School Principals Quotes

Good is the enemy of great. And that is one of the key reasons why we have so little that becomes great. We don't have great schools, principally because we have good schools. We don't have great government, principally because we have good government. Few people attain great lives, in large part because it is just so easy to settle for a good life.

Principal Principal: Where's your late pass, mister? Errant Student: I'm on my way to get one now. PP: But you can't be in the hall without a pass. ES: I know, I'm so upset. That's why I need to hurry, so I can get a pass. Principal Principal pauses with a look on his face like Daffy Duck's when Bugs is pulling a fast one. PP: Well, hurry up, then, and get that pass.

Everyone is recharged for the second half, no bell, no forced learning, no principal’s office for tardiness or absenteeism; instead, a voluntary return to our collective pane of learning. Final conversations simmer down and the attention is refocused.

You've used up all your school sick days," he said, persuing my file. "You've requested to leave school one hundred and thirty days out of the one hudred and forty days of school so far." So thirty-one might be the magic number?" Principal Reed and Raven

The last time Assistant Principal Parker called, a girl in the school's locker room had accused Julie of being a whore during the two years she'd spent on the street. My kid took exception to that and decided to communicate that by applying a chair to the offending party's head. I'd told her to go for the gut next time- it left less evidence.

In the vast majority of cases, however, getting into trouble has nothing to do with one's self-esteem. It usually has much more to do with whatever is causing the trouble - a monster, a bus driver, a banana peel, killer bees, the school principal - than what you think of yourself.

Had all the world been a school and Wilson its principal, he would have been the greatest statesman in history.

teenagers are never joking. when seeking to prove a point, principals and teachers should remember that teenagers are never, ever sarcasic or ironic. if they say "I wish someone would drop a bomb on this school right now," that means they have arranged for a nuclear arsenal to be emptied onto the school and should be immediately suspended and ridiculed. if they say they were merely coming up with a joking excuse to postpone a bio test, reply that all jokes are funny, and that since dropping a bomb on a school is not funny, it is therefore not a joke.

I daydream about a high school where everybody plays the harmonica: the students, the teachers, the principal, the janitor and the cook in the cafeteria.

What a very long time one had to be an adult, after rushing through childhood and adolescence. There should be several more distinctions: the idiocy of the young twenties, when one was suddenly expected to know how to do adult things; the panicked coupling of the mid- and late twenties, when marriages happened as quickly as a game of tag; the sitcom mom period, when you finally had enough food in your freezer to survive for a month if necessary; the school principal period, when you were no longer seen as a woman at all but just a nagging authority figure. If you were lucky, there was the late-in-life sexy Mrs. Robinson period, or an accomplished and powerful Meryl Streep period, followed, of course, by approximately two decades of old crone-hood, like the woman at the end of 'Titanic

Around here news travels faster than mono, and by the end of the day, the whole school had heard about Todd's and my standoff with Principal Miller and Maggie Klein. By the time the story circulated and came back around to me, I had apparently bitch-slapped Maggie Klein and then tongued Todd in front of Principal Miller. Oh, and Mom was a former showgirl in an all-gay revue.

Get in schools. Do you know what the racial achievement gap is in your school district? Find out, and then ask your school board, principals, and teachers what they are doing to address it.

A chiropractor is a doctor who performs adjustments on the spine," Rickey told the class before bending Gary backward and "adjusting" him, ripping off the false arm and spraying red hair dye all over the classroom. Gary howled in "pain" and collapsed dramatically on the threadbare school carpet, his legs flailing a bit before hitting the floor with a terrible, final-sounding thunk. That was the first time they were sent to the principal's office together. They had to apologize to their teacher and explain to their classmates that doctor visits were unlikely to result in surprise dismemberments.

Keep those faces in mind, the little girls and boys in the early grades, all trusting the adults to show them the way, all eager and excited about life and what will come next, and then just follow those faces over time. Follow the face of a little girl who doesn't read very well and is told to try harder; who tends to daydream and is told she better pay attention; who talks out in class when she sees something fascinating, like a butterfly on the windowpane, and is told to leave the class and report to the principal; who forgets her homework and is told she will just never learn, will she; who writes a story rich in imagination and insight and is told her handwriting and spelling are atrocious; who asks for help and is told she should try harder herself before getting others to do her work for her; who begins to feel unhappy in school and is told that big girls try harder. This is the brutal process of the breaking of the spirit of a child. I can think of no more precious resource than the spirits of our children. Life necessarily breaks us all down somewhat, but to do it unnecessarily to our children in the name of educating them -- this is a tragedy. To take the joy of learning -- which one can see in any child experimenting with something new -- to take that joy and turn it into fear -- that is something we should never do.

It would be a shame to get expelled from school (or arrested) for trying to stab the principal with a ballpoint pen just because he doesn’t use enough deodorant.

Summertime is here again. School principals are free. The birds are singing in the trees And so are the school principals. Not in the trees, but on the ground. School principals cannot fly.

Then, one glorious day, our principal announced that any student with a passing grade-point average could apply for a transfer to the new OASIS public school system. The real public school system, the one run by the government, had been an underfunded, overcrowded train wreck for decades. And now the conditions at many schools had gotten so terrible that every kid with half a brain was being encouraged to stay at home and attend school online.

He once suggested the idea of concealed carry to his superiors. In their infinite wisdom, the principal, his assistants, and the superintendent nixed the idea. Joey wonders: How do they feel about the idea now?

I did not want to fight. I had to fight. If I didn’t, everyone else would have picked on me. Not only would I have had one bully, but maybe two, three, four or who knows how many. I had to do what I had to do since the principal, assistant principal, and my teachers weren’t doing anything about it.

Fire and fury! These people didn’t appreciate my art, laughed at my clothes, my looks, and made fun of my protruding ears. ‘Floppy,’ they called me. And the teachers and principals let it all happen. They didn’t give a shit. Whatever got them through the day without conflict or controversy worked for the teachers, but where were the parents? They taught their kids to be elitist snobs. These deaths are on you, assholes!

Our schools will not improve if we continue to focus only on reading and mathematics while ignoring the other studies that are essential elements of a good education. Schools that expect nothing more of their students than mastery of basic skills will not produce graduates who are ready for college or the modern workplace. *** Our schools will not improve if we value only what tests measure. The tests we have now provide useful information about students' progress in reading and mathematics, but they cannot measure what matters most in education....What is tested may ultimately be less important that what is untested... *** Our schools will not improve if we continue to close neighborhood schools in the name of reform. Neighborhood schools are often the anchors of their communities, a steady presence that helps to cement the bond of community among neighbors. *** Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools. *** Our schools will not improve if we continue to drive away experienced principals and replace them with neophytes who have taken a leadership training course but have little or no experience as teachers. *** Our schools cannot be improved if we ignore the disadvantages associated with poverty that affect children's ability to learn. Children who have grown up in poverty need extra resources, including preschool and medical care.

In the vast majority of cases, however, getting into trouble has nothing to do with one’s self-esteem. It usually has much more to do with whatever is causing the trouble—a monster, a bus driver, a banana peel, killer bees, the school principal—than what you think of yourself.

A terrifying affliction had infested America’s small towns and suburbs: the school shooter. We knew it because we had seen it on TV. We had read about it in the newspapers. It had materialized inexplicably two years before. In February 1997, a sixteen-year-old in remote Bethel, Alaska, brought a shotgun to high school and opened fire. He killed the principal and a student and injured two others. In October, another boy shot up his school, this time in Pearl, Mississippi. Two dead students, seven wounded. Two more sprees erupted in December, in remote locales: West Paducah, Kentucky, and Stamps, Arkansas. Seven were dead by the end of the year, sixteen wounded.

Sometimes only in retrospect do we realize that we have wasted our best years looking for a lost, inappropriate first love, that our life-changing passion for a particular person was no more than the desire to finally kiss the crooked lower lip of an elementary school principal or the boy on whom we had an unrequited childhood crush.

The principal turned as red as the bottom of a baboon. He stormed toward me, getting right in my face. “Am I to assume, Mr. Ripley, that you think you’re not already in enough trouble today? Are you asking for an even worse punishment?” “Whatever it is, it couldn’t be worse than your breath,” I said. “What’d you have for lunch, dog poo?

In any case, this was a deep human prejudice. Human beings to find a central command in any organization. States had governments. Corporations had CEOs. Schools had principals. Armies had generals. Human beings tended to believe that without central command, chaos would overwhelm the organization and nothing significant could be accomplished.

You show me a school with a principal behind the desk, and I'll show you a school without principal leadership. (Quoting Baruti Kafele)

the principal’s role is to lead the school’s teachers in a process of learning to improve their teaching, while learning alongside them about what works and what doesn’t.

