School Supervision Quotes

Schoolmastering kept me busy by day and part of each night. I was an assistant housemaster, with a fine big room under the eaves of the main building, and a wretched kennel of a bedroom, and rights in a bathroom used by two or three other resident masters. I taught all day, but my wooden leg mercifully spared me from the nuisance of having to supervise sports after school. There were exercises to mark every night, but I soon gained a professional attitude towards these woeful explorations of the caves of ignorance and did not let them depress me. I liked the company of most of my colleagues, who were about equally divided among good men who were good teachers, awful men who were awful teachers, and the grotesques and misfits who drift into teaching and are so often the most educative influences a boy meets in school. If a boy can't have a good teacher, give him a psychological cripple or an exotic failure to cope with; don't just give him a bad, dull teacher. This is where the private schools score over state-run schools; they can accommodate a few cultured madmen on the staff without having to offer explanations.

I ended up in the nurse’s office after falling asleep in second period. She only agreed to not call my parents if I stayed under her supervision and rested. She wasn’t taking any chances with Dr. Lahey’s daughter and the heroine who’d saved the Ishida’s only girl, who, by the way, Ayden mentioned wasn’t back at school. She probably got to recover in her native habitat. Some far off exotic locale, lounging on a tropical beach drinking fruity umbrella drinks brought to her by hunky, scantily clad beach boys who rubbed her back with suntan oil and hung on her every word while I ran for my life in the Waiting World, woke from a coma, and, bam, back at school with ten million pounds of schoolwork to make up, and no beach boys. Except for Ayden. He’d make a good beach boy. But don’t get too excited. He’s just a pretend boyfriend. “You alright?” the nurse asked. “Fine.” “You’re sighing and making odd noises.” “Sorry.

There is an incident which occurred at the examination during my first year at the high school and which is worth recording. Mr. Giles, the Educational Inspector, had come on a visit of inspection. He had set us five words to write as a spelling exercise. One of the words was 'kettle'. I had mis-spelt it. The teacher tried to prompt me with the point of his boot, but I would not be prompted. It was beyond me to see that he wanted me to copy the spelling from my neighbour's slate, for I had thought that the teacher was there to supervise us against copying. The result was that all the boys, except myself, were found to have spelt every word correctly. Only I had been stupid. The teacher tried later to bring this stupidity home to me, but without effect. I never could learn the art of 'copying'.

It would be wrong to say that the soul is an illusion, or an ideological effect. On the contrary, it exists, it has a reality, it is produced permanently around, on, within the body by a functioning of a power that is exercised on those punished - and in a more general way, on those one supervises, trains and corrects, over madmen, children at home and at school, the colonized, over those who are stuck at a machine and supervised for the rest of their lives.

Japhy and I were kind of outlandish-looking on the campus in our old clothes in fact Japhy was considered an eccentric around the campus, which is the usual thing for campuses and college people to think whenever a real man appears on the scene ― colleges being nothing but grooming schools for the middle-class non-identity which usually finds its perfect expression on the outskirts of the campus in rows of well-to-do houses with lawns and television sets in each living room with everybody looking at the same thing at the same time while the Japhies of the world go prowling in the wilderness to hear the voice crying in the dark mysterious secret of the origin of faceless wonderless crapulous civilization. 'All these people,' said Japhy, 'they all got white-tiled toilets and take big dirty craps like bears in the mountains, but it's all washed away to convenient supervised sewers and nobody thinks of crap any more or realizes their origin is shit and civet and scum of the sea. They spend all day washing their hands with creamy soaps they secretly wanta eat in the bathroom.' He had a million ideas, he had 'em all.

Our children are not happy. I believe this is because over the last half century we have increasingly monitored, supervised and attended to them, and pampered their supposedly frail egos.

Poor black neighborhoods, in which poverty and its demographic correlates are highly concentrated, also lack the web of social networks that can supervise children after school, watch the street, and quickly seek help if it’s needed. Several statistical studies have found close links between violent crime and economic and racial inequality. Usually examining cities or states, these studies

I put myself through school, kept my head above water without supervision. I’ve made it this far on my own without the true guidance of the people I was supposed to count on, and I did a damned good job of it,

Imagine if we taught baseball the way we teach science. Until they were twelve, children would read about baseball technique and history, and occasionally hear inspirational stories of the great baseball players. They would fill out quizzes about baseball rules. College undergraduates might be allowed, under strict supervision, to reproduce famous historic baseball plays. But only in the second or third year of graduate school, would they, at last, actually get to play a game. If we taught baseball this way, we might expect about the same degree of success in the Little League World Series that we currently see in our children’s science scores.

We have been slowly and deliberately taught that monarchies and kings are bad things, and papal supervision of any kind of government, even over its morals, is a very bad thing. The obvious truth, that a bad king can be a bad thing, but that a good king is always a blessedly good thing and that the Pope is the divinely constituted guardian of faith and morals for the whole world, is carefully kept from the realization of every school child and man and woman. Scarcely anyone is ever told any more that France, Spain and Portugal, Poland and Hungary, England and Sweden, all had kings and queens who were saints, and who ruled their lands gloriously and brought untold happiness and well-being to their subjects.

Had political exigencies been less pressing, the opposition to government guardianship of Negroes less bitter, and the attachment to the slave system less strong, the social seer can well imagine a far better policy,—a permanent Freedmen’s Bureau, with a national system of Negro schools; a carefully supervised employment and labor office; a system of impartial protection before the regular courts; and such institutions for social betterment as savings-banks, land and building associations, and social settlements. All this vast expenditure of money and brains might have formed a great school of prospective citizenship, and solved in a way we have not yet solved the most perplexing and persistent of the Negro problems.

I am one of this school's Seven Mysteries. It is my duty to supervise all the supernaturals in this school... and maintain proper relationships between us and the humans. I can't let the dangerous, supernatural killers stay here. I have no choice but to exterminate them. But you, Yashiro, are human. You can help them by changing the rumors. -Hanako-kun, Jibaku Shounen Hanako-kun #1

Make sure you subtly encourage the idea that a c-section or medicated birth or a birth with interventions is a lesser birth, so that the other mum knows she hasn’t reached the pinnacle of birthing. Because we all know that when children are at school, they separate out the kids by their type of birth, rank them, then the ones who had the most natural of births get the meet the queen.

