Founder School Quotes

Under the United States Constitution, the federal government has no authority to hold states "accountable" for their education performance...In the free society envisioned by the founders, schools are held accountable to parents, not federal bureaucrats.

For me, the last few years of the postmodern era have seemed a bit like the way you feel when you're in high school and your parents go on a trip, and you throw a party. You get all your friends over and throw this wild disgusting fabulous party. For a while it's great, free and freeing, parental authority gone and overthrown, a cat's-away-let's-play Dionysian revel. But then time passes and the party gets louder and louder, and you run out of drugs, and nobody's got any money for more drugs, and things get broken and spilled, and there's cigarette burn on the couch, and you're the host and it's your house too, and you gradually start wishing your parents would come back and restore some fucking order in your house. It's not a perfect analogy, but the sense I get of my generation of writers and intellectuals or whatever is that it's 3:00 A.M. and the couch has several burn-holes and somebody's thrown up in the umbrella stand and we're wishing the revel would end. The postmodern founders' patricidal work was great, but patricide produces orphans, and no amount of revelry can make up for the fact that writers my age have been literary orphans throughout our formative years. We're kind of wishing some parents would come back. And of course we're uneasy about the fact that we wish they'd come back--I mean, what's wrong with us? Are we total pussies? Is there something about authority and limits we actually need? And then the uneasiest feeling of all, as we start gradually to realize that parents in fact aren't ever coming back--which means we're going to have to be the parents.

A thousand years or more ago, When I was newly sewn, There lived four wizards of renown, Whose name are still well-known: Bold Gryffindor from wild moor, Fair Ravlenclaw from glen, Sweet Hufflepuff from valley broad, Shrewd Slytherin from fen. They share a wish, a hope, a dream, They hatched a daring plan, To educate young sorcerers, Thus Hogwarts school began. Now each of these four founders Formed their own house, for each Did value different virtues, In the ones they had to teach. By Gryffindor, the bravest were Prized far beyond the rest; For Ravenclaw, the cleverest Would always be the best; For Hufflepuff, hardworkers were Most worthy of admission; And power-hungry Slytherin Loved those of great ambition. While still alive they did divide Their favourates from the throng, Yet how to pick the worthy ones When they were dead and gone? 'Twas Gryffindor who found the way, He whipped me off his head The founders put some brains in me So I could choose instead! Now slip me snug around your ears, I've never yet been wrong, I'll have alook inside your mind And tell where you belong!

It is difficult to understand the behavior of most German Protestants in the first Nazi years unless one is aware of two things: their history and the influence of Martin Luther.* The great founder of Protestantism was both a passionate anti-Semite and a ferocious believer in absolute obedience to political authority. He wanted Germany rid of the Jews and when they were sent away he advised that they be deprived of “all their cash and jewels and silver and gold” and, furthermore, “that their synagogues or schools be set on fire, that their houses be broken up and destroyed… and they be put under a roof or stable, like the gypsies… in misery and captivity as they incessantly lament and complain to God about us”—advice that was literally followed four centuries later by Hitler, Goering and Himmler.

I hurried out of the lobby and turned the corner into the English hall, so I didn’t see the guy in front of me until it was too late. “Oh!” I exclaimed as we bumped shoulders. “Sorry!” Then I realized who I’d bumped into, and I immediately regretted my apologetic tone. If I’d known it was David Stark, I would have tried to hit him harder, or maybe stepped on his foot with the spiky heel of my new shoes for good measure. I did my best to smile at him, though, even as I realized my stomach was jumping all over the place. He must have scared me more than I’d thought. David scowled at me over the rims of his ridiculous hipster glasses, the kind with the thick black rims. I hate those. I mean, it’s the 21st century. There are fashionable options for eyewear. “Watch where you’re going,” he said. Then his lips twisted in a smirk. “Or could you not see through all that mascara?” I would’ve loved nothing more than the tell him to kiss my ass, but one of the responsibilities of being a student leader at The Grove is being polite to everyone, even if he is a douchebag who wrote not one, but three incredibly unflattering articles in the school paper about what a crap job you’re doing as SGA president. And you especially needed to be polite to said douchebag when he happened to be the nephew of Saylor Stark, President of the Pine Grove Junior League, head of the Pine Grove Betterment Society, Chairwoman of the Grove Academy School Board, and, most importantly, Founder and Organizer of Pine Grove’s Annual Cotillion. So I forced myself to smile even bigger at David and said, “Nope, just in a hurry. Are you, uh… are you here for the dance?” He snorted. “Um, no. I’d rather slam my testicles in a locker door. I have some work to do on the paper.

What does it mean to be truly educated? I think I can do no better about answering the question of what it means to be truly educated than to go back to some of the classic views on the subject. For example the views expressed by the founder of the modern higher education system, Wilhelm von Humboldt, leading humanist, a figure of the enlightenment who wrote extensively on education and human development and argued, I think, kind of very plausibly, that the core principle and requirement of a fulfilled human being is the ability to inquire and create constructively independently without external controls. To move to a modern counterpart, a leading physicist who talked right here [at MIT], used to tell his classes it's not important what we cover in the class, it's important what you discover. To be truly educated from this point of view means to be in a position to inquire and to create on the basis of the resources available to you which you've come to appreciate and comprehend. To know where to look, to know how to formulate serious questions, to question a standard doctrine if that's appropriate, to find your own way, to shape the questions that are worth pursuing, and to develop the path to pursue them. That means knowing, understanding many things but also, much more important than what you have stored in your mind, to know where to look, how to look, how to question, how to challenge, how to proceed independently, to deal with the challenges that the world presents to you and that you develop in the course of your self education and inquiry and investigations, in cooperation and solidarity with others. That's what an educational system should cultivate from kindergarten to graduate school, and in the best cases sometimes does, and that leads to people who are, at least by my standards, well educated.

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

America’s first Sunday school had been founded in Savannah in 1736, America’s first orphanage in 1740, America’s first black Baptist congregation in 1788, America’s first golf course in 1796. John Wesley, the founder of Methodism, had been the minister of Christ Church in Savannah in 1736, and during his tenure had written a book of hymns that became the first hymnal used in the Church of England. A Savannah merchant had bankrolled the first steamship ever to cross the Atlantic, the Savannah, which made its maiden ocean voyage from Savannah to Liverpool in 1819.

School is different. Pupils are usually not encouraged to follow their own learning paths, question and discuss everything the teacher is teaching and move on to another topic if something does not promise to generate interesting insight. The teacher is there for the pupils to learn. But, as Wilhelm von Humboldt, founder of the Humboldt University of Berlin and brother to the great explorer Alexander von Humboldt, put it, the professor is not there for the student and the student not for the professor. Both are only there for the truth. And truth is always a public matter.

histories. Anishinaabe (Ojibwe) historian Jean O’Brien names this practice of writing Indians out of existence “firsting and lasting.” All over the continent, local histories, monuments, and signage narrate the story of first settlement: the founder(s), the first school, first dwelling, first everything, as if there had never been occupants who thrived in those places before Euro-Americans.

In times of old when I was new And Hogwarts barely started The founders of our noble school Thought never to be parted: United by a common goal, They had the selfsame yearning, To make the world’s best magic school And pass along their learning. “Together we will build and teach!” The four good friends decided And never did they dream that they Might someday be divided, For were there such friends anywhere As Slytherin and Gryffindor? Unless it was the second pair Of Hufflepuff and Ravenclaw? So how could it have gone so wrong? How could such friendships fail? Why, I was there and so can tell The whole sad, sorry tale. Said Slytherin, “We’ll teach just those Whose ancestry is purest.” Said Ravenclaw, “We’ll teach those whose Intelligence is surest.” Said Gryffindor, “We’ll teach all those With brave deeds to their name.” Said Hufflepuff, “I’ll teach the lot, And treat them just the same.” These differences caused little strife When first they came to light, For each of the four founders had A House in which they might Take only those they wanted, so, For instance, Slytherin Took only pure-blood wizards Of great cunning, just like him, And only those of sharpest mind Were taught by Ravenclaw While the bravest and the boldest Went to daring Gryffindor. Good Hufflepuff, she took the rest, And taught them all she knew, Thus the Houses and their founders Retained friendships firm and true. So Hogwarts worked in harmony For several happy years, But then discord crept among us Feeding on our faults and fears. The Houses that, like pillars four, Had once held up our school, Now turned upon each other and, Divided, sought to rule. And for a while it seemed the school Must meet an early end, What with dueling and with fighting And the clash of friend on friend And at last there came a morning When old Slytherin departed And though the fighting then died out He left us quite downhearted. And never since the founders four Were whittled down to three Have the Houses been united As they once were meant to be. And now the Sorting Hat is here And you all know the score: I sort you into Houses Because that is what I’m for, But this year I’ll go further, Listen closely to my song: Though condemned I am to split you Still I worry that it’s wrong, Though I must fulfill my duty And must quarter every year Still I wonder whether Sorting May not bring the end I fear. Oh, know the perils, read the signs, The warning history shows, For our Hogwarts is in danger From external, deadly foes And we must unite inside her Or we’ll crumble from within. I have told you, I have warned you. . . . Let the Sorting now begin. The hat became motionless once more;

What they don’t teach you in business school is to make sure your life partner is in sync with what you’re doing,

Tears come without any provocation.10 Headache all day.” The school’s headmistress and founder, Sarah Porter, offered therapeutic counsel. “Cheer up,” she told Theodate.11 “Always be happy.” It did not work.

1. Why do you think today’s young people are so jaded? Do you feel that the “live and let live” culture has corrupted our moral system? Why do you think American society rejected traditional moral values—the values our founders believed were necessary for our national survival—in favor of moral relativism? How much do you feel our cultural institutions—Hollywood, academia, public schools, and the mass media—are complicit in lowering societal standards?

There is in Descartes an unresolved dualism between what he learnt from contemporary science and the scholasticism that he had been taught at La Flèche. This led him into inconsistencies, but it also made him more rich in fruitful ideas than any completely logical philosopher could have been. Consistency might have made him merely the founder of a new scholasticism, whereas inconsistency made him the source of two important but divergent schools of philosophy.

