School Enrichment Quotes

Conversation enriches the understanding, but solitude is the school of genius.

Conversation enriches the understanding, but solitude is the school of genius.

Conversation enriches the understanding, but solitude is the school of genius; and the uniformity of a work denotes the hand of a single artist.’ Edward Gibbon

most widespread gains in brain training come from programs that simultaneously address multiple aspects of a person, such as traditional martial arts training and enriched school curricula.

When I was a kid my mom would send me off to school each day with the words, ‘Remember: be happy! The most important thing today is that you are happy!

Bushido as an independent code of ethics may vanish, but its power will not perish from the earth; its schools of martial prowess or civic honor may be demolished, but its light and its glory will long survive their ruins. Like its symbolic flower, after it is blown to the four winds, it will still bless mankind with the perfume with which it will enrich life.

Acceleration means studying material that is part of the standard curriculum for older students. Enrichment involves learning information that falls outside the usual curriculum—say,

Unfortunately, that basic sense of fairness and goodwill toward others is under threat in a society like ours that increasingly enriches the richest and abandons the rest to the vagaries of global competition. More and more our media and our school systems emphasize material success and the importance of triumphing over others both athletically and in the classroom. More and more, in an atmosphere of increased competitiveness, middle- and upper-class parents seem driven to greater and greater extremes to give their offspring whatever perceived “edge” they can find. This constant emphasis on competition drowns out the lessons of cooperation, empathy and altruism that are critical for human mental health and social cohesion.

Fifth grade was fourth grade with something wrong. Nothing changed outright. Instead it teetered. You'd pushed futility at Public School 38 so long by then you expected the building itself would be embarrassed and quit. The ones who couldn't read still couldn't, the teachers were teaching the same thing for the fifth time now and refusing to meet your eyes, some kids had been left back twice and were the size of janitors. The place was a cage for growing, nothing else. School lunch turned out to be the five-year-plan, the going concern. You couldn't be left back from fish sticks and sloppy joes. You'd retain at the least two thousand half-pint containers of vitamin D-enriched chocolate milk. Two black guys from the projects, twins, were actually named Ronald and Donald MacDonald. The twins themselves only shrugged, couldn't be made to agree it was incredible.

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

Well, we spent enough on gymnastics.' 'Christ, did we,' said Maureen. 'So many lessons.' So many lessons, it was true: art and music and ice-skating; Lily's every fleeting interest enthusiastically, abundantly indulged. Not to mention the many more practical investments--chemistry tutoring when she struggled, English enrichment when she excelled, SAT courses to propel her to the school and then, presumably, the career of her dreams. What costs had been sunk, what objections had been suppressed, to deliver their daughter into the open and waiting arms of her beautiful life.

First the child attempts to keep up with other children. When these efforts fail, for whatever reason, discouragement sets in. The child stops trying as hard as the children who meet with success and encouragement. The next phase is acting out, making disruptive noises or pranks to attract attention. Every child needs attention, even if it is negative. The disruptions can be aggressive, but eventually the child realizes that nothing good is happening. Acting out leads to disapproval and punishment. So he enters the final phase, which is sullen silence. He makes no more effort to keep up in class. Other children mark him as slow or stupid, an outsider. School has turned into a stifling prison rather than an enriching place. It’s not hard to see how this cycle of behavior affects the brain.

Only three of the naturally occurring elements were manufactured in the big bang. The rest were forged in the high-temperature hearts and explosive remains of dying stars, enabling subsequent generations of star systems to incorporate this enrichment, forming planets and, in our case, people. For many, the Periodic Table of Chemical Elements is a forgotten oddity—a chart of boxes filled with mysterious, cryptic letters last encountered on the wall of high school chemistry class. As the organizing principle for the chemical behavior of all known and yet-to-be-discovered elements in the universe, the table instead ought to be a cultural icon, a testimony to the enterprise of science as an international human adventure conducted in laboratories, particle accelerators, and on the frontier of the cosmos itself.

Three Big Ideas That Drive the Work of a PLC The essence of the PLC process is captured in three big ideas: 1. The purpose of our school is to ensure all students learn at high levels. 2. Helping all students learn requires a collaborative and collective effort. 3. To assess our effectiveness in helping all students learn we must focus on results—evidence of student learning—and use results to inform and improve our professional practice and respond to students who need intervention or enrichment.

I have never understood the importance of having children memorize battle dates. It seems like such a waste of mental energy. Instead, we could teach them important subjects such as How the Mind Works, How to Handle Finances, How to Invest Money for Financial Security, How to Be a Parent, How to Create Good Relationships, and How to Create and Maintain Self-Esteem and Self-Worth. Can you imagine what a whole generation of adults would be like if they had been taught these subjects in school along with their regular curriculum? Think how these truths would manifest. We would have happy people who feel good about themselves. We would have people who are comfortable financially and who enrich the economy by investing their money wisely. They would have good relationships with everyone and would be comfortable with the role of parenthood and then go on to create another generation of children who feel good about themselves. Yet within all this, each person would remain an individual expressing his or her own creativity.

