Should College Courses Be In Quotes

In college, I had a course in Latin, and one day the word "divorce" came up. I always figured it came from some root that meant "divide." In truth, it comes from "divertere," which means "to divert." I believe that. All divorce does is divert you, taking you away from everything you thought you knew and everything you thought you wanted and steering you into all kinds of other stuff, like discussions about your mother's girdle and whether she should marry someone else.

Doubt is a storm. We either ride it out, or we change our course. Neither is right or wrong--to stay or go. Twenty years ago, should you have really married X, or Y? This college, or that? A life-changing decision one makes becomes the right decision by the fact of simply having been made.

Now, should we treat women as independent agents, responsible for themselves? Of course. But being responsible has nothing to do with being raped. Women don’t get raped because they were drinking or took drugs. Women do not get raped because they weren’t careful enough. Women get raped because someone raped them. JESSICA VALENTI The Purity Myth

When our children are old enough, and if we can afford to, we send them to college, where despite the recent proliferation of courses on 'happiness' and 'positive psychology,' the point is to acquire the skills not of positive thinking but of *critical* thinking, and critical thinking is inherently skeptical. The best students -- and in good colleges, also the most successful -- are the ones who raise sharp questions, even at the risk of making a professor momentarily uncomfortable. Whether the subject is literature or engineering, graduates should be capable of challenging authority figures, going against the views of their classmates, and defending novel points of view.

The solution is not that people need to major in marketing in college, but that their liberal education should be more structured and demanding. Majors should have some required sequence of basic courses, as in economics.

One evening at a remote provincial college through which I happened to be jogging on a protracted lecture tour, I suggested a little quiz—-ten definitions of a reader, and from these ten the students had to choose four definitions that would combine to make a good reader. I have mislaid the list, but as far as I remember the definitions went something like this. Select four answers to the question what should a reader be to be a good reader: 1. The reader should belong to a book club. 2. The reader should identify himself or herself with the hero or heroine. 3. The reader should concentrate on the social-economic angle. 4. The reader should prefer a story with action and dialogue to one with none. 5. The reader should have seen the book in a movie. 6. The reader should be a budding author. 7. The reader should have imagination. 8. The reader should have memory. 9. The reader should have a dictionary. 10. The reader should have some artistic sense. The students leaned heavily on emotional identification, action, and the social-economic or historical angle. Of course, as you have guessed, the good reader is one who has imagination, memory, a dictionary, and some artistic sense–-which sense I propose to develop in myself and in others whenever I have the chance.

Of course I know what she means. To make art in fandom is to follow your passion at the risk of never being taken seriously. I've written dozens of fics-put them together and you'd have several novels-but who knows what a college admissions officer will think of that as a pastime. Where does 12,000 Tumbler followers rate in relation to a spot in the National Honor Society in their minds? Every week I get anonymous messages in my inbox telling me I should write a real book. Well, haven't I already? What makes what I do different from "real writing"? Is it that I don't use original characters? I guess that makes every Hardy Boys edition, every Star Wars book, every spinoff, sequel, fairy-tale re-telling, historical romance, comic book reboot, and the music Hamilton "not real writing". Or is it that a real book is something printed, that you can hold in your hand, not something you write on the internet? Or is "real writing" something you sell in a store, not give away for free? No, I know it's none of these things. It's merely this: "real writing" is done by serious people, whereas fanfiction is written by weirdos, teenagers, degenerates, and women.

I don't know which is worse—to have a bad teacher or no teacher at all. In any case, I believe the teacher's work should be largely negative. He can't put the gift into you, but if he finds it there, he can try to keep it from going in an obviously wrong direction. We can learn how not to write, but this is a discipline that does not simply concern writing itself but concerns the whole intellectual life. A mind cleared of false emotion and false sentiment and egocentricity is going to have at least those roadblocks removed from its path. If you don't think cheaply, then there at least won't be the quality of cheapness in your writing, even though you may not be able to write well. The teacher can try to weed out what is positively bad, and this should be the aim of the whole college. Any discipline can help your writing: logic, mathematics, theology, and of course and particularly drawing. Anything that helps you to see, anything that makes you look. The writer should never be ashamed of staring. There is nothing that doesn't require his attention.

What amazes us is that parents all over the world are literally paying thousands of dollars in college tuition so that their sons and daughters can be taught the “truth” that there is no truth, not to mention other self-defeating postmodern assertions such as: 8220;All truth is relative” (Is that a relative truth?); “ There are no absolutes” (Are you absolutely sure?); and, “It’s true for you but not for me!” (Is that statement true just for you, or is it true for everyone?) “True for you but not for me” may be the mantra of our day, but it’s not how the world really works. Try saying that to your bank teller, the police, or the IRS and see how far you get! Of course these modern mantras are false because they are self-defeating. But for those who still blindly believe them, we have a few questions: If there really is no truth, then why try to learn anything? Why should any student listen to any professor? After all, the professor doesn’t have the truth. What’s the point of going to school, much less paying for it? And what’s the point of obeying the professor’s moral prohibitions against cheating on tests or plagiarizing term papers?

What this means is that it is entirely possible these days for someone to have been raised in a religion and to have taken philosophy courses in college but still to be lacking a philosophy of life. (Indeed, this is the situation in which most of my students find themselves.) What, then, should those seeking a philosophy of life do? Perhaps their best option is to create for themselves a virtual school of philosophy by reading the works of the philosophers who ran the ancient schools. This, at any rate, is what, in the following pages, I will be encouraging readers to do. I

I remember how Sebastian and I met in study hall, how the first time I saw him he was reading Pride and Prejudice, and how I thought that was really sexy. Of course, I would come to find later that it was the only book he'd read, like, ever, and the only reason he was reading it was to impress some college girl he'd met at a party the weekend before. That should have been a sign that maybe he and I weren't going to be the best match.

the test scores used in admissions are a measure of what colleges take in, not what they produce. The fact that an Ivy League school has freshmen with high SAT scores tells us that it is a good magnet for talent but nothing else. What should matter is how students, including those with low SAT scores, improve over the course of their time in school.

While bullying happens to both males and females on the spectrum, girls, particularly, can be judgmental. Dr. Grandin advocates that some gifted children with autism should be allowed to skip high school and go right to college and I couldn‘t agree with her more. We flourish much better in an environment where the emphasis is on academic achievement and not socializing. Of course we need to learn to socialize, but through shared interests with like-minded individuals, not by being thrown to the lions. Emotionally, we require an atmosphere of tolerance and non-judgment.

History of Drama did leave me with one valuable thought. One of the playwrights--was it Lope de Vega?--believed that ideas were somehow spewed into the atmosphere to be seized by anyone with a receptive mind, and that upon receiving an idea one should use it immediately because others were sure to pluck the same idea from the spheres. This one wisp of philosophy, no more than a sentence or two from a college course, has haunted me all my writing life.

Of the hundreds of Negro high schools recently examined by an expert in the United States Bureau of Education only eighteen offer a course taking up the history of the Negro, and in most of the Negro colleges and universities where the Negro is thought of, the race is studied only as a problem or dismissed as of little consequence. For example, an officer of a Negro university, thinking that an additional course on the Negro should be given there, called upon a Negro Doctor of Philosophy of the faculty to offer such work. He promptly informed the officer that he knew nothing about the Negro. He did not go to school to waste his time that way. He went to be educated in a system which dismisses the Negro as a nonentity.

If I fail all the time, it must be that I think of myself as a failure. If I do not want to think of myself as a failure, perhaps I should begin by succeeding now and again. Look. The tests, you see, which you encounter, in school, in college, in life, were designed, in the most part, for idiots. By idiots. There is no need to fail at them. They are not a test of your worth. They are a test of your ability to retain and spout back misinformation. Of course you fail them. They’re nonsense. And I …

Nana and Pops were waiting in the living room. They had their recliners pushed in front of the couch, the only place available for Cole and me to sit. The moment we were in position, the interrogation began. Pops: Plans for the future? Groaning, I dropped my head in my hands. He'd kicked things off with Justin the exact same way. Guaranteed, he'd end the same way. Cole: College, law enforcement. Nana: Oh, I like him better than that other boy already. Pops: Good, that's good. Now finish this sentence for me. When a girl says no, she means... Yep. Exactly the same. Cole: No. And that's that. I don't push for more. Nana: Another excellent answer. But here's an even tougher sentence for you to finish. Premarital sex is... I should have let the zombies have me. Cole: Up to the couple. What happens between them is no one else's business. Sorry, but not even yours. Both Pops ans Nana blustered over that for a minute, but they soon calmed down. I, of course, blushed the most horrifying shade of lobster. (That was just a guess.) However, I found Cole's answer exceptional. Pops: That's fair enough, I guess. So how do you feel about drinking and driving? Cole: I think it's stupid, that's one thing you'll never have to worry about with me and Ali. I never drink, and if she does, I won't take advantage of her. I'd bring her home. I'll always look out for her safety, you have my word. "I won't be drinking, either," I said. "Ever." Nana: Aren't you just a breath of fresh air? Pops: He is. He is indeed. I think I was as impressed with him as my grandparents were. Underneath the muscles, scars and tattoos (which my grandparents couldn't see, since he wore a long-sleeved shirt) he was a really good guy. And because they were so impressed, they let us go with no more fuss!

The next time you drive into a Walmart parking lot, pause for a second to note that this Walmart—like the more than five thousand other Walmarts across the country—costs taxpayers about $1 million in direct subsidies to the employees who don’t earn enough money to pay for an apartment, buy food, or get even the most basic health care for their children. In total, Walmart benefits from more than $7 billion in subsidies each year from taxpayers like you. Those “low, low prices” are made possible by low, low wages—and by the taxes you pay to keep those workers alive on their low, low pay. As I said earlier, I don’t think that anyone who works full-time should live in poverty. I also don’t think that bazillion-dollar companies like Walmart ought to funnel profits to shareholders while paying such low wages that taxpayers must pick up the ticket for their employees’ food, shelter, and medical care. I listen to right-wing loudmouths sound off about what an outrage welfare is and I think, “Yeah, it stinks that Walmart has been sucking up so much government assistance for so long.” But somehow I suspect that these guys aren’t talking about Walmart the Welfare Queen. Walmart isn’t alone. Every year, employers like retailers and fast-food outlets pay wages that are so low that the rest of America ponies up a collective $153 billion to subsidize their workers. That’s $153 billion every year. Anyone want to guess what we could do with that mountain of money? We could make every public college tuition-free and pay for preschool for every child—and still have tens of billions left over. We could almost double the amount we spend on services for veterans, such as disability, long-term care, and ending homelessness. We could double all federal research and development—everything: medical, scientific, engineering, climate science, behavioral health, chemistry, brain mapping, drug addiction, even defense research. Or we could more than double federal spending on transportation and water infrastructure—roads, bridges, airports, mass transit, dams and levees, water treatment plants, safe new water pipes. Yeah, the point I’m making is blindingly obvious. America could do a lot with the money taxpayers spend to keep afloat people who are working full-time but whose employers don’t pay a living wage. Of course, giant corporations know they have a sweet deal—and they plan to keep it, thank you very much. They have deployed armies of lobbyists and lawyers to fight off any efforts to give workers a chance to organize or fight for a higher wage. Giant corporations have used their mouthpiece, the national Chamber of Commerce, to oppose any increase in the minimum wage, calling it a “distraction” and a “cynical effort” to increase union membership. Lobbyists grow rich making sure that people like Gina don’t get paid more. The

Now, should we treat women as independent agents, responsible for themselves? Of course. But being responsible has nothing to do with being raped. Women don’t get raped because they were drinking or took drugs. Women do not get raped because they weren’t careful enough. Women get raped because someone raped them. JESSICA VALENTI The Purity Myth

