Teachers Day Special Quotes

I thought about this for days, just as I thought of the special-ed teacher I met in Pittsburgh. "You know," I said, "I hear those words and automatically think Handicapped, or, Learning disabled. But aren't a lot of your students just assholes?" "You got it," she said. Then she told me about a kid - last day of class - who wrote on the blackboard, "Mrs. J____ is a cock master." I was impressed because I'd never heard that term before. She was impressed because the boy had spelled it correctly.

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.

Ladies and Gentlemen, I'd planned to speak to you tonight to report on the state of the Union, but the events of earlier today have led me to change those plans. Today is a day for mourning and remembering. Nancy and I are pained to the core by the tragedy of the shuttle Challenger. We know we share this pain with all of the people of our country. This is truly a national loss. Nineteen years ago, almost to the day, we lost three astronauts in a terrible accident on the ground. But we've never lost an astronaut in flight. We've never had a tragedy like this. And perhaps we've forgotten the courage it took for the crew of the shuttle. But they, the Challenger Seven, were aware of the dangers, but overcame them and did their jobs brilliantly. We mourn seven heroes: Michael Smith, Dick Scobee, Judith Resnik, Ronald McNair, Ellison Onizuka, Gregory Jarvis, and Christa McAuliffe. We mourn their loss as a nation together. For the families of the seven, we cannot bear, as you do, the full impact of this tragedy. But we feel the loss, and we're thinking about you so very much. Your loved ones were daring and brave, and they had that special grace, that special spirit that says, "Give me a challenge, and I'll meet it with joy." They had a hunger to explore the universe and discover its truths. They wished to serve, and they did. They served all of us. We've grown used to wonders in this century. It's hard to dazzle us. But for twenty-five years the United States space program has been doing just that. We've grown used to the idea of space, and, perhaps we forget that we've only just begun. We're still pioneers. They, the members of the Challenger crew, were pioneers. And I want to say something to the schoolchildren of America who were watching the live coverage of the shuttle's take-off. I know it's hard to understand, but sometimes painful things like this happen. It's all part of the process of exploration and discovery. It's all part of taking a chance and expanding man's horizons. The future doesn't belong to the fainthearted; it belongs to the brave. The Challenger crew was pulling us into the future, and we'll continue to follow them. I've always had great faith in and respect for our space program. And what happened today does nothing to diminish it. We don't hide our space program. We don't keep secrets and cover things up. We do it all up front and in public. That's the way freedom is, and we wouldn't change it for a minute. We'll continue our quest in space. There will be more shuttle flights and more shuttle crews and, yes, more volunteers, more civilians, more teachers in space. Nothing ends here; our hopes and our journeys continue. I want to add that I wish I could talk to every man and woman who works for NASA, or who worked on this mission and tell them: "Your dedication and professionalism have moved and impressed us for decades. And we know of your anguish. We share it." There's a coincidence today. On this day three hundred and ninety years ago, the great explorer Sir Francis Drake died aboard ship off the coast of Panama. In his lifetime the great frontiers were the oceans, and a historian later said, "He lived by the sea, died on it, and was buried in it." Well, today, we can say of the Challenger crew: Their dedication was, like Drake's, complete. The crew of the space shuttle Challenger honored us by the manner in which they lived their lives. We will never forget them, nor the last time we saw them, this morning, as they prepared for their journey and waved goodbye and "slipped the surly bonds of earth" to "touch the face of God." Thank you.

Most peasants did not miss the school. "What's the point?" they would say. "You pay fees and read for years, and in the end you are still a peasant, earning your food with your sweat. You don't get a grain of rice more for being able to read books. Why waste time and money? Might as well start earning your work points right away." The virtual absence of any chance of a better future and the near total immobility for anyone born a peasant took the incentive out of the pursuit of knowledge. Children of school age would stay at home to help their families with their work or look after younger brothers and sisters. They would be out in the fields when they were barely in their teens. As for girls, the peasants considered it a complete waste of time for them to go to school. "They get married and belong to other people. It's like pouring water on the ground." The Cultural Revolution was trumpeted as having brought education to the peasants through 'evening classes." One day my production team announced it was starting evening classes and asked Nana and me to be the teachers. I was delighted. However, as soon as the first 'class' began, I realized that this was no education. The classes invariably started with Nana and me being asked by the production team leader to read out articles by Mao or other items from the People's Daily. Then he would make an hour-long speech consisting of all the latest political jargon strung together in undigested and largely unintelligible hunks. Now and then he would give special orders, all solemnly delivered in the name of Mao.

He tells my parents how I took every class he taught. He tells them, “You have a special boy here.” Embarrassed, I look at my feet. Before we leave, I hand my professor a present, a tan briefcase with his initials on the front. I bought this the day before at a shopping mall. I didn’t want to forget him. Maybe I didn’t want him to forget me. “Mitch, you are one of the good ones,” he says, admiring the briefcase. Then he hugs me. I feel his thin arms around my back. I am taller than he is, and when he holds me, I feel awkward, older, as if I were the parent and he were the child. He asks if I will stay in touch, and without hesitation I say, “Of course.” When he steps back, I see that he is crying.

...Nature becomes your teacher, and from her you will learn what is beautiful and who you are and what is your special quest in life and whither you should go...You live on manna vouchsafed to you daily, miraculously. You stretch out arms for hidden gifts, you year toward the moonbeams and the stars, you listen with new ears to bird's songs and the murmurs of trees and streams....From day to day you keep your log, your day-book of the soul, and you may think at first that it is a mere record of travel and of facts; but something else will be entering into it, poetry, the new poetry of your life, and it will be evident to a seeing eye that you are gradually becoming an artist in life, you are learning the gentle art of tramping, and it is giving you an artist's joy in creation.

Fame requires every kind of excess. I mean true fame, a devouring neon, not the somber renown of waning statesmen or chinless kings. I mean long journeys across gray space. I mean danger, the edge of every void, the circumstance of one man imparting an erotic terror to the dreams of the republic. Understand the man who must inhabit these extreme regions, monstrous and vulval, damp with memories of violation. Even if half-mad he is absorbed into the public's total madness; even if fully rational, a bureaucrat in hell, a secret genius of survival, he is sure to be destroyed by the public's contempt for survivors. Fame, this special kind, feeds itself on outrage, on what the counselors of lesser men would consider bad publicity-hysteria in limousines, knife fights in the audience, bizarre litigation, treachery, pandemonium and drugs. Perhaps the only natural law attaching to true fame is that the famous man is compelled, eventually, to commit suicide. (Is it clear I was a hero of rock'n'roll?) Toward the end of the final tour it became apparent that our audience wanted more than music, more even than its own reduplicated noise. It's possible the culture had reached its limit, a point of severe tension. There was less sense of simple visceral abandon at our concerts during these last weeks. Few cases of arson and vandalism. Fewer still of rape. No smoke bombs or threats of worse explosives. Our followers, in their isolation, were not concerned with precedent now. They were free of old saints and martyrs, but fearfully so, left with their own unlabeled flesh. Those without tickets didn't storm the barricades, and during a performance the boys and girls directly below us, scratching at the stage, were less murderous in their love of me, as if realizing finally that my death, to be authentic, must be self-willed- a succesful piece of instruction only if it occured by my own hand, preferrably ina foreign city. I began to think their education would not be complete until they outdid me as a teacher, until one day they merely pantomimed the kind of massive response the group was used to getting. As we performed they would dance, collapse, clutch each other, wave their arms, all the while making absolutely no sound. We would stand in the incandescent pit of a huge stadium filled with wildly rippling bodies, all totally silent. Our recent music, deprived of people's screams, was next to meaningless, and there would have been no choice but to stop playing. A profound joke it would have been. A lesson in something or other. In Houston I left the group, saying nothing, and boarded a plane for New York City, that contaminated shrine, place of my birth. I knew Azarian would assume leadership of the band, his body being prettiest. As to the rest, I left them to their respective uproars- news media, promotion people, agents, accountants, various members of the managerial peerage. The public would come closer to understanding my disappearance than anyone else. It was not quite as total as the act they needed and nobody could be sure whether I was gone for good. For my closest followers, it foreshadowed a period of waiting. Either I'd return with a new language for them to speak or they'd seek a divine silence attendant to my own. I took a taxi past the cemetaries toward Manhattan, tides of ash-light breaking across the spires. new York seemed older than the cities of Europe, a sadistic gift of the sixteenth century, ever on the verge of plague. The cab driver was young, however, a freckled kid with a moderate orange Afro. I told him to take the tunnel. Is there a tunnel?" he said.

A girl in my high school once told me I had pretty eyes. I was puffed up over that until I was like thirty. You wouldn’t believe how stupid guys get over compliments on our looks, I was vain as. But my eyes weren’t anything special—light brown, not even hazel, yellow on a sunny day. The morning after the lights went out they lighted to dark amber, then they went the colour of new lager, and on the third day they were gold. P—said I looked like a Māori TV Pink Panther. C— said I looked like Edward Cullen from that old Twilight movie, if Edward Cullen had the body of a history teacher. A— said I looked cool. He was the only one.