Now, just to understand better what's going on, let's imagine the shoe on the other foot. Let's imagine that hundreds of thousands of badly-educated Americans, white Americans, were pouring across the boarder into Mexico. And let's imagine that they were insisting on instruction in school in English rather than Spanish. Let's imagine they were asking for ballot papers in English rather than Spanish, they were celebrating Fourth of July rather than Sinco de Mayo, buying up newspapers, publishing in English, television stations, radios, all publishing and broadcasting in English ,and that there were so many of them coming in that they threatened to reduce Mexicans to minority. Do you think the Mexicans could possibly be tricked into thinking that this was enrichment, this was diversity, that this was great? No. No. They wouldn’t stand for it for a moment. This would be to them an impossible unacceptable invasion of their country. And you would find the same reaction in any non-white country anywhere in the world. Can you imagine say, the Japanese or the Nigerians, the Pakistanis, the Costa Ricans accepting this kind of wholesale demographic change that would change their country, transform their country, and reduce them to a minority? No. These things are impossible to imagine.

Both the nature of the settings and the choices available to individuals are influenced considerably by their status in society: for example, gender and class. Individuals growing up in poverty will spend their time in settings characterized by deprivation – poor housing, inadequately resourced schools, deprived neighbourhoods – while individuals growing up with privileged backgrounds will spend their time in enriched settings.

Ancient Egypt was doubly fortunate, and doubtless owed to this its fabled wealth, in that it possessed two activities, namely, pyramid-building as well as the search for the precious metals, the fruits of which, since they could not serve the needs of man by being consumed, did not stale with abundance. The Middle Ages built cathedrals and sang dirges. Two pyramids, two masses for the dead, are twice as good as one; but not so two railways from London to York. Thus we are so sensible, have schooled ourselves to so close a semblance of prudent financiers, taking careful thought before we add to the 'financial' burdens of posterity by building them houses to live in, that we have no such easy escape from the sufferings of unemployment. We have to accept them as an inevitable result of applying to the conduct of the State the maxims which are best calculated to 'enrich' an individual by enabling him to pile up claims to enjoyment which he does not intend to exercise at any definite time.

Whereas painters of the early and middle 1400s enriched their own (and their countrymen's) understanding of the Gospel by recreating it in reality, their successors used this technique to study (and broaden) their entire world view. Hieronymus Bosch mastered a whole genre by merging the realism of Flemish painting with fantastic allegories of the human condition. His pictures of vermin and birds in men's clothing, atrocities, and weirdly juxtaposed objects use the realism of the earlier masters as a means of stark caricature. It was in this form, the most extreme possible, that character and moral differentiation were introduced into the realm of realistic depiction.

In a sense a child does not long for fairy land as a boy longs to be the hero of the first eleven. Does anyone suppose that he really and prosaically longs for all the dangers and discomforts of a fairy tale?—really wants dragons in contemporary England? It is not so. It would be much truer to say that fairy land arouses a longing for he knows not what. It stirs and troubles him (to his life-long enrichment) with the dim sense of something beyond his reach and, Tar from dulling or emptying the actual world, gives it a new ‘dimension of depth. He does not despise real woods because he has read of enchanted woods: the reading makes all real woods a little enchanted. This is a special kind of longing. The boy reading the school story of the type I have in mind desires success and is unhappy (once the book is over) because he can’t get it: the boy reading the fairy tale desires and is happy in the very fact of desiring.

Despite the fact that Uncle Rulon and his followers regard the governments of Arizona, Utah, and the United States as Satanic forces out to destroy the UEP, their polygamous community receives more than $6 million a year in public funds. More than $4 million of government largesse flows each year into the Colorado City public school district—which, according to the Phoenix New Times, “is operated primarily for the financial benefit of the FLDS Church and for the personal enrichment of FLDS school district leaders.” Reporter John Dougherty determined that school administrators have “plundered the district’s treasury by running up thousands of dollars in personal expenses on district credit cards, purchasing expensive vehicles for their personal use and engaging in extensive travel. The spending spree culminated in December [2000], when the district purchased a $220,000 Cessna 210 airplane to facilitate trips by district personnel to cities across Arizona.” Colorado City has received $1.9 million from the U.S. Department of Housing and Urban Development to pave its streets, improve the fire department, and upgrade the water system. Immediately south of the city limits, the federal government built a $2.8 million airport that serves almost no one beyond the fundamentalist community. Thirty-three percent of the town’s residents receive food stamps—compared to the state average of 4.7 percent. Currently the residents of Colorado City receive eight dollars in government services for every dollar they pay in taxes; by comparison, residents in the rest of Mohave County, Arizona, receive just over a dollar in services per tax dollar paid. “Uncle Rulon justifies all that assistance from the wicked government by explaining that really the money is coming from the Lord,” says DeLoy Bateman. “We’re taught that it’s the Lord’s way of manipulating the system to take care of his chosen people.” Fundamentalists call defrauding the government “bleeding the beast” and regard it as a virtuous act.

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

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

Fish at breakfast is sometimes himono (semi-dried fish, intensely flavored and chewy, the Japanese equivalent of a breakfast of kippered herring or smoked salmon) and sometimes a small fillet of rich, well-salted broiled fish. Japanese cooks are expert at cutting and preparing fish with nothing but salt and high heat to produce deep flavor and a variety of textures: a little crispy over here, melting and juicy there. Some of this is technique and some is the result of a turbo-charged supply chain that scoops small, flavorful fish out of the ocean and deposits them on breakfast tables with only the briefest pause at Tsukiji fish market and a salt cure in the kitchen. By now, I've finished my fish and am drinking miso soup. Where you find a bowl of rice, miso shiru is likely lurking somewhere nearby. It is most often just like the soup you've had at the beginning of a sushi meal in the West, with wakame seaweed and bits of tofu, but Iris and I were always excited when our soup bowls were filled with the shells of tiny shijimi clams. Clams and miso are one of those predestined culinary combos- what clams and chorizo are to Spain, clams and miso are to Japan. Shijimi clams are fingernail-sized, and they are eaten for the briny essence they release into the broth, not for what Mario Batali has called "the little bit of snot" in the shell. Miso-clam broth is among the most complex soup bases you'll ever taste, but it comes together in minutes, not the hours of simmering and skimming involved in making European stocks. As Tadashi Ono and Harris Salat explain in their book Japanese Hot Pots, this is because so many fermented Japanese ingredients are, in a sense, already "cooked" through beneficial bacterial and fungal actions. Japanese food has a reputation for crossing the line from subtlety into blandness, but a good miso-clam soup is an umami bomb that begins with dashi made from kombu (kelp) and katsuobushi (bonito flakes) or niboshi (a school of tiny dried sardines), adds rich miso pressed through a strainer for smoothness, and is then enriched with the salty clam essence.

