Student Leader Quotes

Yeah, Atatsuki, don't call him by that name. It's rude! Kuran-sama is handsome, well-behaved, and a perfect honor student. Calling him "gang leader" would ruin his image!! At least call him "SUPREME GANG LEADER!!

A Student is the most important person ever in this school...in person, on the telephone, or by mail. A Student is not dependent on us...we are dependent on the Student. A Student is not an interruption of our work..the Studenti s the purpose of it. We are not doing a favor by serving the Student...the Student is doing us a favor by giving us the opportunity to do so. A Student is a person who brings us his or her desire to learn. It is our job to handle each Student in a manner which is beneficial to the Student and ourselves.

I was once asked if I had any ideas for a really scary reality TV show. I have one reality show that would really make your hair stand on end: "C-Students from Yale." George W. Bush has gathered around him upper-crust C-students who know no history or geography, plus not-so-closeted white supremacists, aka Christians, and plus, most frighteningly, psychopathic personalities, or PPs, the medical term for smart, personable people who have no consciences. To say somebody is a PP is to make a perfectly respectable diagnosis, like saying he or she has appendicitis or athlete's foot . . . PPs are presentable, they know full well the suffering their actions may cause others, but they do not care. They cannot care because they are nuts. They have a screw loose! . . . So many of these heartless PPs now hold big jobs in our federal government, as though they were leaders instead of sick. They have taken charge of communications and the schools, so we might as well be Poland under occupation. They might have felt that taking our country into an endless war was simply something decisive to do. What has allowed so many PPs to rise so high in corporations, and now in government, is that they are so decisive. They are going to do something every fuckin' day and they are not afraid. Unlike normal people, they are never filled with doubts, for the simple reasons that they don't give a fuck what happens next. Simply can't. Do this! Do that! Mobilize the reserves! Privatize the public schools! Attack Iraq! Cut health care! Tap everybody's telephone! Cut taxes on the rich! Build a trillion-dollar missile shield! Fuck habeas corpus and the Sierra Club and In These Times, and kiss my ass! There is a tragic flaw in our precious Constitution, and I don't know what can be done to fix it. This is it: Only nut cases want to be president.

We are more than role models for our students; we are leaders and teachers of both an academic curriculum and a social curriculum.

He took over, and he said: 'If I have to shoot 200,000 students to save China from another 100 years of disorder, so be it.'" - Recalling how former Chinese leader Deng Xiaoping dealt with the 1989 Tiananmen Square protests

Whenever we doubt our own ability to achieve, it is worthwile pondering the obstacles that others have overcome. To name a few... *Napoleon overcame his considerable handicap, his tiny stature, to lead his conquering armies across Europe. *Abraham Lincon failed in business aged 31, lost a legislative race and 32, again failed in business at 34, had his sweetheart die when he was 35, had a nervous breakdown at 36, lost congressional races aged 43, 46 and 48, lost a senatorial race at 55, failed in his efforts to become vice president of the U.S.A aged 56 and lost a further senatorial contest at 58. At 60 years of age he was elected president of the U.S.A and is now remembered as one of the great leaders in world history. *Winston Churchill was a poor student with a speech impediment. Not only did he win a Nobel Prize at 24, but he became one of the most inspiring speakers of recent times. It is not where you start that counts, but where you choose to finish.

Once a President or congressman is elected, we the taxpayers take care of them for life. I ask myself: If they are qualified to be our leaders, why can’t they take care of themselves?

Disorder is inherent in stability. Civilized man doesn't understand stability. He's confused it with rigidity. Our political and economic and social leaders drool about stability constantly. It's their favorite word, next to 'power.' 'Gotta stabilize the political situation in Southeast Asia, gotta stabilize oil production and consumption, gotta stabilize student opposition to the government' and so forth. Stabilization to them means order, uniformity, control. And that's a half-witted and potentially genocidal misconception. No matter how thoroughly they control a system, disorder invariably leaks into it. Then the managers panic, rush to plug the leak and endeavor to tighten the controls. Therefore, totalitarianism grows in viciousness and scope. And the blind pity is, rigidity isn't the same as stability at all. True stability results when presumed order and presumed disorder are balanced. A truly stable system expects the unexpected, is prepared to be disrupted, waits to be transformed.

I hurried out of the lobby and turned the corner into the English hall, so I didn’t see the guy in front of me until it was too late. “Oh!” I exclaimed as we bumped shoulders. “Sorry!” Then I realized who I’d bumped into, and I immediately regretted my apologetic tone. If I’d known it was David Stark, I would have tried to hit him harder, or maybe stepped on his foot with the spiky heel of my new shoes for good measure. I did my best to smile at him, though, even as I realized my stomach was jumping all over the place. He must have scared me more than I’d thought. David scowled at me over the rims of his ridiculous hipster glasses, the kind with the thick black rims. I hate those. I mean, it’s the 21st century. There are fashionable options for eyewear. “Watch where you’re going,” he said. Then his lips twisted in a smirk. “Or could you not see through all that mascara?” I would’ve loved nothing more than the tell him to kiss my ass, but one of the responsibilities of being a student leader at The Grove is being polite to everyone, even if he is a douchebag who wrote not one, but three incredibly unflattering articles in the school paper about what a crap job you’re doing as SGA president. And you especially needed to be polite to said douchebag when he happened to be the nephew of Saylor Stark, President of the Pine Grove Junior League, head of the Pine Grove Betterment Society, Chairwoman of the Grove Academy School Board, and, most importantly, Founder and Organizer of Pine Grove’s Annual Cotillion. So I forced myself to smile even bigger at David and said, “Nope, just in a hurry. Are you, uh… are you here for the dance?” He snorted. “Um, no. I’d rather slam my testicles in a locker door. I have some work to do on the paper.

People who are ready to learn are those who will be the best to lead.

My story—the story of the son of Jainulabdeen, who lived for over a hundred years on Mosque Street in Rameswaram island and died there; the story of a lad who sold newspapers to help his brother; the story of a pupil reared by Sivasubramania Iyer and Iyadurai Solomon; the story of a student taught by teachers like Pandalai; the story of an engineer spotted by MGK Menon and groomed by the legendary Prof. Sarabhai; the story of a scientist tested by failures and setbacks; the story of a leader supported by a large team of brilliant and dedicated professionals. This story will end with me, for I have no belongings in the worldly sense. I have acquired nothing, built nothing, possess nothing—no family, sons, daughters.

It is never late to earn a degree, masters or doctorate. Learning has no age limit. All age groups are welcome to the act of learning.

The primary educational concern of leaders in government and industry was not to make people literate, but to gain control over what people read, what they thought, and how they behaved.

This teacher was kind and well-intentioned, but I wonder whether students like the young safety officer would be better off if we appreciated that not everyone aspires to be a leader in the conventional sense of the word—that some people wish to fit harmoniously into the group, and others to be independent of it.

A true Master is not the one with the most students, but one who creates the most Masters. A true leader is not the one with the most followers, but one who creates the most leaders. A true king is not the one with the most subjects, but one who leads the most to royalty. A true teacher is not the one with the most knowledge, but one who causes the most others to have knowledge. And a true God is not One with the most servants, but One who serves the most, thereby making Gods of all others. For this is both the goal and the glory of God: that His subjects shall be no more, and that all shall know God not as the unattainable, but as the unavoidable.

Fascism, most of the students agreed, is an extreme form of authoritarian rule. Citizens are required to do exactly what leaders say they must do, nothing more, nothing less. The doctrine is linked to rabid nationalism. It also turns the traditional social contract upside down. Instead of citizens giving power to the state in exchange for the protection of their rights, power begins with the leader, and the people have no rights. Under Fascism, the mission of citizens is to serve; the government’s job is to rule.

An individual school can handle a resident idiot from time to time, but an entire school system is only as good as its weakest leader.

Ask for a fish, and you only get one; ask for a net, and you can catch dozens.

Every great leader is clearly teaching and every great teacher is leading

Without apology, the Christian leader is a devoted student and a lifelong learner.

It’s not a lesson learned until it’s a behavior changed.

Stalin has died. The ardent heart of the great leader of progressive mankind has ceased to beat. This sad news has spread over Korean territory like lightning, inflicting a bitter blow to the hearts of millions of people. Korean People’s Army soldiers, workers, farmers, and students, as well as all residents of both South and North Korea, have heard the sad news with profound grief." – Kim Il Sung

The reluctant leader doesn’t merely give accolades to others. It is her true joy to see others awaken to their potential and exceed their greatest dreams. It is the hope of every good teacher to have students who take their work further than the teacher was able to do. To be surpassed is the ideal. To be replaced is the goal, not a sign of failure.

More and more he'd begun to recognize the position of importance his students were unconsciously forcing upon him - the ultimate leader of The Wave.

An ambitious amateur will rise above a complacent master.

Anytime you make the work public, set the bar high, and are transparent about the steps to make a high-quality product, kids will deliver.