Regardless of whether one subscribes to the aims of the four movements whose stories we have told, there is much to appreciate about them as movements. They have overcome schisms; disbandment; leadership scandals; and/or the deaths of their founders. They have developed a highly innovative strategy—bypassing the state—to overcome the obstacles that their ideological strictness; ambitious agendas; and reluctance to compromise present. They have shown a strong entrepreneurial spirit in building effective social service agencies, medical facilities, schools, and businesses that often put the state’s efforts to shame. While they are not the Christian militias, al-Qaeda cells, or Jewish extremist groups whose terrorism has attracted much attention, the Muslim Brotherhood, Shas, Comunione e Liberazione, and the Salvation Army, with their strategy of rebuilding society, one institution at a time, may well prove more successful in sacralizing their societies than movements that use violence.

All over the continent, local histories, monuments, and signage narrate the story of first settlement: the founder(s), the first school, first dwelling, first everything, as if there had never been occupants who thrived in those places before Euro-Americans.

A sloping, earthy passage inside the barrel travels upwards a little way until a cosy, round, low-ceilinged room is revealed, reminiscent of a badger’s set. The room is decorated in the cheerful, bee-like colours of yellow and black, emphasised by the use of highly polished, honey-coloured wood for the tables and the round doors that lead to the boys’ and girls’ dormitories (furnished with comfortable wooden bedsteads, all covered in patchwork quilts). A colourful profusion of plants and flowers seem to relish the atmosphere of the Hufflepuff common room: various cacti stand on wooden circular shelves (curved to fit the walls), many of them waving and dancing at passers-by, while copper-bottomed plant holders dangling amid the ceiling cause tendrils of ferns and ivies to brush your hair as you pass under them. A portrait over the wooden mantelpiece (carved all over with decorative dancing badgers) shows Helga Hufflepuff, one of the four founders of Hogwarts School, toasting her students with a tiny, two-handled golden cup.

Horklump M.O.M. Classification: X The Horklump comes from Scandinavia but is now widespread throughout northern Europe. It resembles a fleshy, pinkish mushroom covered in sparse, wiry black bristles. A prodigious breeder, the Horklump will cover an average garden in a matter of days. It spreads sinewy tentacles rather than roots into the ground to search for its preferred food of earthworms. The Horklump is a favourite delicacy of gnomes but otherwise has no discernible use. Horned Serpent M.O.M. Classification: XXXXX Several species of Horned Serpents exist globally: large specimens have been caught in the Far East, while ancient bestiaries suggest that they were once native to Western Europe, where they have been hunted to extinction by wizards in search of potion ingredients. The largest and most diverse group of Horned Serpents still in existence is to be found in North America, of which the most famous and highly prized has a jewel in its forehead, which is reputed to give the power of invisibility and flight. A legend exists concerning the founder of Ilvermorny School of Witchcraft and Wizardry, Isolt Sayre, and a Horned Serpent. Sayre was reputed to be able to understand the serpent, which offered her shavings from its horn as the core of the first ever American-made wand. The Horned Serpent gives its name to one of the houses of Ilvermorny.

During her time at Miss Porter’s School in Farmington she had often become depressed and was hobbled by fatigue. In 1887, when she was twenty, she wrote in her diary, “Tears come without any provocation. Headache all day.” The school’s headmistress and founder, Sarah Porter, offered therapeutic counsel. “Cheer up,” she told Theodate. “Always be happy.” It did not work. The next year, in March 1888, her parents sent her to Philadelphia, to be examined and cared for by Dr. Silas Weir Mitchell, a physician famous for treating patients, mainly women, suffering from neurasthenia, or nervous exhaustion. Mitchell’s solution for Theodate was his then-famous “Rest Cure,” a period of forced inactivity lasting up to two months. “At first, and in some cases for four or five weeks, I do not permit the patient to sit up or to sew or write or read,” Mitchell wrote, in his book Fat and Blood. “The only action allowed is that needed to clean the teeth.” He forbade some patients from rolling over on their own, insisting they do so only with the help of a nurse. “In such cases I arrange to have the bowels and water passed while lying down, and the patient is lifted on to a lounge at bedtime and sponged, and then lifted back again into the newly-made bed.” For stubborn cases, he reserved mild electrical shock, delivered while the patient was in a filled bathtub. His method reflected his own dim view of women. In his book Wear and Tear; or, Hints for the Overworked, he wrote that women “would do far better if the brain were very lightly tasked.

Historians have long been squeamish about acknowledging that General Washington, like many of the American founders, was a voracious land speculator. Few academics and high school history teachers want to risk their careers by suggesting to their students that the father of their country worked the same day job as Donald Trump.

Carl Menger, the father of the Austrian school of economics and founder of marginal analysis in economics, came up with an understanding of the key property that leads to a good being adopted freely as money on the market, and that is salability—the ease with which a good can be sold on the market whenever its holder desires, with the least loss in its price.

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

There have always been Southern whites who, at great risk, pioneered in the movement for racial justice. I was lucky to know some of them: Myles Horton, founder of the Highlander Folk School in Tennessee; Carl and Anne Braden, editors of the Southern Courier in Louisville, Kentucky; Pat Watters and Margaret Long, journalists with the Atlanta Constitution; reporters Fred Powledge and Jack Nelson.

Gene Berdichevsky, one of the members of the solar-powered-car team, lit up the second he heard from Straubel. An undergraduate, Berdichevsky volunteered to quit school, work for free, and sweep the floors at Tesla if that’s what it took to get a job. The founders were impressed with his spirit and hired Berdichevsky after one meeting. This left Berdichevsky in the uncomfortable position of calling his Russian immigrant parents, a pair of nuclear submarine engineers, to tell them that he was giving up on Stanford to join an electric car start-up. As employee No. 7, he spent part of the workday in the Menlo Park office and the rest in Straubel’s living room designing three-dimensional models of the car’s powertrain on a computer and building battery pack prototypes in the garage. “Only now do I realize how insane it was,” Berdichevsky said.

FOR MOST OF us, failure comes with baggage—a lot of baggage—that I believe is traced directly back to our days in school. From a very early age, the message is drilled into our heads: Failure is bad; failure means you didn’t study or prepare; failure means you slacked off or—worse!—aren’t smart enough to begin with. Thus, failure is something to be ashamed of. This perception lives on long into adulthood, even in people who have learned to parrot the oft-repeated arguments about the upside of failure. How many articles have you read on that topic alone? And yet, even as they nod their heads in agreement, many readers of those articles still have the emotional reaction that they had as children. They just can’t help it: That early experience of shame is too deep-seated to erase. All the time in my work, I see people resist and reject failure and try mightily to avoid it, because regardless of what we say, mistakes feel embarrassing. There is a visceral reaction to failure: It hurts.

I wish I had asked myself when I was younger. My path was so tracked that in my 8th-grade yearbook, one of my friends predicted— accurately— that four years later I would enter Stanford as a sophomore. And after a conventionally successful undergraduate career, I enrolled at Stanford Law School, where I competed even harder for the standard badges of success. The highest prize in a law student’s world is unambiguous: out of tens of thousands of graduates each year, only a few dozen get a Supreme Court clerkship. After clerking on a federal appeals court for a year, I was invited to interview for clerkships with Justices Kennedy and Scalia. My meetings with the Justices went well. I was so close to winning this last competition. If only I got the clerkship, I thought, I would be set for life. But I didn’t. At the time, I was devastated. In 2004, after I had built and sold PayPal, I ran into an old friend from law school who had helped me prepare my failed clerkship applications. We hadn’t spoken in nearly a decade. His first question wasn’t “How are you doing?” or “Can you believe it’s been so long?” Instead, he grinned and asked: “So, Peter, aren’t you glad you didn’t get that clerkship?” With the benefit of hindsight, we both knew that winning that ultimate competition would have changed my life for the worse. Had I actually clerked on the Supreme Court, I probably would have spent my entire career taking depositions or drafting other people’s business deals instead of creating anything new. It’s hard to say how much would be different, but the opportunity costs were enormous. All Rhodes Scholars had a great future in their past. the best paths are new and untried. will this business still be around a decade from now? business is like chess. Grandmaster José Raúl Capablanca put it well: to succeed, “you must study the endgame before everything else. The few who knew what might be learned, Foolish enough to put their whole heart on show, And reveal their feelings to the crowd below, Mankind has always crucified and burned. Above all, don’t overestimate your own power as an individual. Founders are important not because they are the only ones whose work has value, but rather because a great founder can bring out the best work from everybody at his company. That we need individual founders in all their peculiarity does not mean that we are called to worship Ayn Randian “prime movers” who claim to be independent of everybody around them. In this respect, Rand was a merely half-great writer: her villains were real, but her heroes were fake. There is no Galt’s Gulch. There is no secession from society. To believe yourself invested with divine self-sufficiency is not the mark of a strong individual, but of a person who has mistaken the crowd’s worship—or jeering—for the truth. The single greatest danger for a founder is to become so certain of his own myth that he loses his mind. But an equally insidious danger for every business is to lose all sense of myth and mistake disenchantment for wisdom.

Even the most mundane, establishment-oriented law schools routinely teach that important legal cases lag far behind the social movements that create them,' writes Judith Brown, a 1968 women's liberation founder who became a lawyer. She continues: 'Supreme Court cases bob along behind social reality like little rowboats towed behind huge gun-ships... When we celebrate Roe v. Wade we celebrate--not the legal opinion of nine men in D.C.--but the thousands of women who forced a change so that what was once illegal became legal.

The true soldier fights not because he hates what is in front of him, but because he loves what is behind him.” –G. K. Chesterton English philosopher known as the “prince of paradox” “All happiness depends on a leisurely breakfast.” –John Gunther American journalist, author of Death Be Not Proud “The acquisition of riches has been for many men, not an end, but a change, of troubles.” –Epicurus Ancient Greek philosopher, founder of the school of Epicureanism “To handle yourself, use your head; to handle others, use your heart.” –Eleanor Roosevelt Longest-serving First Lady of the United States, diplomat, and activist

The founders were not democrats and socialists like Hertzberg. They were conservatives who had a healthy distrust of political passions and who devised a complex system designed to frustrate the schemes of social redeemers and others convinced of their own invincible virtue. If not for the immense, undemocratic power vested in the Supreme Court, schools might still be legally segregated. If not for states’ rights, slavery might have spread throughout the nation. If not for the opaque, complex, confusing American framework, the descendants of Africans who were dragged to this country in chains might not today be the freest and richest blacks in the world.

It would be hard to imagine two more improbable founders for a movement as ascetic as communism. While earnestly desiring the downfall of capitalism, Engels made himself rich and comfortable from all its benefits. He kept a stable of fine horses, rode to hounds at weekends, enjoyed the best wines, maintained a mistress, hobnobbed with the elite of Manchester at the fashionable Albert Club—in short, did everything one would expect of a successful member of the gentry. Marx, meanwhile, constantly denounced the bourgeoisie but lived as bourgeois a life as he could manage, sending his daughters to private schools and boasting at every opportunity of his wife’s aristocratic background.