One of the quickest ways to make friends mad is to tell them what they should or shouldn't have done.

Principal

The third aspect of change is a systematic development of respectful and inspiring working conditions for teachers and principals in Finnish schools.

the main role of a school’s principal is not command and control, it is climate control.

See if she can stick her own straw in a Capri Sun (this should be on state testing).

There’s only so much the principals and teachers can do, but they can do their part to make a difference.

My high school principal, Mr. Heisenberg, was the uncertain principal.

A newspaper photograph showed an older man and a younger man, both in dark suits, shaking hands. In the young one, bowing to the older one, I recognized myself. I was graduating from school, and was getting a prize from the principal at the ceremony. That was a long time after Hanna had left the city.

If we want to build schools where parents and teachers are fighting to get in instead of out, we must make developing positive school cultures a priority for every school and principal that welcomes children each day.

There were moments of racial unity. Lawrence Goodwyn found in east Texas an unusual coalition of black and white public officials: it had begun during Reconstruction and continued into the Populist period. The state government was in the control of white Democrats, but in Grimes County, blacks won local offices and sent legislators to the state capital. The district clerk was a black man; there were black deputy sheriffs and a black school principal. A night-riding White Man’s Union used intimidation and murder to split the coalition, but Goodwyn points to “the long years of interracial cooperation in Grimes County” and wonders about missed opportunities.

I was cyber-bullied before all those Myspace-related suicides, so my school principal wasn't really impressed when my mom complained about what was happening to me on my Xanga blog and on AIM chat. “Get your life sorted out, you fucking scitzo [sic] dyke tranny bitch,” one comment might say. Another comment would say something like, “I know she's reading this, she's so pathetic.” And, perhaps most frightening of all: “I'm going to fuck you up until your mother bleeds.

was going to say anyway. And he got to talk first because he had won the coin toss—heads—a victory over Maura. But at the moment he was wishing he had called tails. As Greg began going over his opening statement for the ninth time, the chairperson of the School Committee said, “For the next item under New Business, we have a proposal about . . . a comic-book club at Ashworth School. Who’s speaking on this?” Greg bounced to his feet and managed to say, “I . . . I am.” The chairperson pointed. “Please come up to the table and talk into the microphone.” Maura thought Greg looked very nice tonight in his blazer and his gray slacks. His black eye was almost gone, and she was pretty sure he had even tried to brush his hair. As Greg went down the center aisle, he got a good look at Mrs. Davenport sitting in the second row with the other principals. She wasn’t smiling.

the assistant principal told me how he “loved to read a great novel and discuss the meaning of life.” He smiled, sighed wistfully, and then turned suddenly serious. “But we can’t do that at our school. We have to focus on basic skills and classroom management.

When the school is organized to focus on a small number of shared goals, and when professional learning is targeted to those goals and is a collective enterprise, the evidence is overwhelming that teachers can do dramatically better by way of student achievement.

The first sixth-grade assembly.” I look up at him. “Huh?” “That’s the first time I saw you. You were sitting in the row in the front of me. I thought you were cute.” I laugh. “Nice try.” It’s so endearingly Peter to make up stuff to try and sound romantic. He keeps going. “Your hair was really long and you had a headband with a bow. I always liked your hair, even back then.” “Okay, Peter,” I say, reaching up and patting him on his cheek. He ignores me. “Your backpack had your name written on it in glitter letters. I’d never heard of the name Lara Jean before.” My mouth falls open. I hot-glued those glitter letters to my backpack myself! It took me forever trying to get them straight enough. I’d forgotten all about that backpack. It was my prized possession. “The principal started picking random people to come on stage and play a game for prizes. Everybody was raising their hands, but your hair got caught in your chair and you were trying to untangle it, so you didn’t get picked. I remember thinking maybe I should help you, but then I thought that would be weird.” “How do you remember all that?” I ask in amazement. Smiling, he shrugs. “I don’t know. I just do.” Kitty’s always saying how origin stories are important. At college, when people ask us how we met, how will we answer them? The shorty story is, we grew up together. But that’s more Josh’s and my story. High school sweethearts? That’s Peter and Gen’s story. So what’s ours, then? I suppose I’ll say it all started with a love letter.

Joe was so tired that he had slept through first hour Spanish, second hour history, and most of third hour English. The English teacher, Mrs. Lane, hadn't taken a liking to that. She decided to send Joe to the principal to discuss why he was so sleepy, which Joe hadn't taken a liking to.

And I am proud, but mostly, I’m angry. I’m angry, because when I look around, I’m still alone. I’m still the only black woman in the room. And when I look at what I’ve fought so hard to accomplish next to those who will never know that struggle I wonder, “How many were left behind?” I think about my first-grade class and wonder how many black and brown kids weren’t identified as “talented” because their parents were too busy trying to pay bills to pester the school the way my mom did. Surely there were more than two, me and the brown boy who sat next to me in the hall each day. I think about my brother and wonder how many black boys were similarly labeled as “trouble” and were unable to claw out of the dark abyss that my brother had spent so many years in. I think about the boys and girls playing at recess who were dragged to the principal’s office because their dark skin made their play look like fight. I think about my friend who became disillusioned with a budding teaching career, when she worked at the alternative school and found that it was almost entirely populated with black and brown kids who had been sent away from the general school population for minor infractions. From there would only be expulsions or juvenile detention. I think about every black and brown person, every queer person, every disabled person, who could be in the room with me, but isn’t, and I’m not proud. I’m heartbroken. We should not have a society where the value of marginalized people is determined by how well they can scale often impossible obstacles that others will never know. I have been exceptional, and I shouldn’t have to be exceptional to be just barely getting by. But we live in a society where if you are a person of color, a disabled person, a single mother, or an LGBT person you have to be exceptional. And if you are exceptional by the standards put forth by white supremacist patriarchy, and you are lucky, you will most likely just barely get by. There’s nothing inspirational about that.

...the notion of the classroom as an intellectual community gets lost when conference rooms by the principal's office are turned into data rooms - rooms in which walls, floor to ceiling, are covered with test scores of every child in the school - and "Days Until the TEST" banners greet students and parents as they enter the school. That, at the very least, suggests the school is more interested in making sure students pass a test than in creating an intellectual community.

release me—an eye gouge or a knee to the testicles—though the best I managed was to drive my elbow into a chair. “Oh, for Pete’s sake!” Chip snarled. “Would you just fight like a man?” “I’ll pass,” I said. The Bashful Armadillo was working for me. “What is going on here?!” The principal’s voice was frightening enough to scare even Chip cold. Our fight stopped instantly. For the first time since emerging from the subterranean level, I had a chance to take in my surroundings.

My parents were told by the principal of West Barnstable Elementary School and my teacher that I was a bright boy whose spelling was in the retarded range and whose handwriting was the worst they’d ever seen. I find it embarrassing that I spell so badly. I will do almost anything to avoid being embarrassed, but no effort either on my part or on the part of any teacher has ever dented my utter bafflement when it comes to choosing which letters to put down, how many, and in what order.

Disengagement is the issue underlying the majority of problems I see in families, schools, communities, and organizations and it takes many forms, including the ones we discussed in the “Armory” chapter. We disengage to protect ourselves from vulnerability, shame, and feeling lost and without purpose. We also disengage when we feel like the people who are leading us—our boss, our teachers, our principal, our clergy, our parents, our politicians—aren’t living up to their end of the social contract. Politics

It is not possible to spend any prolonged period visiting public school classrooms without being appalled by the mutilation visible everywhere—mutilation of spontaneity, of joy in learning, or pleasure in creating, or sense of self. . . . Because adults take the schools so much for granted, they fail to appreciate what grim, joyless places most American schools are [they are much the same in most countries], how oppressive and petty are the rules by which they are governed, how intellectually sterile and esthetically barren the atmosphere, what an appalling lack of civility obtains on the part of teachers and principals, what contempt they unconsciously display for students as students.

The principal wasn’t using his normal office because I’d blown it up by firing a mortar round into it. (It was an accident.)

Last year, that Fischer idiot threw a black-and-white cookie at me, and I started to wonder if every principal exited this school with a ceremonial baked good fling.

Frankly, I would have preferred finding a bomb in my room. I knew how to handle a bomb. The principal, on the other hand, was far more unpredictable.

