Infant Teacher Quotes

In actual fact. The manifold sexualities - those which appear with the different ages (sexualities of the infant or the child), those which become fixated on particular tastes or practices (the sexuality of the invert, the gerontophile, the fetishist), those which, in a diffuse manner, invest relationships (the sexuality of doctor and patient, teacher and student, psychiatrist and mental patient), those which haunt spaces (the sexuality of the home, the school, the prison)- all form the correlate of exact procedures of power.

Disasterology The Badger is the thirteenth astrological sign. My sign. The one the other signs evicted: unanimously. So what? ! Think I want to read about my future in the newspaper next to the comics? My third grade teacher told me I had no future. I run through snow and turn around just to make sure I’ve got a past. My life’s a chandelier dropped from an airplane. I graduated first in my class from alibi school. There ought to be a healthy family cage at the zoo, or an open field, where I can lose my mother as many times as I need. When I get bored, I call the cops, tell them there’s a pervert peeking in my window! then I slip on a flimsy nightgown, go outside, press my face against the glass and wait… This makes me proud to be an American where drunk drivers ought to wear necklaces made from the spines of children they’ve run over. I remember my face being invented through a windshield. All the wounds stitched with horsehair So the scars galloped across my forehead. I remember the hymns cherubs sang in my bloodstream. The way even my shadow ached when the chubby infants stopped. I remember wishing I could be boiled like water and made pure again. Desire so real it could be outlined in chalk. My eyes were the color of palm trees in a hurricane. I’d wake up and my id would start the day without me. Somewhere a junkie fixes the hole in his arm and a racing car zips around my halo. A good God is hard to find. Each morning I look in the mirror and say promise me something don’t do the things I’ve done.

New Rule: America must stop bragging it's the greatest country on earth, and start acting like it. I know this is uncomfortable for the "faith over facts" crowd, but the greatness of a country can, to a large degree, be measured. Here are some numbers. Infant mortality rate: America ranks forty-eighth in the world. Overall health: seventy-second. Freedom of the press: forty-fourth. Literacy: fifty-fifth. Do you realize there are twelve-year old kids in this country who can't spell the name of the teacher they're having sex with? America has done many great things. Making the New World democratic. The Marshall Plan. Curing polio. Beating Hitler. The deep-fried Twinkie. But what have we done for us lately? We're not the freest country. That would be Holland, where you can smoke hash in church and Janet Jackson's nipple is on their flag. And sadly, we're no longer a country that can get things done. Not big things. Like building a tunnel under Boston, or running a war with competence. We had six years to fix the voting machines; couldn't get that done. The FBI is just now getting e-mail. Prop 87 out here in California is about lessening our dependence on oil by using alternative fuels, and Bill Clinton comes on at the end of the ad and says, "If Brazil can do it, America can, too!" Since when did America have to buck itself up by saying we could catch up to Brazil? We invented the airplane and the lightbulb, they invented the bikini wax, and now they're ahead? In most of the industrialized world, nearly everyone has health care and hardly anyone doubts evolution--and yes, having to live amid so many superstitious dimwits is also something that affects quality of life. It's why America isn't gonna be the country that gets the inevitable patents in stem cell cures, because Jesus thinks it's too close to cloning. Oh, and did I mention we owe China a trillion dollars? We owe everybody money. America is a debtor nation to Mexico. We're not a bridge to the twenty-first century, we're on a bus to Atlantic City with a roll of quarters. And this is why it bugs me that so many people talk like it's 1955 and we're still number one in everything. We're not, and I take no glee in saying that, because I love my country, and I wish we were, but when you're number fifty-five in this category, and ninety-two in that one, you look a little silly waving the big foam "number one" finger. As long as we believe being "the greatest country in the world" is a birthright, we'll keep coasting on the achievements of earlier generations, and we'll keep losing the moral high ground. Because we may not be the biggest, or the healthiest, or the best educated, but we always did have one thing no other place did: We knew soccer was bullshit. And also we had the Bill of Rights. A great nation doesn't torture people or make them disappear without a trial. Bush keeps saying the terrorist "hate us for our freedom,"" and he's working damn hard to see that pretty soon that won't be a problem.