MY PROCESS I got bullied quite a bit as a kid, so I learned how to take a punch and how to put up a good fight. God used that. I am not afraid of spiritual “violence” or of facing spiritual fights. My Dad was drafted during Vietnam and I grew up an Army brat, moving around frequently. God used that. I am very spiritually mobile, adaptable, and flexible. My parents used to hand me a Bible and make me go look up what I did wrong. God used that, as well. I knew the Word before I knew the Lord, so studying Scripture is not intimidating to me. I was admitted into a learning enrichment program in junior high. They taught me critical thinking skills, logic, and Greek Mythology. God used that, too. In seventh grade I was in school band and choir. God used that. At 14, before I even got saved, a youth pastor at my parents’ church taught me to play guitar. God used that. My best buddies in school were a druggie, a Jewish kid, and an Irish soccer player. God used that. I broke my back my senior year and had to take theatre instead of wrestling. God used that. I used to sleep on the couch outside of the Dean’s office between classes. God used that. My parents sent me to a Christian college for a semester in hopes of getting me saved. God used that. I majored in art, advertising, astronomy, pre-med, and finally English. God used all of that. I made a woman I loved get an abortion. God used (and redeemed) that. I got my teaching certification. I got plugged into a group of sincere Christian young adults. I took courses for ministry credentials. I worked as an autism therapist. I taught emotionally disabled kids. And God used each of those things. I married a pastor’s daughter. God really used that. Are you getting the picture? San Antonio led me to Houston, Houston led me to El Paso, El Paso led me to Fort Leonard Wood, Fort Leonard Wood led me back to San Antonio, which led me to Austin, then to Kentucky, then to Belton, then to Maryland, to Pennsylvania, to Dallas, to Alabama, which led me to Fort Worth. With thousands of smaller journeys in between. The reason that I am able to do the things that I do today is because of the process that God walked me through yesterday. Our lives are cumulative. No day stands alone. Each builds upon the foundation of the last—just like a stairway, each layer bringing us closer to Him. God uses each experience, each lesson, each relationship, even our traumas and tragedies as steps in the process of becoming the people He made us to be. They are steps in the process of achieving the destinies that He has encoded into the weave of each of our lives. We are journeymen, finding the way home. What is the value of the journey? If the journey makes us who we are, then the journey is priceless.

Conversation enriches the understanding, but solitude is the school of genius

She is the author of The Happy Kid Handbook: How to Raise Joyful Children in a Stressful World. She offers four strategies for helping your children pursue their passions.2 Know your child’s unique interests. Avoid plugging her into the local soccer program or Chinese class because that’s what all of your neighbors are doing. Watch instead (especially when she is playing) for signs of serious interests in particular pursuits. Think outside the box. Passion is not limited to playing fields and theatrical stages. It can exist in the kitchen, in the workshop, in the woods outside your back door, or in any number of other places. Parents are understandably anxious to offer enrichment to their children, but enrichment doesn’t automatically equate with large, organized programs. Nurture optimism. “Optimistic kids are more willing to take healthy risks, become better problem-solvers and experience positive relationships,” she notes. Since failure is a fact of life and your children will certainly have their share of setbacks, help them look optimistically at what they do. Avoid judgment. When you offer a negative judgment of your child’s expressed area of interest, you run the risk of stealing much of the joy from that pursuit. Not only is your child unique and different from every other child in the world, he is also unique from you. If you stomp on his potential passions or push him toward a pursuit he doesn’t particularly like, you’re likely to cause him a great deal of internal conflict.

In April 2012, The New York Times published a heart-wrenching essay by Claire Needell Hollander, a middle school English teacher in the New York City public schools. Under the headline “Teach the Books, Touch the Heart,” she began with an anecdote about teaching John Steinbeck’s Of Mice and Men. As her class read the end together out loud in class, her “toughest boy,” she wrote, “wept a little, and so did I.” A girl in the class edged out of her chair to get a closer look and asked Hollander if she was crying. “I am,” she said, “and the funny thing is I’ve read it many times.” Hollander, a reading enrichment teacher, shaped her lessons around robust literature—her classes met in small groups and talked informally about what they had read. Her students did not “read from the expected perspective,” as she described it. They concluded (not unreasonably) that Holden Caulfield “was a punk, unfairly dismissive of parents who had given him every advantage.” One student read Lady Macbeth’s soliloquies as raps. Another, having been inspired by Of Mice and Men, went on to read The Grapes of Wrath on his own and told Hollander how amazed he was that “all these people hate each other, and they’re all white.” She knew that these classes were enhancing her students’ reading levels, their understanding of the world, their souls. But she had to stop offering them to all but her highest-achieving eighth-graders. Everyone else had to take instruction specifically targeted to boost their standardized test scores. Hollander felt she had no choice. Reading scores on standardized tests in her school had gone up in the years she maintained her reading group, but not consistently enough. “Until recently, given the students’ enthusiasm for the reading groups, I was able to play down that data,” she wrote. “But last year, for the first time since I can remember, our test scores declined in relation to comparable schools in the city. Because I play a leadership role in the English department, I felt increased pressure to bring this year’s scores up. All the teachers are increasing their number of test-preparation sessions and practice tests, so I have done the same, cutting two of my three classic book groups and replacing them with a test preparation tutorial program.” Instead of Steinbeck and Shakespeare, her students read “watered-down news articles or biographies, bastardized novels, memos or brochures.” They studied vocabulary words, drilled on how to write sentences, and practiced taking multiple-choice tests. The overall impact of such instruction, Hollander said, is to “bleed our English classes dry.” So

