School Exhibition Quotes

Lolita, light of my life, fire of my loins. My sin, my soul. Lo-lee-ta: the tip of the tongue taking a trip of three steps down the palate to tap, at three, on the teeth. Lo. Lee. Ta. She was Lo, plain Lo, in the morning, standing four feet ten in one sock. She was Lola in slacks. She was Dolly at school. She was Dolores on the dotted line. But in my arms she was always Lolita. Did she have a precursor? She did, indeed she did. In point of fact, there might have been no Lolita at all had I not loved, one summer, an initial girl-child. In a princedom by the sea. Oh when? About as many years before Lolita was born as my age was that summer. You can always count on a murderer for a fancy prose style. Ladies and gentlemen of the jury, exhibit number one is what the seraphs, the misinformed, simple, noble-winged seraphs, envied. Look at this tangle of thorns.

You go on, I presume, with your latin Exercises: and I wish to hear of your beginning upon Sallust who is one of the most polished and perfect of the Roman Historians, every Period of whom, and I had almost said every Syllable and every Letter is worth Studying. In Company with Sallust, Cicero, Tacitus and Livy, you will learn Wisdom and Virtue. You will see them represented, with all the Charms which Language and Imagination can exhibit, and Vice and Folly painted in all their Deformity and Horror. You will ever remember that all the End of study is to make you a good Man and a useful Citizen.—This will ever be the Sum total of the Advice of your affectionate Father, John Adams

I had made this mistake once before, on a school trip to the Victoria and Albert Museum, when I followed a sign marked WOMEN, thinking it was an exhibition on the changing roles of women in society, and actually ended up standing in the ladies' toilets.

Instead of preparing men for life French schools solely prepare them to occupy public functions, in which success can be attained without any necessity for self-direction or the exhibition of the least glimmer of personal initiative.

Since when has leadership been a criterion for sanity? Or vice versa. Hitler was a gifted leader, even Nixon. Exhibit leadership qualities as an adolescent, they pack you off to law school for an anus transplant. If it takes, you go into government.

Every now and then, I’m lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists - although heavy on the wonder side and light on scepticism. They’re curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I’m asked follow-up questions. They’ve never heard of the notion of a ‘dumb question’. But when I talk to high school seniors, I find something different. They memorize ‘facts’. By and large, though, the joy of discovery, the life behind those facts, has gone out of them. They’ve lost much of the wonder, and gained very little scepticism. They’re worried about asking ‘dumb’ questions; they’re willing to accept inadequate answers; they don’t pose follow-up questions; the room is awash with sidelong glances to judge, second-by-second, the approval of their peers.

forward-thinking teachers and school administrators across the country are creating a whole range of alternatives to cookie-cutter teaching and evaluation methods, such as the use of student portfolios and exhibitions in addition to conventional exams to assess students' progress.

To be honest, my life has exhibited many strange and sometimes troubling characteristics, but shortness is not one of them. It feels like an eternity since I started school and a techno-social epoch since I moved to San Francisco. My phone couldn't even connect to the internet back then.

Both of the twins exhibited a sort of prized Wisconsin Aryan-ness that excused them from blame for almost any caper. they looked liked the protagonists from a Disney movie but behaved like After School Specials.

At school you were taught about chemicals in test tubes, equations to describe motion, and maybe something on photosynthesis – about which more later – but in all likelihood you were taught nothing about death, risk, statistics, and the science of what will kill or cure you. The hole in our culture is gaping: evidence-based medicine, the ultimate applied science, contains some of the cleverest ideas from the past two centuries, it has saved millions of lives, but there has never once been a single exhibit on the subject in London’s Science Museum.

A collector is anxious to acquire specimens to illustrate a period or a school, and forgets that a single masterpiece can teach us more than any number of the mediocre products of a given period or school. We classify too much and enjoy too little. The sacrifice of the aesthetic to the so-called scientific method of exhibition has been the bane of many museums.

Oddly (and interestingly) this means intellectual people can have a particularly tricky time in therapy. They get interested in the ideas. But they don’t so easily recreate and exhibit the pains and distresses of their earlier, less sophisticated selves, though it’s actually these parts of who we all are that need to be encountered, listened to, and—perhaps for the first time—comforted and reassured.

Quantum physicists discovered that physical atoms are made up of vortices of energy that are constantly spinning and vibrating; each atom is like a wobbly spinning top that radiates energy. Because each atom has its own specific energy signature (wobble), assemblies of atoms (molecules) collectively radiate their own identifying energy patterns. So every material structure in the universe, including you and me, radiates a unique energy signature. If it were theoretically possible to observe the composition of an actual atom with a microscope, what would we see? Imagine a swirling dust devil cutting across the desert’s floor. Now remove the sand and dirt from the funnel cloud. What you have left is an invisible, tornado-like vortex. A number of infinitesimally small, dust devil–like energy vortices called quarks and photons collectively make up the structure of the atom. From far away, the atom would likely appear as a blurry sphere. As its structure came nearer to focus, the atom would become less clear and less distinct. As the surface of the atom drew near, it would disappear. You would see nothing. In fact, as you focused through the entire structure of the atom, all you would observe is a physical void. The atom has no physical structure—the emperor has no clothes! Remember the atomic models you studied in school, the ones with marbles and ball bearings going around like the solar system? Let’s put that picture beside the “physical” structure of the atom discovered by quantum physicists. No, there has not been a printing mistake; atoms are made out of invisible energy not tangible matter! So in our world, material substance (matter) appears out of thin air. Kind of weird, when you think about it. Here you are holding this physical book in your hands. Yet if you were to focus on the book’s material substance with an atomic microscope, you would see that you are holding nothing. As it turns out, we undergraduate biology majors were right about one thing—the quantum universe is mind-bending. Let’s look more closely at the “now you see it, now you don’t” nature of quantum physics. Matter can simultaneously be defined as a solid (particle) and as an immaterial force field (wave). When scientists study the physical properties of atoms, such as mass and weight, they look and act like physical matter. However, when the same atoms are described in terms of voltage potentials and wavelengths, they exhibit the qualities and properties of energy (waves). (Hackermüller, et al, 2003; Chapman, et al, 1995; Pool 1995) The fact that energy and matter are one and the same is precisely what Einstein recognized when he concluded that E = mc2. Simply stated, this equation reveals that energy (E) = matter (m, mass) multiplied by the speed of light squared (c2). Einstein revealed that we do not live in a universe with discrete, physical objects separated by dead space. The Universe is one indivisible, dynamic whole in which energy and matter are so deeply entangled it is impossible to consider them as independent elements.

Old Central School still stood upright, holding its secrets and silences firmly within. Eighty-four years of chalkdust floated in the rare shafts of sunlight inside while the memories of more than eight decades of varnishings rose from the dark stairs and floors to tinge the trapped air with the mahogany scent of coffins. The walls of Old Central were so thick that they seemed to absorb sounds while the tall windows, their glass warped and distorted by age and gravity, tinted the air with a sepia tiredness. Time moved more slowly in Old Central, if at all. Footsteps echoed along corridors and up stairwells, but the sound seemed muted and out of synch with any motion amidst the shadows. The cornerstone of Old Central had been laid in 1876, the year that General Custer and his men had been slaughtered near the Little Bighorn River far to the west, the year that the first telephone had been exhibited at the nation’s Centennial in Philadelphia far to the east. Old Central School was erected in Illinois, midway between the two events but far from any flow of history.

Until now, most schools in most cultures have stressed a certain combination of linguistic and logical intelligences. Beyond question that combination is important for mastering the agenda of school, but we have gone too far in ignoring the other intelligences. By minimizing the importance of other intelligences within and outside of schools, we consign many students who fail to exhibit the "proper" blend to the belief that they are stupid, and we do not take advantage of ways in which multiple intelligences can be exploited to further the goals of school and the broader culture.

nose. Many children who have sleep apnea may exhibit changes in daytime behavior, such as hyperactivity or lack of attention, irritability, anger, or hostile behaviors. They often demonstrate a decrease in performance at school.

Are the kids at school mean?” “Not mean, exactly. I’d say that the way they treat me is peculiar. More like I’m a zoo animal than a person.” A fist bounced against her leg. “I figured it out when I was visiting a primates exhibit once. People were staring at the gorilla, wondering what he would do next, hoping to be fascinated or creeped out. When he did something gross, they gasped and leaned closer. But when nothing more happened, they got bored and walked off.” The fist-thumping ended. “All the gorilla wanted was to be left alone. Instead, he was caged and made to entertain people against his will. I felt sorry for him until I reaized the cage protected him. Then I was jealous.

Drea, why don't you turn a circle and give us a good look?" the talker said, his chest all puffed out, as if he'd had something to do with making me perform. "Fuck you," I said, nice and clear, in spite of my fuller voice, so everyone could hear. A couple of teens near the back of the crowd laughed, but the mothers scowled and covered their children's ears. "Sorry about that, ladies and gentlemen," the talker called with an amiable chuckle. "Most of our exhibits were born and raised in the carnival, and they hear a lot of rough language." "Most of our handlers are full of shit," I added, drawing more laughter from the back of the crowd. "I learned to cuss the same place all of your kids did. In middle school.

