Computer Education Quotes

I believe that at the end of the century the use of words and general educated opinion will have altered so much that one will be able to speak of machines thinking without expecting to be contradicted.

Imagine the earth’s population of six billion people reduced to just one hundred representatives. Statistically, that makes 30 white, 70 non-white. It means 6 people own 59% of the wealth and they all live in North America. 80 are in substandard housing. One has an education. One owns a computer. Don’t blame me if it all sounds crazy.

An eternal question about children is, how should we educate them? Politicians and educators consider more school days in a year, more science and math, the use of computers and other technology in the classroom, more exams and tests, more certification for teachers, and less money for art. All of these responses come from the place where we want to make the child into the best adult possible, not in the ancient Greek sense of virtuous and wise, but in the sense of one who is an efficient part of the machinery of society. But on all these counts, soul is neglected.

Books are better than television, the internet, or the computer for educating and maintaining freedom. Books matter because they state ideas and then attempt to thoroughly prove them. They have an advantage precisely because they slow down the process, allowing the reader to internalize, respond, react and transform. The ideas in books matter because time is taken to establish truth, and because the reader must take the time to consider each idea and either accept it or, if he rejects it, to think through sound reasons for doing so. A nation of people who write and read is a nation with the attention span to earn an education and free society if they choose.

The information contained in an English sentence or computer software does not derive from the chemistry of the ink or the physics of magnetism, but from a source extrinsic to physics and chemistry altogether. Indeed, in both cases, the message transcends the properties of the medium. The information in DNA also transcends the properties of its material medium.

People are all born ignorant but they are not born stupid. Much of the stupidity we see today is induced by our educational system, from the elementary schools to the universities. In a high-tech age that has seen the creation of artificial intelligence by computers, we are also seeing the creation of artificial stupidity by people who call themselves educators.

And only well-informed, warm-hearted people can teach others things they’ll always remember and love. Computers and TV don’t do that. A computer teaches a child what a computer can become. An educated human being teaches a child what a child can become.

His sisters -- my aunts -- did not go to school at all, just like millions of girls in my country. Education had been a great gift for him. He believed that lack of education was the root of all of Pakistan's problems. Ignorance allowed politicians to fool people and bad administrators to be re-elected. He believed schooling should be available for all, rich and poor, boys and girls. The school that my father dreamed of would have desks and a library, computers, bright posters on the walls and, most important, washrooms.

Through the computer, the heralds say, we will make education better, religion better, politics better, our minds better — best of all, ourselves better. This is, of course, nonsense, and only the young or the ignorant or the foolish could believe it.

People think of education as something that they can finish. And what’s more, when they finish, it’s a rite of passage. You’re finished with school. You’re no more a child, and therefore anything that reminds you of school - reading books, having ideas, asking questions - that’s kid’s stuff. Now you’re an adult, you don’t do that sort of thing any more. You have everybody looking forward to no longer learning, and you make them ashamed afterward of going back to learning. If you have a system of education using computers, then anyone, any age, can learn by himself, can continue to be interested. If you enjoy learning, there’s no reason why you should stop at a given age. People don’t stop things they enjoy doing just because they reach a certain age. What’s exciting is the actual process of broadening yourself, of knowing there’s now a little extra facet of the universe you know about and can think about and can understand. It seems to me that when it’s time to die, there would be a certain pleasure in thinking that you had utilized your life well, learned as much as you could, gathered in as much as possible of the universe, and enjoyed it. There’s only this one universe and only this one lifetime to try to grasp it. And while it is inconceivable that anyone can grasp more than a tiny portion of it, at least you can do that much. What a tragedy just to pass through and get nothing out of it.

You are not reading this book because a teacher assigned it to you, you are reading it because you have a desire to learn, and wanting to learn is the biggest advantage you can have.

Increasing pressure on students to subject themselves to ever more tests, whittling themselves down to rows and rows of tight black integers upon a transcript, all ready to goose-step straight into a computer.

Public education does not serve a public. It creates a public. And in creating the right kind of public, the schools contribute toward strengthening the spiritual basis of the American Creed. That is how Jefferson understood it, how Horace Mann understood it, how John Dewey understood it, and in fact, there is no other way to understand it. The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things, and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling.

While we may continue to use the words smart and stupid, and while IQ tests may persist for certain purposes, the monopoly of those who believe in a single general intelligence has come to an end. Brain scientists and geneticists are documenting the incredible differentiation of human capacities, computer programmers are creating systems that are intelligent in different ways, and educators are freshly acknowledging that their students have distinctive strengths and weaknesses.

After applying to hundreds of scholarships I finally felt that we are also beggars, no different than others, we are not on the street, uneducated, but we are sitting in front of computers with years of hardworking and repeatedly begging each and everyone to sponsor and support our education, not because we deserve, but we cannot afford.

Americans now spend more money on fast food than on higher education, personal computers, computer software, or new cars. They spend more on fast food than on movies, books, magazines, newspapers, videos, and recorded music—combined.

Computer mistake in grade-giving resulted in academic failure of several brilliant students. After some years the mistake was discovered. Letter was sent to each student inviting him to resume his studies. Each replied he was getting along very well without education.

…schools as we know them appear designed at every level to sabotage the supposed goals of education.

But before a computer became an inanimate object, and before Mission Control landed in Houston; before Sputnik changed the course of history, and before the NACA became NASA; before the Supreme Court case Brown v. Board of Education of Topeka established that separate was in fact not equal, and before the poetry of Martin Luther King Jr.’s “I Have a Dream” speech rang out over the steps of the Lincoln Memorial, Langley’s West Computers were helping America dominate aeronautics, space research, and computer technology, carving out a place for themselves as female mathematicians who were also black, black mathematicians who were also female.

People who want to write books do so because they feel it to be the easiest thing they can do. They can read and write, they can afford any of the instruments of book writing such as pens, paper, computers, tape recorders, and generally by the time they have reached this decision, they have had a simple education.

Computer science education cannot make anybody an expert programmer any more than studying brushes and pigment can make somebody an expert painter.

The idea that fast reading is good reading is a twentieth-century weed, springing out of the stony farmland cultivated by the computer manufacturers.

This is not education my friend. It is a process of manufacturing computation devices that look like Homo sapiens, and thereby falsely labeled as Education.

Progressive teachers knew very well how to use the computer for their own ends as an instrument of change; School knew very well how to nip this subversion in the bud.

This is not Education. It is a process of manufacturing computation devices that look like Homo sapiens.

Like television, motion pictures, and computers, [Stephen] King has replaced reading...the triumph of the genial King is a large emblem of the failures of American education.

In 1970, Americans spent about $6 billion on fast food; in 2000, they spent more than $110 billion. Americans now spend more money on fast food than on higher education, personal computers, computer software, or new cars. They spend more on fast food than on movies, books, magazines, newspapers, videos, and recorded music—combined.

The computer is usually seen as a solely beneficial invention, which liberates human fantasy and facilitates efficient design work. I wish to express my serious concern in this respect, at least considering the current role of the computer in education and the design process. Computer imaging tends to flatten our magnificent, multi-sensory, simultaneous and synchronic capacities of imagination by turning the design process into a passive visual manipulation, a retinal journey. The computer creates a distance between the maker and the object, whereas drawing by hand as well as working with models put the designer in a haptic contact with the object, or space. In our imagination, the object is simultaneously held in the hand and inside the head, and the imagined and projected physical image is modelled by our embodied imagination. We are inside and outside of the conceived object at the same time.

