Archive for the 'Education' Category

I always had rather a soft spot in me for Barbara Bush; the exemplary old-school upper-middle-class good wife, with her triple strand of pearls, and the way that she didn’t give a damn about going prematurely white. That was the way she was, and she didn’t give two pins. Class – that’s what she had, the class of a previous generation; a class now belatedly appreciated and mourned, now that the upholders and exemplars of it are almost now gone from between us. Among my transitory friends in Korea was a security policeman who had come off the White House protection squad at the end of the senior Bush administration: he adored Barbara, who called him Timmy – possibly the only person on earth besides his mother who did so, as he was one of these six-and-a-half foot tall human hazards in traffic, who looked rather like an Irish-Anglo version of Dwayne “The Rock” Johnson.
So – I took brief note of her passing; yes, good to die at home, refusing anything but palliative care, among family, and those whom hold you in affection. I am certain that Timmy – wherever he is now – is riffling through his fond memories of his particular First Lady and drinking a toast to her. A good long life, well lived, a loving marriage, well-adjusted and successful children, and grandchildren; what more could a brief life on this earth offer? I also drink a toast to Barbara Bush, and convey my sincerest condolences to those who loved her, a circle which extends far beyond those of her blood family. (I wish, though, that she had not been so catty about Sarah Palin, but I guess she was just going along with the old-line Establishment GOP crowd.)

This appears to be a simple social courtesy too much for a certain professor of … something or other at a California State University. Oh – it’s the one in Fresno. Fresno – like Bakersfield, it’s own punishment. (Yes, I am letting my latent California snobbishness show. Yes, there are places in California too infra dig for words. Fresno is one of them, although it did feature in a hilarious and all-star parody of 1980s dramas like Dynasty and Dallas. I continue.) The tweets posted by this so-called professor (of what, pray tell? Oh, dear – of English.) Couldn’t prove it through the content of her tweets, which largely appear barely literate speak for themselves – mostly a narrative of vicious ignorance and malice. Read the rest of this entry »

(inspired by Are You an Alpha or a Beta Male? Take Our 20-Question Quiz and Find Out and the Bill of Rights)

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From a community college catalog:

STEM for Infants and Toddlers.  In this course we will discuss what STEM means and the importance of STEM exposure in the early years of a child’s development.  We will explore developmentally appropriate strategies and activities to build a foundation in STEM learning for infants and toddlers.

Taleb, Nassim N., Skin in the Game: Hidden Asymmetries in Daily Life. New York City: Random House, 2018.

NB: precisely because I regard Taleb as a national treasure and have considerable respect for his work, I am not going to pull punches here. I get to do this because I have … skin in the game, and not only in Haiti[1] (where I wrote this post over the past ten days, thus the Kreyòl Ayisyen title), but in a couple-three moderately hair-raising situations back in KC, which I will relate when appropriate. Which might be never; see Matthew 6:1-4 (cited by Taleb on page 186).

Getting this out of the way—buy this book, read it, and recommend it to others. I say this very much irrespective of what might be called the Manifold-Taleb delta, which is not altogether trivial, as I will explain in some detail—again, as a sign of respect—below. Immediately below, in fact.

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Cold Spring Shops:  Losing the Intellectual Tradition.  He cites Joy Pullman, who in turn quotes Hillsdale College president Larry Arnn:

We’re living in a time as if some blight has come across the earth. Something fantastic, something deep, something old, something elevated, something high is basically being obliterated.

Also from Cold Spring Shops:  Collaboration creates mediocrity.  I would rephrase this to say that collaboration can create mediocrity, especially when used as an unthinking buzzword and deployed as a pseudo-religion…after all, the purpose of basically all organizations is to allow people to collaborate, in various ways, to do what they could not do individually.  But shallow thoughts about collaboration and de-leveling and de-siloing and de-hierarchicalization are indeed in many cases detracting from the serious work that needs to be done on organizational design.

At Politico: The secret backstory of how Obama let Hezbollah off the hook.  See also a response to this story from The DiploMad.

Related, from Roger Simon:  Iran protests expose mainstream media as reationary, not liberal.

