It was Christmas Eve. My eldest daughter, a student at the local public high school by her own choice, was frantically trying to prepare for the holidays because she had been kept in school right up until the day before. When she complained mildly to one of her teachers (whom she likes and respects very much) about the amount of homework being assigned over the break in all of her subjects, the teacher replied, "What do think you're going to do with all of that time off anyway?"

Now I've met and respect this teacher, too. I'm certain no offense was intended, but it seems to me there's an underlying assumption at work here. Perhaps something akin to the old saying: "Idle hands are the devil's workshop." To be sure, the Calvinistic notion that children are innately lazy and untrustworthy is one of the basic tenets of modern compulsory education - a system in which adults have all of the power and young people have none.

Which brings us to this tricky verb, "empower." Webster's defines it simply as, "To give official authority or legal power to." Lately, however, the term has come to signify something more, especially with regard to those who have yet to achieve adult status. In certain circles it's becoming an outright buzz-word. Phrases like "empowering young people" or "youth empowerment" roll so easily off the tongue, yet what exactly do we mean by them?

This rich and varied issue of the Journal contains a host of responses and examples, spanning many levels - the pragmatic, the ideal, the physical, the intellectual, the emotional, the spiritual. But first a word of caution. Beware the paradox that lurks behind every possible answer. Watch out for the potential catch in any adult to young person transaction that begins: "Here, let me empower you." Paternalism is always the hidden enemy of true empowerment, be it young people or otherwise.

Ten years ago, a young, idealistic English teacher named Grace Llewellyn found herself in just such a catch-22. She dreamed of empowering her students by inspiring them with her ecstatic love of language and literature. And then one day she realized that she was anything but awakening the majority of them. Instead, she was unwittingly suppressing their own natural excitement by forcing them to conform to hers. This mini-satori changed Grace's life, and she candidly shares her story of personal and professional transformation, as well as how today, idealism still intact, she helps young people to empower themselves and each other at the same time.

We welcome back Joseph Chilton Pearce, who for nearly half a century has been writing and traveling the globe to teach about the unfolding of children's intelligence. I can't think of a more necessary prerequisite of empowerment, no matter how we choose to define it. Joe spares no detail as he incorporates the latest discoveries in quantum physics, molecular biology and the neurosciences into an understandable working model of the mind. He issues a loud warning about how modern society is disempowering young people by seducing them with technology and prefabricated imagery to such an extent that their ability to reason and imagine will never reach its full potential. Joe also points to the ways in which the damage can be prevented or reversed. His theory underpins Grace Llewellyn's practice.

Perhaps the most striking example of the real empowerment of young people comes to us from rural India, where an entire region has seen fit to include them in Webster's definition above. The story is told by Mary John, a Dean (now retired) at England's Exeter University and a dear friend of JFL. She traveled to Rajastan in 1998 to witness first-hand how, through the Children's Parliament, young people between the ages of eleven and fourteen actively participate in the political and socio-economic life of their villages. The youthful energy and perspective of the Children's Parliament has contributed hugely to efforts to alleviate the region's gripping poverty. After you have read Mary's extraordinary account, perhaps you, too, will wonder why we so seldom recognize the value of young people here in this country.

The overwhelming number of submissions for this issue is ample proof that "empowering young people" is a closely held concern of a great many of us. We were flooded with material this time, and Connie has pulled off yet another marvelous Houdini-in-reverse act to fit most of it in. You might have already noted the improved, more readable look of JFL. In response to reader feedback, Connie has been subtly decreasing the number of words per page and increasing the number of photos and graphics. On that note, our special thanks go to Albany High School art teachers Sue Schmader and Mark Sickler and their students for enlivening these pages with their wonderful sketches and drawings. Look for more of their excellent work in future issues.

We realize that JFL is still a big bite to chew, but hopefully you will be more tempted than ever to linger and enjoy this feast of images and ideas.

Chris Mercogliano