Kids Education Quotes

[Kids] don't remember what you try to teach them. They remember what you are.

You know, sometimes kids get bad grades in school because the class moves too slow for them. Einstein got D's in school. Well guess what, I get F's!!!

No man should bring children into the world who is unwilling to persevere to the end in their nature and education.

So if you want to find somebody to blame for the way i am, I guess you'd have to start with the public education system.

There is nobody in this country who got rich on their own. Nobody. You built a factory out there - good for you. But I want to be clear. You moved your goods to market on roads the rest of us paid for. You hired workers the rest of us paid to educate. You were safe in your factory because of police forces and fire forces that the rest of us paid for. You didn't have to worry that marauding bands would come and seize everything at your factory... Now look. You built a factory and it turned into something terrific or a great idea - God bless! Keep a hunk of it. But part of the underlying social contract is you take a hunk of that and pay forward for the next kid who comes along.

Once kids’ brains had been rewired and programmed by indoctrination, social conditioning, and brainwashing from the great design, they’d give up their dreams, aspirations, and ideals, and instead focused on acquiring as much money as they could. Another slave willing to do anything for money would roll off the assembly line. The Masters had used money to corrupt humans and turn them into dogs, barking and biting each other for their piece of the pie. This is how the world had become a dog-eat-dog world; it was all part of the great design.

Teaching kids how to feed themselves and how to live in a community responsibly is the center of an education.

Our children are only as brilliant as we allow them to be.

The more expensive a school is, the more crooks it has — I'm not kidding.

Children learn what they live. Put kids in a class and they will live out their lives in an invisible cage, isolated from their chance at community; interrupt kids with bells and horns all the time and they will learn that nothing is important or worth finishing; ridicule them and they will retreat from human association; shame them and they will find a hundred ways to get even. The habits taught in large-scale organizations are deadly.

The librarian was called Miss Sunshine by all the kids. It wasn’t her real name, but she was so friendly and happy that everyone called her by that nickname. She asked Joey if she could help him find a book. He told her that he wanted a book about water and he thought the author was called Masaru Emoto. He told her he didn’t know how to spell the author’s name.

The effects you will have on your students are infinite and currently unknown; you will possibly shape the way they proceed in their careers, the way they will vote, the way they will behave as partners and spouses, the way they will raise their kids.

Public education does not exist for the benefit of students or the benefit of their parents. It exists for the benefit of the social order. We have discovered as a species that it is useful to have an educated population. You do not need to be a student or have a child who is a student to benefit from public education. Every second of every day of your life, you benefit from public education. So let me explain why I like to pay taxes for schools, even though I don't personally have a kid in school: It's because I don't like living in a country with a bunch of stupid people.

Every maker of video games knows something that the makers of curriculum don't seem to understand. You'll never see a video game being advertised as being easy. Kids who do not like school will tell you it's not because it's too hard. It's because it's--boring

What grinds me the most is we're sending kids out into the world who don't know how to balance a checkbook, don't know how to apply for a loan, don't even know how to properly fill out a job application, but because they know the quadratic formula we consider them prepared for the world` With that said, I'll admit even I can see how looking at the equation x -3 = 19 and knowing x =22 can be useful. I'll even say knowing x =7 and y= 8 in a problem like 9x - 6y= 15 can be helpful. But seriously, do we all need to know how to simplify (x-3)(x-3i)?? And the joke is, no one can continue their education unless they do. A student living in California cannot get into a four-year college unless they pass Algebra 2 in high school. A future psychologist can't become a psychologist, a future lawyer can't become a lawyer, and I can't become a journalist unless each of us has a basic understanding of engineering. Of course, engineers and scientists use this shit all the time, and I applaud them! But they don't take years of theater arts appreciation courses, because a scientist or an engineer doesn't need to know that 'The Phantom of the Opoera' was the longest-running Broadway musical of all time. Get my point?

Schools train you to be ignorant with style [...] they prepare you to be a usable victim for a military industrial complex that needs manpower. As long as you're just smart enough to do a job and just dumb enough to swallow what they feed you, you're going to be alright [...] So I believe that schools mechanically and very specifically try and breed out any hint of creative thought in the kids that are coming up.

Suddenly it was obvious to Connor why they don't teach it. Once education was restructured and corporatized, they didn't want kids knowing how close they came to toppling the government. They didn't want kids to know how much power they really had.

I'm a Prince of Wales Trust ambassador, so I'm all about giving youth an education, a voice and a chance to not take the wrong road.

It is a healthy approach not to expect persons to turn out precisely how you would have wished.

Every good educator knows that true teaching is to teach kids how to ask the right questions.

A kid shouldn't need a diagnosis to access help.

I remember watching an episode of The West Wing about education in America, which the majority of people rightfully believe is the key to opportunity. In it, the fictional president debates whether he should push school vouchers (giving public money to schoolchildren so that they escape failing public schools) or instead focus exclusively on fixing those same failing schools. That debate is important, of course—for a long time, much of my failing school district qualified for vouchers—but it was striking that in an entire discussion about why poor kids struggled in school, the emphasis rested entirely on public institutions. As a teacher at my old high school told me recently, “They want us to be shepherds to these kids. But no one wants to talk about the fact that many of them are raised by wolves.

I like to stretch my mind by reading and writing and watching educational TV shows like The Bachelor to learn the complex mating rituals of heterosexuals.

Tell me the truth. When you were a kid, did you always color inside the lines?” "Coloring in the lines is the whole point. That’s why they have lines,” I said. “That’s where you’re wrong. The lines are there just to hold you in. Like a prison. Think what you might have created if there hadn’t been any lines.

No metal. . .no magic. . .and no technology.

People don't want children to know what they need to know. They want their kids to know what they ought to need to know. If you're a teacher you're in a constant battle with mildly deluded adults who think the world will get better if you imagine it is better. You want to teach about sex? Fine, but only when they're old enough to do it. You want to talk politics? Sure, but nothing modern. Religion? So long as you don't actually think about it. Otherwise some furious mob will come to your house and burn you for a witch.

I grew up in the midst of poverty but every black kid that I knew could read and write. We have to talk about the fact that we cannot educate for critical consciousness if we have a group of people who cannot access Fanon, Cabral, or Audre Lorde because they can’t read or write. How did Malcolm X radicalize his consciousness? He did it through books. If you deprive working-class and poor black people of access to reading and writing, you are making them that much farther removed from being a class that can engage in revolutionary resistance.

But a mountain of recent evidence suggests that teacher skill has less influence on a student's performance than a completely different set of factors: namely, how much kids have learned from their parents, how hard they work at home, and whether the parents have instilled an appetite for education.

Is it too soon for me to put aside money for your kid’s college education in order to thank him for helpin’ me drag his mother’s head outta her ass?

The function of this school is custodial. It’s here to keep these kids off the streets until the girls are big enough to get pregnant and the boys are old enough to go out and hold up a gas station.

As adults we choose our own reading material. Depending on our moods and needs we might read the newspaper, a blockbuster novel, an academic article, a women's magazine, a comic, a children's book, or the latest book that just about everyone is reading. No one chastises us for our choice. No one says, 'That's too short for you to read.' No one says, 'That's too easy for you, put it back.' No one says 'You couldn't read that if you tried -- it's much too difficult.' Yet if we take a peek into classrooms, libraries, and bookshops we will notice that children's choices are often mocked, censured, and denied as valid by idiotic, interfering teachers, librarians, and parents. Choice is a personal matter that changes with experience, changes with mood, and changes with need. We should let it be.

Rose," Alberta said, leaning toward me. "I'm going to be blunt with you. I'm not going to give you lectures or demand any explanations. Honestly, since you aren't my student anymore, I don't have the right to ask or tell you anything." "You can lecture," I told her. "I've always respected you and want to hear what you have to say." The ghost of a smile flashed on her face. "All right, here it is. You screwed up." "Wow. You weren't kidding about bluntness." "The reasons don't matter. You shouldn't have left. You shouldn't have dropped out. Your education and training are too valuable—no matter how much you think you know—and you are too talented to risk throwing away your future." I almost laughed. "To tell you the truth? I'm not sure what my future is anymore." "Which is why you need to graduate." "But I dropped out." She snorted. "Then drop back in!" "I—what? How?" "With paperwork. Just like everything else in the world.

It isn't a coincidence that governments everywhere want to educate children. Government education, in turn, is supposed to be evidence of the state's goodness and its concern for our well-being. The real explanation is less flattering. If the government's propaganda can take root as children grow up, those kids will be no threat to the state apparatus. They'll fasten the chains to their own ankles.

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.

One of the curious things about our educational system, I would note, is that the better trained you are in a discipline, the less used to dialectical method you're likely to be. In fact, young children are very dialectical; they see everything in motion, in contradictions and transformations. We have to put an immense effort into training kids out of being good dialecticians. Marx wants to recover the intuitive power of the dialectical method and put it to work in understanding how everything is in process, everything is in motion. He doesn't simply talk about labor; he talks about the labor process. Capital is not a thing, but rather a process that exists only in motion. When circulation stops, value disappears and the whole system comes tumbling down.

Among other possibilities, money was invented to make it possible for a foolish man to control wise men; a weak man, strong men; a child, old men; an ignorant man, knowledgeable men; and for a dwarf to control giants.

Child psychologists have demonstrated that our minds are actually constructed by these thousands of tiny interactions during the first few years of life. We aren't just what we're taught. It's what we experience during those early years - a smile here, a jarring sound there - that creates the pathways and connections of the brain. We put our kids to fifteen years of quick-cut advertising, passive television watching, and sadistic video games, and we expect to see emerge a new generation of calm, compassionate, and engaged human beings?

The more we want our children to be (1) lifelong learners, genuinely excited about words and numbers and ideas, (2) avoid sticking with what’s easy and safe, and (3) become sophisticated thinkers, the more we should do everything possible to help them forget about grades.

I would ask what it is you think you're doing, but... you are a teenager. I should have known better than to leave you in the car unattended. Next time, I'll seal you in there...probably with bricks. Maybe even mortar." Nick ignored his dry tone. "Just so long as you make sure nothing can get inside to kill me, I'm good with that." Ash frowned. "What are you talking about?" "The kid dead on the ground. Fourteen, Ash. Fourteen. I'm fourteen." "Yeah..." "Ash, I'm fourteen" "Got it. You're fourteen. I'm so proud you can count that high. It's a testament to the modern American educational system. But I should probably point out that you're no the only one. I'm told you go to a school with a whole class of -get this- kids who are fourteen." Nick rolled his eyes at the sarcasm. No wonder his mom wanted to hurt him for it. He finally understood. "Yeah, but they're not dead. Someone's killing fourteen-year-old boys, which I happen to be one. The cops said so. This is the second one in a day who's been murdered." "Yeah well given the lippiness of the average teenager, I can understand the urge" "You're not funny." "And you need to calm down. The only person you need to fear killing you when I'm around is me.

Let’s get one thing out of the way: Mexican immigration is an oxymoron. Mexicans are indigenous. So, in a strange way, I’m pleased that the racist folks of Arizona have officially declared, in banning me alongside Urrea, Baca, and Castillo, that their anti-immigration laws are also anti-Indian. I’m also strangely pleased that the folks of Arizona have officially announced their fear of an educated underclass. You give those brown kids some books about brown folks and what happens? Those brown kids change the world. In the effort to vanish our books, Arizona has actually given them enormous power. Arizona has made our books sacred documents now.

The kid dead on the ground. Fourteen, Ash. Fourteen. I’m fourteen.” – Nick “Yeah…” – Acheron “Ash, I’m fourteen.” – Nick “Got it. You’re fourteen. I’m so proud you can count that high. It’s a testament to the modern American educational system. But I should probably point out that you’re not the only one. I’m told you go a school with a whole class of – get this – kids who are fourteen.” – Acheron

Have faith that your child's brain is an evolving planet that rotates at its own speed. It will naturally be attracted to or repel certain subjects. Be patient. Just as there are ugly ducklings that turn into beautiful swans, there are rebellious kids and slow learners that turn into serious innovators and hardcore intellectuals.

When i think of how racist, how Eurocentric our so-called education in amerika is, it staggers my mind. And when i think back to some of those kids who were labeled “troublemakers” and “problem students,” i realize that many of them were unsung heroes who fought to maintain some sense of dignity and self-worth.

The peculiar predicament of the present-day self surely came to pass as a consequence of the disappointment of the high expectations of the self as it entered the age of science and technology. Dazzled by the overwhelming credentials of science, the beauty and elegance of the scientific method, the triumph of modern medicine over physical ailments, and the technological transformation of the very world itself, the self finds itself in the end disappointed by the failure of science and technique in those very sectors of life which had been its main source of ordinary satisfaction in past ages. As John Cheever said, the main emotion of the adult Northeastern American who has had all the advantages of wealth, education, and culture is disappointment. Work is disappointing. In spite of all the talk about making work more creative and self-fulfilling, most people hate their jobs, and with good reason. Most work in modern technological societies is intolerably dull and repetitive. Marriage and family life are disappointing. Even among defenders of traditional family values, e.g., Christians and Jews, a certain dreariness must be inferred, if only from the average time of TV viewing. Dreary as TV is, it is evidently not as dreary as Mom talking to Dad or the kids talking to either. School is disappointing. If science is exciting and art is exhilarating, the schools and universities have achieved the not inconsiderable feat of rendering both dull. As every scientist and poet knows, one discovers both vocations in spite of, not because of, school. It takes years to recover from the stupor of being taught Shakespeare in English Lit and Wheatstone's bridge in Physics. Politics is disappointing. Most young people turn their backs on politics, not because of the lack of excitement of politics as it is practiced, but because of the shallowness, venality, and image-making as these are perceived through the media--one of the technology's greatest achievements. The churches are disappointing, even for most believers. If Christ brings us new life, it is all the more remarkable that the church, the bearer of this good news, should be among the most dispirited institutions of the age. The alternatives to the institutional churches are even more grossly disappointing, from TV evangelists with their blown-dry hairdos to California cults led by prosperous gurus ignored in India but embraced in La Jolla. Social life is disappointing. The very franticness of attempts to reestablish community and festival, by partying, by groups, by club, by touristy Mardi Gras, is the best evidence of the loss of true community and festival and of the loneliness of self, stranded as it is as an unspeakable consciousness in a world from which it perceives itself as somehow estranged, stranded even within its own body, with which it sees no clear connection. But there remains the one unquestioned benefit of science: the longer and healthier life made possible by modern medicine, the shorter work-hours made possible by technology, hence what is perceived as the one certain reward of dreary life of home and the marketplace: recreation. Recreation and good physical health appear to be the only ambivalent benefits of the technological revolution.

what you learn from the intensity and the focus you had when under the influence of risk stays with you. You may lose the sharpness, but nobody can take away what you’ve learned. This is the principal reason I am now fighting the conventional educational system, made by dweebs for dweebs. Many kids would learn to love mathematics if they had some investment in it, and, more crucially, they would build an instinct to spot its misapplications.

