Rarely Graduation Quotes

Our job in life,” he said at a graduation ceremony at Thiel College in Greenville, Pennsylvania, early in his career, in 1969, “is to help people realize how rare and valuable each one of us really is—that each of us has something that no one else has—or ever will have—something inside which is unique to all time. It’s our job to encourage each other to discover that uniqueness, and to provide ways of developing its expression.

Mostly, though, students get what economist Bryan Caplan called narrow vocational training for jobs few of them will ever have. Three-quarters of American college graduates go on to a career unrelated to their major—a trend that includes math and science majors—after having become competent only with the tools of a single discipline. One good tool is rarely enough in a complex, interconnected, rapidly changing world. As the historian and philosopher Arnold Toynbee said when he described analyzing the world in an age of technological and social change, “No tool is omnicompetent.” •

Before the Internet came along, most people rarely wrote anything at all for pleasure or intellectual satisfaction after graduating from high school or college.

In hockey, nearly everyone plays with a partner. The offense forward line is made up of a left wing, a center, and a right wing. The defense skates in pairs. Only the goalie is alone and he’s always weird. Always. Kenny Simms, who graduated last year, was one of the greatest goalies at Briar and probably the reason we won three Frozen Fours in a row, but that guy had the strangest fucking habits. He talked to himself more than he talked to anyone else, sat in the back of the bus, preferred to eat alone. On the rare occasion that he came out with us, he’d argue the entire time. I once got into it with him over whether there was too much technology available to children. We argued about that topic for the entire three hours we were knocking back beers at the bar. Sabrina reminds me of Simms.

Innovation was a curious thing. It never failed to amaze him. And yet this place confirmed what they’d long known: that truly disruptive innovation rarely came from the expected sources. They’d had so much more luck investing in eccentric B and C students. The rationale was simple: Those heavily invested in the status quo had difficulty thinking outside of it—and were often tainted by it. Especially when success and peer approval beckoned. One did not accidentally graduate from top-tier schools. One strove to get in and to maintain grades once there, and to do that, one usually needed to be a master at conformity. To excel in all the accepted conventions. No, the truly different thinkers often went unnoticed.

On, no. I hate those arty little places. I like dining in a hotel full of all sorts of people. Dining in a club means you’re surrounded by people who’re pretty much alike. Their membership in the club means they’re there because they are all interested in gold, or because they’re university graduates, or belong to the same political party or write, or paint, or have incomes of over fifty thousand a year, or something. I like ’em mixed up, higgledy-piggledy. A dining room full of gamblers, and insurance agents, and actors, and merchants, thieves, bootleggers, lawyers, kept ladies, wives, flaps, travelling men, millionaires — everything. That’s what I call dining out. Unless one is dining at a friend’s house, or course.” A rarely long speech for her.

When dealing with the excessively rich and privileged, you’ve got your two basic approaches. One is to go in hard and deliberately working class. A regional accent is always a plus in this. Seawoll has been known to deploy a Mancunian dialect so impenetrable that members of Oasis would have needed subtitles, and graduate entries with double firsts from Oxford practise a credible Estuary in the mirror and drop their glottals with gay abandon when necessary. That approach only works if the subject suffers from residual middle-class guilt – unfortunately the properly posh, the nouveau riche and senior legal professionals are rarely prey to such weaknesses. For them you have to go in obliquely and with maximum Downton Abbey. Fortunately for us we have just the man.

My laboratory is a place where I write. I have become proficient at producing a rare species of prose capable of distilling ten years of work by five people into six published pages, written in a language that very few people can read and that no one ever speaks. This writing relates the details of my work with the precision of a laser scalpel, but its streamlined beauty is a type of artifice, a size-zero mannequin designed to showcase the glory of a dress that would be much less perfect on any real person. My papers do not display the footnotes that they have earned, the table of data that required painstaking months to redo when a graduate student quit, sneering on her way out that she didn’t want a life like mine. The paragraph that took five hours to write while riding on a plane, stunned with grief, flying to a funeral that I couldn’t believe was happening. The early draft that my toddler covered in crayon and applesauce while it was still warm from the printer. Although my publications contain meticulous details of the plants that did grow, the runs that went smoothly, and the data that materialized, they perpetrate a disrespectful amnesia against the entire gardens that rotted in fungus and dismay, the electrical signals that refused to stabilize, and the printer ink cartridges that we secured late at night through nefarious means. I

