Parent Involvement In Education Quotes

Dignity /ˈdignitē/ noun 1. The moment you realize that the person you cared for has nothing intellectually or spiritually to offer you, but a headache. 2. The moment you realize God had greater plans for you that don’t involve crying at night or sad Pinterest quotes. 3. The moment you stop comparing yourself to others because it undermines your worth, education and your parent’s wisdom. 4. The moment you live your dreams, not because of what it will prove or get you, but because that is all you want to do. People’s opinions don’t matter. 5. The moment you realize that no one is your enemy, except yourself. 6. The moment you realize that you can have everything you want in life. However, it takes timing, the right heart, the right actions, the right passion and a willingness to risk it all. If it is not yours, it is because you really didn’t want it, need it or God prevented it. 7. The moment you realize the ghost of your ancestors stood between you and the person you loved. They really don't want you mucking up the family line with someone that acts anything less than honorable. 8. The moment you realize that happiness was never about getting a person. They are only a helpmate towards achieving your life mission. 9. The moment you believe that love is not about losing or winning. It is just a few moments in time, followed by an eternity of situations to grow from. 10. The moment you realize that you were always the right person. Only ignorant people walk away from greatness.

Children, who have so much to learn in so short a time, had involved the tendency to trust adults to instruct them in the collective knowledge of our species, and this trust confers survival value. But it also makes children vulnerable to being tricked and adults who exploit this vulnerability should be deeply ashamed.

Progress is hardly ever dramatic; in fact, it is usually very slow. As every parent and teacher knows, education is never a matter of ten-step plans or quick formulas, but of faithful commitment to the mundane challenges of daily life: getting up from the sofa to spend time with our children, loving them and disciplining them, becoming involved in their lives at school and, most important, making sure they have a wholesome family life to return to at home. Maybe that is why Jesus teaches us to ask for strength little by little, on a daily basis - "Give us this day our daily bread" - and why he stresses the significance of even the smallest, humblest beginnings: "Wherever two of you agree about anything you ask for, it shall be done for you... For where two or three come together in my name, I shall be with them" (Mt. 18:19-20).

when affluent, educated parents decide to homeschool, public schools lose out on involved PTA parents and capable school-improvement advocates. Or when parents spend all their money and energy searching for the best organic baby products, there’s little energy left to lobby for consumer product regulations that might benefit everyone.

... everything based on arguments involving the ''is'' of identidy and the older el (elementalistic) 'logic' and 'psychology', such as the prevailing doctrines, laws, institutions, systems. , cannot possibly be in full accordance with the structure of our nervous system. This, in turn, affects the latter and results in the prevailing private and public un-sanity. Hence, the unrest, unhappines, nervous strain, irritability, lack of wisdom and absence of balance, the instability of our instituitions, the wars and revolutions, the increase of ''mental ills, prostitution, criminality, commercialism as a creed, the inadequate standards of education, the low professional standards of lawyers, priests, politicians, physicians, teachers, parents, and even of scientists - which in the last-named field often lead to dogmatic and antisocial attitudes and lack of creativeness.

One of the most serious blows to American education has been the loss of parent involvement. Many parents, for various reasons, including increasing work pressures, have stepped back from their children’s education. Schools—willingly or not—now often find themselves educating children without a strong partnership with parents. From that distance, parents are left feeling guilty and empty-handed.

A cult is a group of people who share an obsessive devotion to a person or idea. The cults described in this book use violent tactics to recruit, indoctrinate, and keep members. Ritual abuse is defined as the emotionally, physically, and sexually abusive acts performed by violent cults. Most violent cults do not openly express their beliefs and practices, and they tend to live separately in noncommunal environments to avoid detection. Some victims of ritual abuse are children abused outside the home by nonfamily members, in public settings such as day care. Other victims are children and teenagers who are forced by their parents to witness and participate in violent rituals. Adult ritual abuse victims often include these grown children who were forced from childhood to be a member of the group. Other adult and teenage victims are people who unknowingly joined social groups or organizations that slowly manipulated and blackmailed them into becoming permanent members of the group. All cases of ritual abuse, no matter what the age of the victim, involve intense physical and emotional trauma. Violent cults may sacrifice humans and animals as part of religious rituals. They use torture to silence victims and other unwilling participants. Ritual abuse victims say they are degraded and humiliated and are often forced to torture, kill, and sexually violate other helpless victims. The purpose of the ritual abuse is usually indoctrination. The cults intend to destroy these victims' free will by undermining their sense of safety in the world and by forcing them to hurt others. In the last ten years, a number of people have been convicted on sexual abuse charges in cases where the abused children had reported elements of ritual child abuse. These children described being raped by groups of adults who wore costumes or masks and said they were forced to witness religious-type rituals in which animals and humans were tortured or killed. In one case, the defense introduced in court photographs of the children being abused by the defendants[.1] In another case, the police found tunnels etched with crosses and pentacles along with stone altars and candles in a cemetery where abuse had been reported. The defendants in this case pleaded guilty to charges of incest, cruelty, and indecent assault.[2] Ritual abuse allegations have been made in England, the United States, and Canada.[3] Many myths abound concerning the parents and children who report ritual abuse. Some people suggest that the tales of ritual abuse are "mass hysteria." They say the parents of these children who report ritual abuse are often overly zealous Christians on a "witch-hunt" to persecute satanists. These skeptics say the parents are fearful of satanism, and they use their knowledge of the Black Mass (a historically well-known, sexualized ritual in which animals and humans are sacrificed) to brainwash their children into saying they were abused by satanists.[4] In 1992 I conducted a study to separate fact from fiction in regard to the disclosures of children who report ritual abuse.[5] The study was conducted through Believe the Children, a national organization that provides support and educational sources for ritual abuse survivors and their families.

