more time in the Twin Cities area, as Benedict Professor of Educational Studies at Carleton College in 1995. Meanwhule, he was engaged with developing pedagogical content and structure that would take advantage of the strengths and experiences of poor and minority students. Throughout the 1980s, Herb and Judith Kohl worked with Myles Horton on his autobiography, The Long Haul (Doubleday, New York, 1990). It won the Robert F. Kennedy book award in 1991. From September 1994 to June 1997, Kohl had the opportunity to work, through a grant from the Aaron Diamond Foundation, with the Fund for New York City Public Education September. The goal of the project was to design structures for the development of small, theme-based and community-oriented schools of choice within the city's public school system. The Fund morphed into New Visions Schools and is engaged in implementing that work. In 1997, Kohl was appointed a Senior Fellow at the Open Society Institute, the US foundation that is part of the Soros Foundation Network. From September 1997 to June 1999, he worked towards planning a funding strategy in education for the Foundation, and in the process, he managed to support a number of projects that promise effective school reform. Kohl has found himself both teaching and writing throughout his adult life. He feels that writing is a private matter, education a public one. They play off each other, nurturing and informing each other. Both are a source of energy and give him a feeling of being of use to others. His books published from 1982 to 1999 include Basic Skills (Little Brown, Boston, 1982), Growing Minds (Harper and Row, New York, 1986), Making Theater (Teachers and Writers Collaborative, New York, 1988), I Won't Learn from You (The New Press, New York, 1994), and Should We Burn Barbar? (The New Press, New York, 1995), and The Discipline of Hope (Simon and Schuster, New York, 1998). Later life In the spring of 2000, after his Fellowship at the Open Society Institute was completed, Kohl accepted the challenge of building a small, autonomous teacher education program centered on equity and social justice at the University of San Francisco (USF). The Center for Teaching Excellence and Social Justice opened with 25 students in the fall of 2000. The first year was supported by a special innovative grant from the President of USF (January 2000 to January 2001). The next three years