I’m not sure what you want, Piper. Do you want me to send money? Would that help?” Curtiss asked. “He’s not like an abandoned pet, Curtiss. God! He’s your father and you could come up and help me out. That would be helpful.” I was angry with him. I felt like once again he had walked away from me and left me at a critical time. When I was a junior in high school, Curtiss went away to college and left me alone to navigate life with my father, and for those two years I held a vicious grudge. Curtiss left me alone to battle my father’s moods, alone to absorb Curtiss’s portion of his criticisms, alone to protect my mother from his cruel tone and even crueler periods of silence. Curtiss visited home rarely, but when he did I made sure that he could feel my wrath underneath my layers of friendly conversation. Finally, when he returned for my own high school graduation, he addressed my years of quiet fury. “Piper, you just don’t know how it is. It’s not like this in other families. It’s different when you get out into the world.

Come on, man, I told myself, you can’t stare at this damn wall forever. But that didn’t help, either. It was what the professor who oversaw my graduation thesis told me. Good style, clear argument, but you’re not saying anything. That was my problem. Now I had a rare moment alone, and I still couldn’t get a handle on how to deal with myself. It was weird. I had been on my own for years and had assumed I was getting by pretty well. Yet now I couldn’t remember any of it. Twenty-four years couldn’t disappear in a flash. I felt like someone who realizes in the midst of looking for something that they have forgotten what it was. What was the object of my search? A bottle opener? An old letter? A receipt? An earpick?

While the universality of the creative process has been noticed, it has not been noticed universally. Not enough people recognize the preverbal, pre-mathematical elements of the creative process. Not enough recognize the cross-disciplinary nature of intuitive tools for thinking. Such a myopic view of cognition is shared not only by philosophers and psychologists but, in consequence, by educators, too. Just look at how the curriculum, at every educational level from kindergarten to graduate school, is divided into disciplines defined by products rather than processes. From the outset, students are given separate classes in literature, in mathematics, in science, in history, in music, in art, as if each of these disciplines were distinct and exclusive. Despite the current lip service paid to “integrating the curriculum,” truly interdisciplinary courses are rare, and transdisciplinary curricula that span the breadth of human knowledge are almost unknown. Moreover, at the level of creative process, where it really counts, the intuitive tools for thinking that tie one discipline to another are entirely ignored. Mathematicians are supposed to think only “in mathematics,” writers only “in words,” musicians only “in notes,” and so forth. Our schools and universities insist on cooking with only half the necessary ingredients. By half-understanding the nature of thinking, teachers only half-understand how to teach, and students only half-understand how to learn.

STATEMENT AT YOUTH MARCH FOR INTEGRATED SCHOOLS As June approaches, with its graduation ceremonies and speeches, a thought suggests itself. You will hear much about careers, security, and prosperity. I will leave the discussion of such matters to your deans, your principals, and your valedictorians. But I do have a graduation thought to pass along to you. Whatever career you may choose for yourself—doctor, lawyer, teacher—let me propose an avocation to be pursued along with it. Become a dedicated fighter for civil rights. Make it a central part of your life. It will make you a better doctor, a better lawyer, a better teacher. It will enrich your spirit as nothing else possibly can. It will give you that rare sense of nobility that can only spring from love and selflessly helping your fellow man. Make a career of humanity. Commit yourself to the noble struggle for equal rights. You will make a greater person of yourself, a greater nation of your country, and a finer world to live in. April 18, 1959, Washington, D.C.