Well,” I said, trying to keep my tone light as I walked over to put my arms around his neck, though I had to stand on my toes to do so. “That wasn’t so bad, was it? You told me something about yourself that I didn’t know before-that you didn’t, er, care for your family, except for your mother. But that didn’t make me hate you…it made me love you a bit more, because now I know we have even more in common.” He stared down at him, a wary look in his eyes. “If you knew the truth,” he said, “you wouldn’t be saying that. You’d be running.” “Where would I go?” I asked, with a laugh I hoped didn’t sound as nervous to him as it did to me. “You bolted all the doors, remember? Now, since you shared something I didn’t know about you, may I share something you don’t know about me?” Those dark eyebrows rose as he pulled me close. “I can’t even begin to imagine what this could be.” “It’s just,” I said, “that I’m a little worried about rushing into this consort thing…especially the cohabitation part.” “Cohabitation?” he echoed. He was clearly unfamiliar with the word. “Cohabitation means living together,” I explained, feeling my cheeks heat up. “Like married people.” “You said last night that these days no one your age thinks of getting married,” he said, holding me even closer and suddenly looking much more eager to stick around for the conversation, even though I heard the marina horn blow again. “And that your father would never approve it. But if you’ve changed your mind, I’m sure I could convince Mr. Smith to perform the ceremony-“ “No,” I said hastily. Of course Mr. Smith was somehow authorized to marry people in the state of Florida. Why not? I decided not to think about that right now, or how John had come across this piece of information. “That isn’t what I meant. My mom would kill me if I got married before I graduated from high school.” Not, of course, that my mom was going to know about any of this. Which was probably just as well, since her head would explode at the idea of my moving in with a guy before I’d even applied to college, let alone at the fact that I most likely wasn’t going to college. Not that there was any school that would have accepted me with my grades, not to mention my disciplinary record. “What I meant was that maybe we should take it more slowly,” I explained. “The past couple years, while all my friends were going out with boys, I was home, trying to figure out how this necklace you gave me worked. I wasn’t exactly dating.” “Pierce,” he said. He wore a slightly quizzical expression on his face. “Is this the thing you think I didn’t know about you? Because for one thing, I do know it, and for another, I don’t understand why you think I’d have a problem with it.” I’d forgotten he’d been born in the eighteen hundreds, when the only time proper ladies and gentlemen ever spent together before they were married was at heavily chaperoned balls…and that for most of the past two centuries, he’d been hanging out in a cemetery. Did he even know that these days, a lot of people hooked up on first dates, or that the average age at which girls-and boys as well-lost their virginity in the United States was seventeen…my age? Apparently not. “What I’m trying to say,” I said, my cheeks burning brighter, “is that I’m not very experienced with men. So this morning when I woke up and found you in bed beside me, while it was really, super nice-don’t get me wrong, I enjoyed it very much-it kind of freaked me out. Because I don’t know if I’m ready for that kind of thing yet.” Or maybe the problem was that I wasn’t prepared for how ready I was…

In his book The Unschooled Mind: How Children Think and How Schools Should Teach, the developmental psychologist Howard Gardner pointed to the body of evidence showing that even “students who receive honors grades in college-level physics courses are frequently unable to solve basic problems and questions encountered in a form slightly different from that on which they have been formally instructed and tested.

I came to love the way Morrie lit up when I entered the room. He did this for many people, I know, but it was his special talent to make each visitor feel that the smile was unique. “Ahhhh, it’s my buddy,” he would say when he saw me, in that foggy, high-pitched voice. And it didn’t stop with the greeting. When Morrie was with you, he was really with you. He looked you straight in the eye, and he listened as if you were the only person in the world. How much better would people get along if their first encounter each day were like this—instead of a grumble from a waitress or a bus driver or a boss? “I believe in being fully present,” Morrie said. “That means you should be with the person you’re with. When I’m talking to you now, Mitch, I try to keep focused only on what is going on between us. I am not thinking about something we said last week. I am not thinking of what’s coming up this Friday. I am not thinking about doing another Koppel show, or about what medications I’m taking. “I am talking to you. I am thinking about you.” I remembered how he used to teach this idea in the Group Process class back at Brandeis. I had scoffed back then, thinking this was hardly a lesson plan for a university course. Learning to pay attention? How important could that be? I now know it is more important than almost everything they taught us in college.

How can I further encourage you to go about the business of life? Young women, I would say, and please attend, for the peroration is beginning, you are, in my opinion, disgracefully ignorant. You have never made a discovery of any sort of importance. You have never shaken an empire or led an army into battle. The plays of Shakespeare are not by you, and you have never introduced a barbarous race to the blessings of civilization. What is your excuse? It is all very blessings of civilisation. What is you excuse? it is all very well for you to say, pointing to the streets and squares and forests of the globe swarming with black and white and coffee-coloured inhabitants, all busily engaged in traffic and enterprise and love-making, we have had other work on our hands. Without our doing, those seas would be unsailed and those fertile lands a desert. We have borne and bred and washed and taught, perhaps to the age of six or seven years, the one thousand six hundred and twenty-three million human beings who are, according to statistics, at present in existence, and that, allowing that some had help, takes time. There is truth in what you say—I will not deny it. But at the same time may I remind you that there have been at least two colleges for women in existence in England since the year 1886; that after the year 1880 a married woman was allowed by the law to possess her own property; and that in 1919—which is a whole nine years ago—she was given a vote? May I also remind you that most of the professions have been open to you for close to ten years now? When you reflect upon these immense privileges and the length of time during which they have been enjoyed, and the fact that there must be at this moment some two thousand women capable of earning over five hundred a year in one way or another, you will agree that the excuse of lack of opportunity, training, encouragement, leisure and money no longer holds good. Moreover, the economists are telling us that Mrs. Seton has had too many children. You must, of course, go on bearing children, but, so they say, in twos and threes, not in tens and twelves. Thus, with some time on your hands and with some book learning in your brains—you have had enough of the other kind, and are sent to college partly, I suspect, to be uneducated—surely you should embark upon another stage of your very long, very laborious and highly obscure career. A thousand pens are ready to suggest what you should do and what effect you will have. My own suggestion is a little fantastic, I admit; I prefer, therefore, to put it in the form of fiction.

Somebody told you, and you hold it as an article of faith, that higher education is an unassailable good. This notion is so dear to you that when I question it you become angry. Good. Good, I say. Are not those the very things which we should question? I say college education, since the war, has become so a matter of course, and such a fashionable necessity, for those either of or aspiring to to the new vast middle class, that we espouse it, as a matter of right, and have ceased to ask, “What is it good for?” (Pause)

Hallie didn't believe she was invulnerable. She was never one of those daredevil types; she knew she could get hurt. What I think she meant was that she was lucky to be on her way to Nicaragua. It was the slowest thing to sink into my head, how happy she was. Happy to be leaving. We'd had one time of perfect togetherness in our adult lives, the year when we were both in college in Tucson-her first year, my last-and living together for the first time away from Doc Homer. That winter I'd wanted to fail a subject just so I could hang back, stay there with her, the two of us walking around the drafty house in sweatshirts and wool socks and understanding each other precisely. Bringing each other cups of tea without having to ask. So I stayed on in Tucson for medical school, instead of going to Boston as I'd planned, and met Carlo in Parasitology. Hallie, around the same time, befriended some people who ran a safehouse for Central American refugees. After that we'd have strangers in our kitchen every time of night, kids scared senseless, people with all kinds of damage. Our life was never again idyllic. I should have seen it coming. Once she and I had gone to see a documentary on the Abraham Lincoln Brigade, which was these Americans who volunteered without our government's blessing to fight against Franco and Hitler in the Spanish Civil War. At that point in U.S. history fascism was only maybe wrong, whereas communism was definitely. When we came home from the movie Hallie cried. Not because of the people who gave up life and limb only to lose Spain to Franco, and not for the ones who came back and were harassed for the rest of their lives for being Reds. The tragedy for Hallie was that there might never be a cause worth risking everything for in our lifetime. She was nineteen years old then, and as she lay blowing her nose and sobbing on my bed she told me this. That there were no real causes left. Now she had one-she was off to Nicaragua, a revolution of co-op farms and literacy crusades-and so I guess she was lucky. Few people know so clearly what they want. Most people can't even think what to hope for when they throw a penny in a fountain. Almost no one really gets the chance to alter the course of human events on purpose, in the exact way they wish for it to be altered.

We should look at the kind of work that goes into acquiring a liberal education at the college level in the same way that we look at the grueling apprenticeship that goes into becoming a master chef: something that understandably attracts only a limited number of people. Most students at today's colleges choose not to take the courses that go into a liberal education because the capabilities they want to develop lie elsewhere. These students are not lazy, any more than students who don't want to spend hours learning how to chop carrots into a perfect eighth-inch dice are lazy. A liberal education just doesn't make sense for them.

We that are bred up in learning, and destinated by our parents to this end, we suffer our childhood in the grammar-school, which Austin calls magnam tyrannidem, et grave malum, and compares it to the torments of martyrdom; when we come to the university, if we live of the college allowance, as Phalaris objected to the Leontines, [Greek: pan ton endeis plaen limou kai phobou] , needy of all things but hunger and fear, or if we be maintained but partly by our parents' cost, do expend in unnecessary maintenance, books and degrees, before we come to any perfection, five hundred pounds, or a thousand marks. If by this price of the expense of time, our bodies and spirits, our substance and patrimonies, we cannot purchase those small rewards, which are ours by law, and the right of inheritance, a poor parsonage, or a vicarage of 50 l. per annum, but we must pay to the patron for the lease of a life (a spent and out-worn life) either in annual pension, or above the rate of a copyhold, and that with the hazard and loss of our souls, by simony and perjury, and the forfeiture of all our spiritual preferments, in esse and posse, both present and to come. What father after a while will be so improvident to bring up his son to his great charge, to this necessary beggary? What Christian will be so irreligious, to bring up his son in that course of life, which by all probability and necessity, coget ad turpia, enforcing to sin, will entangle him in simony and perjury, when as the poet said, Invitatus ad hæc aliquis de ponte negabit: a beggar's brat taken from the bridge where he sits a begging, if he knew the inconvenience, had cause to refuse it." This being thus, have not we fished fair all this while, that are initiate divines, to find no better fruits of our labours, [2030] hoc est cur palles, cur quis non prandeat hoc est? do we macerate ourselves for this? Is it for this we rise so early all the year long? [2031] "Leaping" (as he saith) "out of our beds, when we hear the bell ring, as if we had heard a thunderclap." If this be all the respect, reward and honour we shall have, [2032] frange leves calamos, et scinde Thalia libellos: let us give over our books, and betake ourselves to some other course of life; to what end should we study?

Our schools teach the opposite: institutionalized education traffics in a kind of homogenized, generic knowledge. Everybody who passes through the American school system learns not to think in power law terms. Every high school course period lasts 45 minutes whatever the subject. Every student proceeds at a similar pace. At college, model students obsessively hedge their futures by assembling a suite of exotic and minor skills. Every university believes in “excellence,” and hundred-page course catalogs arranged alphabetically according to arbitrary departments of knowledge seem designed to reassure you that “it doesn’t matter what you do, as long as you do it well.” That is completely false. It does matter what you do. You should focus relentlessly on something you’re good at doing, but before that you must think hard about whether it will be valuable in the future.

