School Recess Quotes

I used to think that when I grew up there wouldn't be so many rules. Back in elementary school there were rules about what entrance you used in the morning, what door you used going home, when you could talk in the library, how many paper towels you could use in the rest room, and how many drinks of water you could get during recess. And there was always somebody watching to make sure. What I'm finding out about growing older is that there are just as many rules about lots of things, but there's nobody watching.

Sadly, our educational system, as well as many of the methods that profess to treat trauma, tend to bypass this emotional-engagement system and focus instead on recruiting the cognitive capacities of the mind. Despite the well-documented effects of anger, fear, and anxiety on the ability to reason, many programs continue to ignore the need to engage the safety system of the brain before trying to promote new ways of thinking. The last things that should be cut from school schedules are chorus, physical education, recess, and anything else involving movement, play, and joyful engagement.

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

The Night Vale PTA released a statement today saying that if the School Board could not promise to prevent children from learning about dangerous activities like drug use and library science during recess periods, they would be blocking all school entrances with their bodies. They pulled hundreds of bodies out from trucks, saying, “We own all of these bodies and we will not hesitate to use them to create great flesh barricades if that is what it takes to prevent our children from learning.

If you skip one class, everyone knows about it. The teacher will track you down, or one of the guidance counselors will track you down and ask if you're smoking pot. According to the geniuses running this place, the only reason you would skip class is if you're smoking pot, though I actually find my classes more enjoyable when I'm high.

FIFTH GRADE WAS different. That was the year to get ready for middle school. Fifth grade meant passing classes. It meant no morning recess. It meant real letter grades on your report cards. But most of all, it meant Mrs. Granger.

Beware of all politicians everywhere. They excelled at recess when they were in school but have excelled at little since.

I've never had any summer lovin'. And I've never had any school year lovin', either. I've never had a boyfriend. I've never hooked up with a guy. And this morning, on my Internet browser, an article popped up about women marrying themselves. Even my wireless connection knows I'm alone.

It's ridiculous. Here I sit in my little room, I, Brigge, who have got to be twenty-eight years old and about whom no one knows. I sit here and am nothing. And yet this nothing begins to think and thinks, up five flights of stairs, these thoughts on a gray Paris afternoon: Is it possible, this nothing thinks, that one has not yet seen, recognized, and said anything real and important? Is it possible that one has had thousands of years of time to look, reflect, and write down, and that one has let the millennia pass away like a school recess in which one eats one's sandwich and an apple? Yes, it is possible. ...Is it possible that in spite of inventions and progress, in spite of culture, religion, and worldly wisdom, that one has remained on the surface of life? Is it possible that one has even covered this surface, which would at least have been something, with an incredibly dull slipcover, so that it looks like living-room furniture during the summer vacation? Yes, it is possible. Is it possible that the whole history of the world has been misunderstood? Is it possible that the past is false because one has always spoken of its masses, as if one was telling about a coming together of many people, instead of telling about the one person they were standing around, because he was alien and died? Yes, it is possible. Is it possible that one believed one has to make up for everything that happened before one was born? Is it possible one would have to remind every single person that he arose from all earlier people so that he would know it, and not let himself be talked out of it by the others, who see it differently? Yes, it is possible. Is it possible that all these people know very precisely a past that never was? Is it possible that everything real is nothing to them; that their life takes its course, connected to nothing, like a clock in an empty room? Yes, it is possible. Is it possible that one knows nothing about girls, who are nevertheless alive? Is it possible that one says "the women", "the children", "the boys", and doesn't suspect (in spite of all one's education doesn't suspect) that for the longest time these words have no longer had a plural, but only innumerable singulars? Yes, it is possible. Is it possible that there are people who say "God" and think it is something they have in common? Just look at two schoolboys: one buys himself a knife, and the same day his neighbor buys one just like it. And after a week they show each other their knives and it turns out that they bear only the remotest resemblance to each other-so differently have they developed in different hands (Well, the mother of one of them says, if you boys always have to wear everything out right away). Ah, so: is it possible to believe that one could have a God without using him? Yes, it is possible. But, if all this is possible, has even an appearance of possibility-then for heaven's sake something has to happen. The first person who comes along, the one who has had this disquieting thought, must begin to accomplish some of what has been missed; even if he is just anyone, not the most suitable person: there is simply no one else there. This young, irrelevant foreigner, Brigge, will have to sit himself down five flights up and write, day and night, he will just have to write, and that will be that.

She gave him a happy look as he followed her out on the water-soaked wooden walk. "This could be fun," she said, then turned, took a running step, and did a couple of back flips—like a middle-school kid at recess. He stopped where he was, lust and love and fear rising up in a surge of emotion he did not, for all his years, have any idea how to deal with. "What?" she asked, a little breathless from her gymnastics. She brushed her wavy hair out of her face and gave him a serious look. "Is there something wrong?" He could hardly tell her that he was afraid because he didn’t know what he’d do if something happened to her. That his sudden, unexpected reaction had brought Brother Wolf to the fore. She threw his balance off; his control—which had become almost effortless over the years—was erratic at best.

We are in a boy recession," Eugene repeats. "There's been a sudden, drastic decrease in the male population at this school. And I'm gonna take advantage of it.

I could kiss that girl. And ya know what? I will kiss that girl. As soon as I get back to school, I'm gonna grab her, and I'm gonna kiss her.

So you think the best way to prepare kids for the real world is to bus them to a government institution where they're forced to spend all day isolated with children of their own age and adults who are paid to be with them, placed in classes that are too big to allow more than a few minutes of personal interaction with the teacher-then spend probably an hour or more everyday waiting in lunch lines, car lines, bathroom lines, recess lines, classroom lines, and are forced to progress at the speed of the slowest child in class?

People can learn to control and change their behavior, but only if they feel safe enough to experiment with new solutions. The body keeps the score: If trauma is encoded in heartbreaking and gut-wrenching sensations, then our first priority is to help people move out of fight-or-flight states, reorganize their perception of danger, and manage relationships. Where traumatized children are concerned, the last things we should be cutting from school schedules are the activities that can do precisely that: chorus, physical education, recess, and anything else that involves movement, play, and other forms of joyful engagement.

Let me give you some advice here: People who want to have the sex talk with you will act the same way as people who want to murder you. First they get you in their car, so they're in control and you can't escape. Then they drive you someplace in the middle of nowhere.

My love life couldn't be more nonexistent if Julius was all all-girls' boarding school with a moat full of alligators around it.

Eugene's got a fake ID, and he actually gets away with using it because he looks like he's thirty-six, thanks to his devotion to tasseled shoes and his ridiculous carpet of chest hair.

In many schools, teachers have been told, falsely, that there is an “opportunity zone” in which a child’s gender identification is malleable. They have used this zone to try to stamp out boyhood: banning same-sex play groups and birthday parties, forcing children to do gender-atypical activities, suspending boys who run during recess or play cops and robbers. In her book the War Against Boys, the philosopher Christina Hoff Sommers rightly calls this agenda “meddlesome, abusive and quite beyond what educators in a free society are mandated to do(172).

We bumped into other silent lines of kids going in the same direction. We looked like we were much younger and our lines were headed to the cafeteria or recess or the carpool line. Or it could’ve been a fire drill. Except for the stone-faced police officers weaving between us with rifles.

