Former Teacher Quotes

Words have power. And I may be privileged and have a higher IQ than any of our former teachers, but when people look at me? They see a black, male teenager. And there is nothing quite as frightening to some folks as an angry young black man.

I never thought I'd have to give you-a former Sunday School teacher-a lecture on ethics." "Former Sunday School teachers don't go around without their underwear." "You show me where it says that in the Bible.

There is only one difference between teacher and disciple: the former is slightly less afraid than the latter.” ~Deidre O’Neill, known as Edde (p. 213)

The Ten Commandments that, as a teacher, I should wish to promulgate, might be set forth as follows: 1- Do not feel absolutely certain of anything. 2- Do not think it worth while to proceed by concealing evidence, for the evidence is sure to come to light. 3- Never try to discourage thinking for you are sure to succeed. 4- When you meet with opposition, even if it should be from your husband or your children, endeavor to overcome it by argument and not by authority, for a victory dependent upon authority is unreal and illusory. 5- Have no respect for the authority of others, for there are always contrary authorities to be found. 6- Do not use power to suppress opinions you think pernicious, for if you do the opinions will suppress you. 7- Do not fear to be eccentric in opinion, for every opinion now accepted was once eccentric. 8- Find more pleasure in intelligent dissent than in passive agreement, for, if you value intelligence as you should, the former implies a deeper agreement than the latter. 9- Be scrupulously truthful, even if the truth is inconvenient, for it is more inconvenient when you try to conceal it. 10- Do not feel envious of the happiness of those who live in a fool’s paradise, for only a fool will think that it is happiness.

Jerry Laws, former smokejumper and now high school district superintendent: “We’re making changes in this district. Teachers teaching, not proselytizing, preparing students for life. No social promotions. Good order in every classroom. They must earn what they seek.

Is that all?” he blurted out. Crowley and Halt exchanged slightly puzzled glances. Then Crowley pursed his lips thoughtfully. “Um…it seems to be…Listed your trainging, mentioned a few achievements, made sure you know which end of an arrow is the sharp part…decided your new name…I think that’s…” Then it seemed that understanding dawned on him and his eyes opened wide. “Of course! You have to have you Silver…whatsis, don ‘t you?” He took hold of the chain that held his own Silver Oakleaf around his throat and shook it lightly. It was a badge of a Graduate Ranger. Then he began to search through his pockets, frowning. “Had it here! Had it here! Where the devil is it…wait. I heard something fall on the boards as I came in! Must have dropped it. Just check outside the front door, will you, Will?” Too stunned to talk, Will rose and went to the door. As he set his hand on the latch, he looked back at the two Rangers, still seated at the table. Crowley made a small shooing motion with the back of his hand, urging him to go outside. Will was still looking back at them when he opened the door and stepped through on the verandah. “Congratulations!” The massive cry went up from at least forty throats. He swung around in shock to find all his friends gathered in the clearing outside around the table laid for a feast, their faces beaming with smiles. Baron Arald, Sir Rodney, Lady Pauline and Master Chubb were all there. So were Jenny and George, his former wardmates. There were a dozen others in the Ranger uniform – men he had met worked with over the past five years. And wonder of wonders, there were Erak and Svengal , bellowing his name and waving their huge axes overhead in his praise. Close by them stood Horace and Gilan, both brandishing their swords overhead as well. It looked like a dangerous section of the crowd to be in, Will thought. After the first concerted shout, people began cheering and calling his name, laughing and waving to him. Halt and Crowley joined him on the verandah. The Commandant was doubled over with laughter. “Oh, if you could have seen yourself!” he wheezed. “Your face! Your face! It was priceless! ‘Is that all?’” He mimicked Will’s plaintive tones and doubled over again. Will tuned to Halt accusingly. His teacher grinned at him. “Your face was a study,” he said. “Do you so that to all apprentices?” Will asked. Halt nodded vigorously. “Every one. Stops them getting a swelled head at the last minute. You have to swear never to let an apprentice in on the secret.

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.

You've been my teachers, clergy, my fellow students, coworkers, bosses, principals, sometimes you were a former friend or even family I once trusted. You've taken things I told you in utter confidence, & twisted them into lies to be used against me. Without cause, you have told lies against me. You have refused to see me as a human being. You have kicked me when I was up & you have kicked me when I was down. But today, you will kick me no more, I will no longer be your verbal or physical punching bag, Today, I discovered the secret that will never allow you or friends, who will one day turn on you too, to hurt me again. Today as I lay broken & bleeding in that dark place I crawl into when I think I can't take it anymore, I found something extraordinary. My humanity. As my soul screamed in bleeding agony & I wanted to die rather than live one more day in a world where you exist, I realized that my tears & ability to feel pain without lashing out to return that hurt to someone else makes me human.

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.

Page 112 The Honorable Schoolboy He was attended this morning by his wife, a former Bible School teacher from Borneo, a dried- out shrew in bobbed hair and ankle socks who could spot a sin before it was committed.

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

We were trained in the army for ten weeks and in this time more profoundly influenced than by ten years at school. We learned that a bright button is weightier than four volumes of Schopenhauer. At first astonished, then embittered, and finally indifferent, we recognised that what matters is not the mind but the boot brush, not intelligence but the system, not freedom but drill. We became soldiers with eagerness and enthusiasm, but they have done everything to knock that out of us. After three weeks it was no longer incomprehensible to us that a braided postman should have more authority over us than had formerly our parents, our teachers, and the whole gamut of culture from Plato to Goethe.

What the critic as a teacher of language tries to teach is not an elegant accomplishment, but the means of conscious life. Literary education should lead not merely to the admiration of great literature, but to some possession of its power of utterance. The ultimate aim is an ethical and participating aim, not an aesthetic or contemplative one, even though the latter may be the means of achieving the former.

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

One of my former teachers repeatedly reminded us that an imbalance in theology was the same as doctrinal insanity.

Very often it has come to my mind what men of learning there were formerly throughout England..and how nowadays...we would have to seek them outside...Thanks be to God Almighty that we now have any supply of teachers at all!...As often as you can, free yourself from worldly affairs so that you may apply that wisdom which God gave you wherever you can. Remember what punishments befell us in this world when we ourselves didn't cherish learning nor transmit it to other men.

His few friends and his former teachers might be watched, as well as his brothers and those dearest to him. The entire city, a dragnet. And he was already in it. He had to slip though its meshes. But by now he was really done in.

that what matters is not the mind but the boot brush, not intelligence but the system, not freedom but drill. We became soldiers with eagerness and enthusiasm, but they have done everything to knock that out of us. After three weeks it was no longer incomprehensible to us that a braided postman should have more authority over us than had formerly our parents, our teachers, and the whole

Christ did not come to earth simply to be our moral teacher. If that were His only mission, He could have come as He did in former times, as the Angel of the Lord, without our flesh and blood to encumber Him. Instead, He had to become like us so that He could raise us up to be like Him.

I’m aware of the stereotype many liberals have about conservative Catholics. The former believe the latter don’t think—that conservative religious people don’t care about facts and rigorous inquiry. But my conservative Catholic parents were thinkers. Twice as often as my parents told their four children to go wash, they told us to go look something up. At our suburban tract house on Long Island in the 1970s, our parents shelved the Encyclopædia Britannica right next to the dinner table so we could easily reach for a volume to settle the frequent debates. The rotating stack of periodicals in our kitchen included not only religiously oriented newsletters, but also the New York Times and National Geographic. Our parents took us to science museums, woke us up for lunar eclipses, and pushed us to question our textbooks and even our teachers when they sounded wrong.

A teacher simply assists him at the beginning to get his bearings among so many different things and teaches him the precise use of each of them; that is to say, she introduces him to the ordered and active life of the environment. But then she leaves him free in the choice and execution of his work.

Helga’s gray pupils glued to the ground, unable to look at her student for a long time. Slowly, her long white hair retracted into her skull, growing scratchy and short. The grooves of her face magically deepened and the skin hardened to a leathery tan beneath a growing white beard. Her cheeks hollowed, her nose fattened, her eyebrows bushied, her body burlying to a barrel shape . . . until at last Yuba the Gnome gazed up at his former students, in the same lavender dress and wobbly heels. “Do you mind if I change?” he asked quietly. Sophie gawped at her old Forest Group teacher, morphed from a girl into a boy. She twirled to Agatha, appalled. “That’s how you want us to get in the boys’ school? By turning us into . . . gnomes?” Agatha banged her head against the wall.

Head down that road, and I’d find the home of my grade-school piano teacher, a former nun whose breath smelled of eggs.

Most of the people I know are ex-journalists like me. They’re either working as bartenders or substitute teachers.” “Which do you do?” “The latter for now. I was hoping to upgrade to the former.