Children with dyslexia are capable learners who manifest some abilities well ahead of their peers, but their brains simply are not constructed for early reading. They need an enriched learning environment to fuel their inherent curiosity and thirst for knowledge. If they cannot find intellectual stimulation at school, parents should work to provide it at home. Reading

In our digital world today, handwritten notes are an “old school” way to make people feel important. Email is easy and Facebook birthday messages are now the norm, however, taking that extra step makes your efforts extra special. Whether it is a thank you note, birthday greeting, or a card of congratulations, taking the time to extend this personal consideration makes a person feel like you care. Be the surprise in someone’s day and make them feel important.

In our high-tech world today, there are unlimited ways with which you can search for people, places, and events to connect you with like-minded people. Food enthusiasts? There are local cooking classes. Gardening fans? There are flower shows and garden expos. Kids in school? Join the PTA and get involved. There are clubs and groups for almost any interest these days and venturing out to make those connections is a powerful way to expand your insights, your network, and even your business.

It’s hard to write clearly. In fact, it’s hard to find someone who can teach you how to write clearly. Schools tend to spend more time teaching pupils how to sound smart, or how to analyze Shakespearian prose, than how to be understood. Students are more likely to be told to memorize poetry than to carry out a readability test. This is a disservice. Poetry can be life-enriching, but the purpose of almost all writing is to communicate information.

The nineteenth century brought no improvement in the ethics of capitalism. The Industrial Revolution that swept through Europe enriched the bankers and capital-owners, but condemned millions of workers to a life of abject poverty. In the European colonies things were even worse. In 1876, King Leopold II of Belgium set up a nongovernmental humanitarian organisation with the declared aim of exploring Central Africa and fighting the slave trade along the Congo River. It was also charged with improving conditions for the inhabitants of the region by building roads, schools and hospitals. In 1885 the European powers agreed to give this organisation control of 2.3 million square kilometres in the Congo basin. This territory, seventy-five times the size of Belgium, was henceforth known as the Congo Free State. Nobody asked the opinion of the territory’s 20–30 million inhabitants. Within a short time the humanitarian organisation became a business enterprise whose real aim was growth and profit. The schools and hospitals were forgotten, and the Congo basin was instead filled with mines and plantations, run by mostly Belgian officials who ruthlessly exploited the local population. The rubber industry was particularly notorious. Rubber was fast becoming an industrial staple, and rubber export was the Congo’s most important source of income. The African villagers who collected the rubber were required to provide higher and higher quotas. Those who failed to deliver their quota were punished brutally for their ‘laziness’. Their arms were chopped off and occasionally entire villages were massacred. According to the most moderate estimates, between 1885 and 1908 the pursuit of growth and profits cost the lives of 6 million individuals (at least 20 per cent of the Congo’s population). Some estimates reach up to 10 million deaths.4

This is the only story of mine whose moral I know. I don't think it's a marvelous moral, I simply happen to know what it is: We are what we pretend to be, so we must be careful about what we pretend to be. My personal experience with Nazi monkey business was limited. There were some vile and lively native American Fascists in my home town of Indianapolis during the thirties, and somebody slipped me a copy of The Protocols of the Elders of Zion, I remember, which was supposed to be the Jews' secret plan for taking over the world. And I remember some laughs about my aunt, too, who married a German German, and who had to write to Indianapolis for proofs that she had no Jewish blood. The Indianapolis mayor knew her from high school and dancing school, so he had fun putting ribbons and official seals all over the documents the Germans required, which made them look like eighteenth-century peace treaties. After a while the war came, and I was in it, and I was captured, so I got to see a little of Germany from the inside while the war was still going on. I was a private, a battalion scout, and, under the terms of the Geneva Convention, I had to work for my keep, which was good, not bad. I didn't have to stay in prison all the time, somewhere out in the countryside. I got to go to a city, which was Dresden, and to see the people and the things they did. There were about a hundred of us in our particular work group, and we were put out as contract labor to a factory that was making a vitamin-enriched malt syrup for pregnant women. It tasted like thin honey laced with hickory smoke. It was good. I wish I had some right now. And the city was lovely, highly ornamented, like Paris, and untouched by war. It was supposedly an 'open' city, not to be attacked since there were no troop concentrations or war industries there. But high explosives were dropped on Dresden by American and British planes on the night of February 13, 1945, just about twenty-one years ago, as I now write. There were no particular targets for the bombs. The hope was that they would create a lot of kindling and drive firemen underground. And then hundreds of thousands of tiny incendiaries were scattered over the kindling, like seeds on freshly turned loam. More bombs were dropped to keep firemen in their holes, and all the little fires grew, joined one another, and became one apocalyptic flame. Hey presto: fire storm. It was the largest massacre in European history, by the way. And so what? We didn't get to see the fire storm. We were in a cool meat-locker under a slaughterhouse with our six guards and ranks and ranks of dressed cadavers of cattle, pigs, horses, and sheep. We heard the bombs walking around up there. Now and then there would be a gentle shower of calcimine. If we had gone above to take a look, we would have been turned into artefacts characteristic of fire storms: seeming pieces of charred firewood two or three feet long - ridiculously small human beings, or jumbo fried grasshoppers, if you will. The malt syrup factory was gone. Everything was gone but the cellars where 135,000 Hansels and Gretels had been baked like gingerbread men. So we were put to work as corpse miners, breaking into shelters, bringing bodies out. And I got to see many German types of all ages as death had found them, usually with valuables in their laps. Sometimes relatives would come to watch us dig. They were interesting, too. So much for Nazis and me. If I'd been born in Germany, I suppose I would have been a Nazi, bopping Jews and gypsies and Poles around, leaving boots sticking out of snowbanks, warming myself with my secretly virtuous insides. So it goes. There's another clear moral to this tale, now that I think about it: When you're dead you're dead. And yet another moral occurs to me now: Make love when you can. It's good for you.