Madhav literally grew up in all their restaurants. He got used to Aavin milk when he was five months old and filter coffee a year later. When he was five, Padmavathy would pick him up from school at noon and take him to one of their restaurants. He would do his homework as she supervised the eatery. Idly, dosa and vada filled his ears as much as ‘Baa-baa black sheep’. ‘Three portions of rice and one portion of udat dal for idly’ was as much a formula he memorised as (a+b)2.

A note about me: I do not think stress is a legitimate topic of conversation, in public anyway. No one ever wants to hear how stressed out anyone else is, because most of the time everyone is stressed out. Going on and on in detail about how stressed out I am isn’t conversation. It’ll never lead anywhere. No one is going to say, “Wow, Mindy, you really have it especially bad. I have heard some stories of stress, but this just takes the cake.” This is entirely because my parents are immigrant professionals, and talking about one’s stress level was just totally outlandish to them. When I was three years old my mom was in the middle of her medical residency in Boston. She had been a practicing obstetrician and gynecologist in Nigeria, but in the United States she was required to do her residency all over again. She’d get up at 4:00 a.m. and prepare breakfast, lunch, and dinner for my brother and me, because she knew she wouldn’t be home in time to have dinner with us. Then she’d leave by 5:30 a.m. to start rounds at the hospital. My dad, an architect, had a contract for a building in New Haven, Connecticut, which was two hours and forty-five minutes away. It would’ve been easier for him to move to New Haven for the time of the construction of the building, but then who would have taken care of us when my mom was at the hospital at night? In my parents’ vivid imaginations, lack of at least one parent’s supervision was a gateway to drugs, kidnapping, or at the very minimum, too much television watching. In order to spend time with us and save money for our family, my dad dropped us off at school, commuted the two hours and forty-five minutes every morning, and then returned in time to pick us up from our after-school program. Then he came home and boiled us hot dogs as an after-school snack, even though he was a vegetarian and had never eaten a hot dog before. In my entire life, I never once heard either of my parents say they were stressed. That was just not a phrase I grew up being allowed to say. That, and the concept of “Me time.

The pandemic further exposed the nation’s shameful mistreatment of teachers, which remains underaddressed. As school staff fled the profession, districts ordered teachers to take on additional roles, such as substituting for other educators during their lunch and planning periods or supervising students from other classes alongside their own. By 2022, when there were 567,000 fewer public school educators than before the pandemic, a National Education Association (NEA) survey found that three-quarters of its members were handling extra responsibilities and/or covering for coworkers.

A flash of lightning ghosts into the room, and when it leaves again, my eyes follow it back out to sea. In the window's reflection, I glimpse a figure standing behind me. I don't need to turn around to see who creates such a big outline-or who makes my whole body turn into a goose-bump farm. "How do you feel?" he says. "Better," I say to his reflection. He hops over the back of the couch and grabs my chin, turning my head side to side, up and down, all around, watching for my reaction. "I just did that," I tell him. "Nothing." He nods and unhands me. "Rach-Uh, my mom called your mom and told her what happened. I guess your mom called your doctor, and he said it's pretty common, but that you should rest a few more days. My mom insisted you stay the night since no one needs to be driving in this weather." "And my mother agreed to that?" Even in the dark, I don't miss his little grin. "My mom can be pretty persuasive," he says. "By the end of the conversation, your mom even suggested we both stay home from school tomorrow and hang out here so you can relax-since my mom will be home supervising, of course. Your mom said you wouldn't stay home if I went to school." A flash from the storm illuminates my blush. "Because we told her we're dating." He nods. "She said you should have stayed home today, but you threw a fit to go anyway. Honestly, I didn't realize you were so obsessed-ouch!" I try to pinch him again, but he catches my wrist and pulls me over his lap like a child getting a spanking. "I was going to say, 'with history.'" He laughs. "No you weren't. Let me up." "I will." He laughs. "Galen, you let me up right now-" "Sorry, not ready yet." I gasp. "Oh, no! The room is spinning again." I hold still, tense up. Then the room does spin when he snatches me up and grabs my chin again. The look of concern etched on his face makes me feel a little guilty, but not guilty enough to keep my mouth shut. "Works every time," I tell him, giving my best ha-ha-you're-a-sucker smirk. A snicker from the entryway cuts off what I can tell is about to be a good scolding. I've never heard Galen curse, but his glower just looks like a four-letter word waiting to come out. We both turn to see Toraf watching us with crossed arms. He is also wearing a ha-ha-you're-a-sucker smirk. "Dinner's ready, children," he says. Yep, I definitely like Toraf. Galen rolls his eyes and extracts me from his lap. He hops up and leaves me there, and in the reflection, I see him ram his fist into Toraf's gut as he passes. Toraf grunts, but the smirk never leaves his face. He nods his head for me to follow them. As we pass through the rooms, I try to remember the rich, sophisticated atmosphere, the marble floors, the hideous paintings, but my stomach makes sounds better suited to a dog kennel at feeding time. "I think your stomach is making mating calls," Toraf whispers to me as we enter the kitchen. My blush debuts the same time we enter the kitchen, and it's enough to make Toraf laugh out loud.