Don't downgrade your dreams to upgrade your relationships.

The teacher who awakens and encourages in students a sense of possibility and responsibility is, to me, the ultimate leader.

Even when I encountered racism outside Salmon Creek, it usually rolled off me. The worst of it often came from rednecks whipping past in rusted pickups. I looked at them and I looked at me-class leader, track star, straight-A student- and their slurs about dirty Indians and drunk Indians and dumb Indians were laughable. Mom says crap like that comes from people who´ve accomplished so little in lifethat they feel the need to lift themselves above someone, anyone. So they pick skin color or religion or sexual orientation and say, "Well, I might not be much, but at least I´m not a ..." I´d look at those guys, and see the truth of her words.

The quality of authors determines the quality of books. The quality of musicians determines the quality of songs. The quality of artists determines the quality of paintings. The quality of architects determines the quality of buildings. The quality of generals determines the quality of warriors. The quality of preachers determines the quality of sermons. The quality of scientists determines the quality of inventions. The quality of leaders determines the quality of followers. The quality of scholars determines the quality of lectures. The quality of teachers determines the quality of students. The quality of schools determines the quality of graduates. The quality of graduates determines the quality of nations. The quality of plants determines the quality of air. The quality of air determies the quality of animals. The quality of animals determines the quality of food. The quality of food determines the quality of the planet.

Hey, ass-hats!” We bolt to our feet when Coach Jensen’s commanding voice snaps toward the bleachers. Our fearless leader—the only Briar faculty member who can get away with calling students “ass-hats”—glares at us from the ice. “Is there a reason your lazy asses are up in those seats when you should all be in the weight room?” he booms. “Quit stalking my practice!” Then he turns to scowl at the trio of freshmen who are snickering behind their gloves. “What’re you ladies laughing at? Hustle!” The players speed forward as if the ice behind them is cracking to pieces. Up in the stands, the guys and I hustle just as fast.

...anyone still attempting to argue that Ebonics is a problem for black students or that it is somehow connected to a lack of intelligence or lack of desire to achieve is about as useful as a Betamax video cassette player, and it's time for those folks to be retired, be they teachers, administrators, or community leaders, so the rest of us can try to do some real work in the service of equal access for black students and all students. (15)

Sow the seeds of weakness and inferiority in the kids and they’ll grow up to be inferior, crawling, insignificant insects. Sow the seeds of courage and they’ll become brave-heart leaders who will one day change the course of human history.

The new education must prepare our students to thrive in a world of flux, to be ready no matter what comes next. It must empower them to be leaders of innovation and to be able not only to adapt to a changing world but also to change the world.

The single greatest challenge to leaders today (and that includes thinkers, teachers, managers, presidents, parents, CEOs, designers, salespeople, students—all of us) is this: We have to make more increasingly complex ideas more clear, more quickly and more persuasively than ever, to more audiences who are more informed and have more access to more information than ever.

You can be an intellectual without a question, an academic without an answer, a lecturer without a lesson, a guru without a disciple, a master without a student, a general without an army, a scholar without a theory, a scientist without a discovery, an inventor without an invention, a warrior without a weapon, a preacher without a sermon, a prophet without a prophecy, a seer without a revelation, a sorcerer without a spell, a professor without a message, a leader without a follower, a dreamer without a vision, a healer without a patient, a ruler without a nation, a prince without a kingdom, and a king without a territory.

Teaching is a Creative profession, it is our duty as School Leaders and Education Influencers to offer the right climate to foster innovation and support Innovative Teaching practices within our schools, and that's what will make our students succeed in the 21st century

I regularly tell our seminary students that if I happen to visit the church in which one of them serves, I will not ask first, “Is this man a good preacher?” Rather, first of all I will ask the secretaries, office staff, janitors, and cleaners what it is like to work for this pastor. I will ask, “What kind of man is he? Is he a servant? Is he demanding and harsh, or his he patient, kind, and forbearing as a man in authority?” One of our graduates may preach great sermons, but if he is a pain to work for, then you know he will cause major problems in any congregation. Leaders in the church are required by Scripture to set an example in the areas of love, kindness, gentleness, patience, and forbearance before they are appointed to preach, teach, and rule. If we obediently require these attitudes and character traits of our leaders, what will our “new community” look like

The road to spiritual enlightenment is an individual experience. The spiritual leader, guru, master or teacher is only a portion of that journey. Eventually, one must “leave the nest” so that they are not limited by the master/student relationship. True advancement begins when the student gains confidence as a practitioner of self-awareness. This can only be done without the constraints of another’s journey, such as the master or teacher.

The moment I entered the bright, buzzing lobby of Men’s House I was overcome by a sense of alienation and hostility … The lobby was the meeting place for various groups still caught up in the illusions that had just been boomeranged out of my head: college boys working to return to school down South; older advocates of racial progress with utopian schemes for building black business empires; preachers ordained by no authority except their own, without church or congregation, without bread or wine, body or blood; the community “leaders” without followers; old men of sixty or more still caught up in post-Civil War dreams of freedom within segregation; the pathetic ones who possessed noting beyond their dreams of being gentlemen, who held small jobs or drew small pensions, and all pretending to be engaged in some vast, though obscure, enterprise, who affected the pseudo-courtly manners of certain southern congressmen and bowed and nodded as they passed like senile old roosters in a barnyard; they younger crowd for whom I now felt a contempt such as only a disillusioned dreamer feels for those still unaware that they dream—the business students from southern colleges, for whom business was a vague, abstract game with rules as obsolete as Noah’s Ark but who yet were drunk on finance.

Will non-English-speaking students start speaking English because their teachers were fired? Will children come to school ready to learn because their teachers were fired? It would be good if our nation's education leaders recognized that teachers are not solely responsible for student test scores. Other influences matter, including the students' effort, the family's encouragement, the effects of popular culture, and the influence of poverty. A blogger called "Mrs. Mimi" wrote the other day that we fire teachers because "we can't fire poverty." Since we can't fire poverty, we can't fire students, and we can't fire families, all that is left is to fire teachers.

If you ask God for wisdom, He will give you a problem. If you ask God for success, He will give you a duty. If you ask God for riches, He will give you a dream. If you ask God for power, He will give you a task. If you ask God for patience, He will give you a burden. If you ask God for strength, He will give you a load. If you ask God for love, He will give you an enemy. If you ask God for virtue, He will give you a temptation. If you ask God for faith, He will give you a prophecy. If you ask God to be a leader, He will make you a servant. If you ask God to be a general, He will make you a soldier. If you ask God to be a teacher, He will make you a student. If you ask God to be a scholar, He will make you a thinker. If you ask God to be a writer, He will make you a reader. If you ask God to be an artist, He will make you a daydreamer. If you ask God to be a pope, He will make you a priest. If you ask God to be an architect, He will make you a builder. If you ask God to be a sage, He will make you a learner.

In the main, the trouble with American education is that we have put into practice the educational philosophy expounded by John Dewey and his disciples. In varying degrees we have adopted what has been called "progressive education." Subscribing to the egalitarian notion that every child must have the same education, we have neglected to provide an educational system which will tax the talents and stir the ambitions of our best students and which will thus insure us the kind of leaders we will need in the future. In

Who, for example, would have ever predicted that the high school student who uses too many verbs in her college admissions essay is likely to make lower grades in college? Or that the poet who overuses the word I in his poetry is at higher risk of suicide? Or that a certain world leader’s use of pronouns could reliably presage whether he’d lead his country into war? By looking more carefully at the ways people convey their thoughts in language we can begin to get a sense of their personalities, emotions, and connections with others.

If you wish to be a great teacher, be a great student first. If you wish to be a great leader, be a great follower first.

The best way to overcome your weaknesses is to turn them into strengths.

A student at a Negro college told his teacher: “The Army jim-crows us. The Navy lets us serve only as messmen. The Red Cross refuses our blood. Employers and labor unions shut us out. Lynchings continue. We are disenfranchised, jim-crowed, spat upon. What more could Hitler do than that?” NAACP leader Walter White repeated this to a black audience of several thousand people in the Midwest, thinking they would disapprove, but instead, as he recalled: “To my surprise and dismay the audience burst into such applause that it took me some thirty or forty seconds to quiet it.

Having a brain does not make you a thinker. Having a student does not make you a teacher. Having a class does not make you a scholar. Having a degree does not make you a master. Having a sword does not make you a warrior. Having a following does not make you a leader. Having a position does not make you a ruler. Having an army does not make you a conqueror. Having a job does not mean you have a career. Having a servant does not mean you have a helper. Having a mom does not mean you have a nurturer. Having a girlfriend does not mean you have comforter. Having a coach does not mean you have a trainer. Having a class does not mean you have a teacher. Having a son does not mean you have a successor. Having a daughter does not mean you have an inheritor. Having a wife does not mean you have a lover. Having a spouse does not mean you have an admirer. Having a friend does not mean you have a partner. Having a dad does not mean you have a father. Having a professor does not mean you have a teacher. Having a teammate does not mean you have a collaborator. Having an ally does not mean you have a protector. Having a dependent does not mean you have a supporter.

