generated massive amounts of radioactivity as a side effect of energizing protons. They had in effect the most powerful X-ray machine in the country at their disposal, capable of generating a million volts of energy. Without any certainty what the consequences would be—no one had ever tried anything remotely like this on humans before—the brothers aimed a deuteron beam directly into their mother’s belly. It was an agonizing experience, so painful and distressing to poor Mrs. Lawrence that she begged her sons to let her die. “At times I felt very cruel in not giving in,” John recorded later. Happily, after a few treatments, Mrs. Lawrence’s cancer went into remission and she lived another twenty-two years. More important, a new field of cancer treatment had been born.

eyes. “It was a famous tragedy in Dutch history,” my mother was saying. “A huge part of the town was destroyed.” “What?” “The disaster at Delft. That killed Fabritius. Did you hear the teacher back there telling the children about it?” I had. There had been a trio of ghastly landscapes, by a painter named Egbert van der Poel, different views of the same smouldering wasteland: burnt ruined houses, a windmill with tattered sails, crows wheeling in smoky skies. An official looking lady had been explaining loudly to a group of middle-school kids that a gunpowder factory exploded at Delft in the 1600s, that the painter had been so haunted and obsessed by the destruction of his city that he painted it over and over. “Well, Egbert was Fabritius’s neighbor, he sort of lost his mind after the powder explosion, at least that’s how it looks to me, but Fabritius was killed and his studio was destroyed. Along with almost all his paintings, except this one.” She seemed to be waiting for me to say something, but when I didn’t, she continued: “He was one of the greatest painters of his day, in one of the greatest ages of painting. Very very famous in his time. It’s sad though, because maybe only five or six paintings survived, of all his work. All the rest of it is lost—everything he ever did.

I remember, for example, the time at prep school when I was chosen for the under nines’ rugby team. Well, to be more accurate, I was chosen to be linesman, as I wasn’t good enough for the actual team. Anyway, it was a cold, miserable winter’s day, and there were no spectators out watching, which was uncommon. (Normally, at least a few boys or teachers would come out to watch the school matches.) But on this cold, blustery day the touchlines were deserted, except for one lone figure. It was my dad, standing in the rain, watching me, his son, perform my linesman duties. I felt so happy to see him, but also felt guilty. I mean, I hadn’t even made the team and here he was to watch me run up and down waving a silly flag. Yet it meant the world to me. When the halftime whistle blew it was my big moment. On I ran to the pitch, the plate of oranges in my hands, with Dad applauding from the touchline. Lives are made in such moments. Likewise, I remember Dad playing in the fathers-and-sons cricket match. All the other fathers were taking it very seriously, and then there was Dad in an old African safari hat, coming in to bat and tripping over his wicked--out for a duck. I loved that fun side of Dad, and everyone else seemed to love him for it as well. To be a part of that always made me smile.

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

17 uAnd as he was setting out on his journey, a man ran up and  vknelt before him and asked him, “Good Teacher, what must I do to  winherit eternal life?” 18And Jesus said to him, “Why do you call me good? No one is good except God alone. 19You know the commandments:  x‘Do not murder, Do not commit adultery, Do not steal, Do not bear false witness, Do not defraud, Honor your father and mother.’” 20And he said to him, “Teacher,  yall these I have kept from my youth.” 21And Jesus,  zlooking at him,  aloved him, and said to him, “You lack one thing: go,  bsell all that you have and give to the poor, and you will have  ctreasure in heaven; and come, follow me.” 22 dDisheartened by the saying, he went away sorrowful, for he had great possessions. 23And Jesus  elooked around and said to his disciples,  f“How difficult it will be for those who have wealth to enter  gthe kingdom of God!” 24And the disciples  hwere amazed at his words. But Jesus said to them again,  i“Children,  jhow difficult it is [2] to enter  gthe kingdom of God! 25It is easier for a camel to go through the eye of a needle than for a rich person to enter  gthe kingdom of God.” 26And they were exceedingly astonished, and said to him, [3] “Then who can be saved?” 27Jesus  klooked at them and said,  l“With man it is impossible, but not with God. For all things are possible with God.

(...) To discuss such, ah, personal matters on the air, especially in an educational setting, is really quite in poor taste.” “It wasn’t that personal,” I say. “Everyone who’s been on social media knows what happened with the 'Bugle' stuff. Also, you know, my locker still says FEMINAZI.” Dr. Guinn clears his throat. “I meant your discussion about . . . feminine hygiene.” It takes me a minute to understand. “Are you trying to say that tampons aren’t allowed on the morning announcements?” Dr. Guinn studies me for a moment. (...) “I’m just trying to ensure that this is an environment where everyone feels comfortable.” Look, I get it. Tampons are embarrassing. Periods are embarrassing. PMS, for some reason, is not, but that’s because it has somehow become a synonym for being in a bad mood while female. The whole specific business with the bleeding, though, is still not cool, except in certain woke corners of the internet. (...) But it’s weird to have Dr. Guinn tell me how embarrassing periods are. The man has never had one in his life—why does he get to have an opinion about it? “Could it be,” I say, in as conciliatory a tone as I can manage, “that maybe it’s not an environment where everyone feels comfortable . . . if we’re not allowed to talk publicly about something that is a normal, healthy part of life for every menstruating student and teacher at Willoughby?

Study Questions Define the terms deaf and hard of hearing. Why is it important to know the age of onset, type, and degree of hearing loss? What is the primary difference between prelingual and postlingual hearing impairments? List the four major types of hearing loss. Describe three different types of audiological evaluations. What are some major areas of development that are usually affected by a hearing impairment? List three major causes of hearing impairment. What issues are central to the debate over manual and oral approaches? Define the concept of a Deaf culture. What is total communication, and how can it be used in the classroom? Describe the bilingual-bicultural approach to educating pupils with hearing impairments. In what two academic areas do students with hearing impairments usually lag behind their classmates? Why is early identification of a hearing impairment critical? Why do professionals assess the language and speech abilities of individuals with hearing impairments? List five indicators of a possible hearing loss in the classroom. What are three indicators in children that may predict success with a cochlear implant? Identify five strategies a classroom teacher can use to promote communicative skills and enhance independence in the transition to adulthood. Describe how to check a hearing aid. How can technology benefit individuals with a hearing impairment?

But . . . but . . . my Muslim friends tell me Islam is peaceful! Your Muslim friends may indeed be peaceful and reject these teachings. Or they may not know about them, because their teachers did not emphasize them. Or, they may be lying. It’s unfortunate, but true: Islam is the only major religion with a developed doctrine of deception. Many believe this doctrine, called taqiyya, is exclusively Shi’ite, but actually it is founded upon Koranic passages. Chief among these is this one: “Let not the believers take for friends or helpers unbelievers rather than believers. If any do that, in nothing will there be help from Allah; except by way of precaution, that ye may guard yourselves from them” (3:28). Ibn Kathir explains that in this verse, “Allah prohibited His believing servants from becoming supporters of the disbelievers, or to take them as comrades with whom they develop friendships, rather than the believers.” However, exempted from this rule were            those believers who in some areas or times fear for their safety from the disbelievers. In this case, such believers are allowed to show friendship to the disbelievers outwardly, but never inwardly. For instance, Al-Bukhari recorded that Abu Ad-Darda’ said, “We smile in the face of some people although our hearts curse them.” Al-Bukhari said that Al-Hasan said, “The Tuqyah [taqiyyah] is allowed until the Day of Resurrection.