If you’re asking the schools to be the answer, you’re also asking a lot. If you take a kid from a bad background and expect the overburdened teachers to turn him around in seven hours a day, it might or might not happen. What about the other seventeen hours in a day? People often ask us if, through our research and experience, we can now predict which children are likely to become dangerous in later life. Roy Hazelwood’s answer is, “Sure. But so can any good elementary school teacher.” And if we can get them treatment early enough and intensively enough, it might make a difference. A significant role-model adult during the formative years can make a world of difference. Bill Tafoya, the special agent who served as our “futurist” at Quantico, advocated a minimum of a ten-year commitment of money and resources on the magnitude of what we sent into the Persian Gulf. He calls for a wide-scale reinstatement of Project Head Start, one of the most effective long-term, anticrime programs in history. He doesn’t think more police are the answer, but he would bring in “an army of social workers” to provide assistance for battered women, homeless families with children, to find good foster homes. And he would back it all up with tax incentive programs. I’m not sure this is the total answer, but it would certainly be an important start. Because the sad fact is, the shrinks can battle all they want, and my people and I can use psychology and behavioral science to help catch the criminals, but by the time we get to use our stuff, the severe damage has already been done.

Much of Chinese society still expected its women to hold themselves in a sedate manner, lower their eyelids in response to men's stares, and restrict their smile to a faint curve of the lips which did not expose their teeth. They were not meant to use hand gestures at all. If they contravened any of these canons of behavior they would be considered 'flirtatious." Under Mao, flirting with./bre/gners was an unspeakable crime. I was furious at the innuendo against me. It had been my Communist parents who had given me a liberal upbringing. They had regarded the restrictions on women as precisely the sort of thing a Communist revolution should put an end to. But now oppression of women joined hands with political repression, and served resentment and petty jealousy. One day, a Pakistani ship arrived. The Pakistani military attache came down from Peking. Long ordered us all to spring-clean the club from top to bottom, and laid on a banquet, for which he asked me to be his interpreter, which made some of the other students extremely envious. A few days later the Pakistanis gave a farewell dinner on their ship, and I was invited. The military attache had been to Sichuan, and they had prepared a special Sichuan dish for me. Long was delighted by the invitation, as was I. But despite a personal appeal from the captain and even a threat from Long to bar future students, my teachers said that no one was allowed on board a foreign ship. "Who would take the responsibility if someone sailed away on the ship?" they asked. I was told to say I was busy that evening. As far as I knew, I was turning down the only chance I would ever have of a trip out to sea, a foreign meal, a proper conversation in English, and an experience of the outside world. Even so, I could not silence the whispers. Ming asked pointedly, "Why do foreigners like her so much?" as though there was something suspicious in that. The report filed on me at the end of the trip said my behavior was 'politically dubious." In this lovely port, with its sunshine, sea breezes, and coconut trees, every occasion that should have been joyous was turned into misery. I had a good friend in the group who tried to cheer me up by putting my distress into perspective. Of course, what I encountered was no more than minor unpleasantness compared with what victims of jealousy suffered in the earlier years of the Cultural Revolution. But the thought that this was what my life at its best would be like depressed me even more. This friend was the son of a colleague of my father's. The other students from cities were also friendly to me. It was easy to distinguish them from the students of peasant backgrounds, who provided most of the student officials.

Dr. Mary Atwater's story was so inspiring. Growing up, Dr. Atwater had a dream to one day be a teacher. But as a black person in the American South during the 1950s, she didn't have many great educational opportunities. It didn't help that she was also a girl, and a girl who loved science, since many believed that science was a subject only for men. Well, like me, she didn't listen to what others said. And also like me, Dr. Atwater had a father, Mr. John C. Monroe, who believed in her dreams and saved money to send her and her siblings to college. She eventually got a PhD in science education with a concentration in chemistry. She was an associate director at New Mexico State University and then taught physical science and chemistry at Fayetteville State University. She later joined the University of Georgia, where she still works as a science education researcher. Along the way, she began writing science books, never knowing that, many years down the road, one of those books would end up in Wimbe, Malawi, and change my life forever. I'd informed Dr. Atwater that the copy of Using Energy I'd borrowed so many times had been stolen (probably by another student hoping to get the same magic), so that day in Washington, she presented me with my own copy, along with the teacher's edition and a special notebook to record my experiments. "Your story confirms my belief in human beings and their abilities to make the world a better place by using science," she told me. "I'm happy that I lived long enough to see that something I wrote could change someone's life. I'm glad I found you." And for sure, I'm also happy to have found Dr. Atwater.

As in typical factories, high schools and higher education in particular are organized around the division of labor. In high schools, the day is usually segmented into regular chunks of time. When the bell rings, everyone changes task (and often rooms) and starts doing something else instead. Teachers specialize in particular subjects and move through the day from class to class in separate segments.

SOCIAL/GENERAL ICEBREAKERS 1. What do you think of the movie/restaurant/party? 2. Tell me about the best vacation you’ve ever taken. 3. What’s your favorite thing to do on a rainy day? 4. If you could replay any moment in your life, what would it be? 5. What one thing would you really like to own? Why? 6. Tell me about one of your favorite relatives. 7. What was it like in the town where you grew up? 8. What would you like to come back as in your next life? 9. Tell me about your kids. 10. What do you think is the perfect age? Why? 11. What is a typical day like for you? 12. Of all the places you’ve lived, tell me about the one you like the best. 13. What’s your favorite holiday? What do you enjoy about it? 14. What are some of your family traditions that you particularly enjoy? 15. Tell me about the first car you ever bought. 16. How has the Internet affected your life? 17. Who were your idols as a kid? Have they changed? 18. Describe a memorable teacher you had. 19. Tell me about a movie/book you’ve seen or read more than once. 20. What’s your favorite restaurant? Why? 21. Tell me why you were named ______. What is the origin of your last name? 22. Tell me about a place you’ve visited that you hope never to return to. get over your mom’s good intentions. 23. What’s the best surprise you’ve ever received? 24. What’s the neatest surprise you’ve ever planned and pulled off for someone else? 25. Skiing here is always challenging. What are some of your favorite places to ski? 26. Who would star as you in a movie about your life? Why that person? 27. Who is the most famous person you’ve met? 28. Tell me about some of your New Year’s resolutions. 29. What’s the most antiestablishment thing you’ve ever done? 30. Describe a costume that you wore to a party. 31. Tell me about a political position you’d like to hold. 32. What song reminds you of an incident in your life? 33. What’s the most memorable meal you’ve eaten? 34. What’s the most unforgettable coincidence you’ve experienced or heard about? 35. How are you able to tell if that melon is ripe? 36. What motion picture star would you like to interview? Why? 37. Tell me about your family. 38. What aroma brings forth a special memory? 39. Describe the scariest person you ever met. 40. What’s your favorite thing to do alone? 41. Tell me about a childhood friend who used to get you in trouble. 42. Tell me about a time when you had too much to eat or drink. 43. Describe your first away-from-home living quarters or experience. 44. Tell me about a time that you lost a job. 45. Share a memory of one of your grandparents. 46. Describe an embarrassing moment you’ve had. 47. Tell me something most people would never guess about you. 48. What would you do if you won a million dollars? 49. Describe your ideal weather and why. 50. How did you learn to ski/hang drywall/play piano?

Day and night Balian studied Arabic, both the language of the street corner and the more formal prose of his oneiric teachers. It was not that he mastered the language but rather that it mastered him. He found himself thinking in a language in which nouns shaded imperceptibly into verbs, a language which seemed to discount being in the present, a language with a special verb form for colours and physical deformities, a language of rhythmic syntax and many tiered layers of sense, communicated through hawking stops, gutturals, odd emphases and doublings.

We make a huge mistake when we define our calling in terms of participation inside the church—nursery work, Sunday school teacher, youth worker, music leader, and so on. Our calling is much bigger than how much time we put into church matters. Calling involves everything we are and everything we do, both inside and, more important, outside the church walls. “Calling,” said Os Guinness, “is the truth that God calls us to himself so decisively that everything we are, everything we do, and everything we have is invested with a special devotion, dynamism, and direction.

