Grades Matter Quotes

Because teachers, no matter how kind, no matter how friendly, are sadistic and evil to the core.

The blond boy in the red trunks is holding your head underwater because he is trying to kill you, and you deserve it, you do, and you know this, and you are ready to die in this swimming pool because you wanted to touch his hands and lips and this means your life is over anyway. You’re in eighth grade. You know these things. You know how to ride a dirt bike, and you know how to do long division, and you know that a boy who likes boys is a dead boy, unless he keeps his mouth shut, which is what you didn't do, because you are weak and hollow and it doesn't matter anymore.

I've been scared of so much stupid crap in my life. Making a bad grade or not fitting in. God, I was scared of you. And it was all such a waste. None of it matters now that the real scary shit is here.

Even though I didn't notice it while it was happening, I got reminded in ninth grade of a few things I guess I should have known all along. 1. A first kiss after five months means more than a first kiss after five minutes. 2. Always remember what it was like to be six. 3. Never, ever stop believing in magic, no matter how old you get. Because if you keep looking long enough and don't give up, sooner or later you're going to find Mary Poppins. And if you're reall lucky, maybe even a purple balloon.

Active racism is telling a nurse supervisor that an African American nurse can’t touch your baby. It’s snickering at a black joke. But passive racism? It’s noticing there’s only one person of color in your office and not asking your boss why. It’s reading your kid’s fourth-grade curriculum and seeing that the only black history covered is slavery, and not questioning why. It’s defending a woman in court whose indictment directly resulted from her race…and glossing over that fact, like it hardly matters.

Never got a detention,” Mom says, “had perfect grades, got plenty of scholarships. No matter how stressful anything else was, we always knew Harriet was fine.' Wyn gives me a look I can’t read, a tenderness around his mouth but concern in his brow.

If you have an orderly mind, you'll be a winner no matter where you end up. If your mind is a jumble of junk, you'll be a loser. It's as simple as that.

Don't go to eighth grade...don't talk about something old...don't bring up old memories that have nothing to do with who we are now. THIS is all that matters! TODAY.

I wish Mara knew that I’m jealous of her.” I whipped around to face him. “You can’t be serious.” Brooke shook her finger. “No interruptions, Mara.” My brother cleared his throat. “I wish she knew that I think she’s the most hilarious person on Earth. And that whenever she’s not home, I feel like I’m missing my partner in crime.” My throat tightened. Do not cry. Do not cry. “I wish she knew that she’s really Mom’s favorite—” I shook my head here. “—the princess she always wanted. That Mom used to dress her up like a little doll and parade her around like Mara was her greatest achievement. I wish Mara knew that I never minded, because she’s my favorite too.” A chin quiver. Damn. “I wish she knew that I’ve always had acquaintances instead of friends because I’ve spent every second I’m not in school studying or practicing piano. I wish she knew that she is literally as smart as I am—her IQ is ONE POINT lower,” he said, raising his eyes to meet mine. “Mom had us tested. And that she could get the same grades if she weren’t so lazy.” I slouched in my seat, and may or may not have crossed my arms over my chest defensively. “I wish she knew that I am really proud of her, and that I always will be, no matter what.

Early on in your career, when you’re an individual contributor, you’re graded on the volume and quality of your work. Then one day, all of a sudden, you’re a manager. Let’s assume you do well and move up to manage more and more people. Now you’re no longer paid for the amount of work you do; you’re paid for the quality of decisions you make.

Make no mistake: Your salary is held to the same standards your grades were held to in the educational system, where you couldn't surpass a 100 no matter how hard you worked or how intelligent you were.

None of it mattered, because there was music.

Nothing physical from the body of a High Grade can heal. No matter if it’s blood or sperm or saliva or even a discarded hair or nail—as some fraudulent religious groups claim, taking advantage of Low Grades’ fascination with the living gods among them.

It was then that I realized that while playing the well-meaning tolerant individual (in short: liberal) garnered you fans and grades, it didn't matter. In my heart and head, I was a fraud.

In theory, the risk of business failure can be reduced to a number, the probability of failure multiplied by the cost of failure. Sure, this turns out to be a subjective analysis, but in the process your own attitudes toward financial risk and reward are revealed. By contrast, personal risk usually defies quantification. It's a matter of values and priorities, an expression of who you are. "Playing it safe" may simply mean you do not weigh heavily the compromises inherent in the status quo. The financial rewards of the moment may fully compensate you for the loss of time and fulfillment. Or maybe you just don't think about it. On the other hand, if time and satisfaction are precious, truly priceless, you will find the cost of business failure, so long as it does not put in peril the well-being of you or your family, pales in comparison with the personal risks of no trying to live the life you want today. Considering personal risk forces us to define personal success. We may well discover that the business failure we avoid and the business success we strive for do not lead us to personal success at all. Most of us have inherited notions of "success" from someone else or have arrived at these notions by facing a seemingly endless line of hurdles extending from grade school through college and into our careers. We constantly judge ourselves against criteria that others have set and rank ourselves against others in their game. Personal goals, on the other hand, leave us on our own, without this habit of useless measurement and comparison. Only the Whole Life Plan leads to personal success. It has the greatest chance of providing satisfaction and contentment that one can take to the grave, tomorrow. In the Deferred Life Plan there will always be another prize to covet, another distraction, a new hunger to sate. You will forever come up short.

He mutters something that sounds like and probably is fat whore. It doesn’t matter that I’m a virgin. I should have had sex a thousand times by now for all the boys who’ve been calling me this since fifth grade.

Maybe it doesn’t matter how smart you are or aren’t, but how much you are willing to learn.

When your teachers do not do anything about it—it is sad when you have to take matters in your own hands. It is scary. I was scared when I fought back, but I had to do it.

I am learning that bullies cannot break me—because their words are empty, because I matter. I am loved. I am supported. I love myself too much for someone to tear me down.

It didn't help matters that I was shy and wore glasses. I was never one to stand out in the crowd. I liked to stay in corners. And I was happiest when I was alone reading. That and the good grades I got in school had doomed any chance of being popular with my peers. So it was a foregone conclusion that boys like Hardy were never going to take notice of me.

They live like beasts, sweetie. They slang, they bark, they rape. They kill for a solar panel or the copper ring they find in the junk. They don’t think about art and culture or how the universe exists as the High Grades do. They are lowly, earthly monsters … Meera never speaks such words aloud, but Magic Mama told her once what the High Grades think of anyone unevolved, no matter if they’re outside the walls or inside them.

To be a man was to be responsible. It was as simple as that. To be a man was to build something, to try to make the world about him a bit easier to live in for himself and those who followed. You could sneer at that, you could scoff, you could refuse to acknowledge it, but when it came right down to it, Conn decided it was the man who planted a tree, dug a well, or graded a road who mattered.

Eighth grade's a distant rumor, a tabled issue, and Dylan knows from experience that the summer between might change anything, everything. He and Mingus Rude too and even Arthur Lomb for that matter are released from the paint-by-numbers page of their schooldays, from their preformatted roles as truant or victim, freed to an unspoiled summer, that inviting medium for doodling in self-transformation.

The question is not “Can you make a difference?” You already do make a difference. It’s just a matter of what kind of a difference you want to make, during your life on this planet. (Taken from Black and Buddhist, thinking critically and teaching differently in the primary grades by Mary Cowhey)

As chief, I will represent my people in many different ways and might never know which particular action is destined to matter more than another, thus, all my actions should be considered potentially important and worthy of my best effort.