The other longing, that for fairy land, is very different. In a sense a child does not long for fairy land as a boy longs to be the hero of the first eleven [grades in school]. Does anyone suppose that he really and prosaically longs for all the dangers and discomforts of a fairy tale?—really wants dragons in contemporary England? It is not so. It would be much truer to say that fairy land arouses a longing for he knows not what. It stirs and troubles him (to his life-long enrichment) with the dim sense of something beyond his reach and, far from dulling or emptying the actual world, gives it a new dimension of depth. He does not despise real woods because he has read of enchanted woods: the reading makes all the real woods a little enchanted. This is a special kind of longing. The boy reading the school story of the type I have in mind desires success and is unhappy (once the book is over) because he can’t get it: the boy reading the fairy tale desires and is happy in the very fact of desiring. For his mind has not been concentrated on himself….

Not all students will become scientists, but all students need to think scientifically.

A New Yorker by birth is David Karp, the child prodigy who at age 21, in 2007, founded Tumblr, whose headquarters are located just one block east of Hunch. The son of a composer and a science teacher, at 14 Karp began working as an intern in an online animation company; at 15, tired of traditional school, he continued to study at home alone, learning, among other things, Japanese; then he became the chief technology officer of the Internet site UrbanBaby and at 17 he went to Tokyo for five months by himself. In 2006, UrbanBaby was bought by CNET, and Karp used his share of proceeds to establish Tumblr, a blogging platform with elements of social networking that allows its users to follow other bloggers. Tumblr allows users to build a collection of content according to their own tastes and interests. Easy to use, with a format of short entries to be enriched with photos and videos, Tumblr has quickly gained many followers among the creative community as well as the public at large. Today it is home to nearly 70 million blogs, including those of Lady Gaga and Barack Obama, with a total audience of 140 million users. At 26, Karp is leading a company with over 100 employees, valued at more than $800 million, with shareholders of the caliber of Virgin Group’s Richard Branson. He defines Tumblr as new media, as opposed to technology, and seeks to attract non-traditional ads, inviting brands to create awareness and desire in their ads, rather than just trying to capture intent. Karp has already received several acquisition offers from other media groups, but he has always refused because he thinks big: he wants to reach billions, not millions of users and one day be in a position to acquire rather than be acquired. Meanwhile, in order to grow he is convinced that New York City, the capital of media and advertising, is the right city.[47]

Finally, you know your child better than anyone else. If you are having a very difficult time keeping your child on task, stop and consider if they are in fact ready for the activity, or if they have just been at it for too long that day. Consider how your child acts when not engaged in Montessori educational activities. Do you feel that there is a larger behavioral issue to address, or is this something that can be handled simply by adhering to a few rules? Any home schooling parent that is being honest will tell you that there are days, weeks, even months that seem to be a struggle. At some points you may doubt yourself and your ability to be your child’s educator. This is all completely normal. The rewarding part is when you make it through these periods, when you see how the Montessori activities that you have chosen have enriched your child and fostered an amazing love of learning. You and your child will develop a mutual respect for each other, and with persistence and love you will reap beautiful rewards.

In recognition of his standing and commitment to conservation and research, the University of Queensland was about to appoint him as an adjust professor, an honor bestowed on only a few who have made a significant contribution to their field. Steve didn’t know this had happened. The letter from the university arrived at Australia Zoo while we were in the field studying crocs during August 2006. He never got back to the pile of mail that included that letter. I know he would have proudly accepted the recognition of his achievement, but I also suspect that he would have remained humble and given credit to those around him, especially Terri, his mum and dad, Wes, John Stainton, and the incredible team at Australia Zoo. A year later, in 2007, we are back here in northern Australia, continuing the research in his name. There is a big gap in all our lives, but I feel he is here, all around us. One sure sign is that the sixteen-foot crocodile we named “Steve” keeps turning up in our traps. My life has been enriched by my friendship with Steve. I now sit around the fire with Terri, his family, and mates from Australia Zoo chatting about crocodiles and continuing the legacy Steve has left behind. Terri and Bob Irwin are now leading the croc-catching team from Australia Zoo, and Bindi is helping to affix the tracking devices to crocs, and so the tradition continues. I miss him. We all do. But I can sit at the campfire and look into the coals and hear his voice, always intense, always passionate, telling us stories and goading us on to achieve more. The enthusiasm and determination Steve shared with us is alive and well. He has touched so many lives. His memory will never fade, and this book will be one of the ways we can remind ourselves of our brush with the indomitable spirit of a loving husband, father, and son; a committed wildlife ambassador and conservationist; and a great mate. Professor Craig E. Franklin, School of Integrative Biology University of Queensland Lakefield National Park August 2007