These kids were smart, they were enthusiastic, and they were young enough so that the schools hadn’t destroyed all their interest in learning. They could still actually use their brains, which in Thorne’s view was a sure sign they hadn’t yet completed a formal education.

Never marry a person less educated than you. You, not only degrade yourself but also your kids will suffer whole life.

Checking in on what our kids are doing online isn't helicoptering, it's parenting.

Most children, even very bright ones, need constant review and practice to truly own a concept in grammar, math or science. In schools today, on paper it may appear that kids are learning skills, but in reality they are only renting them, soon to forget what they've learned over the weekend or summer vacation.

Unfortunately, teaching kids to embrace the unknown while maintaining their mental balance is far more difficult than teaching them an equation in physics or the causes of the First World War. You cannot learn resilience by reading a book or listening to a lecture. Teachers themselves usually lack the mental flexibility that the twenty-first century demands, since they themselves are the product of the old educational system.

So, a crash course for the amnesiac,” Leo said, in a helpful tone that made Jason think this was not going to be helpful. “We go to the ‘Wilderness School’”—Leo made air quotes with his fingers. “Which means we’re ‘bad kids.’ Your family, or the court, or whoever, decided you were too much trouble, so they shipped you off to this lovely prison—sorry, ‘boarding school’—in Armpit, Nevada, where you learn valuable nature skills like running ten miles a day through the cacti and weaving daisies into hats! And for a special treat we go on ‘educational’ field trips with Coach Hedge, who keeps order with a baseball bat.

Kids don't watch when they are stimulated and look away when they are bored. They watch when they understand and look away when they are confused. If you are in the business of educational television, this is a critical difference. It means if you want to know whether-and what-kids are learning from a TV show, all you have to do is to notice what they are watching. And if you want to know what kids aren't learning, all you have to do is notice what they aren't watching. Preschoolers are so sophisticated in their viewing behavior that you can determine the stickiness of children's programming by simple observation.

Not only should we encourage kids to daydream, but also to jump-in and build those dreams. Dreaming is largely lost among adults drowning in self-imposed realities.

They wanted to be safe. It’s not that much to ask, it feels like. But we don’t have it to begin with, and to get it and keep it, they’d push another kid into the dark. One enclave would push another into the dark for that, too. And they didn’t stop at safety, either. They wanted comfort, and then they wanted luxury, and then they wanted excess, and every step of the way they still wanted to be safe, even as they made themselves more and more of a tempting target, and the only way they could stay safe was to have enough power to keep everyone off that wanted what they had.

...even though I was getting better education at home than any of the kids in Toyah, I'd need to go to finishing school when I was thirteen, both to acquire social graces and to earn a diploma. Because in this world, Dad said, it's not enough to have a fine education. You need a piece of paper to prove you go it.

I am thinking of the everyday ways that conscientious, well-to-do parents help their kids. Even the best, most inclusive educational system would be hard pressed to equip students from poor backgrounds to compete on equal terms with children from families that bestow copious amounts of attention, resources, and connections

but all I could think was in New York that kid would have been stuck in a straitjacket practically from birth and dangled over a tank full of Educational Consultants and Remedial Experts all snapping at his ankles for the next twenty years arguing about his Special Needs and getting paid plenty for it.

Schooling that children are forced to endure—in which the subject matter is imposed by others and the “learning” is motivated by extrinsic rewards and punishments rather than by the children’s true interests—turns learning from a joyful activity into a chore, to be avoided whenever possible. Coercive schooling, which tragically is the norm in our society, suppresses curiosity and overrides children’s natural ways of learning. It also promotes anxiety, depression and feelings of helplessness that all too often reach pathological levels.

I’m completely library educated. I’ve never been to college. I went down to the library when I was in grade school in Waukegan, and in high school in Los Angeles, and spent long days every summer in the library. I used to steal magazines from a store on Genesee Street, in Waukegan, and read them and then steal them back on the racks again. That way I took the print off with my eyeballs and stayed honest. I didn’t want to be a permanent thief, and I was very careful to wash my hands before I read them. But with the library, it’s like catnip, I suppose: you begin to run in circles because there’s so much to look at and read. And it’s far more fun than going to school, simply because you make up your own list and you don’t have to listen to anyone. When I would see some of the books my kids were forced to bring home and read by some of their teachers, and were graded on—well, what if you don’t like those books?

educational television had a dramatic effect on relational aggression. The more the kids watched, the crueler they’d be to their classmates. This correlation was 2.5 times higher than the correlation between violent media and physical aggression.

Most adults are knowledgeable to a child, but ignorant for their age.

If we throw blankets over our children's dreams, we darken their world and extinguish their desire to live.

If we only stopped to listen to them for a few minutes, kids could tell us that we move too fast, for their good and ours.

The absolute best way to raise kind kids, is to be kind parents.

High school will probably be better. I mean, some kids will still be jerks, but it's not so bad if you have at least one good friend. Someone who gets you.

Adults need to teach the children they love about sexual abuse so they know what to do if they encounter it. We need to prepare them so they know who to tell, should a violation occur, so they don't have to live with a painful secret, long into adulthood.

Here’s the thing,” I would say. “Most people, wherever they’re from, whatever they look like, are looking for the same thing. They’re not trying to get filthy rich. They don’t expect someone else to do what they can do for themselves. “But they do expect that if they’re willing to work, they should be able to find a job that supports a family. They expect that they shouldn’t go bankrupt just because they get sick. They expect that their kids should be able to get a good education, one that prepares them for this new economy, and they should be able to afford college if they’ve put in the effort. They want to be safe, from criminals or terrorists. And they figure that after a lifetime of work, they should be able to retire with dignity and respect.

Sometimes you don't have enough money to hire a real science teacher. Sometimes you have an old real science teacher who retires or quits and leaves you without a replacement. And if you don't have a real science teacher, then you pick one of the other teachers and make him the science teacher. And that's why small-town kids sometimes don't know the truth about petrified wood.

It's hard to cook for kids, and when something doesn't appeal to them, instead of saying a polite no thank you, they instead break into a giant yuk face and shriek "eewww" right in front of you, as if you had no feelings at all.

[E]ducation is a thing you get past and forget about as quickly as possible. This is particularly true of elementary and secondary education, of course…. I began to remember what it had been like: the tremendous excitement of the first couple of years, when kids imagine that great secrets are going to be unfolding before them, then the disappointment that gradually sets in when you begin to realize the truth: There’s plenty of learning to do, but it’s not the learning you wanted. It’s learning to keep your mouth shut, learning how to avoid attracting the teacher’s attention when you don’t want it, learning not to ask questions, learning how to pretend to understand, learning how to tell teachers what they want to hear, learning to keep your own ideas and opinions to yourself, learning how to look as if you’re paying attention, learning how to endure the endless boredom.

There is nobody in this country who got rich on his own. Nobody. You built a factory out there? Good for you. But I want to be clear: You moved your goods to market on the roads the rest of us paid for. You hired workers the rest of us paid to educate. You were safe in your factory because of police forces and fire forces that the rest of us paid for. You didn't have to worry that marauding bands would come and seize everything at your factory, and hire someone to protect against this, because of the work the rest of us did. Now look, you built a factory and it turned into something terrific, or a great idea? God bless! Keep a big hunk of it. But part of the underlying social contract is you take a hunk of that and pay forward for the next kid who comes along.

...rather than assuming that education is primarily about preparing for jobs and careers, what would it mean to think of education as a process of guiding kids' participation in public life more generally, a public life that includes social, recreational, and civic engagement.

Je suis ce que je suis.” – Death “Is that a spell?” – Nick “It’s French, Nick. Means ‘I am what I am.’ Sheez, kid. Get educated. Read a book. I promise you it’s not painful.” – Death “I would definitely argue that. Have you seen my summer reading list? It’s nothing but girl books about them getting body parts and girl things I don’t want to discuss in class with my female English teacher. Maybe in the boys’ locker room and maybe with a coach, but not with a woman teacher in front of other girls who already won’t go out with me. Or worse, they’re about how bad all of us men reek and how we need to be taken out and shot ‘cause we’re an affront to all social and natural orders. Again – thanks, Teach. Give the girls even more reason to kick us down when we talk to one. Not like it’s not hard enough to get up the nerve to ask one out. Can you say inappropriate content? And then they tell me my manga’s bad. Riiight…Is it too much to ask that we have one book, just one, on the required reading list that says, ‘Hey, girls. Guys are fun and we’re okay. Really. We’re not all mean psycho-killing, bloodsucking animals. Most of us are pretty darn decent, and if you’ll just give us a chance, you’ll find out we’re not so bad.’” – Nick

Because there are so many kids, they run schools like factories, or dare I say, jails. You're put into lines and rows and moved when a bell rings. None of this is conducive to deep thinking or creativity. You start to go deep into a subject, and a bell rings to pull you out of it.

I have this thought, it’s horrible, and it makes me sick, but it’s true: one day these students will grow up and have their own kids, and they’re going to name them for men and women who will die in this war.

There is no such thing as liberalism — or progressivism, etc. There is only conservatism. No other political philosophy actually exists; by the political analogue of Gresham’s Law, conservatism has driven every other idea out of circulation. There might be, and should be, anti-conservatism; but it does not yet exist. What would it be? In order to answer that question, it is necessary and sufficient to characterize conservatism. Fortunately, this can be done very concisely. Conservatism consists of exactly one proposition, to wit: There must be in-groups whom the law protectes but does not bind, alongside out-groups whom the law binds but does not protect. There is nothing more or else to it, and there never has been, in any place or time. For millenia, conservatism had no name, because no other model of polity had ever been proposed. “The king can do no wrong.” In practice, this immunity was always extended to the king’s friends, however fungible a group they might have been. Today, we still have the king’s friends even where there is no king (dictator, etc.). Another way to look at this is that the king is a faction, rather than an individual. As the core proposition of conservatism is indefensible if stated baldly, it has always been surrounded by an elaborate backwash of pseudophilosophy, amounting over time to millions of pages. All such is axiomatically dishonest and undeserving of serious scrutiny. Today, the accelerating de-education of humanity has reached a point where the market for pseudophilosophy is vanishing; it is, as The Kids Say These Days, tl;dr . All that is left is the core proposition itself — backed up, no longer by misdirection and sophistry, but by violence. So this tells us what anti-conservatism must be: the proposition that the law cannot protect anyone unless it binds everyone, and cannot bind anyone unless it protects everyone. Then the appearance arises that the task is to map “liberalism”, or “progressivism”, or “socialism”, or whateverthefuckkindofstupidnoise-ism, onto the core proposition of anti-conservatism. No, it a’n’t. The task is to throw all those things on the exact same burn pile as the collected works of all the apologists for conservatism, and start fresh. The core proposition of anti-conservatism requires no supplementation and no exegesis. It is as sufficient as it is necessary. What you see is what you get: The law cannot protect anyone unless it binds everyone; and it cannot bind anyone unless it protects everyone.

Our deepest concern shouldn't be Just the kids who can't go to school, but those who are going and not getting proper education

thus educators learn about teaching subjects but not about the essential importance of connected relationships to the learning process of young human beings.

An overarching goal of education should be to immerse students in the beauty and inspiration of their surrounding world.

I don't do what I'm doing to fight terror. ... I do it because I care about kids. Fighting terror is maybe seventh or eighth on my list of priorities. But working over there, I've learned a few things. I've learned that terror doesn't happen because some group of people somewhere like Pakistan or Afghanistan simply decide to hate us. It happens because children aren't being offered a bright enough future that they have a reason to choose life over death.

Statistically speaking, tracking tended to diminish learning and boost inequality wherever it was tried. In general, the younger tracking happened, the worse the entire country did on PISA. There seemed to be some kind of ghetto effect: once kids were labeled and segregated into the lower track, their learning slowed down.

These guys are fakes. All they've got on their minds is impressing the new girls with the big words they're so proud of, while sticking their hanse up their skirts. And when they graduate,they cut their hair short and march off to work for Mitsubishi or IBM or Fuji Bank. They marry pretty wives who've never read Marx and have kids they give fancy names to that are enough to make you puke. Smash what educational-industrial complex? Don't make me laugh!

Yeah, God forbid that we incorporate artistic elements and creativity into a class outside of the art department. Next thing you know, kids might start enjoying school and become well-rounded individuals.

There’s a big difference between teaching and instructing. Telling kids what to do and giving them assignments is not teaching, that’s instructing. On the contrary, teaching includes helping students to cultivate talents, foster understanding, and develop skills. Anyone can instruct, but teaching is a gift.

There is nobody in this country who got rich on his own. Nobody. You built a factory out there—good for you. "But I want to be clear. You moved your goods to market on the roads the rest of us paid for. You hired workers that the rest of us paid to educate...Part of the underlying social contract is you take a hunk of that and pay forward for the next kid who comes along.

Everywhere I went, in every country, people complained about their education system. It was a universal truth and a strangely reassuring one. No one was content, and rightly so. Educating all kids to high levels was hard, and every country—every one—still had work to do.

That is in part because the very words “education reform” indicate that the question is “What’s wrong with our schools?” when in reality, the question might be better phrased as “Why do American kids know less than kids from Estonia and Poland?” When you ask the question differently, you look for answers in different places.