At school, my religious-education teacher expressly forbade us to write "Xmas." It was regarded as a foul blasphemy. How would I like it if people used an anonymous X in place of my name? However, it would seem that the word "Xmas" is not blasphemous after all. In the original Greek, "Christ" was written "Xristos," but the X isn't the Roman "ecks"; The Cassell Dictionary of Word Histories explains that it is the Greek letter "chi" (pronounced with a k to rhyme with "eye"--k'eye). The x is simply a stand-in for "the first letter of Greek Khristos--Christ." Indeed, the Chi-Rho (CH-r--the first two syllables of "Christ") illumination can be seen in the ancient Irish manuscript of the Gospels, The Book of Kells, which is housed at Trinity College in Dublin. This work dates back to the ninth century. Of course, strictly speaking, Xmas" should still be pronounced "Christmas" because it's an abbreviation, not an alternative word.

Qualities such as honesty, determination, and a cheerful acceptance of stress, which can all be identified through probing questionnaires and interviews, may be more important to the company in the long run than one's college grade-point average or years of "related experience." Every business is only as good as the people it brings into the organization. The corporate trainer should feel his job is the most important in the company, because it is. Exalt seniority-publicly, shamelessly, and with enough fanfare to raise goosebumps on the flesh of the most cynical spectator. And, after the ceremony, there should be some sort of permanent display so that employees passing by are continuously reminded of their own achievements and the achievements of others. The manager must freely share his expertise-not only about company procedures and products and services but also with regard to the supervisory skills he has worked so hard to acquire. If his attitude is, "Let them go out and get their own MBAs," the personnel under his authority will never have the full benefit of his experience. Without it, they will perform at a lower standard than is possible, jeopardizing the manager's own success. Should a CEO proclaim that there is no higher calling than being an employee of his organization? Perhaps not-for fear of being misunderstood-but it's certainly all right to think it. In fact, a CEO who does not feel this way should look for another company to manage-one that actually does contribute toward a better life for all. Every corporate leader should communicate to his workforce that its efforts are important and that employees should be very proud of what they do-for the company, for themselves, and, literally, for the world. If any employee is embarrassed to tell his friends what he does for a living, there has been a failure of leadership at his workplace. Loyalty is not demanded; it is created. Why can't a CEO put out his own suggested reading list to reinforce the corporate vision and core values? An attractive display at every employee lounge of books to be freely borrowed, or purchased, will generate interest and participation. Of course, the program has to be purely voluntary, but many employees will wish to be conversant with the material others are talking about. The books will be another point of contact between individuals, who might find themselves conversing on topics other than the weekend football games. By simply distributing the list and displaying the books prominently, the CEO will set into motion a chain of events that can greatly benefit the workplace. For a very cost-effective investment, management will have yet another way to strengthen the corporate message. The very existence of many companies hangs not on the decisions of their visionary CEOs and energetic managers but on the behavior of its receptionists, retail clerks, delivery drivers, and service personnel. The manager must put himself and his people through progressively challenging courage-building experiences. He must make these a mandatory group experience, and he must lead the way. People who have confronted the fear of public speaking, and have learned to master it, find that their new confidence manifests itself in every other facet of the professional and personal lives. Managers who hold weekly meetings in which everyone takes on progressively more difficult speaking or presentation assignments will see personalities revolutionized before their eyes. Command from a forward position, which means from the thick of it. No soldier will ever be inspired to advance into a hail of bullets by orders phoned in on the radio from the safety of a remote command post; he is inspired to follow the officer in front of him. It is much more effective to get your personnel to follow you than to push them forward from behind a desk. The more important the mission, the more important it is to be at the front.

I remember meeting a man who gave sex seminars to students at various college campuses. To get people to come he passed out flyers that were entitled “How to Have the Best Sex on Earth.” Of course, his lecture attracted a huge turnout. He spoke about sex between two virgins on their wedding night being disease-free, guilt-free, comparison-free, and shame-free, as well as being pleasing to God. It is the best sex you can have on earth. He explained that many people fall short and that is why Jesus died on a cross. In Christ anyone can start over. As 1 Corinthians 6:9--11 says: “The sexually immoral…will [not] inherit the kingdom of God. And that is what some of you were. But you were washed…sanctified…[and] justified in the name of the Lord Jesus Christ and by the Spirit of our God.” The forgiveness found in Christ doesn’t take away from the fact that God’s way is always the best way for a marriage and our world. Hebrews 13:4 says: “Marriage should be honored by all, and the marriage bed kept pure.” That is exactly what Missy and I did.

In biology, the most basic assumptions of evolutionary theory elude otherwise able students who insist that the process of evolution is guided by a striving toward perfection. College students who have studied economics offer explanations of market forces that are essentially identical to those preferred by college students who have never taken an economics course. Equally severe biases and stereotypes pervade the humanistic segment of the curriculum, from history to art. Students who can discuss in detail the complex causes of the First World War turn right around and explain equally complex current events in terms of the simplest "good guy-bad guy" scenario. (This habit of mind is not absent from political leaders, who are fond of portraying the most complicated international situations along the lines of a Hollywood script.) Those who have studied the intricacies of modern poetry, learning to esteem T. S. Eliot and Ezra Pound, show little capacity to distinguish masterworks from amateurish drivel once the identity of the author has been hidden from view.

Nonconformity is an affront to those in the mainstream. Our impulse is to dismiss this lifestyle, create reasons why it can’t work, why it doesn’t even warrant consideration. Why not? Living outdoors is cheap and can be afforded by a half year of marginal employment. They can’t buy things that most of us have, but what they lose in possessions, they gain in freedom. In Somerset Maugham’s The Razor’s Edge, lead character Larry returns from the First World War and declares that he would like to “loaf.”23 The term “loafing” inadequately describes the life he would spend traveling, studying, searching for meaning, and even laboring. Larry meets with the disapproval of peers and would-be mentors: “Common sense assured…that if you wanted to get on in this world, you must accept its conventions, and not to do what everybody else did clearly pointed to instability.” Larry had an inheritance that enabled him to live modestly and pursue his dreams. Larry’s acquaintances didn’t fear the consequences of his failure; they feared his failure to conform. I’m no maverick. Upon leaving college I dove into the workforce, eager to have my own stuff and a job to pay for it. Parents approved, bosses gave raises, and my friends could relate. The approval, the comforts, the commitments wound themselves around me like invisible threads. When my life stayed the course, I wouldn’t even feel them binding. Then I would waiver enough to sense the growing entrapment, the taming of my life in which I had been complicit. Working a nine-to-five job took more energy than I had expected, leaving less time to pursue diverse interests. I grew to detest the statement “I am a…” with the sentence completed by an occupational title. Self-help books emphasize “defining priorities” and “staying focused,” euphemisms for specialization and stifling spontaneity. Our vision becomes so narrow that risk is trying a new brand of cereal, and adventure is watching a new sitcom. Over time I have elevated my opinion of nonconformity nearly to the level of an obligation. We should have a bias toward doing activities that we don’t normally do to keep loose the moorings of society. Hiking the AT is “pointless.” What life is not “pointless”? Is it not pointless to work paycheck to paycheck just to conform? Hiking the AT before joining the workforce was an opportunity not taken. Doing it in retirement would be sensible; doing it at this time in my life is abnormal, and therein lay the appeal. I want to make my life less ordinary.

A child is born; he is already somebody. To pick one set of circumstances, let's say that he is a bright boy born into a middle-class family that demands good grades and promotes a worldview that includes playing musical instruments, playing sports, admiring nature, going to college, and getting a good job. The parents pay lip service to the idea that thinking is a good thing but do not do much thinking themselves and do not really like it when their son thinks. They pay lip service to the idea that family members should love one another but don't love much and aren't very warm or friendly. They likewise pay lip service to the ideals of freedom but present their son with the clear message that he is not free to get mediocre grades, not free to dispute their core beliefs, and not free to really be himself. Of course, this all confuses him. In this environment, he becomes sadder than he was born to be, saddened by having to perform at piano recitals that don't interest him and that make him woefully anxious, saddened by having to take his boring classes seriously, saddened by his parents' inability to love him or take an interest in him, saddened by what he learns in school about how human beings treat one another, and saddened most of all by his inability to make sense of this picture of life—a picture that everyone seems to be holding as the way to live but that to him feels odd, contradictory, empty, and meaningless.

There is an excellent short book (126 pages) by Faustino Ballvè, Essentials of Economics (Irvington-on-Hudson, N.Y.: Foundation for Economic Education), which briefly summarizes principles and policies. A book that does that at somewhat greater length (327 pages) is Understanding the Dollar Crisis by Percy L. Greaves (Belmont, Mass.: Western Islands, 1973). Bettina Bien Greaves has assembled two volumes of readings on Free Market Economics (Foundation for Economic Education). The reader who aims at a thorough understanding, and feels prepared for it, should next read Human Action by Ludwig von Mises (Chicago: Contemporary Books, 1949, 1966, 907 pages). This book extended the logical unity and precision of economics beyond that of any previous work. A two-volume work written thirteen years after Human Action by a student of Mises is Murray N. Rothbard’s Man, Economy, and State (Mission, Kan.: Sheed, Andrews and McMeel, 1962, 987 pages). This contains much original and penetrating material; its exposition is admirably lucid; and its arrangement makes it in some respects more suitable for textbook use than Mises’ great work. Short books that discuss special economic subjects in a simple way are Planning for Freedom by Ludwig von Mises (South Holland, 111.: Libertarian Press, 1952), and Capitalism and Freedom by Milton Friedman (Chicago: University of Chicago Press, 1962). There is an excellent pamphlet by Murray N. Rothbard, What Has Government Done to Our Money? (Santa Ana, Calif.: Rampart College, 1964, 1974, 62 pages). On the urgent subject of inflation, a book by the present author has recently been published, The Inflation Crisis, and How to Resolve It (New Rochelle, N.Y.: Arlington House, 1978). Among recent works which discuss current ideologies and developments from a point of view similar to that of this volume are the present author’s The Failure of the “New Economics”: An Analysis of the Keynesian Fallacies (Arlington House, 1959); F. A. Hayek, The Road to Serfdom (1945) and the same author’s monumental Constitution of Liberty (Chicago: University of Chicago Press, 1960). Ludwig von Mises’ Socialism: An Economic and Sociological Analysis (London: Jonathan Cape, 1936, 1969) is the most thorough and devastating critique of collectivistic doctrines ever written. The reader should not overlook, of course, Frederic Bastiat’s Economic Sophisms (ca. 1844), and particularly his essay on “What Is Seen and What Is Not Seen.” Those who are interested in working through the economic classics might find it most profitable to do this in the reverse of their historical order. Presented in this order, the chief works to be consulted, with the dates of their first editions, are: Philip Wicksteed, The Common Sense of Political Economy, 1911; John Bates Clark, The Distribution of Wealth, 1899; Eugen von Böhm-Bawerk, The Positive Theory of Capital, 1888; Karl Menger, Principles of Economics, 1871; W. Stanley Jevons, The Theory of Political Economy, 1871; John Stuart Mill, Principles of Political Economy, 1848; David Ricardo, Principles of Political Economy and Taxation, 1817; and Adam Smith, The Wealth of Nations, 1776.

How?” Dr. Tuttle asked. “Slit her wrists,” I lied. “Good to know.” Her hair was red and frizzy. The foam brace she wore around her neck had what looked like coffee and food stains on it, and it squished the skin on her neck up toward her chin. Her face was like a bloodhound’s, folded and drooping, her sunken eyes hidden under very small wire-framed glasses with Coke-bottle lenses. I never got a good look at Dr. Tuttle’s eyes. I suspect that they were crazy eyes, black and shiny, like a crow’s. The pen she used was long and purple and had a purple feather at the end of it. “Both my parents died when I was in college,” I went on. “Just a few years ago.” She seemed to study me for a moment, her expression blank and breathless. Then she turned back to her little prescription pad. “I’m very good with insurance companies,” she said matter-of-factly. “I know how to play into their little games. Are you sleeping at all?” “Barely,” I said. “Any dreams?” “Only nightmares.” “I figured. Sleep is key. Most people need upwards of fourteen hours or so. The modern age has forced us to live unnatural lives. Busy, busy, busy. Go, go, go. You probably work too much.” She scribbled for a while on her pad. “Mirth,” Dr. Tuttle said. “I like it better than joy. Happiness isn’t a word I like to use in here. It’s very arresting, happiness. You should know that I’m someone who appreciates the subtleties of human experience. Being well rested is a precondition, of course. Do you know what mirth means? M-I-R-T-H?” “Yeah. Like The House of Mirth,” I said. “A sad story,” said Dr. Tuttle. “I haven’t read it.” “Better you don’t.