It became my mission to work with young people to help show them the way, not save them! But help them understand that there are choices that can be made that will make the difference for the rest of their lives.

People try so hard to believe in leaders now, pitifully hard. But we no sooner get a popular reformer or politician or soldier or writer or philosopher—a Roosevelt, a Tolstoi, a Wood, a Shaw, a Nietzsche, than the cross-currents of criticism wash him away. My Lord, no man can stand prominence these days. It's the surest path to obscurity. People get sick of hearing the same name over and over... We want to believe. Young students try to believe in older authors, constituents try to believe in their Congressmen, countries try to believe in their statesmen, but they can't. Too many voices, too much scattered, illogical, ill-considered criticism. It's worse in the case of newspapers. Any rich, unprogressive old party with that particularly grasping, acquisitive form of mentality known as financial genius can own a paper that is the intellectual meat and drink of thousands of tired, hurried men, men too involved in the business of modern living to swallow anything but predigested food. For two cents the voter buys his politics, prejudices, and philosophy. A year later there is a new political ring or a change in the paper's ownership, consequence: more confusion, more contradiction, a sudden inrush of new ideas, their tempering, their distillation, the reaction against them-

Model yourself after great men and women, but never imitate. Aspire to be and do like them, but never desire to be them. Be a student, not a follower. Achieve your own greatness through your own uniqueness. Be a leader.

If you have a million fans and no talent, you’re still not a success. a million students and no lesson, you’re still not a teacher. a million sermons and no compassion, you’re still not a priest. a million children and no affection, you’re still not a father. a million anniversaries and no devotion, you’re still not a husband. If you have a million sheep and no courage, you’re still not a shepherd. a million seeds and no harvest, you’re still not a farmer. a million titles and no integrity, you’re still not a champion. a million thoughts and no insights, you’re still not a philosopher. a million predictions and no prophecy, you’re still not a prophet. If you have a million soldiers and no unity, you’re still not an army. a million monks and no camaraderie, you’re still not a monastery. a million cities and no borders, you’re still not a country. a million musicians and no harmony, you’re still not an orchestra. a million armies and no strategy, you’re still not a general. If you have a million titles, and no influence, you’re still not a leader; a million ideas and no creations, you’re still not an artist. a million theories, and no facts, you’re still not a scholar; a million books, and no wisdom, you’re still not a sage; a million virtues, and no love, you’re still not a saint.

That day I learnt two lessons: a teacher who has his or her student's progress in mind is the best possible friend, because the teacher knows how to make sure that you excel. And second, there is no such thing as an impossible deadline. I have worked on many tough assignments, some of which had the country's top leaders watching over my work, but the assurance I gained in my capabilities at MIT thanks to Professor Srinivasan, helped me later in life too.

the case method typically presents the problem to the student. It describes the situation facing a firm and then frames the decision that must be made. In real life, according to McNamara, the leader first must discover the problem.

In three weeks, the women's team had done more for soccer in the United States than any team had ever done. Yet, the United States Soccer Federation was unprepared and unwelcoming in its acerbic response to the women's success. With petty, resentful, chauvinistic behavior, the federation would bungle what should have been its greatest moment as a national governing body. Its leaders would criticize DiCicco instead of congratulating him, they would threaten to sue the women over an indoor victory tour and they would wait an unacceptably long period before entering into contract negotiations with the team. Then, at the end of the year, the federation would offer a deal that the women found insulting. Unwilling to trust that the federation was bargaining in good faith, the women would boycott a trip to a tournament in Australia. They would become champions of the world, embraced by the president, by the largest crowd ever to watch women play and by the largest television audience for soccer in this country, embraced by everyone, it seemed, but the officials who ran the sport with the vision of a student council. Increasingly, it appeared, the only amateurs left in sports were the people running the federations that governed them.

That some leader dangerous to the basic institutions of American society would arise, Lincoln thought inevitable. Safeguarding these institutions would require a public sufficiently united, sufficiently attached to freedom, and sufficiently wise, "to successfully frustrate his designs." Today it would also require a public sufficiently resistant to incessant criticisms and condemnations of their society for failing to achieve cosmic justice. Moreover, if the dangers in our own times were limited to those of "towering genius," there would be much less danger than there is. However, all that is needed are towering presumptions, which are increasingly mass-produced in our schools and colleges by the educational vogue of encouraging immature and inexperienced students to sit in emotional judgment on the complex evolution of whole ages and vast civilizations.

I like the name writing practices better than Creative Writing. As I have said, nobody can teach creative writing—run like mad from anybody who thinks he can. But one can teach practices, like finger exercises on the piano; one can share the tools of the trade, and what one has gleaned from the great writers: it is the great writers themselves who do the teaching, rather than the leader of a seminar. It doesn’t take long for the gifted student to realize that there are certain things the great writers always do, and certain things they never do; it is from these that we learn.

The most important leaders in the world are parents. The most important teachers in the world are students. The most important artists in the world are children. The most important preachers in the world are disciples. The most important healers in the world are patients. The most important prophets in the world are visionaries. The most powerful are those who shun power. The richest are those who shun money. The most eminent are those who shun titles. The most famous are those who shun fame. The most privileged are those who shun privilege. The most honorable are those who shun honor.

A wonderful ferment was working in Germany. Life seemed more free, more modern, more exciting than in any place I had ever seen. Nowhere else did the arts or the intellectual life seem so lively. In contemporary writing, painting, architecture, in music and drama, there were new currents and fine talents. And everywhere there was an accent on youth. One sat up with the young people all night in the sidewalk cafés, the plush bars, the summer camps, on a Rhineland steamer or in a smoke-filled artist’s studio and talked endlessly about life. They were a healthy, carefree, sun-worshiping lot, and they were filled with an enormous zest for living to the full and in complete freedom. The old oppressive Prussian spirit seemed to be dead and buried. Most Germans one met—politicians, writers, editors, artists, professors, students, businessmen, labor leaders—struck you as being democratic, liberal, even pacifist.

As leaders, if we ask teachers to use their own time to do anything, what we’re really telling them is: it’s not important. The focus on compliance and implementation of programs in much of today’s professional development does not inspire teachers to be creative, nor does it foster a culture of innovation. Instead, it forces inspired educators to color outside the lines, and even break the rules, to create relevant opportunities for their students. These outliers form pockets of innovation. Their results surprise us. Their students remember them as “great teachers,” not because of the test scores they received but because their lives were touched.

I regularly invite educators and leaders to send me their questions, and hundreds of them do so every month. The most common question, however, is one to which my response is probably most disappointing. The question is “How do I get better buy-in from my staff before I implement some critically needed changes?” The answer is “You don’t.

Some hold the position that education is serious, but games are not; therefore games have no place in education. But an examination of our educational system shows that it is a game! Students (players) are given a series of assignments (goals) that must be handed in (accomplished) by certain due dates (time limits). They receive grades (scores) as feedback repeatedly as assignments (challenges) get harder and harder, until the end of the course when they are faced with a final exam (boss monster), which they can only pass (defeat) if they have mastered all the skills in the course (game). Students (players) who perform particularly well are listed on the honor roll (leader board).

What distinguishes love-driven leaders from tyrants? "Great affection" coupled with the passion to see others "run at full speed towards perfection." Love-driven leadership is not urging others forward without concern for their aspirations, well-being, or personal needs. Nor is it being the nice-guy manager who overlooks underperformance that could damage a subordinate's long-term prospects. Instead, love-driven leaders hunger to see latent potential blossom and to help it happen. In more prosaic terms, when do children, students, athletes, or employees achieve their full potential? When they're parented, taught, coached, or managed by those who engender trust, provide support and encouragement, uncover potential, and set high standards.

Every day the same things came up; the work was never done, and the tedium of it began to weigh on me. Part of what made English a difficult subject for Korean students was the lack of a more active principle in their learning. They were accustomed to receiving, recording, and memorizing. That's the Confucian mode. As a student, you're not supposed to question a teacher; you should avoid asking for explanations because that might reveal a lack of knowledge, which can be seen as an insult to the teacher's efforts. You don't have an open, free exchange with teachers as we often have here in the West. And further, under this design, a student doesn't do much in the way of improvisation or interpretation. This approach might work well for some pursuits, may even be preferred--indeed, I was often amazed by the way Koreans learned crafts and skills, everything from basketball to calligraphy, for example, by methodically studying and reproducing a defined set of steps (a BBC report explained how the North Korean leader Kim Jong Il had his minions rigorously study the pizza-making techniques used by Italian chefs so that he could get a good pie at home, even as thousands of his subjects starved)--but foreign-language learning, the actual speaking component most of all, has to be more spontaneous and less rigid. We all saw this played out before our eyes and quickly discerned the problem. A student cannot hope to sit in a class and have a language handed over to him on sheets of paper.

