School Reports Quotes

I walk around the school hallways and look at the people. I look at the teachers and wonder why they're here. If they like their jobs. Or us. And I wonder how smart they were when they were fifteen. Not in a mean way. In a curious way. It's like looking at all the students and wondering who's had their heart broken that day, and how they are able to cope with having three quizzes and a book report due on top of that. Or wondering who did the heart breaking. And wondering why.

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 like looking at all the students and wondering who's had their heart broken that day, and how they are able to cope with having three quizzes and a book report on top of that.

Gee, You're so Beautiful That It's Starting to Rain Oh, Marcia, I want your long blonde beauty to be taught in high school, so kids will learn that God lives like music in the skin and sounds like a sunshine harpsicord. I want high school report cards to look like this: Playing with Gentle Glass Things A Computer Magic A Writing Letters to Those You Love A Finding out about Fish A Marcia's Long Blonde Beauty A+!

Linus: What's wrong, Charlie Brown? Charlie Brown: I just got terrible news. The teacher says we're going on a field trip to an art museum; and I have to get an A on my report or I'll fail the whole course. Why do we have to have all this pressure about grades, Linus? Linus: Well, I think that the purpose of going to school is to get good grades so then you can go on to high school; and the purpose is to study hard so you can get good grades so you can go to college; and the purpose of going to college is so you can get good grades so you can go on to graduate school; and the purpose of that is to work hard and get good grades so we can get a job and be successful so that we can get married and have kids so we can send them to grammar school to get good grades so they can go to high school to get good grades so they can go to college and work hard... Charlie Brown: Good grief!

The lesson of report cards, grades, and tests is that children should not trust themselves or their parents but should instead rely on the evaluation of certified officials. People need to be told what they are worth.

Just tell me how to be different in a way that makes sense. To make this all go away. And disappear. I know that's wrong, because it's my responsibilty, and I know things have to get worse before they get better. I walk around the school hallways and look at the people. I look at the teachers and wonder why their here. If they like their jobs. Or us. I wonder how smart they were when they were fifteen. Not in a mean way. In a curious way. It's like looking at all the students and wondering who's had their heart broken that day. And how they cope with having three quizes and a book report. On top of that. Or wondering who did the heart breaking. And wondering why. Especially since I know that if they went to another school, the person who had their heart broken would have had their heart broken by somebody else, so why does it have to be personal? It's much easier to not know things sometimes. Things change and friends leave. And life doesn't stop for anybody. I wanted to laugh. Or maybe get mad. Or maybe shrug at how strange everybody was, especiall me. I think the idea is that every person has to live for his or her own life and than make the choice to share it with other people. You can't just sit their and put everybody's lives ahead of yours and think that counts as love. You just can't. You have to do things. I'm going to do what I want to do. I'm going to be who I really am. And I'm going to figure out what that is. And we could all sit around and wonder and feel bad about each other and blame a lot of people for what they did or didn't do or what they didn't know. I don't know. I guess there could always be someone to blame. It's just different. Maybe it's good to put things in perspective, but sometimes, I think that the only perspective is to really be there. Because it's okay to feel things. I was really there. And that was enough to make me feel infinite. I feel infinite.

I thought of a high school report I did on the Belgian artist Rene Magritte and a quote I once read from him, something about his favorite walk being the one he took around his own bedroom. He said that he never understood the need for people to travel because all the poetry and perspective you're ever going to get you already posses. Anais Nin had the same idea. We see the world as we are. So if it's the same brain we bring with us every time we open our eyes, what's the difference if we're looking at an island cove or a pocket watch?

The home-schooling movement has quietly grown to a size where one and half million young people are being educated entirely by their own parents; last month the education press reported the amazing news that, in their ability to think, children schooled at home seem to be five or even ten years ahead of their formally trained peers.

When a man’s face contorts in bitterness and hatred, he looks a little insane. When his mood changes from elated to assaultive in the time it takes to turn around, his mental stability seems open to question. When he accuses his partner of plotting to harm him, he seems paranoid. It is no wonder that the partner of an abusive man would come to suspect that he was mentally ill. Yet the great majority of my clients over the years have been psychologically “normal.” Their minds work logically; they understand cause and effect; they don’t hallucinate. Their perceptions of most life circumstances are reasonably accurate. They get good reports at work; they do well in school or training programs; and no one other than their partners—and children—thinks that there is anything wrong with them. Their value system is unhealthy, not their psychology.

It's like looking at all the students and wondering who's had their heart broken that day, and how they are able to cope with having three quizzes and a book report on top of that. Or wondering who did the heart breaking. And wondering why. Especially since I know that if they went to another school, the person who had their heart broken would have had their heart broken by somebody else, so why does it have to be so personal?

I really loved this book. I did for a school book report last year and I really got into it I just couldnt take my eyes of! You really absolutley need to read this book!

A 2013 report from the Oxford Martin School concludes that 45 percent of American jobs are at high risk of being taken by computers (AI and robots) within the next two decades.

You go through life thinking there's so much you need. Your favorite jeans and sweater. The jacket with the faux-fur lining to keep you warm. Your phone and your music and your favorite books. Mascara. Irish breakfast tea and cappuccinos from Trouble Coffee. You need your yearbooks, every stiffly posed school-dance photo, the notes your friends slipped into your locker. You need the camera you got for your sixteenth birthday and the flowers you dried. You need your notebooks full of the things you learned and don't want to forget. You need your bedspread, white with black diamonds. You need your pillow - it fits the way you sleep. You need magazines promising self-improvement. You need your running shoes and your sandals and your boots. Your grade report from the semester you got straight As. Your prom dress, your shiny earrings, your pendants on delicate chains. You need your underwear, your light-colored bras and your black ones. The dream catcher hanging above your bed. The dozens and dozens of shells in glass jars... You think you need all of it. Until you leave with only your phone, your wallet, and a picture of your mother.

The parents are making threatening noises, turning dinner into performance art, with dad doing his Arnold Schwarzenegger imitation and mom playing Glenn Close in one of her psycho roles. I am the Victim. Mom: [creepy smile] “Thought you could put one over us, did you, Melinda? Big high school students now, don’t need to show your homework to your parents, don’t need to show any failing test grades?” Dad: [bangs table, silverware jumps] “Cut the crap. She knows what’s up. The interim reports came today. Listen to me, young lady. I’m only going to say this to you once. You get those grades up or your name is mud. Hear me? Get them up!” [Attacks baked potato.]

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.

Experience cannot beat logic, and interpretations of observational evidence which are not in line with the laws of logical reasoning are no refutation of these but the sign of a muddled mind (or would one accept someone’s observational report that he had seen a bird that was red and non-red all over at the same time as a refutation of the law of contradiction rather than the pronouncement of an idiot?).

After it's all over, the early childhood, a chain of birthdays woven with candlelight, piles of presents, voices of relatives singing and praising your promise and future, after the years of schooling, fitting yourself into different size desks, memorizing, reciting, reporting, and performing for jury after jury of teachers, counselors, and administrators, you still feel inadequate, alone, vulnerable, and naked in a world that can be unforgiving and terribly demanding.

And I'll close by saying this. Because anti-Semitism is the godfather of racism and the gateway to tyranny and fascism and war, it is to be regarded not as the enemy of the Jewish people, I learned, but as the common enemy of humanity and of civilisation, and has to be fought against very tenaciously for that reason, most especially in its current, most virulent form of Islamic Jihad. Daniel Pearl's revolting murderer was educated at the London School of Economics. Our Christmas bomber over Detroit was from a neighboring London college, the chair of the Islamic Students' Society. Many pogroms against Jewish people are being reported from all over Europe today as I'm talking, and we can only expect this to get worse, and we must make sure our own defenses are not neglected. Our task is to call this filthy thing, this plague, this—this pest, by its right name; to make unceasing resistance to it, knowing all the time that it's probably ultimately ineradicable, and bearing in mind that its hatred towards us is a compliment, and resolving (some of the time, at any rate) to do a bit more to deserve it. Thank you.

What bloody man is that? He can report, As seemeth by his plight, of the revolt The newest state.

But, is this right for my family? The plan was centered on publicity. Would the boys have to testify? Newspaper reporters would hound them. What would things be like at school? Kids could be so cruel. Would the boys be subjected to cruel jokes about sexual desires and preferences? Was her imagination carrying her away, or were these realistic fears?

Sometimes I wish there were a weather report for your life. Tomorrow’s forecast is for routine high school shenanigans in the morning, but with dramatic parental betrayal by late afternoon, ending with wild emotional despair by nightfall. Details after the next commercial break.

There was a picture over the bed, a framed sampler in red and blue cross-stitch, with the words Hold fast that which is Good embroidered over a blue anchor. Anna looked at this with mistrust. It was the word “good”. Not that she herself was particularly naughty, in fact her school reports quite often gave her a “Good” for Conduct, but in some odd way the word seemed to leave her outside. She didn’t feel good…

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

With homework, school prepares students for overtime. With reports, it prepares them for payday.

