Teacher Aide Quotes

I've noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers to care and do work very, very hard, the institution is psychopathic -- it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that humans and monkeys derive from a common ancestor.

Do not give them a candle to light the way, teach them how to make fire instead. That is the meaning of enlightenment.

Tough love and brutal truth from strangers are far more valuable than Band-Aids and half-truths from invested friends, who don’t want to see you suffer any more than you have.

The italian nanny was attempting to answer the teachers latest question when the moroccan student interupted, shouting "Excuse me, What is an easter?" it would seem that depsite having grown up in a muslim country, she would have heard it mentioned once or twice, but no. "I mean it," She said. " I have no idea what you people are talking about." The teacher called upon the rest of us to explain. The poles led the charge to the best of their ability. It is," said one, "a party for the little boy of god who call his self jesus and... oh shit." She faltered and her fellow country man came to her aid. He call his self Jesus and then he die one day on two... morsels of... lumber." The rest of the class jumped in, offering bits of information that would have given the pope an aneurysm. he die one day and then he go above of my head to live with your father." he weared of himself the long hair and after he die. the first day he come back here for to say hello to the peoples." he Nice the jesus." he make the good things, and on the easter we be sad because somebody makes him dead today.

Adults must aim to diminish their egocentric and authoritarian attitude toward the child and adopt a passive attitude in order to aid in his devleopment.

we have each had a commencement, and each stumbled and tottered on the threshold, and had our teachers scorned, instead of aiding us, we should stumble and totter yet.

Along with the assortment of teachers we’ve had in room H-5, there have been more classroom aides than I can count. These aides—usually one guy to help with the boys and one lady to help with the girls—do stuff like take us to the bathroom (or change diapers on kids like Ashley and Carl), feed us at lunch, wheel us where we need to go, wipe mouths, and give hugs. I don’t think they get paid very much, because they never stay very long. But they should get a million dollars. What they do is really hard, and I don’t think most folks get that.

Why didn't they warn us at school? I'm sure if some teacher had said, "Oh and by the way, it feels like someone sandpapering your cervix," they needn't have bothered with all the AIDS warnings and morality stuff.

Imagine for a moment that 10 million children were going to lose their lives next year due to the earth's overheating. A state of emergency would be declared and you would be reading about little else. Well, next year, more than 10 million children's lives will be lost unnecessarily to extreme poverty and you'll hear very little about it. Nearly half will be on the continent of Africa, where HIV/AIDS is killing teachers faster than you can train them and where you can witness entire villages in which chilren are the parents... Will American Christians stand by as an entire country dies? --Bono

I’ve noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don’t really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers do care and do work very, very hard, the institution is psychopathic — it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that humans and monkeys derive from a common ancestor.

The snowshoer had written about Reagan—just one sentence, after seeing her friends who were dying of AIDS. “If or when there’s another plague, I hope America has a better plague president than Ronald Reagan,” the little English teacher wrote.

The letter is only an aid to philosophical communication, the actual essence of which consists in arousing a particular train of thought. Someone speaking thinks and produces—someone listening reflects—and reproduces. Words are a deceptive medium for what is already though—unreliable vehicles of a particular, specific stimulus. The true teacher is a guide. If the pupil genuinely desires truth it requires only a hint to show him how to find what he is seeking. Accordingly the representation of philosophy consists purely of themes—of initial propositions—principles. It exists only for autonomous lovers of truth. The analytical exposition of the theme is only for those who are sluggish or unpracticed. The latter must learn thereby how to fly and keep themselves moving in a particular direction. Attentiveness is a centripetal force. The effective relation between that which is directed and the object of direction begins with the given direction. If we hold fast to this direction we are apodictically certain of reaching the goal that has been set. True collaboration in philosophy then is a common movement toward a beloved world—whereby we relieve each other in the most advanced outpost, a movement that demands the greatest effort against the resisting element within which we are flying.

Prankster hierarchy? There wasn’t supposed to be any Prankster hierarchy. Even Kesey was supposed to be the non-navigator and non-teacher. Certainly everybody else was an equal in the brotherhood, for there was no competition, there were no games. They had left all that behind in the straight world … but … call it a game or what you will. Right now, among the women, Mountain Girl was first, closest to Kesey, and Faye was second, or was it really vice versa, and Black Maria was maybe third, but actually so remote it didn’t matter.

I've noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions.

I never ignored the fact that I was attracted to them. I had known I was gay since I was 5. Now I was almost 12. A teacher's aide had shown me how to hold your sleeve when you put your jacket on. I still remember her hands on my shoulders. I didn't have a word to describe it yet, but in that moment I knew.

I returned, however, with unabated vigour to my work—a more arduous task than anyone can imagine, who has not felt something like the misery of being charged with the care and direction of a set of mischievous, turbulent rebels, whom his utmost exertions cannot bind to their duty; while, at the same time, he is responsible for their conduct to a higher power, who exacts from him what cannot be achieved without the aid of the superior’s more potent authority; which, either from indolence, or the fear of becoming unpopular with the said rebellious gang, the latter refuses to give. I can conceive few situations more harassing than that wherein, however you may long for success, however you may labour to fulfil your duty, your efforts are baffled and set at nought by those beneath you, and unjustly censured and misjudged by those above.

From this time I was most narrowly watched. If I was in a separate room any considerable length of time, I was sure to be suspected of having a book, and was at once called to give an account of myself. All this, however, was too late. The first step had been taken. Mistress, in teaching me the alphabet, had given me the inch, and no precaution could prevent me from taking the ell. The plan which I adopted, and the one by which I was most successful, was that of making friends of all the little white boys whom I met in the street. As many of these as I could, I converted into teachers. With their kindly aid, obtained at different times and in different places, I finally succeeded in learning to read. When I was sent of errands, I always took my book with me, and by going one part of my errand quickly, I found time to get a lesson before my return.

Schools are even less efficient in the arrangement of the circumstances which encourage the open-ended, exploratory use of acquired skills, for which I will reserve the term "liberal education." The main reason for this is that school is obligatory and becomes schooling for schooling's sake: an enforced stay in the company of teachers, which pays off in the doubtful privilege of more such company. Just as skill instruction must be freed from curricular restraints, so must liberal education be dissociated from obligatory attendance. Both skill-learning and education for inventive and creative behavior can be aided by institutional arrangement, but they are of a different, frequently opposed nature.

For many years, she distributed crayons and glue, dispensed wisdom and Band-Aids, and discussed the rain forest and tooth fairies in the classroom.

All the other books miss the key outcome: in return for our leaving Canada alone, Great Britain gave up its alliances with American Indian nations in what would become the United States. Without war materiel and other aid from European allies, future Indian wars were transformed from major international conflicts to domestic mopping-up operations. This result was central to the course of Indian-U.S. relations for the remainder of the century. Thus Indian wars after 1815, while they cost thousands of lives on both sides, would never again amount to a serious threat to the United States.86 Although Native Americans won many battles in subsequent wars, there was never the slightest doubt over who would win in the end.