Three from Sarah Hoyt:

Childhood memories:  The things that stay

The importance of feedback:  Breaking the Gears

Of course they do:  When the Left bullies, they pose as anti-bullies

Scott, James C. Against the Grain: A Deep History of the Earliest States. New Haven: Yale University Press, 2017.

Scott has hit another metaphorical grand slam with this one, a worthily disconcerting follow-on to his earlier work. I have previously read (in order of publication, rather than the order in which I encountered them) The Moral Economy of the Peasant, Seeing Like a State, and Two Cheers for Anarchism, and found them congenial. Scott is particularly good at encouraging a non-elite viewpoint deeply skeptical of State power, and in Against the Grain he applies this to the earliest civilizations. Turns out they loom large in our imagination due to the a posteriori distribution of monumental ruins and written records—structures that were often built by slaves and records created almost entirely to facilitate heavy taxation and conscription. Outside of “civilization” were the “barbarians,” who turn out to have simply been those who evaded control by the North Koreas and Venezuelas of their time, rather than the untutored and truculent caricatures of the “civilized” histories.

By these criteria, the United States of America is predominately a barbarian nation. In the order given above:

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It is a very long time since I graduated from college. I have been teaching medical students for 15 years until I finally retired two years ago.

My five children have all attended college and all but one have graduated. Three have advanced degrees.

The most recent graduate, my youngest daughter, was taught some untruths at the University of Arizona a few years ago.

For example, she was taught, in her “US History Since 1877” course that “The Silent Majority” consisted of white people who refused to accept the 1964 Civil Rights Act. That was in her final exam review study guide. There was no mention of Nixon or the Vietnam War.

My theory is that university faculties when I attended were mostly World War II veterans or older and I could never sense the political affiliation of any of them. During the Vietnam War, colleges became refuges for anti-war students who stayed in grad school to avoid the draft. Since they were mostly strongly leftist in sympathy, they have perpetuated the leftist bias in faculty by recruiting similar students and by rejecting those who hold more conservative views.

As evidence I offer Steve Hayward’s report on hiring practices today.

Here is the announcement.

Evidence of ability for excellence in teaching and research grounded in political theory and focusing on topics central to the discipline at large: e.g., ancient, modern, and contemporary theories; democratic theory; critical race theory; immigration; the carceral state; postcolonial theory; identity; hybridity; intersectionality; queer theory; deconstruction’s focus on alterity; globalization, and neoliberalism.

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A law professor writes about undoing the dis-education of Millenials.

Small liberal arts colleges:  self-destruction via runaway administration.

Ammo Grrrll doesn’t share the obsession about ‘people who look like me’.

Are we living in the dystopia that Young Adult fiction warns us about?

The Assistant Village Idiot has some thoughts about local aristocracy and the nationalization of culture.

Bolshevism and Militant Islam.  Some thoughts about historical parallels from Niall Ferguson, with comments by Stuart Schneiderman.

The current Senate tax bill draft contains some very bad ideas about taxation of employee stock options and restricted stock grants.

(rerun inspired by this story)

Via Bookworm, here is a truly appalling story from Minnesota. When the fire alarm went off at Como Park High School, a 14-year-old girl was rousted out of the swimming pool, and–dripping wet and wearing only a swimsuit–directed to go stand outside were the temperature was sub-zero and the wind chill made it much worse. Then, she was not allowed to take refuge in one of the many cars in the parking lotbecause of a school policy forbidding students from sitting in a faculty member’s car. As Bookworm notes:

Even the lowest intelligence can figure out that the rule’s purpose is to prevent teachers from engaging sexually with children.  The likelihood of a covert sexual contact happening between Kayona and a teacherunder the actual circumstances is ludicrous.  The faculty cars were in full view of the entire school.  There was no chance of illicit sexual congress.

But the whole nature of bureaucratic rules, of course, is to forbid human judgment based on actual context.