Today, in a world with instant access to Google, we rely on the electronic web to supply everything we need, from historical facts to word definitions and spellings as well as extended quotations. All of us who use a computer are aware of the shock of inner poverty that we suddenly feel when deprived (by a virus or other disaster) of our mental crutches even just for a day or a week. Plato is right: memory has been stripped from us, and all we possess is an external reminder of what we have lost, enabling us to pretend to a wisdom and an inner life we no longer possess in ourselves.13

Mother never delivered lectures or administered exams. She never assigned essays. There was a computer in the basement with a program called Mavis Beacon, which gave lessons on typing.

Broad-Based Education: Reed College at that time offered perhaps the best calligraphy instruction in the country.… I decided to take a calligraphy class to learn how to do this.… It was beautiful, historical, artistically subtle in a way that science can’t capture, and I found it fascinating. None of this had even a hope of any practical application in my life. But ten years later, when we were designing the first Macintosh computer, it all came back to me. —Commencement address, Stanford University, June 12, 2005

The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling.

You see, my Apple loyalty started early, for no reason other than the fact that my mother is a teacher, and grade schools back then seemed to be stocked almost exclusively with Apples—we bought this second computer with my mother’s educator discount.

They're trying to breed a nation of techno-peasants. Educated just enough to keep things going, but not enough to ask tough questions. They encourage any meme that downplays thoughtful analysis or encourages docility or self indulgence or uniformity. In what other society do people use "smart" and "wise" as insults? We tell people "don't get smart." Those who try, those who really like to learn, we call "nerds." Look at television or the press or the trivia that passes for political debate. When a candidate DOES try to talk about the issues, the newspapers talk about his sex life. Look at Saturday morning cartoon shows. Peasants, whether they're tilling fields or stuffing circuit boards, are easier to manipulate. Don't question; just believe. Turn off your computer and Trust the Force. Or turn your computer on and treat it like the Oracle of Delphi. That's right. They've made education superficial and specialized. Science classes for art majors? Forget it! And how many business or engineering students get a really good grounding in the humanities? When did universities become little more than white collar vocational schools?

Getting lost in the ocean was a sure way to get yourself killed. Back in the academy, they’d spent weeks teaching us the formulae, tips and tricks. The exams had been a special sort of hell that accounted for almost as many drop outs as the first lungful of Oxyquid. And now, out in the endless expanse of the ocean, I used a computer program that did it all for me. Education; never a waste of time.

By the 1980's and 1990's, Moore's Law had emerged as the underlying assumption that governed almost everything in the Valley, from technology to business, education, and even culture. The "law" said the number of transistors would double every couple of years. It dictated that nothing stays the same for more than a moment; no technology is safe from its successor; costs fall and computing power increases not at a constant rate but exponentially: If you're not running on what became known as " Internet time," you're falling behind.

Yet my father remained hopeful and believed there would be a day when there was an end to the destruction. What really depressed him was the looting of the destroyed schools - the furniture, the books, the computers, were all stolen by local people. He cried when he heard this.

My grandpa used to tell my dad, “Son, it’s not the money you make, it’s the money you hold on to.” Make yourself a budget. Live within your means. Pack your lunch. Pinch pennies. Save as much as you can. Get the education you need for as cheap as you can get it. The art of holding on to money is all about saying no to consumer culture. Saying no to takeout, $ 4 lattes, and that shiny new computer when the old one still works fine.

The very definition of what it means to be alone has changed. To be physically alone is still relatively easy, but many of us struggle daily to turn off e-mail, computers, or cell phones... Our students...find requests not to text during these activities strange, annoying, and downright silly.

In these cases, the mind knows what it's doing better than the guile, because the mind flows, the guile dams up, that is, the mind stride but the guile limps. And that's no guileless statement, however, and that's no Harvard like, as MIT will measure soon with computers and docks of Martian data.

Your son is more likely to seek a job in a sector that is being increasingly outsourced overseas- as with computer technology and manufacturing, as well as online jobs. Your daughter is more likely to hold jobs in stable sectors that are more recession proof, like health and education, both of which are 75 percent women.

As we're told that 10 percent of all high school education will be computer-based by 2014 and rise to 50 percent by 2019, and as the PowerPoint throws up aphoristic bromides by the corporate heroes of the digitally driven 'global economy' -- the implication being that 'great companies' know what they're doing, while most schools don't -- and as we're goaded mercilessly to the conclusion that everything we are, know, and do is bound for the dustbin of history, I want to ask what kind of schooling Bill Gates and Steve Jobs had. Wasn't it at bottom the very sort of book-based, content-driven education that we declare obsolete in the name of their achievements?

Theater gives them what a computer takes away, what no classroom teacher can teach. They learn to work with other people. They learn patience and tolerance and how to be deferential to each other. They learn to be good citizens. It’s unifying. It has an impact on kids that can’t be quantified. Educators don’t know how to measure it.

Computers,

In all your getting, get understand. Proverbs paraphrased

The stated purpose of schools is to educate the kids. But there is no external pressure to do this well.

As Marshall McLuhan famously quipped, “Anyone who tries to make a distinction between education and entertainment doesn’t know the first thing about either.

Like Alan Turing, Zuse was educated in a system that focused on a child's emotional and philosophical life as well as his intellectual life, and at the end of school, like Turing, Zuse found himself to be something of an outsider—to the disappointment of his very conventional parents, he no longer believed in God or religion. (Jane Smiley (2010). The Man Who Invented the Computer)

Tinkerers built America. Benjamin Franklin, Thomas Edison, Henry Ford, all were tinkerers in their childhood. Everything from the airplane to the computer started in somebody's garage. Go back even further: the Industrial Revolution was a revolution of tinkerers. The great scientific thinkers of eighteenth-century England couldn't have been less interested in cotton spinning and weaving. Why would you be? It was left to a bloke on the shop floor who happened to glance at a one-thread wheel that had toppled over and noticed that both the wheel and the spindle were still turning. So James Hargreaves invented the spinning jenny, and there followed other artful gins and mules and frames and looms, and Britain and the world were transformed. By tinkerers rather than thinkerers. "Technological change came from tinkerers," wrote Professor J.R. McNeill of Georgetown, "people with little or no scientific education but with plenty of hands-on experience." John Ratzenberger likes to paraphrase a Stanford University study: "Engineers who are great in physics and calculus but can't think in new ways about old objects are doomed to think in old ways about new objects." That's the lesson of the spinning jenny: an old object fell over and someone looked at it in a new way.

