Sustaining School Quotes

Thoughts by a graveside are too dark and deep to be sustained for any length of time. Sooner or later the hurt mind turns to the sun for healing, and this is as it should be, for otherwise, what future could any of us hope for, but madness?

It does not matter that the “intentions” of individual educators were noble. Forget about intentions. What any institution, or its agents, “intend” for you is secondary. Our world is physical. Learn to play defense—ignore the head and keep your eyes on the body. Very few Americans will directly proclaim that they are in favor of black people being left to the streets. But a very large number of Americans will do all they can to preserve the Dream. No one directly proclaimed that schools were designed to sanctify failure and destruction. But a great number of educators spoke of “personal responsibility” in a country authored and sustained by a criminal irresponsibility. The point of this language of “intention” and “personal responsibility” is broad exoneration. Mistakes were made. Bodies were broken. People were enslaved. We meant well. We tried our best. “Good intention” is a hall pass through history, a sleeping pill that ensures the Dream.

It is usually unbearably painful to read a book by an author who knows way less than you do, unless the book is a novel.

Sustainable change, after all, depends not upon compliance with external mandates or blind adherence to regulation, but rather upon the pursuit of the greater good.

I’d nursed a crush on Conrad for whole school years. I could survive for months, years, on a crush. It was like food. It could sustain me. If Conrad was mine, there was no way I’d break up with him over a summer-or a school year, for that matter.

If the push towards life sustaining technology were balanced with options for comfort care in both medical school training and the healthcare culture, more people would have the chance to transition to death with dignity and grace.

At the core of the problem is an obsolete factory model of schooling that sorts, tracks, tests, and rejects or certifies working-class children as if they were products on an assembly line. The purpose of education, I said, cannot be only to increase the earning power of the individual or to supply workers for the ever-changing slots of the corporate machine. Children need to be given a sense of the 'unique capacity of human beings to shape and create reality in accordance with conscious purposes and plans.

Abraham Lincoln, a predecessor of Barack Obama in both the White House and the Illinois state legislature, had eighteen months of formal education and became a soldier, surveyor, postmaster, rail-splitter, tavern keeper, and self-taught prairie lawyer. Obama went to Occidental College, Columbia University, and Harvard Law School, and became a "community organizer." I'm not sure that's progress--and it's certainly not "sustainable.

On the first day of November last year, sacred to many religious calendars but especially the Celtic, I went for a walk among bare oaks and birch. Nothing much was going on. Scarlet sumac had passed and the bees were dead. The pond had slicked overnight into that shiny and deceptive glaze of delusion, first ice. It made me remember sakes and conjure a vision of myself skimming backward on one foot, the other extended; the arms become wings. Minnesota girls know that this is not a difficult maneuver if one's limber and practices even a little after school before the boys claim the rink for hockey. I think I can still do it - one thinks many foolish things when November's bright sun skips over the entrancing first freeze. A flock of sparrows reels through the air looking more like a flying net than seventy conscious birds, a black veil thrown on the wind. When one sparrow dodges, the whole net swerves, dips: one mind. Am I part of anything like that? Maybe not. The last few years of my life have been characterized by stripping away, one by one, loves and communities that sustain the soul. A young colleague, new to my English department, recently asked me who I hang around with at school. "Nobody," I had to say, feeling briefly ashamed. This solitude is one of the surprises of middle age, especially if one's youth has been rich in love and friendship and children. If you do your job right, children leave home; few communities can stand an individual's most pitiful, amateur truth telling. So the soul must stand in her own meager feathers and learn to fly - or simply take hopeful jumps into the wind. In the Christian calendar, November 1 is the Feast of All Saints, a day honoring not only those who are known and recognized as enlightened souls, but more especially the unknowns, saints who walk beside us unrecognized down the millennia. In Buddhism, we honor the bodhisattvas - saints - who refuse enlightenment and return willingly to the wheel of karma to help other beings. Similarly, in Judaism, anonymous holy men pray the world from its well-merited destruction. We never know who is walking beside us, who is our spiritual teacher. That one - who annoys you so - pretends for a day that he's the one, your personal Obi Wan Kenobi. The first of November is a splendid, subversive holiday. Imagine a hectic procession of revelers - the half-mad bag lady; a mumbling, scarred janitor whose ravaged face made the children turn away; the austere, unsmiling mother superior who seemed with great focus and clarity to do harm; a haunted music teacher, survivor of Auschwitz. I bring them before my mind's eye, these old firends of my soul, awakening to dance their day. Crazy saints; but who knows what was home in the heart? This is the feast of those who tried to take the path, so clumsily that no one knew or notice, the feast, indeed, of most of us. It's an ugly woods, I was saying to myself, padding along a trail where other walkers had broken ground before me. And then I found an extraordinary bouquet. Someone had bound an offering of dry seed pods, yew, lyme grass, red berries, and brown fern and laid it on the path: "nothing special," as Buddhists say, meaning "everything." Gathered to formality, each dry stalk proclaimed a slant, an attitude, infinite shades of neutral. All contemplative acts, silences, poems, honor the world this way. Brought together by the eye of love, a milkweed pod, a twig, allow us to see how things have been all along. A feast of being.

To sustain the value of education, students should be respected as much as the teachers.

The Yogic path is about disentangling the built-in glitches of the human condition, which I'm going to over-simply define here as the heartbreaking inability to sustain contentment. Different schools of thought over the centuries have found different explanation for man's apparently inherently flawed state. Taoists call it imbalance, Buddism calls it ignorance, Islam blames our misery on rebellion against God, and the Judeo-Christian tradition attributes all our suffering to original sin. Freudians say that unhappiness is the inevitable result of the clash between our natural drives and civilization's needs. (As my friend Deborah the psychologist explains it: "Desire is the design flaw.") The Yogis, however, say that human discontentment is a simple case of mistaken identity. We're miserable because we think that we are mere individuals, alone with our fears and flaws and resentments and mortality. We wrongly believe that our limited little egos constitute our whole entire nature. We have failed to recognize our deeper divine character. We don't realize that, somewhere within us all, there does exist a supreme Self who is eternally at peace. That supreme Self is our true identity, universal and divine. Before you realize this truth, say the Yogis, you will always be in despair, a notion nicely expressed in this exasperated line from the Greek stoic philosopher Epictetus: "You bear God within you, poor wretch, and know it not.

Civil and voting rights for blacks didn’t come from the White House or from masses demonstrating in front of the White House. They came after the Montgomery Bus Boycott of 1955–56, the Freedom Rides in 1961, the Children’s Crusade in Birmingham in 1963, the Mississippi Freedom Summer and Freedom Schools in 1964, and the Selma-to-Montgomery march in 1965. In other words, they came only after hundreds of thousands of black Americans and their white supporters had accepted the challenge and risks of ourselves making or becoming the changes we want to see in the world. Women’s leadership in the public sphere didn’t come from the White House or from CEOs. It came only after millions of women came together in small consciousness-raising groups to share stories of our “second sex” lives. Today’s good news is that Americans in all walks of life have begun to create another America from the ground up in many unforeseen ways. In our bones we sense that this is no ordinary time. It is a time of deep change, not just of social structure and economy but also of ourselves.

The vision of the ideal life that we've been taught in the West, which is gaining ever more purchase in China and India and elsewhere, feeds the system we need to undo. Go to school in order to get a degree in order to get a job in order to earn money so you can try to buy happiness because your life sucks, then retire and die: this is not meaningful living.

Deep and sustainable change...requires changes in behavior among those who do not welcome the change.

Galer Street School is a place where compassion, academics, and global connectitude join together to create civic-minded citizens of a sustainable and diverse planet. Student:

A furious and sustained backlash by a betrayed and angry populace, one unprepared intellectually and psychologically for collapse, will sweep aside the Democrats and most of the Republicans. A cabal of proto-fascist misfits, from Christian demagogues to simpletons like Sarah Palin to loudmouth talk-show hosts, whom we naïvely dismiss as buffoons, will find a following with promises of revenge and moral renewal. The elites, the ones with their Harvard Business School degrees and expensive vocabularies, will retreat into their sheltered enclaves of privilege and comfort.

I grew up in a world of violence, but I myself was never violent at all. Yes, I played pranks and set fires and broke windows, but I never attacked people. I never hit anyone. I was never angry. I just didn’t see myself that way. My mother had exposed me to a different world than the one she grew up in. She bought me the books she never got to read. She took me to the schools that she never got to go to. I immersed myself in those worlds and I came back looking at the world a different way. I saw that not all families are violent. I saw the futility of violence, the cycle that just repeats itself, the damage that’s inflicted on people that they in turn inflict on others. I saw, more than anything, that relationships are not sustained by violence but by love.

Although it is a bit of a caricature, I think that there is some truth in the generalizations I’m about to make. The tendency in Roman Catholic theology is to view the kingdom of Christ as a cosmic ladder or tower, leading from the lowest strata to the hierarchy led by the pope. Anabaptists have tended to see the kingdom more as a monastery, a community of true saints called out of the world and a worldly church. Lutheran and Reformed churches tend sometimes to see the kingdom as a school, while evangelicals (at least in the United States) lean more toward seeing it as a market.

We all have an opportunity and responsibility to create a legacy. A legacy which is resilient, sustainable and authentic." - Jim Cookson, Doctoral Student, Ashridge Business School, UK, August 2014

It’s clear that the teaching profession in America was never designed to offer a lifetime of strong wages or a sustainable workload. Our schools have a 200+ year history of undervaluing the necessary skill sets of a good educator, offering low compensation, and making all-consuming demands on teachers’ personal lives due to the perception of the work as a “calling” which they should gladly sacrifice for.

To those who want sustainable organizations and communities, my advice is: begin by being humble. Go back to school. Learn awareness. Learn about rank. You will save yourself and your community a lot of pain.

I do not think the African, Caribbean, and Blacks have studied to any degree and depth and seriousness the rise of modern Japan. Went into a war and loss. They sustained two atomic bombs. Had their country occupied. Now the people who defeated them are now begging them for commercial space. What did they do, that we have forgotten how to do? They did some serious astute planning. Not loud mouthing, not boasting. They did not get on the radio or any platform or call them any names, but they did what they had to do. If we are carrying out a well designed plan for liberation any literate person can contribute and share leadership. So if the leader dies while you are on page 13 move to page 14 and continue the struggle. Bury the man, continue the plan. I think any person who calls them self a leader, preacher, policy maker of any kind, should ask and answer the question in his own lifetime... How will my people stay on this earth? How will they be educated? How will they be schooled, and how will they be housed and how will they be defended. The answers to these questions will create the concept of enduring nationhood, because it creates the concept of enduring responsibility.

