be more people than jobs to earn wages, inadequate food supplies, and never enough shelter to protect people from the elements. According to Thomas Powers, the author of Diana: The Making of a Terrorist, the more Oughton learned about the hard life of rural Guatemala, the more she reflected on the affluence of the United States. In Chichicastenango, Americans seemed an alien presence; the fact of their wealth was almost an insult to the impoverished Indians. In her mind, confusion emerged that lasted the rest of her life: She had rejected affluence (at first almost unconsciously) to work among the poor, but poverty, clearly, was nothing to be envied. She hated poverty as well as affluence. Oughton left Chichicastenango with a new view of the problems that undeveloped countries like Guatemala faced when in struggle with the United States. Those who knew Oughton recognized this period as the major turning point in her life; according to Powers, Oughton came to feel something close to a sense of shame at being American. In Fugitive Days, Bill Ayers writes that Oughton "had had an abundance of experience in Guatemala, a torrent, almost more than she could endure. She now sometimes suffered the full flood of her experiences." Oughton became much more aware of the United States' impact on foreign countries, and she did not return to Philadelphia as the same Midwest Republican. Oughton's friends from college noticed upon her return to the United States how she had matured, displaying sadness regarding the poverty she encountered in Guatemala in the previous two years. Children’s Community School In 1966, Oughton left Philadelphia for Ann Arbor, Michigan to enroll in the University of Michigan Graduate School of Education, seeking her Master of Arts degree in teaching. In Michigan, she began to work part-time at the Children's Community School (CCS), a project established by Toby Hendon and based on the Summerhill method of education. Children were allowed to do what they liked when they liked, on the premise that both teaching and learning were most successful when most spontaneous. The CCS mission was to treat the children with love and understanding, in hopes that violent thoughts would not consume the child's personality. The school also tried to establish complete equality between white and black students and to involve parents in the running of the school, so that it might be a community in the largest sense