I occasionally find myself aching for the infant and toddler I’d once known and loved. She’s been replaced now with a little girl who has opinions about her hair, asks her mom to paint her nails, and will soon be spending most of her day at school, under the care of a teacher I have yet to meet. These days, I find myself wishing I could turn back the clock so I could more fully experience London’s first five years: I’d work fewer hours, spend more time playing on the floor with her, and share her wonder as she focuses on the flight path of butterflies. I want London to know how much joy she has added to my life and to tell her that I have done the best I could. I want her to understand that even though her mother has always been with her, I have loved her as much as any father could possibly love a daughter. Why, then, I sometimes wonder, do I feel as if that’s not enough?

Like Baptists, Quakers, and many others, the gnostic is convinced that whoever receives the spirit communicates directly with the divine. One of Valentinus’ students, the gnostic teacher Heracleon (c. 160), says that “at first, people believe because of the testimony of others …” but then “they come to believe from the truth itself.”77 So his own teacher, Valentinus, claimed to have first learned Paul’s secret teaching; then he experienced a vision which became the source of his own gnosis: He saw a newborn infant, and when he asked who he might be, the child answered, “I am the Logos.”78

Since you bring up the Buddha, let’s talk about that example. The story of the Buddha’s childhood is that he was born as a prince and that, at the time of his birth, a prophet told his father that the infant would grow up to be either a world ruler or a world teacher. The good king was interested in his own profession, and the last thing he wanted was that his son should become a teacher of any kind. So he arranged to have the child brought up in an especially beautiful palace where he should experience nothing the least bit ugly or unpleasant that might turn his mind to serious thoughts. Beautiful young women played music and took care of the child. And there were beautiful gardens, lotus ponds, and all.

IN SCHOOL. "I used to go to a bright school Where Youth and Frolic taught in turn; But idle scholar that I was, I liked to play, I would not learn; So the Great Teacher did ordain That I should try the School of Pain. "One of the infant class I am With little, easy lessons, set In a great book; the higher class Have harder ones than I, and yet I find mine hard, and can't restrain My tears while studying thus with Pain. "There are two Teachers in the school, One has a gentle voice and low, And smiles upon her scholars, as She softly passes to and fro. Her name is Love; 'tis very plain She shuns the sharper teacher, Pain. "Or so I sometimes think; and then, At other times, they meet and kiss, And look so strangely like, that I Am puzzled to tell how it is, Or whence the change which makes it vain To guess if it be--Love or Pain. "They tell me if I study well, And learn my lessons, I shall be Moved upward to that higher class Where dear Love teaches constantly; And I work hard, in hopes to gain Reward, and get away from Pain. "Yet Pain is sometimes kind, and helps Me on when I am very dull; I thank him often in my heart; But Love is far more beautiful; Under her tender, gentle reign I must learn faster than of Pain. "So I will do my very best, Nor chide the clock, nor call it slow; That when the Teacher calls me up To see if I am fit to go, I may to Love's high class attain, And bid a sweet good-by to Pain.

Countries measured their success by the size of their territory, the increase in their population and the growth of their GDP – not by the happiness of their citizens. Industrialised nations such as Germany, France and Japan established gigantic systems of education, health and welfare, yet these systems were aimed to strengthen the nation rather than ensure individual well-being. Schools were founded to produce skilful and obedient citizens who would serve the nation loyally. At eighteen, youths needed to be not only patriotic but also literate, so that they could read the brigadier’s order of the day and draw up tomorrow’s battle plans. They had to know mathematics in order to calculate the shell’s trajectory or crack the enemy’s secret code. They needed a reasonable command of electrics, mechanics and medicine in order to operate wireless sets, drive tanks and take care of wounded comrades. When they left the army they were expected to serve the nation as clerks, teachers and engineers, building a modern economy and paying lots of taxes. The same went for the health system. At the end of the nineteenth century countries such as France, Germany and Japan began providing free health care for the masses. They financed vaccinations for infants, balanced diets for children and physical education for teenagers. They drained festering swamps, exterminated mosquitoes and built centralised sewage systems. The aim wasn’t to make people happy, but to make the nation stronger. The country needed sturdy soldiers and workers, healthy women who would give birth to more soldiers and workers, and bureaucrats who came to the office punctually at 8 a.m. instead of lying sick at home. Even the welfare system was originally planned in the interest of the nation rather than of needy individuals. When Otto von Bismarck pioneered state pensions and social security in late nineteenth-century Germany, his chief aim was to ensure the loyalty of the citizens rather than to increase their well-being. You fought for your country when you were eighteen, and paid your taxes when you were forty, because you counted on the state to take care of you when you were seventy.30 In 1776 the Founding Fathers of the United States established the right to the pursuit of happiness as one of three unalienable human rights, alongside the right to life and the right to liberty. It’s important to note, however, that the American Declaration of Independence guaranteed the right to the pursuit of happiness, not the right to happiness itself. Crucially, Thomas Jefferson did not make the state responsible for its citizens’ happiness. Rather, he sought only to limit the power of the state.