I am not sure whether you could call this abuse, but when I was (long ago) abroad in the world of dry men, I saw parents, usually upscale and educated and talented and functional and white, patient and loving and supportive and concerned and involved in their children’s lives, profilgate with compliments and diplomatic with constructive criticism, loquacious in their pronouncements of unconditional love for and approval of their children, conforming to every last jot-tittle in any conceivably definition of a good parent, I saw parent after unimpeachable parent who raised kids who were (a) emotionally retarded or (b) lethally self-indulgent or (c) chronically depressed or (d) borderline psychotic or (e) consumed with narcissistic self-loathing or (f) neurotically driven/addicted or (g) variously psychosomatically Disabled or (h) some conjunctive permutation of (a) … (g). Why is this. Why do many parents who seem relentlessly bent on producing children who feel they are good persons deserving of love produce children who grow to feel they are hideous persons not deserving of love who just happen to have lucked into having parents so marvelous that the parents love them even though they are hideous? Is it a sign of abuse if a mother produces a child who believes not that he is innately beautiful and lovable and deserving of magnificent maternal treatment but somehow that he is a hideous unlovable child who has somehow lucked in to having a really magnificent mother? Probably not. But could such a mother then really be all that magnificent, if that’s the child’s view of himself? ...I think, Mrs. Starkly, that I am speaking of Mrs. Avril M.-T. Incandenza, although the woman is so multileveled and indictment-proof that it is difficult to feel comfortable with any sort of univocal accusation of anything. Something just was not right, is the only way to put it. Something creepy, even on the culturally stellar surface.

the ability to attend to a task and stick to long-term goals is the greatest predictor of success, greater than academic achievement, extracurricular involvement, test scores, and IQ. She calls this grit, and first discovered its power in the classroom, while teaching seventh-grade math. She left teaching to pursue research on her hunch, and her findings have changed the way educators perceive student potential. Gritty students succeed, and failure strengthens grit like no other crucible.

Neither parenting, Christian education, heritage, nor fine church involvement can alter anyone’s essential sin nature. To lie, make self-centered choices, be destructive, or be deeply hurtful to oneself or others may be “out of character,” but it is not outside of any human being’s nature.

They suspected that children learned best through undirected free play—and that a child’s psyche was sensitive and fragile. During the 1980s and 1990s, American parents and teachers had been bombarded by claims that children’s self-esteem needed to be protected from competition (and reality) in order for them to succeed. Despite a lack of evidence, the self-esteem movement took hold in the United States in a way that it did not in most of the world. So, it was understandable that PTA parents focused their energies on the nonacademic side of their children’s school. They dutifully sold cupcakes at the bake sales and helped coach the soccer teams. They doled out praise and trophies at a rate unmatched in other countries. They were their kids’ boosters, their number-one fans. These were the parents that Kim’s principal in Oklahoma praised as highly involved. And PTA parents certainly contributed to the school’s culture, budget, and sense of community. However, there was not much evidence that PTA parents helped their children become critical thinkers. In most of the countries where parents took the PISA survey, parents who participated in a PTA had teenagers who performed worse in reading. Korean parenting, by contrast, were coaches. Coach parents cared deeply about their children, too. Yet they spent less time attending school events and more time training their children at home: reading to them, quizzing them on their multiplication tables while they were cooking dinner, and pushing them to try harder. They saw education as one of their jobs.

Mommy’s contradictions crashed and slammed against one another like bumper cars at Coney Island. White folks, she felt, were implicitly evil toward blacks, yet she forced us to go to white schools to get the best education. Blacks could be trusted more, but anything involving blacks was probably slightly substandard. She disliked people with money yet was in constant need of it. She couldn’t stand racists of either color and had great distaste for bourgeois blacks who sought to emulate rich whites by putting on airs and “doing silly things like covering their couches with plastic and holding teacups with their pinkies out.” “What fools!” she’d hiss. She wouldn’t be bothered with parents who bragged about their children’s accomplishments, yet she insisted we strive for the highest professional goals. She was against welfare and never applied for it despite our need, but championed those who availed themselves of it.

Parents in the early half of the twentieth century were primarily concerned with the development of character in their children. They wanted to be certain that their children were ready to cope with adversity, for it was surely coming to them one day whether in personal or national life. The development of character involves self-discipline and often sacrifice of one's own desires for the good of self and others. Montessori education, developed in this historical period, reflects this emphasis on the formation of the child's character. However, parents today are more likely to say their primary wish for their children is that they be happy. In pursuit of this goal they indulge their children, often unconsciously, to a degree that is startling to previous generations. All parents need to remember that true happiness comes through having character and discipline, and living a life of meaningful contribution -- not by having and doing whatever you wish.

1.The moment you realize that the person you cared for has nothing intellectually or spiritually to offer you, but a headache. 2. The moment you realize God had greater plans for you that don’t involve crying at night or sad Pinterest quotes. 3. The moment you stop comparing yourself to others because it undermines your worth, education and your parent’s wisdom. 4. The moment you live your dreams, not because of what it will prove or get you, but because that is all you want to do. People’s opinions don’t matter. 5. The moment you realize that no one is your enemy, except yourself. 6. The moment you realize that you can have everything you want in life. However, it takes timing, the right heart, the right actions, the right passion and a willingness to risk it all. If it is not yours, it is because you really didn’t want it, need it or God prevented it. 7. The moment you realize the ghost of your ancestors stood between you and the person you loved. They really don't want you mucking up the family line with someone that acts anything less than honorable. 8. The moment you realize that happiness was never about getting a person. They are only a helpmate towards achieving your life mission. 9. The moment you believe that love is not about losing or winning. It is just a few moments in time, followed by an eternity of situations to grow from. 10. The moment you realize that you were always the right person. Only ignorant people walk away from greatness.” ― Shannon L. Alder

This kind of parenting was typical in much of Asia—and among Asian immigrant parents living in the United States. Contrary to the stereotype, it did not necessarily make children miserable. In fact, children raised in this way in the United States tended not only to do better in school but to actually enjoy reading and school more than their Caucasian peers enrolled in the same schools. While American parents gave their kids placemats with numbers on them and called it a day, Asian parents taught their children to add before they could read. They did it systematically and directly, say, from six-thirty to seven each night, with a workbook—not organically, the way many American parents preferred their children to learn math. The coach parent did not necessarily have to earn a lot of money or be highly educated. Nor did a coach parent have to be Asian, needless to say. The research showed that European-American parents who acted more like coaches tended to raise smarter kids, too. Parents who read to their children weekly or daily when they were young raised children who scored twenty-five points higher on PISA by the time they were fifteen years old. That was almost a full year of learning. More affluent parents were more likely to read to their children almost everywhere, but even among families within the same socioeconomic group, parents who read to their children tended to raise kids who scored fourteen points higher on PISA. By contrast, parents who regularly played with alphabet toys with their young children saw no such benefit. And at least one high-impact form of parental involvement did not actually involve kids or schools at all: If parents simply read for pleasure at home on their own, their children were more likely to enjoy reading, too. That pattern held fast across very different countries and different levels of family income. Kids could see what parents valued, and it mattered more than what parents said. Only four in ten parents in the PISA survey regularly read at home for enjoyment. What if they knew that this one change—which they might even vaguely enjoy—would help their children become better readers themselves? What if schools, instead of pleading with parents to donate time, muffins, or money, loaned books and magazines to parents and urged them to read on their own and talk about what they’d read in order to help their kids? The evidence suggested that every parent could do things that helped create strong readers and thinkers, once they knew what those things were. Parents could go too far with the drills and practice in academics, just as they could in sports, and many, many Korean parents did go too far. The opposite was also true. A coddled, moon bounce of a childhood could lead to young adults who had never experienced failure or developed self-control or endurance—experiences that mattered as much or more than academic skills. The evidence suggested that many American parents treated their children as if they were delicate flowers. In one Columbia University study, 85 percent of American parents surveyed said that they thought they needed to praise their children’s intelligence in order to assure them they were smart. However, the actual research on praise suggested the opposite was true. Praise that was vague, insincere, or excessive tended to discourage kids from working hard and trying new things. It had a toxic effect, the opposite of what parents intended. To work, praise had to be specific, authentic, and rare. Yet the same culture of self-esteem boosting extended to many U.S. classrooms.