Polyphiloprogenitive The sapient sutlers of the Lord Drift across the window-panes. In the beginning was the Word. In the beginning was the Word. Superfetation of to en, And at the mensual turn of time Produced enervate Origen. A painter of the Umbrian school Designed upon a gesso ground The nimbus of the Baptized God. The wilderness is cracked and browned But through the water pale and thin Still shine the unoffending feet And there above the painter set The Father and the Paraclete. . . . . . . The sable presbyters approach The avenue of penitence; The young are red and pustular Clutching piaculative pence. Under the penitential gates Sustained by staring Seraphim Where the souls of the devout Burn invisible and dim. Along the garden-wall the bees With hairy bellies pass between The staminate and pistilate, Blest office of the epicene. Sweeney shifts from ham to ham Stirring the water in his bath. The masters of the subtle schools Are controversial, polymath.

To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination. Surely, this process is not relationship, but mere imposition, and it is therefore essential to understand the difficult and complex desire to dominate. It takes many subtle forms; and in its self-righteous aspect, it is very obstinate. The desire to "serve" with the unconscious longing to dominate is difficult to understand. Can there be love where there is possessiveness? Can we be in communion with those whom we seek to control? To dominate is to use another for self-gratification, and where there is the use of another there is no love. When there is love there is consideration, not only for the children but for every human being. Unless we are deeply touched by the problem, we will never find the right way of education. Mere technical training inevitably makes for ruthlessness, and to educate our children we must be sensitive to the whole movement of life. What we think, what we do, what we say matters infinitely, because it creates the environment, and the environment either helps or hinders the child. Obviously, then, those of us who are deeply interested in this problem will have to begin to understand ourselves and thereby help to transform society; we will make it our direct responsability to bring about a new approach to education. If we love our children, will we not find a way of putting an end to war? But if we are merely using the word "love" without substance, then the whole complex problem of human misery will remain. The way out of this problem lies through ourselves. We must begin to understand our relationship with our fellow men, with nature, with ideas and with things, for without that understanding there is no hope, there is no way out of conflict and suffering. The bringing up of a child requires intelligent observation and care. Experts and their knowledge can never replace the parents' love, but most parents corrupt that love by their own fears and ambitions, which condition and distort the outlook of the child. So few of us are concerned with love, but we are vastly taken up with the appearance of love. The present educational and social structure does not help the individual towards freedom and integration; and if the parents are at all in earnest and desire that the child shall grow to his fullest integral capacity, they must begin to alter the influence of the home and set about creating schools with the right kind of educators. The influence of the home and that of the school must not be in any way contradictory, so both parents and teachers must re-educate themselves. The contradiction which so often exists between the private life of the individual and his life as a member of the group creates an endless battle within himself and in his relationships. This conflict is encouraged and sustained through the wrong kind of education, and both governments and organized religions add to the confusion by their contradictory doctrines. The child is divided within himself from the very start, which results in personal and social disasters.

Development means a capacity for self-sustaining growth. It means that an economy must register advances which in turn will promote further progress. The loss of industry and skill in Africa was extremely small, if we measure it from the viewpoint of modern scientific achievements or even by the standards of England in the late eighteenth century. However, it must be borne in mind that to be held back at one stage means that it is impossible to go on to a further stage. When a person is forced to leave school after only two years of primary school education, it is no reflection on him that he is academically and intellectually less developed than someone who had the opportunity to be schooled right through to university level. What Africa experienced in the early centuries of trade was precisely a loss of development opportunity, and this is of greatest importance.

The moments of refinement conceal a death-principle: nothing is more fragile than subtlety. The abuse of it leads to the catechisms, an end to dialectical games, the collapse of an intellect which instinct no longer assists. The ancient philosophy, trapped in its scruples, had in spite of itself opened the way to the artlessness of the lower depths; religious sects pullulated; the schools gave way to the cults. An analogous defeat threatens us: already the ideologies are rampant, the degraded mythologies which will reduce and annihilate us. We shall not be able to sustain the ceremony of our contradictions much longer. Many are prepared to venerate any idol, to serve any truth, so long as one and the other be imposed upon them, so long as they need not make the effort to choose their shame or their disaster. Whatever the world to come, the Western peoples will play in it the part of the Graeculi in the Roman Empire. Sought out and despised by the new conqueror, they will have, in order to impress him, only the jugglery of their intelligence or the luster of their past. The art of surviving oneself—they are already distinguished in that. Symptoms of exhaustion are everywhere: Germany has given her measure in music: what leads us to believe that she will excel in it again? She has used up the resources of her profundity, as France those of her elegance. Both—and with them, this entire corner of the world—are on the verge of bankruptcy, the most glamorous since antiquity. Then will come the liquidation: a prospect which is not a negligible one, a respite whose duration cannot be estimated, a period of facility in which each man, before the deliverance finally at hand, will be happy to have behind him the throes of hope and expectation.

The problem is that the pressure to disprove a stereotype changes what you are about in a situation. It gives you an additional task. In addition to learning new skills, knowledge, and ways of thinking in a schooling situation, or in addition to trying to perform well in a workplace like the women in the high-tech firms, you are also trying to slay a ghost in the room, the negative stereotype and its allegation about you and your group. You are multitasking, and because the stakes involved are high--survival and success versus failure in an area that is important to you--this multitasking is stressful and distracting. ...And when you realize that this stressful experience is probably a chronic feature of the stetting for you, it can be difficult for you to stay in the setting, to sustain your motivation to succeed there. Disproving a stereotype is a Sisyphean task; something you have to do over and over again as long as your are in the domain where the stereotype applies. Jeff seemed to feel this way about Berkeley, that he couldn't find a place there where he could be seen as belonging. When men drop out of quantitative majors in college, it is usually because they have bad grades. But when women drop out of quantitative majors in college it usually has nothing to do with their grades. The culprit, in their case, is not their quantitative skills but, more likely, the prospect of living a significant portion of their lives in a domain where they may forever have to prove themselves--and with the chronic stress that goes with that. This is not an argument against trying hard, or against choosing the stressful path. There is no development without effort; and there is seldom great achievement, or boundary breaking, without stress. And to the benefit of us all, many people have stood up to these pressures...The focus here, instead, is on what has to be gotten out of he way to make these playing fields mere level. People experiencing stereotype threat are already trying hard. They're identified with their performance. They have motivation. It's the extra ghost slaying that is in their way.

We must encourage energy conservation and sustainable development. Young people are the ones who are most environmentally conscious in Ireland, so that to some extent they are educating their parents. They are tackling issues of waste disposal and so on. The schools help, because they put a lot of stress on environmental awareness.

She was thinking a million things, some of which had plagued her even before she'd found out: What if the state floods; we reelect that terrible man; if I'm bad at it; I do it and then I decide I don't want to do it; if I don't do it and miss it; what if someone shoots me in the grocery store, the movie theater, my own home; what about the revisionist histories taught in schools; what if I'm not self-sacrificing enough; if I'm too self-sacrificing; if me and Liam get divorced, shit happens; what if the kid hates me; if I'm cruel; if I really really love it and lose it; if none of this can be sustained, not our love or our planet? What if, in the end, we just dye the ocean and wish it well? For better or worse, she didn't know if it was responsible to bring new life into this world, but she couldn't spend all her time agonizing. She had to keep moving, keep breathing, or else she'd cease to exist, so she gave Pia the simplest of answers, what it could all boil down to: 'Honestly? What will this baby do to me?

You hear it in every political speech, “vote for me, we’ll get the dream back.” They all reiterate it in similar words—you even hear it from people who are destroying the dream, whether they know it or not. But the “dream” has to be sustained, otherwise how are you going to get people in the richest, most powerful country in world history, with extraordinary advantages, to face the reality that they see around them? Inequality is really unprecedented. If you look at total inequality today, it’s like the worst periods of American history. But if you refine it more closely, the inequality comes from the extreme wealth in a tiny sector of the population, a fraction of 1 percent. There were periods like the Gilded Age in the 1890s and the Roaring Twenties and so on, when a situation developed rather similar to this, but the current period is extreme. Because if you look at the wealth distribution, the inequality mostly comes from super-wealth—literally, the top one-tenth of a percent are just super-wealthy. This is the result of over thirty years of a shift in social and economic policy. If you check you find that over the course of these years the government policy has been modified completely against the will of the population to provide enormous benefits to the very rich. And for most of the population, the majority, real incomes have almost stagnated for over thirty years. The middle class in that sense, that unique American sense, is under severe attack. A significant part of the American Dream is class mobility: You’re born poor, you work hard, you get rich. The idea that it is possible for everyone to get a decent job, buy a home, get a car, have their children go to school . . . It’s all collapsed.

Trauma. The word haunted him through his police questioning and his academic meetings all the way to the school-sanctioned single apartment they’d moved him into. Trauma. The word that had helped him crack the code, helped him pinpoint the origins of EOs. Trauma became a kind of hall pass. If only they knew how much trauma he had sustained. They didn’t.

Children surrounded by fast-paced visual stimuli (TV, videos, computer games) at the expense of face-to-face adult modeling, interactive language, reflective problem-solving, creative play, and sustained attention may be expected to arrive at school unprepared for academic learning—and to fall farther behind and become increasingly “unmotivated” as the years go by.

The processes of corporate power do not work in isolation. The economic and legal mechanisms that allow the privatization of the commonwealth, externalization of costs, predatory economic practices, political influence-buying, manipulation of regulation and deregulation, control of the media, propaganda and advertising in schools, and the use of police and military forces to protect the property of the wealthy-all of these work synergistically to weave a complex web of power. Activists have dedicated lifetimes of necessary work to deal with the results of corporate power, by trying to mitigate the results of power: an ever-increasing disparity in wealth and power and continual economic, political, environmental, and human rights crises. For social justice campaigns to be strategic, it is also necessary to examine how privatization, externalization, monopoly, and other corporate power processes have been institutionalized. This institutionalization is exemplified in the structural adjustment programs of the World Bank and International Monetary Fund, and in recent "free" trade agreements which have culminated in the creation of the World Trade Organization. An understanding of such institutions provides a necessary tool for achieving the long-term goals of environmental sustainability and social justice.