[986a] [1] they assumed the elements of numbers to be the elements of everything, and the whole universe to be a proportion1 or number. Whatever analogues to the processes and parts of the heavens and to the whole order of the universe they could exhibit in numbers and proportions, these they collected and correlated;and if there was any deficiency anywhere, they made haste to supply it, in order to make their system a connected whole. For example, since the decad is considered to be a complete thing and to comprise the whole essential nature of the numerical system, they assert that the bodies which revolve in the heavens are ten; and there being only nine2 that are visible, they make the "antichthon"3 the tenth.We have treated this subject in greater detail elsewhere4; but the object of our present review is to discover from these thinkers too what causes they assume and how these coincide with our list of causes.Well, it is obvious that these thinkers too consider number to be a first principle, both as the material5 of things and as constituting their properties and states.6 The elements of number, according to them, are the Even and the Odd. Of these the former is limited and the latter unlimited; Unity consists of both [20] (since it is both odd and even)7; number is derived from Unity; and numbers, as we have said, compose the whole sensible universe.Others8 of this same school hold that there are ten principles, which they enunciate in a series of corresponding pairs: (1.) Limit and the Unlimited; (2.) Odd and Even; (3.) Unity and Plurality; (4.) Right and Left; (5.) Male and Female; (6.) Rest and Motion; (7.) Straight and Crooked; (8.) Light and Darkness; (9.) Good and Evil; (10.) Square and Oblong.

If David had been diagnosed with diabetes at a young age, members of his family, school, and church would have undoubtedly mobilized support. His caregivers would have communicated his need for dietary changes, exercise, and/or insulin. This was not the case when David exhibited the earliest signs of depression. The myth persists that mental illness is a character flaw. It is my hope that one day disorders of the brain will be treated with as much care, compassion, and tenacity as diseases of any other organs in our bodies.

Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists - although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'. But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science.

these gentlemen had no idea what a huge joke all our doctor degrees, our whole mandarin educational system, was to the masses, how they ridiculed our public grammar schools, that instrument of the dictatorship of the bourgeoisie, maintained under the delusion that by watering down scholarship one educated the commonfolk. The masses had long since learned that for the education and discipline needed in the battle against the decaying bourgeoisie they should look elsewhere than to coercive schools imposed by the authorities; and by now every idiot knew that the school system developed from the cloisters of the Middle Ages was as anachronistic and absurd as a periwig, that no one owed his real education to schools anymore, and that free, open instruction by public lectures, exhibitions, films, and so forth was far superior to that found in any schoolroom.

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

It's a difficult path that we tread, us Indie self-publishers, but we're not alone. How many bands practicing in their dad’s garage have heard of a group from the neighbourhood who got signed by a recording company? Or how many artists who love to paint, but are not really getting anywhere with it hear of someone they went to art school with being offered an exhibition in a gallery? How many chefs who love to get creative around food hear of someone else who’s just landed a job with Marco Pierre White? There’s no difference between us and them. There is, however, a huge difference in how everyone else perceives the writer. And there’s a huge difference between all of us – the writers, the musicians, the composers, the chefs, the dance choreographers and to a certain extent the tradesmen - and the rest of society in that no one understands us. It’s a wretched dream to hope that our creativity gets recognised while our family thinks we’re wasting our time when the lawn needs mowing, the deck needs painting and the bedroom needs decorating. It’s acceptable to go into the garage to tinker about with a motorbike, but it’s a waste of a good Sunday afternoon if you go into the garage and practice your guitar, or sit in your study attempting to capture words that have been floating around your brain forever.

Because middle-class home culture is so taken for granted, so "transparent," it often exists outside of conscious awareness for those who are members of that culture, especially in schools. It is assumed to be what "everyone knows," just the background of normal life—knowledge that does not need to be taught. Consequently, when this knowledge is not exhibited by children or adults, there is a sense that something is wrong, perhaps a lack of basic intelligence.

Queer history is always being erased,” she said. “That’s why it is so important for queer historians to demand it is kept alive. Like through this exhibition. I want all the queer kids like you to see how vast your history is. How you’re part of something just as old and epic as any other kind of history. Far older than American. Not your Indigenous peoples, of course, but the country. Queer people have been around much longer than the United States. And you spend how many years learning that in school? And none on queer history.

A second example of this abandonment of fundamental principles can be found in recent trends in the U.S. Supreme Court. Note what Lino A. Graglia, a professor of law at the University of Texas, has to say about this: 'Purporting merely to enforce the Constitution, the Supreme Court has for some thirty years usurped and exercised legislative powers that its predecessors could not have dreamed of, making itself the most powerful and important institution of government in regard to the nature and quality of life in our society.... 'It has literally decided issues of life and death, removing from the states the power to prevent or significantly restrain the practice of abortion, and, after effectively prohibiting capital punishment for two decades, now imposing such costly and time-consuming restrictions on its use as almost to amount to prohibition. 'In the area of morality and religion, the Court has removed from both the federal and state government nearly all power to prohibit the distribution and sale or exhibition of pornographic materials.... It has prohibited the states from providing for prayer or Bible-reading in the public schools. 'The Court has created for criminal defendants rights that do not exist under any other system of law-for example, the possibility of almost endless appeals with all costs paid by the state-and which have made the prosecution so complex and difficult as to make the attempt frequently seem not worthwhile. It has severely restricted the power of the states and cities to limit marches and other public demonstrations and otherwise maintain order in the streets and other public places.

Every now and then, I’m lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists—although heavy on the wonder side and light on skepticism. They’re curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I’m asked follow-up questions. They’ve never heard of the notion of a “dumb question.” But when I talk to high school seniors, I find something different. They memorize “facts.” By and large, though, the joy of discovery, the life behind those facts, has gone out of them. They’ve lost much of the wonder, and gained very little skepticism. They’re worried about asking “dumb” questions; they’re willing to accept inadequate answers; they don’t pose follow-up questions; the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade, and it’s not just puberty. I’d guess that it’s partly peer pressure not to excel (except in sports); partly that the society teaches short-term gratification; partly the impression that science or mathematics won’t buy you a sports car; partly that so little is expected of students; and partly that there are few rewards or role models for intelligent discussion of science and technology—or even for learning for its own sake. Those few who remain interested are vilified as “nerds” or “geeks” or “grinds.

Emma: You can demand that Pettibone retain my services, but you cannot make similar demands of the parents of the students. They will not entrust the education of their daughters to a woman who has removed her clothing for an artist, no matter how exalted that artist may be. Pettibone would become a school without students. No that avenue is closed to me now. Nicholas: Women disrobe for men other than their husbands every day. Emma: But they are not on exhibition in the Royal Academy. Nicholas: what of extenuating circumstances? Emma: You make no sense

These men, and the boys following in their footsteps, were socialized in childhood to exhibit the ideal masculine traits, including stoicism, aggressiveness, extreme self-confidence, and an unending competitiveness. Those who do not conform are punished by their fathers in the form of physical and emotional abuse, and then further socialized by the boys in their school and community who have been enduring their own abuse at home. If that isn’t enough, our culture then reflects those expectations in its television shows, movies, music, and especially in advertising, where products like construction-site-quality trucks, power tools, beer, gendered deodorant, and even yogurt promise to bestow masculinity for the right price. The masculinity that’s being sold, that’s being installed via systemic abuse, is fragile because, again, it is unattainable. Humans are not intended to suppress their emotions indefinitely, to always be confident and unflinching. Traditional masculinity, as we know it, is an unnatural state, and, as a consequence, men are constantly at war with themselves and the world around them.

For example, the value of fertilizer for a farmer is likely to be higher if other inputs (seeds, irrigation, farming practices, etc.) are available. The value of a blackboard in a school will depend on the availability of other school inputs (such as chalk, teachers, classrooms, etc.). In economics terms, the situations described above exhibit positive cross-partial derivatives.[80] In fact, when Richard teaches this maxim to his students, he refers to it as “capitalize on positive cross partial derivatives,” a much more technical formulation intended to be playful and memorable.

Men like my father, and men like him who attend Trump rallies, join misogynistic subcultures, populate some of the most hateful groups in the world, and are prisoners of toxic masculinity, an artificial construct whose expectancies are unattainable, thus making them exceedingly fragile and injurious to others, not to mention themselves. The illusion convinces them from an early age that men deserve to be privileged and entitled, that women and men who don’t conform to traditional standards are second-class persons, are weak and thus detestable. This creates a tyrannical patriarchal system that tilts the world further in favor of men, and, as a side effect, accounts for a great deal of crimes, including harassment, physical and emotional abuse, rape, and even murder. These men, and the boys following in their footsteps, were socialized in childhood to exhibit the ideal masculine traits, including stoicism, aggressiveness, extreme self-confidence, and an unending competitiveness. Those who do not conform are punished by their fathers in the form of physical and emotional abuse, and then further socialized by the boys in their school and community who have been enduring their own abuse at home. If that isn’t enough, our culture then reflects those expectations in its television shows, movies, music, and especially in advertising, where products like construction-site-quality trucks, power tools, beer, gendered deodorant, and even yogurt promise to bestow masculinity for the right price. The masculinity that’s being sold, that’s being installed via systemic abuse, is fragile because, again, it is unattainable. Humans are not intended to suppress their emotions indefinitely, to always be confident and unflinching. Traditional masculinity, as we know it, is an unnatural state, and, as a consequence, men are constantly at war with themselves and the world around them.

in an early study nursery-school-age children chosen because they were terrified of dogs merely watched a little boy playing happily with a dog for twenty minutes a day. This exhibition produced such marked changes in the reactions of the fearful children that after only four days, 67 percent of them were willing to climb into a playpen with a dog and remain confined there, petting and scratching it while everyone else left the room. Moreover, when the researchers tested the children’s fear levels again one month later, they found that the improvement had not evaporated during that time; in fact, the children were more willing than ever to interact with dogs.