Look around on your next plane trip. The iPad is the new pacifier for babies and toddlers… Parents and other passengers read on Kindles… Unbeknownst to most of us, an invisible, game-changing transformation links everyone in this picture: the neuronal circuit that underlies the brain’s ability to read is subtly, rapidly changing… As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species’ brain more than 6,000 years ago… My research depicts how the present reading brain enables the development of some of our most important intellectual and affective processes: internalized knowledge, analogical reasoning, and inference; perspective-taking and empathy; critical analysis and the generation of insight. Research surfacing in many parts of the world now cautions that each of these essential “deep reading” processes may be under threat as we move into digital-based modes of reading… Increasing reports from educators and from researchers in psychology and the humanities bear this out. English literature scholar and teacher Mark Edmundson describes how many college students actively avoid the classic literature of the 19thand 20th centuries because they no longer have the patience to read longer, denser, more difficult texts. We should be less concerned with students’ “cognitive impatience,” however, than by what may underlie it: the potential inability of large numbers of students to read with a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts… Karin Littau and Andrew Piper have noted another dimension: physicality. Piper, Littau and Anne Mangen’s group emphasize that the sense of touch in print reading adds an important redundancy to information – a kind of “geometry” to words, and a spatial “thereness” for text. As Piper notes, human beings need a knowledge of where they are in time and space that allows them to return to things and learn from re-examination – what he calls the “technology of recurrence”. The importance of recurrence for both young and older readers involves the ability to go back, to check and evaluate one’s understanding of a text. The question, then, is what happens to comprehension when our youth skim on a screen whose lack of spatial thereness discourages “looking back.

Out of 1,016 study subjects who’d been involved with the Moonies, 90 percent of those who’d been interested enough to attend one of the workshops where this so-called brainwashing occurred decided that the whole thing wasn’t really their cup of tea and quickly ended their Moonie careers. They couldn’t be converted. Of the remaining 10 percent who joined, half left on their own steam within a couple of years. So what made the other 5 percent stay? Prevailing wisdom would tell you that only the intellectually deficient or psychologically unstable would stick by a “cult” that long. But scholars have disproven this, too. In Barker’s studies, she compared the most committed Moonie converts with a control group—the latter had gone through life experiences that might make them very “suggestive” (“Like having an unhappy childhood or being rather low-intelligence,” she said). But in the end, the control group either didn’t join at all or left after a week or two. A common belief is that cult indoctrinators look for individuals who have “psychological problems” because they are easier to deceive. But former cult recruiters say their ideal candidates were actually good-natured, service-minded, and sharp. Steven Hassan, an ex-Moonie himself, used to recruit people to the Unification Church, so he knows a little something about the type of individual cults go for. “When I was a leader in the Moonies we selectively recruited . . . those who were strong, caring, and motivated,” he wrote in his 1998 book Combatting Cult Mind Control. Because it took so much time and money to enlist a new member, they avoided wasting resources on someone who seemed liable to break down right away. (Similarly, multilevel marketing higher-ups agree that their most profitable recruits aren’t those in urgent need of cash but instead folks determined and upbeat enough to play the long game. More on that in part 4.) Eileen Barker’s studies of the Moonies confirmed that their most obedient members were intelligent, chin-up folks. They were the children of activists, educators, and public servants (as opposed to wary scientists, like my parents). They were raised to see the good in people, even to their own detriment. In this way, it’s not desperation or mental illness that consistently suckers people into exploitative groups—instead, it’s an overabundance of optimism.

Any parent would be dismayed to think that this was their child’s experience of learning, of socializing, and of herself. Maya is an introvert; she is out of her element in a noisy and overstimulating classroom where lessons are taught in large groups. Her teacher told me that she’d do much better in a school with a calm atmosphere where she could work with other kids who are “equally hardworking and attentive to detail,” and where a larger portion of the day would involve independent work. Maya needs to learn to assert herself in groups, of course, but will experiences like the one I witnessed teach her this skill? The truth is that many schools are designed for extroverts. Introverts need different kinds of instruction from extroverts, write College of William and Mary education scholars Jill Burruss and Lisa Kaenzig. And too often, “very little is made available to that learner except constant advice on becoming more social and gregarious.” We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself. The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass. Academic classes are dominated by group discussions in which a teacher prods him to speak up. He eats lunch in the cacophonous din of the cafeteria, where he has to jockey for a place at a crowded table. Worst of all, there’s little time to think or create. The structure of the day is almost guaranteed to sap his energy rather than stimulate it. Why do we accept this one-size-fits-all situation as a given when we know perfectly well that adults don’t organize themselves this way? We often marvel at how introverted, geeky kids “blossom” into secure and happy adults. We liken it to a metamorphosis. However, maybe it’s not the children who change but their environments. As adults, they get to select the careers, spouses, and social circles that suit them. They don’t have to live in whatever culture they’re plunked into. Research from a field known as “person-environment fit” shows that people flourish when, in the words of psychologist Brian Little, they’re “engaged in occupations, roles or settings that are concordant with their personalities.” The inverse is also true: kids stop learning when they feel emotionally threatened.