What promotes the power and pleasure of learning with and through materials? How can an atelier inspire and sustain creative, innovative thinking and learning throughout the school community? What kind of organization and interconnections among materials, spaces, people, and ideas do we need to invent in our North American context for poetic, expressive languages to flourish and to make the teaching and learning experience rich and whole?

Cookies are the cornerstone of pastry. But for many of us, they are also at the core of our memories, connecting our palate to our person. Cookies wait for us after school, anxious for little ones to emerge from a bus and race through the door. They fit themselves snugly in boxes, happy to be passed out to neighbors on cold Christmas mornings; trays of them line long tables, mourning the loss of the dearly departed. While fancy cakes and tarts walk the red carpet, their toasted meringue piles, spun sugar, and chocolate curls boasting of rich rewards that often fail to sustain, cookies simply whisper knowingly. Instead of pomp and flash, they offer us warm blankets and cozy slippers. They slip us our favorite book, they know the lines to our favorite movies. They laugh at our jokes, they stay in for the night. They are good friends, they are kind words. They are not jealous, conceited, or proud. They evoke a giving spirit, a generous nature. They beg to be shared, and rejoice in connection. Cookies are home.

THE DEVELOPMENT OF THE ARYAN INVASION THEORY Before the 1857 uprising it was recognized that British rule in India could not be sustained without a large number of supporters and collaborators from within the Indian population. Recognizing this, it was influential men like Thomas Babbington Macaulay, who, as Chairman of the Education Board, sought to set up an educational system modeled after the British system, which, in the case of India, would serve to undermine the Hindu tradition. While not a missionary himself, Macaulay came from a deeply religious family steeped in the Protestant Christian faith. His father was a Presbyterian minister and his mother a Quaker. He believed that the conversion of Hindus to Christianity held the answer to the problems of administering India. His idea was to create a class of English educated elite that would repudiate its tradition and become British collaborators. In 1836, while serving as chairman of the Education Board in India, he enthusiastically wrote his father about his idea and how it was proceeding: “Our English schools are flourishing wonderfully. The effect of this education on the Hindus is prodigious... It is my belief that if our plans of education are followed up, there will not be a single idolator among the respectable classes in Bengal thirty years hence. And this will be effected without any efforts to proselytise, without the smallest interference with religious liberty, by natural operation of knowledge and reflection. I heartily rejoice in the project.

Q: What are in your eyes the major defects in the West? A: The West has come to regard the values of freedom, the yardstick of human rights, as something Western. Many of them [westerns] specially in Europe take the values and the institutions on freedom, the institutions on science, curiosity, the individual, i mean, the rule of law and they’ve come to take that all for granted that they are not aware of the threat against it and not aware of the fact that you have to sustain it day by day as with all man made things. I mean, a building for example, the roof will leak, the paint will fall and you have to repaint it, you have to maintain it all the time it seems that people have forgotten that and perhaps part of the reason is because the generation that is now enjoying all the freedoms in the West is not the generations that built it; these are generations that inherited and like companies, family companies, often you’ll see the first generation or the second generation are almost always more passionate about the brand and the family company and name and keeping it all int he family and then the third generation live, use, take the money and they are either overtaken by bigger companies, swallowed up or they go bankrupt and I think there is an analogy there in that the generations after the second world war living today in Europe, United States may be different but I’m here much too short to say anything about it, is that there are people who are so complacent, they’ve always been free, they just no longer know what it is that freedom costs and for me that would be making the big mistake and you can see it. The education system in Europe where history is no longer an obligatory subject, science is no longer an obligatory subject, school systems have become about, look at Holland, our country where they have allowed parents, in the name of freedom, to build their own schools that we now have schools founded on what the child wants so if the child wants to play all day long then that is an individual freedom of the child and so it’s up to the child to decide whether to do math or to clay and now in our country in Holland, in the name of freedom of education, the state pays for these schools and I was raving against muslim schools and i thought about this cuz i was like you know ok in muslin schools at least they learn to count.

Religion and Higher Learning.—Religious motives entered into the establishment of colleges as well as local schools. Harvard, founded in 1636, and Yale, opened in 1718, were intended primarily to train "learned and godly ministers" for the Puritan churches of New England. To the far North, Dartmouth, chartered in 1769, was designed first as a mission to the Indians and then as a college for the sons of New England farmers preparing to preach, teach, or practice law. The College of New Jersey, organized in 1746 and removed to Princeton eleven years later, was sustained by the Presbyterians.

As concerning marriage, besides that it is a covenant, the entrance into which only is free, but the continuance in it forced and compulsory, having another dependence than that of our own free will, and a bargain commonly contracted to other ends, there almost always happens a thousand intricacies in it to unravel, enough to break the thread and to divert the current of a lively affection: whereas friendship has no manner of business or traffic with aught but itself. Moreover, to say truth, the ordinary talent of women is not such as is sufficient to maintain the conference and communication required to the support of this sacred tie; nor do they appear to be endued with constancy of mind, to sustain the pinch of so hard and durable a knot. And doubtless, if without this, there could be such a free and voluntary familiarity contracted, where not only the souls might have this entire fruition, but the bodies also might share in the alliance, and a man be engaged throughout, the friendship would certainly be more full and perfect; but it is without example that this sex has ever yet arrived at such perfection; and, by the common consent of the ancient schools, it is wholly rejected from it.

Make school affordable. For example, provide family stipends for keeping girls in school. Help girls overcome health barriers. For example, offer deworming treatments. Reduce the time and distance to get to school. For example, provide girls with bikes. Make schools more girl-friendly. For example, offer child-care programs for young mothers. Improve school quality. For example, invest in more and better teachers. Increase community engagement. For example, train community education activists. Sustain girls’ education during emergencies. For example, establish schools in refugee camps. Today,

A thoughtful observer of the scientific betting shop, the biologist Sir Peter Medawar, has said: ‘I cannot give any scientist of any age better advice than this: the intensity of the conviction that a hypothesis is true has no bearing on whether it is true or not.’ But as Medawar goes on to note, conviction is an incentive to work. Science is one of the most passionate of human activities: how else would researchers be sustained through the long weeks or years of drudgery, why otherwise should Hoyle and Wickramasinghe spend so much time in correspondence with school matrons? If appearances contradict this, it is because all gamblers pride themselves on keeping their outward cool.

This age is truly crooked, perverse, and adulterous; it is full of fornication and immorality. People talk about immorality without one bit of shame. Who can stand in such a generation? Not one of us is able to stand. We all have a fallen nature within us, the same evil nature that all men have. We need grace. We must come to the throne of grace boldly and say, “Lord, I am here. I need Your grace. I am not coming to ask You to give me good things. I am coming to find grace to meet my need. Lord, I cannot go to work or to school without Your presence. Lord, I cannot go to a department store without Your presence. Lord, I need You to stand with me. Come to be my strength. Lord, uphold me and sustain me.

We in this colony took as our own the most dramatic, and the most obvious, of our white master’s characteristics, which were, of course, their worst. In retaining the identity of our race, we held fast to those characteristics most gratifying to sustain and least troublesome to maintain. Consequently we were not royal but snobbish, not aristocratic but class-conscious; we believed authority was cruelty to our inferiors, and education was being at school. We mistook violence for passion, indolence for leisure, and thought recklessness was freedom. We raised our children and reared our crops; we let infants grow, and property develop. Our manhood was defined by acquisitions. Our womanhood by acquiescence. And the smell of your fruit and the labor of your days we abhorred.

To narrow natural rights to such neat slogans as "liberty, equality, fraternity" or "life, liberty, property," . . . was to ignore the complexity of public affairs and to leave out of consideration most moral relationships. . . . Burke appealed back beyond Locke to an idea of community far warmer and richer than Locke's or Hobbes's aggregation of individuals. The true compact of society, Burke told his countrymen, is eternal: it joins the dead, the living, and the unborn. We all participate in this spiritual and social partnership, because it is ordained of God. In defense of social harmony, Burke appealed to what Locke had ignored: the love of neighbor and the sense of duty. By the time of the French Revolution, Locke's argument in the Second Treatise already had become insufficient to sustain a social order. . . . The Constitution is not a theoretical document at all, and the influence of Locke upon it is negligible, although Locke's phrases, at least, crept into the Declaration of Independence, despite Jefferson's awkwardness about confessing the source of "life, liberty, and the pursuit of happiness." If we turn to the books read and quoted by American leaders near the end of the eighteenth century, we discover that Locke was but one philosopher and political advocate among the many writers whose influence they acknowledged. . . . Even Jefferson, though he had read Locke, cites in his Commonplace Book such juridical authorities as Coke and Kames much more frequently. As Gilbert Chinard puts it, "The Jeffersonian philosophy was born under the sign of Hengist and Horsa, not of the Goddess Reason"--that is, Jefferson was more strongly influenced by his understanding of British history, the Anglo-Saxon age particularly, than by the eighteenth-century rationalism of which Locke was a principal forerunner. . . . Adams treats Locke merely as one of several commendable English friends to liberty. . . . At bottom, the thinking Americans of the last quarter of the eighteenth century found their principles of order in no single political philosopher, but rather in their religion. When schooled Americans of that era approved a writer, commonly it was because his books confirmed their American experience and justified convictions they held already. So far as Locke served their needs, they employed Locke. But other men of ideas served them more immediately. At the Constitutional Convention, no man was quoted more frequently than Montesquieu. Montesquieu rejects Hobbes's compact formed out of fear; but also, if less explicitly, he rejects Locke's version of the social contract. . . . It is Montesquieu's conviction that . . . laws grow slowly out of people's experiences with one another, out of social customs and habits. "When a people have pure and regular manners, their laws become simple and natural," Montesquieu says. It was from Montesquieu, rather than from Locke, that the Framers obtained a theory of checks and balances and of the division of powers. . . . What Madison and other Americans found convincing in Hume was his freedom from mystification, vulgar error, and fanatic conviction: Hume's powerful practical intellect, which settled for politics as the art of the possible. . . . [I]n the Federalist, there occurs no mention of the name of John Locke. In Madison's Notes of Debates in the Federal Convention there is to be found but one reference to Locke, and that incidental. Do not these omissions seem significant to zealots for a "Lockean interpretation" of the Constitution? . . . John Locke did not make the Glorious Revolution of 1688 or foreordain the Constitution of the United States. . . . And the Constitution of the United States would have been framed by the same sort of men with the same sort of result, and defended by Hamilton, Madison, and Jay, had Locke in 1689 lost the manuscripts of his Two Treatises of Civil Government while crossing the narrow seas with the Princess Mary.