We decided to attend to our community instead of asking our community to attend the church.” His staff started showing up at local community events such as sports contests and town hall meetings. They entered a float in the local Christmas parade. They rented a football field and inaugurated a Free Movie Night on summer Fridays, complete with popcorn machines and a giant screen. They opened a burger joint, which soon became a hangout for local youth; it gives free meals to those who can’t afford to pay. When they found out how difficult it was for immigrants to get a driver’s license, they formed a drivers school and set their fees at half the going rate. My own church in Colorado started a ministry called Hands of the Carpenter, recruiting volunteers to do painting, carpentry, and house repairs for widows and single mothers. Soon they learned of another need and opened Hands Automotive to offer free oil changes, inspections, and car washes to the same constituency. They fund the work by charging normal rates to those who can afford it. I heard from a church in Minneapolis that monitors parking meters. Volunteers patrol the streets, add money to the meters with expired time, and put cards on the windshields that read, “Your meter looked hungry so we fed it. If we can help you in any other way, please give us a call.” In Cincinnati, college students sign up every Christmas to wrap presents at a local mall — ​no charge. “People just could not understand why I would want to wrap their presents,” one wrote me. “I tell them, ‘We just want to show God’s love in a practical way.’ ” In one of the boldest ventures in creative grace, a pastor started a community called Miracle Village in which half the residents are registered sex offenders. Florida’s state laws require sex offenders to live more than a thousand feet from a school, day care center, park, or playground, and some municipalities have lengthened the distance to half a mile and added swimming pools, bus stops, and libraries to the list. As a result, sex offenders, one of the most despised categories of criminals, are pushed out of cities and have few places to live. A pastor named Dick Witherow opened Miracle Village as part of his Matthew 25 Ministries. Staff members closely supervise the residents, many of them on parole, and conduct services in the church at the heart of Miracle Village. The ministry also provides anger-management and Bible study classes.

And how,” asked the fiery Joshua-bar-Abbas, “do we know at what point the character of a people weakens? It is not like a man who deteriorates through his thoughts and actions before your very eyes.” “When they give over to government,” said Nicodemus, “those duties which they should be pleased to perform themselves. When they are told they will be fed and sheltered even when they won’t work, when they are promised security from the cradle to the grave, when they are told the state will take over the supervision of their children and say what schooling they should receive and where. When they are told all these

They write the steady stream of editorials that appear in local and national newspapers to reinforce the hackneyed orthodoxies of the pharmaceutical paradigms—“all vaccines are safe and effective,” etc. They root out heresy by sitting on the state medical boards—the “Inquisition” courts—that censure and de-license dissident doctors. They control the medical journals and peer-review journal literature to fortify Pharma’s agenda. They teach on medical school faculties, populate journal editorial boards, and chair university departments. They supervise hospitals and chair hospital departments. They act as expert witnesses for pharmaceutical companies in civil court and the federal vaccine court. They present awards to one another.

[I]t's a con, at children's expense. When self-esteem advocates tell us to flatter the young about their views, in reality they ask adults to abandon the difficult task of disciplining them. Emphasizing that adults must 'express unconditional positive regard and acceptance for children' effectively destroys the inter-generational duty of passing on knowledge, setting boundaries for behavior and the broader task of socialization. It is not good for children and can mean adults indulging even the most destructive aspects of young people's behavior. In 2013, a self-harming pupil at Unsted Park School in Godalming, Surrey was given a disposable safety razor to slash himself with, supervised by a teacher. A spokeswoman from selfharm.co.uk justified this irresponsible collapse of adult judgement using the mantras of pupil voice and self-esteem: 'The best way to help is to listen without judging, accept that the recovery process may take a while and avoid "taking away" the self-harm' because 'self-harm can be about control, so it's important that the young person in the center feels in control of the steps taken to help them'. That's an extreme case but it touches on how focusing on the schoolchild's self-esteem can create the impression that the world should circle around pupils' desires. This in turn puts pressure on adults to tip-toe around young people's sensitivities and to accede to their opinions. Combined with student voice orthodoxies, this can lead to the peculiar diktat that teachers express respect for pupils' views, however childish or even poisonous.

From Dad to Dr. Janelle Kurtz, a shrink at Madrona Hill Dear Dr. Kurtz, My friend Hannah Dillard sang your praises regarding her husband, Frank’s, stay at Madrona Hill. From what I understand, Frank was struggling with depression. His inpatient treatment at Madrona Hill, under your supervision, did him wonders. I write you because I too am deeply concerned about my spouse. Her name is Bernadette Fox, and I fear she is very sick. (Forgive my shambolic penmanship. I’m on an airplane, and my laptop battery is dead so I’ve taken up a pen for the first time in years. I’ll press on, as I think it’s important to get everything down while it’s fresh in the memory.) I’ll begin with some background. Bernadette and I met about twenty-five years ago in Los Angeles, when the architecture firm for which she worked redesigned the animation house for which I worked. We were both from the East Coast and had gone to prep school. Bernadette was a rising star. I was taken by her beauty, gregariousness, and insouciant charm.

My Future Self My future self and I become closer and closer as time goes by. I must admit that I neglected and ignored her until she punched me in the gut, grabbed me by the hair and turned my butt around to introduce herself. Well, at least that’s what it felt like every time I left the convalescent hospital after doing skills training for a certification I needed to help me start my residential care business. I was going to be providing specialized, 24/7 residential care and supervising direct care staff for non-verbal, non-ambulatory adult men in diapers! I ran to the Red Cross and took the certified nurse assistant class so I would at least know something about the job I would soon be hiring people to do and to make sure my clients received the best care. The training facility was a Medicaid hospital. I would drive home in tears after seeing what happens when people are not able to afford long-term medical care and the government has to provide that care. But it was seeing all the “young” patients that brought me to tears. And I had thought that only the elderly lived like this in convalescent hospitals…. I am fortunate to have good health but this experience showed me that there is the unexpected. So I drove home each day in tears, promising God out loud, over and over again, that I would take care of my health and take care of my finances. That is how I met my future self. She was like, don’t let this be us girlfriend and stop crying! But, according to studies, we humans have a hard time empathizing with our future selves. Could you even imagine your 30 or 40 year old self when you were in elementary or even high school? It’s like picturing a stranger. This difficulty explains why some people tend to favor short-term or immediate gratification over long-term planning and savings. Take time to picture the life you want to live in 5 years, 10 years, and 40 years, and create an emotional connection to your future self. Visualize the things you enjoy doing now, and think of retirement saving and planning as a way to continue doing those things and even more. However, research shows that people who interacted with their future selves were more willing to improve savings. Just hit me over the head, why don’t you! I do understand that some people can’t even pay attention or aren’t even interested in putting money away for their financial future because they have so much going on and so little to work with that they feel like they can’t even listen to or have a conversation about money. But there are things you’re doing that are not helping your financial position and could be trouble. You could be moving in the wrong direction. The goal is to get out of debt, increase your collateral capacity, use your own money in the most efficient manner and make financial decisions that will move you forward instead of backwards. Also make sure you are getting answers specific to your financial situation instead of blindly guessing! Contact us. We will be happy to help!