In language that would have been unthinkable just a few years ago, a young Moroccan named Brother Rachid last year called out President Obama on YouTube for claiming that Islamic State was “not Islamic”: Mr President, I must tell you that you are wrong about ISIL. You said ISIL speaks for no religion. I am a former Muslim. My dad is an imam. I have spent more than 20 years studying Islam. . . . I can tell you with confidence that ISIL speaks for Islam. . . . ISIL’s 10,000 members are all Muslims. . . . They come from different countries and have one common denominator: Islam. They are following Islam’s Prophet Muhammad in every detail. . . . They have called for a caliphate, which is a central doctrine in Sunni Islam. I ask you, Mr. President, to stop being politically correct—to call things by their names. ISIL, Al-Qaeda, Boko Haram, Al-Shabaab in Somalia, the Taliban, and their sister brand names, are all made in Islam. Unless the Muslim world deals with Islam and separates religion from state, we will never end this cycle. . . . If Islam is not the problem, then why is it there are millions of Christians in the Middle East and yet none of them has ever blown up himself to become a martyr, even though they live under the same economic and political circumstances and even worse? . . . Mr. President, if you really want to fight terrorism, then fight it at the roots. How many Saudi sheikhs are preaching hatred? How many Islamic channels are indoctrinating people and teaching them violence from the Quran and the hadith? . . . How many Islamic schools are producing generations of teachers and students who believe in jihad and martyrdom and fighting the infidels?1

After three weeks it was no longer incomprehensible to us that a braided postman should have more authority over us than had formerly our parents, our teachers, and the whole gamut of culture from Plato to Goethe.

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 versâ 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. 

Sober for seven years, Spencer had replaced his heroin and methamphetamine addiction with martial arts even before he’d left for federal prison. The jujitsu practice had sustained him throughout his incarceration—even when his girlfriend dumped him and when his former martial-arts teacher and onetime father figure was arrested and jailed for taking indecent liberties with a teenage female student. Spencer stuck to his recovery and to his prison workouts, ignoring the copious drugs that had been smuggled inside, and he read voraciously about mixed martial arts. Using the Bureau of Prisons’ limited email system, he had Ginger copy articles about various MMA fighters—laboriously pasting in one block of text at a time—so he could memorize pro tips and workout strategies and, eventually, through her, reach out directly to fighters and studio owners for advice.

Kasan, a Zen teacher and monk, was to officiate at a funeral of a famous nobleman. As he stood there waiting for the governor of the province and other lords and ladies to arrive, he noticed that the palms of his hands were sweaty. The next day he called his disciples together and confessed he was not yet ready to be a true teacher. He explained to them that he still lacked the sameness of bearing before all human beings, whether beggar or king. He was still unable to look through social roles and conceptual identities and see the sameness of being in every human. He then left and became the pupil of another master. He returned to his former disciples eight years later, enlightened.

We were trained in the army for ten weeks and in this time more profoundly influenced than by ten years at school. We learned that a bright button is weightier than four volumes of Schopenhauer. At first astonished, then embittered, and finally indifferent, we recognized that what matters is not the mind but the boot brush, not intelligence but the system, not freedom but drill. We became soldiers with eagerness and enthusiasm, but they have done everything to knock that out of us. After three weeks it was no longer incomprehensible to us that a braided postman should have more authority over us than had formerly our parents, our teachers, and the whole gamut of culture from Plato to Goethe.

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.

If I offered you a choice between being an architect for $75,000 a year and working in a tollbooth every day for the rest of your life for $100,000 a year, which would you take? I’m guessing the former, because there is complexity, autonomy, and a relationship between effort and reward in doing creative work, and that’s worth more to most of us than money. Work that fulfills those three criteria is meaningful. Being a teacher is meaningful. Being a physician is meaningful. So is being an entrepreneur,

To you, Pharisees, teachers of law, hypocrites! You give a tenth of your spices and mint. But you have neglected the more important matters of the law—justice, mercy, and faithfulness. You should have practiced the latter, without neglecting the former.

To plant your idea in someone’s head. To plant someone’s money in your own pocket. He who succeeds in the former, we call teacher. He who succeeds with the latter, we call boss. The one who succeeds in both, we call wife. The one who fails in both, we call husband.

Columbus’s conquest of Haiti can be seen as an amazing feat of courage and imagination by the first of many brave empire builders. It can also be understood as a bloody atrocity that left a legacy of genocide and slavery that endures in some degree to this day. Both views of Columbus are valid; indeed, Columbus’s importance in history owes precisely to his being both a heroic navigator and a great plunderer. If Columbus were only the former, he would merely rival Leif Eriksson. Columbus’s actions exemplify both meanings of the word exploit—a remarkable deed and also a taking advantage of.

Over my entire career in editing, I don't think I've encountered more than half a dozen difficult authors. By "difficult," I mean a writer who simply does not want changes made to his manuscript and is not even prepared to discuss them. We know the stereotypes: The hotshot journalist jealous of every comma. The poet who claims that his misspellings and eccentric punctuation are inspired. Assistant professors writing a first book for tenure are notorious for their inflexibility, and understandably so: their futures are at stake. They take editing personally; red marks on their manuscripts are like little stab wounds. And then there are vain authors who quarrel when we lowercase their job titles, who want their photos plastered all over the piece or their names in larger type. And don't get me started on writers who don't know what they're talking about, writers who are your boss, writers who are former high school English teachers.

Entrepreneurs who kept their day jobs had 33 percent lower odds of failure than those who quit. If you’re risk averse and have some doubts about the feasibility of your ideas, it’s likely that your business will be built to last. If you’re a freewheeling gambler, your startup is far more fragile. Like the Warby Parker crew, the entrepreneurs whose companies topped Fast Company’s recent most innovative lists typically stayed in their day jobs even after they launched. Former track star Phil Knight started selling running shoes out of the trunk of his car in 1964, yet kept working as an accountant until 1969. After inventing the original Apple I computer, Steve Wozniak started the company with Steve Jobs in 1976 but continued working full time in his engineering job at Hewlett-Packard until 1977. And although Google founders Larry Page and Sergey Brin figured out how to dramatically improve internet searches in 1996, they didn’t go on leave from their graduate studies at Stanford until 1998. “We almost didn’t start Google,” Page says, because we “were too worried about dropping out of our Ph.D. program.” In 1997, concerned that their fledgling search engine was distracting them from their research, they tried to sell Google for less than $2 million in cash and stock. Luckily for them, the potential buyer rejected the offer. This habit of keeping one’s day job isn’t limited to successful entrepreneurs. Many influential creative minds have stayed in full-time employment or education even after earning income from major projects. Selma director Ava DuVernay made her first three films while working in her day job as a publicist, only pursuing filmmaking full time after working at it for four years and winning multiple awards. Brian May was in the middle of doctoral studies in astrophysics when he started playing guitar in a new band, but he didn’t drop out until several years later to go all in with Queen. Soon thereafter he wrote “We Will Rock You.” Grammy winner John Legend released his first album in 2000 but kept working as a management consultant until 2002, preparing PowerPoint presentations by day while performing at night. Thriller master Stephen King worked as a teacher, janitor, and gas station attendant for seven years after writing his first story, only quitting a year after his first novel, Carrie, was published. Dilbert author Scott Adams worked at Pacific Bell for seven years after his first comic strip hit newspapers. Why did all these originals play it safe instead of risking it all?

When you’re carefully paying attention to what your teacher or boss is saying, that’s your frontal lobe at work. Doing math? Frontal lobe. Crossword puzzle? Frontal lobe. Trying to figure out how to handle a former friend who has lately been talking behind your back? The integration of all those feelings, memories, and possible responses requires the quarterbacking of the frontal lobe.

Islam requires us to believe that Jesus was so incompetent as a teacher and prophet that he was not able to instill this most simple fact in his followers’ minds: that he was merely a human. Given that Islam’s central proclamation is tawhid, this means Jesus was an abject failure. In fact, he was worse than a total failure, since he left his disciples believing the exact opposite of tawhid.

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.

The Sanskrit texts make it clear that a cataclysm on this scale, though a relatively rare event, is expected to wash away all traces of the former world and that the slate will be wiped clean again for the new age of the earth to begin. In order to ensure that the Vedas can be repromulgated for future mankind after each pralaya the gods have therefore designed an institution to preserve them -- the institution of the Seven Sages, a brotherhood of adepts possessed of unerring memories and supernatural powers, practitioners of yoga, performers of the ancient rituals and sacrifices, ascetics, spiritual visionaries, vigilant in the battle against evil, great teachers, knowledgeable beyond all imagining, who reincarnate from age to age as the guides of civilization and the guardians of cosmic justice.