In comparing Dutch and American families' attitudes toward teen sexuality, for instance, sociologist Amy Schalet found that parents in the Netherlands considered boys to be both capable and desirous of emotional connection; US parents by contrast, dismissed young men as 'driven by hormones' and only interested in sex. Perhaps not surprisingly, although teen boys in both countries overwhelmingly said they wanted to combine lust with love, only the Dutch saw that as normal: American boys each thought his perspective was a personal quirk, unusual among his peers. Yet, a large-scale survey of high school students found our boys were as emotionally invested in their relationships as girls; perhaps having had less practice or support in sustaining intimacy, though, they were less confident in navigating them.

Social infrastructure is not "social capital" -- a concept commonly used to measure people's relationships and interpersonal networks -- but the physical conditions that determine whether social capital develops. When social infrastructure is robust, it fosters contact, mutual support, and collaboration among friends and neighbors; when degraded, it inhibits social activity, leaving families and individuals to fend for themselves. Social infrastructure is crucially important, because local, face-to-face interactions -- at the school, the playground, and the corner diner -- are the building blocks of all public life. People forge bonds in places that have healthy social infrastructures -- not because they set out to build community, but because when people engage in sustained, recurrent interaction, particularly while doing things they enjoy, relationships inevitably grow.

A woman once told me that, for a time after her husband died, her grief was as constant as breathing. Then one day, while pushing a shopping cart, she realized she was thinking about yogurt. With time, thoughts in this vein became contiguous. With more time thoughts in this vein became sustained. Eventually they won a kind of majority. Her grieving had ended while she wasn’t watching (although, she added, grief never ends). And so it was with my depression. One day in December I changed a furnace filter with modest interest in the process. The day after that I drove to Gorst for the repair of a faulty seat belt. On the thirty-first I went walking with a friend—grasslands, cattails, asparagus fields, ice-bound sloughs, frost-rimed fencerows—with a familiar engrossment in the changing of winter light. I was home, that night, in time to bang pots and pans at the year’s turn: “E quindi uscimmo a riveder le stelle.” It wasn’t at all like that—this eve was cloudy, the stars hidden by high racing clouds—but I found myself looking skyward anyway, into the night’s maw, and I noticed I was thinking of January’s appointments without a shudder, even with anticipation. Who knows why, but the edge had come off, and being me felt endurable again. My crucible had crested, not suddenly but less gradually than how it had come, and I felt the way a newborn fawn looks in an elementary school documentary. Born, but on shaky, insecure legs. Vulnerable, but in this world for now, with its leaf buds and packs of wolves. Was it pharmacology, and if so, is that a bad thing? Or do I credit time for my healing? Or my Jungian? My reading? My seclusion? My wife’s love? Maybe I finally exhausted my tears, or my dreams at last found sufficient purchase, or maybe the news just began to sound better, the world less precarious, not headed for disaster. Or was it talk in the end, the acknowledgments I made? The surfacing of so many festering pains? My children’s voices down the hall,

Christianity has been the means of reducing more languages to writing than have all other factors combined. It has created more schools, more theories of education, and more systems than has any other one force. More than any other power in history it has impelled men to fight suffering, whether that suffering has come from disease, war or natural disasters. It has built thousands of hospitals, inspired the emergence of the nursing and medical professions, and furthered movement for public health and the relief and prevention of famine. Although explorations and conquests which were in part its outgrowth led to the enslavement of Africans for the plantations of the Americas, men and women whose consciences were awakened by Christianity and whose wills it nerved brought about the abolition of slavery (in England and America). Men and women similarly moved and sustained wrote into the laws of Spain and Portugal provisions to alleviate the ruthless exploitation of the Indians of the New World. Wars have often been waged in the name of Christianity. They have attained their most colossal dimensions through weapons and large–scale organization initiated in (nominal) Christendom. Yet from no other source have there come as many and as strong movements to eliminate or regulate war and to ease the suffering brought by war. From its first centuries, the Christian faith has caused many of its adherents to be uneasy about war. It has led minorities to refuse to have any part in it. It has impelled others to seek to limit war by defining what, in their judgment, from the Christian standpoint is a "just war." In the turbulent Middle Ages of Europe it gave rise to the Truce of God and the Peace of God. In a later era it was the main impulse in the formulation of international law. But for it, the League of Nations and the United Nations would not have been. By its name and symbol, the most extensive organization ever created for the relief of the suffering caused by war, the Red Cross, bears witness to its Christian origin. The list might go on indefinitely. It includes many another humanitarian projects and movements, ideals in government, the reform of prisons and the emergence of criminology, great art and architecture, and outstanding literature.

A beautiful example of a long-term intention was presented by A. T. Ariyaratane, a Buddhist elder, who is considered to be the Gandhi of Sri Lanka. For seventeen years there had been a terrible civil war in Sri Lanka. At one point, the Norwegians were able to broker peace, and once the peace treaty was in effect, Ariyaratane called the followers of his Sarvodaya movement together. Sarvodaya combines Buddhist principles of right livelihood, right action, right understanding, and compassion and has organized citizens in one-third of that nation’s villages to dig wells, build schools, meditate, and collaborate as a form of spiritual practice. Over 650,000 people came to the gathering to hear how he envisioned the future of Sri Lanka. At this gathering he proposed a five-hundred-year peace plan, saying, “The Buddha teaches we must understand causes and conditions. It’s taken us five hundred years to create the suffering that we are in now.” Ari described the effects of four hundred years of colonialism, of five hundred years of struggle between Hindus, Muslims, and Buddhists, and of several centuries of economic disparity. He went on, “It will take us five hundred years to change these conditions.” Ariyaratane then offered solutions, proposing a plan to heal the country. The plan begins with five years of cease-fire and ten years of rebuilding roads and schools. Then it goes on for twenty-five years of programs to learn one another’s languages and cultures, and fifty years of work to right economic injustice, and to bring the islanders back together as a whole. And every hundred years there will be a grand council of elders to take stock on how the plan is going. This is a sacred intention, the long-term vision of an elder. In the same way, if we envision the fulfillment of wisdom and compassion in the United States, it becomes clear that the richest nation on earth must provide health care for its children; that the most productive nation on earth must find ways to combine trade with justice; that a creative society must find ways to grow and to protect the environment and plan sustainable development for generations ahead. A nation founded on democracy must bring enfranchisement to all citizens at home and then offer the same spirit of international cooperation and respect globally. We are all in this together.

The only word these corporations know is more,” wrote Chris Hedges, former correspondent for the Christian Science Monitor, National Public Radio, and the New York Times. They are disemboweling every last social service program funded by the taxpayers, from education to Social Security, because they want that money themselves. Let the sick die. Let the poor go hungry. Let families be tossed in the street. Let the unemployed rot. Let children in the inner city or rural wastelands learn nothing and live in misery and fear. Let the students finish school with no jobs and no prospects of jobs. Let the prison system, the largest in the industrial world, expand to swallow up all potential dissenters. Let torture continue. Let teachers, police, firefighters, postal employees and social workers join the ranks of the unemployed. Let the roads, bridges, dams, levees, power grids, rail lines, subways, bus services, schools and libraries crumble or close. Let the rising temperatures of the planet, the freak weather patterns, the hurricanes, the droughts, the flooding, the tornadoes, the melting polar ice caps, the poisoned water systems, the polluted air increase until the species dies. There are no excuses left. Either you join the revolt taking place on Wall Street and in the financial districts of other cities across the country or you stand on the wrong side of history. Either you obstruct, in the only form left to us, which is civil disobedience, the plundering by the criminal class on Wall Street and accelerated destruction of the ecosystem that sustains the human species, or become the passive enabler of a monstrous evil. Either you taste, feel and smell the intoxication of freedom and revolt or sink into the miasma of despair and apathy. Either you are a rebel or a slave. To be declared innocent in a country where the rule of law means nothing, where we have undergone a corporate coup, where the poor and working men and women are reduced to joblessness and hunger, where war, financial speculation and internal surveillance are the only real business of the state, where even habeas corpus no longer exists, where you, as a citizen, are nothing more than a commodity to corporate systems of power, one to be used and discarded, is to be complicit in this radical evil. To stand on the sidelines and say “I am innocent” is to bear the mark of Cain; it is to do nothing to reach out and help the weak, the oppressed and the suffering, to save the planet. To be innocent in times like these is to be a criminal.

we have much to learn from the struggles in Alabama and Mississippi in the early 1960s. In the spring of 1963 the Southern Christian Leadership Conference led by Dr. King launched a “fill the jails” campaign to desegregate downtown department stores and schools in Birmingham. But few local blacks were coming forward. Black adults were afraid of losing their jobs, local black preachers were reluctant to accept the leadership of an “Outsider,” and city police commissioner Bull Connor had everyone intimidated. Facing a major defeat, King was persuaded by his aide, James Bevel, to allow any child old enough to belong to a church to march. So on D-day, May 2, before the eyes of the whole nation, thousands of schoolchildren, many of them first graders, joined the movement and were beaten, fire-hosed, attacked by police dogs, and herded off to jail in paddy wagons and school buses. The result was what has been called the “Children’s Miracle.” Inspired and shamed into action, thousands of adults rushed to join the movement. All over the country rallies were called to express outrage against Bull Connor’s brutality. Locally, the power structure was forced to desegregate lunch counters and dressing rooms in downtown stores, hire blacks to work downtown, and begin desegregating the schools. Nationally, the Kennedy administration, which had been trying not to alienate white Dixiecrat voters, was forced to begin drafting civil rights legislation as the only way to forestall more Birminghams. The next year as part of Mississippi Freedom Summer, activists created Freedom Schools because the existing school system (like ours today) had been organized to produce subjects, not citizens. People in the community, both children and adults, needed to be empowered to exercise their civil and voting rights. A mental revolution was needed. To bring it about, reading, writing, and speaking skills were taught through discussions of black history, the power structure, and building a movement. Everyone took this revolutionary civics course, then chose from more academic subjects such as algebra and chemistry. All over Mississippi, in church basements and parish halls, on shady lawns and in abandoned buildings, volunteer teachers empowered thousands of children and adults through this community curriculum. The Freedom Schools of 1964 demonstrated that when Education involves young people in making community changes that matter to them, when it gives meaning to their lives in the present instead of preparing them only to make a living in the future, young people begin to believe in themselves and to dream of the future.