I HAVE WRITTEN LARGELY with reference to students spending an unreasonably long time in gaining an education; but I hope I shall not be misunderstood in regard to what is essential education. I do not mean that a superficial work should be done, that may be illustrated by the way in which some portions of the land are worked in Australia. The plow was put into the soil to the depth of only a few inches, the ground was not prepared for the seed, and the harvest was meager, corresponding to the superficial preparation that was given to the land. God has given inquiring minds to youth and children. Their reasoning powers are entrusted to them as precious talents. It is the duty of parents to keep the matter of their education before them in its true meaning: for it comprehends many lines. They should be used in the service of Christ for the uplifting of fallen humanity. Our schools are the Lord’s special instrumentality to fit up the children and the youth for missionary work. Parents should understand their responsibility, and help their children to appreciate the great blessings and privileges that God has provided for them in educational advantages. But their domestic education should keep pace with their education in literary lines. In childhood and youth, practical and literary training should be combined, and the mind stored with knowledge. Parents should feel that they have solemn work to do, and should take hold of it earnestly. They are to train and mold the characters of their children. They should not be satisfied with doing a surface work. Before every child is opened up a life involved with highest interests; for they are to be made complete in Christ through the instrumentalities which God has furnished. The soil in the heart should be preoccupied, the seeds of truth should be sown there in the earliest years. If parents are careless in this matter, they will be called to account for their unfaithful stewardship. Children should be dealt with tenderly and lovingly, and taught that Christ is {10} their personal Saviour, and that by the simple process of giving their hearts and minds to Him, they become His disciples.

The U.S. Department of Education changed the education privacy regulations in at least two crucial ways.  Firstly, it increased the number of players that could have access to your child’s centralized personal data to include, not just your child’s teachers, but any organization or group tangentially involved in your child’s education.  This can include testing, technology, textbook, and research companies, just to name a few examples. Secondly, it no longer requires parent notification or permission when it shares your child’s personal data with these chosen groups or companies. 

Our school wasn’t perceived as a good school, but this was just accepted. No one was disappointed in how we were performing. It was almost like, ‘Hey, you’re doing a good job with what you’ve got.’ It was fine to be what we were. That second year was when we really started to think about what we wanted to be about. We needed to get the kids to the point where they wanted to be here. We spent the whole year developing our mission and vision. That’s when we realized that we needed to get to know these kids. It was a very long process with involvement from teachers, students, business partners, and community members. We organized a parent-teacher organization. I believe a lot of the teachers believed in the kids, but holistically as a school, I don’t think we believed in the kids, and our community didn’t believe in the kids. I think some of the teachers did, because we had some quality teachers there who are still there today, but we didn’t have a big-picture mission.

parents are responsible for creating a context that allows their children to assume the identity of an academically successful student. Thus, we define stage setting as the process of (1) conveying the importance of education to children in a manner that leads schooling to become central to how they define themselves, and (2) creating and maintaining an environment (or life space) for them in which learning can be maximized or not compromised.

it is a mistake to conclude that the level of parental involvement of minority groups is the reason for the racial achievement gap or that greater parental involvement from minority groups will lead to gap convergence. Our findings suggest that socioeconomic resources explain a greater share of the racial achievement disparities than parental involvement.

affluent parents are more involved than their less advantaged counterparts. Educators will find the anecdotally observed relationship between parental involvement and high achievement too appealing to ignore and will promote parental involvement as the answer to most of the problems within K–12. But as we show, an extensive quantitative assessment only lends moderate support for these anecdotal observations. What we propose is that affluent parents have created a space that sets these children up for success.

effective stage setting is more rooted in lifestyle than in parental involvement activities. Once the stage is set for academic success, children are on course toward being academically successful.

Whereas traditional forms of involvement would require parents to engage in any number of activities similar to those examined in this study, stage setting only requires that parents focus on two factors: messages and life space.

They mentioned things such as, “They were supportive in life”; “They attended my band concerts”; “They left schooling up to me”; or “They did not talk much at all about school.” At one point students were asked, “Did any of your parents read books to you when you were a child, join PTA meetings, regularly converse with your teachers, or discuss college plans with you?

Many students described their parents’ support in nonacademic activities as being equal to their support in school. Importantly, they felt this support was instrumental in helping them do well academically because it was viewed as a general interest in their life overall

For instance, if a Black person is watching tv, instead of being bombarded by anti-Black images and messages hour after hour, they should be able to relax and be at peace in the knowledge that Black people control the media.  When their children go off to school in the morning, Black parents and other members of their community who provide love and support for their children, should be able to know that the teachers won’t be anti-Black and won’t fill their children’s heads with ideas that make them hate themselves or feel less worthy and less valuable.  The Black community should be confident that their children are being taught their history, their ideas (Black Thought), and are being told they are beautiful and good.  There shouldn’t be any worries about schoolmates of another race making their children feel inferior.  When they grow up and go to college, Black students should be confident that Black administrators and Black professors have created an environment and curriculum which encourages their entire educational development, not only providing skills for the workplace but nurturing their minds and their sense of community.  And when these students go out into the workplace, they should be confident that Black-controlled industries will be hiring them with Black managers in charge.  Racism will become a non-factor. Most significantly, when Black people have control over their community and have Black citizenship they won’t be forced to go through every day under the constant terror of being harassed, brutalized and killed by the police.  The psychological weight that would be lifted from them would be historic.  A new sense of energy and security could be channeled into self-affirmation and community-building.  I have little doubt that such a moment in history would lead to unprecedented strong race relations between citizens of this Black nation and whites in the current nation.  It’s almost impossible to have truly strong or positive race relations when one group is constantly required to bear the burden of oppression, and the other group feels the need to ignore or deny the existence of this oppression while also enforcing it.  The levels of tension and dishonesty are an enormous drain on everyone involved.  What a sweet and beautiful day it would be when Black people would simply not have to think about whites anymore.  In the same way that amerikans spend so little of our time thinking about Lithuanians or Norwegians.  And when you aren’t forced to think about someone, or forced to live the way they tell you to live, it’s a pleasure to get together and visit voluntarily.  Black people and Europeans on this continent (amerikans) would still talk to one another.  We might even still live in the same neighborhoods.  But the difference is that Black people would be their own people.  They would no longer be surrounded by the circle of whiteness.  The black dot on the white page: the exception to the rule.  White rule.  Black people would be a nation.  An entity unto themselves.  They would not be required to imagine themselves within the context of whiteness.  Their minds would be freed from the perpetual interpretation of every action and word (it seems even every thought) through whiteness.  Africans (Black people) would simply be Africans.  A people defined by their own terms, their identity neither within nor without the boundaries of whiteness.