As students, we have all known two types of teachers, the pedantic and the inspiring. The former have a definite method and operate according to well-established habits; the latter need neither, because they know the subject through and through, Indeed, we may say that teaching methods, which generate subjective habits, are but poor substitutes for the kind of objective intimacy with the subject matter to be taught, which we call 'habitus

What are all these people, by the way?” “They’re people whose gardens verge on or touch the garden of the house where the murder was committed.” “Sounds like a French exercise,” said Beck. “Where is the dead body of my uncle? In the garden of the cousin of my aunt. What about Number 19 itself?” “A blind woman, a former school teacher, lives there. She works in an institute for the blind and she’s been thoroughly investigated by the local police.

The real Tradition is this: the teacher never tells the disciple what he or she should do. They are merely travelling companions, sharing the same uncomfortable feeling of 'estrangement' when confronted by ever-changing perceptions, broadening horizons, closing doors, rivers that sometimes seem to block their path and which, in fact, should never be crossed, but followed. There is only one difference between teacher and disciple: the former is slightly less afraid than the latter. Then, when they sit down at a table or in front of a fire to talk, the more experienced person might say: 'Why don't you do that?' But he or she never says: 'Go there and you'll arrive where I did', because every path and every destination are unique to the individual. The true teacher gives the disciple the courage to throw his or her world off balance, even though the disciple is afraid of things already encountered and more afraid still of what might be around the next corner.

This book assumes that you are interested in being part of world-changing human capital that will help solve problems big and small. Maybe you are a teacher or a communicator, an activist or a doctor, a lawyer or an investor, or some new force for positive change. I have seen people like you alter the lives of schoolchildren and street children, refugees, the formerly incarcerated; of people living in forgotten communities and in places ravaged by war, poverty, or toxic industries.

Meaningless! Meaningless!” says the Teacher. “Utterly meaningless! Everything is meaningless.” What do people gain from all their labors at which they toil under the sun? Generations come and generations go, but the earth remains forever. The sun rises and the sun sets, and hurries back to where it rises. The wind blows to the south and turns to the north; round and round it goes, ever returning on its course. All streams flow into the sea, yet the sea is never full. To the place the streams come from, there they return again. All things are wearisome, more than one can say. The eye never has enough of seeing, nor the ear its fill of hearing. What has been will be again, what has been done will be done again; there is nothing new under the sun. Is there anything of which one can say, “Look! This is something new”? It was here already, long ago; it was here before our time. No one remembers the former generations, and even those yet to come will not be remembered by those who follow them.

The Three Jewels are the foundation of all forms of Buddhism, and the first jewel is the Buddha. The word buddha means „the Awakened One“. And it doesn‘t mean only Shakyamuni Buddha, formerly the prince Siddhartha, who became a perfect Buddha in the sixth century before the Common Era in India, whom we sometimes call the „historical Buddha“. Buddha means all those who have awakened from the sleep of ignorance and blossomed into their full potential. Awakened and blossomed, they are teachers of others. (pp. 30-31).

a dangerous ambition more often lurks behind the specious mask of zeal for the rights of the people, than under the forbidding appearances of zeal for the firmness and efficiency of government. History will teach us, that the former has been found a much more certain road to the introduction of despotism, than the latter, and that of those men who have overturned the liberties of republics, the greatest number have begun their career, by paying an obsequious court to the people . . . commencing demagogues, and ending tyrants.

My descent into delinquency was aided and abetted by the progressive philosophy adopted by the school. No effort was made to impose discipline, which resulted in the triumph of anarchy in the classroom and the survival of the fittest in the playground. In the former, the disruptive elements made it difficult, if not impossible, for teachers to teach and for students to learn. In the latter, the school bully and his coterie of friends ruled the roost, making life miserable for everyone else and making playtime a time of fear. I

　　A former fighter pilot, teaching at an aeronautics university, discovered how this works in the classroom. One of his students had been a star in ground school but was having trouble in the air. During a training flight, she misinterpreted an instrument reading, and he yelled at her, thinking it would force her to concentrate. Instead, she started crying, and though she tried to continue reading the instruments, she couldn’t focus. He landed the plane, lesson over. What was wrong? From the brain’s perspective, nothing was wrong. The student’s mind was focusing on the source of the threat, just as it had been molded to do over the past few million years. The teacher’s anger could not direct the student to the instrument to be learned because the instrument was not the source of danger. The teacher was the source of danger. This is weapons focus, merely replacing “Saturday Night Special” with “ex-fighter pilot.” 　　The same is true if you are a parenting a child rather than teaching a student. The brain will never outgrow its preoccupation with survival.

pinecone in her hands move as if it had become her own living heart. Deeply shaken, she looked up for the first time and found an unmistakable Presence in the center of the labyrinth, waiting for her. For just the briefest moment she could see Him quite clearly. His heart was open, a place of refuge for all who suffer. It had been broken open by the suffering in the world in the same way hers had been. Suddenly she understood why others had come to her for refuge since her childhood. The suffering she was able to feel had made her trustworthy. She stumbled the last few steps into the center of the labyrinth, knelt down, and for the first time since she was a child, she wept. In a talk about compassion, a former teacher of mine once said that practice prepares the mind, but suffering prepares the heart. Perhaps the final step in the healing of all wounds is the discovery of the capacity for compassion, an intuitive knowing that no one is singled out in their suffering, that all living beings are vulnerable to loss, attachment, and limitation. It is only in the presence of compassion that we can show our wounds without diminishing our wholeness. The Dalai Lama has said that “compassion occurs only between equals.” For those who have compassion, woundedness is not a place of judgment but a place of genuine meeting.

I married him—despite all the very good reasons that no one should ever partner up for a third time—because early on, he reminded me of the best father figure of my life, my ninth-grade English teacher. When that man died, his friends (eighty-year-old poker buddies, pals from his teaching days, devoted former students of all ages and types) wept. He was old, fat, diabetic, and often brusque. Women desired him and my children loved him and most men liked his company a great deal. He was loyal, imperious, needy, charming, bighearted, and just about the most selfish, lovable, and foolishly fearless person I had ever known. And then I met Brian and found another.

When Benjamin Bloom studied his 120 world-class concert pianists, sculptors, swimmers, tennis players, mathematicians, and research neurologists, he found something fascinating. For most of them, their first teachers were incredibly warm and accepting. Not that they set low standards. Not at all, but they created an atmosphere of trust, not judgment. It was, “I’m going to teach you,” not “I’m going to judge your talent.” As you look at what Collins and Esquith demanded of their students—all their students—it’s almost shocking. When Collins expanded her school to include young children, she required that every four-year-old who started in September be reading by Christmas. And they all were. The three- and four-year-olds used a vocabulary book titled Vocabulary for the High School Student. The seven-year-olds were reading The Wall Street Journal. For older children, a discussion of Plato’s Republic led to discussions of de Tocqueville’s Democracy in America, Orwell’s Animal Farm, Machiavelli, and the Chicago city council. Her reading list for the late-grade-school children included The Complete Plays of Anton Chekhov, Physics Through Experiment, and The Canterbury Tales. Oh, and always Shakespeare. Even the boys who picked their teeth with switchblades, she says, loved Shakespeare and always begged for more. Yet Collins maintained an extremely nurturing atmosphere. A very strict and disciplined one, but a loving one. Realizing that her students were coming from teachers who made a career of telling them what was wrong with them, she quickly made known her complete commitment to them as her students and as people. Esquith bemoans the lowering of standards. Recently, he tells us, his school celebrated reading scores that were twenty points below the national average. Why? Because they were a point or two higher than the year before. “Maybe it’s important to look for the good and be optimistic,” he says, “but delusion is not the answer. Those who celebrate failure will not be around to help today’s students celebrate their jobs flipping burgers.… Someone has to tell children if they are behind, and lay out a plan of attack to help them catch up.” All of his fifth graders master a reading list that includes Of Mice and Men, Native Son, Bury My Heart at Wounded Knee, The Joy Luck Club, The Diary of Anne Frank, To Kill a Mockingbird, and A Separate Peace. Every one of his sixth graders passes an algebra final that would reduce most eighth and ninth graders to tears. But again, all is achieved in an atmosphere of affection and deep personal commitment to every student. “Challenge and nurture” describes DeLay’s approach, too. One of her former students expresses it this way: “That is part of Miss DeLay’s genius—to put people in the frame of mind where they can do their best.… Very few teachers can actually get you to your ultimate potential. Miss DeLay has that gift. She challenges you at the same time that you feel you are being nurtured.

There’s a problem when we’re creating a job you can’t do if you have kids,” Dennis Van Roekel, former president of the National Education Association, told me. “There are a lot of us who spend too much time working. But ultimately, you need time for family, time for community, time for church.” According to a union executive who has negotiated charter school contracts across the country, at many schools teachers are expected to eat lunch with their students, and have no prep period to plan lessons. At others, when a teacher calls in sick, the school will not hire a substitute, but will instead require other teachers to fill in during their prep periods. At one Chicago charter school, teachers complained that they had so little free time during the day that they could not visit the bathroom.