[At first, Calvin's at school, in his classroom.] CALVIN'S TEACHER: "We'll see what the principal has to say about your attention span, young man." A THOUGHT BUBBLE FANTASY FROM CALVIN's MIND (With visuals to match.) "The valiant Spaceman Spiff has been captured." A THOUGHT BUBBLE FANTASY FROM CALVIN's MIND (With visuals to match, coming from a space alien.) "The aliens doubtlessly want the secret formula to the Atomic Napalm Neutralizer!" ANOTHER THOUGHT BUBBLE FANTASY FROM CALVIN's MIND "Moments from the torture chamber, Spiff springs into ACTION." CALVIN, HIS TEACHER, AND THE PRINCIPAL. (The school principal is looking at Calvin, who seems intent on something...) THE PRINCIPAL: "Why is he eating his hall pass?

I’m fully aware of the intense political pressures bearing down on education. The policies through which these pressures exert themselves must be challenged and changed. Part of my appeal (as it were) is to policymakers themselves to embrace the need for radical change. But revolutions don’t wait for legislation. They emerge from what people do at the ground level. Education doesn’t happen in the committee rooms of the legislatures or in the rhetoric of politicians. It’s what goes on between learners and teachers in actual schools. If you’re a teacher, for your students you are the system. If you’re a school principal, for your community you are the system. If you’re a policymaker, for the schools you control you are the system.

There are at least two sets of Rules for Life, as far as I can tell. There are the ones that get you picked up by the cops or taken to the assistant principal's office if you break them: Don't leave school grounds, don't spray paint stop signs, don't drink, ,don't drop firecrackers in the toliets. But there's a different set that you really can't break if you don't want your life to suck relentlessly. At the head of the list, Rule Number One: Don't get noticed. As long as you stay exactly the person everyone thinks you're supposed to be, you're fine.

I began scribbling in notebooks and notebooks, trying to write my way into being since I never saw anyone who looked like me in books, movies, or videos. None of this writing was what I would remotely call poetry, but I know it had a lyric register. I was teaching myself (and badly copying) metaphor. I was figuring out the delight and pop of music, and the electricity on my tongue when I read out loud. I was at the surface again. I was once more the girl who had begged my parents and principal to let me start school a whole year early. And I was hungry.

Things I Used to Get Hit For: Talking back. Being smart. Acting stupid. Not listening. Not answering the first time. Not doing what I’m told. Not doing it the second time I’m told. Running, jumping, yelling, laughing, falling down, skipping stairs, lying in the snow, rolling in the grass, playing in the dirt, walking in mud, not wiping my feet, not taking my shoes off. Sliding down the banister, acting like a wild Indian in the hallway. Making a mess and leaving it. Pissing my pants, just a little. Peeing the bed, hardly at all. Sleeping with a butter knife under my pillow. Shitting the bed because I was sick and it just ran out of me, but still my fault because I’m old enough to know better. Saying shit instead of crap or poop or number two. Not knowing better. Knowing something and doing it wrong anyway. Lying. Not confessing the truth even when I don’t know it. Telling white lies, even little ones, because fibbing isn’t fooling and not the least bit funny. Laughing at anything that’s not funny, especially cripples and retards. Covering up my white lies with more lies, black lies. Not coming the exact second I’m called. Getting out of bed too early, sometimes before the birds, and turning on the TV, which is one reason the picture tube died. Wearing out the cheap plastic hole on the channel selector by turning it so fast it sounds like a machine gun. Playing flip-and-catch with the TV’s volume button then losing it down the hole next to the radiator pipe. Vomiting. Gagging like I’m going to vomit. Saying puke instead of vomit. Throwing up anyplace but in the toilet or in a designated throw-up bucket. Using scissors on my hair. Cutting Kelly’s doll’s hair really short. Pinching Kelly. Punching Kelly even though she kicked me first. Tickling her too hard. Taking food without asking. Eating sugar from the sugar bowl. Not sharing. Not remembering to say please and thank you. Mumbling like an idiot. Using the emergency flashlight to read a comic book in bed because batteries don’t grow on trees. Splashing in puddles, even the puddles I don’t see until it’s too late. Giving my mother’s good rhinestone earrings to the teacher for Valentine’s Day. Splashing in the bathtub and getting the floor wet. Using the good towels. Leaving the good towels on the floor, though sometimes they fall all by themselves. Eating crackers in bed. Staining my shirt, tearing the knee in my pants, ruining my good clothes. Not changing into old clothes that don’t fit the minute I get home. Wasting food. Not eating everything on my plate. Hiding lumpy mashed potatoes and butternut squash and rubbery string beans or any food I don’t like under the vinyl seat cushions Mom bought for the wooden kitchen chairs. Leaving the butter dish out in summer and ruining the tablecloth. Making bubbles in my milk. Using a straw like a pee shooter. Throwing tooth picks at my sister. Wasting toothpicks and glue making junky little things that no one wants. School papers. Notes from the teacher. Report cards. Whispering in church. Sleeping in church. Notes from the assistant principal. Being late for anything. Walking out of Woolworth’s eating a candy bar I didn’t pay for. Riding my bike in the street. Leaving my bike out in the rain. Getting my bike stolen while visiting Grandpa Rudy at the hospital because I didn’t put a lock on it. Not washing my feet. Spitting. Getting a nosebleed in church. Embarrassing my mother in any way, anywhere, anytime, especially in public. Being a jerk. Acting shy. Being impolite. Forgetting what good manners are for. Being alive in all the wrong places with all the wrong people at all the wrong times.

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

This is the place that years ago, had caught the eye of Dasani's Brooklyn principal, Miss Holmes. She had been standing in the theme park below, squinting up, saying, " What is that?". Now Dasani stands at the thop of that hill, gazing down at the park. SHe sees a tangle of roller coasters and other rides, a view that leaves her awestruck. It is hard to know which site holds more power- a theme park in the eyes of of a poor child, or a palatial school in the eyes of a Brooklyn principal.

Hazel sometimes had a fantasy daydream at school where the teacher walked into the classroom and yelled, ISN’T EVERYTHING HORRIBLE? DOESN’T THE PAIN OF THE WORLD OUTWEIGH THE JOY BY TRILLIONS? WOULD YOU LIKE TO PUSH ALL OF THE DESKS INTO THE CENTER OF THE ROOM AND BURN THEM IN A GIANT BONFIRE? THEN WE CAN RUN AROUND SCREAMING AND WEEPING AMIDST THE SMOKE IN A TRUTHFUL PARADE OF OUR HUMAN CONDITION. SINCE YOU ARE SMALL STATURED, CHILDREN, IT MIGHT HELP OTHERS TO FEEL THE FULL BRUNT OF YOUR AGITATION IF YOU WAVE STICKS AND SHRUBBERY OVER YOUR HEADS ALL THE WHILE. WE DON’T WANT TO KILL ANYTHING WE DON’T HAVE TO KILL; EVERYTHING LIVING THAT WE’VE EVER SEEN OR KNOWN WILL DIE WITHOUT OUR INTERVENTION, OURSELVES INCLUDED; THIS IS A PSYCHOLOGICAL LEAD BLANKET THAT EVEN OUR MOST PERVASIVE MOMENTS OF COMFORT CANNOT CRAWL OUT FROM UNDER AND ONE UNEXTINGUISHABLE SOURCE OF DESPAIR, SO WE WON’T BE PERFORMING ANY RITUALISTIC SACRIFICES; THAT’S NOT THE DIRECTION WE WILL GO IN JUST YET; HOWEVER, ASSISTANT PRINCIPAL LAWRENCE IS ON THE PROWL FOR A ROAD CARCASS WE MIGHT BE ABLE TO USE AS A REPRESENTATIVE PROP BECAUSE NOWHERE IN OUR AUTUMN-THEMED POSTER BOARD DéCOR IS MORBIDITY OR DECAY SYMBOLIZED. OUR SCHOOL BOARD MEMBERS CANNOT AGREE ON HOW BEST TO ACKNOWLEDGE THE BOUNDLESSNESS OF HUMAN CRUELTY. IN OUR SOCIETY SOME OF YOU ARE FAR SAFER AND MORE ADVANTAGED THAN OTHERS; AT HOME SOME OF YOU ARE FAR MORE LOVED; SOME OF YOU WILL FIND THAT CONCEPTS LIKE FAIRNESS AND JUSTICE WILL BE THIN, FLICKERING HOLOGRAMS ON THE PERIPHERY OF YOUR LIVES. OH, LOOK, CHILDREN—I SEE MR. LAWRENCE IN THE DISTANCE DRAGGING A PORTION OF A HIGHWAY-SLAUGHTERED DEER. LET’S GO HELP HIM LUG IT INSIDE AND BE REMINDED THAT WE TOO INHABIT BODIES MADE OF MEAT-WRAPPED BONES; LET’S MEDITATE ON THIS CORPOREAL TERROR. Whenever her mother had asked, Hazel always told her, School is great.