In 1863 Lincoln desegregated the White House staff, which initiated a desegregation of the federal government that lasted until Woodrow Wilson. Lincoln opened the White House to black callers, notably Frederick Douglass. He also continued to wrestle with his own racism, asking aides to investigate the feasibility of deporting (euphemistically termed colonizing) African Americans to Africa or Latin America.

Hundreds of our old neighbors, friends, coworkers, and teachers are new insomniacs. They file for dream bankruptcy, appeal for Slumber Corps aid, wait to be approved for a sleep donor. It is a special kind of homelessness, says our mayor, to be evicted from your dreams. I believe our mayor is both genuinely concerned for his insomniac constituency, and also pandering to a powerfully desperate new voting block.

A similar attitude causes some people to spurn the use of commentaries and similar resources in their Bible study, as if their own uninformed first impression is just as good as careful study using reference tools. It is becoming more and more common all the time to hear people say, 'I don't read commentaries and books about the Bible. I limit my study to the Bible itself.' That may sound very pious, but is it? Isn't it actually presumptuous? Are the written legacies of godly men of no value to us? Can someone who ignores study aids understand the Bible just as well as someone who is familiar with the scholarship of other godly teachers and pastors?

I’ve noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don’t really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers do care and do work very, very hard, the institution is psychopathic — it has no conscience.

TRUE OR FALSE? Employers are prohibited from practicing sex discrimination in hiring and promoting employees.1 ANSWER: False. The U.S. Supreme Court ruled in 1987 that in job areas dominated by men, less qualified women could be hired.2 It did not allow less qualified men to be hired in areas dominated by women (e.g., elementary school teacher, nurse, secretary, cocktail waiting, restaurant host, office receptionist, flight attendant). The law also requires sex discrimination in hiring by requiring quotas, requiring vigorous recruitment of women, and requiring all institutions that receive government aid to do a certain percentage of their business with female-owned (or minority-owned) businesses.

What characterizes an addiction?” asks the spiritual teacher Eckhart Tolle. “Quite simply this: you no longer feel that you have the power to stop. It seems stronger than you. It also gives you a false sense of pleasure, pleasure that invariably turns into pain.” Addiction cuts large swaths across our culture. Many of us are burdened with compulsive behaviours that harm us and others, behaviours whose toxicity we fail to acknowledge or feel powerless to stop. Many people are addicted to accumulating wealth; for others the compulsive pull is power. Men and women become addicted to consumerism, status, shopping or fetishized relationships, not to mention the obvious and widespread addictions such as gambling, sex, junk food and the cult of the “young” body image. The following report from the Guardian Weekly speaks for itself: Americans now [2006] spend an alarming $15 billion a year on cosmetic surgery in a beautification frenzy that would be frowned upon if there was anyone left in the U.S. who could actually frown with their Botox-frozen faces. The sum is double Malawi’s gross domestic product and more than twice what America has contributed to AIDS programs in the past decade. Demand has exploded to produce a new generation of obsessives, or “beauty junkies.

This, to be sure, is not the entire truth. For there were individuals in Germany who from the very beginning of the regime and without ever wavering were opposed to Hitler; no one knows how many there were of them—perhaps a hundred thousand, perhaps many more, perhaps many fewer—for their voices were never heard. They could be found everywhere, in all strata of society, among the simple people as well as among the educated, in all parties, perhaps even in the ranks of the N.S.D.A.P. Very few of them were known publicly, as were the aforementioned Reck-Malleczewen or the philosopher Karl Jaspers. Some of them were truly and deeply pious, like an artisan of whom I know, who preferred having his independent existence destroyed and becoming a simple worker in a factory to taking upon himself the “little formality” of entering the Nazi Party. A few still took an oath seriously and preferred, for example, to renounce an academic career rather than swear by Hitler’s name. A more numerous group were the workers, especially in Berlin, and Socialist intellectuals who tried to aid the Jews they knew. There were finally, the two peasant boys whose story is related in Günther Weisenborn’s Der lautlose Aufstand (1953), who were drafted into the S.S. at the end of the war and refused to sign; they were sentenced to death, and on the day of their execution they wrote in their last letter to their families: “We two would rather die than burden our conscience with such terrible things. We know what the S.S. must carry out.” The position of these people, who, practically speaking, did nothing, was altogether different from that of the conspirators. Their ability to tell right from wrong had remained intact, and they never suffered a “crisis of conscience.” There may also have been such persons among the members of the resistance, but they were hardly more numerous in the ranks of the conspirators than among the people at large. They were neither heroes nor saints, and they remained completely silent. Only on one occasion, in a single desperate gesture, did this wholly isolated and mute element manifest itself publicly: this was when the Scholls, two students at Munich University, brother and sister, under the influence of their teacher Kurt Huber distributed the famous leaflets in which Hitler was finally called what he was—a “mass murderer.

Random House, in the catbird seat, since it gets to recite last, declares in 1966, “The use of like in place of as is universally condemned by teachers and editors, notwithstanding its wide currency, especially in advertising slogans. Do as I say, not as I do does not admit of like instead of as. In an occasional idiomatic phrase, it is somewhat less offensive when substituted for as if (He raced down the street like crazy), but this example is clearly colloquial and not likely to be found in any but the most informal written contexts.” I find this excellent. It even tells who will hurt you if you make a mistake, and it withholds aid and comfort from those friends of cancer and money, those greedy enemies of the language who teach our children to say after school, “Winston tastes good like a cigarette should.

Can't we all simmer down a bit? Let the teachers teach, the parents parent, and the kids do the learning. Our children will be fine, just as we were. They will figure it out, just as we did. They don't need every advantage skewed their way and every discomfort fluffed with pillows. I bet they don't even need sandwich dolphins. I am a product of bologna, red Kool-Aid, and home perms, and I turned out okay.

If your teacher is in a private, for-profit school, however, and you withdraw your child, then the owner of the school will quickly feel the effect in his pocket, and the bad teacher will be fired. In a free system the parent, the consumer, is the boss. Tooley found that private-school proprietors constantly monitor their teachers and follow up parents’ complaints. His team visited classrooms in various parts of India and Africa, and found teachers actually teaching in fewer of the government classrooms they visited than in private classrooms – sometimes little more than half as many. Despite having no public funds or aid money, the unrecognised private schools had better facilities such as toilets, electricity and blackboards. Their pupils also got better results, especially in English and mathematics. The

My descent into delinquency was aided and abetted by the progressive philosophy adopted by the school. No effort was made to impose discipline, which resulted in the triumph of anarchy in the classroom and the survival of the fittest in the playground. In the former, the disruptive elements made it difficult, if not impossible, for teachers to teach and for students to learn. In the latter, the school bully and his coterie of friends ruled the roost, making life miserable for everyone else and making playtime a time of fear. I