I was in the fifth grade the first time I thought about turning thirty. My best friend Darcy and I came across a perpetual calendar in the back of the phone book, where you could look up any date in the future, and by using this little grid, determine what the day of the week would be. So we located our birthdays in the following year, mine in May and hers in September. I got Wednesday, a school night. She got a Friday. A small victory, but typical. Darcy was always the lucky one. Her skin tanned more quickly, her hair feathered more easily, and she didn't need braces. Her moonwalk was superior, as were her cart-wheels and her front handsprings (I couldn't handspring at all). She had a better sticker collection. More Michael Jackson pins. Forenze sweaters in turquoise, red, and peach (my mother allowed me none- said they were too trendy and expensive). And a pair of fifty-dollar Guess jeans with zippers at the ankles (ditto). Darcy had double-pierced ears and a sibling- even if it was just a brother, it was better than being an only child as I was. But at least I was a few months older and she would never quite catch up. That's when I decided to check out my thirtieth birthday- in a year so far away that it sounded like science fiction. It fell on a Sunday, which meant that my dashing husband and I would secure a responsible baby-sitter for our two (possibly three) children on that Saturday evening, dine at a fancy French restaurant with cloth napkins, and stay out past midnight, so technically we would be celebrating on my actual birthday. I would have just won a big case- somehow proven that an innocent man didn't do it. And my husband would toast me: "To Rachel, my beautiful wife, the mother of my chidren and the finest lawyer in Indy." I shared my fantasy with Darcy as we discovered that her thirtieth birthday fell on a Monday. Bummer for her. I watched her purse her lips as she processed this information. "You know, Rachel, who cares what day of the week we turn thirty?" she said, shrugging a smooth, olive shoulder. "We'll be old by then. Birthdays don't matter when you get that old." I thought of my parents, who were in their thirties, and their lackluster approach to their own birthdays. My dad had just given my mom a toaster for her birthday because ours broke the week before. The new one toasted four slices at a time instead of just two. It wasn't much of a gift. But my mom had seemed pleased enough with her new appliance; nowhere did I detect the disappointment that I felt when my Christmas stash didn't quite meet expectations. So Darcy was probably right. Fun stuff like birthdays wouldn't matter as much by the time we reached thirty. The next time I really thought about being thirty was our senior year in high school, when Darcy and I started watching ths show Thirty Something together. It wasn't our favorite- we preferred cheerful sit-coms like Who's the Boss? and Growing Pains- but we watched it anyway. My big problem with Thirty Something was the whiny characters and their depressing issues that they seemed to bring upon themselves. I remember thinking that they should grow up, suck it up. Stop pondering the meaning of life and start making grocery lists. That was back when I thought my teenage years were dragging and my twenties would surealy last forever. Then I reached my twenties. And the early twenties did seem to last forever. When I heard acquaintances a few years older lament the end of their youth, I felt smug, not yet in the danger zone myself. I had plenty of time..

This taught me two things: being smart didn't matter, and grades mattered even less because they did not reflect what you knew or what you did not. They only reflected your ability to follow other people's ways of doing things, even if those ways make no sense.

To be honest, teachers just don’t understand bullying hurts. They don’t want to know, and they care less about kids’ feelings, we have feelings too. Our feelings matter, but overall, they just don’t care.

And, to be true, an enemy's lair is an enemy's lair, no matter how comfortable or fancy it might appear.

Stella knew that no matter how far a person traveled, there would always be places that held undiscovered treasure; the secrets of people and their hearts

Until they enter elementary school most youngsters are motivated by the challenge itself, not by stars or grades or rewards. This is called mastery motivation and is the form of learning most likely to lead to both engagement and persistence, and ultimately to expertise.

The idea that 20% of the features will get you 80% of the value may well be correct, but it also means that on important tasks, you're giving the customers B-grade experieence where it matters most.

But while illness is about how things break down — both in function and in description — health is about integration. No matter what the condition, the goal is to move toward making the brain more whole.

What's the matter?" asked the teacher, seeing her bewildered face. "Why—why," said Elizabeth Ann, "I don't know what I am at all. If I'm second-grade arithmetic and seventh-grade reading and third-grade spelling, what grade am I?" The teacher laughed at the turn of her phrase. "you aren't any grade at all, no matter where you are in school. You're just yourself, aren't you? What difference does it make what grade you're in! And what's the use of your reading little baby things too easy for you just because you don't know your multiplication table?

What's the matter?" asked the teacher, seeing her bewildered fact. "Why—why," said Elizabeth Ann, "I don't know what I am at all. If I'm second-grade arithmetic and seventh-grade reading and third-grade spelling, what grade am I?" The teacher laughed at the turn of her phrase. "you aren't any grade at all, no matter where you are in school. You're just yourself, aren't you? What difference does it make what grade you're in! And what's the use of your reading little baby things too easy for you just because you don't know your multiplication table?

OKRs are big, not incremental—we don’t expect to hit all of them. (If we do, we’re not setting them aggressively enough.) We grade them with a color scale to measure how well we did: 0.0–0.3 is red 0.4–0.6 is yellow 0.7–1.0 is green

Yet research shows that skill in reading, writing, and arithmetic, academic standing in high school, scores on college entrance tests and much more besides, are linked to sitting down to family dinner. The more meals you eat with your child, the larger the child’s vocabulary and the higher his or her grades, an effect that is exaggerated in girls. From

Of course, it was a lie, and that bald man in a blue suit was definitely harassing her, teasing her with dirty, rude jokes. Nothing physical from the body of a High Grade can heal. No matter if it’s blood or sperm or saliva or even a discarded hair or nail—as some fraudulent religious groups claim, taking advantage of Low Grades’ fascination with the living gods among them. Though, the archive mentions a however as a footnote: ***However, when they pass strong prana (the energy controllable by the evolved, High Grade humans) to the sick or wounded, it heals, no matter whether they are plants or animals. Their prana flows strongly when they feel strong emotions. Some people say their sperm heals, but it’s not the semen. It’s the strong prana-boosts the High Grades experience when they reach climax during intimacy … Kusha felt a tinge of pride, exponentially multiplied by her Low-Grade inferiority complex, reading this footnote.

Faith is not in conflict with reason, nor is it a substitute for reason. Faith chooses the grade of significance or Level of Being at which the search for knowledge and understanding is to aim. There is reasonable faith and there is unreasonable faith. To look for meaning and purpose at the level of inanimate matter would be as unreasonable an act of faith as an attempt to “explain” the masterpieces of human genius as nothing but the outcome of economic interests or sexual frustration.

I wasn’t going to medical school—what did I care? I didn’t think the grades mattered. They weren’t a systematic appraisal of what I knew. I was more interested in hanging out with someone like Aristotle Skalides, a wandering intellectual and would-be academic who wasn’t a student but who liked to engage young people in the coffee shop in discussions about philosophy. Spending an hour with him at the coffee shop was like going and spending an hour in the classroom. I was more interested in my general education than the courses.

That red-headed man thought she was a fraud! ‘Making assumptions about others is rude,’ Kusha read in Learn Basic Manners. Not making assumptions is a basic manner. Why would a High Grade—a war hero, the King of Mesmerizers—not know the basic manners? How does she make such a dreadful first-impression, though? For the first time in her life, in her current memory, Kusha knows how it feels to be misunderstood by a stranger. Especially if you know the stranger so well from afar, you admire his voice, you collect his speeches, you even own all the books he wrote and all the cheap fakes of the paintings he rarely drew. “First impression matters, sweetie. Letting people see who you are matters. Better tell the truth than a lie. And the worst is a lie that they assume from your actions, sweetie …” Kusha closes her eyes, attempting to shut off Meera’s voice.

The more time kids spend online, studies show, the worse their grades are. According to Nielson, active social networkers are 26 percent more likely to give their opinion on politics and current events off-line, even though they are exactly the people whose opinions should matter the least.

People say that rape is not sex, that it's violence," Lucy says, bitterly. "But it's also sex. You can't get around that," she says. "he didn't run me over with a car. He had sex with me. You're not supposed to do that. You're not supposed to have sex with an eighth-grader. You're not supposed to have sex when you're in eighth grade. It was very intimate. You can't get around it. This part of the body," she says, gesturing from her heart to her lower abdomen, though I understand she means to indicate her vagina. "If you're sitting around with a group of women, talking about various traumas, someone will say, I got beaten by my mother. But if you say, I got raped, it's a different thing." I wonder if that is true. Is rape really the worst sort of violation? I'm not sure. I often wonder why it matters whether we're penetrated or not. There is the pain, but the pain doesn't last. The shame does.

Defining yourself in terms of how you rank is always dangerous and ultimately immature. It doesn't matter whether the rank has to do with your grades, your weight or where you finished in the 800 meter race. Becoming a mature adult means, among other things, that you define yourself relative to your own potential, not relative somebody else's standard.

I told him about my unsuccessful job hunting. He said it was all part of the pattern of economics - economic injustice. 'You take a young white boy. He can go though school and college with a real incentive. He knows he can make good money in any profession when he gets out. But can a Negro - in the South? No, I've seen many make brilliant grades in college. And yet when they come home in the summers to earn a little money, they have to do the most menial work. And even when they graduate it's a long hard pull. Most take postal jobs, or preaching or teaching jobs. This is the cream. What about the others , Mr. Griffin? A man knows no matter how hard he works , he's never going to quite manage...taxes and prices eat up more than he can earn. He can't see how he'll ever have a wife and children. The economic structure just doesn't permit it unless he's prepared to live down in poverty and have his wife work too. That's part of it. Our people aren't educated because they can't afford it or else they know education won't earn them the jobs it would a white men.