From 1976 to 1983, Washington supported a devastating military dictatorship in Argentina that ran all branches of government, outlawed elections, and encouraged school and business leaders to provide information on subversive people. The administration took control of the police, banned political and union organizations, and tried to eliminate all oppositional elements in the country through harassment, torture, and murder. Journalists, students, and union members faced a particularly large amount of bloody repression, thus ridding the nation of a whole generation of social movement leaders. As was the case in other Latin American countries, the threat of communism and armed guerrilla movements was used as an excuse for Argentina's dictatorial crackdowns. Hundreds of torture camps and prisons were created. Many of the dead were put into mass graves or thrown out of places into the ocean. Five hundred babies of the murdered were given to torturers' families and the assets of the dead totaling in the tens of millions of dollars, were all divided up among the perpetrators of the nightmare. Thirty thousand people were killed in Argentina's repression.

Catarina hooked her hand around Magnus’s elbow and hauled him away, like a schoolteacher with a misbehaving student. They entered a narrow alcove around the corner, where the music and noise of the party was muffled. She rounded on him. “I recently treated Tessa for wounds she said were inflicted on her by members of a demon-worshipping cult,” Catarina said. “She told me you were, and I quote, ‘handling’ the cult. What’s going on? Explain.” Magnus made a face. “I may have had a hand in founding it.” “How much of a hand?” “Well, both.” Catarina bristled. “I specifically told you not to do that!” “You did?” Magnus said. A bubble of hope grew within him. “You remember what happened?” She gave him a look of distress. “You don’t?” “Someone took all my memories around the subject of this cult,” said Magnus. “I don’t know who, or why.” He sounded more desperate than he would’ve liked, more desperate than he wanted to be. His old friend’s face was full of sympathy. “I don’t know anything about it,” she said. “I met up with you and Ragnor for a brief vacation. You seemed troubled, but you were trying to laugh it off, the way you always do. You and Ragnor said you had a brilliant idea to start a joke cult. I told you not to do it. That’s it.” He, Catarina, and Ragnor had taken many trips together, over the centuries. One memorable trip had gotten Magnus banished from Peru. He had always enjoyed those adventures more than any others. Being with his friends almost felt like having a home. He did not know if there would ever be another trip. Ragnor was dead, and Magnus might have done something terrible. “Why didn’t you stop me?” he asked. “You usually stop me!” “I had to take an orphan child across an ocean to save his life.” “Right,” said Magnus. “That’s a good reason.” Catarina shook her head. “I took my eyes off you for one second.” She had worked in mundane hospitals in New York for decades. She saved orphans. She healed the sick. She’d always been the voice of reason in the trio that was Ragnor, Catarina, and Magnus. “So I planned with Ragnor to start a joke cult, and I guess I did it. Now the joke cult is a real cult, and they have a new leader. It sounds like they’re mixed up with a Greater Demon.” Even to Catarina, he wouldn’t say the name of his father. “Sounds like the joke has gotten a little out of hand,” Catarina said dryly. “Sounds like I’m the punch line.

Show vulnerability when assessing a difficult situation, but present a clear path forward. Become a student of the people you manage: avoid telling people what to feel, listen carefully, and manage individually. Prioritize yourself and seek support from other leaders to avoid emotional leaks that negatively affect your reports. Understand the challenges you and others may face in leadership positions and take steps to reduce them.

MELITO OF SARDIS Melito, bishop of Sardis, died around the year A.D. 180. Until recently, few students of church history paid much attention to him. One of the reasons might be that he ended up on the “wrong side” of the ancient debate over how to determine the date of Easter. Only recently a sermon on the Passover was found, penned by Melito. It provides us with a tremendous insight into the theology of the late second century. I reproduce here just one section, which requires no commentary, only a hearty “Amen!”: And so he was lifted up upon a tree and an inscription was attached indicating who was being killed. Who was it? It is a grievous thing to tell, but a most fearful thing to refrain from telling. But listen, as you tremble before him on whose account the earth trembled! He who hung the earth in place is hanged. He who fixed the heavens in place is fixed in place. He who made all things fast is made fast on a tree. The Sovereign is insulted. God is murdered. The King of Israel is destroyed by an Israelite hand. This is the One who made the heavens and the earth, and formed mankind in the beginning, The One proclaimed by the Law and the Prophets, The One enfleshed in a virgin, The One hanged on a tree, The One buried in the earth, The One raised from the dead and who went up into the heights of heaven, The One sitting at the right hand of the Father, The One having all authority to judge and save, Through Whom the Father made the things which exist from the beginning of time. This One is “the Alpha and the Omega,” This One is “the beginning and the end” . . . the beginning indescribable and the end incomprehensible. This One is the Christ. This One is the King. This One is Jesus. This One is the Leader. This One is the Lord. This One is the One who rose from the dead. This One is the One sitting on the right hand of the Father. He bears the Father and is borne by the Father. “To him be the glory and the power forever. Amen.” The deity of Christ, His two natures, His virgin birth, His being the Creator, His distinction from the Father—all part and parcel of the preaching of the bishop of Sardis near the end of the second century.

One indicator of the self-conscious dissociation of radicals like Gitlin and Hayden from reformers like King is that neither of them, nor any other white student activist, sos leader, or anti-war spokesman was in Memphis for the demonstrations King was organizing in 1968 at the time he was killed.. In fact, no one in the New Left (at least no one who mattered) could still be called a serious supporter of King in the year before he was assassinated.

Preachers in the pulpit peddling their wares, while beggars in the street wonder if anyone cares. Teachers in our schools talking bout math, while students are deciding which will be their path. Faithful in their pews listening to the Word, while losers on the corner hope they’ll practice what they’ve heard. Leaders in their meetings trying to save our nation, while voters ponder their true motivation. With people filled with hate and doubt, God is in our boxes waiting to be let out!

Again, it is important to stress that this belief is not necessarily a consciously chosen one. It is a deeply hidden, unconscious aspect of white supremacy that is hardly ever spoken about but practiced in daily life without even thinking about it. The reality is that you have been conditioned since you were a child to believe in white superiority through the way your history was taught, through the way race was talked about, and through the way students of color were treated differently from you. You have been educated by institutions that have taught white superiority through curricula that favor a white-biased narrative, through the lack of representation of BIPOC, and through the way these institutions handled acts of racism. You have been conditioned by media that continues to reinforce white superiority through an overrepresentation of celebrities and leaders who look like you, through the cultural appropriation of BIPOC fashion, language, and customs, and through the narrative of the white savior.

A student of history, Milley saw Trump as the classic authoritarian leader with nothing to lose. He described to aides that he kept having this stomach-churning feeling that some of the worrisome early stages of twentieth-century fascism in Germany were replaying in twenty-first-century America. He saw parallels between Trump’s rhetoric of election fraud and Adolf Hitler’s insistence to his followers at the Nuremberg rallies that he was both a victim and their savior. “This is a Reichstag moment,” Milley told aides.

A shark does not ask for permission to rule the waters. A bear does not ask for permission to rule the woods. A wolf does not ask for permission to rule the forest. A camel does not ask for permission to rule the desert. A lion does not ask for permission to rule the jungle. Trees do not ask for permission to rule woodlands. Gravel does not ask for permission to rule mountains. Light does not ask for permission to rule summer. Wind does not ask for permission to rule autumn. Snow does not ask for permission to rule winter. Water does not ask for permission to rule the sea. Plants do not ask for permission to rule rainforests. Animals do not ask for permission to rule wildernesses. Stars do not ask for permission to rule the sky. Nature does not ask for permission to rule the world. An eagle achieves more than a turkey in a lifetime. A leopard achieves more than a hyena in a lifetime. A fox achieves more than a rabbit in a lifetime. A falcon achieves more than a vulture in a lifetime. A lion achieves more than a sheep in a lifetime. A leader achieves more than a student in a lifetime. A saint achieves more than a sinner in a lifetime. A prophet achieves more than a priest in a lifetime. A master achieves more than a disciple in a lifetime. A conqueror achieves more than a warrior in a lifetime. A hero achieves more than a villain in a lifetime. A maestro achieves more than an apprentice in a lifetime. A genius achieves more than a talent in a lifetime. A star achieves more than a critic in a lifetime. A legend achieves more than a champion in a lifetime.

It becomes ever increasingly clear to many students of man and of the contemporary scene that the crucial difficulty with which we are confronted lies in the fact that the development of man's intellectual capacities has far outstripped the development of his emotions. Man's brain lives in the twentieth century; the heart of most men lives still in the Stone Age. The majority of men have not yet acquired the maturity to be independent, to be rational, to be objective. They need myths and idols to endure the fact that man is all by himself, that there is no authority which gives meaning to life except man himself. Man represses the irrational passions of destructiveness, hate, envy, revenge; he worships power, money, the sovereign state, the nation; while he pays lip service to the teachings of the great spiritual leaders of the human race, those of Buddha, the prophets, Socrates, Jesus, Mohammed—he has transformed these teachings into a jungle of superstition and idol-worship. How can mankind save itself from destroying itself by this discrepancy between intellectual-technical over-maturity and emotional backwardness?

