School Projects Quotes

Hi," Kami said to Dorothy, the head librarian…"Can you tell me where I could find the books on Satanism?" Twenty minutes later, she had Dorothy convinced that it was for a school project, and she really did not have to telephone Kami's parents.

Thirty years ago my older brother, who was ten years old at the time, was trying to get a report written on birds that he'd had three months to write, which was due the next day. We were out at our family cabin in Bolinas, and he was at the kitchen table close to tears, surrounded by binder paper and pencils and unopened books about birds, immobilized by the hugeness of the task ahead. Then my father sat down beside him put his arm around my brother's shoulder, and said, "Bird by bird, buddy. Just take it bird by bird.

It's nothing. A school project. My go-to answer for anything. Staying out late? School project. Need extra money? School project.

What's wrong with me? ... I might seem like the ideal student: homework always in early, every extra credit and extra curricular I can get my hands on, the good girl and the high achiever. But I realized something just now: it's not ambition, not entirely. It's fear. Because I don't know who I am when I'm not working, when I'm not focused on or totally consumed by a task. Who am I between the projects and the assignments, when there's nothing to do? I haven't found her yet and it scares me. Maybe that's why, for my senior capstone project this year, I decided to solve a murder.

To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination.

We tend to take whatever’s worked in our particular set of circumstances (big family, small family, AP, Ezzo, home school, public school) and project that upon everyone else in the world as the ideal.

Haji Ali taught me the most important lesson I've ever learned in my life...We Americans think you have to accomplish everything quickly. We're the country of thirty-minute power lunches and two-minute football drills. Haji Ali taught me to share three cups of tea, to slow down and make building relationships as important as building projects.

Lots of my dying patients say they grow in bounds and leaps, and finish all the unfinished business. But assisting a suicide is cheating them of these lessons, like taking a student out of school before final exams. That's not love, it's projecting your own unfinished business

Pakiramdam ko e andami kong naiisip na dehins magawa dahil alang deadline. Nasanay ata ko sa school tsaka sa trabaho na lahat may deadline. E yung nga naiisip ko tuloy na sariling projects di ko matapos kasi walang deadline.

Harvard Business School professor Howard Stevenson famously defined “entrepreneurship” as “the pursuit of opportunity without regard to resources currently controlled.” I give a “hell yes” to that definition—you should take that spirit with you to whatever job you’re doing or whatever project you’re undertaking.

Where are you? And why did you go? I guess I'll never know this. Was it because I made you mad? Because I tried to help? Because I didn't answer when you threw rocks at my window? What if I had answered? What would you have said to me? Would I have been able to talk you into staying or talk you out of doing what you did? Or would that have happened anyway? Do you know my life is forever changed now? I used to think that was true because you came into it and, in doing that, forced me out of my room and into the world. Even when we weren't wandering, even from the floor of your closet, you showed the world to me. I didn't know that my life forever changing would be because you loved me and then left, in such a final way. So I guess there was no Great Manifesto after all, even though you made me believe there was. I guess there was only a school project. I'll never forgive you for leaving me. I just wish you could forgive me. You saved my life. And, finally, I simply write: Why couldn't I save yours?

Haji Ali taught me to...slow down and make building relationships as important as building projects.

Haji Ali spoke. ‘If you want to thrive in Baltistan, you must respect our ways. The first time you share tea with a Balti, you are a stranger. The second time you take tea, you are an honored guest. The third time you share a cup of tea, you become family, and for our family, we are prepared to do anything, even die. Doctor Greg, you must take time to share three cups of tea. We may be uneducated but we are not stupid. We have lived and survived here for a long time.’ That day, Haji Ali taught me the most important lesson I’ve ever learned in my life. We Americans think you have to accomplish everything quickly…Haji Ali taught me to share three cups of tea, to slow down and make building relationships as important as building projects. He taught me that I had more to learn from the people I work with than I could ever hope to teach them.

The truth doesn’t matter,’ Pip said, digging her nails into her thigh. The Pip from last year wouldn’t recognize this one today. That lively-eyed girl and her school project, naïvely clinging to the truth, wrapping it around herself like a blanket. But the Pip sitting here was a different person and she knew better. The truth had burned her too many times; it couldn’t be trusted

It’s hard to know how people select a course in life,” Amos said. “The big choices we make are practically random. The small choices probably tell us more about who we are. Which field we go into may depend on which high school teacher we happen to meet. Who we marry may depend on who happens to be around at the right time of life. On the other hand, the small decisions are very systematic. That I became a psychologist is probably not very revealing. What kind of psychologist I am may reflect deep traits.

I remember exactly how it felt to see that first message from him in my inbox. It was a little bit surreal. He wanted to know about me. For the next few days at school after that, it felt like I was a character in a movie. I could almost imagine a close-up of my face, projected wide-screen. It's strange, because in reality, I'm not the leading guy. Maybe I'm the best friend.

One thing I learned back in my graduate school days: When you’re stupid tired, accept that you’re stupid tired. Don’t try to solve things right then.

There are a few people who are able to know of their death and use the time wisely. But when you start planning for the end, most people instinctually stop living for tomorrow. Living for the day is beautiful-too many of us don't do it enough-but to live fully, we must live for today and tomorrow. Think about it, if you knew you were going to die in six months, would you start a project you knew that you couldn't finish? Would you go to school to learn to be a doctor? Would you have a child, knowing you would leave it alone too soon? People miss out on so muchif they stop living for tomorrow." - Holiday Brandon

Insidious, these false versions of superiority and ease we project onto other families: how often they blind us to the surer comforts of our own.

Haji Ali taught me to share three cups of tea, to slow down and make building relationships as important as building projects. He taught me that I had more to learn from the people I work with than I could ever hope to teach them.

According to Free Trait Theory, we are born and culturally endowed with certain personality traits—introversion, for example—but we can and do act out of character in the service of “core personal projects.” In other words, introverts are capable of acting like extroverts for the sake of work they consider important, people they love, or anything they value highly. Free Trait Theory explains why an introvert might throw his extroverted wife a surprise party or join the PTA at his daughter’s school. It explains how it’s possible for an extroverted scientist to behave with reserve in her laboratory, for an agreeable person to act hard-nosed during a business negotiation, and for a cantankerous uncle to treat his niece tenderly when he takes her out for ice cream.

One of the newest figures to emerge on the world stage in recent years is the social entrepreneur. This is usually someone who burns with desire to make a positive social impact on the world, but believes that the best way of doing it is, as the saying goes, not by giving poor people a fish and feeding them for a day, but by teaching them to fish, in hopes of feeding them for a lifetime. I have come to know several social entrepreneurs in recent years, and most combine a business school brain with a social worker's heart. The triple convergence and the flattening of the world have been a godsend for them. Those who get it and are adapting to it have begun launching some very innovative projects.

Rigor doesn’t necessarily have to do with the amount of work assigned, but rather the difficulty and intensity of the problem or project.

Group projects are the exception in school, but they should be the norm.

IF you want to be a winner than follow one simple rule and feed it in your mind. Take each task and work as " Do it yourself project.

If you knew the world was ending, and you had the chance to stop it, would you?” “Of course. [...] Why do you ask?” “Oh,” I said. “It’s for a school project.” “That’s interesting.” I shook my head. “Not really. Like I said: it’s just a school thing.” Zooey turned toward me, giving me her undivided attention. “Not the question—the fact that you’d even need to ask.

Let’s call it a school project on the Pierce piece.” I bared my teeth in something vaguely resembling a smile. “You cited an anonymous source, saying that the decision was all but made. I’m wondering what made you think this information was legit.

The Bible says you should live “casting all your care upon Him, for He cares for you” (1 Pet. 5:7). God doesn’t want you to neglect your cares; He wants to help you take care of them. He wants to give you wisdom about how to handle them—whether it is a relationship, a project at work, volunteering at your kids’ school, or your passion to see a world issue resolved justly. He wants to give you strength to handle it. He has the wisdom you need to make it right. He wants to see you succeed so that He can be glorified in you.

It's not always so easy, it turns out, to identify your core personal projects. And it can be especially tough for introverts, who have spent so much of their lives conforming to extroverted norms that by the time they choose a career, or a calling, it feels perfectly normal to ignore their own preferences. They may be uncomfortable in law school or nursing school or in the marketing department, but no more so than they were back in middle school or summer camp.

Life is a do-it-yourself project.

What?” Richardson snarled. “No smart retort, Mr. Gautier? Cat swallow your tongue?” Nick gave her a charming grin he didn’t really feel. “No, ma’am. A gator named Sense Formerly Known as Common.” Sneering at him, she tottered her way to her desk so that she could insult someone else and ruin their day. Caleb let out an annoyed breath. -Great,- he projected to Nick. -Now I have to get detention, too. I really hate you, Gautier.- Nick batted his eyelashes at Caleb. -But I wubs you, Caliboo.- That succeeded in wringing a groan out of Caleb. “What was that, Mr. Malphas?” Richardson asked. “Severe intestinal woe caused by an external hemorrhoid that seems to be growing on my right-hand side.” He cast a meaningful glower toward Nick. The class erupted into laughter as Richardson shot to her feet. “Enough!” She slammed her hands on her desk. “For that, Mr. Malphas, you can join Mr. Gautier in after-school detention.” Caleb let out an irritated sigh. --More quality time with my hemorrhoid. Just what I wanted for Christmas. Yippee ki-yay.--

I didn't just wake up one morning and think, "I'm a boy!" It sort of crept up on me and tapped me on the shoulder a few times before I started to pay attention I began to think that the word "girl" didn't quite fit me. It was like a shoe that was too small -- it pinched me.