Love one another, Fathers,’ said Father Zossima, as far as Alyosha could remember afterwards. ‘Love God’s people. Because we have come here and shut ourselves within these walls, we are no holier than those that are outside, but on the contrary, from the very fact of coming here, each of us has confessed to himself that he is worse than others, than all men on earth.... And the longer the monk lives in his seclusion, the more keenly he must recognise that. Else he would have had no reason to come here. When he realises that he is not only worse than others, but that he is responsible to all men for all and everything, for all human sins, national and individual, only then the aim of our seclusion is attained. For know, dear ones, that every one of us is undoubtedly responsible for all men — and everything on earth, not merely through the general sinfulness of creation, but each one personally for all mankind and every individual man. This knowledge is the crown of life for the monk and for every man. For monks are not a special sort of men, but only what all men ought to be. Only through that knowledge, our heart grows soft with infinite, universal, inexhaustible love. Then every one of you will have the power to win over the whole world by love and to wash away the sins of the world with your tears.... Each of you keep watch over your heart and confess your sins to yourself unceasingly. Be not afraid of your sins, even when perceiving them, if only there be penitence, but make no conditions with God. Again, I say, be not proud. Be proud neither to the little nor to the great. Hate not those who reject you, who insult you, who abuse and slander you. Hate not the atheists, the teachers of evil, the materialists — and I mean not only the good ones — for there are many good ones among them, especially in our day — hate not even the wicked ones. Remember them in your prayers thus: Save, O Lord, all those who have none to pray for them, save too all those who will not pray. And add: it is not in pride that I make this prayer, O Lord, for I am lower than all men.... Love God’s people, let not strangers draw away the flock, for if you slumber in your slothfulness and disdainful pride, or worse still, in covetousness, they will come from all sides and draw away your flock. Expound the Gospel to the people unceasingly... be not extortionate.... Do not love gold and silver, do not hoard them.... Have faith. Cling to the banner and raise it on high.

The day we were all allowed to bring our pets into the classroom was going to be special. It was a nice sunny morning and Batty my black mouse had been spruced up for the occasion. He was in his new second-hand plastic cage, it was mustard coloured, had the mandatory wheel and sleeping chamber but had previously been a torture chamber for my cousin's late hamster. Despite my best efforts to revitalise it the wire remained rusty in places but at least it was more secure than the wooden enclosure my father had made... and Batty had instantly, and repeatedly, chewed his way out of. Sadly the species list for the class was a meagre four: rabbit, hamster, guinea pig and... one domesticated house mouse, Batty. They all ignored him, they cooed over the 'bunnies' and those chubby-fat tailless things whose eyes bulged when you squeezed them a bit, and queued to offer carrot and cabbage to those cow-licked multicoloured freaks with scratchy claws, but not one of the kids wanted to see, let alone hold, my mouse. By mid-afternoon the teacher finally caught sight of the lonely boy whispering into his mouse cage in the corner and gingerly agreed to let the rodent walk onto her hand in front of the class. Batty promptly pissed and then pooed three perfect wet little pellets, the classroom erupted with a huge collective 'urrgh' and then a frenzy of giggling, she practically threw him back in his cage and then made a big deal about washing her hands. With soap. Then we were all meant to wash our hands, with soap, but I didn't and no one noticed.

Lareau stresses that one style isn’t morally better than the other. The poorer children were, to her mind, often better behaved, less whiny, more creative in making use of their own time, and had a well-developed sense of independence. But in practical terms, concerted cultivation has enormous advantages. The heavily scheduled middle-class child is exposed to a constantly shifting set of experiences. She learns teamwork and how to cope in highly structured settings. She is taught how to interact comfortably with adults, and to speak up when she needs to. In Lareau’s words, the middle-class children learn a sense of “entitlement.” That word, of course, has negative connotations these days. But Lareau means it in the best sense of the term: “They acted as though they had a right to pursue their own individual preferences and to actively manage interactions in institutional settings. They appeared comfortable in those settings; they were open to sharing information and asking for attention…. It was common practice among middle-class children to shift interactions to suit their preferences.” They knew the rules. “Even in fourth grade, middle-class children appeared to be acting on their own behalf to gain advantages. They made special requests of teachers and doctors to adjust procedures to accommodate their desires.” By contrast, the working-class and poor children were characterized by “an emerging sense of distance, distrust, and constraint.” They didn’t know how to get their way, or how to “customize”—using Lareau’s wonderful term—whatever environment they were in, for their best purposes.

i. You’re in fourth grade and it’s autumn and your teacher is handing out catalogs, bright yellow paper pamphlets that crinkle like autumn leaves. You are ravenous, willing the ink to manifest itself into something palpable, pages and pages of words for you to consume, bright covers binding stories of people and places and things you’ve never encountered. The other students shove their already-crumpled copies into their Take-Home folders. ii. You’re in fourth grade and it’s winter and last night the books tumbled off your shelf like the falling snow outside, swelling and piling and overtaking everything—too much stuff, no place to put it all. Your favorite subject in school is Reading, and you can’t understand why no one else seems quite as delighted. It’s all made-up, see? you tell them, even the real stuff. They stare at you, bewildered, as you skip ahead in the enormous anthology of short stories, anxious to find something else that satisfies, trying to ignore the bored mumbles of the two boys next to you. Your other favorite subject is Silent Reading. iii. You’re in fourth grade and it’s spring which means chirping birds and blooming flowers and it’s old news, really, because every time you crack the spine on a new stack of yellowed pages you feel reborn. Your teacher says there won’t be Reading today, there’s something special instead, and your heart sinks as she leads the murmuring class down to the gym, light-up sneakers squeaking on the scuffed tiles. You get there and it’s not the gym, it’s Eden, shelves and shelves of vibrant covers vying for your attention. You’re torn between shoving your old, well-loved favorites under the noses of your disinterested friends and searching for new words to devour. You’re a prospector sifting for riches in the middle of the GOLD Rush, you’re a miner in a cave, you run the titles over your tongue like lollipops, wishing you could just swallow them whole. iv. You’ve finished fourth grade and it’s summer and you giggle when you get the letter in the mail reminding all students to finish one book by the end of break. You already finished one book the first day of vacation, and another the day after that. You still can’t understand why nobody else seems to get it—reading is not a hobby or a chore or a subject, it’s a lifestyle, a method of transportation, a communication that speaks directly to the soul. You decide that the only option is to become a writer when you grow up, and write a book that will fill the parts of people they didn’t even know were empty. You will write a book that they will want to read, and then they will understand.

And so I learned things, gentlemen. Ah, one learns when one has to; one learns when one needs a way out; one learns at all costs. One stands over oneself with a whip; one flays oneself at the slightest opposition. My ape nature fled out of me, head over heels and away, so that my first teacher was almost himself turned into an ape by it and was taken away to a mental hospital. Fortunately he was soon let out again. But I used up many teachers, several teachers at once. As I became more confident of my abilities, as the public took and interest in my progress and my future began to look bright, I engaged teachers for myself, engaged them in five communicating rooms, and took lessons from all at once by dint of leaping from one room to the other. That progress of mine! How the rays of knowledge penetrated from all sides into my awakening brain? I do not deny it: I found it exhilarating. But I must also confess: I did not overestimate it, not even then, much less now. With an effort which up till now has never been repeated I managed to reach the cultural level of an average European. In itself that might be nothing to speak of, but it is something insofar as it has helped me out of my cage and opened a special way out for me, the way of humanity. There is an excellent idiom: to fight one’s way through the thick of things; that is what I have done, I have fought through the thick of things. There was nothing else for me to do, provided that freedom was not to be my choice. As I look back on my development and survey what I have achieved so far, I do not complain, but I am not complacent either. With my hands in my trouser pockets, my bottle of wine on the table, I half lie and half sit in my rocking chair and gaze out of the window: If a visitor arrives I receive him with propriety. My manager sits in the anteroom; when I ring, he comes and listens to what I have to say. Nearly every evening I give a performance, and I have a success that could hardly be increased. When I come home late at night from banquets, from scientific receptions, from social gatherings, there sits waiting for me a half-trained chimpanzee and I take comfort from her as apes do. By day I cannot bear to see her; for she has the insane look of the bewildered half-broken animal in her eye, no one else sees it, but I do, and I cannot bear it. On the whole, at any rate, I have achieved what I have set out to achieve. But do not tell me that it was not worth the trouble. In any case, I am not appealing to any man’s verdict. I am only imparting knowledge, I am only making a report. To you also, honored Members of the Academy, I have only made a report.