In desperation, I’d tried to find a part-time after-school job, just to earn some walking-around money. I applied for dozens of tech support and programming jobs (mostly grunt construction work, coding parts of OASIS malls and office buildings), but it was completely hopeless. Millions of college-educated adults couldn’t get one of those jobs. The Great Recession was now entering its third decade, and unemployment was still at a record high. Even the fast-food joints in my neighborhood had a two-year waiting list for job applicants. So I remained stuck at school. I felt like a kid standing in the world’s greatest video arcade without any quarters, unable to do anything but walk around and watch the other kids play.

Millennials: We lost the genetic lottery. We graduated high school into terrorist attacks and wars. We graduated college into a recession and mounds of debt. We will never acquire the financial cushion, employment stability, and material possessions of our parents. We are often more educated, experienced, informed, and digitally fluent than prior generations, yet are constantly haunted by the trauma of coming of age during the detonation of the societal structure we were born into. But perhaps we are overlooking the silver lining. We will have less money to buy the material possessions that entrap us. We will have more compassion and empathy because our struggles have taught us that even the most privileged can fall from grace. We will have the courage to pursue our dreams because we have absolutely nothing to lose. We will experience the world through backpacking, couch surfing, and carrying on interesting conversations with adventurers in hostels because our bank accounts can't supply the Americanized resorts. Our hardships will obligate us to develop spiritual and intellectual substance. Maybe having roommates and buying our clothes at thrift stores isn't so horrible as long as we are making a point to pursue genuine happiness.

I know some kids actually like school, but I honestly can’t say I do. I like some parts of school, like PE and computer class. And lunch and recess. But all in all, I’d be fine without school. And the thing I hate the most about school is all the homework we get.

So that's how we end up helping Aviva pick out a male escort. Even Darcy is impressed with Eugene's organization; each profile in the boy binder has two pictures, a head shot and a full-body shot, and lists essential information: age, school, height, weight, extracurriculars, hobbies, and dance ability (which ranges from "occasional Dance Dance Revolution participation" to "so good he could back up the Biebs").

vast majority of challenging kids already know how we want them to behave. They know they’re supposed to do what they’re told. They know they’re not supposed to disrupt the learning of their classmates or run out of the school when they’re upset or embarrassed. And they know they’re not supposed to hit people, swear, or call out in class. So they don’t need us to put lots of effort into teaching them how we want them to behave. And while this may be hard to believe, most challenging kids already want to behave the right way. They don’t need us to continue giving them stickers, depriving them of recess, or suspending them from school; they’re already motivated. They need something else from us.

Her moral training, both at the schools she attended and at home, was negative in nature, prohibitive in intent, and almost entirely sexual. The sexuality, however, was indirect and unacknowledged; therefore it suffused every other part of her education, which received most of its energy from that recessive and unspoken moral force. She learned that she would have duties toward her husband and family and that she must fulfill them.

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

You're more romantic than a Taylor Swift song

Great. Darcy is the ruler of our school. Prety soon, Julius is going to be like Singapore - you'll get a $500 fine for chewing gum or making out in the hallways.

This drastic treatment worked, and John recovered sufficiently to attend the last three weeks of school before the summer recess, but he was left with lung problems for the rest of his life.

Because I could not stop for Death" (479) Because I could not stop for Death – He kindly stopped for me – The Carriage held but just Ourselves – And Immortality. We slowly drove – He knew no haste And I had put away My labor and my leisure too, For His Civility – We passed the School, where Children strove At Recess – in the Ring – We passed the Fields of Gazing Grain – We passed the Setting Sun – Or rather – He passed Us – The Dews drew quivering and Chill – For only Gossamer, my Gown – My Tippet – only Tulle – We paused before a House that seemed A Swelling of the Ground – The Roof was scarcely visible – The Cornice – in the Ground – Since then – 'tis Centuries – and yet Feels shorter than the Day I first surmised the Horses' Heads Were toward Eternity –

It was a generation growing in its disillusionment about the deepening recession and the backroom handshakes and greedy deals for private little pots of gold that created the largest financial meltdown since the Great Depression. As heirs to the throne, we all knew, of course, how bad the economy was, and our dreams, the ones we were told were all right to dream, were teetering gradually toward disintegration. However, on that night, everyone seemed physically at ease and exempt from life’s worries with final exams over and bar class a distant dream with a week before the first lecture, and as I looked around at the jubilant faces and loud voices, if you listened carefully enough you could almost hear the culmination of three years in the breath of the night gasp in an exultant sigh as if to say, “Law school was over at last!

Food comas - known as postprandial somnolence by people who liked to get bean up during recess - are fine when you're relaxing with friends or family, but they're a major setback when you have exams and papers to write.

The Kochs were also directing millions of dollars into online education, and into teaching high school students, through a nonprofit that Charles devised called the Young Entrepreneurs Academy. The financially pressed Topeka school system, for instance, signed an agreement with the organization which taught students that, among other things, Franklin Roosevelt didn’t alleviate the Depression, minimum wage laws and public assistance hurt the poor, lower pay for women was not discriminatory, and the government, rather than business, caused the 2008 recession. The program, which was aimed at low-income areas, also paid students to take additional courses online.

Whenever a new scholar came to out school, I used to confront him at recess with the following words: 'My name's Tom Bailey: what's your name?' If the name struck me favorably, I shook hands with the new pupil cordially; but if it didn't I would turn on my heel, for I was particular in this point. Such names as Higgins, Wiggins, and Spriggins were deadly afronts to my ear; while Lapgdon, Wallace, Blake, and the like, were passing words to my confidence and esteem.

What she did NOT appreciate was the homework. Captain Wilkes had scrounged textbooks for her to study. Not just Marine manuals, either. Math, science, English. Chemistry. Yuck! With weekly tests. And he was making her do all her platoon reports, then “annotating” them. He had given her a dictionary and thesaurus, among other things, and after the first report after giving them to her told her she was “not allowed words of more than two syllables.” It was worse than fucking school. “Recess” was killing zombies.

Not that parents are alone in their extreme behavior. That have more than enough company among school boards and high-ranking politicians who think if you "fix the schools, they'll fix the kids." So, in Gadsden, Alabama, school officials eliminated kindergarten nap time in 2003 so the children would have more test-prep time. Two hours away in Atlanta, school officials figured that if you eliminated recess, the kids will study more. And just in case those shifty teachers try to sneak it in, Atlanta started building schools without playgrounds. "We are intent on improving academic performance," said the superintendent. "You don't do that by having kids hanging on the monkey bars." Meanwhile, Georgia's governor wanted the state to give Mozart CDs to newborns because research showed Mozart improved babies' IQs (which later proved to be mythical research). Right behind him is Lincoln, Rhode Island, where they canceled the district spelling bee because only one child would win, leaving all others behind, thus violating the intent of No Child Left Behind--or, as they might say in Lincoln, no child gets ahead.

I’m smiling again, and this time I’m smiling with him, which is a nice recess from confusion and heartache and guilt and unhappiness. It’s the kind of relief I felt whenever I was stuck home sick, missing your face and voice, and you would call me the second school was over and I would feel while again.