The phrase, “technology and education” usually means inventing new gadgets to teach the same old stuff in a thinly disguised version of the same old way. Moreover, if the gadgets are computers, the same old teaching becomes incredibly more expensive and biased towards its dumbest parts, namely the kind of rote learning in which measurable results can be obtained by treating the children like pigeons in a Skinner box. (Papert, 1972a)

There are two moments in the course of education where a lot of kids fall off the math train. The first comes in the elementary grades, when fractions are introduced. Until that moment, a number is a natural number, one of the figures 0, 1, 2, 3 . . . It is the answer to a question of the form “how many.”* To go from this notion, so primitive that many animals are said to understand it, to the radically broader idea that a number can mean “what portion of,” is a drastic philosophical shift. (“God made the natural numbers,” the nineteenth-century algebraist Leopold Kronecker famously said, “and all the rest is the work of man.”) The second dangerous twist in the track is algebra. Why is it so hard? Because, until algebra shows up, you’re doing numerical computations in a straightforwardly algorithmic way. You dump some numbers into the addition box, or the multiplication box, or even, in traditionally minded schools, the long-division box, you turn the crank, and you report what comes out the other side. Algebra is different. It’s computation backward. When you’re asked to solve

The School Now we come to the school. The responsibility of the school is to educate a child and at the same time, not to vanquish all the virtues that a child is born with. A child is born with virtues and a school should see that it protects their virtues, that innocence, the sense of belongingness, love, and trust which every child is born with. Often in the educational system, the school only caters as an information bureau, but not as a personality-building center. Most schools can produce great computers but only a few good human beings. We have brilliant students. They have information about the world. Just by one question they can answer all the information that is needed. But are they good human beings? Do they know how to behave well? Are they cultured, civilized, compassionate human beings? This is a question that every school and every teacher should ask.

For example, what does basic education include: just reading and writing, or also composing computer code and playing the violin? Just six years of elementary school, or everything up to a PhD? And what about healthcare?

Sometimes I think Earth has got to be the insane asylum of the universe. . . and I'm here by computer error. At sixty-eight, I hope I've gained some wisdom in the past fourteen lustrums and it’s obligatory to speak plain and true about the conclusions I've come to; now that I have been educated to believe by such mentors as Wells, Stapledon, Heinlein, van Vogt, Clarke, Pohl, (S. Fowler) Wright, Orwell, Taine, Temple, Gernsback, Campbell and other seminal influences in scientifiction, I regret the lack of any female writers but only Radclyffe Hall opened my eyes outside sci-fi. I was a secular humanist before I knew the term. I have not believed in God since childhood's end. I believe a belief in any deity is adolescent, shameful and dangerous. How would you feel, surrounded by billions of human beings taking Santa Claus, the Easter Bunny, the tooth fairy and the stork seriously, and capable of shaming, maiming or murdering in their name? I am embarrassed to live in a world retaining any faith in church, prayer or a celestial creator. I do not believe in Heaven, Hell or a Hereafter; in angels, demons, ghosts, goblins, the Devil, vampires, ghouls, zombies, witches, warlocks, UFOs or other delusions; and in very few mundane individuals--politicians, lawyers, judges, priests, militarists, censors and just plain people. I respect the individual's right to abortion, suicide and euthanasia. I support birth control. I wish to Good that society were rid of smoking, drinking and drugs. My hope for humanity - and I think sensible science fiction has a beneficial influence in this direction - is that one day everyone born will be whole in body and brain, will live a long life free from physical and emotional pain, will participate in a fulfilling way in their contribution to existence, will enjoy true love and friendship, will pity us 20th century barbarians who lived and died in an atrocious, anachronistic atmosphere of arson, rape, robbery, kidnapping, child abuse, insanity, murder, terrorism, war, smog, pollution, starvation and the other negative “norms” of our current civilization. I have devoted my life to amassing over a quarter million pieces of sf and fantasy as a present to posterity and I hope to be remembered as an altruist who would have been an accepted citizen of Utopia.

As computers replace textbooks, students will become more computer literate and more book illiterate. They'll be exploring virtual worlds, watching dancing triangles, downloading the latest web sites. But they won't be reading books.

twenty years after the program began, Mexico has achieved gender parity in education—not only at the primary school level but also in high school and college. And Mexico has the world’s highest percentage of computer science degrees awarded to women.

Over the past decade, American youth are spending much more time watching TV, listening to music, using a computer and playing video games -- a total of 7 1/2 hours every day in front of a screen. The only thing they are spending less time on is reading!

When corporate-endowed foundations first made their appearance in the United States, there was a fierce debate about their provenance, legality, and lack of accountability. People suggested that if companies had so much surplus money, they should raise the wages of their workers. (People made these outrageous suggestions in those days, even in America.) The idea of these foundations, so ordinary now, was in fact a leap of the business imagination. Non-tax-paying legal entities with massive resources and an almost unlimited brief—wholly unaccountable, wholly nontransparent— what better way to parlay economic wealth into political, social, and cultural capital, to turn money into power? What better way for usurers to use a minuscule percentage of their profits to run the world? How else would Bill Gates, who admittedly knows a thing or two about computers, find himself designing education, health, and agriculture policies, not just for the US government but for governments all over the world?35

I walked back to the kitchen, comparing the clean, balanced equation to the mayhem of unfinished computations and dizzying sketches. I was struck by the strangeness of that page: Dad could command this science, could decipher its language, decrypt its logic, could bend and twist and squeeze from it the truth. But as it passed through him, it turned to chaos.

Entrepreneurs who kept their day jobs had 33 percent lower odds of failure than those who quit. If you’re risk averse and have some doubts about the feasibility of your ideas, it’s likely that your business will be built to last. If you’re a freewheeling gambler, your startup is far more fragile. Like the Warby Parker crew, the entrepreneurs whose companies topped Fast Company’s recent most innovative lists typically stayed in their day jobs even after they launched. Former track star Phil Knight started selling running shoes out of the trunk of his car in 1964, yet kept working as an accountant until 1969. After inventing the original Apple I computer, Steve Wozniak started the company with Steve Jobs in 1976 but continued working full time in his engineering job at Hewlett-Packard until 1977. And although Google founders Larry Page and Sergey Brin figured out how to dramatically improve internet searches in 1996, they didn’t go on leave from their graduate studies at Stanford until 1998. “We almost didn’t start Google,” Page says, because we “were too worried about dropping out of our Ph.D. program.” In 1997, concerned that their fledgling search engine was distracting them from their research, they tried to sell Google for less than $2 million in cash and stock. Luckily for them, the potential buyer rejected the offer. This habit of keeping one’s day job isn’t limited to successful entrepreneurs. Many influential creative minds have stayed in full-time employment or education even after earning income from major projects. Selma director Ava DuVernay made her first three films while working in her day job as a publicist, only pursuing filmmaking full time after working at it for four years and winning multiple awards. Brian May was in the middle of doctoral studies in astrophysics when he started playing guitar in a new band, but he didn’t drop out until several years later to go all in with Queen. Soon thereafter he wrote “We Will Rock You.” Grammy winner John Legend released his first album in 2000 but kept working as a management consultant until 2002, preparing PowerPoint presentations by day while performing at night. Thriller master Stephen King worked as a teacher, janitor, and gas station attendant for seven years after writing his first story, only quitting a year after his first novel, Carrie, was published. Dilbert author Scott Adams worked at Pacific Bell for seven years after his first comic strip hit newspapers. Why did all these originals play it safe instead of risking it all?