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

My recreation, my preference, my cure from all Platonism has always been Thucydides. Thucydides and, perhaps, Machiavelli’s Principe are most closely related to myself by the unconditional will not to gull oneself and to see reason in reality–not in “reason,” still less in “morality.” For the wretched embellishment of the Greeks into an ideal, which the “classically educated” youth carries into life as a prize for his classroom drill, there is no more complete cure than Thucydides. One must follow him line by line and read no less clearly between the lines: there are few thinkers who say so much between the lines. With him the culture of the Sophists, by which I mean the culture of the realists, reaches its perfect expression–this inestimable movement amid the moralistic and idealistic swindle set loose on all sides by the Socratic schools. Greek philosophy: the decadence of the Greek instinct. Thucydides: the great sum, the last revelation of that strong, severe, hard factuality which was instinctive with the older Hellenes. In the end, it is courage in the face of reality that distinguishes a man like Thucydides from Plato: Plato is a coward before reality, consequently he flees into the ideal; Thucydides has control of himself, consequently he also maintains control of things.

Stoicism was one of the four principal schools of philosophy in ancient Athens, alongside Plato’s Academy, Aristotle’s Lyceum, and Epicurus’s Garden, where it flourished for some 250 years. It proved especially popular among the Romans, attracting admirers as diverse as the statesman Seneca, the ex-slave Epictetus, and the Emperor Marcus Aurelius.

Jenna walked in between desks and plonked herself down behind hers, noticing AGAIN that the teacher hadn’t graced the class with his zitty presence. She thought Mr. Kennan needed to get fired, which said a lot, because she rarely paid attention to ugly teachers. She’d discussed this with the principal two weeks back when she’d been sent to his office after getting caught sleeping. She’d told him that if he employed more hot teachers like Mr. Daniels then maybe she wouldn’t pass out from boredom. The principal gave her a week’s detention because of that comment, saying that she needed to take things more seriously. But she WAS being serious. Jenna Hamilton from Graffiti Heaven (Chapter 28).

We had to sit there for an hour doing nothing. After about three days of sitting there, I said, “Screw this. I’m going to West Monroe High.” I realized I wanted to be in town anyway, so I just transferred schools during the first week of school. After about a month, the principal from West Ouachita called our house. “Willie hasn’t been to school for twenty-seven days,” the principal told Phil. “Well, he leaves for school every morning,” Phil told him. “I don’t know where he’s going. I thought he was going to school.” When I got home that day, Phil asked me where I had been. “School,” I told him. “Uh-uh,” Phil said. “The school called and said you haven’t been there in a month.” “Oh, yeah,” I told him. “I transferred to West Monroe. I don’t go to that school anymore.” “Okay,” Phil said. “I figured something was up.” Korie: Can you imagine a tenth-grader transferring schools without even notifying his parents? Willie just showed up at West Monroe High School and said, “Hey, I’m here.” He didn’t even think about telling Kay and Phil about transferring.

Hollywood High School was flipping from the storied institute of legend to the high school of the barrio. Or, as CNN put it in a series of rave reviews for the “predominantly Latino” school: “Hollywood High Now a Diverse High School.” Hollywood High alumni include Cher, Carol Burnett, Lon Chaney, James Garner, Linda Evans, John Huston, Judy Garland, Ricky Nelson, Sarah Jessica Parker, John Ritter, Mickey Rooney, Lana Turner, and Fay Wray, among many others. By the mid-2000s, Hollywood High was more than 70 percent Hispanic,5 and students were less likely to be getting publicity shots than mug shots. Today the school is mostly famous for its stabbings, shootings, child molestations, thefts, and graffiti.6 Around 1990, a California TV producer trying to enroll a German exchange student in a Los Angeles high school asked the principal at Fairfax High if a foreign exchange student would be better served by Fairfax or Hollywood High. Without looking up, the principal replied, “Well, 90% of my students can speak English, and we haven’t had a shooting here in 5 years.

In matters of affection, the rules of engagement at Empire High were detailed yet unambiguous, an extension of procedures established in junior high, a set of guidelines that couldn't have been clearer if they'd been posted on the schoolhouse door. If you were a girl and your heart inclined toward a particular boy, you had one of your girlfriends make inquiries from one of that boy's friends. Such contact represented the commencement of a series of complex negotiations, the opening rounds of which were handled by friends. Boy's friend A might report to Girl's friend B that the boy in question considered her a fox, or, if he felt particularly strongly, a major fox. Those experienced in these matters knew that it was wise to proceed cautiously, since too much ardor could delay things for weeks. The girl in question might be in negotiations with other parties, and no boy wanted to be on record as considering a girl a major fox only to discover that she considered him merely cool. Friends had to be instructed carefully about how much emotional currency they could spend, since rogue emotions led to inflation, lessening the value of everyone's feelings. Once a level of affection within the comfort zone of both parties was agreed upon, the principals could then meet for the exchange of mementos - rings, jackets, photos, key chains - to seal the deal, always assuming that seconds had properly represented the lovers to begin with.

9. Your Photo Album Many people have a photo album. In it they keep memories of the happiest of times. There may be a photo of them playing by the beach when they were very young. There may be the picture with their proud parents at their graduation ceremony. There will be many shots of their wedding that captures their love at one of its highest points. And there will be holiday snapshots too. But you will never find in your album any photographs of miserable moments of your life. Absent is the photo of you outside the principal’s office at school. Missing is any photo of you studying hard late into the night for your exams. No one that I know has a picture of their divorce in their album, nor one of them in a hospital bed terribly sick, nor stuck in busy traffic on the way to work on a Monday morning! Such depressing shots never find their way into anyone’s photo album. Yet there is another photo album that we keep in our heads called our memory. In that album, we include so many negative photographs. There you find so many snapshots of insulting arguments, many pictures of the times when you were so badly let down, and several montages of the occasions where you were treated cruelly. There are surprisingly few photos in that album of happy moments. This is crazy! So let’s do a purge of the photo album in our head. Delete the uninspiring memories. Trash them. They do not belong in this album. In their place, put the same sort of memories that you have in a real photo album. Paste in the happiness of when you made up with your partner, when there was that unexpected moment of real kindness, or whenever the clouds parted and the sun shone with extraordinary beauty. Keep those photos in your memory. Then when you have a few spare moments, you will find yourself turning its pages with a smile, or even with laughter.

Later that month, the principal called me into his office, offered some pleasantries and a Co’-Cola, then asked: “Son, are you a subversive?” I assured him I was not. I told him I’d voted for Ike. He seemed satisfied, but suggested I might stick more to the “generally accepted reading list” in the future. Hairstyles change, and skirt lengths, and slang, but high school administrations? Never.

In May 2002, the principal of Franklin Elementary School in Santa Monica, California, sent a newsletter to parents informing them that children could no longer play tag during the lunch recess. As she explained, “The running part of this activity is healthy and encouraged; however, in this game there is a ‘victim’ or ‘it,’ which creates a self-esteem issue.”4 School districts in Texas, Maryland, New York, and Virginia “have banned, limited, or discouraged” dodgeball.5 “Any time you throw an object at somebody,” said an elementary school coach in Cambridge, Massachusetts, “it creates an environment of retaliation and resentment.”6 Coaches who permit children to play dodgeball “should be fired immediately,” according to the physical education chairman at Central High School in Naperville, Illinois.7

Nora Ephron is a screenwriter whose scripts for Silkwood, When Harry Met Sally, and Sleepless in Seattle have all been nominated for Academy Awards. Ephron started her career as a journalist for the New York Post and Esquire. She became a journalist because of her high school journalism teacher. Ephron still remembers the first day of her journalism class. Although the students had no journalism experience, they walked into their first class with a sense of what a journalist does: A journalists gets the facts and reports them. To get the facts, you track down the five Ws—who, what, where, when, and why. As students sat in front of their manual typewriters, Ephron’s teacher announced the first assignment. They would write the lead of a newspaper story. The teacher reeled off the facts: “Kenneth L. Peters, the principal of Beverly Hills High School, announced today that the entire high school faculty will travel to Sacramento next Thursday for a colloquium in new teaching methods. Among the speakers will be anthropologist Margaret Mead, college president Dr. Robert Maynard Hutchins, and California governor Edmund ‘Pat’ Brown.” The budding journalists sat at their typewriters and pecked away at the first lead of their careers. According to Ephron, she and most of the other students produced leads that reordered the facts and condensed them into a single sentence: “Governor Pat Brown, Margaret Mead, and Robert Maynard Hutchins will address the Beverly Hills High School faculty Thursday in Sacramento. . .blah, blah, blah.” The teacher collected the leads and scanned them rapidly. Then he laid them aside and paused for a moment. Finally, he said, “The lead to the story is ‘There will be no school next Thursday.’” “It was a breathtaking moment,” Ephron recalls. “In that instant I realized that journalism was not just about regurgitating the facts but about figuring out the point. It wasn’t enough to know the who, what, when, and where; you had to understand what it meant. And why it mattered.” For the rest of the year, she says, every assignment had a secret—a hidden point that the students had to figure out in order to produce a good story.