RESILIENCE QUESTIONNAIRE Please circle the most accurate answer under each statement: 1. I believe that my mother loved me when I was little. Definitely true Probably true Not sure Probably not true Definitely not true 2. I believe that my father loved me when I was little. Definitely true Probably true Not sure Probably not true Definitely not true 3. When I was little, other people helped my mother and father take care of me and they seemed to love me. Definitely true Probably true Not sure Probably not true Definitely not true 4. I’ve heard that when I was an infant someone in my family enjoyed playing with me, and I enjoyed it, too. Definitely true Probably true Not sure Probably not true Definitely not true 5. When I was a child, there were relatives in my family who made me feel better if I was sad or worried. Definitely true Probably true Not sure Probably not true Definitely not true 6. When I was a child, neighbors or my friends’ parents seemed to like me. Definitely true Probably true Not sure Probably not true Definitely not true 7. When I was a child, teachers, coaches, youth leaders, or ministers were there to help me. Definitely true Probably true Not sure Probably not true Definitely not true 8. Someone in my family cared about how I was doing in school. Definitely true Probably true Not sure Probably not true Definitely not true 9. My family, neighbors, and friends talked often about making our lives better. Definitely true Probably true Not sure Probably not true Definitely not true 10. We had rules in our house and were expected to keep them. Definitely true Probably true Not sure Probably not true Definitely not true 11. When I felt really bad, I could almost always find someone I trusted to talk to. Definitely true Probably true Not sure Probably not true Definitely not true 12. When I was a youth, people noticed that I was capable and could get things done. Definitely true Probably true Not sure Probably not true Definitely not true 13. I was independent and a go-getter. Definitely true Probably true Not sure Probably not true Definitely not true 14. I believed that life is what you make it. Definitely true Probably true Not sure Probably not true Definitely not true How many of these fourteen protective factors did I have as a child and youth? (How many of the fourteen were circled “Definitely True” or “Probably True”?) _______ Of these circled, how many are still true for me?

There was the dreary Sunday of his childhood, when he sat with his hands before him, scared out of his senses by a horrible tract which commenced business with the poor child by asking him in its title, why he was going to Perdition?—a piece of curiosity that he really, in a frock and drawers, was not in a condition to satisfy—and which, for the further attraction of his infant mind, had a parenthesis in every other line with some such hiccupping reference as 2 Ep. Thess. c. iii, v. 6 & 7. There was the sleepy Sunday of his boyhood, when, like a military deserter, he was marched to chapel by a picquet of teachers three times a day, morally handcuffed to another boy; and when he would willingly have bartered two meals of indigestible sermon for another ounce or two of inferior mutton at his scanty dinner in the flesh. There was the interminable Sunday of his nonage; when his mother, stern of face and unrelenting of heart, would sit all day behind a Bible—bound, like her own construction of it, in the hardest, barest, and straitest boards, with one dinted ornament on the cover like the drag of a chain, and a wrathful sprinkling of red upon the edges of the leaves—as if it, of all books! were a fortification against sweetness of temper, natural affection, and gentle intercourse. There was the resentful Sunday of a little later, when he sat down glowering and glooming through the tardy length of the day, with a sullen sense of injury in his heart, and no more real knowledge of the beneficent history of the New Testament than if he had been bred among idolaters. There was a legion of Sundays, all days of unserviceable bitterness and mortification, slowly passing before him.