Saint Bartleby's School for Young Gentlemen Annual Report Student: Artemis Fowl II Year: First Fees: Paid Tutor: Dr Po Language Arts As far as I can tell, Artemis has made absolutely no progress since the beginning of the year. This is because his abilities are beyond the scope of my experience. He memorizes and understands Shakespeare after a single reading. He finds mistakes in every exercise I administer, and has taken to chuckling gently when I attempt to explain some of the more complex texts. Next year I intend to grant his request and give him a library pass during my class. Mathematics Artemis is an infuriating boy. One day he answers all my questions correctly, and the next every answer is wrong. He calls this an example of the chaos theory, and says that he is only trying to prepare me for the real world. He says the notion of infinity is ridiculous. Frankly, I am not trained to deal with a boy like Artemis. Most of my pupils have trouble counting without the aid of their fingers. I am sorry to say, there is nothing I can teach Artemis about mathematics, but someone should teach him some manners. Social Studies Artemis distrusts all history texts, because he says history was written by the victors. He prefers living history, where survivors of certain events can actually be interviewed. Obviously this makes studying the Middle Ages somewhat difficult. Artemis has asked for permission to build a time machine next year during double periods so that the entire class may view Medieval Ireland for ourselves. I have granted his wish and would not be at all surprised if he succeeded in his goal. Science Artemis does not see himself as a student, rather as a foil for the theories of science. He insists that the periodic table is a few elements short and that the theory of relativity is all very well on paper but would not hold up in the real world, because space will disintegrate before lime. I made the mistake of arguing once, and young Artemis reduced me to near tears in seconds. Artemis has asked for permission to conduct failure analysis tests on the school next term. I must grant his request, as I fear there is nothing he can learn from me. Social & Personal Development Artemis is quite perceptive and extremely intellectual. He can answer the questions on any psychological profile perfectly, but this is only because he knows the perfect answer. I fear that Artemis feels that the other boys are too childish. He refuses to socialize, preferring to work on his various projects during free periods. The more he works alone, the more isolated he becomes, and if he does not change his habits soon, he may isolate himself completely from anyone wishing to be his friend, and, ultimately, his family. Must try harder.

Something as superfluous as "play" is also an essential feature of our consciousness. If you ask children why they like to play, they will say, "Because it's fun." But that invites the next question: What is fun? Actually, when children play, they are often trying to reenact complex human interactions in simplified form. Human society is extremely sophisticated, much too involved for the developing brains of young children, so children run simplified simulations of adult society, playing games such as doctor, cops and robber, and school. Each game is a model that allows children to experiment with a small segment of adult behavior and then run simulations into the future. (Similarly, when adults engage in play, such as a game of poker, the brain constantly creates a model of what cards the various players possess, and then projects that model into the future, using previous data about people's personality, ability to bluff, etc. The key to games like chess, cards, and gambling is the ability to simulate the future. Animals, which live largely in the present, are not as good at games as humans are, especially if they involve planning. Infant mammals do engage in a form of play, but this is more for exercise, testing one another, practicing future battles, and establishing the coming social pecking order rather than simulating the future.)

I'm a woman; in so many ways I've been programmed to please. I took the job and spent time hunkered over figures, budgets, charts, and fiscal-year projections. I tried, but I hated it. "Working at a job you don't like is the same as going to prison every day," my father used to say. He was right. I felt imprisoned by an impressive title, travel, perks, and a good salary. On the inside, I was miserable and lonely, and I felt as if I was losing myself. I spent weekends working on reports no one read, and I gave presentations that I didn't care about. It made me feel like a sellout and, worse, a fraud. Now set free, like any inmate I had to figure out what to do with the rest of my life.

Lizzie rolled into school in a boy's school trousers and runners, uncaring of what anyone had to say about her appearance. She honestly didn’t seem to care what people thought. She dressed according to her mood and projected vibes the same way. She could show up tomorrow in a skirt and with a full face of makeup. She did what she wanted to do when she wanted to do it, unaware and uncaring of anyone else's opinion. She oozed a lazy sort of confidence with her long, dark blonde, swishing ponytail and makeup-free face, emphasizing those big, blue eyes of hers.

Elementary school wasn’t all red construction paper projects with warm, fuzzy compliments. There were mean kids.

I taught how to be sociable with ink on paper. I told my students that when they were writing they should be good dates on blind dates, should show strangers good times. Alternatively, they should run really nice whorehouses, come one, come all, although they were in fact working in perfect solitude. I said I expected them to do this with nothing but idiosyncratic arrangements in horizontal lines of twenty-six phonetic symbols, ten numbers, and maybe eight punctuation marks, because it wasn't anything that hadn't been done before. In 1996, with movies and TV doing such good jobs of holding the attention of literates and illiterates alike, I have to question the value of my very strange, when you think about it, charm school. There is this: Attempted seductions with nothing but words on paper are so cheap for would-be ink-stained Don Juans or Cleopatras!They don't have to get a bankable actor or actress to commit to the project, and then a bankable director, and so on, and then raise millions and millions of buckareenies from manic-depressive experts on what most people want. Still and all, why bother? Here's my answer: Many people need desperately to receive this message: "I feel and think much as you do, care about many of the things you care about, although most people don't care about them. You are not alone.

Many years later when I began training as a plastic surgeon, I understood something that I had not that day in the kitchen arguing for Thalia to leave Tinos for the boarding school. I learned that the world didn't see the inside of you, that it didn't care a whit about the hopes and dreams, and sorrows, that lay masked by skin and bone. It was as simple, as absurd, and as cruel as that. My patients knew this. They saw that much of what they were, would be, or could be hinged on the symmetry of their bone structure, the space between their eyes, their chin length, the tip projection of their nose, whether they had an ideal nasofrontal angle or not. Beauty is an enormous unmerited gift given randomly, stupidly.

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

Do you remember his science project, Harry Sue, on the trajectory of spitballs? I tell you, that modest little display taught our students more about physics than I could accomplish in a weeklong unit at the middle school

But identifying, testing for, and treating mentally challenged kids is something we can all agree is vital. The allocation of money for the project is the only conceivable issue that prevents the immediate implementation of a comprehensive program. I suggest we make mental health a priority in Lansing.

God has given to men all that is necessary for them to accomplish their destinies. He has provided a social form as well as a human form. And these social organs of humans are so constituted that they will develop themselves harmoniously in the clean air of liberty. Away, then, with the quacks and organizers! Away with their rings, chains, hooks and pincers! Away with their artificial systems! Away with the whims of governmental administrators, their socialized projects, their centralization, their tariffs, their government schools, their state religions, their free credit, their bank monopolies, their regulations, their restrictions, their equalization by taxation, and their pious moralizations! And, now that the legislators and do-gooders have so futilely inflicted so many systems upon society, may they finally end where they should have begun: May they reject all systems, and try liberty; for liberty is an acknowledgment of faith in God and His works.

Ifemelu would come to realize later that Kimberly used “beautiful” in a peculiar way. “I’m meeting my beautiful friend from graduate school,” Kimberly would say, or “We’re working with this beautiful woman on the inner-city project,” and always, the women she referred to would turn out to be quite ordinary-looking, but always black.

I couldn't blame him for not believing me because it wasn't exactly true. The truth is that you /do/ care. Of course you do. And it hurts to hear people say those things about you. But the hurt changes, over time. At first, it's sharp and hot, like a fiery dagger stabbing you in the heart, but when you've heard the same insults over and over and over, the pain changes. It becomes a dull, throbbing ache -- like a toothache. A sort of background pain that you can ignore for a few minutes at a time, except when you're lying in bed at night, trying to sleep. That's when it really gets to you.

High school is like purgatory. It's a cesspool of hormones and emotion. And everyone is looking for a life raft.

At school, when they had to do group projects, Spencer always insisted on doing most of the work. The others will just screw it up, she always thought. They won’t do it as well as I can.

Remember what your grandfather said about the earth's being round at school and flat at home. He was a wise man and taught you what you need to know in Burma. It is the same in politics. Learn the arguments for socialism in the textbooks parrot them pass your exams. Never never argue. But keep within your own head and heart what you and everyone really knows that in the real world it is a system of incompetence and corruption and a project for ruining the country.

So I’ve gotten used to not complaining, and I’ve gotten used to not bothering Mom and Dad with little stuff. I’ve gotten used to figuring things out on my own: how to put toys together, how to organize my life so I don’t miss friends’ birthday parties, how to stay on top of my schoolwork so I never fall behind in class. I’ve never asked for help with my homework. Never needed reminding to finish a project or study for a test. If I was having trouble with a subject in school, I’d go home and study it until I figured it out on my own. I taught myself how to convert fractions into decimal points by going online. I’ve done every school project pretty much by myself. When Mom or Dad ask me how things are going in school, I’ve always said “good”—even when it hasn’t always been so good. My worst day, worst fall, worst headache, worst bruise, worst cramp, worst mean thing anyone could say has always been nothing compared to what August has gone through. This isn’t me being noble, by the way: it’s just the way I know it is.