Even when looking at the struggles of ordinary people, there has been a tendency to reduce those struggles to the heroism or particular genius of a “charismatic leader.” This has certainly been the case with the civil rights movement, which is continuously reduced to the actions or speeches of Martin Luther King Jr. while the broader context within which he operated or the thousands of others who made “the movement” an actual movement is ignored. Zinn, who was one of two “adult advisers” for the Student Nonviolent Coordinating Committee (along with Ella Baker), provides a different perspective.

After high school, he’d passed two relatively laid-back years as a student at Occidental College in Los Angeles before transferring to Columbia, where by his own account he’d behaved nothing like a college boy set loose in 1980s Manhattan and instead lived like a sixteenth-century mountain hermit, reading lofty works of literature and philosophy in a grimy apartment on 109th Street, writing bad poetry, and fasting on Sundays. We laughed about all of it, swapping stories about our backgrounds and what led us to the law. Barack was serious without being self-serious. He was breezy in his manner but powerful in his mind. It was a strange, stirring combination. Surprising to me, too, was how well he knew Chicago. Barack was the first person I’d met at Sidley who had spent time in the barbershops, barbecue joints, and Bible-thumping black parishes of the Far South Side. Before going to law school, he’d worked in Chicago for three years as a community organizer, earning $12,000 a year from a nonprofit that bound together a coalition of churches. His task was to help rebuild neighborhoods and bring back jobs. As he described it, it had been two parts frustration to one part reward: He’d spend weeks planning a community meeting, only to have a dozen people show up. His efforts were scoffed at by union leaders and picked apart by black folks and white folks alike. Yet over time, he’d won a few incremental victories, and this seemed to encourage him. He was in law school, he explained, because grassroots organizing had shown him that meaningful societal change required not just the work of the people on the ground but stronger policies and governmental action as well. Despite my resistance to the hype that had preceded him, I found myself admiring Barack for both his self-assuredness and his earnest demeanor. He was refreshing, unconventional, and weirdly elegant.

As for the world beyond my family—well, what they would see for most of my teenage years was not a budding leader but rather a lackadaisical student, a passionate basketball player of limited talent, and an incessant, dedicated partyer. No student government for me; no Eagle Scouts or interning at the local congressman’s office. Through high school, my friends and I didn’t discuss much beyond sports, girls, music, and plans for getting loaded. Three of these guys—Bobby Titcomb, Greg Orme, and Mike Ramos—remain some of my closest friends. To this day, we can laugh for hours over stories of our misspent youth. In later years, they would throw themselves into my campaigns with a loyalty for which I will always be grateful, becoming as skilled at defending my record as anyone on MSNBC. But there were also times during my presidency—after they had watched me speak to a big crowd, say, or receive a series of crisp salutes from young Marines during a base tour—when their faces would betray a certain bafflement, as if they were trying to reconcile the graying man in a suit and tie with the ill-defined man-child they’d once known. That guy? they must have said to themselves. How the hell did that happen? And if my friends had ever asked me directly, I’m not sure I’d have had a good answer.

Only date people who respect your standards and make you a better person when you’re with them. Consider the message of the movie A Walk to Remember. Landon Carter is the reckless leader who is skating through high school on his good looks and bravado. He and his popular friends at Beaufort High publicly ridicule everyone who doesn’t fit in, including the unfashionable Jamie Sullivan, who wears the same sweater day after day and gives free tutoring lessons to struggling students. By accident, events thrust Landon into Jamie’s world and he can’t help but notice that Jamie’s different. She doesn’t care about conforming and fitting in with the popular kids. Landon’s amazed at how sure of herself she seems and asks, “Don’t you care what people think about you?” As he spends more time with her, he realizes she has more freedom than he does because she isn’t controlled by the opinions of others, as he is. Soon, despite their intentions not to, they have fallen in love and Landon has to choose between his status at Beaufort...and Jamie. “This girl’s changed you,” his best friend yells, “and you don’t even know it.” Landon admits, “She has faith in me. She wants me to be better.” He chooses her. After high school graduation, Jamie reveals to Landon that she’s dying of leukemia. During her final months, Landon does all he can to make her dreams come true, including marrying her in the same church her mother and father were married in. They spend a wonderful summer together, truly in love. Despite Jamie’s dream for a miracle, she dies. Heartbroken, but inspired by Jamie’s belief in him, Landon works hard to go to medical school. But he laments to her father that he couldn’t fulfill her last desire, to see a miracle. Jamie’s father assures him that Jamie did see a miracle before she died, for someone’s heart had truly changed. And it was his. Now that’s a movie to remember! Never apologize for having high standards and don’t ever lower your standards to please someone else.

Student-engaged assessment involves students in underst anding and in vesting in their own growth. It changes the primary role of assessment from evaluating and ranking students to motivating them to learn. It empowers students with the understanding of where they need to go as learners and how to get there. It builds the independence, critical thinking skills, perseverance, and self-reflective understanding students need for college and careers and that is required by the Common Core State Standards. And, because student-engaged assess ment practices demand reflection, collaboration, and responsibility, they shepherd students toward becoming positive citizens and human beings.

Only a fool says in his heart There is no Creator, no King of kings, Only mules would dare to bray These lethal mutterings. Over darkened minds as these The Darkness bears full sway, Fruitless, yet, bearing fruit, In their fell, destructive way. Sterile, though proliferate, A filthy progeny sees the day, When Evil, Thought and Action mate: Breeding sin, rebels and decay. The blackest deeds and foul ideals, Multiply throughout the earth, Through deadened, lifeless, braying souls, The Darkness labours and gives birth. Taking the Lord’s abundant gifts And rotting them to the core, They dress their dish and serve it out Foul seeds to infect thousands more. ‘The Tree of Life is dead!’ they cry, ‘And that of Knowledge not enough, Let us glut on the ashen apples Of Sodom and Gomorrah.’ Have pity on Thy children, Lord, Left sorrowing on this earth, While fools and all their kindred Cast shadows with their murk, And to the dwindling wise, They toss their heads and wryly smirk. The world daily grinds to dust Virtue’s fair unicorns, Rather, it would now beget Vice’s mutant manticores. Wisdom crushed, our joy is gone, Buried under anxious fears For lost rights and freedoms, We shed many bitter tears. Death is life, Life is no more, Humanity buried in a tomb, In a fatal prenatal world Where tiny flowers Are ripped from the womb, Discarded, thrown away, Inconvenient lives That barely bloomed. Our elders fare no better, Their wisdom unwanted by and by, Boarded out to end their days, And forsaken are left to die. Only the youthful and the useful, In this capital age prosper and fly. Yet, they too are quickly strangled, Before their future plans are met, Professions legally pre-enslaved Held bound by mounting student debt. Our leaders all harangue for peace Yet perpetrate the horror, Of economic greed shored up Through manufactured war. Our armies now welter In foreign civilian gore. How many of our kin are slain For hollow martial honour? As if we could forget, ignore, The scourge of nuclear power, Alas, victors are rarely tried For their woeful crimes of war. Hope and pray we never see A repeat of Hiroshima. No more! Crimes are legion, The deeds of devil-spawn! What has happened to the souls Your Divine Image was minted on? They are now recast: Crooked coins of Caesar and The Whore of Babylon. How often mankind shuts its ears To Your music celestial, Mankind would rather march To the anthems of Hell. If humanity cannot be reclaimed By Your Mercy and great Love Deservedly we should be struck By Vengeance from above. Many dread the Final Day, And the Crack of Doom For others the Apocalypse Will never come too soon. ‘Lift up your heads, be glad’, Fools shall bray no more For at last the Master comes To thresh His threshing floor.

Where others only see coal, I see diamonds. Where others only see clouds, I see sunshine. Where others only see storms, I see rainbows. Where others only see thorns, I see roses. Where others only see seeds, I see harvests. Where others only see catapillars, I see butterflies. Where others only see cubs, I see lions. Where others only see darkness, I see stars. Where others only see wood, I see fire. Where others only see sparks, I see flames. Where others only see winters, I see summers. Where others only see frowns, I see smiles. Where others only see sorrows, I see joys. Where others only see nights, I sees days. Where others only see burdens, I see blessings. Where others only see hindrances, I see helpers. Where others only see enemies, I sees friends. Where others only see choas, I sees opportunity. Where others only see losses, I see gains. Where others only see crosses, I sees crowns. Where others only see warriors, I see generals. Where others only see learners, I see teachers. Where others only see followers, I see leaders. Where others only see scholars, I see professors. Where others only see soldiers, I sees commanders. Where others only see preachers, I see popes. Where others only see priests, I see prophets. Where others only see lawyers, I see judges. Where others only see students, I see masters. Where others only see outlaws, I see conquerors.