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.

We did live in dire poverty. And one of the things that I hated was poverty. Some people hate spiders. Some people hate snakes. I hated poverty. I couldn't stand it. My mother couldn't stand the fact that we were doing poorly in school, and she prayed and she asked God to give her wisdom. What could she do to get her young sons to understand the importance of developing their minds so that they control their own lives? God gave her the wisdom. At least in her opinion. My brother and I didn't think it was that wise. Turn off the TV, let us watch only two or three TV programs during the week. And with all that spare time read two books a piece from the Detroit Public Libraries and submit to her written book reports, which she couldn't read but we didn't know that. I just hated this. My friends were out having a good time. Her friends would criticize her. My mother didn't care. But after a while I actually began to enjoy reading those books. Because we were very poor, but between the covers of those books I could go anywhere. I could be anybody. I could do anything. I began to read about people of great accomplishment. And as I read those stories, I began to see a connecting thread. I began to see that the person who has the most to do with you, and what happens to you in life, is you. You make decisions. You decide how much energy you want to put behind that decision. And I came to understand that I had control of my own destiny. And at that point I didn't hate poverty anymore, because I knew it was only temporary. I knew I could change that. It was incredibly liberating for me. Made all the difference.

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.

[Hot flashes] are the prime cause of sleep disruption in women over age fifty, Suzanne Woodward of Wayne State University School of Medicine reports. Her studies show that hot flashes in sleep occur about once an hour. Most prompt an arousal of three minutes or longer. Independently of their hot flashes, women who have them still awaken briefly every eight minutes on average. The sleep process dramatically blunts memory for awakenings, Woodward said, and in the morning women seldom realize how poorly they slept. Instead, they often focus on the daytime consequences of poor sleep, which include fatigue, lethargy, mood swings, depression, and irritability. Many women and their doctors, Woodward said, dismiss such symptoms as "just menopause." This is a mistake, she suggested, because treatment can reduce or eliminate hot flashes, aid sleep, relieve other symptoms, and improve a woman's quality of life. Treatment also helps keep frequent awakenings from becoming a bad habit that continues after hot flashes subside.

If I had been armed with a feminist understanding that no girl deserves to be called a slut, perhaps I would have fought back by reporting the harassment to my school's headmistress or another school authority, or at least I might have had the strength to tell of the name-callers on my own. But at the time, all I knew was that if I avoided eye contact, it was a hell of a lot easier to get through my days.

Bradley Chalkers Homework Book Report My Parents Didn’t Steal an Elephant By Uriah C. Lasso Mrs. Ebbel’s class Room 12 Red Hill School Last seat, last row Next to Jeff

But after children leave their parents' arms, school is still the necessary place for knowledge and soul to spring into life and good teachers are still the instigators of that miracle.

Disaster is rarely as pervasive as it seems from recorded accounts. The fact of being on the record makes it appear continuous and ubiquitous whereas it is more likely to have been sporadic both in time and place. Besides, persistence of the normal is usually greater than the effect of the disturbance, as we know from our own times. After absorbing the news of today, one expects to face a world consisting entirely of strikes, crimes, power failures, broken water mains, stalled trains, school shutdowns, muggers, drug addicts, neo-Nazis, and rapists. The fact is that one can come home in the evening--on a lucky day--without having encountered more than one or two of these phenomena. This has led me to formulate Tuchman's Law, as follows: "The fact of being reported multiplies the apparent extent of any deplorable development by five- to tenfold" (or any figure the reader would care to supply).

Alex had returned home to find a most unwelcome development, which had arrived through the letterbox in the superficially innocent form of a brown envelope. It might as well have been a letter bomb for its explosive impact on Alex’s day. It contained his school report.

A recent report, “The Sexual Abuse to Prison Pipeline,” highlighted the way in which girls, particularly girls of color, are criminalized as a result of their sexual and physical abuse. ...quite often ignored is how sexual violence can also become a pathway to confinement.

But if life were a mellow elementary school run by well-meaning education Ph.D.s, the Deliverator’s report card would say: "Hiro is so bright and creative but needs to work harder on his cooperation skills.

Dear daughter, I won't try to call my feeling for Arty love. Call it focus. My focus on Art was an ailment, noncommunicable, and, even to me all these years later, incomprehensible. Now I despise myself. But even so I remember, in hot floods, the way he slept, still as death, with his face washed flat, stony as a carved tomb and exquisite. His weakness and his ravening bitter needs were terrible, and beautiful, and irresistible as an earthquake. He scalded or smothered anyone he needed, but his needing and the hurt that it caused me were the most life I ever had. Remember what a poor thing I have always been and forgive me. He saw no use for you and you interfered with his use of me. I sent you away to please him, to prove my dedication to him, and to prevent him from killing you... My job was to come back [from the convent] directly, with nothing leaking from beneath my dark glasses, to give Arty his rubdown and then paint him for the next show, nodding cheerfully all the while, never showing anything but attentive care for his muscular wonderfulness. Because he could have killed you. He could have cut off the money that schooled and fed you. He could have erased you so entirely that I never would have had those letters and report cards and photos, or your crayon pictures, or the chance to spy on you, and to love you secretly when everything else was gone.

Outside and inside, life and soul, appear as parallels in “case history” and “soul history.” A case history is a biography of historical events in which one took part: family, school, work, illness, war, love. The soul history often neglects entirely some or many of these events, and spontaneously invents fictions and “inscapes” without major outer correlations. The biography of the soul concerns experience. It seems not to follow the one-way direction of the flow of time, and it is reported best by emotions, dreams, and fantasies … The experiences arising from major dreams, crises, and insights give definition to the personality. They too have “names” and “dates” like the outer events of case history; they are like boundary stones, which mark out one’s own individual ground. These marks can be less denied than can the outer facts of life, for nationality, marriage, religion, occupation, and even one’s own name can all be altered … Case history reports on the achievements and failures of life with the world of facts. But the soul has neither achieved nor failed in the same way … The soul imagines and plays – and play is not chronicled by report. What remains of the years of our childhood play that could be set down in a case history? … Where a case history presents a sequence of facts leading to diagnosis, soul history shows rather a concentric helter-skelter pointing always beyond itself … We cannot get a soul history through a case history.

I wish I could report that it's getting better, but unfortunately it isn't. It's hard, too, because we've started school again, and I can't go to the places where I used to go. And it can't be like it was. And I wasn't ready to say good-bye just yet. To tell you the truth, I've just been avoiding everything.

Let’s see if I remember all of this—born in Charlottesville, Virginia, but raised in Salem by her mother, Susan, a teacher, and her father, Jacob, a police officer. Attended Salem Elementary School until your tenth birthday, when your father called into his station to report an unknown child in his house—” “Stop,” I muttered. Liam looked over his shoulder, trying to divide his attention between me and the boy reciting the sordid tale of my life. “—but, bad luck, the PSFs beat the police to your house. Good luck, someone dropped the ball or they had other kiddies to pick up, because they didn’t wait around long enough to question your parents, and thus, didn’t pre-sort you. And then you came to Thurmond, and you managed to avoid their detecting you were Orange—” “Stop!” I didn’t want to hear this—I didn’t want anyone to hear it.

We never see a journalist saying to the camera, “I’m reporting live from a country where a war has not broken out”—or a city that has not been bombed, or a school that has not been shot up. As long as bad things have not vanished from the face of the earth, there will always be enough incidents to fill the news, especially when billions of smartphones turn most of the world’s population into crime reporters and war correspondents.

Alexander Hamilton Junior High School -- SEMESTER REPORT -- STUDENT: Joseph Margolis TEACHER: Janet Hicks ENGLISH: A, ARITHMETIC: A, SOCIAL STUDIES: A, SCIENCE: A, NEATNESS: A, PUNCTUALITY: A, PARTICIPATION: A, OBEDIENCE: D Teacher's Comments: Joseph remains a challenging student. While I appreciate his creativity, I am sure you will agree that a classroom is an inappropriate forum for a reckless imagination. There is not a shred of evidence to support his claim that Dolley Madison was a Lesbian, and even fewer grounds to explain why he even knows what the word means. Similarly, an analysis of the Constitutional Convention does not generate sufficient cause to initiate a two-hour classroom debate on what types of automobiles the Founding Fathers would have driven were they alive today. When asked on a subsequent examination, "What did Benjamin Franklin use to discover electricity?" eleven children responded "A Packard convertible". I trust you see my problem. [...] Janet Hicks Parent's Comments: As usual I am very proud of Joey's grades. I too was unaware that Dolley Madison was a Lesbian. I assumed they were all Protestants. Thank you for writing. Ida Margolis

The only time I got into trouble was when I forged M's signature on the weekly report we had to take home every Friday and take back to school again signed by one of our parents. The reason I did so was that M happened to be out at the time and I thought I could save myself trouble.