A laboratory had been fitted up, army classes were instituted; they all said the character of the school was changing. And heaven only knew what further projects Mr. Perkins turned in that untidy head of his.

She works on her never-ending project for hours at a time. In art school they talked about day jobs in tones of horror. She never would have imagined that her day job would be the calmest and least cluttered part of her life.

The guiding visionary behind Project Spectrum is Howard Gardner, a psychologist at the Harvard School of Education.7 “The time has come,” Gardner told me, “to broaden our notion of the spectrum of talents. The single most important contribution education can make to a child’s development is to help him toward a field where his talents best suit him, where he will be satisfied and competent. We’ve completely lost sight of that. Instead we subject everyone to an education where, if you succeed, you will be best suited to be a college professor. And we evaluate everyone along the way according to whether they meet that narrow standard of success. We should spend less time ranking children and more time helping them to identify their natural competencies and gifts, and cultivate those. There are hundreds and hundreds of ways to succeed, and many, many different abilities that will help you get there.

I believe that we are henceforth incapable of returning to an order of moral life which would take the form of a simple submission to commandments or to an alien or supreme will, even if this will were represented as divine. We must accept as a positive good the critique of ethics and religion that has been undertaken by the school of suspicion. From it we have learned to understand that the commandment that gives death, not life, is a product and projection of our own weakness.

Even as a teenager, I understood that the absence of 1619 from mainstream history was intentional. People had made the choice not to teach us the significance of the year. And it followed that many other facts of history had been ignored or suppressed as well. What else hadn’t we been taught? I was starting to figure out that the histories we learn in school or, more casually, through popular culture, monuments, and political speeches rarely teach us the facts but only certain facts.

The millions of vacationers who came here every year before Katrina were mostly unaware of this poverty. French Quarter tourists were rarely exposed to the reality beneath the Disneyland Gomorrah that is projected as 'N'Awlins,' a phrasing I have never heard a local use and a place, as far as I can tell, that I have never encountered despite my years in the city. The seemingly average, white, middle-class Americans whooped it up on Bourbon Street without any thought of the third-world lives of so many of the city's citizens that existed under their noses. The husband and wife, clad in khaki shorts, feather boa, and Mardi Gras beads well out of season, beheld a child tap-dancing on the street for money and clapped along to his beat without considering the obvious fact that this was an early school-day afternoon and that the child should be learning to read, not dancing for money. Somehow they did not see their own child beneath the dancer's black visage. Nor, perhaps, did they see the crumbling buildings where the city's poor live as they traveled by cab from the French Quarter to Commander's Palace. They were on vacation and this was not their problem.

To do exciting, empowering research and leave it in academic journals and university libraries is like manufacturing unaffordable medicines for deadly diseases. We need to share our work in ways that people can assimilate, not in the private languages and forms of scholars...Those who are hungriest for what we dig up don't read scholarly journals and shouldn't have to. As historians we need to either be artists and community educations or find people who are and figure out how to collaborate with them. We can work with community groups to create original public history projects that really involved people. We can see to it that our work gets into at least the local popular culture through theater, murals, historical novels, posters, films, children's books, or a hundred other art forms. We can work with elementary and high school teachers to create curricula. Medicinal history is a form of healing and its purposes are conscious and overt.

If they stayed in a place more than a few weeks, Gil knew there was a danger that Mum would cave in to convention and send him to the local school. This riled them both. Presentation this day, project that day, try not to stand out, forever the new kid. Hide the bruises, hide the notes home, or else Mum might appear at the school stumbling and swearing. The other kids looking on, excited to see an adult unravel.

Hi, I’m Adele Czerny. I don’t really have a long speech. I mean, I sat through these things when I was your age, and they’re boring. I’m just going to say a few things about Noah and Raven Day. Did any of you guys know him?” In unison, Gansey and Adam started to lift their hands and just as quickly dropped them. Yes, they knew him. No, they had not known him. Noah, alive, had been before their time here. Noah, dead, was a phenomenon, not an acquaintance. “Well, you were missing out,” she said. “My mom always said he was a firecracker, which just meant he was always getting speeding tickets and jumping on tables at family reunions and stuff. He always had so many ideas. He was so hyper.” Adam and Gansey looked at each other. They had always had the sense that the Noah they knew was not the true Noah. It was just disconcerting to hear how much Noahness death had stripped. It was impossible to not wonder what Noah would have done with himself if he had lived. “Anyway, I’m here because I was actually the first one he told about his idea for Raven Day. He called me one evening, I guess it would’ve been when he was fourteen, and he told me he’d had this dream about ravens fighting and battling. He said they were all different colours and sizes and shapes, and he was inside them, and they were, like, swirling around him.” She motioned around herself in a whirlwind; she had Noah’s hands, Noah’s elbows. “And he told me, ‘I think it would be a cool art project.’ And I told him, ‘I’ll bet if everybody at the school made one, I bet you’d have enough.’ ” Gansey was aware that his arm hairs were standing up. “So they’re swooping and careening and there’s nothing but ravens, nothing but dreams all around you,” Adele said, only Gansey wasn’t sure if she had actually said it, or if he’d heard her wrong and he was just half-remembering something she’d already said. “Anyway, I know he’d like what it is like nowadays. So, um, thanks for remembering one of his crazy dreams.

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

That’s what high school’s for. You make plans and you don’t follow through. You dream and you can be brave when you’re dreaming, brave enough to imagine that there’s actually a yourself to find, brave enough to finish projects even though you were never born with endings, brave enough to plan volunteer trips even though you’d probably be dead of asphyxiation by the time you’re there because you’re always holding your breath as if that can keep you together.

Later, when they sat down and went over the figures closely, they found an interesting pattern. Adamowski had received fifty-one percent of the votes, cast by white persons. But the enormous black vote had given Daley his victory. The people who were trapped in the ghetto slums and the nightmarish public housing projects, the people who had the worst school system and were most often degraded by the Police Department, the people who received the fewest campaign promises and who were ignored as part of the campaign trail, had given him his third term. They had done it quietly, asking for nothing in return. Exactly what they got.

Alternatively, there are ‘political’ schools of history, slanted to discredit the actions of our past leaders, in order to support modern political movements. In all these cases, history is not an attempt to ascertain the truth, but a system of propaganda, devoted to the furtherance of modern projects, or the gratification of national vanity. Men can scarcely be blamed for not learning from the history they are taught. There is nothing to learn from it, because it is not true.

I often ask, "What do you want to work at? If you have the chance. When you get out of school, college, the service, etc." Some answer right off and tell their definite plans and projects, highly approved by Papa. I'm pleased for them* but it's a bit boring, because they are such squares. Quite a few will, with prompting, come out with astounding stereotyped, conceited fantasies, such as becoming a movie actor when they are "discovered" "like Marlon Brando, but in my own way." Very rarely somebody will, maybe defiantly and defensively, maybe diffidently but proudly, make you know that he knows very well what he is going to do; it is something great; and he is indeed already doing it, which is the real test. The usual answer, perhaps the normal answer, is "I don't know," meaning, "I'm looking; I haven't found the right thing; it's discouraging but not hopeless." But the terrible answer is, "Nothing." The young man doesn't want to do anything. I remember talking to half a dozen young fellows at Van Wagner's Beach outside of Hamilton, Ontario; and all of them had this one thing to say: "Nothing." They didn't believe that what to work at was the kind of thing one wanted. They rather expected that two or three of them would work for the electric company in town, but they couldn't care less, I turned away from the conversation abruptly because of the uncontrollable burning tears in my eyes and constriction in my chest. Not feeling sorry for them, but tears of frank dismay for the waste of our humanity (they were nice kids). And it is out of that incident that many years later I am writing this book.

Nothing has emerged more clearly from the Everyday Sexism Project than the urgent need for far more comprehensive mandatory sex-and-relationships education in schools, to include issues such as consent and respect, domestic violence and rape. It’s not just girls who need it so desperately. For boys porn provides some very scary, dictatorial lessons about what it means to be a man and how they are apparently expected to exert their male dominance over women. It is as unrealistic to expect them, unaided, to instinctively work out the difference between online porn and real, caring intimacy, as it is to demand the same intuition of young women. According

Acid filled Sara’s mouth. It wasn’t fair. That’s what Sara wanted to say. To scream at the top of her lungs. It just wasn’t fair. Lena wasn’t strong. She would bend, not break. She would recover from this tragedy the same easy way she recovered from every other tragedy before. Even if she lost Jared, Lena would always know what it felt like to have his child growing inside of her. She could always hold her baby’s hand and think of holding Jared’s. She could see her child laugh and learn and grow and play sports and do school projects and graduate from college and Lena would always, always remember her husband. She would see Jared in her grandchildren and great-grandchildren. On her deathbed, she would find peace in the knowledge that they had made something beautiful together. That even in death, they would both go on living. “Sara,” Faith said. “What’s happening here?” Sara wiped her eyes, angry that she was back in the same dark place she’d started at this morning. “Why does everything come so damn easy to her?” She struggled to speak. Her throat clenched around every word that wanted to come out of her mouth. “Everything just opens up, and she always walks through unscathed and—” Sara had to stop for breath. “It’s just so easy for her. She always has it so goddamn easy.