When I heard of the shady tactics of the Moonies, my initial indignation was modified by empathy. I remembered only too well all the innocuous-sounding "fronts" operated by Evangelicals in order to witness to sinners, e.g., coffee houses, concerts, philosophical forums, religious surveys. None of these was ever billed for what it was. The idea was to hook the unsuspecting sinner and win an opportunity to tell him the gospel. Similar Machiavellian tactics govern various interpersonal contacts. A campus leader or foreign student may find himself the object of an Evangelical's friendly attention, not realizing he has been singled out for "friendship evangelism" because of his potentially strategic position.

The Arab world has done nothing to help the Palestinian refugees they created when they attacked Israel in 1948. It’s called the ‘Palestinian refugee problem.’ This is one of the best tricks that the Arabs have played on the world, and they have used it to their great advantage when fighting Israel in the forum of public opinion. This lie was pulled off masterfully, and everyone has been falling for it ever since. First you tell people to leave their homes and villages because you are going to come in and kick out the Jews the day after the UN grants Israel its nationhood. You fail in your military objective, the Jews are still alive and have more land now than before, and you have thousands of upset, displaced refugees living in your country because they believed in you. So you and the UN build refugee camps that are designed to last only five years and crowd the people in, instead of integrating them into your society and giving them citizenship. After a few years of overcrowding and deteriorating living conditions, you get the media to visit and publish a lot of pictures of these poor people living in the hopeless, wretched squalor you have left them in. In 1967 you get all your cronies together with their guns and tanks and planes and start beating the war drums. Again the same old story: you really are going to kill all the Jews this time or drive them into the sea, and everyone will be able to go back home, take over what the Jews have developed, and live in a Jew-free Middle East. Again you fail and now there are even more refugees living in your countries, and Israel is even larger, with Jerusalem as its capital. Time for more pictures of more camps and suffering children. What is to be done about these poor refugees (that not even the Arabs want)? Then start Middle Eastern student organizations on U.S. college campuses and find some young, idealistic American college kids who have no idea of what has been described here so far, and have them take up the cause. Now enter some power-hungry type like Yasser Arafat who begins to blackmail you and your Arab friends, who created the mess, for guns and bombs and money to fight the Israelis. Then Arafat creates hell for the world starting in the 1970s with his terrorism, and the “Palestinian refugee problem” becomes a worldwide issue and galvanizes all your citizens and the world against Israel. Along come the suicide bombers, so to keep the pot boiling you finance the show by paying every bomber’s family twenty-five thousand dollars. This encourages more crazies to go blow themselves up, killing civilians and children riding buses to school. Saudi Arabia held telethons to raise thousands of dollars to the families of suicide bombers. What a perfect way to turn years of military failure into a public-opinion-campaign success. The perpetuation of lies and uncritical thinking, combined with repetitious anti-Jewish and anti-American diatribes, has produced a generation of Arab youth incapable of thinking in a civilized manner. This government-nurtured rage toward the West and the infidels continues today, perpetuating their economic failure and deflecting frustration away from the dictators and regimes that oppress them. This refusal by the Arab regimes to take an honest look at themselves has created a culture of scapegoating that blames western civilization for misery and failure in every aspect of Arab life. So far it seems that Arab leaders don’t mind their people lagging behind, save for King Abdullah’s recent evidence of concern. (The depth of his sincerity remains to be seen.)

Welcome, ladies and gentlemen, to your new home.’ He gestured to the stone walls of the cavern that surrounded them. ‘Your lives as you once knew them are over,’ he continued. ‘You have been selected, all of you, the worst, the most cunning, the most mischievous minds from around the world . . . selected to become part of an institution like no other. You have all exhibited certain unique abilities, abilities that set you apart from the mediocrity of the teeming masses and which mark you out as the leaders of tomorrow. Here, in this place, you will be furnished with the knowledge and experience to best exploit your own natural abilities, to hone your craft to a cutting edge.’ He paused and slowly surveyed the pale, wide-eyed faces before him. ‘Each of you has within you a rare quality, a gift if you will, a special talent for the supremely villainous. Society would have us believe that this is an undesirable characteristic, something that should be subdued, controlled, destroyed. But not here . . . no, here we want to see you blossom into all that you can be, to see your innate wickedness flourish, to make you the very worst that you can be.’ He stepped out from behind the lectern and walked to the edge of the raised platform. As he loomed over them he seemed to grow taller and some of those at the front of the group edged backwards nervously. ‘For today all of you have the unique honour and privilege of becoming the newest students of the world’s first and only school of applied villainy.’ He spread his arms, gesturing to the walls around them. ‘Welcome to H.I.V.E., the Higher Institute of Villainous Education.

His first decision was to return to Rome without knowing who was in charge or how he’d be received. The stakes skyrocketed when he learned, after landing near Brundisium, that Caesar’s will had made him an heir and—by adoption—a son. He reached the capital as Caius Julius Caesar Octavianus, 9 and out of respect for their martyred leader the legions he encountered took his new status seriously. Octavian could have blown the opportunity by coming across as a twerp. But he saw the difference, even then, between inheriting a title and mastering the art of command. The first can happen overnight. The second can take a lifetime. Octavian never explained how he learned this, but with the privilege of closely observing the greatest of all commanders, he’d had to have been a blockhead not to pick up something. Sun Tzu, untranslated in Europe for another eighteen centuries, suggests what it might have been: If wise, a commander is able to recognize changing circumstances and to act expediently. If sincere, his men will have no doubt of the certainty of rewards and punishments. If humane, he loves mankind, sympathizes with others, and appreciates their industry and toil. If courageous, he gains victory by seizing opportunity without hesitation. If strict, his troops are disciplined because they are in awe of him and are afraid of punishment. 10 Caesar, in turn, appears never to have explained to Octavian why he was being taught. 11 That spared him the hang-ups of knowing he’d be son, heir, and commander. Rome’s Chiron tethered a student who had little sense of being tethered. The constraint conveyed instruction and liberation.

Predictable but Contingent: The First ‘Political’ Killing at Karachi University On 25 February 1981, a group of left-wing students from the NSF and PSF was gathered at the Arts Faculty lobby of KU for a demonstration in downtown Karachi when they heard that a military jeep was parked in front of the Administration building. An army major had come to help his daughter get admitted to the university and though he was there for personal reasons, the students were enraged—this was Zia’s Pakistan, a country under military rule, where the left was living its twilight but remained a force to be reckoned with on the campuses, particularly in Karachi. As the organiser of the demonstration, Akram Qaim Khani, recalls, ‘it was a surprise. It was a challenge to us. I was a student leader and the army was in my university…’. At Khani’s instigation, the fifty-odd crowd set off for the Administration building, collected petrol from parked cars, filled a Coca-Cola bottle with it and tried to set fire to the jeep. Khani claims that he saved the driver (‘he ran away, anyway…’), so no one was hurt in the incident, but while the students—unsuccessfully—tried to set the jeep on fire, a group of Thunder Squad militants arrived on the scene and assaulted the agitators. Khani (who contracted polio in his childhood and thus suffered from limited mobility) had been spared from physical assault in the past (‘even the big badmash thought “we cannot touch Akram, otherwise his friends will kill us’”), but this time he was roughed up by Thunder Squad badmashs Farooq and Zarar Khan, and he was eventually captured, detained, and delivered to the army, which arrested him.

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

I can hardly believe that our nation’s policy is to seek peace by going to war. It seems that President Donald J. Trump has done everything in his power to divert our attention away from the fact that the FBI is investigating his association with Russia during his campaign for office. For several weeks now he has been sabre rattling and taking an extremely controversial stance, first with Syria and Afghanistan and now with North Korea. The rhetoric has been the same, accusing others for our failed policy and threatening to take autonomous military action to attain peace in our time. This gunboat diplomacy is wrong. There is no doubt that Secretaries Kelly, Mattis, and other retired military personnel in the Trump Administration are personally tough. However, most people who have served in the military are not eager to send our young men and women to fight, if it is not necessary. Despite what may have been said to the contrary, our military leaders, active or retired, are most often the ones most respectful of international law. Although the military is the tip of the spear for our country, and the forces of civilization, it should not be the first tool to be used. Bloodshed should only be considered as a last resort and definitely never used as the first option. As the leader of the free world, we should stand our ground but be prepared to seek peace through restraint. This is not the time to exercise false pride! Unfortunately the Trump administration informed four top State Department management officials that their services were no longer needed as part of an effort to "clean house." Patrick Kennedy, served for nine years as the “Undersecretary for Management,” “Assistant Secretaries for Administration and Consular Affairs” Joyce Anne Barr and Michele Bond, as well as “Ambassador” Gentry Smith, director of the Office for Foreign Missions. Most of the United States Ambassadors to foreign countries have also been dismissed, including the ones to South Korea and Japan. This leaves the United States without the means of exercising diplomacy rapidly, when needed. These positions are political appointments, and require the President’s nomination and the Senate’s confirmation. This has not happened! Moreover, diplomatically our country is severely handicapped at a time when tensions are as hot as any time since the Cold War. Without following expert advice or consent and the necessary input from the Unites States Congress, the decisions are all being made by a man who claims to know more than the generals do, yet he has only the military experience of a cadet at “New York Military Academy.” A private school he attended as a high school student, from 1959 to 1964. At that time, he received educational and medical deferments from the Vietnam War draft. Trump said that the school provided him with “more training than a lot of the guys that go into the military.” His counterpart the unhinged Kim Jong-un has played with what he considers his country’s military toys, since April 11th of 2012. To think that these are the two world leaders, protecting the planet from a nuclear holocaust….