In this book I contend that even when school appears to be successful, even when it elicits the performances for which it has apparently been designed, it typically fails to achieve its most important missions. Evidence for this startling claim comes from a by now overwhelming body of educational research that has been assembled over the last decades. These investigations document that even students who have been well trained and who exhibit all the overt signs of success—faithful attendance at good schools, high grades and high test scores, accolades from their teachers—typically do not display an adequate understanding of the materials and concepts with which they have been working.

By failing to make the obvious connection between an openly misogynistic culture and the mysterious lack of women, Levy contributed to the myth of innately talented hackers being implicitly male. And, today, it’s hard to think of a profession more in thrall to brilliance bias than computer science. ‘Where are the girls that love to program?’ asked a high-school teacher who took part in a summer programme for advanced-placement computer-science teachers at Carnegie Mellon; ‘I have any number of boys who really really love computers,’ he mused. ‘Several parents have told me their sons would be on the computer programming all night if they could. I have yet to run into a girl like that.’ This may be true, but as one of his fellow teachers pointed out, failing to exhibit this behaviour doesn’t mean that his female students don’t love computer science. Recalling her own student experience, she explained how she ‘fell in love’ with programming when she took her first course in college. But she didn’t stay up all night, or even spend a majority of her time programming. ‘Staying up all night doing something is a sign of single-mindedness and possibly immaturity as well as love for the subject. The girls may show their love for computers and computer science very differently. If you are looking for this type of obsessive behavior, then you are looking for a typically young, male behavior. While some girls will exhibit it, most won’t.

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 am at ease with children, who talk quite freely except when accompanied by their parents. Then it's mum and dad who do all the talking. 'My son studies your book in school,' said one fond mother, proudly exhibiting her ten-year-old. 'He wants your autograph.' 'What's the name of the book you're reading?' I asked. 'Tom Sawyer,' he said promptly. So I signed Mark Twain in his autograph book. He seemed quite happy. A schoolgirl asked me to autograph her maths textbook. 'But I failed in maths,' I said. 'I'm just a story-writer.' 'How much did you get?' 'Four out of a hundred.' She looked at me rather crossly and snatched the book away. I have signed books in the names of Enid Blyton, R.K. Narayan, Ian Botham, Daniel Defoe, Harry Potter and the Swiss Family Robinson. No one seems to mind.   ★

Richard Lovelace makes a compelling case that the best defense is a good offense. “The ultimate solution to cultural decay is not so much the repression of bad culture as the production of sound and healthy culture,” he writes. “We should direct most of our energy not to the censorship of decadent culture, but to the production and support of healthy expressions of Christian and non-Christian art.”10 Public protests and boycotts have their place. But even negative critiques are effective only when motivated by a genuine love for the arts. The long-term solution is to support Christian artists, musicians, authors, and screenwriters who can create humane and healthy alternatives that speak deeply to the human condition. Exploiting “Talent” The church must also stand against forces that suppress genuine creativity, both inside and outside its walls. In today’s consumer culture, one of the greatest dangers facing the arts is commodification. Art is treated as merchandise to market for the sake of making money. Paintings are bought not to exhibit, nor to grace someone’s home, but merely to resell. They are financial investments. As Seerveld points out, “Elite art of the New York school or by approved gurus such as Andy Warhol are as much a Big Business today as the music business or the sports industry.”11 Artists and writers have been reduced to “talent” to be plugged into the manufacturing process. That approach may increase sales, but it will suppress the best and highest forms of art. In the eighteenth century, the world nearly lost the best of Mozart’s music because the adults in the young man’s life treated him primarily as “talent” to exploit.

When this story goes out into the world, I may become the most famous hermaphrodite in history. There have been others before me. Alexina Barbin attended a girls’ boarding school in France before becoming Abel. She left behind an autobiography, which Michel Foucault discovered in the archives of the French Department of Public Hygiene. (Her memoirs, which end shortly before her suicide, make unsatisfactory reading, and it was after finishing them years ago that I first got the idea to write my own.) Gottlieb Göttlich, born in 1798, lived as Marie Rosine until the age of thirty-three. One day abdominal pains sent Marie to the doctor. The physician checked for a hernia and found undescended testicles instead. From then on, Marie donned men’s clothes, took the name of Gottlieb, and made a fortune traveling around Europe, exhibiting himself to medical men.

The truth is that there’s no such thing as a personal problem. If you’ve got a problem, chances are millions of other people have had it in the past, have it now, and are going to have it in the future. Likely people you know too. That doesn’t minimize the problem or mean that it shouldn’t hurt. It doesn’t mean you aren’t legitimately a victim in some circumstances. It just means that you’re not special. Often, it’s the realization - that you and your problems are actually not privileged in their severity or pain - that is the first and most important step toward solving them. But for some reason, it appears that more and more people, particularly young people, are forgetting this. Numerous professors and educators have noted a lack of emotional resilience and an excess of selfish demands in today’s young people. It’s not uncommon now for books to be removed from the class is curriculum for no other reason then they made someone feel bad. Speakers and professors are shouted down and banned from campuses for in fractions as simple as suggesting that maybe some Halloween costumes really aren’t that offensive. School counsellors note that more students than ever are exhibiting severe signs of emotional distress over what are otherwise run-of-the-mill daily college experiences, such as an argument with her roommate, or getting a low grade in the class. It’s strange that in an age when we are more connected than ever, entitlement seems to be at an all time high. Something about recent technology seems to allow our insecurities to run amok like never before. The more freedom were given to express ourselves, the more we want to be free of having to deal with anyone who may disagree with us or upset us. The more exposed we are to opposing viewpoints, the more we seem to get upset that those other viewpoints exist. The easier and more problem free our lives become, the more we seem to feel entitled for them to get even better.

It’s clear that writing is a useful skill for any designer. Yet apart from a final-year dissertation or research paper, graphic designers are not encouraged to write at design school. This is odd, since words are the designer’s raw materials, much as coal is the raw material of the coal miner. Designers often say they can’t write. This is also odd, since many designers have a verbal facility for sharp phrases and economical expression. Most designers are better with words than they realize. This shyness with written language is partly caused by designers believing that they need to do everything visually. There’s a fear that they are betraying their design skills if they exhibit language skills. Yet the ability to handle text is a priceless attribute. Just think how often we struggle to make coherent typographic statements when forced to work with clumsy language: think of all those tortuous line breaks and bad configurations of type that could be eliminated with a few text edits. The ability to suggest and make text changes can often rescue work from second-rate status.

In a study involving the offspring of stressed male mice conducted at Emory University School of Medicine in 2013, researchers discovered that traumatic memories could be passed down to subsequent generations through epigenetic changes that occur in DNA. Mice in one generation were trained to fear a cherry blossom–like scent called acetophenone. Each time they were exposed to the smell, they simultaneously received an electric shock. After a while, the shocked mice had a greater amount of smell receptors associated with that particular scent, enabling them to detect it at lower concentrations. They also had enlarged brain areas devoted to those receptors. Researchers were also able to identify changes in the mice’s sperm. The most intriguing aspect of the study is what occurred in the next two generations. Both the pups and grandpups, when exposed to the blossom odor, became jumpy and avoided it, despite never having experienced it before. They also exhibited the same brain changes. The mice appeared to inherit not only the sensitivity to the scent, but also the fear response associated with it.64

Prelude to Science. — Do you believe then that the sciences would have arisen and grown up if the sorcerers, alchemists, astrologers and witches had not been their forerunners; those who, with their promisings and foreshadowings, had first to create a thirst, a hunger, and a taste for hidden and forbidden powers? Yea, that infinitely more had to be promised than could ever be fulfilled, in order that something might be fulfilled in the domain of knowledge? Perhaps the whole of religion, also, may appear to some distant age as an exercise and a prelude, in like manner as the prelude and preparation of science here exhibit themselves, though not at all practised and regarded as such. Perhaps religion may have been the peculiar means for enabling individual men to enjoy but once the entire self-satisfaction of a God and all his self-redeeming power. Indeed! — one may ask — would man have learned at all to get on the tracks of hunger and thirst for himself, and to extract satiety and fullness out of himself, without that religious schooling and preliminary history? Had Prometheus first to fancy that he had stolen the light, and that he did penance for the theft — in order finally to discover that he had created the light, in that he had longed for the light, and that not only man, but also God had been the work of his hands and the clay in his hands? All mere creations of the creator? — just as the illusion, the theft, the Caucasus, the vulture, and the whole tragic Prometheia of all thinkers!

To Greg, who had suffered from bouts of depression throughout his life, this seemed like a terrible approach. In seeking treatment for his depression, he—along with millions of others around the world—had found that cognitive behavioral therapy (CBT) was the most effective solution. CBT teaches you to notice when you are engaging in various “cognitive distortions,” such as “catastrophizing” (If I fail this quiz, I’ll fail the class and be kicked out of school, and then I’ll never get a job . . .) and “negative filtering” (only paying attention to negative feedback instead of noticing praise as well). These distorted and irrational thought patterns are hallmarks of depression and anxiety disorders. We are not saying that students are never in real physical danger, or that their claims about injustice are usually cognitive distortions. We are saying that even when students are reacting to real problems, they are more likely than previous generations to engage in thought patterns that make those problems seem more threatening, which makes them harder to solve. An important discovery by early CBT researchers was that if people learn to stop thinking this way, their depression and anxiety usually subside. For this reason, Greg was troubled when he noticed that some students’ reactions to speech on college campuses exhibited exactly the same distortions that he had learned to rebut in his own therapy. Where had students learned these bad mental habits? Wouldn’t these cognitive distortions make students more anxious and depressed?