Away, then, with quacks and organizers! Away with their rings, chains, hooks, and pincers! Away with their artificial systems! Away with the whims of governmental administrators, their socialized projects, their centralization, their tariffs, their government schools, their state religions, their free credit, their bank monopolies, their regulations, their restrictions, their equalization by taxation, and their pious moralizations!

The breakdown of the neighborhoods also meant the end of what was essentially an extended family....With the breakdown of the extended family, too much pressure was put on the single family. Mom had no one to stay with Granny, who couldn't be depended on to set the house on fire while Mom was off grocery shopping. The people in the neighborhood weren't there to keep an idle eye out for the fourteen-year-old kid who was the local idiot, and treated with affection as well as tormented....So we came up with the idea of putting everybody in separate places. We lock them up in prisons, mental hospitals, geriatric housing projects, old-age homes, nursery schools, cheap suburbs that keep women and the kids of f the streets, expensive suburbs where everybody has their own yard and a front lawn that is tended by a gardener so all the front lawns look alike and nobody uses them anyway....the faster we lock them up, the higher up goes the crime rate, the suicide rate, the rate of mental breakdown. The way it's going, there'll be more of them than us pretty soon. Then you'll have to start asking questions about the percentage of the population that's not locked up, those that claim that the other fifty-five per cent is crazy, criminal, or senile. WE have to find some other way....So I started imagining....Suppose we built houses in a circle, or a square, or whatever, connected houses of varying sizes, but beautiful, simple. And outside, behind the houses, all the space usually given over to front and back lawns, would be common too. And there could be vegetable gardens, and fields and woods for the kids to play in. There's be problems about somebody picking the tomatoes somebody else planted, or the roses, or the kids trampling through the pea patch, but the fifty groups or individuals who lived in the houses would have complete charge and complete responsibility for what went on in their little enclave. At the other side of the houses, facing the, would be a little community center. It would have a community laundry -- why does everybody have to own a washing machine?-- and some playrooms and a little cafe and a communal kitchen. The cafe would be an outdoor one, with sliding glass panels to close it in in winter, like the ones in Paris. This wouldn't be a full commune: everybody would have their own way of earning a living, everybody would retain their own income, and the dwellings would be priced according to size. Each would have a little kitchen, in case people wanted to eat alone, a good-sized living space, but not enormous, because the community center would be there. Maybe the community center would be beautiful, lush even. With playrooms for the kids and the adults, and sitting rooms with books. But everyone in the community, from the smallest walking child, would have a job in it.

An architect is a generalist, not a specialist-the conductor of a symphony, not a virtuoso who plays every instrument perfectly. As a practitioner, an architect coordinates a team of professionals that include structural and mechanical engineers, interior designers, building-code consultants, landscape architects, specifications writers, contractors, and specialists from other disciplines. Typically, the interests of some team members will compete with the interests of others. An architect must know enough about each discipline to negotiate and synthesize competing demands while honoring the needs of the client and the integrity of the entire project.

The New Groupthink is also practiced in our schools, via an increasingly popular method of instruction called “cooperative” or “small group” learning. In many elementary schools, the traditional rows of seats facing the teacher have been replaced with “pods” of four or more desks pushed together to facilitate countless group learning activities. Even subjects like math and creative writing, which would seem to depend on solo flights of thought, are often taught as group projects. In one fourth-grade classroom I visited, a big sign announced the “Rules for Group Work,” including, YOU CAN’T ASK A TEACHER FOR HELP UNLESS EVERYONE IN YOUR GROUP HAS THE SAME QUESTION.

It’s not always so easy, it turns out, to identify your core personal projects. And it can be especially tough for introverts, who have spent so much of their lives conforming to extroverted norms that by the time they choose a career, or a calling, it feels perfectly normal to ignore their own preferences. They may be uncomfortable in law school or nursing school or in the marketing department, but no more so than they were back in middle school or summer camp.

Sadness has always been a part of me. That’s why my eyes look sad. Sadness hovers over my life and never leaves me. It knows all the places where I go to. And it finds me. Sometimes I do feel happy. And life looks beautiful. But these moments don’t stay as long as I want them to. And sadness visits me all over again. Sometimes I feel sad when there may not be any reason to be sad. Sadness has stayed with me throughout my school and college days. While my friends in those days preferred listening to rock and roll, I preferred listening to ghazals or sad or deeply meaningful songs. I was never the most popular boy at school. I had a few friends but I would be brooding alone most often. I wanted to know the meaning of life. I would most often stare at the sky and try look for answers. I somehow felt someone will speak to me from the sky. I have always felt a voice talking to me from the sky. But I feel lonely most often. I feel as if no one really loves anyone. There is no real love. The majority of people in this world believe in give and take. No person loves anyone unconditionally. When I realise this, I feel utterly sad. Because life is not about projecting an image. It is much more than that. It is about being authentic with ourselves and with others we meet in life.

From the line, watching, three things are striking: (a) what on TV is a brisk crack is here a whooming roar that apparently is what a shotgun really sounds like; (b) trapshooting looks comparatively easy, because now the stocky older guy who's replaced the trim bearded guy at the rail is also blowing these little fluorescent plates away one after the other, so that a steady rain of lumpy orange crud is falling into the Nadir's wake; (c) a clay pigeon, when shot, undergoes a frighteningly familiar-looking midflight peripeteia -- erupting material, changing vector, and plummeting seaward in a corkscrewy way that all eerily recalls footage of the 1986 Challenger disaster. All the shooters who precede me seem to fire with a kind of casual scorn, and all get eight out of ten or above. But it turns out that, of these six guys, three have military-combat backgrounds, another two are L. L. Bean-model-type brothers who spend weeks every year hunting various fast-flying species with their "Papa" in southern Canada, and the last has got not only his own earmuffs, plus his own shotgun in a special crushed-velvet-lined case, but also his own trapshooting range in his backyard (31) in North Carolina. When it's finally my turn, the earmuffs they give me have somebody else's ear-oil on them and don't fit my head very well. The gun itself is shockingly heavy and stinks of what I'm told is cordite, small pubic spirals of which are still exiting the barrel from the Korea-vet who preceded me and is tied for first with 10/10. The two brothers are the only entrants even near my age; both got scores of 9/10 and are now appraising me coolly from identical prep-school-slouch positions against the starboard rail. The Greek NCOs seem extremely bored. I am handed the heavy gun and told to "be bracing a hip" against the aft rail and then to place the stock of the weapon against, no, not the shoulder of my hold-the-gun arm but the shoulder of my pull-the-trigger arm. (My initial error in this latter regard results in a severely distorted aim that makes the Greek by the catapult do a rather neat drop-and-roll.) Let's not spend a lot of time drawing this whole incident out. Let me simply say that, yes, my own trapshooting score was noticeably lower than the other entrants' scores, then simply make a few disinterested observations for the benefit of any novice contemplating trapshooting from a 7NC Megaship, and then we'll move on: (1) A certain level of displayed ineptitude with a firearm will cause everyone who knows anything about firearms to converge on you all at the same time with cautions and advice and handy tips. (2) A lot of the advice in (1) boils down to exhortations to "lead" the launched pigeon, but nobody explains whether this means that the gun's barrel should move across the sky with the pigeon or should instead sort of lie in static ambush along some point in the pigeon's projected path. (3) Whatever a "hair trigger" is, a shotgun does not have one. (4) If you've never fired a gun before, the urge to close your eyes at the precise moment of concussion is, for all practical purposes, irresistible. (5) The well-known "kick" of a fired shotgun is no misnomer; it knocks you back several steps with your arms pinwheeling wildly for balance, which when you're holding a still-loaded gun results in mass screaming and ducking and then on the next shot a conspicuous thinning of the crowd in the 9-Aft gallery above. Finally, (6), know that an unshot discus's movement against the vast lapis lazuli dome of the open ocean's sky is sun-like -- i.e., orange and parabolic and right-to-left -- and that its disappearance into the sea is edge-first and splashless and sad.

Imagine if we taught baseball the way that we teach science,” says UC Berkeley psychologist Alison Gopnik. “We would tell kids about baseball in the first couple of years. By the time they got to be in junior high, maybe we’d give them a drill where they could throw the ball to second base, over and over and over again. In college, they’d get to reproduce great, famous baseball plays, and then they’d never actually get to play the game until they were in graduate school.” High-quality project-based learning is, essentially, playing ball. There

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

If you’re like most people, you’ll do one thing for two to three years, then something else for two to three years, and then—somewhere in that five- to seven-year distance from Yale—you’ll see a need to fully commit to something that’s a longer-term project: graduate school, for example, or a job you need to stick with for some real time. The question is: where do you need to be with yourself such that when the time comes to ‘cast your whole vote,’ you’re reasonably confident you’re not being either fear-based or ego-driven in your choice . . . that the journey you’re on is really yours, and not someone else’s? If you think of your first few jobs after Yale in this way—holistically and in terms of your growth as a person rather than as ladder rungs to a specific material outcome—you’re less likely to wake up at age forty-five married to a stranger.” Yikes!