Every leader must be challenged to educate their followers and capacitate them with knowledge, tools and a voice to champion their own causes and become actively involved in setting the agenda for citizen participation in social transformation. Don’t create a dependent constituency; develop and lead other leaders who demonstrate a growing personal responsibility for their own success as well as for those around them.

Involve them with college savings. Even though your kids should contribute to their college education expenses, most parents recognize that the high cost of college effectively puts this burden on the parents. Open an account for each of your children and make contributions to each one equitably. Show them how their fund is growing—and how it compares to the cost of the education they want.

Presently, there are two foster parent training programs that are used and widely accepted as the gold standard.  The trainings are the Model Approach to Partnerships in Parenting Group Preparation and Selection of Foster and Adoptive Families (MAPP) and Foster Parent Resources for Information, Development, and Education (PRIDE).  “Both include a wide focus on the knowledge and skills necessary to work within the child welfare system and emphasize core values of foster care.  Both have been criticized for their relatively substantial attention to procedures and policies and relatively brief attention to issues involved in effectively meeting the needs of troubled youth (particularly their scant focus on managing difficult behaviors)” (Dorsey, et al., 2008 p.).

Sitting through a classroom lecture is painful for most people most of the time. We all know this, yet so many deny it or view it as a personal failing. When human beings are required to sit and listen, we squirm. We watch the clock tick slowly. Minutes can seem like hours. We escape into our own head. We invent activities to either occupy or numb ourselves. The most talented classroom sitters create micro-tasks to busy their hands and the other 80 percent of their minds. The pain is cumulative. The first hour of lecture in a day is bearable. The second is hard. The third is white-hot excruciating. The highly engaging presenter who periodically arises in the classroom does little to soften the physiological impact of the subsequent dull one. This reality goes beyond a power thing, or even an interest thing, or a quality of the teacher thing. Even when corporate leaders and heads of state attend highly relevant daylong events at which they listen to the highest-tier speakers, they are suppressing their own body ticks 90 minutes into the lecture. The lunch break becomes an oasis. Students are psychologically ravished daily by this onslaught. And it is costly on all involved—teachers, administrators, parents, siblings. Although this recommendation subverts most industrial business and logistics models, 2 non-adjacent hours of lecture a day should be the greatest number for any institution or program. And the most successful will have even less than that. This requires an alternative approach.

Apparently many professionals do not truly believe that the need to honor our connections is an essential part of family life, as this belief is not reflected in the way that they work with families in stress who are dealing with complex issues of foster care, guardianship, kinship, and adoption. Whether it was a closed or open adoption, an adopted child must learn to integrate at least two distinctly different families—the birth family and the adoptive family. The biracial or other-culture child must also integrate two distinctly different cultures. The challenge to adoptive parents, and to others connected to this child, is to help the child to develop his/her own identity within the framework of both cultures. The challenge to professionals is to help the whole family to see itself as a multicultural family, and to develop its identity while integrating—not ignoring—the distinctively different cultures. How can that happen if the professionals don’t see the importance of respect for culture? How can that happen if the professionals don’t see any difference in culture because the race is the same? The psycho-education and modeling done by the professionals who are initially involved in building these complex families can set a tone, and begin a process of respect and integration. Without this education and modeling, the parents might be so busy with other essential psychological and emotional issues, and with possible trauma management for this child, that they might ignore the very important issues of culture and development of identity. Without that awareness, how will the parents be prepared to model and teach the larger community—the schools, courts, religious institutions, and neighborhoods—thereby creating a holding environment for that child that both honors and respects all of who he/she is?

Therefore, it is perhaps best to listen to Kant on what the best moral education of young children involves, and to take this as a clue to what he learned from his own parents. In his so-called Lectures on Pedagogy he differentiates between a physical education that is based on discipline and a moral education that is based on maxims. The former does not allow children to think, it simply trains them. Moral education is based on maxims. In it, he thinks, “everything is lost when it is founded on examples, threats, punishment,

As a black woman, I’d love to not have to talk about race ever again. I do not enjoy it. It is not fun. I dream of writing mystery novels one day. But I have to talk about race, because it is made an issue in the ways in which race is addressed or, more accurately, not addressed. When my employer enforces hairstyles in their dress code that ignore the very specific hairstyle needs of black women (see military restrictions against small braids, for example), then my employer is making race an issue in their attempts to ignore it. When my son’s school only has parent-teacher conferences during school hours, they are making race an issue by ignoring the fact that black and Latinx parents are more likely to work the type of hourly jobs that would cause them to lose much-needed pay, or even risk losing their employment altogether, in order to stay involved in their child’s education. When I take my kids to movies and none of the characters they see look like them, it’s the studio that is making it about race when they decide to make up entire universes in which no brown or black people exist. I just want to go to work, educate my kids, and enjoy a movie.

Q:What will be the influence of communist society on the family? A: It will transform the relations between the sexes into a purely private matter which concerns only the persons involved and into which society has no occasion to intervene. It can do this since it does away with private property and educates children on a communal basis, and in this way removes the two bases of traditional marriage – the dependence rooted in private property, of the women on the man, and of the children on the parents. And here is the answer to the outcry of the highly moral philistines against the “community of women”. Community of women is a condition which belongs entirely to bourgeois society and which today finds its complete expression in prostitution. But prostitution is based on private property and falls with it. Thus, communist society, instead of introducing community of women, in fact abolishes it.

Perhaps the most significant departure from previous modes involves a better psychological differentiation between parent and child. In other words, helping mode parents have learned to distinguish more clearly between the child’s need, and the adult’s wishes. Many of the socializing mode practices were done ostensibly “for the child’s own good,” when it was really the adult’s need being served. We convinced ourselves, for instance, that it was for the child’s own good that we spanked them, dispatched them to regimented, rote learning and competition-based education, or forced them into rigid feeding and sleeping routines.

The other article was by Lois Weiner, a professor who prepared urban teachers at New Jersey City University. Weiner was a parent activist at P.S. 3 in District 2, which she described as a highly progressive alternative school with an unusual degree of parent involvement. She claims that district administrators were stifling teachers and parents at P.S.3 by mandating "constructivist" materials and specific instructional strategies ... She [Weiner] continued, "The degree of micromanagement is astounding." Those who challenged the district office's mandates, she said, risked getting an unsatisfactory rating or being fired. Weiner contended that "opposition from parents is building against the new math curriculum," which was supposed to be field-tested with control groups, but instead was mandated for every classroom." Teachers were expressly prohibited from using other math textbooks or materials, and some were clandestinely "photocopying pages of now-banned workbooks.

satisfying a child’s physical and financial needs is not the same as meeting that child’s emotional needs. For instance, if you needed someone to listen—to provide essential emotional connection—receiving money or a good education might distract you from that need, but it wouldn’t fill it.

