Required School Quotes

He inclined his head at my dress. "What's the occasion?" "Homecoming," I said, twirling. "Like?" "Last I heard, Homecoming requires a date." "About that," I hedged. "I'm sort of...going with Scott. We both figure a high-school dance is the last place Hank will be patrolling." Patch smiled, but it was tight. "I take that back. If Hank wants to shoot Scott, he has my blessing.

1. Bullying is not okay. Period. 2. Freedom of religion does not give you the right to physically or verbally assault people. 3. If your sincerely-held religious beliefs require you to bully children, then your beliefs are fucked up.

Getting you a date to prom is so hard that the hypothetical idea itself is actually used to cut diamonds," I added. Radar tapped a locker twice with his fist to show his approval, and then came back with another. "Ben, getting you a date to prom is so hard that the American government believes the problem cannot be solved with diplomacy, but will instead require force.

In our secular society, school has become the replacement for church, and like church it requires that its teachings must be taken on faith.

Schools in amerika are interested in brainwashing people with amerikanism, giving them a little bit of education, and training them in skills needed to fill the positions the capitalist system requires. As long as we expect amerika's schools to educate us, we will remain ignorant.

Educate not Legislate Refusing to pass unnecessary laws requires a converse – encouraging education and understanding. We started by slashing the salaries of legislators (Dubbed “Bloodbath on the Beltway”). That move provided funds to instigate incentive programs for high school teachers – to attract the best and brightest. The result was a generation of bright, energetic 18-year-olds graduating high-school, equipped to tackle the future.

In the real world outside of academics, something more than just grades is required. I have heard it called "guts," "chutzpah," "balls," "audacity," "bravado," "cunning," "daring," "tenacity" and "brilliance." This factor, whatever it is labeled, ultimately decides one's future much more than school grades.

I see you like to study,” I said. “Well done.” Percy snorted. “I hate to study. I’ve been guaranteed admission with a full scholarship to New Rome University, but they’re still requiring me to pass all my high school courses and score well on the SAT. Can you believe that? Not to mention I have to pass the DSTOMP.” “The what?” Meg asked. “An exam for Roman demigods,” I told her. “The Demigod Standard Test of Mad Powers.” Percy frowned. “That’s what it stands for?” “I should know. I wrote the music and poetry analysis sections.” “I will never forgive you for that,” Percy said.

She had to give her teachers credit: they were right to insist all pupils carry scissors, handkerchiefs, perfume and hair ribbons at all times. At some point she'd learn why they also required a red lace doily and a lemon.

The requirement for anyone running for elected office to have held a position of public service, such as fireman, school teacher, librarian, scout leader, or policeman was never actually passed into law. Still the range of day jobs that some of our Congress people now hold are pretty amazing. Somehow these days a background as a lawyer is a big minus.

In contrast, the gratification and education received from Sanjit’s classes is slow burning, personal, and in a changing world allegedly becoming more attuned to and obsessed with requiring that money spent – especially on education – must yield tangible results, what many would view as a paradoxical dynamic nevertheless persists there, near Park Circus, Kolkata. No grades, no forced accountability, all voluntary learning.

What teachers and the administration in that era never seemed to see was that the mental work of what they called daydreaming often required more effort and concentration than it would have taken simply to listen in class. Laziness is not the issue. It is just not the work dictated by the administration.

No man can rightfully be required to join, or support, an association whose protection he does not desire.

The emotionally intelligent person knows that love is a skill, not a feeling, and will require trust, vulnerability, generosity, humour, sexual understanding and selective resignation.

Not to find one's way around a city does not mean much. But to lose one's way in a city, as one loses one's way in a forest, requires some schooling. Street names must speak to the urban wanderer like the snapping of dry twigs, and little streets in the heart of the city must reflect the times of day, for him, as clearly as a mountain valley. This art I acquired rather late in life; it fulfilled a dream, of which the first traces were labyrinths on the blotting papers in my school notebooks.

Jesus called fishermen, not graduates of rabbinical schools. The main requirement was to be natural and sincere.

How have I never noticed she only required praise to find me acceptable? wondered Sophronia, not quite realizing that this, too, was a mark of her new education. Many was the lady whose belief in another's sound judgment was based solely upon that other judging her favorably.

Each period had required me to be a slightly different person, and that was exhausting. I wondered if school had always felt this way and whether it was like this for everone.

Straining at gnats and swallowing camels is a required course in all law schools.

[Greens] don't come through the back door the same as other groceries. They don't cower at the bottom of paper bags marked 'Liberty.' They wave over the top. They don't stop to be checked off the receipt. They spill out onto the counter. No going onto shelves with cans in orderly lines like school children waiting for recess. No waiting, sometimes for years beyond the blue sell by date, to be picked up and taken from the shelf. Greens don't stack or stand at attention. They aren't peas to be pushed around. Cans can't contain them. Boxed in they would burst free. Greens are wild. Plunging them into a pot took some doing. Only lobsters fight more. Either way, you have to use your hands. Then, retrieving them requires the longest of my mother's wooden spoons, the one with the burnt end. Swept onto a plate like the seaweed after a storm, greens sit tall, dark, and proud.

What I envy most about you and everyone else heading back to school is the certainty of it all. You’ve got a prescribed set of requirements to guide you through the next few years. Focus your energy on the completion of those assignments and you’ll succeed. Guaranteed. Where’s my syllabus to guide me through life?

...What I have denied and what my reason compels me to deny, is the existence of a Being throned above us as a god, directing our mundane affairs in detail, regarding us as individuals, punishing us, rewarding us as human judges might. When the churches learn to take this rational view of things, when they become true schools of ethics and stop teaching fables, they will be more effective than they are to-day... If they would turn all that ability to teaching this one thing – the fact that honesty is best, that selfishness and lies of any sort must surely fail to produce happiness – they would accomplish actual things. Religious faiths and creeds have greatly hampered our development. They have absorbed and wasted some fine intellects. That creeds are getting to be less and less important to the average mind with every passing year is a good sign, I think, although I do not wish to talk about what is commonly called theology. The criticisms which have been hurled at me have not worried me. A man cannot control his beliefs. If he is honest in his frank expression of them, that is all that can in justice be required of him. Professor Thomson and a thousand others do not in the least agree with me. His criticism of me, as I read it, charged that because I doubted the soul’s immortality, or ‘personality,’ as he called it, my mind must be abnormal, ‘pathological,’ in other, words, diseased... I try to say exactly what I honestly believe to be the truth, and more than that no man can do. I honestly believe that creedists have built up a mighty structure of inaccuracy, based, curiously, on those fundamental truths which I, with every honest man, must not alone admit but earnestly acclaim. I have been working on the same lines for many years. I have tried to go as far as possible toward the bottom of each subject I have studied. I have not reached my conclusions through study of traditions; I have reached them through the study of hard fact. I cannot see that unproved theories or sentiment should be permitted to have influence in the building of conviction upon matters so important. Science proves its theories or it rejects them. I have never seen the slightest scientific proof of the religious theories of heaven and hell, of future life for individuals, or of a personal God. I earnestly believe that I am right; I cannot help believing as I do... I cannot accept as final any theory which is not provable. The theories of the theologians cannot be proved. Proof, proof! That is what I always have been after; that is what my mind requires before it can accept a theory as fact. Some things are provable, some things disprovable, some things are doubtful. All the problems which perplex us, now, will, soon or late, be solved, and solved beyond a question through scientific investigation. The thing which most impresses me about theology is that it does not seem to be investigating. It seems to be asserting, merely, without actual study. ...Moral teaching is the thing we need most in this world, and many of these men could be great moral teachers if they would but give their whole time to it, and to scientific search for the rock-bottom truth, instead of wasting it upon expounding theories of theology which are not in the first place firmly based. What we need is search for fundamentals, not reiteration of traditions born in days when men knew even less than we do now. [Columbian Magazine interview]

You are racist because you were born and bred in a racist, white supremacist society. White Supremacy is, as I’ve said earlier, insidious by design. The racism required to uphold White Supremacy is woven into every area of our lives. There is no way you can inherit white privilege from birth, learn racist white supremacist history in schools, consume racist and white supremacist movies and films, work in a racist and white supremacist workforce, and vote for racist and white supremacist governments and not be racist.

A valid contract requires voluntary offer, acceptance, and consideration.

I also don't trust people who claim for a classic to be their favorite novel. I think they're lying just to sound educated, or they simply haven't read another book beyond high school English requirements.

Many skills, as every successful entrepreneur knows, cannot be taught in school. They require doing. Sometimes a life of doing. And where money-making is concerned, nothing compresses the time frame needed to leap from my-shit-just-sits-there-until-it-rains poverty to which-of-my-toilets-shall-I-use affluence like an apprenticeship with someone who already has the angles all figured out.

I was required by law and the wooden spoon my mom liked to whoop my ass with to show up [at school ]every day, so I did.

Thou shalt not commit adultry is a command which makes no distinction between the following persons. They are all required to obey it: children at birth. Children in the cradle. School children. Youths and maidens. Fresh adults. Older ones. Men and women of 40. Of 50. Of 60. Of 70. Of 80. Of 100. The command does not distribute its burden equally, and cannot. It is not hard upon the three sets of children.

This is a gathering of Lovers. In this gathering there is no high, no low, no smart, no ignorant, no special assembly, no grand discourse, no proper schooling required. There is no master, no disciple.

The best thing you can do for your kids is to encourage reading for pleasure--it makes required school reading so much easier and deeper and hones grammar, spelling, writing, comprehension, knowledge and imagination ...be it comic books or classics, fiction or non, Lord of the Rings or Lord of the Flies, let them read what they truly like...:)

Unless we have the wealth to pay for private education, we are compelled by law to go to public school—and to the public school in our district. Thus the state, by requiring attendance but refusing to require equity, effectively requires inequality. Compulsory inequity, perpetuated by state law, too frequently condemns our children to unequal lives.

People are bad, always, because they are in difficulty. They slander, gossip, denigrate, and growl because they are not in a good place. Though they may seem strong, though their attacks can place them in an apparently dominant role, their ill intentions are all the proof we require to know as a certainty that they are not well. Contented people have no need to hurt others.

all children are required to attend School, which is like a party to which everyone forgot to bring punch, or hats, or fiddles, and none of the games have good prizes.

ideas, however noble, tend to require a little help from beauty.

Not to find one’s way in a city may well be uninteresting and banal. It requires ignorance—nothing more," says the twentieth-century philosopher-essayist Walter Benjamin. “But to lose oneself in a city—as one loses oneself in a forest—that calls for quite a different schooling.” To lose yourself: a voluptuous surrender, lost in your arms, lost to the world, utterly immersed in what is present so that its surroundings fade away. In Benjamin’s terms, to be lost is to be fully present, and to be fully present is to be capable of being in uncertainty and mystery. And one does not get lost but loses oneself, with the implication that it is a conscious choice, a chosen surrender, a psychic state achievable through geography.

Price controls almost invariably produce black markets, where prices are not only higher than the legally permitted prices, but also higher than they would be in a free market, since the legal risks must also be compensated. While small-scale black markets may function in secrecy, large-scale black markets usually require bribes to officials to look the other way.

With large industries throwing out the factory model as counterproductive, it is long past time for schools to do the same. I wonder how many adults would do well at dealing with different job requirements and a different boss every 47 minutes.

In regard to the so-called social contract, I have often had occasion to protest that I haven't even seen the contract, much less been asked to consent to it. A valid contract requires voluntary offer, acceptance, and consideration. I've never received an offer from my rulers, so I certainly have not accepted one; and rather than consideration, I have received nothing but contempt from the rulers, who, notwithstanding the absence of any agreement, have indubitably threatened me with grave harm in the event that I fail to comply with their edicts.

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

But love can't be controlled. Love requires surrender and faith.

When I was a junior, my school introduced badminton, which was clearly a P.E. department ploy to get me away from the wrestling room, and it worked, since the first time I played badminton was like the first time I tasted sushi or heard the Beatles or read Wordsworth. This was a sport? This counted for gym requirements?

Law school is a test – not a test of strength, creativity, or intelligence – but one of endurance. A law student’s greatest nemesis is not mastering legal concepts, but enduring the hours of solitude, which endless studying requires.

It's called Sunday school, but we are required to attend twice weekly: on Sunday before regular service and again on Wednesday evenings. There are two separate classes: one for children under ten, held in the classroom down the hall, to teach them basic prayers and the tenets of the Brotherhood's beliefs, and one for girls aged eleven to seventeen, to teach us about how wicked we are.

I was glad I hadn’t had to learn animal-speak for my school’s foreign-language requirement. I’d barely been able to master numbers and colors in Spanish, even with my friend Leo Valdez as a tutor.

It is eminently possible to have a market-based economy that requires no such brutality and demands no such ideological purity. A free market in consumer products can coexist with free public health care, with public schools, with a large segment of the economy -- like a national oil company -- held in state hands. It's equally possible to require corporations to pay decent wages, to respect the right of workers to form unions, and for governments to tax and redistribute wealth so that the sharp inequalities that mark the corporatist state are reduced. Markets need not be fundamentalist.

I spent the first few months of graduate school pretending to be a student of theoretical physics. This required no great acting skill beyond the effort to appear unperturbed in the face of the inexplicable, which is as far as I can see one of the central tasks of adulthood.

This irritated or puzzled such students of literature and their professors as were accustomed to ‘serious’ courses replete with ‘trends ’ and ‘schools ’ and ‘myths ’ and ‘symbols ’ and ‘social comment ’ and something unspeakably spooky called ‘climate of thought.’ Actually these ‘serious’ courses were quite easy ones with the students required to know not the books but about the books.

And yet, in certain ways, the Institute did remind them of other schools: Rote memorization of lessons was discouraged but required; class participation was encouraged but rarely permitted; and although quizzes were given every day, in every class, there was always at least one student who groaned, another who acted surprised, and another who begged the teacher, in vain, not to give it.

Because loners are born everywhere, we end up living everywhere. We do not, have not, tended to single ourselves out as special, elite, requiring rarefied environments. Too often we have done the opposite; lived where we lived because our jobs were there, or families, or because we'd heard the schools were good there, or that we would love a place with changing seasons. Then, no matter what, we put our noses to the grindstone. We take living there as a fait accompli, a fact. Too often we are miserable somewhere without realizing why. We blame ourselves for not buckling down, settling in, fitting in. The problem is the place, but too often we do not see this, we will not allow ourselves to see this. It's the same old thing: This is a friendly town, so what's your problem? ...To the non-loner, or the self-reproaching loner, the fact of being a loner is not comparable to those other determinants. It is not a matter of life and death, we tell ourselves. It its not a matter of breathing or of execution by stoning. But home is the crucible of living...So how can living not be a matter of life and death?

I have never been able to understand people with consistent lives – people who, for example, grow up in a liberal Catholic household and stay that way; or who in junior high school are already laying down a record on which to run for president one day. Imagine having no discarded personalities, no vestigial selves, no visible ruptures with yourself, no gulf of self-forgetfulness, nothing that requires explanation, no alien version of yourself that requires humor and accommodation. What kind of life is that?

The depressed person’s therapist was always extremely careful to avoid appearing to judge or blame the depressed person for clinging to her defenses, or to suggest that the depressed person had in any way consciously chosen or chosen to cling to a chronic depression whose agony made her (i.e., the depressed person’s) every waking hour feel like more than any person could possibly endure. This renunciation of judgment or imposed value was held by the therapeutic school in which the therapist’s philosophy of healing had evolved over almost fifteen years of clinical experience to be integral to the combination of unconditional support and complete honesty about feelings which composed the nurturing professionalism required for a productive therapeutic journey toward authenticity and intrapersonal wholeness. Defenses against intimacy, the depressed person’s therapist’s experiential theory held, were nearly always arrested or vestigial survival-mechanisms; i.e., they had, at one time, been environmentally appropriate and necessary and had very probably served to shield a defenseless childhood psyche against potentially unbearable trauma, but in nearly all cases they (i.e., the defense-mechanisms) had become inappropriately imprinted and arrested and were now, in adulthood, no longer environmentally appropriate and in fact now, paradoxically, actually caused a great deal more trauma and pain than they prevented. Nevertheless, the therapist had made it clear from the outset that she was in no way going to pressure, hector, cajole, argue, persuade, flummox, trick, harangue, shame, or manipulate the depressed person into letting go of her arrested or vestigial defenses before she (i.e., the depressed person) felt ready and able to risk taking the leap of faith in her own internal resources and self-esteem and personal growth and healing to do so (i.e., to leave the nest of her defenses and freely and joyfully fly).

You will go through your life thinking there was a day in second grade that you must have missed, when the grown-ups came in and explained, everything important to other kids. they said, 'Look, you're human, you're going to feel isolated and afraid a lot of the time, nad have bad self-esteem, and feel uniquely ruined, but here is the magic phrase that will take this feeling away. It will be like a feather that will lift you out of that fear and self-consciousness every single time, all through your life.' And then they told the cildren who were there that day the magic phrase that everyone else in the world knows about and uses when feeling blue, which only you don't know, because you were home sick the day the grown-ups told the children the way the whole world works. But there was not such a day in school. No one got the instructions. That is the secret of life. Everyone is flailing around, winging it most of the time, trying to find the way out, or through, or up, without a map. This lack of instruction manual is how most people develop compassion, and how they figure out to show up, care, help and serve, as the only way of filling up and being free. Otherwise you gorw up to be someone who needs to dominate and shame others so no one will know that you weren't there the day the instructions were passed out.

Absolute rules are for unthinking people. Sheep require fences—humans do not.

Moving on should be a required high school class because Lynchburg is determined to make me forget.

These days, elementary school students learn English and coding at school. Tomorrow's elementary school students will learn AI. AI comes before English and coding. This is because artificial intelligence is the language and tool of the future.

Children fail to realize that a mother doesn’t have to provide their “wants”. Her bags are heavy because they are filled by everyone’s “wants”. There isn’t one “want” in the bags a mother is carrying that belongs to her. She looks past her self-fulfillment. She feels as though her wants and needs are not important; therefore, they are never on the list. Children cannot see past their selfish ways. By law, a parent is supposed to provide shelter, food, clothing, make sure their children attend schools and have their annual health checkups. A mother isn’t required to put her children in extracurricular activities; that is a choice. Friends come and go; a marriage may last or fail, but once you’re a mother there is no such thing as divorcing your children. Being a mother is the hardest job ever; it is “till death do you part”. As a mother, you try your best to make sure your children do not make the same mistakes that you did.