I sometimes, in my sprightly moments, consider myself, in my great chair at school, as some dictator at the head of a common-wealth. In this little state I can discover all the great geniuses, all the surprising actions and revolutions of the great world in miniature. I have several renowned generals but three feet high, and several deep-projecting politicians in petticoats. I have others catching and dissecting flies, accumulating remarkable pebbles, cockleshells, etc., with as ardent curiosity as any virtuoso in the Royal Society …. At one table sits Mr. Insipid foppling and fluttering, spinning his whirligig, or playing with his fingers as gaily and wittily as any Frenchified coxcomb brandishes his cane and rattles his snuff box. At another sits the polemical divine, plodding and wrangling in his mind about Adam’s fall in which we sinned, all as his primer has it.

One also, in our milieu, simply didn't meet enough Americans to form an opinion. And when one did—this was in the days of crew-cuts and short-legged pants—they, too, often really did sport crew-cuts and trousers that mysteriously ended several inches short of the instep. Why was that? It obviously wasn't poverty. A colleague of my father's had a daughter who got herself married and found that an American friend she had met on holiday had offered to pay the whole cost of the nuptial feast. I forget the name of this paladin, but he had a crew-cut and amputated trouser-bottoms and a cigar stub and he came from a place called Yonkers, which seemed to me a ridiculous name to give to a suburb. (I, who had survived Crapstone… ) Anyway, once again one received a Henry Jamesian impression of brash generosity without overmuch refinement. There was a boy at my boarding school called Warren Powers Laird Myers, the son of an officer stationed at one of the many U.S. Air Force bases in Cambridgeshire. Trousers at The Leys School were uniform and regulation, but he still managed to show a bit of shin and to buzz-cut his hair. 'I am not a Yankee,' he informed me (he was from Norfolk, Virginia). 'I am a CON-federate.' From what I was then gleaning of the news from Dixie, this was unpromising. In our ranks we also had Jamie Auchincloss, a sprig of the Kennedy-Bouvier family that was then occupying the White House. His trousers managed to avoid covering his ankles also, though the fact that he shared a parent with Jackie Kennedy meant that anything he did was accepted as fashionable by definition. The pants of a man I'll call Mr. 'Miller,' a visiting American master who skillfully introduced me to J.D. Salinger, were also falling short of their mark. Mr. Miller's great teacher-feature was that he saw sexual imagery absolutely everywhere and was slightly too fond of pointing it out [...]. Meanwhile, and as I mentioned much earlier, the dominant images projected from the United States were of the attack-dog-and-firehose kind, with swag-bellied cops lying about themselves and the political succession changed as much by bullets as by ballots.

If you’re asking the schools to be the answer, you’re also asking a lot. If you take a kid from a bad background and expect the overburdened teachers to turn him around in seven hours a day, it might or might not happen. What about the other seventeen hours in a day? People often ask us if, through our research and experience, we can now predict which children are likely to become dangerous in later life. Roy Hazelwood’s answer is, “Sure. But so can any good elementary school teacher.” And if we can get them treatment early enough and intensively enough, it might make a difference. A significant role-model adult during the formative years can make a world of difference. Bill Tafoya, the special agent who served as our “futurist” at Quantico, advocated a minimum of a ten-year commitment of money and resources on the magnitude of what we sent into the Persian Gulf. He calls for a wide-scale reinstatement of Project Head Start, one of the most effective long-term, anticrime programs in history. He doesn’t think more police are the answer, but he would bring in “an army of social workers” to provide assistance for battered women, homeless families with children, to find good foster homes. And he would back it all up with tax incentive programs. I’m not sure this is the total answer, but it would certainly be an important start. Because the sad fact is, the shrinks can battle all they want, and my people and I can use psychology and behavioral science to help catch the criminals, but by the time we get to use our stuff, the severe damage has already been done.

Parent and Teacher Actions: 1. Ask children what their role models would do. Children feel free to take initiative when they look at problems through the eyes of originals. Ask children what they would like to improve in their family or school. Then have them identify a real person or fictional character they admire for being unusually creative and inventive. What would that person do in this situation? 2. Link good behaviors to moral character. Many parents and teachers praise helpful actions, but children are more generous when they’re commended for being helpful people—it becomes part of their identity. If you see a child do something good, try saying, “You’re a good person because you ___.” Children are also more ethical when they’re asked to be moral people—they want to earn the identity. If you want a child to share a toy, instead of asking, “Will you share?” ask, “Will you be a sharer?” 3. Explain how bad behaviors have consequences for others. When children misbehave, help them see how their actions hurt other people. “How do you think this made her feel?” As they consider the negative impact on others, children begin to feel empathy and guilt, which strengthens their motivation to right the wrong—and to avoid the action in the future. 4. Emphasize values over rules. Rules set limits that teach children to adopt a fixed view of the world. Values encourage children to internalize principles for themselves. When you talk about standards, like the parents of the Holocaust rescuers, describe why certain ideals matter to you and ask children why they’re important. 5. Create novel niches for children to pursue. Just as laterborns sought out more original niches when conventional ones were closed to them, there are ways to help children carve out niches. One of my favorite techniques is the Jigsaw Classroom: bring students together for a group project, and assign each of them a unique part. For example, when writing a book report on Eleanor Roosevelt’s life, one student worked on her childhood, another on her teenage years, and a third on her role in the women’s movement. Research shows that this reduces prejudice—children learn to value each other’s distinctive strengths. It can also give them the space to consider original ideas instead of falling victim to groupthink. To further enhance the opportunity for novel thinking, ask children to consider a different frame of reference. How would Roosevelt’s childhood have been different if she grew up in China? What battles would she have chosen to fight there?

It doesn’t help that I’m famous for a thing I started when I was a kid. I think of what it would be like if everyone was famous for a thing they did when they were thirteen: their middle school band, their seventh-grade science project, their eighth-grade play. The middle school years are the years to stumble, fall, and tuck under the rug as soon as you’re done with them because you’ve already outgrown them by the time you’re fifteen. But not for me. I’m cemented in people’s minds as the person I was when I was a kid. A person I feel like I’ve far outgrown. But the world won’t let me outgrow it. The world won’t let me be anyone else. The world only wants me to be Sam Puckett. I’m aware enough to know how fucking annoying and whiney this all sounds. Millions of people dream of being famous, and here I am with fame and hating it. I somehow feel entitled to my hatred since I was not the one who dreamed of being famous. Mom was. Mom pushed this on me. I’m allowed to hate someone else’s dream, even if it’s my reality.

There’s also the small detail that . . . I haven’t slept in twenty-four hours. Not a blink. And if past is prologue, there are going to be a lot of sleepless nights in my future. I’m a high school senior—I have exams to study for, projects to complete, extracurricular activities to activitize, lifelong memories to make—and now I have a business to run. Who the fuck has time for sleep? I jack up the volume on my phone and scoop a tablespoon of instant coffee grounds into my mouth—washing the bitter, spiky granules down with a gulp of black, cold coffee. We don’t serve instant for the coffee shop. Instant coffee is disgusting. But it serves a purpose. It’s effective—efficient. I love caffeine. Love it. The high, the rush, the feeling that I’m Wonder Woman’s long-lost cousin and there ain’t shit I can’t do. I would mainline it, if that were actually a thing. I would probably become a meth-head if it weren’t for the rotting-teeth, ruined-life, most-likely-dying-by-overdose elements of it all. I’m a high school senior, not an asshole.

It's an old story," Julia says, leaning back in her chair. "Only for me, it's new. I went to school for industrial design. All my life I've been fascinated by chairs - I know it sounds silly, but it's true. Form meets purpose in a chair. My parents thought I was crazy, but somehow I convinced them to pay my way to California. To study furniture design. I was all excited at first. It was totally unlike me to go so far away from home. But I was sick of the cold and sick of the snow. I figured a little sun might change my life. So I headed down to L.A. and roomed with a friend of an ex-girlfriend of my brother's. She was an aspiring radio actress, which meant she was home a lot. At first, I loved it. I didn't even let the summer go by. I dove right into my classes. Soon enough, I learned I couldn't just focus on chairs. I had to design spoons and toilet-bowl cleaners and thermostats. The math never bothered me, but the professors did. They could demolish you in a second without giving you a clue if how to rebuild. I spent more and more time in the studio, with other crazed students who guarded their projects like toy-jealous kids. I started to go for walks. Long walks. I couldn't go home because my roommate was always there. The sun was too much for me, so I'd stay indoors. I spent hours in supermarkets, walking aisle to aisle, picking up groceries and then putting them back. I went to bowling alleys and pharmacies. I rode buses that kept their lights on all night. I sat in Laundromats because once upon a time Laundromats made me happy. But now the hum of the machines sounded like life going past. Finally, one night I sat too long in the laundry. The woman who folded in the back - Alma - walked over to me and said, 'What are you doing here, girl?' And I knew that there wasn't any answer. There couldn't be any answer. And that's when I knew it was time to go.

back,” Daddy said. “It’ll work out.” He had no idea what to do about Helen. They spoke a completely different language. He was an old-timer who called school “schoolin”’ and called me “boy.” He had run off from Jim Crow in the South and felt that education, any education, was a privilege. Helen was far beyond that. Weeks passed, months, and Helen didn’t return. Finally Jack called. “I found her. She’s living with some crazy woman,” Jack said. She told Ma she didn’t know much about the lady other than that she wore a lot of scarves and used incense. Mommy got the address and went to the place herself. It was a dilapidated housing project near St. Nicholas Avenue, with junkies and winos standing out front. Mommy stepped past them and walked through a haze of reefer smoke and took the elevator to the eighth floor. She went to the apartment door and listened. There was music playing on a stereo inside, and the voice of someone on the phone. She knocked on the door. The stereo lowered. “Who is it?” someone asked. It sounded like Helen. “I’m here to see Helen,” Mommy said. Silence. “I know you’re there, Helen,” Mommy said. Silence. “Helen. I want you to come home. Whatever’s wrong we’ll fix. Just forget all of it and come on home.” From down the hallway, a doorway opened and a black woman watched in silence as the dark-haired, bowlegged white lady talked to the closed door. “Please come home, Helen.” The door had a peephole in it. The peephole slid back. A large black eye peered out. “Please come home, Helen. This is no place for you to be. Just come on home.” The peephole closed.