Sparta has no philosophers. That’s because the job of a philosopher is to understand things better, which is a form of change, so they don’t want it. Another difference: they don’t honour living poets, only dead ones. Why? Because dead poets don’t write anything new, but live ones do. A third difference: their education system is insanely harsh; ours is famously lax. Why? Because they don’t want their kids to dare to question anything, so that they won’t ever think of changing anything. How

Let's get started. Who's first?" "His name is Kettch, and he's an Ewok." Wedge came upright. "No." "Oh, yes. Determined to fight. You should hear him say, 'Yub, yub.' He makes it a battle cry." "Wes, assuming he could be educated up to Alliance fighter-pilot standards, an Ewok couldn't even reach an X-wing's controls." "He wears arm and leg extensions, prosthetics built for him by a sympathetic medical droid. And he's anxious to go, Commander." "Please tell me you're kidding." "Of course I'm kidding." (...) "I'm going to get you, Janson." "Yub, yub, Commander.

When the Indians saw us whipping our children, they thought at first that we must hate our children, but then they thought, no, no one can hate his child. They decided it must be a religious rite, to make the child hate this world and long for the next. We're a strange vicious people.

The reality for teachers is we don’t know if we’ve been successful or not. It takes years to see how a kid turns out, and it’s impossible to know what role we’ve played, for better or worse. It’s why so many teachers burn out—our successes are limited and rarely celebrated, but our failures are always out there for everyone to see and judge.

‎Teachers matter. So instead of bashing them, or defending the status quo, let’s offer schools a deal. Give them the resources to keep good teachers on the job, and reward the best ones. In return, grant schools flexibility: To teach with creativity and passion; to stop teaching to the test; and to replace teachers who just aren’t helping kids learn.

...that the decline in reading among children was largely the fault of their parents. Parents these days don't read books, themselves, but they feel they should make their children read. Since they aren't readers, however, they have no idea what to give their children. That's why they cling to the recommendations from the Ministry of Education. Those books are all insufferably boring and, as a result, the kids learn to hate books. It's a vicious cycle with no end in sight.

A child's imagination can be found in the heart of a good book.

At some point in your career you have to decide if you care more about teaching to tests or teaching kids. My decision was made a long time ago. I teach kids.

Military life is hard, even cruel—especially for the kids.

Educate thyself through reading

Cinema – all art really – has great power. Power to illuminate. Power to transform. For those of us who experience film as literature, classic movies comprised an introductory education in the genre. As kids, many of us went searching through library shelves for obscure source novels after seeing some old movie or other. It was the start of many an adventure.

Educating ourselves and others is an essential step in the process of change. Few of us have been taught to think critically about issues of social injustice. We have been taught not to notice or to accept our present situation as a given, “the way it is.” But we can learn the history we were not taught, we can watch the documentaries we never saw in school, and we can read about the lives of change agents, past and present. We can discover another way. We are surrounded by a “cloud of witnesses” who will give us courage if we let them.

We’re cannon fodder, and human shields, and useful new blood, and minions, and janitors and maids, and thanks to all the work the losers in here do trying to get into an alliance and an enclave after, the enclave kids get extra sleep and extra food and extra help, more than if it was only them in here. And we all get the illusion of a chance. But the only chance they’re really giving us is the chance to be useful to them.

The idea that “it takes money to make money” is the thinking of financially unsophisticated people. It does not mean that they’re not intelligent. They have simply not learned the science of money making money. Money is only an idea. If you want more money, simply change your thinking. Every self-made person started small with an idea, and then turned it into something big. The same applies to investing. It takes only a few dollars to start and grow it into something big. I meet so many people who spend their lives chasing the big deal, or trying to amass a lot of money to get into a big deal, but to me that is foolish. Too often I have seen unsophisticated investors put their large nest egg into one deal and lose most of it rapidly. They may have been good workers, but they were not good investors. Education and wisdom about money are important. Start early. Buy a book. Go to a seminar. Practice. Start small. I turned $5,000 cash into a one-million-dollar asset producing $5,000 a month cash flow in less than six years. But I started learning as a kid. I encourage you to learn, because it’s not that hard. In fact, it’s pretty easy once you get the hang of it. I think I have made my message clear. It’s what is in your head that determines what is in your hands. Money is only an idea. There is a great book called Think and Grow Rich. The title is not Work Hard and Grow Rich. Learn to have money work hard for you, and your life will be easier and happier. Today, don’t play it safe. Play it smart.

And when you look long into an abyss, the abyss also looks into you. Ahh . . . an educated man. Well, you're not as stupid as you look. Don't quote Nietzsche at me, kid. That German crackpot wouldn't know a real monster if it bit him on the ass.

I suppose I was lucky enough to be educated at a time when teachers still thought children could handle knowledge. They trusted us. Then there came a time when they decided that because not every kid in the class could understand or remember those things they wouldn't teach them anymore because it wasn't fair on the less good ones. So they withheld knowledge. Then I suppose the next lot of teachers didn't have the knowledge to withhold.

Just remember, education (providing leadership for your kids as they learn life skills) is different from indoctrination (pouring ideas into their heads without inviting critical examination).

We should teach our kids that they're blessing and not a burden and that they're valuable beyond what they can imagine - in God's eyes, in the world's eyes - that they're purpose is so important to fulfill and it's gonna make a difference in the world. And they're the only ones that can make the difference that they can make, in the way that they can make it. That's why we all have different fingerprints. And I feel like the message is not clear enough. It's not clear because they go to school and they get challenged and they're bombarded with the idea that abortion is okay, that we can just go ahead and, you know, if we're not ready to have a kid we can just take care of that problem. But kids are not a problem, they're not a mistake, they're not a burden. They're blessing from God and that's what we don't understand. My mom was sixteen when she had me and we both almost died, I was a second kid, she had my brother when she was fifteen. And we both almost died and the doctors told her to abort me and I think that a lot of people gave her that advice. So when I grew up I think I had a sense of being a burden. And I think a lot of kids actually have that sense.

I’d been looking around the world for clues as to what other countries were doing right, but the important distinctions were not about spending or local control or curriculum; none of that mattered very much. Policies mostly worked in the margins. The fundamental difference was a psychological one. The education superpowers believed in rigor. People in these countries agreed on the purpose of school: School existed to help students master complex academic material. Other things mattered, too, but nothing mattered as much.

In the past generation, the American educational system has decided not to seek the very best teachers, give them lots of kids to teach, and pay them more—which would help children the most. It has decided to hire every teacher it can get its hands on and pay them less.

If life is a movie most people would consider themselves the star of their own feature. Guys might imagine they're living some action adventure epic. Chicks maybe are in a rose-colored fantasy romance. And homosexuals are living la vida loca in a fabulous musical. Still others may take the indie approach and think of themselves as an anti-hero in a coming of age flick. Or a retro badass in an exploitation B movie. Or the cable man in a very steamy adult picture. Some people's lives are experimental student art films that don't make any sense. Some are screwball comedies. Others resemble a documentary, all serious and educational. A few lives achieve blockbuster status and are hailed as a tribute to the human spirit. Some gain a small following and enjoy cult status. And some never got off the ground due to insufficient funding. I don't know what my life is but I do know that I'm constantly squabbling with the director over creative control, throwing prima donna tantrums and pouting in my personal trailor when things don't go my way. Much of our lives is spent on marketing. Make-up, exercise, dieting, clothes, hair, money, charm, attitude, the strut, the pose, the Blue Steel look. We're like walking billboards advertising ourselves. A sneak peek of upcoming attractions. Meanwhile our actual production is in disarray--we're over budget, doing poorly at private test screenings and focus groups, creatively stagnant, morale low. So we're endlessly tinkering, touching up, editing, rewriting, tailoring ourselves to best suit a mass audience. There's like this studio executive in our heads telling us to cut certain things out, make it "lighter," give it a happy ending, and put some explosions in there too. Kids love explosions. And the uncompromising artist within protests: "But that's not life!" Thus the inner conflict of our movie life: To be a palatable crowd-pleaser catering to the mainstream... or something true to life no matter what they say?

You give them an environment where they feel they can grow. But also make bloody sure you challenge them. You make sure they realise learning is hard. Because if you don’t, if you only make it a safe haven, if it’s all clap-happy, and ‘everything the kids do is great’, then what are you creating? Emotional toffees, who’ve actually learnt nothing, but who then have to go back and face the real world … Find that balance, it stretches you, it stretches you as far as you’ll go.

You are made in the image and likeness of God, and you have exactly what you need to be the mother that He wants you to be. Figure out what drives you and then let your kids shine within the atmosphere you create. Trying to be something you're not, trying hard to provide your kids with the education that the blogger-next-door is giving hers will burn you out make you want to quit the whole project entirely.

Most people of my grandparents' generation had an intuitive sense of agricultural basics ... This knowledge has vanished from our culture. We also have largely convinced ourselves it wasn't too important. Consider how many Americans might respond to a proposal that agriculture was to become a mandatory subject in all schools ... A fair number of parents would get hot under the collar to see their kids' attention being pulled away from the essentials of grammar, the all-important trigonometry, to make room for down-on-the-farm stuff. The baby boom psyche embraces a powerful presumption that education is a key to moving away from manual labor and dirt--two undeniable ingredients of farming. It's good enough for us that somebody, somewhere, knows food production well enough to serve the rest of us with all we need to eat, each day of our lives.

Realism is for lazy-minded, semi-educated people whose atrophied imagination allows them to appreciate only the most limited and convention subject matter. Re-Fi is a repetitive genre written by unimaginative hacks who rely on mere mimesis. If they had any self-respect they'd be writing memoir, but they're too lazy to fact-check. Of course I never read Re-Fi. But the kids keep bringing home these garish realistic novels and talking about them, so I know that it's an incredibly narrow genre, completely centered on one species, full of worn-out cliches and predictable situations--the quest for the father, mother-bashing, obsessive male lust, dysfunctional suburban families, etc., etc. All it's good for is being made into mass-market movies. Given its old-fashioned means and limited subject matter, realism is quite incapable of describing the complexity of contemporary experience.

The United States, almost alone today, offers the liberties and the privileges and the tools of freedom. In this land the citizens are still invited to write their plays and books, to paint their pictures, to meet for discussion, to dissent as well as to agree, to mount soapboxes in the public square, to enjoy education in all subjects without censorship, to hold court and judge one another, to compose music, to talk politics with their neighbors without wondering whether the secret police are listening, to exchange ideas as well as goods, to kid the government when it needs kidding, and to read real news of real events instead of phony news manufactured by a paid agent of the state. This is a fact and should give every person pause.

All my life my dad felt this need to protect his kids from a war he fought, a war I believed could never reach out and touch us, could never hurt us—and yet he fed us lies with his answers, shielding us from the truth about what he did there, about what he saw, about who he was before the war, and about what he became because of it. He lied to protect us from his memories, from his nightmares. Standing with my dad at The Wall, I knew the truth—no one could know so many names engraved in granite if he 'never was in danger.

This is my worst fear. It’s not keeping my students safe from terrorists, it’s knowing what to do when the Chaplain comes to take Johnny out of class because not letting the terrorists win means sometimes the good guys are going to die. And those good guys have kids, and they’re sitting in my classroom.

His name is Kettch, and he's an Ewok." "No." "Oh, yes. Determined to fight. You should hear him say, 'Yub, yub.' He makes it a battle cry." "Wes, assuming he could be educated up to Alliance fighter-pilot standards, an Ewok couldn't even reach an X-wing's controls." "He wears arm and leg extensions, prosthetics built for him by a sympathetic medical droid. And he's anxious to go, Commander." "Please tell me you're kidding." "Of course I'm kidding. Pilot-candidate number one is a Human female from Tatooine, Falynn Sandskimmer." "I'm going to get you, Janson." "Yub, yub, Commander." ―Wes Janson and Wedge Antilles[src]

Teaching isn’t rocket science. It’s about being engaged, listening, paying attention. Despite conventional wisdom, you don’t need to talk a lot to teach well. You do need to care, though. Not so much about what people think of you or whether or not they like you, but about the kids and doing what’s best for them.

Children usually have a natural curiosity about the world and everything in it until they get to school and somebody throws them against the locker because they get A's and act intelligent. After that, some kids try to dumb it down and adapt.

Let them learn at school whatever they learn to pass the examinations, but at home let the education that you provide be the kind that widens their perceptions and takes away the germs of prejudices that infect them while they are out in the world.

We inherited a strong and flourishing country, and instead of making the investments - that is, the sacrifices - to maintain it, we chose to suck it dry and stick our children with the bill. If you want to see who is to blame for student debt, just look in the mirror. And if parents find themselves supporting kids beyond their college years, that is only, in the aggregate, a form of compensatory justice: the intergenerational transfer of wealth that should have been effected through taxation.

To survive and flourish in such a world, you will need a lot of mental flexibility and great reserves of emotional balance. You will have to repeatedly let go of some of what you know best, and learn to feel at home with the unknown. Unfortunately, teaching kids to embrace the unknown while maintaining their mental balance is far more difficult than teaching them an equation in physics or the causes of the First World War. You cannot learn resilience by reading a book or listening to a lecture. Teachers themselves usually lack the mental flexibility that the twenty-first century demands, since they themselves are the product of the old educational system.

Many of the kids coming into my classes at the university are all but illiterate. You give them a page to read and they can't tell you what's on it. Try teaching them the classics, and they can't pronounce the words. Ask them to write about something, and they can't make complete sentences - much less spell anything over two syllables.

Musk has talked about having more kids, and it’s on this subject that he delivers some controversial philosophizing vis-à-vis the creator of Beavis and Butt-head. “There’s this point that Mike Judge makes in Idiocracy, which is like smart people, you know, should at least sustain their numbers,” Musk said. “Like, if it’s a negative Darwinian vector, then obviously that’s not a good thing. It should be at least neutral. But if each successive generation of smart people has fewer kids, that’s probably bad, too. I mean, Europe, Japan, Russia, China are all headed for demographic implosion. And the fact of the matter is that basically the wealthier—basically wealth, education, and being secular are all indicative of low birth rate. They all correlate with low birth rate. I’m not saying like only smart people should have kids. I’m just saying that smart people should have kids as well. They should at least maintain—at least be a replacement rate. And the fact of the matter is that I notice that a lot of really smart women have zero or one kid. You’re like, ‘Wow, that’s probably not good.