This bio-power was without question an indispensable element in the development of capitalism; the latter would not have been possible without the controlled insertion of bodies into the machinery of production and the adjustment of the phenomena of population to economic processes. But this was not all it required; it also needed the growth of both these factors, their reinforcement as well as their availability and docility; it had to have methods of power capable of optimizing forces, aptitudes, and life in general without at the same time making them more difficult to govern. If the development of the great instruments of the state, as institutions of power, ensured the maintenance of production relations, the rudiments of anatomo- and bio-politics, created in the eighteenth century as techniques of power present at every level of the social body and utilized by very diverse institutions (the family and the army, schools and the police, individual medicine and the administration of collective bodies), operated in the sphere of economic processes, their development, and the forces working to sustain them. They also acted as factors of segregation and social hierarchization, exerting their influence on the respective forces of both these movements, guaranteeing relations of domination and effects of hegemony. The adjustment of the accumulation of men to that of capital, the joining of the growth of human groups to the expansion of productive forces and the differential allocation of profit, were made possible in part by the exercise of bio-power in its many forms and modes of application. The investment of the body, its valorization, and the distributive management of its forces were at the time indispensable.

To achieve authentic, sustained happiness, above all else you need to be in charge of your life, to be in control of who you want to be, and be able to make the appropriate changes if you are not. This cannot merely be a perception, a slogan like the American Dream (the United States came way down on the LSE's social mobility scale, incidentally). In Scandinavia it is a reality. These are the real lands of opportunity. There is far greater social mobility in the Nordic countries than in the United States or Britain and, for all the collectivism and state interference in the lives of the people who live here, there is far greater freedom to be the person you want to be, and do the things you want to do, up here in the north. In a recent poll by Gallup, only 5 percent of Danes said they could not change their lives if they wanted to. In contrast, I can think of many American states in which it would probably be quite an uncomfortable experience to declare yourself an atheist, for example or gay, or to be married yet choose not to have children, or to be unmarried and have children, or to have an abortion, or to raise your children as Muslims. Less significantly, but still limiting, I don't imagine it would be easy being vegetarian in Texas, for instance, or a wine buff in Salt Lake City, come to that. And don't even think of coming out as a socialist anywhere! In Scandinavia you can be all of these things and no one will bat an eye (as long as you wait and cross on green). Crucial to this social mobility are the schools. The autonomy enabled by a high-quality, free education system is just as important as the region's economic equality and extensive welfare safety nets, if not more so. In Scandinavia the standard of education is not only the best in the world, but the opportunities it presents are available to all, free of charge. This is the bedrock of Nordic exceptionalism.

I was a country kid who went to a public school, and she was more of a middle-class girl who attended a private school. I was into hunting and fishing, and she liked drama and singing in the choir at school and church. Our lives up until that point were totally different. But Missy and I had a very deep spiritual connection, and I thought our mutual love for the Lord might be our biggest strength in sustaining our relationship. Even though Missy was so different from me, I found her world to be very interesting. Looking back, perhaps another reason I decided to give our relationship a chance was because of my aunt Jan’s bizarre premonition about Missy years earlier. My dad’s sister Jan had helped bring him to the Lord, and she taught the fourth grade at OCS. One of her students was Missy, and they went to church together at White’s Ferry Road Church. When I was a kid we attended a small church in the country, but occasionally we visited White’s Ferry with my aunt Jan and her husband. One Sunday, Missy walked by us as we were waiting in the pew. “Let me tell you something,” Jan told me as she pointed at me and then Missy. “That’s the girl you’re going to marry.” Missy was nine years old. To say that was one of the dumbest things I’d ever heard would be an understatement. I love my aunt Jan, but she has a lot in common with her brother Si. They talk a lot, are very animated, and even seem crazy at times. However, they love the Lord and have great hearts. I actually never thought about it again until she reminded me of that day once Missy and I started getting serious. Freaky? A bit. Bizarre? Definitely! Was she right? Absolutely, good call! Missy still isn’t sure what my aunt Jan saw in her. Missy: What did Jan see in me at nine years old? Well, you’ll have to ask her about that. She was the only teacher in my academic history from whom I ever received a smack. She announced a rule to the class one day that no one could touch anyone else’s possessions at any time (due to a recent rash of kids messing with other people’s stuff). The next day, I moved some papers around on one of my classmates’ desks before school, and he tattled on me. Because of her newly pronounced rule, she took me to the girls’ bathroom and gave me a whack on the rear. At the time, I certainly would have never thought she had picked me out to marry her nephew!

We danced to John Michael Montgomery’s “I Swear.” We cut the seven-tiered cake, electing not to take the smear-it-on-our-faces route. We visited and laughed and toasted. We held hands and mingled. But after a while, I began to notice that I hadn’t seen any of the tuxedo-clad groomsmen--particularly Marlboro Man’s friends from college--for quite some time. “What happened to all the guys?” I asked. “Oh,” he said. “They’re down in the men’s locker room.” “Oh, really?” I asked. “Are they smoking cigars or something?” “Well…” He hesitated, grinning. “They’re watching a football game.” I laughed. “What game are they watching?” It had to be a good one. “It’s…ASU is playing Nebraska,” he answered. ASU? His alma mater? Playing Nebraska? Defending national champions? How had I missed this? Marlboro Man hadn’t said a word. He was such a rabid college football fan, I couldn’t believe such a monumental game hadn’t been cause to reschedule the wedding date. Aside from ranching, football had always been Marlboro Man’s primary interest in life. He’d played in high school and part of college. He watched every televised ASU game religiously--for the nontelevised games, he relied on live reporting from Tony, his best friend, who attended every game in person. “I didn’t even know they were playing!” I said. I don’t know why I shouldn’t have known. It was September, after all. But it just hadn’t crossed my mind. I’d been a little on the busy side, I guess, getting ready to change my entire life and all. “How come you’re not down there watching it?” I asked. “I didn’t want to leave you,” he said. “You might get hit on.” He chuckled his sweet, sexy chuckle. I laughed. I could just see it--a drunk old guest scooting down the bar, eyeing my poufy white dress and spouting off pickup lines: You live around here? I sure like what you’re wearing… So…you married? Marlboro Man wasn’t in any immediate danger. Of that I was absolutely certain. “Go watch the game!” I insisted, motioning downstairs. “Nah,” he said. “I don’t need to.” He wanted to watch the game so badly I could see it in the air. “No, seriously!” I said. “I need to go hang with the girls anyway. Go. Now.” I turned my back and walked away, refusing even to look back. I wanted to make it easy on him. I wouldn’t see him for over an hour. Poor Marlboro Man. Unsure of the protocol for grooms watching college football during their wedding receptions, he’d darted in and out of the locker room for the entire first half. The agony he must have felt. The deep, sustained agony. I was so glad he’d finally joined the guys.

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

Punishment is not care, and poverty is not a crime. We need to create safe, supportive pathways for reentry into the community for all people and especially young people who are left out and act out. Interventions like decriminalizing youthful indiscretions for juvenile offenders and providing foster children and their families with targeted services and support would require significant investment and deliberate collaboration at the community, state, and federal levels, as well as a concerted commitment to dismantling our carceral state. These interventions happen automatically and privately for young offenders who are not poor, whose families can access treatment and hire help, and who have the privilege of living and making mistakes in neighborhoods that are not over-policed. We need to provide, not punish, and to foster belonging and self-sufficiency for our neighbors’ kids. More, funded YMCAs and community centers and summer jobs, for example, would help do this. These kinds of interventions would benefit all the Carloses, Wesleys, Haydens, Franks, and Leons, and would benefit our collective well-being. Only if we consider ourselves bound together can we reimagine our obligation to each other as community. When we consider ourselves bound together in community, the radically civil act of redistributing resources from tables with more to tables with less is not charity, it is responsibility; it is the beginning of reparation. Here is where I tell you that we can change this story, now. If we seek to repair systemic inequalities, we cannot do it with hope and prayers; we have to build beyond the systems and begin not with rehabilitation but prevention. We must reimagine our communities, redistribute our wealth, and give our neighbors access to what they need to live healthy, sustainable lives, too. This means more generous social benefits. This means access to affordable housing, well-resourced public schools, affordable healthcare, jobs, and a higher minimum wage, and, of course, plenty of good food. People ask me what educational policy reform I would suggest investing time and money in, if I had to pick only one. I am tempted to talk about curriculum and literacy, or teacher preparation and salary, to challenge whether police belong in schools, to push back on standardized testing, or maybe debate vocational education and reiterate that educational policy is housing policy and that we cannot consider one without the other. Instead, as a place to start, I say free breakfast and lunch. A singular reform that would benefit all students is the provision of good, free food at school. (Data show that this practice yields positive results; but do we need data to know this?) Imagine what would happen if, across our communities, people had enough to feel fed.

I do not think the African, Caribbean, and Blacks have studied to any degree and depth and seriousness the rise of modern Japan. Went into a war and loss. They sustained two atomic bombs. Had their country occupied. Now the people who defeated them are now begging them for commercial space. What did they do, that we have forgotten how to do? They did some serious astute planning. Not loud mouthing, not boasting. They did not get on the radio or any platform or call them any names, but they did what they had to do. If we are carrying out a well designed plan for liberation any literate person can contribute and share leadership. So if the leader dies while you are on page 13 move to page 14 and continue the struggle. Bury the man, continue the plan. I think any person who calls them self a leader, preacher, policy maker of any kind, should ask and answer the question in his own lifetime...How will my people stay on this earth? How will they be educated? How will they be schooled, and how will they be housed and how will they be defended. The answers to these questions will create the concept of enduring nationhood, because it creates the concept of enduring responsibility.