Of course he wept at the funeral and knew how colossal this thing was that, without warning, had been taken away. When the minister read, along with the biblical stuff, a selection from Julius Caesar out of his father's cherished volume of Shakespeare's plays —the oversized book with the floppy leather binding that, when Coleman was a small boy, always reminded him of a cocker spaniel —the son felt his father's majesty as never before: the grandeur of both his rise and his fall, the grandeur that, as a college freshman away for barely a month from the tiny enclosure of his East Orange home, Coleman had begun faintly to discern for what it was. "Cowards die many times before their deaths; The valiant never taste of death but once. Of all the wonders that I yet have heard, It seems to me most strange that men should fear; Seeing that death, a necessary end, Will come when it will come." The word "valiant," as the preacher intoned it, stripped away Coleman's manly effort at sober, stoical self-control and laid bare a child's longing for that man closest to him that he'd never see again, the mammoth, secretly suffering father who talked so easily, so sweepingly, who with just his powers of speech had inadvertently taught Coleman to want to be stupendous. Coleman wept with the most fundamental and copious of all emotions, reduced helplessly to everything he could not bear. As an adolescent complaining about his father to his friends, he would characterize him with far more scorn than he felt or had the capacity to feel—pretending to an impersonal way of judging his own father was one more method he'd devised to invent and claim impregnability. But to be no longer circumscribed and defined by his father was like finding that all the clocks wherever he looked had stopped, and all the watches, and that there was no way of knowing what time it was. Down to the day he arrived in Washington and entered Howard, it was, like it or not, his father who had been making up Coleman's story for him; now he would have to make it up himself, and the prospect was terrifying.

It is not only in childhood that people of high potential can be encouraged or held back and their promise subverted or sustained. The year before I went to Amherst, a group of women had declined to stand for tenure. One of them simply said that after six years she was used up, too weary and too eroded by constant belittlement to accept tenure if it were offered to her. Women were worn down or burnt out. During the three years I spent as dean of the faculty, as I watched some young faculty members flourish and others falter, I gradually realized that the principal instrument of sexism was not the refusal to appoint women or even the refusal to promote (though both occurred, for minorities as well as women), but the habit of hiring women and then dealing with them in such a way that when the time came for promotion it would be reasonable to deny it. It was not hard to show that a particular individual who was a star in graduate school had somehow belied her promise, had proved unable to achieve up to her potential. This subversion was accomplished by taking advantage of two kinds of vulnerability that women raised in our society tend to have. The first is the quality of self-sacrifice, a learned willingness to set their own interests aside and be used and even used up by the community. Many women at Amherst ended up investing vast amounts of time in needed public-service activities, committee work, and teaching nondepartmental courses. Since these activities were not weighed significantly in promotion decisions, they were self-destructive. The second kind of vulnerability trained into women is a readiness to believe messages of disdain and derogation. Even women who arrived at Amherst full of confidence gradually became vulnerable to distorted visions of themselves, no longer secure that their sense of who they were matched the perceptions of others. When a new president, appointed in 1983, told me before coming and without previous discussion with me that he had heard I was “consistently confrontational,” that I had made Amherst “a tense, unhappy place,” and that he would want to select a new dean, I should have reacted to his picture of me as bizarre, and indeed confronted its inaccuracy, but instead I was shattered. It took me a year to understand that he was simply accepting the semantics of senior men who expected a female dean to be easily disparaged and bullied, like so many of the young women they had managed to dislodge. It took me a year to recover a sense of myself as worth defending and to learn to be angry both for myself and for the college as I watched a tranquil campus turned into one that was truly tense and unhappy.

Any parent would be dismayed to think that this was their child’s experience of learning, of socializing, and of herself. Maya is an introvert; she is out of her element in a noisy and overstimulating classroom where lessons are taught in large groups. Her teacher told me that she’d do much better in a school with a calm atmosphere where she could work with other kids who are “equally hardworking and attentive to detail,” and where a larger portion of the day would involve independent work. Maya needs to learn to assert herself in groups, of course, but will experiences like the one I witnessed teach her this skill? The truth is that many schools are designed for extroverts. Introverts need different kinds of instruction from extroverts, write College of William and Mary education scholars Jill Burruss and Lisa Kaenzig. And too often, “very little is made available to that learner except constant advice on becoming more social and gregarious.” We tend to forget that there’s nothing sacrosanct about learning in large group classrooms, and that we organize students this way not because it’s the best way to learn but because it’s cost-efficient, and what else would we do with our children while the grown-ups are at work? If your child prefers to work autonomously and socialize one-on-one, there’s nothing wrong with her; she just happens not to fit the prevailing model. The purpose of school should be to prepare kids for the rest of their lives, but too often what kids need to be prepared for is surviving the school day itself. The school environment can be highly unnatural, especially from the perspective of an introverted child who loves to work intensely on projects he cares about, and hang out with one or two friends at a time. In the morning, the door to the bus opens and discharges its occupants in a noisy, jostling mass. Academic classes are dominated by group discussions in which a teacher prods him to speak up. He eats lunch in the cacophonous din of the cafeteria, where he has to jockey for a place at a crowded table. Worst of all, there’s little time to think or create. The structure of the day is almost guaranteed to sap his energy rather than stimulate it. Why do we accept this one-size-fits-all situation as a given when we know perfectly well that adults don’t organize themselves this way? We often marvel at how introverted, geeky kids “blossom” into secure and happy adults. We liken it to a metamorphosis. However, maybe it’s not the children who change but their environments. As adults, they get to select the careers, spouses, and social circles that suit them. They don’t have to live in whatever culture they’re plunked into. Research from a field known as “person-environment fit” shows that people flourish when, in the words of psychologist Brian Little, they’re “engaged in occupations, roles or settings that are concordant with their personalities.” The inverse is also true: kids stop learning when they feel emotionally threatened.

THE SUMMER BEFORE COLLEGE Mick drove trucks for the Coke plant, big lumbering GMCs with slide-up side doors from which he pulled down wooden cases of bottles and slung back cases of empties, delivering to corner markets, restaurants and grocery stores in Rockland County. He loved the hard labor and the changing scenes and people, the sun hot on his face through the GMC’s big windshield and on his arm through the open window full of all the scents of summer – spicy fresh-mown alfalfa, sun-warm bark of beeches and birches, black-furrowed soil, the redolent pastures of cattle and sheep, the cool moist air when the road went over a stream. Wherever he sold, people upped their orders. “What I like,” one corner grocer said, “is you never let me down. You always come when you say you will.” Mick shrugged it off but smiled, “Isn’t everybody like that?” “The way you work, you’re gonna make somethin’ of yourself some day.” He drove on, one arm out the window, shoulder warm in the sun, wind cooling his face, in the friendly grease, diesel and sun-hot plastic smell of the truck. Of course you worked hard, everybody should. It made you happy. How could you not work when your family needed it? Tara waiting tables full-time at Primo’s Café on Main Street, Troy running the farm all by himself and delivering papers at four every morning; Dad’s salary at the plastic factory had gone

It is a reason why so many who seek holiness or spiritual improvement impose on themselves a strict austerity. And it is why schools and colleges used to emulate the ways of monasteries. The first Christian hermits and monastics who practiced extreme austerity in the desert saw themselves as emulating Jesus during his sojourn in the wilderness. Once monastic life became institutionalized, removing oneself from carnal temptation was a major reason why religiously minded individuals would choose to take vows. The Rule of St. Benedict, set down around the year 530, included commitments to poverty, humility, chastity, and obedience, and this became the paradigm for most Christian monastic orders. The vow of poverty generally involved renouncing all individual property, although the monastic community was allowed to hold property, and of course some monasteries eventually became quite wealthy. But the lifestyle of most monks in the Middle Ages was kept deliberately austere. Here is how Aelred of Rievaulx, writing in the twelfth century, describes it: Our food is scanty, our garments rough, our drink is from the streams and our sleep upon our book. Under our tired limbs there is a hard mat; when sleep is sweetest we must rise at a bell’s bidding. . . . self-will has no scope; there is no moment for idleness or dissipation.4 Strict precautions to eliminate the possibility of sexual encounters, regular searches of dormitories to ensure that no one was hoarding personal property, a rigid and arduous daily routine to occupy to the full one’s physical and mental energy: by means of this sort monasteries and convents did their best to provide a temptation-free environment. More than a trace of the same thinking lay behind the preference for isolated rural locations among those who sought to establish colleges in nineteenth-century America. Sometimes the argument might be conveyed subtly by a brochure picturing the college surrounded by nothing but fields, woods, and hills, an image that also appealed to the deeply rooted idea that the land was a source of virtue.5 But it was also put forward explicitly. The town of North Yarmouth sought to persuade the founders of Bowdoin College of its advantageous location by pointing out that it was “not so much exposed to many Temptations to Dissipation, Extravagance, Vanity and Various Vices as great seaport towns frequently are.”6 And the 1847 catalog of Tusculum College, Tennessee, noted that its rural situation “guards it from all the ensnaring and demoralizing influences of a town.”7 Needless to say, reassurances of this sort were directed more at the fee-paying parents than at the prospective students. One should also add that not everyone took such a positive view of the rural campus. Some complained that life far away from urban civilization fostered vulgarity, depravity, licentiousness, and hy

To counter the effects of too-early learning, here are some things you can do: Where possible, choose schools that are developmentally sensitive in their curriculum and appropriate for your child. Some kids will do really well as big fish in small ponds. It gives them the confidence to tackle the currents without being afraid of being swept away. They get to grow strong and feel strong. So what if there are bigger fish in bigger ponds? Help your children find the right curricular environments for them. Relax and take a long view, even if no one else around you is. Most kids who learn to read at five aren’t better readers at nine than those who learn to read at six or seven. Bill remembers vividly the mild panicky feeling he and Starr had when their daughter was five years old and some of her friends were starting to read. Even though they knew that kids learn to read much easier at age seven than at age five, and that pushing academics too early was harmful and produced no lasting benefit, Bill and Starr wondered if they were jeopardizing their child’s future by letting her fall behind her peers. They briefly considered pulling her out of her nonacademic kindergarten. But they stuck to their guns and left her in a school that did not push and did not give her any homework until the fourth grade. Despite an unrushed start, she received her PhD in economics from the University of Chicago at the age of twenty-six and is a successful economist. Bill loves telling that story, not to brag (okay, just a little), but to emphasize that it is difficult to buck the tide even when you know the current is carrying you the wrong way. Remember that any gains from rushing development will wash out. Parents often tell Bill that their third grader is doing fourth- or fifth-grade math—but he never hears twenty-six-year-olds brag that they’re more successful than most twenty-eight-year-olds. Don’t go overboard on AP classes. You are doing your child no favors if you let her take more APs at the cost of her mental health and sleep. There’s a reason why kids get more out of Moby-Dick in college than in high school. When we consider the enormous differences in the maturation of their prefrontal cortex—and the associated development in their capacity for abstraction and emotional maturity—it should come as no surprise that the majority of students will understand and appreciate novels written for adults better when they’re older. The same is true for complex scientific theories and data, quantitative concepts, and historical themes, which are easier for most kids to grasp when they are college aged. This isn’t to say that some students aren’t ready for college-level courses when they’re fifteen. The problem is that when this becomes the default for most students (I’ll never get into college if I don’t have five AP classes) it’s destructive.