Since the dawn of education, the student considered as normal has been the student who puts up the least resistance to teaching, the one who doesn't call our knowledge into question or put our competency to the test, a student who already knows a lot, who is gifted with instant comprehension, who spares us searching for the access roads to his grey matter, a student with a natural urge to learn, who can stop being a kid in turmoil or a teenager with problems during our lessons, a student convinced from the cradle that he has to curb his appetites and emotions by exercising his reason if he doesn't want to live in a jungle filled with predators, a student confident that the intellectual life is a source of infinite pleasures that can be refined to the extreme when most other pleasures are doomed to monotonous repetition - in short, a student who has understod that knowledge is the only answer: the answer to the slavery in which ignorance wants to keep us, the sole consolation for our ontological loneliness.

In many U.S. schools, sports instilled leadership and persistence in one group of kids while draining focus and resources from academics for everyone. The lesson wasn't that sports couldn't coexist with education; it was that sports had nothing to do with education.

Got it. You're fourteen. I'm proud you can count that high. It's a testament to the modern American education system. But I should probable point out that you're not the only one. I'm told you go to a school with a whole class of-get this-kids who are fourteen."- Ash

INTERVIEWER You’re self-educated, aren’t you? BRADBURY Yes, I am. I’m completely library educated. I’ve never been to college. I went down to the library when I was in grade school in Waukegan, and in high school in Los Angeles, and spent long days every summer in the library. I used to steal magazines from a store on Genesee Street, in Waukegan, and read them and then steal them back on the racks again. That way I took the print off with my eyeballs and stayed honest. I didn’t want to be a permanent thief, and I was very careful to wash my hands before I read them. But with the library, it’s like catnip, I suppose: you begin to run in circles because there’s so much to look at and read. And it’s far more fun than going to school, simply because you make up your own list and you don’t have to listen to anyone. When I would see some of the books my kids were forced to bring home and read by some of their teachers, and were graded on—well, what if you don’t like those books? I am a librarian. I discovered me in the library. I went to find me in the library. Before I fell in love with libraries, I was just a six-year-old boy. The library fueled all of my curiosities, from dinosaurs to ancient Egypt. When I graduated from high school in 1938, I began going to the library three nights a week. I did this every week for almost ten years and finally, in 1947, around the time I got married, I figured I was done. So I graduated from the library when I was twenty-seven. I discovered that the library is the real school.

What, after all this time, is the purpose of mass schooling supposed to be? Reading, writing, and arithmetic can’t be the answer, because properly approached those things take less than a hundred hours to transmit — and we have abundant evidence that each is readily self-taught in the right setting and time. Why, then, are we locking kids up in an involuntary network with strangers for twelve years? Surely not so a few of them can get rich? Even if it worked that way, and I doubt that it does, why wouldn’t any sane community look on such an education as positively wrong? It divides and classifies people, demanding that they compulsively compete with each other, and publicly labels the losers by literally de-grading them, identifying them as “low-class” material. And the bottom line for the winners is that they can buy more stuff! I don’t believe that anyone who thinks about that feels comfortable with such a silly conclusion. I can’t help feeling that if we could only answer the question of what it is that we want from these kids we lock up, we would suddenly see where we took a wrong turn. I have enough faith in American imagination and resourcefulness to believe that at that point we’d come up with a better way — in fact, a whole supermarket of better ways.

I’m completely library educated. I’ve never been to college. I went down to the library when I was in grade school in Waukegan, and in high school in Los Angeles, and spent long days every summer in the library. I used to steal magazines from a store on Genesee Street, in Waukegan, and read them and then steal them back on the racks again. That way I took the print off with my eyeballs and stayed honest. I didn’t want to be a permanent thief, and I was very careful to wash my hands before I read them. But with the library, it’s like catnip, I suppose: you begin to run in circles because there’s so much to look at and read. And it’s far more fun than going to school, simply because you make up your own list and you don’t have to listen to anyone. When I would see some of the books my kids were forced to bring home and read by some of their teachers, and were graded on—well, what if you don’t like those books? I am a librarian. I discovered me in the library. I went to find me in the library. Before I fell in love with libraries, I was just a six-year-old boy. The library fueled all of my curiosities, from dinosaurs to ancient Egypt. When I graduated from high school in 1938, I began going to the library three nights a week. I did this every week for almost ten years and finally, in 1947, around the time I got married, I figured I was done. So I graduated from the library when I was twenty-seven. I discovered that the library is the real school.

Schools themselves aren't creating the opportunity gap: the gap is already large by the time children enter kindergarten and does not grow as children progress through school. The gaps in cognitive achievement by level of maternal education that we observe at age 18-powerful predictors of who goes to college and who does not - are mostly present at age 6when children enter school. Schooling plays only a minor role in alleviating or creating test score gaps.

On Rachel's show for November 7, 2012: We're not going to have a supreme court that will overturn Roe versus Wade. There will be no more Antonio Scalias and Samuel Aleatos added to this court. We're not going to repeal health reform. Nobody is going to kill medicare and make old people in this generation or any other generation fight it out on the open market to try to get health insurance. We are not going to do that. We are not going to give a 20% tax cut to millionaires and billionaires and expect programs like food stamps and kid's insurance to cover the cost of that tax cut. We'll not make you clear it with your boss if you want to get birth control under the insurance plan that you're on. We are not going to redefine rape. We are not going to amend the United States constitution to stop gay people from getting married. We are not going to double Guantanamo. We are not eliminating the Department of Energy or the Department of Education or Housing at the federal level. We are not going to spend $2 trillion on the military that the military does not want. We are not scaling back on student loans because the country's new plan is that you should borrow money from your parents. We are not vetoing the Dream Act. We are not self-deporting. We are not letting Detroit go bankrupt. We are not starting a trade war with China on Inauguration Day in January. We are not going to have, as a president, a man who once led a mob of friends to run down a scared, gay kid, to hold him down and forcibly cut his hair off with a pair of scissors while that kid cried and screamed for help and there was no apology, not ever. We are not going to have a Secretary of State John Bolton. We are not bringing Dick Cheney back. We are not going to have a foreign policy shop stocked with architects of the Iraq War. We are not going to do it. We had the chance to do that if we wanted to do that, as a country. and we said no, last night, loudly.

Well, that's pretty much what the schools are like, I think: they reward discipline and obedience, and they punish independence of mind. If you happen to be a little innovative, or maybe you forgot to come to school one day because you were reading a book or something, that's a tragedy, that's a crime―because you're not supposed to think, you're supposed to obey, and just proceed through the material in whatever way they require. And in fact, most of the people who make it through the education system and get into the elite universities are able to do it because they've been willing to obey a lot of stupid orders for years and years―that's the way I did it, for example. Like, you're told by some stupid teacher, "Do this," which you know makes no sense whatsoever, but you do it, and if you do it you get to the next rung, and then you obey the next order, and finally you work your way through and they give you your letters: an awful lot of education is like that, from the very beginning. Some people go along with it because they figure, "Okay, I'll do any stupid thing that asshole says because I want to get ahead"; others do it because they've just internalized the values―but after a while, those two things tend to get sort of blurred. But you do it, or else you're out: you ask too many questions and you're going to get in trouble. Now, there are also people who don't go along-and they're called "behavior problems," or "unmotivated," or things like that. Well, you don't want to be too glib about it―there are children with behavior problems but a lot of them are just independent-minded, or don't like to conform, or just want to go their own way. And they get into trouble right from the very beginning, and are typically weeded out. I mean, I've taught young kids too, and the fact is there are always some who just don't take your word for it. And the very unfortunate tendency is to try to beat them down, because they're a pain in the neck. But what they ought to be is encouraged. Yeah: why take my word for it? Who the heck am I? Figure it out for yourself. That's what real education would be about, in fact.

Everyone’s talking about the death and disappearance of the book as a format and an object. I don’t think that will happen. I think whatever happens, we have to figure out a way to protect our imaginations. Stories and poetry do that. You need a language in this world. People want words, they want to hear their situation in language, and find a way to talk about it. It allows you to find a language to talk about your own pain. If you give kids a language, they can use it. I think that’s what these educators fear. If you really educate these kids, they aren’t going to punch you in the face, they are going to challenge you with your own language.

Cope? Adapt? Uh, no. These are military kids. They roll with it. I once asked a new student, 'See any familiar faces?' She pointed out various kids and replied, 'Seattle, Tampa, Okinawa, New Jersey.' For military dependents school is literally a non-stop revolving door of old and new friends.

Most children seem eager, even desperate, to please those in authority, reluctant to rock the boat even when the boat clearly needs rocking. In a way, an occasional roll-your-eyes story of excess in the other direction marks the exception that proves the rule. And the rule is a silent epidemic of obedience. For every kid who is slapped with the label “Oppositional Defiant Disorder,” hundreds suffer from what one educator has mischievously called Compliance Acquiescent Disorder. The symptoms of CAD, he explained, include the following: “defers to authority,” “actively obeys rules,” “fails to argue back,” “knuckles under instead of mobilizing others in support,” and “stays restrained when outrage is warranted.

In desperation, I’d tried to find a part-time after-school job, just to earn some walking-around money. I applied for dozens of tech support and programming jobs (mostly grunt construction work, coding parts of OASIS malls and office buildings), but it was completely hopeless. Millions of college-educated adults couldn’t get one of those jobs. The Great Recession was now entering its third decade, and unemployment was still at a record high. Even the fast-food joints in my neighborhood had a two-year waiting list for job applicants. So I remained stuck at school. I felt like a kid standing in the world’s greatest video arcade without any quarters, unable to do anything but walk around and watch the other kids play.

My basic philosophy of teaching was straightforward and deeply personal. I wanted to teach the way I wished that I myself had been taught. Which is to say, I hoped to convey the sheer joy of learning, the thrill of understanding things about the universe. I wanted to pass along to students not only the logic but the beauty of math and science. Furthermore, I wanted to do this in a way that would be equally helpful to kids studying a subject for the first time and for adults who wanted to refresh their knowledge; for students grappling with homework and for older people hoping to keep their minds active and supple.

feeling so far is that standardized testing and performance-based salaries are likely to push education from social norms to market norms. The United States already spends more money per student than any other Western society. Would it be wise to add more money? The same consideration applies to testing: we are already testing very frequently, and more testing is unlikely to improve the quality of education. I suspect that one answer lies in the realm of social norms. As we learned in our experiments, cash will take you only so far—social norms are the forces that can make a difference in the long run. Instead of focusing the attention of the teachers, parents, and kids on test scores, salaries, and competition, it might be better to instill in all of us a sense of purpose, mission, and pride in education. To do this we certainly can’t take the path of market norms. The Beatles proclaimed some time ago that you “Can’t Buy Me Love” and this also applies to the love of learning—you can’t buy it; and if you try, you might chase it away.

Black boys do commit more violent offenses in public schools than other kids. Period. This means that if we follow these prophets’ advice and go easier on black boys, we hinder the education of other black students. The Elect earnestly decry that most black kids go to school with only other black kids, because it fits into their agenda to point out “segregation.” But that “segregation” also entails that the black boys they think should be allowed to beat other kids up in school are handing out the beatings to other black kids.

When Bootsie was old enough to go to high school, Fran got herself a $300 GI loan to enroll at the University of Maine. She got three more loans and graduated with a teaching degree. Because she taught Title I kids—poor kids—all her loans were forgiven. Every member of Franni’s family made it to the middle class. And they did it because of Social Security, Pell Grants, the GI Bill, and Title I of the Elementary and Secondary Education Act. They tell you in this country that you have to pull yourself up by your bootstraps. And we all believe that. But first you’ve got to have the boots. And the federal government gave Franni’s family the boots.

Whoever fights monsters should see to it that in the process he does not become a monster . . .” I said. “And when you look long into an abyss, the abyss also looks into you. Ahh . . . an educated man. Well, you’re not as stupid as you look. Don’t quote Nietzsche at me, kid. That German crackpot wouldn’t know a real monster if it bit him on the ass.” Actually I hated philosophy. I had memorized the quote from the intro of a video game.

Kid's books should be just as good as any other books. No. They should be held to a *higher* standard than other literature for the same reason that we take extra care with children's food. The fact is, what you feed your kids is important, and that includes what they put in their heads as well as what they put in their bellies.

New Rule: Just because a country elects a smart president doesn't make it a smart country. A couple of weeks ago, I was asked on CNN if I thought Sarah Palin could get elected president, and I said I hope not, but I wouldn't put anything past this stupid country. Well, the station was flooded with emails, and the twits hit the fan. And you could tell that these people were really mad, because they wrote entirely in CAPITAL LETTERS!!! Worst of all, Bill O'Reilly refuted my contention that this is a stupid country by calling me a pinhead, which (a) proves my point, and (b) is really funny coming from a doody-face like him. Now, before I go about demonstration how, sadly, easy it is to prove the dumbness that's dragging us down, let me just say that ignorance has life-and-death consequences. On the eve of the Iraq War, seventy percent of Americans thought Saddam Hussein was personally involved in 9/11. Six years later, thirty-four percent still do. Or look at the health-care debate: At a recent town hall meeting in South Carolina, a man stood up and told his congressman to "keep your government hands off my Medicare," which is kind of like driving cross-country to protest highways. This country is like a college chick after two Long Island iced teas: We can be talked into anything, like wars, and we can be talked out of anything, like health care. We should forget the town halls, and replace them with study halls. Listen to some of these stats: A majority of Americans cannot name a single branch of government, or explain what the Bill of Rights is. Twenty-four percent could not name the country America fought in the Revolutionary War. More than two-thirds of Americans don't know what's in Roe v. Wade. Two-thirds don't know what the Food and Drug Administration does. Some of this stuff you should be able to pick up simply by being alive. You know, like the way the Slumdog kid knew about cricket. Not here. Nearly half of Americans don't know that states have two senators, and more than half can't name their congressman. And among Republican governors, only three got their wife's name right on the first try. People bitch and moan about taxes and spending, but they have no idea what their government spends money on. The average voter thinks foreign aid consumes more twenty-four percent of our budget. It's actually less than one percent. A third of Republicans believe Obama is not a citizen ad a third of Democrats believe that George Bush had prior knowledge of the 9/11 attacks, which is an absurd sentence, because it contains the words "Bush" and "knowledge." Sarah Palin says she would never apologize for America. Even though a Gallup poll say eighteen percent of us think the sun revolves around the earth. No, they're not stupid. They're interplanetary mavericks. And I haven't even brought up religion. But here's one fun fact I'll leave you with: Did you know only about half of Americans are aware that Judaism is an older religion than Christianity? That's right, half of America looks at books called the Old Testament and the New Testament and cannot figure out which came first. I rest my case.

