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The object of cognitive behavioral therapy is to break the vicious circle, thus transforming a wretched mouselike creature who barely dares leave his mouse hole into a go-getter who wins friends and influences people. It is not difficult to see the connection between these ideas and the modern pedagogic tendency to praise children for their efforts, however desultory. In case people think I am exaggerating, let me here remark that an eminent professor at one of Britain’s foremost institutions of higher learning, at which many Nobel Prize winners both studied and taught, informed me recently that he was not permitted to use red ink in marking his students’ essays (they still wrote them by hand, apparently, to cheat by computer being too easy for them) because red ink is deemed by those in charge of the students’ well-being to be too intimidating. The sight of red ink on the pages of their immortal prose might cause the little ones to lose their self-esteem, traumatize them, and mean a blighted life for ever after. Does one laugh? Does one cry? Does one despair? Does one leap for joy at such delectable absurdity? Or all or none of the above?
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