Bearing witness takes the courage to realize the potential of the human spirit. Witnessing requires us to call forth the highest qualities of our species, qualities such as conviction, integrity, empathy, and compassion. It is easier by far to retain the attributes of carnistic culture: apathy, complacency, self-interest, and "blissful" ignorance. I wrote this book––itself an act of witnessing––because I believe that, as humans, we have a fundamental desire to strive to become our best selves. I believe that each and every one of us has the capacity to act as powerful witnesses in a world very much in need. I have had the opportunity to interact with thousands of individuals through my work as a teacher, author, and speaker, and through my personal life. I have witnessed, again and again, the courage and compassion of the so-called average American: previously apathetic students who become impassioned activists; lifelong carnists who weep openly when exposed to images of animal cruelty, never again to eat meat; butchers who suddenly connect meat to its living source and become unable to continue killing animals; and a community of carnists who aid a runaway cow in her flight from slaughter. Ultimately, bearing witness requires the courage to take sides. In the face of mass violence, we will inevitably fall into a role: victim or perpetrator. Judith Herman argues that all bystanders are forced to take a side, by their action or inaction, and that their is no such thing as moral neutrality. Indeed, as Nobel Peace Prize Laureate and Holocaust survivor Elie Wiesel points out, "Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented." Witnessing enables us to choose our role rather than having one assigned to us. And although those of us who choose to stand with the victim may suffer, as Herman says, "There can be no greater honor.

there is no stronger taboo today than talking about race. In many cases, just being accused of “racism” can get you fired. Yet, teachers in America know the races differ in school achievement; policemen know the races differ in crime rates; social workers know the races differ in rates of welfare dependency or getting infected with AIDS. And sports fans know that Blacks excel at boxing, basketball, and running. They all wonder why. Some blame poverty, White racism, and the legacy of slavery. Although many doubt that “White racism” really tells the whole story, few dare share their doubts. When it comes to race, do you really dare to say what you think?

This is what is intended by education as a help to life; an education from birth that brings about a revolution: a revolution that eliminates every violence, a revolution in which everyone will be attracted towards a common center. Mothers, fathers, statesmen all will be centered upon respecting and aiding this delicate construction which is carried on in psychic mystery following the guide of an inner teacher. This is the new shining hope for humanity. It is not so much a reconstruction, as an aid to the construction carried out by the human soul as it is meant to be, developed in all the immense potentialities with which the new-born child is endowed.

1. Symbology — The employment of various external aids to preserve and develop the religious faculty of man. 2. History — The philosophy of each religion as illustrated in the lives of divine or human teachers acknowledged by each religion. This includes mythology; for what is mythology to one race, or period, is or was history to other races or periods. Even in cases of human teachers, much of their history is taken as mythology by successive generations. 3. Philosophy — The rationale of the whole scope of each religion. 4. Mysticism — The assertion of something superior to sense-knowledge and reason which particular persons, or all persons under certain circumstances, possess; runs through the other divisions also. All

WHY DID YOU TELL PEOPLE MY ESSAY WASN’T TRUE?” “I don’t know,” he said, breaking out in a sweat. “Because I don’t believe it. I don’t believe anyone could be so well adjusted.” She typed. “WHY NOT?” “You said you look at your friends’ lives and feel like your own is better, which is fine, except that you don’t have any friends.” “HOW DO YOU KNOW THAT?” “I sit behind you. I notice things.” “WHAT KIND OF THINGS?” “It’s not your fault that you don’t have any friends. You always have an aide with you. No one is going to be themselves when there’s a teacher standing right there. Plus, you talked about parties and dances, but I don’t think you’ve even been to any, so how would you know what you’re not sorry to be missing?” He kept going. He started saying too much, telling her all the things he’d noticed—that she never said hi to other kids, that she never answered questions when people asked her things before class. “I’m not pretending I’m Mr. Popularity or anything. I’m just saying you’ve got this whole message that doesn’t seem believable. To me, anyway.” “I CAN’T BELIEVE YOU’RE SAYING THIS.” Her facial expressions were impossible to read. He couldn’t tell how mad she was. Probably pretty mad. “I’m sorry. You’re right. I shouldn’t have said anything. It’s none of my business. Like, none at all. I don’t know why I just said all that. I had this theory that you’re trying to be a certain kind of person, and that must be hard. But God, I’m hardly one to talk. So let’s forget the whole thing. Please. I’m sorry.” It startled him when her machine blurted out a single word. “NO!” “No what?” “DON’T BE SORRY. YOU’RE RIGHT. MY GOSH, I CAN’T BELIEVE HOW RIGHT YOU ARE.

Is it not very important, while we are young, to be loved and to love? It seems to me that most of us neither love nor are loved. And I think it is essential, while we are young, to understand this problem very seriously because it may be that while we are young, we can be sensitive enough to feel it, to know its quality, to know its perfume and perhaps, when we grow older, it will not be entirely destroyed. So, let us consider the question—that is, not that you should not be loved, but that you should love. What does it mean? Is it an ideal? Is it something far away, unattainable? Or is it something that can be felt by each one at odd moments of the day? To feel it, to be aware, to know the quality of sympathy, the quality of understanding, to help naturally, to aid another without any motive, to be kind, to be generous, to have sympathy, to care for something, to care for a dog, to be sympathetic to the villager, to be generous to your friend, to be forgiving, is that what we mean by love? Or is love something in which there is no sense of resentment, something which is everlasting forgiveness? And is it not possible while we are young, to feel it? Most of us, while we are young, do feel it—a sense of outward agony, sympathy to the villager, to the dog, to those who are little. And should it not be constantly tended? Should you not always have some part of the day when you are helping another or tending a tree or garden or helping in the house or in the hostel so that as you grow into maturity, you will know what it is to be considerate naturally—not with an enforced considerateness that is merely a negative word for one’s own happiness, but with that considerateness that is without motive. So, should you not when you are young, know this quality of real affection? It cannot be brought into being; you have to have it, and those who are in charge of you, like your guardian, your parents, your teachers, must also have it. Most people have not got it. They are concerned with their achievements, with their longings, with their success, with their knowledge, and with what they have done. They have built up their past into such colossal importance that it ultimately destroys them. So, should you not, while you are young, know what it is to take care of the rooms, to care for a number of trees that you yourself dig and plant so that there is a feeling, a subtle feeling of sympathy, of care, of generosity, the actual generosity—not the generosity of the mere mind—that means you give to somebody the little that you may have? If that is not so, if you do not feel that while you are young, it will be very difficult to feel that when you are old. So, if you have that feeling of love, of generosity, of kindness, of gentleness, then perhaps you can awaken that in others.

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.

Study Questions Define the terms deaf and hard of hearing. Why is it important to know the age of onset, type, and degree of hearing loss? What is the primary difference between prelingual and postlingual hearing impairments? List the four major types of hearing loss. Describe three different types of audiological evaluations. What are some major areas of development that are usually affected by a hearing impairment? List three major causes of hearing impairment. What issues are central to the debate over manual and oral approaches? Define the concept of a Deaf culture. What is total communication, and how can it be used in the classroom? Describe the bilingual-bicultural approach to educating pupils with hearing impairments. In what two academic areas do students with hearing impairments usually lag behind their classmates? Why is early identification of a hearing impairment critical? Why do professionals assess the language and speech abilities of individuals with hearing impairments? List five indicators of a possible hearing loss in the classroom. What are three indicators in children that may predict success with a cochlear implant? Identify five strategies a classroom teacher can use to promote communicative skills and enhance independence in the transition to adulthood. Describe how to check a hearing aid. How can technology benefit individuals with a hearing impairment?