The man who is an initiate of one of the great Mystery Schools never fears to let his pupils outdistance him, because he knows that it stands him in good stead with his superiors if he is constantly sending up to them aspirants who 'make good.' He therefore never tries to hold back a promising pupil, because he has no need to fear that pupil, if allowed to penetrate into the Mysteries, would spy out the nakedness of the land; he will rather bring back a report of its exceeding richness, and thereby confirm the statements of his teacher and spur his fellow pupils to yet greater eagerness.

I am convinced that one can buy in Harrods of London a kit that allows an enterprising Englishman to create a British school anywhere in the third world. It comes with black robes, preprinted report cards for Michaelmas, Lent, and Easter terms, as well as hymnals, Prefect Badges, and a syllabus. Assembly required.

A child's readiness for school depends on the most basic of all knowledge, how to learn. The report lists the seven key ingredients of this crucial capacity—all related to emotional intelligence:6 1. Confidence. A sense of control and mastery of one's body, behavior, and world; the child's sense that he is more likely than not to succeed at what he undertakes, and that adults will be helpful. 2. Curiosity. The sense that finding out about things is positive and leads to pleasure. 3. Intentionality. The wish and capacity to have an impact, and to act upon that with persistence. This is related to a sense of competence, of being effective. 4. Self-control. The ability to modulate and control one's own actions in age-appropriate ways; a sense of inner control. 5. Relatedness. The ability to engage with others based on the sense of being understood by and understanding others. 6. Capacity to communicate. The wish and ability to verbally exchange ideas, feelings, and concepts with others. This is related to a sense of trust in others and of pleasure in engaging with others, including adults. 7. Cooperativeness. The ability to balance one's own needs with those of others in group activity. Whether or not a child arrives at school on the first day of kindergarten with these capabilities depends greatly on how much her parents—and preschool teachers—have given her the kind of care that amounts to a "Heart Start," the emotional equivalent of the Head Start programs.

I wait in front of the stadium, scrolling through Facebook on my cell phone. I swear if one more of my high school friends posts pictures of their lunch, kids, or dogs, I'm going on a spree reporting everyone as spam.

Once the government can demand of a publisher the names of the purchasers of his publications, the free press as we know it disappears. Then the spectre of a government agent will look over the shoulder of everyone who reads. The purchase of a book or pamphlet today may result in a subpoena tomorrow. Fear of criticism goes with every person into the bookstall. The subtle, imponderable pressures of the orthodox lay hold. Some will fear to read what is unpopular, what the powers-that-be dislike. When the light of publicity may reach any student, any teacher, inquiry will be discouraged. The books and pamphlets that are critical of the administration, that preach an unpopular policy in domestic or foreign affairs, that are in disrepute in the orthodox school of thought will be suspect and subject to investigation. The press and its readers will pay a heavy price in harassment. But that will be minor in comparison with the menace of the shadow which government will cast over literature that does not follow the dominant party line. If the lady from Toledo can be required to disclose what she read yesterday and what she will read tomorrow, fear will take the place of freedom in the libraries, book stores, and homes of the land. Through the harassment of hearings, investigations, reports, and subpoenas government will hold a club over speech and over the press." [United States v. Rumely, 345 U.S. 41 (1953)]

The boy returned at ten-thirty on a Tuesday morning. It’s official library policy to report truants to the high school, because the school board felt we were becoming 'a haven for unsupervised and illicit teenage activity.' I happen to think that’s exactly what libraries should aspire to be, and suggested we get it engraved on a plaque for the front door.

They would fade away-and I would be left alone to face the people at school,and the reporters,and Adriane,and all the places where Max had taken my hand or breathed in my ear or told me he loved me,and the emptiness that used to be Chris.

According to a study published in the Journal of Family Psychology, “In families with predictable routines, children had fewer respiratory illnesses and better overall health, and they performed better in elementary school.” The article added that rituals have a greater effect on emotional health, and that in families with strong rituals adolescents “reported a stronger sense of self, couples reported happier marriages and children had greater interaction with their grandparents.”6 A

Dr. Bar David?” A young man with black eyes and curly hair came toward him. Carrying a digital recorder. He looked familiar. “Richard Falco, North Richardson High. I took algebra and Calc I from you.” “Oh, yes, of course. Good to see you.” “I’m now reporting for Anchor Media. Just started a couple of months ago.” David started walking away. “Good for you. What a good course of action.” “Listen, I need to get a couple of quotes anyway. I wonder if—Oh, wait! I’m so sorry. You were at the North Richardson school shooting, five years ago.” David nodded. And began to panic. “That’s why you’re here, right?” the stupid student asked. “Protesting gun laws?” “I really need to be going, now. Good luck with your interviews.” Hyperventilating. Richard grabbed David’s shoulder. “But Dr. Bar David. Your story, tragic as it is, ends up being the reason for this whole public gun melting, right? A few words from you about—” David lost it. “Listen! My whole life changed that day. When that meshugener killed my entire family, my wife and my son, in an instant! With a gun he purchased the week before!” David grabbed the kid’s throat. “I do not want to talk about it. Don’t mention me in your article. I will sue you! Leave me alone.” Richard swallowed and nodded, fast. “Sorry, sorry, I’m so sorry—” David started shouting, “The bullets! The bullets! The bullets!” His head pounded. His ears roared.

If college admissions officers are going to encourage kids to take the same AP math class, why not statistics? Almost every career (whether in business, nonprofits, academics, law, or medicine benefits from proficiency in statistics. Being an informed, responsible citizen requires a sound knowledge of statistics, as politicians, reporters, and bloggers all rely on "data" to justify positions. [p.98]

President Barack Obama The White House 1600 Pennsylvania Avenue NW Washington, DC 20500 November 29, 2016 Dear President Obama, We are writing to express our grave concern regarding the mental stability of our President-Elect. Professional standards do not permit us to venture a diagnosis for a public figure whom we have not evaluated personally. Nevertheless, his widely reported symptoms of mental instability — including grandiosity, impulsivity, hypersensitivity to slights or criticism, and an apparent inability to distinguish between fantasy and reality — lead us to question his fitness for the immense responsibilities of the office. We strongly recommend that, in preparation for assuming these responsibilities, he receive a full medical and neuropsychiatric evaluation by an impartial team of investigators. Sincerely, Judith Herman, M.D. Professor of Psychiatry Harvard Medical School Nanette Gartrell, M.D. Dee Mosbacher, M.D.

To tell you the truth, I've just been avoiding everything. I walk around the school hallways and look at the people. I look at the teachers and wonder why they're here. If they like their jobs. Or us. And I wonder how smart they were when they were fifteen. Not in a mea way. In a curious way. it's like looking at all the students and wondering who's had their heart broken that da, and how they are able to cope with having three quizzes and a book report on top of that. or wondering who did the heart breaking. And wondering why. Especially since I know that if they went to another school, the person who had their heart broken would have had their heart broken by somebody else, so why does it have to be so personal? And if I went to another school, I would never have known Sam or Patrick or Mary Elizabeth or anyone except my family. (Pg 142)

So the obvious, then: the liberal arts in general, and especially reading seriously, offer an opening to a wider life, the powers of active citizenship (including the willingness to vote); reading strengthens perception, judgment, and character; it creates understanding of other people and oneself, maybe kindliness and wit, and certainly the ability to endure solitude, both in the common sense of empty-room loneliness and the cosmic sense of empty-universe loneliness. Reading fiction carries you further into imagination and invention than you would be capable of on your own, takes you into other people’s lives, and often, by reflection, deeper into your own. I will indulge a resounding tautology: every great civilization, including ours, has had a great literature and great readers. If literature matters less to young people than it once did, we are all in trouble.

Marco reported that homeless children [in Kublai Kahn's city of Daidu] were cared for and educated. While he says little about the system of education in China, we know from records of the time that Kublai Khan created thousands of public schools to provide a basic education for all children, including those of poor peasants. Until then, only the wealthy were literate. Kublai's bid at 'universal education' had never been attempted by any country on Earth. In the western world, nearly 500 years would pass before governments began to take responsibility for the public education of all children.

The revolution had been slow and ponderous, but it had weight, and that weight built up a momentum, and when that momentum finally broke forth, it was with a great and accumulated force. This force washed out the monsters who worked in public spaces, allegedly for the public, but it carried farther, into the homes and schools. It touched everyone; it made change. People started by believing the victims, and once this was apparent that it was safe to report monsters now, more and more people did so. The monsters always tried to apologize when they were caught, using the same slippery words that had worked for them before. They thought it would be enough, that some time would pass and they would be welcomed back as if nothing had happened. They were wrong.

The missing girl—there had been unceasing news reports, always flashing to that achingly ordinary school portrait of the vanished teen, you know the one, with the rainbow-swirl background, the girl's hair too straight, her smile too self-conscious, then a quick cut to the worried parents on the front lawn, microphones surrounding them, Mom silently tearful, Dad reading a statement with quivering lip—that girl, that missing girl had just walked past Edna Skylar.