All through our education we are being taught a kind of reverse mindfulness. A kind of Future Studies where- via the guise of mathematics, or literature, or history, or computer programming, or French- we are being taught to think of a time different to the time we are in. Exam time. Job time. When-we-are-grown-up time. To see the act of learning as something not for its own sake but because of what it will get you reduces the wonder of humanity. We are thinking, feeling, art-making, knowledge-hungry, marvelous animals, who understand ourselves and our world through the act of learning. It is an end in itself. It has far more to offer than the things it lets us write on application forms. It is a way to love living right now.

Many people, even those who view themselves as liberals on other issues, tend to grow indignant, even rather agitated, if invited to look closely at these inequalities. “Life isn’t fair,” one parent in Winnetka answered flatly when I pressed the matter. “Wealthy children also go to summer camp. All summer. Poor kids maybe not at all. Or maybe, if they’re lucky, for two weeks. Wealthy children have the chance to go to Europe and they have the access to good libraries, encyclopedias, computers, better doctors, nicer homes. Some of my neighbors send their kids to schools like Exeter and Groton. Is government supposed to equalize these things as well?” But government, of course, does not assign us to our homes, our summer camps, our doctors—or to Exeter. It does assign us to our public schools. Indeed, it forces us to go to them. Unless we have the wealth to pay for private education, we are compelled by law to go to public school—and to the public school in our district. Thus the state, by requiring attendance but refusing to require equity, effectively requires inequality. Compulsory inequity, perpetuated by state law, too frequently condemns our children to unequal lives.

New York City manages expertly, and with marvelous predictability, whatever it considers humanly important. Fax machines, computers, automated telephones and even messengers on bikes convey a million bits of data through Manhattan every day to guarantee that Wall Street brokers get their orders placed, confirmed, delivered, at the moment they demand. But leaking roofs cannot be fixed and books cannot be gotten into Morris High in time to meet the fall enrollment. Efficiency in educational provision for low-income children, as in health care and most other elementals of existence, is secreted and doled out by our municipalities as if it were a scarce resource. Like kindness, cleanliness and promptness of provision, it is not secured by gravity of need but by the cash, skin color and class status of the applicant.

Yet with the rise of AI, robots, and 3-D printers, cheap unskilled labor will become far less important. Instead of manufacturing a shirt in Dhaka and shipping it all the way to the United States, you could buy the shirt’s code online from Amazon and print it in New York. The Zara and Prada stores on Fifth Avenue could be replaced by 3-D printing centers in Brooklyn, and some people might even have a printer at home. Simultaneously, instead of calling customer service in Bangalore to complain about your printer, you could talk with an AI representative in the Google cloud (whose accent and tone of voice would be tailored to your preferences). The newly unemployed workers and call center operators in Dhaka and Bangalore don’t have the education necessary to switch to designing fashionable shirts or writing computer code—so how will they survive?

What have the breathtaking advances in communications technology done for the human mind? Beats me. SAT scores among the top tenth of high-school students in the United States, that fraction who are prime candidates for higher education in any period, are lower today than they were in the early 1960s. Believe, if you wish, that computers and the Internet in the classroom will change all that, but I assure you, it is sheer Digibabble.

In Anton Chekhov’s play the Three Sisters, sister Masha refuses ‘to live and not know why the cranes fly, why children are born, why the stars are in the sky. Either you know and you’re alive or it’s all nonsense, all dust in the wind.’ Why? Why? The striving to know is what frees us from the bonds of self, said Einstein. It’s the striving to know, rather than our knowledge-which is always tentative and partial- that is important. Instead of putting computers in our elementary schools, we should take the children out into nature, away from those virtual worlds in which they spend unconscionable hours, and let them see an eclipsed Moon rising in the east, a pink pearl. Let them stand in a morning dawn and watch a slip of a comet fling its trail around the Sun…Let the children know. Let them know that nothing, nothing will find in the virtual world of e-games, television, or the Internet matters half as much as a glitter of strs on an inky sky, drawing our attention into the incomprehensible mystery of why the universe is here at all, and why we are here to observe it. The winter Milky Way rises in the east, one trillion individually invisible points of light, one trillion revelations of the Ultimate Mystery, conferring on the watcher a dignity, a blessedness, that confounds the dull humdrum of the commonplace and opens a window to infinity.

Some of the terms I use need to be defined. I refer to today’s education as “factory education”because, historically, the industrial age coincided with a national mandate to provide public education for the masses. In order to take on this enormous task, school systems replicated some of the efficiencies built into a large factory, as if they could ignore the fact that the “components”coming down the “assembly line”were children. Some educators envision computers

Ink was black, in inkwells and bottles, in the past. It would get all over your fingers because it would run and flow relentlessly. This inevitable messiness was the flip side of writing. I always felt caught between two kinds of black: that of the dirty and dirtying substance and that of the signs that miraculously emerged from it through the magic of wayward fountain pens, which, when dipped too deep in the inkwell, had a strong tendency to cover the paper with what used to be called “inkblots.” Oh, the miracle of a clear and possibly elegant sentence emerging from the sticky ink and wending its way between the blots! It is the black of meaning wrung from the black of matter. (…) Isn’t the most profound education the one that was afforded me at my childhood elementary school, the one that divides the ink sharply between thought become Letter and drive turned into splotches and blots? How will those who begin with the darkish gray on the palish gray of computer screens manage? Without the slightest inkblot? Won’t they think that thought is just another variation of formlessness, that the intellect is just a thin additional coat of gray over the gray of drive, and drive a mere stripping of the gray of the intellect? Everything in the world is the result of a creative and careful dosing of black as it is projected onto the formidable invariability of white. Anyone who hasn’t experienced this, and sooner rather than later, will never learn anything.

Visual over-stimulation is a distraction from concentration and evokes the same sort of reactions as over-stimulation from noise. But the source might surprise you. Even fussy clothing moving around can be a visual distraction, or too many people in the room, or too many machines with moving parts. For those who work outside, a windy day is a triple-threat—with sound, sight, and touch all being affected. Cars moving, lights, signs, crowds, all this visual chaos can exhaust the AS person. Back in the office, too many computer screens, especially older ones with TV-style monitors, and sickly, flickering, unnatural fluorescent lighting were both high on the trigger list. The trouble with fluorescent light is threefold: Cool-white and energy-efficient fluorescent lights are the most commonly used in public buildings. They do not include the color blue, “the most important part for humans,” in their spectrum. In addition to not having the psychological benefits of daylight, they give off toxins and are linked to depression, depersonalization, aggression, vertigo, anxiety, stress, cancer, and many other forms of ill health. It’s true. There’s an EPA report to prove it (Edwards and Torcellini 2002). Flickering fluorescent lights, which can trigger epileptic seizures, cause strong reactions in AS individuals, including headaches, confusion, and an inability to concentrate. Even flickering that is not obvious to others can be perceived by some on the spectrum.

The spectacle's instruction and the spectators' ignorance are wrongly seen as antagonistic factors when in fact they give birth to each other. In the same way, the computer's binary language is an irresistible inducement to the continual and unreserved acceptance of what has been programmed according to the wishes of someone else and passes for the timeless source of a superior, impartial and total logic. Such progress, such speed, such breadth of vocabulary! Political? Social? Make your choice. You cannot have both. My own choice is inescapable. They are jeering at us, and we know whom these programs are for. Thus it is hardly surprising that children should enthusiastically start their education at an early age with the Absolute Knowledge of computer science; while they are still unable to read, for reading demands making judgements at every line; and is the only access to the wealth of pre-spectacular human experience. Conversation is almost dead, and soon so too will be those who knew how to speak.