One of Tavistock’s chief wreckers of our way of life was Dr. Alexander King, a founder member of NATO, a favorite of the Committee and a leading member of the Club of Rome (COR). King was assigned by the COR to lower the standard of American education by taking control of the National Teachers Association and working in close conjunction with certain members of the U.S. Congress. By 1993, the National Teachers Association (NTA) had become a formidable Socialist tool in the struggle for possession of the minds of our children. Outcome Based Education (OBE) was the method whereby the wholesale socializing of American school children was being carried out. Another aspect of OBE is its heavy attention to “sex education” and pumping lesbianism and homosexuality into the minds of grade school and secondary school children

What does it mean to be truly educated? I think I can do no better about answering the question of what it means to be truly educated than to go back to some of the classic views on the subject. For example the views expressed by the founder of the modern higher education system, Wilhelm von Humboldt, leading humanist, a figure of the enlightenment who wrote extensively on education and human development and argued, I think, kind of very plausibly, that the core principle and requirement of a fulfilled human being is the ability to inquire and create constructively independently without external controls. To move to a modern counterpart, a leading physicist who talked right here [at MIT], used to tell his classes it's not important what we cover in the class, it's important what you discover. To be truly educated from this point of view means to be in a position to inquire and to create on the basis of the resources available to you which you've come to appreciate and comprehend. To know where to look, to know how to formulate serious questions, to question a standard doctrine if that's appropriate, to find your own way, to shape the questions that are worth pursuing, and to develop the path to pursue them. That means knowing, understanding many things but also, much more important than what you have stored in your mind, to know where to look, how to look, how to question, how to challenge, how to proceed independently, to deal with the challenges that the world presents to you and that you develop in the course of your self education and inquiry and investigations, in cooperation and solidarity with others. That's what an educational system should cultivate from kindergarten to graduate school, and in the best cases sometimes does, and that leads to people who are, at least by my standards, well educated.” ― Noam Chomsky

Montessori classrooms emphasize self-directed learning, hands-on engagement with a wide variety of materials (including plants and animals), and a largely unstructured school day. And in recent years they’ve produced alumni including the founders of Google (Larry Page and Sergey Brin), Amazon (Jeff Bezos), and Wikipedia (Jimmy Wales). These examples appear to be part of a broader trend. Management researchers Jeffrey Dyer and Hal Gregersen interviewed five hundred prominent innovators and found that a disproportionate number of them also went to Montessori schools, where “they learned to follow their curiosity.” As a Wall Street Journal blog post by Peter Sims put it, “the Montessori educational approach might be the surest route to joining the creative elite, which are so overrepresented by the school’s alumni that one might suspect a Montessori Mafia.” Whether or not he’s part of this mafia, Andy will vouch for the power of SOLEs. He was a Montessori kid for the

I would advise those who think that self-help is the answer to familiarize themselves with the long history of such efforts in the Negro community, and to consider why so many foundered on the shoals of ghetto life. It goes without saying that any effort to combat demoralization and apathy is desirable, but we must understand that demoralization in the Negro community is largely a common-sense response to an objective reality. Negro youths have no need of statistics to perceive, fairly accurately, what their odds are in American society. Indeed, from the point of view of motivation, some of the healthiest Negro youngsters I know are juvenile delinquents. Vigorously pursuing the American dream of material acquisition and status, yet finding the conventional means of attaining it blocked off, they do not yield to defeatism but resort to illegal (and often ingenious) methods.... If Negroes are to be persuaded that the conventional path (school, work, etc.) is superior, we had better provide evidence which is now sorely lacking.

Frances Wright was a writer, founder of a utopian community, immigrant from Scotland in 1824, a fighter for the emancipation of slaves, for birth control and sexual freedom. She wanted free public education for all children over two years of age in state-supported boarding schools. She expressed in America what the utopian socialist Charles Fourier had said in France, that the progress of civilization depended on the progress of women. In her words: I shall venture the assertion, that, until women assume the place in society which good sense and good feeling alike assign to them, human improvement must advance but feebly. . . . Men will ever rise or fall to the level of the other sex. . . . Let them not imagine that they know aught of the delights which intercourse with the other sex can give, until they have felt the sympathy of mind with mind, and heart with heart; until they bring into that intercourse every affection, every talent, every confidence, every refinement, every respect. Until power is annihilated on one side, fear and obedience on the other, and both restored to their birthright—equality.

CNN and The New York Times are called fake news by some people on our side, while the president personally thanks infowars.com and its founder Alex Jones for “standing up for the values that makes this country great.” Jones, it must be noted, has rarely met a bizarre conspiracy that he didn’t fully embrace and is one of the most egregious polluters of civil discourse in America. He believes, for instance, that 9/11 was perpetrated by the American government and that the massacre at Sandy Hook Elementary School in December 2012, in which twenty first-graders were killed, was a hoax staged by the government as a pretext to confiscate our guns. Those grieving parents that we all saw were—according to Jones—paid actors. It was disheartening to learn that in the days immediately following his election, as President-Elect Trump was receiving the well wishes of world leaders, he also took time to place a call to this man to let him know how important his support had been to the success of his campaign. Giving away one’s agency and becoming captive to such outlandish and vile alternative facts would be bad enough were one an average person, quietly living his or her life. But giving away one’s agency to such a confusion of fact and fantasy when one has power—well, that is truly dangerous.

The notion that property is the means to all other means was ruled out by the new radicals. The deep seated ressentiment towards private property, indeed towards anything private, blocked the conclusion that follows from any impartial examination of wealth-producing and freedom-favouring mechanisms: an effective world improvement would call for the most general possible propertization. Instead, the political metanoeticians enthused over general dispossession, akin to the founders of Christian orders who wanted to own everything communally and nothing individually. The most important insight into the dynamics of economic modernization remained inaccessible to them: money created by lending on property is the universal means of world improvement. They are all the blinder to the fact that for the meantime, only the modern tax state, the anonymous hyper-billionaire, can act as a general world-improver, naturally in alliance with the local meliorists - not only because of its traditional school power, but most of all thanks to its redistributive power, which took on unbelievable proportions in the course of the twentieth century. The current tax state, for its part, can only survive as long as it is based on a property economy whose actors put up no resistance when half of their total product is taken away, year after year, by the very visible hand of the national treasury for the sake of communal tasks. What the un-calm understands least of all is the simple fact that when government expenditures constitute almost 50 per cent of the gross national product, this fulfills the requirements of actually existing liberal-fiscal semi-socialism, regardless of what label is used to describe this situation - whether people call it the New Deal, 'social market economy' or 'neoliberalism'. What the system lacks for total perfection is a homogeneous worldwide tax sphere and the long-overdue propertization of the impoverished world.

THE VISION EXERCISE Create your future from your future, not your past. WERNER ERHARD Erhard Founder of EST training and the Landmark Forum The following exercise is designed to help you clarify your vision. Start by putting on some relaxing music and sitting quietly in a comfortable environment where you won’t be disturbed. Then, close your eyes and ask your subconscious mind to give you images of what your ideal life would look like if you could have it exactly the way you want it, in each of the following categories: 1. First, focus on the financial area of your life. What is your ideal annual income and monthly cash flow? How much money do you have in savings and investments? What is your total net worth? Next . . . what does your home look like? Where is it located? Does it have a view? What kind of yard and landscaping does it have? Is there a pool or a stable for horses? What does the furniture look like? Are there paintings hanging in the rooms? Walk through your perfect house, filling in all of the details. At this point, don’t worry about how you’ll get that house. Don’t sabotage yourself by saying, “I can’t live in Malibu because I don’t make enough money.” Once you give your mind’s eye the picture, your mind will solve the “not enough money” challenge. Next, visualize what kind of car you are driving and any other important possessions your finances have provided. 2. Next, visualize your ideal job or career. Where are you working? What are you doing? With whom are you working? What kind of clients or customers do you have? What is your compensation like? Is it your own business? 3. Then, focus on your free time, your recreation time. What are you doing with your family and friends in the free time you’ve created for yourself? What hobbies are you pursuing? What kinds of vacations do you take? What do you do for fun? 4. Next, what is your ideal vision of your body and your physical health? Are you free of all disease? Are you pain free? How long do you live? Are you open, relaxed, in an ecstatic state of bliss all day long? Are you full of vitality? Are you flexible as well as strong? Do you exercise, eat good food, and drink lots of water? How much do you weigh? 5. Then, move on to your ideal vision of your relationships with your family and friends. What is your relationship with your spouse and family like? Who are your friends? What do those friendships feel like? Are those relationships loving, supportive, empowering? What kinds of things do you do together? 6. What about the personal arena of your life? Do you see yourself going back to school, getting training, attending personal growth workshops, seeking therapy for a past hurt, or growing spiritually? Do you meditate or go on spiritual retreats with your church? Do you want to learn to play an instrument or write your autobiography? Do you want to run a marathon or take an art class? Do you want to travel to other countries? 7. Finally, focus on the community you’ve chosen to live in. What does it look like when it is operating perfectly? What kinds of community activities take place there? What charitable, philanthropic, or volunteer work? What do you do to help others and make a difference? How often do you participate in these activities? Who are you helping? You can write down your answers as you go, or you can do the whole exercise first and then open your eyes and write them down. In either case, make sure you capture everything in writing as soon as you complete the exercise. Every day, review the vision you have written down. This will keep your conscious and subconscious minds focused on your vision, and as you apply the other principles in this book, you will begin to manifest all the different aspects of your vision.