...[T]hough the whole point of his "Current Shorthand" is that it can express every sound in the language perfectly, vowels as well as consonants, and that your hand has to make no stroke except the easy and current ones with which you write m, n, and u, l, p, and q, scribbling them at whatever angle comes easiest to you, his unfortunate determination to make this remarkable and quite legible script serve also as a Shorthand reduced it in his own practice to the most inscrutable of cryptograms. His true objective was the provision of a full, accurate, legible script for our noble but ill-dressed language; but he was led past that by his contempt for the popular Pitman system of Shorthand, which he called the Pitfall system. The triumph of Pitman was a triumph of business organization: there was a weekly paper to persuade you to learn Pitman: there were cheap textbooks and exercise books and transcripts of speeches for you to copy, and schools where experienced teachers coached you up to the necessary proficiency. Sweet could not organize his market in that fashion. He might as well have been the Sybil who tore up the leaves of prophecy that nobody would attend to. The four and six-penny manual, mostly in his lithographed handwriting, that was never vulgarly advertized, may perhaps some day be taken up by a syndicate and pushed upon the public as The Times pushed the Encyclopaedia Britannica; but until then it will certainly not prevail against Pitman.

Given that at all times, so long as there have been human beings, there have also been herds of human beings (racial groups, communities, tribes, peoples, states, churches) and always a great many followers in relation to the small number of those issuing orders - and taking into consideration also that so far nothing has been better and longer practised and cultivated among human beings than obedience, we can reasonably assume that typically now the need for obedience is inborn in each individual, as a sort of formal conscience which states "You are to do something or other without conditions, and leave aside something else without conditions," in short, "Thou shalt." This need seeks to satisfy itself and to fill its form with some content. Depending on its strength, impatience, and tension, it seizes on something, without being very particular, like a coarse appetite, and accepts what someone or other issuing commands - parents, teachers, laws, class biases, public opinion - shouts in people's ears. The curiously limitation of human development - the way it hesitates, takes so long, often regresses, and turns around on itself - is based on the fact that the herd instinct of obedience is passed on best and at the expense of the art of commanding. If we imagine this instinct at some point striding right to its ultimate excess, then there would finally be a total lack of commanders and independent people, or they would suffer inside from a bad conscience and find it necessary first to prepare a deception for themselves in order to be able to command, as if they, too, were only obeying orders. This condition is what, in fact, exists nowadays in Europe: I call it the moral hypocrisy of those in command. They don't know how to protect themselves from their bad conscience except by behaving as if they were carrying out older or higher orders (from ancestors, the constitution, rights, law, or even God), or they even borrow herd maxims from the herd way of thinking, for example, as "the first servant of their people" or as "tools of the common good." On the other hand, the herd man in Europe today makes himself appear as if he is the single kind of human being allowed, and he glorifies those characteristics of his thanks to which he is tame, good natured, and useful to the herd, as the really human virtues, that is, public spiritedness, wishing everyone well, consideration, diligence, moderation, modesty, forbearance, and pity. For those cases, however, where people believe they cannot do without a leader and bell wether, they make attempt after attempt to replace the commander by adding together collections of clever herd people All the representative constitutional assemblies, for example, have this origin. But for all that, what a blissful relief, what a release from a pressure which is growing unbearable is the appearance of an absolute commander for these European herd animals. The effect which the appearance of Napoleon made was the most recent major evidence for that: - the history of the effect of Napoleon is almost the history of the higher happiness which this entire century derived from its most valuable men and moments.

Postscript, 2005 From the Publisher ON APRIL 7, 2004, the Mid-Hudson Highland Post carried an article about an appearance that John Gatto made at Highland High School. Headlined “Rendered Speechless,” the report was subtitled “Advocate for education reform brings controversy to Highland.” The article relates the events of March 25 evening of that year when the second half of John Gatto’s presentation was canceled by the School Superintendent, “following complaints from the Highland Teachers Association that the presentation was too controversial.” On the surface, the cancellation was in response to a video presentation that showed some violence. But retired student counselor Paul Jankiewicz begged to differ, pointing out that none of the dozens of students he talked to afterwards were inspired to violence. In his opinion, few people opposing Gatto had seen the video presentation. Rather, “They were taking the lead from the teacher’s union who were upset at the whole tone of the presentation.” He continued, “Mr. Gatto basically told them that they were not serving kids well and that students needed to be told the truth, be given real-life learning experiences, and be responsible for their own education. [Gatto] questioned the validity and relevance of standardized tests, the prison atmosphere of school, and the lack of relevant experience given students.” He added that Gatto also had an important message for parents: “That you have to take control of your children’s education.” Highland High School senior Chris Hart commended the school board for bringing Gatto to speak, and wished that more students had heard his message. Senior Katie Hanley liked the lecture for its “new perspective,” adding that ”it was important because it started a new exchange and got students to think for themselves.” High School junior Qing Guo found Gatto “inspiring.” Highland teacher Aliza Driller-Colangelo was also inspired by Gatto, and commended the “risk-takers,” saying that, following the talk, her class had an exciting exchange about ideas. Concluded Jankiewicz, the students “were eager to discuss the issues raised. Unfortunately, our school did not allow that dialogue to happen, except for a few teachers who had the courage to engage the students.” What was not reported in the newspaper is the fact that the school authorities called the police to intervene and ‘restore the peace’ which, ironically enough, was never in the slightest jeopardy as the student audience was well-behaved and attentive throughout. A scheduled evening meeting at the school between Gatto and the Parents Association was peremptorily forbidden by school district authorities in a final assault on the principles of free speech and free assembly… There could be no better way of demonstrating the lasting importance of John Taylor Gatto’s work, and of this small book, than this sorry tale. It is a measure of the power of Gatto’s ideas, their urgency, and their continuing relevance that school authorities are still trying to shut them out 12 years after their initial publication, afraid even to debate them. — May the crusade continue! Chris Plant Gabriola Island, B.C. February, 2005

Obama’s father had studied in a missionary school and was working as a clerk in Nairobi. He was encouraged to come to America for further study by two missionary women, Helen Roberts and Elizabeth Mooney, who were living at the time in Kenya. In Obama’s Selma narrative, this was made possible by the Kennedy family. “What happened in Selma, Alabama, and Birmingham also, stirred the conscience of the nation. It worried folks in the White House,” he said. “The Kennedys decided we’re going to do an airlift. We’re going to go to Africa and start bringing young Africans over to this country and give them scholarships to study so they can learn what a wonderful country America is. This young man named Barack Obama got one of those tickets and came over to this country.” Soon after that Obama got married and “Barack Obama Jr. was born.... So I’m here because somebody marched. I’m here because you all sacrificed for me.” Except that the Kennedys had nothing to do with Obama’s father coming to America. As Obama’s staff eventually acknowledged, Obama Sr. arrived here in 1959. John F. Kennedy was elected president the following year.1 The two American teachers who had encouraged Obama Sr. to make the trip paid his travel costs and the bulk of his expenses. There was an airlift, organized by the Kenyan labor leader Tom Mboya with financial support from a number of American philanthropists. It brought several dozen African students to America to study, but Barack Obama Sr. did not come on that plane. Rather, he came on his own and enrolled at the University of Hawaii at Manoa.2 Moreover, the march in Selma occurred in March 1965, while Obama Jr. was born in August 1961; Selma had nothing to do with the circumstances of Obama’s birth.