Even if there is no connection between diversity and international influence, some people would argue that immigration brings cultural enrichment. This may seem to be an attractive argument, but the culture of Americans remains almost completely untouched by millions of Hispanic and Asian immigrants. They may have heard of Cinco de Mayo or Chinese New Year, but unless they have lived abroad or have studied foreign affairs, the white inhabitants of Los Angeles are likely to have only the most superficial knowledge of Mexico or China despite the presence of many foreigners. Nor is it immigrants who introduce us to Cervantes, Puccini, Alexander Dumas, or Octavio Paz. Real high culture crosses borders by itself, not in the back pockets of tomato pickers, refugees, or even the most accomplished immigrants. What has Yo-Yo Ma taught Americans about China? What have we learned from Seiji Ozawa or Ichiro about Japan? Immigration and the transmission of culture are hardly the same thing. Nearly every good-sized American city has an opera company, but that does not require Italian immigrants. Miami is now nearly 70 percent Hispanic, but what, in the way of authentic culture enrichment, has this brought the city? Are the art galleries, concerts, museums, and literature of Los Angeles improved by diversity? Has the culture of Detroit benefited from a majority-black population? If immigration and diversity bring cultural enrichment, why do whites move out of those very parts of the country that are being “enriched”? It is true that Latin American immigration has inspired more American school children to study Spanish, but fewer now study French, German, or Latin. If anything, Hispanic immigration reduces what little linguistic diversity is to be found among native-born Americans. [...] [M]any people study Spanish, not because they love Hispanic culture or Spanish literature but for fear they may not be able to work in America unless they speak the language of Mexico. Another argument in favor of diversity is that it is good for people—especially young people —to come into contact with people unlike themselves because they will come to understand and appreciate each other. Stereotyped and uncomplimentary views about other races or cultures are supposed to crumble upon contact. This, of course, is just another version of the “contact theory” that was supposed to justify school integration. Do ex-cons and the graduates—and numerous dropouts—of Los Angeles high schools come away with a deep appreciation of people of other races? More than half a century ago, George Orwell noted that: 'During the war of 1914-18 the English working class were in contact with foreigners to an extent that is rarely possible. The sole result was that they brought back a hatred of all Europeans, except the Germans, whose courage they admired.

recalled Stephen Crocker, a graduate student on the UCLA team who had driven up with his best friend and colleague, Vint Cerf. So they decided to meet regularly, rotating among their sites. The polite and deferential Crocker, with his big face and bigger smile, had just the right personality to be the coordinator of what became one of the digital age’s archetypical collaborative processes. Unlike Kleinrock, Crocker rarely used the pronoun I; he was more interested in distributing credit than claiming it. His sensitivity toward others gave him an intuitive feel for how to coordinate a group without trying to centralize control or authority, which was well suited to the network model they were trying to invent. Months passed, and the graduate students kept meeting and sharing ideas while they waited for some Powerful Official to descend upon them and give them marching orders. They assumed that at some point the authorities from the East Coast would appear with the rules and regulations and protocols engraved on tablets to be obeyed by the mere managers of the host computer sites. “We were nothing more than a self-appointed bunch of graduate students, and I was convinced that a corps of authority figures or grownups from Washington or Cambridge would descend at any moment and tell us what the rules were,” Crocker recalled. But this was a new age. The network was supposed to be distributed, and so was the authority over it. Its invention and rules would be user-generated. The process would be open. Though it was funded partly to facilitate military command and control, it would do so by being resistant to centralized command and control. The colonels had ceded authority to the hackers and academics. So after an especially fun gathering in Utah in early April 1967, this gaggle of graduate students, having named itself the Network Working Group, decided that it would be useful to write down some of what they had conjured up.95 And Crocker, who with his polite lack of pretense could charm a herd of hackers into consensus, was tapped for the task. He was anxious to find an approach that did not seem presumptuous. “I realized that the mere act of writing down what we were talking about could be seen as a presumption of authority and someone was going to come and yell at us—presumably some adult out of the east.