Fortunately for Kayona, her fellow students hadn’t had human decency ground out of them by rules: “…fellow students, however, demonstrated a grasp of civilized behavior. Students huddled around her and some frigid classmates [sic], giving her a sweatshirt to put around her feet. A teacher coughed up a jacket.” As the children were keeping Kayona alive, the teachers were workingtheir way through the bureaucracy.  After a freezing ten minutes, an administrator finally gave permission for the soaking wet, freezing Kayla to set in a car in full view of everybody.

As Bookworm notes, this sort of thing is becoming increasingly common. In England in 2009, for example, a man with a broken back lay in 6 inches of water, but paramedics refused to rescue him because they weren’t trained for water rescues. Dozens of similar examples could easily be dredged up.

The behavior of these bureaucrats is very similar to the behavior of a computer program confronted by a situation for which its designers did not explicitly provide. Sometimes the results will be useless, sometimes they will be humorous, often they will be harmful or outright disastrous.

Last year in Sweden, there was rampant rioting that included the torching of many cars.  The government of Sweden didn’t do a very good job of protecting its citizens and their property from this outbreak of barbarism. Government agents did, however, fulfill their duty of issuing parking tickets…to burned-out cars. Link with picture.  In my post The Reductio as Absurdum of Bureaucratic Liberalism, I said…

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The proposition that logic is a universal, is unitary, used to be something of a consensus position. The idea of universal logic was (and remains) very useful. It meant that one could, without any other shared beliefs, have some sort of conversation with anybody and, if constructed correctly, the conversation would progress and lead somewhere.

Communism does not believe in the universality of logic. This is why communism keeps coming back. Logical refutations have no effect because they are constructed with bourgeois logic, something that a priori is rejected by communists as an improper lens for examining communism.

If you don’t care about truth per se and want an indestructible ideology, this weeble like characteristic of not accepting logical refutation is very attractive. This is why ideologies that have no particular opinion on economic class or the proper way to distribute goods and services fall into the communist orbit. Their defects need to be papered over and the communists provide the only available cure for pesky objective, logical examination and refutation.

In a communist country, teaching logic is both a dangerous act and a necessary act. Without any logic at all society collapses. With a well taught, well formed mind schooled in logic, communism is rejected, which means a trip to reeducation or worse.

Yet throughout the communist period, math teachers went and taught their lessons including the concepts of logic and how to apply it to students. Philosophically, they were behind enemy lines and entirely within the power of their enemies while they openly taught a major building intellectual concept that doomed the State.

This is bravery, and almost entirely unrecognized.

(Millions of kids are already headed back to school, making it an appropriate time to again rerun this post)

Peter Orszag, who was Obama’s budget director, thinks it would be a good idea to cut back on summer school vacations for kids, arguing that this would both improve academics and reduce obesity.

I’m with Jeremy Lott:  But to look at the vast wasteland that is American public education–the poor teaching, the awful curriculum, the low standards, the anemic achievement, the institutional resistance to needed reform and say that the real problem is summer vacation takes a special sort of mind.

I wrote about the war on summer vacation back in 2006, after stopping at a store in Georgia on the first day of August and discovering that this was the first day of school for the local children. My analysis:

The truth is, most public K-12 schools make very poor use of the time of their students. They waste huge proportions of the millions of hours which have been entrusted to them…waste them through the mindless implementation of fads and theories, waste them through inappropriate teacher-credentialing processes, waste them through refusal to maintain high standards of performance and behavior.

When an organization or institution proves itself to be a poor steward of the resources that have been entrusted to it, the right answer is not to give it more resources to waste.

Orszag and similar thinkers seem to have no concept that good things can happen to children’s development outside of an institutional setting. Plenty of kids develop and pursue interests in science, literature, art, music…plus, there is plenty to be learned simply by interacting with friends in an unstructured environment.

Would the world be better off if Steve Wozniak and Jerri Ellsworth..to name only two of many, many examples..had their noses held constantly to the school grindstone rather than having time to develop their interests in electronics?

Lewis E Lawes, who was warden of Sing Sing prison from 1915 to 1941, wrote an interesting book titled Twenty Thousand Years in Sing Sing. The title refers to the aggregate lengths of the sentences of the men in the prison at a typical particular point in time.