... mother seemed happy because the school yard where Rafik would spend his recesses was surrounded by a high stone wall. She'd recently started talking about 'safety' in a way that made Liyana jumpy. Liyana never thought about safety unless someone else brought it up. She didn't WANT to think about it either. SHE WANTED TO LIVE IN AN UNLOCKED WORLD

The country of Croatia was lifted from recession when Kandinsky took a liking to its beaches and built a vacation home, plus several manufacturing plants; certain historians pin America’s downfall to a tax that chased Kandinsky’s California business away. Moreover, Kandinsky boasted a blue-blood pedigree: the right schools, the right clubs, actual royals in the roots of his family tree.

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

In Oklahoma, the CEO of the company that makes McDonald's apple pies told me that she had trouble finding enough Americans to handle modern factory jobs-during a recession. The days of rolling out dough and packing pies in a box were over. She needed people who could read, solve problems and communicate what had happened on their shift, and there weren't enough of them coming out of Oklahoma's high schools and community colleges.

In America, they have this thing called a story cycle. When they're at war, they start doing fantasy and war-style entertainment. When fantasy gets big, they go through a recession, and horror starts gaining popularity. When horror gets popular, mystery starts gaining popularity. Then when mystery reaches its peak, science fiction starts gaining popularity. Then things get rough again, and we go back to Fantasy". This quote was taken from an interview from The Myth of Cthulhu: Dark Navigation.

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

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.

Of course, President Obama was correct that there has been positive, meaningful social change in our lifetimes—certainly in the years since I was born in 1954—but if we focus specifically on the twenty-year period from 1997 to 2017, we must acknowledge some setbacks beyond just the stubborn persistence of neighborhood and school segregation. There are three I want to highlight here: the anti–affirmative action backlash of the late twentieth and early twenty-first centuries, the economic collapse of 2008 known as the Great Recession, and the phenomenon known as mass incarceration.

Despite the well-documented effects of anger, fear, and anxiety on the ability to reason, many programs continue to ignore the need to engage the safety system of the brain before trying to promote new ways of thinking. The last things that should be cut from school schedules are chorus, physical education, recess, and anything else involving movement, play, and joyful engagement. When children are oppositional, defensive, numbed out, or enraged, it’s also important to recognize that such “bad behavior” may repeat action patterns that were established to survive serious threats, even if they are intensely upsetting or off-putting.

First memory: a man at the back door is saying, I have real bad news, sweat is dripping off his face, Garbert's been shot, noise from my mother, I run to her room behind her, I'm jumping on the canopied bed while she cries, she's pulling out drawers looking for a handkerchief, Now, he's all right, the man say, they think, patting her shoulder, I'm jumping higher, I'm not allowed, they think he saved old man Mayes, the bed slats dislodge and the mattress collapses. My mother lunges for me. Many traveled to Reidsville for the event, but my family did not witness Willis Barnes's electrocution, From kindergarten through high school, Donette, the murderer's daughter, was in my class. We played together at recess. Sometimes she'd spit on me.

And by the early 1970s our little parable of Sam and Sweetie is exactly what happened to the North American Golden Retriever. One field-trial dog, Holway Barty, and two show dogs, Misty Morn’s Sunset and Cummings’ Gold-Rush Charlie, won dozens of blue ribbons between them. They were not only gorgeous champions; they had wonderful personalities. Consequently, hundreds of people wanted these dogs’ genes to come into their lines, and over many matings during the 1970s the genes of these three dogs were flung far and wide throughout the North American Golden Retriever population, until by 2010 Misty Morn’s Sunset alone had 95,539 registered descendants, his number of unregistered ones unknown. Today hundreds of thousands of North American Golden Retrievers are descended from these three champions and have received both their sweet dispositions and their hidden time bombs. Unfortunately for these Golden Retrievers, and for the people who love them, one of these time bombs happens to be cancer. To be fair, a so-called cancer gene cannot be traced directly to a few famous sires, but using these sires so often increases the chance of recessive genes meeting—for good and for ill. Today, in the United States, 61.4 percent of Golden Retrievers die of cancer, according to a survey conducted by the Golden Retriever Club of America and the Purdue School of Veterinary Medicine. In Great Britain, a Kennel Club survey found almost exactly the same result, if we consider that those British dogs—loosely diagnosed as dying of “old age” and “cardiac conditions” and never having been autopsied—might really be dying of a variety of cancers, including hemangiosarcoma, a cancer of the lining of the blood vessels and the spleen. This sad history of the Golden Retriever’s narrowing gene pool has played out across dozens of other breeds and is one of the reasons that so many of our dogs spend a lot more time in veterinarians’ offices than they should and die sooner than they might. In genetic terms, it comes down to the ever-increasing chance that both copies of any given gene are derived from the same ancestor, a probability expressed by a number called the coefficient of inbreeding. Discovered in 1922 by the American geneticist Sewall Wright, the coefficient of inbreeding ranges from 0 to 100 percent and rises as animals become more inbred.

Lisa In 1977, when I was in sixth grade at Pinecrest Elementary School in my hometown of West Monroe, Louisiana, I saw the cutest boy I had ever laid eyes on. He was new to our school, and I quickly found out his name was Alan Robertson. I was popular in school and people seemed to like me, but no matter how I tried, that cute boy did not seem to know I was alive. Maybe that’s because he was in eighth grade and did not have time for younger girls like me. That did not stop me from following him around school, though--during every recess, fire drill, and class change. Sometimes when I speak publicly about this now, I say I could have been on fire and he would not have noticed. At least that’s what I thought; he says he was vaguely aware that he had a sixth-grade stalker with braces.

Sadly, our educational system, as well as many of the methods that profess to treat trauma, tend to bypass this emotional-engagement system and focus instead on recruiting the cognitive capacities of the mind. Despite the well-documented effects of anger, fear, and anxiety on the ability to reason, many programs continue to ignore the need to engage the safety system of the brain before trying to promote new ways of thinking. The last things that should be cut from school schedules are chorus, physical education, recess, and anything else involving movement, play, and joyful engagement. When children are oppositional, defensive, numbed out, or enraged, it’s also important to recognize that such “bad behavior” may repeat action patterns that were established to survive serious threats, even if they are intensely upsetting or off-putting.

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

I wanted to keep going, not because I knew what we were doing or where it was going. It was like I had become addicted to it. There was a purity to our messaging that I found intoxicating. We’d been working our way through grade school, trying to remember everything we could about each year, our teachers and classmates, our lunch boxes and backpacks, the books we read, what we did at recess, our favorite toys. It felt like I could touch the sublime by memorizing all of JB’s memories. Wouldn’t that be a beautiful human achievement? To learn everything about a person you would never meet? I wrote: The thing is, writing these messages with you has become the most interesting thing I get to do. JB: Yes, that’s the same problem I’m having. HungryGhost: So why is that a problem again? JB: Aside from the staggering financial impact, I just feel weird. I don’t even know your name.

Finnish education appears paradoxical to outside observers because it seems to break a lot of the rules. In Finland, “less is more.” Children don’t start academics1 until the year they turn seven. They have a lot of recess (ten to fifteen minutes every forty-five minutes, even through high school), shorter school hours than we do in the United States (Finnish children spend nearly three hundred fewer hours2 in elementary school per year than Americans), and the lightest homework load of any industrialized nation. There are no gifted programs, few private schools, and no high-stakes national standardized tests. Yet over the past decade, Finland has consistently performed at the top on the Program for International Student Assessment (PISA), a standardized test given to fifteen-year-olds in nations around the world. While American children3 usually hover around the middle of the pack on this test, Finland’s excel.