In the contemporary world there are two classes of bad plans-the plans invented and put into practice by men who do not accept our ideal postulates, and the plans invented and put into practice by the men who accept them, but imagine that the ends proposed by the prophets can be achieved by wicked or unsuitable means. Hell is paved with good intentions, and it is probable that plans made by well-meaning people of the second class may have results no less disastrous than plans made by evil-intentioned people of the first class. Which only shows, yet once more, how right the Buddha was in classing unawareness and stupidity among the deadly sins. Let us consider a few examples of bad plans belonging to these two classes. In the first class we must place all Fascist and all specifically militaristic plans. Fascism, in the words of Mussolini, believes that "war alone brings up to its highest tension all human energy and puts the stamp of nobility upon the peoples who have the courage to meet it." Again, "a doctrine which is founded upon the harmful postulate of peace is hostile to Fascism." The Fascist, then, is one who believes that the bombardment of open towns with fire, poison and explosives (in other words, modern war) is intrinsically good. He is one who rejects the teaching of the prophets and believes that the best society is a national society living in a state of chronic hostility towards other national societies and preoccupied with ideas of rapine and slaughter. He is one who despises the non-attached individual and holds up for admiration the person who, in obedience to the boss who happens at the moment to have grabbed political power, systematically cultivates all the passions (pride, anger, envy, hatred) which the philosophers and the founders of religions have unanimously condemned as the most maleficent, the least worthy of human beings. All fascist planning has one ultimate aim: to make the national society more efficient as a war machine. Industry, commerce and finance are controlled for this purpose. The manufacture of substitutes is encouraged in order that the country may be self-sufficient in time of war. Tariffs and quotas are imposed, export bounties distributed, exchanges depreciated for the sake of gaining a momentary advantage or inflicting loss upon some rival. Foreign policy is conducted on avowedly Machiavellian principles; solemn engagements are entered into with the knowledge that they will be broken the moment it seems advantageous to do so; international law is invoked when it happens to be convenient, repudiated when it imposes the least restraint on the nation's imperialistic designs. Meanwhile the dictator's subjects are systematically educated to be good citizens of the Fascist state. Children are subjected to authoritarian discipline that they may grow up to be simultaneously obedient to superiors and brutal to those below them. On leaving the kindergarten, they begin that military training which culminates in the years of conscription and continues until the individual is too decrepit to be an efficient soldier. In school they are taught extravagant lies about the achievements of their ancestors, while the truth about other peoples is either distorted or completely suppressed. the press is controlled, so that adults may learn only what it suits the dictator that they should learn. Any one expressing un-orthodox opinions is ruthlessly persecuted. Elaborate systems of police espionage are organized to investigate the private life and opinions of even the humblest individual. Delation is encouraged, tale-telling rewarded. Terrorism is legalized. Justice is administered in secret; the procedure is unfair, the penalties barbarously cruel. Brutality and torture are regularly employed.

and self-responsibility can only occur where the child is surrounded with moral behavior and allowed to grow her own understanding of the ideals of integrity, interdependence and interconnectedness. He put it this way, “Moral autonomy appears when the mind regards as necessary an ideal that is independent of all external pressure.” But this moral autonomy is not supported in our topsy-turvy school and family systems where respect for authority actually means fear of authority. Where there is fear there cannot be respect. Although a child may envy or fear the power a parent or teacher wields over them, their feelings do not include the sacred, essential quality of loving reverence which makes respect, respect. It is akin to the battered dependent wife saying she loves and respects her abuser, when her daily experience is fear. Jerry Jampolsky, author and founder of the Center for Attitudinal Healing, reminds us that it is fear, not hate, that is love’s opposite. If, however, a truly educational atmosphere is created based on respect for autonomy instead of intimidating indoctrination, children can then deeply understand that rules are needed to maintain the social order, and do not have to be obeyed out of a blind acquiescence to authority, but are followed on the bases of mutual agreement. At the same time, the needs of the individual are protected and respected. Nice “Guise”and Gals It is at this Stage Six—Universal Ethical

“I’m talking about greatness, about taking a lever to the world and moving it,” Larry Ellison said, walking the grounds of his new Woodside property in spring 2000 with his best friend, Steve Jobs. “I’m not talking about moral perfection. I’m talking about people who changed the world the most during their lifetime.” Jobs, who had returned to Apple three years earlier, enjoyed the conversational volleying with Larry about who was history’s greatest person. The Apple co-founder placed Leonardo da Vinci and Gandhi as his top choices, with Gandhi in the lead. Leonardo, a great artist and inventor, lived in violent times and was a designer of tanks, battlements, ramparts, and an assortment of other military tools and castle fortifications. Larry joked that had Leonardo not been gay, he would have been “a perfect fit for the Bush administration.” Jobs, who had studied in India, cited Gandhi’s doctrine of nonviolent revolution as an example of how it was possible to remain morally pure while aggressively pursuing change. Larry’s choice could not have been more different from Gandhi: the Corsican-born military leader Napoleon Bonaparte. “Napoleon overthrew kings and tyrants throughout Europe, created a system of free public schools, and wrote one set of laws that applied to everybody. Napoleon achieved liberal ends through conservative means,” Larry argued. " - The Billionaire and the Mechanic

While the bravest and the boldest Went to daring Gryffindor. Good Hufflepuff, she took the rest, And taught them all she knew, Thus the Houses and their founders Retained friendships firm and true. So Hogwarts worked in harmony For several happy years, But then discord crept among us Feeding on our faults and fears. The Houses that, like pillars four, Had once held up our school, Now turned upon each other and, Divided, sought to rule. And for a while it seemed the school Must meet an early end, What with dueling and with fighting And the clash of friend on friend And at last there came a morning When old Slytherin departed And though the fighting then died out

In times of old when I was new And Hogwarts barely started The founders of our noble school Thought never to be parted: United by a common goal, They had the selfsame yearning, To make the world’s best magic school And pass along their learning. “Together we will build and teach!” The four good friends decided And never did they dream that they Might someday be divided, For were there such friends anywhere As Slytherin and Gryffindor? Unless it was the second pair Of Hufflepuff and Ravenclaw? So how could it have gone so wrong? How could such friendships fail?

In times of old when I was new And Hogwarts barely started The founders of our noble school Thought never to be parted: United by a common goal, They had the selfsame yearning, To make the world’s best magic school And pass along their learning. “Together we will build and teach!” The four good friends decided And never did they dream that they Might someday be divided, For were there such friends anywhere As Slytherin and Gryffindor? Unless it was the second pair Of Hufflepuff and Ravenclaw? So how could it have gone so wrong? How could such friendships fail? Why, I was there and so can tell The whole sad, sorry tale. Said Slytherin, “We’ll teach just those Whose ancestry is purest.” Said Ravenclaw, “We’ll teach those whose Intelligence is surest.” Said Gryffindor, “We’ll teach all those With brave deeds to their name.” Said Hufflepuff, “I’ll teach the lot, And treat them just the same.” These differences caused little strife When first they came to light, For each of the four founders had A House in which they might Take only those they wanted, so, For instance, Slytherin Took only pure-blood wizards Of great cunning, just like him, And only those of sharpest mind Were taught by Ravenclaw

Whole generations of Americans growing up today have absolutely no idea that the heritage of this nation is based on the Bible. Even many older adults, who grew up under a different educational system, have become convinced that America was founded by a group of “separationists” whose primary goal was to create an environment where all public places like schools, courts, and government buildings would be “religion-free zones.” Many Americans today live as if they really believe that the Founding Fathers intended for us to experience both liberty and licentiousness. Many have been led to believe that our Founders would be comfortable with the moral filth and unrighteousness we now live with every day in America. Sometimes it seems that any idea may be expressed in America today except the truth of the Gospel of Jesus Christ.

As the ninth-century legal scholar Malik ibn Anas, founder of the Maliki school of law, once quipped, “This religion is a science, so pay close attention to those from whom you learn it.

Cizek came to Vienna [from Leitmeritz, a small town in Bohemia, then Austrian] when he was twenty [in 1885], and entered the Academy of Fine Arts. He lodged with a poor family, where, fortunately, there were children. These children saw him painting and drawing, and they wanted, as Cizek has so often related, “to play painter too.” Out of his genuine love for children, one of the reasons of his success, he gave them what they asked for—pencils, brushes, and paints. And beautiful works were created by them. It was a happy coincidence that Cizek was in close contact with the founders of the “Secession” movement, a kind of revolution of young painters and architects against the old academic art. He showed his friends ... the drawings of his children, and these artists were so thrilled that they encouraged Cizek to open what they scarcely liked only to call a school, but for which they had no other name. There children should be allowed, for the first time, to do what they liked [emphasis added]. (pp. 11–12) Needless

The founders wanted generally accepted religious values to be taught in our schools without favoring any particular denomination, but they never intended to exclude God from the classroom,10 because they knew that you had to have something upon which to base your system of values. If we only believe in evolution and survival of the fittest, whose values do we use to govern society?

I tell this story here to begin to offer an answer to the question posed by the title of this chapter: What Makes a Tough Mudder? It’s my belief that ideas for new businesses that capture people’s imagination don’t ever arise by accident. There is a kind of inevitability about them. They form as answers to questions that have existed in their founders’ minds for years before finding the right expression. To a degree these things are subconscious. But I’m sure it wasn’t entirely by chance that having grown up in a place that had dramatically lost its identity and purpose, I was drawn to try to create a business and a culture that might offer a version of those values in a different way and to a new generation. Did I already carry some of that nostalgia for grit and camaraderie with me from Worksop when my parents made a huge financial sacrifice and sent me away to an exclusive boarding school at age thirteen? I’d like to think so. The result of that sacrifice was not necessarily the one my parents thought they were paying for, though. I felt that I didn’t quite belong in the rough-edged town of my birth, but I also wasn’t convinced I belonged in the more privileged world of the English shires a hundred miles south. A place where nobody but me seemed to come from an industrial town at all. I went from one community that I didn’t fit into to another—but again, as something of an outsider, there were aspects of that new culture that intrigued me, that got me thinking about how shared values might be created, how I might feel like I belonged.

faith in action.” At church, we were taught to be “doers of the word, not hearers only.” That meant stepping outside the pews, rolling up our sleeves, and doing “all the good you can, for all the people you can, in all the ways you can, as long as ever you can.” That credo, attributed to the founder of Methodism, John Wesley, inspired generations of Methodists to volunteer in hospitals, schools, and slums. For me, growing up in a comfortable middle-class suburb, it provided a sense of purpose and direction, pointing me toward a life of public service.

Next I placed four statues of the four founders in the Entrance Hall, which came alive and selected students from the throng in front of them while the school watched.

Only "Persons professing the Christian Religion ought forever to enjoy equal Rights and Privileges in this State."142 A critic commented that "there are some good things in the Delaware constitution, which are evidently borrowed from the Pennsylvanian, but mangled like a school-boy's abridgement of a Spectator's paper. Some of their bill of rights, explained by tories, might prevent all American defence.

André V. Chapman holds his Master’s in Organizational Management as well as a Certificate of Completion from the Harvard Business School program, Strategic Perspectives on Nonprofit Management. He is the Founder & CEO of Unity Care Group, Inc., and he started the Covid19-Black initiative as an educational movement to reduce the effect of the coronavirus on the African American community. Mr. Chapman is a Fell of the American Leadership Forum.