Once parents became concerned about CRT in the classroom, the idea that parents should get involved in their kids’ education was seen as a “right-wing” idea.

Enroll in the Best Hebrew School Atlanta for a Rich Cultural Experience Welcome to Hebrew School Atlanta, where they give a transforming educational path that celebrates Jewish heritage while also providing a rich cultural experience. Their school is committed to instilling a love of the Hebrew language, Jewish traditions, and values in each student while also encouraging individual growth and development. They think that education is about more than just learning; it is about developing a meaningful connection to one's heritage and community. They try to establish an inclusive and supportive environment in which students can explore their Jewish identity, develop a strong sense of belonging, and form lifelong connections. Their school is more than simply a place to learn; it's a thriving community that welcomes families from all walks of life. They encourage family involvement and provide opportunities for families to participate in their children's educational path. They think that fostering a compassionate and supportive atmosphere that promotes holistic growth requires a strong relationship between parents, educators, and students. Enrolling your child in the top Hebrew School in Atlanta means laying the groundwork for a lifetime of Jewish involvement, cultural awareness, and personal development. Join us on this extraordinary trip as we arouse curiosity, create a love of Hebrew, and foster a deep appreciation for Jewish School education. Let us work together to produce a wonderful cultural experience. Contact the head of the department at The Epstein School.

Thomas Jefferson, for instance, recognized the essential connection between education and freedom, writing in 1816, “If a nation expects to be ignorant and free in a state of civilization, it expects what never was and never will be.”12 Still, the institution of the family prevailed over the interests of the state. Jefferson advocated for a highly decentralized system of education, locally controlled by parents in small districts, or “wards” as he called them, with little government involvement. He also believed that parental rights and individual liberty outweighed mandatory compliance. In 1817, Jefferson wrote, “It is better to tolerate the rare instance of a parent refusing to let his child be educated, than to shock the common feelings and ideas by forcible asportation and education of the infant against the will of the father.

The community joined forces and made an investment in a shared goal, acknowledging their strong connection with the recipient of the resources, rather than simply offering charity. The community's composition remained relatively stable over an extended period, with few outsiders joining. This provided the "investors" with confidence that, even if not themselves, their future generations would reap the benefits. The first schools I attended, until standard 7, were constructed mostly through the efforts of the community the school serviced. After the Bantu Education Act was implemented in 1953, education for people in the homelands was financed through direct taxes paid by residents of the homelands, instead of general state spending. When there was a class short, the parents would pool their resources and build it

Sazi is fortunate to be born of parents that are comparable enough to be able to see the impact of both nature and nurture. Even better is that no longer can allegations about women’s progress in life be attributed to society and ‘the patriarchy’ holding them back. Since 1994 there has been a concerted focus on directing taxpayer-funded programs to the upliftment of women; from educational programs at school, admission and funding of tertiary programs for women to employment and business funding that explicitly exclude boys and men. This ought to mean comparable men and women ought to achieve the same outcomes since there are essentially no differences between men and women. Lawmakers have implemented programs aimed at empowering and uplifting girls and women. These initiatives have actively sought to address the claimed long-standing societal and patriarchal barriers that have hindered their progress. So based on this, the difference in the sex of parents no longer favours men thus making comparing outcomes possible.

I used to firmly believe that prestigious schools, which encompasses both private schools and top-tier quantile 5 public schools with impressive graduation rates, held a clear advantage over lower-quality no fee public schools. That was, until Dr Thomas Sowell introduced me to the sorting function of the formal schooling system and the unfair advantage prestigious schools have since they can pick and choose who they admit. From the outset they can choose to admit students of a certain intellect thus increasing the chances of these students performing favourably relative to no fee public schools that have an obligation to admit everyone. Parents who can afford to send their child to private school are usually more involved and provide more resources for their child to succeed. The ability of parents to afford the prohibitively high costs of the schools is also an indicator of the child’s abilities since his parents had it in them to work hard enough to earn what enabled to afford a prestigious school. Once you have factored those aspects as a minimum, the prestigious school’s performance doesn’t seem that great. As long as the parents have resources to support the child’s learning environment, the type of school a child attends becomes less relevant. This is why the quantile 5 public schools perform at the level of private schools. As the level of the parent’s material wealth increases such that more educational resources can be availed to the child, so does the performance of a child. This, off course happens to a certain level as the law of diminishing return eventually kicks in.

Most of us would speak to the most casual acquaintance with more apparent respect than to our own children, or the children with whom we work in the classroom. Why? Because we do not have power over the near-stranger; because we have no ego-involvement with that person…

Any effort to find reliable reporting needs to start not with questions about the sources but with questions about ourselves. What are my responsibilities as a citizen? As a person of faith? As a consumer? As a leader? As a parent? As an educator? What am I avoiding knowing? Why? What point of view am I protecting? Why? How have I arrived at my assumptions about what sources of information to rely on? What limits my angle of vision? Have I tried to imagine how one might arrive at a different conclusion? How much evidence do I need to be convinced? What kind of persuasion works most effectively for me? How do I accredit or challenge authority? The answers to these questions are not simply personal. Some of them involve serious theological reflection on the relationship between the Kingdom of God and the state, what it means to give Caesar what is Caesar’s and God what is God’s, and whether and how to participate in the conduct of worldly affairs.

MATTERS: The child’s parents are involved in the PTA. DOESN’T: The child frequently watches television. A child whose parents are involved in the PTA tends to do well in school—which probably indicates that parents with a strong relationship to education get involved in the PTA, not that their PTA involvement somehow makes their children smarter. The ECLS data show no correlation, meanwhile, between a child’s test scores and the amount of television he watches. Despite the conventional wisdom, watching television apparently does not turn a child’s brain to mush. (In Finland, whose education system has been ranked the world’s best, most children do not begin school until age seven but have often learned to read on their own by watching American television with Finnish subtitles.) Nor, however, does using a computer at home turn a child into Einstein: the ECLS data show no correlation between computer use and school test scores.

And our first question is about community. How do you involve your student's families in their education?" "I took a sexy bath with a parent yesterday, after railing him," flashes in my head, but probably wouldn't be the wisest answer.

Effective crime reduction policies involved early parenting classes, increasing the quality of education that children received, and providing children with a safe environment after school. Those options always looked too soft in the public arena.