I thought Marie could handle whatever came along. I thought of her as someone who did whatever she wanted to. That's what she would have said. She skipped school a lot, and when she did come, no one seemed to care what she did. The principals and teachers at school had already given up on Marie. They hardly even saw her, except as some kind of blemish. She could have stood on her head wearing a burlap bag, and nobody would have noticed all that much. They thought she was stupid. She wasn't stupid.

The Portland school board's policy equated integration and racial assimilation. This policy, Rist explains, is a "means of socializing nonwhite students to act, speak, and believe very much like white students." It leaves dominant group values intact, does no damage to notions of white superiority, and helps to gain the support of those whites who view it as a means of helping "nonwhite peoples to become fully human by instilling in them `white' ways of thinking and feeling." In keeping with the assimilationist tone of the program, the principal assigned one or two black children to each classroom, and scheduled only a few special teacher-training sessions, which were poorly handled. The principal's desire was to treat the black students just like the whites. This approach was undermined by his failure to recognize and address fears and misconceptions of teachers about the black children's academic ability and behavior problems, the adequacy of their home backgrounds, and their moral turpitude.

Can you see why Teresa DeBrito was so worried about Shepaug Valley? She is the principal of a middle school, teaching children at precisely the age when they begin to make the difficult transition to adolescence. They are awkward and self-conscious and anxious about seeming too smart. Getting them to engage, to move beyond simple question-and-answer sessions with their teacher, she said, can be “like pulling teeth.” She wanted lots of interesting and diverse voices in her classrooms, and the kind of excitement

That’s the one,” said Aunt Bea. “He used to chew licorice and spit on the grass to make the principal think he was chewing tobacco like a professional baseball player, which was what he wanted to be.” “Where’s this cute licorice-chewing uncle coming from, and how did he get so rich?” asked Ramona’s father, beginning to be interested. “Playing baseball?” “He’s coming from—” Ramona frowned. “I can’t remember the name, but it sounds like a fairy tale and has camels.” Narnia? Never-never-land? No, those names weren’t right. “Saudi Arabia,” said Beezus, who also went to the Kemps’ after school. Being in junior high school, she could take her time getting there. “Yes, that’s it!” Ramona wished she had remembered first. “Howie says he’s bringing the whole family presents.” She imagined bags of gold like those in The Arabian Nights, which Beezus had read to her. Of course, nobody carried around bags of gold today, but she enjoyed imagining them. “What’s Howie’s uncle doing in Saudi Arabia?” asked Mr. Quimby. “Besides spitting licorice in the sand?

What is it?” “It’s a souvenir.” I frown, sitting back in my chair. “For what?” “I didn’t even wash it.” She laughs. “Tinsley, that better not be what I think it is.” I growl. She lifts her mother’s eyes and smiles at me. “You can’t take a knife to school.” She knows this. We just went over this last week. With me, her mother, the principal, and the police officer that were present for our mandatory meeting. “I’m going to mail it to him.” I run a hand down my face, holding in a sigh. I thought Carnage was going to be the death of me. But nope. It’s my teenage daughter.

The principal of Bennett-Kew Elementary School in Inglewood, California, whose student body is 52 percent Hispanic and 45 percent black, raised these children’s reading levels from the third percentile to the fiftieth percentile in just four years. But she was threatened with loss of money because she used phonics instead of the mandated “whole-language” teaching methods and taught exclusively in English, instead of using the “bilingual” approach required by education authorities. The fact that she was succeeding where others were failing carried no weight with state education officials.

Melinda Pratt rides city bus number twelve to her cello lesson, wearing her mother's jean jacket and only one sock. Hallo, world, says Minna. Minna often addresses the world, sometimes silently, sometimes out loud. Bus number twelve is her favorite place for watching, inside and out. The bus passes cars and bicycles and people walking dogs. It passes store windows, and every so often Minna sees her face reflection, two dark eyes in a face as pale as a winter dawn. There are fourteen people on the bus today. Minna stands up to count them. She likes to count people, telephone poles, hats, umbrellas, and, lately, earrings. One girl, sitting directly in front of Minna, has seven earrings, five in one ear. She has wisps of dyed green hair that lie like forsythia buds against her neck. There are, Minna knows, a king, a past president of the United States, and a beauty queen on the bus. Minna can tell by looking. The king yawns and scratches his ear with his little finger. Scratches, not picks. The beauty queen sleeps, her mouth open, her hair the color of tomatoes not yet ripe. The past preside of the United States reads Teen Love and Body Builder's Annual. Next to Minna, leaning against the seat, is her cello in its zippered canvas case. Next to her cello is her younger brother, McGrew, who is humming. McGrew always hums. Sometimes he hums sentences, though most often it comes out like singing. McGrew's teachers do not enjoy McGrew answering questions in hums or song. Neither does the school principal, Mr. Ripley. McGrew spends lots of time sitting on the bench outside Mr. Ripley's office, humming. Today McGrew is humming the newspaper. First the headlines, then the sports section, then the comics. McGrew only laughs at the headlines. Minna smiles at her brother. He is small and stocky and compact like a suitcase. Minna loves him. McGrew always tells the truth, even when he shouldn't. He is kind. And he lends Minna money from the coffee jar he keeps beneath his mattress. Minna looks out the bus window and thinks about her life. Her one life. She likes artichokes and blue fingernail polish and Mozart played too fast. She loves baseball, and the month of March because no one else much likes March, and every shade of brown she has ever seen. But this is only one life. Someday, she knows, she will have another life. A better one. McGrew knows this, too. McGrew is ten years old. He knows nearly everything. He knows, for instance, that his older sister, Minna Pratt, age eleven, is sitting patiently next to her cello waiting to be a woman.

To narrow natural rights to such neat slogans as "liberty, equality, fraternity" or "life, liberty, property," . . . was to ignore the complexity of public affairs and to leave out of consideration most moral relationships. . . . Burke appealed back beyond Locke to an idea of community far warmer and richer than Locke's or Hobbes's aggregation of individuals. The true compact of society, Burke told his countrymen, is eternal: it joins the dead, the living, and the unborn. We all participate in this spiritual and social partnership, because it is ordained of God. In defense of social harmony, Burke appealed to what Locke had ignored: the love of neighbor and the sense of duty. By the time of the French Revolution, Locke's argument in the Second Treatise already had become insufficient to sustain a social order. . . . The Constitution is not a theoretical document at all, and the influence of Locke upon it is negligible, although Locke's phrases, at least, crept into the Declaration of Independence, despite Jefferson's awkwardness about confessing the source of "life, liberty, and the pursuit of happiness." If we turn to the books read and quoted by American leaders near the end of the eighteenth century, we discover that Locke was but one philosopher and political advocate among the many writers whose influence they acknowledged. . . . Even Jefferson, though he had read Locke, cites in his Commonplace Book such juridical authorities as Coke and Kames much more frequently. As Gilbert Chinard puts it, "The Jeffersonian philosophy was born under the sign of Hengist and Horsa, not of the Goddess Reason"--that is, Jefferson was more strongly influenced by his understanding of British history, the Anglo-Saxon age particularly, than by the eighteenth-century rationalism of which Locke was a principal forerunner. . . . Adams treats Locke merely as one of several commendable English friends to liberty. . . . At bottom, the thinking Americans of the last quarter of the eighteenth century found their principles of order in no single political philosopher, but rather in their religion. When schooled Americans of that era approved a writer, commonly it was because his books confirmed their American experience and justified convictions they held already. So far as Locke served their needs, they employed Locke. But other men of ideas served them more immediately. At the Constitutional Convention, no man was quoted more frequently than Montesquieu. Montesquieu rejects Hobbes's compact formed out of fear; but also, if less explicitly, he rejects Locke's version of the social contract. . . . It is Montesquieu's conviction that . . . laws grow slowly out of people's experiences with one another, out of social customs and habits. "When a people have pure and regular manners, their laws become simple and natural," Montesquieu says. It was from Montesquieu, rather than from Locke, that the Framers obtained a theory of checks and balances and of the division of powers. . . . What Madison and other Americans found convincing in Hume was his freedom from mystification, vulgar error, and fanatic conviction: Hume's powerful practical intellect, which settled for politics as the art of the possible. . . . [I]n the Federalist, there occurs no mention of the name of John Locke. In Madison's Notes of Debates in the Federal Convention there is to be found but one reference to Locke, and that incidental. Do not these omissions seem significant to zealots for a "Lockean interpretation" of the Constitution? . . . John Locke did not make the Glorious Revolution of 1688 or foreordain the Constitution of the United States. . . . And the Constitution of the United States would have been framed by the same sort of men with the same sort of result, and defended by Hamilton, Madison, and Jay, had Locke in 1689 lost the manuscripts of his Two Treatises of Civil Government while crossing the narrow seas with the Princess Mary.