What is the value of sensitives? Look around: we live in a ugly and stupid world which could have been prevented if sensitives had been present, and had the power to influence things. That block-shaped, pressed concrete, ugly shopping mall? The princess would opine that no one could have any peace of mind with such hideous backgrounds, and demand something like a traditional building, with ornate spires and comfortable human spaces instead. Grating, two-note music ranting about copulation and projected sexual desire? No princess would want this crass gibberish around her, nor would she recognize music which neglected the finer parts of composition, melody, harmony, rhythm, and narrative. She would hire Schubert instead. Schools that treat students like livestock, jobs that are jails, marriages that are suicide pacts, and boring tract housing? Similarly, a princess would have no use for those, and perceive that these would be abusive to her so must be to others as well. As children, we made fun of the sensitivity of the princess. A pea, under twenty mattresses, really? The point — in the visual-metaphorical language of fable, religion, literature, and conspiracy theory — tells us that sensitivity is in fact needed, and it needs power to save the rest of us from what we do not yet perceive. In this story, the princess is simply a finer instrument. After twenty years, we might notice that we woke up tired in the mornings, and eventually investigate and find the pea, but she knew right away, intuitively and by the nature of her character. This is part of what makes an aristocrat.

was sprawled on the family-room couch, half asleep in front of a Clint Eastwood movie. A can of ginger ale and an empty bag of pretzels sat on the table in front of him. He opened one eye and saw Maura, then looked at Greg and winked. “Hey, little buddy . . . I see your ladyfriend is here.” Greg felt the urge to lash out, like he’d done with Eileen and Brittany at school on Friday morning. But this time he didn’t take the bait. He said, “We’re just copying some artwork. For a project we’re doing. And it’s gonna make noise. We have to.” Ross heaved himself up off the couch, shut off the TV, burped, mumbled, “’Scuse me” in Maura’s general direction, and went looking for a quieter place to waste another hour or two. Greg said, “I got this paper that’s good and bright, but it’s not as thick as regular copy paper. Makes it easier to fold.” After placing the first master sheet face down on the glass, he pushed Print, and then held up the copy for Maura to see. Pointing at a gray area, he said, “See that? I can change the settings and make that part darker. It ought to be solid black. Except for that, it’s a good copy.” The machine beeped as Greg made the change, and then he pushed the Print button.

If I am a parent, what is my relationship with my child? First of all, have I any relationship at all? The child happens to be my son or my daughter, but is there actually any relationship, any contact, companionship, communion between myself and my child, or am I too busy earning money, or whatever it is, and therefore pack him off to school? So I really have no contact or communion at all with the boy or the girl, have I? If I am a busy parent, as parents generally are, and I merely want my son to be something, a lawyer, a doctor, or an engineer, have I any relationship with him even though I have produced him? Do parents ever ask themselves why they have children? Do they have children to perpetuate their name, to carry on their property? Do they want children merely for the sake of their own delight, to satisfy their own emotional needs? If so, then the children become a mere projection of the desires and fears of their parents.

Ink was black, in inkwells and bottles, in the past. It would get all over your fingers because it would run and flow relentlessly. This inevitable messiness was the flip side of writing. I always felt caught between two kinds of black: that of the dirty and dirtying substance and that of the signs that miraculously emerged from it through the magic of wayward fountain pens, which, when dipped too deep in the inkwell, had a strong tendency to cover the paper with what used to be called “inkblots.” Oh, the miracle of a clear and possibly elegant sentence emerging from the sticky ink and wending its way between the blots! It is the black of meaning wrung from the black of matter. (…) Isn’t the most profound education the one that was afforded me at my childhood elementary school, the one that divides the ink sharply between thought become Letter and drive turned into splotches and blots? How will those who begin with the darkish gray on the palish gray of computer screens manage? Without the slightest inkblot? Won’t they think that thought is just another variation of formlessness, that the intellect is just a thin additional coat of gray over the gray of drive, and drive a mere stripping of the gray of the intellect? Everything in the world is the result of a creative and careful dosing of black as it is projected onto the formidable invariability of white. Anyone who hasn’t experienced this, and sooner rather than later, will never learn anything.

Paul Theroux on Blogging, Travel Writing, and Three Cups of Tea Speaking of books that contain an element of travel, Greg Mortenson's bestseller about Central Asia was in the news recently. Were you surprised by the allegations that Three Cups of Tea contained fabrications? No, I wasn't. One of the things The Tao of Travel shows is how unforthcoming most travel writers are, how most travelers are. They don't tell you who they were traveling with, and they're not very reliable about things that happened to them. For example, everyone loved John Steinbeck's book Travels With Charley. Turns out he didn't travel alone, his wife kept meeting him, yet she was never mentioned in the book. Steinbeck didn't go to all the places he mentioned, nor did he meet all the people he said he met. In other words, Travels With Charley is fiction, or at least half-fiction. As for Three Cups of Tea, I think that philanthropists and humanitarians are even less forthcoming about what they do. I guess this guy did build a couple of schools in Afghanistan, but a self-promoting humanitarian is not someone I have a great deal of trust or belief in. I lived for six years in Africa and I've been to Africa numerous times since then. People build schools for their own reasons—not to improve a country. The people I've known who've done great things of that type—you know, building hospitals, running schools—are very humble people. They give their lives to the project. Missionaries get a bad rap, but I've known missionaries in Africa who were very self-sacrificing and humble and who did great things. They ran schools, hospitals, libraries; they helped people. Some wrote dictionaries and translated languages that hadn't been written down. I saw a lot of missionaries in Africa that were doing that, and you would never know their names; they came and did their work, and now they're buried there. Are there travel books out there that feel especially honest to you? Many of the books I quote in The Tao of Travel feel honest. One of them, really the most heartfelt, is Christ Stopped at Eboli by Carlo Levi. Peter Matthiessen's The Snow Leopard is a very honest book. Jan Morris has written numerous books, and you can take what she says to the bank. But there are some that just don't feel right. Bruce Chatwin never rang true to me. Bill Bryson said that he would take a couple of people and make them into one composite character. Well, that's what novelists do. If you're a travel writer you have to stick to the facts.

THE DEVELOPMENT OF THE ARYAN INVASION THEORY Before the 1857 uprising it was recognized that British rule in India could not be sustained without a large number of supporters and collaborators from within the Indian population. Recognizing this, it was influential men like Thomas Babbington Macaulay, who, as Chairman of the Education Board, sought to set up an educational system modeled after the British system, which, in the case of India, would serve to undermine the Hindu tradition. While not a missionary himself, Macaulay came from a deeply religious family steeped in the Protestant Christian faith. His father was a Presbyterian minister and his mother a Quaker. He believed that the conversion of Hindus to Christianity held the answer to the problems of administering India. His idea was to create a class of English educated elite that would repudiate its tradition and become British collaborators. In 1836, while serving as chairman of the Education Board in India, he enthusiastically wrote his father about his idea and how it was proceeding: “Our English schools are flourishing wonderfully. The effect of this education on the Hindus is prodigious... It is my belief that if our plans of education are followed up, there will not be a single idolator among the respectable classes in Bengal thirty years hence. And this will be effected without any efforts to proselytise, without the smallest interference with religious liberty, by natural operation of knowledge and reflection. I heartily rejoice in the project.

I feel that quarantine has brought me closer to other people, to everyone. Like, we are all finally on the same page now. I have spent my life attending to, and cultivating, my inner world. Moving outwards from what is within my heart and within the deepest recesses of my mind. "From-in-to-out" has always been my mode of living. I have always looked at everyone else and thought that they fill their hearts and their minds with static noise, so much noise. They feel things, but then they can just go and drown all of that in work immersion; they have pressing issues on their minds, but they can just go and drown the sounds of their own thoughts in a one-night-stand; they have wounds on their spirits, but they can evade feeling those wounds and healing them, by blowing themselves into larger-than-life projections in the workplace, at school, on social media. So much noise, just so much noise. I feel as though, all my life, I have been screaming at the world, begging people to go inward, to face their angels and their demons, to know themselves. Now in quarantine, I think everyone is forced to do exactly that. The world is forced into a quietness that should of happened long ago, every day, all the time. A quietness of retreating into the knowledge of, and the acquaintance with, the mind, the heart. I feel that now, at long last, everybody else is on the same page as myself. Being alone in quarantine is not mentally or emotionally or spiritually difficult for me. This is because I know the person I am with, I know me. And I like her.