Welcome, ladies and gentlemen, to your new home.’ He gestured to the stone walls of the cavern that surrounded them. ‘Your lives as you once knew them are over,’ he continued. ‘You have been selected, all of you, the worst, the most cunning, the most mischievous minds from around the world . . . selected to become part of an institution like no other. You have all exhibited certain unique abilities, abilities that set you apart from the mediocrity of the teeming masses and which mark you out as the leaders of tomorrow. Here, in this place, you will be furnished with the knowledge and experience to best exploit your own natural abilities, to hone your craft to a cutting edge.’ He paused and slowly surveyed the pale, wide-eyed faces before him. ‘Each of you has within you a rare quality, a gift if you will, a special talent for the supremely villainous. Society would have us believe that this is an undesirable characteristic, something that should be subdued, controlled, destroyed. But not here . . . no, here we want to see you blossom into all that you can be, to see your innate wickedness flourish, to make you the very worst that you can be.’ He stepped out from behind the lectern and walked to the edge of the raised platform. As he loomed over them he seemed to grow taller and some of those at the front of the group edged backwards nervously. ‘For today all of you have the unique honour and privilege of becoming the newest students of the world’s first and only school of applied villainy.’ He spread his arms, gesturing to the walls around them. ‘Welcome to H.I.V.E., the Higher Institute of Villainous Education.

A different approach was taken in 1972 by Dr. Walter Mischel, also of Stanford, who analyzed yet another characteristic among children: the ability to delay gratification. He pioneered the use of the “marshmallow test,” that is, would children prefer one marshmallow now, or the prospect of two marsh-mallows twenty minutes later? Six hundred children, aged four to six, participated in this experiment. When Mischel revisited the participants in 1988, he found that those who could delay gratification were more competent than those who could not. In 1990, another study showed a direct correlation between those who could delay gratification and SAT scores. And a study done in 2011 indicated that this characteristic continued throughout a person’s life. The results of these and other studies were eye-opening. The children who exhibited delayed gratification scored higher on almost every measure of success in life: higher-paying jobs, lower rates of drug addiction, higher test scores, higher educational attainment, better social integration, etc. But what was most intriguing was that brain scans of these individuals revealed a definite pattern. They showed a distinct difference in the way the prefrontal cortex interacted with the ventral striatum, a region involved in addiction. (This is not surprising, since the ventral striatum contains the nucleus accumbens, known as the “pleasure center.” So there seems to be a struggle here between the pleasure-seeking part of the brain and the rational part to control temptation, as we saw in Chapter 2.) This difference was no fluke. The result has been tested by many independent groups over the years, with nearly identical results. Other studies have also verified the difference in the frontal-striatal circuitry of the brain, which appears to govern delayed gratification. It seems that the one characteristic most closely correlated with success in life, which has persisted over the decades, is the ability to delay gratification. Although this is a gross simplification, what these brain scans show is that the connection between the prefrontal and parietal lobes seems to be important for mathematical and abstract thought, while the connection between the prefrontal and limbic system (involving the conscious control of our emotions and pleasure center) seems to be essential for success in life. Dr. Richard Davidson, a neuroscientist at the University of Wisconsin–Madison, concludes, “Your grades in school, your scores on the SAT, mean less for life success than your capacity to co-operate, your ability to regulate your emotions, your capacity to delay your gratification, and your capacity to focus your attention. Those skills are far more important—all the data indicate—for life success than your IQ or your grades.

The school remained open. I thanked Allah that the Americans operated differently. Had the Lebanese lost 241 men in one day, and had we the power and the reach, we would have American males hung from their testicles and set on fire. The frame of mind that dictates our actions quashes our ability to develop the power and reach exhibited by the Americans, I thought.

executives typically fall into one of five decision-making categories: Charismatics can be initially exuberant about a new idea or proposal but will yield a final decision based on a balanced set of information. Thinkers can exhibit contradictory points of view within a single meeting and need to cautiously work through all the options before coming to a decision. Skeptics remain highly suspicious of data that don’t fit with their worldview and make decisions based on their gut feelings. Followers make decisions based on how other trusted executives, or they themselves, have made similar decisions in the past. And controllers focus on the pure facts and analytics of a decision because of their own fears and uncertainties. The five styles span a wide range of behaviors and characteristics. Controllers, for instance, have a strong aversion to risk; charismatics tend to seek it out. Despite such differences, people frequently use a one-size-fits-all approach when trying to convince their bosses, peers, and staff. They argue their case to a thinker the same way they would to a skeptic. Instead, managers should tailor their presentations to the executives they are trying to persuade, using the right buzzwords to deliver the appropriate information in the most effective sequence and format. After all, Bill Gates does not make decisions in the same way that Larry Ellison does. And knowing that can make a huge difference.

Data on children, in particular, show the auspicious results of religion on their well-being. According to sociologist John Bartkowski, professor at the University of Texas at San Antonio, the children of parents who regularly attend religious services exhibit better self-control, social skills, and approaches to learning. He found that religious networks allow moms and dads to improve their parenting skills; the social support they find from other religious parents helps to bolster their efforts. The values that inhere in religious congregations, such as self-sacrifice, also help. And, of course, religious communities imbue parenting with sacred meaning and significance. When asked about these findings, another sociologist, W. Bradford Wilcox of the University of Virginia, put it succinctly when he said that at least for religious parents, “getting their kids into heaven is more important than getting their kids into Harvard.”58 Amen. More recently, Baylor sociologist Rodney Stark found that religious Americans, when compared to secularists, are more likely to marry and stay married; less likely to cheat on their spouse; less likely to abuse their spouse or children; and more likely to be successful in their career. Their average life expectancy is more than seven years longer, and their children are more likely to do well in school. Furthermore, 40 percent of those who attend church weekly report they are “very happy,” as compared to 25 percent of those who never attend church.

Americans exhibit a strange and inconsistent attitude toward their dropouts. In theory, this is a nation that was built by the rebels and the nonconformists — more specifically, by the recalcitrant revolutionaries of Valley Forge, the chippy entrepreneurs of the frontier and of Silicon Valley, and by the ambitious Lincolnian auto-didacts who looked at their conditions and sought to improve them on their own terms. In practice, however, America is becoming increasingly rigid and Babbit-like. When a given individual makes it without school, we lavish him with praise and with adulation and we explain his rise with saccharine appeals to the American spirit; when our own children suggest that they might wish to dropout, however, we tut-tut and roll our eyes and make sneering jokes about Burger King.

But while compliant raise-your-hand-and-speak-when-called-on behaviors might be rewarded in school, they are less valued in the workplace. Career progression often depends upon taking risks and advocating for oneself--traits that girls are discouraged from exhibiting.

to be rescheduled. I’m already feeling like a bad mom when her teacher starts our conversation by asking, ‘Did you know Lucy has trouble reading?’ Kev’s not here, of course. He never comes to meetings like these. ‘What do you mean by trouble?’ Mrs. Bryant puts on reading glasses and takes Lucy’s test, pinched between two fingers, like it’s Exhibit A from some courtroom drama. ‘According to the tests I’ve done this year,’ she informs me in a cool tone, ‘Lucy has the reading level of a seven-year-old, if that.’ The ‘if that’ catches me on the raw. She sounds so accusing, so judgmental. ‘You weren’t aware of this, Mrs. McCleary?’ ‘No.’ My jaw is tight, my hands clenched in my lap. Mrs. Bryant is one of those stern, iron-haired teachers who looks down on pretty much anyone, at least anyone she suspects is stupid. Maybe she knows I didn’t finish high school, never mind that I have my GED now. And then there’s Kev too, with his straight

The Press in 1914 had no Cinema, no Radio, and no Politics: so the painter could really become a 'star'. There was nothing against it. Anybody could become one, who did anything funny. And Vorticism was replete with humour, of course; it was acclaimed the best joke ever. Pictures, I mean oil-paintings, were 'news'. Exhibitions were reviewed in column after column. And no illustrated paper worth its salt but carried a photograph of some picture of mine or of my 'school', as I have said, or one of myself, smiling insinuatingly from its pages.

the white tents. 17. Two views of The Wild West in Paris, igo5. Colonel Cody, a Hawkeye by birth, is personally lionized by the Parisians, and his unique exhibition, so full of historical and dramatic interest, made a wonderful impression upon the susceptible French public. The twenty lessons I took in French, at the Berlitz School of Languages, London, only gave me a faint idea of what the language was like, but as I was required to make my lectures and announcements in French, I had my speeches translated, and was coached in their delivery by Monsieur Corthesy, editeur, le journal de Londres. Well, I got along pretty fair, considering that I did not know the meaning of half the words I was saying. Anyway it amused them, so I was satisfied. I honestly believe that more people came in the side show in Paris to hear and laugh at my "rotten" French than anything else, and when I found that a certain word or expression excited their risibilities, I never changed it. I can look back now and see where some of my own literal translations were very funny. Colonel Cody's exhibition is unique in many ways, and might justly be termed a polyglot school, no less than twelve distinct languages being spoken in the camp, viz.: Japanese, Russian, French, Arabic, Greek, Hungarian, German, Italian, Spanish, Holland, Flemish, Chinese, Sioux and English. Being in such close contact every day, we were bound to get some idea of each other's tongue, and all acquire a fair idea of English. Colonel Cody is, therefore, entitled to considerable credit for disseminating English, and thus preserving the entente cordiale between nations. 18. Entrance to the Wild West, Champs de Mars, Paris, Igo5. The first place of public interest that we visited in Paris was the Jardin des Plantes (botanical and zoological garden) and le Musee d'Histoire Naturelle. The zoological collection would suffer in comparison with several in America I might mention, but the Natural History Museum is very complete, and is, to my notion, the most artistically arranged of any museum I have visited. Le Palais du Trocadero, which was in sight of our grounds and facing the

To mix business with pleasure, schedule your next staff retreat in an elementary school. Talking about strategic priorities takes on new meaning when you’re in a classroom whose bulletin boards admonish everyone to Play Fair, Don’t Hit, and Be Nice. And if this retro approach is really working for you, head to a children's museum for a day of discovery. You’ll benefit not only from tackling the hands-on museum exhibits, but also by soaking in the learning and laughter of the little people around you.