For the disciplined man, as for the true believer, no detail is unimportant, but not so much for the meaning that it conceals within it as for the hold it provides for the power that wishes to seize it. Characteristic is the great hymn to the 'little things' and to their eternal importance, sung by Jean Baptiste de La Salle, in his "Traité sur les obligations des freres des Ecoles chretienne" (Treaty on the obligations of the Brothers of the Christian Schools). The mystique of the everyday is joined here with the discipline of the minute. 'How dangerous it is to neglect little things. It is a very consoling reflection for a soul like mine, little disposed to great actions, to think that fidelity to little things may, by an imperceptible progress, raise us to the most eminent sanctity: because little things lead to greater . . . Little things; it will be said, alas, my God, what can we do that is great for you, weak and mortal creatures that we are. Little things; if great things presented themselves would we perform them! Would we not think them beyond our strength! Little things; and if God accepts them and wishes to receive them as great things! Little things; has one ever felt this? Does one judge according to experience? Little things; one is certainly guilty, therefore, of seeing them as such, one refuses them! Little things; yet it is they that in the end have made great saints! Yes, little things; but great motives, great feelings, great fervour, great ardour, and consequently great merits, great treasures, great rewards! (La Salle). The meticulousness of the regulations, the fussiness of the inspections, the supervision of the smallest fragment of life and of the body - will soon provide, in the context of the school, the barracks, the hospital or the workshop, a laicized content, an economic or technical rationality for this mystical calculus of the infinitesimal and the infinite.

When I visited my father yesterday, I went upstairs to my old room. For a time after my marriage the maid had occupied it. It was unused now, and I found in it many of the objects I had kept around me ten years ago, before I left for school. There was a Persian print over the bed, of a woman dropping a flower on her interred lover - visible in his burial gown under the stones; a bookcase my mother had bought me; a crude water color of a pitcher and glass done by Bertha, some nearly forgotten girl. I sat in the rocking chair, feeling that my life was already long enough to contain nearly forgotten periods, a loose group of undifferentiated years. Recently, I had begun to feel old, and it occurred to me that I might be concerned with age merely because I might never attain any great age, and that there might be a mechanism in us that tried to give us all of life when there was danger of being cut off. And while I knew it was absurd for me to think of my “age,” I had apparently come to a point where the perspectives of time appeared far more contracted than they had a short while ago. I was beginning to grasp the meaning of “irretrievable.” This rather ordinary and, in some ways mean, room, had for twelve years been a standard site, the bearded Persian under the round stones and the water color, fixtures of my youth. Ten years ago I was at school; and before that… It was suddenly given me to experience one of those consummating glimpses that come to all of us periodically. The room, delusively, dwindled and became a tiny square, swiftly drawn back, myself and all objects in it growing smaller. This was not a mere visual trick. I understood it to be a revelation of the ephemeral agreements by which we live and pace ourselves. I looked around at the restored walls. This place which I avoided ordinarily, had great personal significance for me. But it was not here thirty years go. Birds flew through this space. It may be gone fifty years hence. Such reality, I thought, is actually very dangerous, very treacherous. It should not be trusted. And I rose rather unsteadily from the rocker, feeling that there was an element of treason to common sense in the very objects of common sense. Or that there was no trusting them, save through wide agreement, and that my separation from such agreement had brought me perilously far from the necessary trust, auxiliary to all sanity. I had not done well alone. I doubted whether anyone could. To be pushed upon oneself entirely put the very facts of simple existence in doubt. Perhaps the war could teach me, by violence, what I had been unable to learn during those months in the room. Perhaps I could sound creation through other means. Perhaps. But things were now out of my hands. The next move was the world’s. I could not bring myself to regret it... This is my last civilian day... I am no longer to be held accountable for myself; I am grateful for that. I am in other hands, relieved of self-determination, freedom canceled. Hurray for regular hours! And for the supervision of the spirit! Long live regimentation!

When I visited my father yesterday, I went upstairs to my old room. For a time after my marriage the maid had occupied it. It was unused now, and I found in it many of the objects I had kept around me ten years ago, before I left for school. There was a Persian print over the bed, of a woman dropping a flower on her interred lover - visible in his burial gown under the stones; a bookcase my mother had bought me; a crude water color of a pitcher and glass done by Bertha, some nearly forgotten girl. I sat in the rocking chair, feeling that my life was already long enough to contain nearly forgotten periods, a loose group of undifferentiated years. Recently, I had begun to feel old, and it occurred to me that I might be concerned with age merely because I might never attain any great age, and that there might be a mechanism in us that tried to give us all of life when there was danger of being cut off. And while I knew it was absurd for me to think of my "age," I had apparently come to a point where the perspectives of time appeared far more contracted than they had a short while ago. I was beginning to grasp the meaning of “irretrievable.” This rather ordinary and, in some ways mean, room, had for twelve years been a standard site, the bearded Persian under the round stones and the water color, fixtures of my youth. Ten years ago I was at school; and before that… It was suddenly given me to experience one of those one of those consummating glimpses that come to all of us periodically. The room, delusively, dwindled and became a tiny square, swiftly drawn back, myself and all objects in it growing smaller. This was not a mere visual trick. I understood it to be a revelation of the ephemeral agreements by which we live and pace ourselves. I looked around at the restored walls. This place which I avoided ordinarily, had great personal significance for me. But it was not here thirty years go. Birds flew through this space. It may be gone fifty years hence. Such reality, I thought, is actually very dangerous, very treacherous. It should not be trusted. And I rose rather unsteadily from the rocker, feeling that there was an element of treason to common sense in the very objects of common sense. Or that there was no trusting them, save through wide agreement, and that my separation from such agreement had brought me perilously far from the necessary trust, auxiliary to all sanity. I had not done well alone. I doubted whether anyone could/. To be pished upon oneself entirely put the very facts of simple existence in doubt. Perhaps the war could teach me, by violence, what I had been unable to learn during those months in the room. Perhaps I could sound creation through other means. Perhaps. But things were now out of my hands. The next move was the world's. I could not bring myself to regret it... This is my last civilian day... I am no longer to be held accountable for myself; I am grateful for that. I am in other hands, relieved of self-determination, freedom canceled. Hurray for regular hours! And for the supervision of the spirit! Long live regimentation!