WRITE YOUR NAME. The first thing they teach you at school. WRITE YOUR NAME. Sign for your first bank account. WRITE YOUR NAME. At the top of your exam paper. WRITE YOUR NAME. On the back of your bedroom door with a drippy pen. WRITE YOUR NAME. To log in to facebook. WRITE YOUR NAME. WRITE YOUR NAME. WRITE YOUR NAME. As if you existed. As if you were unique. As if you were separate. IN YOUR NAME. The things you own are in your name. YOUR NAME. That which owns, that part of you which may possess things. And that part of you that possesses your crimes and your crimes against possession. Write your name on the police report. Write your name on the caution. Your name was written on you. Write your name.

The FBI and the Secret Service each published reports in the first three years, guiding faculty to identify serious threats. The central recommendations contradicted prevailing post-Columbine behavior. They said identifying outcasts as threats is not healthy. It demonizes innocent kids who are already struggling. It is also unproductive. Oddballs are not the problem. They do not fit the profile. There is no profile. All the recent school shooters shared exactly one trait: 100 percent male. (Since the study a few have been female.) Aside from personal experience, no other characteristic hit 50 percent, not even close. “There is no accurate or useful ‘profile’ of attackers,” the Secret Service said. Attackers came from all ethnic, economic, and social classes. The bulk came from solid two-parent homes. Most had no criminal record or history of violence. The two biggest myths were that shooters were loners and that they “snapped.” A staggering 93 percent planned their attack in advance. “The path toward violence is an evolutionary one, with signposts along the way,” the FBI report said.

It was something Brynna had done a report on in school last year. At the time he’d thought it stupid, but he finally got it. Visualization. In order to make something happen, to become something else, you had to see it clearly in your mind. That was the first step of achieving success. Vague dreams never amounted to anything. Only those that were fully seen could manifest.

If the Baudelaire orphans had been stalks of celery, they would not have been small children in great distress, and if they had been lucky, Carmelita Spats would have not approached their table at this particular moment and delivered another unfortunate message. "Hello, you cakesniffers," she said, "although judging from the baby brat you're more like saladsniffers. I have another message for you from Coach Genghis. I get to be his Special Messenger because I'm the cutest, prettiest, nicest little girl in the whole school." "If you were really the nicest person in the whole school," Isadora said, "you wouldn't make fun of a sleeping infant. But never mind, what is the message?" "It's actually the same as last time," Carmelita said, "but I'll repeat it in case you're too stupid to remember. The three Baudelaire orphans are to report to the front lawn tonight, immediately after dinner." "What?" Klaus asked. "Are you deaf as well as cakesniffy?" Carmelita asked.

If there are significant differences in the surveys to be found, they frequently suggest that whites, particularly white youth, are more likely to engage in illegal drug dealing than people of color.11 One study, for example, published in 2000 by the National Institute on Drug Abuse reported that white students use cocaine at seven times the rate of black students, use crack cocaine at eight times the rate of black students, and use heroin at seven times the rate of black students.12 That same survey revealed that nearly identical percentages of white and black high school seniors use marijuana. The National Household Survey on Drug Abuse reported in 2000 that white youth aged 12–17 are more than a third more likely to have sold illegal drugs than African American youth.13 Thus

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

Do not oversleep and miss the school bus- you'll be late. That's a habit teachers generally don't appreciate. Never tell your friends at school that you still wet your bed. They are sure to tease you, and you'll wish that you were dead. Never call your teacher a name when she's not near you. Teachers' ears are excellent, so they can always hear you. Do not read a textbook when your hands aren't clean-it's tricky to separate the pages when the pages get real sticky. When you go out for a team it's always wise to practice. When you are a substitute, the bench can feel like cactus. Do not copy homework from a friend who is a dummy. If you do, I'm sure that you will get a grade that's crummy. And if your report card's bad, don't blame it on your buddy. Kiss up to your parents quick, or they might make you study.

The first school shooting that attracted the attention of a horrified nation occurred on March 24, 1998, in Jonesboro, Arkansas. Two boys opened fire on a schoolyard full of girls, killing four and one female teacher. In the wake of what came to be called the Jonesboro massacre, violence experts in media and academia sought to explain what others called “inexplicable.” For example, in a front-page Boston Globe story three days after the tragedy, David Kennedy from Harvard University was quoted as saying that these were “peculiar, horrible acts that can’t easily be explained.” Perhaps not. But there is a framework of explanation that goes much further than most of those routinely offered. It does not involve some incomprehensible, mysterious force. It is so straightforward that some might (incorrectly) dismiss it as unworthy of mention. Even after a string of school shootings by (mostly white) boys over the past decade, few Americans seem willing to face the fact that interpersonal violence—whether the victims are female or male—is a deeply gendered phenomenon. Obviously both sexes are victimized. But one sex is the perpetrator in the overwhelming majority of cases. So while the mainstream media provided us with tortured explanations for the Jonesboro tragedy that ranged from supernatural “evil” to the presence of guns in the southern tradition, arguably the most important story was overlooked. The Jonesboro massacre was in fact a gender crime. The shooters were boys, the victims girls. With the exception of a handful of op-ed pieces and a smattering of quotes from feminist academics in mainstream publications, most of the coverage of Jonesboro omitted in-depth discussion of one of the crucial facts of the tragedy. The older of the two boys reportedly acknowledged that the killings were an act of revenge he had dreamed up after having been rejected by a girl. This is the prototypical reason why adult men murder their wives. If a woman is going to be murdered by her male partner, the time she is most vulnerable is after she leaves him. Why wasn’t all of this widely discussed on television and in print in the days and weeks after the horrific shooting? The gender crime aspect of the Jonesboro tragedy was discussed in feminist publications and on the Internet, but was largely absent from mainstream media conversation. If it had been part of the discussion, average Americans might have been forced to acknowledge what people in the battered women’s movement have known for years—that our high rates of domestic and sexual violence are caused not by something in the water (or the gene pool), but by some of the contradictory and dysfunctional ways our culture defines “manhood.” For decades, battered women’s advocates and people who work with men who batter have warned us about the alarming number of boys who continue to use controlling and abusive behaviors in their relations with girls and women. Jonesboro was not so much a radical deviation from the norm—although the shooters were very young—as it was melodramatic evidence of the depth of the problem. It was not something about being kids in today’s society that caused a couple of young teenagers to put on camouflage outfits, go into the woods with loaded .22 rifles, pull a fire alarm, and then open fire on a crowd of helpless girls (and a few boys) who came running out into the playground. This was an act of premeditated mass murder. Kids didn’t do it. Boys did.

There are two moments in the course of education where a lot of kids fall off the math train. The first comes in the elementary grades, when fractions are introduced. Until that moment, a number is a natural number, one of the figures 0, 1, 2, 3 . . . It is the answer to a question of the form “how many.”* To go from this notion, so primitive that many animals are said to understand it, to the radically broader idea that a number can mean “what portion of,” is a drastic philosophical shift. (“God made the natural numbers,” the nineteenth-century algebraist Leopold Kronecker famously said, “and all the rest is the work of man.”) The second dangerous twist in the track is algebra. Why is it so hard? Because, until algebra shows up, you’re doing numerical computations in a straightforwardly algorithmic way. You dump some numbers into the addition box, or the multiplication box, or even, in traditionally minded schools, the long-division box, you turn the crank, and you report what comes out the other side. Algebra is different. It’s computation backward. When you’re asked to solve

For Eric, Columbine was a performance. Homicidal art. He actually referred to his audience in his journal: “the majority of the audience wont even understand my motives,” he complained. He scripted Columbine as made-for-TV murder, and his chief concern was that we would be too stupid to see the point. Fear was Eric’s ultimate weapon. He wanted to maximize the terror. He didn’t want kids to fear isolated events like a sporting event or a dance; he wanted them to fear their daily lives. It worked. Parents across the country were afraid to send their kids to school. Eric didn’t have the political agenda of a terrorist, but he had adopted terrorist tactics. Sociology professor Mark Juergensmeyer identified the central characteristic of terrorism as “performance violence.” Terrorists design events “to be spectacular in their viciousness and awesome in their destructive power. Such instances of exaggerated violence are constructed events: they are mind-numbing, mesmerizing theater.” The audience—for Timothy McVeigh, Eric Harris, or the Palestine Liberation Organization—was always miles away, watching on TV. Terrorists rarely settle for just shooting; that limits the damage to individuals. They prefer to blow up things—buildings, usually, and the smart ones choose carefully. “During that brief dramatic moment when a terrorist act levels a building or damages some entity that a society regards as central to its existence, the perpetrators of the act assert that they—and not the secular government—have ultimate control over that entity and its centrality,” Juergensmeyer wrote. He pointed out that during the same day as the first attack on the World Trade Center, in 1993, a deadlier attack was leveled against a coffee shop in Cairo. The attacks were presumably coordinated by the same group. The body count was worse in Egypt, yet the explosion was barely reported outside that country. “A coffeehouse is not the World Trade Center,” he explained. Most terrorists target symbols of the system they abhor—generally, iconic government buildings. Eric followed the same logic. He understood that the cornerstone of his plan was the explosives. When all his bombs fizzled, everything about his attack was misread. He didn’t just fail to top Timothy McVeigh’s record—he wasn’t even recognized for trying. He was never categorized with his peer group. We lumped him in with the pathetic loners who shot people.