Mr. Cawley looked into Rob’s eyes and understood that the young man was saying this only because he was supposed to. He saw something more in those eyes: anger. The emotion wasn’t nakedly apparent, but Mr. Cawley was a professional at reading the subtleties of people. The elderly and wildly successful credit card magnate believed that certain human frailties could actually help fuel success. Insecurity drove billionaire entrepreneurs. Emotional instability made for superb art. The need for attention built great political leaders. But anger, in his experience, led only to inertia. He remembered when he’d offered to pay Rob’s tuition at this very event, in this very gymnasium—an offer he’d never made to any student before or since. As a financial master, Mr. Cawley looked at the world in terms of investments, of risk and reward. In 1998, the “investment” in Rob had struck him on paper as one of the lowest-risk and the highest-return; he saw no possible downside in giving this rare boy the slight push (Yale’s four-year tuition of $140,000 being slight for a bank CEO worth nine figures) he needed to reach the pinnacle for which he was already headed. Almost a decade later, as Rob broke off eye contact to gaze down at the floor as if there were a pit between them, Mr. Cawley understood that a life wasn’t lived on paper. He was not disappointed so much as confused, and he opted not to inquire further into what exactly had happened to Rob’s psyche between Yale graduation and now. He wanted to spare himself the sting of his own poor judgment. This conversation was the last he ever had with Rob.

THE SEAMS IN TIME appear obvious to us: a graduation, a wedding, a victory parade. Yet the seams are never stitched in time itself. Human beings are hurled from one day into the next, from circumstance to circumstance. We distinguish endings from beginnings, contrasting now and then, to find meaning in time. Yet we rarely alter our inner selves in pace with the clock.

When we’re hit with a temptation that could destroy everything, we rarely think, This will destroy everything. It will cost me dearly, possibly for the rest of my life. I will live with regret about the ongoing devastation I’ve caused. But I’m going to do it. No, we usually narrow our focus to avoid thinking about what we’re really doing, which is misusing our freedom to hurt and destroy all that we’ve worked for and all those around us.

Claire would have felt like prey. As it was, she already felt like the woman already knew everything Claire was thinking. She exuded intelligence, like perfume wafting across the table. Claire reached up and tugged at an unruly curl, reminding herself that she wasn’t an idiot. She was, after all, a college graduate now. She’d gotten into veterinary school, which was harder to get into than medical school. A smile fought its way onto Claire’s face. “I’m not sure what I can offer you, Agent Bishop.” “Call me Kassidy. In the interest of full disclosure, I’ve read your file.” “My file? Oh, right.” Claire had nearly forgotten that she had an FBI file. Of course Kassidy had read it. “You’re quite exceptional,” Kassidy said. “Because I survived?” “You must know that while stranger abduction is rare, the survival rate among victims is very low.” “Yes, I’m aware.” “We’re seeing more cases of children recovered alive after stranger abductions, but it is extremely uncommon.

In the autumn after his graduation, Dahmer enrolled at Ohio State University but spent most of his time drinking and drunk. He rarely went to class and never completed assignments. He was kicked out of school after the first term. His father and he began to argue about his drinking and his father threatened to throw him out of the house. During one of their discussions, his father mentioned that the military might provide some direction to his life, thinking it would make a man out of him. Dahmer never wanted to become a soldier, but he loved his dad and wanted to please him; besides, he thought it would be an opportunity to see the world and maybe forget about the dismembered body in the woods. Jeff signed up for four years and received training as an army medic. Boot camp was difficult, but it challenged him mentally and physically. He began to feel good about himself and was too busy to think about his secret. He deployed to Germany and bunked with several other soldiers. After his shift, he had a lot of free time and began to frequent the beer gardens. His drinking soon accelerated and eventually got him into trouble.

But about my Uncle Alex, who is up in Heaven now. One of the things he found objectionable about human beings was that they so rarely noticed it when they were happy. He himself did his best to acknowledge it when times were sweet. We could be drinking lemonade in the shade of an apple tree in the summertime, and Uncle Alex would interrupt the conversation to say, “If this isn’t nice, what is?