To rebuild Detroit, we have to think of a new mode of production based upon serving human needs and the needs of the.… community and not on any get-rich-quick schemes.… If we are going to create hope especially for our young people, we have to stop seeing the city as just a place to which you come for a job or to make a living and start seeing it as the place where the humanity of people is enriched because they have the opportunity to live with people of many different ethnic and social backgrounds. The foundation of our city has to be people living in communities who realize that their human identity or their Love and Respect for Self is based on Love and Respect for others and who have also learned from experience that they can no longer leave the decision as to their present and their future to the market place, to corporations or to capitalist politicians, regardless of ethnic background. We, the People, have to see ourselves as responsible for our city and for each other, and especially for making sure that our children are raised to place more value on social ties than on material wealth.… We have to get rid of the myth that there is something sacred about large-scale production for the national and international market.… We have to begin thinking of creating small enterprises which produce food, goods and services for the local market, that is, for our communities and our city. Instead of destroying the skills of workers, which is what large-scale industry does, these small enterprises will combine craftsmanship, or the preservation and enhancement of human skills, with the new technologies which make possible flexible production and constant readjustment to serve the needs of local customers.… In order to create these new enterprises we need a view of our city which takes into consideration both the natural resources of our area and the existing and potential skills and talents of Detroiters.… We also need a fundamental change in our concept of Schools. Since World War II our schools have been transformed into custodial institutions where our children are housed for 12 years with no function except to study and get good grades so that they can win the certificates that will enable them to get a job.… We have to create schools which are an integral part of the community, in which young people naturally and normally do socially necessary and meaningful work for the community, for example, keeping the school grounds and the neighborhood clean and attractive, taking care of younger children, growing gardens which provide food for the community, etc., etc.5

Japanese tragedy illustrates this aspect of the Trinity better than Greek tragedy, Kitamori taught, because it is based on the feeling expressed by the word tsurasa. This is the peculiar pain felt when someone dies in behalf of another. yet the term implies neither bitterness nor sadness. Nor is tsurasa burdened with the dialectical tension in the struggle with fate that is emphasized in Greek drama, since dialectic is a concept foreign to Japan. Tsurasa is pain with resignation and acceptance. Kitamori called our attention to a Kabuki play, The Village School. The feudal lord of a retainer named Matsuo is defeated in battle and forced into exile. Matsuo feigns allegiance to the victor but remains loyal to his vanquished lord. When he learns that his lord's son and heir, Kan Shusai, has been traced to a village school and marked for execution, Matsuo resolves to save the boy's life. The only way to do this, he realizes, is to substitute a look-alike who can pass for Kan Shusai and be mistakenly killed in his place. Only one substitute will likely pass: Matsuo's own son. So when the enemy lord orders the schoolmaster to produce the head of Kan Shusai, Matsuo's son consents to be beheaded instead. The plot succeeds: the enemy is convinced that the proffered head is that of Kan Shusai. Afterwards, in a deeply emotional scene, the schoolmaster tells Matsuo and his wife that their son died like a true samurai to save the life of the other boy. The parents burst into tears of tsurasa. 'Rejoice my dear,' Matsuo says consolingly to his wife. 'Our son has been of service to our lord.' Tsurasa is also expressed in a Noh drama, The Valley Rite. A fatherless boy named Matsuwaka is befriended by the leader of a band of ascetics, who invites him to accompany the band on a pilgrimage up a sacred mountain. On the way, tragically, Matsuwaka falls ill. According to an ancient and inflexible rule of the ascetics, anyone who falls ill on a pilgrimage must be put to death. The band's leader is stricken with sorrow; he cannot bear to sacrifice the boy he has come to love as his own son. He wishes that 'he could die and the boy live.' But the ascetics follow the rule. They hurl the boy into a ravine, then fling stones and clods of dirt to bury him. The distressed leader then asks to be thrown into the ravine after the boy. His plea so moves the ascetics that they pray for Matsuwaka to be restored to life. Their prayer is answered, and mourning turns to celebration. So it was with God's sacrifice of his Son. The Son's obedience to the Father, the Father's pain in the suffering and death of the Son, the Father's joy in the resurrection - these expressions of a deep personal relationship enrich our understanding of the triune God. Indeed, the God of dynamic relationships within himself is also involved with us his creatures. No impassive God, he interacts with the society of persons he has made in his own image. He expresses his love to us. He shares in our joys and sorrows. This is true of the Holy Spirit as well as the Father and Son... Unity, mystery, relationship - these are the principles of Noh that inform our understanding of the on God as Father, Son, and Spirit; or as Parent, Child, and Spirit; or as Creator, Redeemer, Sanctifier...this amazing doctrine inspires warm adoration, not cold analysis. It calls for doxology, not definition.