The American dinner-table, in truth, becomes a monument to the defective technic of the American housewife. The guest who respects his oesophagus, invited to feed upon its discordant and ill-prepared victuals, evades the experience as long and as often as he can, and resigns himself to it as he might resign himself to being shaved by a paralytic. Nowhere else in the world have women more leisure and freedom to improve their minds, and nowhere else do they show a higher level of intelligence, or take part more effectively in affairs of the first importance. But nowhere else is there worse cooking in the home, or a more inept handling of the whole domestic economy, or a larger dependence upon the aid of external substitutes, by men provided, for the skill that is wanting where it theoretically exists. It is surely no mere coincidence that the land of the emancipated and enthroned woman is also the land of canned soup, of canned pork and beans, of whole meals in cans, and of everything else ready-made. And nowhere else is there more striking tendency to throw the whole business of training the minds of children upon professional teachers, and the whole business of instructing them in morals and religion upon so-called Sunday-schools, and the whole business of developing and caring for their bodies upon playground experts, sex hygienists and other such professionals, most of them mountebanks.

Yes, there is a human nature and that human nature is build for love and contact. It is build for connection, it is build for mutual protection, it is build for mutual aid. And when we rear people in base of all society on the lines that transgress those needs, we're gonna get exactly what we have today. Which is a society which is increasingly conflicted, increasingly fractured, increasingly disconnected and where human pathology is, despite all the advances of medicine, chronic human pathology is on the rise. Western medicine does not recognize that the pathologies are manifestations of our life, that diseases don't have a life of their own, that diseases express the life of the individual. And if that individual's life is changed, so can the disease in many, many cases. And furthermore, that human beings have an innate healing capacity. There is a healing capacity in all living beings, plant or animal. And along with the wonders and contributions of Western medicine we could do so much more if we actually respected and evoked and encouraged that healing capacity that is within the individual, which is very much connected to the emergence of the true self. Now, for that, you need the truth. That means, we actually have to look at what is going on. And there is so much denial in this society. My own profession is a prime example. The average doctor does not hear the information I gave you about asthma. They couldn't explain it, even though the physiology is straightforward. For all the trauma in this society, the average physician does not hear the word "trauma" in all their years of training. Not that they don't get a lecture, not that they don't get a course, they don't even hear the word, except in the physical sense, physical trauma. Teachers are not taught that the human child's brain is still developing and that the conditions for healthy brain development is the presence of nurturing and responsive adults. And that schools are not knowledge factories, they are places where human development needs to be nurtured. That's a very different proposition for an educational system. And the courts don't get it. The courts think that if a human is behaving badly, it is a choice they're making, therefore they need to be punished. For some strange reason, certain minority groups have to be punished more than the average, like in my country 5% of the population is native, and they are 25% of the jail population now. And of course when we ask the question if the science is straightforward — as I believe it to be — and the conclusions are as clear as I believe them to be, why don't we just embrace it and follow it and do something about it? Well.. the reason for that is obvious, because if everything I just said happens to be true, which I firmly believe to be true, and if it is.. everything would have to change. How we teach parents would have to change, how we treat family would have to change, how we support young parents would have to change, how we pass laws, how we educate people, how we run the economy. We have to do something different. Getting to that something different has to begin with an inquiry and I hope I've said enough to encourage you to continue on that path of inquiry.

Emotions get our attention As the television advertisement opens, we see two men talking in a car. They are having a mildly heated discussion about one of them overusing the word “like” in conversation. As the argument continues, we notice out the passenger window another car barreling toward the men. It smashes into them. There are screams, sounds of shattering glass, quick-cut shots showing the men bouncing in the car, twisted metal. The final shot shows the men standing, in disbelief, outside their wrecked Volkswagen Passat. In a twist on a well-known expletive, these words flash on the screen: “Safe Happens.” The spot ends with a picture of another Passat, this one intact and complete with its five-star side-crash safety rating. It is a memorable, even disturbing, 30-second spot. That’s because it’s charged with emotion. Emotionally charged events are better remembered—for longer, and with more accuracy—than neutral events. While this idea may seem intuitively obvious, it’s frustrating to demonstrate scientifically because the research community is still debating exactly what an emotion is. What we can say for sure is that when your brain detects an emotionally charged event, your amygdala (a part of your brain that helps create and maintain emotions) releases the chemical dopamine into your system. Dopamine greatly aids memory and information processing. You can think of it like a Post-it note that reads “Remember this!” Getting one’s brain to put a chemical Post-it note on a given piece of information means that information is going to be more robustly processed. It is what every teacher, parent, and ad executive wants.

Our two taco specials get shoved up on the serving counter, crispy, cheesy goodness in brown plastic baskets lined with parchment paper, sour cream and guacamole exactly where they should be. On the side. There is a perfect ratio of sour cream, guac, and salsa on a shredded chicken tostada. No one can make it happen for you. Many restaurants have tried. All have failed. Only the mouth knows its own pleasure, and calibration like Taco Heaven cannot be mass produced. It simply cannot. Taco Heaven is a sensory explosion of flavor that defies logic. First, you have to eye the amount of spiced meat, shredded lettuce, chopped tomatoes, and tomatillos. You must consider the size and crispiness of the shells. Some people–I call them blasphemers–like soft tacos. I am sitting across from Exhibit A. We won’t talk about soft tacos. They don’t make it to Taco Heaven. People who eat soft tacos live in Taco Purgatory, never fully understanding their moral failings, repeating the same mistakes again and again for all eternity. Like Perky and dating. Once you inventory your meat, lettuce, tomato, and shell quality, the real construction begins. Making your way to Taco Heaven is like a mechanical engineer building a bridge in your mouth. Measurements must be exact. Payloads are all about formulas and precision. One miscalculation and it all fails. Taco Death is worse than Taco Purgatory, because the only reason for Taco Death is miscalculation. And that’s all on you. “Oh, God,” Fiona groans through a mouthful of abomination. “You’re doing it, aren’t you?” “Doing what?” I ask primly, knowing damn well what she’s talking about. “You treat eating tacos like you’re the star of some Mythbusters show.” “Do not.” “Do too.” “Even if I do–and I am notconceding the point–it would be a worthwhile venture.” “You are as weird about your tacos as Perky is about her coffee.” “Take it back! I am not that weird.” “You are.” “Am not.” “This is why Perky and I swore we would never come here with you again.” Fiona grabs my guacamole and smears the rounded scoop all over the outside of her soft taco. I shriek. “How can you do that?” I gasp, the murder of the perfect ratio a painful, almost palpable blow. The mashed avocado has a death rattle that rings in my ears. Smug, tight lips give me a grimace. “See? A normal person would shout, ‘Hey! That’s mine!’ but you’re more offended that I’ve desecrated my inferior taco wrapping with the wrong amount of guac.” “Because it’s wrong.” “You should have gone to MIT, Mal. You need a job that involves nothing but pure math for the sake of calculating stupid shit no one else cares about.” “So glad to know that a preschool teacher holds such high regard for math,” I snark back. And MIT didn’t give me the kind of merit aid package I got from Brown, I don’t add. “Was that supposed to sting?” She takes the rest of my guacamole, grabs a spoon, and starts eating it straight out of the little white paper scoop container thing. “How can you do that? It’s like people who dip their french fries in mayonnaise.” I shudder, standing to get in line to buy more guac. “I dip my french fries in mayo!” “More evidence of your madness, Fi. Get help now. It may not be too late.” I stick my finger in her face. “And by the way, you and Perky talk about my taco habits behind my back? Some friends!” I hmph and turn toward the counter.