New Rule: Now that liberals have taken back the word "liberal," they also have to take back the word "elite." By now you've heard the constant right-wing attacks on the "elite media," and the "liberal elite." Who may or may not be part of the "Washington elite." A subset of the "East Coast elite." Which is overly influenced by the "Hollywood elite." So basically, unless you're a shit-kicker from Kansas, you're with the terrorists. If you played a drinking game where you did a shot every time Rush Limbaugh attacked someone for being "elite," you'd be almost as wasted as Rush Limbaugh. I don't get it: In other fields--outside of government--elite is a good thing, like an elite fighting force. Tiger Woods is an elite golfer. If I need brain surgery, I'd like an elite doctor. But in politics, elite is bad--the elite aren't down-to-earth and accessible like you and me and President Shit-for-Brains. Which is fine, except that whenever there's a Bush administration scandal, it always traces back to some incompetent political hack appointment, and you think to yourself, "Where are they getting these screwups from?" Well, now we know: from Pat Robertson. I'm not kidding. Take Monica Goodling, who before she resigned last week because she's smack in the middle of the U.S. attorneys scandal, was the third-ranking official in the Justice Department of the United States. She's thirty-three, and though she never even worked as a prosecutor, was tasked with overseeing the job performance of all ninety-three U.S. attorneys. How do you get to the top that fast? Harvard? Princeton? No, Goodling did her undergraduate work at Messiah College--you know, home of the "Fighting Christies"--and then went on to attend Pat Robertson's law school. Yes, Pat Robertson, the man who said the presence of gay people at Disney World would cause "earthquakes, tornadoes, and possibly a meteor," has a law school. And what kid wouldn't want to attend? It's three years, and you have to read only one book. U.S. News & World Report, which does the definitive ranking of colleges, lists Regent as a tier-four school, which is the lowest score it gives. It's not a hard school to get into. You have to renounce Satan and draw a pirate on a matchbook. This is for the people who couldn't get into the University of Phoenix. Now, would you care to guess how many graduates of this televangelist diploma mill work in the Bush administration? On hundred fifty. And you wonder why things are so messed up? We're talking about a top Justice Department official who went to a college founded by a TV host. Would you send your daughter to Maury Povich U? And if you did, would you expect her to get a job at the White House? In two hundred years, we've gone from "we the people" to "up with people." From the best and brightest to dumb and dumber. And where better to find people dumb enough to believe in George Bush than Pat Robertson's law school? The problem here in America isn't that the country is being run by elites. It's that it's being run by a bunch of hayseeds. And by the way, the lawyer Monica Goodling hired to keep her ass out of jail went to a real law school.

And yet, despite the high numbers of girls experiencing sexual harassment in schools, only 12 percent said they ever reported it to an adult. "Some researchers claim that sexual harassment is so common for girls that many fail to recognize it as sexual harassment when it happens," said the AAUW report. A 2014 study, published in Gender & Society, of students in a Midwestern city also found that girls failed to report incidents of sexual harassment in school because they regarded them as "normal." Their lack of reporting was found to stem from girls' fear of being labeled "bad girls" by teachers and administrators, who they felt would view them as provoking how they were treated. They also feared the condemnation of other girls, some of whom were shown to be unsupportive, accusing them of exaggerating or lying. Many girls saw everyday sexual harassment and abuse as "normal" male behavior male behavior and something they had to ignore, endure, or maneuver around.

What matters is the character of...stereotypes, and the gullibility with which we employ them. And these in the end depend upon...our philosophy of life. If in that philosophy we assume that the world is codified according to a code which we possess, we are likely to make our reports of what is going on describe a world run by our code. But if our philosophy tells us that each man is only a small part of the world, that his intelligence catches at best only phases and aspects in a coarse net of ideas, then, when we use our stereotypes, we tend to know that they are only stereotypes, to hold them lightly, to modify them gladly. We tend, also, to realize more and more clearly when our ideas started, where they started, how they came to us, why we accepted them. All useful history is antiseptic in this fashion. It enables us to know what fairy tale, what school book, what tradition, what novel, play, picture, phrase, planted one preconception in this mind, another in that mind.

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.

That is the idea that we all hope you have learned in studying science in school—we never explicitly say what this is, but just hope that you catch on by all the examples of scientific investigation. It is interesting, therefore, to bring it out now and speak of it explicitly. It’s a kind of scientific integrity, a principle of scientific thought that corresponds to a kind of utter honesty—a kind of leaning over backwards. For example, if you’re doing an experiment, you should report everything that you think might make it invalid—not only what you think is right about it: other causes that could possibly explain your results; and things you thought of that you’ve eliminated by some other experiment, and how they worked—to make sure the other fellow can tell they have been eliminated. Details that could throw doubt on your interpretation must be given, if you know them. You must do the best you can—if you know anything at all wrong, or possibly wrong—to explain it. If you make a theory, for example, and advertise it, or put it out, then you must also put down all the facts that disagree with it, as well as those that agree with it. There is also a more subtle problem. When you have put a lot of ideas together to make an elaborate theory, you want to make sure, when explaining what it fits, that those things it fits are not just the things that gave you the idea for the theory; but that the finished theory makes something else come out right, in addition. In summary, the idea is to try to give all of the information to help others to judge the value of your contribution; not just the information that leads to judgment in one particular direction or another. The first principle is that you must not fool yourself—and you are the easiest person to fool. So you have to be very careful about that. After you’ve not fooled yourself, it’s easy not to fool other scientists... You just have to be honest in a conventional way after that.

Luz leaned her head against the window. The bus was already on the outskirts of Mexico City and the endless urban landscape had never seemed so gray and or so harsh. Most of the city was nothing like the old money enclave of Lomas Virreyes where the Vegas lived or Polanco where the city’s most expensive restaurants and clubs catered to the wealthy. The bus passed block after block of sooty concrete cut into houses and shops and shanties and parking garages and mercados and schools and more shanties where people lived surrounded by hulks of old cars and plastic things no one bothered to throw away. Sometimes there wasn’t concrete for homes, just sheets of corrugated metal and big pieces of cardboard that would last until the next rainy season. It was the detritus of millions upon millions of people who had nowhere to go and nothing to do and were angry about it. The Reforma newspaper had reported a few weeks ago that the city’s population was in excess of 28 million--more than 25 percent of the country’s entire population--and Luz believed it. All of those people were clawing at each other in a huge fishbowl suspended 7500 feet above sea level, where there was never enough oxygen and the air was thin and dirty. The city was hemmed in by mountains on all sides; mountains like Popocatépetl and Iztaccíhuatl that sometimes spewed smoke and ash and prevented the contaminatión from cars and factories and sewers from escaping. Luz privately thought of it as la sopa--a white soup that often blotted out the stars and prevented the night sky from getting dark. The bus slowed in traffic. As they crept along Luz saw a car stopped on the side of the road, pulled over by a transito traffic cop. As Luz watched, the driver handed the cop a peso bill from his wallet. The transito accepted it but kept talking, gesturing at the car. The motorist handed him another bill. La mordida--the bite--of the traffic cop, right under her nose. Los Hierros was crap.

In Minneapolis, tires were slashed and windows smashed. A high school student getting off a bus was hit in the face and told to “go back to China.” A woman was kicked in the thighs, face, and kidneys, and her purse, which contained the family’s entire savings of $400, was stolen; afterwards, she forbade her children to play outdoors, and her husband, who had once commanded a fifty-man unit in the Armée Clandestine, stayed home to guard the family’s belongings. In Providence, children walking home from school were beaten. In Missoula, teenagers were stoned. In Milwaukee, garden plots were vandalized and a car was set on fire. In Eureka, California, two burning crosses were placed on a family’s front lawn. In a random act of violence near Springfield, Illinois, a twelve-year-old boy was shot and killed by three men who forced his family’s car off Interstate 55 and demanded money. His father told a reporter, “In a war, you know who your enemies are. Here, you don’t know if the person walking up to you will hurt you.