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

New Rule: Democrats must get in touch with their inner asshole. I refer to the case of Van Jones, the man the Obama administration hired to find jobs for Americans in the new green industries. Seems like a smart thing to do in a recession, but Van Jones got fired because he got caught on tape saying Republicans are assholes. And they call it news! Now, I know I'm supposed to be all reinjected with yes-we-can-fever after the big health-care speech, and it was a great speech--when Black Elvis gets jiggy with his teleprompter, there is none better. But here's the thing: Muhammad Ali also had a way with words, but it helped enormously that he could also punch guys in the face. It bothers me that Obama didn't say a word in defense of Jones and basically fired him when Glenn Beck told him to. Just like dropped "end-of-life counseling" from health-care reform because Sarah Palin said it meant "death panels" on her Facebook page. Crazy morons make up things for Obama to do, and he does it. Same thing with the speech to schools this week, where the president attempted merely to tell children to work hard and wash their hands, and Cracker Nation reacted as if he was trying to hire the Black Panthers to hand out grenades in homeroom. Of course, the White House immediately capitulated. "No students will be forced to view the speech" a White House spokesperson assured a panicked nation. Isn't that like admitting that the president might be doing something unseemly? What a bunch of cowards. If the White House had any balls, they'd say, "He's giving a speech on the importance of staying in school, and if you jackasses don't show it to every damn kid, we're cutting off your federal education funding tomorrow." The Democrats just never learn: Americans don't really care which side of an issue you're on as long as you don't act like pussies When Van Jones called the Republicans assholes, he was paying them a compliment. He was talking about how they can get things done even when they're in the minority, as opposed to the Democrats , who can't seem to get anything done even when they control both houses of Congress, the presidency, and Bruce Springsteen. I love Obama's civility, his desire to work with his enemies; it's positively Christlike. In college, he was probably the guy at the dorm parties who made sure the stoners shared their pot with the jocks. But we don't need that guy now. We need an asshole. Mr. President, there are some people who are never going to like you. That's why they voted for the old guy and Carrie's mom. You're not going to win them over. Stand up for the seventy percent of Americans who aren't crazy. And speaking of that seventy percent, when are we going to actually show up in all this? Tomorrow Glenn Beck's army of zombie retirees descending on Washington. It's the Million Moron March, although they won't get a million, of course, because many will be confused and drive to Washington state--but they will make news. Because people who take to the streets always do. They're at the town hall screaming at the congressman; we're on the couch screaming at the TV. Especially in this age of Twitters and blogs and Snuggies, it's a statement to just leave the house. But leave the house we must, because this is our last best shot for a long time to get the sort of serious health-care reform that would make the United States the envy of several African nations.

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

As he got to know her better, he learned more of her childhood; and he came to realize that it was typical of that of most girls of her time and circumstance. She was educated upon the premise that she would be protected from the gross events that life might thrust in her way, and upon the premise that she had no other duty than to be a graceful and accomplished accessory to that protection, since she belonged to a social and economic class to which protection was an almost sacred obligation. She attended private schools for girls where she learned to read, to write, and to do simple arithmetic; in her leisure she was encouraged to do needlepoint, to play the piano, to paint water colors, and to discuss some of the more gentle works of literature. She was also instructed in matters of dress, carriage, ladylike diction, and morality. Her moral training, both at the schools she attended and at home, was negative in nature, prohibitive in intent, and almost entirely sexual. The sexuality, however, was indirect and unacknowledged; therefore it suffused every other part of her education, which received most of its energy from that recessive and unspoken moral force. She learned that she would have duties toward her husband and family and that she must fulfill them.

Most charities already target the poorest people in our communities: the homeless, the chronically unemployed, the unskilled, those living well below the poverty line. I think that's important and necessary. My philosophy as Good Sam is this. It's not only those who've hit rock bottom who deserve help. Corporate mergers, globalization, recessions, tax cuts for the super wealthy - these all the effect of punishing all Americans. What about those who appear to be getting by on their own? The man who works two jobs to put a roof over his family's head, who pays his taxes, yet still fights to makes ends meet?He doesn't qualify for food stamps or low-cost housing or handouts from charities. He's laboring longer, earning less, and has fewer job protections than he did twenty-five years ago. Yet few government programs or charities address his needs.... I gave to people in a wide variety of professions and financial circumstances. But most of the money went to the people who keep the factories and stores running, who fix our cars and our plumbing, who bake our bread and serve our coffee, who teach our children in school. They are the soldiers in our everyday lives, and they cannot and should not be forgotten.

The evaluation of securities and businesses for investment purposes has always involved a mixture of qualitative and quantitative factors. At the one extreme, the analyst exclusively oriented to qualitative factors would say, “Buy the right company (with the right prospects, inherent industry conditions, management, etc.) and the price will take care of itself.” On the other hand, the quantitative spokesman would say, “Buy at the right price and the company (and stock) will take care of itself.” . . . Interestingly enough, although I consider myself to be primarily in the quantitative school (and as I write this no one has come back from recess—I may be the only one left in the class), the really sensational ideas I have had over the years have been heavily weighted toward the qualitative side where I have had a “high-probability insight.” This is what causes the cash register to sing. However, it is an infrequent occurrence, as insights usually are, and, of course, no insight is required on the quantitative side—the figures should hit you over the head with a baseball bat. So the really big money tends to be made by investors who are right on qualitative decisions, but, at least in my opinion, the more sure money tends to be made on the obvious quantitative decisions.

It wouldn’t be long before I’d learn another lesson that was a real turning point. I saw a dog scrounging around in the school parking lot, a dirty and scrawny mutt that had evidently been on his own for a while. Some of the kids and I shared a bit of food with the dog at recess. By the time classes were starting again we had befriended the poor thing. I suddenly felt an unusual responsibility toward the stray. I didn’t feel it was enough just to give it something to eat and say that I’d helped it, and then move on. I needed to make sure that dog was in a safe place. “We’ve got to do something to help,” I said to my teacher. “The school’s already called animal control,” my teacher explained. She assured me that if the owners were looking for the stray, they would have the best chance of finding it through animal control. I was stubborn. “But after a period of time, if the dog isn’t claimed, they’ll put it to sleep, right?” My teacher nodded reluctantly. “I suppose.” “So that’s not good enough.” My teacher sighed, giving me an I-haven’t-got-time-for-this look. “There aren’t really any other options, Terri.” And that was that. What happened to the stray dog, I’ll never know. But with the fierce determination of a child to right injustice, I resolved that when I grew up, I would no longer turn a blind eye and walk past a problem. I would stop and fix it. I remember that episode very clearly as a defining moment in my life. Neither the stray dog nor the ducklings were huge events, just minor incidents in the life of a young girl growing up in the Pacific Northwest. But they formed two vital threads in the fabric of who I am today: When you help an animal, do your absolute best to make sure you don’t harm it at the same time, and Never walk past a problem with an animal--fix it. These were the lessons I remembered when I encountered a sick, emaciated cougar in a plastic pet cage.