It doesn't matter how smart you are, but how much you are willing to learn . . . Everyone can grow their abilities if they choose to put in the effort.

WHEN YOU ARE A KID you have your own language, and unlike French or Spanish or whatever you start learning in fourth grade, this one you’re born with, and eventually lose. Everyone under the age of seven is fluent in Ifspeak; go hang around with someone under three feet tall and you’ll see. What if a giant funnelweb spider crawled out of that hole over your head and bit you on the neck? What if the only antidote for venom was locked up in a vault on the top of a mountain? What if you lived through the bite, but could only move your eyelids and blink out an alphabet? It doesn’t really matter how far you go; the point is that it’s a world of possibility. Kids think with their brains cracked wide open; becoming an adult, I’ve decided, is only a slow sewing shut. •

First things first: Always go to class! The importance of this rule cannot be overmphasized. It doesn't matter if your class meets at 6:00 A.M., at the top of the steepest hill on campus, on saturday mornings—wake up, get dressed, and go to the lecture on time. As Lydia, a straight-A student from Dartmouth, explains, if you skip class, "it'll take twice as long studying to make up for what you missed." This is why class attendance is so important. Not because learning is power, or it's what your parents would want you do, but because it saves you time. if you attend class regularly, you will significantly cut down on the amount of studying required to score high grades. Don't make this negotiable. Even if you're tired, hung over, or extremely busy, find a way to make it there.

Reading is a very strange thing. We get talked to about it and talk explicitly about it in first grade and second grade and third grade, and then it all devolves into interpretation. But if you think about what’s going on when you read, you’re processing information at an incredible rate. One measure of how good the writing is is how little effort it requires for the reader to track what’s going on. For example, I am not an absolute believer in standard punctuation at all times, but one thing that’s often a big shock to my students is that punctuation isn’t merely a matter of pacing or how you would read something out loud. These marks are, in fact, cues to the reader for how very quickly to organize the various phrases and clauses of the sentence so the sentence as a whole makes sense.

While endowed with the morose temper of genius, he [Lakes, Arts Professor] lacked originality and was aware of that lack; his own paintings always seemed beautifully clever imitations, although one could never quite tell whose manner he mimicked. His profound knowledge of innumerable techniques, his indifference to 'schools' and 'trends', his detestation of quacks, his conviction that there was no difference whatever between a genteel aquarelle of yesterday and, say, conventional neoplasticism or banal non-objectivism of today, and that nothing but individual talent mattered--these views made of him an unusual teacher. St Bart's was not particularly pleased either with Lake's methods or with their results, but kept him on because it was fashionable to have at least one distinguished freak on the staff. Among the many exhilarating things Lake taught was that the order of the solar spectrum is not a closed circle but a spiral of tints from cadmium red and oranges through a strontian yellow and a pale paradisal green to cobalt blues and violets, at which point the sequence does not grade into red again but passes into another spiral, which starts with a kind of lavender grey and goes on to Cinderella shades transcending human perception. He taught that there is no such thing as the Ashcan School or the Cache Cache School or the Cancan School. That the work of art created with string, stamps, a Leftist newspaper, and the droppings of doves is based on a series of dreary platitudes. That there is nothing more banal and more bourgeois than paranoia. That Dali is really Norman Rockwell's twin brother kidnapped by gipsies in babyhood. That Van Gogh is second-rate and Picasso supreme, despite his commercial foibles; and that if Degas could immortalize a calèche, why could not Victor Wind do the same to a motor car?

Individuals want to drive their own success. They don’t want to wait till the end of the year to be graded. They want to know how they’re doing while they’re doing it, and also what they need to do differently.

Like my sixth-grade teacher, Mrs. Wilson, these teachers preached and practiced the fixed mindset. In their classrooms, the students who started the year in the high-ability group ended the year there, and those who started the year in the low-ability group ended the year there. But some teachers preached and practiced a growth mindset. They focused on the idea that all children could develop their skills, and in their classrooms a weird thing happened. It didn’t matter whether students started the year in the high- or the low-ability group. Both groups ended the year way up high. It’s a powerful experience to see these findings.

I was a straight-A student at a university” does not mean what it did in 1960 or even 1980. A study of two hundred colleges and universities up through 2009 found that A was the most commonly given grade, an increase of nearly 30 percent since 1960 and over 10 percent just since 1988. Grades in the A and B range together now account for more than 80 percent of all grades in all subjects, a trend that continues unabated.17

Of course, it was a lie, and that bald man in a blue suit was definitely harassing her, teasing her with dirty, rude jokes. Nothing physical from the body of a High Grade can heal. No matter if it’s blood or sperm or saliva or even a discarded hair or nail—as some fraudulent religious groups claim, taking advantage of Low Grades’ fascination with the living gods among them. Though, the archive mentions a however as a footnote: ***However, when they pass strong prana (the energy controllable by the evolved, High Grade humans) to the sick or wounded, it heals, no matter whether they are plants or animals. Their prana flows strongly when they feel strong emotions. Some people say their sperm heals, but it’s not the semen. It’s the strong prana-boosts the High Grades experience when they reach climax during intimacy … Kusha felt a tinge of pride, exponentially multiplied by her Low-Grade inferiority complex, reading this footnote. It worsened when ads started coming up on her HOME page after reading it. The ads had horrible titles: Dream Youth For The Low Grades. Alternate Longevity. A Secret Pleasurable Way To Youth. Get Your Dream Citizenship With Pleasing Pleasure Contract. The last one is for non-citizens, of course. At least, she’s a citizen. But when Kusha discovered how many unevolved men and women enter such contracts just for citizenship, it made her face crease. As if she’d caught a nasty smell. For a moment, she even thought, she hated every High Grade in the world, including everyone in her adoptive family. Right now, standing in front of Meera, the hatred swells.

Why didn't you tell me?" "I know you won't believe it, but I thought it would be best for you. You were doing so well until I came back. I thought you could go back to how it was. You still can." "Don't say that,Becks.We're going to figure something out." "I know.Even so,I understand that it would've been easier for you if I'd never come back.Maybe you and Jules..." His grip on my arm tightened,and when he spoke,his voice wavered. "Becks. I crashed when you left.Jules held together the pieces,and I will love her forever for that.But if I was with her, it wouldn't be right." He grimaced. "She told me so herself, right before I left with Will. She knew." Jack pushed my hair out of my eyes and off my forehead. "Um,she knew what?" I could barely hear my own voice. "It's always been you,Becks. Nothing will change that,no matter how much time has passed." He glanced down. "No matter if you feel the same way or not. You know what,right?" I shook my head slowly,wanting desperately to believe him, but not sure if I could. "How can you not see that? Everyone sees it." He slid his hand down my arm and grabbed my fingers, holding them in his lip,tracing them. Staring at them. "Remember freshman year? How Bozeman asked you to the Spring Fling?" Bozeman. He was two years older than me. Played offensive lineman. His first name was Zachary, but nobody had called him that since the third grade. I'd been surprised he even knew my name, let alone asked me to the dance. "Of course I remember.You came with me to answer him." We doorbell-ditched Bozeman's house, leaving a two-liter bottle of Coke and a note that said I'd pop to go to the dance with you, or something like that. Bozeman had a reputation for fast hands, but he didn't try anything with me. In fact,he barely touched me at all, even at the fling.And he never asked me out again.Or even talked to me, really.It was weird. "Yeah,well,I didn't tell you, but Bozeman actually asked my permission." "Why?" "Because it was obvious to everyone, except you,how I felt about you.And then that night with the Coke on the porch...after I dropped you off at home, I paid Bozeman a visit." His cheeks went pink and he lowered his eyes. "And?" "Let's just say I rescinded my permission. I didn't realize how much it would bother me." His eyes met mine. I could only imagine what was said between Jack and the lineman, who was twice his size. "Don't be mad," Jack said. Like I'd be angry after everything we'd been through. "I...I'm telling you this because you have to know that it's always been you. And it will always be you.

Chase grabbed Joey’s neck and hauled him into a kiss. Oh shit. Not again. It didn’t matter how many times it had been wrong, he still wanted to believe it. Wanted to believe it when he kissed a guy and everything inside said him. It had been wrong about Mark and Noah and Jorge and Tom and the whole list going right back to kissing Eduardo under the bleachers in tenth grade. Or maybe before. When he’d been three and told his mom he was going to marry his best friend Cody.