My Voice by Paul Stephen Lynch Why was I born? What is my purpose here on this earth? Is there more out there after this life ends? At some point we all ask ourselves these questions. I can tell you with absolute certainty that for me, the answer to all three of these questions is… “I don’t know”. However, what I do know is that while I am here I am meant to learn from my mistakes, to grow through my pain, and to evolve. What will I be changed into? Again, I do not know. Perhaps I will become someone who is more courageous, more charitable, more peaceful, more dignified, more honest and more loving. I am very hopeful but nothing in life is guaranteed. Although, I have discovered that speaking from my heart and telling my truth is an integral part of my transformation. It is my voice. In those times in my life when I have experienced great pain – sadness, loss, conflict or depression – those have been the times that have brought me closest to this transformation. I recently realized that pain is one of the few things that seems to really get my attention and that I have spent a lot of my time just coasting down life’s path. Perhaps this is the reason why I seem to grow the most during the hard times, even though it often takes all the energy I can muster just to get through them. Quite a few years ago, while I was visiting a friend who was dying from AIDS, I saw a tapestry on the hospital wall that read: The Chinese word for “crisis” has two characters. One stands for danger; the other for opportunity. The times in my life that have been the most difficult have quite often proven to be my best opportunities for growth; to get closer to becoming the person I am meant to be. Of course, this doesn’t mean that painful circumstances ~ like HIV and AIDS ~ are good things or that they are in any way “all for the best” ~ or, that they even make any kind of sense. It just means that I know that there is always the possibility that something positive can ultimately come out of that which is incredibly bad. However, change does not happen in seclusion and I will likely need help from friends, family, teachers and even from people I do not know at all For me to continue moving closer to becoming the person I was born to be, I first needed to accept who I am. For me, that was relatively easy (easy does not mean painless mind you) and it happened at the unusually young age of twelve. The second step to transforming my life means I need to tell others the truth about who I am. I have been doing this ever since my personal acceptance occurred. As a result, I have learned that there will always be those people who cannot be trusted with the truth. There are also those who will simply never be able to understand my truth no matter what anyone says to them. However, others will hear the truth very clearly, understand it completely, and even care greatly. Moreover, I can hear, I understand, and I care. I have also learned that there are times when it is better to be silent. Sometimes words are just not necessary… Like when I am sharing with someone who already knows my heart. And then there are times when words are pointless… like when I have already spoken my truth to someone, yet they are simply not capable of hearing what it is that I am saying. This is when I need to find other ears. Sometimes, a silent sign of love is the best way, or even the only way that I can express myself. However, at those times, my silence is a choice that I am making. It is not being forced on me by fear or shame… and I will never let it be because… it is MY voice!

Arthur was tired out. He had been broken by the two battles which he had fought already, the one at Dover, the other at Barbara Down. His wife was a prisoner. His oldest friend was banished. His son was trying to kill him. Gawaine was buried. His Table was dispersed. His country was at war. Yet he could have breasted all these things in some way, if the central tenet of his heart had not been ravaged. Long ago, when his mind had been a nimble boy's called Wart—long ago he had been taught by an aged benevolence, wagging a white beard. He had been taught by Merlyn to believe that man was perfectible: that he was on the whole more decent than beastly: that good was worth trying: that there was no such thing as original sin. He had been forged as a weapon for the aid of man, on the assumption that men were good. He had been forged, by that deluded old teacher, into a sort of Pasteur or Curie or patient discoverer of insulin. The service for which he had been destined had been against Force, the mental illness of humanity. His Table, his idea of Chivalry, his Holy Grail, his devotion to Justice: these had been progressive steps in the effort for which he had been bred He was like a scientist who had pursued the root of cancer all his life. Might—to have ended it— to have made men happier. But the whole structure depended on the first premise: that man was decent. Looking back at his life, it seemed to him that he had been struggling all the time to dam a flood, which, whenever he had checked it, had broken through at a new place, setting him his work to do again. It was the flood of Force Majeur. During the earliest days before his marriage he had tried to match its strength with strength—in his battles against the Gaelic confederation—only to find that two wrongs did not make a right. But he had crushed the feudal dream of war successfully. Then, with his Round Table, he had tried to harness Tyranny in lesser forms, so that its power might be used for useful ends. He had sent out the men of might to rescue the oppressed and to straighten evil —to put down the individual might of barons, just as he had put down the might of kings. They had done so—until, in the course of time, the ends had been achieved, but the force had remained upon his hands unchastened. So he had sought for a new channel, had sent them out on God's business, searching for the Holy Grail. That too had been a failure, because those who had achieved the Quest had become perfect and been lost to the world, while those who had failed in it had soon returned no better. At last he had sought to make a map of force, as it were, to bind it down by laws. He had tried to codify the evil uses of might by individuals, so that he might set bounds to them by the impersonal justice of the state. He had been prepared to sacrifice his wife and his best friend, to the impersonality of Justice. And then, even as the might of the individual seemed to have been curbed, the Principle of Might had sprung up behind him in another shape—in the shape of collective might, of banded ferocity, of numerous armies insusceptible to individual laws. He had bound the might of units, only to find that it was assumed by pluralities. He had conquered murder, to be faced with war. There were no Laws for that.

Nevertheless, like many of today’s reformers, Riis considered teachers the determining factor in whether a child escaped poverty. In his 1892 book The Children of the Poor, he wrote that schools are “our chief defense against the tenement and the flood of ignorance with which it would swamp us … it is the personal influence of the teacher that counts for most in dealing with the child. It follows it into the home, and often through life to the second and third generation, smoothing the way of sorrow and hardship with counsel and aid in a hundred ways.

Through all his years on the island, Bobby had gone to the mainland on Saturday nights. Only the severest weather ever kept him away. By now he had made many good friends, and had become a regular participant in the popular, regional, Saturday-night stock car races. Aided by tips and advice exchanged through letters from his Hamilton high school shop teacher, Michael Farrell, Bobby put together a white Ford stock car that some dubbed “the tank.” Now, at last, in August 1965, Bobby left the island on a Sunday, and with his trusty white Ford tank, he raced and earned two first-place finishes. Bobby’s first. Ever. On Sunday, August 15, his journal reads, “Dozer hitting more soft material. Down about 10 feet. I went racing. Two firsts.” That Bobby would write anything so personal in the Oak Island journal was rare. It was an important moment. He was pleased. Things were really going his way.

Aided by lavish subventions from Berlin, the German minority vigorously resisted these efforts, hiring itinerant German teachers to provide home schooling to children who otherwise would have been obliged to attend a Polish institution.