Alfred Wight gained admission to Glasgow Veterinary College in 1933 with passes in English, French and Latin – hardly ideal subjects for a future scientist, but the situation then was very different. With comparatively few wishing to enter the veterinary profession during the years of the depression, the veterinary schools were only too pleased to welcome anyone to fill the courses. While still at Hillhead School, he had telephoned the veterinary college to tell them that, provided he gained the basic entry requirements, he would like to pursue a career in veterinary medicine. The principal himself, Dr Whitehouse, had answered the telephone. ‘Good!’ he had replied. ‘When can you start?

We had really stretched to buy our house in a neighborhood with “good schools.” As I started to ask around and dig a little deeper, I learned that to get into the preschool I drove past every day I was going to have to camp out overnight and hope to secure a coveted spot. And the moms in the neighborhood told me if I wanted to make sure my child got the good teachers in elementary school I would need to start volunteering now for the fundraising committee so I would have influence with the principal. There were tips and tricks about getting into the right playgroups and music classes. Everything was whispered and shared secret club–style because there were only so many spots and everyone was vying for them.

It was December 15, 2012, the day after twenty-year-old Adam Lanza fatally shot twenty children between six and seven years old, as well as six adult staff members, at Sandy Hook Elementary School in Newtown, Connecticut. I remember thinking, Maybe if all the mothers in the world crawled on their hands and knees toward those parents in Newtown, we could take some of the pain away. We could spread their pain across all of our hearts. I would do it. Can’t we find a way to hold some of it for them? I’ll take my share. Even if it adds sadness to all my days. My friends and I didn’t rush to start a fund that day. We didn’t storm the principal’s office at our kids’ school asking for increased security measures. We didn’t call politicians or post on Facebook. We would do all that in the days to come. But the day right after the shooting, we just sat together with nothing but the sound of occasional weeping cutting through the silence. Leaning in to our shared pain and fear comforted us. Being alone in the midst of a widely reported trauma, watching endless hours of twenty-four-hour news or reading countless articles on the Internet, is the quickest way for anxiety and fear to tiptoe into your heart and plant their roots of secondary trauma. That day after the mass killing, I chose to cry with my friends, then I headed to church to cry with strangers. I couldn’t have known then that in 2017 I would speak at a fund-raiser for the Resiliency Center of Newtown and spend time sitting with a group of parents whose children were killed at Sandy Hook. What I’ve learned through my work and what I heard that night in Newtown makes one thing clear: Not enough of us know how to sit in pain with others. Worse, our discomfort shows up in ways that can hurt people and reinforce their own isolation. I have started to believe that crying with strangers in person could save the world. Today there’s a sign that welcomes you to Newtown: WE ARE SANDY HOOK. WE CHOOSE LOVE. That day when I sat in a room with other mothers from my neighborhood and cried, I wasn’t sure what we were doing or why. Today I’m pretty sure we were choosing love in our own small way.

Active scholars are uniquely attracted by a high-quality graduate school of arts and sciences. Faculty members consider the teaching and training of new generations of graduate students as their highest calling. They believe that working with graduate students maintains and develops their professional skills more effectively than any other activity. It may be the main reason for the great attraction of academic jobs. Laboratory scientists have told me that the opportunity to work with graduate students keeps them in the university. For them, other options would center on research in commercial laboratories, but there the principal investigator would be assisted by technicians, and that is considered a far less creative interaction.

When I was in high school the library was open before classes and during lunch. You could be in the library to read or check out books. Despite this the sidewalk leading to the library was a "restricted zone" and if you were seen on it you'd be sent to the principal. Paddling was the usual penalty even if you were 18 or older. Once I was inside reading the recently released Maus. A group of guys seated at a nearby table made sure I knew they thought comics were "baby stuff." Even the harsh Holocaust memoir of Maus. Since new books could not be checked out I returned the next morning to finish reading. Maus had been torn in half. It was later discarded. They never purchased another copy as I was in school. Casual cruelty has always been the point.

Looks like they might cancel school on Monday. Woot! Information like this coming from Lucy is generally pretty reliable, since she happens to live right next door to Mrs. Crawford, the principal of Magnolia Branch High. Yay, I can sit home and watch more Weather Channel! I text back. This is an intervention--step away from the TV! NOW! I laugh aloud at that. It’s such a typical Lucy-like thing to say. My mom’s worried about you. Wants you to pack up and come over here. Can’t. But Ryder’s coming over if the storm gets bad. Lucy’s next text is just a line of googly eyes. Not funny, I type, even though it kind of us. You two can plan your wedding menu. Choose your linens. Stuff like that, she texts, followed by a smiley face. I gaze at my phone with a frown. Also not funny.

The principal reason that districts within states often differ markedly in per-pupil expenditures is that school funding is almost always tied to property taxes, which are in turn a direct function of local wealth. Having school funding depend on local wealth creates a situation in which poor districts must tax themselves far more heavily than wealthy ones, yet still may not be able to generate adequate income. For example, Baltimore City is one of the poorest jurisdictions in Maryland, and the Baltimore City Public Schools have the lowest per-pupil instructional expenses of any of Maryland's 24 districts. Yet Baltimore's property tax rate is twice that of the next highest jurisdiction.(FN2) Before the funding equity decision in New Jersey, the impoverished East Orange district had one of the highest tax rates in the state, but spent only $3,000 per pupil, one of the lowest per-pupil expenditures in the state.(FN3) A similar story could be told in almost any state in the U.S.(FN4) Funding formulas work systematically against children who happen to be located in high-poverty districts, but also reflect idiosyncratic local circumstances. For example, a factory closing can bankrupt a small school district. What sense does it make for children's education to suffer based on local accidents of geography or economics? To my knowledge, the U.S. is the only nation to fund elementary and secondary education based on local wealth. Other developed countries either equalize funding or provide extra funding for individuals or groups felt to need it. In the Netherlands, for example, national funding is provided to all schools based on the number of pupils enrolled, but for every guilder allocated to a middle-class Dutch child, 1.25 guilders are allocated for a lower-class child and 1.9 guilders for a minority child, exactly the opposite of the situation in the U.S. where lower-class and minority children typically receive less than middle-class white children.(FN5) Regional differences in per-pupil costs may exist in other countries, but the situation in which underfunded urban or rural districts exist in close proximity to wealthy suburban districts is probably uniquely American. Of course, even equality in per-pupil costs in no way ensures equality in educational services. Not only do poor districts typically have fewer funds, they also have greater needs.

Here’s what’s uniquely insidious about caffeine: the drug is not only a leading cause of our sleep deprivation; it is also the principal tool we rely on to remedy the problem. Most of the caffeine consumed today is being used to compensate for the lousy sleep that caffeine causes. Which means that caffeine is helping to hide from our awareness the very problem that caffeine creates. Charles Czeisler, an expert on sleep and circadian rhythms at Harvard Medical School, put the matter starkly several years ago in a National Geographic article by T. R. Reid: The principal reason that caffeine is used around the world is to promote wakefulness. But the principal reason that people need that crutch is inadequate sleep. Think about that: We use caffeine to make up for a sleep deficit that is largely the result of using caffeine.