In October of 1973, when the Arab sneak attack almost drove us into the Mediterranean, we had all the intelligence in front of us, all the warning signs, and we had simply “dropped the ball.” We never considered the possibility of an all-out, coordinated, conventional assault from several nations, certainly not on our holiest of holidays. Call it stagnation, call it rigidity, call it an unforgivable herd mentality. Imagine a group of people all staring at writing on a wall, everyone congratulating one another on reading the words correctly. But behind that group is a mirror whose image shows the writing’s true message. No one looks at the mirror. No one thinks it’s necessary. Well, after almost allowing the Arabs to finish what Hitler started, we realized that not only was that mirror image necessary, but it must forever be our national policy. From 1973 onward, if nine intelligence analysts came to the same conclusion, it was the duty of the tenth to disagree. No matter how unlikely or far-fetched a possibility might be, one must always dig deeper. If a neighbor’s nuclear power plant might be used to make weapons-grade plutonium, you dig; if a dictator was rumored to be building a cannon so big it could fire anthrax shells across whole countries, you dig; and if there was even the slightest chance that dead bodies were being reanimated as ravenous killing machines, you dig and dig until you stike the absolute truth.

And we tend to adopt the attitudes and prejudices of the groups we’re in. In short, at some point in life, perhaps as early as grade school, we find ourselves “taking a side” in the racial debate. We become aware that the differences matter.

Talk about the freedom of the Spirit, about the grace which sweeps us off our feet and heals and transforms our lives, has been taken over surreptitiously by a kind of low-grade romanticism, colluding with an anti-intellectual streak in our culture, generating the assumption that the more spiritual you are, the less you need to think. I cannot stress too strongly that this is a mistake. The more genuinely spiritual you are, according to Romans 12 and Philippians 1, the more clearly and accurately and carefully you will think.

Even though I didn't notice it while it was happening, I got reminded in ninth grade of a few things I guess I should have known all along: 1. A first kiss after five months means more than a first kiss after five minutes. 2. Always remember what it was like to be six 3. Never, ever stop believing in magic, no matter how old you get. Because if you keep looking long enough and don't give up, sooner or later you're going to find Mary Poppins. And if your really lucky, maybe even a purple balloon. Thanks, Mama. I love you.

The reality is that most of us grow up strapped in an educational system that favors obedience over independent thinking. We’re rewarded for trusting authority, and punished for challenging it. We focus on memorizing the stuff other people came up with—formulas in math, grammar rules in English, theories in physics, cell functions in biology—rather than grasping the logic behind our most important breakthroughs and tracing the footsteps of their discovery. We answer test questions with what we think our teacher wants to hear. We chase grades instead of knowledge. And worst of all, we leave the classroom woefully unequipped with the thinking skills that matter most: how to balance open-mindedness with skepticism, how to identify bias, and how to challenge assumptions—including our own—in a way that’s truly objective.

If the option of taking the course pass-fail (without a letter grade) is available to all students, it is usually observed that there are some who will elect pass-fail no matter how many others do, some who will elect letter grades no matter how many elect pass-fail, and an intermediate group who will elect pass-fail if enough do but will choose letter grades if pass-fail is uncommon. Notice that the first and second groups’ behavior is independent of how the third group chooses, but not vice versa; the people whose behavior is uninfluenced nevertheless influence others.

Ethan’s parents constantly told him how brainy he was. “You’re so smart! You can do anything, Ethan. We are so proud of you, they would say every time he sailed through a math test. Or a spelling test. Or any test. With the best of intentions, they consistently tethered Ethan’s accomplishment to some innate characteristic of his intellectual prowess. Researchers call this “appealing to fixed mindsets.” The parents had no idea that this form of praise was toxic. 　　Little Ethan quickly learned that any academic achievement that required no effort was the behavior that defined his gift. When he hit junior high school, he ran into subjects that did require effort. He could no longer sail through, and, for the first time, he started making mistakes. But he did not see these errors as opportunities for improvement. After all, he was smart because he could mysteriously grasp things quickly. And if he could no longer grasp things quickly, what did that imply? That he was no longer smart. Since he didn’t know the ingredients making him successful, he didn’t know what to do when he failed. You don’t have to hit that brick wall very often before you get discouraged, then depressed. Quite simply, Ethan quit trying. His grades collapsed. What happens when you say, ‘You’re so smart’ 　　Research shows that Ethan’s unfortunate story is typical of kids regularly praised for some fixed characteristic. If you praise your child this way, three things are statistically likely to happen: 　　First, your child will begin to perceive mistakes as failures. Because you told her that success was due to some static ability over which she had no control, she will start to think of failure (such as a bad grade) as a static thing, too—now perceived as a lack of ability. Successes are thought of as gifts rather than the governable product of effort. 　　Second, perhaps as a reaction to the first, she will become more concerned with looking smart than with actually learning something. (Though Ethan was intelligent, he was more preoccupied with breezing through and appearing smart to the people who mattered to him. He developed little regard for learning.) 　　Third, she will be less willing to confront the reasons behind any deficiencies, less willing to make an effort. Such kids have a difficult time admitting errors. There is simply too much at stake for failure. 　　  　　What to say instead: ‘You really worked hard’ 　　What should Ethan’s parents have done? Research shows a simple solution. Rather than praising him for being smart, they should have praised him for working hard. On the successful completion of a test, they should not have said,“I’m so proud of you. You’re so smart. They should have said, “I’m so proud of you. You must have really studied hard”. This appeals to controllable effort rather than to unchangeable talent. It’s called “growth mindset” praise.

As you grow older, you’ll see white men cheat black men every day of your life, but let me tell you something and don’t you forget it—whenever a white man does that to a black man, no matter who he is, how rich he is, or how fine a family he comes from, that white man is trash.” Atticus was speaking so quietly his last word crashed on our ears. I looked up, and his face was vehement. “There’s nothing more sickening to me than a low-grade white man who’ll take advantage of a Negro’s ignorance. Don’t fool yourselves—it’s all adding up and one of these days we’re going to pay the bill for it. I hope it’s not in you children’s time.

I wish you were here to help me.         I’m supposed to write a biography of myself for eighth-grade social studies, but I don’t know where to begin. I don’t know where I really came from. Whenever I ask my mom, she just gives me the same story—they picked me up from the orphanage in India when I was a baby and brought me to California.         She doesn’t know anything about you, or why you gave me away. She doesn’t know what you look like. We must look like each other, and I bet you would know what to do with my bushy eyebrows. My mom doesn’t like to talk about this stuff at all. She says I’m just like everyone else now and it shouldn’t matter.

That which separates two men most profoundly is a different sense and grade of purity. What does it matter about all their honesty and reciprocal usefulness, what does it matter about all their mutual good-will: the fact still remains—they "cannot smell each other!" The highest instinct for purity places him who is affected with it in the most extraordinary and dangerous isolation, as a saint: for it is just holiness—the highest spiritualization of the instinct in question. Any kind of cognizance of an indescribable excess in the joy of the bath, any kind of ardour or thirst which perpetually impels the soul out of night into the morning, and out of gloom, out of "affliction" into clearness, brightness, depth, and refinement:—just as much as such a tendency DISTINGUISHES—it is a noble tendency—it also SEPARATES.—The pity of the saint is pity for the FILTH of the human, all-too-human. And there are grades and heights where pity itself is regarded by him as impurity, as filth.

Black children in the United States exhibit a different pattern. They are much more likely to report high self-esteem and have the smallest gender gap. By twelfth grade, African American students are the only subgroup in which girls have higher self-esteem than boys do. The difference extends to adulthood, where fewer than 50 percent of white women strongly agree with the statement, 'I see myself as someone who has high self-esteem,' compared with 66 percent of black women. What matters appears to be parental support for a girl's staying true, first and foremost, to herself, and community honesty about discrimination and building resilience to that discrimination.

As students in this earth school, some of us may be in the first grade, the sixth grade, or high school, but eventually, with enough education, we will all graduate and leave this school behind. And then there are other schools, higher dimensions or levels where we continue our spiritual progression. But until we all graduate, none of us does, for we are all one. We may come back voluntarily to help other people, or animals, or sentient beings to evolve. Or we may help out from the other side even if we do not incarnate in physical bodies, and there we will continue to work to assist those other souls with whom we have been connected for eons of time. Do not be concerned with how many millennia it takes you to complete your classes. If you are progressing to be a kinder, more loving, less selfish, less violent person, then you are moving in the right direction. The direction is more important than the speed. It makes no difference if this is your first lifetime or your last, or if you have many more to go. Only the end matters. Of

It was turning out to be an anxious Christmas season. Too many were the early mornings spent sitting at the table, insomniac in the gray dawn, thinking to myself, Eggs would be good. Not for eating but for the viscous wrath of my ovobarrage. It seemed only a matter of time before I was lobbing my edible artillery out the window at the army of malefactors who daily made my life such a buzzing carnival of annoyance. I could almost feel the satisfying, sloshy heft of my weapons as I imagined them leaving my hands and raining down upon my targets: the pair of schnauzers two doors down, with their loathsome, skittish dispositions, barking and yelping all day long; their owner, with her white hair styled like Marlene Dietrich's in Blond Venus, who allows them to pee freely on the garbage that some poor sanitation worker then has to pick up; the leather-clad schmuck immediately next door, a cigar-smoking casual life-ruiner with his mufflerless motorcycle. All would taste my All Natural, Vegetarian Feed, Grade A Extra Large brand of justice!