Her mother cleaved him, cracking open like a peach pit split the tender centre mewling, a monster turned a baby. They snatched up the infant, innocent, beastly, from Half World they fled, they fled to the Realm of Flesh. Gee could not stop the words in the terrible book from popping up in his mind. The images that formed filled him with fear and fascination. Confusion. A creeping sense of recognition. The déjà vu of dreams…. Half World. The words whispered, echoed inside him. Like something almost familiar. Something he’d forgotten— How could Popo do this to him? Gee pounded the heels of his fists on the thick table. He pounded and pounded until he could feel the physical pain. Maybe Popo had written this book herself…. Maybe it was an elaborate psychological experiment? Maybe she was a psychotic, abusive person. Those irregularities in his adoption…. There were no papers. He had no birth certificate. His grandmother had found someone to forge documents. It had cost a lot of money. Popo had kidnapped him from somewhere and his real parents were still looking for him, far far away. That made more sense than the gibberish book. He wasn’t a murderous monster from a different Realm! Ridiculous! Mad. Popo! he raged. You did this to me! It’s all your fault! That’s why he didn’t have a real name. Baby G. Like a foundling in a basket. Baby X. John Doe. Why hadn’t she given him a proper name? The school had written his name as “Gee” when they saw Ms. Wei, saw that his papers identified him only as “G.” They must have thought she was illiterate. Did the teachers think it would make him more Asian? Because it hadn’t! When he’d finally asked his popo about his real name, she had been silent for a long time. You must seek your own name, she finally said. When the time comes.

Then I’ll sing, though that will likely have the child holding his ears and you running from the room.” This, incongruously, had her lips quirking up. “My father isn’t very musical. You hold the baby, I’ll sing.” She took the rocking chair by the hearth. Vim settled the child in his arms and started blowing out candles as he paced the room. “He shall feed his flock, like a shepherd…” More Handel, the lilting, lyrical contralto portion of the aria, a sweet, comforting melody if ever one had been written. And the baby was comforted, sighing in Vim’s arms and going still. Not deathly still, just exhausted still. Sophie sang on, her voice unbearably lovely. “And He shall gather the lambs in his arm… and gently lead those that are with young.” Vim liked music, he enjoyed it a great deal in fact—he just wasn’t any good at making it. Sophie was damned good. She had superb control, managing to sing quietly even as she shifted to the soprano verse, her voice lifting gently into the higher register. By the second time through, Vim’s eyes were heavy and his steps lagging. “He’s asleep,” he whispered as the last notes died away. “And my God, you can sing, Sophie Windham.” “I had good teachers.” She’d sung some of the tension and worry out too, if her more peaceful expression was any guide. “If you want to go back to your room, I can take him now.” He didn’t want to leave. He didn’t want to leave her alone with the fussy baby; he didn’t want to go back to his big, cold bed down the dark, cold hallway. “Go to bed, Sophie. I’ll stay for a while.” She frowned then went to the window and parted the curtain slightly. “I think it’s stopped snowing, but there is such a wind it’s hard to tell.” He didn’t dare join her at the window for fear a chilly draft might wake the child. “Come away from there, Sophie, and why haven’t you any socks or slippers on your feet?” She glanced down at her bare feet and wiggled long, elegant toes. “I forgot. Kit started crying, and I was out of bed before I quite woke up.” They shared a look, one likely common to parents of infants the world over. “My Lord Baby has a loyal and devoted court,” Vim said. “Get into bed before your toes freeze off.” She gave him a particularly unreadable perusal but climbed into her bed and did not draw the curtains. “Vim?” “Hmm?” He took the rocker, the lyrical triple meter of the aria still in his head. “Thank you.” He

Poor teacher training, the officials working with O’Neill finally figured out, was a root cause of high infant mortality. If you asked doctors or public health officials for a plan to fight infant deaths, none of them would have suggested changing how teachers are trained.