Three researchers at Stanford University noticed the same thing about the undergraduates they were teaching, and they decided to study it. First, they noticed that while all the students seemed to use digital devices incessantly, not all students did. True to stereotype, some kids were zombified, hyperdigital users. But some kids used their devices in a low-key fashion: not all the time, and not with two dozen windows open simultaneously. The researchers called the first category of students Heavy Media Multitaskers. Their less frantic colleagues were called Light Media Multitaskers. If you asked heavy users to concentrate on a problem while simultaneously giving them lots of distractions, the researchers wondered, how good was their ability to maintain focus? The hypothesis: Compared to light users, the heavy users would be faster and more accurate at switching from one task to another, because they were already so used to switching between browser windows and projects and media inputs. The hypothesis was wrong. In every attentional test the researchers threw at these students, the heavy users did consistently worse than the light users. Sometimes dramatically worse. They weren’t as good at filtering out irrelevant information. They couldn’t organize their memories as well. And they did worse on every task-switching experiment. Psychologist Eyal Ophir, an author of the study, said of the heavy users: “They couldn’t help thinking about the task they weren’t doing. The high multitaskers are always drawing from all the information in front of them. They can’t keep things separate in their minds.” This is just the latest illustration of the fact that the brain cannot multitask. Even if you are a Stanford student in the heart of Silicon Valley.

Yes, our social and economic circumstances shape decisions we make about all sorts of things in life, including sex. Sometimes they rob us of the power to make any decisions at all. But of all human activity, sex is among the least likely to fit neatly into the blueprint of rational decision making favoured by economists. To quote my friend Claire in Istanbul, sex is about 'conquest, fantasy, projection, infatuation, mood, anger, vanity, love, pissing off your parents, the risk of getting caught, the pleasure of cuddling afterwards, the thrill of having a secret, feeling desirable, feeling like a man, feeling like a woman, bragging to your mates the next day, getting to see what someone looks like naked and a million-and-one-other-things.' When sex isn't fun, it is often lucrative, or part of a bargain which gives you access to something you want or need. If HIV is spread by 'poverty and gender equality', how come countries that have plenty of both, such as Bangladesh, have virtually no HIV? How come South Africa and Botswana, which have the highest female literacy and per capita incomes in Africa, are awash with HIV, while countries that score low on both - such as Guinea, Somalia, Mali, and Sierra Leone - have epidemics that are negligible by comparison? How come in country after country across Africa itself, from Cameroon to Uganda to Zimbabwe and in a dozen other countries as well, HIV is lowest in the poorest households, and highest in the richest households? And how is it that in many countries, more educated women are more likely to be infested with HIV than women with no schooling? For all its cultural and political overtones, HIV is an infectious disease. Forgive me for thinking like an epidemiologist, but it seems to me that if we want to explain why there is more of it in one place than another, we should go back and take a look at the way it is spread.

Let me tell you a joke, Rora said. Mujo wakes up one day, after a long night of drinking, and asks himself what the meaning of life is. He goes to work, but realizes that is not what life is or should be. He decides to read some philosophy and for years studies everything from the old Greeks onward, but can't find the meaning of life. Maybe it's the family, he thinks, so he spends time with his wife, Fata, and the kids, but finds no meaning in that and so he leaves them. He thinks, Maybe helping others is the meaning of life, so he goes to medical school, graduates with flying colors, goes to Africa to cure malaria and transplants hearts, but cannot discover the meaning of life. He thinks, maybe it's the wealth, so he becomes a businessman, starts making money hand over fist, millions of dollars, buys everything there is to buy, but that is not what life is about. Then he turns to poverty and humility and such, so he gives everything away and begs on the streets, but still he cannot see what life is. He thinks maybe it is literature: he writes novel upon novel, but the more he writes the more obscure the meaning of life becomes. He turns to God, lives the life of a dervish, reads and contemplates the Holy Book of Islam - still, nothing. He studies Christianity, then Judaism, then Buddhism, then everything else - no meaning of life there. Finally, he hears about a guru living high up in the mountains somewhere in the East. The guru, they say, knows what the meaning of life is. So Mujo goes east, travels for years, walks roads, climbs the mountain, finds the stairs that lead up to the guru. He ascends the stairs, tens of thousands of them, nearly dies getting up there. At the top, there are millions of pilgrims, he has to wait for months to get to the guru. Eventually it is his turn, he goes to a place under a big tree, and there sits the naked guru, his legs crossed, his eyes closed, meditating, perfectly peaceful - he surely knows the meaning of life, Mujo says: I have dedicated my life to discovering the meaning of life and I have failed, so I have come to ask you humbly, O Master, to divulge the secret to me. The guru opens his eyes, looks at Mujo, and calmly says, My friend, life is a river. Mujo stares at him for a long time, cannot believe what he heard. What's life again? Mujo asks. Life is a river, the guru says. Mujo nods and says, You turd of turds, you goddamn stupid piece of shit, you motherfucking cocksucking asshole. I have wasted my life and come all this way for you to tell me that life is a fucking river. A river? Are you kidding me? That is the stupidest, emptiest fucking thing I have ever heard. Is that what you spent your life figuring out? And the guru says, What? It is not a river? Are you saying it is not a river?

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

From an interview with Susie Bright: SB: You were recently reviewed by the New York Times. How do you think the mainstream media regards sex museums, schools and cultural centers these days? What's their spin versus your own observations? [Note: Here's the article Susie mentions: http://www.nytimes.com/2005/12/05/nat... ] CQ: Lots of people have seen the little NY Times article, which was about an event we did, the Belle Bizarre Bazaar -- a holiday shopping fair where most of the vendors were sex workers selling sexy stuff. Proceeds went to our Exotic Dancers' Education Project, providing dancers with skills that will help them maximize their potential and choices. This event got into the Times despite the worries of its author, a journalist who'd been posted over by her editor. She thought the Times was way too conservative for the likes of us, which may be true, except they now have so many column inches to fill with distracting stuff that isn't about Judith Miller! The one thing the Times article does not do is present the spectrum of the Center for Sex & Culture's work, especially the academic and serious side of what we do. This, I think, points to the real answer to your question: mainstream media culture remains quite nervous and touchy about sex-related issues, especially those that take sex really seriously. A frivolous take (or a good, juicy, shocking angle) on a sex story works for the mainstream press: a sex-positive and serious take, not so much. When the San Francisco Chronicle did its article about us a year ago, the writer focused just on our porn collection. Now, we very much value that, but we also collect academic journals and sex education materials, and not a word about those! I think this is one really essential linchpin of sex-negative or erotophobic culture, that sex is only allowed to be either light or heavy, and when it's heavy, it's about really heavy issues like abuse. Recently I gave some quotes about something-or-other for a Cosmo story and the editors didn't want to use the term "sexologist" to describe me, saying that it wasn't a real word! You know, stuff like that from the Times would not be all that surprising, but Cosmo is now policing the language? Please!

For many years there have been rumours of mind control experiments. in the United States. In the early 1970s, the first of the declassified information was obtained by author John Marks for his pioneering work, The Search For the Manchurian Candidate. Over time retired or disillusioned CIA agents and contract employees have broken the oath of secrecy to reveal small portions of their clandestine work. In addition, some research work subcontracted to university researchers has been found to have been underwritten and directed by the CIA. There were 'terminal experiments' in Canada's McGill University and less dramatic but equally wayward programmes at the University of California at Los Angeles, the University of Rochester, the University of Michigan and numerous other institutions. Many times the money went through foundations that were fronts or the CIA. In most instances, only the lead researcher was aware who his or her real benefactor was, though the individual was not always told the ultimate use for the information being gleaned. In 1991, when the United States finally signed the 1964 Helsinki Accords that forbids such practices, any of the programmes overseen by the intelligence community involving children were to come to an end. However, a source recently conveyed to us that such programmes continue today under the auspices of the CIA's Office of Research and Development. The children in the original experiments are now adults. Some have been able to go to college or technical schools, get jobs. get married, start families and become part of mainstream America. Some have never healed. The original men and women who devised the early experimental programmes are, at this point, usually retired or deceased. The laboratory assistants, often graduate and postdoctoral students, have gone on to other programmes, other research. Undoubtedly many of them never knew the breadth of the work of which they had been part. They also probably did not know of the controlled violence utilised in some tests and preparations. Many of the 'handlers' assigned to reinforce the separation of ego states have gone into other pursuits. But some have remained or have keen replaced. Some of the 'lab rats' whom they kept in in a climate of readiness, responding to the psychological triggers that would assure their continued involvement in whatever project the leaders desired, no longer have this constant reinforcement. Some of the minds have gradually stopped suppression of their past experiences. So it is with Cheryl, and now her sister Lynn.