Control in modern times requires more than force, more than law. It requires that a population dangerously concentrated in cities and factories, whose lives are filled with cause for rebellion, be taught that all is right as it is. And so, the schools, the churches, the popular literature taught that to be rich was a sign of superiority, to be poor a sign of personal failure, and that the only way upward for a poor person was to climb into the ranks of the rich by extraordinary effort and extraordinary luck.

Sister Mattie could be rather fatalistic at times; it was why she was such a good poisoning instructor. Death, felt Sister Mattie, must come to everyone in the end. Sometimes it simply required a little help.

A government is a compulsory territorial monopolist of ultimate decision-making (jurisdiction) and, implied in this, a compulsory territorial monopolist of taxation. That is, a government is the ultimate arbiter, for the inhabitants of a given territory, regarding what is just and what is not, and it can determine unilaterally, i.e., without requiring the consent of those seeking justice or arbitration, the price that justice-seekers must pay to the government for providing this service.

We shouldn’t want to force anyone to read, just as little as we should want to force people to go to the movies, listen to music, have sex, or consume alcoholic beverages. Literature doesn’t belong in a secondary school. No, it belongs more on the list of things I just mentioned. The list that includes sex and drugs, all the things that give us pleasure without any external coercion. A required reading list? How dare we!

Teachers can teach, coaches can coach, guidance counselors can outline graduation requirements, but there’s one thing only parents can do: love their kids unconditionally and provide them with a safe base at home. For children who are stressed at school or in other parts of their lives, home should be a safe haven, a place to rest and recover. When kids feel that they are deeply loved even when they’re struggling, it builds resilience.

​Every day after school, we clicked seamlessly into the familiar track of the afternoons. Waste the hours at some industrious task: following Vidal Sassoon's suggestions for raw egg smoothies to strengthen hair or picking at blackheads with the tip of a sterilized sewing needle. The constant project of our girl selves seeming to require odd and precise attentions.

My blind adoration of Omi was devoid of any element of conscious criticism, and still less did I have anything like a moral viewpoint where he was concern. Whenever I tried to capture the amorphous mass of my adoration within the confines of analysis, it would already have disappeared. If there be such a thing as love that has neither duration nor progress, this was precisely my emotion. The eyes through which I saw Omi were always those of a 'first glance' or, if I may say so, of the 'primeval glance'. It was purely an unconscious attitude on my part, a ceaselesseffort to protect my fourteen-yesr-old purity from the process of erosion. Could this have been love? Grant it to be one form of love, for even though at first glance it seemed to retain its pristine form forever, simply repeating that form over and over again, it too had its own unique sort of debasement and decay. And it was a debasement more evil than that of any normal kind of love. Indeed, of all the kinds of decay in this world, decadent purity is the most malignant. Nevertheless, in my unrequited love for Omi, in this the first love I encountered in life, I seemed like a baby bird keeping its truly innocent animal lusts hidden under its wing. I was being tempted, not by the desire of possession, but simply by unadorned temptation itself. To say the least, while at school, particularly during a boring class, I could not take my eyes off Omi's profile. What more could I have done when I did not know that to love is both to seek and to be sought? For me love was nothing but a dialogue of little riddles, with no answers given. As for my spirit of adoration, I never even imagined it to be a thing that required some sort of answer.

I put forward at once — lest I break with my style, which is affirmative and deals with contradiction and criticism only as a means, only involuntarily — the three tasks for which educators are required. One must learn to see, one must learn to think, one must learn to speak and write: the goal in all three is a noble culture. Learning to see — accustoming the eye to calmness, to patience, to letting things come up to it; postponing judgment, learning to go around and grasp each individual case from all sides. That is the first preliminary schooling for spirituality: not to react at once to a stimulus, but to gain control of all the inhibiting, excluding instincts.

The road to calmer relationships therefore isn’t necessarily about removing points of contention. It’s rather about assuming that they are going to happen and that they will inevitably require quite a lot of time and thought to address

We are animals, yet are expected to be so much more. Although honor requires us to make altruistic decisions, even acting for the benefit of other people keeps coming back to self-interest, no matter how much one attempts to conceal it.

I am convinced that one can buy in Harrods of London a kit that allows an enterprising Englishman to create a British school anywhere in the third world. It comes with black robes, preprinted report cards for Michaelmas, Lent, and Easter terms, as well as hymnals, Prefect Badges, and a syllabus. Assembly required.

I once told Amanda, my best friend in high school, that I could never be with someone who wasn’t excited by rainstorms. So when the first one came, it was a kind of test. It was one of those sudden storms, and when we left Radio City, we found hundreds of people skittishly sheltered under the overhang. “What should we do?” I asked. And you said, “Run!” So that's what we did - rocketing down Sixth Avenue, dashing around the rest of the post-concert crowd, splashing our tracks until our ankles were soaked. You took the lead, and I started to lose my sprint. But then you looked back, stopped, and waited for me to catch up, for me to take your hand, for us to continue to run in the rain, drenched and enchanted, my words to Amanda no longer feeling like a requirement, but a foretelling.

Now, like all the other schools I’ve ever attended, the hallways of Long Beach Middle School are plastered with all sorts of NO BULLYING posters. There’s only one problem: Bullies, it turns out, don’t read too much. I guess reading really isn’t a job requirement in the high-paying fields of name-calling, nose-punching, and atomic-wedgie-yanking.

Dear Deborah, Words do not come easily for so many men. We are taught to be strong, to provide, to put away our emotions. A father can work his way through his days and never see that his years are going by. If I could go back in time, I would say some things to that young father as he holds, somewhat uncertainly, his daughter for the very first time. These are the things I would say: When you hear the first whimper in the night, go to the nursery leaving your wife sleeping. Rock in a chair, walk the floor, sing a lullaby so that she will know a man can be gentle. When Mother is away for the evening, come home from work, do the babysitting. Learn to cook a hotdog or a pot of spaghetti, so that your daughter will know a man can serve another's needs. When she performs in school plays or dances in recitals, arrive early, sit in the front seat, devote your full attention. Clap the loudest, so that she will know a man can have eyes only for her. When she asks for a tree house, don't just build it, but build it with her. Sit high among the branches and talk about clouds, and caterpillars, and leaves. Ask her about her dreams and wait for her answers, so that she will know a man can listen. When you pass by her door as she dresses for a date, tell her she is beautiful. Take her on a date yourself. Open doors, buy flowers, look her in the eye, so that she will know a man can respect her. When she moves away from home, send a card, write a note, call on the phone. If something reminds you of her, take a minute to tell her, so that she will know a man can think of her even when she is away. Tell her you love her, so that she will know a man can say the words. If you hurt her, apologize, so that she will know a man can admit that he's wrong. These seem like such small things, such a fraction of time in the course of two lives. But a thread does not require much space. It can be too fine for the eye to see, yet, it is the very thing that binds, that takes pieces and laces them into a whole. Without it, there are tatters. It is never too late for a man to learn to stitch, to begin mending. These are the things I would tell that young father, if I could. A daughter grown up quickly. There isn't time to waste. I love you, Dad

It was 1976. It was one of the darkest days of my life when that nurse, Mrs. Shimmer, pulled out a maxi pad that measured the width and depth of a mattress and showed us how to use it. It had a belt with it that looked like a slingshot that possessed the jaw-dropping potential to pop a man's head like a gourd. As she stretched the belt between the fingers of her two hands, Mrs. Shimmer told us becoming a woman was a magical and beautiful experience. I remember thinking to myself, You're damn right it had better be magic, because that's what it's going to take to get me to wear something like that, Tinkerbell! It looked like a saddle. Weighed as much as one, too. Some girls even cried. I didn't. I raised my hand. "Mrs. Shimmer," I asked the cautiously, "so what kind of security napkins do boys wear when their flower pollinates? Does it have a belt, too?" The room got quiet except for a bubbling round of giggles. "You haven't been paying attention, have you?" Mrs. Shimmer accused sharply. "Boys have stamens, and stamens do not require sanitary napkins. They require self control, but you'll learn that soon enough." I was certainly hoping my naughty bits (what Mrs. Shimmer explained to us was like the pistil of a flower) didn't get out of control, because I had no idea what to do if they did.

Once the government can demand of a publisher the names of the purchasers of his publications, the free press as we know it disappears. Then the spectre of a government agent will look over the shoulder of everyone who reads. The purchase of a book or pamphlet today may result in a subpoena tomorrow. Fear of criticism goes with every person into the bookstall. The subtle, imponderable pressures of the orthodox lay hold. Some will fear to read what is unpopular, what the powers-that-be dislike. When the light of publicity may reach any student, any teacher, inquiry will be discouraged. The books and pamphlets that are critical of the administration, that preach an unpopular policy in domestic or foreign affairs, that are in disrepute in the orthodox school of thought will be suspect and subject to investigation. The press and its readers will pay a heavy price in harassment. But that will be minor in comparison with the menace of the shadow which government will cast over literature that does not follow the dominant party line. If the lady from Toledo can be required to disclose what she read yesterday and what she will read tomorrow, fear will take the place of freedom in the libraries, book stores, and homes of the land. Through the harassment of hearings, investigations, reports, and subpoenas government will hold a club over speech and over the press." [United States v. Rumely, 345 U.S. 41 (1953)]

In my opinion, we can’t respond to the lawsuit with mere general denials. I don’t want to get simple information out there—I want it disseminated with attitude, with some indignation. I not only want to win this battle in a court of law, but I also want to win it in the court of public opinion. That requires a misinformation campaign at the highest levels.

I say close down the schools of education. At most, all that is required is a one-year post-high school course on practical advice: tips on motivating;

Insincerity had never come easily to her, but good manners required it on occasion, even if a superhuman effort was needed.

The emotionally intelligent person knows that love is a skill, not a feeling, and will require trust, vulnerability, generosity, humor, sexual understanding, and selective resignation.

Well, that's pretty much what the schools are like, I think: they reward discipline and obedience, and they punish independence of mind. If you happen to be a little innovative, or maybe you forgot to come to school one day because you were reading a book or something, that's a tragedy, that's a crime―because you're not supposed to think, you're supposed to obey, and just proceed through the material in whatever way they require. And in fact, most of the people who make it through the education system and get into the elite universities are able to do it because they've been willing to obey a lot of stupid orders for years and years―that's the way I did it, for example. Like, you're told by some stupid teacher, "Do this," which you know makes no sense whatsoever, but you do it, and if you do it you get to the next rung, and then you obey the next order, and finally you work your way through and they give you your letters: an awful lot of education is like that, from the very beginning. Some people go along with it because they figure, "Okay, I'll do any stupid thing that asshole says because I want to get ahead"; others do it because they've just internalized the values―but after a while, those two things tend to get sort of blurred. But you do it, or else you're out: you ask too many questions and you're going to get in trouble. Now, there are also people who don't go along-and they're called "behavior problems," or "unmotivated," or things like that. Well, you don't want to be too glib about it―there are children with behavior problems but a lot of them are just independent-minded, or don't like to conform, or just want to go their own way. And they get into trouble right from the very beginning, and are typically weeded out. I mean, I've taught young kids too, and the fact is there are always some who just don't take your word for it. And the very unfortunate tendency is to try to beat them down, because they're a pain in the neck. But what they ought to be is encouraged. Yeah: why take my word for it? Who the heck am I? Figure it out for yourself. That's what real education would be about, in fact.

provides American business with the only reliable domestic market in the world. Schools train individuals to respond as a mass. Boys and girls are drilled in being bored, frightened, envious, emotionally needy, generally incomplete. A successful mass production economy requires such a clientele. A small business, small farm economy like that of the Amish requires individual competence, thoughtfulness, compassion, and universal participation; our own requires a managed mass of leveled, spiritless, anxious, familyless, friendless, godless, and obedient people who believe the difference between Cheers and Seinfeld is a subject worth arguing about.

Growing economies are built by billions of actors behaving according to their own interests, coordinated through institutions that no one in particular created. Realizing this requires humility, a trait that is in short supply among would-be dictators, politicians, and bureaucrats, which is precisely why these groups are the proven enemies of prosperity in all times and places.

I wasn’t sure what was required for home schooling, but I’d take ten hours a day, seven days a week, with no bathroom or lunch breaks if it meant never returning to this cesspool of suck again.

Male, female, gay, straight, legal, illegal, country of origin—who cares? You can either cook an omelet or you can’t. You can either cook five hundred omelets in three hours—like you said you could, and like the job requires—or you can’t. There’s no lying in the kitchen. The restaurant kitchen may indeed be the last, glorious meritocracy—where anybody with the skills and the heart is welcomed. But if you’re old, or out of shape—or were never really certain about your chosen path in the first place—then you will surely and quickly be removed. Like a large organism’s natural antibodies fighting off an invading strain of bacteria, the life will slowly push you out or kill you off. Thus it is. Thus it shall always be. The ideal progression for a nascent culinary career would be to, first, take a jump straight into the deep end of the pool. Long before student loans and culinary school, take the trouble to find out who you are.

Having been exposed to a variety of religious experiences in the foster homes I lived in, being Protestant, Catholic, Jewish, or anything else means absolutely nothing to me. I have already formed an opinion that the so-called religious teachings that I’ve been exposed to simply make no sense. So, I’ve just ignored the Sunday-school message of fear and judgment and paid no attention to any of it. I see no need for all of this craziness in my life, and long ago decided not to participate in it because every time I was required to go to church I ended up feeling worse for the experience—and I want, more than anything, to feel good.

Creative, exploratory learning requires peers currently puzzled about the same terms or problems. Large universities make the futile attempt to match them by multiplying their courses, and they generally fail since they are bound to curriculum, course structure, and bureaucratic administration. In schools, including universities, most resources are spent to purchase the time and motivation of a limited number of people to take up predetermined problems in a ritually defined setting. The most radical alternative to school would be a network or service which gave each man the same opportunity to share his current concern with others motivated by the same concern.

UNDERSTANDING I am constantly increasing my understanding. I am teachable. Every day I open my awareness a little more to the Divine Wisdom within me. I am glad to be alive and so grateful for the good that has come to me. Life, to me, is an education. Every day I open my mind and my heart, as a child does, and I discover new insights, new people, new viewpoints, and new ways to understand what’s happening around me and within me. My human mind may not always understand at first. Understanding seems to require lots of love and patience. My new mental skills are really helping me feel more at ease with all the changes in this incredible school of life here on Planet Earth.

At the time I first realized I might be fictional, my weekdays were spent at publicly funded institution on the north side of Indianapolis called White River High School, where I was required to eat lunch at a particular time - between 12:37 P.M. and 1:14 P.M. - by forces so much larger than myself that I couldn't even begin to identify them.

To begin with, we have to be more clear about what we mean by patriotic feelings. For a time when I was in high school, I cheered for the school athletic teams. That's a form of patriotism — group loyalty. It can take pernicious forms, but in itself it can be quite harmless, maybe even positive. At the national level, what "patriotism" means depends on how we view the society. Those with deep totalitarian commitments identify the state with the society, its people, and its culture. Therefore those who criticized the policies of the Kremlin under Stalin were condemned as "anti-Soviet" or "hating Russia". For their counterparts in the West, those who criticize the policies of the US government are "anti-American" and "hate America"; those are the standard terms used by intellectual opinion, including left-liberal segments, so deeply committed to their totalitarian instincts that they cannot even recognize them, let alone understand their disgraceful history, tracing to the origins of recorded history in interesting ways. For the totalitarian, "patriotism" means support for the state and its policies, perhaps with twitters of protest on grounds that they might fail or cost us too much. For those whose instincts are democratic rather than totalitarian, "patriotism" means commitment to the welfare and improvement of the society, its people, its culture. That's a natural sentiment and one that can be quite positive. It's one all serious activists share, I presume; otherwise why take the trouble to do what we do? But the kind of "patriotism" fostered by totalitarian societies and military dictatorships, and internalized as second nature by much of intellectual opinion in more free societies, is one of the worst maladies of human history, and will probably do us all in before too long. With regard to the US, I think we find a mix. Every effort is made by power and doctrinal systems to stir up the more dangerous and destructive forms of "patriotism"; every effort is made by people committed to peace and justice to organize and encourage the beneficial kinds. It's a constant struggle. When people are frightened, the more dangerous kinds tend to emerge, and people huddle under the wings of power. Whatever the reasons may be, by comparative standards the US has been a very frightened country for a long time, on many dimensions. Quite commonly in history, such fears have been fanned by unscrupulous leaders, seeking to implement their own agendas. These are commonly harmful to the general population, which has to be disciplined in some manner: the classic device is to stimulate fear of awesome enemies concocted for the purpose, usually with some shreds of realism, required even for the most vulgar forms of propaganda. Germany was the pride of Western civilization 70 years ago, but most Germans were whipped to presumably genuine fear of the Czech dagger pointed at the heart of Germany (is that crazier than the Nicaraguan or Grenadan dagger pointed at the heart of the US, conjured up by the people now playing the same game today?), the Jewish-Bolshevik conspiracy aimed at destroying the Aryan race and the civilization that Germany had inherited from Greece, etc. That's only the beginning. A lot is at stake.

Driving and sex are both privileges granted at certain ages, both can do irreparable damage when done recklessly, but only driving requires tests, checkpoints and licences. I don’t understand why the government—at schools and through public education programs—doesn’t teach people about consent the way we teach them about drink-driving. After all, overconsumption of alcohol often leads to horrific consequences in both activities. Why can a man be charged with negligent, reckless driving after getting himself drunk, but he can argue that the same level of voluntary intoxication led him to honestly and mistakenly believe a woman consented to intercourse, and be acquitted of a rape charge accordingly?

most policy makers—and many school administrators—have absolutely no idea what kind of instruction is required to produce students who can think critically and creatively, communicate effectively, and collaborate versus merely score well on a test.