I was exhausted and had to rely on Herr Schreiner to help me and knew in my soul that God had sent him to my aid. As tired as I was, I couldn’t have handled my luggage alone. Finally another train did pull into the station but in stark contrast to the empty platform we were standing on, the train was completely full of people. Although he wasn’t that big of a man, Herr Schreiner pushed my suitcases up the two steps into the railway car, and I climbed up behind them. As the train left the station, he hung onto the two entrance handles right behind me and I pushed for space, trying to make enough room for him to get into the carriage. With every surge of the train I expected him to lose his grip but with what I am certain was superhuman strength, he hung on as the train picked up speed. Several of the people made snide remarks but I turned a deaf ear to this and pushed as hard as I could, so that he could also get in. With the help of another man pulling on his coat, Herr Schreiner finally managed to squeeze in far enough so that we could close the door behind him. Once safely on the train, someone from his school in Mannheim recognized him. Herr Schreiner had been a very popular, much admired school principal and seeing how tired and bedraggled we now looked, the passenger offered us his window seats and helped to make room so that we could store our suitcases in the luggage rack above our heads. The train didn’t make any more stops and continued east crossing the Rhine River Bridge, which miraculously was still there. I couldn’t believe that everything had come together as well as it had, and that I was on my way back to Überlingen and my children.

Not long ago I stood with a friend next to an art work made of four wood beams laid in a long rectangle, with a mirror set behind each corner so as to reflect the others. My friend, a conceptual artist, and I talked about the minimalist basis of such work: its reception by critics then, its elaboration by artists later, its significance to practitioners today, all of which are concerns of this book as well. Taken by our talk, we hardly noticed his little girl as she played on the beams. But then, signaled by her mother, we looked up to see her pass through the looking glass. Into the hall of mirrors, the mise-en-abîme of beams, she moved farther and farther from us, and as she passed into the distance, she passed into the past as well. Yet suddenly there she was right behind us: all she had done was skip along the beams around the room. And there we were, a critic and an artist informed in contemporary art, taken to school by a six-year-old, our theory no match for her practice. For her playing of the piece conveyed not only specific concerns of minimalist work - the tensions among the spaces we feel, the images we see, and the forms we know - but also general shifts in art over the last three decades - new interventions into space, different construction of viewing, and expanded definitions of art. Her performance became allegorical as well, for she described a paradoxical figure in space, a recession that is also a return, that evoked for me the paradoxical figure in time described by the avant-garde. For even as the avant-garde recedes into the past, it also returns from the future, repositioned by innovative art in the present. This strange temporality, lost in stories of twentieth-century art, is a principal subject of this book.

Even male children of affluent white families think that history as taught in high school is “too neat and rosy.” 6 African American, Native American, and Latino students view history with a special dislike. They also learn history especially poorly. Students of color do only slightly worse than white students in mathematics. If you’ll pardon my grammar, nonwhite students do more worse in English and most worse in history.7 Something intriguing is going on here: surely history is not more difficult for minorities than trigonometry or Faulkner. Students don’t even know they are alienated, only that they “don’t like social studies” or “aren’t any good at history.” In college, most students of color give history departments a wide berth. Many history teachers perceive the low morale in their classrooms. If they have a lot of time, light domestic responsibilities, sufficient resources, and a flexible principal, some teachers respond by abandoning the overstuffed textbooks and reinventing their American history courses. All too many teachers grow disheartened and settle for less. At least dimly aware that their students are not requiting their own love of history, these teachers withdraw some of their energy from their courses. Gradually they end up going through the motions, staying ahead of their students in the textbooks, covering only material that will appear on the next test. College teachers in most disciplines are happy when their students have had significant exposure to the subject before college. Not teachers in history. History professors in college routinely put down high school history courses. A colleague of mine calls his survey of American history “Iconoclasm I and II,” because he sees his job as disabusing his charges of what they learned in high school to make room for more accurate information. In no other field does this happen. Mathematics professors, for instance, know that non-Euclidean geometry is rarely taught in high school, but they don’t assume that Euclidean geometry was mistaught. Professors of English literature don’t presume that Romeo and Juliet was misunderstood in high school. Indeed, history is the only field in which the more courses students take, the stupider they become. Perhaps I do not need to convince you that American history is important. More than any other topic, it is about us. Whether one deems our present society wondrous or awful or both, history reveals how we arrived at this point. Understanding our past is central to our ability to understand ourselves and the world around us. We need to know our history, and according to sociologist C. Wright Mills, we know we do.8

On 28 June 1914 the heir to the throne, Archduke Franz Ferdinand, was assassinated in Sarajevo, capital of Bosnia, a heartland of the South Slavs. Philosophers refer to ‘the inevitable accident’, and this was a very accidental one. Some young Serb terrorists had planned to murder him as he paid a state visit. They had bungled the job, throwing a bomb that missed, and one of them had repaired to a café in a side street to sort himself out. The Archduke drove to the headquarters of the governor-general, Potiorek (where he was met by little girls performing folklore), and berated him (the two men were old enemies, as the Archduke had prevented the neurasthenic Potiorek from succeeding an elderly admirer as Chief of the General Staff). The Archduke went off in a rage, to visit in hospital an officer wounded by the earlier bomb. His automobile moved off again, a Count Harrach standing on the running board. Its driver turned left after crossing a bridge over Sarajevo’s river. It was the wrong street, and the driver was told to stop and reverse. In reverse gear such automobiles sometimes stalled, and this one did so - Count Harrach on the wrong side, away from the café where one of the assassination team was calming his nerves. Now, slowly, his target drove up and stopped. The murderer, Gavrilo Princip, fired. He was seventeen, a romantic schooled in nationalism and terrorism, and part of a team that stretches from the Russian Nihilists of the middle of the nineteenth century, exemplified especially in Dostoyevsky’s prophetic The Possessed and Joseph Conrad’s Under Western Eyes. Austria did not execute adolescents and Princip was young enough to survive. He was imprisoned and died in April 1918. Before he died, a prison psychiatrist asked him if he had any regrets that his deed had caused a world war and the death of millions. He answered: if I had not done it, the Germans would have found another excuse.

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

When we have to pay a lot for something nice, we appreciate it to the full. Yet as its price in the market falls, passion has a habit of fading away. Why, then, do we associate a cheap price with lack of value? Our response is a hangover from our long preindustrial past. For most of human history, there truly was a strong correlation between cost and value: The higher the price, the better things tended to be, because there was simply no way both for prices to be low and for quality to be high. It is not that we refuse to buy inexpensive or cheap things. It's just that getting excited over cheap things has come to seem a little bizarre. How do we reverse this? The answer lies in a slightly unexpected area: the mind of a four-year-old. Children have two advantages: They don't know what they're supposed to like and they don't understand money, so price is never a guide to value for them. We buy them a costly wooden toy made by Swedish artisans who hope to teach lessons in symmetry and find that they prefer the cardboard box that it came in. If asked to put a price on things, children tend to answer by the utility and charm of an object, not its manufacturing costs. We have been looking at prices the wrong way. We have fetishised them as tokens of intrinsic value; we have allowed them to set how much excitement we are allowed to have in given areas, how much joy is to be mined in particular places. But prices were never meant to be like this: We are breathing too much life into them and thereby dulling too many of our responses to the inexpensive world. At a certain age, something very debilitating happens to children. They start to learn about "expensive" and "cheap" and absorb the view that the more expensive something is, the better it may be. They are encouraged to think well of saving up pocket money and to see the "big" toy they are given as much better than the "cheaper" one. We can't directly go backwards; we can't forget what we know of prices. However, we can pay less attention to what things cost and more to our own responses. We need to rethink our relationship to prices. The price of something is principally determined by what it cost to make, not how much human value is potentially to be derived from it.

Revenged with hate on my own proud inanities. In the mild end of the afternoon, later, at the waterside in Woods Hole, waiting for the ferry, he looked through the green darkness at the net of bright reflections on the bottom. He loved to think about the power of the sun, about light, about the ocean. The purity of the air moved him. There was no stain in the water, where schools of minnows swam. Herzog sighed and said to himself, "Praise God - praise God." His breathing had become freer. His heart was greatly stirred by the open horizon; the deep colors; the faint iodine pungency of the Atlantic rising from weeds and mollusks; the white, fine, heavy sand; but principally by the green transparency as he looked down to the stony bottom webbed with golden lines. Never still. If his soul could cast a reflection so brilliant, and so intensely sweet, he might beg God to make such use of him. But that would be too simple. But that would be too childish. The actual sphere is not clear like this, but turbulent, angry. A vast human action is going on. Death watches. So if you have some happiness, conceal it. And when your heart is full, keep your mouth shut also.

In 2008, an Australian company commissioned a study to find out exactly how much people fear public speaking. The survey of more than one thousand people found that 23 percent feared public speaking more than death itself! As Jerry Seinfeld once said, most people attending a funeral would rather be in the casket than delivering the eulogy! I can relate to those people because I feared speaking in front of a class or group of people more than anything else when I was a kid. In fact, I dropped speech in high school because when I signed up for it I thought it was a grammar class for an English credit. When I found out it actually required giving an oral presentation, I didn’t want any part of it! After hearing the overview of the class on the first day, I got out of my seat and walked toward the door; the teacher asked me where I was going. We had a brief meeting in the hall, in which she informed me that nobody ever dropped her class. After a meeting with the principal, I dropped the class, but on the condition that I might be called upon in the near future to use my hunting and fishing skills. I thought the principal was joking--until I was called upon later that year during duck season to pick ducks during recess! I looked at it as a fair trade.