All this would have been fine, his many offenses, but for the fact that he actually believed that Mae cared. He believed that Mae, graduate of Carleton, dreamer of rare and golden dreams, cared about this job at the gas and electric utility. That she would be worried if Kevin considered her performance on any given day subpar. It drove her mad. The

to graduation, I would have to remain always. I did not take hold of my studies with avidity, in fact I rarely ever read over a lesson the second time during my entire cadetship. I could not sit in my room doing nothing. There is a fine library connected with the Academy from which cadets can get books to read in their quarters. I devoted more time to these, than to books relating to the course of studies. Much of the time, I am sorry to say, was devoted to novels, but not those of a trashy sort. I read all of Bulwer’s then published, Cooper’s, Marryat’s, Scott’s, Washington Irving’s works, Lever’s, and many others that I do not now remember.

However, little evidence exists to suggest that doctoral programs support the development of doctoral students as teachers, let alone as interculturally aware teachers. Teaching development is not integrated in program requirements. We are not aware of doctoral-level qualifying exams that evaluate one’s capacity to teach in addition to theory, content, and research capabilities. Even when teaching assistantships are available for funding and accruing experience, they rarely occur in the context of a programmatic approach to using that assistantship/practice to develop graduate students as educators, to generate reflection toward future and ongoing development.

In a study of 106 undergraduate and graduate nonnative English—speaking students, Schmitt and Zimmerman (2002) found that it was rare for a student to know all four forms or no form of a word. In other words, partial knowledge of at least one form was the norm. Results also showed that learners tended to have a better understanding of the noun and/or verb forms rather than the adjective and/or adverb forms. The authors conclude that teachers cannot assume that learners will absorb the derivative forms of a word family automatically from exposure and suggest explicit instruction in this area of vocabulary.

As we examine our things with a critical eye, we may be surprised how much of it commemorates our past, represents our hopes for the future, or belongs to our imaginary selves. Unfortunately, devoting too much of our space, time and energy to these things keeps us from living in the present. Sometimes we fear that getting rid of certain items is equivalent to getting rid of a part of ourselves. No matter that we rarely play violin, and have never worn that evening gown- the moment we let them go, we'll eliminate our chance to become virtuosos or socialites. And heaven forbid we throw away that high school mortarboard- it'll be like we never graduated. We have to remember that our memories, dreams, and ambitions aren't contained in those objects; they're contained in ourselves. We are not what we own; we are what we do, what we think, and who we love. By eliminating the remnants of unloved pastimes, uncompleted endeavors, and unrealized fantasies, we make room for new (and real) possibilities. Aspirational items are the props for a pretend version of our lives; we need to clear out the clutter, so that we have the time, energy and space to realize our true selves and our full potential.

But feeling confident—or pretending that you feel confident—is necessary to reach for opportunities. It’s a cliché, but opportunities are rarely offered; they’re seized. During the six and a half years I worked at Google, I hired a team of four thousand employees. I did not know all of them personally, but I knew the top hundred or so. What I noticed over the years was that for the most part, the men reached for opportunities much more quickly than the women. When we announced the opening of a new office or the launch of a new project, the men were banging down my door to explain why they should lead the charge. Men were also more likely to chase a growth opportunity even before a new opening was announced.

In the years after Trump graduated, Wharton became synonymous with financial success. Many of its graduates grew rich, and Penn’s endowment soared. Alumni gave generously, their names emblazoned all over campus. But although Wharton’s place in Trump’s biography expanded, his contributions to the school did only rarely. In the 1980s, a Penn development officer said Trump had given the school more than $10,000, but declined to elaborate. “I don’t know why he has not supported the school more,” Wharton’s associate director for development, Nancy Magargal, said then.

But when it comes to integrating career and family, planning too far in advance can close doors rather than open them. I have seen this happen over and over. Women rarely make one big decision to leave the workforce. Instead, they make a lot of small decisions along the way, making accommodations and sacrifices that they believe will be required to have a family. Of all the ways women hold themselves back, perhaps the most pervasive is that they leave before they leave. The

The decision pushed him into the world of computers, a field he’d never really considered, and helped shape his belief that a rewarding life requires a mix of preparation and good fortune. When he returned to Auburn decades later to give the 2010 commencement address, he urged graduates to prepare themselves in anticipation that their opportunity would come just as his had that day with the recruiter from IBM. “We rarely control the timing of opportunities, but we can control our preparation,” he said.