She walked on in this way for several more minutes and at last came to a place in the labyrinth close to the circumference of the circle where the path unexpectedly turns sharply to the right. As you turn, you discover that you have reached the end of the path and a few more steps will take you to the center of the circle. Turning to the right, Glory suddenly felt the pinecone in her hands move as if it had become her own living heart. Deeply shaken, she looked up for the first time and found an unmistakable Presence in the center of the labyrinth, waiting for her. For just the briefest moment she could see Him quite clearly. His heart was open, a place of refuge for all who suffer. It had been broken open by the suffering in the world in the same way hers had been. Suddenly she understood why others had come to her for refuge since her childhood. The suffering she was able to feel had made her trustworthy. She stumbled the last few steps into the center of the labyrinth, knelt down, and for the first time since she was a child, she wept. In a talk about compassion, a former teacher of mine once said that practice prepares the mind, but suffering prepares the heart. Perhaps the final step in the healing of all wounds is the discovery of the capacity for compassion, an intuitive knowing that no one is singled out in their suffering, that all living beings are vulnerable to loss, attachment, and limitation. It is only in the presence of compassion that we can show our wounds without diminishing our wholeness. The Dalai Lama has said that “compassion occurs only between equals.” For those who have compassion, woundedness is not a place of judgment but a place of genuine meeting.

The only word these corporations know is more,” wrote Chris Hedges, former correspondent for the Christian Science Monitor, National Public Radio, and the New York Times. They are disemboweling every last social service program funded by the taxpayers, from education to Social Security, because they want that money themselves. Let the sick die. Let the poor go hungry. Let families be tossed in the street. Let the unemployed rot. Let children in the inner city or rural wastelands learn nothing and live in misery and fear. Let the students finish school with no jobs and no prospects of jobs. Let the prison system, the largest in the industrial world, expand to swallow up all potential dissenters. Let torture continue. Let teachers, police, firefighters, postal employees and social workers join the ranks of the unemployed. Let the roads, bridges, dams, levees, power grids, rail lines, subways, bus services, schools and libraries crumble or close. Let the rising temperatures of the planet, the freak weather patterns, the hurricanes, the droughts, the flooding, the tornadoes, the melting polar ice caps, the poisoned water systems, the polluted air increase until the species dies. There are no excuses left. Either you join the revolt taking place on Wall Street and in the financial districts of other cities across the country or you stand on the wrong side of history. Either you obstruct, in the only form left to us, which is civil disobedience, the plundering by the criminal class on Wall Street and accelerated destruction of the ecosystem that sustains the human species, or become the passive enabler of a monstrous evil. Either you taste, feel and smell the intoxication of freedom and revolt or sink into the miasma of despair and apathy. Either you are a rebel or a slave. To be declared innocent in a country where the rule of law means nothing, where we have undergone a corporate coup, where the poor and working men and women are reduced to joblessness and hunger, where war, financial speculation and internal surveillance are the only real business of the state, where even habeas corpus no longer exists, where you, as a citizen, are nothing more than a commodity to corporate systems of power, one to be used and discarded, is to be complicit in this radical evil. To stand on the sidelines and say “I am innocent” is to bear the mark of Cain; it is to do nothing to reach out and help the weak, the oppressed and the suffering, to save the planet. To be innocent in times like these is to be a criminal.

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

The introduction to the original book as I found it in Greece contains many interesting points, since it shows that educators in foreign countries, notably in Germany, had come to the same conclusion with our best American teachers. The editor of the little Greek reading-book says: "In editing this work we have made use not only of Homer's 'Odyssey,' but also of that excellent reader which is used in the public schools of Germany, Willman's 'Lesebuch aus Homer.' We have divided the little volume into three parts, the first of which gives a short resumé of the war against Troy and the destruction of that city, the second the wanderings of Odysseus till his arrival in Ithaca, the third his arrival and the killing of the wooers. We have no apology to make in presenting this book to the public as a school-book, since many people superior to us have shown the need of such books in school-work. The new public schools, as is well known, have a mission of the highest importance. They do not aim, as formerly, at absolute knowledge pounded into the heads of children in a mechanical way. Their aim is the mental and ethical development of the pupils. Reading and writing lead but half way to this goal. With all nations the readers used in the public schools are a collection of the noblest thoughts of their authors." The Greek editor had never read the inane rat and cat stories of American school "readers" when he wrote that.

329 Leisure and Idleness. - There is an Indian savagery, a savagery peculiar to the Indian blood, in the manner in which the Americans strive after gold: and the breathless hurry of their work- the characteristic vice of the New World-already begins to infect old Europe, and makes it savage also, spreading over it a strange lack of intellectuality. One is now ashamed of repose: even long reflection almost causes remorse of conscience. Thinking is done with a stop-watch, as dining is done with the eyes fixed on the financial newspaper; we live like men who are continually " afraid of letting opportunities slip." " Better do anything whatever, than nothing "-this principle also is a noose with which all culture and all higher taste may be strangled. And just as all form obviously disappears in this hurry of workers, so the sense for form itself, the ear and the eye for the melody of movement, also disappear. The proof of this is the clumsy perspicuity which is now everywhere demanded in all positions where a person would like to be sincere with his fellows, in intercourse with friends, women, relatives, children, teachers, pupils, leaders and princes,-one has no longer either time or energy for ceremonies, for roundabout courtesies, for any esprit in conversation, or for any otium whatever. For life in the hunt for gain continually compels a person to consume his intellect, even to exhaustion, in constant dissimulation, overreaching, or forestalling: the real virtue nowadays is to do something in a shorter time than another person. And so there are only rare hours of sincere intercourse permitted: in them, however, people are tired, and would not only like " to let themselves go," but to stretch their legs out wide in awkward style. The way people write their letters nowadays is quite in keeping with the age; their style and spirit will always be the true " sign of the times." If there be still enjoyment in society and in art, it is enjoyment such as over-worked slaves provide for themselves. Oh, this moderation in "joy" of our cultured and uncultured classes! Oh, this increasing suspiciousness of all enjoyment! Work is winning over more and more the good conscience to its side: the desire for enjoyment already calls itself " need of recreation," and even begins to be ashamed of itself. " One owes it to one's health," people say, when they are caught at a picnic. Indeed, it might soon go so far that one could not yield to the desire for the vita contemplativa (that is to say, excursions with thoughts and friends), without self-contempt and a bad conscience.-Well! Formerly it was the very reverse: it was "action" that suffered from a bad conscience. A man of good family concealed his work when need compelled him to labour. The slave laboured under the weight of the feeling that he did something contemptible :- the "doing" itself was something contemptible. "Only in otium and bellum is there nobility and honour:" so rang the voice of ancient prejudice !

A more complex way to understand this is the method used by Hermann Minkowski, Einstein’s former math teacher at the Zurich Polytechnic. Reflecting on Einstein’s work, Minkowski uttered the expression of amazement that every beleaguered student wants to elicit someday from condescending professors. “It came as a tremendous surprise, for in his student days Einstein had been a lazy dog,” Minkowski told physicist Max Born. “He never bothered about mathematics at all.”63 Minkowski decided to give a formal mathematical structure to the theory. His approach was the same one suggested by the time traveler on the first page of H. G. Wells’s great novel The Time Machine, published in 1895: “There are really four dimensions, three which we call the three planes of Space, and a fourth, Time.” Minkowski turned all events into mathematical coordinates in four dimensions, with time as the fourth dimension. This permitted transformations to occur, but the mathematical relationships between the events remained invariant. Minkowski dramatically announced his new mathematical approach in a lecture in 1908. “The views of space and time which I wish to lay before you have sprung from the soil of experimental physics, and therein lies their strength,” he said. “They are radical. Henceforth space by itself, and time by itself, are doomed to fade away into mere shadows, and only a kind of union of the two will preserve an independent reality.”64 Einstein, who was still not yet enamored of math, at one point described Minkowski’s work as “superfluous learnedness” and joked, “Since the mathematicians have grabbed hold of the theory of relativity, I myself no longer understand it.” But he in fact came to admire Minkowski’s handiwork and wrote a section about it in his popular 1916 book on relativity.