Lawes:

Twenty-five hundred men saddled with an aggregate of twenty thousand years! Within such cycles worlds are born, die, and are reborn. That span has witnessed the evolution of the intelligence of mortal man. And we know that twenty thousand years have seen nations run their courses, perish, and give way to their successors. Twenty thousand years in my keeping. What will they evolve?

Following the same approach, the aggregate length of the terms to be spent in K-12 schools by their current students is more than 600,000,000 years. What proportion of this time is actually used productively?

And how many of the officials who supervise and run the public schools, and the ed-school professors who influence their policies, think about this 600,000,000 years in the same serious and reflective way that Lawes thought about the 20,000 years under his supervision? Some do, of course, but a disturbing percentage of them seem to be simply going through the bureaucratic motions.

And the politicians and officials of the Democratic Party are the last people in the world who are ever going to call them on it.

(Victor Davis Hanson’s recent piece, The Fifth American War, reminded me of this post.  I think it is crucially important to understand that many of those calling for ‘equality’ do not themselves have any interest in being merely equal, any more than Napoleon the Pig did in Orwell’s novel ‘Animal Farm’)

Those people who call themselves “progressives” are talking a lot about equality and inequality these days. And conservatives/libertarians, in response, attempt to explain why “equality of outcomes” is infeasible and unwise.

To a substantial degree, though, they/we are jousting with a phantom. Because leading “progressives” don’t really believe in anything resembling equality—indeed, quite the contrary.

Consider, for example: Many people in “progressive” leadership positions are graduates of the Harvard Law School. Do you think these people want to see a society in which the career, status, and income prospects for an HLS grad are no better than those for a graduate of a lesser-known, lower-status (but still very good) law school? C’mon.

Quite a few “progressive” leaders are members of prominent families. Do you think Teddy Kennedy would have liked to see an environment in which he and certain other members of his family would have had to answer for their actions in the criminal courts in the same way that ordinary individuals would, without benefit from connections, media influence, and expensive lawyers?

The prevalence of “progressivism” among tenured professors is quite high. How many of these professors would be eager to agree to employment conditions in which their job security and employee benefits were no better than those enjoyed by average Americans? How many of them would take a salary cut in order to provide higher incomes for the poorly-paid adjunct professors at their universities? How many would like to see PhD requirements eliminated so that a wider pool of talented and knowledgeable individuals can participate in university teaching?

There are a lot of “progressives” among the graduates of Ivy League universities. How many of them would be in favor of legally eliminating alumni preferences and the influence of “contributions” and have their children considered for admission–or not–on the same basis as everyone else’s kids? Yet an alumni preference is an intergenerational asset in the same way that a small businessman’s store or factory is.

The reality is that “progressivism” is not in any way about equality, it is rather about shifting the distribution of power and wealth in a way that benefits those with certain kinds of educational credentials and certain kinds of connections. And remember, power and connections are always transmutable into wealth. Sometimes that wealth is directly dollar-denominated, as in the millions of dollars that former president Bill Clinton has been paid in speaking fees, or the money made by a former government official who leverages his contacts into an executive job with a “green” energy company–even though he may have minimal knowledge of either energy or business. And sometimes the wealth takes the form of in-kind benefits, like a university president’s mansion. (Those who lived in the old Soviet Union and Eastern Europe can tell you all about in-kind benefits for nominally low-paid officials.) And, almost always, today’s “progressivism” is about the transfer of power from individuals to credentialed “experts” who will coerce or “nudge” people to do with those experts have decided would be best.

To a very substantial extent, the talk about “equality” is a smokescreen, conscious or unconscious, behind which “progressives” pursue their own economic, status, and ego agendas.

Writing in 1969, Peter Drucker–who was born in Austria and had lived in several European countries–wrote about what he saw as a key American economic advantage: the much less-dominant role played by “elite” educational institutions:

One thing it (modern society) cannot afford in education is the “elite institution” which has a monopoly on social standing, on prestige, and on the command positions in society and economy. Oxford and Cambridge are important reasons for the English brain drain. A main reason for the technology gap is the Grande Ecole such as the Ecole Polytechnique or the Ecole Normale. These elite institutions may do a magnificent job of education, but only their graduates normally get into the command positions. Only their faculties “matter.” This restricts and impoverishes the whole society…The Harvard Law School might like to be a Grande Ecole and to claim for its graduates a preferential position. But American society has never been willing to accept this claim…
It is almost impossible to explain to a European that the strength of American higher education lies in this absence of schools for leaders and schools for followers.