Here is one thing that the disorganized CIA didn’t quite understand at the time, and that no major American employer outside of Silicon Valley understood, either: the computer guy knows everything, or rather can know everything. The higher up this employee is, and the more systems-level privileges he has, the more access he has to virtually every byte of his employer’s digital existence. Of course, not everyone is curious enough to take advantage of this education, and not everyone is possessed of a sincere curiosity.

Yet, ironically, the most tech-cautious parents are the people who invented our iCulture. People are shocked to find out that tech god Steve Jobs was a low-tech parent; in 2010, when a reporter suggested that his children must love the just-released iPad, he replied: “They haven’t used it. We limit how much technology our kids use at home.” In a September, 10, 2014, New York Times article, his biographer Walter Isaacson revealed: “Every evening Steve made a point of having dinner at the big long table in their kitchen, discussing books and history and a variety of things. No one ever pulled out an iPad or computer.” Years earlier, in an interview for Wired magazine, Jobs expressed a very clear anti-tech-in-the-classroom opinion as well—after having once believed that technology was the educational panacea: “I’ve probably spearheaded giving away more computer equipment to schools than anybody on the planet. But I’ve come to the conclusion that the problem is not one that technology can hope to solve. What’s wrong with education cannot be fixed with technology. No amount of technology will make a dent.”34 Education

Jobs asked some questions about education, and Gates sketched out his vision of what schools in the future would be like, with students watching lectures and video lessons on their own while using the classroom time for discussions and problem solving. They agreed that computers had, so far, made surprisingly little impact on schools—far less than on other realms of society such as media and medicine and law. For that to change, Gates said, computers and mobile devices would have to focus on delivering more personalized lessons and providing motivational feedback.

This syndrome is a distant cousin to Post-Traumatic Stress Disorder, or PTSD. What makes PBS different from PTSD is the sense of disbelief one gets from PBS. How could someone who loved me hate me so deeply? How could I stay and subject myself to all that pain despite all my education and awareness? Remember the error message—the brain can’t compute bizarre behavior right away, but after some time, it can look back and parse through the details. But that’s rarely a neutral process. It can create an inability to focus and a foggy mental state that keeps the victim stumbling through their day.

What’s stopping me is I’m a Dahlite, a heatsinker on Dahl. I don’t have the money to get an education and I can’t get the credits to get an education. A real education, I mean. All they taught me was to read and cipher and use a computer and then I knew enough to be a heatsinker. But I wanted more. So I taught myself.” “In some ways, that’s the best kind of teaching. How did you do that?” “I knew a librarian. She was willing to help me. She was a very nice woman and she showed me how to use computers for learning mathematics. And she set up a software system that would connect me with other libraries.

Remember too that business entrepreneurs can be iconoclasts, hermits, and even cranks. Steve Jobs, founder of Apple, reportedly wasn’t Mr. Warm-and-Fuzzy in person. He was a perfectionist. But whether they innovate with computers or with education, business and social entrepreneurs share a sense of wonder, curiosity, and the ability to scan for opportunity. They are prone to resilience, either through practice or nature, and it pays off for them. So they keep looking at the world with wide-eyed anticipation for more opportunities to test their mettle, to create new things and ways of accomplishing goals and meeting needs.

The weakness of ‘learning to code’ alone might be argued in the opposite direction too: you should be able to understand technological systems without having to learn to code at all, just as one should not need to be a plumber to take a shit, nor to live without fear that your plumbing system might be trying to kill you. The possibility that your plumbing system is indeed trying to kill you should not be discounted either: complex computational systems provide much of the infrastructure of contemporary society, and if they are not safe for people to use, no amount of education in just how bad they are will save us in the long run.

It is strange when we expect all students to do well academically and ignore the fact that individuals' abilities vary. If a child/kid/teenager cannot do well in academics and shows signs of distraction, it is an indication that his mind isn't in the strict form and obligations of the school curriculum. His cleverness and creativeness could show in other aspects of life. It could be in arts, sports, photography, computer world, gardening, carpentry, or any other field in life. Judging students' based on their grades and accusing them of failure is an excuse for the limited space the educational system provides to students to succeed in life.

Many of our friends who grew up here now live in Brooklyn, where they are at work on “book-length narratives.” Another contingent has moved to the Bay Area and made a fortune there. Every year or so, these west-coasters travel back to Michigan and call us up for dinner or drinks, occasions they use to educate us on the inner workings of the tech industry. They refer to the companies they work for in the first person plural, a habit I have yet to acculturate to. Occasionally they lapse into the utopian, speaking of robotics ordinances and brain-computer interfaces and the mystical, labyrinthine channels of capital, conveying it all with the fervency of pioneers on a civilizing mission. Being lectured quickly becomes dull, and so my husband and I, to amuse ourselves, will sometimes play the rube. “So what, exactly, is a venture capitalist?” we’ll say. Or: “Gosh, it sounds like science fiction.” I suppose we could tell them the truth—that nothing they’re proclaiming is news; that the boom and bustle of the coastal cities, like the smoke from those California wildfires, liberally wafts over the rest of the country. But that seems a bit rude. We are, after all, Midwesterners. Here, work is work and money is money, and nobody speaks of these things as though they were spiritual movements or expressions of one’s identity.

My mother has always loved piano music and hungered to play. When she was in her early sixties, she retired from her job as a computer programmer so that she could devote herself more fully to the piano. As she had done with her dog obsession, she took her piano education to an extreme. She bought not one, not two, but three pianos. One was the beautiful Steinway B, a small grand piano she purchased with a modest inheritance left by a friend of her parents’. She photocopied all of her music in a larger size so she could see it better and mounted it on manila folders. She practiced for several hours every day. When she wasn’t practicing the piano she was talking about the piano. I love pianos, too, and wrote an entire book about the life of one piano, a Steinway owned by the renowned pianist Glenn Gould. And I shared my mother’s love for her piano. During phone conversations, I listened raptly as she told me about the instrument’s cross-country adventures. Before bringing the Steinway north, my mother had mentioned that she was considering selling it. I was surprised, but instead of reminding her that, last I knew, she was setting it aside for me, I said nothing, unable to utter the simple words, “But, Mom, don’t you remember your promise?” If I did, it would be a way of asking for something, and asking my mother for something was always dangerous because of the risk of disappointment.

It’s easy to raise graduation rates, for example, by lowering standards. Many students struggle with math and science prerequisites and foreign languages. Water down those requirements, and more students will graduate. But if one goal of our educational system is to produce more scientists and technologists for a global economy, how smart is that? It would also be a cinch to pump up the income numbers for graduates. All colleges would have to do is shrink their liberal arts programs, and get rid of education departments and social work departments while they’re at it, since teachers and social workers make less money than engineers, chemists, and computer scientists. But they’re no less valuable to society.