For what, in actual practice, should the critical, mature modernist Christian do when, for instance, he gathers his children around him to celebrate Christmas? Should he read Luke's Christmas Gospel and sing the Christmas carols as if they were true, even though he believes them to be crude and primitive theology? After all, the rest of his society has no scruples about doing this, the pagans and the department stores. Or if this seems too cynical, too dishonest, ought he rather, in the manner of early socialist Sunday schools, to devise a passionately rationalist catechesis, swap German for German, chant a passage from Bultmann instead of 'Joy to the World!'; ought he rather to gather his little ones about the Crib, light the candles, and read Raymond Brown instead of St. Luke on the virginal conception of Jesus: 'My judgment in conclusion is that the totality of the scientifically controllable evidence leaves an unresolved problem.' How their eyes will shine, how their little hearts will burn within them as they hear these holy words! How touched they will all be as the littlest child reverently places a shining question mark in the empty manger. And how they will rejoice when they find their stockings, which they have hung up to a Protestant parody of a Catholic bishop, stuffed with subscriptions to 'Concilium,' 'Catholic Update,' 'National Catholic Reporter,' and 'The Tablet.

I spent a few more minutes puzzling over the timeline before turning my attention to the notebook’s first page, which contained a pencil drawing of an old-school coin-operated arcade game—one I didn’t recognize. Its control panel featured a single joystick and one unlabeled white button, and its cabinet was entirely black, with no side art or other markings anywhere on it, save for the game’s strange title, which was printed in all capital green letters across its jet black marquee: POLYBIUS. Below his drawing of the game, my father had made the following notations: No copyright or manufacturer info anywhere on game cabinet. Reportedly only seen for 1–2 weeks in July 1981 at MGP. Gameplay was similar to Tempest. Vector graphics. Ten levels? Higher levels caused players to have seizures, hallucinations, and nightmares. In some cases, subject committed murder and/or suicide. “Men in Black” would download scores from the game each night. Possible early military prototype created to train gamers for war? Created by same covert op behind Bradley Trainer?

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

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?

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

The Measure of America, a report of the Social Science Research Council, ranks every state in the United States on its “human development.” Each rank is based on life expectancy, school enrollment, educational degree attainment, and median personal earnings. Out of the 50 states, Louisiana ranked 49th and in overall health ranked last. According to the 2015 National Report Card, Louisiana ranked 48th out of 50 in eighth-grade reading and 49th out of 50 in eighth-grade math. Only eight out of ten Louisianans have graduated from high school, and only 7 percent have graduate or professional degrees. According to the Kids Count Data Book, compiled by the Annie E. Casey Foundation, Louisiana ranked 49th out of 50 states for child well-being. And the problem transcends race; an average black in Maryland lives four years longer, earns twice as much, and is twice as likely to have a college degree as a black in Louisiana. And whites in Louisiana are worse off than whites in Maryland or anywhere else outside Mississippi. Louisiana has suffered many environmental problems too: there are nearly 400 miles of low, flat, subsiding coastline, and the state loses a football field–size patch of wetland every hour. It is threatened by rising sea levels and severe hurricanes, which the world’s top scientists connect to climate change.

Why should we, the brains of the military, have so much anxiety about our contribution to the war that we feel we have to ape Special Forces guys? To Fitzgerald commandos were just glorified jocks - pitchers and quarterbacks from suburban high schools who traded baseballs for bullets. There's no doubt they had skills. They could slither right up to the enemy on their stomachs survive on worms for days and plunk a target with a piece of lead from a mile away. All very impressive. But they couldn't speak Arabic or juggle a million intelligence requirements and 703 follow-up questions from the community while sitting three feet away from some Islamic firebrand who has no reason to talk. "Do you think those Special Forces guys are wracked with Interrogator envy?" Fitzgerald would say. "You think they're over there in their special sunglasses polishing their special weapons saying 'man if only I could do some hot-shit interrogations and write some hot-shit reports?

Things changed after that between me and Mark. I stopped being mortified that people might mistake me for one of his acolytes. I was his Boswell, don’t you know. I interviewed him about his childhood—his father was a psychiarist in Beverly Hills. I cataloged the contents of his van. I followed him around at work, sitting in while he examined patients. He had been a bit of a prodigy when we were in college. After his father developed a tumor, Mark, who was pre-med, started studying cancer with an intensity that convinced many of his friends that his goal was to find a cure in time to save his father. As it turned out, his father didn’t have cancer. But Mark kept on with his cancer studies. His interest was not in fact in oncology—in finding a cure—but in cancer education and prevention. By the time he entered medical school, he had created, with another student, a series of college courses on cancer and coauthored The Biology of Cancer Sourcebook, the text for a course that was eventually offered to tens of thousands of students. He cowrote a second book, Understanding Cancer, that became a bestselling university text, and he continued to lecture throughout the United States on cancer research, education, and prevention. “The funny thing is, I’m not really interested in cancer,” Mark told me. “I’m interested in people’s response to it. A lot of cancer patients and suvivors report that they never really lived till they got cancer, that it forced them to face things, to experience life more intensely. What you see in family practice is that families just can’t afford to be superficial with each other anymore once someone has cancer. Corny as it sounds, what I’m really interested in is the human spirit—in how people react to stress and adversity. I’m fascinated by the way people fight back, by how they keep fighting their way to the surface.” Mark clawed at the air with his arms. What he was miming was the struggle to reach the surface through the turbulence of a large wave.

I do not know if you read some time ago how one of the Marshals of the Russian army reporting to the Polit Bureau, said that in the army they were training soldiers under hypnosis —you know what that means? You are put under hypnosis and taught how to kill, how to obey completely, function with complete independence, but within a pattern, under the authority of a superior. Now culture and society are doing exactly the same thing to each one of us. Culture and society have hypnotized you. Do please listen to this very carefully, it is not only being done in the army in Russia, but it is being done all over the world. When you read the Gita endlessly, or the Koran, or repeat some mantram, some endlessly repeated words, you are doing exactly the same thing. When you say, “I am a Hindu”, “I am a Buddhist”, “I am a Muslim”, “I am a Catholic”, the same pattern is being repeated, you have been mesmerized, hypnotized; and technology is doing exactly the same thing. You can be a clever lawyer, a first-class engineer, or an artist, or a great scientist, but always within a fragment of the whole. I do not know if you see this, not because I describe it, but actually see what is taking place. The Communists are doing it, the Capitalists are doing it, everybody, parents, schools, education, they are all shaping the mind to function within a certain pattern, a certain fragment. And we are always concerned with bringing about a change within the pattern, within the fragment. Madras 3 January 1968

The discovery that detonated Cleveland is one of Britain’s great contributions to awareness of child abuse. In 1986 and 1987 the Leeds paediatricians Dr Jane Wynne and Dr Christopher Hobbs reported in the Lancet that they were seeing more children who were being buggered than battered. About 300 cases were corroborated. The children were young – two-thirds were pre-school children – and anal abuse was more common than vaginal penetration. They also noted that ‘boys and girls seem to be at similar risk’. Almost half of the children who suffered anal abuse also showed a sign written up in the forensic textbooks as ‘anal dilation’, an anus opening when it was supposed to stay shut; opening and expecting entry. What the paediatricians were observing was not an acute sign, the effect of a single intrusion – a spasm or seizure – but a sign that was telling a story about everyday life; the anatomy of adaption. Anal dilation seemed to describe the architecture of abuse: it allowed the body to receive an incoming object, regularly.

I reminded the reporter that sonnet means “little sound.” “Oh,” she said, and I could tell by the way her pen jumped in her hand that she was charmed by the idea; people almost always are. Sonnets are taken so strenuously, so literally, when taught at school, or at least they used to be, and the definition—fourteen lines of rhymed iambic pentameter—hardens and ends up gesturing toward an artifact, an object one might construct from a kit. But if you picture the sonnet, instead, as a little sound, a ping in the great wide silent world, you make visible a sudden fluidity to the form, a splash of noise, but a carefully measured splash that’s saved from preciosity by the fact that it comes from within the body’s own borders; one voice, one small note extended, and then bent; the bending is everything, the volta, the turn, and also important is where it occurs within the sonnet’s “scanty plot of ground,” to quote old Wordsworth. From there the “little sound” sparks and then forms itself out of the dramatic contrasts of private light and darkness.