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.

There was shuffling and rustling around me, then Henry Reed was giving his valedictory address, “To Be or Not to Be.” Hadn't he heard the whitefolks? We couldn't be, so the question was a waste of time. Henry's voice came out clear and strong. I feared to look at him. Hadn't he got the message? There was no “nobler in the mind” for Negroes because the world didn't think we had minds, and they let us know it. “Outrageous fortune”? Now, that was a joke. When the ceremony was over I had to tell Henry Reed some things. That is, if I still cared. Not “rub,” Henry, “erase.” “Ah, there's the erase.” Us. Henry had been a good student in elocution. His voice rose on tides of promise and fell on waves of warnings. The English teacher had helped him to create a sermon winging through Hamlet's soliloquy. To be a man, a doer, a builder, a leader, or to be a tool, an unfunny joke, a crusher of funky toadstools. I marveled that Henry could go through with the speech as if we had a choice. I had been listening and silently rebutting each sentence with my eyes closed; then there was a hush, which in an audience warns that something unplanned is happening.

This failure of nerve already was manifest in the selection and confirmation process of Clarence Thomas. Bush's choice of Thomas caught most black leaders off guard. Few had the courage to say publicly that this was an act of cynical tokenism concealed by outright lies about Thomas being the most qualified candidate regardless of race. Thomas had an undistinguished record as a student (mere graduation from Yale Law School does not qualify one for the Supreme Court); he left thirteen thousand age discrimination cases dying on the vine for lack of investigation in his turbulent eight years at the EEOC; and his performance during his short fifteen months as an appellate court judge was mediocre. The very fact that no black leader could utter publicly that a black appointee for the Supreme Court was unqualified shows how captive they are to white racist stereotypes about black intellectual talent. The point here is not simply that if Thomas were white they would have no trouble shouting this fact from the rooftops. The point is also that their silence reveals that black leaders may entertain the possibility that the racist stereotype may be true.

Close to forty thousand Germans gathered in front of Berlin’s opera house on May 10, 1933, as a parade of swastika-wearing students and beer-hall thugs carrying torches tossed books into a huge bonfire. Ordinary citizens poured forth carrying volumes looted from libraries and private homes. “Jewish intellectualism is dead,” propaganda minister Joseph Goebbels, his face fiery, yelled from the podium. “The German soul can again express itself.” What happened in Germany in 1933 was not just a brutality perpetrated by thuggish leaders and abetted by ignorant mobs. It was also, as Einstein described, “the utter failure of the so-called intellectual aristocracy.” Einstein and other Jews were ousted from what had been among the world’s greatest citadels of open-minded inquiry, and those who remained did little to resist. It represented the triumph of the ilk of Philipp Lenard, Einstein’s longtime anti-Semitic baiter, who was named by Hitler to be the new chief of Aryan science. “We must recognize that it is unworthy of a German to be the intellectual follower of a Jew,” Lenard exulted that May. “Heil Hitler!” It would be a dozen years before Allied troops would fight their way in and oust him from that role.41 Le

In every generation, the embrace of Calvinism by a faction of students and faculty placed schools and administrators in a difficult position. Since the 1920s, Calvinism had acquired a reputation among fundamentalist institutions of higher education as both compelling and disruptive. Calvinists often demanded greater theological consistency than school leaders wanted to endorse. And they sometimes disparaged important elements of American evangelicalism, including the emotional revivalism and dispensational Bible-reading methods beloved by so many evangelicals. In addition, school administrators remained painfully aware of the fact that their interdenominational schools needed to remain friendly to a relatively wide variety of denominational backgrounds. The big tent of American evangelicalism often included groups that considered Calvinism a foreign imposition. As in all things, school administrators balked at the idea of embracing any idea that would drive away students and their tuition dollars. In effect, Calvinism served as a perennial reminder of the unresolvable tension in fundamentalist and evangelical institutions between the demands of theological purity, interdenominational viability, and institutional pragmatism.

As I became older, I was given many masks to wear. I could be a laborer laying railroad tracks across the continent, with long hair in a queue to be pulled by pranksters; a gardener trimming the shrubs while secretly planting a bomb; a saboteur before the day of infamy at Pearl Harbor, signaling the Imperial Fleet; a kamikaze pilot donning his headband somberly, screaming 'Banzai' on my way to my death; a peasant with a broad-brimmed straw hat in a rice paddy on the other side of the world, stooped over to toil in the water; an obedient servant in the parlor, a houseboy too dignified for my own good; a washerman in the basement laundry, removing stains using an ancient secret; a tyrant intent on imposing my despotism on the democratic world, opposed by the free and the brave; a party cadre alongside many others, all of us clad in coordinated Mao jackets; a sniper camouflaged in the trees of the jungle, training my gunsights on G.I. Joe; a child running with a body burning from napalm, captured in an unforgettable photo; an enemy shot in the head or slaughtered by the villageful; one of the grooms in a mass wedding of couples, having met my mate the day before through our cult leader; an orphan in the last airlift out of a collapsed capital, ready to be adopted into the good life; a black belt martial artist breaking cinderblocks with his head, in an advertisement for Ginsu brand knives with the slogan 'but wait--there's more' as the commercial segued to show another free gift; a chef serving up dog stew, a trick on the unsuspecting diner; a bad driver swerving into the next lane, exactly as could be expected; a horny exchange student here for a year, eager to date the blonde cheerleader; a tourist visiting, clicking away with his camera, posing my family in front of the monuments and statues; a ping pong champion, wearing white tube socks pulled up too high and batting the ball with a wicked spin; a violin prodigy impressing the audience at Carnegie Hall, before taking a polite bow; a teen computer scientist, ready to make millions on an initial public offering before the company stock crashes; a gangster in sunglasses and a tight suit, embroiled in a turf war with the Sicilian mob; an urban greengrocer selling lunch by the pound, rudely returning change over the counter to the black patrons; a businessman with a briefcase of cash bribing a congressman, a corrupting influence on the electoral process; a salaryman on my way to work, crammed into the commuter train and loyal to the company; a shady doctor, trained in a foreign tradition with anatomical diagrams of the human body mapping the flow of life energy through a multitude of colored points; a calculus graduate student with thick glasses and a bad haircut, serving as a teaching assistant with an incomprehensible accent, scribbling on the chalkboard; an automobile enthusiast who customizes an imported car with a supercharged engine and Japanese decals in the rear window, cruising the boulevard looking for a drag race; a illegal alien crowded into the cargo hold of a smuggler's ship, defying death only to crowd into a New York City tenement and work as a slave in a sweatshop. My mother and my girl cousins were Madame Butterfly from the mail order bride catalog, dying in their service to the masculinity of the West, and the dragon lady in a kimono, taking vengeance for her sisters. They became the television newscaster, look-alikes with their flawlessly permed hair. Through these indelible images, I grew up. But when I looked in the mirror, I could not believe my own reflection because it was not like what I saw around me. Over the years, the world opened up. It has become a dizzying kaleidoscope of cultural fragments, arranged and rearranged without plan or order.

4. The general who thoroughly understands the advantages that accompany variation of tactics knows how to handle his troops. 5. The general who does not understand these, may be well acquainted with the configuration of the country, yet he will not be able to turn his knowledge to practical account. 6. So, the student of war who is unversed in the art of war of varying his plans, even though he be acquainted with the Five Advantages, will fail to make the best use of his men. 7. Hence in the wise leader’s plans, considerations of advantage and of disadvantage will be blended together. 8. If our expectation of advantage be tempered in this way, we may succeed in accomplishing the essential part of our schemes. 9. If, on the other hand, in the midst of difficulties we are always ready to seize an advantage, we may extricate ourselves from misfortune. 10. Reduce the hostile chiefs by inflicting damage on them; and make trouble for them, and keep them constantly engaged; hold out specious allurements, and make them rush to any given point. 11. The art of war teaches us to rely not on the likelihood of the enemy’s not coming, but on our own readiness to receive him; not on the chance of his not attacking, but rather on the fact that we have made our position unassailable.