The evaluation of securities and businesses for investment purposes has always involved a mixture of qualitative and quantitative factors. At the one extreme, the analyst exclusively oriented to qualitative factors would say, “Buy the right company (with the right prospects, inherent industry conditions, management, etc.) and the price will take care of itself.” On the other hand, the quantitative spokesman would say, “Buy at the right price and the company (and stock) will take care of itself.” As is so often the pleasant result in the securities world, money can be made with either approach. And, of course, any analyst combines the two to some extent—his classification in either school would depend on the relative weight he assigns to the various factors and not to his consideration of one group of factors to the exclusion of the other group. Interestingly enough, although I consider myself to be primarily in the quantitative school (and as I write this no one has come back from recess—I may be the only one left in the class), the really sensational ideas I have had over the years have been heavily weighted toward the qualitative side where I have had a “high-probability insight.” This is what causes the cash register to really sing. However, it is an infrequent occurrence, as insights usually are, and, of course, no insight is required on the quantitative side—the figures should hit you over the head with a baseball bat. So the really big money tends to be made by investors who are right on qualitative decisions but, at least in my opinion, the more sure money tends to be made on the obvious quantitative decisions. As

Interestingly enough, although I consider myself to be primarily in the quantitative school (and as I write this no one has come back from recess—I may be the only one left in the class), the really sensational ideas I have had over the years have been heavily weighted toward the qualitative side where I have had a “high-probability insight.” This is what causes the cash register to really sing. However, it is an infrequent occurrence, as insights usually are, and, of course, no insight is required on the quantitative side—the figures should hit you over the head with a baseball bat. So the really big money tends to be made by investors who are right on qualitative decisions but, at least in my opinion, the more sure money tends to be made on the obvious quantitative decisions. Such

this is real, and it is happening now, just as it happened before: We are under the big tree in my backyard, on that patch of dirt where we used to build fairy houses from moss and sticks and scraps of birch. It is late afternoon. All around us is golden light. We have been together all day, in our cutoff shorts and bare feet. It is the start of fifth grade, the start of being the oldest in the school. Next year, we will be the youngest all over again. But not yet. We are playing that hand-slapping game, the one we like to play at recess. You hold your hands out, palms up, and I place mine lightly on top. You pull yours out and try to slap mine. You hit air three times. On the fourth try, your

When I was in high school, my math teacher Mr. Packwood used to say, “If you’re stuck on a problem, don’t sit there and think about it; just start working on it. Even if you don’t know what you’re doing, the simple act of working on it will eventually cause the right ideas to show up in your head.” During that early self-employment period, when I struggled every day, completely clueless about what to do and terrified of the results (or lack thereof), Mr. Packwood’s advice started beckoning me from the recesses of my mind. I heard it like a mantra: Don’t just sit there. Do something. The answers will follow. In

African Americans weren’t the only ones who took a hit. The states of the Deep South, which fought Brown tooth and nail, today all fall in the bottom quartile of state rankings for educational attainment, per capita income, and quality of health.139 Prince Edward County, in particular, bears the scars of a place that saw fit to fight the Civil War right into the middle of the twentieth century. Certainly it is no accident that, in 2013, despite a knowledge-based, technology-driven global economy, the number one occupation in the county seat of Farmville was “cook and food preparation worker.” Nor is it any accident that in 2013, while 9.9 percent of white households in the county made less than ten thousand dollars in annual income, fully 32.9 percent of black households fell below that threshold.140 The insistence on destroying Brown, and thus the viability of America’s schools and the quality of education children receive regardless of where they live, has resulted in “the economic equivalent of a permanent national recession” for wide swaths of the American public.

the art of growing i felt beautiful until the age of twelve when my body began to ripen like new fruit and suddenly the men looked at my newborn hips with salivating lips the boys didn’t want to play tag at recess they wanted to touch all the new and unfamiliar parts of me the parts i didn’t know how to wear didn’t know how to carry and tried to bury in my rib cage boobs they said and i hated that word hated that i was embarrassed to say it that even though it was referring to my body it didn’t belong to me it belonged to them and they repeated it like they were meditating upon it boobs he said let me see yours there is nothing worth seeing here but guilt and shame i try to rot into the earth below my feet but i am still standing one foot across from his hooked fingers and when he charges to feast on my half moons i bite into his forearm and decide i hate this body i must have done something terrible to deserve it when i go home i tell my mother the men outside are starving she tells me i must not dress with my breasts hanging said the boys will get hungry if they see fruit says i should sit with my legs closed like a woman oughta or the men will get angry and fight said i can avoid all this trouble if i just learn to act like a lady but the problem is that doesn’t even make sense i can’t wrap my head around the fact that i have to convince half the world’s population my body is not their bed i am busy learning the consequences of womanhood when i should be learning science and math instead i like cartwheels and gymnastics so i can’t imagine walking around with my thighs pressed together like they’re hiding a secret as if the acceptance of my own body parts will invite thoughts of lust in their heads i will not subject myself to their ideology cause slut shaming is rape culture virgin praising is rape culture i am not a mannequin in the window of your favorite shop you can’t dress me up or throw me out when i am worn you are not a cannibal your actions are not my responsibility you will control yourself the next time i go to school and the boys hoot at my backside i push them down foot over their necks and defiantly say boobs and the look in their eyes is priceless

The last things that should be cut from school schedules are chorus, physical education, recess, and anything else involving movement, play, and joyful engagement. When children are oppositional, defensive, numbed out, or enraged, it’s also important to recognize that such “bad behavior” may repeat action patterns that were established to survive serious threats, even if they are intensely upsetting or off-putting.

Miss Elizabeth has never been to Old School Custard. Shall we?" "What's the flavor?" "Has that ever stopped us?" Nick pulled out his phone and started tapping. "It's our lucky day, kiddo. Salted Caramel." He turned to me as we headed out the door. "It's a frozen custard shop that makes only one flavor a day, but they always have chocolate and vanilla for backup." "I've never had frozen custard." "You're in for a treat----tons more calories than ice cream, but much creamier. Complete yum." Old School Custard was a small shop with walls covered in pictures of all the local high schools. I found Garfield and imagined Tyler in that huge building, teaching his beloved math. I then noticed an amazing chalk calendar with the flavor for each day listed, with creative drawings, and I understood why it was addicting---who could resist flavors like Malted Milk Balls, Caramel Macchiato, Espresso, or Banana Nutella? I ordered the Turtle Sundae----two scoops of Salted Caramel custard, pecans, hot fudge, caramel sauce, and whipped cream. Nick ordered the Recess, pretty much the same thing, but with Reese's Peanut Butter Cups instead of pecans. And Matt's Playground came complete with crushed Oreos for "dirt" and gummy worms.

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

This new sense of personal awareness also comes with many added social accessories (batteries included). Adolescent insecurity can be a devastating plague for a youngster, especially ones whose bodies are growing faster than their emotional and social maturity. One misstep can spell disaster from which recovery is next to impossible. Drop your books in the hall once between classes. Trip going up the school steps. Let a facial blemish emerge on the wrong day. Your voice cracks in class while asking a question. Suffer through the accusation of liking someone of the opposite sex. And pray hard that you don't wear the wrong clothes to your first dance. All these near-fatal mishaps can mark you forever in your classmates' eyes, socially branding you with a label that sticks like super-glue throughout your grade-school career. Most adults can recall childhood classmates from their childhood who failed to make the grade socially. Even today, though a former classmate may be a physician, she is still remembered for the time she cried and ran off stage during the school talent show. Or the successful businessman is forever known as the boy who wet his pants and had to go home early from school. We can still name the girl who always sat out during recess games because she was athletically uncoordinated.