Most human characteristics that are genuinely universal are easily accounted for in evolutionary terms, and the arguments are widely known. For example, we all live in families and societies because to do so aids our survival and the propagation of our genes. We all have the capacity for love because it is an emotion that promotes family and social life. We all have laws of one kind or another because these, too, reinforce family and social ties and thus make us stronger and more competitive. We all eat food and drink water because we will soon die if we don't. We all use the unique human gift of language to preserve knowledge handed down from previous generations, and to create culture - thus further sharpening our competitive edge.

One must bear in mind, that those who have the true modern spirit need not modernise, just as those who are truly brave are not braggarts. Modernism is not in the dress of the Europeans; or in the hideous structures, where their children are interned when they take their lessons; or in the square houses with flat straight wall-surfaces, pierced with parallel lines of windows, where these people are caged in their lifetime; certainly modernism is not in their ladies' bonnets, carrying on them loads of incongruities. These are not modern, but merely European. True modernism is freedom of mind, not slavery of taste. It is independence of thought and action, not tutelage under European schoolmasters. It is science, but not its wrong application in life,—a mere imitation of our science teachers who reduce it into a superstition absurdly invoking its aid for all impossible purposes. Science, when it oversteps its limits and occupies the whole region of life, has its fascination. It looks so powerful because of its superficiality,—as does a hippopotamus which is very little else but physical. Science speaks of the struggle for existence, but forgets that man's existence is not merely of the surface. Man truly exists in the ideal of perfection, whose depth and height are not yet measured. Life based upon science is attractive to some men, because it has all the characteristics of sport; it feigns seriousness, but is not profound. When you go a-hunting, the less pity you have the better; for your one object is to chase the game and kill it, to feel that you are the greater animal, that your method of destruction is thorough and scientific. Because, therefore, a sportsman is only a superficial man,—his fullness of humanity not being there to hamper him,—he is successful in killing innocent life and is happy. And the life of science is that superficial life. It pursues success with skill and thoroughness, and takes no account of the higher nature of man. But even science cannot tow humanity against truth and be successful; and those whose minds are crude enough to plan their lives upon the supposition, that man is merely a hunter and his paradise the paradise of sportsman, will be rudely awakened in the midst of their trophies of skeletons and skulls.

It's an established fact that the very few naturally gifted "born teachers" are enormously more effective than the great mass of those in the teaching profession who teach with care and attention and even with good new ideas, but without the charisma and the flair that distinguish the best teachers as well as the best actors. In my ideal school of the future, children would assemble each afternoon for sports, music, and club activities that require group interaction. The mornings would be reserved for individual study, probably at home. The child would be in a private room in one-on-one interaction with a "tutor," the realistic, holographic presentation of an actual human being, one of the rare, inspiring, one-in-a-thousand superbly gifted teachers. Brief lectures, personally directed to the student, with lots of eye contact, would be aided by all possible tricks of costuming and special effects, but those lectures would have been staged as carefully as a dramatic movie

Two men went up into the temple to pray; the one a Pharisee, and the other a publican. The Pharisee stood and prayed thus with himself, God, I thank thee, that I am not as other men are, extortioners, unjust, adulterers, or even as this publican. I fast twice in the week, I give tithes of all that I possess. And the publican, standing afar off, would not lift up so much as his eyes unto heaven, but smote upon his breast, saying, God be merciful to me a sinner. I tell you, this man went down to his house justified rather than the other: for every one that exalteth himself shall be abased; and he that humbleth himself shall be exalted. Luke 18:10-14 Now an interesting note to all of this is that these religious teachers, or professors, didn’t realize they would be held to a stricter judgment. They knew the Scriptures. They should have been convicted over their sins, rather than judge others and discriminate against them. The arrogance and pride of these religious leaders had taken over, and they didn’t understand the heart of God. That is a very bad place to be in life. The Pharisees murmured because Jesus held His arms wide open for the downtrodden, and they did not. They looked down on them, and Jesus did not. The people with leprosy and “AIDS” were just as important to Jesus as the kings and leaders. There is no caste system with Jesus, and there shouldn’t be one with you either.

I raised you to care deeply, too much so. About words, for one thing. All those years spent working as a bilingual teacher’s aide, undoing what Khmer children learned at home, perhaps it had made me paranoid. I thought I needed to ensure your fluency in English, in being American. The last thing I had wanted was for you to end up like your Ba—speaking broken English to angry customers, his life covered in the grease of cars belonging to men who were more American. So I read to you as much as I could, packed your room with dictionaries and encyclopedias, played movies in English constantly in the background, and spoke Khmer only in whispers, behind closed doors. No wonder mere words affected you so much. Even now, you still think language is the key to everything. And that’s my fault—I thought the same thing.

It’s a perspective on story that may also shed light on why you and I and everyone else spend a couple of hours each day concocting tales that we rarely remember and more rarely share. By day I mean night, and the tales are those we produce during REM sleep. Well over a century since Freud’s The Interpretation of Dreams, there is still no consensus on why we dream. I read Freud’s book for a junior-year high school class called Hygiene (yes, that’s really what it was called), a somewhat bizarre requirement taught by the school’s gym teachers and sports coaches that focused on first aid and common standards of cleanliness. Lacking material to fill an entire semester, the class was padded by mandatory student presentations on topics deemed loosely relevant. I chose sleep and dreams and probably took it all too seriously, reading Freud and spending after-school hours combing through research literature. The wow moment for me, and for the class too, was the work of Michel Jouvet, who in the late 1950s explored the dream world of cats.32 By impairing part of the cat brain (the locus coeruleus, if you like that sort of thing), Jouvet removed a neural block that ordinarily prevents dream thoughts from stimulating bodily action, resulting in sleeping cats who crouched and arched and hissed and pawed, presumably reacting to imaginary predators and prey. If you didn’t know the animals were asleep, you might think they were practicing a feline kata. More recently, studies on rats using more refined neurological probes have shown that their brain patterns when dreaming so closely match those recorded when awake and learning a new maze that researchers can track the progress of the dreaming rat mind as it retraces its earlier steps.33 When cats and rats dream it surely seems they’re rehearsing behaviors relevant to survival. Our common ancestor with cats and rodents lived some seventy or eighty million years ago, so extrapolating a speculative conclusion across species separated by tens of thousands of millennia comes with ample warning labels. But one can imagine that our language-infused minds may produce dreams for a similar purpose: to provide cognitive and emotional workouts that enhance knowledge and exercise intuition—nocturnal sessions on the flight simulator of story. Perhaps that is why in a typical life span we each spend a solid seven years with eyes closed, body mostly paralyzed, consuming our self-authored tales.34 Intrinsically, though, storytelling is not a solitary medium. Storytelling is our most powerful means for inhabiting other minds. And as a deeply social species, the ability to momentarily move into the mind of another may have been essential to our survival and our dominance. This offers a related design rationale for coding story into the human behavioral repertoire—for identifying, that is, the adaptive utility of our storytelling instinct.