When I visited my father yesterday, I went upstairs to my old room. For a time after my marriage the maid had occupied it. It was unused now, and I found in it many of the objects I had kept around me ten years ago, before I left for school. There was a Persian print over the bed, of a woman dropping a flower on her interred lover - visible in his burial gown under the stones; a bookcase my mother had bought me; a crude water color of a pitcher and glass done by Bertha, some nearly forgotten girl. I sat in the rocking chair, feeling that my life was already long enough to contain nearly forgotten periods, a loose group of undifferentiated years. Recently, I had begun to feel old, and it occurred to me that I might be concerned with age merely because I might never attain any great age, and that there might be a mechanism in us that tried to give us all of life when there was danger of being cut off. And while I knew it was absurd for me to think of my "age," I had apparently come to a point where the perspectives of time appeared far more contracted than they had a short while ago. I was beginning to grasp the meaning of “irretrievable.” This rather ordinary and, in some ways mean, room, had for twelve years been a standard site, the bearded Persian under the round stones and the water color, fixtures of my youth. Ten years ago I was at school; and before that… It was suddenly given me to experience one of those one of those consummating glimpses that come to all of us periodically. The room, delusively, dwindled and became a tiny square, swiftly drawn back, myself and all objects in it growing smaller. This was not a mere visual trick. I understood it to be a revelation of the ephemeral agreements by which we live and pace ourselves. I looked around at the restored walls. This place which I avoided ordinarily, had great personal significance for me. But nit was not here thirty years go. Birds flew through this space. It may be gone fifty years hence. Such reality, I thought, is actually very dangerous, very treacherous. It should not be trusted. And I rose rather unsteadily from the rocker, feeling that there was an element of treason to common sense in the very objects of common sense. Or that there was no trusting them, save through wide agreement, and that my separation from such agreement had brought me perilously far from the necessary trust, auxiliary to all sanity. I had not done well alone. I doubted whether anyone could/. To be pished upon oneself entirely put the very facts of simple existence in doubt. Perhaps the war could teach me, by violence, what I had been unable to learn during those months in the room. Perhaps I could sound creation through other means. Perhaps. But things were now out of my hands. The next move was the world's. I could not bring myself to regret it... This is my last civilian day... I am no longer to be held accountable for myself; I am grateful for that. I am in other hands, relieved of self-determination, freedom canceled. Hurray for regular hours! And for the supervision of the spirit! Long live regimentation!

He would insist, too, on being present at the weighing which occured at the beginning of every term. The whole school would be required to sit, naked, one by one on a red velvet weighing machine under the direction of the matron, while the headmaster smoked his pipe ruminatively above. He also insisted on supervising sixth form showers, which was slightly odd, as this as not the sort of task headmasters normally undertake...I have no reason to suppose there was anything in the slightest bit improper about his attendance on these occasions. Perhaps his interest was medical.

Students at places like Cleveland State - and I've confirmed these observations with people who have worked at comparable schools - are being trained to occupy positions somewhere in the middle of the class system, in the depths of one bureaucracy or other. They're being conditioned for lives with few second chances, no extensions, little support, narrow opportunity - lives of subordination, supervision, and control, lives of deadlines, not guidelines. For students at prestigious schools, it is exactly the reverse: connections, freebies, privileges, access. And one more thing: impunity.

When evaluating a new client for degree of independence, I consider four factors: 1. Emotional issues: Does the person have good resources within himself or herself for coping independently with emotional issues that come up, or does he or she turn to parents not only for advice, but for cues as to how to react to the event in question? 2. Financial issues: Does the adult child earn an adequate living on his or her own, or does he or she rely heavily on parental input for things such as job contacts, supplemental funds, or housing? 3. Practical issues/interactive situations: Can the person manage day-to-day living, finances, nutrition, exercise, and housekeeping? 4. Career/Education issues: Does the person have a rewarding job or career that is commensurate with his or her abilities and offers the potential for further success? Is the person willing to learn new things to increase his or her productivity or compensation? These are the basic skills of living, many of which are addressed in the social ability questionnaire. Just as there are levels of social functioning, so too there are levels of independent functioning. All three of the following levels describe an adult with some degree of dependency problems. A healthy adult is someone who is independent financially, is able to manage practical and interactive issues, and who stays in touch with family but does not rely almost solely on family for emotional support. Level 1—Low Functioning Emotional issues: Lives at home with parent(s) or away from home in a fully structured or supervised environment. Financial issues: Contributes virtually nothing financially to the running of the household. Practical issues: Chooses clothes to wear that day, but does not manage own wardrobe (i.e., laundry, shopping, etc.). Relies on family members to buy food and prepare meals. Does few household chores, if any. May try a few tasks when asked, but seldom follows through until the job is finished. Career/education issues: Is not table to keep a job, and therefore does not earn an independent living. Extremely resistant to learning new skills or changing responsibilities. Level 2: Moderately functioning Emotional issues: Lives either at home or nearby and calls home every day. Relies on parents to discuss all details of daily life, from what happened at work or school that day to what to wear the next day. Will call home for advice rather than trying to figure something out for him- or herself. Financial issues: May rely on parents for supplemental income—parents may supply car, apartment, etc. May be employed by parents at an inflated salary for a job with very few responsibilities. May be irresponsible about paying bills. Practical issues: Is able to make daily decisions about clothing, but may rely on parents when shopping for clothing and other items. Neglects household responsibilities such as laundry, cleaning and meal planning. Career/education issues: Has a job, but is unable to cope with much on-the-job stress; job is therefore only minimally challenging, or a major source of anxiety—discussed in detail with Mom and Dad. Level 3: Functioning Emotional issues: Lives away from home. Calls home a few times a week, relies on family for emotional support and most socializing. Few friends. Practical issues: Handles all aspects of daily household management independently. Financial issues: Is financially independent, pays bills on time. Career/education issues: Has achieved some moderate success at work. Is willing to seek new information, even to take an occasional class to improve skills.