The mother of a student in Europe who was between his junior and senior years of high school called Motto in a frantic state. She had just read somewhere that college admissions offices looked for kids who had spent their summers in enriching ways, ideally doing charity work, and her son was due to be on vacation with the rest of the family in August. “Should we ditch our plans,” she asked Motto, “and have him build dirt roads?” Motto reminded her that she lived in a well-paved European capital. “Where would these dirt roads be?” he said. “India?” she suggested. “Africa?” She hadn’t worked it out. But if Yale might be impressed by an image of her son with a small spade, large shovel, rake or jackhammer in his chafed hands, she was poised to find a third-world setting that would produce that sweaty and ennobling tableau.

schools). Don’t try to plan your entire college career in advance, because some of the most pivotal moments can be completely unexpected. Be sure to do something you like outside of class, but don’t spread yourself too thin. Travel far and wide. Studying, living, or working abroad can immensely widen your perspective of the world. Keep your focus on the big picture. Learn soft skills (people skills) as well as hard skills (technical skills). Socializing and collaborating sincerely can enrich and reward you more than comparing and competing obsessively. Connect, share, listen, discuss, learn, and work together open-mindedly with purpose and some humility. Conversing

Schools also tend to minimize powerful healing and resilience-building activities like sports, music, and art. These are often viewed as elective or enrichment activities, when in fact they can be the very bedrock of academic learning, thanks to their regulatory and relational elements. Patterned, repetitive, rhythmic activity makes the overactive and overly reactive core regulatory networks (see Figure 2) get back “in balance.” Music falls into this category—both playing and listening. All sports involve doses of it. Dance, too. And, of course, each of these activities also has very important relational elements. You learn when to pass the ball to your teammate; you learn how to move with your dance partner; you synchronize playing your violin with other members of the orchestra. Finally, there are cognitive elements to sports, music, and other arts; they engage, activate, and synchronize activity throughout the brain, from the bottom up and from the top down. These are whole-brain healthy activities. Now imagine thirty children, sitting in rows in a classroom, passively listening to the teacher

Conversation enriches the understanding, but the school of genius is solitude.

Asoka World School is a reputed international school in Kochi affiliated with CBSE. We have a student-friendly environment and has a very interesting syllabus. The STEM enriched curriculum helps to provide an in-depth learning experience for the students. We have a wide range of extracurricular activities for nurturing and developing a child’s creativity and imagination. Asoka World School can be an ideal option for your child. Here are some key reasons why Asoka World School is the best for your kid. Individualized attention in classes: Our student-teacher ratio arrangement is standardised in such a way that teachers are able to give individual attention to each child. Our teachers are well educated, experienced and constantly inspires their students. We follow the golden teacher-student ratio of 1:20. This helps students to gain the concepts of each subject easily hence they become more confident. This also enriches their knowledge, and they get more quality time to interact with their teachers. image Child Safe Environment: At Asoka World School, you will find your child is in extremely safe hands. Our classrooms are aesthetically designed and technologically equipped to disseminate learning through very many fun ways. Asoka World School has a world-class building design, infrastructure, fully integrated wireless network, climate-controlled smart classrooms, security features and no compromise hygiene and safeguarding policy that offers everything you have been dreaming for your child. Updated Curriculums: We have 4 levels of programmes prepared for our children. Foundational - KG - IInd Preparatory - IIIrd - Vth Middle School - VIth - VIIIth Senior School - IXth - XIIth These programs are framed by our school to focus on developing various vital skills in the students. Our teachers adopt a customised teaching approach that can help students of every category. Our flexible curriculum enhances the communication between the teachers and students to a great extent. Our school has result-oriented teaching methods, qualified and responsible teaching staff to help facilitate a learning environment that is both safe and nurturing. As the best CBSE school in Kochi, Asoka World School is a leader in its sector and we hope to continue rising and come out as the best school in Kochi.

We all need someone to talk to. It’s easy to become isolated. The conversation is based on physical presence, which is rooted in feeling. All our senses are involved. By talking to someone in person we can access to specific senses: appreciation compassion, and love. These are the feelings that connect human beings to reality, which stimulates our intuition and awareness. If we become conditioned to the computer, then we become one dimensional. We are less deep as individuals and more shallow, predictable, anxiety ridden, and irritable. By not having conversations, we are forgetting how to feel. These days some of us avoid conversation altogether because it requires too much attention. We’re accustomed to being distracted and we forget how to focus, so we have trouble listening. We may not have time; we are so busy with school and responsibilities at work or at home. We made the conversation as a superfluous social gesture. And some of us don’t know how to talk to people because we’ve never been taught. At the same time, we’ve become more individualistic an opinionated. Because we want something stable that makes sense in the world, we hold onto themes and ideas that are grounding and meaningful. This fixation crates factionalism and polarity. Identifying strongly with our thoughts and emotions, we mistake them for a solid “me”, and then defend that apparition against the world. Yet by having fewer face-to-face conversations, we are simultaneously disempowering the very source that can delegate our identity: our relationship with other people.

belief that we all can do something to make our schools a better place for kids and for the adults who’ve chosen to dedicate their lives to enriching the future of our communities. If you find one thing

Once we start to read the book, the benefit to our own train of thought continues. We’re used to imagining that it’s the ideas explicitly stated in a book that will enrich us, but we may not need the full thoughts of another person to come to a better sense of what we ourselves believe. Often, just a few paragraphs or even parts of sentences can be sufficient to provoke our minds and can nudge us to stop, daydream and reach for a notebook in which we jot down not the thought that we’ve read but the thought that it prompted inside us, which might be quite different and more significant. The book frames the topic for us; it puts the right question to us; it functions as the three dots that start us off … and we do the rest.

There is no doubt that having students memorize lists of dry facts is not enriching. It is also true (though less often appreciated) that trying to teach students skills such as analysis or synthesis in the absence of factual knowledge is impossible.