Politics of Friendship is, in other words, only a book between covers. For the real text, you must enter the classroom, put yourself to school, as a preview of the formation of collectivities. A single “teacher's” “students,” flung out into the world and time, is, incidentally, a real-world example of the precarious continuity of a Marxism “to come,” aligned with grassroots counterglobalizing activism in the global South today, with little resemblance to those varieties of “Little Britain” leftism that can take on board the binary opposition of identity politics and humanism, shifting gears as the occasion requires.

Attempting to read many of the works set forth as resentment’s alternatives to the Canon, I reflect that these aspirants must believe they have spoken prose all their lives, or else that their sincere passions are already poems, requiring only a little overwriting.

Secret Saturdays ought to be required reading at middle schools everywhere. Maldonado gives us both voice and heart. His young characters navigate a challenging world with endearing earnestness, lively style, and a heartening desire for true friendship and dignity.

If college admissions officers are going to encourage kids to take the same AP math class, why not statistics? Almost every career (whether in business, nonprofits, academics, law, or medicine benefits from proficiency in statistics. Being an informed, responsible citizen requires a sound knowledge of statistics, as politicians, reporters, and bloggers all rely on "data" to justify positions. [p.98]

Kellie’s concern with Hudson being coached seemed unreasonable. None of us is expert in all situations. It is a sign of intelligence to recognize our limitations and of maturity to seek help when required. The school had zero problem with him being coached in the physical aspects of the cross-country run but apparently would have thought him deficient if he had sought help with the psychological component.

Another subtle but worrisome effect television has on its viewers is its tendency to promote passivity and a lack of creativity. Watching television requires little mental activity on the viewer’s part. You simply sit and let the images flow by. Some research suggests that this sort of nonparticipatory viewing fosters a short attention span, making it hard for children to apply themselves in school. Obesity

A constant, systematic dissembling is required of the vast majority of us. It’s impossible, without its affecting your health, to show yourself day after day contrary to what you feel, to lay yourself out for what you don’t love, to rejoice over what brings you misfortune. Our nervous system is not an empty sound, not a fiction. It’s a physical body made up of fibers. Our soul takes up room in space and sits inside us like the teeth in our mouth. It cannot be endlessly violated with impunity. It was painful for me to hear you tell about your exile, Innokenty, how you grew during it, and how it re-educated you. It's as if a horse were to tell how it broke itself in riding school.

The first twenty years of the young person’s life are spent functioning as a subordinate element in an authority system, and upon leaving school, the male usually moves into either a civilian job or military service. On the job, he learns that although some discreetly expressed dissent is allowable, an underlying posture of submission is required for harmonious functioning with superiors. However much freedom of detail is allowed the individual, the situation is defined as one in which he is to do a job prescribed by someone else. While structures of authority are of necessity present in all societies, advanced or primitive, modern society has the added characteristic of teaching individuals to respond to impersonal authorities. Whereas submission to authority is probably no less for an Ashanti than for an American factory worker, the range of persons who constitute authorities for the native are all personally known to him, while the modern industrial world forces individuals to submit to impersonal authorities, so that responses are made to abstract rank, indicated by an insignia, uniform or title.

I LOVE this!!! “‘Jacob have I loved,’” Kingsley said in English once more. “‘Esau have I hated.’ Romans 9:13. I paid attention in school sometimes.” “Not nearly enough attention.” “I was preoccupied.” “Obviously. You learned all the wrong verses. First Samuel 18:1. ‘And it came to pass, when he had made an end of speaking unto Saul, that the soul of Jonathan was knit with the soul of David, and Jonathan loved him as his own soul.’ First Samuel 20:16-17. ‘So Jonathan made a covenant with the house of David, saying, “Let the Lord even require it at the hands of David’s enemies.” And Jonathan caused David to swear again, because he loved him: for he loved as he loved his own soul.’ Second Samuel 1:26. ‘I am distressed for thee, my brother Jonathan…thy love to me was wonderful, passing the love of women.’” Kingsley stared at Søren and found he couldn’t speak. Søren smiled at his sudden muteness. “Don’t get into a scriptural pissing contest with a Jesuit priest, Kingsley,” Søren chided. “You’ll lose every time.

What would the world be like if you had to develop a power yourself before you could use it? Just as a silly example: How would the comment section on YouTube change if, to use it, you had to have the schooling necessary to have a basic understanding of how computers and the internet work? More seriously, would anyone smart enough to know how to design and build a tank, or a laser guided anti-aircraft missile, or a computer and video editing software be stupid enough to join ISIS? In fact, if such knowledge was required—would it even be possible for there to be standing armies?

Organizing the books was a fun afternoon. We decided to put the thick hardback books, mostly intro. to philosophy textbooks and Norton literature anthologies, on the top shelves where they looked good but stayed out of reach since there's no reason for opening them ever again. Then we went by genre: mysteries, cozies, modernists, mountains, sci-fi, beloved childhood volumes, books we bought abroad, books required in school we couldn't sell back, books bought for us we'll read soon, books bought for us we have no intention of reading, books we want to read but are too long for a commitment with our current schedules...We're not really done with this organization, and I doubt we ever will be, but that's one great part about it.

And whether or not the educators who are trying to raise up America's students can actually set and meet higher academic standards, our cultural values make their job next to impossible. It's so much easier for pundits and politicians to point out figures and blame the people who are in the trenches every day than it is to get in there with them, or even to find out what actually goes on in those trenches. It's so much easier for parents to blame teachers when their kids get in trouble than to do the heavy lifting required at home to keep kids on track. And it's so much easier for us as a nation to cross our fingers and hope that we'll "get lucky" with the innovative "solutions" being tested on America's schools today than it is for us to roll up our sleeves and invest our own time, talent, and money in the schools that are even now-- with or without us-- shaping our nation's future.

But what I would like to know," says Albert, "is whether there would not have been a war if the Kaiser had said No." "I'm sure there would," I interject, "he was against it from the first." "Well, if not him alone, then perhaps if twenty or thirty people in the world had said No." "That's probable," I agree, "but they damned well said Yes." "It's queer, when one thinks about it," goes on Kropp, "we are here to protect our fatherland. And the French are over there to protect their fatherland. Now who's in the right?" "Perhaps both," say I without believing it. "Yes, well now," pursues Albert, and I see that he means to drive me into a corner, "but our professors and parsons and newspapers say that we are the only ones that are right, and let's hope so;--but the French professors and parsons and newspapers say that the right is on their side, now what about that?" "That I don't know," I say, "but whichever way it is there's war all the same and every month more countries coming in." Tjaden reappears. He is still quite excited and again joins the conversation, wondering just how a war gets started. "Mostly by one country badly offending another," answers Albert with a slight air of superiority. Then Tjaden pretends to be obtuse. "A country? I don't follow. A mountain in Germany cannot offend a mountain in France. Or a river, or a wood, or a field of wheat." "Are you really as stupid as that, or are you just pulling my leg?" growls Kropp, "I don't mean that at all. One people offends the other--" "Then I haven't any business here at all," replies Tjaden, "I don't feel myself offended." "Well, let me tell you," says Albert sourly, "it doesn't apply to tramps like you." "Then I can be going home right away," retorts Tjaden, and we all laugh, "Ach, man! he means the people as a whole, the State--" exclaims Mller. "State, State"--Tjaden snaps his fingers contemptuously, "Gendarmes, police, taxes, that's your State;--if that's what you are talking about, no, thank you." "That's right," says Kat, "you've said something for once, Tjaden. State and home-country, there's a big difference." "But they go together," insists Kropp, "without the State there wouldn't be any home-country." "True, but just you consider, almost all of us are simple folk. And in France, too, the majority of men are labourers, workmen, or poor clerks. Now just why would a French blacksmith or a French shoemaker want to attack us? No, it is merely the rulers. I had never seen a Frenchman before I came here, and it will be just the same with the majority of Frenchmen as regards us. They weren't asked about it any more than we were." "Then what exactly is the war for?" asks Tjaden. Kat shrugs his shoulders. "There must be some people to whom the war is useful." "Well, I'm not one of them," grins Tjaden. "Not you, nor anybody else here." "Who are they then?" persists Tjaden. "It isn't any use to the Kaiser either. He has everything he can want already." "I'm not so sure about that," contradicts Kat, "he has not had a war up till now. And every full-grown emperor requires at least one war, otherwise he would not become famous. You look in your school books." "And generals too," adds Detering, "they become famous through war." "Even more famous than emperors," adds Kat. "There are other people back behind there who profit by the war, that's certain," growls Detering. "I think it is more of a kind of fever," says Albert. "No one in particular wants it, and then all at once there it is. We didn't want the war, the others say the same thing--and yet half the world is in it all the same.

What does it mean a 'greener life'? Well, let's be brutal. It doesn't meaning meditating in a centrally heated room on a macrame mat in front of an Amerindian dreamcatcher and a homemade candle surrounded by ugly spider plants, then rushing off in a gas-guzzling 4-wheel drive to collect the children from school and feeding them on pre-prepared supermarket meals heated in the microwave. If you have a faith, living a greener life demands a certain amount of self-sacrifice. You don't save the planet with notions and lip service. Like every adventure it requires a degree of suffering and getting your hands dirty.

Accountability measures allow administrators to require the faculty to “teach to the test,” rather than devise the curriculum according to its own judgment. In this way, college professors can be reduced to the same subordinate status to which elementary and secondary school teachers have already been relegated.

One of the most extraordinary stories of reframing is that of Roger Bannister, the first person to run a mile in less than four minutes. Bannister was a medical school student who couldn’t afford a trainer or a special runner’s diet. He didn’t even have time to run more than thirty minutes a day, squeezed in around his medical studies. Yet Bannister did not focus on all the reasons why he logically had no chance of reaching his goal. He instead refocused on accomplishing his goal in his own way. On the morning he made world history, he got up, ate his usual breakfast, did his required hospital rounds, and then caught a bus to the track.

Making these choices [to attend school instead of skipping], as it turned out, wasn't about willpower. I always admired people who “willed” themselves to do something, because I have never felt I was one of them. If sheer will were enough by itself, it would have been enough a long time ago, back on University Avenue, I figured. It wasn't, not for me anyway. Instead, I needed something to motivate me. I needed a few things that I could think about in my moments of weakness that would cause me to throw off the blanket and walk through the front door. More than will, I needed something to inspire me. One thing that helped was a picture I kept in mind, this image that I used over and over whenever I was faced with these daily choices. I pictured a runner running on a racetrack. The image was set in the summertime and the racetrack was a reddish orange, divided in white racing stripes to flag the runners’ columns. Only, the runner in my mental image did not run alongside others; she ran solo, with no one watching her. And she did not run a free and clear track, she ran one that required her to jump numerous hurdles, which made her break into a heavy sweat under the sun. I used this image every time I thought of things that frustrated me: the heavy books, my crazy sleep schedule, the question of where I would sleep and what I would eat. To overcome these issues I pictured my runner bolting down the track, jumping hurdles toward the finish line. Hunger, hurdle. Finding sleep, hurdle, schoolwork, hurdle. If I closed my eyes I could see the runner’s back, the movement of her sinewy muscles, glistening with sweat, bounding over the hurdles, one by one. On mornings when I did not want to get out of bed, I saw another hurdle to leap over. This way, obstacles became a natural part of the course, an indication that I was right where I needed to be, running the track, which was entirely different from letting obstacles make me believe I was off it. On a racing track, why wouldn't there be hurdles? With this picture in mind—using the hurdles to leap forward toward my diploma—I shrugged the blanket off, went through the door, and got myself to school.

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.

I studied philosophy in college and didn’t realize until my senior year that no one would pay me to philosophize when I graduated. My frantic search for a “post-graduation plan” led me to law school mostly because other graduate programs required you to know something about your field of study to enroll; law schools, it seemed, didn’t require you to know anything. At Harvard, I could study law while pursuing a graduate degree in public policy at the Kennedy School of Government, which appealed to me.

Kevin", his father began, "I've been thinking about it – I guess I was kind of carried away. It's just that I've waited so long for my old school to make it to the Regionals... I suppose I was living it vicariously through you. Keith says you're not going to fail, after all. Is that right?" "Looks like I'll make it. I know it's hard to believe..." "Yes, it is. I was hoping you could get a football scholarship, you know. Something to waive the entrance requirements, because I don't know what college would take you-" "Yeah. Thanks a lot Dad," Kevin said sarcastically. He already knew what his father thought of him and didn't need to be reminded yet again. "Oh, come on. You know perfectly well that you're too stupid to-" "That's not what my boyfriend says. Oh, by the way, Dad – I'm a faggot. Did I mention that?" "... Kevin – get your stuff, and get out." "Gladly.

America is a leap of the imagination. From its beginning, people had only a persistent idea of what a good country should be. The idea involved freedom, equality, justice, and the pursuit of happiness; nowadays most of us probably could not describe it a lot more clearly than that. The truth is, it always has been a bit of a guess. No one has ever known for sure whether a country based on such an idea is really possible, but again and again, we have leaped toward the idea and hoped. What SuAnne Big Crow demonstrated in the Lead high school gym is that making the leap is the whole point. The idea does not truly live unless it is expressed by an act; the country does not live unless we make the leap from our tribe or focus group or gated community or demographic, and land on the shaky platform of that idea of a good country which all kinds of different people share. This leap is made in public, and it's made for free. It's not a product or a service that anyone will pay you for. You do it for reasons unexplainable by economics--for ambition, out of conviction, for the heck of it, in playfulness, for love. It's done in public spaces, face-to-face, where anyone is free to go. It's not done on television, on the Internet, or over the telephone; our electronic systems can only tell us if the leap made elsewhere has succeeded or failed. The places you'll see it are high school gyms, city sidewalks, the subway, bus stations, public parks, parking lots, and wherever people gather during natural disasters. In those places and others like them, the leaps that continue to invent and knit the country continue to be made. When the leap fails, it looks like the L.A. riots, or Sherman's March through Georgia. When it succeeds, it looks like the New York City Bicentennial Celebration in July 1976 or the Civil Rights March on Washington in 1963. On that scale, whether it succeeds or fails, it's always something to see. The leap requires physical presence and physical risk. But the payoff--in terms of dreams realized, of understanding, of people getting along--can be so glorious as to make the risk seem minuscule.

The schools we go to are reflections of the society that created them. Nobody is going to give you the education you need to overthrow them. Nobody is going to teach you your true history, teach you your true heroes, if they know that that knowledge will help set you free. Schools in amerika are interested in brainwashing people with amerikanism, giving them a little bit of education, and training them in skills needed to fill the positions the capitalist system requires. As long as we expect amerika's schools to educate us, we will remain ignorant.

I grieve to think that closeness requires some measure of distance as its preserver, if only as a safety measure, because it certainly seems as if connection, in a deeper sense, introduces a specter of estrangement; for to come into contact with someone is to change her—there is that certainty; it reminds me of a game that Robin told me about told me about one day after school, as we were walking down Annatta Road certainly twenty years ago: find a word, a familiar word, on a page, and then stare at it for a while, just let your eyes linger upon it; and soon enough, sometimes after no more than a few seconds, the word comes to look misspelled, or badly transcribed, or as if there are other things wrong with it; so I tried it once, with the most familiar word there is: love, first verb in the Latin primer, the word known to all men; and after no more than five seconds I could swear that it wasn't the same word I had always known: it looked odd, misshapen, and as if it had all kinds of different pronunciations, except the one I had always believed was correct, and had always used; and so there was dissonance...

While bullying happens to both males and females on the spectrum, girls, particularly, can be judgmental. Dr. Grandin advocates that some gifted children with autism should be allowed to skip high school and go right to college and I couldn‘t agree with her more. We flourish much better in an environment where the emphasis is on academic achievement and not socializing. Of course we need to learn to socialize, but through shared interests with like-minded individuals, not by being thrown to the lions. Emotionally, we require an atmosphere of tolerance and non-judgment.

Something went greatly wrong in our collective history and the starting point of it was the industrial revolution. Our school systems are focussed on a single objective: to produce model citizens for society in order to feed this machine and prevent its breakdown. That’s why our school systems have no interest in developing models that actually require and stimulate useful values in people, such as courage or imagination or inventiveness. None of these are taught in our schools, on the contrary the system focuses on memorizing. Memorizing is a way of overloading the mind with mental baggage it doesn’t really need. Besides being horribly dull and stiffening the effect of 20 years of abundant memorization training is modern man: an unimaginative creature stuffed with useless knowledge and unable to clean his mind of this information dirt: our school systems are purposely constructed to deliver mental automatons that are unable to think creatively.

The fact that our society honestly believes that poor women don’t have the right to start families, because they may require public assistance, obscures the variety of ways that middle-class families do receive public assistance. White families have been the primary beneficiaries of both public and corporate welfare in the form of redlining policies that drove down property values in Black neighborhoods, making those neighborhoods undesirable for businesses, families, and schools. They have been beneficiaries of favorable bank-loan terms to help them purchase safe, affordable, quality housing. They are the beneficiaries of marital and housing tax breaks and the disproportionate beneficiaries of the dwindling number of quality public schools that we have left.

It should be obvious that technologies are capable of replacing teachers and professors in a wide variety of settings. The current buzzword for this is the flipped classroom—students watch lectures and learn the material online at home, then do their homework at school with the help of teachers and teaching assistants. Teachers may no longer need to prepare or deliver lectures, reducing them to what could be called “learning coaches.” The diminished skill set required is sure to transform the profession and create yet more challenges for our already beleaguered teachers.

Like Semmering Academy, the Grove School was a Gothic pile of bricks run by 1950s-era chalk drones, which maintained its cultural viability by perpetuating a weirdly seductive anxiety throughout its community. Mary herself was a victim of the seduction; despite the trying and repetitive emotional requirements of her job, she remained eternally fascinated by the wicker-thin girls and their wicker-thin mothers, all of them favoring dark wool skirts and macintoshes and unreadably far-away expressions; if she squinted, they could have emerged intact from any of the last seven decades.

Colleges and departments of education have developed in response to the need for preparing the tens of thousands of teachers required to staff our immense public school system. That they have a most important function to discharge is plain for all to see. But instead of seeing that their products are equipped with sound learning in the various arts and sciences, they have ignored this and have concentrated almost exclusively upon methods of education. They have erected pseudo-science called "Education," most of whose courses are made up of commonplaces expressed in pretentious jargon.