If I have a thousand ideas and only one of them turns out to be good, I am satisfied.”~ Alfred Bernhard Nobel, chemist, founder of the Nobel Prize

Dropbox, the cloud storage company mentioned previously that Sean Ellis was from, cleverly implemented a double-sided incentivized referral program. When you referred a friend, not only did you get more free storage, but your friend got free storage as well (this is called an “in-kind” referral program). Dropbox prominently displayed their novel referral program on their site and made it easy for people to share Dropbox with their friends by integrating with all the popular social media platforms. The program immediately increased the sign-up rate by an incredible 60 percent and, given how cheap storage servers are, cost the company a fraction of what they were paying to acquire clients through channels such as Google ads. One key takeaway is, when practicable, offer in-kind referrals that benefit both parties. Although Sean Ellis coined the term “growth hacking,” the Dropbox growth hack noted above was actually conceived by Drew Houston, Dropbox’s founder and CEO, who was inspired by PayPal’s referral program that he recalled from when he was in high school. PayPal gave you ten dollars for every friend you referred, and your friend received ten dollars for signing up as well. It was literally free money. PayPal’s viral marketing campaign was conceived by none other than Elon Musk (now billionaire, founder of SpaceX, and cofounder of Tesla Motors). PayPal’s growth hack enabled the company to double their user base every ten days and to become a success story that the media raved about. One key takeaway is that a creative and compelling referral program can not only fuel growth but also generate press.

Today, there are two kinds of revolutionaries: technological and political. And there are two kinds of backers of these revolutionaries: venture capitalists and philanthropists. The backers seek out the founders, the ambitious leaders of new technology companies and new political movements. And that is the market for revolutionaries. Equipped with this framework, you can map the tech ecosystem to the political ecosystem. You can analogize tech founders to political activists, venture capitalists to political philanthropists, tech trends to social movements, YC Startup School to the Oslo Freedom Forum, the High Growth Handbook to Beautiful Trouble, startups to NGOs, big companies to government agencies, Crunchbase to CharityNavigator, and so on.

Thinking that a demonstration of the New Psychology’s practical applications might make it less threatening to traditionalists, Hall delivered a series of lectures on education in Boston (arranged by Charles Eliot). The lectures drew on the work of a man named Francis Parker, who had become famous as the superintendent of schools in Quincy, Massachusetts, and the founder of a theory of pedagogy known as “the Quincy system.” Parker had served as a colonel in the Union Army (he retained the title ever after); after the war, he had spent several years in Europe, returning with a philosophy of education derived from Kantian and Fichtean ideas of mental growth, and emphasizing the importance of experience in acquiring knowledge. Hall expressed the germ of the theory in recapitulationist language: “The pupil should, and in fact naturally does, repeat the course of the development of the race, and education is simply the expediting and shortening of this course.”24 The lectures, attended mostly by teachers, were hugely successful. Hall still couldn’t get a job. He started to think about going to medical school.

According to analysis by Noam Wasserman, dean of Yeshiva University’s Business School, co-founder relationships are less stable—that is, more likely to end in breakup—when co-founders are family members or were close friends prior to launching a venture. There are many tempting reasons to start a business with your close friend or family member—for example, you share similar goals and values and already know each other’s strengths, weaknesses, habits, and quirks. However, compared to those who were previously colleagues or strangers, co-founders with close personal bonds find it more difficult to have tough conversations about roles and strategies. They’re afraid that the ensuing conflict might jeopardize their personal relationship.

A server arrives to top up our glasses. I wait till he’s poured, returned the bottle to its bucket, and laid the white napkin over the top. ‘A group of us had the idea three or four years ago. You met Gen—I was at uni with her, Callum, and Zach, our other co-founders. I went to school with Cal and Zach too. There were so many flash members’ clubs opening up around Mayfair. We joined a few, and they were fun. Predictable. Total meat markets, obviously. They got formulaic pretty quickly. Just posh people looking to get fucked and fuck. We felt that, for the amount of money they were charging, we should get more bang for our buck. Stupid pun intended.’ She rewards my lame joke with a little smile. ‘Anyway, there were some pop-up sex clubs around that were killing it. We thought it would be fun to try something more permanent. Somewhere with rules and vetting that meant you were far safer than in any of those other places, but where you could also try out things that maybe you’d just fantasised about.’ She nods. ‘Makes sense. Maddy never goes home alone from Annabel’s. I worry sometimes, because a lot of these guys are super-entitled, and God knows what they might think they’re entitled to. It freaks me out.’ ‘Exactly. The safety and the freedom go hand in hand. You can’t let go if you don’t feel safe. That’s at the heart of everything we do.’ ‘So why the name Alchemy?

Many have been supposedly foolproof but zany formulae that have made no one rich but the hucksters who sold them to the gullible. But over the years there have been some approaches that have enjoyed at least a modicum of success. These range from the Dow Theory first espoused by Wall Street Journal founder Charles Dow—essentially using technical indicators to try to identify and profit from different market phases—and David Butler’s CANSLIM system, to the value investing school articulated by Benjamin Graham. The earth-shattering suggestion of the research conducted in the 1960s and 1970s was that the code might actually be unbreakable, and efforts to decipher it were expensive and futile. Harry Markowitz’s modern portfolio theory and William Sharpe’s CAPM indicated that the market itself was the optimal balance between risks and return, while Gene Fama presented a cohesive, compelling argument for why that was: The net effect of the efforts of thousands upon thousands of investors continually trying to outsmart each other was that the stock market was efficient, and in practice hard to beat. Most investors should therefore just sit on their hands and buy the entire market. But in the 1980s and 1990s, a new round of groundbreaking research—some of it from the same efficient-markets disciples who had rattled the investing world in the 1960s and 1970s—started revealing some fault lines in the academic edifice built up in the previous decades. Perhaps the stock market wasn’t entirely efficient, and maybe there were indeed ways to beat it in the long run? Some gremlins in the system were always known, but often glossed over. Already in the early 1970s, Black and Scholes had noted that there were some odd issues with the theory, such as how less volatile stocks actually produced better long-term returns than choppier ones. That contradicted the belief that return and risk (using volatility as a proxy for risk) were correlated. In other words, loopier roller coasters produce greater thrills. Though the theory made intuitive sense, in practice it didn’t seem to hold up to rigorous scrutiny. This is why Scholes and Black initially proposed that Wells Fargo should set up a fund that would buy lower-volatility stocks (that is, low-beta) and use leverage to bring the portfolio’s overall volatility up to the broader stock market.7 Hey, presto, a roller coaster with the same number of loops as everyone else, but with even greater thrills. Nonetheless, the efficient-markets hypothesis quickly became dogma at business schools around the United States.

Students, now having been indoctrinated in Progressive Statist ideas from elementary school though high school and into college, are unfamiliar with or even taught to hate the original intent of the Founders’ Constitution and

I later learned that the far-thinking founders of Google, Sergey Brin and Larry Page, and of Amazon, Jeff Bezos, had all studied in Montessori schools.

Proverbs 23:21 When government limits itself to defending our lives and liberty, it creates the right environment for the people to thrive and prosper. Of course, expecting government to limit itself is like handing a chocoholic a Hershey bar and just hoping for the best. We haven’t been getting “the best.” The government, binging on its own power, has insinuated itself into every aspect of life. Bureaucrats tell our children what they can eat in school (even if the kids refuse to eat it), they tell us how large our soft drinks can be (I can’t imagine that’s what the Founders had in mind), they shut down kids’ “illegal” lemonade stands for not having a proper permit (!), and apparently they can even force us to bake cakes for events that some find immoral or wrong. Too many people in government think it is their job to tell you what to do, what to think, and how to behave. Every bureaucrat operates under the assumption that he knows best how individual citizens should lead their lives. But that’s not what freedom is all about. SWEET FREEDOM IN Action Today, if you have children or grandchildren, encourage them in the principle of self-reliance. Remember that whenever you—or they—get that feeling that “something must be done,” you should resist the temptation of turning to government, and instead do it yourself. You can make a heck of a lot better decisions for your family than government ever can.

capital expenditures required in Clean Technology are so incredibly high,” says Pritzker, “that I didn’t feel that I could do anything to make an impact, so I became interested in digital media, and established General Assembly in January 2010, along with Jake Schwartz, Brad Hargreaves and Matthew Brimer.” In less than two years GA had to double its space. In June 2012, they opened a second office in a nearby building. Since then, GA’s courses been attended by 15,000 students, the school has 70 full-time employees in New York, and it has begun to export its formula abroad—first to London and Berlin—with the ambitious goal of creating a global network of campuses “for technology, business and design.” In each location, Pritzker and his associates seek cooperation from the municipal administration, “because the projects need to be understood and supported also by the local authorities in a public-private partnership.” In fact, the New York launch was awarded a $200,000 grant from Mayor Bloomberg. “The humanistic education that we get in our universities teaches people to think critically and creatively, but it does not provide the skills to thrive in the work force in the 21st century,” continues Pritzker. “It’s also true that the college experience is valuable. The majority of your learning does not happen in the classroom. It happens in your dorm room or at dinner with friends. Even geniuses such as Mark Zuckerberg or Bill Gates, who both left Harvard to start their companies, came up with their ideas and met their co-founders in college.” Just as a college campus, GA has classrooms, whiteboard walls, a library, open spaces for casual meetings and discussions, bicycle parking, and lockers for personal belongings. But the emphasis is on “learning by doing” and gaining knowledge from those who are already working. Lectures can run the gamut from a single evening to a 16-week course, on subjects covering every conceivable matter relevant to technology startups— from how to create a web site to how to draw a logo, from seeking funding to hiring employees. But adjacent to the lecture halls, there is an area that hosts about 30 active startups in their infancy. “This is the core of our community,” says Pritzker, showing the open space that houses the startups. “Statistically, not all of these companies are going to do well. I do believe, though, that all these people will. The cost of building technology is dropping so low that people can actually afford to take the risk to learn by doing something that, in our minds, is a much more effective way to learn than anything else. It’s entrepreneurs who are in the field, learning by doing, putting journey before destination.” “Studying and working side by side is important, because from the interaction among people and the exchange of ideas, even informal, you learn, and other ideas are born,” Pritzker emphasizes: “The Internet has not rendered in-person meetings obsolete and useless. We chose these offices just to be easily accessible by all—close to Union Square where almost every subway line stops—in particular those coming from Brooklyn, where many of our students live.