I begin this chapter with President Ronald Reagan’s Farewell Speech on January 11, 1989. President Reagan encouraged the rising generation to “let ’em know and nail ’em on it”—that is, to push back against teachers, professors, journalists, politicians, and others in the governing generation who manipulate and deceive them: An informed patriotism is what we want. And are we doing a good enough job teaching our children what America is and what she represents in the long history of the world? Those of us who are over 35 or so years of age grew up in a different America. We were taught, very directly, what it means to be an American. And we absorbed, almost in the air, a love of country and an appreciation of its institutions. If you didn’t get these things from your family, you got them from the neighborhood, from the father down the street who fought in Korea or the family who lost someone at Anzio. Or you could get a sense of patriotism from school. And if all else failed, you could get a sense of patriotism from the popular culture. The movies celebrated democratic values and implicitly reinforced the idea that America was special. TV was like that, too, through the mid-sixties. But now, we’re about to enter the nineties, and some things have changed. Younger parents aren’t sure that an unambivalent appreciation of America is the right thing to teach modern children. And as for those who create the popular culture, well-grounded patriotism is no longer the style. Our spirit is back, but we haven’t reinstitutionalized it. We’ve got to do a better job of getting across that America is freedom—freedom of speech, freedom of religion, freedom of enterprise. And freedom is special and rare. It’s fragile; it needs [protection]. So, we’ve got to teach history based not on what’s in fashion but what’s important—why the Pilgrims came here, who Jimmy Doolittle was, and what those 30 seconds over Tokyo meant. You know, 4 years ago on the 40th anniversary of D-Day, I read a letter from a young woman writing to her late father, who’d fought on Omaha Beach. Her name was Lisa Zanatta Henn, and she said, “We will always remember, we will never forget what the boys of Normandy did.” Well, let’s help her keep her word. If we forget what we did, we won’t know who we are. I’m warning of an eradication of the American memory that could result, ultimately, in an erosion of the American spirit. Let’s start with some basics: more attention to American history and a greater emphasis on civic ritual. And let me offer lesson number one about America: All great change in America begins at the dinner table. So, tomorrow night in the kitchen, I hope the talking begins. And children, if your parents haven’t been teaching you what it means to be an American, let ’em know and nail ’em on it. That would be a very American thing to do.1

Lareau calls the middle-class parenting style "concerted cultivation." It’s an attempt to actively "foster and assess a child’s talents, opinions and skills." Poor parents tend to follow, by contrast, a strategy of "accomplishment of natural growth." They see as their responsibility to care for their children but to let them grow and develop on their own. Lareau stresses that one style isn’t morally better than the other. The poorer children were, to her mind, often better behaved, less whiny, more creative in making use of their own time, and had a well-developed sense of independence. But in practical terms, concerted cultivation has enormous advantages. The heavily scheduled middleclass child is exposed to a constantly shifting set of experiences. She learns teamwork and how to cope in highly structured settings. She is taught how to interact comfortably with adults, and to speak up when she needs to. In Lareau’s words, the middle-class children learn a sense of "entitlement." That word, of course, has negative connotations these days. But Lareau means it in the best sense of the term: "They acted as though they had a right to pursue their own individual preferences and to actively manage interactions in institutional settings. They appeared comfortable in those settings; they were open to sharing information and asking for attention It was common practice among middle-class children to shift interactions to suit their preferences." They knew the rules. "Even in fourth grade, middle-class children appeared to be acting on their own behalf to gain advantages. They made special requests of teachers and doctors to adjust procedures to accommodate their desires." By contrast, the working-class and poor children were characterized by "an emerging sense of distance, distrust, and constraint." They didn’t know how to get their way, or how to "customize"—using Lareau’s wonderful term—whatever environment they were in, for their best purposes.

Love one another, Fathers,” said Father Zossima, as far as Alyosha could remember afterwards. “Love God’s people. Because we have come here and shut ourselves within these walls, we are no holier than those that are outside, but on the contrary, from the very fact of coming here, each of us has confessed to himself that he is worse than others, than all men on earth... And the longer the monk lives in his seclusion, the more keenly he must recognize that. Else he would have had no reason to come here. When he realizes that he is not only worse than others, but that he is responsible to all men for all and everything, for all human sins, national and individual, only then the aim of our seclusion is attained. For know, dear ones, that every one of us is undoubtedly responsible for all men and everything on earth, not merely through the general sinfulness of creation, but each one personally for all mankind and every individual man. This knowledge is the crown of life for the monk and for every man. For monks are not a special sort of men, but only what all men ought to be. Only through that knowledge, our heart grows soft with infinite, universal, inexhaustible love. Then every one of you will have the power to win over the whole world by love and to wash away the sins of the world with your tears... Each of you keep watch over your heart and confess your sins to yourself unceasingly. Be not afraid of your sins, even when perceiving them, if only there be penitence, but make no conditions with God. Again I say, Be not proud. Be proud neither to the little nor to the great. Hate not those who reject you, who insult you, who abuse and slander you. Hate not the atheists, the teachers of evil, the materialists—and I mean not only the good ones—for there are many good ones among them, especially in our day—hate not even the wicked ones. Remember them in your prayers thus: Save, O Lord, all those who have none to pray for them, save too all those who will not pray. And add: it is not in pride that I make this prayer, O Lord, for I am lower than all men... Love God’s people, let not strangers draw away the flock, for if you slumber in your slothfulness and disdainful pride, or worse still, in covetousness, they will come from all sides and draw away your flock. Expound the Gospel to the people unceasingly... be not extortionate... Do not love gold and silver, do not hoard them... Have faith. Cling to the banner and raise it on high.

Love one another, Fathers,” said Father Zossima, as far as Alyosha could remember afterwards. “Love God's people. Because we have come here and shut ourselves within these walls, we are no holier than those that are outside, but on the contrary, from the very fact of coming here, each of us has confessed to himself that he is worse than others, than all men on earth.... And the longer the monk lives in his seclusion, the more keenly he must recognize that. Else he would have had no reason to come here. When he realizes that he is not only worse than others, but that he is responsible to all men for all and everything, for all human sins, national and individual, only then the aim of our seclusion is attained. For know, dear ones, that every one of us is undoubtedly responsible for all men and everything on earth, not merely through the general sinfulness of creation, but each one personally for all mankind and every individual man. This knowledge is the crown of life for the monk and for every man. For monks are not a special sort of men, but only what all men ought to be. Only through that knowledge, our heart grows soft with infinite, universal, inexhaustible love. Then every one of you will have the power to win over the whole world by love and to wash away the sins of the world with your tears.... Each of you keep watch over your heart and confess your sins to yourself unceasingly. Be not afraid of your sins, even when perceiving them, if only there be penitence, but make no conditions with God. Again I say, Be not proud. Be proud neither to the little nor to the great. Hate not those who reject you, who insult you, who abuse and slander you. Hate not the atheists, the teachers of evil, the materialists—and I mean not only the good ones—for there are many good ones among them, especially in our day—hate not even the wicked ones. Remember them in your prayers thus: Save, O Lord, all those who have none to pray for them, save too all those who will not pray. And add: it is not in pride that I make this prayer, O Lord, for I am lower than all men.... Love God's people, let not strangers draw away the [pg 178] flock, for if you slumber in your slothfulness and disdainful pride, or worse still, in covetousness, they will come from all sides and draw away your flock. Expound the Gospel to the people unceasingly ... be not extortionate.... Do not love gold and silver, do not hoard them.... Have faith. Cling to the banner and raise it on high.

Once upon a time Khidr, the teacher of Moses, called upon mankind with a warning. At a certain date, he said, all the water in the world which had not been specially hoarded, would disappear. It would then be renewed, with different water, which would drive men mad. Only one man listened to the meaning of this advice. He collected water and went to a secure place where he stored it, and waited for the water to change its character. On the appointed date the streams stopped running, the wells went dry, and the man who had listened, seeing this happening, went to his retreat and drank his preserved water. When he saw, from his security, the waterfalls again beginning to flow, this man descended among the other sons of men. He found that they were thinking and talking in an entirely different way from before; yet they had no memory of what had happened, nor of having been warned. When he tried to talk to them, he realized that they thought that he was mad, and they showed hostility or compassion, not understanding. At first he drank none of the new water, but went back to his concealment, to draw on his supplies, every day. Finally, however, he took the decision to drink the new water because he could not bear the loneliness of living, behaving and thinking in a different way from everyone else. He drank the new water, and became like the rest. Then he forgot all about his own store of special water, and his fellows began to look upon him as a madman who had miraculously been restored to sanity.

How do you build peaks? You create a positive moment with elements of elevation, insight, pride, and/ or connection. We’ll explore those final three elements later, but for now, let’s focus on elevation. To elevate a moment, do three things: First, boost sensory appeal. Second, raise the stakes. Third, break the script. (Breaking the script means to violate expectations about an experience—the next chapter is devoted to the concept.) Moments of elevation need not have all three elements but most have at least two. Boosting sensory appeal is about “turning up the volume” on reality. Things look better or taste better or sound better or feel better than they usually do. Weddings have flowers and food and music and dancing. (And they need not be superexpensive—see the footnote for more.IV) The Popsicle Hotline offers sweet treats delivered on silver trays by white-gloved waiters. The Trial of Human Nature is conducted in a real courtroom. It’s amazing how many times people actually wear different clothes to peak events: graduation robes and wedding dresses and home-team colors. At Hillsdale High, the lawyers wore suits and the witnesses came in costume. A peak means something special is happening; it should look different. To raise the stakes is to add an element of productive pressure: a competition, a game, a performance, a deadline, a public commitment. Consider the pregame jitters at a basketball game, or the sweaty-hands thrill of taking the stage at Signing Day, or the pressure of the oral defense at Hillsdale High’s Senior Exhibition. Remember how the teacher Susan Bedford said that, in designing the Trial, she and Greg Jouriles were deliberately trying to “up the ante” for their students. They made their students conduct the Trial in front of a jury that included the principal and varsity quarterback. That’s pressure. One simple diagnostic to gauge whether you’ve transcended the ordinary is if people feel the need to pull out their cameras. If they take pictures, it must be a special occasion. (Not counting the selfie addict, who thinks his face is a special occasion.) Our instinct to capture a moment says: I want to remember this. That’s a moment of elevation.