The snacks, the school chairs and the glazed tile walls made the room seem to Rocco like recess time in hell.

The removal of physical education, recess, and nap time from public schools is more evidence of a culture unconcerned with space, connection, and slowing down.

I’ve never really understood the importance of class participation. If I have the knowledge and I can prove that I have it in a test or in some homework, then why do I have to show it off in front of the whole classroom to get the grade? Or worse, if I don’t know the answer, why do I have to humiliate myself in front of the entire classroom just for some points? I just don’t get it. All I can say is that I definitely didn’t want that top spot hard enough to participate daily in every class. Although I gotta say that sometimes I was tempted to force myself to participate just so I could get the teachers off my back. “You have to learn to come out of your shell,” “Don’t be shy, we don’t bite,” “You’re never going to make it in the real world if you don’t talk.” They always used the same old, tired phrases. I knew some of them had good intentions, and maybe they were right, maybe I needed to speak up and participate more, but why did they think it was a good idea to motivate me like that? I’m sure there are other ways to promote class participation without being so aggressive or rude. Public humiliation was not going to magically transform me into someone outgoing like my brother, my parents had already tried that for years with no results. It is the teachers’ job to create a safe space for students to grow and develop, not a safe space for mocking and bullying. By singling me out as the “quiet one,” the teachers basically put a target on my back and gave my classmates permission to mock me for the same reason. And they took that permission by heart. All through middle school, many kids enjoyed bullying me for being quiet—and for other things, like preferring to read during recess instead of playing sports and for my short stature, but mostly it was for being quiet, which is something that I’ve never fully understood. Why did being quiet make me stand out? Shouldn’t it have been the other way around? I used to try to not pay attention to the bullies, but when so many people—including some of the teachers—tell you that there’s something wrong with you, you can’t help but start to wonder if they’re right.

Smith suggests that we are more driven by our loves than our ideas because we are more desiring beings than thinking beings. We have thoughts and ideas, but what’s behind them is our deeply held loves, idols, hopes, and imaginations. To bring it home to our own school communities: if what really drives people is their affections rather than their thoughts, the primary task of the Christian school is to shape our students’ loves and desires. Smith says, “What if education ... is not primarily about the absorption of ideas and information, but about the formation of hearts and desires? What if we began by appreciating how education not only gets into our head but also (and more fundamentally) grabs us by the gut? What if education was primarily concerned with shaping our hopes and passions – our visions of ‘the good life’ – and not merely about the dissemination of data and information as inputs to our thinking? What if the primary work of education was the transforming of our imagination rather than the saturation of our intellect?”29 Bold implication: How do we use student literacy to shape loves and desires? What about science? Chapel? Recess? I get excited to think about our schools grabbing students by the gut! That’s truly distinctive. It’s infectious and contagious. We should hope to find new ways to employ our curriculum to love God, what He loves and His gospel, because it’s life-giving. Yes, we want students to get excited when they learn about Van Gogh’s sunflowers, but we also hope that through their learning, they come to love God and others more. That’s a challenging task; it’s a lot harder than attaching a verse to a lesson. However, we must dare to accept the endeavor because we don’t want to see students merely conform to boundaries set before them. We want to see them transform, and we fully believe that this only happens when students come to love God because they see how much they need Him and how good He is. This is where life-long change happens. This is where a foundation built at our schools can stick with them into college and life. This drives our missional hope and confidence because we believe the gospel restores people; it restores families; it restores culture. Maybe, we should speak of a worldview as engaging the world through an embodiment of beliefs. As Christians, this looks like embodying the core tenants of the faith – embodying need, embodying thanksgiving, embodying hope, embodying rescue and restoration. When we take on these beliefs, our desires change. This is especially true as the Spirit transforms us through our habits being brought into conformity with these beliefs. As a result, much of the conversation about the Christian worldview must consider what it will look like when the gospel starts to seep and ooze out of us.

The Kochs were also directing millions of dollars into online education, and into teaching high school students, through a nonprofit that Charles devised called the Young Entrepreneurs Academy. The financially pressed Topeka school system, for instance, signed an agreement with the organization which taught students that, among other things, Franklin Roosevelt didn’t alleviate the Depression, minimum wage laws and public assistance hurt the poor, lower pay for women was not discriminatory, and the government, rather than business, caused the 2008 recession.

In most school activities, structure is valued over serendipity. Understanding is often “designed” by an adult committee prior to even meeting the students. Play is something you do at recess, not in class where students need to “settle down” and “be serious.” Schedules and bells tell students where to be and what they are to learn. Textbooks set the pace of learning, and teachers tend to follow the pattern of chapter assignments and tests. Too often, kids are hooked on teachers and teachers have a faith-based relationship with the textbook.

By the 1820s American drinking was out of control. Children drank before school, during school at recess, and after school. Farmers had jugs stashed at the end of every row in their fields. Factories featured frequent drinking breaks. Meals were washed down with applejack. Workers invariably headed for the bar on payday long before they thought of going home to spend the money on their families’ needs. The whole country was more or less living under the influence, farming under the influence, and even studying under the influence. In 1820, the average amount an individual drank in one day was more than three times the average today.119

The Passionate Educator: Lily Lapenna has created MyBnk, the UK’s first independent, peer-led youth banking program approved by the national banking regulator. In doing so, Lapenna is developing the next generation of financially literate and entrepreneurial citizens. Such literacy will be crucial as the UK economy struggles to avoid another recession. In just five years, thanks to its partnership with dozens of schools and youth organizations, MyBnk has evolved from a pilot project to now reach thirty-five thousand 11-25 year olds in underprivileged neighbourhoods of London. These tech-savvy youth learn about managing money and the basics of entrepreneurship through cellphone-based games.

The number of unemployed citizens “without a high school diploma increased by 18.7 percent while the number of unemployed foreign-born persons decreased by 24.8 percent.”37 Despite the supposed economic recovery “following the Great Recession, employers continued to favor illegal alien labor despite millions of less-educated Americans who were unemployed.

In late 2008, one of my business partners, Clayton Christensen offered his opinion that the recession would have an “unmitigated positive impact on innovation” because “when the tension is greatest and resources are most limited, people are actually a lot more open to rethinking the fundamental way they do business.” This theory is supported by the Kaufmann Foundation statistic that “51 percent of the Fortune 500 companies began during a recession or bear market or both.” Whether launching a business or pursuing a dream, there are many high-profile instances in which a lack of resources ultimately proved to be a boon, rather than a bane. If we dig a bit, each of us can uncover examples among friends and family, and ourselves. Would most children have as many opportunities as they do in sports, music, or other extracurricular activities without parents, mothers in particular, who are accomplished at bartering as a way to stretch limited family budgets? Would kids have as many chances to explore their interests if their parents weren’t so adept at arranging for carpooling, chaperoning, and borrowing, thus enabling their kids to participate? Without the constraints of time, money, and health, would the online retailer Shabby Apple exist? (For a reminder of how that business came to be, see chapter 5.) If my parents could have paid for college, would I have caught an early glimpse of corporate life during the Silicon Valley heyday? Would I have ever set foot on Wall Street had I not needed to work to put my husband through school? All of us have had the opportunity to bootstrap if we look hard enough. Men seem to know how to do this in the business world: 88 percent of the founders of Entrepreneur magazine’s Hot 500 were men. But I wonder if women aren’t better at bootstrapping than we think we are. Chronically under resourced (whether due to the gender pay gap or ceding our resources to conform to societal expectations), women continually feel the tension of having too little budget and too little time. Because of this tension, we are expert at rethinking how to get things done. Many of us know how to turn scarcity into opportunity.