Let me tell you what we think. You begin when you are little to work hard. After you get to be men, you build big houses, big towns, and everything else in proportion. Then, after you have got them all, you die and leave them behind. Now, we call that slavery. You are slaves from the time you begin to talk until you die; but we are free as air. The Mexicans and others work for us. Our wants are few and easily supplied. The river, the wood and plain yield all that we require. We will not be slaves; nor will we send our children to your schools, where they only learn to become like yourselves.

It is necessary for the oppressors to approach the people in order, via subjugation, to keep them passive. This approximation, however, does not involve being with the people, or require true communication. It is accomplished by the oppressors' depositing myths indispensable to the preservation of the status quo: for example, the myth that the oppressive order is a "free society"; the myth that all persons are free to work where they wish, that if they don't like their boss they can leave him and look for another job; the myth that this order respects human rights and is therefore worthy of esteem; the myth that anyone who is industrious can become an entrepreneur--worse yet, the myth that the street vendor is as much an entrepreneur as the owner of a large factory; the myth of the universal right of education, when of all the Brazilian children who enter primary schools only a tiny fraction ever reach the university; the myth of the equality of all individuals, when the question: "Do you know who you're talking to?" is still current among us; the myth of the heroism of the oppressor classes as defenders of "Western Christian civilization" against "materialist barbarism"; the myth of the charity and generosity of the elites, when what they really do as a class is to foster selective "good deeds" (subsequently elaborated into the myth of "disinterested aid," which on the international level was severely criticized by Pope John XXIII); the myth that the dominant elites, "recognizing their duties," promote the advancement of the people, so that the people, in a gesture of gratitude, should accept the words of the elites and be conformed to them; the myth of private property as fundamental to personal human development (so long as oppressors are the only true human beings); the myth of the industriousness of the oppressors and the laziness and dishonesty of the oppressed as well as the myth of the natural inferiority of the latter and the superiority of the former.

Every week seems to bring another luxuriantly creamy envelope, the thickness of a letter-bomb, containing a complex invitation – a triumph of paper engineering – and a comprehensive dossier of phone numbers, email addresses, websites, how to get there, what to wear, where to buy the gifts. Country house hotels are being block-booked, great schools of salmon are being poached, vast marquees are appearing overnight like Bedouin tent cities. Silky grey morning suits and top hats are being hired and worn with an absolutely straight face, and the times are heady and golden for florists and caterers, string quartets and Ceilidh callers, ice sculptors and the makers of disposable cameras. Decent Motown cover-bands are limp with exhaustion. Churches are back in fashion, and these days the happy couple are travelling the short distance from the place of worship to the reception on open-topped London buses, in hot-air balloons, on the backs of matching white stallions, in micro-lite planes. A wedding requires immense reserves of love and commitment and time off work, not least from the guests. Confetti costs eight pounds a box. A bag of rice from the corner shop just won’t cut it anymore.

Three things are required at a university: professional training, education of the whole man, research. For the university is simultaneously a professional school, a cultural center and a research institute. People have tried to force the university to choose between these three possibilities. They have asked what it is that we really expect the university to do. Since, so they say, it cannot do everything it ought to decide upon one of these three alternatives. It was even suggested that the university as such be dissolved, to be replaced by three special types of school: institutes for professional training, institutes for general education possibly involving a special staff, and research institutes. In the idea of the university, however, these three are indissolubly united. One cannot be cut off from the others without destroying the intellectual substance of the university, and without at the same time crippling itself. All three are factors of a living whole. By isolating them, the spirit of the university perishes.

It was not until 1948 that Cambridge University stopped requiring a knowledge of classical (ancient) Greek as a prerequisite for admission. This requirement was based not only on the intrinsic merits of ancient Greek literature and philosophy. Knowledge of Greek was a screening device to keep out the less affluent, who attended British state schools, where Greek was less likely to be taught than in private schools.

If the world made any sense, a new day of the week would be born, one that didn't require him to think about school, one in which he could lie on his back in the grass and look at the sky and imagine what it would be like to run away with her and do nothing but play music and eat fruit and walk down the street together for as long as they lived without feeling like the whole world would be staring and judging, or worse.

Watch a man--say, a politician--being interviewed on television, an you are observing a demonstration of what both he and his interrogators learned in school: all questions have answers, and it is a good thing to give an answer even if there is none to give, even if you don't understand the question, even if the question contains erroneous assumptions, even if you are ignorant of the facts required to answer. Have you ever heard a man being interviewed say, "I don't have the faintest idea," or "I don't know enough even to guess," or "I have been asked that question before, but all my answers to it seem to be wrong?" One does not "blame" men, especially if they are politicians, for providing instant answers to all questions. The public requires that they do, since the public has learned that instant answer giving is the most important sign of an educated man.

That school gave you words that do not apply to us,” my grandmother said. “Out here there is no need to keep the spirit bound to fear.” “We were taught to be God-fearing,” my mother said. “One who loves does not brandish fear or require it.” The old woman stopped her braiding to look at my mother and aunt, but they kept their heads down and continued with the ties. “Here in this old way you may rediscover that and reclaim it as your own.

Of students’ papers: ‘I am generally very benevolent [said Shade]. But there are certain trifles I do not forgive.’ Kinbote: ‘For instance?’ ‘Not having read the required book. Having read it like an idiot. Looking in it for symbols; example: “The author uses the striking image green leaves because green is the symbol of happiness and frustration.” I am also in the habit of lowering a student’s mark catastrophically if he uses “simple” and “sincere” in a commendatory sense; examples: “Shelley’s style is always very simple and good”; or “Yeats is always sincere.” This is widespread, and when I hear a critic speaking of an author’s sincerity I know that either the critic or the author is a fool.’ Kinbote: ‘But I am told this manner of thinking is taught in high school?’ ‘That’s where the broom should begin to sweep. A child should have thirty specialists to teach him thirty subjects, and not one harassed schoolmarm to show him a picture of a rice field and tell him this is China because she knows nothing about China, or anything else, and cannot tell the difference between longitude and latitude.’ Kinbote: ‘Yes. I agree.

Inland rain requires trees. Rain clouds on their own cannot travel more than 400km from the sea, so rain in the centre of a continent – the very rain that creates the central forest of the Amazon for example – requires continuous forest to the coast. Around half the rain that falls on the Amazon comes from its trees. As every school geography student knows, water evaporates from the sea, then falls as rain on coastal forest. Those trees ‘breathe out’ water vapour, which creates new clouds that travel further inland in so-called ‘flying rivers’. Crucially, this is how water reaches the soy and corn plantations in central and western Brazil. Once you destroy the forest you get less rain. A 2019 study showed that the rainy season in the state of Mato Grosso had become a month shorter in a decade,41, 42 and many of the major soy farms in Brazil are now suffering from the very drought that they have caused.

Eseldorf was a paradise for us boys. We were not overmuch pestered with schooling. Mainly we were trained to be good Christians; to revere the Virgin, the Church, and the saints above everything. Beyond these matters we were not required to know much; and, in fact, not allowed to. Knowledge was not good for the common people, and could make them discontented with the lot which God had appointed for them, and God would not endure discontentment with His plans.

At high school I was never comfortable for a minute. I did not know about Lonnie. Before an exam, she got icy hands and palpitations, but I was close to despair at all times. When I was asked a question in class, any simple little question at all, my voice was apt to come out squeaky, or else hoarse and trembling. When I had to go to the blackboard I was sure—even at a time of the month when this could not be true—that I had blood on my skirt. My hands became slippery with sweat when they were required to work the blackboard compass. I could not hit the ball in volleyball; being called upon to perform an action in front of others made all my reflexes come undone. I hated Business Practice because you had to rule pages for an account book, using a straight pen, and when the teacher looked over my shoulder all the delicate lines wobbled and ran together. I hated Science; we perched on stools under harsh lights behind tables of unfamiliar, fragile equipment, and were taught by the principal of the school, a man with a cold, self-relishing voice—he read the Scriptures every morning—and a great talent for inflicting humiliation. I hated English because the boys played bingo at the back of the room while the teacher, a stout, gentle girl, slightly cross-eyed, read Wordsworth at the front. She threatened them, she begged them, her face red and her voice as unreliable as mine. They offered burlesqued apologies and when she started to read again they took up rapt postures, made swooning faces, crossed their eyes, flung their hands over their hearts. Sometimes she would burst into tears, there was no help for it, she had to run out into the hall. Then the boys made loud mooing noises; our hungry laughter—oh, mine too—pursued her. There was a carnival atmosphere of brutality in the room at such times, scaring weak and suspect people like me.

TRUE OR FALSE? Employers are prohibited from practicing sex discrimination in hiring and promoting employees.1 ANSWER: False. The U.S. Supreme Court ruled in 1987 that in job areas dominated by men, less qualified women could be hired.2 It did not allow less qualified men to be hired in areas dominated by women (e.g., elementary school teacher, nurse, secretary, cocktail waiting, restaurant host, office receptionist, flight attendant). The law also requires sex discrimination in hiring by requiring quotas, requiring vigorous recruitment of women, and requiring all institutions that receive government aid to do a certain percentage of their business with female-owned (or minority-owned) businesses.

To take another example, with regard to healthcare, the left suggests that their entire goal is to make healthcare available to everyone. But they don’t mandate that a certain percentage of the population go to medical school. That’s because in order for government to guarantee a product’s availability, the government must either hire workers or force workers to get into a given industry. The government hiring workers would require paying money for doctors – and the left argues that doctors already make too much money. And the left won’t argue openly for what they would prefer: forcing people to practice medicine for patients deemed worthy by the government. Unless you are willing to force people using the law to go to medical school, you cannot have a successful universal healthcare system. That’s what they’re finding out in Britain, Canada, and Israel – all countries in which private medicine is on the rise, legally or illegally, outside government auspices.

No one is born pompous. To attain that state requires a certain amount of planning and effort. Presumably you could achieve it by a variety of means, but one sure way is to attend an old prep school that’s a little past its prime; while there, exhibit some facility in a field sport that you will never have cause to play again; room with a fellow whose name is over the library door; and along the way, gain familiarity with a pastime that requires travel and specialized apparel—such as duck hunting or downhill skiing. Follow these simple steps and you are sure to gain the necessary self-assurance to expound authoritatively on wine, politics, and the lives of the less fortunate—and to generally go on and on about anything else.

I want you to know I have never loved anyone like I love you. More than Darcy loved Elizabeth or Heathcliff loved Cathy. I just don’t want to make you a widow.” “I never really understood why Brontë is considered to be a romance writer. We were required to read Wuthering Heights in high school and I always believed that her novel showcased the bleakest aspects of human nature. The story provided readers with a small yet unforgettable glimpse into the depths of human cruelty. Personally, I never considered the story romantic because the love shared between Cathy and Heathcliff was fatal, not just for themselves but for those around them. Their souls were incompatible, and they were a toxic pairing. Despite their love, passion, jealousy, and desire for connection, they were unable to recognize this fact.” “I was never a fan of Victorian romance novels.” “It was never one of my favorites. It’s often viewed as one of the great romance novels of all time, but I think it represents something darker: the fatal, selfish side of love, obsession, and abuse. To this day, I have not encountered a more accurate depiction of how love can become selfish.” “Why do you say that?” Xuan asked. “Because I think you have to love someone in the way that I love you to truly understand what love means... and to understand how wrong the story is. My soul and yours are the same in a way that Catherine and Heathcliff’s could never be. Widow or not, I will never stop loving you, Xuan. You have mesmerized me. My very soul has been entangled completely by you over these past three years. If Brontë or Austen could write the greatest love story of all time they’d write our story. And whether you marry me or not, how I feel about you will never change.

One of the great failings of the American education system, in our view, is that young people can graduate from university without any understanding of poverty at home or abroad. Study-abroad programs tend to consist of herds of students visiting Oxford or Florence or Paris. We believe that universities should make it a requirement that all graduates spend at least some time in the developing world, either by taking a "gap year" or by studying abroad. If more Americans worked for a summer teaching English at a school like Mukhtar's in Pakistan, or working at a hospital like HEAL Africa in Congo, our entire society would have a richer understanding of the world around us. And the rest of the world might also hold a more positive view of Americans.

I’ve thought about it a lot, and I came up with a list of twenty supplies you need to survive middle school when you don’t have arms. So here it is: 1. Good shoes. Ease of removal is of utmost importance here. Ease of reapplication—equally important. 2. Sense of humor. I’m being very serious here—you’ve got to have one. Seriously. 3. A sizeable daily breakfast. You never know when you might chicken out in the lunchroom. Get your daily fuel requirement early in the day. 4. Easy-to-eat bagged lunches. Do you really want to carry that giant tray through the cafeteria? And forget about bringing stuff like chili and clam chowder for lunch. Really. Forget. That. 5. An easy-to-carry/open/close/get-things-out-of book bag. 6. Lots of cute shirts. This really applies to both people with and without arms. And when you’re ready—tank tops. 7. Bully spray. Similar to bear spray, only better. Would be great to have for those nasty little comments. I’m totally inventing this. 8. Thick skin. More like armor. Armor skin.

We are dealing, then, with an absurdity that is not a quirk or an accident, but is fundamental to our character as people. The split between what we think and what we do is profound. It is not just possible, it is altogether to be expected, that our society would produce conservationists who invest in strip-mining companies, just as it must inevitably produce asthmatic executives whose industries pollute the air and vice-presidents of pesticide corporations whose children are dying of cancer. And these people will tell you that this is the way the "real world" works. The will pride themselves on their sacrifices for "our standard of living." They will call themselves "practical men" and "hardheaded realists." And they will have their justifications in abundance from intellectuals, college professors, clergymen, politicians. The viciousness of a mentality that can look complacently upon disease as "part of the cost" would be obvious to any child. But this is the "realism" of millions of modern adults. There is no use pretending that the contradiction between what we think or say and what we do is a limited phenomenon. There is no group of the extra-intelligent or extra-concerned or extra-virtuous that is exempt. I cannot think of any American whom I know or have heard of, who is not contributing in some way to destruction. The reason is simple: to live undestructively in an economy that is overwhelmingly destructive would require of any one of us, or of any small group of us, a great deal more work than we have yet been able to do. How could we divorce ourselves completely and yet responsibly from the technologies and powers that are destroying our planet? The answer is not yet thinkable, and it will not be thinkable for some time -- even though there are now groups and families and persons everywhere in the country who have begun the labor of thinking it. And so we are by no means divided, or readily divisible, into environmental saints and sinners. But there are legitimate distinctions that need to be made. These are distinctions of degree and of consciousness. Some people are less destructive than others, and some are more conscious of their destructiveness than others. For some, their involvement in pollution, soil depletion, strip-mining, deforestation, industrial and commercial waste is simply a "practical" compromise, a necessary "reality," the price of modern comfort and convenience. For others, this list of involvements is an agenda for thought and work that will produce remedies. People who thus set their lives against destruction have necessarily confronted in themselves the absurdity that they have recognized in their society. They have first observed the tendency of modern organizations to perform in opposition to their stated purposes. They have seen governments that exploit and oppress the people they are sworn to serve and protect, medical procedures that produce ill health, schools that preserve ignorance, methods of transportation that, as Ivan Illich says, have 'created more distances than they... bridge.' And they have seen that these public absurdities are, and can be, no more than the aggregate result of private absurdities; the corruption of community has its source in the corruption of character. This realization has become the typical moral crisis of our time. Once our personal connection to what is wrong becomes clear, then we have to choose: we can go on as before, recognizing our dishonesty and living with it the best we can, or we can begin the effort to change the way we think and live.

Many parents as well as teachers refuse to place this responsibility upon children for fear of the mistakes that they will make. On account of this fear they make it as nearly as possible unnecessary for children to judge freely, by giving them arbitrary rules to follow, or by directing them exactly what they shall do each moment. This cultivates poor judgment by depriving children of the very practice that will make their judgments reliable; it prevents the school requirements from corresponding to those in life outside.

Thomas mulled over the detailed report.   The good news is we’re poor enough to require that the government keep, and even improve upon, the status quo. The bad news is we’re just plain poor. The good news is that the county, the state, and our neighbors in off-reservation towns do not want us on their hands. The bad news is this isn’t just because we’re poor. They don’t like us. The good news is we are sheltered by roofs. The bad news is 97 percent are made of tar paper. The good news is that we have schools. The bad news is that so many of us are illiterate. The good news is a cure was found for the latest scourge to hit us, tuberculosis. The bad news is so many parents died and their children grew up in boarding schools. The good news is we have this report. The bad news is also this report.

We have nothing against playing video games; they have many good features and benefits. Our concern is that when they are played to excess, especially in social isolation, they can hinder a young man's ability and interest in developing his face-to-face social skills. Multiple problems, including obesity, violence, anxiety, lower school performance, social phobia and shyness, greater impulsivity and depression, have all been associated with excessive gaming. The variety and intensity of video game action makes other parts of life, like school, seem comparatively boring, and that creates a problem with their academic performance, which in turn might require medication to deal with attention deficit hyperactivity disorder (ADHD), which then leads to other problems down the road in a disastrous negative cycle...

Karen went to school, where she said little and did not make friends. She was not teased either, she was mostly ignored. She knew how to do that, make herself invisible. All she had to do was to suck in the light around her body; it was like sucking in her breath. When the teacher looked at her the look went right through, to whoever was sitting behind her. This way Karen hardly needed to be in the classroom at all. She let her hands do whatever was required: long rows of a's and b's, neat columns of numbers. She got gold stars for neatness.