This time Elizabeth Ann didn't answer, because she herself didn't know what the matter was. But I do, and I'll tell you. The matter was that never before had she known what she was doing in school. She had always thought she was there to pass from one grade to another, and she was ever so startled to get a little glimpse of the fact that she was there to learn how to read and write and cipher and generally use her mind, so she could take care of herself when she came to be grown up. Of course, she didn't really know that till she did come to be grown up, but she had her first dim notion of it in that moment, and it made her feel the way you do when you're learning to skate and somebody pulls away the chair you've been leaning on and says, "Now, go it alone!

The “IQ fundamentalist” Arthur Jensen put it thusly in his 1980 book Bias in Mental Testing (p. 113): “The four socially and personally most important threshold regions on the IQ scale are those that differentiate with high probability between persons who, because of their level of general mental ability, can or cannot attend a regular school (about IQ 50), can or cannot master the traditional subject matter of elementary school (about IQ 75), can or cannot succeed in the academic or college preparatory curriculum through high school (about IQ 105), can or cannot graduate from an accredited four-year college with grades that would qualify for admission to a professional or graduate school (about IQ 115). Beyond this, the IQ level becomes relatively unimportant in terms of ordinary occupational aspirations and criteria of success. That is not to say that there are not real differences between the intellectual capabilities represented by IQs of 115 and 150 or even between IQs of 150 and 180. But IQ differences in this upper part of the scale have far less personal implications than the thresholds just described and are generally of lesser importance for success in the popular sense than are certain traits of personality and character.

And maybe this whole thing has taught me something else about what kindness is for. Because, looking back at this year, I still basically did fail when I tried to protect everybody. But that doesn't mean my efforts didn't matter. Maybe kindness spreads slowly, and even fails for a while, but then sort of seeps through again and keeps moving outward, until you suddenly find yourself surrounded by a ring of fellow hamster owners who used to be your enemies.

He didn’t stop when they got there, though. Just slowed down, in his drag-ass, baby-smelling, style-free Subaru wagon, long enough to check out a banner announcing, in baseball-jersey script, the imminent opening for business, between the United Federation of Donuts and the King of Bling, of a trading card store called Mr. Nostalgia’s Neighborhood. Beyond the fourth grade or so, Archy had never taken much interest in baseball cards, but he could feel the underlying vibe of that particular madness. Although he knew he would never be able to set foot in that building again without breaking his heart, he understood that the new operation held promise, and in principle, at least, he approved. The merchandise was not the thing, and neither, for that matter, was the nostalgia. It was all about the neighborhood, that space where common sorrow could be drowned in common passion as the talk grew ever more scholarly and wild.

That August and for six months to come, as he became only the second president in American history to face impeachment charges, Clinton had neither the credibility nor the political strength required to lead the United States into a sustained military conflict even if it was an unconventional or low-grade war fought by Special Forces. His realistic options were severely limited. And Clinton could be certain that he would be harshly criticized no matter what he did or did not do.

Listen, Kazu. Everyone says that humans are equal, but we don’t all get the same chances in life. You know that, don’t you? You’re a big boy in fifth grade. Some people are born healthy, and others are born with illnesses and disabilities. There are beautiful people who get adored by everyone, and people of fine character who never get any credit due to their looks. Some children get good grades without studying, while others study like crazy for nothing. Plenty of things in this world are not fair and equal, Kazu. But one thing is the same for everyone, Kazu. Not only on the surface, but through and through. It affects the smart people, the rich people—no matter what they do, they cannot get more of it than their due. Do you know what I’m referring to? Time, Kazu. Time is the same for everyone. Men, women, young people, old people—everyone. A day is a day. An hour is an hour. Time is the one thing applied impartially to all humans, and to every living creature.

Most of us didn’t feel too enthusiastic about making a collapsar jump, either. We’d been assured that we wouldn’t even feel it happen, just free fall all the way. I wasn’t convinced. As a physics student, I’d had the usual courses in general relativity and theories of gravitation. We only had a little direct data at that time — Stargate was discovered when I was in grade school — but the mathematical model seemed clear enough. The collapsar Stargate was a perfect sphere about three kilometers in radius. It was suspended forever in a state of gravitational collapse that should have meant its surface was dropping toward its center at nearly the speed of light. Relativity propped it up, at least gave it the illusion of being there … the way all reality becomes illusory and observer-oriented when you study general relativity. Or Buddhism. Or get drafted. At any rate, there would be a theoretical point in space-time when one end of our ship was just above the surface of the collapsar, and the other end was a kilometer away (in our frame of reference). In any sane universe, this would set up tidal stresses and tear the ship apart, and we would be just another million kilograms of degenerate matter on the theoretical surface, rushing headlong to nowhere for the rest of eternity or dropping to the center in the next trillionth of a second. You pays your money and you takes your frame of reference. But they were right. We blasted away from Stargate 1, made a few course corrections and then just dropped, for about an hour.

Why, what’s the matter?” asked the teacher again. This time Elizabeth Ann didn’t answer, because she herself didn’t know what the matter was. But I do, and I’ll tell you. The matter was that never before had she known what she was doing in school. She had always thought she was there to pass from one grade to another, and she was ever so startled to get a little glimpse of the fact that she was there to learn how to read and write and cipher and generally use her mind, so she could take care of herself when she came to be grown up.

Everyone assumed she’d get in. That meant she knew, when she burned down the Kincaid Farms Event Barn, that she wasn’t likely going to have to put up with kids being mad at her for long. And what had she said? That it didn’t matter what you did. Nothing was going to make them stop. So why would she have written a note to Blake, saying she was going to tell on him? Answer: she wouldn’t. One other thing, too, that had been gnawing at me. How had Rachel gotten into the barn? It had a huge, heavy door. I’d seen it, at Harvest Fest and the day I tried to find Sierra. Had she broken a window and climbed in? But Rachel was short—one of the shortest girls in the eighth grade. Small, too. She’d need help—someone to lift her, or something. Could she have started the fire from the outside? But then how could it have possibly been an accident? But if she did have help, wouldn’t everybody know about it? You can have evidence, or you can have a gut feeling. Sometimes both. This was my gut, pure and simple: Rachel Riley was covering for someone. Someone else was there the night of June 4, and only Rachel Riley knew who.

One overly simplistic idea is that we can improve student performance just by giving financial incentives to parents, teachers, or kids. Unfortunately, there is little evidence that such incentives are effective, but nuances matter. For example, one intriguing finding by Roland Fryer suggests that rewarding students for inputs (such as doing their homework) rather than outputs (such as their grades) is effective. I find this result intuitively appealing because the students most in need do not know how to become better students. It makes sense to reward them for doing things that educators believe are effective.

The leftist is always a statist. He has all sorts of grievances and animosities against personal initiative and private enterprise. The notion of the state doing everything (until, finally, it replaces all private existence) is the Great Leftist Dream. Thus it is a leftist tendency to have city or state schools—or to have a ministry of education controlling all aspects of education. For example, there is the famous story of the French Minister of Education who pulls out his watch and, glancing at its face, says to his visitor, “At this moment in 5,431 public elementary schools they are writing an essay on the joys of winter.” Church schools, parochial schools, private schools, or personal tutors are not at all in keeping with leftist sentiments. The reasons for this attitude are manifold. Here not only is the delight in statism involved, but the idea of uniformity and equality is also decisive; i.e., the notion that social differences in education should be eliminated and all pupils should be given a chance to acquire the same knowledge, the same type of information in the same fashion and to the same degree. This should help them to think in identical or at least in similar ways. It is only natural that this should be especially true of countries where “democratism” as an ism is being pushed. There efforts will be made to ignore the differences in IQs and in personal efforts. Sometimes marks and report cards will be eliminated and promotion from one grade to the next be made automatic. It is obvious that from a scholastic viewpoint this has disastrous results, but to a true ideologist this hardly matters. When informed that the facts did not tally with his ideas, Hegel once severely replied, “Um so schlimmer für die Tatsachen”—all the worse for the facts. Leftism does not like religion for a variety of causes. Its ideologies, its omnipotent, all-permeating state wants undivided allegiance. With religion at least one other allegiance (to God), if not also allegiance to a Church, is interposed. In dealing with organized religion, leftism knows of two widely divergent procedures. One is a form of separation of Church and State which eliminates religion from the marketplace and tries to atrophy it by not permitting it to exist anywhere outside the sacred precincts. The other is the transformation of the Church into a fully state-controlled establishment. Under these circumstances the Church is asphyxiated, not starved to death. The Nazis and the Soviets used the former method; Czechoslovakia still employs the latter.