In his clinical work with both trans boys and girls at UCLA, however, Newman failed to follow his own words and often ended up overseeing transitions for his child patients, precisely because such “intensive individual therapy for the child and counseling for the family” had absolutely no anti-trans effect. He tended to see the onset of adolescence as the practical threshold at which there was no point in pursuing psychotherapy anymore to change a patient’s gender identity. “Georgina,” one of the trans girls he saw regularly in the 1960s, therefore began to live full time as a girl when she turned fifteen. With Newman’s guidance as supervising psychiatrist, as well as the permission of her parents and school officials, she was able to transfer to a new school in the Los Angeles area, legally change her name, and complete high school as Georgina, while continuing to visit UCLA for estrogen therapy.

The Zen sect had been favored by the Ashikaga shogunate and had, during the Ashikaga (Muromachi) and the earlier Kamakura periods, supervised commercial and cultural relations with China through the famous Tenryūbune (Tenryūji ships) sponsored by the Tenryūji branch of the Rinzai school in Kyoto. Zen temples played an important cultural role with their schools, the so-called terakoya, and they controlled the celebrated Ashikaga College (referred to by Xavier as the "University of Bando"), a major center for classical Chinese learning. At the beginning of the Tokugawa period, the temples still had important administrative and diplomatic privileges, for instance in the issuing of passports (Boxer 1951, 262). Only later in that period did Zen suffer a setback owing to the rising tide of Confucian orthodoxy.

Alternatives to time-out Isolating children for a period of time has become a popular discipline strategy advocated by many child psychologists and pediatricians. However, newly adopted toddlers seem to be more upset than helped by time-outs. Time-outs are intended to provide an opportunity for both parents and children to calm down and change their behaviors, but it isn’t effective for children who do not have self-calming strategies. Isolation can be traumatic for a toddler who is struggling with grief and/or attachment, and so perceives time-out as further rejection. If the child becomes angrier or more withdrawn as a result of being timed-out, try another strategy. One alternative is for parents to impose a brief time-out on themselves by temporarily withdrawing their attention from their child. For example, the parent whose child is throwing toys stops playing, looks away, and firmly tells the child, “I can’t continue playing until you stop throwing your toys.” Sitting passively next to the child may be effective, especially if the child previously was engaged in an enjoyable activity with the parent. Another alternative to parent enforced time-outs is self-determined time-outs, where the child is provided the opportunity to withdraw from a conflict voluntarily or at least have some input into the time-out arrangement. The parent could say, “I understand that you got very upset when you had to go to your room yesterday after you hit Sara. Can you think of a different place you would like to go to calm down if you feel like getting in a fight?” If the child suggests going out on the porch, the next time a battle seems to be brewing, Mom or Dad can say, “Do you need to go outside to the porch and calm down before we talk more?” Some children eventually reach the level of self-control where they remove themselves from a volatile situation without encouragement from Mom or Dad. These types of negotiations usually work better with older preschoolers or school-age children than they do with toddlers because of the reasoning skills involved. As an alternative to being timed-out, toddlers also can be timed-in while in the safety of a parent’s lap. Holding allows parents to talk to their child about why she’s being removed from an activity. For example, the toddler who has thrown her truck at the cat could be picked up and held for a few minutes while being told, “I can’t let you throw your toys at Misty. That hurts her, and in our family we don’t hurt animals. We’ll sit here together until you’re able to calm down.” Calming strategies could incorporate music, back rubs, or encouraging the child to breathe slowly. Objects that children are misusing should also be removed. For example, in the situation just discussed, the truck could be timed-out to a high shelf. If parents still decide to physically remove their child for a time-out, it should never be done in a way or place that frightens a toddler. Toddlers who have been frightened in the past by closed doors, dark rooms, or a particular room such as a bathroom should never be subjected to those settings. I know toddlers who, in their terror, have literally trashed the furniture and broken windows when they were locked in their rooms for a time-out. If parents feel a time-out is essential, it should be very brief, and in a location where the child can be supervised.

By the end of the war, small groups of freedmen were already learning their first lessons in political participation. At Mitchelville, in the South Carolina Sea Islands, blacks, under army supervision, had elected a mayor and city council, who controlled local schools and the administration of justice. On Amelia Island, Florida, blacks voted alongside whites in a local election.

I remember the school janitors who supervised the schoolyard. Cold and cunning, they were the supreme arbiters and would instill fear in everyone. If a child got out of control, they would tie him up and give him ten lashes. After receiving his punishment, the child had to kiss the hand of the one who had lashed him, say, “As you command, Father,” and then leave the area. This ritual was repeated several times a week.

The problem goes further than Zuma. Ordinary citizens will have to get out of the slump of dependency that so many of us have fallen into. Trade unions will have to stomach the idea that things have to change, and that the unemployed are as important as the employed. Principals and teachers will have to accept that supervision of schools will be stepped up. Business will have to accept that, without ethical leadership and participation in South Africa as a corporate citizen, the profit motive alone is just not good enough. It is bitter medicine, but it is medicine that we have to take. Reading the NDP document, it is clear that we could become a prosperous country within a relatively short period of time. But we need resolve at leadership level, we need non-partisanship, and we need to understand that this is the crossroads.

Set specific goals. 2. Define activities, resources needed, responsibilities. 3. Set a timetable for action. 4. Forecast outcomes, develop contingencies. 5. Formulate a detailed plan of action in time sequence. 6. Implement, supervise execution, and evaluate based on goals in step one.