Curriculum development is a collaborative endeavour, involving teachers, administrators, parents, and other stakeholders, all working together to provide the best possible education for students.

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

A physical education expert, asked to visit a grade school in East Orange, is astonished to be told that jump ropes are in short supply and that the children therefore have to jump “in groups.” Basketball courts, however, “are in abundance” in these schools, the visitor says, because the game involves little expense. Defendants in a recent suit brought by the parents of schoolchildren in New Jersey’s poorest districts claimed that differences like these, far from being offensive, should be honored as the consequence of “local choice”—the inference being that local choice in urban schools elects to let black children gravitate to basketball. But this “choice”—which feeds one of the most intransigent myths about black teen-age boys—is determined by the lack of other choices. Children in East Orange cannot choose to play lacrosse or soccer, or to practice modern dance, on fields or in dance studios they do not have; nor can they keep their bodies clean in showers that their schools cannot afford. Little children in East Orange do not choose to wait for 15 minutes for a chance to hold a jump rope.

With such a complicated and crucial part of a child's education in jeopardy, there are many forces at work -- a sort of conspiracy of mediocrity that denies children the chance to develop a love of reading and become good readers. It is a pattern that involves our system, parents, teachers, and sometimes even librarians.

The work of meaningful student involvement is not easy or instantly rewarding. It demands that the system of schooling change, and that the attitudes of students, educators, parents and community members change.

It’’s very hard to know who is going to commit an act of violence. But... prevention does not require prediction. It does require, however, that we increase overall access to brain health interventions. ... A... tiered system is already working in some schools. At the tier-one level, everyone should have access to brain health screenings and first aid, to conflict resolution programs, and to suicide prevention education. Peer intervention programs teach kids to seek help from trained adults for friends they’re worried about without fear of repercussion. A second tier of attention is trained on kids going through a hard time—a student grieving a lost parent, one who has suffered teasing or bullying, or those in known high-risk populations. For instance, gay, lesbian, bisexual, and transgender kids are at disproportionate risk for bullying, so special efforts might be made to connect those kids to resources. The third level of intervention comes into play when a child has emerged as a particular concern. Perhaps he or she has an ongoing emotional disorder, has talked about suicide, or—as Dylan did— has turned in a paper with violent or disturbing subject matter. The student is then referred to a team of specially trained teachers and other professionals who will interview him or her, look at the student's social media and other evidence, and speak to friends, parents, local law enforcement, counselors, and teachers. The real beauty of these measures is not that they catch potential school shooters, but how effectively they help schools to identify teens struggling with all different kinds of issues: bullying, eating disorders, cutting, undiagnosed learning disorders, addiction, abuse at home, and partner violence — just to name a few. In rare cases, a team may discover that the student has made a concrete plan to hurt himself or others, at which point law enforcement may become involved. In the overwhelming majority of these cases, though, simply getting a kid help is enough.

Influential educational school in Abu Dhabi: Reach British School Selecting schools that speak about the type of education you want to impart to your kid is an important decision. Like all other difficult decisions that parenthood brings with it, this one too cannot be decided based on one impulsive thought. School is an important part of any child's growth. They learn, they giggle, and grow into beautiful individuals. Thus, schools build them into responsible beings. However, finding the right school can be research-heavy and hectic. International education in the United Arab Emirates is not cheap, and this adds to an extra load of pressure on deciding parents. Yet, Abu Dhabi is known to host an excellent range of international schools that are somewhat budget-friendly. The British International School is one such example, they surely secure a place in the list of best schools in Abu Dhabi. Why choose Reach British School? Reading through different curriculums, and googling into millions of school websites is a part of this decision-making. You look for that spark, one that you look for in any relationship. Yes, choosing a school is the beginning of a life-long relationship, an important part of your child’s life. This article will push you towards decision making, as it lists the points on why you should choose Reach British School. The following reasons will convince you that it fits into the best schools in Abu Dhabi. English proficiency The staff is filled with native English-speaking teachers. Thus, they bring with them, years of experience in the language field and absolute English proficiency. Being native English speakers, they can showcase experience in the UK or other international schools. Excellent facilities Schooling is a part of a child's overall growth, and there is more to it than just academics. Being one of the best schools in Abu Dhabi, they support an exciting curriculum. It includes sports, arts, academic subjects, and a bunch of other extra-curricular activities. High Academic standards and behavioral expectations A child grows into a successful human being, who is also a responsible citizen. Thus, the school sets a strong focus on the academic depth and the behavioral patterns of the child. They ensure that your child reaches their fullest potential in a safe and secure environment. Student progress tracking You will get a chance to be deeply involved in your child's progress. The school will provide regular reports on your child's growth that will give you a fair idea about their needs, likes, and dislikes. Thus, you can take an active part in their academic progress, social and emotional well-being. Secondary scholarships The school funds a scholarship program to motivate students to achieve their dreams. The program attracts bright minds and pushes them to reach their potential in the fields they are passionate about. Amazing learning Not just the staff, but also the environment of the school will enable your child to go through an amazing learning experience. Your child will be motivated and encouraged to perform better as that is the base for amazing learning. Endnotes Reach British School wants to let your child shine, in the truest sense possible. Keeping the tag of being one of the best schools in Abu Dhabi, is difficult. Thus, they aspire to be better every day and sculpt new souls into responsible adults, while protecting their innocence and childhood.

Pedagogical neglect means that the parents show no interest in school achievements or in the child's interests or activities. Educational abuse means that the child has not been able to make their own education and / or career choice.

This is the central barrier to understanding evolution. We understand time through the experience of our own short lives. To truly imagine three and a half billion years is virtually impossible. Imagine yourself living to seventy-I mean really imagine seventy years: being born, a decade and a half of education, many more decades of employment, wars, elections, scientific discoveries, parents lost, middle age, old age-innumerable memories marked off by seventy birthdays and seventy summers and winters. Now try to imagine fifty million of those lifetimes-fifty million of them! Because that is how long life has been developing on earth. But how can you begin to conceive of such an expanse of time? Try this. If, at a modest clip-which I'd recommend, given what I'm proposing-it takes you a minute to count out loud to a hundred, it will take you almost a week of nonstop counting to reach a million. That is, counting without a single break and no sleep. If you could keep counting for twenty-four hours a day for 350 days, you'd reach fifty million. But these are not just meaningless numbers-each one of them represents a lifetime. But almost a year without sleep is inconceivable, so let's try and make it "doable", as Behe would say. Put in eight hours of counting a day, seven days a week. Take a two-week vacation each year. Under these still-harsh working conditions (no weekends off), it will now take you three years to count out these fifty million lifetimes. (You will reach, incidentally, the birth of Christ within the first half minute, and the oldest age of the earth, according to believers in a literal Genesis, within the first two minutes.) But to really comprehend this expanse of time, you would still have to be capable of imagining-as each of those numbers came tripping off your tongue, hour after hour, week after week, month after month, year after year, for three years-that each of those numbers signified a lifetime. Even if you chose to do this, and even if you were capable of the extraordinary effort of will and imagination needed to conceive of what you were actually doing, I suspect that at the end of it you would still be only a little closer to comprehending the vast amount of time involved. In all probability, you would give up long before you finished, overwhelmed by depression at your own insignificance. It is offensive to one's sense of self to imagine this huge expanse of time that came before you and within which you had no relevance. No, it is more than offensive; it is terrifying. How much easier-and how much more comforting-to just put in those first two minutes and imagine, in one way or another, a designer who placed you at the center of it all.