The “unwillingness of American society to accept this claim”…the claim of elite education as the primary gateway to power and wealth…has been greatly undercut since Drucker wrote. And “progressives” have been among the main under-cutters and the leading advocates for further movement in that direction.

Related: Paying higher taxes can be very profitable.

Secretary Mattis responds to an interview request from a high-school student. The interview is worth reading and more informative than much of what appears in the adult press.

(via Lex)

Just when I start to think that the fans of Hillary Clinton and her minions in the national establishment are calming the heck down, after the unexpected shellacking at the polls by Donald Trump of Her Inevitableness, the Dowager Empress of Chappaqua … nope, the insane is being cranked up to twelve – that is two more above ten. (Obligatory Spinal Tap reference there.) And the inmates of certain college campi are running the insanity all the way up to thirteen or fourteen, as witness the furious activists at Evergreen University, in Olympia, Washington State. They are bent out of shape over the usual crap that student activists are usually bent out of shape over – but in this case, the frosting on the cake is a video of a raucous demonstration by student activists making their demands, and generally acting like spoiled three-year-olds throwing a screaming tantrum. The video is linked here -And the students take? “We demand that the video created for Day of Absence and Day of Presence that was stolen by white supremacists and edited to expose and ridicule the students and staff be taken down by the administration by this Friday.” Sorry, kids – the internet is forever. Don’t want to be ridiculed by strangers who don’t give a damn for your sensitive little egos? Don’t do ridiculous things.

Ridiculous things like … oh, I don’t know – pose for an elaborate video shoot with a blood-soaked fake head of Donald Trump, especially if you are a pathetically unfunny failed comedian like Kathy Griffin. In whom, like the Kardashians, I am fabulously disinterested but such is theirs and Kathy Griffin’s unseemly lust for public attention that I can’t help knowing about them anyway, much as I would wish otherwise. At this point, it looks like this tasteless stunt as cost Ms Griffin a gig with CNN on New Years Eve – story here. I imagine that the suits at CNN are counting up the numbers and calculating how many more viewers they can lose if they really put their backs into it.

And speaking of media figures taking their lumps – last week we had the interesting spectacle of one Greg Gianforte, running for a congressional seat in Montana, charged with roughing up a reporter for England’s Guardian newspaper. Gianforte won the contest anyway, leading observers like myself to wonder if he did any damage to his campaign at all. After all – who hasn’t wanted to slap the cr*p out of a rude and obstreperous reporter now and again? This could get very popular, if incorporated onto White House press briefings. Sean Spicer could draw a name from a hat at the start of every briefing, and punch out the selected reporter. We could call it “Beat the Press.”

And finally – the latest to surface in the cacophony of crazy is the demand by a group calling themselves “Texas Antifa” to remove a prominent statue of Sam Houston from Houston’s Herman Park, on the grounds that Houston was a slave owner. Doubtless, Texas Antifa is trying to hop aboard the movement to banish statues of Confederate leaders and soldiers from public spaces across the old South and garner some of that sweet, creamy media attention … either that, or someone – either on the right or left – is doing an epic troll. While Sam Houston did own slaves (about a dozen, some of whom were purchased so as to keep a family together, or so sayeth one of the biographies I have read) he was emphatically against the expansion of slavery to the Western territories, against secession from the United States and resigned his office as governor rather than take an oath of allegiance to the Confederacy. In any case, Texas Antifa has called for a rally on June 10th. At the very least, this event may draw more supporters of keeping the statue where it has been since 1925. I’m no particular judge of prog-speak: Texas Antifa’s Book of Face page is here. Read for yourself and decide – for realsies lefty, stark raving nuts, or clever parody?
Discuss, if you can bear it.

I have previously mentioned an incident described in the memoirs of Tom Watson Jr, longtime CEO of IBM.