To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination. Surely, this process is not relationship, but mere imposition, and it is therefore essential to understand the difficult and complex desire to dominate. It takes many subtle forms; and in its self-righteous aspect, it is very obstinate. The desire to "serve" with the unconscious longing to dominate is difficult to understand. Can there be love where there is possessiveness? Can we be in communion with those whom we seek to control? To dominate is to use another for self-gratification, and where there is the use of another there is no love. When there is love there is consideration, not only for the children but for every human being. Unless we are deeply touched by the problem, we will never find the right way of education. Mere technical training inevitably makes for ruthlessness, and to educate our children we must be sensitive to the whole movement of life. What we think, what we do, what we say matters infinitely, because it creates the environment, and the environment either helps or hinders the child. Obviously, then, those of us who are deeply interested in this problem will have to begin to understand ourselves and thereby help to transform society; we will make it our direct responsability to bring about a new approach to education. If we love our children, will we not find a way of putting an end to war? But if we are merely using the word "love" without substance, then the whole complex problem of human misery will remain. The way out of this problem lies through ourselves. We must begin to understand our relationship with our fellow men, with nature, with ideas and with things, for without that understanding there is no hope, there is no way out of conflict and suffering. The bringing up of a child requires intelligent observation and care. Experts and their knowledge can never replace the parents' love, but most parents corrupt that love by their own fears and ambitions, which condition and distort the outlook of the child. So few of us are concerned with love, but we are vastly taken up with the appearance of love. The present educational and social structure does not help the individual towards freedom and integration; and if the parents are at all in earnest and desire that the child shall grow to his fullest integral capacity, they must begin to alter the influence of the home and set about creating schools with the right kind of educators. The influence of the home and that of the school must not be in any way contradictory, so both parents and teachers must re-educate themselves. The contradiction which so often exists between the private life of the individual and his life as a member of the group creates an endless battle within himself and in his relationships. This conflict is encouraged and sustained through the wrong kind of education, and both governments and organized religions add to the confusion by their contradictory doctrines. The child is divided within himself from the very start, which results in personal and social disasters.

If a free people is going to be reproduced, it will require watering and revivifying and owning anew older traditions and awaking the curiosity in the soul of each citizen. National greatness will not be recovered via a mindless expansion of bureaucratized schooling. Seventy years ago, Dorothy Sayers wrote, 'Sure, we demand another grant of money, we postpone the school leaving age and plan to build bigger and better schools. We demand that teachers further slave conscientiously in and out of school hours. But to what end? I believe,' Sayers lamented, 'all this devoted effort is largely frustrated because we have no definable goal for each child to become a fully formed adult. We have lost the tools of learning, sacrificing them to the piecemeal, subject matter approach of bureaucratized schooling that finally compromises to produce passive rather than active emerging adults. But our kids are not commodities, they are plants. They require a protected environment, and care, and feeding, but most basically, an internal yearning to grow toward the sunlight. What we need is the equipping of each child with those lost tools.

That some leader dangerous to the basic institutions of American society would arise, Lincoln thought inevitable. Safeguarding these institutions would require a public sufficiently united, sufficiently attached to freedom, and sufficiently wise, "to successfully frustrate his designs." Today it would also require a public sufficiently resistant to incessant criticisms and condemnations of their society for failing to achieve cosmic justice. Moreover, if the dangers in our own times were limited to those of "towering genius," there would be much less danger than there is. However, all that is needed are towering presumptions, which are increasingly mass-produced in our schools and colleges by the educational vogue of encouraging immature and inexperienced students to sit in emotional judgment on the complex evolution of whole ages and vast civilizations.

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

Thomas Kuhn’s book The Structure of Scientific Revolutions has probably been more widely read—and more widely misinterpreted—than any other book in the recent philosophy of science. The broad circulation of his views has generated a popular caricature of Kuhn’s position. According to this popular caricature, scientists working in a field belong to a club. All club members are required to agree on main points of doctrine. Indeed, the price of admission is several years of graduate education, during which the chief dogmas are inculcated. The views of outsiders are ignored. Now I want to emphasize that this is a hopeless caricature, both of the practice of scientists and of Kuhn’s analysis of the practice. Nevertheless, the caricature has become commonly accepted as a faithful representation, thereby lending support to the Creationists’ claims that their views are arrogantly disregarded.

I believe this movement will prevail. I don’t mean it will defeat, conquer, or create harm to someone else. Quite the opposite. I don’t tender the claim in an oracular sense. I mean that the thinking that informs the movement’s goals will reign. It will soon suffuse most institutions, but before then, it will change a sufficient number of people so as to begin the reversal of centuries of frenzied self-destructive behavior. Some say it is too late, but people never change when they are comfortable. Helen Keller threw aside the gnawing fears of chronic bad news when she declared, “I rejoice to live in such a splendidly disturbing time!” In such a time, history is suspended and thus unfinished. It will be the stroke of midnight for the rest of our lives. My hopefulness about the resilience of human nature is matched by the gravity of our environmental and social condition. If we squander all our attention on what is wrong, we will miss the prize: In the chaos engulfing the world, a hopeful future resides because the past is disintegrating before us. If that is difficult to believe, take a winter off and calculate what it requires to create a single springtime. It’s not too late for the world’s largest institutions and corporations to join in saving the planet, but cooperation must be on the planet’s terms. The “Help Wanted” signs are everywhere. All people and institutions including commerce, governments, schools, churches and cities, need to learn from life and reimagine the world from the bottom up, based on the first principles if justice and ecology. Ecological restoration is extraordinarily simple: You remove whatever prevents the system from healing itself. Social restoration is no different. We have the heart, knowledge, money and sense to optimize out social and ecological fabric. It is time for all that is harmful to leave. One million escorts are here to transform the nightmares of empire and the disgrace of war on people and place. We are the transgressors and we are the forgivers. “We” means all of us, everyone. There can be no green movement unless there is also a black, brown and copper movement. What is more harmful resides within is, the accumulated wounds of the past, the sorrow, shame, deceit, and ignominy shared by every culture, passed down to every person, as surely as DNA, as history of violence and greed. There is not question that the environmental movement is most critical to our survival. Our house is literally burning, and it is only logical that environmentalists expect the social justice movement to get on the environmental bus. But is actually the other way around; the only way we are going to put out this fire is to get on the social justice bus and heal our wounds, because in the end, there is only one bus. Armed with that growing realization, we can address all that is harmful externally. What will guide us is a living intelligence that creates miracles every second, carried forth by a movement with no name.

Adversity is a school that you need not apply to be enrolled. It has no respect for age, wealth, education, race, power, fame or beauty. It is a school among schools and every human being passes through the school in one format or the other. It is also possible to attend the post graduate department without your consent. You can never attend the school and be the same again. It will change you and purge you of all the things you think that you know. It will bring you to a leveling far beyond all your imaginations. You may also be required to repeat a class with different course or instructors.

I prayed to a mystery. Sometimes I was simply aware of the mystery. I saw a flash of it during a trip to New York that David and I took before we were married. We were walking on a busy sidewalk in Manhattan. I don't remember if it was day or night. A man with a wound on his forehead came toward us. His damp, ragged hair might have been clotted with blood, or maybe it was only dirt. He wore deeply dirty clothes. His red, swollen hands, cupped in half-fists, swung loosely at his sides. His eyes were focused somewhere past my right shoulder. He staggered while he walked. The sidewalk traffic flowed around him and with him. He was strange and frightening, and at the same time he belonged on the Manhattan sidewalk as much as any of us. It was that paradox -- that he could be both alien and resident, both brutalized and human, that he could stand out in the moving mass of people like a sea monster in a school of tuna and at the same time be as much at home as any of us -- that stayed with me. I never saw him again, but I remember him often, and when I do, I am aware of the mystery. Years later, I was out on our property on the Olympic Peninsula, cutting a path through the woods. This was before our house was built. After chopping through dense salal and hacking off ironwood bushes for an hour or so, I stopped, exhausted. I found myself standing motionless, intensely aware of all of the life around me, the breathing moss, the chattering birds, the living earth. I was as much a part of the woods as any millipede or cedar tree. At that moment, too, I was aware of the mystery. Sometimes I wanted to speak to this mystery directly. Out of habit, I began with "Dear God" and ended with "Amen". But I thought to myself, I'm not praying to that old man in the sky. Rather, I'm praying to this thing I can't define. It was sort of like talking into a foggy valley. Praying into a bank of fog requires alot of effort. I wanted an image to focus on when I prayed. I wanted something to pray *to*. but I couldn't go back to that old man. He was too closely associated with all I'd left behind.

How will letting same-sex couples marry affect your marriage? It won't, but it will have an impact on how marriage will be taught in schools and how children understand its meaning and purpose as the foundation of the family. Changing the law to accommodate same-sex couples requires marriage to be taught in schools as merely the public recognition of a committed relationship with no connection to children and family. . . . This will affect the attitudes young people will have about marriage and family and will likely affect decisions they make about marriage, children and family in their lives.

To suggest that someone requires a hug is to say something potentially, but only potentially, demeaning. It’s suggesting that they are, at least for the moment, rather like a child. They have the same kinds of emotional needs that we come to think of as essentially childlike. To need a hug is to admit that one is incapable of coping on one’s own, that one requires protection, guidance, the help of someone wiser and more capable, that one needs to have one’s troubles and anxieties reinterpreted by a more mature mind. It is to say, in shorthand, ‘I am at the moment like a child and I need someone else to be, for a while, like a parent.’ Yet even if we don’t usually like to admit it, there are in fact many times when we should be able to revert to a childlike position. There are moments of adult life when one seems petulant, scared, shy and sure that everything suddenly feels totally unfair. One’s ability to look after oneself is terribly depleted. At such times, to get ourselves back together, we need someone else to take the burden from us. We require the equivalent of what the parent does for the child. We are in need of someone to pat us on the head, to put us to bed early, tuck us in and hold us tight.

On the switchboard of my memory two pair of gloves have crossed wires - those leather gloves of Omi's and a pair of white ceremonial gloves. I never seem to be able to decide which memory might be real, which false. Perhaps the leather gloves were more in harmony with his coarse features. And yet again, precisely because of his coarse features, perhaps it was the white pair which became him more. Coarse features - even though I use the words, actually such a description is nothing more than that of the impression created by the ordinary face of one lone young man mixed in among boys. Unrivaled though his build was, in height he was by no means the tallest among us. The pretentious uniform our school required, resembling a naval officer's, could scarely hang well on our still-immature bodies, and Omi alone filled his with a sensation of solid weight and a sort of sexuality. Surely I was not the only one who looked with envious and loving eyes at the muscles of his shoulder and chest, that sort of muscle which can be spied out even beneath a blue-serge uniform. Something like a secret feeling of superiority was always hovering about his face. Perhaps it was that sort of feeling which blazes higher and higher the more one's pride is hurt. It seemed that, for Omi, such misfortunes as failures in examinations and expulsions were the symbols of a frustrated will. The will to what? I imagined vaguely that it must be some purpose toward which his 'evil genius' was driving him. And i was certain that even he did not yet know the full purport of this vast conspiracy against him.

rather than thinking about schooling that offers only two options, university or work, there ought to be an education system that ends just with qualifications in the humanities or sciences, because whoever ends up becoming, for example, a sanitation worker will need the intellectual training necessary to plan and program his or her own reemployment. This is not an abstract democratic and egalitarian ideal. It’s the same logic as that of working in a computerized society, which requires the same education for all and is modeled on the highest, not the lowest, standard. Otherwise, innovation will always and only produce unemployment.

I have learned this for certain: if discontent is your disease, travel is medicine. It resensitizes. It open you up to see outside the patterns you follow. Because new places require new learning. It forces your childlike self back into action. When you are a kid, everything is new. You don't know what's under each rock, or up the creek. So, you look. You notice because you need to. The world is new. This, I believe, is why time moves so slowly as a child - why school days creep by and summer breaks stretch on. Your brain is paying attention to every second. It must as it learns that patters of living. Ever second has value. But as you get older, and the patterns become more obvious, time speeds up. Especially once you find your groove in the working world. The layout of your days becomes predictable, a routine, and once your brain reliably knows what's next, it reclines and closes its eyes. Time pours through your hands like sand. But travel has a way of shaking the brain awake. When I'm in a new place, I don't know what's next, even if I've read all the guidebooks and followed the instructions of my friends. I can't know a smell until I've smelled it. I can't know the feeling of a New York street until I've walked it. I can't feel the hot exhaust of the bus by reading about it. I can't smell the food stands and the cologne and the spilled coffee. Not until I go and know it in its wholeness. But once I do, that awakened brain I had as a kid, with wide eyes and hands touching everything, comes right back. This brain absorbs the new world with gusto. And on top of that, it observes itself. It watches the self and parses out old reasons and motives. The observation is wide. Healing is mixed in.

There is a mathematical underpinning that you must first acquire, mastery of each mathematical subdiscipline leading you to the threshold of the next. In turn you must learn arithmetic, Euclidian geometry, high school algebra, differential and integral calculus, ordinary and partial differential equations, vector calculus, certain special functions of mathematical physics, matrix algebra, and group theory. For most physics students, this might occupy them from, say, third grade to early graduate school—roughly 15 years. Such a course of study does not actually involve learning any quantum mechanics, but merely establishing the mathematical framework required to approach it deeply.

Innovators and creators are persons who can to a higher degree than average accept the condition of aloneness—that is, the absence of supportive feedback from their social environment. They are more willing to follow their vision, even when it takes them far from the mainland of the human community. Unexplored spaces do not frighten them—or not, at any rate, as much as they frighten those around them. This is one of the secrets of their power—the great artists, scientists, inventors, industrialists. Is not the hallmark of entrepreneurship (in art or science no less than in business) the ability to see a possibility that no one else sees—and to actualize it? Actualizing one’s vision may of course require the collaboration of many people able to work together toward a common goal, and the innovator may need to be highly skillful at building bridges between one group and another. But this is a separate story and does not affect my basic point. That which we call “genius” has a great deal to do with independence, courage, and daring—a great deal to do with nerve. This is one reason we admire it. In the literal sense, such “nerve” cannot be taught; but we can support the process by which it is learned. If human happiness, well-being, and progress are our goals, it is a trait we must strive to nurture—in our child-rearing practices, in our schools, in our organizations, and first of all in ourselves.

Politeness provides a way where you can back down with dignity. In nature there is only ever one reason you cede the high ground – you are acknowledging defeat. You are bowing before a superior power. But under the rules of politeness, you let the other person off not because you are a weakling, a coward or a failure, but because you value calm over chaos. Politeness makes it easier to apologise, because apologising isn’t just an act of pure submission. Politeness is founded on a major insight into human nature and a big positive thesis about what civilisation is and why we need it. It’s a view that was advanced particularly by the political philosopher Thomas Hobbes in the 17th century. Hobbes was acutely conscious that our normal, unrestrained instincts are far from being wholly nice. We may be quite inclined by nature to damage or destroy our rivals; to take advantage of those who are weaker than us; to grab more than our fair share of anything good if we can; to humiliate those who we feel are in some way alien; to revenge ourselves on anyone we feel has upset or disappointed us and to enforce our opinions and beliefs on others if we can. These are natural inclinations, Hobbes argues; therefore, we positively require a set of constraining conventions that artificially induce better ways of dealing with other people. Politeness is not mere decoration. It is directed at dealing with a major human problem: we need manners to restrain the beast inside.

More than any other major religion, Islam formalizes the subordination of women. Islamic religious law, as codified by the “official” schools of Sunni Islamic law (the Hanbali, Shafi’i, Hanafi, and Maliki schools), insists on male guardianship over women. In Islam, “any woman must have a ‘guardian,’ wali; her closest male relative if she is unmarried, her husband if she is not.”16 This remnant of seventh-century Arab culture—which has spread through Islam to the other parts of the world that are now Muslim majority—has never been revised in official schools of Islamic law.17 Imams and other Islamic religious leaders today continue to chastise women for disobeying the modesty doctrine. They cite passages in the Quran to assign girls a position in the family that requires them to be docile, to depend on male relatives for money, and to submit to their husband’s dominion over their bodies. Marriage is typically arranged, and there is often an exchange of money in the process. Under the religious rule of Islam, it is still common today that a woman’s rights are essentially sold to a man she may not even know.

Not every investment requires money. As the girls in this book have shown, they want to know that people care about them and their well-being. They want to be seen and acknowledged for who they are and what they can contribute to the learning environment. Our collective community can respond to their needs by being there for them. But many schools around the country have also established girls’ groups as a way to provide encouragement for girls simply by convening them in regular conversation and sisterhood check-ins. These are good ways to facilitate conversation and to launch the next level of investment—one that does require financial resources. Join efforts to raise awareness about the conditions of Black girls in the racial justice movement.

For generation after generation, Adamses and Brookses and Boylstons and Gorhams had gone to Harvard College, and although none of them, as far as known had ever done any good there, or thought himself the better for it, custom, social ties, convenience, and, above all, economy, kept each generation in the track. Any other education would have required a serious effort, but no one took Harvard College seriously. All went there because their friends went there, and the College was their ideal of social self-respect. Harvard College, as far as it educated all, was a mild and liberal school, which sent young men into the world with all they needed to make respectable citizens, and something of what they wanted to make useful ones. Leaders of men it never tried to make.

Many people, even those who view themselves as liberals on other issues, tend to grow indignant, even rather agitated, if invited to look closely at these inequalities. “Life isn’t fair,” one parent in Winnetka answered flatly when I pressed the matter. “Wealthy children also go to summer camp. All summer. Poor kids maybe not at all. Or maybe, if they’re lucky, for two weeks. Wealthy children have the chance to go to Europe and they have the access to good libraries, encyclopedias, computers, better doctors, nicer homes. Some of my neighbors send their kids to schools like Exeter and Groton. Is government supposed to equalize these things as well?” But government, of course, does not assign us to our homes, our summer camps, our doctors—or to Exeter. It does assign us to our public schools. Indeed, it forces us to go to them. Unless we have the wealth to pay for private education, we are compelled by law to go to public school—and to the public school in our district. Thus the state, by requiring attendance but refusing to require equity, effectively requires inequality. Compulsory inequity, perpetuated by state law, too frequently condemns our children to unequal lives.

I am only slightly less astonished by the egotism of the assassins, the inflated self-esteem it requires to kill a president, than I am astonished by the men who run for president. These are people who have the gall to believe they can fix us--us and our deficit, our fossil fuels, our racism, poverty, our potholes and public schools. The egomania required to be president or a presidential assassin makes the two types brothers of sorts. Presidents and presidential assassins are like Las Vegas and Salt Lake City in that way. Even though one city is all about sin and the other is all about salvation, they are identical, one-dimensional company towns built up out of the desert by the sheer will of true believers. The assassins and the presidents invite the same basic question: Just who do you think you are?