The earliest commentaries on Scripture had been of this discursive nature, being addresses by word of mouth to the people, which were taken down by secretaries, and so preserved. While the traditionary teaching of the Church still preserved the vigour and vividness of its Apostolical origin, and spoke with an exactness and cogency which impressed an adequate image of it upon the mind of the Christian Expositor, he was able to allow himself free range in handling the sacred text, and to admit into the comment his own particular character of mind, and his spontaneous and individual ideas, in the full security, that, however he might follow the leadings of his own thoughts in unfolding the words of Scripture, his own deeply fixed views of Catholic truth would bring him safe home, without overstepping the limits of truth and sobriety. Accordingly, while the early Fathers manifest a most remarkable agreement in the principles and the substance of their interpretation, they have at the same time a distinctive spirit and manner, by which each may be known from the rest. About the vith or viith century this originality disappears; the oral or traditionary teaching, which allowed scope to the individual teacher, became hardened into a written tradition, and henceforward there is a uniform invariable character as well as substance of Scripture interpretation. Perhaps we should not err in putting Gregory the Great as the last of the original Commentators; for though very numerous commentaries on every book of Scripture continued to be written by the most eminent doctors in their own names, probably not one interpretation of any importance would be found in them which could not be traced to some older source. So that all later comments are in fact Catenas or selections from the earlier Fathers, whether they present themselves expressly in the form of citations from their volumes, or are lections upon the Lesson or Gospel for the day, extempore indeed in form, but as to their materials drawn from the previous studies and stores of the expositor. The latter would be better adapted for the general reader, the former for the purposes of the theologian.

When a middle school teacher in San Antonio, Texas, named Rick Riordan began thinking about the troublesome kids in his class, he was struck by a topsy-turvy idea. Maybe the wild ones weren’t hyperactive; maybe they were misplaced heroes. After all, in another era the same behavior that is now throttled with Ritalin and disciplinary rap sheets would have been the mark of greatness, the early blooming of a true champion. Riordan played with the idea, imagining the what-ifs. What if strong, assertive children were redirected rather than discouraged? What if there were a place for them, an outdoor training camp that felt like a playground, where they could cut loose with all those natural instincts to run, wrestle, climb, swim, and explore? You’d call it Camp Half-Blood, Riordan decided, because that’s what we really are—half animal and half higher-being, halfway between each and unsure how to keep them in balance. Riordan began writing, creating a troubled kid from a broken home named Percy Jackson who arrives at a camp in the woods and is transformed when the Olympian he has inside is revealed, honed, and guided. Riordan’s fantasy of a hero school actually does exist—in bits and pieces, scattered across the globe. The skills have been fragmented, but with a little hunting, you can find them all. In a public park in Brooklyn, a former ballerina darts into the bushes and returns with a shopping bag full of the same superfoods the ancient Greeks once relied on. In Brazil, a onetime beach huckster is reviving the lost art of natural movement. And in a lonely Arizona dust bowl called Oracle, a quiet genius disappeared into the desert after teaching a few great athletes—and, oddly, Johnny Cash and the Red Hot Chili Peppers—the ancient secret of using body fat as fuel. But the best learning lab of all was a cave on a mountain behind enemy lines—where, during World War II, a band of Greek shepherds and young British amateurs plotted to take on 100,000 German soldiers. They weren’t naturally strong, or professionally trained, or known for their courage. They were wanted men, marked for immediate execution. But on a starvation diet, they thrived. Hunted and hounded, they got stronger. They became such natural born heroes, they decided to follow the lead of the greatest hero of all, Odysseus, and

It was as though his voice came to me from another world. The man continued skillfully to draw a terrible picture of a werewolf who had been the reason for two girls committing suicide, had wrecked the life of a married woman and killed his own wife — an egoist whose whole life had been directed to the quest of pleasure. Once it occurred to me in my stupor, as I sat there listening to my former teacher, Professor Maxwell Foster- Keen, trying to save me from the gallows, that I should stand up and shout at the court: "This Mustafa Sa’eed does not exist. He’s an illusion, a lie. I ask of you to rule that the lie be killed." But I remained as lifeless as a heap of ashes.

Another woman I came across in my research was a former preschool teacher who had switched to a corporate job. Even though she was now working with adults, her old habits would kick in and she kept asking coworkers if they had washed their hands after going to the bathroom.

but loss is the one constant we all have to deal with. It’s the price of living. We lose parents, friends, relatives. We lose the place we grew up in, and we lose the whole circle of our acquaintances. We spend ungodly amounts of time wondering whatever happened to former teachers and lovers and scoutmasters.

For instance, Vedic knowledge was imparted to Brahmä through oral reception. Indeed, Brahmä received the knowledge directly from the Supreme Lord, who then instructed it to his son Närada, whose realizations appear throughout Vedic literature. And Närada instructed it to His disciple, the sage Vyäsadeva. Thus, the message of Vedic literature descends through a chain of disciplic succession that is still present today. Formerly Vedic scripture came down by word of mouth from teachers to their disciples, but thousands of years ago, the sage Vyäsadeva compiled all the Vedic scriptures in written form.

Ivan Ivanovich, or John son of John. He is a kind of Russian Mr. Nobody. Like calling someone Jan Kowalski in Poland, Pepík Vondráček in Czechia and John Smith in England. Even the dummy, which flew into space on the Vostok ship before Gagarin, they called Ivan Ivanovich. And in Stalin's prison camps this was an insult. This is what they called all professors, writers, artists, engineers, party officials, teachers - all intelligentsia. Their fate in that era was most terrible. Successive waves of purges wiped out at least half of the Russian intelligentsia. They were executed or thrown into gulags. This is how the "monstrous selection of the Stalinist period was carried out," writes former prisoner Wiera Szulc in her memoirs, "which created, it would seem, a new species of people: humble, numb, lacking initiative, silent. The Soviet man was born, homo sovieticus, an individual without even a hint of rebelliousness, but with a great talent for thievery. That's where it's still said that a thief doesn't steal, he just takes what lies wrong. The new Soviet man is a will-less, fearful, lazy man who suffers from the syndrome of silence and the syndrome of the poputchik. He is a man who does not shout his pain from his soul, but whispers it to a stranger on the road. Or he desensitizes it with vodka.

He wants to be your friend,” I said to my son, who now plucked up the courage to look the new boy in the eye. “What language are you speaking?” the boy asked with a smile. My son looked at me as though requesting permission to embark on a new relationship, already forgetting his former teacher, and I nodded, permitting him to take matters into his own hands. “Arabic,” my son told the boy, smiling. “Ichsa,” the boy said in response, and went on staring at my son for a moment before returning to his mother’s arms. I will never forget the look that passed across my son’s face. It was a look that gave me the chills and made my hands shake as I went on drying his wet body. It was a look that passed rapidly from smile to stunned gaze, affront, and finally accusation. A look that I heard telling me, “Why did you lie to me, why didn’t you do something, it’s all your fault.

Directed dabbling is what led me to Bre Pettis, a former art teacher from Seattle who started NYC Resistor, a Brooklyn maker space, and also launched the 3-D printing company MakerBot next door. I had been tracking Bre as part of our digital development effort. I e-mailed Bre to ask if I could simply hang out and watch what he was doing: “I want to understand the new wave of micro-manufacturing, and especially what you are doing with 3-D printing.” Resistor was a higgledy-piggledy series of rooms on the fourth floor of a run-down factory. There Bre introduced me to his “makers” as we walked between workbenches covered with bits of sheet metal and wires and boxes of odds and ends. I saw people making a miniature wind turbine and a portable water purification system. That is, GE kinds of things. One guy was building his own miniature gas turbine, because, well, he could. “Why not?” he said. “People want to live off the grid.” “We could use this ingenuity inside GE,” I said out loud. After NYC Resistor and MakerBot, I met with Shapeways, in Queens, an advanced contract manufacturer where people submitted designs to be 3-D printed for a fee. As we toured the space and talked about the jewelry they made, I

Logic sometimes breeds monsters. For half a century there has been springing up a host of weird functions, which seem to strive to have as little resemblance as possible to honest functions that are of some use. No more continuity, or else continuity but no derivatives, etc. More than this, from the point of view of logic, it is these strange functions that are the most general; those that are met without being looked for no longer appear as more than a particular case, and they have only quite a little corner left them. Formerly, when a new function was invented, it was in view of some practical end. To-day they are invented on purpose to show our ancestors' reasonings at fault, and we shall never get anything more than that out of them. If logic were the teacher's only guide, he would have to begin with the most general, that is to say, with the most weird, functions. He would have to set the beginner to wrestle with this collection of monstrosities. If you don't do so, the logicians might say, you will only reach exactness by stages.

The Holy Spirit (the supplier [epichorēgia] by whom believers should be God-taught [theodidaktoi], Jer. 31:34; Jn. 6:45*; 1 Jn. 2:27) does not render the Scripture less necessary. He is not given to us in order to introduce new revelations, but to impress the written word on our hearts; so that here the word must never be separated from the Spirit (Is. 59:21). The former works objectively, the latter efficiently; the former strikes the ears from without, the latter opens the heart within. The Spirit is the teacher; Scripture is the doctrine which he teaches us.