The fact that no one made demands on her knowledge in her special field was lucky for Simochka. Not only she but many of her girlfriends had graduated from the institute without any such knowledge. There were many reasons for this. The young girls had come from high schools with very little grounding in mathematics and physics. They had learned in the upper grades that at faculty council meetings the school director had scolded the teachers for giving out failing marks, and that even if a pupil didn't study at all he received a diploma. In the institute, when they found time to sit down to study, they made their way through the mathematics and radio-technology as through a dense pine forest. But more often there was no time at all. Every fall for a month or more the students were taken to collective farms to harvest potatoes. For this reason, they had to attend lectures for eight and ten hours a day all the rest of the year, leaving no time to study their course work. On Monday evenings there was political indoctrination. Once a week a meeting of some kind was obligatory. Then one had to do socially useful work, too: issue bulletins, organize concerts, and it was also necessary to help at home, to shop, to wash, to dress. And what about the movies? And the theater? And the club? If a girl didn't have some fun and dance a bit during her student years, when would she do so afterward? For their examinations Simochka and her girlfriends wrote many cribs, which they hid in those sections of female clothing denied to males, and at the exams they pulled out the one the needed, smoothed it out, and turned it in as a work sheet. The examiners, of course, could have easily discovered the women students' ignorance, but they themselves were overburdened with committee meetings, assemblies, a variety of plans and reports to the dean's office and to the rector. It was hard on them to have to give an examination a second time. Besides, when their students failed, the examiners were reprimanded as if the failures were spoiled goods in a production process—according to the well-known theory that there are no bad pupils, only bad teachers. Therefore the examiners did not try to trip the students up but, in fact, attempted to get them through the examination with as good results as possible.

It didn't take long to figure out I'll never go back to teaching public high school. Why would I, when I can make virtually the same money waiting tables, have no stress, and work half the hours? When I can give away or trade my shifts if I need time to write or study. When I'll never have to wake up early, take my work home, or talk to anyone's parents--unless it's in regards to the nightly specials, the Spanish grenache that pairs beautifully with our house-made mole sauce.

want to be someone who really celebrates the gift of the people God has given me to love. Here are a few simple ways to celebrate friends. Hold a special tea for your friends and their mothers. Celebrate with a tea for graduates, Mother's Day, or the first day of spring. Put on a birthday tea with special attention on the "big 0" ones. The anniversary of a special event or even a cup of tea to celebrate the end of a bad week or month are also good reasons to commune together. oday why not do a spontaneous act of kindness? Write a note to someone who would never expect it. Put a rose in your hubby's briefcase. Return a shopping cart for someone. Let someone merge into traffic and give him or her a big wave and smile. A thank you note out of the blue to someone who's said something nice about you will bless his or her day. Give another driver your parking spot. Leave a gift of money for someone anonymously. Call your mom or dad for no special reason. Send a letter to a teacher and thank him or her for all they do. Ask an older person to tell you his or her life story. Hebrews 13:2 reminds us to "entertain strangers, for by so doing some people have entertained angels without knowing it.

Joshua cried out, “Moses, my master, my teacher, I cannot bear the thought!” “Every man serves God in his own generation. As our father Abraham did and our father Isaac and our father Jacob, so I have tried to serve the great and almighty Jehovah. Now, know of the special love I have had for you two.” For a long time Moses stayed with the two men, encouraging them, until he stopped and said, “I must go.” “Let me go with you, master,” Joshua cried. “You are the new leader of Israel. One day you will join me, but now it is time for me to go meet with my God.

Student behavior had been a challenge, Walmsley told me. One girl sometimes got up from her seat to dance across the classroom. A boy with a special-ed diagnosis could answer problems on paper but had trouble speaking up in front of his classmates. On a quiz, he wrote Walmsley a note: “Teacher, you think I’m stupid, but I’m not.” On the wall was a chart showing a ladder, each level representing one behavioral demerit. Step 1 is a warning. At Step 3, a child is sent to the “icebox,” an isolated chair at the back of the classroom. By Step 5, a parent is notified, and the child is removed from the classroom. Each student’s name was written on a wooden clothespin, and as he or she accrued demerits, the pin moved up the ladder. Like Arpino with her kindergarteners, Walmsley spent an extraordinary amount of time policing how his fourth graders sat. Were their eyes “tracking” the teacher? Were pencils resting in the pencil groove of the desk? He didn’t hesitate to give demerits for small infractions. “Remember how I was talking about chocolate milk? How milk and chocolate are our products?” he asked the students, referencing the previous day’s multiplication lesson. When a boy named Anthony answered, “Yes!” he earned a demerit for speaking out of turn. By the end of the period, Anthony’s clothespin had moved up the ladder, and Anthony was sitting in the icebox, scowling.

When this job feels overwhelming, remind yourself that one day you will die!

I lift my hat every day to my parents for bringing me up bilingually. It is the greatest gift they have ever given me, and I lift off my hat to all other parents who have done, are doing, or thinking about doing the same. Bilinguals, don't worry if people think you are a bit different. Be proud of it. It may not always seem so but I suppose we are kind of special!

Dedication Although she is no longer with us, I would like to thank Mrs. Fuller, my high school English teacher. Believe it or not, I have a variety of learning disabilities which makes it difficult for me to spell words correctly or consistently. This issue got me placed, briefly, in the Special Learning track at school. It was Mrs. Fuller who noticed that I was carrying Lord of the Rings around with me one day and asked why I was carrying a book for someone else. Obviously someone as disabled as me could not possibly be reading it herself. Ha! When I demonstrated I was able to READ even if I couldn't write she had me bounced back to the regular classes. Even though the rules of English Lit. required her to mark me down for each and every grammatical error and spelling mistake she would write, in some amazement I remember, how impressed she was with the breadth and comprehensive nature of my imagination. Many years later I still remember her telling me to put the story down on paper somehow. The publishers will hire someone to fix the little things. It was the story that counted. So, Hi to Mrs Fuller and all her ilk. Thank you from a C+ student.

The fifteen-minute drive from her son’s parent-teacher conference had been full of introspection, soul-searching, and heartache. It was partially, Kendall felt, the same battle other working mothers waged every day. Do I do enough for my child? It was a conflict that she was sure should have been resolved with her mother’s generation. Yet it was a debate that still plunged a hot needle into her skin. No mom could ever really think she’d done enough—especially if she did anything for herself. That included pursuing a meaningful career, of course. Anyone without a special-needs child is always at the ready to tell those who have one what they ought to do.

Collaboration is generally the least valued and most haphazardly executed aspect of teachers' pedagogy, and some entire schools are being built around individualization and specialization. When we then ask students to, in effect, be their brother's keeper, many understandably have no idea what comes next. And this is where we, as teachers, must have more to offer than a day-one 'abracadabra!

In his first class of the day, correlated language arts, a class for students at least two years below their grade level in English, Boobie Miles spent the period working on a short research paper that he called “The Wonderful Life of Zebras.” He thumbed through various basic encyclopedia entries on the zebra. He ogled at how fast they ran (“Damn, they travel thirty miles”) and was so captivated by a picture of a zebra giving birth that he showed it to a classmate (“Want to see it have a baby, man?”). By the end of the class, Boobie produced the following thesis paragraph: Zebras are one of the most unusual animals in the world today. The zebra has many different kind in it nature. The habitat of the zebra is in wide open plain. Many zebras have viris types of relatives. He then went on to algebra I, a course that the average college-bound student took in ninth grade and some took in eighth. Because of his status as a special needs student, Boobie hadn’t taken the course until his senior year. He was having difficulty with it and his average midway through the fall was 71. After lunch it was on to creative writing, where Boobie spent a few minutes playing with a purple plastic gargoyle-looking monster. He lifted the fingers of the monster so it could pick its nose, then stuck his own fingers into its mouth. There were five minutes of instruction that day; students spent the remaining fifty-odd minutes working on various stories they were writing. They pretty much could do what they wanted. Boobie wrote a little and also explained to two blond-haired girls what some rap terms meant, that “chillin’ to the strength,” for example, meant “like cool to the max.” Boobie enjoyed this class. It gave him an unfettered opportunity to express himself, and the teacher didn’t expect much from him. His whole purpose in life, she felt, was to be a football player. “That’s the only thing kids like that have going for them, is that physical strength,” she said.