I was also really fortunate at Eton to have had a fantastic housemaster, and so much of people’s experience of Eton rests on whether they had a housemaster who rocked or bombed. I got lucky. The relationship with your housemaster is the equivalent to that with a headmasterat a smaller school. He is the one who supervises all you do, from games to your choice of General Certificate of Secondary Education (GCSE), and without doubt he is the teacher who gets to know you the best--the good and the bad. In short, they are the person who runs the show. Mr. Quibell was old-school and a real character--but two traits made him great: he was fair and he cared. And as a teenager those two qualities really matter to one’s self-esteem. But, boy, did he also get grief from us. Mr. Quibell disliked two things: pizzas and the town of Slough. Often, as a practical joke, we would order a load of Slough’s finest pizzas to be delivered to his private door; but never just one or two pizzas--I am talking thirty of them. As the delivery guy turned up we would all be hidden, peeping out of the windows, watching the look of both horror, then anger, as Mr. Quibell would send the poor delivery man packing, with firm instructions never to return. The joke worked twice, but soon the pizza company got savvy.

In addition to the issue of distracted supervision putting children at risk for injury, at some point distracted, tech-centered parenting can look and feel to a child like having a narcissistic parent or an emotionally absent, psychologically neglectful one. In nonclinical settings, most notably in focus groups in schools around the country, the take-home message I am hearing from children of all ages is this: They feel the disconnect. They can tell when their parents’ attention is on screens or calls and increasingly they are feeling that all the time. It feels “bad and sad” to be ignored. And they are tired of being the “call waiting” in their parents’ lives.

A school’s core instruction in behavior should result in at least 80 percent of students being able to articulate what is expected of them, because these behaviors have been taught, actively supervised, practiced, and acknowledged.

Our schools today are probably further away from self-management than most other types of organizations. We have turned schools, almost everywhere, into soulless factories that process students in batches of 25 per class, one year at a time. Children are viewed essentially as interchangeable units that need to be channeled through a pre-defined curriculum. At the end of the cycle, those that fit the mold are graduated; castoffs are discarded along the way. Learning happens best, this system seems to believe, when students sit quietly for hours in front of all-knowing teachers who fill their heads with information. Children can’t be trusted to define their own learning plans and set their own goals; that must be done by the teachers. But, really, teachers cannot be trusted either; they must be tightly supervised by principals and superintendents and school districts and expert commissions and standardized tests and mandatory school programs, to make sure they do at least a somewhat decent job.

You can see the all-encompassing play-crushing power of safetyism in figure 3.10, sent to me by a friend in Berkeley, California. The administrators at this elementary school don’t trust their students to play tag without adult guidance, because . . . what if there’s a dispute? What if someone is excluded? The school offers similarly inane lists of instructions and prohibitions to help children play other games. In the rules for playing touch football, the sign says football can only be played if an adult is supervising and refereeing the game. The administrators seem to be committed to preventing the sorts of conflicts that are inherent in human interaction, and that would teach children how to manage their own affairs, resolve differences, and prepare for life in a democratic society.

Nearly every doctor I worked with dreamed as a child about curing disease and worked like crazy to become a doctor. They studied tirelessly to learn science, entered medical school with idealistic visions, and became the pride of their family. They entered residency with hundreds of thousands of dollars of student loan debt and initially saw the chronic sleep deprivation and verbal abuse by their superiors as integral parts of the experience—because “great achievement is born of great sacrifice.” But almost universally among doctors I have met, this idealism eventually turns to cynicism. My colleagues in residency talked often about questioning their sanity, of wondering whether this was all worth it. I spoke with successful surgeons who’d drafted their resignation letters dozens of times. Another had a recurring daydream of leaving everything behind and becoming a baker. Many of my supervising physicians were desperate to spend more time with their children. I witnessed more than one tearful breakdown in the operating room when surgical cases were delayed and led to yet another missed bedtime for their kids. Several had dealt with suicidal depression. I understood why doctors had the highest burnout and suicide rate of any profession. Inevitably, these conversations led to an insight that I believe is whispered by doctors in every hospital in America: they feel trapped inside a broken system.

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

Making movies is complicated, maddening, highly technical at times, ephemeral and gossamer at others, slow as molasses on a Wednesday but with a gun-to-the-head deadline on a Friday. Imagine a jet plane, the funds for which were held up by Congress, designed by poets, riveted together by musicians, supervised by executives fresh out of business school, to be piloted by wannabes with attention deficiencies. What are the chances that such an aeroplane is going to soar? There you have the making of a movie, at least as I saw it at the Skunk Works.

By the fall of 2021, schools across the country had lost a staggering number of teachers, paraeducators, substitutes, bus drivers, and other staff who quit, retired early, got sick, or died because of the pandemic. In September 2021, 30,000 public school teachers gave notice. Florida had 67% more teacher vacancies than the previous year. California's largest school district had five times the number of teacher vacancies as in prior years; Fort Worth, Texas, was close behind with four and a half times the number of vacancies. A small Michigan district lost a quarter of its teaching staff, while statewide there was a 44% increase in midyear teacher retirements. Lacking enough staff to operate, some schools across the country temporarily closed; hired students to serve lunch during school hours; grouped classes together in the cafeteria, where building services workers or untrained parent volunteers supervised hundreds of students; and/or asked the National Guard to fill in as bus drivers and substitute teachers.

Making movies is complicated, maddening, highly technical at times, ephemeral and Gossamer at others, slow asthma lalasses on a Wednesday but with a gun to the head deadline on a Friday. Imagine a jet plane, the funds for which were held up by Congress, designed by poets, riveted together by Musicians, supervised by executives fresh out of business school, to be piloted by wannabes with attention Deficiencies.

Making movies is complicated, maddening, highly technical at times, ephemeral and Gossamer at others, slow as molasses on a Wednesday but with a gun to the head deadline on a Friday. Imagine a jet plane, the funds for which were held up by Congress, designed by poets, riveted together by Musicians, supervised by executives fresh out of business school, to be piloted by wannabes with attention Deficiencies.

NO FLYING EXCEPT IN THE FLYERS’ COURT OR THE YARD. NO ANIMAL FRIENDS IN SCHOOL WITHOUT WRITTEN PERMISSION. NO FLUXING WITHOUT TEACHER SUPERVISION. Today, Nory noticed a sign she had never bothered to read before. It read: DO NOT RIDE ON YOUR FELLOW STUDENTS.