During the forty years from 1978 to 2018, typical workers saw their compensation rise by a meager 12 percent; CEO compensation, meanwhile, ballooned by 940 percent. As of 2020, home health and personal care aides, one of the fastest-growing sectors of the economy, took home $27,080 per year on average. Other workers who provide socially necessary care, like preschool teachers, take home just over $30,500 a year. Food and service workers, meanwhile, take home just $21,250 a year. For the 7.5 million US residents who work these three jobs—and for the families dependent on them—staying afloat is a constant struggle, if not an impossibility. I wish I could say these occupations were the anomaly, but they’re not. What was once America’s working class is today its working poor.19 The

Yesterday, Miss Dawes gave my son detention for forgetting his hearing aids,” Mom told the principal. “I understand why; it’s school policy and hearing aids are considered an important communication tool in the classrooms here. Do you know what else is important for communicating with Deaf students who sign? Fluency in ASL. Unfortunately, my six-year-old son is more fluent in ASL than his teacher.

It may have been only for a moment, it probably was; but I do know the silence was not broken till the aged minister, who stood at the head of the coffin, began his discourse. We stood with uncovered heads during the service, and when the old minister addressed us he spoke as though he might have been holding family worship and we had been his children. He invoked Heaven to comfort and sustain the mother when the news of her son's death reached her, as she would need more than human aid in that hour; he prayed that her faith might not falter and that she might again meet and be with her loved ones forever in the great beyond. He then took up the subject of life,—spoke of its brevity, its many hopes that are never realized, and the disappointments from which no prudence or foresight can shield us. He dwelt at some length on the strange mingling of sunshine and shadow that seemed to belong to every life; on the mystery everywhere, and nowhere more impressively than in ourselves. With his long bony finger he pointed to the cold, mute form that lay in the coffin before us, and said, "But this, my friends, is the mystery of all mysteries." The fact that life terminated in death, he said, only emphasized its reality; that the death of our companion was not an accident, though it was sudden and unexpected; that the difficulties of life are such that it would be worse than folly in us to try to meet them in our own strength. Death, he said, might change, but it did not destroy; that the soul still lived and would live forever; that death was simply the gateway out of time into eternity; and if we were to realize the high aim of our being, we could do so by casting our burdens on Him who was able and willing to carry them for us. He spoke feelingly of the Great Teacher, the lowly Nazarene, who also suffered and died, and he concluded with an eloquent description of the blessed life, the immortality of the soul, and the resurrection of the body. After the discourse was ended and a brief and earnest prayer was covered, the two young girls sang the hymn, "Shall we meet beyond the river?" The services being at an end, the coffin was lowered into the grave.

As a young adult, Naomi became a teacher to help inspire children; to aid the creativity and channelled passions of their fertile minds. Now, the kids would read these Protocols; that 11yr old boy would be joined by an army of thousands, countless thousands, even millions. How long until the twisted poison of language could scar purity, and forever pervert the children of Britain into a hateful, vengeful, violent clique of racists? *Jewish life was life unworthy of life.* How could she have ever ignored and belittled this work? So maleficient was its content, to perniciously penetrate the conscious fears of all European nations – and presumably the rest of the world – to transcend cultural differences, and encompass all facets of cultural decay and parasitic operation to insidiously affect the thinking of – and thence bind together –all peoples of Britain, America and Europe to the modern form of anti-Semitism and scientific racial loathing. From the medieval beliefs of sacrifice and well-poisoning to this modern resurrection of ancient fears, with its sinister new ambition and devilish upgrade in scale; Naomi realised with trepidation that once more, her people truly had been chosen.

In scores of cities all over the United States, when the Communists were simultaneously meeting at their various headquarters on New Year’s Day of 1920, Mr. Palmer’s agents and police and voluntary aides fell upon them—fell upon everybody, in fact, who was in the hall, regardless of whether he was a Communist or not (how could one tell?)—and bundled them off to jail, with or without warrant. Every conceivable bit of evidence—literature, membership lists, books, papers, pictures on the wall, everything—was seized, with or without a search warrant. On this and succeeding nights other Communists and suspected Communists were seized in their homes. Over six thousand men were arrested in all, and thrust summarily behind the bars for days or weeks—often without any chance to learn what was the explicit charge against them. At least one American citizen, not a Communist, was jailed for days through some mistake—probably a confusion of names—and barely escaped deportation. In Detroit, over a hundred men were herded into a bull-pen measuring twenty-four by thirty feet and kept there for a week under conditions which the mayor of the city called intolerable. In Hartford, while the suspects were in jail the authorities took the further precaution of arresting and incarcerating all visitors who came to see them, a friendly call being regarded as prima facie evidence of affiliation with the Communist party. Ultimately a considerable proportion of the prisoners were released for want of sufficient evidence that they were Communists. Ultimately, too, it was divulged that in the whole country-wide raid upon these dangerous men—supposedly armed to the teeth—exactly three pistols were found, and no explosives at all. But at the time the newspapers were full of reports from Mr. Palmer’s office that new evidence of a gigantic plot against the safety of the country had been unearthed; and although the steel strike was failing, the coal strike was failing, and any danger of a socialist régime, to say nothing of a revolution, was daily fading, nevertheless to the great mass of the American people the Bolshevist bogey became more terrifying than ever. Mr. Palmer was in full cry. In public statements he was reminding the twenty million owners of Liberty bonds and the nine million farm-owners and the eleven million owners of savings accounts, that the Reds proposed to take away all they had. He was distributing boilerplate propaganda to the press, containing pictures of horrid-looking Bolsheviks with bristling beards, and asking if such as these should rule over America. Politicians were quoting the suggestion of Guy Empey that the proper implements for dealing with the Reds could be “found in any hardware store,” or proclaiming, “My motto for the Reds is S. O. S.—ship or shoot. I believe we should place them all on a ship of stone, with sails of lead, and that their first stopping-place should be hell.” College graduates were calling for the dismissal of professors suspected of radicalism; school-teachers were being made to sign oaths of allegiance; business men with unorthodox political or economic ideas were learning to hold their tongues if they wanted to hold their jobs. Hysteria had reached its height.

Then Jack turned to examine the children. They were clustered together, white from terror, some crying, some catatonic, all with a look on their faces he’d seen before, a look of vacant, hollow-eyed shock occasioned by horror way beyond a child’s capacity to process. He’d seen it on children’s faces in Kosovo and Somalia and Rwanda. An older woman who must have been the teacher’s aide stood in the center of them like Mother Goose and they clung to her skirt for comfort. She gazed at Jack with such profound wonder and gratitude, he was suddenly embarrassed.

Francine’s face. “We don’t really use the word ‘teaching’,” she said, using her fingers to form quotation marks. “We train NGO leaders to better manage their organizations.” “Right,” I said, although still not certain how “teaching” was different from “training”. Maybe I wasn’t so smart, after all. “We facilitate staff to be better project managers, financial managers, better people managers.” Francine leaned into the desk to emphasize the word “facilitate”. “And we facilitate organizations to develop long-term strategies, to create sound work plans, and to evaluate their programs. Among other things, of course. So our role is that of a facilitator, not a teacher, as such.” I’d never heard the word “facilitate” used so many times in the same breath. Back then, I had no idea how many times I, myself, would breathlessly use that word during my work in Africa.