I had no concept of what life at the Chelsea Hotel would be like when we checked in, but I soon realized it was a tremendous stroke of luck to end up there. We could have had a fair-seized railroad flat in the East Village for what we were paying, but to dwell in this eccentric and damned hotel provided a sense of security as well as a stellar education. The goodwill that surrounded us was proof that the Fates were conspiring to help their enthusiastic children.

But most days, if you're aware enough to give yourself a choice, you can choose to look differently at this fat, dead-eyed, over-made-up lady who just screamed at her kid in the checkout line. Maybe she's not usually like this. Maybe she's been up three straight nights holding the hand of a husband who is dying of bone cancer. Or maybe this very lady is the low-wage clerk at the motor vehicle department, who just yesterday helped your spouse resolve a horrific, infuriating, red-tape problem through some small act of bureaucratic kindness. Of course, none of this is likely, but it's also not impossible. It just depends what you want to consider. If you're automatically sure that you know what reality is, and you are operating on your default setting, then you, like me, probably won't consider possibilities that aren't annoying and miserable. But if you really learn how to pay attention, then you will know there are other options. It will actually be within your power to experience a crowded, hot, slow, consumer-hell type situation as not only meaningful, but sacred, on fire with the same force that made the stars: love, fellowship, the mystical oneness of all things deep down. Not that that mystical stuff is necessarily true. The only thing that's capital-T True is that you get to decide how you're gonna try to see it. This, I submit, is the freedom of a real education, of learning how to be well-adjusted. You get to consciously decide what has meaning and what doesn't. You get to decide what to worship.

Top Five Chinese Rules 1. Respect your parents, your elders and your teachers. Never talk back or challenge them under any circumstance. 2. Education is the most important thing. It's more important than independence, the pursuit of happiness and sex. 3. Pay back your parents when you are working. We were all born with a student loan debt to our Asian parents. Asian parents' retirement plans are their kids. 4. Always call your elders "Uncle" or "Auntie," even if they are not related to you. Never call them by their first names. 5. Family first, money second, pursue your dreams never.

The problems on campus life today are not about free speech. They are about how the students have absolutely nothing to do with their lives but sit and listen to lectures, find the best parties to attend, and otherwise discover first-world problems to stew about and protest. That's the root of the problem. This is not a commercial environment where people are incentivized to find value in each other. Campuses have become completely artificial 4-year holding tanks for infantilized kids with zero experience in actual life in which people find ways to get along. These students are not serving each other in a market exchange, and very few have worked at day in their lives, so their default is to find some offense and protest. It's all they've been taught to do and all they know how to do. Idle hands and parents' money = trouble.

It was a small but life-changing move. I didn't stop to ask myself then what would happen to all the kids who'd been left in the basement with the teacher who couldn't teach. Now that I'm an adult, I realize that kids know at a very young age when they're being devalued, when adults aren't invested enough to help them learn. Their anger over it can manifest itself as unruliness. It's hardly their fault. They aren't "bad kids." They're just trying to survive bad circumstances.

I was born into a fight for freedom and stood in that tradition. Freedom to vote, to control one’s own body, to breathe clean air and drink clean water, to be free from the fear of weapons of war on our city streets and in our children’s classrooms. Freedom from anxiety about health care costs, childcare costs, a retirement spent in poverty. Freedom to afford a home, build wealth, provide our kids a good education. The freedom not just to get by but to get ahead. And the freedom to simply be.

But a mountain of recent evidence suggests that teacher skill has less influence on a student’s performance than a completely different set of factors: namely, how much kids have learned from their parents, how hard they work at home, and whether the parents have instilled an appetite for education. If these home-based inputs are lacking, there is only so much a school can do.

Sure, I had been through the DARE (Drug Abuse Resistance Education) program when I was a kid. I had seen Nancy Reagan’s pasty white ass on TV telling me to, “just say no”. But Nancy Regan had never had to worry about paying the rent, or living pay check to pay check, or finding her dad’s rolling papers on the shelf above the coco-puffs. So I guess in Nancy Reagan’s world it was pretty damn easy to adopt retarded slogans like, “just say no”. I wouldn’t know, though. I lived in the real world. I had problems.

A boy, if he's lucky, discovers his limitations across a leisurely passage of years, with a self-awareness arriving slowly. That way, at least he has plenty of time to heroically imagine himself first. Most boys unfold in this natural, measured way, growing up with at least one adult on the scene who can convincingly fake being all-powerful, omniscient, and unfailingly protective for a kid's first decade or so, providing an invaluable canopy of reachable stars and monsters that are comfortably make-believe.

Coonskin caps and silly putty were just not going to cut it anymore. The good mother got her kids toys that were educational, that advanced gross and fine motor skills, that gave them the spatial sensibilities and design aptitude of Frank Lloyd Wright, and that taught Johnny how to read James Joyce at age three. God forbid that one second should pass where your child was idle and that you were not doing everything you could to promote his or her emotional, cognitive, imaginative, quantitative, or muscular development.

The kid has to learn by his own experience how to learn to balance the short- and long-term pursuit of what he wants.' 'He must be freely enlightened to self.' 'This is the crux of the educational system you find so appalling. Not to teach what to desire. To teach how to be free. To teach how to make knowledgeable choices about pleasure and delay and the kid's overall down-the-road maximal interests.

We are the last generation that can experience true wilderness. Already the world has shrunk dramatically. To a Frenchman, the Pyrenees are “wild.” To a kid living in a New York City ghetto, Central Park is “wilderness,” the way Griffith Park in Burbank was to me when I was a kid. Even travelers in Patagonia forget that its giant, wild-looking estancias are really just overgrazed sheep farms. New Zealand and Scotland were once forested and populated with long-forgotten animals. The place in the lower forty-eight states that is farthest away from a road or habitation is at the headwaters of the Snake River in Wyoming, and it’s still only twenty-five miles. So if you define wilderness as a place that is more than a day’s walk from civilization, there is no true wilderness left in North America, except in parts of Alaska and Canada. In a true Earth-radical group, concern for wilderness preservation must be the keystone. The idea of wilderness, after all, is the most radical in human thought—more radical than Paine, than Marx, than Mao. Wilderness says: Human beings are not paramount, Earth is not for Homo sapiens alone, human life is but one life form on the planet and has no right to take exclusive possession. Yes, wilderness for its own sake, without any need to justify it for human benefit. Wilderness for wilderness. For bears and whales and titmice and rattlesnakes and stink bugs. And…wilderness for human beings…. Because it is home. —Dave Foreman, Confessions of an Eco-Warrior We need to protect these areas of unaltered wildness and diversity to have a baseline, so we never forget what the real world is like—in perfect balance, the way nature intended the earth to be. This is the model we need to keep in mind on our way toward sustainability.

at the outset it needs to be stressed that discipline means education. Discipline is essentially programmed guidance that helps people to develop internal self-control, self-direction, and efficiency. If it is to work, discipline requires mutual respect and trust. On the other hand, punishment requires external control over a person by force and coercion. Punishing agents seldom respect or trust the one punished.

When I was in third grade--the age of many of the boys here--my parents had debated whether or not to buy me a pair of [special soccer shoes]...Here in Bolivia most of the kids played in bare feet, and they had as much fun as we ever had. Alone, human beings can feel hunger. Alone, we can feel cold. Alone, we can feel pain. To feel poor, however, is something that we do only in comparison to others. I took off my shoes.

And whether or not the educators who are trying to raise up America's students can actually set and meet higher academic standards, our cultural values make their job next to impossible. It's so much easier for pundits and politicians to point out figures and blame the people who are in the trenches every day than it is to get in there with them, or even to find out what actually goes on in those trenches. It's so much easier for parents to blame teachers when their kids get in trouble than to do the heavy lifting required at home to keep kids on track. And it's so much easier for us as a nation to cross our fingers and hope that we'll "get lucky" with the innovative "solutions" being tested on America's schools today than it is for us to roll up our sleeves and invest our own time, talent, and money in the schools that are even now-- with or without us-- shaping our nation's future.

A DOZEN PHALLACIES WOMEN BUY Phallacy 3. If you use your power to support a man, he'll always support you. Truth Alas, not true. It's wonderful to stand by your man, to give to the one you love, but you must never forget yourself, and your children, since he may. Being a man, he takes for granted that his needs come first. Being a woman, you take that for granted too. Don't. Protect yourself -- not with feminist rhetoric or argument, but with actions. A bank account and real estate in your own name, money put aside for your kids' education that he can't touch (or give to the next -- younger -- wife and her spawn), a profession of your own to rely on. Above all, empower yourself, and then help empower him if it pleases you to do so.

A DIFFERENT KIND OF CHECKLIST If we want our kids to have a shot at making it in the world as eighteen-year-olds, without the umbilical cord of the cell phone being their go-to solution in all manner of things, they’re going to need a set of basic life skills. Based upon my observations as dean, and the advice of parents and educators around the country, here are some examples of practical things they’ll need to know how to do before they go to college—and here are the crutches that are currently hindering them from standing up on their own two feet: 1. An eighteen-year-old must be able to talk to strangers—faculty, deans, advisers, landlords, store clerks, human resource managers, coworkers, bank tellers, health care providers, bus drivers, mechanics—in the real world.

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.

Always praise your kid even if he/she is unresponsive to learning. By insulting them or constantly criticizing them, you will only push them away and make them feel inadequate around other kids. Have faith that your child's brain is an evolving planet that rotates at its own speed. It will naturally be attracted to or repel certain subjects. Be patient. Just as there are ugly ducklings that turn into beautiful swans, there are rebellious kids and slow learners that turn into serious innovators and hardcore intellectuals.

New Rule: America must stop bragging it's the greatest country on earth, and start acting like it. I know this is uncomfortable for the "faith over facts" crowd, but the greatness of a country can, to a large degree, be measured. Here are some numbers. Infant mortality rate: America ranks forty-eighth in the world. Overall health: seventy-second. Freedom of the press: forty-fourth. Literacy: fifty-fifth. Do you realize there are twelve-year old kids in this country who can't spell the name of the teacher they're having sex with? America has done many great things. Making the New World democratic. The Marshall Plan. Curing polio. Beating Hitler. The deep-fried Twinkie. But what have we done for us lately? We're not the freest country. That would be Holland, where you can smoke hash in church and Janet Jackson's nipple is on their flag. And sadly, we're no longer a country that can get things done. Not big things. Like building a tunnel under Boston, or running a war with competence. We had six years to fix the voting machines; couldn't get that done. The FBI is just now getting e-mail. Prop 87 out here in California is about lessening our dependence on oil by using alternative fuels, and Bill Clinton comes on at the end of the ad and says, "If Brazil can do it, America can, too!" Since when did America have to buck itself up by saying we could catch up to Brazil? We invented the airplane and the lightbulb, they invented the bikini wax, and now they're ahead? In most of the industrialized world, nearly everyone has health care and hardly anyone doubts evolution--and yes, having to live amid so many superstitious dimwits is also something that affects quality of life. It's why America isn't gonna be the country that gets the inevitable patents in stem cell cures, because Jesus thinks it's too close to cloning. Oh, and did I mention we owe China a trillion dollars? We owe everybody money. America is a debtor nation to Mexico. We're not a bridge to the twenty-first century, we're on a bus to Atlantic City with a roll of quarters. And this is why it bugs me that so many people talk like it's 1955 and we're still number one in everything. We're not, and I take no glee in saying that, because I love my country, and I wish we were, but when you're number fifty-five in this category, and ninety-two in that one, you look a little silly waving the big foam "number one" finger. As long as we believe being "the greatest country in the world" is a birthright, we'll keep coasting on the achievements of earlier generations, and we'll keep losing the moral high ground. Because we may not be the biggest, or the healthiest, or the best educated, but we always did have one thing no other place did: We knew soccer was bullshit. And also we had the Bill of Rights. A great nation doesn't torture people or make them disappear without a trial. Bush keeps saying the terrorist "hate us for our freedom,"" and he's working damn hard to see that pretty soon that won't be a problem.

By educating me at home, my parents were able to give me individualized attention without the usual distractions that kids in regular school experience, like dating and friendship. Not to mention that traditional school can be dangerous. I’ve heard about kids catching the flu and chicken pox, even Judaism. And how about those poor kids lugging all those heavy books to and from school every day? My books never went anywhere, just like me. I felt so bad when I’d see kids on my street giggling and chasing each other around with those awkward backpacks.

