"The Middle Years" is a short story by Henry James, first published in Scribner's Magazine in 1893. It may be the most affecting and profound of James's stories about writers. The novelist in the tale speculates that he has spent his whole life learning how to write, so a second life would make sense, "to apply the lesson." Second lives aren't usually available, so the novelist says of himself and his fellow artists: "We work in the dark-we do what we can-we give what we have. Our doubt is our passion and our passion is our task. The rest is the madness of art." Dencombe, a novelist who has been seriously ill, is convalescing at the English seaside town of Bournemouth. He is sitting near the water and reading his latest book entitled, of course, The Middle Years. A young physician named Dr. Hugh comes over to Dencombe and begins to talk about his admiration for the novel, though he doesn't realize that he's speaking to the book's author. The weakened Dencombe suddenly loses consciousness. When he revives, he finds that Dr. Hugh has recognized him, and that the physician is also attending a wealthy woman referred to only as the Countess. Over the next few days Dr. Hugh pays more attention to Dencombe than to the Countess, and he is warned about this by the wealthy woman's companion, Miss Vernham. A few days later Dencombe relapses. Dr. Hugh tells Dencombe that the Countess has died and left him nothing in her will. Close to death Dencombe whispers to Dr. Hugh the eloquent words quoted above. The tale's final sentence tells how Dencombe's first and only chance at life and art has ended.

This resource is ideal for anyone working with young people in grades 9-12, whether in schools or in non-formal educational settings. Richly illustrated, it offers fifty teaching strategies that promote learning about natural systems and foster critical thinking about environmental issues, both local and global. It contains new approaches to learning, strategies for living sustainably, and numerous activities that promote interdisciplinary learning. In addition, the book provides suggestions for how best to green individual subject areas, develop integrated learning programs, or replicate exemplary programs created by innovative schools and communities. Containing contributions from over sixty educators from across North America, the book’s strength lies in its diverse content. Readers learn how best to apply systems thinking, teach about controversial issues, and use a step-by-step approach to creative problem-solving in environmental projects. Also provided are instructions for measuring the ecological footprint of a high school, creating an indoor “living system” that cleans water, monitoring air quality with lichens, and using green technologies to help green school campuses. Many articles and activities engage teenagers in outdoor learning and community restoration projects. Suggestions are included for connecting students with special needs to the environment around them. Readers will find accessible background information and suggestions for many practical projects and activities. It is sure to appeal to a wide range of teachers, educators, and parents seeking innovative ideas for incorporating green themes into their programs. Tim Grant and Gail Littlejohn are the editors of Green Teacher magazine, North America’s award-winning environmental teaching resource.

Nurture clear communication skills; access science in your own backyard; and select a winning math curriculum.

A comprehensive introduction to the rapidly growing area of middle schooling, for teachers, teacher education students and school administrators.