As Mollie said to Dailey in the 1890s: "I am told that there are five other Mollie Fanchers, who together, make the whole of the one Mollie Fancher, known to the world; who they are and what they are I cannot tell or explain, I can only conjecture." Dailey described five distinct Mollies, each with a different name, each of whom he met (as did Aunt Susan and a family friend, George Sargent). According to Susan Crosby, the first additional personality appeared some three years after the after the nine-year trance, or around 1878. The dominant Mollie, the one who functioned most of the time and was known to everyone as Mollie Fancher, was designated Sunbeam (the names were devised by Sargent, as he met each of the personalities). The four other personalities came out only at night, after eleven, when Mollie would have her usual spasm and trance. The first to appear was always Idol, who shared Sunbeam's memories of childhood and adolescence but had no memory of the horsecar accident. Idol was very jealous of Sunbeam's accomplishments, and would sometimes unravel her embroidery or hide her work. Idol and Sunbeam wrote with different handwriting, and at times penned letters to each other. The next personality Sargent named Rosebud: "It was the sweetest little child's face," he described, "the voice and accent that of a little child." Rosebud said she was seven years old, and had Mollie's memories of early childhood: her first teacher's name, the streets on which she had lived, children's songs. She wrote with a child's handwriting, upper- and lowercase letters mixed. When Dailey questioned Rosebud about her mother, she answered that she was sick and had gone away, and that she did not know when she would be coming back. As to where she lived, she answered "Fulton Street," where the Fanchers had lived before moving to Gates Avenue. Pearl, the fourth personality, was evidently in her late teens. Sargent described her as very spiritual, sweet in expression, cultured and agreeable: "She remembers Professor West [principal of Brooklyn Heights Seminary], and her school days and friends up to about the sixteenth year in the life of Mollie Fancher. She pronounces her words with an accent peculiar to young ladies of about 1865." Ruby, the last Mollie, was vivacious, humorous, bright, witty. "She does everything with a dash," said Sargent. "What mystifies me about 'Ruby,' and distinguishes her from the others, is that she does not, in her conversations with me, go much into the life of Mollie Fancher. She has the air of knowing a good deal more than she tells.

I heard the door at the far end of the hallway swing open. Then I heard familiar footsteps approaching. After going to three different schools for seven years, I knew it was Mark. “Hi, Mark,” I said. “Hey, pal. I thought I’d find you here,” Mark said. I sighed wearily. “Did you find her?” Mark asked tentatively. “Yeah.” “Did you tell her how you feel?” “In a manner of speaking, yes.” “What did she say?” I turned around to face my best friend. Concern born of seven years’ worth of friendship was written on his open face. Whatever his faults, you could never accuse Mark of being unconcerned. “I – ah – wrote her a letter,” I said slightly embarrassed. “I see,” he said quietly. He pursed his lips. “Did she say anything?” “I asked her not to read it until after commencement.” “I see,” he said again. I could tell he was disappointed in me. There was another one of those awkward silences. I felt oddly like a mischievous schoolboy who’d been sent to the principal’s office for some infraction of the rules. Mark just shook his head in disbelief and gave me a tut-tut look. “You know,” he said quietly, “sometimes playing it safe can be the worst thing you can do.” “Macht nichts,” I said bitterly. “Like hell, macht nichts, pal. It makes a hell of a difference, if you ask me.” Mark shook his head sadly. “I really don’t want to be there when you find out for yourself what a stupid mistake it is that you made today.

The modern educational system provides numerous other examples of reality bowing down to written records. When measuring the width of my desk, the yardstick I am using matters little. My desk remains the same width regardless of whether I say it is 200 centimetres or 78.74 inches. However, when bureaucracies measure people, the yardsticks they choose make all the difference. When schools began assessing people according to precise marks, the lives of millions of students and teachers changed dramatically. Marks are a relatively new invention. Hunter-gatherers were never marked for their achievements, and even thousands of years after the Agricultural Revolution, few educational establishments used precise marks. A medieval apprentice cobbler did not receive at the end of the year a piece of paper saying he has got an A on shoelaces but a C minus on buckles. An undergraduate in Shakespeare’s day left Oxford with one of only two possible results – with a degree, or without one. Nobody thought of giving one student a final mark of 74 and another student 88.6 Credit 1.24 24. A European map of Africa from the mid-nineteenth century. The Europeans knew very little about the African interior, which did not prevent them from dividing the continent and drawing its borders. Only the mass educational systems of the industrial age began using precise marks on a regular basis. Since both factories and government ministries became accustomed to thinking in the language of numbers, schools followed suit. They started to gauge the worth of each student according to his or her average mark, whereas the worth of each teacher and principal was judged according to the school’s overall average. Once bureaucrats adopted this yardstick, reality was transformed. Originally, schools were supposed to focus on enlightening and educating students, and marks were merely a means of measuring success. But naturally enough, schools soon began focusing on getting high marks. As every child, teacher and inspector knows, the skills required to get high marks in an exam are not the same as a true understanding of literature, biology or mathematics. Every child, teacher and inspector also knows that when forced to choose between the two, most schools will go for the marks.

A school bus is many things. A school bus is a substitute for a limousine. More class. A school bus is a classroom with a substitute teacher. A school bus is the students' version of a teachers' lounge. A school bus is the principal's desk. A school bus is the nurse's cot. A school bus is an office with all the phones ringing. A school bus is a command center. A school bus is a pillow fort that rolls. A school bus is a tank reshaped- hot dogs and baloney are the same meat. A school bus is a science lab- hot dogs and baloney are the same meat. A school bus is a safe zone. A school bus is a war zone. A school bus is a concert hall. A school bus is a food court. A school bus is a court of law, all judges, all jury. A school bus is a magic show full of disappearing acts. Saw someone in half. Pick a card, any card. Pass it on to the person next to you. He like you. She like you. K-i-s-s-i . . . s-s-i-p-p-i is only funny on a school bus. A school bus is a stage. A school bus is a stage play. A school bus is a spelling bee. A speaking bee. A get your hand out of my face bee. A your breath smell like sour turnips bee. A you don't even know what a turnip bee is. A maybe not, but I know what a turn up is and your breath smell all the way turnt up bee. A school bus is a bumblebee, buzzing around with a bunch of stingers on the inside of it. Windows for wings that flutter up and down like the windows inside Chinese restaurants and post offices in neighborhoods where school bus is a book of stamps. Passing mail through windows. Notes in the form of candy wrappers telling the street something sweet came by. Notes in the form of sneaky middle fingers. Notes in the form of fingers pointing at the world zooming by. A school bus is a paintbrush painting the world a blurry brushstroke. A school bus is also wet paint. Good for adding an extra coat, but it will dirty you if you lean against it, if you get too comfortable. A school bus is a reclining chair. In the kitchen. Nothing cool about it but makes perfect sense. A school bus is a dirty fridge. A school bus is cheese. A school bus is a ketchup packet with a tiny hole in it. Left on the seat. A plastic fork-knife-spoon. A paper tube around a straw. That straw will puncture the lid on things, make the world drink something with some fizz and fight. Something delightful and uncomfortable. Something that will stain. And cause gas. A school bus is a fast food joint with extra value and no food. Order taken. Take a number. Send a text to the person sitting next to you. There is so much trouble to get into. Have you ever thought about opening the back door? My mother not home till five thirty. I can't. I got dance practice at four. A school bus is a talent show. I got dance practice right now. On this bus. A school bus is a microphone. A beat machine. A recording booth. A school bus is a horn section. A rhythm section. An orchestra pit. A balcony to shot paper ball three-pointers from. A school bus is a basketball court. A football stadium. A soccer field. Sometimes a boxing ring. A school bus is a movie set. Actors, directors, producers, script. Scenes. Settings. Motivations. Action! Cut. Your fake tears look real. These are real tears. But I thought we were making a comedy. A school bus is a misunderstanding. A school bus is a masterpiece that everyone pretends to understand. A school bus is the mountain range behind Mona Lisa. The Sphinx's nose. An unknown wonder of the world. An unknown wonder to Canton Post, who heard bus riders talk about their journeys to and from school. But to Canton, a school bus is also a cannonball. A thing that almost destroyed him. Almost made him motherless.