I can’t say yes. I can’t say no, either.” He swallowed. Hard. “You’re not afraid of me. Are you?” “No.” She’d never been less afraid of a man in her life. “I just…” She took a deep, shuddering breath. “I can’t give you permission to fuck me over.” He smiled slightly. “That’s not exactly what I want to do.” “But you will,” she said sharply. Was this really what she thought? Yes. “You will, and when you do, at least I’ll know I never gave you permission.” He stared. She’d really fucked things up now, she realised; all the ways she was damaged had been neatly exposed in the space of five seconds, and he’d wish he’d never made her that bloody shepherd’s pie. Then he said, “I can’t tell you I’ll never hurt you. I don’t make promises I can’t keep.” Even though she’d known it was coming, it hurt. It hurt like the time she’d sketched her favourite teacher and the teacher had crumpled the paper and thrown it in the bin because she was supposed to be doing fractions, except this time the paper was possibly, maybe her heart. Or something. Evan grasped her hand firmly in his, drawing her attention back to him. “But I can promise,” he continued, “that I will always treat you as you deserve to be treated. That I will always respect you. That I won’t lie to you or betray your trust. I try not to say never, but I will say this: hurting you is something I would never choose to do. I swear.” She felt unwelcome prickles beneath her eyelids, threatening tears. How embarrassing. She hadn’t cried in years, and she certainly wouldn’t now. “I also know,” he said, “that I can’t make you believe me. I have to show you. I’m okay with that. But Ruth, you need to know that I won’t take this any further until you tell me what you want.” “You’re impossible,” she muttered.

Evan was attracted to technology early on, building his first computer in sixth grade and experimenting with Photoshop in the Crossroads computer lab. He would later describe the computer teacher, Dan, as his best friend. Evan dove into journalism as well, writing for the school newspaper, Crossfire. One journalism class required students to sell a certain amount of advertising for Crossfire as part of their grade. Evan walked around the neighborhood asking local businesses to buy ads; once he had exceeded his sales goals, he helped coach his peers on how to pitch businesses and ask adults for money. By high school, the group of 20 students Evan had started with in kindergarten had grown to around 120. Charming, charismatic, and smart, Evan threw parties at his dad’s house that were “notorious” in his words. Evan’s outsized personality could rub people the wrong way at times, but his energy, organizing skills, and enthusiasm made him an exceptional party thrower. He possessed a bravado that could be frustrating and off-putting but was great for convincing everyone that the night’s party was going to be the greatest of all time. Obsessed with the energy drink Red Bull and the lifestyle the brand cultivated, Evan talked his way into an internship at the company as a senior in high school. The job involved throwing parties and other events sponsored by Red Bull. Clarence Carter, the head of the company’s security team, would give Evan advice that would stand him well in the years to come: pay attention to who helps you clean up after the party. Later recalling the story, Evan said, “When everyone is tired and the night is over, who stays and helps out? Because those are your true friends. Those are the hard workers, the people that believe that working hard is the right thing to do.

Similarly, the brains of mice that have learned many tasks are slightly different from the brains of other mice that have not learned these tasks. It is not so much that the number of neurons has changed, but rather that the nature of the neural connections has been altered by the learning process. In other words, learning actually changes the structure of the brain. This raises the old adage “practice makes perfect.” Canadian psychologist Dr. Donald Hebb discovered an important fact about the wiring of the brain: the more we exercise certain skills, the more certain pathways in our brains become reinforced, so the task becomes easier. Unlike a digital computer, which is just as dumb today as it was yesterday, the brain is a learning machine with the ability to rewire its neural pathways every time it learns something. This is a fundamental difference between a digital computer and the brain. This lesson applies not only to London taxicab drivers, but also to accomplished concert musicians as well. According to psychologist Dr. K. Anders Ericsson and colleagues, who studied master violinists at Berlin’s elite Academy of Music, top concert violinists could easily rack up ten thousand hours of grueling practice by the time they were twenty years old, practicing more than thirty hours per week. By contrast, he found that students who were merely exceptional studied only eight thousand hours or fewer, and future music teachers practiced only a total of four thousand hours. Neurologist Daniel Levitin says, “The emerging picture from such studies is that ten thousand hours of practice is required to achieve the level of mastery associated with being a world-class expert—in anything.… In study after study, of composers, basketball players, fiction writers, ice skaters, concert pianists, chess players, master criminals, and what have you, this number comes up again and again.” Malcolm Gladwell, writing in the book Outliers, calls this the “10,000-hour rule.

And one of the things that has most obstructed the path of discipleship in our Christian culture today is this idea that it will be a terribly difficult thing that will certainly ruin your life. A typical and often-told story in Christian circles is of those who have refused to surrender their lives to God for fear he would “send them to Africa as missionaries.” And here is the whole point of the much misunderstood teachings of Luke 14. There Jesus famously says one must “hate” all their family members and their own life also, must take their cross, and must forsake all they own, or they “cannot be my disciple” (Luke 14:26–27, 33). The entire point of this passage is that as long as one thinks anything may really be more valuable than fellowship with Jesus in his kingdom, one cannot learn from him. People who have not gotten the basic facts about their life straight will therefore not do the things that make learning from Jesus possible and will never be able to understand the basic points in the lessons to be learned. It is like a mathematics teacher in high school who might say to a student, “Verily, verily I say unto thee, except thou canst do decimals and fractions, thou canst in no wise do algebra.” It is not that the teacher will not allow you to do algebra because you are a bad person; you just won’t be able to do basic algebra if you are not in command of decimals and fractions. So this counting of the cost is not a moaning and groaning session. “Oh how terrible it is that I have to value all of my ‘wonderful’ things (which are probably making life miserable and hopeless anyway) less than I do living in the kingdom! How terrible that I must be prepared to actually surrender them should that be called for!” The counting of the cost is to bring us to the point of clarity and decisiveness. It is to help us to see. Counting the cost is precisely what the man with the pearl and the hidden treasure did. Out of it came their decisiveness and joy. It is decisiveness and joy that are the outcomes of the counting.

The fact that I forgo having a father precisely because I do not recognize him as my genitor is an altogether different matter. I seek a man for whom I can feel respect. This is possible even in Eumeswil, albeit exceptional. One finds spiritual foster fathers. The bonds one forms with them are stronger than those of blood. Of course, such a statement must be handled with care, for a material substratum will always be present. In this respect, one owes one's father the link to an infinite network. In the act of procreation, he celebrates a mystery that is unknown even to him. His intrinsic nature might perish in it. Thus, we could be more closely related to an uncle or a distant forebear than to him. Genealogists and also biologists are familiar with such surprises; they often shatter their system. The genetic burden is endless; it reaches all the way into the inanimate world. It can bring forth creatures that died out long ago. This digression may indicate why I prefer adoption to natural kinship. The fatherhood becomes spiritual; we are chosen rela­tives and not natural ones. Thus, Eros must also prevail in spiri­tual kinship; adoption is a more sublime repetition of godfather­ing. We pick the godfather, the pater spiritualis; and he recognizes himself in us—he accepts us. That is a contact to which we owe life, albeit in a different, an—I dare say—immortal manner. I do not wish to speak of the heart; this is not the right place. My birth and the surroundings in which I was put may explain why I felt this kinship with three academic teachers, three profes­sors. If I had had a vocation for craft, art, religion, war, I would have had different models—and different ones again had I opted for a criminal career. During the tuna fishing, I watch the rais and his fishermen performing the drudgery; their obedience is simply the equip­ment of the trust that binds them to him; he is their leader, they have elected him. More fatherhood is to be felt here—even when he treats them severely—than when I sit with my old man, who swims in stagnant waters.