All through our education we are being taught a kind of reverse mindfulness. A kind of Future Studies where—via the guise of mathematics, or literature, or history, or computer programming, or French—we are being taught to think of a time different to the time we are in. Exam time. Job time. When-we-are-grown-up time. To see the act of learning as something not for its own sake but because of what it will get you reduces the wonder of humanity. We are thinking, feeling, art-making, knowledge-hungry, marvelous animals, who understand ourselves and our world through the act of learning. It is an end in itself. It has far more to offer than the things it lets us write on application forms. It is a way to love living right now.

(Saying groaning!) Do you remember your fifth-grade classes? The only thing that I recall is my teachers saying one word over and over again. The hair, the face, and the fiery eyes, still creeps into my mind. This person makes my skin crawl. Let’s go way on back then… Welcome to classroom 202 that I called ‘The Mind Warp.’ Miss. Caballero's teaching style was to hand me a worksheet that I did not know how to do, at the time. Then scream at me saying quote- ‘fix, fix, and fix.’ ‘How do I fix something that I never learned how to do?’ How about instead of playing Solitaire on your computer, why don’t you do your task, to motivate and educate. This is your obligation and occupation to do so! So, damn-it just do it already, and stop wasting my time, because, in all honesty, I don’t give a shit…! Fix- it is just a dick-faced word!

Unlike other features on OkCupid, there is no visual component to match percentage. The number between two people only reflects what you might call their inner selves—everything about what they believe, need, and want, even what they think is funny, but nothing about what they look like. Judging by just this compatibility measure, the four largest racial groups on OkCupid—Asian, black, Latino, and white—all get along about the same.1 In fact, race has less effect on match percentage than religion, politics, or education. Among the details that users believe are important, the closest comparison to race is Zodiac sign, which has no effect at all. To a computer not acculturated to the categories, “Asian” and “black” and “white” could just as easily be “Aries” and “Virgo” and “Capricorn.” But this racial neutrality is only in theory; things change once the users’ own opinions, and not just the color-blind workings of an algorithm, come into play.

The Archons use 'mind control' techniques. This is known as psychological warfare, but Archontic manipulation far surpasses anything the United States, Russia, Vatican City, Israel, or the United Kingdom has, of yet, invented. The Archons are the ultimate brainwashers. The Archons keep people distracted with pornography and drugs, with sports and alcohol, with material possessions, exotic vacations, artificial reality, addiction to various pleasures, along with dreams of the artificial technological paradise of: radical life-extension, transhumanism, nootropics and Brain Computer Interfaces. The Archons do this so that humanity does not have the time or opportunity to observe what is really happening in the world. Humanity is under siege. The Archons want you to be as uneducated and uninformed as possible. They destroy your passion for learning, and infiltrate and sabotage the educational system. Ultimately, they want to destroy all that makes you human, your hopes, your dreams, your joys, especially they want to destroy your spirituality.

There are two moments in the course of education where a lot of kids fall off the math train. The first comes in the elementary grades, when fractions are introduced. Until that moment, a number is a natural number, one of the figures 0, 1, 2, 3 . . . It is the answer to a question of the form “how many.”* To go from this notion, so primitive that many animals are said to understand it, to the radically broader idea that a number can mean “what portion of,” is a drastic philosophical shift. (“God made the natural numbers,” the nineteenth-century algebraist Leopold Kronecker famously said, “and all the rest is the work of man.”) The second dangerous twist in the track is algebra. Why is it so hard? Because, until algebra shows up, you’re doing numerical computations in a straightforwardly algorithmic way. You dump some numbers into the addition box, or the multiplication box, or even, in traditionally minded schools, the long-division box, you turn the crank, and you report what comes out the other side. Algebra is different. It’s computation backward.

The second arena is vocation, that powerful, often ignored intersection of faith and calling. Millions of Christ-following teens and young adults are interested in serving in mainstream professions, such as science, law, media, technology, education, law enforcement, military, the arts, business, marketing and advertising, health care, accounting, psychology, and dozens of others. Yet most receive little guidance from their church communities for how to connect these vocational dreams deeply with their faith in Christ. This is especially true for the majority of students who are drawn to careers in the fields of science, including health care, engineering, education, research, computer programming, and so on. These young Christians learn very little in their faith communities about how to live honestly and faithfully in a world dominated by science—much less how to excel in their chosen scientific vocation. Can the Christian community summon the courage to prepare a new generation of professionals to be excellent in their calling and craft, yet humble and faithful where God has asked them to serve?

Perhaps the most exasperating cliche is about children being forced to memorize, not think. But memorization is not an abomination in itself, though the mnemic pressure on our species has dropped. Memorization is, de facto, exercise for the mind. Neuroscience shows an active hippocampus stimulates cerebral activity. We have often observed how the most profound and creative pupils are those who know the most things, though their usefulness is not always apparent. No question is more insinuating stupid than 'What good will it do to me?' In certain teaching contexts, it is not wrong to ask pupils to memorize. While it is not the only goal the idea that memorizing is useless since information is available online is also wrong and falsely self-obvious. It denotes a misunderstanding of how our mind works. Our brains are not computers, our memory can't be replaced by external HDDs. Each piece of info we memorize is integrated, albeit minimally, as living memory is active, while digital memory is passive. Strange as some may find it, memorizing can stimulate thinking as few other things can. What impairs thinking is the lack of the habit to reflect, the custom of stopping our mind's flow to go back to what we've learned.

It is a truism today, in this highly technologically-developed culture, that students need technical computer skills. Equally truistic (and, not incidentally, true) is that the workplace has become highly technological. Even more truistic – and far more disturbing – are the shifts in education over the last two decades as public elementary schools, public and private high schools, and colleges and universities have invested scores of billions of dollars on “digital infrastructure,” computers, monitors and printers, “smart classrooms,” all to “meet the demands” of this new technological workplace. "We won’t dwell on the fact – an inconvenient truth? – that those technological investments have coincided with a decline in American reading behaviors, in reading and reading comprehension scores, in overall academic achievement, in the phenomenon – all too familiar to us in academia – of “grade inflation,” in an alarming collapse of our students’ understanding of their own history (to say nothing of the history of the rest of the world), rising ignorance of world and American geography, with an abandonment of the idea of objectivity, and with an increasingly subjective, even solipsistic, emphasis on personal experience. Ignore all this. Or, if we find it impossible to ignore, then let’s blame the teachers...

What’s the best thing you’ve done in your work and career? In business decision-making, certainly one of your highlights was licensing your computer operating system to IBM for almost no money, provided you could retain the right to license the system to other computer manufacturers as well. IBM was happy to agree because, after all, nobody would possibly want to compete with the most powerful company in the world, right? With that one decision, your system and your company became dominant throughout the world, and you, Bill Gates, were on your way to a net worth of more than $60 billion. Or maybe you’d like to look at your greatest career achievement from a different angle. Instead of focusing on the decision that helped you make so much money, maybe you’d like to look at the decision to give so much of it away. After all, no other person in history has become a philanthropist on the scale of Bill Gates. Nations in Africa and Asia are receiving billions of dollars in medical and educational support. This may not be as well publicized as your big house on Lake Washington with its digitalized works of art, but it’s certainly something to be proud of. Determining your greatest career achievement is a personal decision. It can be something obvious or something subtle. But it should make you proud of yourself when you think of it. So take a moment, then make your choice.