The story was simple: a child named Amanda Pine, who enjoyed food in a way some therapists consider significant, was eating Madeline’s lunch. This was because Madeline’s lunch was not average. While all the other children gummed their peanut butter and jelly sandwiches, Madeline opened her lunch box to find a thick slice of leftover lasagna, a side helping of buttery zucchini, an exotic kiwi cut into quarters, five pearly round cherry tomatoes, a tiny Morton salt shaker, two still-warm chocolate chip cookies, and a red plaid thermos full of ice-cold milk. These contents were why everyone wanted Madeline’s lunch, Madeline included. But Madeline offered it to Amanda because friendship requires sacrifice, but also because Amanda was the only one in the entire school who didn’t make fun of the odd child Madeline already knew she was.

This diversity of social and semi-governmental institutions and organizations gives us not merely an insight into the immense complexity of an urban society, but also an inkling of the huge efforts and even violence required if they are to be disciplined, levelled down and made uniform. We come to realize all the things that must be done to ensure that the hundreds of newspapers and magazines follow the same linguistic line, the theatre repertoires are made to conform, and the libraries and bookshops are purged of the works of writers who have not kept up with the times. What must happen to ensure that museums, whose exhibitions and displays necessarily reflect long-term efforts, accept the inevitability of a new line and a new course? And what must be done to ensure that hundreds of schools and hundreds of thousands of schoolchildren feel ready to accept a new canon

Before every elementary school classroom had a 'Drop Everything and Read' period, before parents and educators agonized more about children being glued to Call of Duty or getting sucked into the vortex of the Internet, reading as a childhood activity was not always revered. Maybe it was in some families, in some towns, in some magical places that seemed to exist only in stories, but not where I was. Nobody trotted out the kid who read all the time as someone to be admired like the ones who did tennis and ballet and other feats requiring basic coordination. While those other kids pursued their after-school activities in earnest, I failed at art, gymnastics, ice skating, soccer, and ballet with a lethal mix of inability, fear and boredom. Coerced into any group endeavor, I wished I could just be home already. Rainy days were a godsend because you could curl up on a sofa without being banished into the outdoors with an ominous 'Go play outside.' Well into adulthood, I would chastise myself over not settling on a hobby—knitting or yoga or swing dancing or crosswords—and just reading instead. The default position. Everyone else had a passion; where was mine? How much happier I would have been to know that reading was itself a passion. Nobody treated it that way, and it didn't occur to me to think otherwise.

What, then, would it mean to imagine a system in which punishment is not allowed to become the source of corporate profit? How can we imagine a society in which race and class are not primary determinants of punishment? Or one in which punishment itself is no longer the central concern in the making of justice? An abolitionist approach that seeks to answer questions such as these would require us to imagine a constellation of alternative strategies and institutions, with the ultimate aim of removing the prison from the social and ideological landscapes of our society. In other words, we would not be looking for prisonlike substitutes for the prison, such as house arrest safeguarded by electronic surveillance bracelets. Rather, positing decarceration as our overarching strategy, we would try to envision a continuum of alternatives to imprisonment—demilitarization of schools, revitalization of education at all levels, a health system that provides free physical and mental care to all, and a justice system based on reparation and reconciliation rather than retribution and vengeance. The creation of new institutions that lay claim to the space now occupied by the prison can eventually start to crowd out the prison so that it would inhabit increasingly smaller areas of our social and psychic landscape. Schools can therefore be seen as the most powerful alternative to jails and prisons. Unless the current structures of violence are eliminated from schools in impoverished communities of color—including the presence of armed security guards and police—and unless schools become places that encourage the joy of learning, these schools will remain the major conduits to prisons. The alternative would be to transform schools into vehicles for decarceration.

The Legend of Robert Halsey This article examines the criminal conviction of Robert Halsey for sexually abusing two young boys on his school-van route near Pittsfield, Massachusetts. Mr. Halsey's name has been invoked by academics, journalists, and activists as the victim of the “witch hunt” in this country over child sexual abuse. Based on a comprehensive examination of the trial transcript, this article details the overwhelming evidence of guilt against Mr. Halsey. The credulous acceptance of the “false conviction” legend about Robert Halsey provides a case study in the techniques and tactics used to minimize and deny sexual abuse, while promoting a narrative about “ritual abuse” and “witch hunts” that apparently requires little or no factual basis. The second part of this article analyzes how the erroneous “false conviction” narrative about Robert Halsey was constructed and how it gained widespread acceptance. The Legend of Robert Halsey provides a cautionary tale about how easy it is to wrap even the guiltiest person in a cloak of righteous “witch hunt” claims. Cases identified as “false convictions” by defense lawyers and political activists deserve far greater scrutiny from the media and the public. journal: Cheit, Ross E. "The Legend of Robert Halsey." Journal of child sexual abuse 9.3-4 (2002): 37-52.

The striking thing about Ericsson’s study is that he and his colleagues couldn’t find any ‘naturals,’ musicians who floated effortlessly to the top while practicing a fraction of the time their peers did. Nor could they find any ‘grinds,’ people who worked harder than everyone else, yet just didn’t have what it takes to break the top ranks. Their research suggests that once a musician has enough ability to get into a top music school, the thing that distinguishes one performer from another is how hard he or she works. That’s it. And what’s more, the people at the very top don’t work just harder or even much harder than everyone else. They work much, much harder. The idea that excellence at a complex task requires a critical minimum level of practice surfaces again and again in studies of excellence. In fact, researchers have settled on what they believe is the magic number for true expertise: ten thousand hours.

After high school, he’d passed two relatively laid-back years as a student at Occidental College in Los Angeles before transferring to Columbia, where by his own account he’d behaved nothing like a college boy set loose in 1980s Manhattan and instead lived like a sixteenth-century mountain hermit, reading lofty works of literature and philosophy in a grimy apartment on 109th Street, writing bad poetry, and fasting on Sundays. We laughed about all of it, swapping stories about our backgrounds and what led us to the law. Barack was serious without being self-serious. He was breezy in his manner but powerful in his mind. It was a strange, stirring combination. Surprising to me, too, was how well he knew Chicago. Barack was the first person I’d met at Sidley who had spent time in the barbershops, barbecue joints, and Bible-thumping black parishes of the Far South Side. Before going to law school, he’d worked in Chicago for three years as a community organizer, earning $12,000 a year from a nonprofit that bound together a coalition of churches. His task was to help rebuild neighborhoods and bring back jobs. As he described it, it had been two parts frustration to one part reward: He’d spend weeks planning a community meeting, only to have a dozen people show up. His efforts were scoffed at by union leaders and picked apart by black folks and white folks alike. Yet over time, he’d won a few incremental victories, and this seemed to encourage him. He was in law school, he explained, because grassroots organizing had shown him that meaningful societal change required not just the work of the people on the ground but stronger policies and governmental action as well. Despite my resistance to the hype that had preceded him, I found myself admiring Barack for both his self-assuredness and his earnest demeanor. He was refreshing, unconventional, and weirdly elegant.

Why should we, the brains of the military, have so much anxiety about our contribution to the war that we feel we have to ape Special Forces guys? To Fitzgerald commandos were just glorified jocks - pitchers and quarterbacks from suburban high schools who traded baseballs for bullets. There's no doubt they had skills. They could slither right up to the enemy on their stomachs survive on worms for days and plunk a target with a piece of lead from a mile away. All very impressive. But they couldn't speak Arabic or juggle a million intelligence requirements and 703 follow-up questions from the community while sitting three feet away from some Islamic firebrand who has no reason to talk. "Do you think those Special Forces guys are wracked with Interrogator envy?" Fitzgerald would say. "You think they're over there in their special sunglasses polishing their special weapons saying 'man if only I could do some hot-shit interrogations and write some hot-shit reports?

There’s more deceit and dishonesty. In 1950, I was fourteen years old and applied for a work permit for an after-school job. One of the requirements was to obtain a Social Security card. In bold letters on my Social Security card, which I still possess, are the words “For Social Security Purposes—Not For Identification.” That’s because earlier Americans feared that their Social Security number would become an identity number. According to the Social Security Administration website, “this legend was removed as part of the design changes for the 18th version of the card, issued beginning in 1972.” That statement assumes we’re idiots. We’re asked to believe that the sole purpose of the removal was for design purposes. Apparently, the fact that our Social Security number had become a major identification tool, to be used in every aspect of our lives, had nothing to do with the SSA’s getting rid of the legend saying “For Social Security Purposes—Not For Identification.” I

Not so long ago a psychiatrist told me that one of the marks of an adult who has never properly grown up is an inability to wait, and a whole therapeutic movement has been built on that one insight alone. Because music takes or demands our time and depends on carefully timed relations between notes, it cannot be rushed. It schools us in the art of patience. Certainly we can play or sing a piece of music faster. But we can do this only to a very limited degree before the piece becomes incoherent. Given today’s technology we can cut and paste, we can hop from track to track on the MP3 player, flip from one song to another, and download highlights of a three-hour opera. But few would claim they hear a piece of music in its integrity that way. Music says to us: “There are things you will learn only by passing through this process, by being caught up in this series of relations and transformations.”34 Music requires my time, my flesh, and my blood for its performance and enjoyment, and this means going at its speed. Simone Weil described music as “time that one wants neither to arrest nor hasten.”35 In an interview, speaking of the tendency of our culture to think that music is there simply to “wash over” us, the composer James MacMillan remarked: “[Music] needs us to sacrifice something of ourselves to meet it, and it’s very difficult sometimes to do that, especially [in] the whole culture we’re in. Sacrifice and self-sacrifice—certainly sacrificing your time—is not valued any more.”36

The same question might be asked about the educational system. In 2016, an American professor and Fulbright scholar named William Doyle, just returned from a semester-long appointment at the University of Eastern Finland, wrote in the Los Angeles Times that for those five months, his family “experienced a stunningly stress-free, and stunningly good, school system.” His seven-year-old son was placed in the youngest class—not because of some developmental delay, but because children younger than seven “don’t receive formal academic training . . . Many are in day care and learn through play, songs, games and conversation.” Once in school, children get a mandated fifteen-minute outdoor recess break for every forty-five minutes of in-class instruction. The educational mantras Doyle remembers hearing the most while there: “‘Let children be children,’ ‘The work of a child is to play,’ and ‘Children learn best through play.’” And as far as outcomes go? Finland consistently ranks at or near the top of educational test score results in the Western world and has been ranked the most literate nation on Earth.[17] “The message that competition is appropriate, desirable, required, and even unavoidable is drummed into us from nursery school to graduate school; it is the subtext of every lesson,” writes educational consultant Alfie Kohn in his excellent book No Contest: The Case Against Competition: Why We Lose in Our Race to Win, which documents the negative impact of competition on genuine learning, and how

First-century discipleship was expressed as a servant-master relationship (see Matthew 10:24). Once accepted as a disciple, a young man started as a talmidh, or beginner, who sat in the back of the room and could not speak. Then he became a distinguished student, who took an independent line in his approach or questioning. At the next level, he became a disciple-associate, who sat immediately behind the rabbi during prayer time. Finally he achieved the highest level, a disciple of the wise, and was recognized as the intellectual equal of his rabbi.'" 2. Memorizing the teacher's words: Oral tradition provided the basic way of studying. Disciples learned the teacher's words verbatim to pass along to the next person. Often disciples learned as many as four interpretations of each major passage in the Torah. 3. Learning the teacher's way of ministry: A disciple learned how his teacher kept God's commands, including how he practiced the Sabbath, fasted, prayed, and said blessings in ceremonial situations. He would also learn his rabbi's teaching methods and the many traditions his master followed. 4. Imitating the teacher's life and character: Jesus said that when a disciple is fully taught, he "will be like his teacher" (Luke 6:40). The highest calling of a disciple was to imitate his teacher. Paul called on Timothy to follow his example (see 2 Timothy 3:10-14), and he didn't hesitate to call on all believers to do the same (see 1 Corinthians 4:14-16; 1 1:1; Philippians 4:9). One story in ancient tradition tells of a rabbinical student so devoted to his teacher that he hid in the teacher's bedchamber to discover the mentor's sexual technique. To be sure, this is a bit extreme, yet it demonstrates the level of commitment required to be a disciple. 5. Raising up their own disciples: When a disciple finished his training, he was expected to reproduce what he'd learned by finding and training his own apprentices. He would start his own school and call it after his name, such as the House of Hillel.

One morning Jeanette, bucking Daddy on some point, hit on the argument probably every child in the world has used against his or her parents: 'I didn't ask to be born'. Daddy had an answer for it. 'I know you didn't ask to be born, honey, and as your father responsible for gettin' you into the world, I owe you something'. I owe you three hots and a cots, which is to say, I owe you three meals a day and a place to sleep. That's what I'm obliged for, and that's what I'm lookin' to see you get.' He nodded several times, overcome by the seriousness of this obligation, then leaned back in his chair with a curl to his mouth like a villain's mustache. ''Course, nobody says the meals has got to be chicken. S'pose I just give you bread and water? An' s'pose I let you sleep on the floor'? 'No, Daddy'! 'That's all I'm obliged for, honey. Everything else is gratis. Everything else I do for you is 'cause I want to, not 'cause I have to'. For days afterward, because Daddy had a tenacious mind of the sort that doesn't easily turn loose one idea and go on to another, he would set a plate in front of Jeanette with, 'See, I ain't obliged to give you this. I could give you bread and water and soup with just a little bit of fat floatin' in it, just to keep you alive. That's all I'm asked to give you. But you get more, right? You get this nice plateful, and I imagine when it comes to dessert, you'll have some of that, will you? All right, dessert, and all the other good stuff. But just remember, the good stuff I do for you is because I want to, because I'm your daddy and I love you and I want to, not because I have to'. The subtext to this was that it was not enough for us, the children, to behave in minimal ways either, that filial respect and dutifulness might be all that was basically required of us, but the good stuff, like doing well in school and sticking together as a family and paying attention to what Mommy and Daddy were trying to each us, we would do because we loved them and wanted them to love us.

A note about me: I do not think stress is a legitimate topic of conversation, in public anyway. No one ever wants to hear how stressed out anyone else is, because most of the time everyone is stressed out. Going on and on in detail about how stressed out I am isn’t conversation. It’ll never lead anywhere. No one is going to say, “Wow, Mindy, you really have it especially bad. I have heard some stories of stress, but this just takes the cake.” This is entirely because my parents are immigrant professionals, and talking about one’s stress level was just totally outlandish to them. When I was three years old my mom was in the middle of her medical residency in Boston. She had been a practicing obstetrician and gynecologist in Nigeria, but in the United States she was required to do her residency all over again. She’d get up at 4:00 a.m. and prepare breakfast, lunch, and dinner for my brother and me, because she knew she wouldn’t be home in time to have dinner with us. Then she’d leave by 5:30 a.m. to start rounds at the hospital. My dad, an architect, had a contract for a building in New Haven, Connecticut, which was two hours and forty-five minutes away. It would’ve been easier for him to move to New Haven for the time of the construction of the building, but then who would have taken care of us when my mom was at the hospital at night? In my parents’ vivid imaginations, lack of at least one parent’s supervision was a gateway to drugs, kidnapping, or at the very minimum, too much television watching. In order to spend time with us and save money for our family, my dad dropped us off at school, commuted the two hours and forty-five minutes every morning, and then returned in time to pick us up from our after-school program. Then he came home and boiled us hot dogs as an after-school snack, even though he was a vegetarian and had never eaten a hot dog before. In my entire life, I never once heard either of my parents say they were stressed. That was just not a phrase I grew up being allowed to say. That, and the concept of “Me time.

I decided early in graduate school that I needed to do something about my moods. It quickly came down to a choice between seeing a psychiatrist or buying a horse. Since almost everyone I knew was seeing a psychiatrist, and since I had an absolute belief that I should be able to handle my own problems, I naturally bought a horse. Not just any horse, but an unrelentingly stubborn and blindingly neurotic one, a sort of equine Woody Allen, but without the entertainment value. I had imagined, of course, a My Friend Flicka scenario: my horse would see me in the distance, wiggle his ears in eager anticipation, whinny with pleasure, canter up to my side, and nuzzle my breeches for sugar or carrots. What I got instead was a wildly anxious, frequently lame, and not terribly bright creature who was terrified of snakes, people, lizards, dogs, and other horses – in short, terrified of anything that he might reasonably be expected to encounter in life – thus causing him to rear up on his hind legs and bolt madly about in completely random directions. In the clouds-and-silver-linings department, however, whenever I rode him I was generally too terrified to be depressed, and when I was manic I had no judgment anyway, so maniacal riding was well suited to the mood. Unfortunately, it was not only a crazy decision to buy a horse, it was also stupid. I may as well have saved myself the trouble of cashing my Public Health Service fellowship checks, and fed him checks directly: besides shoeing him and boarding him – with veterinary requirements that he supplement his regular diet with a kind of horsey granola that cost more than a good pear brandy – I also had to buy him special orthopedic shoes to correct, or occasionaly correct, his ongoing problems with lameness. These shoes left Guicci and Neiman-Marcus in the dust, and, after a painfully aquired but profound understanding of why people shoot horse traders, and horses, I had to acknowledge that I was a graduate student, not Dr. Dolittle; more to the point, I was neither a Mellon nor a Rockefeller. I sold my horse, as one passes along the queen of spades, and started showing up for my classes at UCLA.