1689: King William of Orange guarantees his subjects (except Catholics) the right to bear arms for self-defense in a new Bill of Rights. 1819: In response to civil unrest, a temporary Seizure of Arms Act is passed; it allows constables to search for, and confiscate, arms from people who are “dangerous to the public peace.” This expired after two years. 1870: A license is needed only if you want to carry a firearm outside of your home. 1903: The Pistols Act is introduced and seems to be full of common sense. No guns for drunks or the mentally insane, and licenses are required for handgun purchases. 1920: The Firearms Act ushers in the first registration system and gives police the power to deny a license to anyone “unfitted to be trusted with a firearm.” According to historian Clayton Cramer, this is the first true pivot point for the United Kingdom, as “the ownership of firearms ceased to be a right of Englishmen, and instead became a privilege.” 1937: An update to the Firearm Act is passed that raises the minimum age to buy a gun, gives police more power to regulate licenses, and bans most fully automatic weapons. The home secretary also rules that self-defense is no longer a valid reason to be granted a gun certificate. 1967: The Criminal Justice Act expands licensing to shotguns. 1968: Existing gun laws are placed into a single statute. Applicants have to show good reason for carrying ammunition and guns. The Home Office is also given the power to set fees for shotgun licenses. 1988: After the Hungerford Massacre, in which a crazy person uses two semi-automatic rifles to kill fifteen people, an amendment to the Firearms Act is passed. According to the BBC, this amendment “banned semi-automatic and pump-action rifles; weapons which fire explosive ammunition; short shotguns with magazines; and elevated pump-action and self-loading rifles. Registration was also made mandatory for shotguns, which were required to be kept in secure storage.” 1997: After the Dunblane massacre results in the deaths of sixteen children and a teacher (the killer uses two pistols and two revolvers), another Firearms Act amendment is passed, this one essentially banning all handguns. 2006: After a series of gun-related homicides get national attention, the Violent Crime Reduction Act is passed, making it a crime to make or sell imitation guns and further restricting the use of “air weapons.

A True Story Let me tell you about Wendy. For more than ten years, Wendy struggled unsuccessfully with ulcerative colitis. A thirty-six-year-old grade school teacher and mother of three, she lived with constant cramping, diarrhea, and frequent bleeding, necessitating occasional blood transfusions. She endured several colonoscopies and required the use of three prescription medications to manage her disease, including the highly toxic methotrexate, a drug also used in cancer treatment and medical abortions. I met Wendy for an unrelated minor complaint of heart palpitations that proved to be benign, requiring no specific treatment. However, she told me that, because her ulcerative colitis was failing to respond to medications, her gastroenterologist advised colon removal with creation of an ileostomy. This is an artificial orifice for the small intestine (ileum) at the abdominal surface, the sort to which you affix a bag to catch the continually emptying stool. After hearing Wendy’s medical history, I urged her to try wheat elimination. “I really don’t know if it’s going to work,” I told her, “but since you’re facing colon removal and ileostomy, I think you should give it a try.” “But why?” she asked. “I’ve already been tested for celiac and my doctor said I don’t have it.” “Yes, I know. But you’ve got nothing to lose. Try it for four weeks. You’ll know if you’re responding.” Wendy was skeptical but agreed to try. She returned to my office three months later, no ileostomy bag in sight. “What happened?” I asked. “Well, first I lost thirty-eight pounds.” She ran her hand over her abdomen to show me. “And my ulcerative colitis is nearly gone. No more cramps or diarrhea. I’m off everything except my Asacol.” (Asacol is a derivative of aspirin often used to treat ulcerative colitis.) “I really feel great.” In the year since, Wendy has meticulously avoided wheat and gluten and has also eliminated the Asacol, with no return of symptoms. Cured. Yes, cured. No diarrhea, no bleeding, no cramps, no anemia, no more drugs, no ileostomy. So if Wendy’s colitis tested negative for celiac antibodies, but responded to—indeed, was cured by—wheat gluten elimination, what should we label it? Should we call it antibody-negative celiac disease? Antibody-negative wheat intolerance? There is great hazard in trying to pigeonhole conditions such as Wendy’s into something like celiac disease. It nearly caused her to lose her colon and suffer the lifelong health difficulties associated with colon removal, not to mention the embarrassment and inconvenience of wearing an ileostomy bag. There is not yet any neat name to fit conditions such as Wendy’s, despite its extraordinary response to the elimination of wheat gluten. Wendy’s experience highlights the many unknowns in this world of wheat sensitivities, many of which are as devastating as the cure is simple.

In short, we had rather be Sir Walter Scott (meaning thereby the Author of Waverley) than Lord Byron a hundred times over, and for the reason just given, namely, that he casts his descriptions in the mould of nature, ever-varying, never tiresome, always interesting and always instructive, instead of casting them constantly in the mould of his own individual impressions. He gives us man as he is, or as he was, in almost every variety of situation, action and feeling. Lord Byron makes man after his own image, woman after his own heart; the one is a capricious tyrant, the other a yielding slave; he gives us the misanthrope and the voluptuary by turns; and with these two characters, burning or melting in their own fires, he makes out everlasting centos of himself. He hangs the cloud, the film of his existence over all outward things, sits in the centre of his thoughts, and enjoys dark night, bright day, the glitter and the gloom 'in cell monastic.' We see the mournful pall, the crucifix, the death's-heads, the faded chaplet of flowers, the gleaming tapers, the agonized brow of genius, the wasted form of beauty; but we are still imprisoned in a dungeon; a curtain intercepts our view; we do not breathe freely the air of nature or of our own thoughts. The other admired author draws aside the curtain, and the veil of egotism is rent; and he shows us the crowd of living men and women, the endless groups, the landscape background, the cloud and the rainbow, and enriches our imaginations and relieves one passion by another, and expands and lightens reflection, and takes away that tightness at the breast which arises from thinking or wishing to think that there is nothing in the world out of a man's self! In this point of view, the Author of Waverley is one of the greatest teachers of morality that ever lived, by emancipating the mind from petty, narrow, and bigoted prejudices: Lord Byron is the greatest pamperer of those prejudices, by seeming to think there is nothing else worth encouraging but the seeds or the full luxuriant growth of dogmatism and self-conceit. In reading the Scotch Novels, we never think about the author, except from a feeling of curiosity respecting our unknown benefactor: in reading Lord Byron's works, he himself is never absent from our minds. The colouring of Lord Byron's style, however rich and dipped in Tyrian dyes, is nevertheless opaque, is in itself an object of delight and wonder: Sir Walter Scott's is perfectly transparent. In studying the one, you seem to gaze at the figures cut in stained glass, which exclude the view beyond, and where the pure light of Heaven is only a means of setting off the gorgeousness of art: in reading the other, you look through a noble window at the clear and varied landscape without. Or to sum up the distinction in one word, Sir Walter Scott is the most dramatic writer now living, and Lord Byron is the least so.

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.