It was near the end of the year 1906, and I had just returned from Milan, where I had been one of a committee at the International Exhibition for the assignment of prizes in the subjects of Scientific Pedagogy and Experimental Psychology. A great opportunity came to me, for I was invited by Edoardo Talamo, the Director General of the Roman Association for Good Building, to undertake the organisation of infant schools in its model tenements. It was Signor Talamo's happy idea to gather together in a large room all the little ones between the ages of three and seven belonging to the families living in the tenement. The play and work of these children was to be carried on under the guidance of a teacher who should have her own apartment in the tenement house. It was intended that every house should have its school, and as the Association for Good Building already owned more than 400 tenements in Rome the work seemed to offer tremendous possibilities of development. The first school was to be established in January, 1907, in a large tenement house in the Quarter of San Lorenzo. In the same Quarter the Association already owned fifty-eight buildings, and according to Signor Talamo's plans we should soon be able to open sixteen of these "schools within the house.

attachment theorists argue that the mother-infant bond forms a kind of relationship template which the developing person then transfers to his or her important relationships later in life. How much adaptive sense would this really make? The quality of your attachment to your mother is very important for your relationship with your mother, which is a very important relationship. But there is no reason to believe that the type of interaction provided within this one relationship is going to turn out to be predictive of all the interactions you encounter throughout your life. Your mother might be eccentric, or ill, or have heavy commitments other than you. It would make little evolutionary sense to calibrate your whole personality on something so idiosyncratic. This is consistent with the evidence from attachment studies. Children of depressed mothers are unusually subdued in interaction with their mothers. However, this disappears when they are with their nursery teachers, with whom they behave normally. Of course; what they learn from their interactions with their mothers is what their mothers are like, not what the world is like.7

Neuroscience has established that the human brain is not programmed by biological heredity alone, that its circuits are shaped by what happens after the infant enters the world, and even while it is in the uterus. The emotional states of the parents and how they live their lives have a major impact on the formation of their children's brains, though parents cannot often know or control such subtle unconscious influences. The good news is that major changes in the circuits of the brain can occur in the child and even in the adult if the conditions necessary for positive development are created. Quick to arise whenever the environment is mentioned is the question of blame. "You mean it's the parents' fault?" people immediately ask. It is a simplistic notion that if something is wrong, someone has to be at fault. It would not help parents of children with ADD, besieged on all sides by the incomprehending judgements and criticality of friends, family, neighbors, teachers and even strangers in the street, to have yet one more finger pointed at them.

They decided to allow their baby to be born. What they did not realize is that they themselves were the ones who would be 'born,' infants in a new world where magic is commonplace, Harvard professors are the slow learners, and retarded babies are the master teachers.

The World Bank, which had become the developing world’s single largest source of healthcare financing, considered free public health programs a thing of the past, and so required debtor countries to decentralize their health services and encourage privately run clinics and hospitals to sell health care to those consumers willing to pay.5 In Zaire, more than eighty thousand clinicians and teachers were fired under World Bank and IMF strictures in a single year. In Zambia, within just two years of such programs, infant mortality rose by 25 percent while life expectancy dropped from fifty-four to forty years.6

O’Neill’s experiences with infant mortality illustrate the second way that keystone habits encourage change: by creating structures that help other habits to flourish. In the case of premature deaths, changing collegiate curriculums for teachers started a chain reaction that eventually trickled down to how girls were educated in rural areas, and whether they were sufficiently nourished when they became pregnant. And O’Neill’s habit of constantly pushing other bureaucrats to continue researching until they found a problem’s root causes overhauled how the government thought about problems like infant mortality.

Educability, then, is the principal ingredient of intelligence—which means that in order to be called intelligent, machines must show that they are capable of learning. The fourth objection—“that intelligence in machinery is merely a reflection of that of its creator”—can thus be countered by recognizing its equivalence to “the view that the credit for the discoveries of a pupil should be given to his teacher. In such a case the teacher would be pleased with the success of his methods of education, but would not claim the results themselves unless he had actually communicated them to his pupil.” The student, on the other hand, can be said to be showing intelligence only once he has leaped beyond mere imitation of the teacher and done something that is at once surprising and original, as the infant Gauss did. But what kind of machine would be able to learn in this sense? [...] Indeed, at this point in the report, one begins to get the sense that Turing’s ambition is as much to knock mankind off its pedestal as to argue for the intelligence of machines. What seems to irk him, here and elsewhere, is the automatic tendency of the intellectual to grant to the human mind, merely by virtue of its humanness, a kind of supremacy.