It’s unthinkable, now to live as her parents had done, going to work from nine to five and enjoying the benefits of the newly-formed health and education services. What paradise it had seemed! Now, in order to pay their exorbitant mortgages, and ever more exorbitant fuel prices, British adults have to work long hours – the longest, it is said, in Europe… Everyone they know, everyone they see, is just like them, living in houses like these, reading the same papers, seeing the same films and TV programmes and plays, buying from the same shops and sending their children to the same schools; and they think it will go on for ever, either ever-mounting property prices cushioning them. But it can’t.

Liberal democracy and capitalism remain the essential, indeed the only, framework for the political and economic organization of modern societies. Rapid economic modernization is closing the gap between many former Third World countries and the industrialized North. With European integration and North American free trade, the web of economic ties within each region will thicken, and sharp cultural boundaries will become increasingly fuzzy. Implementation of the free trade regime of the Uruguay Round of the General Agreement on Tariffs and Trade (GATT) will further erode interregional boundaries. Increased global competition has forced companies across cultural boundaries to try to adopt “best-practice” techniques like lean manufacturing from whatever source they come from. The worldwide recession of the 1990s has put great pressure on Japanese and German companies to scale back their culturally distinctive and paternalistic labor policies in favor of a more purely liberal model. The modern communications revolution abets this convergence by facilitating economic globalization and by propagating the spread of ideas at enormous speed. But in our age, there can be substantial pressures for cultural differentiation even as the world homogenizes in other respects. Modern liberal political and economic institutions not only coexist with religion and other traditional elements of culture but many actually work better in conjunction with them. If many of the most important remaining social problems are essentially cultural in nature and if the chief differences among societies are not political, ideological, or even institutional but rather cultural, it stands to reason that societies will hang on to these areas of cultural distinctiveness and that the latter will become all the more salient and important in the years to come. Awareness of cultural difference will be abetted, paradoxically, by the same communications technology that has made the global village possible. There is a strong liberal faith that people around the world are basically similar under the surface and that greater communications will bring deeper understanding and cooperation. In many instances, unfortunately, that familiarity breeds contempt rather than sympathy. Something like this process has been going on between the United States and Asia in the past decade. Americans have come to realize that Japan is not simply a fellow capitalist democracy but has rather different ways of practicing both capitalism and democracy. One result, among others, is sthe emergence of the revisionist school among specialists on Japan, who are less sympathetic to Tokyo and argue for tougher trade policies. And Asians are made vividly aware through the media of crime, drugs, family breakdown, and other American social problems, and many have decided that the United States is not such an attractive model after all. Lee Kwan Yew, former prime minister of Singapore, has emerged as a spokesman for a kind of Asian revisionism on the United States, which argues that liberal democracy is not an appropriate political model for the Confucian societies.10 The very convergence of major institutions makes peoples all the more intent on preserving those elements of distinctiveness they continue to possess.

In most school activities, structure is valued over serendipity. Understanding is often “designed” by an adult committee prior to even meeting the students. Play is something you do at recess, not in class where students need to “settle down” and “be serious.

I’m alone,” she wrote, “and I want to share something with somebody.”4 Loneliness. It’s a cry. A moan, a wail. It’s a gasp whose origin is the recesses of our souls. Can you hear it? The abandoned child. The divorcée. The quiet home. The empty mailbox. The long days. The longer nights. A one-night stand. A forgotten birthday. A silent phone. Cries of loneliness. Listen again. Tune out the traffic and turn down the TV. The cry is there. Our cities are full of Judy Bucknells. You can hear their cries. You can hear them in the convalescent home among the sighs and the shuffling feet. You can hear them in the prisons among the moans of shame and the calls for mercy. You can hear them if you walk the manicured streets of suburban America, among the aborted ambitions and aging homecoming queens. Listen for it in the halls of our high schools where peer pressure weeds out the “have-nots” from the “haves.” This moan in a minor key knows all spectrums of society. From the top to the bottom. From the failures to the famous. From the poor to the rich. From the married to the single. Judy Bucknell was not alone.

A true story. One afternoon when our son, Richard, was in fifth grade, my wife called me at work to say he had received a one-day suspension for losing his temper during recess. Because we both worked, this was more of a punishment for us than it was for Richard. He hated going to school anyway. I called the school immediately and attempted to reason with the principal. She refused to understand my point of view, and by the time I finished yelling at her, she had suspended Richard for two more days.

This Girl I Knew Glasses, bad bangs, patched blue jeans, creek-stained tennis shoes caked in mud, a father who sells vacuum cleaners, a mother skinny as a nun, a little brother with straw-colored hair and a scowling, confused look in the pews at church: this girl I knew. House at the edge of town, crumbling white stucco. Dog on a chain. Weeds. Wildcat Creek trickling brown and frothy over rocks out back, past an abandoned train trestle and the wreck of an old school bus left to rot. This girl I knew, in whatever room is hers, in that house with its dust-fogged attic windows, its after-dinner hours like onions soft in a pan. Her father sometimes comes for her, runs a hand through her hair. Her mother washes every last stick of silverware, every dish. The night sky presses down on their roof, a long black yawn spiked with stars, bleating crickets. The dog barks once, twice. Outside town, a motorcycle revs its engine: someone bearing down. Then nothing. Sleep. This girl I knew dreams whatever this girl I knew dreams. In the morning it’s back to school, desks, workbooks, an awkwardly held pencil in the cramped claw of a hand. The cigarette and rosewater scent of Ms. Thompson at the blackboard. The flat of Ms. Thompson’s chest, sunburned and freckled, where her sweater makes a V. You should be nice to her, my mother says about this girl I knew. I don’t want to be nice to her, I say to my mother. At recess this girl I knew walks around the playground, alone, talking to herself: elaborate conversations, hand gestures, hysterical laughing. On a dare from the other girls this girl I knew picks a dandelion, pops its head with her thumbnail, sucks the milky stem. I don’t want to be nice to her. Scabbed where she’s scratched them, mosquito bites on her ankles break and bleed. Fuzzy as a peach, the brown splotch of a birthmark on her arm. The way her glasses keep slipping down her nose. The way she pushes them up.

Mom showed me a section. It was a passage about a fifty-fifth high school reunion. It began: The list of our deceased classmates on the back of the program grows longer; the class beauties have gone to fat or bony-cronehood; the sports stars and non-athletes alike move about with the aid of pacemakers and plastic knees, retired and taking up space at an age when most of our fathers were considerately dead. It continued: But we don’t see ourselves that way, as lame and old. We see kindergarten children—the same round fresh faces, the same cup ears and long-lashed eyes. We hear the gleeful shrieking during elementary-school recess and the seductive saxophones and muted trumpets of the locally bred swing bands that serenaded the blue-lit gymnasium during high-school dances.