The personal case histories were the most encouraging. A prominent Los Angeles public relations executive has been living with MM for fourteen years, rides horses, and has an altogether active life on drug maintenance. An Arizona man survived MM and with his wife set up a foundation and website for other families bewildered by the diagnosis. I learned, for the first time, that Frank McGee, host of the Today show from 1971 to 1974, suffered from MM and kept it from everyone despite his ever more gaunt appearance. When he died after putting in another full week on the air his producers and friends were stunned. Sam Walton, founder of Walmart, was another MM casualty, which led many to believe that he had established the high-profile multiple myeloma treatment center in Little Rock, Arkansas. This is a full-immersion process in which MM is the singular target under the commanding title of Myeloma Institute for Research and Therapy. There is a Walton auditorium on the institute’s University of Arkansas medical school campus, but the institute itself was founded by Bart Barlogie, a renowned MM specialist from the MD Anderson Cancer Center in Houston. The institute has an impressive record, running well ahead of the national average for survival for those who are dealing with MM. One number is especially notable. The institute has followed 1,070 patients for more than ten years, and 783 have never had a relapse of the disease. Sam Walton was treated by Dr. Barlogie at MD Anderson before the Little Rock institute was founded, but the connection ended there. Walton, who’d had an earlier struggle with leukemia, didn’t survive his encounter with multiple myeloma, dying in April 1992, a time when life expectancy for a man his age with this cancer was short. I was unaware of all of this when I was diagnosed. I took comfort in the repeated reassurances of specialists that great progress in treating MM with a new class of drugs, your own body’s reengineered immunology system, was rapidly improving chances of a longer survival than the published five to ten years. As I began to respond to treatment the favored and welcome line was, “You’re gonna die but from something else.

Ammonius Saccas (a Greek philosopher, founder of the Neoplatonic School) taught that Christianity and Paganism, when rightly understood, differ in no essential points, but had a common origin, and are really one and the same religion – Sarah Elizabeth Titcomb (Aryan Sun Myths) ...this whole affair of which we speak and preach, and which is called Gospel, has no reference at all to any person that ever existed, or events that ever occurred upon earth, but it is astronomical – Rev. Robert Taylor (The Devil’s Pulpit)

Swiftly gliding in, blushing like a girl, a tall thin stripling held out both his hands; and although I could hardly believe as I looked at his flushed feminine, and artless face that it could be the Poet, I returned his warm pressure. After the ordinary greetings and courtesies he sat down and listened. I was silent from astonishment: was it possible that this mild-mannered beardless boy could be the veritable monster of the world?–ex-communicated by the Fathers of the Church, deprived of his civil rights by the fiat of a grim Lord Chancellor, discarded by every member of his family,and denounced by the rival sages of our literature as the founder of a Satanic school? I could not believe it; it must be a hoax.

The sort of candidate who might have benefited from such legislation is Boštjan Špetič, a Slovenian citizen, discussed previously. As founder of Zemanta, Špetič had opened his business in New York in 2009 with an L-1A visa, used to transfer a foreign company's top managers. Zemanta had an office in London and Špetič had moved to the USA from there. After a year, however, he was denied a visa renewal. “The US officers said that we didn’t have enough staff in the United States to justify a senior executive position,” recalls Špetič. “They stated that it was obvious from the organizational chart that we didn’t have an office manager, implying that no one was answering phone calls, and that’s why we could not claim a senior executive transfer. Somewhere in my office I still have four pages of explanations. At that point, I called everybody, the American ambassador in Slovenia, the Slovenian ambassador here, the Slovenian foreign ministry. My investor, Fred Wilson, got in touch with a New York senator, but no one could do anything.” Špetič therefore had to work from Ljubljana for the following three months, when a new attorney finally found the right bureaucratic avenue to obtain an L-1B visa, a specialized technology visa. “Personally, I want to move back home eventually,” says Špetič. “I’m not looking to permanently immigrate to the US. I prefer the European lifestyle. Nevertheless, this is absolutely the best place to build a startup, especially in the media space. It made so much sense to build and grow the company here. I never could have done it in Europe, and that is an amazing achievement for New York City.” For this reason, when other European entrepreneurs ask him for advice, Špetič always tells them to settle in New York, at least for a period of time, to gain American experience. And for them he dreams of creating a co-working space modeled after WeWork Labs: “Imagine a place exactly like this, but with decent coffee, wine tasting events in the evening and only non-US business people working in its offices,” explains Špetič. “There is a set of problems that foreigners have that Americans just can’t understand. Visa issues are the most obvious ones. Working-with-remote-teams issues, travel issues, personal issues such as which schools to send your children to… It’s a set of things that is different from what American startups talk about. You don’t need networking events for foreigners because you want people to network into the New York community, but a working environment would make sense because it would be like a safe haven, an extra comfort zone for foreigners with a different work culture.

Josh Miller, 22 years old. He is co-founder of Branch, a “platform for chatting online as if you were sitting around the table after dinner.” Miller works at Betaworks, a hybrid company encapsulating a co-working space, an incubator and a venture capital fund, headquartered on 13th Street in the heart of the Meatpacking District. This kid in T-shirt and Bermuda shorts, and a potential star of the 2.0 version of Sex and the City, is super-excited by his new life as a digital neo-entrepreneur. He dropped out of Princeton in the summer of 2011 a year before getting his degree—heresy for the almost 30,000 students who annually apply to the prestigious Ivy League school in the hope of being among the 9% of applicants accepted. What made him decide to take such a big step? An internship in the summer of 2011 at Meetup, the community site for those who organize meetings in the flesh for like-minded people. His leader, Scott Heiferman, took him to one of the monthly meetings of New York Tech Meetup and it was there that Miller saw the light. “It was the coolest thing that ever happened to me,” he remembers. “All those people with such incredible energy. It was nothing like the sheltered atmosphere of Princeton.” The next step was to take part in a seminar on startups where the idea for Branch came to him. He found two partners –students at NYU who could design a website. Heartened by having won a contest for Internet projects, Miller dropped out of Princeton. “My parents told me I was crazy but I think they understood because they had also made unconventional choices when they were kids,” says Miller. “My father, who is now a lawyer, played drums when he was at college, and he and my mother, who left home at 16, traveled around Europe for a year. I want to be a part of the new creative class that is pushing the boundaries farther. I want to contribute to making online discussion important again. Today there is nothing but the soliloquy of bloggers or rude anonymous comments.” The idea, something like a public group email exchange where one can contribute by invitation only, interested Twitter cofounder Biz Stone and other California investors who invited Miller and his team to move to San Francisco, financing them with a two million dollar investment. After only four months in California, Branch returned to New York, where it now employs a dozen or so people. “San Francisco was beautiful and I learned a lot from Biz and my other mentors, but there’s much more adrenaline here,” explains Miller, who is from California, born and raised in Santa Monica. “Life is more varied here and creating a technological startup is something new, unlike in San Francisco or Silicon Valley where everyone’s doing it: it grabs you like a drug. Besides New York is the media capital and we’re an online publishing organization so it’s only right to be here.”[52]

Peter Thiel, one of the founders of PayPal, has launched a movement to convince people to not go to college.3 It’s a waste of money. The return on investment isn’t there anymore. School has gotten too expensive. . . If writing [computer] code is your deal and you’re able to go to a trade school that enables you to write code, that’s far better than a computer science degree from a four-year college or university that looks great on paper, but doesn’t give you the skills you need when you graduate.

A few weeks later, Chesky decided that the founders of the struggling company should apply to the prestigious Y Combinator startup school, which invested seventeen thousand dollars in each startup, took a 7 percent ownership stake, and surrounded founders with mentors and technology luminaries during an intense three-month program. It was a last-ditch effort and Chesky actually missed the application deadline by a day. Michael Seibel, an alumnus of the program (and later its CEO), had to ask the organizers to let the company submit late. They got permission, and the co-founders were invited for an interview. Blecharczyk flew out to San Francisco and crashed on the living-room couch on Rausch Street, and the three co-founders gathered themselves for one last try.

Obama wore a dark-gray suit and a burgundy tie. Behind him, rippling in a gentle breeze, were more American flags than Maria could count. Speaking slowly, pausing after each phrase, Obama said: “If there is anyone out there who still doubts that America is a place where all things are possible, who still wonders if the dream of our founders is alive in our time, who still questions the power of our democracy—tonight is your answer.” Little Marga came up to Maria where she sat on the couch. “Granny Maria,” she said. Maria lifted the child onto her lap and said: “Hush, now, baby, everyone wants to listen to the new president.” Obama said: “It’s the answer spoken by young and old, rich and poor, Democrat and Republican, black, white, Hispanic, Asian, Native American, gay, straight, disabled and not disabled—Americans who sent a message to the world that we have never been just a collection of individuals, or a collection of red states and blue states: we are, and always will be, the United States of America.” “Granny Maria,” Marga whispered again. “Look at Granddad.” Maria looked at her husband, George. He was watching the television, but his lined brown face was streaming with tears. He was wiping them away with a big white handkerchief, but as soon as he dried his eyes the tears came again. Marga said: “Why is Granddad crying?” Maria knew why. He was crying for Bobby, and Martin, and Jack. For four Sunday school girls. For Medgar Evers. For all the freedom fighters, dead and alive. “Why?” Marga said again. “Honey,” said Maria, “it’s a long story.

In late 2008, one of my business partners, Clayton Christensen offered his opinion that the recession would have an “unmitigated positive impact on innovation” because “when the tension is greatest and resources are most limited, people are actually a lot more open to rethinking the fundamental way they do business.” This theory is supported by the Kaufmann Foundation statistic that “51 percent of the Fortune 500 companies began during a recession or bear market or both.” Whether launching a business or pursuing a dream, there are many high-profile instances in which a lack of resources ultimately proved to be a boon, rather than a bane. If we dig a bit, each of us can uncover examples among friends and family, and ourselves. Would most children have as many opportunities as they do in sports, music, or other extracurricular activities without parents, mothers in particular, who are accomplished at bartering as a way to stretch limited family budgets? Would kids have as many chances to explore their interests if their parents weren’t so adept at arranging for carpooling, chaperoning, and borrowing, thus enabling their kids to participate? Without the constraints of time, money, and health, would the online retailer Shabby Apple exist? (For a reminder of how that business came to be, see chapter 5.) If my parents could have paid for college, would I have caught an early glimpse of corporate life during the Silicon Valley heyday? Would I have ever set foot on Wall Street had I not needed to work to put my husband through school? All of us have had the opportunity to bootstrap if we look hard enough. Men seem to know how to do this in the business world: 88 percent of the founders of Entrepreneur magazine’s Hot 500 were men. But I wonder if women aren’t better at bootstrapping than we think we are. Chronically under resourced (whether due to the gender pay gap or ceding our resources to conform to societal expectations), women continually feel the tension of having too little budget and too little time. Because of this tension, we are expert at rethinking how to get things done. Many of us know how to turn scarcity into opportunity.