Through the nonprofit Zinn Education Project (ZEP)—a collaborative effort with Rethinking Schools and Teaching for Change—Zinn’s book and dozens of spin-off books, documentaries, role-playing activities, and lessons about Reconstruction, the 1921 Tulsa race riot, taking down “racist” statues, the “FBI’s War on the Black Freedom Movement,” the “Civil Rights Movement” (synonymous with the Black Panthers), the Black Panther Ten Point Program, “environmental racism,” and other events that provide evidence of a corrupt U.S. regime are distributed in schools across the country. According to a September 2018 ZEP website post, “Close to 84,000 teachers have signed up to access” ZEP’s history lessons and “at least 25 more sign up every day.” Alison Kysia, a writer for ZEP who specializes in “A People’s History of Muslims in the United States” and who taught at Northern Virginia Community College, used Zinn’s book in her classes and defended it for its “consciousness-raising power.”64 ZEP sends organizers to give workshops to librarians and teachers on such topics as the labor movement, the environment and climate change, “Islamophobia,” and “General Approaches to Teaching People’s History” (with full or partial costs borne by the schools!). In 2017, workshops were given in six states, Washington, D.C., and Vancouver, Canada.

Months beforehand I started focusing my Manhattanite efficiency on getting registered in Italy, Andrea leading me by the hand through the wilderness of Old World red tape. The first step was “getting my documents together,” an Italian ritual repeated before every encounter with officialdom. Sticking to a list kindly provided by the Italian Consulate, I collected my birth certificate, passport, high school diploma, college diploma, college transcript, medical school diploma, medical school transcript, certificates of internship and residency, National Board Examination certificates, American Board of Internal Medicine test results, and specialization diploma. Then I got them transfigured into Italian by the one person in New York authorized by the Italian Consulate to crown his translation with an imprimatur. We judiciously gave him a set of our own translations as crib notes, tailored by my husband to match the Rome medical school curriculum. I wrote a cover letter from Andrea’s dictation. It had to be in my own hand, on a folded sheet of double-sized pale yellow ruled Italian paper embossed with a State seal, and had to be addressed “To the Magnificent Rector of the University of Rome.” You have to live in Italy a while to appreciate the theatrical elegance of making every fiddler a Maestro and every teacher a Professoressa; even the most corrupt member of the Italian parliament is by definition Honorable, and every client of a parking lot is by default, for lack of any higher title, a Doctor (“Back up, Dotto’, turn the wheel hard to the left, Dotto’”). There came the proud day in June when I got to deposit the stack of documents in front of a smiling consular official in red nail polish and Armani. After expressing puzzlement that an American doctor would want to move to her country (“You medical people have it so good here”), she Xeroxed my certificates, transcripts, and diplomas, made squiggles on the back to certify the Xeroxes were “authentic copies,” gave me back the originals, and assured me that she’d get things processed zip zip in Italy so that by the time I left for Rome three months later I’d have my Italian license and be ready to get a job. Don’t call me, I’ll call you. When we were about to fly in September and I still hadn’t heard from her, I went to check. Found the Xeroxes piled up on Signora X’s desk right where I’d left them, and the Signora gone for a month’s vacation. Slightly put out, I snatched up the stack to hand-carry over (re-inventing a common expatriate method for avoiding challenges to the efficiency of the Italian mails), prepared to do battle with the system on its own territory.

Shortly after, Paul took up the cry of liberty and declared all meats clean, every day holy, all places sacred and every act acceptable to God. The sacredness of times and places, a half-light necessary to the education of the race, passed away before the full sun of spiritual worship. The essential spirituality of worship remained the possession of the Church until it was slowly lost with the passing of the years. Then the natural legality of the fallen hearts of men began to introduce the old distinctions. The Church came to observe again days and seasons and times. Certain places were chosen and marked out as holy in a special sense. Differences were observed between one and another day or place or person, "The sacraments" were first two, then three, then four until with the triumph of Romanism they were fixed at seven. In all charity, and with no desire to reflect unkindly upon any Christian, however misled, I would point out that the Roman Catholic church represents today the sacred-secular heresy carried to its logical conclusion. Its deadliest effect is the complete cleavage it introduces between religion and life. Its teachers attempt to avoid this snare by many footnotes and multitudinous explanations, but the mind's instinct for logic is too strong. In practical living the cleavage is a fact. From this bondage reformers and puritans and mystics have labored to free us. Today the trend in conservative circles is back toward that bondage again. It is said that a horse after it has been led out of a burning building will sometimes by a strange obstinacy break loose from its rescuer and dash back into the building again to perish in the flame. By some such stubborn tendency toward error Fundamentalism in our day is moving back toward spiritual slavery. The observation of days and times is becoming more and more prominent among us. "Lent" and "holy week" and "good" Friday are words heard more and more frequently upon the lips of gospel Christians. We do not know when we are well off.

PRANAYAMA EXERCISES FOR EACH CHAKRA Three-Part Breath - Dirga Pranayama: A good breathing exercise for beginners. Doing three-part breath shows you how to completely fill and clear the lungs, which is necessary because you're not possibly used to using your full lung capacity. It's a great way to transition into your yoga session as well. Equal Breathing - Sama Vritti Pranayama: Taking long, steady and gentle breaths has a calming effect on the body. Bringing your full attention on holding the same intensity of your inhalations and exhalations consumes your mind, giving it a much needed break from its regular task buzz. Alternate Nostril Breathing - Nadi Sodhana: In nadi sodhana, you block off one nostril before switching sides, exhaling and inhaling through the open passage. By clearing the energy channels on both sides of the body, this helps bring you into balance. Cooling Breath - Shitali Pranyama: A simple breath, perfect for a hot day or after practicing yoga poses when the body is warm. Ocean Breath - Ujjayi Pranayama: Ujjayi breath is really fascinating because it works to ease the sympathetic nervous system while raising the oxygen intake. It is the main breath used in vinyasa yoga because it is sufficiently powerful to sustain a robust flood. Lion's Breath - Simhasana: The breath of the lion releases the tension in your face and helps you to blow off some steam. You can do it during a yoga practice anytime. Skull Shining Breath - Kapalabhati Pranayama: Ideally this is specialized breathing practice should be learnt from an experienced teacher; as if it is done incorrectly it can become lightheaded.

Dear Mr. Ellis,Today my mom made me pancakes because it is a special day because you are my favorite teacher and you are back and that makes me happy. My mom made one of the pancakes in the shape of an E for Ellis. If you ever want to talk to me about what happened and why you had to go away Mr. Ellis I will listen and I will be your friend. My best friend is Rotty my dog and he always listens to me whenever I am sad. I can be your Rotty if you need one. My mom says a bad thing was done to you by a bad person they can’t find and it was on the news. But I don’t care about the news. I only care about you. Your friend, Jimmy.

exposed outlets, cords, fans, etc. Safe cribs Written emergency plan Disposable towels available Eating area away from diaper area Toys washed each day Teacher knows about infant illnesses Fun Toys can be reached by kids Floor space available for crawlers to play 3 different types of “large-muscle materials” available (balls, rocking horse) 3 types of music materials available “Special activities” (i.e., water play, sponge painting) 3 materials for outdoor infant play Individualization Kid has own crib Each infant is assigned to one of the teachers Child development is assessed formally at least every 6 months Infants offered toys appropriate for their development level Teachers have at least 1 hour a week for team planning

When we are sold perfume, we are accustomed to also being sold the idea of a life we will never have. Coty's Chypre enabled Guerlain to create Mitsouko; Coty's Emeraude of 1921 was the bedrock on which Shalimar was built and Coty's L'Origan become the godmother of L'heure bleue, also by Guerlain. Some people dedicate themselves to making life beautiful. With instinctual good taste, magpie tendencies and a flair for color, they weave painfully exquisite tableaux, defining the look of an era. Paul Poiret was one such person. After his success, he went bust in 1929 and had to sell his leftover clothing stock as rags. Swept out of the picture by a new generation of designers, his style too ornate and Aladdinesque, Poiret ended his days as a street painter and died in poverty. It was Poiret who saw that symbolic nomenclature could turn us into frenzied followers, transforming our desire to own a perfume into desperation. The beauty industry has always been brilliant at turning insecurities into commercial opportunities. Readers could buy the cologne to relax during times of anxiety or revive themselves from strain. Particularly in the 1930s, releases came thick and fast, intended to give the impression of bounty, the provision of beauty to all women in the nation. Giving perfumes as a gift even came under the Soviet definition of kulturnost or "cultured behavior", including to aunts and teachers on International Women's Day. Mitsouko is a heartening scent to war when alone or rather, when not wanting to feel lonely. Using fragrance as part of a considered daily ritual, the territorial marking of our possessions and because it offers us a retrospective sense of naughtiness. You can never tell who is going to be a Nr. 5 wearer. No. 5 has the precision of well-cut clothes and that special appeal which comes from a clean, bare room free of the knick-knacks that would otherwise give away its age. Its versatility may well be connected to its abstraction. Gardenia perfumes are not usually the more esoteric or intellectual on the shelves but exist for those times when we demand simply to smell gorgeous. You can depend on the perfume industry to make light of the world's woes. No matter how bad things get, few obstacles can block the shimmer and glitz of a new fragrance. Perfume became so fashionable as a means of reinvention and recovery that the neurology department at Columbia University experimented with the administration of jasmine and tuberose perfumes, in conjunction with symphony music, to treat anxiety, hysteria and nightmares. Scent enthusiasts cared less for the nuances of a composition and more for the impact a scent would have in society. In Ancient Rome, the Stoics were concerned about the use of fragrance by women as a mask for seducing men or as a vehicle of deception. The Roman satirist Juvenal talked of women buying scent with adultery in mind and such fears were still around in the 1940s and they are here with us today. Similarly, in crime fiction, fragrance is often the thing that gives the perpetrator away. Specifically in film noir, scent gets associated with misdemeanors. With Opium, the drugs tag was simply the bait. What YSL was really marketing, with some genius, was perfume as me time: a daily opportunity to get languid and to care sod-all about anything or anyone else.