Fame requires every kind of excess. I mean true fame, a devouring neon, not the somber renown of waning statesmen or chinless kings. I mean long journeys across gray space. I mean danger, the edge of every void, the circumstance of one man imparting an erotic terror to the dreams of the republic. Understand the man who must inhabit these extreme regions, monstrous and vulval, damp with memories of violation. Even if half-mad he is absorbed into the public's total madness; even if fully rational, a bureaucrat in hell, a secret genius of survival, he is sure to be destroyed by the public's contempt for survivors. Fame, this special kind, feeds itself on outrage, on what the counselors of lesser men would consider bad publicity-hysteria in limousines, knife fights in the audience, bizarre litigation, treachery, pandemonium and drugs. Perhaps the only natural law attaching to true fame is that the famous man is compelled, eventually, to commit suicide. (Is it clear I was a hero of rock'n'roll?) Toward the end of the final tour it became apparent that our audience wanted more than music, more even than its own reduplicated noise. It's possible the culture had reached its limit, a point of severe tension. There was less sense of simple visceral abandon at our concerts during these last weeks. Few cases of arson and vandalism. Fewer still of rape. No smoke bombs or threats of worse explosives. Our followers, in their isolation, were not concerned with precedent now. They were free of old saints and martyrs, but fearfully so, left with their own unlabeled flesh. Those without tickets didn't storm the barricades, and during a performance the boys and girls directly below us, scratching at the stage, were less murderous in their love of me, as if realizing finally that my death, to be authentic, must be self-willed- a succesful piece of instruction only if it occured by my own hand, preferrably ina foreign city. I began to think their education would not be complete until they outdid me as a teacher, until one day they merely pantomimed the kind of massive response the group was used to getting. As we performed they would dance, collapse, clutch each other, wave their arms, all the while making absolutely no sound. We would stand in the incandescent pit of a huge stadium filled with wildly rippling bodies, all totally silent. Our recent music, deprived of people's screams, was next to meaningless, and there would have been no choice but to stop playing. A profound joke it would have been. A lesson in something or other. In Houston I left the group, saying nothing, and boarded a plane for New York City, that contaminated shrine, place of my birth. I knew Azarian would assume leadership of the band, his body being prettiest. As to the rest, I left them to their respective uproars- news media, promotion people, agents, accountants, various members of the managerial peerage. The public would come closer to understanding my disappearance than anyone else. It was not quite as total as the act they needed and nobody could be sure whether I was gone for good. For my closest followers, it foreshadowed a period of waiting. Either I'd return with a new language for them to speak or they'd seek a divine silence attendant to my own. I took a taxi past the cemetaries toward Manhattan, tides of ash-light breaking across the spires. new York seemed older than the cities of Europe, a sadistic gift of the sixteenth century, ever on the verge of plague. The cab driver was young, however, a freckled kid with a moderate orange Afro. I told him to take the tunnel. Is there a tunnel?" he said.

There is nobody in this country who got rich on his own. Nobody. You built a factory out there? Good for you. But I want to be clear: You moved your goods to market on the roads the rest of us paid for. You hired workers the rest of us paid to educate. You were safe in your factory because of police forces and fire forces that the rest of us paid for. You didn’t have to worry that marauding bands would come and seize everything at your factory, and hire someone to protect against this, because of the work the rest of us did. Now look, you built a factory and it turned into something terrific, or a great idea? God bless! Keep a big hunk of it. But part of the underlying social contract is you take a hunk of that and pay forward for the next kid who comes along.

Note to self: Try to extend positive feelings associated with Scratch-Off win into all areas of life. Be bigger presence at work. Race up ladder (joyfully, w/smile on face), get raise. Get in best shape of life, start dressing nicer. Learn guitar? Make point of noticing beauty of world? Why not educate self re. birds, flowers, trees, constellations, become true citizen of natural world, walk around neighborhood w/kids, patiently teaching kids names of birds, flowers, etc. etc.? Why not take kids to Europe? Kids have never been. Have never, in Alps, had hot chocolate in mountain café, served by kindly white-haired innkeeper, who finds them so sophisticated/friendly relative to usual snotty/rich American kids (who always ignore his pretty but crippled daughter w/braids) that he shows them secret hiking path to incredible glade, kids frolic in glade, sit with crippled pretty girl on grass, later say it was most beautiful day of their lives, keep in touch with crippled girl via email, we arrange surgery here for her, surgeon so touched he agrees to do surgery for free, she is on front page of our paper, we are on front page of their paper in Alps? Ha ha. Just happy.

Unfortunately, parents who put a priority on saving kids from frustration and teachers who put a priority on challenging their students often butt heads, and consequently, the parent-teacher partnership has reached a breaking point. Teaching has become a push and pull between opposing forces in which parents want teachers to educate their children with increasing rigor, but reject those rigorous lessons as “too hard” or “too frustrating” for their children to endure. Parents rightly feel protective of their children’s self-esteem, but teachers too often bear the brunt of parental ire.

Under this framework, it’s a kid’s job to stay eligible for the labor market (not in jail, not insane, and not dead—which is more work for some than others), and any work product beyond that adds to their résumé. If more human capital automatically led to a higher standard of living, this model could be the foundation for an American meritocracy. But Millennials’ extra work hasn’t earned them the promised higher standard of living. By every metric, this generation is the most educated in American history, yet Millennials are worse off economically than their parents, grandparents, and even great-grandparents. Every authority from moms to presidents told Millennials to accumulate as much human capital as we could, and we did, but the market hasn’t held up its side of the bargain.

I find myself increasingly shocked at the unthinking and automatic rubbishing of men which is now so part of our culture that it is hardly even noticed. Great things have been achieved through feminism. We now have pretty much equality at least on the pay and opportunities front, though almost nothing has been done on child care, the real liberation. We have many wonderful, clever, powerful women everywhere, but what is happening to men? Why did this have to be at the cost of men? I was in a class of nine- and ten-year-olds, girls and boys, and this young woman was telling these kids that the reason for wars was the innately violent nature of men. You could see the little girls, fat with complacency and conceit while the little boys sat there crumpled, apologising for their existence, thinking this was going to be the pattern of their lives. The teacher tried to catch my eye, thinking I would approve of this rubbish. This kind of thing is happening in schools all over the place and no one says a thing. It has become a kind of religion that you can't criticise because then you become a traitor to the great cause, which I am not. It is time we began to ask who are these women who continually rubbish men. The most stupid, ill-educated and nasty woman can rubbish the nicest, kindest and most intelligent man and no one protests. Men seem to be so cowed that they can't fight back, and it is time they did.

Massachusetts senator Elizabeth Warren put it eloquently: “There is nobody in this country who got rich on his own. Nobody. You built a factory out there, good for you. But, I want to be clear: you moved your goods to market on the roads the rest of us paid for. You hired workers the rest of us paid to educate. You were safe in your factory because of police forces and fire forces that the rest of us paid for. You didn’t have to worry that marauding bands would come and seize everything at your factory and hire someone to protect against this because of the work the rest of us did. Now look, you built a factory and it turned into something terrific or a great idea. God bless. Keep a big hunk of it. But part of the underlying social contract is you take a hunk of that and pay forward for the next kid who comes along.

I needed to talk to my dad. My dad who had been to war, who had seen its horrors, who suffered from its nightmares, my dad who was a good man, the best man I’d ever known, who, along with my uncle, I wanted to honor by teaching military kids—my dad, the only one who I would believe if he would just tell me I could be good, too, that I could do right by my students, because for sure they were going to suffer. It’s just cause and effect. We’re at war. The military fights wars. I teach military kids. I’d never served, but now I could make a difference. I just needed my dad to tell me what to do, to tell me I was good enough to get it done.

I am not sure whether you could call this abuse, but when I was (long ago) abroad in the world of dry men, I saw parents, usually upscale and educated and talented and functional and white, patient and loving and supportive and concerned and involved in their children’s lives, profilgate with compliments and diplomatic with constructive criticism, loquacious in their pronouncements of unconditional love for and approval of their children, conforming to every last jot-tittle in any conceivably definition of a good parent, I saw parent after unimpeachable parent who raised kids who were (a) emotionally retarded or (b) lethally self-indulgent or (c) chronically depressed or (d) borderline psychotic or (e) consumed with narcissistic self-loathing or (f) neurotically driven/addicted or (g) variously psychosomatically Disabled or (h) some conjunctive permutation of (a) … (g). Why is this. Why do many parents who seem relentlessly bent on producing children who feel they are good persons deserving of love produce children who grow to feel they are hideous persons not deserving of love who just happen to have lucked into having parents so marvelous that the parents love them even though they are hideous? Is it a sign of abuse if a mother produces a child who believes not that he is innately beautiful and lovable and deserving of magnificent maternal treatment but somehow that he is a hideous unlovable child who has somehow lucked in to having a really magnificent mother? Probably not. But could such a mother then really be all that magnificent, if that’s the child’s view of himself? ...I think, Mrs. Starkly, that I am speaking of Mrs. Avril M.-T. Incandenza, although the woman is so multileveled and indictment-proof that it is difficult to feel comfortable with any sort of univocal accusation of anything. Something just was not right, is the only way to put it. Something creepy, even on the culturally stellar surface.

One guy yelled at me, 'You stupid bitch, how do you live like that with nothing in your brain?' Well, that did it. I wasn't going to put up with that. OK, so I'm not so smart. I'm working class. But it's the working class that keeps the world running, and it's the working classes that get exploited. What kind of revolution is it that just throws out big words that working-class people can't understand? What kind of crap social revolution is that? I mean, I'd like to make the world a better place, too. If somebody's really being exploited, we've got to put a stop to it. That's what I believe, and that's why I ask questions. (...) So that's when it hit me. These guys are fakes. All they've got on their minds is impressing the new girls with the big words they're so proud of, while sticking their hands up their skirts.(...) They marry pretty wives who've never read Marx and have kids they give fancy new names to that are enough to make you puke. Smash what educational-industrial complex? Don't make me laugh! (...) They're scared to death somebody's gonna find out they don't know something. They all read the same books and they all spout the same slogans, and they love listening to John Coltrane and seeing Pasolini movies. You call that 'revolution'? (...) Revolution or not, the working class will just keep on scraping a living in the same old shitholes. And what is a revolution? It sure as hell isn't just changing the name on city hall. But those guys don't know that - those guys with their big words.

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 question then was not what other countries were doing, but why. Why did these countries have this consensus around rigor? In the education superpowers, every child knew the importance of an education. These countries had experienced national failure in recent memory; they knew what an existential crisis felt like. In many U.S. schools, however, the priorities were muddled beyond recognition. Sports were central to American students’ lives and school cultures in a way in which they were not in most education superpowers. Exchange students agreed almost universally on this point. Nine out of ten international students I surveyed said that U.S. kids placed a higher priority on sports, and six out of ten American exchange students agreed with them. Even in middle school, other researchers had found, American students spent double the amount of time playing sports as Koreans.

Still, we’ve gone soft since those days of wartime sacrifice, haven’t we? Contemporary humans are too self-centered, too addicted to gratification to live without the full freedom to satisfy our every whim—or so our culture tells us every day. And yet the truth is that we continue to make collective sacrifices in the name of an abstract greater good all the time. We sacrifice our pensions, our hard-won labor rights, our arts and after-school programs. We send our kids to learn in ever more crowded classrooms, led by ever more harried teachers. We accept that we have to pay dramatically more for the destructive energy sources that power our transportation and our lives. We accept that bus and subway fares go up and up while service fails to improve or degenerates. We accept that a public university education should result in a debt that will take half a lifetime to pay off when such a thing was unheard of a generation ago.

New Rule: Now that liberals have taken back the word "liberal," they also have to take back the word "elite." By now you've heard the constant right-wing attacks on the "elite media," and the "liberal elite." Who may or may not be part of the "Washington elite." A subset of the "East Coast elite." Which is overly influenced by the "Hollywood elite." So basically, unless you're a shit-kicker from Kansas, you're with the terrorists. If you played a drinking game where you did a shot every time Rush Limbaugh attacked someone for being "elite," you'd be almost as wasted as Rush Limbaugh. I don't get it: In other fields--outside of government--elite is a good thing, like an elite fighting force. Tiger Woods is an elite golfer. If I need brain surgery, I'd like an elite doctor. But in politics, elite is bad--the elite aren't down-to-earth and accessible like you and me and President Shit-for-Brains. Which is fine, except that whenever there's a Bush administration scandal, it always traces back to some incompetent political hack appointment, and you think to yourself, "Where are they getting these screwups from?" Well, now we know: from Pat Robertson. I'm not kidding. Take Monica Goodling, who before she resigned last week because she's smack in the middle of the U.S. attorneys scandal, was the third-ranking official in the Justice Department of the United States. She's thirty-three, and though she never even worked as a prosecutor, was tasked with overseeing the job performance of all ninety-three U.S. attorneys. How do you get to the top that fast? Harvard? Princeton? No, Goodling did her undergraduate work at Messiah College--you know, home of the "Fighting Christies"--and then went on to attend Pat Robertson's law school. Yes, Pat Robertson, the man who said the presence of gay people at Disney World would cause "earthquakes, tornadoes, and possibly a meteor," has a law school. And what kid wouldn't want to attend? It's three years, and you have to read only one book. U.S. News & World Report, which does the definitive ranking of colleges, lists Regent as a tier-four school, which is the lowest score it gives. It's not a hard school to get into. You have to renounce Satan and draw a pirate on a matchbook. This is for the people who couldn't get into the University of Phoenix. Now, would you care to guess how many graduates of this televangelist diploma mill work in the Bush administration? On hundred fifty. And you wonder why things are so messed up? We're talking about a top Justice Department official who went to a college founded by a TV host. Would you send your daughter to Maury Povich U? And if you did, would you expect her to get a job at the White House? In two hundred years, we've gone from "we the people" to "up with people." From the best and brightest to dumb and dumber. And where better to find people dumb enough to believe in George Bush than Pat Robertson's law school? The problem here in America isn't that the country is being run by elites. It's that it's being run by a bunch of hayseeds. And by the way, the lawyer Monica Goodling hired to keep her ass out of jail went to a real law school.

Fortunately, our colleges and universities are fully cognizant of the problems I have been delineating and take concerted action to address them. Curricula are designed to give coherence to the educational experience and to challenge students to develop a strong degree of moral awareness. Professors, deeply involved with the enterprise of undergraduate instruction, are committed to their students' intellectual growth and insist on maintaining the highest standards of academic rigor. Career services keep themselves informed about the broad range of postgraduate options and make a point of steering students away from conventional choices. A policy of noncooperation with U.S. News has taken hold, depriving the magazine of the data requisite to calculate its rankings. Rather than squandering money on luxurious amenities and exorbitant administrative salaries, schools have rededicated themselves to their core missions of teaching and the liberal arts. I'm kidding, of course.