I have the greatest respect for conservation biologists. I care very much about conserving the rain forest and the wildlife in Indonesia, but I also found it disheartening. It often feels like you are fighting a losing battle, especially in areas where people depend so heavily on these natural resources for their own survival. After graduation, I decided to return to the original behavioral questions that motivated me. Although monogamy—both social and genetic—is rare in mammals, social monogamy is the norm in birds. Plus, birds are everywhere. I figured that if I turned my attention to studying our feathered friends, I wouldn’t have to spend months on end trying to secure research permits and travel visas from foreign governments. I wouldn’t even have to risk getting bitten by leeches (a constant problem in the Mentawais*). Birds seemed like the perfect choice for my next act. But I didn’t know anyone who studied birds. My PhD was in an anthropology department, without many links to researchers in biology departments. Serendipitously, while applying for dozens of academic jobs, I stumbled across an advertisement for a position managing Dr. Ellen Ketterson’s laboratory at Indiana University. The ad described Ketterson’s long-term project on dark-eyed juncos. Eureka! Birds! At the time, her lab primarily focused on endocrinology methods like hormone assays (a method to measure how much of a hormone is present in blood or other types of biological samples), because they were interested in how testosterone levels influenced behavior. I had no experience with either birds or hormone assays. But I had spent the last several years developing DNA sequencing and genotyping skills, which the Ketterson lab was just starting to use. I hoped that my expertise with fieldwork and genetic work would be seen as beneficial enough to excuse my lack of experience in ornithology and endocrinology. I submitted my application but heard nothing back. After a while, I did something that was a bit terrifying at the time. Of the dozens of academic positions I had applied to, this felt like the right one, so I tried harder. I wrote to Dr. Ketterson again to clarify why I was so interested in the job and why I would be a good fit, even though on paper I seemed completely wrong for it. I described why I wanted to work with birds instead of primates. I explained that I had years of fieldwork experience in challenging environments and could easily learn ornithological methods. I listed my laboratory expertise and elaborated on how beneficial it could be to her research group, and how easily I could learn to do hormone assays and why they were important for my research too. She wrote me back. I got the job.

AS I GREW UP, this smiling kid with a weird name was paying attention, and making assumptions. I absorbed lessons and language and took them as truth. If you were a suburban kid like me, you probably grew up in a school system that wants you to go to college and choose a major and go straight into a job and a marriage and a mortgage. It gives you rungs of achievement: a degree, a wife, a house, kids, golf—whatever—and makes you think these things give life meaning. “Collect them all and win!” But the big fancy adults preach the opposite as well. They say, “fall in line” and then, in the same breath, “think different, take risks!” We are told, “follow your passion” and “stay hungry,” at every commencement and graduation speech. This mixture of school and risk is the holy cocktail of American ideals, and for those rare beacons of exceptional success, it turns their life stories into fables. But for ordinary folks, it is a difficult road to walk. Be sensible, but be wild. Be ordered, but be free. Be responsible, but take risks.

The fracas was frequently portrayed in the media as two world-famous Harvard professors brought low by a graduate student from a lesser-known, unorthodox department. This is largely hyperbole. But the clash did illustrate an import aspect of economics—something that the profession shares with other sciences: Ultimately, what determines the standing of a piece of research is not the affiliation, status, or network of the author; it is how well it stacks up to the research criteria of the profession itself. The authority of the work derives from its internal properties—how well it is put together, how convincing the evidence is—not from the identity, connections, or ideology of the researcher. And because these standards are shared within the profession, anyone can point to shoddy work and say it is shoddy.¶¶ This may not seem particularly impressive, unless you consider how unusual it is compared to many other social sciences or much of the humanities.## It would be truly rare in those other fields for a graduate student to get much mileage challenging a senior scholar’s work, as happens with some frequency in economics. But because models enable the highlighting of error, in economics anyone can do it.