Given that at all times, so long as there have been human beings, there have also been herds of human beings (racial groups, communities, tribes, peoples, states, churches) and always a great many followers in relation to the small number of those issuing orders―and taking into consideration also that so far nothing has been better and longer practised and cultivated among human beings than obedience, we can reasonably assume that typically now the need for obedience is inborn in each individual, as a sort of formal conscience which states "You are to do something or other without conditions, and leave aside something else without conditions," in short, "Thou shalt." This need seeks to satisfy itself and to fill its form with some content. Depending on its strength, impatience, and tension, it seizes on something, without being very particular, like a coarse appetite, and accepts what someone or other issuing commands―parents, teachers, laws, class biases, public opinion―shouts in people's ears. The curiously limitation of human development―the way it hesitates, takes so long, often regresses, and turns around on itself―is based on the fact that the herd instinct of obedience is passed on best and at the expense of the art of commanding. If we imagine this instinct at some point striding right to its ultimate excess, then there would finally be a total lack of commanders and independent people, or they would suffer inside from a bad conscience and find it necessary first to prepare a deception for themselves in order to be able to command, as if they, too, were only obeying orders. This condition is what, in fact, exists nowadays in Europe: I call it the moral hypocrisy of those in command. They don't know how to protect themselves from their bad conscience except by behaving as if they were carrying out older or higher orders (from ancestors, the constitution, rights, law, or even God), or they even borrow herd maxims from the herd way of thinking, for example, as "the first servant of their people" or as "tools of the common good." On the other hand, the herd man in Europe today makes himself appear as if he is the single kind of human being allowed, and he glorifies those characteristics of his thanks to which he is tame, good natured, and useful to the herd, as the really human virtues, that is, public spiritedness, wishing everyone well, consideration, diligence, moderation, modesty, forbearance, and pity. For those cases, however, where people believe they cannot do without a leader and bell wether, they make attempt after attempt to replace the commander by adding together collections of clever herd people All the representative constitutional assemblies, for example, have this origin. But for all that, what a blissful relief, what a release from a pressure which is growing unbearable is the appearance of an absolute commander for these European herd animals. The effect which the appearance of Napoleon made was the most recent major evidence for that:―the history of the effect of Napoleon is almost the history of the higher happiness which this entire century derived from its most valuable men and moments.

Have you understood me? That which defines me, that which makes me stand apart from the whole of the rest of humanity, is the fact that I unmasked Christian morality. For this reason I was in need of a word which conveyed the idea of a challenge to everybody. Not to have awakened to these discoveries before, struck me as being the sign of the greatest uncleanliness that mankind has on its conscience, as self-deception become instinctive, as the fundamental will to be blind to every phenomenon, all causality and all reality; in fact, as an almost criminal fraud in psychologicis. Blindness in regard to Christianity is the essence of criminality—for it is the crime against life. Ages and peoples, the first as well as the last, philosophers and old women, with the exception of five or six moments in history (and of myself, the seventh), are all alike in this. Hitherto the Christian has been the "moral being," a peerless oddity, and, as "a moral being," he was more absurd, more vain, more thoughtless, and a greater disadvantage to himself, than the greatest despiser of humanity could have deemed possible. Christian morality is the most malignant form of all false too the actual Circe of humanity: that which has corrupted mankind. It is not error as error which infuriates me at the sight of this spectacle; it is not the millenniums of absence of "goodwill," of discipline, of decency, and of bravery in spiritual things, which betrays itself in the triumph of Christianity; it is rather the absence of nature, it is the perfectly ghastly fact that anti-nature itself received the highest honours as morality and as law, and remained suspended over man as the Categorical Imperative. Fancy blundering in this way, not as an individual, not as a people, but as a whole species! as humanity! To teach the contempt of all the principal instincts of life; to posit falsely the existence of a "soul," of a "spirit," in order to be able to defy the body; to spread the feeling that there is something impure in the very first prerequisite of life—in sex; to seek the principle of evil in the profound need of growth and expansion—that is to say, in severe self-love (the term itself is slanderous); and conversely to see a higher moral value—but what am I talking about?—I mean the moral value per se, in the typical signs of decline, in the antagonism of the instincts, in "selflessness," in the loss of ballast, in "the suppression of the personal element," and in "love of one's neighbour" (neighbouritis!). What! is humanity itself in a state of degeneration? Has it always been in this state? One thing is certain, that ye are taught only the values of decadence as the highest values. The morality of self-renunciation is essentially the morality of degeneration; the fact, "I am going to the dogs," is translated into the imperative," Ye shall all go to the dogs"—and not only into the imperative. This morality of self-renunciation, which is the only kind of morality that has been taught hitherto, betrays the will to nonentity—it denies life to the very roots. There still remains the possibility that it is not mankind that is in a state of degeneration, but only that parasitical kind of man—the priest, who, by means of morality and lies, has climbed up to his position of determinator of values, who divined in Christian morality his road to power. And, to tell the truth, this is my opinion. The teachers and I leaders of mankind—including the theologians—have been, every one of them, decadents: hence their) transvaluation of all values into a hostility towards; life; hence morality. The definition of morality; Morality is the idiosyncrasy of decadents, actuated by a desire to avenge themselves with success upon life. I attach great value to this definition.

Reader's Digest (Reader's Digest USA) - Clip This Article on Location 56 | Added on Friday, May 16, 2014 12:06:55 AM Words of Lasting Interest Looking Out for The Lonely One teacher’s strategy to stop violence at its root BY GLENNON DOYLE MELTON  FROM MOMASTERY.COM PHOTOGRAPH BY DAN WINTERS A few weeks ago, I went into my son Chase’s class for tutoring. I’d e-mailed Chase’s teacher one evening and said, “Chase keeps telling me that this stuff you’re sending home is math—but I’m not sure I believe him. Help, please.” She e-mailed right back and said, “No problem! I can tutor Chase after school anytime.” And I said, “No, not him. Me. He gets it. Help me.” And that’s how I ended up standing at a chalkboard in an empty fifth-grade classroom while Chase’s teacher sat behind me, using a soothing voice to try to help me understand the “new way we teach long division.” Luckily for me, I didn’t have to unlearn much because I’d never really understood the “old way we taught long division.” It took me a solid hour to complete one problem, but I could tell that Chase’s teacher liked me anyway. She used to work with NASA, so obviously we have a whole lot in common. Afterward, we sat for a few minutes and talked about teaching children and what a sacred trust and responsibility it is. We agreed that subjects like math and reading are not the most important things that are learned in a classroom. We talked about shaping little hearts to become contributors to a larger community—and we discussed our mutual dream that those communities might be made up of individuals who are kind and brave above all. And then she told me this. Every Friday afternoon, she asks her students to take out a piece of paper and write down the names of four children with whom they’d like to sit the following week. The children know that these requests may or may not be honored. She also asks the students to nominate one student who they believe has been an exceptional classroom citizen that week. All ballots are privately submitted to her. And every single Friday afternoon, after the students go home, she takes out those slips of paper, places them in front of her, and studies them. She looks for patterns. Who is not getting requested by anyone else? Who can’t think of anyone to request? Who never gets noticed enough to be nominated? Who had a million friends last week and none this week? You see, Chase’s teacher is not looking for a new seating chart or “exceptional citizens.” Chase’s teacher is looking for lonely children. She’s looking for children who are struggling to connect with other children. She’s identifying the little ones who are falling through the cracks of the class’s social life. She is discovering whose gifts are going unnoticed by their peers. And she’s pinning down—right away—who’s being bullied and who is doing the bullying. As a teacher, parent, and lover of all children, I think this is the most brilliant Love Ninja strategy I have ever encountered. It’s like taking an X-ray of a classroom to see beneath the surface of things and into the hearts of students. It is like mining for gold—the gold being those children who need a little help, who need adults to step in and teach them how to make friends, how to ask others to play, how to join a group, or how to share their gifts. And it’s a bully deterrent because every teacher knows that bullying usually happens outside her eyeshot and that often kids being bullied are too intimidated to share. But, as she said, the truth comes out on those safe, private, little sheets of paper. As Chase’s teacher explained this simple, ingenious idea, I stared at her with my mouth hanging open. “How long have you been using this system?” I said. Ever since Columbine, she said. Every single Friday afternoon since Columbine. Good Lord. This brilliant woman watched Columbine knowing that all violence begins with disconnection. All