Our parents never structured our studies. "Let 'em learn what they like," my father used to say. "A child will eat a well-balanced diet if she's given a choice of wholesome foods and left alone. If a kid's body knows what it needs to grow and stay healthy, why wouldn't her mind, too?" To his friends he explained, "My girls have free run of the forest and public library. They have a mother who is around to fix them lunch and define any words don't know. School would only get in the way of that. Besides, if they went to school, they'd spend over two hours a day in the car. Lord knows I could use the company on those drives, but it's better for my kids to stay in the woods." So while other children were reciting their times tables and asking permission to get drinks of water, Eva and I were free to roam and learn as we pleased. Together we painted murals and made up plays, built forts, raised butterflies, and designed computer games. We made paper, concocted new recipes for cookies, edited newsletters, and caught minnows. We grew gourds and nursed fledglings and played with prisms, and our parents told the state that what we did was school. For years I studied what I wanted to, when and how I wanted to study it. One book led to another in a random pattern, meandering from interest to interest like a good conversation, and the only thing that connected them was their juxtaposition on the bookshelves in mother's workroom.

In the end, to be sure, to present the debit side of the account to these religions and to bring into the light of day their uncanny perilousness — it costs dear and terribly when religions hold sway, not as means of education and breeding in the hands of the philosopher, but in their own right and as sovereign, when they themselves want to be final ends and not means beside other means. Among men, as among every other species, there is a surplus of failures, of the sick, the degenerate, the fragile, of those who are bound to suffer; the successful cases are, among men too, always the exception, and. considering that man is the animal that has not yet been established, the rare exception. But worse still: the higher the type of man a man represents, the greater the improbability he will turn out well: chance, the law of absurdity in the total economy of mankind, shows itself in its most dreadful shape in its destructive effect on higher men, whose conditions of life are subtle, manifold and difficult to compute. Now what is the attitude of the above-named two chief religions towards this surplus of unsuccessful cases? They seek to preserve, to retain in life, whatever can in any way be preserved, indeed they side with it as a matter of principle as religions for sufferers, they maintain that all those who suffer from life as from an illness are in the right, and would like every other feeling of life to be counted false and become impossible.

The men in grey were powerless to meet this challenge head-on. Unable to detach the children from Momo by bringing them under their direct control, they had to find some roundabout means of achieving the same end, and for this they enlisted the children's elders. Not all grown-ups made suitable accomplices, of course, but plenty did. [....] 'Something must be done,' they said. 'More and more kids are being left on their own and neglected. You can't blame us - parents just don't have the time these days - so it's up to the authorities.' Others joined in the chorus. 'We can't have all these youngsters loafing around, ' declared some. 'They obstruct the traffic. Road accidents caused by children are on the increase, and road accidents cost money that could be put to better use.' 'Unsupervised children run wild, declared others.'They become morally depraved and take to crime. The authorities must take steps to round them up. They must build centers where the youngsters can be molded into useful and efficient members of society.' 'Children,' declared still others, 'are the raw material for the future. A world dependent on computers and nuclear energy will need an army of experts and technicians to run it. Far from preparing children from tomorrow's world, we still allow too many of them to squander years of their precious time on childish tomfoolery. It's a blot on our civilization and a crime against future generations.' The timesavers were all in favor of such a policy, naturally, and there were so many of them in the city by this time that they soon convinced the authorities of the need to take prompt action. Before long, big buildings known as 'child depots' sprang up in every neighborhood. Children whose parents were too busy to look after them had to be deposited there and could be collected when convenient. They were strictly forbidden to play in the streets or parks or anywhere else. Any child caught doing so was immediately carted off to the nearest depot, and its parents were heavily fined. None of Momo's friends escaped the new regulation. They were split up according to districts they came from and consigned to various child depots. Once there, they were naturally forbidden to play games of their own devising. All games were selected for them by supervisors and had to have some useful, educational purpose. The children learned these new games but unlearned something else in the process: they forgot how to be happy, how to take pleasure in the little things, and last but not least, how to dream. Weeks passed, and the children began to look like timesavers in miniature. Sullen, bored and resentful, they did as they were told. Even when left to their own devices, they no longer knew what to do with themselves. All they could still do was make a noise, but it was an angry, ill-tempered noise, not the happy hullabaloo of former times. The men in grey made no direct approach to them - there was no need. The net they had woven over the city was so close-meshed as to seem inpenetrable. Not even the brightest and most ingenious children managed to slip through its toils. The amphitheater remained silent and deserted.

So many people now call themselves 'students of the University of life' as if experience theorized with lack of knowledge led to any wisdom or even less, such as the capacity to think and process information outside personal validation models. It's very easy to explain what you see. It's what humanity has done throughout history. However, real education ends in the last book you finished. And you can evaluate yourself by the amount of books you were able to read, understand and appreciate. Anything below that can only lead one to be certified in stupidity. And that's what the 'students of life' really are; fragile egos trying to justify their stupidity with arrogance, crystalizing their state of ignorance in time with pride. Because, even though humanity has confused itself with its own mechanics, the transitory fact remains, that knowledge, in any shape or form, comes from books. And more than 99% of all the books ever produced in human history are now, thanks to internet, available for free, in the public domain, and wherever a computer and electricity are present. This truth also extensively contributes to the fact, that humans are now, for the first time ever, deliberately choosing to remain ignorant. And that's what the "students of life" are; proud manifestos of ignorance. They don't know that, if you read enough to be smart, you're too smart to explain what you read, and too busy to share it. So what can we then say about the ones who obsess over their physical appearance whenever they have time for something. The premise is self-explanatory: The only real student is the 'student of self'.

CYBERPOWER is now a fundamental fact of global life. In political, economic, and military affairs, information and information technology provide and support crucial elements of operational activities. U.S. national security efforts have begun to incorporate cyber into strategic calculations. Those efforts, however, are only a beginning. The critical conclusion...is that the United States must create an effective national and international strategic framework for the development and use of cyber as part of an overall national security strategy. Such a strategic framework will have both structural and geopolitical elements. Structural activities will focus on those parts of cyber that enhance capabilities for use in general. Those categories include heightened security, expanded development of research and human capital, improved governance, and more effective organization. Geopolitical activities will focus on more traditional national security and defense efforts. Included in this group are sophisticated development of network-centric operations; appropriate integrated planning of computer network attack capabilities; establishment of deterrence doctrine that incorporates cyber; expansion of effective cyber influence capabilities; carefully planned incorporation of cyber into military planning (particularly stability operations); establishment of appropriate doctrine, education, and training regarding cyber by the Services and nonmilitary elements so that cyber can be used effectively in a joint and/or multinational context; and generation of all those efforts at an international level, since cyber is inherently international and cannot be most effectively accomplished without international partners.