Chris Argyris, professor emeritus at Harvard Business School, wrote a lovely article in 1977,191 in which he looked at the performance of Harvard Business School graduates ten years after graduation. By and large, they got stuck in middle management, when they had all hoped to become CEOs and captains of industry. What happened? Argyris found that when they inevitably hit a roadblock, their ability to learn collapsed: What’s more, those members of the organization that many assume to be the best at learning are, in fact, not very good at it. I am talking about the well-educated, high-powered, high-commitment professionals who occupy key leadership positions in the modern corporation.… Put simply, because many professionals are almost always successful at what they do, they rarely experience failure. And because they have rarely failed, they have never learned how to learn from failure.… [T]hey become defensive, screen out criticism, and put the “blame” on anyone and everyone but themselves. In short, their ability to learn shuts down precisely at the moment they need it the most.192 [italics mine] A year or two after Wave, Jeff Huber was running our Ads engineering team. He had a policy that any notable bug or mistake would be discussed at his team meeting in a “What did we learn?” session. He wanted to make sure that bad news was shared as openly as good news, so that he and his leaders were never blind to what was really happening and to reinforce the importance of learning from mistakes. In one session, a mortified engineer confessed, “Jeff, I screwed up a line of code and it cost us a million dollars in revenue.” After leading the team through the postmortem and fixes, Jeff concluded, “Did we get more than a million dollars in learning out of this?” “Yes.” “Then get back to work.”193 And it works in other settings too. A Bay Area public school, the Bullis Charter School in Los Altos, takes this approach to middle school math. If a child misses a question on a math test, they can try the question again for half credit. As their principal, Wanny Hersey, told me, “These are smart kids, but in life they are going to hit walls once in a while. It’s vital they master geometry, algebra one, and algebra two, but it’s just as important that they respond to failure by trying again instead of giving up.” In the 2012–2013 academic year, Bullis was the third-highest-ranked middle school in California.194

Just a few weeks after he finished Princeton with a degree in politics in 1966, Mueller enlisted in the Marine Corps, a rare choice for an Ivy League graduate at a time when many young men were casting about for ways to avoid the draft.

A couple of hours here, a couple of hours there…they add up. How many of these things have we gone to? Plays and Suzuki concerts and dance recitals and karate tournaments and soccer games? And there are still four more years to get through. Not counting college. By the time Ashley graduates…” He rolled his eyes. “Our lives have fewer hours left all the time, we can’t be cavalier about a couple here and there. They’re precious. Like rare gems in a dwindling collection.

brown hair, bright brown soulful eyes, and one of those trendy barely beards. He had always appreciated the association with the Savior and would hate to give it up, even if only in his own mind, because of a clashing career choice. The server reappeared with a frosty mug in each hand. “Two Fearless beers.” “We’re going to go with large filets,” Tom said with the satisfaction of a man on an unconstrained expense account. “Medium-rare for mine. And a Caesar salad to start.” “Same here,” Lars said. Carla nodded without taking notes, then disappeared. Tom resumed his pitch while Lars relaxed. “You’re an honors graduate from

The line from Southern hatred of Reconstruction to Southern opposition to government programs is a straight one, though it’s rarely explicitly drawn. So Mississippi prefers potholes that can ruin your wheels in its capital, and schools that leave their graduates illiterate in its countryside, to imposing taxes that might fix them.

Unfortunately, the ranks of financial winners include few graduates of community colleges, and as a result big gifts to such institutions are rare. When LaGuardia Community College in New York City received a $2 million donation from Goldman Sachs in 2015, it doubled the school’s endowment. The gift was unusual enough to make the New York Times. By comparison, Harvard raised an average of $3.1 million a day during 2015.

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Each day was a carbon copy of the last. You needed a bookmark to tell one from the other. That particular day was filled with the smell of autumn. I wrapped up work at the usual time, but when I got back to my apartment the twins were nowhere to be seen. I flopped into bed with my socks on, lit a cigarette, and let my mind wander. There were so many things I wanted to think about, but none took shape. Sighing, I sat up and glared at the white wall opposite the bed. I was stymied. Come on, man, I told myself, you can't stare at this damn wall forever. But that didn't help either. It was what the professor who oversaw my graduation thesis told me. Good style, clear argument, but you're not saying anything. That was my problem. Now I had a rare moment alone and I still couldn't get a handle on how to deal with myself.

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