Orphaned daughters of a well-to-do English officer in the Imperial Army Medical Service, Dorothea was born in Trichinopoli, India, Claire in London. And though schooled in Switzerland, England, and France and well traveled, the sisters, especially Claire, exhibited a childlike naïveté and innocence that sometimes left them a target of manipulation by those with dubious intentions.

What we must guard against in the training of children is the danger of their getting into the habit of being prodded to every duty and every effort. School marks, prizes, and exhibitions, are all prods; and a system of prodding is apt to obscure the meaning of must and ought for the boy or girl who gets into the habit of mental and moral slouching against his prods. It would be better for boys and girls to suffer the consequences of not doing their work, now and then, than to do it because they are so urged and prodded on all hands they have no volition in the matter. The more we are prodded the lazier we get, and the less capable of the effort of will which should carry us to, and nearly carry us through, our tasks.

Following is a sample list of some points you will want to include in your business plan. These can all be organized in a very professional manner in a notebook that includes tabs. • Executive summary. Include a one- or two-page summary of your plan. • Mission statement. Include one or two paragraphs that succinctly state your purpose. • Background. Present information about yourself and your experience. • Financial statement. List your assets, liabilities, and net worth. • Site location. Include a list of benefits, maps, and proximity to shopping and schools. • Demographics. Present information about the people living in the area (income, education, etc.). • Competitor analysis. Determine who your competitors are and present average rents and sales comparisons. • Marketing strategy. Define your target market (tenants, buyers, etc.). • Financial analysis. Include historical and pro forma operating statements. • Improvements. Define capital improvements to be made to the property. • Purchase agreement. Include your sales contract with the seller. • Exhibits. Include photographs of the property, tax returns, sample floor plans, and the like.

There is a second practical limitation to moral outreach, namely, the persistence of ideological racism. Some of the cultural traits attributed to or associated with the ghetto poor (for example, attitudes toward authority, work, violence, parenting, sex and reproduction, school, and crime) closely resemble well-known and long-standing racist stereotypes about blacks (their supposed tendencies toward lawlessness, laziness, dishonesty, irresponsibility, ignorance, stupidity, and sexual promiscuity). These stereotypes have long been invoked to justify the subordination, exploitation, and civic exclusion of blacks. An implication of the cultural divergence thesis is that ghetto conditions have produced a subgroup of blacks who, because of their cultural patterns, exhibit characteristics that racists have long maintained are “natural” to “the black race” and that these cultural traits are at least part of the explanation for why they are poor. To make matters worse, moral reform suggests that the ghetto poor are effectively incapable of altering these suboptimal traits on their own, as it calls for state intervention to change them. Moral reform programs, even voluntary ones, implicitly endorse the idea that poor blacks have personal deficiencies that they alone cannot remedy. In an era when biological racism has been largely discredited and claims that blacks are biologically inferior are not publicly acceptable, moral reform will inevitably strike many as the functional equivalent of classic racist doctrines.

The introduction sets the scene and gives elaborate physical and mental portraits of the actors. This portrait gallery is an astounding performance, as a piece of writing hardly ever equalled. They are monstrous figures, well over life size, painted with extreme naturalism, yet crystallised to an individuality the naturalist school never attained. De Sade is absolutely merciless; we are not spared a single wrinkle, a single sore, unpleasant smell or habit, not a single meanness or treachery; no detail of cowardice or filth is hidden. But the canvas is not monotonous; religion and beauty are there too, childishness and romanticism; the whole gamut of human possibilities are exhibited in their extremest development.

(The psychiatrists—Eric was among the youngest—often put these kids on Haldol; more than one came to me exhibiting, as a result of the mysterious pill, “tardive dyskinesia”—involuntarily sticking out their tongues, clenching and unclenching their jaws, smacking their lips.)

Like the hunt for war criminals, the restitution of art stolen during World War II is an uphill battle fought not only in courts of law, but also in national parliaments and even in schools and universities. It is estimated that 650,000 works of art were looted by the Nazis while 100,000 have not yet been returned to their legitimate owners or heirs. Some hang in public museums for the whole world to see, while others are hidden in private collections or used as bargaining chips in dubious commercial transactions. This uphill battle registers another win every time a painting, sculpture, or book is returned to its legitimate owners, but also by convincing politicians to pass laws that allow such restitution. It is won by investigating the provenance of works that have been exhibited in renowned museums for decades. Above all, it is won by bringing restitution stories to the public’s attention. Because it is an uphill battle in which the main enemy is oblivion.

We have to set an example for all of our students; even if suspension doesn’t help Frankie, at least it sets an example for our other students. We need to let them know that we take this kind of behavior seriously at our school. QUESTION: What message do we give the other students if we continue to apply interventions that aren’t helping Frankie behave more adaptively? ANSWER: That we’re actually not sure how to help our students with concerning behaviors. QUESTION: What’s the likelihood that the students who don’t exhibit concerning behaviors will begin to exhibit concerning behaviors if we did not make an example of Frankie? ANSWER: As a general rule, slim to none. QUESTION: What message do we give Frankie if we continue to apply strategies that aren’t working? ANSWER: We don’t understand you and we can’t help you.

Her stoic English upbringing had schooled her into distrusting emotion and into contempt for any exhibition of emotion.

In one study, researchers asked hundreds of middle school students to rank the values their parents prioritized. Half of the values centered on achievement, such as attending a good college, excelling academically, and having a successful career. The other half focused on character traits, such as being respectful, helpful, and kind. Adolescents who reported that their parents valued character traits as much as or more than their performance exhibited greater mental health, enjoyed higher levels of achievement, and engaged in less rule-breaking behavior than peers who believed their parents were primarily focused on how they were performing

As the driving force behind schools, administrators exhibit strong leadership skills and a commitment to fostering positive and inclusive learning environments.

I realized that the market, school, and streets are filled with similar individuals exhibiting similar behaviors, but in different contexts. The school had its written rules, while the streets and market had their unwritten rules. To this day, I continue to reflect on the extent of influence these places had on shaping my open-mindedness toward life and people. Living and surviving in different environments, just breathing and embracing what comes my way.

As the driving force behind schools, administrators exhibit strong leadership skills and a commitment to fostering positive and inclusive learning environments.

For the most part, performances of young children fall under the rubric of rote, ritualized, or conventional patterns of behavior, but children sometimes go beyond the models that they have seen, and their performances may embody genuine understandings. In such cases children are able to utilize symbol systems to create performances that reveal sensitivity to a variety of perspectives or express their own feelings or beliefs about a state of affairs. As psychiatrist Robert Coles has shown, children caught in political or social crises are especially prone to exhibit their understandings through works of literary or graphic art, and these works may reflect both a rounded sense of a controversial issue and the creator's personal response to it.

To begin with, the child of five, six, or seven is in many ways an extremely competent individual. Not only can she use skillfully a raft of symbolic forms, but she has evolved a galaxy of robust theories that prove quite serviceable for most purposes and can even be extended in generative fashion to provide cogent accounts of unfamiliar materials or processes. The child is also capable of intensive and extensive involvement in cognitive activities, ranging from experimenting with fluids in the bathtub to building complex block structures and mastering board games, card games, and sports. While some of these creations are derivative, at least a few of them may exhibit genuine creativity and originality. And quite frequently in at least one area, the young child has achieved the competence expected from much older children. Such precocity is particularly likely when youngsters have pursued a special passion, like dinosaurs, dolls, or guns, or when there is a strain of special talent in areas like mathematics, music, or chess or simply a flexibility, a willingness to try new things.