One area of particular concern for professionals is the identification of ADHD in individuals from culturally and linguistically diverse backgrounds. Some are fearful that ethnic and cultural factors may lead to the overdiagnosis of ADHD in some groups, especially African American boys. Because this disorder is frequently identified by means of behavior rating scales, which rely on the subjective opinions of the evaluators, the issue of bias may arise. This concern is especially troublesome when the rater’s background differs from that of the student. Differences have been found in how teachers evaluate for ADHD in European American versus African American youngsters. African American boys, for example, were thought to exhibit the most severe symptoms of ADHD, and European American girls were seen as manifesting the least severe symptoms (Weyandt, 2007). Interestingly, Hispanic children are less likely than white and African American children to be diagnosed with ADHD (National Resource Center on ADHD, 2019a). The intriguing question then is “Are these authentic group differences (which likely reflect normative behaviors) or an indicator of possible rater bias?” Unfortunately, this issue currently remains unresolved.

On the one hand, and in contrast to ordinary goods, when elites buy extravagant education, they directly diminish the educations that everyone else has. When the rich buy expensive chocolate, this does not make the middle class’s cheap chocolate taste worse. But when the rich make exceptional investments in schooling, this does reduce the value of ordinary, middle-class training and degrees. The parents who buy test preparation for their children reduce everyone else’s chance of getting into Hunter High, and the intensive education that Hunter High provides to its students reduces everyone else’s chances of getting into Harvard. Every meritocratic success necessarily breeds a flip side of failure. On the other hand, educational competition within the elite removes an important brake on consumption that restrains demand for ordinary goods in the face of rising incomes. The rich become sated on chocolate, but they do not become sated on schooling. Instead, they invest more, and more, and more in educating their children, in an effort to outdo one another. The maximum is set only by physical and psychological constraints on the children’s capacity to absorb training—in the crassest limit, the fact that schools and the parents who pay for them can hire only one teacher to engage their students at a time and that children, for their part, can study only so many hours in a day. Meritocratic education inexorably engenders a wasteful and destructive educational arms race, which ultimately benefits no one, not even the victors.

in order to discourage people from missing the annual communal work fest, the border to Uzbekistan is closed to everyone except foreigners. Every autumn. hundreds of thousands of doctors, teachers, nurses, bureaucrats and other public sector employees, as well as students, are called on to pick cotton - an old tradition from Soviet times that has been maintained; the only difference being that in the Soviet Union, the majority of the harvesting was done by machine, whereas now it is done by hand, as non one has troubled to maintain and repair the machines. As the flowering season is so short, the 1.4 million hectares of cotton have to be picked in the space of a few frantic weeks and many people have to sleep under the open sky or on cold, crammed floors. An impressive number of public sector employees and people from other affected groups used to take long family holidays to neighbouring countries during the cotton harvest, but a stop has been put to that now.

The ideas of the sun rises from the East and sets on West will stop, including the idea of day and night, will cease to exist except inside our imaginations.

People who live close to the land tend to harbor a sense of realism about the role of luck in their lives. Reynolds Price, a novelist and one of my college teachers, put it well: “Scratch a farmer and find the tragic sense of life. You can’t convince a farmer that life is just one big Coors beer bash . . . They live according to the laws of sun, ice, and water.” But those who are cut off from the land, except as a place to relax and recreate, are often afflicted with urban idealism. More and more people today live in a world of streets and houses and buildings and stadiums and schools. Stores and shops provide their food. All of these have been built by man, and it can lead us to an unnatural conclusion, even if we are unaware of it: that man has the potential to create a paradise.

WHAT LIMITING BELIEFS DO TO US Limiting beliefs are often revealed in our self-talk, that inner conversation that focuses on what you’re convinced you can’t do rather than what you already excel at and what you’re going to continue to achieve today and into the future. How often do you stop yourself from attempting to do something or from pursuing a dream because that voice convinces you that it is beyond your reach? If this sounds like you, you are very far from alone, but you’re also not doing yourself any favors. “We come into this world not knowing if life is hard or easy, if money is scarce or abundant, if we’re important or unimportant. We look at two people who know everything: our parents,”1 said belief change expert Shelly Lefkoe in our podcast interview. Parents are our first teachers, and although they probably meant us no harm, we still come away from our childhoods with the limiting beliefs they unconsciously instilled in us.

Mr. Gaddis admitted the school wasn’t much to look at before dropping the first match and lighting another. “But it’s better than nothing.” It is nothing! I screamed. Inside my head, of course. And I might even have said it out loud except I was too shocked to open my mouth. Johnnie Hatter’s hole in the riverbank is probably better than this.

Nationalism, if you like, has never existed among us except as a distraction for gentlemen’s clubs, and Moscow ones at that. I’m not talking of the days of Igor, of course. And besides it all comes of idleness. Everything in Russia comes of idleness, everything good and fine even. It all springs from the charming, cultured, whimsical idleness of our gentry! I’m ready to repeat it for thirty thousand years. We don’t know how to live by our own labour. And as for the fuss they’re making now about the ‘dawn’ of some sort of public opinion, has it so suddenly dropped from heaven without any warning? How is it they don’t understand that before we can have an opinion of our own we must have work, our own work, our own initiative in things, our own experience. Nothing is to be gained for nothing. If we work we shall have an opinion of our own. But as we never shall work, our opinions will be formed for us by those who have hitherto done the work instead of us, that is, as always, Europe, the everlasting Germans—our teachers for the last two centuries.

He even taught them that to be his disciples, they had to be willing to take up their crosses—being willing to die for their faith (Lk 14:27). However, when everything Christ taught them happened, they fled. None were willing to die with him. With that said, this leads to one of the strongest evidences for the resurrection. After Christ rose from the dead and appeared to his apostles, each of the remaining eleven were willing to be hated, beaten, jailed, exiled, and even die for their belief. Each of the remaining eleven died for Christ—declaring that he had been resurrected—with the exception of John, who spent the last part of his life exiled on an island for prisoners because of his faith (Rev 1).