There is no simple way to determine when and where to get help. Many factors come into play, including the child’s age, family’s financial status, insurance, knowledge of resources, religious affiliation, availability of services in community, and so on. Parents may seek outside assistance for their adopted child when other factors such as a divorce, job loss, or other stresses compound the family needs. Parents are generally in the best position to determine when to get help, but advice from relatives, family physicians, teachers, and others in a position to know the family should be carefully considered. Services for children with special needs are provided by a variety of professionals. A physician—pediatrician or the family practitioner—is usually the place to begin. Families may be referred to a neurologist for a thorough assessment and diagnosis of neurological functioning (related to cognitive or learning disabilities, seizure disorders or other central nervous system problems). For specific communication difficulties, families may consult with a speech and language therapist, while a physical therapist would develop a treatment plan to enhance motor development. A rehabilitation technologist or an occupational therapist prescribes adaptive aids or activities of daily living. Early childhood educators specializing in working with children with special needs may be called a variety of titles, including Head Start teachers, early childhood special education teacher, or early childhood specialist.

There will be no funeral homes, no hospitals, no abortion clinics, no divorce courts, no brothels, no bankruptcy courts, no psychiatric wards, and no treatment centers. There will be no pornography, dial-a-porn, no teen suicide, no AIDS, no cancer, no talks shows, no rape, no missing children . . . no drug problems, no drive-by shootings, no racial tension, and no prejudice. There will be no misunderstandings, no injustice, no depression, no hurtful words, no gossip, no hurt feelings, no worry, no emptiness, and no child abuse. There will be no wars, no financial worries, no emotional heartaches, no physical pain, no spiritual flatness, no relational divisions, no murders, and no casseroles. There will be no tears, no suffering, no separations, no starvation, no arguments, no accidents, no emergency departments, no doctors, no nurses, no heart monitors, no rust, no perplexing questions, no false teachers, no financial shortages, no hurricanes, no bad habits, no decay, and no locks. We will never need to confess sin. Never need to apologize again. Never need to straighten out a strained relationship. Never have to resist Satan again. Never have to resist temptation. Never!

To teach our children is a personal duty; we cannot delegate it to Sunday School Teachers, or other friendly aids, these can assist us, but cannot deliver us from the sacred obligation;

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the school leadership team should specifically: • Build consensus for the school’s mission of collective responsibility • Create a master schedule that provides sufficient time for team collaboration, core instruction, supplemental interventions, and intensive interventions • Coordinate schoolwide human resources to best support core instruction and interventions, including the site counselor, psychologist, speech and language pathologist, special education teacher, librarian, health services, subject specialists, instructional aides, and other classified staff • Allocate the school’s fiscal resources to best support core instruction and interventions, including school categorical funding • Assist with articulating essential learning outcomes across grade levels and subjects • Lead the school’s universal screening efforts to identify students in need of Tier 3 intensive interventions before they fail • Lead the school’s efforts at Tier 1 for schoolwide behavior expectations, including attendance policies and awards and recognitions (the team may create a separate behavior team to oversee these behavioral policies) • Ensure that all students have access to grade-level core instruction • Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in motivation, attendance, and behavior • Ensure that sufficient, effective resources are available to provide Tier 3 interventions for students in need of intensive support in the universal skills of reading, writing, number sense, English language, motivation, attendance, and behavior • Continually monitor schoolwide evidence of student learning

White liberals in many roles—as intellectuals, politicians, celebrities, judges, teachers—have aided and abetted the perpetuation of a counterproductive and self-destructive lifestyle among black rednecks

● Pursuing online courses with pre-recorded videos? ● Not able to communicate with the instructor while in an online lecture? ● Online lectures seem boring and disengaging? Not anymore. Technology has been able to advance an already transformative concept. Online learning has made its way into almost every professional’s career life. However, there is a new concept which not many people are aware of - LIVE & interactive learning. As the name suggests, it’s just like traditional classroom learning but entirely online. Let’s see what it is, how it works, and how it can benefit your career. LIVE Learning: The Better, More Interactive Learning Method LIVE & interactive learning entails experienced tutors and instructors delivering lectures via LIVE online learning platforms that are built with features to aid in engaging educational learnings. Furthermore, Online Courses are delivered in a similar format that is found in a traditional classroom. With interactivity, teachers can not only deliver lectures, take LIVE questions, and respond, but also the students can interact with one another - just like they would in a brick and mortar classroom. Taking Online Courses Up a Notch Instead of sitting through a pre-recorded lecture, you can now attend the session LIVE. And the best part about this type of learning is that both tutors and students can interact with each other, so query resolution is instant, students can voice out their thoughts, collaboration becomes easy, and the face-to-face interaction definitely makes it more interactive. Reasons Why LIVE & Interactive Learning is Taking the Lead ● Comfortable Learning Pace Students pursuing LIVE & interactive online courses get the opportunity to learn at their own pace. They can discuss their questions in LIVE lectures and interact with the faculty as well. ● Focus on Tougher Modules In a regular classroom, the teacher always decides which modules require special focus. However, with LIVE & interactive learning, you can choose how much time you want to spend on a particular module. ● Extensive Study Materials Another added benefit of LIVE & interactive online courses is that you have access to study material 24*7 and from anywhere. This gives you control and ample time to go through the material more than once or as required. ● Opportunity for More Interaction Ranging from Online Data Analytics Courses to finance, marketing, and sales, online courses allow students to involve themselves in class discussions and chat with more ease. This is just not possible in regular face-to-face interactions where teachers can ask questions and embarrass you in front of the entire class if you are wrong or don’t know the answer. It’s Not a Roadblock, Rather an Accelerant to Your Career The best part - you don’t have to leave your current job to pursue a degree program. Passion to gain knowledge and upskill and a search engine that will take you the right online course is all you need. So whether you are scouting for online data analytics courses, machine learning courses, or digital marketing, LIVE & interactive learning can help you gain the education you deserve.

We do not have to wait for others to come to our aid. We are not victims. We are not helpless. Letting go of faulty thinking means we realize there are no knights on white horses, no magical grandmothers in the sky watching, waiting to rescue us. Teachers may come our way, but they will not rescue. They will teach. People who care will come, but they will not rescue. They will care. Help will come, but help is not rescuing. We are our own rescuers. Our relationships will improve dramatically when we stop rescuing others and stop expecting them to rescue us.

But I’m a Teacher’s Aide. I’ve got a responsibility.” “I know,” said Camilla, lowering the foot, the raising the other. “It’s also your responsibility to keep yourself safe. Responsibilities clash.” Nona felt hot and cross. “It’s hard to feel responsible for the two other people I might be,” she said, knowing she sounded crabby and not knowing how not to. “I don’t know them. But I feel very responsible for Hot Sauce and Honesty and Ruby and Born and Kevin, and I’ve only got so much time, you know. Maybe the two other people I am would feel incredibly responsible for Hot Sauce and the others too, Cam.” “Oh, one of them, definitely,” said Camilla. “And maybe the other. I don’t mean you’ve got a responsibility to them. You have a responsibility to me and the Warden and to Pyrrha.” In desperation, Nona flung herself down on the soft mat on the floor she and Cam had been using for stretches. “Cam, responsibility just means you can’t ever do anything you think is really important.” “Yes,” said Cam simply.