But as he approached fifty, Kenny yearned to do something different. Someone told him that More Than Money—the same inheritors group Jeff Weissglass got involved with—was hiring an executive director. He landed the position and, in short order, discovered that his pregnant teens had at least one thing in common with these young heirs and heiresses: Society defined and stereotyped both groups by how much money they did or didn’t have. The foundations that funded adolescent pregnancy care assumed the girls were getting knocked up because they were poor, “which was not necessarily true,” Kenny says, whereas the inheritors were pegged as “entitled and spoiled and lazy—and there’s no basis for that.” The anti-inheritor bias proved so toxic that some of Kenny’s former colleagues shunned him after he took the new job. “They’re like, ‘What a sellout! What a cop-out! Why would you do that?’ ” he recalls. “What does it say about our culture that everyone wants to win the lottery in some way, shape, or form, and there’s a whole segment of our culture that hates people who win the big payout.” This is indeed a paradox. Oscar Mayer heir Chuck Collins gave away his $500,000 inheritance in 1986, when he was a young man. (Invested in the S&P 500, it would be worth about $14 million today.) He has since dedicated himself, through the Institute for Policy Studies, to educating the American public about inequality. His memoir, Born on Third Base, includes the following scene: Speaking to a crowd of about 350 people, he asks who among them feels rage toward the wealthiest 1 percent. Almost everyone raises a hand. He then asks, “How many of you wish you were in the wealthiest 1 percent?” They laugh, but again, almost everyone. “People are envious,” Kenny says. “And what you end up doing with envy is demeaning whoever it is that you envy, because they have what we think we deserve.” During his time at More Than Money, Kenny grew friendly with Paul Schervish, then the director of the Center on Wealth and Philanthropy, and when Schervish offered him the associate director job, Kenny jumped. He’d seen how inheritors grappled with their unearned fortunes. Now he wanted to better understand their parents. Havens was the numbers guy “and I was in charge of: ‘I’d like to know what these people are thinking, and nobody ever asks them.’ 

Hockey and soccer are just games, of course, involving a select few. But these exact same biases also show up in areas of much more consequence, like education. Parents with a child born at the end of the calendar year often think about holding their child back before the start of kindergarten: it’s hard for a five-year-old to keep up with a child born many months earlier. But most parents, one suspects, think that whatever disadvantage a younger child faces in kindergarten eventually goes away. But it doesn’t. It’s just like hockey. The small initial advantage that the child born in the early part of the year has over the child born at the end of the year persists. It locks children into patterns of achievement and underachievement, encouragement and discouragement, that stretch on and on for years.

Effective crime reduction policies involved early parenting classes, increasing the quality of education that children received, and providing children with a safe environment after school. 

We can imagine ourselves as a series of concentric circles. On the outside lie all the more obvious things about us: what we do for a living, our age, education, tastes in food and broad social background. We can usually find plenty of people who recognize us at this level. But deeper in are the circles that contain our more intimate selves, involving feelings about parents, secret fears, daydreams, ambitions that might never be realized, the stranger recesses of our sexual imagination and all that we find beautiful and moving.

They [Joan’s adopted twin daughters] tell people they had a marvelous childhood. I hope they did. I tried to give them that — because it’s really all that a patent can do. A parent has to guide, advise, educate, and love them. If they’re sure of the love, they’ll accept the guidance. I think that children benefit in all sorts of ways when they have mothers who have their own fascinating jobs. It’s good for them to know that mother is involved in other things besides smothering them with love. They respect that. When children are neglected it’s usually because their mothers are so bored and discontent that they fill their days with golf, bridge, and matinees and live the children to fend for themselves. A working woman loves coming home and making special time for her children. But few husbands understand the full range of her responsibilities.

What actually happened was this. Over the last twenty years, we have delighted in our children, and have had many of them. We don’t shuttle them off to day care or leave them with professional care providers. And we homeschool them or have them in schools which encourage direct parental involvement. Our families are tight. We have had many children because we love them, despite hostile stares or comments from those outside our community. To quote a comment made to my wife on the street years ago, “My, you don’t believe in the pill, do you?” But we didn’t mind—kids are a kick. And, as I can now say, grandkids are a kick. It just keeps getting better. But then one day, we were distracted from our work by all this yelling that was coming from the general direction of the Moscow School District. “Where have the kids gone!? How could this have happened? Maybe they moved out of the state!” And the powers that be put lighter fluid in their hair, set it ablaze, and ran in tight little circles. “Where are the kids?” You see the state takes away money for each little breathing bipedal carbon unit that doesn’t show up in the classroom each autumn, and it turns out this is serious business. So, against my better judgment, I say something like this: “Um—maybe you don’t have kids in your schools because you quit having them. And if any actually make it into the womb, you think it should be legal to get them out of there violently. Talk about eviction. And if any of successfully run that gauntlet and actually show up, you provide them with a fifth-rate education and then turn them loose into your hollow and ugly world. And maybe you don’t have access to our kids anymore because we looked at all this and quit handing them to you to educate. Just a thought.” Take care not to get the whole thing turned around. Susan’s sign-off—“breeding my way to a better tomorrow” reminds me of a joke that can be reapplied to our situation. Early in the twentieth century, a refined woman from Boston was at a high brow social gathering where she met a woman from Chicago, who didn’t quite fit with the refined lady’s ideas of deportment. “Here in Boston,” the great lady said with a sniff, “we think breeding is everything.” “Well,” the other lady said, “out in Chicago we think it is a lot of fun, but we don’t think it’s everything.