We decided to attend to our community instead of asking our community to attend the church.” His staff started showing up at local community events such as sports contests and town hall meetings. They entered a float in the local Christmas parade. They rented a football field and inaugurated a Free Movie Night on summer Fridays, complete with popcorn machines and a giant screen. They opened a burger joint, which soon became a hangout for local youth; it gives free meals to those who can’t afford to pay. When they found out how difficult it was for immigrants to get a driver’s license, they formed a drivers school and set their fees at half the going rate. My own church in Colorado started a ministry called Hands of the Carpenter, recruiting volunteers to do painting, carpentry, and house repairs for widows and single mothers. Soon they learned of another need and opened Hands Automotive to offer free oil changes, inspections, and car washes to the same constituency. They fund the work by charging normal rates to those who can afford it. I heard from a church in Minneapolis that monitors parking meters. Volunteers patrol the streets, add money to the meters with expired time, and put cards on the windshields that read, “Your meter looked hungry so we fed it. If we can help you in any other way, please give us a call.” In Cincinnati, college students sign up every Christmas to wrap presents at a local mall — ​no charge. “People just could not understand why I would want to wrap their presents,” one wrote me. “I tell them, ‘We just want to show God’s love in a practical way.’ ” In one of the boldest ventures in creative grace, a pastor started a community called Miracle Village in which half the residents are registered sex offenders. Florida’s state laws require sex offenders to live more than a thousand feet from a school, day care center, park, or playground, and some municipalities have lengthened the distance to half a mile and added swimming pools, bus stops, and libraries to the list. As a result, sex offenders, one of the most despised categories of criminals, are pushed out of cities and have few places to live. A pastor named Dick Witherow opened Miracle Village as part of his Matthew 25 Ministries. Staff members closely supervise the residents, many of them on parole, and conduct services in the church at the heart of Miracle Village. The ministry also provides anger-management and Bible study classes.

Wallace would never realize his political ambitions, but he would certainly play a part in seeing that Johnson realized his. After the assassination of President Kennedy, a fingerprint was found on a cardboard box in the sniper’s nest on the sixth floor of the Texas School Book Depository. It could not be linked with Oswald, any other employee of the Texas School Book Depository, or any law enforcement officer who had handled the box. Wallace’s print from his previous conviction and the one found on the box were a match, according to fingerprint expert A. Nathan Darby, former head of Austin’s police identification unit. Darby was the most experienced certified latent print examiner in America, with more than thirty-five years of military forensic and police experience. An initial comparison found a match between the two prints on fourteen unique points while Darby ultimately ascertained that the two prints had thirty-two matching points,65 far exceeding the requirement for identification and conviction. “I’m positive,” said Darby. “The finger that made the ink print also made the latent print. It’s a match.” In comparison, “the Dallas police found only three partial fingerprints of Oswald on only two of the boxes in the area.”66

Clearly, just imprinting a document in clay is not enough to guarantee efficient, accurate and convenient data processing. That requires methods of organisation like catalogues, methods of reproduction like photocopy machines, methods of rapid and accurate retrieval like computer algorithms, and pedantic (but hopefully cheerful) librarians who know how to use these tools. Inventing such methods proved to be far more difficult than inventing writing. Many writing systems developed independently in cultures distant in time and place from each other. Every decade archaeologists discover another few forgotten scripts. Some of them might prove to be even older than the Sumerian scratches in clay. But most of them remain curiosities because those who invented them failed to invent efficient ways of cataloguing and retrieving data. What set apart Sumer, as well as pharaonic Egypt, ancient China and the Inca Empire, is that these cultures developed good techniques of archiving, cataloguing and retrieving written records. They obviously had no computers or photocopying machines, but they did have catalogues, and far more importantly, they did create special schools in which professional scribes, clerks, librarians and accountants were rigorously trained in the secrets of data-processing.

Faith is an evil precisely because it requires no justification and brooks no argument. Teaching children that unquestioned faith is a virtue primes them - given certain other ingredients that are no hard to come by - to grow up into potentially lethal weapons for future jihads or crusades. Immunized against fear by the promise of a martyr's paradise, the authentic faith-head deserves a high place in the history of armaments, alongside the longbow, the warhorse, the tank and the cluster bomb. If children were taught to question and think through their beliefs, instead of being taught the superior virtue of faith without question, it is a good bet that there would be no suicide bombers. Suicide bombers do what they do because they really believe what they were taught in their religious schools: that duty to God exceeds all other priorities, and that martyrdom in his service will be rewarded in the gardens of Paradise. And they were taught that lesson not necessarily by extremist fanatics but by decent, gentle, mainstream religious instructors, who lined them up in their madrasa, sitting in rows, rhythmically nodding their innocent little head up and down while they learned every words of the holy book like demented parrots. Faith can be very very dangerous, and deliberately to implant it into the vulnerable mind of an innocent child is a grievous wrong.

This is just one version of how the world of successful people actually works. But social capital is all around us. Those who tap into it and use it prosper. Those who don’t are running life’s race with a major handicap. This is a serious problem for kids like me. Here’s a non-exhaustive list of things I didn’t know when I got to Yale Law School: That you needed to wear a suit to a job interview. That wearing a suit large enough to fit a silverback gorilla was inappropriate. That a butter knife wasn’t just decorative (after all, anything that requires a butter knife can be done better with a spoon or an index finger). That pleather and leather were different substances. That your shoes and belt should match. That certain cities and states had better job prospects. That going to a nicer college brought benefits outside of bragging rights. That finance was an industry that people worked in. Mamaw always resented the hillbilly stereotype—the idea that our people were a bunch of slobbering morons. But the fact is that I was remarkably ignorant of how to get ahead. Not knowing things that many others do often has serious economic consequences. It cost me a job in college (apparently Marine Corps combat boots and khaki pants aren’t proper interview attire) and could have cost me a lot more in law school if I hadn’t had a few people helping me every step of the way.

Buddhist meditation takes this untrained, everyday mind as its natural starting point, and it requires the development of one particular attentional posture—of naked, or bare, attention. Defined as “the clear and single-minded awareness of what actually happens to us and in us at the successive moments of perception,”1 bare attention takes this unexamined mind and opens it up, not by trying to change anything but by observing the mind, emotions, and body the way they are. It is the fundamental tenet of Buddhist psychology that this kind of attention is, in itself, healing: that by the constant application of this attentional strategy, all of the Buddha’s insights can be realized for oneself. As mysterious as the literature on meditation can seem, as elusive as the koans of the Zen master sometimes sound, there is but one underlying instruction that is critical to Buddhist thought. Common to all schools of thought, from Sri Lanka to Tibet, the unifying theme of the Buddhist approach is this remarkable imperative: “Pay precise attention, moment by moment, to exactly what you are experiencing, right now, separating out your reactions from the raw sensory events.” This is what is meant by bare attention: just the bare facts, an exact registering, allowing things to speak for themselves as if seen for the first time, distinguishing any reactions from the core event.

Our present system based on preparing children for individual upward mobility into the system by making “us” like “them” is destroying our communities because those who succeed in the system leave the community while those who don’t take out their frustration and sense of failure in acts of vandalism. It is leaving too many children behind, labeling too many as suffering from attention deficit disorder and therefore requiring Ritalin, and widening the gap between the very rich and the very poor. The main cause of youth violence and addiction to drugs, I believe, is youth powerlessness. We have turned young people into parasites with no socially necessary or productive roles, nothing to do for eighteen years but go to school, play, and watch TV. Rich and poor, in the suburbs and the inner city, they are, as Paul Goodman pointed out years ago, “Growing Up Absurd,”4 deprived of the natural and normal ways of learning the relationship between cause and effect, actions and consequences by which the species has survived and evolved down through the millennia. Then we wonder why teenagers lack a sense of social responsibility. Schoolchildren need to be involved in community-building activities from an early age, both to empower themselves and to transform their communities from demoralizing wastelands into sources of strength and renewal. Their heads work better when their hearts and hands are engaged.

So what was the dierence between Alison and Jillian? Both were pseudo-extroverts, and you might say that Alison was trying and failing where Jillian was succeeding. But Alison’s problem was actually that she was acting out of character in the service of a project she didn’t care about. She didn’t love the law. She’d chosen to become a Wall Street litigator because it seemed to her that this was what powerful and successful lawyers did, so her pseudo-extroversion was not supported by deeper values. She was not telling herself, I’m doing this to advance work I care about deeply, and when the work is done I’ll settle back into my true self. Instead, her interior monologue was The route to success is to be the sort of person I am not. This is not self-monitoring; it is self-negation. Where Jillian acts out of character for the sake of worthy tasks that temporarily require a different orientation, Alison believes that there is something fundamentally wrong with who she is. It’s not always so easy, it turns out, to identify your core personal projects. And it can be especially tough for introverts, who have spent so much of their lives conforming to extroverted norms that by the time they choose a career, or a calling, it feels perfectly normal to ignore their own preferences. They may be uncomfortable in law school or nursing school or in the marketing department, but no more so than they were back in middle school or summer camp.

When Benjamin Bloom studied his 120 world-class concert pianists, sculptors, swimmers, tennis players, mathematicians, and research neurologists, he found something fascinating. For most of them, their first teachers were incredibly warm and accepting. Not that they set low standards. Not at all, but they created an atmosphere of trust, not judgment. It was, “I’m going to teach you,” not “I’m going to judge your talent.” As you look at what Collins and Esquith demanded of their students—all their students—it’s almost shocking. When Collins expanded her school to include young children, she required that every four-year-old who started in September be reading by Christmas. And they all were. The three- and four-year-olds used a vocabulary book titled Vocabulary for the High School Student. The seven-year-olds were reading The Wall Street Journal. For older children, a discussion of Plato’s Republic led to discussions of de Tocqueville’s Democracy in America, Orwell’s Animal Farm, Machiavelli, and the Chicago city council. Her reading list for the late-grade-school children included The Complete Plays of Anton Chekhov, Physics Through Experiment, and The Canterbury Tales. Oh, and always Shakespeare. Even the boys who picked their teeth with switchblades, she says, loved Shakespeare and always begged for more. Yet Collins maintained an extremely nurturing atmosphere. A very strict and disciplined one, but a loving one. Realizing that her students were coming from teachers who made a career of telling them what was wrong with them, she quickly made known her complete commitment to them as her students and as people. Esquith bemoans the lowering of standards. Recently, he tells us, his school celebrated reading scores that were twenty points below the national average. Why? Because they were a point or two higher than the year before. “Maybe it’s important to look for the good and be optimistic,” he says, “but delusion is not the answer. Those who celebrate failure will not be around to help today’s students celebrate their jobs flipping burgers.… Someone has to tell children if they are behind, and lay out a plan of attack to help them catch up.” All of his fifth graders master a reading list that includes Of Mice and Men, Native Son, Bury My Heart at Wounded Knee, The Joy Luck Club, The Diary of Anne Frank, To Kill a Mockingbird, and A Separate Peace. Every one of his sixth graders passes an algebra final that would reduce most eighth and ninth graders to tears. But again, all is achieved in an atmosphere of affection and deep personal commitment to every student. “Challenge and nurture” describes DeLay’s approach, too. One of her former students expresses it this way: “That is part of Miss DeLay’s genius—to put people in the frame of mind where they can do their best.… Very few teachers can actually get you to your ultimate potential. Miss DeLay has that gift. She challenges you at the same time that you feel you are being nurtured.

By contrast, the merely good students had totaled eight thousand hours, and the future music teachers had totaled just over four thousand hours. Ericsson and his colleagues then compared amateur pianists with professional pianists. The same pattern emerged. The amateurs never practiced more than about three hours a week over the course of their childhood, and by the age of twenty they had totaled two thousand hours of practice. The professionals, on the other hand, steadily increased their practice time every year, until by the age of twenty they, like the violinists, had reached ten thousand hours. The striking thing about Ericsson’s study is that he and his colleagues couldn’t find any “naturals,” musicians who floated effortlessly to the top while practicing a fraction of the time their peers did. Nor could they find any “grinds,” people who worked harder than everyone else, yet just didn’t have what it takes to break the top ranks. Their research suggests that once a musician has enough ability to get into a top music school, the thing that distinguishes one performer from another is how hard he or she works. That’s it. And what’s more, the people at the very top don’t work just harder or even much harder than everyone else. They work much, much harder. The idea that excellence at performing a complex task requires a critical minimum level of practice surfaces again and again in studies of expertise. In fact, researchers have settled on what they believe is the magic number for true expertise: ten thousand hours.

Do you condemn the kids for not having been blessed with I.Q.s of 120? Can you condemn the kids? Can you condemn anyone? Can you condemn the colleges that give all you need to pass a board of education examination? Do you condemn the board of education for not making the exams stiffer, for not boosting the requirements, for not raising salaries, for not trying to attract better teachers, for not making sure their teachers are better equipped to teach? Or do you condemn the meatheads all over the world who drift into the teaching profession drift into it because it offers a certain amount of paycheck every month security ,vacation-every summer luxury, or a certain amount of power , or a certain easy road when the other more difficult roads are full of ruts? Oh he’d seen the meatheads, all right; he’d seen them in every education class he’d ever attended. The simpering female idiots who smiled and agreed with the instructor, who imparted vast knowledge gleaned from profound observations made while sitting at the back of the classroom in some ideal high school in some ideal neighborhood while an ideal teacher taught ideal students. Or the men who were perhaps the worst, the men who sometimes seemed a little embarrassed, over having chosen the easy road, the road the security, the men who sometimes made a joke about the women not realizing they themselves were poured from the same streaming cauldron of horse manure. Had Rick been one of these men? He did not believe so…. He had wanted to teach, had honestly wanted to teach. He had not considered the security or the two-month vacation, or the short tours. He had simply wanted to teach, and he had considred taeaching a worth-while profession. He had, in fact, considered it the worthiest profession. He had held no illusions about his own capabilities. He could not paint, or write, or compose, or sculpt, or philopshize deeply, or design tall buildings. He could contribute nothing to the world creatively and this had been a disappointment to him until he’d realized he could be a big creator by teaching. For here were minds to be sculptured, here were ideas to be painted, here were lives to shape. To spend his allotted time on earth as a bank teller or an insurance salesman would have seemed an utter waste to Rick. Women, he had reflected had no such problem. Creation had been given to them as a gift and a woman was self-sufficient within her own creative shell. A man needed more which perhaps was one reason why a woman could never understand a man’s concern for the job he had to do.

The first obstacle [to liberal education] is the learning situation itself. What is the ideal learning situation? It is the more or less continuous contact between a student and his teacher, who is another student, more advanced in many ways, but still learning himself. This situation usually does not prevail; in fact, it is extremely rare. Since the immemorial, institutions of learning, especially higher learning, have been established, called „schools“ — and the ambiguity of the term becomes immediately apparent. Institutionalization means ordering activities into certain patters; in the case of learning activities, into classes, schedules, courses, curriculums, examinations, degress, and all the venerable and sometimes ridiculous paraphernalia of academic life. The point is that such institutionalization cannot be avoided: both the gregarious and the rational character of man compel him to impose upon himself laws and regulations. Moreover, the discipline of learning itself seems to require an orderly and planned procedure. And yet we all know how this schedule routine can interfere with the spontaneity of questioning and of leaning and the occurrence of genuine wonderment. A student may even never become aware that there is the possibility of spontaneous learning which depends merely on himself and on nobody and nothing else. Once the institutional character of learning tends to prevail, the goal of liberal education may be completely lost sight of, whatever other goals may be successfully reached. And I repeat, this obstacle is not extraneous to learning. It is prefigured in the methodical and systematic character of exploratory questioning. It has to be faced over and over again.

The pressure is on. They've teased me all week, because I've avoided anything that requires ordering. I've made excuses (I'm allergic to beef," "Nothing tastes better than bread," Ravioli is overrated"), but I can't avoid it forever.Monsieur Boutin is working the counter again. I grab a tray and take a deep breath. "Bonjour, uh...soup? Sopa? S'il vous plait?" "Hello" and "please." I've learned the polite words first, in hopes that the French will forgive me for butchering the remainder of their beautiful language. I point to the vat of orangey-red soup. Butternut squash, I think. The smell is extraordinary, like sage and autumn. It's early September, and the weather is still warm. When does fall come to Paris? "Ah! soupe.I mean,oui. Oui!" My cheeks burn. "And,um, the uh-chicken-salad-green-bean thingy?" Monsieur Boutin laughs. It's a jolly, bowl-full-of-jelly, Santa Claus laugh. "Chicken and haricots verts, oui. You know,you may speek Ingleesh to me. I understand eet vairy well." My blush deepends. Of course he'd speak English in an American school. And I've been living on stupid pears and baquettes for five days. He hands me a bowl of soup and a small plate of chicken salad, and my stomach rumbles at the sight of hot food. "Merci," I say. "De rien.You're welcome. And I 'ope you don't skeep meals to avoid me anymore!" He places his hand on his chest, as if brokenhearted. I smile and shake my head no. I can do this. I can do this. I can- "NOW THAT WASN'T SO TERRIBLE, WAS IT, ANNA?" St. Clair hollers from the other side of the cafeteria. I spin around and give him the finger down low, hoping Monsieur Boutin can't see. St. Clair responds by grinning and giving me the British version, the V-sign with his first two fingers. Monsieur Boutin tuts behind me with good nature. I pay for my meal and take the seat next to St. Clair. "Thanks. I forgot how to flip off the English. I'll use the correct hand gesture next time." "My pleasure. Always happy to educate." He's wearing the same clothing as yesterday, jeans and a ratty T-shirt with Napolean's silhouette on it.When I asked him about it,he said Napolean was his hero. "Not because he was a decent bloke, mind you.He was an arse. But he was a short arse,like meself." I wonder if he slept at Ellie's. That's probably why he hasn't changed his clothes. He rides the metro to her college every night, and they hang out there. Rashmi and Mer have been worked up, like maybe Ellie thinks she's too good for them now. "You know,Anna," Rashmi says, "most Parisians understand English. You don't have to be so shy." Yeah.Thanks for pointing that out now.

When we blame those who brought about the brutal murder of Emmett Till, we have to count President Eisenhower, who did not consider the national honor at stake when white Southerners prevented African Americans from voting; who would not enforce the edicts of the highest court in the land, telling Chief Justice Earl Warren, 'All [opponents of desegregation] are concerned about is to see that their sweet little girls are not required to sit in schools alongside some big, overgrown Negroes.' We must count Attorney General Herbert Brownell Jr., who demurred that the federal government had no jurisdiction in the political assassinations of George Lee and Lamar Smith that summer, thus not only preventing African Americans from voting but also enabling Milam and Bryant to feel confident that they could murder a fourteen-year-old boy with impunity. Brownell, a creature of politics, likewise refused to intervene in the Till case. We must count the politicians who ran for office in Mississippi thumping the podium for segregation and whipping crowds into a frenzy about the terrifying prospects of school desegregation and black voting. This goes double for the Citizens' Councils, which deliberately created an environment in which they knew white terrorism was inevitable. We must count the jurors and the editors who provided cover for Milam, Bryant, and the rest. Above all, we have to count the millions of citizens of all colors and in all regions who knew about the rampant racial injustice in America and did nothing to end it. The black novelist Chester Himes wrote a letter to the New York Post the day he heard the news of Milam's and Bryant's acquittals: 'The real horror comes when your dead brain must face the fact that we as a nation don't want it to stop. If we wanted to, we would.