Oppenheimer’s former teacher at Harvard, Professor Percy Bridgman, told a reporter, “Scientists aren’t responsible for the facts that are in nature. . . . If anyone should have a sense of sin, it’s God. He put the facts there.

[T]here is no question about society’s instinctive response to her plight. It is simply to ostracize her…she will probably be expelled from school…such swift action is not meted out to the unmarried school boy father…Says former U.S. Commissioner of Education, Lawrence Derthick, ‘Many school systems …are prevented by law from providing teachers…or making homebound programs available from public funds for unwed mothers…there is no way a girl can earn credits for any scholastic work she does during pregnancy…there is no way by which she can conceal the fact that the earning was done in a maternity home…

Now!’ Marvin interjected. ‘You must all be wondering why I invited you here. Well, you know why you’re here, Arthur; and I assume you’ve explained a little about the club to our members—’ ‘We’re looking at alternative truths, right?’ Bedivere asked. ‘The darker side to Britain, and all that.’ ‘Yes, yes, Bedivere, we shall cover that. We shall look at Europe, why we left and why ultimately the EU was disbanded; we shall look at the tragic situation in the United States, and we shall look at the abandonment of the Commonwealth states and the blight of Indonesia. But as well as that we shall also be looking closer to home, at our own histories, and I use the plural intentionally; at the rising rebels in the old Celtic countries, at the redefinition of New National Britain’s borders, and at our absolute ruler himself, George Milton, who thus far has used all his electoral power to claw hold of democratic immunity, whose Party has long since been a change-hand, change-face game of musical chairs with the same policies and people from one party to the next. This brings me to my former point of why I invited you here: because I believe that you three are the smartest, the most open, the most questioning, and that you will benefit most from hearing things from an alternative viewpoint—not always my own, and not always comfortable—that the three of you may one day take what you have learned here and remember it when the world darkens, and this country truly forgets that which it once was.’ There was a deep silence. Even Arthur, who was used to Marvin’s tangential speeches, was momentarily confounded, and in the quiet that followed he observed Bedivere to see what he thought of this side to their teacher. His eyes then slipped to Morgan, and he was surprised to find that she was transfixed. ‘But I must stress to all of you, it is my job at risk in doing this, my life at stake. So when you speak of this, speak only amongst yourselves, and tell no one what it is we discuss here. Understood?’ There was a series of dumbstruck nods of consent. Bedivere cleared his throat with a small cough. ‘And here I thought this was just going to be an extra-curricular history club,’ he joked.

The first hints of this emerged in the early and mid-1990s, at the tail end of the crack epidemic. Suniya Luthar is now sixty-two, with an infectious smile, bright brown eyes, and short snow-white hair. Back then, she was a fledgling psychologist working as an assistant professor and researcher in the department of psychiatry at the Yale School of Medicine. She was studying resiliency among teenagers in low-income urban communities, and one of her early findings was that the most popular kids were also among the most destructive and aggressive at school. Was this a demographic phenomenon, she wondered, or merely an adolescent one, this tendency to look up to peers who acted out? To find out, she needed a comparison group. A research assistant suggested they recruit students from his former high school in an affluent suburb. Luthar’s team ultimately enlisted 488 tenth graders—about half from her assistant’s high school and half from a scruffy urban high school. The affluent community’s median household income was 80 percent higher than the national median, and more than twice that of the low-income community. The rich community also had far fewer families on food stamps (0.3 percent vs. 19 percent) and fewer kids getting free or reduced-price school lunches (1 percent vs. 86 percent). The suburban teens were 82 percent white, while the urban teens were 87 percent nonwhite. Luthar surveyed the kids, asking a series of questions related to depression and anxiety, drug use ranging from alcohol and nicotine to LSD and cocaine, and participation in delinquent acts at home, at school, and in the community. Also examined were grades, “social competence,” and teachers’ assessments of each student. After crunching the numbers, she was floored. The affluent teens fared poorly relative to the low-income teens on “all indicators of substance use, including hard drugs.” This flipped the conventional wisdom on its head. “I was quite taken aback,” Luthar recalls.

research university that primarily awards master’s degrees and PhDs, JNU saw the number of seats offered to students wishing to enroll in a master’s or a doctoral program plummet by 84 percent, from 1,234 to 194 in one year.101 Furthermore, admissions committees were made up solely of experts appointed by the JNU vice-chancellor, flouting university statutes and guidelines followed by the University Grants Commission (UGC), which stipulate that academics should be involved.102 This made it possible to hire teachers from Hindu nationalist circles,103 with few qualifications,104 and some facing charges of plagiarism.105 In particular, several former ABVP student activists from JNU have been appointed as assistant professors even after being disqualified by the committee in charge of short-listing applicants.106 The vice-chancellor replaced deans in the School of Social Sciences without following appointment procedures, cutting the number of researchers by 80 percent and ceasing to apply rules JNU had set to ensure diversity through a mechanism taking into account the social background and geographic origin of its applicants.107 The new recruitment procedure strongly disadvantaged Dalits, Adivasis, and OBCs, who used to make up nearly 50 percent of the student intake and who now accounted for a mere 7 percent. The vice-chancellor also issued ad hoc promotions, nominating recently appointed faculty members to the post of full professor. Conversely, the freeze on promotions for “antigovernment” teachers who should have been promoted on the basis of seniority prompted some of the diktat’s victims to take the matter to court.108 However, even after the court—taking note of the illegality of the rejection procedure—ordered a reexamination of the claimants’ promotions, the latter were once again denied.109

This hardened response to those on the “other team” is not an invention of modern American politics. It seems to be hardwired into the circuitry of our brains. The Old Testament is filled with stories of sometimes deadly tribalism, and scientific data gives us insight into why that happens. In 1968, elementary school teacher Jane Elliott conducted a famous experiment with her students in the days after the assassination of Dr. Martin Luther King Jr. She divided the class by eye color. The brown-eyed children were told they were better. They were the “in-group.” The blue-eyed children were told they were less than the brown-eyed children—hence becoming the “out-group.” Suddenly, former classmates who had once played happily side by side were taunting and torturing one another on the playground. Lest we assign greater morality to the “out-group,” the blue-eyed children were just as quick to attack the brown-eyed children once the roles were reversed.6

As it turns out, this desire to be loved and to belong is not unique to emotionally needy writers spoiled by their parents. It is inherent to us all. It helps make us human. You'll find evidence of this in Brene Brown's research. She has spent the last twenty years studying the characteristics of people who, regardless of life circumstances, exhibit resilience. Using a qualitative research method known as grounded theory research, Brown conducted thousands of interviews with hundreds of people spanning all sorts of cultural and socioeconomic backgrounds to conclude that "a deep sense of love and belonging is an irreducible need for all women, men, and children." "We are biologically, cognitively, physically, and spiritually wired to love, to be loved, and to belong," Brown writes in The Gifts of Imperfection. "When those needs are not met, we don't function as we are meant to. We break. We fall apart. We hurt others. We get sick." Her research concluded that the key to connection is no mystery: "I realized that only one thing separated the men and women who felt a deep sense of love and belonging from the people who seemed to be struggling for it. That one thing was the belief in their worthiness. If we want to fully experience love and belonging, we must believe that we are worthy of love and belonging." In fact, Brown defines wholehearted living as "a way of engaging with the world from a place of worthiness." It's important to note that Brown uncovered these findings while researching the corrosive effects of shame. Shame is the ultimate connection killer, for it tells us that our flaws make us unworthy of love. Like many researchers and psychologists, Brown draws a distinction between shame and guilt, noting that the former focuses on being while the latter focuses on behavior. While guilt says, "I did something bad," shame says, "I am bad." Studies suggest a healthy dose of guilt can actually inspire us to make healthier choices, but shame, as a rule, proves counterproductive. For people of faith, and especially for Christians, this research raises some important questions. Does any claim to our inherent worthiness contradict religious teaching and the witness of our sacred texts? Can we deal honestly with our sins without internalizing shame? Does our belief system require that we see ourselves as nothing more than loathsome insects, deserving only to be swept by tsunami waves into the fires of hell? Or can we, too, engage the world from a place of worthiness? Many of us have been talked out of that hope by a parent, a Sunday school teacher, a pastor, or perhaps even our very own fragile selves. In some way or another, many of us have become convinced that we will never be worthy of love- because of our sin, because of our humanity, and because of something that happened in a mysterious garden a long time ago.

The other goal was to prohibit teaching of evolution. The Klan backed a new law in Tennessee that made it a crime for a public school teacher to explain “any theory that denies the story of Divine Creation of man as taught in the Bible.” The fear was that if evolution were accepted, it would imply that all people had a common origin. For the Klan, that meant there was “no fundamental difference between themselves and the race they pretend to despise,” as the Defender, a Black newspaper in Chicago, put it. A part-time science teacher and high school football coach, John T. Scopes, challenged the new law. William Jennings Bryan, the aging populist and former Democratic presidential nominee, was enlisted to take up the creationist cause in what became known as the Scopes Monkey Trial. Bryan withered in the summer heat of the outdoor courtroom in 1925, and melted under questioning about biblical literalism from his opponent, Clarence Darrow. The trial ended with a $100 fine of the high school science teacher. Bryan died five days later.