In the course of the 1960s, the left adopted almost wholesale the arguments of the right,” observed Daniel Patrick Moynihan, a domestic policy adviser to all three of the decade’s presidents. “This was not a rude act of usurpation, but rather a symmetrical, almost elegant, process of transfer.” Exaggerating for effect—but not to the point of inaccuracy—Moynihan remembered that by decade’s end, “an advanced student at an elite eastern college could be depended on to avow many of the more striking views of the Liberty League and its equivalents in the hate-Roosevelt era; for example that the growth of federal power was the greatest threat to democracy, that foreign entanglements were the work of demented plutocrats, that government snooping (by the Social Security Administration or the United States Continental Army Command) was destroying freedom, that the largest number of functions should be entrusted to the smallest jurisdictions, and so across the spectrum of this viewpoint.”2 Driven primarily by the expanding war in Vietnam, this new current on the left took up individualistic and anti-statist themes that were once the province of the right. Another part of this convergence was the rise of the economics profession. The new economics appeared a success on its own terms; growth had picked up across the Kennedy years. By 1965, GNP had increased for five straight years. Unemployment was down to 4.9 percent, and would soon drop below the 4 percent goal of full employment. As James Tobin reflected, “economists were riding the crest of a wave of enthusiasm and self-confidence. They seemed, after all, to have some tools of analysis and policy other people didn’t have, and their policy seemed to be working.”3 With institutional economics a vanquished force, most economists accepted the tenets of the neoclassical revolution: individuals making rational choices subject to the incentives created by supply and demand. Approaching policy with an economic lens cut across established political lines, which were often the creation of brokered coalitions, habit, or historical precedent. Economic analysis was at once disruptive, since it failed to honor these accidental accretions, and familiar, since it spoke a market language resonant with business-friendly political culture.4 Amid this ideological confluence, Friedman continued his dour rumblings and warnings. Ignoring the positive trends in basic indicators of economic health, from inflation to unemployment to GDP, he argued fiscal demand management was misguided, warned Bretton Woods was about to collapse, predicted imminent inflation, and castigated the Federal Reserve’s basic approach. Friedman’s quixotic quest—and the media attention it generated—infuriated many of his peers. Friedman, it seemed, was bent on fixing economic theories and institutions that were not broken.

students should be aware that the graduation requirements of their high school may differ from the academic course requirements of the colleges where they are applying.

Her future plans never referenced Dad, though sometimes she talked about a time when she'd live among Brian, me, and the grandkids she expected. "I want two kids from you and four from Brian," she'd say, and I never understood why she wanted fewer kids from me than my older brother. The fact is, I didn't want any number of kids, really. I was content with myself as a gay man, and I knew gay men could have kids, of course, but it didn't seem worth jumping through all the hoops-- the surrogates, or the adoption, all the paperwork. The only time I took the idea of kids seriously was when I thought about everyone who had died, two million points of connection reincarnated into the abyss, how young Cambos like me should repopulate the world with more Cambos, especially those with fancy college degrees, whose kids could be legacy admits.

I learned in one of my college psych courses about comfort zones. People like to find them and stay in them. A comfort zone can be a mental state: belief in God is a lot of people’s comfort zone. Don’t get me wrong, I’m not knocking faith; I just don’t think you should have it because it makes you feel safe. I think you should have it because you do. Because somewhere deep inside you, you know beyond equivocating that something greater, wiser, and infinitely more loving than we’re capable of understanding has a vested interest in the Universe, in the way things turn out. Because you can feel that, as much as the forces of darkness might try to gain the upper hand, there is an Upper Hand.

What kind of colleges do you think I’d do well at and why? • I don’t know where to begin. Can you help me take the right steps toward coming up with a college list? • What courses should I be taking if I’m interested in attending College X? • Can you put me in touch with graduates from our high school attending College Y? • Can you go over my transcript with me so I can see where I stand? • What can I tell you about myself that will help you give me input and feedback on my college list? • Can you help me design a list of criteria to help me research schools? • What is the best way for me to communicate with you in the future? An appointment, email, drop in, phone?

Eric Adler, a classics professor at the University of Maryland, distilled the argument in a 2018 Washington Post article. “The fundamental cause [of campus intolerance],” he suggests, “isn’t students’ extreme leftism or any other political ideology” but “a market-driven decision by universities, made decades ago, to treat students as consumers—who pay up to $60,000 per year for courses, excellent cuisine, comfortable accommodations and a lively campus life.” On the subject of students preventing certain people from speaking on campus, he explains: Even at public universities, 18-year-olds are purchasing what is essentially a luxury product. Is it any wonder they feel entitled to control the experience? . . . Students, accustomed to authoring every facet of their college experience, now want their institutions to mirror their views. If the customers can determine the curriculum and select all their desired amenities, it stands to reason that they should also determine which speakers ought to be invited to campus and what opinions can be articulated in their midst. For today’s students, one might say, speakers are amenities.

What’s this?” he asks, sitting forward. I remove the top off the box and take out a pile of pictures. I hand him one. “This is Jacob,” I say. My eyes fill with tears, and I don’t even try to blink them back. I let them fall over my lashes and onto my cheeks. Paul brushes them away, but I really don’t want him to. I want to feel all of this because I have forced myself not to feel it for so very long. “This is when he was born.” I point to the squirmy little ball of red skin and dark hair. Paul looks from me to it. “He looks like you,” he says. I shake my head. “He looks more like his dad, I think.” These fucking tears keep falling. I’m not crying. It’s like someone opened an emotional dam in me and I can’t get it to close. I don’t want it to. “What happened to his dad?” Paul asks. “He died,” I say. I have to stop and clear my throat. “Drug overdose a few years after Jacob was born. I read about it in the paper.” “I’m so sorry.” I sniff. “I am, too.” I feel like I need to explain, and for the first time ever, I want to. “We were young, and we played around with marijuana and stuff. But I cut it all out when I found out I was pregnant with Jacob. He didn’t. He wasn’t able. It was really sad when I couldn’t be with him anymore. I didn’t have anyone else. But I didn’t really have him, either. The drugs had him, you know?” He nods. I hand him more pictures, and he flips through them. I have looked at them so much that they’re dog-eared in places. He holds one up from when Jacob was about three. “You can’t tell me he doesn’t look like you. Look at those eyes! He’s so handsome.” My eyes fill with tears again, but I smile through them. He is perfect. And I should be able to hear someone say so. “Look at that smirk!” Paul cries when he sees the most recent one. “That is so you!” I grin. I guess he’s right. “Where is your family, Friday?” he asks. “I don’t know,” I tell him. I lay my head on his shoulder and watch as he takes in the photos over and over, poring through the stack so he can point out ways that Jacob looks like me. “They kicked me out when I got pregnant. Terminated their rights.” Paul presses his lips to my forehead and doesn’t say anything. “I thought I knew everything back then.” I laugh and wipe my eyes with the hem of my dress. “Turns out I didn’t know shit.” “Do you ever think about looking for them?” I shake my head. “No. Never.” I point to special pictures of my son. “His mom—her name is Jill—she sometimes sends me special milestone pictures. This is his first tooth he got and the first tooth he lost. And this one is from his first step. That wasn’t even part of the agreement. She just does it because she wants me to know how he’s doing.” I try to grin through the tears. “He’s doing so great. He’s smart. And they can send him to college and to special schools. He takes piano, and he plays sports. And Jill says he likes to paint.” My voice cracks, and I don’t hate that it does. I just let it. “Of course, he does. You’re his mother.” “I just wanted to do what was best for him, you know?” This time, I use Paul’s sleeve to wipe my eyes. I blink hard trying to clear my vision. “That’s what parents do. We do what’s in the best interest of our children.” He kisses me softly. “Thank you for showing me these.

Home Economics & Civics What ever happened to the two courses that were cornerstone programs of public education? For one, convenience foods made learning how to cook seem irrelevant. Home Economics was also gender driven and seemed to stratify women, even though most well paid chefs are men. Also, being considered a dead-end high school program, in a world that promotes continuing education, it has waned in popularity. With both partners in a marriage working, out of necessity or choice, career-minded couples would rather go to a restaurant or simply micro-burn a frozen pre-prepared food packet. Almost anybody that enjoys the preparation of food can make a career of it by going to a specialty school such as the Culinary Institute of America along the Hudson River in Hyde Park, New York. Also, many colleges now have programs that are directed to those that are interested in cooking as a career. However, what about those that are looking to other career paths but still have a need to effectively run a household? Who among us is still concerned with this mundane but necessary avocation that so many of us are involved with? Public Schools should be aware that the basic requirements to being successful in life include how to balance and budget a checking and a savings account. We should all be able to prepare a wholesome, nutritious and delicious meal, make a bed and clean up behind one’s self, not to mention taking care of children that may become a part of the family structure. Now, note that this has absolutely nothing to do with politics and is something that members of all parties can use. Civics is different and is deeply involved in politics and how our government works. However, it doesn’t pick sides…. What it does do is teach young people the basics of our democracy. Teaching how our Country developed out of the fires of a revolution, fought out of necessity because of the imposing tyranny of the British Crown is central. How our “Founding Fathers” formed this union with checks and balances, allowing us to live free, is imperative. Unfortunately not enough young people are sufficiently aware of the sacrifices made, so that we can all live free. During the 1930’s, most people understood and believed it was important that we live in and preserve our democracy. People then understood what Patrick Henry meant when in 1776 he proclaimed “Give me liberty or give me death.” During the 1940’s, we fought a great war against Fascist dictatorships. A total of sixty million people were killed during that war, which amounted to 3% of everyone on the planet. If someone tells us that there is not enough money in the budget, or that Civic courses are not necessary or important, they are effectively undermining our Democracy. Having been born during the great Depression of the 1930’s, and having lived and lost family during World War II, I understand the importance of having Civics taught in our schools. Our country and our way of life are all too valuable to be squandered because of ignorance. Over 90 million eligible voters didn’t vote in the 2016 presidential election. This means that 40% of our fellow citizens failed to exercise their right to vote! Perhaps they didn’t understand their duty or how vital their vote is. Perhaps it’s time to reinvigorate what it means to be a patriotic citizen. It’s definitely time to reinstitute some of the basic courses that teach our children how our American way of life works. Or do we have to relive history again?

1.​YOUR LOVE RELATIONSHIP. This is the measure of how happy you are in your current state of relationship—whether you’re single and loving it, in a relationship, or desiring one. 2.​YOUR FRIENDSHIPS. This is the measure of how strong a support network you have. Do you have at least five people who you know have your back and whom you love being around? 3.​YOUR ADVENTURES. How much time do you get to travel, experience the world, and do things that open you to new experiences and excitement? 4.​YOUR ENVIRONMENT. This is the quality of your home, your car, your work, and in general the spaces where you spend your time—even when traveling. 5.​YOUR HEALTH AND FITNESS. How would you rate your health, given your age, and any physical conditions? 6.​YOUR INTELLECTUAL LIFE. How much and how fast are you growing and learning? How many books do you read? How many seminars or courses do you take yearly? Education should not stop after you graduate from college. 7.​YOUR SKILLS. How fast are you improving the skills you have that make you unique and help you build a successful career? Are you growing toward mastery or are you stagnating? 8.​YOUR SPIRITUAL LIFE. How much time do you devote to spiritual, meditative, or contemplative practices that keep you feeling connected, balanced, and peaceful? 9.​YOUR CAREER. Are you growing, climbing the ladder, and excelling? Or do you feel you’re stuck in a rut? If you have a business, is it thriving or stagnating? 10.​YOUR CREATIVE LIFE. Do you paint, write, play musical instruments, or engage in any other activity that helps you channel your creativity? Or are you more of a consumer than a creator? 11.​YOUR FAMILY LIFE. Do you love coming home to your family after a hard day’s work? If you’re not married or a parent, define your family as your parents and siblings. 12.​YOUR COMMUNITY LIFE. Are you giving, contributing, and playing a definite role in your community?