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

As a teacher, no matter what grade level, no matter how hard you try to engage the entire class or implement the suggestions above, you will still encounter “that one kid” who will get under your skin: the class clown, the smart-ass, the student who acts like you are pulling his teeth every time you ask him to do something, the kid who always has to say “this is stupid.” They are just part of the clientele base we serve and they can drive us to drinking (figuratively speaking…and sometimes literally).   Please remember that you are the adult.  The negativity or resistance “that one kid” radiates can be handled in a way that does not disturb the class structure.

Is she really old enough to have crushes on boys? I feel like she’s too young for all that.” “I had crushes on boys when I was nine,” I tell him. I’m still thinking about Kitty. I wonder how I can make it so she isn’t mad at me anymore. Somehow I don’t think snickerdoodles will cut it this time. “Who?” Josh asks me. “Who what?” Maybe if I can somehow convince Daddy to buy her a puppy… “Who was your first crush?” “Hmm. My first real crush?” I had kindergarten and first- and second-grade crushes aplenty, but they don’t really count. “Like the first one that really mattered?” “Sure.” “Well…I guess Peter Kavinsky.” Josh practically gags. “Kavinsky? Are you kidding me? He’s so obvious. I thought you’d be into someone more…I don’t know, subtle. Peter Kavinsky’s such a cliché. He’s like a cardboard cutout of a ‘cool guy’ in a movie about high school.” I shrug. “You asked.” “Wow,” he says, shaking his head. “Just…wow.” “He used to be different. I mean, he was still very Peter, but less so.” When Josh looks unconvinced, I say, “You’re a boy, so you can’t understand what I’m talking about.” “You’re right. I don’t understand!” “Hey, you’re the one who had a crush on Ms. Rothschild!” Josh turns red. “She was really pretty back then!” “Uh-huh.” I give him a knowing look. “She was really ‘pretty.’” Our across-the-street neighbor Ms. Rothschild used to mow her lawn in terry-cloth short shorts and a string bikini top. The neighborhood boys would conveniently come and play in Josh’s yard on those days. “Anyway, Ms. Rothschild wasn’t my first crush.” “She wasn’t?” “No. You were.

It is again fortunate from this point of view that the old symbolists who gave us the things which they classified as veils of allegory and the imagery of the High Grades left, as I have said, no key to their real meaning. The reason is that their personal understanding—supposing it to have emerged clearly—would no doubt have been of consequence in their own day but without appeal in ours, and yet we should be bound thereto. As it is, the field is free before us within the measures offered by the veils, their metaphysical matter and texture. The dead school of Masonry will continue while it lasts to affirm that there is nothing behind them, but the dead school will pass and give place to a living Masonry, which is already in the world and is breathing its own spirit into the outward forms.

When I was a kid, growing up during the 1970s, I used to read a lot of horror and science fiction. I graduated from comic books to paperbacks around the time I first entered my teens. And I want to say that what 99% of that stuff tells you about supposed encounters with the unknown is a formulaic convention. No one faints like a chicken-shit or else reaches for their weapon like Arnie Schwarzenegger in the face of something so utterly terrifying there isn’t even a name for it. What those writers don’t know is what happens in an encounter with the outside is this: that the moment slows down to such an extent that time itself simply stands still in your head. I suppose that fact doesn’t make for good characterisation. It’s incommunicable. I think they call it the numinous. I once did a semester in creative writing back after graduating, around the decade King was outselling every other author on the planet, but could never make the grade. Still, I read a lot of the best attempts. Maybe that’s why someone like Lovecraft, or Machen, or one of the old-school writers of that stuff I used to read had almost pulled it off. They were no good at characterisation and tended to use ciphers, presenting the phenomenon itself as the main protagonist, because it was the way things are when you encounter it. The thing empties you, draining out any semblance of normalcy, no matter what your history is, or what you think you’re all about. Real horror consists not of the worst thing in the world you can imagine happening, but in encountering some abomination you cannot possibly imagine, something even worse than fear: a shard of absolute outsideness. Human characters become shadows, just shadows.

The literary classics are a haven for that part of us that broods over mortal bewilderments, over suffering and death and fleeting happiness. They are a refuge for our secret self that wishes to contemplate the precious singularity of our physical world, that seeks out the expression of feelings too prismatic for rational articulation. They are places of quiet, useless stillness in a world that despises any activity that is not profitable or productive. Literary art’s sudden, startling truth and beauty make us feel, in the most solitary part of us, that we are not alone, and that there are meanings that cannot be bought, sold or traded, that do not decay and die. This socially and economically worthless experience is called transcendence, and you cannot assign a paper, or a grade, or an academic rank, on that. Literature is too sacred to be taught. It needs only to be read….

This universal conflict is to be seen most clearly in the animal kingdom. Animals have the vegetable kingdom for their nourishment, and within the animal kingdom again every animal is the prey and food of some other. This means that the matter in which an animal’s Idea manifests itself must stand aside for the manifestation of another Idea, since every animal can maintain its own existence only by the incessant elimination of another’s. Thus the will-to-live generally feasts on itself, and is in different forms its own nourishment, till finally the human race, because it subdues all the others, regards nature as manufactured for its own use. Yet, as will be seen in the fourth book, this same human race reveals in itself with terrible clearness that conflict, that variance of the will with itself, and we get homo homini lupus.71 However, we shall again recognize the same contest, the same subjugation, just as well at the low grades of the will’s objectivity. Many insects (especially the ichneumon flies) lay their eggs on the skin, and even in the body, of the larvae of other insects, whose slow destruction is the first task of the newly hatched brood. The young hydra, growing out of the old one as a branch, and later separating itself therefrom, fights while it is still firmly attached to the old one for the prey that offers itself, so that the one tears it out of the mouth of the other. But the most glaring example of this kind is afforded by the bulldog-ant of Australia, for when it is cut in two, a battle begins between the head and the tail. The head attacks the tail with its teeth, and the tail defends itself bravely by stinging the head. The contest usually lasts for half an hour, until they die or are dragged away by other ants. This takes place every time.

...she was uncomfortable with what the professors called "participation," and did not see why it should be part of the final grade; it merely made students talk and talk, class time wasted on obvious words, hollow words, sometimes meaningless words. It had to be that Americans were taught, from elementary school, to always say something in class, no matter what. They never said, "I don't know." They said, instead, "I'm not sure," which did not give any information but still suggested the possibility of knowledge. They avoided giving direct instructions: they did not say "Ask somebody upstairs"; they said "You might want to ask somebody upstairs." When you tripped and fell, when you choked, when misfortune befell you, they did not say, "Sorry." They said "Are you okay?" when it was obvious that you were not. And when you said "Sorry" to them when they choked or tripped or encountered misfortune, they replied, eyes wide with surprise, "Oh, it's not your fault.

That which separates two men most profoundly is a different sense and grade of purity. What does it matter about all their honesty and reciprocal usefulness, what does it matter about all their mutual good-will: the fact still remains—they "cannot smell each other!" The highest instinct for purity places him who is affected with it in the most extraordinary and dangerous isolation, as a saint: for it is just holiness—the highest spiritualization of the instinct in question. Any kind of cognizance of an indescribable excess in the joy of the bath, any kind of ardour or thirst which perpetually impels the soul out of night into the morning, and out of gloom, out of "affliction" into clearness, brightness, depth, and refinement:—just as much as such a tendency distinguishes—it is a noble tendency—it also separates.—The pity of the saint is pity for the filth of the human, all-too-human. And there are grades and heights where pity itself is regarded by him as impurity, as filth.