Husserl had picked up this idea from his old teacher Franz Brentano, in Vienna days. In a fleeting paragraph of his book Psychology from an Empirical Standpoint, Brentano proposed that we approach the mind in terms of its ‘intentions’ — a misleading word, which sounds like it means deliberate purposes. Instead it meant a general reaching or stretching, from the Latin root in-tend, meaning to stretch towards or into something. For Brentano, this reaching towards objects is what our minds do all the time. Our thoughts are invariably of or about something, he wrote: in love, something is loved, in hatred, something is hated, in judgement, something is affirmed or denied. Even when I imagine an object that isn’t there, my mental structure is still one of ‘about-ness’ or ‘of-ness’. If I dream that a white rabbit runs past me checking its pocket watch, I am dreaming of my fantastical dream-rabbit. If I gaze up at the ceiling trying to make sense of the structure of consciousness, I am thinking about the structure of consciousness. Except in deepest sleep, my mind is always engaged in this aboutness: it has ‘intentionality’. Having taken the germ of this from Brentano, Husserl made it central to his whole philosophy. Just try it: if you attempt to sit for two minutes and think about nothing, you will probably get an inkling of why intentionality is so fundamental to human existence. The mind races around like a foraging squirrel in a park, grabbing in turn at a flashing phone screen, a distant mark on the wall, a clink of cups, a cloud that resembles a whale, a memory of something a friend said yesterday, a twinge in a knee, a pressing deadline, a vague expectation of nice weather later, a tick of the clock. Some Eastern meditation techniques aim to still this scurrying creature, but the extreme difficulty of this shows how unnatural it is to be mentally inert. Left to itself, the mind reaches out in all directions as long as it is awake — and even carries on doing it in the dreaming phase of its sleep. Understood in this way, the mind hardly is anything at all: it is its aboutness. This makes the human mind (and possibly some animal minds) different from any other naturally occurring entity. Nothing else can be as thoroughly about or of things as the mind is: even a book only reveals what it’s ‘about’ to someone who picks it up and peruses it, and is otherwise merely a storage device. But a mind that is experiencing nothing, imagining nothing, or speculating about nothing can hardly be said to be a mind at all.

Did you see Erik’s sword?” Patrick asked. “Yeah,” Beth said. “And he’s not afraid to use it. We have to stay away from him.” “Who is he?” Patrick asked. “Erik the Red discovered this land. He named it Greenland,” Beth said. “Before that he lived in Iceland.” “Why did he leave Iceland?” Patrick asked. “A powerful man stole Erik’s family treasures,” Beth said. “There was a fight between the families, and people died. The Icelanders wanted the fighting to stop. So they kicked Erik out.” “They kicked him out of his own country?” said Patrick. “Yes,” Beth said. “Erik had a ship and crew. So he sailed away to become a trader. That’s when he discovered Greenland. He settled here and raised a family.” “I’ve heard of Leif,” Patrick said. “My teacher said he discovered North America 500 years before Columbus did!” Just then the door opened and a woman came in. She was dressed much like Beth, except a scarf covered her blonde hair. A string of colorful beads hung between the brooches on her tunic. A large gold cross dangled from the string. Beth was relieved to see the cross. A Christian Viking was a peaceful Viking. At least she hoped so. “Children,” she said, “I am Thjodhild, the wife of Erik the Red and mother of Leif.

Despite all the challenges and opportunities Zen Buddhism has faced in the modern era—including the rise of a more socially conscious and committed Engaged Buddhism, the breakdown of a clear distinction between monastics and lay practitioners, and the dissolution of gender discrimination in Western adaptations of Zen institutions (see Chapters 14, 16, and 18)—arguably there have not been any fundamental doctrinal challenges on a level comparable to the contemporary questioning of the very meaning of "God" by many progressive Christian theologians and philosophers. A possible exception is a preference for metaphorical-psychological over literal-cosmological interpretations of Buddhist doctrines such as the Six Realms of Rebirth and the Pure Land by many modern Zen teachers, but even this is hardly without traditional precedent (see Chapters 12 and 23).

OUR TEACHERS CALL ON NADIRA but stare at Anjali. Our teachers tell Michaela to Come to the board and answer number three and make sure you show your work, please, even though they hand the whiteboard marker to Naz. We stand when our names are called, and our teachers halt, confused. Oh, I’m sorry, I— No, not you, I didn’t mean you, I— Across the classroom, we catch each other’s gazes. Nadira is Pakistani and wears a headscarf, which drapes elegantly beneath her neck, except for when she’s playing handball and she knots the fabric, tight, under her chin.

However, to the rule on non-interference in processes on Earth using supernatural powers, there are two exceptions according to which the Teachers still have the opportunity to intervene at the very last moment: firstly, when the life of the entire planet “hangs by a thread” due to human activity and secondly, when humanity itself, either as a whole or on an individual territory, calls upon the Higher Powers for help and has already applied 50% of the effort required.

Worse, tests emphasize exactly the wrong skills. They emphasize the memorization of massive amounts of facts that neurologically have a half-life of about 12 hours. They focus on short-term rewards through cramming to compensate for a failure in long-term development of value. It is no wonder we have financial meltdowns caused by successful students. We have to swallow a hard pill. The issue is not how do we make tests better? Or how can we have more or different types of tests? Or how do we arrange for more parts of a school program (such as a teacher’s worth) to be based on tests? The reality is, tests don’t work except as a blunt control-and-motivation mechanism for the classroom, the academic equivalent of MSG or sugar in processed food. In place of schools as testing centers, we have to begin imagining and setting up learning environments that involve no tests at all, that rely on real assessment and the creation of genuine value instead.

The lust that drives others to enslave an empire, had become, in her limits, a passion for power over him. She had set out to break him, as if, unable to equal his value, she could surpass it by destroying it, as if the measure of his greatness would thus become the measure of hers, as if—he thought with a shudder—as if the vandal who smashed a statue were greater than the artist who had made it, as if the murderer who killed a child were greater than the mother who had given it birth. He remembered her hammering derision of his work, his mills, his Metal, his success, he remembered her desire to see him drunk, just once, her attempts to push him into infidelity, her pleasure at the thought that he had fallen to the level of some sordid romance, her terror on discovering that that romance had been an attainment, not a degradation. Her line of attack, which he had found so baffling, had been constant and clear—it was his self-esteem she had sought to destroy, knowing that a man who surrenders his value is at the mercy of anyone’s will; it was his moral purity she had struggled to breach, it was his confident rectitude she had wanted to shatter by means of the poison of guilt—as if, were he to collapse, his depravity would give her a right to hers. For the same purpose and motive, for the same satisfaction, as others weave complex systems of philosophy to destroy generations, or establish dictatorships to destroy a country, so she, possessing no weapons except femininity, had made it her goal to destroy one man. Yours was the code of life—he remembered the voice of his lost young teacher—what, then, is theirs?