I’m convinced that parents are the most essential key to unlocking the next generation’s curiosity, creativity, and innovation. So much can be said for providing a home full of books, art supplies, open-ended toys, and freedom to wander outdoors. Being stingy with screen time and generous with our attention to a child’s natural interests can translate the message to him or her that learning matters better than any standardized test. And for parents like myself, this may require questioning the same method by which they were educated. Not only has our modern method of education continually declined in its success since we ourselves went through the system; it has left us wanting more—more education for ourselves, and definitely more for our kids.

I look over at Andie. “Please don’t tell me she’s going to touch chicken poop.” Andie’s face is totally impassive. “Nope.” “Phew. That’s a relief.”… “She is going to touch their eggs, though.” … “Then she is going to touch their poop.” She laughs, sounding confused. “How so?” She takes a sip of her drink as she waits to be educated by me. I cringe. “Ew, Andie. Because the eggs come from their butts, of course.” Andie laughs so hard she spits coffee out at me … “You’ve got to be kidding me.” She wipes tears away. “Oh, man, Candice, I sure have missed you.” I frown at her obvious ignorance of all things chicken. “I missed you too. But why are you laughing over simple scientific facts? Google is your friend, you know, Andie. You really shouldn’t neglect your Googling.

It is unfathomable that black parents would continue to put their children’s future at risk by pledging allegiance to abysmal public schools when the option to drastically improve their educational circumstances sits before them. It is even more unfathomable that liberals would ask them to. Is it not ironic that the same people who claim the American workforce is racist and that black Americans have a harder time securing jobs and moving up the corporate ladder would at the same time do all they can to prevent workplace preparedness by advocating against the best available paths for education? It is too often the case that those with the loudest voices against school choice are the very same Democrats who send their own kids to private schools. Their astounding hypocrisy is evidence of a more sinister intention, I believe. Perhaps Democrats simply understand that uneducated black children transform into uneducated adults, and uneducated adults are far more easily controlled by mass propaganda than those who think critically for themselves.

In a section of The Vaccine Book titled “Is it your social responsibility to vaccinate your kids?” Dr. Bob asks, “Can we fault parents for putting their own child’s health ahead of that of the kids around him?” This is meant to be a rhetorical question, but Dr. Bob’s implied answer is not mine. In another section of the book, Dr. Bob writes of his advice to parents who fear the MMR vaccine, “I also warn them not to share their fears with their neighbors, because if too many people avoid the MMR, we’ll likely see the disease increase significantly.” I do not need to consult an ethicist to determine that there is something wrong there, but my sister clarifies my discomfort. “The problem is in making a special exemption just for yourself,” she says. This reminds her of a way of thinking proposed by the philosopher John Rawls: Imagine that you do not know what position you are going to hold in society—rich, poor, educated, insured, no access to health care, infant, adult, HIV positive, healthy immune system, etc.—but that you are aware of the full range of possibilities. What you would want in that situation is a policy that is going to be equally just no matter what position you end up in. “Consider relationships of dependence,” my sister suggests. “You don’t own your body—that’s not what we are, our bodies aren’t independent. The health of our bodies always depends on choices other people are making.” She falters for a moment here, and is at a loss for words, which is rare for her. “I don’t even know how to talk about this,” she says. “The point is there’s an illusion of independence.

And when I started at NYU and I met all those kids right out of undergrad, I thought, Hell, yeah, I’m a fucking Marine. Some of them, highly educated kids at a top five law school, didn’t even know what the Marine Corps did. (“It’s like a stronger Army, right?”) Few of them followed the wars at all, and most subscribed to a “It’s a terrible mess, so let’s not think about it too much” way of thinking. Then there were the political kids, who had definite opinions and were my least favorite to talk to. A lot of these overlapped with the insufferable public interest crowd, who hated the war, couldn’t see why anybody’d ever do corporate law, didn’t understand why anyone would ever join the military, didn’t understand why anyone would ever want to own a gun, let alone fire one, but who still paid lip service to the idea that I deserved some sort of respect and that I was, in an imprecise way that was clearly related to action movies and recruiting commercials, far more “hard-core” than your average civilian. So sure, I was a Marine. At the very least, I wasn’t them.

Service members will only stay on active duty if they can provide for their families—and DOD schools provide a world-class education that has proven time and again to be an incentive for sailors, soldiers, airmen and marines to reenlist. Military dependents that attend DoDDS schools are highly regarded by prestigious universities the world over for a number of reasons, but there’s one that you’d have a hard time replicating in a stateside school system: they’ve lived overseas, traveled the world, seen and experienced other cultures, learned foreign languages through immersion, and they’ve gained an understanding of the world that you can’t get in a traditional classroom. Add a rigorous curriculum and a long track record of high test scores throughout DoDDS, and it’s pretty easy to see why military kids are in such high demand.

If a free people is going to be reproduced, it will require watering and revivifying and owning anew older traditions and awaking the curiosity in the soul of each citizen. National greatness will not be recovered via a mindless expansion of bureaucratized schooling. Seventy years ago, Dorothy Sayers wrote, 'Sure, we demand another grant of money, we postpone the school leaving age and plan to build bigger and better schools. We demand that teachers further slave conscientiously in and out of school hours. But to what end? I believe,' Sayers lamented, 'all this devoted effort is largely frustrated because we have no definable goal for each child to become a fully formed adult. We have lost the tools of learning, sacrificing them to the piecemeal, subject matter approach of bureaucratized schooling that finally compromises to produce passive rather than active emerging adults. But our kids are not commodities, they are plants. They require a protected environment, and care, and feeding, but most basically, an internal yearning to grow toward the sunlight. What we need is the equipping of each child with those lost tools.

They suspected that children learned best through undirected free play—and that a child’s psyche was sensitive and fragile. During the 1980s and 1990s, American parents and teachers had been bombarded by claims that children’s self-esteem needed to be protected from competition (and reality) in order for them to succeed. Despite a lack of evidence, the self-esteem movement took hold in the United States in a way that it did not in most of the world. So, it was understandable that PTA parents focused their energies on the nonacademic side of their children’s school. They dutifully sold cupcakes at the bake sales and helped coach the soccer teams. They doled out praise and trophies at a rate unmatched in other countries. They were their kids’ boosters, their number-one fans. These were the parents that Kim’s principal in Oklahoma praised as highly involved. And PTA parents certainly contributed to the school’s culture, budget, and sense of community. However, there was not much evidence that PTA parents helped their children become critical thinkers. In most of the countries where parents took the PISA survey, parents who participated in a PTA had teenagers who performed worse in reading. Korean parenting, by contrast, were coaches. Coach parents cared deeply about their children, too. Yet they spent less time attending school events and more time training their children at home: reading to them, quizzing them on their multiplication tables while they were cooking dinner, and pushing them to try harder. They saw education as one of their jobs.

With the fate of Roe v. Wade now hanging in the balance, I'm calling for a special 'pro-life tax.' If the fervent prayers of the religious right are answered and abortion is banned, let's take it a step further. All good Christians should legally be required to pony up; share the financial burden of raising an unwanted child. That's right: put your money where your Bible is. I'm not just talking about paying for food and shelter or even a college education. All those who advocate for driving a stake through the heart of a woman's right to choose must help bear the financial burden of that child's upbringing. They must be legally as well as morally bound to provide the child brought into this world at their insistence with decent clothes to wear; a toy to play with; a bicycle to ride -- even if they don't consider these things 'necessities.' Pro-lifers must be required to provide each child with all those things they would consider 'necessary' for their own children. Once the kid is out of the womb, don't wash your hands and declare 'Mission Accomplished!' It doesn't end there. If you insist that every pregnancy be carried to term, then you'd better be willing to pay the freight for the biological parents who can't afford to. And -- like the good Christians that you are -- should do so without complaint.

I thought if I knew more my problem would be simplified, and maybe I should complete my formal education. But since I’ve been working for Robey I have reached the conclusion that I couldn’t utilize even ten percent of what I already knew. I’ll give you an example. I read about King Arthur’s Round Table when I was a kid, but what am I ever going to do about it? My heart was touched by sacrifice and pure attempts, so what should I do? Or take the Gospels. How are you supposed to put them to use? Why, they’re not utilizable! And then you go and pile on top of that more advice and information. Anything that just adds information that you can’t use is plain dangerous. Anyway, there’s too much of everything of this kind, that’s come home to me, too much history and culture to keep track of, too many details, too much news, too much example, too much influence, too many guys who tell you to be as they are, and all this hugeness, abundance, turbulence, Niagara Falls torrent. Which who is supposed to interpret? Me? I haven’t got that much head to master it all. I get carried away. It doesn’t give my feelings enough of a chance if I have to store up and become like an encyclopedia. Why, just as a question of time spent in getting prepared for life, look! a man could spend forty, fifty, sixty years like that inside the walls of his own being. And all great experience would only take place within the walls of his being. And all high conversation would take place within those walls. And all achievement would stay within those walls. And all glamour too. And even hate, monstrousness, enviousness, murder, would be inside them. This would be only a terrible, hideous dream about existing. It’s better to dig ditches and hit other guys with your shovel than die in the walls.

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.

Because there’s such an unbelievable amount that we’re all supposed to be able to cope with these days. You’re supposed to have a job, and somewhere to live, and a family, and you’re supposed to pay taxes and have clean underwear and remember the password to your damn Wi-Fi. Some of us never manage to get the chaos under control, so our lives simply carry on, the world spinning through space at two million miles an hour while we bounce about on its surface like so many lost socks. Our hearts are bars of soap that we keep losing hold of; the moment we relax, they drift off and fall in love and get broken, all in the wink of an eye. We’re not in control. So we learn to pretend, all the time, about our jobs and our marriages and our children and everything else. We pretend we’re normal, that we’re reasonably well educated, that we understand “amortization levels” and “inflation rates.” That we know how sex works. In truth, we know as much about sex as we do about USB leads, and it always takes us four tries to get those little buggers in. (Wrong way round, wrong way round, wrong way round, there! In!) We pretend to be good parents when all we really do is provide our kids with food and clothing and tell them off when they put chewing gum they find on the ground in their mouths. We tried keeping tropical fish once and they all died. And we really don’t know more about children than tropical fish, so the responsibility frightens the life out of us each morning. We don’t have a plan, we just do our best to get through the day, because there’ll be another one coming along tomorrow.

Before every elementary school classroom had a 'Drop Everything and Read' period, before parents and educators agonized more about children being glued to Call of Duty or getting sucked into the vortex of the Internet, reading as a childhood activity was not always revered. Maybe it was in some families, in some towns, in some magical places that seemed to exist only in stories, but not where I was. Nobody trotted out the kid who read all the time as someone to be admired like the ones who did tennis and ballet and other feats requiring basic coordination. While those other kids pursued their after-school activities in earnest, I failed at art, gymnastics, ice skating, soccer, and ballet with a lethal mix of inability, fear and boredom. Coerced into any group endeavor, I wished I could just be home already. Rainy days were a godsend because you could curl up on a sofa without being banished into the outdoors with an ominous 'Go play outside.' Well into adulthood, I would chastise myself over not settling on a hobby—knitting or yoga or swing dancing or crosswords—and just reading instead. The default position. Everyone else had a passion; where was mine? How much happier I would have been to know that reading was itself a passion. Nobody treated it that way, and it didn't occur to me to think otherwise.

The last time the "best and brightest" got control of the country, they dragged it into a protracted, demoralizing war in Southeast Asia, from which the country has still not fully recovered. Yet Reich seems to believe that a new generation of Whiz Kids can do for the faltering American economy what Robert McNamara's generation failed to do for American diplomacy: to restore, through sheer brainpower, the world leadership briefly enjoyed by the United States after World War II and subsequently lost not, of course, through stupidity so much as through the very arrogance the "arrogance of power," as Senator William Fulbright used to call it to which the "best and brightest" are congenitally addicted. This arrogance should not be confused with the pride characteristic of aristocratic classes, which rests on the inheritance of an ancient lineage and on the obligation to defend its honor. Neither valor and chivalry nor the code of courtly, romantic love, with which these values are closely associated, has any place in the world view of the best and brightest. A meritocracy has no more use for chivalry and valor than a hereditary aristocracy has for brains. Although hereditary advantages play an important part in the attainment of professional or managerial status, the new class has to maintain the fiction that its power rests on intelligence alone. Hence it has little sense of ancestral gratitude or of an obligation to live up to responsibilities inherited from the past. It thinks of itself as a self-made elite owing its privileges exclusively to its own efforts. Even the concept of a republic of letters, which might be expected to appeal to elites with such a large stake in higher education, is almost entirely absent from their frame of reference.

The Measure of America, a report of the Social Science Research Council, ranks every state in the United States on its “human development.” Each rank is based on life expectancy, school enrollment, educational degree attainment, and median personal earnings. Out of the 50 states, Louisiana ranked 49th and in overall health ranked last. According to the 2015 National Report Card, Louisiana ranked 48th out of 50 in eighth-grade reading and 49th out of 50 in eighth-grade math. Only eight out of ten Louisianans have graduated from high school, and only 7 percent have graduate or professional degrees. According to the Kids Count Data Book, compiled by the Annie E. Casey Foundation, Louisiana ranked 49th out of 50 states for child well-being. And the problem transcends race; an average black in Maryland lives four years longer, earns twice as much, and is twice as likely to have a college degree as a black in Louisiana. And whites in Louisiana are worse off than whites in Maryland or anywhere else outside Mississippi. Louisiana has suffered many environmental problems too: there are nearly 400 miles of low, flat, subsiding coastline, and the state loses a football field–size patch of wetland every hour. It is threatened by rising sea levels and severe hurricanes, which the world’s top scientists connect to climate change.