Of course L has not been reading the Odyssey the whole time. The pushchair is also loaded with White Fang, VIKING!, Tar-Kutu: Dog of the Frozen North, Marduk: Dog of the Mongolian Steppes, Pete: Black Dog of the Dakota, THE CARNIVORES, THE PREDATORS, THE BIG CATS and The House at Pooh Corner. For the past few days he has also been reading White Fang for the third time. Sometimes we get off the train and he runs up and down the platform. Sometimes he counts up to 100 or so in one or more languages while eyes glaze up and down the car. Still he has been reading the Odyssey enough for a straw poll of Circle Line opinion on the subject of small children & Greek. Amazing: 7 Far too young: 10 Only pretending to read it: 6 Excellent idea as etymology so helpful for spelling: 19 Excellent idea as inflected languages so helpful for computer programming: 8 Excellent idea as classics indispensable for understanding of English literature: 7 Excellent idea as Greek so helpful for reading New Testament, camel through eye of needle for example mistranslation of very similar word for rope: 3 Terrible idea as study of classical languages embedded in educational system productive of divisive society: 5 Terrible idea as overemphasis on study of dead languages directly responsible for neglect of sciences and industrial decline and uncompetitiveness of Britain: 10 Stupid idea as he should be playing football: 1 Stupid idea as he should be studying Hebrew & learning about his Jewish heritage: 1 Marvellous idea as spelling and grammar not taught in schools: 24 (Respondents: 35; Abstentions: 1,000?) Oh, & almost forgot: Marvellous idea as Homer so marvellous in Greek: 0 Marvellous idea as Greek such as marvellous language: 0 Oh & also: Marvellous idea but how did you teach it to a child that young: 8

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The school is teeming with activity. The rooms are small and large, many are special-purpose rooms, like shops and labs, but most are furnished like rather shabby living or dining rooms in homes: lots of sofas, easy chairs, and tables. Lots of people sitting around talking, reading, and playing games. On an average rainy day—quite different from a beautiful suddenly snowy day, or a warm spring or fall day—most people are inside. But there will also be more than a few who are outside in the rain, and later will come in dripping and trying the patience of the few people inside who think the school should perhaps be a “dry zone.” There may be people in the photo lab developing or printing pictures they have taken. There may be a karate class, or just some people playing on mats in the dance room. Someone may be building a bookshelf or fashioning chain mail armor and discussing medieval history. There are almost certainly a few people, either together or separate, making music of one kind or another, and others listening to music of one kind or another. You will find adults in groups that include kids, or maybe just talking with one student. It would be most unusual if there were not people playing a computer game somewhere, or chess; a few people doing some of the school’s administrative work in the office—while others hang around just enjoying the atmosphere of an office where interesting people are always making things happen; there will be people engaged in role-playing games; other people may be rehearsing a play—it might be original, it might be a classic. They may intend production or just momentary amusement. People will be trading stickers and trading lunches. There will probably be people selling things. If you are lucky, someone will be selling cookies they baked at home and brought in to earn money. Sometimes groups of kids have cooked something to sell to raise money for an activity—perhaps they need to buy a new kiln, or want to go on a trip. An intense conversation will probably be in progress in the smoking area, and others in other places. A group in the kitchen may be cooking—maybe pizza or apple pie. Always, either in the art room or in any one of many other places, people will be drawing. In the art room they might also be sewing, or painting, and some are quite likely to be working with clay, either on the wheel or by hand. Always there are groups talking, and always there are people quietly reading here and there. One

It's funny, you know. We're free. We make choices. We weigh things in our minds, consider everything carefully, use all the tools of logic and education. And in the end, what we mostly do is what we have no choice but to do. Makes you think, why bother? But you bother because you do, that's why. Because you're a DNA-brand computer running Childhood 1.0 software. They update the software but the changes are always just around the edges. You have the brain you have, the intelligence, the talents, the strengths and weaknesses you have, from the moment they take you out of the box and throw away the Styrofoam padding. But you have the fears you picked up along the way. The terrors of age four or six or eight are never suspended, just layered over. The dread I'd felt so recently, a dread that should be so much greater because the facts had been so much more horrible, still could not diminish the impact of memories that had been laid down long years before. It's that way all through life, I guess. I have a relative who says she still gets depressed every September because in the back of her mind it's time for school to start again. She's my great-aunt. The woman is sixty-seven and still bumming over the first day of school five-plus decades ago. It's sad in a way because the pleasures of life get old and dated fast. The teenage me doesn't get the jolt the six-year-old me got from a package of Pop Rocks. The me I've become doesn't rush at the memories of the day I skated down a parking ramp however many years ago. Pleasure fades, gets old, gets thrown out with last year's fad. Fear, guilt, all that stuff stays fresh. Maybe that's why people get so enraged when someone does something to a kid. Hurt a kid and he hurts forever. Maybe an adult can shake it off. Maybe. But with a kid, you hurt them and it turns them, shapes them, becomes part of the deep, underlying software of their lives. No delete. I don't know. I don't know much. I feel like I know less all the time. Rate I'm going, by the time I'm twenty-one I won't know a damned thing. But still I was me. Had no choice, I guess. I don't know, maybe that's bull and I was just feeling sorry for myself. But, bottom line, I dried my eyes, and I pushed my dirty, greasy hair back off my face, and I started off down the road again because whatever I was, whoever I was, however messed up I might be, I wasn't leaving April behind. Maybe it was all an act programmed into me from the get-go, or maybe it grew up out of some deep-buried fear, I mean maybe at some level I was really just as pathetic as Senna thought I was. Maybe I was a fake. Whatever. Didn't matter. I was going back to the damned dragon, and then I was getting April out, and everything and everyone else could go screw themselves. One good thing: For now at least, I was done being scared.

The US traded its manufacturing sector’s health for its entertainment industry, hoping that Police Academy sequels could take the place of the rustbelt. The US bet wrong. But like a losing gambler who keeps on doubling down, the US doesn’t know when to quit. It keeps meeting with its entertainment giants, asking how US foreign and domestic policy can preserve its business-model. Criminalize 70 million American file-sharers? Check. Turn the world’s copyright laws upside down? Check. Cream the IT industry by criminalizing attempted infringement? Check. It’ll never work. It can never work. There will always be an entertainment industry, but not one based on excluding access to published digital works. Once it’s in the world, it’ll be copied. This is why I give away digital copies of my books and make money on the printed editions: I’m not going to stop people from copying the electronic editions, so I might as well treat them as an enticement to buy the printed objects. But there is an information economy. You don’t even need a computer to participate. My barber, an avowed technophobe who rebuilds antique motorcycles and doesn’t own a PC, benefited from the information economy when I found him by googling for barbershops in my neighborhood. Teachers benefit from the information economy when they share lesson plans with their colleagues around the world by email. Doctors benefit from the information economy when they move their patient files to efficient digital formats. Insurance companies benefit from the information economy through better access to fresh data used in the preparation of actuarial tables. Marinas benefit from the information economy when office-slaves look up the weekend’s weather online and decide to skip out on Friday for a weekend’s sailing. Families of migrant workers benefit from the information economy when their sons and daughters wire cash home from a convenience store Western Union terminal. This stuff generates wealth for those who practice it. It enriches the country and improves our lives. And it can peacefully co-exist with movies, music and microcode, but not if Hollywood gets to call the shots. Where IT managers are expected to police their networks and systems for unauthorized copying – no matter what that does to productivity – they cannot co-exist. Where our operating systems are rendered inoperable by “copy protection,” they cannot co-exist. Where our educational institutions are turned into conscript enforcers for the record industry, they cannot co-exist. The information economy is all around us. The countries that embrace it will emerge as global economic superpowers. The countries that stubbornly hold to the simplistic idea that the information economy is about selling information will end up at the bottom of the pile. What country do you want to live in?