In a now-famous experiment, he and his colleagues compared three groups of expert violinists at the elite Music Academy in West Berlin. The researchers asked the professors to divide the students into three groups: the “best violinists,” who had the potential for careers as international soloists; the “good violinists”; and a third group training to be violin teachers rather than performers. Then they interviewed the musicians and asked them to keep detailed diaries of their time. They found a striking difference among the groups. All three groups spent the same amount of time—over fifty hours a week— participating in music-related activities. All three had similar classroom requirements making demands on their time. But the two best groups spent most of their music-related time practicing in solitude: 24.3 hours a week, or 3.5 hours a day, for the best group, compared with only 9.3 hours a week, or 1.3 hours a day, for the worst group. The best violinists rated “practice alone” as the most important of all their music-related activities. Elite musicians—even those who perform in groups—describe practice sessions with their chamber group as “leisure” compared with solo practice, where the real work gets done. Ericsson and his cohorts found similar effects of solitude when they studied other kinds of expert performers. “Serious study alone” is the strongest predictor of skill for tournament-rated chess players, for example; grandmasters typically spend a whopping five thousand hours—almost five times as many hours as intermediatelevel players—studying the game by themselves during their first ten years of learning to play. College students who tend to study alone learn more over time than those who work in groups. Even elite athletes in team sports often spend unusual amounts of time in solitary practice. What’s so magical about solitude? In many fields, Ericsson told me, it’s only when you’re alone that you can engage in Deliberate Practice, which he has identified as the key to exceptional achievement. When you practice deliberately, you identify the tasks or knowledge that are just out of your reach, strive to upgrade your performance, monitor your progress, and revise accordingly. Practice sessions that fall short of this standard are not only less useful—they’re counterproductive. They reinforce existing cognitive mechanisms instead of improving them. Deliberate Practice is best conducted alone for several reasons. It takes intense concentration, and other people can be distracting. It requires deep motivation, often self-generated. But most important, it involves working on the task that’s most challenging to you personally. Only when you’re alone, Ericsson told me, can you “go directly to the part that’s challenging to you. If you want to improve what you’re doing, you have to be the one who generates the move. Imagine a group class—you’re the one generating the move only a small percentage of the time.” To see Deliberate Practice in action, we need look no further than the story of Stephen Wozniak. The Homebrew meeting was the catalyst that inspired him to build that first PC, but the knowledge base and work habits that made it possible came from another place entirely: Woz had deliberately practiced engineering ever since he was a little kid. (Ericsson says that it takes approximately ten thousand hours of Deliberate Practice to gain true expertise, so it helps to start young.)

Ericsson discovered that students in all groups had remarkably similar backgrounds and the only difference between them was the amount of practice time. By the age of 20, exceptional students had practiced on average 10,000 hours; good pianists and violinists 8,000 hours and those most likely to become music teachers 4,000 hours.

Have you ever seen the teacher of an art class at work? Frequently he will find in the drawing of one pupil a flaw which is so typical of most students’ work at the same stage that he will call the other pupils of the class around the easel. Using the imperfect canvas as his text, he will branch into criticism, advice, exhortation, and will occasionally go on to rub out the mistake and draw the line or put in the color as it should have been done. If you will observe the group at this moment you will discover that, tragically enough, everyone seems to be benefiting by the lecture except the very pupil to whom it should be most valuable. In almost every case the one whose work is providing the example will be quivering, nervous, sometimes tearful, often angry—in short, giving every sign that he is feeling so personally humiliated and insulted that he is reacting at an infantile level. If you ask for help, or put yourself into the relation of a pupil to a teacher, learn to advance by your mistakes instead of suffering through them. Keep your attitude impersonal while you are being shown the road back to the right procedure. If you are in school, or taking class or private instruction, it is wise to take every opportunity to ask well-considered questions, then to act on the information, and finally—and very important—to report to your instructor as to your success or failure through following his advice. This is of advantage not only to you, but to him and his subsequent pupils, since he cannot know what practices are effective and what are only useful to himself and a few like him unless his pupils report in this fashion. If you must consistently report no progress, then one of two things must be true: that you are not fully understanding him, or that you are not working under the right master. After your period of apprenticeship is over, try not to weaken yourself or bring about self-doubt to such an extent that you must have help on minor points of procedure. Every physician and psychiatrist knows that there is a great class of “sufferers” who return again and again, asking so many and such trivial questions that it seems unlikely they could ever have grown to maturity if they were as helpless in all relations as they show themselves to their physicians. No one except a charlatan truly welcomes the appearance of such patients as these. The person who is looking for an excuse to blame his failure on another or who will not, if he can help it, grow up and settle his own difficulties, will go on asking advice until he draws his last breath, and even the astutest consultant may be forgiven if he sometimes mistakes an infrequent questioner for one of the weaker type. A good touchstone to show whether you may be only following a nervous habit of dependence is to ask yourself in every case: “Would I ask this if I had to pay a specialist’s fee for the answer?

The exceptional teachers not only tended to give less homework but also were likely to give students more choices about their assignments.

Then,” said the second instructor, “it’s time that you learned the Outward Bound motto.” “Oh, keen,” I thought. “I’m about to die, and she’s going to give me a motto!” But then she shouted ten words I hope never to forget, words whose impact and meaning I can still feel: “If you can’t get out of it, get into it!” I had long believed in the concept of “the word become flesh” but until that moment I had not experienced it. My teacher spoke words so compelling that they bypassed my mind, went into my flesh, and animated my legs and feet. No helicopter would come to rescue me; the instructor on the cliff would not pull me up with the rope; there was no parachute in my backpack to float me to the ground. There was no way out of my dilemma except to get into it—so my feet started to move and in a few minutes I made it safely down. Why would anyone want to embark on the daunting inner journey about which Annie Dillard writes? Because there is no way out of one’s inner life, so one had better get into it. On the inward and downward spiritual journey, the only way out is in and through.

In high school, the cool kids tend to be the underachievers. Cool kids don’t study; they don’t care what the teachers think of them. At that age, it’s slicker to hold back, to keep your cards close to your chest so it never looks like you’re trying too hard. Except that when you grow up a little, you realize the people getting the most out of their lives are the ones who wear their hearts on their sleeves, the ones who allow themselves to be passionate and open and vulnerable, and who approach everything they love at full-throttle, with curiosity and delight and unguarded enthusiasm.

Slowly the whole room has their arms raised, all except for Ruby Smith. Her hands stay folded. When the teacher asks, she says she doesn’t feel like making any promises to God. From now on, Ruby is the official whore of the eighth-grade class.

The notion that a woman can be an exceptional teacher, pursue personal goals and passions, and inspire others is not yet universally accepted.

We can invent a thousand excuses to hide this reality, but the fact is our society condemns violence, except when the victim is a child. If the victim is a child, and the aggressor another child, a teacher, or especially a parent, we will tolerate and sometimes applaud incredible amounts of violence.

Is it not fair to say, “The program learned from experience”? Your immediate objection is that there was a program telling the machine how to learn. But when you take a course in Euclidean geometry, is not the teacher putting a similar learning program into you? Poorly, to be sure, but is that not, in a real sense, what a course in geometry is all about? You enter the course and cannot do problems; the teacher puts into you a program and at the end of the course you can solve such problems. Think it over carefully. If you deny the machine learns from experience because you claim the program was told (by the human programmer) how to improve its performance, then is not the situation much the same with you, except you are born with a somewhat larger initial program compared to the machine when it leaves the manufacturer’s hands? Are you sure you are not merely “programmed” in life by what chance events happen to you?

The sheer scale of the family wealth makes Jonathan’s concerns about losing it seem pretty irrational. But emotions are emotions. “You put the walls up and you want to guard it and protect it and defend it and heaven forbid somebody should take it from you,” he says. “You’re fear-based now.” In some ways, being very rich and very poor are strangely similar. Just as having not enough money creates fear and anxiety, so can having more than you know what to do with. At both ends of the spectrum, money tinkers with our notions of self-worth, our egos, our social lives, the stability of our marriages, our relationships with children, parents, and siblings—even our mental health. Raising that difficult child properly requires a network of friends and relatives, teachers and advisors, except in the ultrawealth world those teachers and advisors wear business casual and charge substantial fees. “I’m a lawyer, not a therapist,” one estate lawyer who caters to ultra-high-net-worth clients told me. “Although the fact of the matter is, you become one.