Did you ever think much about jobs? I mean, some of the jobs people land in? You see a guy giving haircuts to dogs, or maybe going along the curb with a shovel, scooping up horse manure. And you think, now why is the silly bastard doing that? He looks fairly bright, about as bright as anyone else. Why the hell does he do that for living? You kind grin and look down your nose at him. You think he’s nuts, know what I mean, or he doesn’t have any ambition. And then you take a good look at yourself, and you stop wondering about the other guy… You’ve got all your hands and feet. Your health is okay, and you make a nice appearance, and ambition-man! You’ve got it. You’re young, I guess: you’d call thirty young, and you’re strong. You don’t have much education, but you’ve got more than plenty of other people who go to the top. And yet with all that, with all you’ve had to do with this is as far you’ve got And something tellys you, you’re not going much farther if any. And there is nothing to be done about it now, of course, but you can’t stop hoping. You can’t stop wondering… …Maybe you had too much ambition. Maybe that was the trouble. You couldn’t see yourself spending forty years moving from office boy to president. So you signed on with a circulation crew; you worked the magazines from one coast to another. And then you ran across a little brush deal-it sounded nice, anyway. And you worked that until you found something better, something that looked better. And you moved from that something to another something. Coffee-and-tea premiums, dinnerware, penny-a-day insurance, photo coupons, cemetery lots, hosiery, extract, and God knows what all. You begged for the charities, You bought the old gold. You went back to the magazines and the brushes and the coffee and tea. You made good money, a couple of hundred a week sometimes. But when you averaged it up, the good weeks with the bad, it wasn’t so good. Fifty or sixty a week, maybe seventy. More than you could make, probably, behind agas pump or a soda fountain. But you had to knock yourself out to do it, and you were standing stil. You were still there at the starting place. And you weren’t a kid any more. So you come to this town, and you see this ad. Man for outside sales and collections. Good deal for hard worker. And you think maybe this is it. This sounds like a right town. So you take the job, and you settle down in the town. And, of course, neither one of ‘em is right, they’re just like all the others. The job stinks. The town stinks. You stink. And there’s not a goddamned thing you can do about it. All you can do is go on like this other guys go on. The guy giving haircuts to dogs, and the guy sweeping up horse manute Hating it. Hating yourself. And hoping.

Sheepwalking I define “sheepwalking” as the outcome of hiring people who have been raised to be obedient and giving them a brain-dead job and enough fear to keep them in line. You’ve probably encountered someone who is sheepwalking. The TSA “screener” who forces a mom to drink from a bottle of breast milk because any other action is not in the manual. A “customer service” rep who will happily reread a company policy six or seven times but never stop to actually consider what the policy means. A marketing executive who buys millions of dollars’ worth of TV time even though she knows it’s not working—she does it because her boss told her to. It’s ironic but not surprising that in our age of increased reliance on new ideas, rapid change, and innovation, sheepwalking is actually on the rise. That’s because we can no longer rely on machines to do the brain-dead stuff. We’ve mechanized what we could mechanize. What’s left is to cost-reduce the manual labor that must be done by a human. So we write manuals and race to the bottom in our search for the cheapest possible labor. And it’s not surprising that when we go to hire that labor, we search for people who have already been trained to be sheepish. Training a student to be sheepish is a lot easier than the alternative. Teaching to the test, ensuring compliant behavior, and using fear as a motivator are the easiest and fastest ways to get a kid through school. So why does it surprise us that we graduate so many sheep? And graduate school? Since the stakes are higher (opportunity cost, tuition, and the job market), students fall back on what they’ve been taught. To be sheep. Well-educated, of course, but compliant nonetheless. And many organizations go out of their way to hire people that color inside the lines, that demonstrate consistency and compliance. And then they give these people jobs where they are managed via fear. Which leads to sheepwalking. (“I might get fired!”) The fault doesn’t lie with the employee, at least not at first. And of course, the pain is often shouldered by both the employee and the customer. Is it less efficient to pursue the alternative? What happens when you build an organization like W. L. Gore and Associates (makers of Gore-Tex) or the Acumen Fund? At first, it seems crazy. There’s too much overhead, there are too many cats to herd, there is too little predictability, and there is way too much noise. Then, over and over, we see something happen. When you hire amazing people and give them freedom, they do amazing stuff. And the sheepwalkers and their bosses just watch and shake their heads, certain that this is just an exception, and that it is way too risky for their industry or their customer base. I was at a Google conference last month, and I spent some time in a room filled with (pretty newly minted) Google sales reps. I talked to a few of them for a while about the state of the industry. And it broke my heart to discover that they were sheepwalking. Just like the receptionist at a company I visited a week later. She acknowledged that the front office is very slow, and that she just sits there, reading romance novels and waiting. And she’s been doing it for two years. Just like the MBA student I met yesterday who is taking a job at a major packaged-goods company…because they offered her a great salary and promised her a well-known brand. She’s going to stay “for just ten years, then have a baby and leave and start my own gig.…” She’ll get really good at running coupons in the Sunday paper, but not particularly good at solving new problems. What a waste. Step one is to give the problem a name. Done. Step two is for anyone who sees themselves in this mirror to realize that you can always stop. You can always claim the career you deserve merely by refusing to walk down the same path as everyone else just because everyone else is already doing it.

At a talk I gave at a church months later, I spoke about Charlie and the plight of incarcerated children. Afterward, an older married couple approached me and insisted that they had to help Charlie. I tried to dissuade these kind people from thinking they could do anything, but I gave them my card and told them they could call me. I didn't expect to hear from them, but within days they called, and they were persistent. We eventually agreed that they would write a letter to Charlie and send it to me to pass on to him. When I received the letter weeks later, I read it. It was remarkable. Mr. and Mrs. Jennings were a white couple in their mid-seventies from a small community northeast of Birmingham. They were kind and generous people who were active in their local United Methodist church. They never missed a Sunday service and were especially drawn to children in crisis. They spoke softly and always seemed to be smiling but never appeared to be anything less than completely genuine and compassionate. They were affectionate with each other in a way that was endearing, frequently holding hands and leaning into each other. They dressed like farmers and owned ten acres of land, where they grew vegetables and lived simply. Their one and only grandchild, whom they had helped raise, had committed suicide when he was a teenager, and they had never stopped grieving for him. Their grandson struggled with mental health problems during his short life, but he was a smart kid and they had been putting money away to send him to college. They explained in their letter that they wanted to use the money they'd saved for their grandson to help Charlie. Eventually, Charlie and this couple began corresponding with one another, building up to the day when the Jenningses met Charlie at the juvenile detention facility. They later told me that they "loved him instantly." Charlie's grandmother had died a few months after she first called me, and his mother was still struggling after the tragedy of the shooting and Charlie's incarceration. Charlie had been apprehensive about meeting with the Jenningses because he thought they wouldn't like him, but he told me after they left how much they seemed to care about him and how comforting that was. The Jenningses became his family. At one point early on, I tried to caution them against expecting too much from Charlie after his release. 'You know, he's been through a lot. I'm not sure he can just carry on as if nothing has ever happened. I want you to understand he may not be able to do everything you'd like him to do.' They never accepted my warnings. Mrs. Jennings was rarely disagreeable or argumentative, but I had learned that she would grunt when someone said something she didn't completely accept. She told me, 'We've all been through a lot, Bryan, all of us. I know that some have been through more than others. But if we don't expect more from each other, hope better for one another, and recover from the hurt we experience, we are surely doomed.' The Jenningses helped Charlie get his general equivalency degree in detention and insisted on financing his college education. They were there, along with his mother, to take him home when he was released.

Do you condemn the kids for not having been blessed with I.Q.s of 120? Can you condemn the kids? Can you condemn anyone? Can you condemn the colleges that give all you need to pass a board of education examination? Do you condemn the board of education for not making the exams stiffer, for not boosting the requirements, for not raising salaries, for not trying to attract better teachers, for not making sure their teachers are better equipped to teach? Or do you condemn the meatheads all over the world who drift into the teaching profession drift into it because it offers a certain amount of paycheck every month security ,vacation-every summer luxury, or a certain amount of power , or a certain easy road when the other more difficult roads are full of ruts? Oh he’d seen the meatheads, all right; he’d seen them in every education class he’d ever attended. The simpering female idiots who smiled and agreed with the instructor, who imparted vast knowledge gleaned from profound observations made while sitting at the back of the classroom in some ideal high school in some ideal neighborhood while an ideal teacher taught ideal students. Or the men who were perhaps the worst, the men who sometimes seemed a little embarrassed, over having chosen the easy road, the road the security, the men who sometimes made a joke about the women not realizing they themselves were poured from the same streaming cauldron of horse manure. Had Rick been one of these men? He did not believe so…. He had wanted to teach, had honestly wanted to teach. He had not considered the security or the two-month vacation, or the short tours. He had simply wanted to teach, and he had considred taeaching a worth-while profession. He had, in fact, considered it the worthiest profession. He had held no illusions about his own capabilities. He could not paint, or write, or compose, or sculpt, or philopshize deeply, or design tall buildings. He could contribute nothing to the world creatively and this had been a disappointment to him until he’d realized he could be a big creator by teaching. For here were minds to be sculptured, here were ideas to be painted, here were lives to shape. To spend his allotted time on earth as a bank teller or an insurance salesman would have seemed an utter waste to Rick. Women, he had reflected had no such problem. Creation had been given to them as a gift and a woman was self-sufficient within her own creative shell. A man needed more which perhaps was one reason why a woman could never understand a man’s concern for the job he had to do.

This kind of parenting was typical in much of Asia—and among Asian immigrant parents living in the United States. Contrary to the stereotype, it did not necessarily make children miserable. In fact, children raised in this way in the United States tended not only to do better in school but to actually enjoy reading and school more than their Caucasian peers enrolled in the same schools. While American parents gave their kids placemats with numbers on them and called it a day, Asian parents taught their children to add before they could read. They did it systematically and directly, say, from six-thirty to seven each night, with a workbook—not organically, the way many American parents preferred their children to learn math. The coach parent did not necessarily have to earn a lot of money or be highly educated. Nor did a coach parent have to be Asian, needless to say. The research showed that European-American parents who acted more like coaches tended to raise smarter kids, too. Parents who read to their children weekly or daily when they were young raised children who scored twenty-five points higher on PISA by the time they were fifteen years old. That was almost a full year of learning. More affluent parents were more likely to read to their children almost everywhere, but even among families within the same socioeconomic group, parents who read to their children tended to raise kids who scored fourteen points higher on PISA. By contrast, parents who regularly played with alphabet toys with their young children saw no such benefit. And at least one high-impact form of parental involvement did not actually involve kids or schools at all: If parents simply read for pleasure at home on their own, their children were more likely to enjoy reading, too. That pattern held fast across very different countries and different levels of family income. Kids could see what parents valued, and it mattered more than what parents said. Only four in ten parents in the PISA survey regularly read at home for enjoyment. What if they knew that this one change—which they might even vaguely enjoy—would help their children become better readers themselves? What if schools, instead of pleading with parents to donate time, muffins, or money, loaned books and magazines to parents and urged them to read on their own and talk about what they’d read in order to help their kids? The evidence suggested that every parent could do things that helped create strong readers and thinkers, once they knew what those things were. Parents could go too far with the drills and practice in academics, just as they could in sports, and many, many Korean parents did go too far. The opposite was also true. A coddled, moon bounce of a childhood could lead to young adults who had never experienced failure or developed self-control or endurance—experiences that mattered as much or more than academic skills. The evidence suggested that many American parents treated their children as if they were delicate flowers. In one Columbia University study, 85 percent of American parents surveyed said that they thought they needed to praise their children’s intelligence in order to assure them they were smart. However, the actual research on praise suggested the opposite was true. Praise that was vague, insincere, or excessive tended to discourage kids from working hard and trying new things. It had a toxic effect, the opposite of what parents intended. To work, praise had to be specific, authentic, and rare. Yet the same culture of self-esteem boosting extended to many U.S. classrooms.

New Rule: Democrats must get in touch with their inner asshole. I refer to the case of Van Jones, the man the Obama administration hired to find jobs for Americans in the new green industries. Seems like a smart thing to do in a recession, but Van Jones got fired because he got caught on tape saying Republicans are assholes. And they call it news! Now, I know I'm supposed to be all reinjected with yes-we-can-fever after the big health-care speech, and it was a great speech--when Black Elvis gets jiggy with his teleprompter, there is none better. But here's the thing: Muhammad Ali also had a way with words, but it helped enormously that he could also punch guys in the face. It bothers me that Obama didn't say a word in defense of Jones and basically fired him when Glenn Beck told him to. Just like dropped "end-of-life counseling" from health-care reform because Sarah Palin said it meant "death panels" on her Facebook page. Crazy morons make up things for Obama to do, and he does it. Same thing with the speech to schools this week, where the president attempted merely to tell children to work hard and wash their hands, and Cracker Nation reacted as if he was trying to hire the Black Panthers to hand out grenades in homeroom. Of course, the White House immediately capitulated. "No students will be forced to view the speech" a White House spokesperson assured a panicked nation. Isn't that like admitting that the president might be doing something unseemly? What a bunch of cowards. If the White House had any balls, they'd say, "He's giving a speech on the importance of staying in school, and if you jackasses don't show it to every damn kid, we're cutting off your federal education funding tomorrow." The Democrats just never learn: Americans don't really care which side of an issue you're on as long as you don't act like pussies When Van Jones called the Republicans assholes, he was paying them a compliment. He was talking about how they can get things done even when they're in the minority, as opposed to the Democrats , who can't seem to get anything done even when they control both houses of Congress, the presidency, and Bruce Springsteen. I love Obama's civility, his desire to work with his enemies; it's positively Christlike. In college, he was probably the guy at the dorm parties who made sure the stoners shared their pot with the jocks. But we don't need that guy now. We need an asshole. Mr. President, there are some people who are never going to like you. That's why they voted for the old guy and Carrie's mom. You're not going to win them over. Stand up for the seventy percent of Americans who aren't crazy. And speaking of that seventy percent, when are we going to actually show up in all this? Tomorrow Glenn Beck's army of zombie retirees descending on Washington. It's the Million Moron March, although they won't get a million, of course, because many will be confused and drive to Washington state--but they will make news. Because people who take to the streets always do. They're at the town hall screaming at the congressman; we're on the couch screaming at the TV. Especially in this age of Twitters and blogs and Snuggies, it's a statement to just leave the house. But leave the house we must, because this is our last best shot for a long time to get the sort of serious health-care reform that would make the United States the envy of several African nations.