There was a moment when I truly thought IBM was going to lose its shot at defense work because of the kind of window blinds I had in my office.

These were vertical blinds, which were not common at the time. An engineer who was in Watson’s office for a meeting made a sketch of the blinds, and inadvertently left it in his shirt pocket when he took the shirt to the dry cleaner. The laundry man thought the paper looked suspicious, and sent it to Senator McCarthy. Pretty soon, a group of investigators came and said to the engineer, “We’ve identified this as a plan for a radar antenna, and want to hear about it. We want to be perfectly fair. But we know it is a radar antenna and the shirt it was found in belongs to you.”

The engineer explained about the vertical blinds, and the investigation team then asked to see Watson. The chief executive officer of IBM showed them the blinds and demonstrated the way they worked.

They looked them over very carefully and then left. I thought I had contained it, but I wasn’t sure, and I was scared. We were working on SAGE (the computerized air defense system–ed) and it would have been a hell of a way to lose our security clearance.

Shortly after the incident with the vertical blinds, Watson was invited to a lunch at Lehman Brothers, along with about 20 other high-ranking businesspeople. During the lunch, he mentioned his concerns about McCarthyism:

Of the twenty-odd people present, I was the only one who took that position. That didn’t bother me. What bothered me was that the following week I got letters from several people who had been there, and they all had a similar message: “I didn’t want to commit myself in public, but I certainly agreed with everything you said.”

I was reminded of this story once again by the current academic ragestorm involving the work of Professor Rebecca Tuvel.  And, just as with Watson’s experience during the McCarthy era, what is particularly disturbing is that there are apparently a lot of people who don’t like what has been happening…but are afraid to say so.

And who is Professor Tuvel and what is the ragestorm about, you may ask?  Tuvel is an assistant professor of philosophy at Memphis College; you can see her teaching and research interests at the link.  Recently she published an article entitled “In Defense of Transracialism” in Hypatia: A Journal of Feminist Philosophy.  A writer at Inside Higher Ed summarizes:

The article explores whether there might be parallels between being transgender and being transracial, focusing specifically on the well-known case of Rachel Dolezal, who is white but presented herself as black for many years.

Tuvel’s argument is that the very same reasons that might justify an individual’s decision to change sexes could also be used to justify an individual’s decision to change races — so if one is committed to the acceptability of the former (as Tuvel herself is), then one would be committed to the acceptability of the latter.

And then the ragestorm broke:

Shortly after the paper was published in the spring 2017 edition of Hypatia, an open letter with signatures but no author appeared on the internet soliciting further signatures. The letter called for Tuvel’s paper to be retracted by the journal, stating that “its continued availability causes further harm.”

This open letter is now closed to further signatures and has been sent to the editor of Hypatia. While the open letter was still circulating, a statement appeared on the Hypatia website repudiating the article and making multiple references to the harms caused by the article’s publication. The statement has no signatures but is credited to “A majority of the Hypatia board of associate editors.”

“The harms caused by the article’s publication” sounds like an argument that would have been made by the Inquisition in support of burning someone at the stake for unauthorized theological writing, or the arguments that were frequently made by Nazi and Soviet courts when calling for the execution of those who had disseminated forbidden political and social views.

A recent New York Magazine article, This is what a modern-day witch hunt looks like,  argues that many of the assertions by Tuvel’s ‘critics’ (way too mild a word in this context) are based on a mischaracterization of what she actually wrote.  And this piece asserts that the over-the-top reaction has caused serious damage to Tuvel’s career…”How can Prof. Tuvel, for example, now use this repudiated but allegedly peer-reviewed article as part of her tenure process?   Indeed, how can her department or college support her for tenure when she has been so vilified as a scholar and professional by people who work in her fields?”…and suggests that these attacks may rise to the level of defamation in the legal sense.