exposed outlets, cords, fans, etc. Safe cribs Written emergency plan Disposable towels available Eating area away from diaper area Toys washed each day Teacher knows about infant illnesses Fun Toys can be reached by kids Floor space available for crawlers to play 3 different types of “large-muscle materials” available (balls, rocking horse) 3 types of music materials available “Special activities” (i.e., water play, sponge painting) 3 materials for outdoor infant play Individualization Kid has own crib Each infant is assigned to one of the teachers Child development is assessed formally at least every 6 months Infants offered toys appropriate for their development level Teachers have at least 1 hour a week for team planning

The wise critique Unlike the overt narcissist who would openly put you down and discard your efforts, with coverts, things get a bit more complicated and a lot more undercover. Their aim is to lower your self-confidence by taking the role of a wise teacher who only wishes the best for you. They are the one who knows everything, and you are an infant who is unable to deal with the world around you.  When they are around, you simply won't feel supported or protected, and you won’t be able to pinpoint exactly why. When someone else criticizes you,

A long time ago, in a small village, there lived a wise old monk named Tenzen. One day his neighbors discovered that their sixteen-year-old daughter was pregnant. Furious, the parents confronted her and demanded to know the name of the baby’s father. Through tears she confessed, “It was the Zen master, Tenzen.” The parents went to Tenzen and angrily accused him of betraying their trust. “How could you do this?” they cried out. “You are going to raise this child!” The great sage listened attentively, replying with no emotion. “Is that so?” When the baby was born, they brought the infant to the master’s door and said, “This baby is now your responsibility.” Taking the child in his arms, he replied, “Is that so?” He then compassionately cared for the newborn. As word of the teacher’s misdeeds spread throughout the countryside, he lost both his reputation and his followers. This meant nothing to him as he continued to care for the child with great love. A year later, feeling terrible about what she had done, the young mother confessed to her parents that Tenzen was not the father. Instead, it was the young man in the butcher shop whom they had forbidden her to see. Horrified and embarrassed, the parents returned to the master’s compound to seek forgiveness. “We are so sorry,” they said. “We have just learned you are not the baby’s father.” “Is that so?” “With your blessing, we would like our baby back.” “Is that so?” And with that the master gently returned the child to the parents.

Among the papyri interpreted as fragments of books once used by teachers and students, the Psalter is better represented than any other volume of Jewish or Christian canonical Scripture, strongly suggesting that the Davidic Psalter was more used and read ‘than any book of the Old Testament, perhaps more than any book of the Bible, throughout the Christian centuries in Egypt’. A recent inventory of papyrus notebooks lists eleven items for the period between the third century and the seventh inclusive, of which eight give primarily or exclusively the texts of the psalms. Narrowing the period of the third century to the fifth gives seven papyrus items of which five contain copies of psalms. These notebooks are the best guide to what the literate slaves of larger households, grammar masters and attentive parents were teaching their infants in Egypt, both Jewish and Christian, and they suggest that the psalms were a fundamental teaching text in the social circles where men and women used writing, or aspired to it for their children. That is hardly surprising, since the psalms were ideal for teaching the young in households wealthy enough to afford the luxury of an education for an offspring. An almanac of prayer and counsel for times of good and adverse fortune, the poems of the Psalter are arranged in sense-units of moderate length by virtue of the poetic form. This makes them amenable to study, including the slow process of acquiring the skills of penmanship (Pl. 29).

Matthias Zerfass, of his own accord, acknowledged that he was a teacher among them, and remained firm and patient under torture, and was then beheaded. He wrote from prison: “The chief object of our torture has been that we should say how many of us were teachers, and reveal their names and addresses…. I was to acknowledge the authorities as Christian and that infant baptism is right; I pressed my lips together, yielded myself to God, suffered patiently, and thought of the Lord’s word when He said, ‘Greater love hath no man than this, that a man lay down his life for his friends. Ye are My friends, if ye do whatsoever I command you.’ It looks as though I have still much to suffer, but the Lord alone has it in His hand, and I can pray for nothing except that His will be done.” An instruction was issued as follows: “In order to arrest the leaders, teachers, bush-preachers, and corner-preachers of the sectaries… officials shall send spies into the hedges, fens, and moors, especially at the approach of the more important festivals, and when there is full and continued moonlight, in order to discover their secret meeting-places.” Yet in 1534 the Bishop of Münster, in writing to the Pope, bore testimony to the excellent lives of the Anabaptists.

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