Discussions about how blacks and whites were to be brought together came to be known as 'contact theory,' and its most prominent spokesman was Gordon Allport. In his 1953 book, The Nature of Prejudice, he wrote that prejudice 'may be reduced by equal status contact between majority and minority groups in the pursuit of common goals. The effect is greatly enhanced if this contact is sanctioned by institutional supports [...]' Schools were the best setting for contact. White children, whose prejudices had not yet hardened, would mix with black children under conditions of equality and strict institutional supervision. Many believed that integration for children was so important that the opposition of parents should be ignored. James S. Liebman of Columbia law school wrote that in order to protect children from the 'tyranny' of their parents they should be required to attend 'schools that are not entirely controlled by parents,' where they could be exposed to 'a broader range of [...] value options than their parents could hope to provide.' Integrated education was the best way to reform 'the malignant hearts and minds of racist white citizens.' Jennifer Hochschild of Princeton agreed that the stakes were so great they justified limiting the will of the public. Because a majority of Americans did not understand the benefits of integration, democracy should be set aside and Americans 'must permit elites to make their choices for them.' She believed parents should be banned from sending children to private schools. The assumptions of the 1950s were that white adults might not integrate willingly, but their children who went to school with blacks would grow up with enlightened views, and the racial problem would be solved.

in the United States, where public schools are run by local lay authorities, Churches still exert important influence, by way of school boards and other supervising bodies. Their involvement is weaker in Europe, where religious neutrality of the public school system is strictly enforced and respected;

Even in the United States, where public schools are run by local lay authorities, Churches still exert important influence, by way of school boards and other supervising bodies. Their involvement is weaker in Europe, where religious neutrality of the public school system is strictly enforced and respected;

Presently I met a woman I knew who was wearing a bright new khaki uniform, loaded down with all the leather and metal gadgets it would hold. She was sailing for London, she said, to supervise the work of feeding school-lunches to undernourished children in the London schools. Wasn't it horrible, she said, that on account of the war 12 percent of them were undernourished? 'That is horrible,' I said, 'but what would you say if I told you t hat, in New York, 21 percent of the school children are undernourished, and largely on account of that same war?

By the time Elizabeth was seven, she was fluent in French, capable at Spanish and could speak and read Latin and Greek. When William Grindal—supervised by the great Ascham—took over her education in 1544, she had added Italian and German to that list. While Grindal managed her day-to-day lessons, it was Ascham who always loomed in the background, the grand architect of her overall schooling. He stepped in when major subjects were taught: languages, mathematics, and history, both ancient and recent. A vocal advocate of the benefits of regular outdoor activity, he even taught her archery in the grounds of Hatfield

Conversely, he would tell us things like "If you see two black kids riding around on one bike, put your bike in the garage." This wasn't racism; it was experience. Those kids were coming from West Philly to steal bikes. The social factors that caused their behavior were irrelevant to a Depression baby. When you grow up getting an orange for Christmas, you're going to make sure the twenty-five-dollar bike you bought your kid doesn't get ripped off. Norman Lear might want us to take time to understand that those kids went to poorly funded schools and that their parents, while loving and dignified, were unable to supervise their children's behavior because they were both at work doing minimum-wage jobs, but by then our bikes would be gone.

Conversely, he would tell us things like “If you see two black kids riding around on one bike, put your bike in the garage.” This wasn’t racism; it was experience. Those kids were coming from West Philly to steal bikes. The social factors that caused their behavior were irrelevant to a Depression baby. When you grow up getting an orange for Christmas, you’re going to make sure the twenty-five-dollar bike you bought your kid doesn’t get ripped off. Norman Lear might want us to take time to understand that those kids went to poorly funded schools and that their parents, while loving and dignified, were unable to supervise their children’s behavior because they were both at work doing minimum-wage jobs, but by then our bikes would be gone.

Yet the structure we have built to protect and nurture these children actually does the opposite. Imagine an impoverished six-year-old boy who rarely gets a healthy meal and rarely has parental supervision. He finally goes to school and falls in love with the first person who has ever been there every day for him—his first-grade teacher. She loves and encourages and teaches him. She won’t let the kids bully one another, and she makes sure he gets a good breakfast, lunch, and an after-school snack. Only the weekends are scary. The sixyear-old has a daily routine that includes a committed relationship for the very first time. Life is good; hope is learned. Then the school year ends, and this wonderful teacher says, “Good-bye. You will have a great teacher in second grade.” So the seven-year-old survives the short summer and begins the process all over. But now he has a homeroom teacher, a math and science teacher, a language arts teacher, and a music teacher. Which one is he to fall in love with? Who will fall in love with him? Each of these teachers has dozens of students to care for an hour at a time. And so, at the end of second grade it’s a little less painful to part with his teachers because he never really got to know them. But at least he was physically safe and was fed every day. And so, by the end of third grade, he hardly notices his teacher because he has formed a strong attachment to the friends who move along from class to class with him. They share multiple hours together daily. Instead of taking his signals of proper behavior from a committed adult, since he has none at home or school, he models his life after the future football captain, just as the girls in his class likely emulate the future prom queen. This child from an impoverished culture was taught, in effect, that no adult cares enough to hang out and teach him for more than the 150 hours required to complete a credit. And as he got older, he also learned that the teachers were not quite as able to physically protect him as when he and his classmates were small, and it’s humiliating to have to eat the government-provided free lunch. Even our elementary

On average, the boys were about ten when the study began, and about sixteen when it ended. Decades later, when the boys had grown up and were in their forties and fifties, the notes were studied by a researcher named Joan McCord, who compared the teenage experiences with subsequent adult behavior—in particular, criminal behavior. A lack of adult supervision during the teenage years turned out to be one of the strongest predictors of criminal behavior. The counselors had recorded whether the boys’ activities outside of school were usually, sometimes, or rarely regulated by an adult. The more time the teenagers spent under adult supervision, the less likely they were to be later convicted of either personal or property crimes.