My main concern here is not whether Tuvel’s work is good or bad (read it for yourself here, if you’re so inclined, not sure how much longer it will stay up before the bit-burners get it)…indeed, I question the value of the whole subdiscipline encompassing this work and that of many of its critics), but the vitriolic tone of the attacks which in my view clearly inhibit intellectual exploration and and the ability to freely and (individually or collectively) play with ideas…which things are supposed to be primary reasons for the existence of academia…in favor of the dead hand of conformity.  And what is particularly disturbing…and closely echoes Tom Watson’s experiences during the McCarthy era…is this:

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Yesterday’s WSJ – Parents are Drowning in College-Loan Debt:

Millions of U.S. parents have taken out loans from the government to help their children pay for college. Now a crushing bill is coming due. Hundreds of thousands have tumbled into delinquency and default. In the process, many have delayed retirement, put off health expenses and lost portions of Social Security checks and tax refunds to their lender, the federal government…“This credit is being extended on terms that specifically, willfully ignore their ability to repay,” says Toby Merrill of Harvard Law School’s Legal Services Center. “You can’t avoid that we’re targeting high-cost, high-dollar-amount loans to people who we know can’t afford to repay them.”

We already knew, of course, that many former students are suffering under the burden of their student loans for years and decades, and that the problem is so common and so severe that it is impacting major purchases of things like houses and cars, and probably also marriages and business formations. The article indicates that in many cases the exploding costs of higher education are devastating their parents as well.

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Jamie Dimon of JP Morgan is, IMO, one of the more thoughtful of the financial industry CEO’s.  In his annual letter to shareholders, he devotes considerable space to the current situation of the United States–our assets, our problems, and potential paths for improvement.  The public policy section of the letter starts on page 32.

My view of several issues is different from Mr Dimon’s, but I think the letter is well worth reading and thinking about.

(Disclosure:  I’m a JPM investor)

Recently, Charles Murray, author of the book, “The Bell Curve,” a study of intelligence in the population, was invited to speak at Middlebury college, a liberal arts college in Vermont. His attempt to speak was interrupted by a riot which injured a professor at the college.

Inside Higher Ed’s story on the event explains that college officials admonished the students prior to the talk that they could protest but not disrupt Murray’s talk, which was to be about the way white America is coming apart—the title of his latest book—along class lines. Unfortunately, that admonition did no good. “As soon as Murray took the stage,” we read, “students stood up, turned their backs to him and started various chants that were loud enough and in unison such that he could not talk over them.

The confrontation continued after he had left the stage and attempted to move to another location.

And then matters turned worse. Fearing that there might be a raucous, disruptive mob instead of an audience of students willing to listen and consider Murray’s arguments, school administrators had set up a contingency plan. Once it became clear that the mob had killed the lecture, they moved to another location where Murray would give his talk, which would be live-streamed to students.

Finally, Murray, Professor Stanger, and a few others tried to leave campus.

Mayhem resulted when Professor Stanger, who had been willing to state her agreement that Murray should not have been invited, was injured.

Why did this happen ? Tribalism ?

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Writing in the WSJ, Naftali Bennett takes on the question of what is the “secret educational ingredient” that accounts for Israel’s dramatic economic success.  While agreeing with others that good schools are a part of it, he also assigns credit to “a parallel education system that operates alongside the formal one.  This is where our children learn to become entrepreneurs.”

And what are the components of this parallel education system?  He identifies three of them.  First, there is “our heritage of debate”…the study of the Talmud. “The meaning of complex texts is debated by students in hevruta–pairs–with a teacher offering occasional guidance..Since the Talmud is one of the most complex legal codes ever gathered, the idea of a verdict is almost irrelevant to those studying.  Students engage in debate for the sake of debate.  They analyze issues from all directions, finding different solutions.  Multiple answers to a single question are common.”

Bennett identifies the second component of the parallel education system as the collection of youth organizations:  “Teenagers work closely with younger children; they lead groups on excursions  and hikes, develop informal curricula, and are responsible for those in their care.  As an 11th-grade student , I took fifth-graders on an overnight hike in the mountains.  Being given responsibilities at a young age helped shape me into who I am today.”

The third component is the army:  “Consider a hypothetical 19-year-old soldier in the intelligence corps, analyzing aerial photographs or intercepted communications.  She must decide if the material in front of her indicates an impending attack or not.  This isn’t a rare occurrence. Thousands of Israeli soldiers experience it daily.”