My Fellow Non-American Blacks: In America, You Are Black, Baby Dear Non-American Black, when you make the choice to come to America, you become black. Stop arguing. Stop saying I’m Jamaican or I’m Ghanaian. America doesn’t care. So what if you weren’t “black” in your country? You’re in America now. We all have our moments of initiation into the Society of Former Negroes. Mine was in a class in undergrad when I was asked to give the black perspective, only I had no idea what that was. So I just made something up. And admit it—you say “I’m not black” only because you know black is at the bottom of America’s race ladder. And you want none of that. Don’t deny now. What if being black had all the privileges of being white? Would you still say “Don’t call me black, I’m from Trinidad”? I didn’t think so. So you’re black, baby. And here’s the deal with becoming black: You must show that you are offended when such words as “watermelon” or “tar baby” are used in jokes, even if you don’t know what the hell is being talked about—and since you are a Non-American Black, the chances are that you won’t know. (In undergrad a white classmate asks if I like watermelon, I say yes, and another classmate says, Oh my God that is so racist, and I’m confused. “Wait, how?”) You must nod back when a black person nods at you in a heavily white area. It is called the black nod. It is a way for black people to say “You are not alone, I am here too.” In describing black women you admire, always use the word “STRONG” because that is what black women are supposed to be in America. If you are a woman, please do not speak your mind as you are used to doing in your country. Because in America, strong-minded black women are SCARY. And if you are a man, be hyper-mellow, never get too excited, or somebody will worry that you’re about to pull a gun. When you watch television and hear that a “racist slur” was used, you must immediately become offended. Even though you are thinking “But why won’t they tell me exactly what was said?” Even though you would like to be able to decide for yourself how offended to be, or whether to be offended at all, you must nevertheless be very offended. When a crime is reported, pray that it was not committed by a black person, and if it turns out to have been committed by a black person, stay well away from the crime area for weeks, or you might be stopped for fitting the profile. If a black cashier gives poor service to the non-black person in front of you, compliment that person’s shoes or something, to make up for the bad service, because you’re just as guilty for the cashier’s crimes. If you are in an Ivy League college and a Young Republican tells you that you got in only because of Affirmative Action, do not whip out your perfect grades from high school. Instead, gently point out that the biggest beneficiaries of Affirmative Action are white women. If you go to eat in a restaurant, please tip generously. Otherwise the next black person who comes in will get awful service, because waiters groan when they get a black table. You see, black people have a gene that makes them not tip, so please overpower that gene. If you’re telling a non-black person about something racist that happened to you, make sure you are not bitter. Don’t complain. Be forgiving. If possible, make it funny. Most of all, do not be angry. Black people are not supposed to be angry about racism. Otherwise you get no sympathy. This applies only for white liberals, by the way. Don’t even bother telling a white conservative about anything racist that happened to you. Because the conservative will tell you that YOU are the real racist and your mouth will hang open in confusion.

On September 11, it was government that failed. Law enforcement agencies didn't detect the plot. The FBI had reports that said young men on the terrorist watch list were going from flight school to flight school, trying to find an instructor who would teach them how to fly a commercial jet. But the FBI never acted on it. The INS let the hijackers in. Three of them had expired visas. Months after the attack, the government issued visas to two dead hijackers. The solution to such government incompetence is to give the government more power? Congress could have done what Amsterdam, Belfast, Brussels, Copenhagen, Frankfurt, Hamburg, London, Paris, and Rome did: set tough standards and let private companies compete to meet them. Many of those cities switched to private companies because they realized government-run security wasn't working very well. Private-sector competition keeps the screeners alert because the airport can fire them. No one can fire the government; that's a reason government agencies gradually deteriorate. There's no competition.

Do you know a Psychopath? You do not know me; but after reading my memoir you will know me a little better and you will have had the experience of safely getting into the mind and life of a young psychopath in training. Critics have written: It is a powerful and unusual memoir; brutal and raw. A Psychopath In Training: In 1997 psychiatrist’s contracted by the Correctional Service and the National Parole Board wrote in their final report, before I was released back into the community, they had diagnosed me to be a psychopath. A Psychopath: How does one become a Psychopath? After of the death of my young mother, when I was fourteen, I became a ward of the state and forced into the care and custody of the Catholic Christian Brothers at St. John’s Catholic Training School for Boys until after I turned sixteen. Since then I have been incarcerated over seventeen years in various prisons, institutions and juvenile detention centres. I have been interviewed and treated by so many prison psychiatrists and psychologists I should be called the professional. In my youth I have experienced almost every kind of sleaze, sex and violence humans can inflict on each other. I had to learn the hard way on how to identify and deal with the people who were the dangerous psychopath’s in my life and the proof I succeeded is; I am still alive. My book cover depicts what is coming out of the government foster homes and prisons today: Our communities and our police forces are not at all prepared for the dangerous psychopaths being churned out. Are you ready? You and the educators alike can learn from my memoir.

Many researchers have sought the secret of successful education by identifying the most successful schools in the hope of discovering what distinguishes them from others. One of the conclusions of this research is that the most successful schools, on average, are small. In a survey of 1,662 schools in Pennsylvania, for instance, 6 of the top 50 were small, which is an overrepresentation by a factor of 4. These data encouraged the Gates Foundation to make a substantial investment in the creation of small schools, sometimes by splitting large schools into smaller units. At least half a dozen other prominent institutions, such as the Annenberg Foundation and the Pew Charitable Trust, joined the effort, as did the U.S. Department of Education’s Smaller Learning Communities Program. This probably makes intuitive sense to you. It is easy to construct a causal story that explains how small schools are able to provide superior education and thus produce high-achieving scholars by giving them more personal attention and encouragement than they could get in larger schools. Unfortunately, the causal analysis is pointless because the facts are wrong. If the statisticians who reported to the Gates Foundation had asked about the characteristics of the worst schools, they would have found that bad schools also tend to be smaller than average. The truth is that small schools are not better on average; they are simply more variable. If anything, say Wainer and Zwerling, large schools tend to produce better results, especially in higher grades where a variety of curricular options is valuable. Thanks to recent advances in cognitive psychology,

Germany had been united in empire for only eight years when Einstein was born in Ulm on March 14, 1879. He grew up in Munich. He was slow to speak, but he was not, as legend has it, slow in his studies; he consistently earned the highest or next-highest marks in mathematics and Latin in school and Gymnasium. At four or five the “miracle” of a compass his father showed him excited him so much, he remembered, that he “trembled and grew cold.” It seemed to him then that “there had to be something behind objects that lay deeply hidden.”624 He would look for the something which objects hid, though his particular genius was to discover that there was nothing behind them to hide; that objects, as matter and as energy, were all; that even space and time were not the invisible matrices of the material world but its attributes. “If you will not take the answer too seriously,” he told a clamorous crowd of reporters in New York in 1921 who asked him for a short explanation of relativity, “and consider it only as a kind of joke, then I can explain it as follows. It was formerly believed that if all material things disappeared out of the universe, time and space would be left. According to the relativity theory, however, time and space disappear together with the things.

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

Or I can stay with Colby when he comes back,” she added deliberately. She even smiled. “He’ll take care of me.” His black eyes narrowed. “He can barely take care of himself,” he said flatly. “He’s a lost soul. He can’t escape the past or face the future without Maureen. He isn’t ready for a relationship with anyone else, even if he thinks he is” She didn’t rise to the bait. “I can count on Colby. He’ll help me if I need it.” He looked frustrated. “But you won’t let me help you.” “Colby isn’t involved with anyone who’d be jealous of the time he spent looking out for me. That’s the difference.” He let out an angry breath and his eyes began to glitter. “You have to beat the subject to death, I guess.” She managed to look indifferent. “You have your own life to live, Tate. I’m not part of it anymore. You’ve made that quite clear.” His teeth clenched. “Is it really that easy for you to throw the past away?” he asked. “That’s what you want,” she reminded him. There was a perverse pleasure in watching his eyes narrow. “You said you’d never forget or forgive me,” she added evenly. “I took you at your word. I’ll always have fond memories of you and Leta. But I’m a grown woman. I have a career, a future. I’ve dragged you down financially for years, without knowing it. Now that I do…” “For God’s sake!” he burst out, rising to pace with his hands clenched in his pockets. “I could have sent you to Harvard if you’d wanted to go there, and never felt the cost! “You’re missing the point,” she said, feeling nausea rise in her throat and praying it wouldn’t overflow. “I could have worked my way through school, paid for my own apartment and expenses. I wouldn’t have minded. But you made me beholden to you in a way I can never repay.” He stopped pacing and glared at her. “Have I asked for repayment?” She smiled in spite of herself. “You look just like Matt when you glower that way.” The glare got worse. She held up a hand. “I know. You don’t want to talk about that. Sorry.” “Everyone else wants to talk about it,” he said irritably. “I’ve done nothing but dodge reporters ever since the story broke. What a hell of a way to do it, on national television!