In the American colonies, the first laborers were European indentured servants. When African laborers were forcibly brought to Virginia beginning in 1619, status was defined by wealth and religion, not by physical characteristics such as skin color. But this would change. Over time, physical difference mattered, and with the development of the transatlantic slave trade, landowners began replacing their temporary European laborers with enslaved Africans who were held in permanent bondage. Soon a new social structure emerged based primarily on skin color, with those of English ancestry at the top and African slaves and American Indians at the bottom. By 1776, when “all men are created equal” was written into the Declaration of Independence by a slaveholder named Thomas Jefferson, a democratic nation was born with a major contradiction about race at its core. As our new nation asserted its independence from European tyranny, blacks and American Indians were viewed as less than human and not deserving of the same liberties as whites. In the 19th and 20th centuries, the notion of race continued to shape life in the United States. The rise of “race science” supported the common belief that people who were not white were biologically inferior. The removal of Native Americans from their lands, legalized segregation, and the internment of Japanese Americans during World War II are legacies of where this thinking led. Today, science tells us that all humans share a common ancestry. And while there are differences among us, we’re also very much alike. Changing demographics in the United States and across the globe are resulting in new patterns of marriage, housing, education, employment, and new thinking about race. Despite these advances, the legacy of race continues to affect us in a variety of ways. Deeply held assumptions about race and enduring stereotypes make us think that gaps in wealth, health, housing, education, employment, or physical ability in sports are natural. And we fail to see the privileges that some have been granted and others denied because of skin color. This creation, called race, has fostered inequality and discrimination for centuries. It has influenced how we relate to each other as human beings. The American Anthropological Association has developed this exhibit to share the complicated story of race, to unravel fiction from fact, and to encourage meaningful discussions about race in schools, in the workplace, within families and communities. Consider how your view of a painting can change as you examine it more closely. We invite you to do the same with race. Examine and re-examine your thoughts and beliefs about race. 1

Less happily, many who are capable of exhibiting significant understanding appear deficient, simply because they cannot readily traffic in the commonly accepted coin of the educational realm. For instance, there is a significant population that lacks facility with formal examinations but can display relevant understanding when problems arise in natural contexts.

No less than human beings, human institutions exhibit constraints. Schools or factories or offices may be malleable, but they are not infinitely so. Economies of scale, vexations of human relations, bureaucratic histories, diverse and changing expectations, and pressures for accountability burden all significant human institutions. In the past, serving a smaller and less diverse clientele, schools faced certain problems; today, in a rapidly changing world, where the schools are expected to serve the multiple needs of every young individual, the limitations of this institution are sometimes overwhelming. If one wishes to bring about change in schools, it is important to understand their modes of operation no less than one understands the operations of individuals within them. Accordingly, following the investigation of constraints on human knowing, I consider some limits governing educational institutions, most especially schools. A focus on children and schools brings us face-to-face with a third dimension: the question of which knowledges and performances we value. If one considers school strictly as a place in which certain criteria are to be met (say, for the purpose of certification), it matters not what use one can subsequently make of the skills and knowledge acquired there. One could readily tolerate schools where understanding was considered irrelevant or even noxious. But if one wishes to argue that school should relate to a productive life in the community, or that certain kinds of understanding ought to be the desiderata of education, then the research results I have described are consequential.

The adults in the room have to be skilled and literate by those 21st-century standards the NCTE is touting. And they have to exhibit the dispositions that will sustain their learning: persistence, empathy, passion, sharing, collaboration, creativity, and curiosity.

Deep, fluting emotions were a form of weakness. She'd seen the softening in her work over the years, she'd started making the lazy, homey treats like apple crumble, chocolate muffins, butterscotch pudding, and lemon bars. They were fast and cheap and they pleased her children. But she'd trained at one of the best pastry programs in the country. Her teachers were French. She'd learned the classical method of making fondant, of making real buttercream with its spun-candy base and beating the precise fraction off egg into the pate a choux. She knew how to blow sugar into glassine nests and birds and fountains, how to construct seven-tiered wedding cakes draped with sugar curtains copied from the tapestries at Versailles. When the other students interned at the Four Seasons, the French Laundry, and Dean & Deluca, Avis had apprenticed with a botanical illustrator in the department of horticulture at Cornell, learning to steady her hand and eye, to work with the tip of the brush, to dissect and replicate in tinted royal icing and multihued glazes the tiniest pieces of stamen, pistil, and rhizome. She studied Audubon and Redoute. At the end of her apprenticeship, her mentor, who pronounced the work "extraordinary and heartbreaking," arranged an exhibition of Avis's pastries at the school. "Remembering the Lost Country" was a series of cakes decorated in perfectly rendered sugar olive branches, cross sections of figs, and frosting replicas of lemon leaves. Her mother attended and pronounced the effect 'amusant.

But for some reason, it appears that more and more people, particularly young people, are forgetting this. Numerous professors and educators have noted a lack of emotional resilience and an excess of selfish demands in today’s young people. It’s not uncommon now for books to be removed from a class’s curriculum for no other reason than that they made someone feel bad. Speakers and professors are shouted down and banned from campuses for infractions as simple as suggesting that maybe some Halloween costumes really aren’t that offensive. School counselors note that more students than ever are exhibiting severe signs of emotional distress over what are otherwise run-of-the-mill daily college experiences, such as an argument with a roommate, or getting a low grade in a class.

But now, where the spirit of the Western civilisation prevails, the whole people is being taught from boyhood, to foster hatreds and ambitions by all kinds of means,—by the manufacture of half-truths and untruths in history, by persistent misrepresentation of other races and the culture of unfavourable sentiments towards them, by setting up memorials of events, very often false, which for the sake of humanity should be speedily forgotten, thus continually brewing evil menace towards neighbours and nations other than their own. This is poisoning the very fountain-head of humanity. It is discrediting the ideals, which were born of the lives of men, who were our greatest and best. It is holding up gigantic selfishness as the one universal religion for all nations of the world. We can take anything else from the hands of science, but not this elixir of moral death. Never think for a moment, that the hurts you inflict upon other races will not infect you, and the enmities you sow around your homes will be a wall of protection to you for all time to come. To imbue the minds of a whole people with an abnormal vanity of its own superiority, to teach it to take pride in its moral callousness and ill-begotten wealth, to perpetuate humiliation of defeated nations by exhibiting trophies won from war, and using these in schools in order to breed in children's minds contempt for others, is imitating the West where she has a festering sore, whose swelling is a swelling of disease eating into its vitality.

Ralph Gomory, the President of the Alfred P. Sloan Foundation, proposes a tripartite division of science: the known, the unknown, and the unknowable. The known is taught in the schools and universities and is exhibited in the science museums. But scientists are excited by the unknown. Parenthetically, artists go to art museums to learn; scientists do not go to science museums because those museums act as if it's all known and preordained. That may be changing; exemplars are the Exploratorium in San Francisco and the American Museum of Natural History. Gomory's tripartite division proposes three distinct areas: the known, the unknown which may someday become known, and the unknowable, which will never be known. The unknown and the unknowable form the boundary of science. Here are examples of questions for which the answers are today unknown.

Ralph Gomory, the President of the Alfred P. Sloan Foundation, proposes a tripartite division of science: the known, the unknown, and the unknowable. The known is taught in the schools and universities and is exhibited in the science museums. But scientists are excited by the unknown. Parenthetically, artists go to art museums to learn; scientists do not go to science museums because those museums act as if it's all known and preordained. That may be changing; exemplars are the Exploratorium in San Francisco and the American Museum of Natural History. Gomory's tripartite division proposes three distinct areas: the known, the unknown which may someday become known, and the unknowable, which will never be known. The unknown and the unknowable form the boundary of science. Here are examples of questions for which the answers are today unknown.

Worried that you’re not a born leader? That you lack charisma, the right talents, or some other secret ingredient? No need: leadership isn’t about personality or talent. In fact, the best leaders exhibit wildly different personalities, attitudes, values, and strengths—they’re extroverted or reclusive, easygoing or controlling, generous or parsimonious, numbers or vision oriented. So what do effective leaders have in common? They get the right things done, in the right ways—by following eight simple rules: Ask what needs to be done. Ask what’s right for the enterprise. Develop action plans. Take responsibility for decisions. Take responsibility for communicating. Focus on opportunities, not problems. Run productive meetings. Think and say “We,” not “I.

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

Standing out from the (New York City) map's delicate tracery of gridirons representing streets are heavy lines, lines girdling the city or slashing across its expanses. These lines denote the major roads on which automobiles and trucks move, roads whose very location, moreover, does as much as any single factor to determine where and how a city's people live and work. With a single exception, the East River Drive, Robert Moses built every one of those roads. (...) Only one borough of New York City—the Bronx—is on the mainland of the United States, and bridges link the island boroughs that form metropolis. Since 1931, seven such bridges were built, immense structures, some of them anchored by towers as tall as seventy-story buildings, supported by cables made up of enough wire to drop a noose around the earth. (...) Robert Moses built every one of those bridges. (He also built) Lincoln Center, the world's most famous, costly and imposing cultural complex. Alongside another stands the New York Coliseum, the glowering exhibition tower whose name reveals Moses' preoccupation with achieving an immortality like that conferred on the Caesars of Rome. The eastern edge of Manhattan Island, heart of metropolis, was completely altered between 1945 and 1958. (...) Robert Moses was never a member of the Housing Authority and his relationship with it was only hinted at in the press. But between 1945 and 1958 no site for public housing was selected and no brick of a public housing project laid without his approval. And still further north along the East River stand the buildings of the United Nations headquarters. Moses cleared aside the obstacles to bringing to New York the closest thing to a world capitol the planet possesses, and he supervised its construction. When Robert Moses began building playgrounds in New York City, there were 119. When he stopped, there were 777. Under his direction, an army of men that at times during the Depression included 84,000 laborers. (...) For the seven years between 1946 and 1953, no public improvement of any type—not school or sewer, library or pier, hospital or catch basin—was built by any city agency, even those which Robert Moses did not directly control, unless Moses approved its design and location. To clear the land for these improvements, he evicted the city's people, not thousands of them or tens of thousands but hundreds of thousands, from their homes and tore the homes down. Neighborhoods were obliterated by his edict to make room for new neighborhoods reared at his command. “Out from the heart of New York, reaching beyond the limits of the city into its vast suburbs and thereby shaping them as well as the city, stretch long ribbons of concrete, closed, unlike the expressways, to trucks and all commercial traffic, and, unlike the expressways, bordered by lawns and trees. These are the parkways. There are 416 miles of them. Robert Moses built every mile. (He also built the St. Lawrence Dam,) one of the most colossal single works of man, a structure of steel and concrete as tall as a ten-story apartment house, an apartment house as long as eleven football fields, a structure vaster by far than any of the pyramids, or, in terms of bulk, of any six pyramids together. And at Niagara, Robert Moses built a series of dams, parks and parkways that make the St. Lawrence development look small. His power was measured in decades. On April 18, 1924, ten years after he had entered government, it was formally handed to him. For forty-four years thereafter (until 1968), he held power, a power so substantial that in the field s in which he chose to exercise it, it was not challenged seriously by any (of 6) Governors of New York State or by any Mayor of New York City.