As a former professor, Illyria was accustomed to drawing on endless reserves of patience for even the most difficult of students, but the motley rabble assembled before her would put even the saintliest of teachers to the test.

modern figure most associated with the study of malignant narcissism is my former teacher Otto Kernberg (1970), who defined the syndrome as having four components: (1) narcissistic personality disorder, (2) antisocial behavior, (3) paranoid traits, and (4) sadism. Kernberg told the New York Times that malignantly narcissistic leaders such as Hitler and Stalin are “able to take control because their inordinate narcissism is expressed in grandiosity, a confidence in themselves, and the assurance that they know what the world needs” (Goode 2003). At the same time, “they express their aggression in cruel and sadistic behavior against their enemies: whoever does not submit to them or love them.” As Pollock (1978) wrote, “the malignant narcissist is pathologically grandiose, lacking in conscience and behavioral regulation[,] with characteristic demonstrations of joyful cruelty and sadism.

The most awesome thing happened to me today. My former high school English teacher has been editing my book for me. She told me that she really likes my writing and she thinks I am very talented! Isn't that something?!

house with a great view. You’ll see that at the party tonight. Wish Char would be here for that, too, but we’ll all be together soon.” At least, Kate thought, Jack Lockwood, alias former father, would not be here tonight, so she could enjoy herself. Not only was she curious to see Grant Mason, but she also couldn’t wait to examine the Adena burial site she’d found on an old map in the university archives when she was back in the States at Christmas. The so-called Mason Mound was about twenty yards behind Grant’s house, and she was much more eager to see it than him. * * * The caterers Grant had hired from the upscale Lake Azure area had taken over the kitchen, and he didn’t want to disturb the setup for the buffet or the bar at the far end of the living room. So he sat in his favorite chair looking out over the back forest view through his massive picture window. The guests for the party he was throwing for his best friend, Gabe, and his fiancée, Tess, would be here soon—eighteen people, a nice number for mixing and chatting. He’d laid in champagne for toasts to the happy couple. Gabe and Grant had been best friends since elementary school, when a teacher had seated them in alphabetical order by first names. Grant had been the first to marry. Lacey had been his high-school sweetheart, head of the cheerleaders, prom queen to his king. How unoriginal—and what a disaster.

Harsh discipline doesn't benefit a student, but social problem solving does. Are strict rules and harsh discipline the keys to successful education? No, they aren’t. In fact, harsh discipline is counterproductive to learning. Discipline can make a student focus, but it also gives him anxiety and low self-esteem. Rousseah Mieze, a APR graduate who later became a teacher, said the strict environment of APR shaped his negative self-image. When he was in college, he'd still imagine his former teachers saying things like, “You don't work hard enough. You don't belong here.

At the Auditorium Building on September 8, the labor movement hosted a rally to organize against the Loeb Rule. Samuel Gompers of the American Federation of Labor told the crowd that businessmen were engaged in a campaign “to eliminate men of brain and heart and sympathy and character” from the teaching force. U.S. Assistant Secretary of Labor Louis Post, a former member of Mayor Dunne’s progressive school board, spoke about the threat the Teachers Federation had long posed to corporate interests more interested in lowering their own taxes than in improving the education of other people’s children. “All over this country, in one form or another, it is a fight between what has been called the Interests, the special interests, and the interests of the public, the interests of the common people. That is the fight.

Back when I was still working …” at least appeals to me more than “When I was still standing before a class …” or—the most horrible of all, the favorite phrase of the worst-of-the-worst, the former teachers who say of themselves that teaching is their blood—“Back when I was still in education …” I

She came across as charming and efficient, but problems erupted as soon as she started. Two of my best people threatened to quit, so I took her off the project.” I could barely watch as she laughed and yakked like an intimate friend of both Ian’s and Baldacchio’s. On tonight of all nights, the opening of Abraham’s exhibition. I had to wonder, was she here because of me? Everyone in the business knew he’d been my teacher and mentor. Was I completely paranoid? I would’ve loved to pursue the topic of Minka’s shortcomings and find out how in the world she’d finagled a job at the Covington in the first place, but Abraham’s friend Doris interrupted us just then, grabbing Abraham’s arm and giving it a vigorous shake. “Now, what were you yelling about, old man?” she said. I almost snorted. “Doris Bondurant,” Abraham said formally, “I’d like to introduce my former assistant and now my greatest competition, Brooklyn Wainwright. Brooklyn, this is my old friend Doris Bondurant.” “Watch who you’re calling old, buster,” she said, and elbowed Abraham in

Admiral Tait Primary was a school that people from my home neighbourhood could only dream of. The teachers knew what they were doing and the library had the right books for my daughter to read. It was expensive though, and I dreaded what would happen when she finally reached high school. If I didn't get my life sorted soon, she'd be forced into a former Group B school in the high-density areas: a sure way to flunk and get pregnant before she was nineteen. There were nights where I couldn't sleep worrying that my baby would not have the sort of future she deserved. [74]

All things therefore are of one and the same substance, that is, from one and the same God; as also the Lord says to the disciples “Therefore every scribe, which is instructed unto the kingdom of heaven, is like unto a man that is an householder, which bringeth forth out of his treasure things new and old.” He did not teach that he who brought forth the old was one, and he that brought forth the new, another; but that they were one and the same. For the Lord is the good man of the house, who rules the entire house of His Father; and who delivers a law suited both for slaves and those who are as yet undisciplined; and gives fitting precepts to those that are free, and have been justified by faith, as well as throws His own inheritance open to those that are sons. And He called His disciples “scribes” and “teachers of the kingdom of heaven;” of whom also He elsewhere says to the Jews: “Behold, I send unto you wise men, and scribes, and teachers; and some of them ye shall kill, and persecute from city to city.” Now, without contradiction, He means by those things which are brought forth from the treasure new and old, the two covenants; the old, that giving of the law which took place formerly; and He points out as the new, that manner of life required by the Gospel, of which David says, “Sing unto the Lord a new song;” and Esaias, “Sing unto the Lord a new hymn. His beginning (initium), His name is glorified from the height of the earth: they declare His powers in the isles.” And Jeremiah says: “Behold, I will make a new covenant, not as I made with your fathers” in Mount Horeb. But one and the same householder produced both covenants, the Word of God, our Lord Jesus Christ, who spake with both Abraham and Moses, and who has restored us anew to liberty, and has multiplied that grace which is from Himself.

Helen, a junior high math teacher in Minnesota, spent most of the school week teaching a difficult “new math” lesson. She could tell her students were frustrated and restless by week’s end. They were becoming rowdy so she told them to put their books away. She then instructed the class to take out clean sheets of paper. She gave each of them this assignment: Write down every one of your classmates’ names on the left, and then, on the right, put down one thing you like about that student. The tense and rowdy mood subsided and the room quieted when the students went to work. Their moods lifted as they dug into the assignment. There was frequent laughter and giggling. They looked around the room, sharing quips about one another. Helen’s class was a much happier group when the bell signaled the end of the school day. She took their lists home over the weekend and spent both days off recording what was said about each student on separate sheets of paper so she could pass on all the nice things said about each person without giving away who said what. The next Monday she handed out the lists she’d made for each student. The room buzzed with excitement and laughter. “Wow. Thanks! This is the coolest!” “I didn’t think anyone even noticed me!” “Someone thinks I’m beautiful?” Helen had come up with the exercise just to settle down her class, but it ended up giving them a big boost. They grew closer as classmates and more confident as individuals. She could tell they all seemed more relaxed and joyful. About ten years later, Helen learned that one of her favorite students in that class, a charming boy named Mark, had been killed while serving in Vietnam. She received an invitation to the funeral from Mark’s parents, who included a note saying they wanted to be sure she came to their farmhouse after the services to speak with them. Helen arrived and the grieving parents took her aside. The father showed her Mark’s billfold and then from it he removed two worn pieces of lined paper that had been taped, folded, and refolded many times over the years. Helen recognized her handwriting on the paper and tears came to her eyes. Mark’s parents said he’d always carried the list of nice things written by his classmates. “Thank you so much for doing that,” his mother said. “He treasured it, as you can see.” Still teary-eyed, Helen walked into the kitchen where many of Mark’s former junior high classmates were assembled. They saw that Mark’s parents had his list from that class. One by one, they either produced their own copies from wallets and purses or they confessed to keeping theirs in an album, drawer, diary, or file at home.