Tonight, however, Dickens struck him in a different light. Beneath the author’s sentimental pity for the weak and helpless, he could discern a revolting pleasure in cruelty and suffering, while the grotesque figures of the people in Cruikshank’s illustrations revealed too clearly the hideous distortions of their souls. What had seemed humorous now appeared diabolic, and in disgust at these two favourites he turned to Walter Pater for the repose and dignity of a classic spirit. But presently he wondered if this spirit were not in itself of a marble quality, frigid and lifeless, contrary to the purpose of nature. ‘I have often thought’, he said to himself, ‘that there is something evil in the austere worship of beauty for its own sake.’ He had never thought so before, but he liked to think that this impulse of fancy was the result of mature consideration, and with this satisfaction he composed himself for sleep. He woke two or three times in the night, an unusual occurrence, but he was glad of it, for each time he had been dreaming horribly of these blameless Victorian works… It turned out to be the Boy’s Gulliver’s Travels that Granny had given him, and Dicky had at last to explain his rage with the devil who wrote it to show that men were worse than beasts and the human race a washout. A boy who never had good school reports had no right to be so morbidly sensitive as to penetrate to the underlying cynicism of Swift’s delightful fable, and that moreover in the bright and carefully expurgated edition they bring out nowadays. Mr Corbett could not say he had ever noticed the cynicism himself, though he knew from the critical books it must be there, and with some annoyance he advised his son to take out a nice bright modern boy’s adventure story that could not depress anybody. Mr Corbett soon found that he too was ‘off reading’. Every new book seemed to him weak, tasteless and insipid; while his old and familiar books were depressing or even, in some obscure way, disgusting. Authors must all be filthy-minded; they probably wrote what they dared not express in their lives. Stevenson had said that literature was a morbid secretion; he read Stevenson again to discover his peculiar morbidity, and detected in his essays a self-pity masquerading as courage, and in Treasure Island an invalid’s sickly attraction to brutality. This gave him a zest to find out what he disliked so much, and his taste for reading revived as he explored with relish the hidden infirmities of minds that had been valued by fools as great and noble. He saw Jane Austen and Charlotte Brontë as two unpleasant examples of spinsterhood; the one as a prying, sub-acid busybody in everyone else’s flirtations, the other as a raving, craving maenad seeking self-immolation on the altar of her frustrated passions. He compared Wordsworth’s love of nature to the monstrous egoism of an ancient bellwether, isolated from the flock.

All A players have six common denominators. They have a scoreboard that tells them if they are winning or losing and what needs to be done to change their performance. They will not play if they can’t see the scoreboard. They have a high internal, emotional need to succeed. They do not need to be externally motivated or begged to do their job. They want to succeed because it is who they are . . . winners. People often ask me how I motivate my employees. My response is, “I hire them.” Motivation is for amateurs. Pros never need motivating. (Inspiration is another story.) Instead of trying to design a pep talk to motivate your people, why not create a challenge for them? A players love being tested and challenged. They love to be measured and held accountable for their results. Like the straight-A classmate in your high school geometry class, an A player can hardly wait for report card day. C players dread report card day because they are reminded of how average or deficient they are. To an A player, a report card with a B or a C is devastating and a call for renewed commitment and remedial actions. They have the technical chops to do the job. This is not their first rodeo. They have been there, done that, and they are technically very good at what they do. They are humble enough to ask for coaching. The three most important questions an employee can ask are: What else can I do? Where can I get better? What do I need to do or learn so that I continue to grow? If you have someone on your team asking all three of these questions, you have an A player in the making. If you agree these three questions would fundamentally change the game for your team, why not enroll them in asking these questions? They see opportunities. C players see only problems. Every situation is asking a very simple question: Do you want me to be a problem or an opportunity? Your choice. You know the job has outgrown the person when all you hear are problems. The cost of a bad employee is never the salary. My rules for hiring and retaining A players are: Interview rigorously. (Who by Geoff Smart is a spectacular resource on this subject.) Compensate generously. Onboard effectively. Measure consistently. Coach continuously.

In 2010, the dominance of inclusive fitness theory was finally broken. After struggling as a member of the small but still muted contrarian school for a decade, I joined two Harvard mathematicians and theoretical biologists, Martin Nowak and Corina Tarnita, for a top-to-bottom analysis of inclusive fitness. Nowak and Tarnita had independently discovered that the foundational assumptions of inclusive fitness theory were unsound, while I had demonstrated that the field data used to support the theory could be explained equally well, or better, with direct natural selection—as in the sex-allocation case of ants just described. Our joint report was published on August 26, 2010, as the cover article of the prestigious journal Nature. Knowing the controversy involved, the Nature editors had proceeded with unusual caution. One of them familiar with the subject and the mode of mathematical analysis came from London to Harvard to hold a special meeting with Nowak, Tarnita, and myself. He approved, and the manuscript was next examined by three anonymous experts. Its appearance, as we expected, caused a Vesuvian explosion of protest—the kind cherished by journalists. No fewer than 137 biologists committed to inclusive fitness theory in their research or teaching signed a protest in a Nature article published the following year. When I repeated part of my argument as a chapter in the 2012 book The Social Conquest of Earth, Richard Dawkins responded with the indignant fervor of a true believer. In his review for the British magazine Prospect, he urged others not to read what I had written, but instead to cast the entire book away, “with great force,” no less.

I say, it sounds like some dangerous psychotic killer wrote this, and this buttoned-down schizophrenic could probably go over the edge at any moment in the working day and stalk from office to office with an Armalite AR-180 carbine gas-operated semiautomatic. My boss just looks at me. The guy, I say, is probably at home every night with a little rattail file, filing a cross into the tip of every one of his rounds. This way, when he shows up to work one morning and pumps a round into his nagging, ineffectual, petty, whining, butt-sucking, candy-ass boss, that one round will split along the filed grooves and spread open the way a dumdum bullet flowers inside you to blow a bushel load of your stinking guts out through your spine. Picture your gut chakra opening in a slow-motion explosion of sausage-casing small intestine. My boss takes the paper out from under my nose. Go ahead, I say, read some more. No really, I say, it sounds fascinating. The work of a totally diseased mind. And I smile. The little butthole-looking edges of the hole in my cheek are the same blue-black as a dog’s gums. The skin stretched tight across the swelling around my eyes feels varnished. My boss just looks at me. Let me help you, I say. I say, the fourth rule of fight club is one fight at a time. My boss looks at the rules and then looks at me. I say, the fifth rule is no shoes, no shirts in the fight. My boss looks at the rules and looks at me. Maybe, I say, this totally diseased fuck would use an Eagle Apache carbine because an Apache takes a thirty-shot mag and only weighs nine pounds. The Armalite only takes a five-round magazine. With thirty shots, our totally fucked hero could go the length of mahogany row and take out every vice-president with a cartridge left over for each director. Tyler’s words coming out of my mouth. I used to be such a nice person. I just look at my boss. My boss has blue, blue, pale cornflower blue eyes. The J and R 68 semiautomatic carbine also takes a thirty-shot mag, and it only weighs seven pounds. My boss just looks at me. It’s scary, I say. This is probably somebody he’s known for years. Probably this guy knows all about him, where he lives, and where his wife works and his kids go to school. This is exhausting, and all of a sudden very, very boring. And why does Tyler need ten copies of the fight club rules? What I don’t have to say is I know about the leather interiors that cause birth defects. I know about the counterfeit brake linings that looked good enough to pass the purchasing agent, but fail after two thousand miles. I know about the air-conditioning rheostat that gets so hot it sets fire to the maps in your glove compartment. I know how many people burn alive because of fuel-injector flashback. I’ve seen people’s legs cut off at the knee when turbochargers start exploding and send their vanes through the firewall and into the passenger compartment. I’ve been out in the field and seen the burned-up cars and seen the reports where CAUSE OF FAILURE is recorded as "unknown.” No, I say, the paper’s not mine. I take the paper between two fingers and jerk it out of his hand. The edge must slice his thumb because his hand flies to his mouth, and he’s sucking hard, eyes wide open. I crumble the paper into a ball and toss it into the trash can next to my desk. Maybe, I say, you shouldn’t be bringing me every little piece of trash you pick up.

The leftist is always a statist. He has all sorts of grievances and animosities against personal initiative and private enterprise. The notion of the state doing everything (until, finally, it replaces all private existence) is the Great Leftist Dream. Thus it is a leftist tendency to have city or state schools—or to have a ministry of education controlling all aspects of education. For example, there is the famous story of the French Minister of Education who pulls out his watch and, glancing at its face, says to his visitor, “At this moment in 5,431 public elementary schools they are writing an essay on the joys of winter.” Church schools, parochial schools, private schools, or personal tutors are not at all in keeping with leftist sentiments. The reasons for this attitude are manifold. Here not only is the delight in statism involved, but the idea of uniformity and equality is also decisive; i.e., the notion that social differences in education should be eliminated and all pupils should be given a chance to acquire the same knowledge, the same type of information in the same fashion and to the same degree. This should help them to think in identical or at least in similar ways. It is only natural that this should be especially true of countries where “democratism” as an ism is being pushed. There efforts will be made to ignore the differences in IQs and in personal efforts. Sometimes marks and report cards will be eliminated and promotion from one grade to the next be made automatic. It is obvious that from a scholastic viewpoint this has disastrous results, but to a true ideologist this hardly matters. When informed that the facts did not tally with his ideas, Hegel once severely replied, “Um so schlimmer für die Tatsachen”—all the worse for the facts. Leftism does not like religion for a variety of causes. Its ideologies, its omnipotent, all-permeating state wants undivided allegiance. With religion at least one other allegiance (to God), if not also allegiance to a Church, is interposed. In dealing with organized religion, leftism knows of two widely divergent procedures. One is a form of separation of Church and State which eliminates religion from the marketplace and tries to atrophy it by not permitting it to exist anywhere outside the sacred precincts. The other is the transformation of the Church into a fully state-controlled establishment. Under these circumstances the Church is asphyxiated, not starved to death. The Nazis and the Soviets used the former method; Czechoslovakia still employs the latter.

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