What advice would you give to a smart, driven college student about to enter the “real world”? What advice should they ignore? If you’re really smart, you’ll drop the drivenness. It doesn’t matter what’s driving you; when you’re driven, you are like a leaf, driven by the wind. You have no real autonomy. You are bound to be blown off course, even if you reach what you believe is your goal. And don’t confuse being driven with being authentically animated by an inner calling. One state leaves you depleted and unfulfilled; the other fuels your soul and makes your heart sing. What are bad recommendations you hear in your profession or area of expertise? “Just say no” (to drugs, gambling, eating, sex, etc.) is the least helpful advice one can say to a human being caught up in any addiction. If they could say no, they would. The whole point of addiction is that people are compelled to it by suffering, trauma, unease, and emotional pain. If you want to help people, ask why they are in so much pain that they are driven (there’s that word again) to escape from it through ultimately self-harming habits or substances. Then support them in healing the trauma at the core of their addiction, a process that always starts with nonjudgmental curiosity and compassion.

He pulled her upright and they stood facing each other, her hands in his. Again with the held breaths, the locked gazes. Twice in a row. It was almost too much! And Jane wanted to stay in that moment with him so much, her belly ached with the desire. “Your hands are cold,” he said, looking at her fingers. She waited. They had never practiced this part and the flimsy play gave no directions, such as, Kiss the girl, you fool. She leaned in a tiny bit. He warmed her hands. “So…” she said. “I suppose we know our scene, more or less,” he said. Was he going to kiss her? No, it seemed nobody ever kissed in Regency England. So what was happening? And what did it mean to fall in love in Austenland anyway? Jane stepped back, the weird anxiety of his nearness suddenly making her heart beat so hard it hurt. “We should probably return. Curtain, or bedsheet, I should say, is in two hours.” “Right. Of course,” he said, though he seemed a little sorry. The evening had pulled down over them, laying chill like morning dew on her arms, right through her clothes and into her bones. Though she was wearing her wool pelisse, she shivered as they walked back to the house. He gave her his jacket. “This theatrical hasn’t been as bad as you expected,” Jane said. “Not so bad. No worse than idle novel reading or croquet.” “You make any entertainment sound like taking cod liver oil.” “Maybe I am growing weary of this place.” He hesitated, as though he’d said too much, which made Jane wonder if the real mad had spoken. He cleared his throat. “Of the country, I mean. I will return to London soon for the season, and the renovations on my estate will be completed by summer. It will be good to be home, to feel something permanent. I tire of the guests who come and go in the country, their only goal to find some kind of amusement, their sentiments shallow. It wears on a person.” He met her eyes. “I may not return to Pembrook Park. Will you?” “No, I’m pretty sure I won’t.” Another ending. Jane’s chest tightened, and she surprised herself to identify the feeling as panic. It was already the night of the play. The ball was two days away. Her departure came in three. Not so soon! Clearly she was swimming much deeper in Austenland waters than she’d anticipated. And loving it. She was growing used to slippers and empire waists, she felt naked outside without a bonnet, during drawing room evenings her mouth felt natural exploring the kinds of words that Austen might’ve written. And when this man entered the room, she had more fun than she had in four years of college combined. It was all feeling…perfect.

I need to do something about college, but I’m not sure what.” “Where have you decided to apply?” “Nowhere yet. Any time I think about the schools I’ve visited, I feel overwhelmed. The campuses are so big that I know I’ll get lost. I dread making new friends. And the professors acted too busy to deal with someone like me. My parents will be wasting a huge amount of money.” “Your fears are no different than most high school seniors.” He studied me thoughtfully. “Must you go to college?” I opened my mouth to say Of course, I must—and then shut it again. The concept didn’t bother me nearly as much as it should have. Skipping college would be crazy. Right? It was hard enough for a disabled person to find a job, but being disabled with no degree would make it hopeless. “I don’t have a choice.” “Perhaps you have more choices than you realize.

High school dropouts earn about $10,000 less each year than high school graduates and $35,000 less each year than college graduates. Over the course of a lifetime, a college graduate will earn, on average, $1 million more than a high school dropout.[63]

When I come home, they’re coming with me, Stephen.” She waited for the response. And waited. Meridith’s fist knotted, clutching her cotton nightshirt. Why wasn’t he responding? She continued, “Their uncle hasn’t contacted them. He obviously won’t be interested in guardianship, and frankly, I don’t think he’s fit anyway. And there isn’t anyone else. They’d go to foster care, probably be separated, and I can’t let that happen.” “But—we’re getting married.” He sounded stunned. “They’re my siblings.” “They were strangers two months ago.” “Well, they’re not now. They’re blood relatives, Stephen, and I care about them.” He gave a deep sigh. “I understand you feel a certain obligation. You’re really caught in a bad spot. But where am I in this decision? It’s our future, not just yours, and this isn’t the kind of decision you make alone, Meridith. Not when you’re engaged.” “I should’ve said something sooner, I know. But you were knee deep in taxes, and I—” “We’re talking about raising three children.” “You’ll love them, I know you will. And the oldest is thirteen— four years, and she’ll be off to college.” “You’re missing the point. Don’t I get a say?” He was right, of course. But what if he decided he couldn’t do it? “I’m sorry, Stephen, I know you’re right. But what do you want me to do? They’re my siblings. I can’t abandon them. I thought you’d understand; you know about my childhood. How can I not offer them the stability of a good home?” “It’s very admirable of you, but—” “You’d be a wonderful father, Stephen.” “I’m not ready for that.” The words, so pointedly spoken, made her reel. He hadn’t gotten upset, wasn’t yelling. He was calm and cool like always, but he wasn’t budging. “What am I supposed to do then, Stephen?” Even after three deep breaths, after closing her eyes and counting backward from ten, she wasn’t ready for his response. “I guess you have a choice to make.

Spike, listen,” Rafik said, “you should take advantage of all the stuff they’ve got here.” He told me about the various college courses he

It’s hard,” she said, gazing back at the crowd of faces. “I mean, I’ve got more than most. I’ve got my dad and my son. But there’s something missing, and it feels like there always has been. A dark void that exists inside of me.” ​“It’s common to feel like that. It’s that void which we fill with our vices in a desperate attempt to find fulfillment within ourselves. What we should really fill it with is more constructive things. Your college course, for instance. Your father told the group before that he had been very proud of you as a child. He told us that you were extremely bright.

Of course, it’s possible that second answers aren’t inherently better; they’re only better because students are generally so reluctant to switch that they only make changes when they’re fairly confident. But recent studies point to a different explanation: it’s not so much changing your answer that improves your score as considering whether you should change it. We don’t just hesitate to rethink our answers. We hesitate at the very idea of rethinking. Take an experiment where hundreds of college students were randomly assigned to learn about the first-instinct fallacy. The speaker taught them about the value of changing their minds and gave them advice about when it made sense to do so. On their next two tests, they still weren’t any more likely to revise their answers.

that we can improve,” Schoenfeld penitently announced. Of course, as Schoenfeld meekly hinted, Duke has been engaged in color-coded programming and funding for decades, pouring money into, to name just a few endeavors, a black student center, a black student recruiting weekend, and such bureaucratic sinecures as a vice provost for faculty diversity and faculty development and an associate vice provost for academic diversity, who, along with the faculty diversity task force and faculty diversity standing committee, ride herd over departmental hiring and monitor the progress of the ongoing Faculty Diversity Initiative, which followed upon the previous Black Faculty Strategic Initiative. But no college administration in recent history has ever said to whining students of any race or gender: “Are you joking? We’ve kowtowed to your demands long enough, now go study!” And why should the burgeoning student services bureaucracy indulge in such honesty? It depends on just such melodramatic displays of grievance for its very existence.

The fundamental cause of campus intolerance," [Eric Adler] suggests... is "a market-driven decision by universities... to treat students as consumers-- who pay up to $60,000 per year for courses, excellent cuisine, comfortable accommodations, and a lively campus life."... he explains: Even at public universities, 18-year-olds are purchasing what is essentially a luxury product. Is it any wonder they feel entitled to control the experience?... Students, accustomed to authoring every facet of their college experience, now want their institutions to mirror their views. If the customers can determine the curriculum and select all their desired amenities, it stands to reason that they should also determine which speakers ought to be invited to campus and what opinions can be articulated in their midst.

The third concern I have for education is the state of confusion I sense regarding the teaching of values. Coincident with the retreat from the posture of schools as the upholders of moral norms there has been a substantial growth, due to student demand, for courses about religion. Along with this, religious services, where religion is practiced, seem to have declined on campuses. This leaves the question: Is it only appropriate to teach about values and make no judgments about what they ought to be? Is this really an adequate role for schools and colleges? Should not schools be importantly concerned with value clarification so that students are given as firm a basis as possible for making the choices they have always made—even when the schools presumed to know what their values ought to be?

COL Nicholas Young Retires from the United States Army after More than Thirty -Six Years of Distinguished Service to our Nation 2 September 2020 The United States Army War College is pleased to announce the retirement of United States Army War College on September 1, 2020. COL Young’s recent officer evaluation calls him “one of the finest Colonel’s in the United States Army who should be promoted to Brigadier General. COL Young has had a long and distinguished career in the United States Army, culminating in a final assignment as a faculty member at the United States Army War College since 2015. COL Young served until his mandatory retirement date set by federal statue. His long career encompassed just shy of seven years enlisted time before serving for thirty years as a commissioned officer.He first joined the military in 1984, serving as an enlisted soldier in the New Hampshire National Guard before completing a tour of active duty in the U.S, Army Infantry as a non-commissioned officer with the 101st Airborne (Air Assault). He graduated from Officer Candidate School in 1990, was commissioned in the Infantry, and then served as a platoon leader and executive officer in the Massachusetts Army National Guard before assuming as assignment as the executive officer of HHD, 3/18th Infantry in the U.S. Army Reserves. He made a branch transfer to the Medical Service Corps in 1996. COL Young has since served as a health services officer, company executive officer, hospital medical operations officer, hospital adjutant, Commander of the 287th Medical Company (DS), Commander of the 455th Area Support Dental, Chief of Staff of the 804th Medical Brigade, Hospital Commander of the 405th Combat Support Hospital and Hospital Commander of the 399th Combat Support Hospital. He was activated to the 94th Regional Support Command in support of the New York City terrorist attacks in 2001. COL Young is currently a faculty instructor at the U.S. Army War College. He is a graduate of basic training, advanced individual infantry training, Air Assault School, the primary leadership development course, the infantry officer basic course, the medical officer basic course, the advanced medical officer course, the joint medical officer planning course, the company commander leadership course, the battalion/brigade commander leadership course, the U.S. Air War College (with academic honors), the U.S. Army War College and the U.S. Naval War College (with academic distinction).

Only 27% of college grads have a job related to their major, according to the Federal Reserve.46 Twenty-nine percent of stay-at-home parents have a college degree.47 Few likely regret their education, of course. But we should acknowledge that a new parent in their 30s may think about life goals in a way their 18-year-old self making career goals would never imagine.