We might all agree that everyone would be better off if there were less positional competition. It’s stressful, it’s wasteful, and it distorts people’s lives. Parents wanting only the best for their child encourage her to study hard so she can get into a good college. But everyone is doing that. So the parents push harder. But so does everybody else. So they send their child to after-school enrichment programs and educational summer camps. And so does everyone else. So now they borrow money to switch to private school. Again, others follow. So they nag at their youngster to become a great musician or athlete or something that will make her distinctive. They hire tutors and trainers. But, of course, so does everyone else, or at least everyone who has not gone broke trying to keep up. The poor child, meanwhile, has been so tortured by parental aspirations for her that she loses interest in all the things they have forced her to do for the sake of her future.

As whites cease to be the mainstream, their interests become less important. In 2008, the College Board, the New York-based non profit that administers Advanced Placement (AP) tests, announced it was dropping AP courses and exams in Italian, Latin literature, and French literature. Blacks and Hispanics are not interested in those subjects, and they were the groups the College Board wanted to reach. In Berkeley, California, the governance council for the school district came up with a novel plan for bridging the racial achievement gap: eliminate all science labs, fire the five teachers who run them, and spend the money on “underperforming” students. The council explained that science labs were used mainly by white students, so they were a natural target for cuts. Many schools have slashed enriched programs for gifted students because so few blacks and Hispanics qualify for them. Evanston Township High School in Illinois prides itself on diversity and academic excellence but, like so many others, is dismayed that the two do not always go together. In 2010 it eliminated its elite freshman honors courses in English because hardly any blacks or Hispanics met the admission criteria. The honors biology course was scheduled for elimination the next year.

In Burkina Faso, an aid worker named Mathieu Ouédraogo assembled the farmers in his area to experiment with soil-restoration techniques, some of them traditions that Ouédraogo had read about in school. One of them was cordons pierreux: long lines of stones, each no bigger than a fist. Because the area’s rare rains wash over the crusty soil, it stores too little moisture for plants to survive. Snagged by the cordon, the water pauses long enough for seeds to sprout and grow in this slightly richer environment. The line of stones becomes a line of grass that slows the water further. Shrubs and then trees replace grasses, enriching the soil with falling leaves. In a few years, a minimal line of rocks can restore an entire field. As a rule, poor farmers are wary of new techniques—the penalty for failure is too high. But these people in Burkina were desperate and rocks were everywhere and cost nothing but labor. Hundreds of farmers put in cordons, bringing back thousands of acres of desertified land.

From Reconstruction to the civil rights era, southern school boards spent as little as one-tenth the money on black schools as for white schools, openly starving them of resources that might afford them a chance to compete on level ground. School terms for black students were made shorter by months, giving them less time in class and more time in the field for the enrichment of the ruling caste.

Role Modeling and Meaningful Mentors Given the importance of socialization in leadership education and the power of analogue to organize people's approaches, one important facet of training the next generation of impact investors is to celebrate role models. Historically business schools have exposed students to leading businesspeople who have exemplified a model life in which their business success was followed by a retirement enriched by charity work. Now the increasing popularity on business school campuses of impact investing pioneers is offering an alternative model for students to follow. Schools that recognize the importance of mentoring and role modeling will need to identify additional opportunities to expose students to similarly forward-looking role models. Beyond the charismatic entrepreneurs, role models can also come from the leaders of networks, standard-setting bodies and other industry-builders who will increasingly represent high-leverage leadership in the impact investing industry's next phase.

Alike preschool age Polish children, preschool age Albanian children are presumed to acquire mostly complex words formed according to productive word-formation rules and patterns (i. e., derived words) of their L1 during their preschool age. When enter school, their lexicon is presumed to be enriched mostly by complex words formed according to less productive word-formation rules and patterns (i. e., compound words) of their L1. Even, they are presumed to have acquired most of their L1 derivatives by the fifth grade.

If we cannot today implement an education that yields full understanding, we can certainly do a much better job than we have done up to this point. The process of achieving such an education ought to be challenging and enriching, far more so than the implementation of the less ambitious education with which we have been saddled—even in places where students are required to work on their assignments until the wee hours of the morning. Important clues for the achievement of such an education come from venerable sources such as the traditional apprenticeship; equally important clues come from new sources of evidence, ranging from recently developed technologies like videodisks to newly evolving institutions such as children's museums.

Worse yet, the plan that Secretary of Education Betsy DeVos is considering as I write this book would use funds earmarked for the Student Support and Academic Enrichment program in the country’s poorest schools to buy firearms and provide firearm training.

The first two jobs revolutions had in common one trait—people of average or even below-average intelligence could do many of the jobs with no more than a high school education. Will that be true in the digital, high tech third wave? And if it is not, what will be the consequences of living in a society where the brightest and hardest working are rewarded and almost everyone else is reduced to servant-level jobs and wages? Among leading economists, the belief is nearly universal that this third revolutionary wave rolling across the globe is so powerful that nothing can stop it or even alter its course. There are, Blinder says, no cures, just palliatives. He suggests spending more on job retraining, changing the education system for the future, making health care available to all whether they have a job or not, and improved protections for pensions.

Luther called marriage “a school for character,” and he was right. He realized that his own life was enriched because of the love of his wife and family.

The weirdness never stops! Help! With the Recess Enrichment Program, A.J. and the gang have to take classes even during recess! The new teacher, Mrs. Lizzy, teaches how to make balloon animals, how to compost worms, and lots of other weird useless skills that nobody would ever want to know in a million hundred years!