One sizable gift came in 1994, when he gave enough to be listed as a “founder” of the Penn Club’s new location in midtown Manhattan. The minimum gift for that category was $150,000. Two autumns later, Donald Trump Jr. arrived at the leafy campus. In all, three of the four older Trump children—including Ivanka (transferring after two years at Georgetown) and Tiffany—would attend Penn, making the school almost an inheritance, a family emblem. In

Here’s a poignant analogy from Rework, written by the founders of 37Signals: Do we look at Harvard or Oxford and say, “If they’d only expand and branch out and hire thousands more professors and go global and open other campuses all over the world …then they’d be great schools.” Of course not. That’s not how we measure the value of these institutions. So why is it the way we measure businesses?[34] What are you chasing after? More praise? More money? More power? More importantly, what is it that you need to defend in order to be happy? Your time? Your ability to think creatively? The freedom to make decisions? It might be one of these, all three of these, or none of these. Whatever it is, you better find out. Otherwise, it’s quite possible to escape ZombieLand only to lock yourself in a new cage that’s even more confining. When a commitment to passion serves as the crux of your decision-making process, it’s easier to avoid this pitfall.

Ammonius Saccus (a Greek philosopher, founder of the Neo-platonic school) taught that: "Christianity and Paganism, when rightly understood, differ in no essential points, but had a common origin, and are really one and the same thing." [411:3]

A Hard Left For High-School History The College Board version of our national story BY STANLEY KURTZ | 1215 words AT the height of the “culture wars” of the late 1980s and early 1990s, conservatives were alive to the dangers of a leftist takeover of American higher education. Today, with the coup all but complete, conservatives take the loss of the academy for granted and largely ignore it. Meanwhile, America’s college-educated Millennial generation drifts ever farther leftward. Now, however, an ambitious attempt to force a leftist tilt onto high-school U.S.-history courses has the potential to shake conservatives out of their lethargy, pulling them back into the education wars, perhaps to retake some lost ground. The College Board, the private company that develops the SAT and Advanced Placement (AP) exams, recently ignited a firestorm by releasing, with little public notice, a lengthy, highly directive, and radically revisionist “framework” for teaching AP U.S. history. The new framework replaces brief guidelines that once allowed states, school districts, and teachers to present U.S. history as they saw fit. The College Board has promised to generate detailed guidelines for the entire range of AP courses (including government and politics, world history, and European history), and in doing so it has effectively set itself up as a national school board. Dictating curricula for its AP courses allows the College Board to circumvent state standards, virtually nationalizing America’s high schools, in violation of cherished principles of local control. Unchecked, this will result in a high-school curriculum every bit as biased and politicized as the curriculum now dominant in America’s colleges. Not coincidentally, David Coleman, the new head of the College Board, is also the architect of the Common Core, another effort to effectively nationalize American K–12 education, focusing on English and math skills. As president of the College Board, Coleman has found a way to take control of history, social studies, and civics as well, pushing them far to the left without exposing himself to direct public accountability. Although the College Board has steadfastly denied that its new AP U.S. history (APUSH) guidelines are politically biased, the intellectual background of the effort indicates otherwise. The early stages of the APUSH redesign overlapped with a collaborative venture between the College Board and the Organization of American Historians to rework U.S.-history survey courses along “internationalist” lines. The goal was to undercut anything that smacked of American exceptionalism, the notion that, as a nation uniquely constituted around principles of liberty and equality, America stands as a model of self-government for the world. Accordingly, the College Board’s new framework for AP U.S. history eliminates the traditional emphasis on Puritan leader John Winthrop’s “City upon a Hill” sermon and its echoes in American history. The Founding itself is demoted and dissolved within a broader focus on transcontinental developments, chiefly the birth of an exploitative international capitalism grounded in the slave trade. The Founders’ commitment to republican principles is dismissed as evidence of a benighted belief in European cultural superiority. Thomas Bender, the NYU historian who leads the Organization of American Historians’ effort to globalize and denationalize American history, collaborated with the high-school and college teachers who eventually came to lead the College Board’s APUSH redesign effort. Bender frames his movement as a counterpoint to the exceptionalist perspective that dominated American foreign policy during the George W. Bush ad ministration. Bender also openly hopes that students exposed to his approach will sympathize with Supreme Court justice Ruth Bader Ginsburg’s willingness to use foreign law to interpret the U.S. Constitution rather than with Justice Antonin Scalia�

The most important pillar behind innovation and opportunity—education—will see tremendous positive change in the coming decades as rising connectivity reshapes traditional routines and offers new paths for learning. Most students will be highly technologically literate, as schools continue to integrate technology into lesson plans and, in some cases, replace traditional lessons with more interactive workshops. Education will be a more flexible experience, adapting itself to children’s learning styles and pace instead of the other way around. Kids will still go to physical schools, to socialize and be guided by teachers, but as much, if not more, learning will take place employing carefully designed educational tools in the spirit of today’s Khan Academy, a nonprofit organization that produces thousands of short videos (the majority in science and math) and shares them online for free. With hundreds of millions of views on the Khan Academy’s YouTube channel already, educators in the United States are increasingly adopting its materials and integrating the approach of its founder, Salman Khan—modular learning tailored to a student’s needs. Some are even “flipping” their classrooms, replacing lectures with videos watched at home (as homework) and using school time for traditional homework, such as filling out a problem set for math class. Critical thinking and problem-solving skills will become the focus in many school systems as ubiquitous digital-knowledge tools, like the more accurate sections of Wikipedia, reduce the importance of rote memorization. For children in poor countries, future connectivity promises new access to educational tools, though clearly not at the level described above. Physical classrooms will remain dilapidated; teachers will continue to take paychecks and not show up for class; and books and supplies will still be scarce. But what’s new in this equation—connectivity—promises that kids with access to mobile devices and the Internet will be able to experience school physically and virtually, even if the latter is informal and on their own time.

If fear hinders us even in grade school, no wonder it takes such discipline—some people even call it a practice—to turn off that inner critic in adulthood and return to a place of openness. In Korean Zen, the belief that it is good to branch out beyond what we already know is expressed in a phrase that means, literally, “not know mind.” To have a “not know mind” is a goal of creative people. It means you are open to the new, just as children are. Similarly, in Japanese Zen, that idea of not being constrained by what we already know is called “beginner’s mind.” And people practice for years to recapture and keep ahold of it.

Research by Noam Wasserman, a Harvard Business School professor, suggests that most founders face the choice of “rich versus king”. They want to wield monarchic control while raising the value of their companies. However, they are more likely to accumulate wealth if they cede control to outside investors and hire professional executives.

It was on the morning of the first day at my school after the long summer break this year that I noticed something stunning as I was about to enter my school through the rock garden gate. As usual, I was so much eager to have a first glimpse of my favourite red brick house from a distance, but instead something even redder captured my eyes. It was an elegant tree full bloomed with red coloured flowers in the morning sun waiting to welcome me back to school after the break, which immediately lifted little remaining home sickness. The guard uncle told that the majestic tree is called Krishnachura. Again I was awed by the beauty of the name. I have seen this tree a plenty in my locality at Salt Lake, but they never ever drew my attention the way this tree did at the school gate at the backdrop of the red building that summer morning. After returning home, I immediately searched for more details of the Krishnachura and found that the tree originally belongs to the islands of the Madagascar. In other parts of India, this tree is known as the Gulmohar. They are also fondly called “Flames of forest”, which somebody rightly resembled them to the flames of the bushfires in hot dry summer. I also found that in many countries, e.g. in Japan, every school must plant at least few flowering cherry trees in their premises. These cherry blossoms have influenced the Japanese society and its art and culture tremendously. Similarly, the Krishnachura has also influenced many poets and appears in the Indian literature and music. However, in our country, they are not mandatorily planted in our school. I am so fortunate to have these trees in my school. I again realized the visions of the founders and subsequent nurturers of my school. I have been seeing this tree since my nursery days, but probably, I was too little to be conscious about its beauty. I told about this to my father, but he further astonished me when he told me that even he looks forward every year for the blossom. Probably, me too will be waiting every year henceforth for the Krishnachura to bloom, but the trail of the sight of the tree of my school that very morning of June with remain with me forever.

Lucrezia Reichlin, co-founder of Now-Casting, a forecaster that tracks economies, and a professor at the London Business School, said the recovery had weakened since the spring. “There is geopolitical risk. But China is also slowing down and the fiscal and monetary stance in the eurozone has been very restrictive,” she said.

That’s true, and it’s a serious problem. If you wanted to understand the roots of the financial crisis, you would have done better studying the Financial Instability Hypothesis of Hyman Minsky, a post-Keynesian, or the business-cycle theory of Knut Wicksell, one of the founders of the Stockholm school, than the standard neoclassical textbooks.

The port city already had “Sunday Schools” for workers, established by Nikoloz “Karlo” Chkheidze (b. 1864), one of the founders of the Third Group, and Isidor Ramishvili (b. 1859), both close comrades of Noe Jordania.

A founder's perspective is unique. Entrepreneurs are builders, and the lens through which I view Starbucks and the marketplace is somewhat different from what it would be if I were a professionally schooled manager.

When Diana was unable to visit, she telephoned the apartment to check on her friend’s condition. On her 30th birthday she wore a gold bracelet which Adrian had given to her as a sign of their affection and solidarity. Nevertheless, Diana’s quiet and longstanding commitment to be with Adrian when he died almost foundered. In August his condition worsened and doctors advised that he should be transferred to a private room at St Mary’s Hospital, Paddington where he could be treated more effectively. However Diana had to go on a holiday cruise in the Mediterranean with her family on board a yacht owned by the Greek millionaire John Latsis. Provisional plans were made to fly her from the boat by helicopter to a private plane so that she could be with her friend at the end. Before she left, Diana visited Adrian in his home. “I’ll hang on for you,” he told her. With those words emblazoned on her heart, she flew to Italy, ticking off the hours until she could return. As soon as she disembarked from the royal flight jet she drove straight to St Mary’s Hospital. Angela recalls: “Suddenly there was a knock on the door. It was Diana. I flung my arms around her and took her into the room to see Adrian. She was still dressed in a T-shirt and sporting a sun tan. It was wonderful for Adrian to see her like that.” She eventually went home to Kensington Palace but returned the following day with all kinds of goodies. Her chef Mervyn Wycherley had packed a large picnic hamper for Angela while Prince William walked into the room almost dwarfed by his present of a large jasmine plant from the Highgrove greenhouses. Diana’s decision to bring William was carefully calculated. By then Adrian was off all medication and very much at peace with himself. “Diana would not have brought her son if Adrian’s appearance had been upsetting,” says Angela. On his way home, William asked his mother: “If Adrian starts to die when I’m at school will you tell me so that I can be there.