One of the most disappointing things about our schools and the way we raise our kids is that we don't spend more time teaching kids to take more risks. Instead, we teach them to play it safe. Be good, get good grades, get a good job, and eventually you can have a good retirement. That's the lesson society endorses. But what if that lesson is totally out of date? What if the idea that getting good grades and then going to a good college and then getting a good job represents an outmoded plan? In fact, most of our schools today are based on a model created over a hundred years ago for an industrial society in a world totally different from the one into which most of us were born. Back then, you went to work, punched a clock, did what you were told, and eventually were handed a gold watch (maybe). There was hierarchy and a well-defined system within which to work. Not anymore. Today, ideas created out of thin air can become billion-dollar enterprises. The people who get ahead are the ones who know how to communicate, how to think outside the box and persuade others. Unfortunately, many of our schools are still preparing our kids for the old system. Sit still. Be quiet. Do what you are told and we will give you good grades. Get good grades, get a good job and lifelong security. I'm not suggesting that kids shouldn't get good grades and go to college. Of course they should. But it seems to me that our schools are creating worker bees at a time when society is rewarding entrepreneurs. We need to raise our children to think bigger and more creatively than we did. So ask yourself right now, "What am I teaching my kids about life's challenges?" Are you raising your children to go for their dreams or simply to avoid failure?

Evans was as skilled with computers as Gates and Allen. Lakeside once struggled to manually put together the school’s class schedule—a maze of complexity to get hundreds of students the classes they need at times that don’t conflict with other courses. The school tasked Bill and Kent—children, by any measure—to build a computer program to solve the problem. It worked. And unlike Paul Allen, Kent shared Bill’s business mind and endless ambition. “Kent always had the big briefcase, like a lawyer’s briefcase,” Gates recalls. “We were always scheming about what we’d be doing five or six years in the future. Should we go be CEOs? What kind of impact could you have? Should we go be generals? Should we go be ambassadors?” Whatever it was, Bill and Kent knew they’d do it together. After reminiscing on his friendship with Kent, Gates trails off. “We would have kept working together. I’m sure we would have gone to college together.” Kent could have been a founding partner of Microsoft with Gates and Allen. But it would never happen. Kent died in a mountaineering accident before he graduated high school.

Stamets went off to Kenyon College, where, as a freshman, he had “a profound psychedelic experience” that set his course in life. As long as he could remember, Stamets had been stymied by a debilitating stutter. “This was a huge issue for me. I was always looking down at the ground because I was afraid people would try to speak to me. In fact, one of the reasons I got so good at finding mushrooms was because I was always looking down.” One spring afternoon toward the end of his freshman year, walking alone along the wooded ridgeline above campus, Stamets ate a whole bag of mushrooms, perhaps ten grams, thinking that was a proper dose. (Four grams is a lot.) As the psilocybin was coming on, Stamets spied a particularly beautiful oak tree and decided he would climb it. “As I’m climbing the tree, I’m literally getting higher as I’m climbing higher.” Just then the sky begins to darken, and a thunderstorm lights up the horizon. The wind surges as the storm approaches, and the tree begins to sway. “I’m getting vertigo but I can’t climb down, I’m too high, so I just wrapped my arms around the tree and held on, hugging it tightly. The tree became the axis mundi, rooting me to the earth. ‘This is the tree of life,’ I thought; it was expanding into the sky and connecting me to the universe. And then it hits me: I’m going to be struck by lightning! Every few seconds there’s another strike, here, then there, all around me. On the verge of enlightenment, I’m going to be electrocuted. This is my destiny! The whole time, I’m being washed by warm rains. I am crying now, there is liquid everywhere, but I also feel one with the universe. “And then I say to myself, what are my issues if I survive this? Paul, I said, you’re not stupid, but stuttering is holding you back. You can’t look women in the eyes. What should I do? Stop stuttering now—that became my mantra. Stop stuttering now, I said it over and over and over. “The storm eventually passed. I climbed down from the tree and walked back to my room and went to sleep. That was the most important experience of my life to that point, and here’s why: The next morning, I’m walking down the sidewalk, and here comes this girl I was attracted to. She’s way beyond my reach. She’s walking toward me, and she says, ‘Good morning, Paul. How are you?’ I look at her and say, ‘I’m doing great.’ I wasn’t stuttering! And I have hardly ever stuttered since.

them a debt of gratitude.” Stamets went off to Kenyon College, where, as a freshman, he had “a profound psychedelic experience” that set his course in life. As long as he could remember, Stamets had been stymied by a debilitating stutter. “This was a huge issue for me. I was always looking down at the ground because I was afraid people would try to speak to me. In fact, one of the reasons I got so good at finding mushrooms was because I was always looking down.” One spring afternoon toward the end of his freshman year, walking alone along the wooded ridgeline above campus, Stamets ate a whole bag of mushrooms, perhaps ten grams, thinking that was a proper dose. (Four grams is a lot.) As the psilocybin was coming on, Stamets spied a particularly beautiful oak tree and decided he would climb it. “As I’m climbing the tree, I’m literally getting higher as I’m climbing higher.” Just then the sky begins to darken, and a thunderstorm lights up the horizon. The wind surges as the storm approaches, and the tree begins to sway. “I’m getting vertigo but I can’t climb down, I’m too high, so I just wrapped my arms around the tree and held on, hugging it tightly. The tree became the axis mundi, rooting me to the earth. ‘This is the tree of life,’ I thought; it was expanding into the sky and connecting me to the universe. And then it hits me: I’m going to be struck by lightning! Every few seconds there’s another strike, here, then there, all around me. On the verge of enlightenment, I’m going to be electrocuted. This is my destiny! The whole time, I’m being washed by warm rains. I am crying now, there is liquid everywhere, but I also feel one with the universe. “And then I say to myself, what are my issues if I survive this? Paul, I said, you’re not stupid, but stuttering is holding you back. You can’t look women in the eyes. What should I do? Stop stuttering now—that became my mantra. Stop stuttering now, I said it over and over and over. “The storm eventually passed. I climbed down from the tree and walked back to my room and went to sleep. That was the most important experience of my life to that point, and here’s why: The next morning, I’m walking down the sidewalk, and here comes this girl I was attracted to. She’s way beyond my reach. She’s walking toward me, and she says, ‘Good morning, Paul. How are you?’ I look at her and say, ‘I’m doing great.’ I wasn’t stuttering! And I have hardly ever stuttered since.

According to all known laws of aviation, there is no way a bee should be able to fly. Its wings are too small to get its fat little body off the ground. The bee, of course, flies anyway because bees don't care what humans think is impossible. Yellow, black. Yellow, black. Yellow, black. Yellow, black. Ooh, black and yellow! Let's shake it up a little. Barry! Breakfast is ready! Coming! Hang on a second. Hello? - Barry? - Adam? - Can you believe this is happening? - I can't. I'll pick you up. Looking sharp. Use the stairs. Your father paid good money for those. Sorry. I'm excited. Here's the graduate. We're very proud of you, son. A perfect report card, all B's. Very proud. Ma! I got a thing going here. - You got lint on your fuzz. - Ow! That's me! - Wave to us! We'll be in row 118,000. - Bye! Barry, I told you, stop flying in the house! - Hey, Adam. - Hey, Barry. - Is that fuzz gel? - A little. Special day, graduation. Never thought I'd make it. Three days grade school, three days high school. Those were awkward. Three days college. I'm glad I took a day and hitchhiked around the hive. You did come back different. - Hi, Barry. - Artie, growing a mustache? Looks good. - Hear about Frankie? - Yeah. - You going to the funeral? - No, I'm not going. Everybody knows, sting someone, you die. Don't waste it on a squirrel. Such a hothead. I guess he could have just gotten out of the way. I love this incorporating an amusement park into our day. That's why we don't need vacations. Boy, quite a bit of pomp... under the circumstances. - Well, Adam, today we are men. - We are! - Bee-men. - Amen! Hallelujah! Students, faculty, distinguished bees, please welcome Dean Buzzwell. Welcome, New Hive City graduating class of... ...9:15. That concludes our ceremonies. And begins your career at Honex Industries! Will we pick our job today? I heard it's just orientation. Heads up! Here we go. Keep your hands and antennas inside the tram at all times. - Wonder what it'll be like? - A little scary. Welcome to Honex, a division of Honesco and a part of the Hexagon Group. This is it! Wow. Wow. We know that you, as a bee, have worked your whole life to get to the point where you can work for your whole life. Honey begins when our valiant Pollen Jocks bring the nectar to the hive. Our top-secret formula is automatically color-corrected, scent-adjusted and bubble-contoured into this soothing sweet syrup with its distinctive golden glow you know as... Honey! - That girl was hot. - She's my cousin! - She is? - Yes, we're all cousins. - Right. You're right. - At Honex, we constantly strive to improve every aspect of bee existence. These bees are stress-testing a new helmet technology. - What do you think he makes? - Not enough. Here we have our latest advancement, the Krelman. - What does that do? - Catches that little strand of honey that hangs after you pour it. Saves us millions. Can anyone work on the Krelman? Of course. Most bee jobs are small ones. But bees know that every small job, if it's done well, means a lot. But choose carefully because you'll stay in the job you pick for the rest of your life. The same job the rest of your life? I didn't know that. What's the difference? You'll be happy to know that bees, as a species, haven't had one day off in 27 million years. So you'll just work us to death? We'll sure try. Wow! That blew my mind! "What's the difference?" How can you say that? One job forever? That's an insane choice to have to make. I'm relieved. Now we only have to make one decision in life. But, Adam, how could they never have told us that? Why would you question anything? We're bees. We're the most perfectly functioning society on Earth. You ever think maybe things work a little too well here? Like what? Give me one example. I don't know. But you know what I'm talking about. Please clear the gate. Royal Nectar Force on approach. Wait a second. Check it out. - Hey, those are Pollen Jocks! - Wow. I've never seen them this close. They know

In the end, these tech talks inspired me more than they directly informed my algorithms. Honestly, much of the math they described was beyond me. I’m not an engineer by training—in fact, I never took a single math course in college. If there ever was an argument that I should have kept studying the subject beyond high school because there was no telling when I might need it, this was it. I was in over my head. Yet I wasn’t completely lost. When Richard Williamson joined Apple and helped us determine the technical direction for our web browser project, he showed that it was possible to make technical headway by skipping past the problems he couldn’t solve in favor of those he could. So, that’s what I did.

I was very demanding, but the role of a head coach is that of a demanding teacher. Those of you who are reading this book can probably all look back on a tough teacher you had, and if you’re lucky you think of him or her with affection. Demands must be coupled with true caring for the students. A demanding teacher is quick to praise action that deserves praise, but will criticize the act, not the person. The coach’s job is to be part servant in helping the player reach his goals. Certainly, coaching was not a matter of manipulating people to do what would help us. I never did like the term handle people, which to me meant conning people. The life insurance salesman who genuinely believes someone needs life insurance is different from the one who tries to manipulate or con them into buying something they do not need. I believed a demanding teacher should treat each player as an important part of the team, which, of course, he is. The least skilled player received the same attention from me as the best player. When their careers drew to a close, I always had what I called an “exit meeting” with each young man, to discuss what his goals had been and what they were for the future. To me, the players got the wins, and I got the losses. Caring for one another and building relationships should be the most important goal, no matter what vocation you are in.

I may be an elf,” I said with a smile that never failed to charm people, “but I'm not a stupid elf. I've got a college degree and everything.” “In what?” the little girl asked. “Dumb elfery?” I tried not to snort, but even I admit that was funny. “No, actually the courses in dumb elfery were full so I had to take the ones in cute elfery instead.” I pulled back and did a little spin, making sure the bells on my hat and shoes jingled. “So, did I deserve that degree or what? I graduated with honors and everything.” Emma did a circle with her finger, motioning for me to turn around again. I did and when I turned back, she was tapping her chin. “I think you should probably ask for your money back.