Every day we can say something that has the capacity to heal and help people. A grown-up can do this. A child can do this. A businessperson, a politician, or a teacher can do this. We don't need to wait for a special moment.

On the twenty-sixth of January in 1988, Australia was celebrating two hundred years since colonization. I was eight years old at the time and could not begin to comprehend the complexity of the day and what it meant to the long-suffering indigenous people of our country. Back then, it was a day viewed as celebratory; the one narrative pushed by the government and media of the time, parroted by our teachers gushing: What a special day it was! A birthday, they said. That, my eight-year-old self could understand.

Normalcy?” I ask, louder than is probably necessary, surprising myself with the unusual amount of animated expression in my voice. “A regular human being? Jesus, what the fuck is there in that? What does that even mean? Credit card debt, a mortgage, a nagging spouse and bratty kids and a minivan and a fucking family pet? A nine-to-five job that you hate, and that’ll kill you before you ever see your fabled 401k? Cocktail parties and parent-teacher conferences and suburban cul-de-sacs? Monogamous sex, and the obligatory midlife crisis? Potpourri? Wall fixtures? Christmas cards? A welcome mat and a mailbox with your name stenciled on it in fancy lettering? Shitty diapers and foreign nannies and Goodnight Moon? Cramming your face with potato chips while watching primetime television? Antidepressants and crash diets, Coach purses and Italian sunglasses? Boxed wine and light beer and mentholated cigarettes? Pediatrician visits and orthodontist bills and college funds? Book clubs, PTA meetings, labor unions, special interest groups, yoga class, the fucking neighborhood watch? Dinner table gossip and conspiracy theories? How about old age, menopause, saggy tits, and rocking chairs on the porch? Or better yet, leukemia, dementia, emphysema, adult Depends, feeding tubes, oxygen tanks, false teeth, cirrhosis, kidney failure, heart disease, osteoporosis, and dying days spent having your ass wiped by STNAs in a stuffy nursing home reeking of death and disinfectant? Is that the kind of normalcy you lust for so much? All of that—is that worth the title of regular human being? Is it, Helen? Is it?

My coworker in the basement is the color of the sunrise. he has a heart condition his pea-sized heart seldom beats. so we all tell him to walk around every now and then ’cause he’s gotten yellow in the cheeks and we sometimes blow chunks of air into his toothless mouth to bring him back to life. ’cause he’s curled up on his table like on a round bed whining about chest pain with so much moonshine he’s even stopped floating. we shove mint candies down his throat to make him smell nice when he opens his mouth and strapped to him we walk him in dresses and pants all over the school to show he’s a living security guard. the missus teachers have special looks they don’t recognize his face they pass through him every day they ask us if we have a new coworker. only sometimes does his mouth smell of dead swans and we wrinkle our noses and the teachers passing by think it’s from our unwashed socks. my co-worker doesn’t even know if he’s still alive. so yellow a sunrise and his heart like a pea beating hardly ever we slap him we swear at him for making us look like fools at work. but we care about him we hide him in the basement so he can sleep maybe he’ll bounce back. (in english by Diana Manole)

In these days, when there is a tendency to specialize so closely, it is well for us to be reminded that the possibilities of being at once broad and deep did not pass with Leonardo Da Vinci or even Benjamin Franklin. Men of our profession - we teachers - are bound to be impressed by the tendency of youths of strikingly capable minds to become interested in one small corner of science and uninterested in the rest of the world ... It is unfortunate when a brilliant and creative mind insists upon living in a modern monastic cell.

These outcasts, or osu, seeing that the new religion welcomed twins and such abominations, thought that it was possible that they would also be received. And so one Sunday two of them went into the church. There was an immediate stir, but so great was the work the new religion had done among the converts that they did not immediately leave the church when the outcasts came in. Those who found themselves nearest to them merely moved to another seat. It was a miracle. But it only lasted till the end of the service. The whole church raised a protest and was about to drive these people out, when Mr. Kiaga stopped them and began to explain. "Before God," he said, "there is no slave or free. We are all children of God and we must receive these our brothers." "You do not understand," said one of the converts. "What will the heathen say of us when they hear that we receive osu into our midst? They will laugh." "Let them laugh," said Mr. Kiaga. "God will laugh at them on the judgment day. Why do the nations rage and the peoples imagine a vain thing? He that sitteth in the heavens shall laugh. The Lord shall have them in derision." "You do not understand," the convert maintained. "You are our teacher, and you can teach us the things of the new faith. But this is a matter which we know." And he told him what an osu was. He was a person dedicated to a god, a thing set apart--a taboo for ever, and his children after him. He could neither marry nor be married by the free-born. He was in fact an outcast, living in a special area of the village, close to the Great Shrine. Wherever he went he carried with him the mark of his forbidden caste -long, tangled and dirty hair. A razor was taboo to him. An osu could not attend an assembly of the free-born, and they, in turn, could not shelter under his roof. He could not take any of the four titles of the clan, and when he died he was buried by his kind in the Evil Forest. How could such a man be a follower of Christ? "He needs Christ more than you and I," said Mr. Kiaga. "Then I shall go back to the clan," said the convert. And he went. Mr. Kiaga stood firm, and it was his firmness that saved the young church. The wavering converts drew inspiration and confidence from his unshakable faith. He ordered the outcasts to shave off their long, tangled hair. At first they were afraid they might die. "Unless you shave off the mark of your heathen belief I will not admit you into the church," said Mr. Kiaga. "You fear that you will die. Why should that be? How are you different from other men who shave their hair? The same God created you and them. But they have cast you out like lepers. It is against the will of God, who has promised everlasting life to all who believe in His holy name. The heathen say you will die if you do this or that, and you are afraid. They also said I would die if I built my church on this ground. Am I dead? They said I would die if I took care of twins. I am still alive. The heathen speak nothing but falsehood. Only the word of our God is true." The two outcasts shaved off their hair, and soon they were the strongest adherents of the new faith. And what was more, nearly all the osu in Mbanta followed their example.

.​Explanation 2.​A Message from the Principal 3.​Poetry 4.​Doctor Pickle 5.​A Story with a Disappointing Ending 6.​Pet Day 7.​A Bad Word 8.​Santa Claus 9.​Something Different about Mrs. Jewls 10.​Mr. Gorf 11.​Voices 12.​Nose 13.​The New Teacher 14.​A Light Bulb, a Pencil Sharpener, a Coffeepot, and a Sack of Potatoes 15.​An Elephant in Wayside School 16.​Mr. Poop 17.​Why the Children Decided They Had to Get Rid of Mrs. Drazil 18.​The Blue Notebook 19.​Time Out 20.​Elevators 21.​Open Wide 22.​Jane Smith 23.​Ears 24.​Glum and Blah 25.​Guilty 26.​Never Laugh at a Shoelace 27.​Way-High-Up Ball 28.​Flowers for a Very Special Person 29.​Stupid 30.​The Little Stranger

Most observant Judeans were content to pray the morning and the evening services. The teachers often said that the afternoon prayers carried a greater sense of divine connection, because they were the hardest to observe. People could more easily find time to address the Holy One at the beginning and the end of each day, but to stop in the middle of activities and pray, this signified a special calling.

Horst Schulze, cofounder and past president of The Ritz-Carlton Hotel Company, shares the origin of the Motto: “I started in the hotel business when I was 14 years old as a busboy. When my mother took me to the hotel to work for the first time, she said, ’We could never go to this hotel. This is only for important people. For important, fine people. So you’re lucky. Behave yourself. Wash your hands.’ She was a typical mother. I went to the hotel and the general manager talked to my mother and me for 15 minutes and told us we could never be like the guests who came to his hotel. ’So don’t ever get jealous. This is for Ladies and Gentlemen—very important people.’ “By the time I started working in the restaurant, I knew the guests were very important. But a few months later I realized that the maître d’ I watched every day was just as important because every guest was proud when he talked to them. Why? Because he was a first-class professional. He was somebody special—because of the excellence he created for the guests. So when I went to hotel school about a year and a half later, the teacher asked me to write a story describing what I felt about the business. And I wrote about the maître d’ at my hotel. I titled it, ’Ladies and Gentlemen Serving Ladies and Gentlemen.’ I wrote we could be excellent like he was. . .absolute excellence. When you walked into a room, you knew he was there. In any moment all of us who serve can be Ladies and Gentlemen, just like the guests. I think it’s a powerful thing that shouldn’t be missed by the wonderful people in this industry. They should understand that.