Eh? How 'bout that?" Bill nudged her. "Did I promise to show you love or did I promise to show you love?" "Sure,they seem like they're in love." Luce shrugged. "But-" "But what?Do you have any idea how painful that is? Look at that guy. He makes getting inked look like being caressed by a soft breeze." Luce squirmed on the branch. "Is that the lesson here? Pain equals love?" "You tell me," Bill said. "It may surprise you to hear this,but the ladies aren't exactly banging down Bill's door." "I mean,if I tattooed Daniel's same on my body would that mean I loved him more than I already do?" "It's a symbol,Luce." Bill let out a raspy sigh. "You're being too literal. Think about it this way: Daniel is the first good-looking boy LuLu has ever seen. Until he washed ashore a few months ago, this girl's whole world was her father and a few fat natives." "She's Miranda," Luce said, remembering the love story from The Tempest, which she'd read in her tenth-grade Shakespeare seminar. "How very civilized of you!" Bill pursed his lips with approval. "They are liek Ferdinand and Miranda: The handsome foreigner shipwrecks on her shores-" "So,of course it was love at first sight for LuLu," Luce murmured. This was what she was afraid of: the same thoughtless,automatic love that had bothered her in Helston. "Right," Bill said. "She didn't have a choice but to fall for him.But what's interesting here is Daniel. You see, he didn't have to teach her to craft a woven sail, or gain her father's trust by producing a season's worth of fish to cure,or exhibit C"-Bill pointed at the lovers on the beach-"agree to tattoo his whole body according to her local custom.It would have been enough if Daniel had just shown up.LuLu would have loved him anyway." "He's doing it because-" Luce thought aloud. "Because he wants to earn her love.Because otherwise,he would just be taking advantage of their curse. Because no matter what kind of cycle they're bound to,his love for her is...true.

No matter how remarkable his behavior was, you always felt that he was detached from it. More than anything else, it was this quality that sometimes scared me away from him. I would get so close to Fanshawe, would admire him so intensely, would want so desperately to measure up to him—and then, suddenly, a moment would come when I realized that he was alien to me, that the way he lived inside himself could never correspond to the way I needed to live. I wanted too much of things, I had too many desires, I lived too fully in the grip of the immediate ever to attain such indifference. It mattered to me that I do well, that I impress people with the empty signs of my ambition: good grades, varsity letters, awards for whatever it was they were judging us on that week. Fanshawe remained aloof from all that, quietly standing in his corner, paying no attention. If he did well, it was always in spite of himself, with no struggle, no effort, no stake in the thing he had done. This posture could be unnerving, and it took me a long time to learn that what was good for Fanshawe was not necessarily good for me.

We were working on the idea about dogs’ Internet searches, and first we debated whether the sketch should feature real dogs or Henrietta and Viv in dog costumes (because cast members were always, unfailingly, trying to get more air time, we quickly went with the latter). Then we discussed where it should take place (the computer cluster in a public library, but, even though all this mattered for was the establishing shot, we got stalled on whether that library should be New York’s famous Main Branch building on Fifth Avenue, with the lion statues in front, a generic suburban library in Kansas City, or a generic suburban library in Jacksonville, Florida, which was where Viv was from). Then we really got stalled on the breeds of dogs. Out of loyalty to my stepfather and Sugar, I wanted at least one to be a beagle. Viv said that it would work best if one was really big and one was really little, and Henrietta said she was fine with any big dog except a German Shepherd because she’d been bitten by her neighbor’s German Shepherd in third grade. After forty minutes we’d decided on a St. Bernard and a Chihuahua—I eventually conceded that Chihuahuas were funnier than beagles. We decided to go with the Florida location for the establishing shot because the lions in front of the New York Main Branch could preempt or diminish the appearance of the St. Bernard. Then we’d arrived at the fun part, which was the search terms. With her mouth full of beef kebab, Viv said, “Am I adopted?” With my mouth full of spanakopita, I said, “Am I a good girl?” With her mouth full of falafel, Henrietta said, “Am I five or thirty-five?” “Why is thunder scary?” I said. “Discreet crotch-sniffing techniques,” Henrietta said. “Cheap mani-pedis in my area,” Viv said. “Oh, and cheapest self-driving car.” “Best hamburgers near me,” I said. “What is halitosis,” Henrietta said. “Halitosis what to do,” I said. “Where do humans pee,” Viv said. “Taco Bell Chihuahua male or female,” I said. “Target bull terrier married,” Viv said. “Lassie plastic surgery,” Henrietta said. “Funny cat videos,” I said. “Corgis embarrassing themselves YouTube,” Viv said. “YouTube little dog scares away big dog,” I said. “Doghub two poodles and one corgi,” Henrietta said. “Waxing my tail,” I said. “Is my tail a normal size,” Viv said.

We don't have to do this," I said. His jaw set in a way that reminded me of how he'd look some times back in grade school, standing around the fringes of s kickball game or on that bench by Mr. Lloyd's room. "We do, though." I shook my head, staring at the house. Right then, a woman walked out, carrying a bag of trash. "Let's ask her if we can go in," Cameron said. "Go in?" He turned to me. "Yeah." I lowered my voice to a whisper. "Shouldn't we, like, talk about it first? About what happened?" "Why? We know what happened." "I can't." "But I'm with you. We're together." My eyes filled. He looked out the window. The woman went back in the house and closed the door. "We can come back some other time," I said, "after we've talked." I put the car in drive. "Let's go somewhere. Coffee. Something." "Doesn't matte." His jaw was set again, his voice dead flat. "It does matter, Cameron. That's the point. If it didn't matter I could just go in right now. I'm not ready. You can't just show up after all these years and expect me to be ready." He opened the door and started to get out. "Wait, where are you going?" "Sorry I came here and messed up your life." "That's not what I said!" But he was out of the car, walking down the block, away from me.

Susannah smiled at them nervously, then looked up at the route-map. "Hello, Blaine." "HOWDY, SUSANNAH OF NEW YORK." Her heart was pounding, her armpits were damp, and here was something she had first discovered way back in the first grade: it was hard to begin. It was hard to stand up in front of the class and be first with your song, your joke, your report on how you spent your summer vacation ... or your riddle, for that matter. The one she had decided upon was one from Jake Chambers's crazed English essay, which he had recited to them almost verbatim during their long palaver after leaving the old people of River Crossing. The essay, titled "My Understanding of Truth," had contained two riddles, one of which Eddie had already used on Blaine. "SUSANNAH? ARE YOU THERE, L'IL COWGIRL?" Teasing again, but this time the teasing sounded light, good-natured. Good-humored. Blaine could be charming when he got what he wanted. Like certain spoiled children she had known. "Yes, Blaine, I am, and here is my riddle. What has four wheels and flies?" There was a peculiar click, as if Blaine were mimicking the sound of a man popping his tongue against the roof of his mouth. It was followed by a brief pause. When Blaine replied, most of the jocularity had gone out of his voice. "THE TOWN GARBAGE WAGON, OF COURSE. A CHILD'S RIDDLE. IF THE REST OF YOUR RIDDLES ARE NO BETTER, I WILL BE EXTREMELY SORRY I SAVED YOUR LIVES FOR EVEN A SHORT WHILE.

A mover started in on a girl’s bedroom, painted pink with a sign on the door announcing THE PRINCESS SLEEPS HERE. Another took on the disheveled office, packing Resumes for Dummies into a box with a chalkboard counting down the remaining days of school. The eldest child, a seventh-grade boy, tried to help by taking out the trash. His younger sister, the princess, held her two-year-old sister’s hand on the porch. Upstairs, the movers were trying not to step on the toddler’s toys, which when kicked would protest with beeping sounds and flashing lights. As the move went on, the woman slowed down. At first, she had borne down on the emergency with focus and energy, almost running through the house with one hand grabbing something and the other holding up the phone. Now she was wandering through the halls aimlessly, almost drunkenly. Her face had that look. The movers and the deputies knew it well. It was the look of someone realizing that her family would be homeless in a matter of hours. It was something like denial giving way to the surrealism of the scene: the speed and violence of it all; sheriffs leaning against your wall, hands resting on holsters; all these strangers, these sweating men, piling your things outside, drinking water from your sink poured into your cups, using your bathroom. It was the look of being undone by a wave of questions. What do I need for tonight, for this week? Who should I call? Where is the medication? Where will we go? It was the face of a mother who climbs out of the cellar to find the tornado has leveled the house.