Helen, a junior high math teacher in Minnesota, spent most of the school week teaching a difficult “new math” lesson. She could tell her students were frustrated and restless by week’s end. They were becoming rowdy so she told them to put their books away. She then instructed the class to take out clean sheets of paper. She gave each of them this assignment: Write down every one of your classmates’ names on the left, and then, on the right, put down one thing you like about that student. The tense and rowdy mood subsided and the room quieted when the students went to work. Their moods lifted as they dug into the assignment. There was frequent laughter and giggling. They looked around the room, sharing quips about one another. Helen’s class was a much happier group when the bell signaled the end of the school day. She took their lists home over the weekend and spent both days off recording what was said about each student on separate sheets of paper so she could pass on all the nice things said about each person without giving away who said what. The next Monday she handed out the lists she’d made for each student. The room buzzed with excitement and laughter. “Wow. Thanks! This is the coolest!” “I didn’t think anyone even noticed me!” “Someone thinks I’m beautiful?” Helen had come up with the exercise just to settle down her class, but it ended up giving them a big boost. They grew closer as classmates and more confident as individuals. She could tell they all seemed more relaxed and joyful. About ten years later, Helen learned that one of her favorite students in that class, a charming boy named Mark, had been killed while serving in Vietnam. She received an invitation to the funeral from Mark’s parents, who included a note saying they wanted to be sure she came to their farmhouse after the services to speak with them. Helen arrived and the grieving parents took her aside. The father showed her Mark’s billfold and then from it he removed two worn pieces of lined paper that had been taped, folded, and refolded many times over the years. Helen recognized her handwriting on the paper and tears came to her eyes. Mark’s parents said he’d always carried the list of nice things written by his classmates. “Thank you so much for doing that,” his mother said. “He treasured it, as you can see.” Still teary-eyed, Helen walked into the kitchen where many of Mark’s former junior high classmates were assembled. They saw that Mark’s parents had his list from that class. One by one, they either produced their own copies from wallets and purses or they confessed to keeping theirs in an album, drawer, diary, or file at home. Helen the teacher was a “people builder.” She instinctively found ways to build up her students. Being a people builder means you consistently find ways to invest in and bring out the best in others. You give without asking for anything in return. You offer advice, speak faith into them, build their confidence, and challenge them to go higher. I’ve found that all most people need is a boost. All they need is a little push, a little encouragement, to become what God has created them to be. The fact is, none of us will reach our highest potential by ourselves. We need one another. You can be the one to tip the scales for someone else. You can be the one to stir up their seeds of greatness.

East Side High became well known some years ago when its former principal, a colorful and controversial figure named Joe Clark, was given special praise by U.S. Education Secretary William Bennett. Bennett called the school “a mecca of education” and paid tribute to Joe Clark for throwing out 300 students who were thought to be involved with violence or drugs. “He was a perfect hero,” says a school official who has dinner with me the next evening, “for an age in which the ethos was to cut down on the carrots and increase the sticks. The day that Bennett made his visit, Clark came out and walked the hallways with a bullhorn and a bat. If you didn’t know he was a principal, you would have thought he was the warden of a jail. Bennett created Joe Clark as a hero for white people. He was on the cover of Time magazine. Parents and kids were held in thrall after the president endorsed him. “In certain respects, this set a pattern for the national agenda. Find black principals who don’t identify with civil rights concerns but are prepared to whip black children into line. Throw out the kids who cause you trouble. It’s an easy way to raise the average scores. Where do you put these kids once they’re expelled? You build more prisons. Two thirds of the kids that Clark threw out are in Passaic County Jail. “This is a very popular approach in the United States today. Don’t provide the kids with a new building. Don’t provide them with more teachers or more books or more computers. Don’t even breathe a whisper of desegregation. Keep them in confinement so they can’t subvert the education of the suburbs. Don’t permit them ‘frills’ like art or poetry or theater. Carry a bat and tell them they’re no good if they can’t pass the state exam. Then, when they are ruined, throw them into prison. Will it surprise you to be told that Paterson destroyed a library because it needed space to build a jail?

Sorcerer’ had certainly not been on Pen’s former list of scholarly ambitions, but then, neither had ‘theologian’, ‘divine’, ‘physician’, ‘teacher’, ‘lawyer’, or any other high trade taught there—yet another reason for Rolsch’s dubiousness about it all. The Bastard’s Order must have a separate seminary of some sort . . . ?

You want the light shine on you or you want to be the light itself? You want to get wisdom from a wise man or you want to be the wise man himself? Without being the former you cannot be the latter! To be a teacher, you must first be a student!

Focusing on the public school system, former Secretary of Education, William Bennett explains the moral crisis in that institution by contrasting the concerns of teachers in two different eras: 'Over the years teachers have been asked to identify the top problems in America's schools. In 1940 teachers identified them as talking out of turn; chewing gum; making noise; running in the hall; cutting in line; dress code infractions; and littering. When asking the same question in 1990, teachers identified drug abuse; alcohol abuse; pregnancy; suicide; rape; robbery; and assault.' During the thirty-year period of 1960 to 1990, 'there has been a 560 percent increase in violent crime; more than a 400 percent increase in illegitimate births; a quadrupling in divorces; a tripling of the percentage of children living in single-parent homes; more than a 200 percent increase in the teenage suicide rate; and a drop of 75 points in the average SAT scores of high-school students.' We do not believe it is a coincidence that the increase of moral mayhem described by Bennett corresponds with an increased acceptance of moral relativism. In fact, relativism has been officially incorporated in the educational curriculum, known as values clarification.

The student-teacher ratio at the Bahriji School was one to one. Most of the teachers were former Valets who returned after their University studies, to serve at the Bahriji School. Their strong affiliation with the Oasis inspired them to dedicate their careers to guiding E.R.O.S. juniors, assisting them in achieving the greatest success possible during their adolescent journeys to adulthood. Most of the school's teachers and professors were very accomplished, and of a high caliber. Their pedagogy was based on methods utilized in their own education. Personal grooming, health, diet and nutritional care were part of the curriculum. Just as the Valets were especially selected, our professors and teachers were carefully chosen. They were well groomed, and most had great personal flair, panache and style. Each was incredibly distinguished in his or her own way, possessing confidence and individualism. They were charming ladies and gentlemen.

Drew Van Dyne gave him the cocky grin. Van Dyne was probably thirty-five, ten years younger than Davis. He’d come in as a music teacher eight years ago. He looked the part, the former rock ’n’ roller who woulda-shoulda made it to the top except the stupid record companies could never understand his true genius. So now he gave guitar lessons and worked in a music store where he scoffed at your pedestrian taste in CDs. Recent

I am vice president,” wrote John Adams, the first to inhabit the office. “In this I am nothing. But I may be everything.” In January 1961, as Lyndon Johnson left the Senate for the vice presidency, his future held the dim but tantalizing promise of the presidency, of “everything.” But in the meantime LBJ would not resign himself to nothingness. It was not his nature. Throughout his life Johnson had assumed positions with no inherent power base and infused them with irrepressible energy, drive, and ambition: as assistant to President Cecil E. Evans of Southwest Texas State Teachers’ College, as speaker of the “Little Congress” of staff members in the 1940s, and as party whip and leader in the 1950s, power seemed to flow to him and issue from him naturally. In Johnson’s political ascent, power was the constant; public offices were quantities to be stretched, exploited for public and personal gain, and, ultimately, discarded along the climb. If this was arrogance, it was well grounded. Lyndon Johnson was never nothing; and if the vice presidency meant little today, that could not be the case for long. The press accepted Johnson’s bold claim with little skepticism. On the eve of the inauguration, U.S. News & World Report exclaimed that “the vice presidency is to become a center of activity and power unseen in the past.” The magazine foresaw “important assignments” for LBJ in foreign affairs, especially in the explosive Cuban situation. Undoubtedly, President Kennedy would rely heavily upon the negotiating skills of his brilliant second, Lyndon Johnson, “a new kind of vice president.” And LBJ, surely, would demand no less. “The restless and able Mr. Johnson is obviously unwilling to become a ceremonial nonentity,” Tom Wicker rightly predicted in the New York Times. Johnson’s former Senate colleagues agreed, assuring reporters that LBJ “will be very important in the new Administration—and much utilized.” Headlines heralded Washington’s new “Number 2 Man.

In a rather unflattering portrait of his former teacher, Yi claims that Heo and his closest friends were such admirers of the Chinese epic novexfl of heroic bandits Water Margin (Shuihuzhuan) that he wrote Hong Gildong jeon in imitation.5

Sam Pickett, English teacher and former basketball coach at Willow Creek High School, scrounged for sleep in his tangled bed. He was thirty-six years old and he hadn’t a clue as to who he was or what his life was about. He bore a wound he couldn’t heal. He