This doesn’t mean that the kids can skip going to school,

Imagine what would happen if schools taught with the same approach to curriculum that most churches use. One year, a teacher stumbles onto an engaging curriculum on verbs, with some really cool videos on gerunds. When the kids and teachers get bored with that curriculum, they cut it short, and the teacher runs to the curriculum store, finds a compelling study on algebraic equations (narrated by Rob Bell-Curve), and starts to teach that the next week. When that study is winding down, the teacher decides it’s time to teach on rocks or medieval knights or Christmas around the world.

Because major change requires people across an entire organization to adapt, you as a leader need to resist the reflex reaction of providing people with the answers. Instead, force yourself to transfer, as Roosevelt did, much of the work and problem solving to others. If you don’t, real and sustainable change won’t occur. In addition, it’s risky on a personal level to continue to hold on to the work that should be done by others.

He thought with a smile of his uncle’s remark. It was lucky that the turn of his mind tended to flippancy. He had begun to realize what a great loss he had sustained in the death of his father and mother. That was one of the differences in his life which prevented him from seeing things in the same way as other people. The love of parents for their children is the only emotion which is quite disinterested. Among strangers he had grown up as best he could, but he had seldom been used with patience or forebearance. He prided himself on his self-control. It had been whipped into him by the mockery of his fellows. Then they called him cynical and callous. He had acquired calmness of demeanour and under most circumstances an unruffled exterior, so that now he could not show his feelings. People told him he was unemotional; but he knew that he was at the mercy of his emotions: an accidental kindness touched him so much that sometimes he did not venture to speak in order not to betray the unsteadiness of his voice. He remembered the bitterness of his life at school, the humiliation which he had endured, the banter which had made him morbidly afraid of making himself ridiculous; and he remembered the loneliness he had felt since, faced with the world, the disillusion and the disappointment caused by the difference between what it promised to his active imagination and what it gave. But notwithstanding he was able to look at himself from the outside and smile with amusement.

Querencia requires the willingness to limit short-term profits for long-term sustainability and is reflective of an orientation to the world that is tied more to a love of place and people than any form of economic calculus.

He is talking almost sunnily about manners and friendship, love and service, goodwill and generosity and forgiveness—everything, in fact, a salad bar of crisp Christian virtues, healthy and cleansing, something to be carried away from school to sustain one in the wider world, the moral equivalent of that packed lunch.

The structures and initial conditions that are required for successful growth are enumerated in the chapters of this book. They include starting with a cost structure in which attractive profits can be earned at low price points and which can then be carried up-market; being in a disruptive position relative to competitors so that they are motivated to flee rather than fight; starting with a set of customers who had been nonconsumers so that they are pleased with modest products; targeting a job that customers are trying to get done; skating to where the money will be, not to where it was; assigning managers who have taken the right courses in the school of experience and putting them to work within processes and organizational values that are attuned to what needs to be done; having the flexibility to respond as a viable strategy emerges; and starting with capital that can be patient for growth. If you start in conditions such as these, you do not need to see deeply into the future. Attractive choices that lead to success will present themselves. It is when you start in conditions that are opposite to these that attractive options may not appear, and the right choices will be difficult to make.

Life expectancy rose only modestly between the Neolithic era of 8500 to 3500 BC and the Victorian era of 1850 to 1900.13 An American born in the late nineteenth century had an average life expectancy of around forty-five years, with a large share never making it past their first birthdays.14 Then something remarkable happened. In countries on the frontier of economic development, human health began to improve rapidly, education levels shot up, and standards of living began to grow and grow. Within a century, life expectancies had increased by two-thirds, average years of schooling had gone from single to double digits, and the productivity of workers and the pay they took home had doubled and doubled and then doubled again. With the United States leading the way, the rich world crossed a Great Divide—a divide separating centuries of slow growth, poor health, and anemic technical progress from one of hitherto undreamed-of material comfort and seemingly limitless economic potential. For the first time, rich countries experienced economic development that was both broad and deep, reaching all major segments of society and producing not just greater material comfort but also fundamental transformations in the health and life horizons of those it touched. As the French economist Thomas Piketty points out in his magisterial study of inequality, “It was not until the twentieth century that economic growth became a tangible, unmistakable reality for everyone.”15 The mixed economy was at the heart of this success—in the United States no less than in other Western nations. Capitalism played an essential role. But capitalism was not the new entrant on the economic stage. Effective governance was. Public health measures made cities engines of innovation rather than incubators of illness.16 The meteoric expansion of public education increased not only individual opportunity but also the economic potential of entire societies. Investments in science, higher education, and defense spearheaded breakthroughs in medicine, transportation, infrastructure, and technology. Overarching rules and institutions tamed and transformed unstable financial markets and turned boom-bust cycles into more manageable ups and downs. Protections against excessive insecurity and abject destitution encouraged the forward-looking investments and social integration that sustained growth required. At every level of society, the gains in health, education, income, and capacity were breathtaking. The mixed economy was a spectacularly positive-sum bargain: It redistributed power and resources, but as its impacts broadened and diffused, virtually everyone was made massively better off.

At a time when we need an urgent national conversation about how schools and curriculum should address the environmental crisis, we're being told that the problems we need to focus on are teacher incompetence, government monopoly, and market competition. The reform agenda reflects the same private interests that are moving to shrink public space-interests that have no desire to raise questions that might encourage students to think critically about the roots of the environmental crisis, or to examine society's unsustainable distribution of wealth and power.

The challenges we face on Earth are not theoretical either; they are all too real and they are mostly being created by people. In 2009, the BBC’s Horizon series aired an episode about how many people can live on Earth. It was called How Many People Can Live on Planet Earth? (The BBC has a gift for titles.) There are now 7.2 billion people on Earth. That’s nearly twice as many as in 1970, and we’re heading for nine billion by the middle of the century and twelve billion by the end of it. We all have the same basic needs for clean air, water, food, and fuel for the lives we lead. So how many people can the Earth sustain?

Emma Sulkowicz, the Columbia University student who made waves as an activist against sexual assault, ended her school year as she began it: carrying a mattress. Ms. Sulkowicz carried her mattress around campus throughout her senior year to raise awareness to her school’s handling of sexual assault. On Tuesday, she brought it with her to her graduation ceremony, and walked with it during the processional. Four fellow female graduates helped her carry the mattress as she walked across the stage to cheers from the audience. Ms. Sulkowicz has said she was raped in her dorm by a classmate who was later cleared of the crime in what she said was a flawed university disciplinary proceeding. She has spent approximately the past nine months carrying her mattress on campus as part of a school-sanctioned art project, “Mattress Performance (Carry That Weight),” vowing to carry it as long as she and the accused student attend the same school. The project sparked debate on and off campus. In January, Ms. Sulkowicz was the guest of New York Sen. Kirsten Gillibrand at President Barack Obama’s State of the Union address. The accused student, Paul Nungesser, and Ms. Sulkowicz both graduated Tuesday. Mr. Nungesser has said he didn’t rape Ms. Sulkowicz and last month filed a lawsuit in Manhattan federal court against Columbia for allowing what he says is sustained harassment against him. As part of the lawsuit, his attorney requested that Columbia bar Ms. Sulkowicz from carrying the mattress at graduation. The school almost did. On Monday, it sent out graduation guidelines that said: “Graduates should not bring into the ceremonial area large objects which could interfere with the proceedings or create discomfort to others in close, crowded spaces shared by thousands of people.” Students saw the guidelines as a reference to Ms. Sulkowicz, they said. But she showed up on Tuesday, mattress in hand. Some students wore red tape on their graduation caps in solidarity with Ms. Sulkowicz, referencing No Red Tape, Columbia’s anti-sexual-assault activist group. Mr. Nungesser’s attorney, Andrew Miltenberg, criticized Columbia. “Once again, Columbia has irresponsibly allowed Ms. Sulkowicz to create a spectacle, the purpose of which is to vilify and humiliate Mr. Nungesser,” Mr. Miltenberg said. “Shame on Columbia for forcing the entire class of 2015 to bear silent witness to the victimization of Mr. Nungesser, on a day set aside to celebrate their academic achievements.” Ms. Sulkowicz, who graduated magna cum laude, and her

To obtain high marks in school often requires a high degree of conformity to conventional ways of looking at the world and people.”24

Some Tips to Preserve Flowers Fresh Longer Receiving new and lovely blossoms is among the most wonderful emotions in the world. It creates you feel loved, and unique, critical. Nothing really beats fresh flowers to mention particular feelings of love and devotion. This is actually the reason why you can tell how a celebration that is unique is from the quantity and type of flowers current, sold or whether available one to the other. Without a doubt the rose sector actually flowers online stores can not slow-down anytime soon and are booming. Weddings, Valentines Day, birthday, school, anniversaries, brand all without and the most significant instances a doubt flowers are part of it. The plants could have been picked up professionally or ordered through plants online, regardless of the means, new blossoms can present in a celebration. The challenge with receiving plants, however, is how to maintain their freshness longer. Really, merely placing them on vases filled up with water wouldn’t do the trick, here are a few established ways you'll be able to keep plants clean and sustained for times:  the easiest way to keep plants is by keeping them inside the refrigerator. Here is the reason why most flower shops have huge appliances where they keep their stock. If you have added place in the fridge (and endurance) you're able to just put the flowers before bed-time and put it within the fridge. In the morning you could arrange them again and do the same within the days.  If you are partial to drinking pop, specially the obvious ones like Sprite and 7 Up, you need to use this like a chemical to preserve the flowers fresh. Just serve a couple of fraction of mug of pop to mix within the water in the vase. Sugar is just a natural chemical and soda has high-sugar content, as you know.  To keep the petals and sepals fresh-looking attempt to apply somewhat of hairspray on the couple of plants or aroma. Stay from a length (about one feet) then provide the blossoms a fast spritz, notably to the leaves and petals.  the trick to maintaining cut flowers new is always to minimize the expansion of bacteria while in the same period give you the plants with all the diet it needs. Since it has properties for this function vodka may be used. Just blend of vodka and sugar for the water that you're going to use within the vase but make sure to modify the water daily using the vodka and sugar solution.  Aspirin is also recognized to preserve flowers fresh. Only break a pill of aspirin before you place the plants, and blend it with the water. Remember which you need to add aspirin everytime the water changes.  Another effective approach to avoid the growth of bacteria is to add about a quarter teaspoon of bleach inside the water within the vase. Mix in a few teaspoon of sugar for the blossoms and also diet will definitely last considerably longer. The number are only several of the more doable ways that you can do to make sure that it is possible to enjoy those arrangement of flowers you obtained from the person you worry about for a very long time. They could nearly last but atleast the message it offered will soon be valued inside your heart for the a long time.