You want us to love you, is that right? Love, Tabitha Crum, is to be earned, not given away to just anyone like a festering case of fleas. She'd been seven when her mother had made the comparison of love and irritable itching. Tabitha remembered the statement quite well because it was the same year children at school had suddenly gotten it in their heads that she had a case of head lice. That had been a difficult time and nobody had gotten close to Tabitha since. Of course, with the addition of a pet mouse over the last year, her lack of friendship could perhaps be further explained by the misapprehension that she spoke to herself. Pemberley was a most excellent consultant in all matters, but he tended to stay out of sight, so Tabitha could somewhat understand the slanderous comments. Or it might have been the unfortunate, uneven unattractive, blunt-scissored haircut her mother was so fond of giving her. Or it could have been the simple truth that making friends can be an awkward and a difficult thing when it's a one-sided endeavor and you've a pet mouse and you've been painted as odd and quiet and shy, when really you're just a bit misunderstood. In any case, nobody at St. John's seemed lacking for companionship except her. But Tabitha reminded herself that there were far worse things than not having friends. In fact, she often made a game of listing far worse things: • eating the contents of a sneeze • creatures crawling into her ear holes. • losing a body part (Though that one was debatable depending on the part. An ear or small toe might be worth a friend or two.

Despite the superficial similarities created by global technology, the dynamics of peer-orientation are more likely to promote division rather than a healthy universality. One need only to look at the extreme tribalization of the youth gangs, the social forms entered into by the most peer-oriented among our children. Seeking to be the same as someone else immediately triggers the need to be different from others. As the similarities within the chosen group strengthen, the differences from those outside the groups are accentuated to the point of hostility. Each group is solidified and reinforced by mutual emulation and cue-taking. In this way, tribes have formed spontaneously since the beginning of time. The crucial difference is that traditional tribal culture could be passed down, whereas these tribes of today are defined and limited by barriers among the generations. The school milieu is rife with such dynamics. When immature children cut off from their adult moorings mingle with one another, groups soon form spontaneously, often along the more obvious dividing lines of grade and gender and race. Within these larger groupings certain subcultures emerge: sometimes along the lines of dress and appearance, and sometimes along those of shared interests, attitudes, or abilities, as in groups of jocks, brains, and computer nerds. Sometimes they form among peer-oriented subcultures like skateboarders, bikers, and skinheads. Many of these subcultures are reinforced and shaped by the media and supported by cult costumes, symbols, movies, music, and language. If the tip of the peer-orientation iceberg are the gangs and the gang wannabes, at the base are the cliques. Immature beings revolving around one another invent their own language and modes of expression that impoverish their self-expression and cut them off from others. Such phenomena may have appeared before, of course, but not nearly to the same extent we are witnessing today. The result is tribalization.

-Write out a conversation with your inner voice. Begin the entry with a question directed to yourself, then write your mental response. It may help to label the different voices A and B. Dialogue writing is a very effective way to get to the heart of the matter. The following passage is an example of typical dialogue writing: A: Tomorrow is a big day. You have an interview at a college. How do you feel? B: I am really nervous. This is the first interview and I don’t know what it is going to be like. A: What are you afraid of? B: I’m afraid I’ll stutter and say something stupid. I’m worried the person will ask a question and I won’t know what to say. A: What do you want to discuss? B: I think it is good that I was on the basketball team for four years. That shows commitment and dedication. I also got decent grades and earned a blue ribbon at the science fair. A: What about your hobbies outside of school? B: I really like to read. I could mention that. I could talk also about the vacations my family has taken. They are pretty interesting. I enjoy my part-time retail job. A: It sounds like you do a lot. B: I guess I am good at organizing my life and accomplishing what needs to be done. Hey, that would sound good in an interview! -Try focused “freewriting.” Pick one topic, such as school, friends, or family, and write everything that comes to mind about that topic. Write for at least ten minutes or until you’re certain that you have run out of things to write. -Write your belief system. Start by writing “I believe…” at the top of a clean page. Then write whatever comes to mind. It may help to ask yourself questions when you get stuck such as “What do I believe about friendship?” “What is my personal style?” or “What are my gifts and abilities?” -Write about an event from your perspective, then write about the same event from someone else’s point of view. For example, if you had a hard time answering a question during class, write about how you felt, what you thought, and how you behaved. Next, pretend you are the teacher writing about the same event. What do you think he or she was thinking? How did he or she act? This exercise is a great way to show that there are multiple ways of seeing the same situation.

Robert Rosenthal found a way. He approached a California public elementary school and offered to test the school’s students with a newly developed intelligence-identification tool, called the Harvard Test of Inflected Acquisition, which could accurately predict which children would excel academically in the coming year. The school naturally agreed, and the test was administered to the entire student body. A few weeks later, teachers were provided with the names of the children (about 20 percent of the student body) who had tested as high-potentials. These particular children, the teachers were informed, were special. Though they might not have performed well in the past, the test indicated that they possessed “unusual potential for intellectual growth.” (The students were not informed of the test results.) The following year Rosenthal returned to measure how the high-potential students had performed. Exactly as the test had predicted, the first- and second-grade high-potentials had succeeded to a remarkable degree: The first-graders gained 27 IQ points (versus 12 points for the rest of the class); and the second-graders gained 17 points (versus 7 points). In addition, the high-potentials thrived in ways that went beyond measurement. They were described by their teachers as being more curious, happier, better adjusted, and more likely to experience success as adults. What’s more, the teachers reported that they had enjoyed teaching that year more than any year in the past. Here’s the twist: the Harvard Test of Inflected Acquisition was complete baloney. In fact, the “high-potentials” had been selected at random. The real subject of the test was not the students but the narratives that drive the relationship between the teachers and the students. What happened, Rosenthal discovered, was replacing one story—These are average kids—with a new one—These are special kids, destined to succeed—served as a locator beacon that reoriented the teachers, creating a cascade of behaviors that guided the student toward that future. It didn’t matter that the story was false, or that the children were, in fact, randomly selected. The simple, glowing idea—This child has unusual potential for intellectual growth—aligned motivations, awareness, and behaviors.

Like,” he repeats with distaste. “How about I tell you what I don’t like? I do not like postmodernism, postapocalyptic settings, postmortem narrators, or magic realism. I rarely respond to supposedly clever formal devices, multiple fonts, pictures where they shouldn’t be—basically, gimmicks of any kind. I find literary fiction about the Holocaust or any other major world tragedy to be distasteful—nonfiction only, please. I do not like genre mash-ups à la the literary detective novel or the literary fantasy. Literary should be literary, and genre should be genre, and crossbreeding rarely results in anything satisfying. I do not like children’s books, especially ones with orphans, and I prefer not to clutter my shelves with young adult. I do not like anything over four hundred pages or under one hundred fifty pages. I am repulsed by ghostwritten novels by reality television stars, celebrity picture books, sports memoirs, movie tie-in editions, novelty items, and—I imagine this goes without saying—vampires. I rarely stock debuts, chick lit, poetry, or translations. I would prefer not to stock series, but the demands of my pocketbook require me to. For your part, you needn’t tell me about the ‘next big series’ until it is ensconced on the New York Times Best Sellers list. Above all, Ms. Loman, I find slim literary memoirs about little old men whose little old wives have died from cancer to be absolutely intolerable. No matter how well written the sales rep claims they are. No matter how many copies you promise I’ll sell on Mother’s Day.” Amelia blushes, though she is angry more than embarrassed. She agrees with some of what A.J. has said, but his manner is unnecessarily insulting. Knightley Press doesn’t even sell half of that stuff anyway. She studies him. He is older than Amelia but not by much, not by more than ten years. He is too young to like so little. “What do you like?” she asks. “Everything else,” he says. “I will also admit to an occasional weakness for short-story collections. Customers never want to buy them though.” There is only one short-story collection on Amelia’s list, a debut. Amelia hasn’t read the whole thing, and time dictates that she probably won’t, but she liked the first story. An American sixth-grade class and an Indian sixth-grade class participate in an international pen pal program. The narrator is an Indian kid in the American class who keeps feeding comical misinformation about Indian culture to the Americans. She clears her throat, which is still terribly dry. “The Year Bombay Became Mumbai. I think it will have special int—” “No,” he says. “I haven’t even told you what it’s about yet.” “Just no.” “But why?” “If you’re honest with yourself, you’ll admit that you’re only telling me about it because I’m partially Indian and you think this will be my special interest. Am I right?” Amelia imagines smashing the ancient computer over his head. “I’m telling you about this because you said you liked short stories! And it’s the only one on my list. And for the record”—here, she lies—“it’s completely wonderful from start to finish. Even if it is a debut. “And do you know what else? I love debuts. I love discovering something new. It’s part of the whole reason I do this job.” Amelia rises. Her head is pounding. Maybe she does drink too much? Her head is pounding and her heart is, too. “Do you want my opinion?” “Not particularly,” he says. “What are you, twenty-five?” “Mr. Fikry, this is a lovely store, but if you continue in this this this”—as a child, she stuttered and it occasionally returns when she is upset; she clears her throat—“this backward way of thinking, there won’t be an Island Books before too long.