She set eight potatoes on his desk. “How many potatoes, Joe?” Joe counted the potatoes. “Seven, five, three, one, two, four, six, eight. There are eight potatoes, Mrs. Jewls.” “No, there are eight,” said Mrs. Jewls. “But that’s what I said,” said Joe. “May I go to recess now?” “No, you got the right answer, but you counted the wrong way again.” She put three books on his desk. “Count the books, Joe.” Joe counted the books. “A thousand, a million, three. Three, Mrs. Jewls.” “Correct,” said Mrs. Jewls. “May I go to recess now?” Joe asked. “No,” said Mrs. Jewls.

Focusing helps us avoid mental overload, but it can also deplete our attention system. When we focus on one task for a long period of time or particularly intensely, our ability to stay focused declines. That is one of the reasons why schoolchildren get recess and writers take breaks: Directing and controlling our attention is difficult and tiresome. It doesn’t require a long day of school or intense work to exhaust the resources of our attention system. The brain can run down more rapidly than you might expect.

What are you going to do?” Cindy asked as we walked home. “You can’t keep missing recess. We need you on our soccer team.” “I can’t keep missing homework,” I added. “I’ll have all F’s on my report card.” Cindy’s eyes got big. “Your parents will kill you.

do it over again if their handwriting isn’t perfect.” Mrs. Jewls tried very hard to ignore the voice. She didn’t like giving busy work. Instead she tried to teach the children three new things every day. She believed that if they learned three new things every day, they would eventually learn everything there is to know. There are some classes where the teachers give so much busy work that the children never learn anything. “What do you care if the children learn anything?” asked the mean and rotten voice. “It’s not your job to teach them. It’s your job to punish them. Keep them in at recess. Hit them with your yardstick!” The bell rang and all the kids scurried to their desks. “We are going to learn three new things today,” Mrs. Jewls announced.

That evening, however, something strange happened. Jason was trying to get through page twenty-six, when suddenly he laughed. He read some more and laughed again. It was as if he and the character had become friends. He read for an entire hour without realizing it. When he reached page seventy, something sad happened, and he hoped his sister didn't notice his tears. He stayed up all night. He read about exciting battles, and strange and goofy animals. No matter how tired he got, he kept needing to know what happened next. The next day during recess, while everyone else played, Jason preferred to sit by himself with his book. He even liked the kissing parts, but had to keep glancing around, to make sure Allison and Rondi couldn't see what he was reading. The two girls came toward him. "He'll never finish it," said Allison. "No way," Rondi agreed. "Shh," said Jason. "I'm trying to read.

I read everything you’re supposed to read in high school and college but never do, or if you do, you’re so psyched to read to the test that you don’t learn a damn thing. Am I learning anything now? Fuck no. The books pass through my consciousness like sunlight through glass. I don’t care. They’re in my cells now. I love them. Their impress has etched itself in some occult recess of my heart.

Alice felt drunk on the idea of how many of her friends smoked, how adult they had all seemed and felt. How the cigarettes had been giant flashing signposts, to themselves and each other. you could never trust someone who smoked Marlboro Lights, the Diet Coke of cigarettes-those were for the girls with pale lipstick and overplucked eyebrows, the girls who maybe also played volleyball and had sex with their boyfriends in their beds which were still covered with stuffed animals. Girls who smoked Parliments were neutral-it was as close as you could get to not smoking, but still, you could flick your thumb against the recessed filter, and you could bum one to anybody, the Type O negative of smoking. Girls who smoked Marboro Reds were wild-those were for the girls who had no fear, and in their whole school, there was only one, a tiny girl with brown, wavy hair to her waist whose parents had been in a cult and then escaped. Newport girls were equally harsh but listened to hip-hop, and those girls, like Phoebe, wore lipstick and nail polish like vampire blood, rich and purple. Newport Lights girls were like that, only virgins. The girls who smoked American spirits were beyond everyone-they were grown-ups. with keys to their boyfriends' houses. Alice had to laugh at the secret rooms of her brain, where this information lived and had been sleeping. She had smoked Newport Lights, and yes, she was a virgin.

During school recess when I was in second grade, I was swinging on the monkey bars with a couple of girlfriends, and one of the girls said to me, “You’re too fat to swing like me.” It hurt at the time, but I kept playing and forgot about her comment. It didn’t really affect me, and it wasn’t something I shared with my mom when I got home that day. Twenty years later, as I was writing a Bible study on finding freedom from body-image issues and telling my story of a six-year battle with anorexia, I remembered that moment on the monkey bars. And I realized that she was the voice I’d heard for years. It was her words that had started my doubts and fears and worries about my body, and one of her words that I shaped my identity around—fat. Now, it was my choice to believe her words, and I was the one who wrapped myself in those lies for so long. However, it amazed me how such a simple sentence, spoken when I was very young, dramatically affected my life. Words matter.

The last things that should be cut from school schedules are chorus, physical education, recess, and anything else involving movement, play, and joyful engagement.

An important strategy here is to actively practice separating one experience from all experiences. If you notice yourself using words like “always” or “never,” this is a sign that you are overgeneralizing. This can be painful when we generalize traits about our partner or loved ones as well. Some other important cognitive distortions include mind-reading, fortune-telling, and personalization. With mind-reading, you assume you know what others are thinking. Fortune-telling is the act of making assumptions about the future that produce negative emotion. Personalization is the act of assuming blame or fault for any situation that takes place. An example of this would be getting upset at yourself if your child gets hurt during recess at school. Take some time to write down which cognitive distortions are most prominent for you. Which ones cause you the most grief or unhealthy habits in your relationships? Follow up by using the strategies described above to return to a fair and balanced perspective. You will know you have reached this place because you will feel as though your emotional charge around the situations has lessened and you are operating from a grounded, realistic frame of mind.

The insistence on destroying Brown, and thus the viability of America’s schools and the quality of education children receive regardless of where they live, has resulted in “the economic equivalent of a permanent national recession” for wide swaths of the American public.141

These coal-camps were places of terror such as one read of in Russia; situated as they were in remote mountain recesses, everything in them belonged to the company—the stores, the saloons, the schools, the churches, the homes of the miners. They were “closed” camps—that is, no one could enter them without a pass from the company, not even a doctor or a priest. Sometimes they kept out the state mine-inspector and his deputies.

Can an evolutionary anthropological approach help us do better? If we evolved to be physically active because it was either necessary or fun, then isn’t the solution to make exercise necessary and fun like my Ironstrength Workout? If only things were that simple. Because exercise is defined as voluntary physical activity, it is inherently unnecessary. And for many people, especially those who are unfit, exercise simply isn’t fun. That said, our social institutions try to accomplish these two goals for most youngsters. Throughout the world, recess, physical education, or sports are mandatory in some primary and secondary schools, and for some students these respites from the classroom are times to have fun.2 Adults, however, are different, and I know of only one place in the world—an unusual company in Stockholm, Sweden—that has attempted to make exercise utterly necessary and also fun for every adult employee. Curious and a little bit skeptical, I swung an invitation to the Björn Borg sportswear company to see for myself.