In a postracial era, we don’t have to say it’s about race or the color of the kids in the building …. We can concentrate poverty and kids of color and then fail to provide the resources to support and sustain those schools, and then we can see a school full of black kids and say, ‘Oh, look at their test scores.’ It’s all very tidy now, this whole system.

Page 240: [Michael] Walzer transfers responsibility for realizing the old cultural-pluralist fantasy from the all-too-assimilated white ethnics to new ethnic groups from other parts of the world. “Whatever regulation is necessary—we can argue about that—the flow of people, the material base of multiculturalism, should not be cut off.” Walzer hopes that separate ethnic communities in the United States can be kept alive artificially, to prevent the development of a common American cultural identify: “If that vitality cannot be sustained, pluralism will prove to be a temporary phenomenon, a way station on the road to American nationalism.” Assimilation, or nationalism, is a misfortune: “A radical program of Americanization would really be unAmerican. … The public schools, according to Walzer, must be structured to actively discourage the assimilation of immigrants to the majority heritage: “Strengthen the public schools, and focus them … on two things: first, the history and contemporary forms of democratic politics, and second, the immigrant experience.” In Walzer’s view, then, everyone in America should have an ethnic nationality—with the exception of “generic” Americans: “A certain sort of communitarianism is available to each of the hyphenate groups—except, it would seem, the American-Americans, whose community, if it existed, would deny the Americanism of all the others.

our understanding of capitalism is incomplete if we treat it as simply an economic system involving workers and owners, and fail to examine the ways in which wider social reproduction of the system—that is the daily and generational reproductive labor that occurs in households, schools, hospitals, prisons, and so on—sustains the drive for accumulation.

what it means to bind class struggle theoretically to the point of production alone, without considering the myriad social relations extending between workplaces, homes, schools, hospitals—a wider social whole, sustained and coproduced by human labor in contradictory yet constitutive ways.

the creation of economic value is a collective process. Businesses do not create wealth on their own. No business today can operate without the fundamental services provided by the state: schools and higher education institutions, health and social care services, housing provision, social security, policing and defence, the core infrastructures of transport, energy, water and waste systems. These services, the level of resources allocated to them and the type of investments made in them, are crucial to the productivity of private enterprises. The private sector does not ‘create wealth’ while taxpayer-funded public services ‘consume’ it. The state does not simply ‘regulate’ private economic activity. Rather, economic output is co-produced by the interaction of public and private actors—and both are shaped by, and in turn help to shape, wider social and environmental conditions.

I came to see the streets and the schools as arms of the same beast. One enjoyed the official power of the state while the other enjoyed its implicit sanction. But fear and violence were the weaponry of both. Fail in the streets and the crews would catch you slipping and take your body. Fail in the schools and you would be suspended and sent back to those same streets, where they would take your body. And I began to see these two arms in relation—those who failed in the schools justified their destruction in the streets. The society could say, “He should have stayed in school,” and then wash its hands of him. It does not matter that the “intentions” of individual educators were noble. Forget about intentions. What any institution, or its agents, “intend” for you is secondary. Our world is physical. Learn to play defense—ignore the head and keep your eyes on the body. Very few Americans will directly proclaim that they are in favor of black people being left to the streets. But a very large number of Americans will do all they can to preserve the Dream. No one directly proclaimed that schools were designed to sanctify failure and destruction. But a great number of educators spoke of “personal responsibility” in a country authored and sustained by a criminal irresponsibility. The point of this language of “intention” and “personal responsibility” is broad exoneration. Mistakes were made. Bodies were broken. People were enslaved. We meant well. We tried our best. “Good intention” is a hall pass through history, a sleeping pill that ensures the Dream. An unceasing interrogation of the stories told to us by the schools now felt essential. It felt wrong not to ask why, and then to ask it again. I took these questions to my father, who very often refused to offer an answer, and instead referred me to more books. My mother and father were always pushing me away from secondhand answers—even the answers they themselves believed. I don’t know that I have ever found any satisfactory answers of my own. But every time I ask it, the question is refined. That is the best of what the old heads meant when they spoke of being “politically conscious”—as much a series of actions as a state of being, a constant questioning, questioning as ritual, questioning as exploration rather than the search for certainty. Some things were clear to me: The violence that undergirded the country, so flagrantly on display during Black History Month, and the intimate violence of “Yeah, nigger, what’s up now?” were not unrelated. And this violence was not magical, but was of a piece and by design. But what exactly was the design? And why? I must know. I must get out…but into what? I devoured the books because they were the rays of light peeking out from the doorframe, and perhaps past that door there was another world, one beyond the gripping fear that undergirded the Dream.

A little knowledge is a dangerous thing. The great eleventh-century Nalanda pandit Lama Atisha understood this well, and with a mighty heart of wise compassion he set out to marshal the Buddha‘s eighty-four thousand teachings – found in hundreds of scriptures and thousands of verses – into a logical, sequential, and practical road map to help guide spiritual seekers on the path, from ordinariness to liberation on to full and final awakening. This unique style of teaching came to be called Lam Rim, or the Gradual Path to Enlightenment, and, attesting to its beauty and effectiveness, has been preserved in all lineages and schools of Tibetan Buddhism for the past thousand years. One of the unique features of the Lam Rim is that it recognizes an alternative to the path of sudden, spectacular enlightenment and instead proposes a more modest, gradual awakening. From the beginning of Tibet‘s history of receiving dharma transmission from India, with the great debates involving the eighth-century Indian scholar Kamalashila, it was clear that for the masses the gradual process of studying, contemplating, and embodying insights over the course of a sustained, lifelong practice would be most appropriate and beneficial. While all methods have their validity and are useful for practitioners of various dispositions, the gradual approach explained in these pages is as relevant to modern students as it was to Tibetans centuries ago. – Geshe Tenzin Zopa

In a postracial era, we don’t have to say it’s about race or the color of the kids in the building. . . . We can concentrate poverty and kids of color and then fail to provide the resources to support and sustain those schools, and then we can see a school full of black kids and say, ‘Oh, look at their test scores.’ It’s all very tidy now, this whole system.

New York City’s laudable policies designed to reduce the gap between the rich and the poor were simply not sustainable. On average, residents paid 10.2 percent of their incomes to the city in 1975, more than a third higher than a decade earlier. The city’s elected officials (the mayor, comptroller, borough presidents, and city council members) provided services for its citizens and offered benefits to its municipal workers that the city could not afford.52 Mayor Robert F. Wagner Jr. set the tone in the 1960s. When submitting his last budget, he said, “I do not propose to permit our fiscal problems to set the limits of our commitments to meet the essential needs of the people of the city.” In Lindsay’s first term as mayor, the city’s labor force grew from 250,000 to 350,000 and the city’s budget rose almost 50 percent. The public university system eliminated all tuition charges and accepted any student with a high school diploma. State officials, including Rockefeller, enabled the city’s profligate spending. At the federal level, President Lyndon B. Johnson’s new programs to eradicate poverty passed along costly mandates to local governments.53

Yet, as Dewey (1916) reminded us, education is not only about life, truly meaningful education is life.

Suddenly all our civilization seems threatened by crime, war, racial strife, moral experiments, and urban decay. We pass these frightening problems on to our children, themselves so rootless and confused. If we can sustain our faith in education we may, by guiding the rising generations—white, black, and brown together—through school and college, generate the intelligence to meet these dangers, and to lift our lives to humane tolerance, orderly liberty, marital constancy, and an organized peace. CHAPTER TWELVE ON RACE On the social aspect of this issue I should almost be an expert, for in a minor way I have been involved in the civil rights movement

No one directly proclaimed that schools were designed to sanctify failure and destruction. But a great number of educators spoke of “personal responsibility” in a country authored and sustained by a criminal irresponsibility.

the United States allows about 1,000 chemical ingredients that were banned by the European Union (Isaacs-Thomas 2019).

fragrance” can be a combination of 3,100-plus chemicals (Frack and Sutton 2010).

Right now, the only sunscreen ingredients that the FDA has legally given “generally recognized as safe” (GRAS) status are zinc oxide and titanium oxide (Bedosky 2019; Environmental Working Group 2020).

Intervening and trying to save people – e.g. by giving starving people food – would only prolong suffering, and should be avoided in favour of letting them die out until the population reached a sustainable level. This was all well and good in theory (it wasn’t though), but unfortunately people in power saw the famine in Ireland and thought ‘that’s happening in practice, that is.

To prosper you must improve your brain power; and nothing helps the brain more than a healthy body. The race of to-day is only to be won by those who will study to keep their bodies in such good condition that their minds are able and ready to sustain that high pressure on memory and mind, which our present fierce competition engenders. It is health rather than strength that is now wanted. Health is essentially the requirement of our time to enable us to succeed in life. In all modern occupations--from the nursery to the school, from the school to the shop or world beyond--the brain and nerve strain go on, continuous, augmenting, and intensifying.

Our informal study with good sample size has revealed that companies are not able to prepare successors from within the organization because they take their performance management as a tool for (A) granting increments, incentives, and promotions than to use it for (B) building capability, capacity, and commitment in Human Resources of the company. They are spending more time on A than on B. Today we hardly see any structured Learning and development calendar in companies which are based on genuine PMS findings. Sustainable growth comes only by building talent from within through L & D efforts, understudy and assessments, and development centers.