Predominantly inattentive type Perhaps the majority of girls with AD/HD fall into the primarily inattentive type, and are most likely to go undiagnosed. Generally, these girls are more compliant than disruptive and get by rather passively in the academic arena. They may be hypoactive or lethargic. In the extreme, they may even seem narcoleptic. Because they do not appear to stray from cultural norms, they will rarely come to the attention of their teacher. Early report cards of an inattentive type girl may read, "She is such a sweet little girl. She must try harder to speak up in class." She is often a shy daydreamer who avoids drawing attention to herself. Fearful of expressing herself in class, she is concerned that she will be ridiculed or wrong. She often feels awkward, and may nervously twirl the ends of her hair. Her preferred seating position is in the rear of the classroom. She may appear to be listening to the teacher, even when she has drifted off and her thoughts are far away. These girls avoid challenges, are easily discouraged, and tend to give up quickly. Their lack of confidence in themselves is reflected in their failure excuses, such as, "I can't," "It's too hard," or "I used to know it, but I can't remember it now." The inattentive girl is likely to be disorganized, forgetful, and often anxious about her school work. Teachers may be frustrated because she does not finish class work on time. She may mistakenly be judged as less bright than she really is. These girls are reluctant to volunteer for a project orjoin a group of peers at recess. They worry that other children will humiliate them if they make a mistake, which they are sure they will. Indeed, one of their greatest fears is being called on in class; they may stare down at their book to avoid eye contact with the teacher, hoping that the teacher will forget they exist for the moment. Because interactions with the teacher are often anxiety-ridden, these girls may have trouble expressing themselves, even when they know the answer. Sometimes, it is concluded that they have problems with central auditory processing or expressive language skills. More likely, their anxiety interferes with their concentration, temporarily reducing their capacity to both speak and listen. Generally, these girls don't experience this problem around family or close friends, where they are more relaxed. Inattentive type girls with a high IQ and no learning disabilities will be diagnosed with AD/HD very late, if ever. These bright girls have the ability and the resources to compensate for their cognitive challenges, but it's a mixed blessing. Their psychological distress is internalized, making it less obvious, but no less damaging. Some of these girls will go unnoticed until college or beyond, and many are never diagnosed they are left to live with chronic stress that may develop into anxiety and depression as their exhausting, hidden efforts to succeed take their toll. Issues

And then, as slowly as the light fades on a calm winter evening, something went out of our relationship. I say that selfishly. Perhaps I started to look for something which had never been there in the first place: passion, romance. I aresay that as I entered my forties I had a sense that somehow life was going past me. I had hardly experienced those emotions which for me have mostly come from reading books or watching television. I suppose that if there was anything unsatisfactory in our marriage, it was in my perception of it—the reality was unchanged. Perhaps I grew up from childhood to manhood too quickly. One minute I was cutting up frogs in the science lab at school, the next I was working for the National Centre for Fisheries Excellence and counting freshwater mussel populations on riverbeds. Somewhere in between, something had passed me by: adolescence, perhaps? Something immature, foolish yet intensely emotive, like those favourite songs I had recalled dimly as if being played on a distant radio, almost too far away to make out the words. I had doubts, yearnings, but I did not know why or what for. Whenever I tried to analyse our lives, and talk about it with Mary, she would say, ‘Darling, you are on the way to becoming one of the leading authorities in the world on caddis fly larvae. Don’t allow anything to deflect you from that. You may be rather inadequately paid, certainly compared with me you are, but excellence in any field is an achievement beyond value.’ I don’t know when we started drifting apart. When I told Mary about the project—I mean about researching the possibility of a salmon fishery in the Yemen—something changed. If there was a defining moment in our marriage, then that was it. It was ironical, in a sense. For the first time in my life I was doing something which might bring me international recognition and certainly would make me considerably better off—I could live for years off the lecture circuit alone, if the project was even half successful. Mary didn’t like it. I don’t know what part she didn’t like: the fact I might become more famous than her, the fact I might even become better paid than her. That makes her sound carping.

Mr. Haverstrom closes the door, leaving Patrick and me alone in the hallway. Pat smiles slickly, leaning in toward me. I step back until I press against the wall. It’s uncomfortable—but not threatening. Mostly because in addition to racquetball I’ve practiced aikido for years. So if Patrick tries anything funny, he’s in for a very painful surprise. “Let’s be honest, Sarah: you know and I know the last thing you want to do is give a presentation in front of hundreds of people—your colleagues.” My heart tries to crawl into my throat. “So, how about this? You do the research portion, slides and such that I don’t really have time for, and I’ll take care of the presentation, giving you half the credit of course.” Of course. I’ve heard this song before—in school “group projects” where I, the quiet girl, did all the work, but the smoothest, loudest talker took all the glory. “I’ll get Haverstrom to agree on Saturday—I’m like a son to him,” Pat explains before leaning close enough that I can smell the garlic on his breath. “Let Big Pat take care of it. What do you say?” I say there’s a special place in hell for people who refer to themselves in the third person. But before I can respond, Willard’s firm, sure voice travels down the hall. “I think you should back off, Nolan. Sarah’s not just ‘up for it,’ she’ll be fantastic at it.” Pat waves his hand. “Quiet, midge—the adults are talking.” And the adrenaline comes rushing back, but this time it’s not anxiety-induced—it’s anger. Indignation. I push off the wall. “Don’t call him that.” “He doesn’t mind.” “I mind.” He stares at me with something akin to surprise. Then scoffs and turns to Willard. “You always let a woman fight your battles?” I take another step forward, forcing him to move back. “You think I can’t fight a battle because I’m a woman?” “No, I think you can’t fight a battle because you’re a woman who can barely string three words together if more than two people are in the room.” I’m not hurt by the observation. For the most part, it’s true. But not this time. I smile slowly, devilishly. Suddenly, I’m Cathy Linton come to life—headstrong and proud. “There are more than two people standing here right now. And I’ve got more than three words for you: fuck off, you arrogant, self-righteous swamp donkey.” His expression is almost funny. Like he can’t decide if he’s more shocked that I know the word fuck or that I said it out loud to him—and not in the good way. Then his face hardens and he points at me. “That’s what I get for trying to help your mute arse? Have fun making a fool of yourself.” I don’t blink until he’s down the stairs and gone. Willard slow-claps as he walks down the hall to me. “Swamp donkey?” I shrug. “It just came to me.” “Impressive.” Then he bows and kisses the back of my hand. “You were magnificent.” “Not half bad, right? It felt good.” “And you didn’t blush once.” I push my dark hair out of my face, laughing self-consciously. “Seems like I forget all about being nervous when I’m defending someone else.” Willard nods. “Good. And though I hate to be the twat who points it out, there’s something else you should probably start thinking about straight away.” “What’s that?” “The presentation in front of hundreds of people.” And just like that, the tight, sickly feeling washes back over me. So this is what doomed feels like. I lean against the wall. “Oh, broccoli balls.

RICHARD FEYNMAN LETTER TO ARLINE FEYNMAN, 1946 Richard Feynman (1918–1988) shared the 1965 Nobel Prize in Physics for his work on quantum electrodynamics. Unrivaled in his generation for his brilliance and innovation, he was also known for being witty, warm, and unconventional. Those last three qualities were particularly evident in this letter, which he wrote to his wife Arline nearly two years after her death from tuberculosis. Feynman and Arline had been high school sweethearts and married in their twenties. Feynman’s second marriage, in 1952, ended in divorce two years later. His third marriage, in 1960, lasted until his death. D’Arline, I adore you, sweetheart. I know how much you like to hear that—but I don’t only write it because you like it—I write it because it makes me warm all over inside to write it to you. It is such a terribly long time since I last wrote to you—almost two years but I know you’ll excuse me because you understand how I am, stubborn and realistic; & I thought there was no sense to writing. But now I know my darling wife that it is right to do what I have delayed in doing, and that I have done so much in the past. I want to tell you I love you. I want to love you. I always will love you. I find it hard to understand in my mind what it means to love you after you are dead—but I still want to comfort and take care of you—and I want you to love me and care for me. I want to have problems to discuss with you—I want to do little projects with you. I never thought until just now that we can do that together. What should we do. We started to learn to make clothes together—or learn Chinese—or getting a movie projector. Can’t I do something now. No. I am alone without you and you were the “idea-woman” and general instigator of all our wild adventures. When you were sick you worried because you could not give me something that you wanted to & thought I needed. You needn’t have worried. Just as I told you then there was no real need because I loved you in so many ways so much. And now it is clearly even more true—you can give me nothing now yet I love you so that you stand in my way of loving anyone else—but I want you to stand there. You, dead, are so much better than anyone else alive. I know you will assure me that I am foolish & that you want me to have full happiness & don’t want to be in my way. I’ll bet you are surprised that I don’t even have a girl friend (except you, sweetheart) after two years. But you can’t help it, darling, nor can I—I don’t understand it, for I have met many girls & very nice ones and I don’t want to remain alone—but in two or three meetings they all seem ashes. You only are left to me. You are real. My darling wife, I do adore you. I love my wife. My wife is dead. Rich. P.S. Please excuse my not mailing this—but I don’t know your new address.