African Americans have even less mobility. For those born to parents in the bottom income quintile, over half (53 percent) remain there as adults, and only a quarter (26 percent) make it to the middle quintile or higher. Considering the disadvantages that low-income African Americans have had as a result of segregation - poor access to jobs and to schools where they can excel - it’s surprising that their mobility, compared to that of other Americans, isn’t even lower. Two explanations come to mind. One is that many African Americans heed the warning that they have to be twice as good to succeed and exhibit more than average hard work, responsibility, and ambition to supplement a little luck. The other is that our affirmative action programs have been moderately successful. Probably some of both are involved.

Loyalty to organisation A always entails some degree of suspicion, contempt or downright loathing of organisations B, C, D, and all the rest. And this is true even of component groups within a larger, super-ordinated whole. Ecclesiastical history exhibits a hierarchy of hatreds, descending by orderly degrees from the Church' official and oecumenical hatreds of heretics and infidels to the particular hatreds of order for order, school for school, province for province and theologian for theologian.

To me, ending up an exhibit in the Mütter Museum or a skeleton in a medical school classroom is like donating money for a park bench after you’re gone: a nice thing to do, a little hit of immortality.

As it turns out, this desire to be loved and to belong is not unique to emotionally needy writers spoiled by their parents. It is inherent to us all. It helps make us human. You'll find evidence of this in Brene Brown's research. She has spent the last twenty years studying the characteristics of people who, regardless of life circumstances, exhibit resilience. Using a qualitative research method known as grounded theory research, Brown conducted thousands of interviews with hundreds of people spanning all sorts of cultural and socioeconomic backgrounds to conclude that "a deep sense of love and belonging is an irreducible need for all women, men, and children." "We are biologically, cognitively, physically, and spiritually wired to love, to be loved, and to belong," Brown writes in The Gifts of Imperfection. "When those needs are not met, we don't function as we are meant to. We break. We fall apart. We hurt others. We get sick." Her research concluded that the key to connection is no mystery: "I realized that only one thing separated the men and women who felt a deep sense of love and belonging from the people who seemed to be struggling for it. That one thing was the belief in their worthiness. If we want to fully experience love and belonging, we must believe that we are worthy of love and belonging." In fact, Brown defines wholehearted living as "a way of engaging with the world from a place of worthiness." It's important to note that Brown uncovered these findings while researching the corrosive effects of shame. Shame is the ultimate connection killer, for it tells us that our flaws make us unworthy of love. Like many researchers and psychologists, Brown draws a distinction between shame and guilt, noting that the former focuses on being while the latter focuses on behavior. While guilt says, "I did something bad," shame says, "I am bad." Studies suggest a healthy dose of guilt can actually inspire us to make healthier choices, but shame, as a rule, proves counterproductive. For people of faith, and especially for Christians, this research raises some important questions. Does any claim to our inherent worthiness contradict religious teaching and the witness of our sacred texts? Can we deal honestly with our sins without internalizing shame? Does our belief system require that we see ourselves as nothing more than loathsome insects, deserving only to be swept by tsunami waves into the fires of hell? Or can we, too, engage the world from a place of worthiness? Many of us have been talked out of that hope by a parent, a Sunday school teacher, a pastor, or perhaps even our very own fragile selves. In some way or another, many of us have become convinced that we will never be worthy of love- because of our sin, because of our humanity, and because of something that happened in a mysterious garden a long time ago.

Curators and archivists at local museums can play a significant role in bringing this difficult history home, a commitment that is sometimes sparked by their own disquieting responses to these exhibits.

Walking through the halls of my son's high school during lunch hour recently, I was struck by how similar it felt to being in the halls and lunchrooms of the juvenile prisons in which I used to work. The posturing, the gestures, the tone, the words, and the interaction among peers I witnessed in this teenage throng all bespoke an eerie invulnerability. These kids seemed incapable of being hurt. Their demeanor bespoke a confidence, even bravado that seemed unassailable but shallow at the same time. The ultimate ethic in the peer culture is “cool” — the complete absence of emotional openness. The most esteemed among the peer group affect a disconcertingly unruffled appearance, exhibit little or no fear, seem to be immune to shame, and are given to muttering things like “doesn't matter,” “don't care,” and “whatever.” The reality is quite different. Humans are the most vulnerable — from the Latin vulnerare, to wound — of all creatures. We are not only vulnerable physically, but psychologically as well. What, then, accounts for the discrepancy? How can young humans who are in fact so vulnerable appear so opposite? Is their toughness, their “cool” demeanor, an act or is it for real? Is it a mask that can be doffed when they get to safety or is it the true face of peer orientation? When I first encountered this subculture of adolescent invulnerability, I assumed it was an act. The human psyche can develop powerful defenses against a conscious sense of vulnerability, defenses that become ingrained in the emotional circuitry of the brain. I preferred to think that these children, if given the chance, would remove their armor and reveal their softer, more genuinely human side. Occasionally this expectation proved correct, but more often than not I discovered the invulnerability of adolescents was no act, no pretense. Many of these children did not have hurt feelings, they felt no pain. That is not to say that they were incapable of being wounded, but as far as their consciously experienced feelings were concerned, there was no mask to take off. Children able to experience emotions of sadness, fear, loss, and rejection will often hide such feelings from their peers to avoid exposing themselves to ridicule and attack. Invulnerability is a camouflage they adopt to blend in with the crowd but will quickly remove in the company of those with whom they have the safety to be their true selves. These are not the kids I am most concerned about, although I certainly do have a concern about the impact an atmosphere of invulnerability will have on their learning and development. In such an environment genuine curiosity cannot thrive, questions cannot be freely asked, naive enthusiasm for learning cannot be expressed. Risks are not taken in such an environment, nor can passion for life and creativity find their outlets. The kids most deeply affected and at greatest risk for psychological harm are the ones who aspire to be tough and invulnerable, not just in school but in general. These children cannot don and doff the armor as needed. Defense is not something they do, it is who they are. This emotional hardening is most obvious in delinquents and gang members and street kids, but is also a significant dynamic in the common everyday variety of peer orientation that exists in the typical American home.

For his 101st birthday, the nursing home where he now lives organized an exhibition of his art. The show features a delicate watercolor work he painted in art class when he was a mere boy of 13. He points to a piece of fruit in the painting, 'This apple here I had to bring back home from school. Mom wanted me to share it with my seven siblings. Can you imagine how poor we were?

Your Behavioral Responses to Anxiety The ways in which people react to social situations are often a result of physical and mental responses. Feeling anxious is a clue from your body that you are in danger and need to take action. However, because the danger is exaggerated, your actions often do not fit the situation and do not help you. Two typical behaviors are freezing and avoidance. When people freeze in a situation, they cannot react. Movement, speech, and memory are all affected. You may have experienced freezing when a teacher called on you in class. When attention like that was placed upon you, you probably felt the physical responses of blushing, shortness of breath, and rapid heart rate, among others. You probably had negative thoughts running through your head, such as “I’m such an idiot. I look stupid.” As a result of the strong physical and mental reactions, you froze and were unable to remember the answer; perhaps you could not speak at all. Because feelings of anxiety are unpleasant, some people try to avoid stressful situations altogether. If you are nervous around crowds of people, you may avoid going to parties or dances. If you are afraid of speaking in public, you probably avoid classes or situations in which you would be asked to speak or make a presentation. There are also other, subtler forms of avoidance. If you are nervous in crowds, you may not avoid parties entirely, but you might leave early or latch onto one person the entire time. Or, you may distract yourself by daydreaming or flipping through CDs instead of talking with people. Because of her social anxiety, Ruby hadn’t participated in any extracurricular activities during high school. At the beginning of her senior year, her guidance counselor told her she would have a better chance of getting into her top-choice college if she would join activities, so she joined the Spanish club. The group was led by the Spanish teacher and met once a week before school. When Ruby joined, they were beginning to plan the annual fiesta, and there were many decisions to make. At first, the other students tried to include her and would ask her opinion about decorations or games, but Ruby was so anxious that she couldn’t respond. Soon, they stopped asking and left her alone. Ruby thought she was being a part of the group simply by showing up, but she never volunteered for any of the planning committees and never offered suggestions. When it was time to fill out college applications, Ruby asked the Spanish teacher to write her a recommendation. The teacher said she couldn’t because she didn’t know Ruby well enough. Patterns of avoidance may be so deeply ingrained in your lifestyle that you are not even aware that you are exhibiting them. Think carefully about your reactions to various situations. When you receive an invitation, do you instantly think of reasons why you can’t accept? When you are with a group of people, do you use escape mechanisms, such as reading a magazine, hiding in the restroom, or daydreaming? Avoidance may help lessen your anxiety in the moment, but in the long run, it usually makes things worse. Life is very unsatisfying when you avoid so many situations, and such behavior hurts self-esteem and self-confidence.