The first line of defense for any society is always going to be its guardrails—laws, stoplights, police, courts, surveillance, the FBI, and basic rules of decency for communities like Facebook, Twitter, and YouTube. All of those are necessary, but they are not sufficient for the age of accelerations. Clearly, what is also needed—and is in the power of every parent, school principal, college president, and spiritual leader—is to think more seriously and urgently about how we can inspire more of what Dov Seidman calls “sustainable values”: honesty, humility, integrity, and mutual respect. These values generate trust, social bonds, and, above all, hope. This is opposed to what Seidman calls “situational values”—“just doing whatever the situation allows”—whether in the terrestrial realm or cyberspace. Sustainable values do “double duty,” adds Seidman, whose company, LRN, advises global companies on how to improve their ethical performance. They animate behaviors that produce trust and healthy interdependencies and “they inspire hope and resilience—they keep us leaning in, in the face of people behaving badly.” When

It was another beautiful crisp, clear day, in what has always been considered picturesque Überlingen. The village was internationally known for its traditional beauty and was a popular vacation destination long before the war. As usual, there was just a hint of a breeze off the brilliantly blue lake and I could understand why so many Germans would come here for their urlaub or vacation. Having a little money left over from the last check sent by Mina, I found a nice room for the three of us, overlooking the lake at a classy resort hotel. For the next two days we lived quite comfortably in our new surroundings. In fact we even enjoyed a real hot bath, something that I had almost forgotten. As I soaked in the warm, sudsy water I could hear my children laughing and giggling in the next room, and longed for a time when the world would be at peace again. During the day we walked along the shore of the beautiful Bodensee, but in the back of my mind, I knew that this was nothing more than a horrible illusion and couldn’t last; besides I had to find work. In reality, the children and I would have to settle in somewhere so that we could find some sort of stability. It was also important that they enroll in a school again. That “somewhere” turned out to be a room in a house owned by two old ladies who took in boarders. The old house faced the railroad station and was quaint in the old world style. It fit right into the picture postcard appearance of romantic Überlingen. Erika, the younger of the two ladies, was very kind and helpful to me. There were also two other tenants, Mr. and Mrs. Koestoll. He was German and she seemed to be what could be considered a typical French housewife, who devoted her life to her German husband. Herr Koestoll, was old and feeble and they sustained themselves on a very small pension. In fact it was so bad that he couldn’t even afford shoes. However their happiness didn’t seem to depend on money. I grew very fond of them for the short time that we knew each other.

One of the most vexing dilemmas that stable corporations face when they seek to rekindle growth by launching new businesses is that their internal schools of experience have offered precious few courses in which managers could have learned how to launch new disruptive businesses. In many ways, the managers that corporate executives have come to trust the most because they have consistently delivered the needed results in the core businesses cannot be trusted to shepherd the creation of new growth. Human resources executives in this situation need to shoulder a major burden. They need to monitor where in the corporation’s schools of experience the needed courses might be created, and ensure that promising managers have the opportunity to be appropriately schooled before they are asked to take the helm of a new-growth business. When managers with the requisite education cannot be found internally, they need to ensure that the management team, as a balanced composite, has within it the requisite perspectives from the right schools of experience.

Certainly prevents some believers from being compassionate, sympathetic, or even tolerant of others who are not as certain in their faith. Their arrogance turns them into the "frozen chosen," consciously or unconsciously excluding others from their cozy, believing world. This is the crabbed, joyless, and ungenerous religiosity that Jesus spoke against: spiritual blindness. There is a more subtle danger for this group: a complacency that makes one's relationship with God stagnate. Some people cling to ways of understanding their faith learned in childhood that might not work for an adult. For example, you might cling to a childhood notion of a God who will never let anything bad happen. When tragedy strikes, since your youthful image of God is not reflected in reality, you may abandon the God of your youth. Or you may abandon God completely. An adult life requires an adult faith. Think of it this way: you wouldn't consider yourself equipped to face life with a third-grader's understanding of math. Yet people often expect the religious instruction they had in grammar school to sustain them in the adult world. In his book A Friendship Like No Other, the Jesuit spiritual writer William A. Barry invites adults to relate to God in an adult way. Just as an adult child needs to relate to his or her parent in a new way, he suggest, so adult believers need to relate t God in new ways as they mature. Otherwise, one remains stuck in a childlike view of God that prevents fully embracing a mature faith.

How do we reward this kind of work? Chad Boult, the geriatrician who was the lead investigator of the University of Minnesota study, can tell you. A few months after he published the results, demonstrating how much better people’s lives were with specialized geriatric care, the university closed the division of geriatrics. “The university said that it simply could not sustain the financial losses,” Boult said from Baltimore, where he had moved to join the Johns Hopkins Bloomberg School of Public Health. On average, in Boult’s study, the geriatric services cost the hospital $1,350 more per person than the savings they produced, and Medicare, the insurer for the elderly, does not cover that cost. It’s a strange double standard. No one insists that a $25,000 pacemaker or a coronary-artery stent save money for insurers. It just has to maybe do people some good.

In practice, it’s about innovating and offering new products and services that improve lives and heal the planet. Or about helping employees find their purpose and improve their health and well-being, while building a diverse, inclusive company. Or helping suppliers make their businesses more efficient and sustainable, which builds tighter relationships and spurs joint innovation. Or helping communities thrive, going beyond the old argument that companies do enough by providing jobs and paying taxes (global communities may need much more than that, including support for local schools or building water and energy infrastructure).

A part war drama, part coming-of-age story, part spiritual pilgrimage, Surviving Hitler, Evading Stalin is the story of a young woman who experienced more hardships before graduating high school than most people do in a lifetime. Yet her heartaches are only half the story; the other half is a story of resilience, of leaving her lifelong home in Germany to find a new home, a new life, and a new love in America. Mildred Schindler Janzen has given us a time capsule of World War II and the years following it, filled with pristinely preserved memories of a bygone era. Ken Gire New York Times bestselling author of All the Gallant Men The memoir of Mildred Schindler Janzen will inform and inspire all who read it. This is a work that pays tribute to the power and resiliency of the human spirit to endure, survive, and overcome in pursuit of the freedom and liberty that all too many take for granted. Kirk Ford, Jr., Professor Emeritus, History Mississippi College Author of OSS and the Yugoslav Resistance, 1943-1945 A compelling first-person account of life in Germany during the rise of Adolph Hitler and the Nazi Party. A well written, true story of a young woman overcoming the odds and rising above the tragedies of loss of family and friends during a savage and brutal war, culminating in her triumph in life through sheer determination and will. A life lesson for us all. Col. Frank Janotta (Retired), Mississippi Army National Guard Mildred Schindler Janzen’s touching memoir is a testimony to God’s power to deliver us from the worst evil that men can devise. The vivid details of Janzen’s amazing life have been lovingly mined and beautifully wrought by Sherye Green into a tender story of love, gratitude, and immeasurable hope. Janzen’s rich, post-war life in Kansas serves as a powerful reminder of the great promise of America. Troy Matthew Carnes, Author of Rasputin’s Legacy and Dudgeons and Daggers World War II was horrific, and we must never forget. Surviving Hitler, Evading Stalin is a must-read that sheds light on the pain the Nazis and then the Russians inflicted on the German Jews and the German people. Mildred Schindler Janzen’s story, of how she and her mother and brother survived the war and of the special document that allowed Mildred to come to America, is compelling. Mildred’s faith sustained her during the war's horrors and being away from her family, as her faith still sustains her today. Surviving Hitler, Evading Stalin is a book worth buying for your library, so we never forget. Cynthia Akagi, Ph.D. Northcentral University I wish all in the world could read Mildred’s story about this loving steel magnolia of a woman who survived life under Hitler’s reign. Mildred never gave up, but with each suffering, grew stronger in God’s strength and eternal hope. Beautifully written, this life story will captivate, encourage, and empower its readers to stretch themselves in life, in love, and with God, regardless of their circumstances. I will certainly recommend this book. Renae Brame, Author of Daily Devotions with Our Beloved, God’s Peaceful Waters Flow, and Snow and the Eternal Hope How utterly inspiring to read the life story of a woman whose every season reflects God’s safe protection and unfailing love. When young Mildred Schindler escaped Nazi Germany, only to have her father taken by Russians and her mother and brother hidden behind Eastern Europe’s Iron Curtain, she courageously found a new life in America. Surviving Hitler, Evading Stalin is her personal witness to God’s guidance and provision at every step of that perilous journey. How refreshing to view a full life from beginning to remarkable end – always validating that nothing is impossible with God. Read this book and you will discover the author’s secret to life: “My story is a declaration that choosing joy and thankfulness over bitterness and anger, even amid difficult circumsta

Despite the damage he sustains, Horus emerges victorious. It is of vital importance to reiterate, in light of this victory, the fact that he enters the battle voluntarily. It is a maxim of clinical intervention—a consequence of observation of improvement in mental health across many schools of practical psychological thought—that voluntary confrontation with a feared, hated, or despised obstacle is curative.

She was thinking a million things, some of which had plagued her even before she’d found out: What if the state floods; we reelect that terrible man; if I’m bad at it; I do it and then decide I don’t want to do it; if I don’t do it and miss it; what if someone shoots me in the grocery store, the movie theater, my own home; what about the revisionist histories taught in schools; what if I’m not self-sacrificing enough; if I’m too self- sacrificing; if me and Liam get divorced, shit happens; what if the kid hates me; if I’m cruel; if I really really love it and lose it; if none of this can be sustained, not our love or our planet? What if, in the end, we just dye the ocean and wish it well?

a retreat. These exercises can be called the food of joy. In the Dhyana School, there is the expression “meditation as the food of joy,” which means that the feeling of joy arising from the practice of meditation nourishes and sustains us.

Further Reading For the Children’s Sake: Foundations of Education for Home and School by Susan Schaeffer Macaulay The Brave Learner: Finding Everyday Magic in Homeschool, Learning, and Life by Julie Bogart The Read-Aloud Family: Making Meaningful and Lasting Connections with Your Kids by Sarah Mackenzie Rethinking School: How to Take Charge of Your Child’s Education by Susan Wise Bauer A Gracious Space: Daily Reflections to Sustain Your Homeschooling Commitment by Julie Bogart Teaching from Rest: A Homeschooler’s Guide to Unshakable Peace by Sarah Mackenzie Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life by Peter Gray Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder by Richard Louv How to Raise a Wild Child: The Art and Science of Falling in Love with Nature by Scott D. Sampson Home Grown: Adventures in Parenting off the Beaten Path, Unschooling, and Reconnecting with the Natural World by Ben Hewitt Project-Based Homeschooling: Mentoring Self-Directed Learners by Lori Pickert Let’s Play Math: How Families Can Learn Math Together—and Enjoy It by Denise Gaskins The Art of Self-Directed Learning: 23 Tips for Giving Yourself an Unconventional Education by Blake Boles Gifts Differing: Understanding Personality Type by Isabel Briggs Meyers and Peter B. Myers