Experiment: To replace negative character labels, try the following steps: 1. Pick a new, positive character label that you would prefer. For example, if your old belief is “I’m incompetent,” you would likely pick “I’m competent.” 2. Rate how much you currently believe the old negative character label on a scale of 0 (= I don’t believe it at all) to 100 (= I believe it completely). Do the same for the new positive belief. For example, you might say you believe “I’m incompetent” at level 95 and believe “I’m competent” at level 10 (the numbers don’t need to add up to 100). 3. Create a Positive Data Log and a Historical Data Log. Strengthening your new, positive character label is often a more helpful approach than attempting to hack away at the old, negative one. I’m going to give you two experiments that will help you do this. Positive Data Log. For two weeks, commit to writing down evidence that supports your new, positive character belief. For example, if you are trying to boost your belief in the thought “I’m competent” and you show up to an appointment on time, you can write that down as evidence. Don’t fall into the cognitive trap of discounting some of the evidence. For example, if you make a mistake and then sort it out, it’s evidence of competence, not incompetence, so you could put that in your Positive Data Log. Historical Data Log. This log looks back at periods of your life and finds evidence from those time periods that supports your positive character belief. This experiment helps people believe that the positive character quality represents part of their enduring nature. To do this experiment, split your life into whatever size chunks you want to split it into, such as four- to six-year periods. If you’re only in your 20s, then you might choose three- or four-year periods. To continue the prior example, if you’re working on the belief “I’m competent,” then evidence from childhood might be things like learning to walk, talk, or make friends. You figured these things out. From your teen years, your evidence of general competency at life might be getting your driver’s license (yes, on the third try still counts). Evidence from your early college years could be things like successfully choosing a major and passing your courses. Evidence for after you finished your formal education might be related to finding work to support yourself and finding housing. You should include evidence in the social domain, like finding someone you wanted to date or figuring out how to break up with someone when you realized that relationship wasn’t the right fit for you. The general idea is to prove to yourself that “I’m competent” is more true than “I’m incompetent.” Other positive character beliefs you might try to strengthen could be things like “I’m strong” (not weak), “I’m worthy of love” (not unlovable), and “I’m worthy of respect” (not worthless). Sometimes the flipside of a negative character belief is obvious, as in the case of strong/weak, but sometimes there are a couple of possible options that could be considered opposites; in this case, you can choose. 4. Rerate how much you believe the negative and positive character labels. There should have been a little bit of change as a result of doing the data logs. For example, you might bow believe “I’m incompetent” at only 50 instead of 95, and believe “I’m competent” at 60 instead of 10. You’ve probably had your negative character belief for a long time, so changing it isn’t like making a pack of instant noodles.

Wendell did get back up. And in time, he stopped pretending not to care. After graduating from college and joining the family business, he couldn’t pretend any longer that his interest in psychology was just a hobby. So Wendell quit and got a doctorate in psychology instead. Now it was his father’s turn to pretend not to care. And like Wendell, eventually his father got back up on that metaphorical bike and embraced his son’s decision. At least, that’s how Wendell’s mother tells the story. Of course, she didn’t tell me this story. I know all of this courtesy of the internet. I wish I could say that I accidentally stumbled on this information, that I needed Wendell’s address to send in a check and typed in his name and—Oh, wow, look what popped up—right there, on the very first page of results, was an interview with his mother. But the only part that would be true is the part where I typed in his name.

Maple at the engagement party?” Of course, he’d ask that, especially after I gave him shit for his breakfast spread. Hudson has always thought I should be with Maple. When he found out that we broke up, he chastised me for an entire week about how I was a dumbass and shouldn’t have let her go. And then, of course, periodically throughout the time we’ve been apart, he’s told me to find a way to make up with her. To find her and tell her what an idiot I am, but unfortunately for his little matchmaking heart, our paths never crossed. I don’t blame his persistence though. Everyone saw the connection we had. When we met back in college, there was an instant magnetism between us. At the time, she was majoring in zoology and animal sciences, and as her passion was animal conservation, we spent many dates at the San Francisco Zoo. When she graduated, she got a job at the Denver Zoo where she was a zookeeper for the flamingos, her favorite animal. After a while, she was offered a field job in Peru to conduct research on the Chilean flamingos, observing their patterns to determine why they were endangered. And there was no way I could have followed her to Peru if I hadn’t been able to follow her to Denver. “Maple wasn’t at the party,” I say. “But, apparently, she’s coming back to San Francisco for good.” “Who’s Maple?” Jude asks.

says. “So, did you see Maple at the engagement party?” Of course, he’d ask that, especially after I gave him shit for his breakfast spread. Hudson has always thought I should be with Maple. When he found out that we broke up, he chastised me for an entire week about how I was a dumbass and shouldn’t have let her go. And then, of course, periodically throughout the time we’ve been apart, he’s told me to find a way to make up with her. To find her and tell her what an idiot I am, but unfortunately for his little matchmaking heart, our paths never crossed. I don’t blame his persistence though. Everyone saw the connection we had. When we met back in college, there was an instant magnetism between us. At the time, she was majoring in zoology and animal sciences, and as her passion was animal conservation, we spent many dates at the San Francisco Zoo. When she graduated, she got a job at the Denver Zoo where she was a zookeeper for the flamingos, her favorite animal. After a while, she was offered a field job in Peru to conduct research on the Chilean flamingos, observing their patterns to determine why they were endangered. And there was no way I could have followed her to Peru if I hadn’t been able to follow her to Denver. “Maple wasn’t at the party,” I say. “But, apparently, she’s coming back to San Francisco for good.” “Who’s Maple?” Jude asks.

he’d ask that, especially after I gave him shit for his breakfast spread. Hudson has always thought I should be with Maple. When he found out that we broke up, he chastised me for an entire week about how I was a dumbass and shouldn’t have let her go. And then, of course, periodically throughout the time we’ve been apart, he’s told me to find a way to make up with her. To find her and tell her what an idiot I am, but unfortunately for his little matchmaking heart, our paths never crossed. I don’t blame his persistence though. Everyone saw the connection we had. When we met back in college, there was an instant magnetism between us. At the time, she was majoring in zoology and animal sciences, and as her passion was animal conservation, we spent many dates at the San Francisco Zoo. When she graduated, she got a job at the Denver Zoo where she was a zookeeper for the flamingos, her favorite animal. After a while, she was offered a field job in Peru to conduct research on the Chilean flamingos, observing their patterns to determine why they were endangered. And there was no way I could have followed her to Peru if I hadn’t been able to follow her to Denver. “Maple wasn’t at the party,” I say. “But, apparently, she’s coming back to San Francisco for good.” “Who’s Maple?” Jude asks.

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While I was in college, I took a course on experimental psychology. Although the course purported to provide a broad view of psychology, a traditional behavioral approach predominated. Included was a lab in which each pair of us students was issued a rat and a box, and we learned how thoroughly we could control the poor, vulnerable animal with food pellets and electric shocks. My friend, psychologist Deborah Luepnitz, said in a conversation that she had had the same experience when she took a psychology course in college. I paraphrase her comment to me: You took the course to look deeply into the human psyche and instead you found yourself face to snout with a rat. The professor asserted—not as a ridiculous joke but in all seriousness—that it was best for us to view the mind as a black box. In other words, various stimuli came in (such as feeding the rat food pellets when it pushed the bar in its box) and various behaviors came out (such as the rat frequently pushing the bar to get more food pellets), and it did not matter what went on in the rat’s mind. The professor’s comment shocked me then, and I still regard his view as a perversion of psychology, which should be primarily the study—not the ignoring—of the mind. At about the same time as I was enduring that myopic course, I first came across Leo Tolstoy’s Anna Karenina. Tolstoy’s amazing insight into his characters compares to the bankrupt psychology course as holding a flower in one’s hand and looking at its loveliness and taking in its fragrance compares to viewing a blurry, black-and-white photo of a flower. Granted, academic psychology has experienced what is called a “cognitive revolution.” Psychologists in the academy are no longer nearly as blind to the mind as they once were. But still, I make

Guardians of the Vote: History, Heroes, and the Legacy of Voting Rights—1960s v. Today” by Jet Thomas, Ed.S., a retired educator, is an essential text covering all aspects of voting in the United States of America. It focuses on how Black Americans, along with other minority groups, have suffered from unequal and often biased circumstances that have suppressed their participation in this cornerstone of democracy. Thomas covers the history of voting with particular emphasis on the events that led to the Civil Rights movement of the 1960s; he features both well-known and more obscure figures who were leaders in creating change – whom he refers to as “Guardians of the Vote;” and the concerns we are facing today due to decisions by the Supreme Court that have weakened the Voting Rights Act. He exposes and explains the current tactics of political maneuvering to circumvent the rights of citizens who are exercising their right to cast votes. Journalist Tavis Smiley contributed the foreword, which describes how the individual reader can become a guardian of the vote by increasing their involvement in the process, with education and training from supportive organizations, making every effort to vote in every election, and then instructing children on the importance of voting and the history of civil rights empowerment. The foreword functions as an outline for what the reader will encounter in the body of the book, as discussed in its nine chapters. Many readers will realize that much of the material that Thomas presents was never covered in their own educational experience, at least not in-depth, and depending on the era of their school attendance, in discussions of current events – this reader/reviewer can attest to very little, even though the Voting Rights Act of 1965 was passed less than a decade before my own high school graduation. In retrospect, and with consideration of my memories of the coverage presented on the major network news broadcasts of the time, that seems quite shocking. The Introduction offers an excellent overview of the history of key events related to voting in the United States. Thomas then offers nine highly detailed yet very readable chapters covering topics that include discrimination methods found in communication, voter intimidation and restrictions, political manipulation, a study of pertinent legislation, a survey of key voter advocacy groups, and profiles of leading figures in the Civil Rights Movement. The text is amplified with graphic introductions to each chapter that provide a timeline of historical events. There are also numerous photos of pertinent materials, important historic and well-recognized figures such as Dr. Martin Luther King, Jr., Supreme Court Justice Thurgood Marshall, and Congressman John Lewis, along with the individuals he profiles as “Guardians of the Vote.” These visuals provide additional interest and context to the narrative. The author has compiled and organized a vast trove of information to educate and inform readers on the importance of making their voices heard through voting. He also strives to acquaint them with the obstacles Black Americans and other minorities face when attempting to vote, and solutions for remedying this very large problem facing our democracy. His in-depth research and careful documentation are highly evident. In addition, he provides a helpful glossary and references to assist his audience. Readers from high school age onward will come away with new information that will aid them in becoming “Guardians of the Vote” in their own right. Knowledge truly is power when the goal is positive change. “Guardians of the Vote” by Jet Thomas, Ed.S. is a book that should be used to teach history and current events in every high school classroom, in college courses, in community study groups, and in political organizations. It is an important book, and I recommend it to every current and prospective citizen of this country.

This desperate aversion to seeming like you wanted anything, or worse, to going after it, stayed with me for years after I left Ault. When I graduated from college, my father told me he was concerned that I didn’t express enough enthusiasm in job interviews, and the comment shocked me. Enthusiasm was a thing you were supposed to show? But wasn’t it a little disgusting, didn’t it seem the same as greed and neediness? Of course you wanted the job, I thought, and the interviewer should know that because why else would you have shown up in his office?

Introduction Every year, thousands of Indian students aspire to become doctors, but the limited number of medical seats in India makes the journey challenging. This is why many students consider pursuing MBBS abroad. However, to practice in India after graduation, students must carefully follow the National Medical Commission (NMC) of India’s rules. In 2025, the NMC introduced updated guidelines that every medical aspirant should understand before applying abroad. Missing out on these requirements could risk your career.

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