What Can You Do About a Passive Child? Parents of passive children have a double problem. These kids have the same boundary problems of irresponsibility or resistance to ownership, but it’s harder to engage them in the learning process. Here are some ways children exhibit passivity: • Procrastination. The child responds to you at the last possible moment. He finishes school tasks late and “makes” you wait in the car for him to get ready for school or other meetings. When you ask him to turn the music down or set the dinner table, a normally energetic and quick-moving child slows his pace down immeasurably. He takes enormous time to do what he doesn’t want, and little time to do what he wants. • Ignoring. Your child shuts your instruction out, either pretending not to hear you or simply disregarding you. She keeps attending to her toy, her book, or her daydreaming. • Lack of initiative and risk-taking. Your child avoids new experiences, such as meeting new friends or trying out a sport or artistic medium, and he stays in familiar activities and patterns. • Living in a fantasy world. Your child tends to be more inward-oriented than invested in the real world. He seems happier and more alive when he is lost in his head, and he retreats there at the first sign of problems or discomfort. • Passive defiance. The child resists your requests by looking blankly or sullenly at you, then simply doing nothing. She is obviously angry or contemptuous of your authority, but shows you without words. • Isolation. Your child avoids contact with others, preferring to stay in her room. Rather than confront, argue, or fight with you, she instead reacts against some problem you present by leaving you. Passive kids aren’t bad or evil. They simply have a particular way of approaching life that

The unparalleled exhibition of love that was made on Calvary shows how God estimates souls. If

Mises and Hayek Beginning with Ludwig von Mises and F.A. Hayek, the links between liberalism and the Austrian School become intense and pervasive, since these two scholars were themselves at once the outstanding Austrian economists and the most distinguished liberal thinkers of the twentieth century. The American academic world, however, deemed none of this sufficient for them to be accorded the kind of positions to which they were clearly entitled.50 They, and in particular Mises, were also responsible to a greater degree than is generally appreciated for the upsurge of the free-market philosophy in the second half of the century.51 But since the views of the two great men are so often amalgamated, it should be emphasized that not only did they differ to an extent on economic theory (Salerno 1993; see also Kirzner 1992c: 119–36), but, more pertinently to the theme of this essay, they exhibited a sharp distinction in the degree of their liberalism. What follows refers to Hayek’s political attitudes, not to his contributions to economic science. These were highly significant and valuable in the earlier part of his career, as he together with Mises built the theoretical foundations of the modern Austrian school.52 While Mises was a staunch advocate of the laissez-faire market economy (Mises 1978a; Rothbard 1988: 40; Hoppe 1993; Klein 1999), Hayek was always more open to what he saw as the useful possibilities of state action. He had been a student of Wieser’s, and, as he conceded, he was “attracted to him . . . because unlike most of the other members of the Austrian School [Wieser] had a good deal of sympathy with [the] mild Fabian Socialism to which I was inclined as a young man. He in fact prided himself that his theory of marginal utility had provided the basis of progressive taxation . . .” (Hayek 1983: 17). Early in his career, Hayek stated that the lessons of economics will create a presumption against state interference, adding: However, this by no means does away with the positive part of the economist’s task, the delimitation of the field within which collective action is not only unobjectionable but actually a useful means of obtaining the desired ends. . .the classical writers very much neglected the positive part of the task and thereby allowed the impression to gain ground that laissez-faire was their ultimate and only conclusion . . . (1933: 133–34) This remained Hayek’s standpoint throughout his long and richly productive scholarly life. It is regrettable, but typical, that a great many confused commentators continue to characterize him as a advocate of laissez-faire.53 In fact, he

the display lent credibility to Darwinism by mocking the ministers with the following words: “One reverend colored brother objects to the curious exhibition on the grounds that it is an impious effort to lend credibility to Darwin’s dreadful theories . . . the reverend colored brother should be told that evolution . . . is now taught in the textbooks of all the schools, and that it is no more debatable than the multiplication table” (Sept. 12, 1906, p. 8). Yet,

Human bodies are extremely complicated and over the years I learned three important things about them, none of which I had been taught by lecturers or professors at my medical school. First, I learned that no two bodies are identical and there are an infinite number of variations. Not even twins are truly identical. When I first started to study medicine I used to think how much easier it would be for us all (doctors and patients) if bodies came with an owner's manual, but the more I learned about medicine the more I realised that such a manual would have to contain so many variations, footnotes and appendices that it wouldn't fit into the British Museum let alone sit comfortably on the average bookshelf. Even if manuals were individually prepared they would still be too vast for practical use. However much we may think we know about illness and health there will always be exceptions; there will always be times when our prognoses and predictions are proved wrong. Second, I learned that the human body has enormous, hidden strengths, and far greater power than most of us ever realise. We tend to think of ourselves as being delicate and vulnerable. But, in practice, our bodies are tougher than we imagine, far more capable of coping with physical and mental stresses than most of us realise. Very few of us know just how strong and capable we can be. Only if we are pushed to our limits do we find out precisely what we can do. Third, I learned that our bodies are far better equipped for selfdefence than most of us imagine, and are surprisingly well-equipped with a wide variety of protective mechanisms and self-healing systems which are designed to keep us alive and to protect us when we find ourselves in adverse circumstances. The human body is designed for survival and contains far more automatic defence mechanisms, designed to protect its occupant when it is threatened, than any motor car. To give the simplest of examples, consider what happens when you cut yourself. First, blood will flow out of your body for a few seconds to wash away any dirt. Then special proteins will quickly form a protective net to catch blood cells and form a clot to seal the wound. The damaged cells will release special substances into the tissues to make the area red, swollen and hot. The heat kills any infection, the swelling acts as a natural splint - protecting the injured area. White cells are brought to the injury site to swallow up any bacteria. And, finally, scar tissue builds up over the wounded site. The scar tissue will be stronger than the original, damaged area of skin. Those were the three medical truths I discovered for myself. Over the years I have seen many examples of these three truths. But one patient always comes into my mind when I think about the way the human body can defy medical science, prove doctors wrong and exhibit its extraordinary in-built healing power.

It is now clear, however, that children of privilege are exhibiting unexpectedly high rates of emotional problems beginning in junior high school and accelerating throughout adolescence.

This concept was brilliantly parodied (or at least I hope it was a parody) in 1998 by a group of Leeds art students. They got a £1,000 grant for putting on their degree show at the end of their term at art school. And when it came to the exhibition, theirs consisted of a series of holiday snaps of them on the Costa del Sol, frolicking on the beach, and some holiday souvenirs and the air tickets. And of course there was outrage and the papers got hold of it and it was front-page news: ‘Art students spend grant on holiday and call it art.’ I thought it was very funny. But then the real coup that these students pulled off was that they’d faked it. The money was still in the bank; the tan had come from a salon; the beach they were on was Skegness; the souvenirs had come from the charity shop and the tickets were fake. They brilliantly wrong-footed the media who held this common idea that if everything can be art, then art is this stupid mucking about, the idea that you can do something and then just call it art.

There was once an artistically talented teenager who felt unrequited love for a girl in his art class. It so happened that his beloved’s artwork was particularly bad, so bad, in fact, that it was often quietly mocked. One day the boy overheard two classmates laughing about how bad her artwork was. But just then she entered the room, and they quickly changed the subject. After a couple of minutes, the two classmates started playing a cruel game where they praised her for her artistic abilities. She protested, but the classmates kept insisting that she had real talent and should think about exhibiting something in the end-of-year art show. A week later she pulled the lovelorn boy to one side and asked for some advice about a painting. He jumped at the chance to talk with her, and while the work was terrible, he praised it profusely. To his horror, the praise he lavished on it convinced her to enter the painting in the school art exhibition. Because of his love, he didn’t want her to be humiliated, so the day before the show he went into the room holding all the submissions and stole her painting along with a couple of others. Once the theft was discovered, the art teacher quickly worked out who was guilty and pulled the boy out of class. Before suspending him, the teacher asked why he’d stolen the paintings. “That’s easy,” replied the boy. “I wanted to win the prize and so stole the best work.” News quickly spread around the school that the girl had created a masterpiece that might have won the prize if allowed to compete.

Perhaps when I say I was expecting his suicide, it is only memory going back to revise itself. There is no reason an artistic and sensitive boy could not grow into a happy man. Where and how things went amiss with him I do not know, though even as a teenager, I recognized his despondency when at school the production of his play earned him jeers and a special exhibition of his car designs estranged him from his classmates. He was the kind of person who needed others to feel his existence.

A mystery: Two rebellious painters hang their art in the same impressionist exhibit in 1876. They are considered of similar talent and promise. But one painter’s water lilies become a global cultural hit—enshrined in picture books, studied by art historians, gawked at by high school students, and highlighted in every tour of the National Gallery of Art—and the other painter is little known among casual art fans. Why?