Now one of the other students flew into her hut with such velocity that a poster of Bal Thackeray, Shiv Sena’s aging founder, fluttered off its tack on the wall. “Devo! You’re early!” Manju protested. “And you forgot to take off your shoes!” Her eyes then moved from the mud tracks on the floor to his face, which was covered in blood. “Oh,” the boy said, holding his head. “A taxi …” Annawadi kids were always getting hit on the chaotic roads—usually, while crossing a treacherous intersection to get to Marol Municipal School. New drivers talking on new cellphones could be a lethal combination. Manju leaped up, grabbed the turmeric by the stove, and poured the yellow powder over Devo’s head. Turmeric, as good for wounds as for brides before weddings. She rubbed the spice until it blended with the blood into a bright orange paste, then pressed down hard. She was checking to see if she’d stanched the bleeding when Devo’s one-eyed, widowed mother came through the door, brandishing a foot-long piece of metal.

Because our current educational system now graduates students lacking even minimal historical knowledge, citizens are misled by outlandish charges Modernists make about not only Jefferson but also other Founders as well as traditionally venerated historical events. If rudimentary historical literacy is to be achieved today, it must be individually secured, for it is no longer possible to rely on public schools (and even many private schools) for this once elementary knowledge

But she could make one decision- to change her environment. And if she could change her environment, she would be subject to a whole different set of cues and unconscious cultural influences. It's easier to change your environment than to change your insides. Change your environment and then let the new cues do the work. She spent the first part of eighth grade learning about the Academy, talking to students, asking her mother, and quizzing her teachers. One day in February, she heard that the board of the school had arrived for a meeting, and she decided in her own junior-warrior manner that she'd demand that they let her in. She snuck into the school when a group of kids came out the back door for gym class, and she made her way to the conference room. She knocked, and entered the room. There was a group of tables pushed toward the middle of the room, with about twenty-five adults sitting around the outside of them. The two Academy founders were sitting in the middle on the far side of the tables. "I would like to come to your school," she said loud enough for the whole room to hear. "How did you get in here?" somebody at the table barked. "May I please come to your school next year?" One of the founders smiled. "You see, we have a lottery system. If you enter your name, there is a drawing in April-" "I would like to come to your school," Erica interrupted, launching into the speech she had rehearsed in her head for months. "I tried to get into New Hope when I was ten, and they wouldn't let me. I went down to the agency and I told the lady, but she wouldn't let me. It took them three cops to get me out of there, but I'm thirteen now, and I've worked hard. I get good grades. I know appropriate behavior. I feel I deserve to go to your school. You can ask anyone. I have references." She held out a piece of binder paper with teachers' names on it. "What's your name?" the founder asked. "Erica." "You see, we have rules about this. Many people would like to come to the Academy, so we decided the fairest thing to do is to have a lottery each spring." "That's just a way of saying no." "You'll have as fair a chance as anyone." "That's just a way of saying no. I need to go to the Academy. I need to go to college." Erica had nothing more to say. She just stood there silently. She decided it would take some more cops to take her away. Sitting across from the founders was a great fat man. He was a hedge-fund manager who had made billions of dollars and largely funded the school. He was brilliant, but had the social graces of a gnat. He took a pen from his pocket and wrote something on a piece of paper. He looked at Erica one more time, folded the paper, and slid it across the table to the founders. They opened it up and read the note. It said, "Rig the fucking lottery." The founders were silent for a moment and looked at each other. Finally, one of them looked up and said in a low voice. "What did you say your name was?" "Erica." "Listen, Erica, at the Academy we have rules. We have one set of rules for everybody. Those rules we follow to the letter. We demand discipline. Total discipline. So I'm only going to say this to you once. If you ever tell anybody about bursting in here and talking to us like that, I will personally kick you out of our school. Are we clear about that?" "Yes, sir." "The write your name and address on a piece of paper. Put it on the table and I will see you in September".

When Mahler went to a composing retreat, she began having an affair with Walter Gropius, the architect who founded the Bauhaus School. I do not really like the Bauhaus School. But if you started dating the founder of an architectural movement, I’d support you and think your choice was great, and I’d pretend to like his architectural movement when we were all hanging out because I’m a good friend. So Alma was an adulteress and creatively unfulfilled—but she was just killing it with her choice of men.

I had several friends from law school who were very enterprising guys, much more so than the average law student. They each started businesses after practicing law at large firms for multiple years. What kind of businesses did they start? They started boutique law firms. This is completely unsurprising if you think about it. They’d spent years becoming good at delivering legal services. It was a field that they understood and could compete in. Their credentials translated too. People learn from what they’re doing and do it again on their own. It’s not just lawyers; the consulting firm Bain and Company was started by seven former partners and managers from the Boston Consulting Group. Myriad boutique investment banks and hedge funds have spun out of large financial organizations. You can see the same pattern in the startup world. After PayPal was acquired by eBay in 2002, its founders and employees went on to found or cofound LinkedIn (Reid Hoffman), YouTube (Steve Chen, Jawed Karim, and Chad Hurley), Yelp (Russel Simmons and Jeremy Stoppelman), Tesla Motors (Elon Musk), SpaceX (Musk again), Yammer (David Sacks), 500 Startups (Dave McClure), and many other companies. PayPal’s CEO, Peter Thiel, famously made a $500,000 investment in Facebook that grew to over $1 billion. In this sense, PayPal is one of the most prolific companies of recent times. But if you look at any successful growth company you’ll start to see their alumni show up doing parallel things. Former Apple employees founded or cofounded Android, Palm, Nest, and Handspring, companies that revolve around devices. Former Yahoo! employees founded Ycombinator, Cloudera, Hunch.com, AppNexus, Polyvore, and many other web-oriented companies. Organizations give rise to other organizations like themselves.

authorsusancain quietrev.com SUSAN CAIN is the co-founder of Quiet Revolution and the author of the bestsellers Quiet Power: The Secret Strengths of Introverted Kids, and Quiet: The Power of Introverts in a World That Can’t Stop Talking, which has been translated into 40 languages and been on the New York Times bestseller list for more than four years. Quiet was named the best book of the year by Fast Company magazine, which also named Susan one of its “Most Creative People in Business.” Susan is the co-founder of the Quiet Schools Network and the Quiet Leadership Institute, and her writing has appeared in The New York Times, The Atlantic, The Wall Street Journal, and other publications. Her TED Talk has been viewed more than 17 million times and was named by Bill Gates as one of his all-time favorite talks.

Isaac Asimov’s short story “The Fun They Had” describes a school of the future that uses advanced technology to revolutionize the educational experience, enhancing individualized learning and providing students with personalized instruction and robot teachers. Such science fiction has gone on to inspire very real innovation. In a 1984 Newsweek interview, Apple’s co-founder Steve Jobs predicted computers were going to be a bicycle for our minds, extending our capabilities, knowledge, and creativity, much the way a ten-speed amplifies our physical abilities. For decades, we have been fascinated by the idea that we can use computers to help educate people. What connects these science fiction narratives is that they all imagined computers might eventually emulate what we view as intelligence. Real-life researchers have been working for more than sixty years to make this AI vision a reality. In 1962, the checkers master Robert Nealey played the game against an IBM 7094 computer, and the computer beat him. A few years prior, in 1957, the psychologist Frank Rosenblatt created Perceptron, the first artificial neural network, a computer simulation of a collection of neurons and synapses trained to perform certain tasks. In the decades following such innovations in early AI, we had the computation power to tackle systems only as complex as the brain of an earthworm or insect. We also had limited techniques and data to train these networks. The technology has come a long way in the ensuing decades, driving some of the most common products and apps today, from the recommendation engines on movie streaming services to voice-controlled personal assistants such as Siri and Alexa. AI has gotten so good at mimicking human behavior that oftentimes we cannot distinguish between human and machine responses. Meanwhile, not only has the computation power developed enough to tackle systems approaching the complexity of the human brain, but there have been significant breakthroughs in structuring and training these neural networks.

God is the founder of Berry. I am only the human founder.

According to L. E. J . Brouwer, the founder of the intuitionist school, the simplest mathematical ideas are implied in the customary lines of thought of everyday life and all sciences make use of them; the mathematician is distinguished by the fact that he is conscious of these ideas, points them out clearly, and completes them. The only source of mathematical knowledge is, in Brouwer's opinion, the intuition that makes us recognize certain concepts and conclusions as absolutely evident, clear, and indubitable. However, he does not assume that it is possible to list in a precise and complete way all basic fundamental concepts and elementary methods of deduction, which in this sense are to serve as a basis of mathematical derivations. It should always be possible to supplement the once fixed set of assumptions by accepting new ones, if a further intuition leads that way.

The school operates on a foundation of three core values that are antithetical to the Untruth of Emotional Reasoning: a culture of thinking (ask questions, seek understanding, and practice the habits of good thinking), self-knowledge (practice ongoing self-reflection and self-awareness), and openness and respect (strive for a strong sense of community marked by collaboration, empowerment, and intentional openness and respect for the thinking of others; this is also an antidote to the Untruth of Us Versus Them). You can learn more about cultivating the intellectual virtues and about how to incorporate them in schools at intellectualvirtues.org and in the writings of Jason Baehr, a professor of philosophy at Loyola Marymount University and one of the founders of the Intellectual Virtues Academy.

Food reformers believed that wheat bread was more socially refined than cornbread. In eastern Kentucky, the founders of the Hindman Settlement School sought to replace mountain people's cornbread with more ‘civilized’ wheat biscuits and bread.

firsting and lasting.” All over the continent, local histories, monuments, and signage narrate the story of first settlement: the founder(s), the first school, first dwelling, first everything, as if there had never been occupants who thrived in those places before Euro-Americans. On the other hand, the national narrative tells of “last” Indians or last tribes, such as “the last of the Mohicans,

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