A kid picked up a chair and threw it across the room. The mom’s response was, ‘Well, he did have an egg for breakfast the other day.’” “A

East Side High became well known some years ago when its former principal, a colorful and controversial figure named Joe Clark, was given special praise by U.S. Education Secretary William Bennett. Bennett called the school “a mecca of education” and paid tribute to Joe Clark for throwing out 300 students who were thought to be involved with violence or drugs. “He was a perfect hero,” says a school official who has dinner with me the next evening, “for an age in which the ethos was to cut down on the carrots and increase the sticks. The day that Bennett made his visit, Clark came out and walked the hallways with a bullhorn and a bat. If you didn’t know he was a principal, you would have thought he was the warden of a jail. Bennett created Joe Clark as a hero for white people. He was on the cover of Time magazine. Parents and kids were held in thrall after the president endorsed him. “In certain respects, this set a pattern for the national agenda. Find black principals who don’t identify with civil rights concerns but are prepared to whip black children into line. Throw out the kids who cause you trouble. It’s an easy way to raise the average scores. Where do you put these kids once they’re expelled? You build more prisons. Two thirds of the kids that Clark threw out are in Passaic County Jail. “This is a very popular approach in the United States today. Don’t provide the kids with a new building. Don’t provide them with more teachers or more books or more computers. Don’t even breathe a whisper of desegregation. Keep them in confinement so they can’t subvert the education of the suburbs. Don’t permit them ‘frills’ like art or poetry or theater. Carry a bat and tell them they’re no good if they can’t pass the state exam. Then, when they are ruined, throw them into prison. Will it surprise you to be told that Paterson destroyed a library because it needed space to build a jail?

Lieutenant Fielding was a relatively young teacher who taught Latin and Greek History. He was friendlier than most teachers and encouraged his students to come back to his classroom after hours for additional insight. I remember him professing that the Greeks placed great emphasis on the human body, especially that of men. He also explained that students and teachers should develop a very special bond, supposedly for their enhanced mutual benefit. His philosophy was based on Pederasty as it was practiced in Ancient Greece and, for Fielding; it provided an entrance into a form of ritualistic military life, and the religion of Zeus. At the time I had no inkling what he was talking about, but it didn’t take me long to figure out that he was “gay,” a term not used at the time. However, some students didn’t mind his advances and got unusually high grades, until one day he left without notice. Some of those students who received the extra help were either pulled out of school by their parents or asked to leave by the school’s administrators. In 1952 there was little tolerance for the alternate life style that Lieutenant Fielding was promoting!

How would you describe yourself? 2. What was the happiest moment of your life? 3. What was your most embarrassing moment? 4. What is your first childhood memory? 5. Who has been the most influential person in your life and why? 6. What is something you did as a teenager that your parents never learned about? 7. What’s your favorite time of year and why? 8. If you were asked to give yourself a new name, what would it be? 9. If you were asked to give me a new name, what would it be? 10. If we hadn’t met each other, where would you be right now? 11. What was on your mind the last time we were having sex? 12. What is your favorite sexual memory of us? 13. What movie reminds you of us? 14. Which of your parents are you most like and in what ways? 15. What is your favorite thing I ever did for a special occasion for you? 16. What’s your favorite physical feature on you? 17. Who was your favorite teacher when you were a child? 18. Which significant other before me had the biggest impact on you? 19. What’s the angriest you ever felt? 20. Which of your personality traits do you wish you could change? 21. Which of your parents did you go to when you wanted to talk and why? 22. Which of your friends would you choose if you had to be on a desert island with just one? 23. When you were a kid, did you feel that you fit in? Why or why not? 24. If you could go back in time, what age would you be again? 25. If you could see into the future, what would you want to know? 26. What is the best thing about our relationship? 27. Are you an optimist, a pessimist, or a realist? 28. What things about me make you know I’m the one for you? 29. If our house was on fire and you had a chance to grab only five things before leaving, what would they be? 30. If you could be born again as someone else, who would you be and why? 31. What is your favorite song of all time and why? 32. What is the worst decision you ever made? 33. If you could hand-pick the leader of our country, who would it be and why? 34. What kind of animal do you see yourself as? 35. What kind of animal do you see me as? 36. If you could boil down your life philosophy into one sentence, what would it be? 37. If you could remain one age forever, how old would you be? 38. Would you be willing to live a year in another country where we don’t speak the language? Why or why not? 39. If you had one magical superpower, what would it be? 40. How do you think other people perceive you? 41. Aside from me, who really knows you the best? 42. What is the wackiest thing you’ve ever done? 43. Have you ever had a supernatural or unexplainable experience? If so, what was it? 44. What do you believe happens immediately after we die? 45. In what situations do you feel the most confident and sure of yourself? 46. In what situations do you feel the least confident? 47. What is the best thing you learned from your mom and dad? 48. What one major life regret do you have? 49. On an average day, what do you think about most? 50. What makes you feel most fulfilled in our relationship?

Coleraine was favoured with special visitations of power and blessing. In one of the schools a boy came under conviction so much that the teacher sent him home with an older boy who had been converted only the previous day. On the way home they turned into an empty house to pray together. The troubled boy was soon rejoicing and said, “I must go back and tell the teacher.” With a beaming face he told him, “O sir I am so happy I have the Lord Jesus in my heart.” The whole class was affected as a result and boy after boy rose and silently left the room. When the teacher went to investigate he found them ranged around the playground wall on their knees. Silent prayer soon gave way to loud cries and prayers, which carried to the girls’ school on the first floor. Immediately the girls fell on their knees and wept. The commotion carried into the street; neighbors and passers-by came flocking in. As soon as they crossed the threshold, they all came under the same convicting power. Ministers came to help, men of prayer were summoned, and the day was spent in leading young and old to saving faith in Christ. On June 7th a great open-air meeting was held in Coleraine where converts testified. Such large crowds gathered that they were divided into several groups, each to be addressed by different ministers. God’s presence was an awesome reality. Many came under deep conviction. Many prostrations occurred. It continued throughout the following day and in the evening the market was crowded. The gospel was preached and again many sank down and with bitter cries sought the Lord for mercy. Christian helpers took many of these “stricken ones” as they were now called into the new town hall, then awaiting its official opening. A Bible is still there with this inscription, “It is meant to be a memorial of the first opening of the new town hall when upon the night of June 9th, nearly one hundred persons agonised in mind through conviction of sin, and entirely prostrate in body, were brought into that building to obtain shelter during the night, and to receive consolation from the instructions and prayers of Christian ministers and Christian people.” 5

Outcome Based Education The first time you read this poem I need you to remember something They do not teach you in school Like Doctor’s, Lawyers, Soldiers, Teachers don’t have an oath, not at all Yet, students aren’t footballs They aren’t The student aren’t born dull or bright Teachers make them that way, a plight Obe comes for rescue to make learning, a delight Yet, is content about Obe too abstract to understand? Is the material about Obe too tough to grasp and comprehend? Do a new way to be adopted to explain and define Obe? Its an easy concept once you agree Outcomes are not scores, averages or grade point Only needs is to look education from a new viewpoint Obe is holistic way of enlightening and empowering learners It is a paradigm shift to make them achievers Obe is what they’ll be able to know and do Skills and knowledge they need to have at debut Course Outcome(CO) is what they’ll know after each course This is the skill they will acquire without any force Program Specific Outcomes(PSO) are specific to program, USPs of department, its hologram What they’ll be able to do at time of graduation accomplishment, achievement, acclamations Program Educational Objectives(PEOs) are the achievements they’ll have in their career Indicates what they’ll achieve and how they perform during first few years Program Outcomes (POs) is what they’ll be able to know and do upon graduation Skills, knowledge and behaviour they’ll acquire, will give their career acceleration. Obe wants all learner to learn and be successful 1 paradigm 2 purpose 3 premises 4 principles 5 Practices of obe makes you accountable 1 paradigm what and whether students learn successfully is more important than how and when they learn 2 Purpose maximize condition of success for all students, send fully equipped student into world to make their dreams unfurl 3 Premises All students can succeed and learn maybe not on same day and same way, Success breads success , colleges control condition of success 4 principles clarity of focus on outcomes, expended opportunity to all, high expectation from all, designing curriculum to attain outcome 5 practices define outcome, design curriculum, deliver instruction, document result, determine advancement These are 1 paradigm 2 purpose 3 premises 4 principles 5 Practices for Obe accomplishment ----------------By Dr. Kshitij Shinghal Special thanks to Dr. William Spady and references from his book “ Outcome Based Education: Critical Issues