If you talk to these extraordinary people, you find that they all understand this at one level or another. They may be unfamiliar with the concept of cognitive adaptability, but they seldom buy into the idea that they have reached the peak of their fields because they were the lucky winners of some genetic lottery. They know what is required to develop the extraordinary skills that they possess because they have experienced it firsthand. One of my favorite testimonies on this topic came from Ray Allen, a ten-time All-Star in the National Basketball Association and the greatest three-point shooter in the history of that league. Some years back, ESPN columnist Jackie MacMullan wrote an article about Allen as he was approaching his record for most three-point shots made. In talking with Allen for that story, MacMullan mentioned that another basketball commentator had said that Allen was born with a shooting touch—in other words, an innate gift for three-pointers. Allen did not agree. “I’ve argued this with a lot of people in my life,” he told MacMullan. “When people say God blessed me with a beautiful jump shot, it really pisses me off. I tell those people, ‘Don’t undermine the work I’ve put in every day.’ Not some days. Every day. Ask anyone who has been on a team with me who shoots the most. Go back to Seattle and Milwaukee, and ask them. The answer is me.” And, indeed, as MacMullan noted, if you talk to Allen’s high school basketball coach you will find that Allen’s jump shot was not noticeably better than his teammates’ jump shots back then; in fact, it was poor. But Allen took control, and over time, with hard work and dedication, he transformed his jump shot into one so graceful and natural that people assumed he was born with it. He took advantage of his gift—his real gift.   ABOUT

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

In any case, it is not as if the ‘light’ inspection is in any sense preferable for staff than the heavy one. The inspectors are in the college for the same amount of time as they were under the old system. The fact that there are fewer of them does nothing to alleviate the stress of the inspection, which has far more to do with the extra bureaucratic window-dressing one has to do in anticipation of a possible observation than it has to do with any actual observation itself. The inspection, that is to say, corresponds precisely to Foucault’s account of the virtual nature of surveillance in Discipline And Punish. Foucault famously observes there that there is no need for the place of surveillance to actually be occupied. The effect of not knowing whether you will be observed or not produces an introjection of the surveillance apparatus. You constantly act as if you are always about to be observed. Yet, in the case of school and university inspections, what you will be graded on is not primarily your abilities as a teacher so much as your diligence as a bureaucrat. There are other bizarre effects. Since OFSTED is now observing the college’s self-assessment systems, there is an implicit incentive for the college to grade itself and its teaching lower than it actually deserves. The result is a kind of postmodern capitalist version of Maoist confessionalism, in which workers are required to engage in constant symbolic self-denigration. At one point, when our line manager was extolling the virtues of the new, light inspection system, he told us that the problem with our departmental log-books was that they were not sufficiently self-critical. But don’t worry, he urged, any self-criticisms we make are purely symbolic, and will never be acted upon; as if performing self-flagellation as part of a purely formal exercise in cynical bureaucratic compliance were any less demoralizing.

Now, Potter,” said McGonagall, “you and Miss Lovegood had better return to your friends and bring them to the Great Hall--I shall rouse the other Gryffindors.” They parted at the top of the next staircase, Harry and Luna running back toward the concealed entrance to the Room of Requirement. As they ran, they met crowds of students, most wearing traveling cloaks over their pajamas, being shepherded down to the Great Hall by teachers and prefects. “That was Potter!” “Harry Potter!” “It was him, I swear, I just saw him!” But Harry did not look back, and at last they reached the entrance to the Room of Requirement. Harry leaned against the enchanted wall, which opened to admit them, and he and Luna sped back down the steep staircase. “Wh--?” As the room came into view, Harry slipped down a few stairs in shock. It was packed, far more crowded than when he had last been in there. Kingsley and Lupin were looking up at him, as were Oliver Wood, Katie Bell, Angelina Johnson and Alicia Spinnet, Bill and Fleur, and Mr. and Mrs. Weasley. “Harry, what’s happening?” said Lupin, meeting him at the foot of the stairs. “Voldemort’s on his way, they’re barricading the school--Snape’s run for it--What are you doing here? How did you know?” “We sent messages to the rest of Dumbledore’s Army,” Fred explained. “You couldn’t expect everyone to miss the fun, Harry, and the D.A. let the Order of the Phoenix know, and it all kind of snowballed.” “What first, Harry?” called George. “What’s going on?” “They’re evacuating the younger kids and everyone’s meeting in the Great Hall to get organized,” Harry said. “We’re fighting.” There was a great roar and a surge toward the foot of the stairs; he was pressed back against the wall as they ran past him, the mingled members of the Order of the Phoenix, Dumbledore’s Army, and Harry’s old Quidditch team, all with their wands drawn, heading up into the main castle.

I have again been asked to explain how one can "become a Daoists..." with all of the sad things happening in our world today, Laozi and Zhuangzi give words of advice, tho not necessarily to become a Daoist priest or priestess... " So many foreigners who want to become “Religious Daoists” 道教的道师 （道士） do not realize that they must not only receive a transmission of a Lu 籙 register which identifies their Daoist school, and learn as well how to sing the ritual melodies, play the flute, stringed instruments, drums, and sacred dance steps, required to be an ordained and functioning Daoist priest or priestess. This process usually takes 10 years or more of daily discipleship and practice, to accomplish. There are 86 schools and genre of Daoist rituals listed in the Baiyun Guan Gazeteer, 白雲觀志, which was edited by Oyanagi Sensei, in Tokyo, 1928, and again in 1934, and re-published by Baiyun Guan in Beijing, available in their book shop to purchase. Some of the schools, such as the Quanzhen Longmen 全真龙门orders, allow their rituals and Lu registers to be learned by a number of worthy disciples or monks; others, such as the Zhengyi, Qingwei, Pole Star, and Shangqing 正一，清微，北极，上请 registers may only be taught in their fullness to one son and/or one disciple, each generation. Each of the schools also have an identifying poem, from 20 or 40 character in length, or in the case of monastic orders (who pass on the registers to many disciples), longer poems up to 100 characters, which identify the generation of transmission from master to disciple. The Daoist who receives a Lu register (給籙元科, pronounced "Ji Lu Yuanke"), must use the character from the poem given to him by his or her master, when composing biao 表 memorials, shuwen 梳文 rescripts, and other documents, sent to the spirits of the 3 realms (heaven, earth, water /underworld). The rituals and documents are ineffective unless the correct characters and talismanic signature are used. The registers are not given to those who simply practice martial artists, Chinese medicine, and especially never shown to scholars. The punishment for revealing them to the unworthy is quite severe, for those who take payment for Lu transmission, or teaching how to perform the Jinlu Jiao and Huanglu Zhai 金籙醮，黃籙齋 科儀 keyi rituals, music, drum, sacred dance steps. Tang dynasty Tangwen 唐文 pronunciation must also be used when addressing the highest Daoist spirits, i.e., the 3 Pure Ones and 5 Emperors 三请五帝. In order to learn the rituals and receive a Lu transmission, it requires at least 10 years of daily practice with a master, by taking part in the Jiao and Zhai rituals, as an acolyte, cantor, or procession leader. Note that a proper use of Daoist ritual also includes learning Inner Alchemy, ie inner contemplative Daoist meditation, the visualization of spirits, where to implant them in the body, and how to summon them forth during ritual. The woman Daoist master Wei Huacun’s Huangting Neijing, 黃庭內經 to learn the esoteric names of the internalized Daoist spirits. Readers must be warned never to go to Longhu Shan, where a huge sum is charged to foreigners ($5000 to $9000) to receive a falsified document, called a "license" to be a Daoist! The first steps to true Daoist practice, Daoist Master Zhuang insisted to his disciples, is to read and follow the Laozi Daode Jing and the Zhuangzi Neipian, on a daily basis. Laozi Ch 66, "the ocean is the greatest of all creatures because it is the lowest", and Ch 67, "my 3 most precious things: compassion for all, frugal living for myself, respect all others and never put anyone down" are the basis for all Daoist practice. The words of Zhuangzi, Ch 7, are also deeply meaningful: "Yin and Yang were 2 little children who loved to play inside Hundun (ie Taiji, gestating Dao). They felt sorry because Hundun did not have eyes, or eats, or other senses. So everyday they drilled one hole, ie 2 eyes, 2 ears, 2 nostrils, one mouth; and on the 7th day, Hundun died.

[Phone interview transcript between author Roorda & Vershawn A. Young, author of Your Average Nigga: Performing Race, Literacy, and Masculinity, a book based on his Ph.D dissertation] Now the subtitle, Performing Race, Literacy, and Masculinity, what does that cover? It covers the range of enactments in speech, in dress, in the way we behave, the way that we interact with other people. Basically, it is the range of enactments that black people have to go through to be successful in America. I call it the burden of racial performance that black people are required, not only by whites but by other blacks as well, to prove through their behaviors, their speech, and their actions the kind of black person that they are. Really, there are only two kinds you can be. In the words of comedian Chris Rock, you can either be a black person, which is a respectable, bourgeois, middle-class black person, or you can be a nigger. As Chris Rock says in his show, "I love black people, but I hate niggers." So . . . when a black person walks into a room, always in the other person's mind is the question "What kind of black person is this in front of me?" They are looking for clues in your speech, in your demeanor, in your behavior, and in everything that you do -- it is like they are hyperattentive to your ways of being in order to say, "Okay, this is a real black person. I can trust them. I'll let them work here. Or, nope: this is a nigger, look at the spelling of their name: Shaniqua or Daquandre." We get discriminated against based on our actions. So that is what the subtitle was trying to suggest in performing race. And in performing literacy, just what is the prescribed means for increasing our class status? A mind-set: "Okay, black people, you guys have no excuse. You can go to school and get an education like everybody else." I wanted to pay attention to the ways in which school perpetuated a structural racism through literacy, the way in which it sort of stigmatizes and oppresses blackness in a space where it claims it is opening up opportunities for black people.

I can hardly believe that our nation’s policy is to seek peace by going to war. It seems that President Donald J. Trump has done everything in his power to divert our attention away from the fact that the FBI is investigating his association with Russia during his campaign for office. For several weeks now he has been sabre rattling and taking an extremely controversial stance, first with Syria and Afghanistan and now with North Korea. The rhetoric has been the same, accusing others for our failed policy and threatening to take autonomous military action to attain peace in our time. This gunboat diplomacy is wrong. There is no doubt that Secretaries Kelly, Mattis, and other retired military personnel in the Trump Administration are personally tough. However, most people who have served in the military are not eager to send our young men and women to fight, if it is not necessary. Despite what may have been said to the contrary, our military leaders, active or retired, are most often the ones most respectful of international law. Although the military is the tip of the spear for our country, and the forces of civilization, it should not be the first tool to be used. Bloodshed should only be considered as a last resort and definitely never used as the first option. As the leader of the free world, we should stand our ground but be prepared to seek peace through restraint. This is not the time to exercise false pride! Unfortunately the Trump administration informed four top State Department management officials that their services were no longer needed as part of an effort to "clean house." Patrick Kennedy, served for nine years as the “Undersecretary for Management,” “Assistant Secretaries for Administration and Consular Affairs” Joyce Anne Barr and Michele Bond, as well as “Ambassador” Gentry Smith, director of the Office for Foreign Missions. Most of the United States Ambassadors to foreign countries have also been dismissed, including the ones to South Korea and Japan. This leaves the United States without the means of exercising diplomacy rapidly, when needed. These positions are political appointments, and require the President’s nomination and the Senate’s confirmation. This has not happened! Moreover, diplomatically our country is severely handicapped at a time when tensions are as hot as any time since the Cold War. Without following expert advice or consent and the necessary input from the Unites States Congress, the decisions are all being made by a man who claims to know more than the generals do, yet he has only the military experience of a cadet at “New York Military Academy.” A private school he attended as a high school student, from 1959 to 1964. At that time, he received educational and medical deferments from the Vietnam War draft. Trump said that the school provided him with “more training than a lot of the guys that go into the military.” His counterpart the unhinged Kim Jong-un has played with what he considers his country’s military toys, since April 11th of 2012. To think that these are the two world leaders, protecting the planet from a nuclear holocaust….

There are people in this country who will argue that because of the demise of morals in general, and Sunday school in particular, kids today are losing their innocence before they should, that because of cartoons and Ken Starr and curricula about their classmates who have two mommies, youth learn too soon about sex and death. Well, like practically everyone else in the Western world who came of age since Gutenberg, I lost my innocence the old-time-religion way, by reading the nursery rhyme of fornication that is the Old Testament and the fairy tale bloodbath that is the New. Job taught me Hey! Life's not fair! Lot's wife taught me that I'm probably going to come across a few weird sleazy things I won't be able to resist looking into. And the book of Revelation taught me to live in the moment, if only because the future's so grim. Being a fundamentalist means going straight to the source. I was asked to not only read the Bible, but to memorize Bible verses. If it wasn't for the easy access to the sordid Word of God I might have had an innocent childhood. Instead, I was a worrywart before my time, shivering in constant fear of a god who, from what I could tell, huffed and puffed around the cosmos looking like my dad did when my sister refused to take her vitamins that one time. God wasn't exactly a children's rights advocate. The first thing a child reading the Bible notices is that you're supposed to honor your mother and father but they're not necessarily required to reciprocate. This was a god who told Abraham to knife his boy Isaac and then at the last minute, when the dagger's poised above Isaac's heart, God tells Abraham that He's just kidding. This was a god who let a child lose his birthright because of some screwball mix-up involving fake fur hands and a bowl of soup. This was a god who saw to it that his own son had his hands and feet nailed onto pieces of wood. God, for me, was not in the details. I still set store by the big Judeo-Christian messages. Who can argue with the Ten Commandments? Don't kill anybody: don't mess around with other people's spouses: be nice to your mom and dad. Fine advice. It was the minutiae that nagged me.

It does something to you when you are running close to what you perceive as our limit (back then, I still topped at 40 percent) and there is someone else out there who makes the difficult look effortless. It was obvious that his preparedness was several levels above our own. Captain Connolly did not show up to simply get through the program and graduate so he could collect some wings for his uniform and belong to the unspoken fraternity of supposed badasses at Fort Campbell. He came to explore what he was made of and grow. That required a willingness to set a new standard wherever possible and make a statement, not necessarily to our dumb asses, but to himself. He was respectful to all the instructors and the school, but he was not there to be led... Most people love standards. It gives the brain something to focus on, which helps us reach a place of achievement. Organizational structure and atta' boys from our instructors or bosses keep us motivated to perform and to move up on that bell curve. Captain Connolly did not require external motivation. He trained to his own standard and used the existing structure for his own purposes. Air Assault School became his own personal octagon, where he could test himself on a level even the instructors hadn't imagined. For the next nine days, he put his head down and quietly went about the business of smashing every single standard at Air Assault School. He saw the bar that the instructors pointed to and the rest of us were trying to tap as a hurdle to leap over, and he did it time and again. He understood that his rank only meant something if he sought out a different certification: an invisible badge that says, "I am the example. Follow me, motherfuckers, and I will show you that there is more to this life than so-called authority and stripes or candy on a uniform. I'll show you what true ambition looks like beyond all the external structure in a place of limitless mental growth." He didn't say any of that. He didn't run his mouth at all. I can't recall him uttering word one in ten fucking days, but through his performance and extreme dedication, he dropped breadcrumbs for anybody who was awake and aware enough to follow him. He flashed his tool kit. He showed us what potent, silent, exemplary leadership looked like. He checked into every Gold Group run, which was led by the fastest instructor in that school, and volunteered to be the first to carry the flag. p237

It is one of the great beauties of our system, that a working-man may raise himself into the power and position of a master by his own exertions and behaviour; that, in fact, every one who rules himself to decency and sobriety of conduct, and attention to his duties, comes over to our ranks; it may not be always as a master, but as an over-looker, a cashier, a book-keeper, a clerk, one on the side of authority and order.' 'You consider all who are unsuccessful in raising themselves in the world, from whatever cause, as your enemies, then, if I under-stand you rightly,' said Margaret' in a clear, cold voice. 'As their own enemies, certainly,' said he, quickly, not a little piqued by the haughty disapproval her form of expression and tone of speaking implied. But, in a moment, his straightforward honesty made him feel that his words were but a poor and quibbling answer to what she had said; and, be she as scornful as she liked, it was a duty he owed to himself to explain, as truly as he could, what he did mean. Yet it was very difficult to separate her interpretation, and keep it distinct from his meaning. He could best have illustrated what he wanted to say by telling them something of his own life; but was it not too personal a subject to speak about to strangers? Still, it was the simple straightforward way of explaining his meaning; so, putting aside the touch of shyness that brought a momentary flush of colour into his dark cheek, he said: 'I am not speaking without book. Sixteen years ago, my father died under very miserable circumstances. I was taken from school, and had to become a man (as well as I could) in a few days. I had such a mother as few are blest with; a woman of strong power, and firm resolve. We went into a small country town, where living was cheaper than in Milton, and where I got employment in a draper's shop (a capital place, by the way, for obtaining a knowledge of goods). Week by week our income came to fifteen shillings, out of which three people had to be kept. My mother managed so that I put by three out of these fifteen shillings regularly. This made the beginning; this taught me self-denial. Now that I am able to afford my mother such comforts as her age, rather than her own wish, requires, I thank her silently on each occasion for the early training she gave me. Now when I feel that in my own case it is no good luck, nor merit, nor talent,—but simply the habits of life which taught me to despise indulgences not thoroughly earned,—indeed, never to think twice about them,—I believe that this suffering, which Miss Hale says is impressed on the countenances of the people of Milton, is but the natural punishment of dishonestly-enjoyed pleasure, at some former period of their lives. I do not look on self-indulgent, sensual people as worthy of my hatred; I simply look upon them with contempt for their poorness of character.