In 1931, amid that incredible transformation, a brilliant young Russian psychologist named Alexander Luria recognized a fleeting “natural experiment,” unique in the history of the world. He wondered if changing citizens’ work might also change their minds. When Luria arrived, the most remote villages had not yet been touched by the warp-speed restructuring of traditional society. Those villages gave him a control group. He learned the local language and brought fellow psychologists to engage villagers in relaxed social situations—teahouses or pastures—and discuss questions or tasks designed to discern their habits of mind. Some were very simple: present skeins of wool or silk in an array of hues and ask participants to describe them. The collective farmers and farm leaders, as well as the female students, easily picked out blue, red, and yellow, sometimes with variations, like dark blue or light yellow. The most remote villagers, who were still “premodern,” gave more diversified descriptions: cotton in bloom, decayed teeth, a lot of water, sky, pistachio. Then they were asked to sort the skeins into groups. The collective farmers, and young people with even a little formal education, did so easily, naturally forming color groups. Even when they did not know the name of a particular color, they had little trouble putting together darker and lighter shades of the same one. The remote villagers, on the other hand, refused, even those whose work was embroidery. “It can’t be done,” they said, or, “None of them are the same, you can’t put them together.” When prodded vigorously, and only if they were allowed to make many small groups, some relented and created sets that were apparently random. A few others appeared to sort the skeins according to color saturation, without regard to the color. Geometric shapes followed suit. The greater the dose of modernity, the more likely an individual grasped the abstract concept of “shapes” and made groups of triangles, rectangles, and circles, even if they had no formal education and did not know the shapes’ names. The remote villagers, meanwhile, saw nothing alike in a square drawn with solid lines and the same exact square drawn with dotted lines. To Alieva, a twenty-six-year-old remote villager, the solid-line square was obviously a map, and the dotted-line square was a watch. “How can a map and a watch be put together?” she asked, incredulous. Khamid, a twenty-four-year-old remote villager, insisted that filled and unfilled circles could not go together because one was a coin and the other a moon.

Hardy reinforces his narrative with stories of heroes who didn’t have the right education, the right connections, and who could have been counted out early as not having the DNA for success: “Richard Branson has dyslexia and had poor academic performance as a student. Steve Jobs was born to two college students who didn’t want to raise him and gave him up for adoption. Mark Cuban was born to an automobile upholsterer. He started as a bartender, then got a job in software sales from which he was fired.”8 The list goes on. Hardy reminds his readers that “Suze Orman’s dad was a chicken farmer. Retired General Colin Powell was a solid C student. Howard Schultz, the CEO of Starbucks, was born in a housing authority in the Bronx … Barbara Corcoran started as a waitress and admits to being fired from more jobs than most people hold in a lifetime. Pete Cashmore, the CEO of Mashable, was sickly as a child and finished high school two years late due to medical complications. He never went to college.” What do each of these inspiring leaders and storytellers have in common? They rewrote their own internal narratives and found great success. “The biographies of all heroes contain common elements. Becoming one is the most important,”9 writes Chris Matthews in Jack Kennedy, Elusive Hero. Matthews reminds his readers that young John F. Kennedy was a sickly child and bedridden for much of his youth. And what did he do while setting school records for being in the infirmary? He read voraciously. He read the stories of heroes in the pages of books by Sir Walter Scott and the tales of King Arthur. He read, and dreamed of playing the hero in the story of his life. When the time came to take the stage, Jack was ready.

Patton had been a reflective man, an extraordinarily well-read student of wars and military leaders, ancient and modern, with a curiosity about his war to match his energy. No detail had been too minor or too dull for him, nor any task too humble. Everything from infantry squad tactics to tank armor plate and chassis and engines had interested him. To keep his mind occupied while he was driving through a countryside, he would study the terrain and imagine how he might attack this hill or defend that ridge. He would stop at an infantry position and look down the barrel of a machine gun to see whether the weapon was properly sited to kill counterattacking Germans. If it was not, he would give the officers and men a lesson in how to emplace the gun. He had been a military tailor’s delight of creased cloth and shined leather, and he had worn an ivory-handled pistol too because he thought he was a cavalier who needed these trappings for panache. But if he came upon a truck stuck in the mud with soldiers shirking in the back, he would jump from his jeep, berate the men for their laziness, and then help them push their truck free and move them forward again to battle. By dint of such lesson and example, Patton had formed his Third Army into his ideal of a fighting force. In the process he had come to understand the capabilities of his troops and he had become more knowledgeable about the German enemy than any other Allied general on the Western Front. Patton had been able to command with certainty, overcoming the mistakes that are inevitable in the practice of the deadly art as well as personal eccentricities and public gaffes that would have ruined a lesser general, because he had always stayed in touch with the realities of his war.

Information or allegations reflecting negatively on individuals or groups seen less sympathetically by the intelligentsia pass rapidly into the public domain with little scrutiny and much publicity. Two of the biggest proven hoaxes of our time have involved allegations of white men gang-raping a black woman-- first the Tawana Brawley hoax of 1987 and later the false rape charges against three Duke University students in 2006. In both cases, editorial indignation rang out across the land, without a speck of evidence to substantiate either of these charges. Moreover, the denunciations were not limited to the particular men accused, but were often extended to society at large, of whom these men were deemed to be symptoms or 'the tip of the iceberg.' In both cases, the charges fit a pre-existing vision, and that apparently made mundane facts unnecessary. Another widely publicized hoax-- one to which the President of the United States added his sub-hoax-- was a 1996 story appearing in USA Today under the headline, 'Arson at Black Churches Echoes Bigotry of the Past.' There was, according to USA Today, 'an epidemic of church burning,' targeting black churches. Like the gang-rape hoaxes, this story spread rapidly through the media. The Chicago Tribune referred to 'an epidemic of criminal and cowardly arson' leaving black churches in ruins. As with the gang-rape hoaxes, comments on the church fire stories went beyond those who were supposed to have set these fires to blame forces at work in society at large. Jesse Jackson was quoted was quoted in the New York Times as calling these arsons part of a 'cultural conspiracy' against blacks, which 'reflected the heightened racial tensions in the south that have been exacerbated by the assault on affirmative action and the populist oratory of Republican politicians like Pat Buchanan.' Time magazine writer Jack White likewise blamed 'the coded phrases' of Republican leaders for 'encouraging the arsonists.' Columnist Barbara Reynolds of USA Today said that the fires were 'an attempt to murder the spirit of black America.' New York Times columnist Bob Herbert said, "The fuel for these fires can be traced to a carefully crafted environment of bigotry and hatred that was developed over the last century.' As with the gang-rape hoaxes, the charges publicized were taken as reflecting on the whole society, not just those supposedly involved in what was widely presumed to be arson, rather than fires that break out for a variety of other reasons. Washington Post columnist Dorothy Gilliam said that society in effect was 'giving these arsonists permission to commit these horrible crimes.' The climax of these comments came when President Bill Clinton, in his weekly radio address, said that these church burnings recalled similar burnings of black churches in Arkansas when he was a boy. There were more that 2,000 media stories done on the subject after the President's address. This story began to unravel when factual research showed that (1) no black churches were burned in Arkansas when Bill Clinton was growing up, (2) there had been no increase in fires at black churches, but an actual decrease over the previous 15 years, (3) the incidence of fires at white churches was similar to the incidence of fires at black churches, and (4) where there was arson, one-third of the suspects were black. However, retractions of the original story-- where there were retractions at all-- typically were given far less prominence than the original banner headlines and heated editorial comments.

… The frayed and gritty edges of everyone’s world were being worried away by neighbors you’d never noticed until the air spilled over with the tragedy of their loss. The war had taken them or their children; killed them, lost them, torn off body parts, shipped them back brain-fried…. … Tales fell from hearts in heavy, wet tones of grief and confusion…. … Even when rare moments of relative calm and clarity crept briefly through our days, they crawled in with head hanging through that most familiar of all tunnels, our sense of loss. Each new friend seemed only to step in and announce himself with his last breath. Why hadn’t we loved him earlier when there had been more time? That overriding sense of loss was the dismal cloud through which you viewed the world. Dreading life’s relentless advance, but knowing your locks could never keep it out…. … As the late 60’s gave in and died, and I trudged through my first year as an art student in college, even the old folks were growing up. Their World War II glories clouded over. Someone had shot the president, his brother, and a great civil rights leader, dragging us all out of our warm, snuggly innocence. People seemed infested by life, burdened by the stifling weight of it, until we could only force shallow, labored breaths. Each new day was just an old one playing through again, a dust-laden August, a storm always riding right on top of you that never quite cut loose. It settled into your joints until they grew achy, too heavy to lift; tarring all hearts with a dark, heavy plaque. Days stuck together as walking and breathing grew tedious. Until even my bubbly sister couldn’t offer up a smile without a shadow lurking inside it. We trudged through life as our mighty nation killed our sons and broke our buddies, defending itself from skinny barefoot farmers with sticks, in rice swamps somewhere on the other side of existence, where you couldn’t tell the good guys from the bad. Some lost tiny nowhere that hadn’t even existed when you’d been a kid; when the world had been innocent and untainted. Back when Father Knew Best, Beaver’s mom fed his dad all the answers, and Annie Oakley never had to shoot to kill…. - From “Entertaining Naked People