Just a couple of hours after reading the Bennett piece, I encountered this story about Wellesley College:

In an email to fellow faculty yesterday afternoon, a committee of Wellesley College professors made several startling recommendations about how they think future campus speakers should be chosen. If implemented, the proposals by the faculty Commission for Ethnicity, Race, and Equity would have a profound impact on the quality and quantity of voices Wellesley students would be permitted to hear.

FIRE has obtained the email, sent by one of the signatories to a faculty listserv, and republished it in full below.

While paying lip service to free speech, the email is remarkable in its contempt for free and open dialogue on campus. Asserting that controversial speakers “impose on the liberty of students, staff, and faculty at Wellesley,” the committee members lament the fact that such speakers negatively impact students by forcing them to “invest time and energy in rebutting the speakers’ arguments.” 

And here we thought learning to effectively challenge views with which one disagreed was an important part of the educational process!

Meanwhile, at the University of Arizona, students who feel offended are being told to say “ouch”…and the student who made the supposedly-hurtful comment is supposed to respond with “oops.”  And these two universities are far from the only ones adopting such policies.

So if a key part of Israel’s economic success is the training of kids in the skills and attitudes of debate…it would appear that many if not most American universities are doing the exact opposite.

Here’s a very interesting article by a Portuguese teacher who developed and ran an intensive classical-studies program for high school students in the Azores Islands.  Highly recommended.

Meanwhile, back in the USA.

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How the 16th century invented social media

Virginia Postrel thinks that now is the time for big-box stores to embrace the 19th century

Is it possible to make American mate again?

Related to the above:  mapping the geographical patterns of romantic anxiety and avoidance

Maybe also related:  sex doesn’t sell anymore, activism does

PC oppression and why Trump won

Theory and practice: an interesting Assistant Village Idiot post from 2010

Learning about effective selling from a surfer dude

Here’s a guy who says: I help create the automated technologies that are taking jobs…and I feel guilty about it

After discussing his concerns about automation-driven job losses, he goes on to say “I feel even worse when I hear misleading statements about the source of the problem. Blaming China and NAFTA is a convenient deflection, but denial will only make the wrenching employment dislocation for millions all the more painful.”

I’ve seen this assertion–“offshoring doesn’t matter because Robots”–and it doesn’t make a whole lot of sense to me.  It should be obvious that both factors play a role; there’s no need for a single-variable explanation.  (Actually, offshoring-driven job losses and automation-driven job losses are somewhat less than additive in their effect, since automation generally makes US-based production more relatively attractive.)

Here’s an argument that the next big blue-collar job is coding.

What if we regarded code not as a high-stakes, sexy affair, but the equivalent of skilled work at a Chrysler plant? Among other things, it would change training for programming jobs—and who gets encouraged to pursue them. As my friend Anil Dash, a technology thinker and entrepreneur, notes, teachers and businesses would spend less time urging kids to do expensive four-year computer-­science degrees and instead introduce more code at the vocational level in high school….Across the country, people are seizing this opportunity, particularly in states hit hardest by deindustrialization. In Kentucky, mining veteran Rusty Justice decided that code could replace coal. He cofounded Bit Source, a code shop that builds its workforce by retraining coal miners as programmers. Enthusiasm is sky high: Justice got 950 applications for his first 11 positions. Miners, it turns out, are accustomed to deep focus, team play, and working with complex engineering tech. “Coal miners are really technology workers who get dirty,” Justice says.

I’m reminded of two things that Peter Drucker said in his 1969 book The Age of Discontinuity.  In attacking what he called ‘the diploma curtain’, he wrote “By denying opportunity to those without higher education, we are denying access to contribution and performance to a large number of people of superior ability, intelligence, and capacity to achieve.”

But also, Drucker wrote, in his discussion of the Knowledge Economy:

The knowledge worker of today…is not the successor to the ‘free professional’ of 1750 or 1900.  He is the successor to the employee of yesterday, the manual worker, skilled or unskilled…This hidden conflict between the knowledge workers view of himself as a ‘professional’ and the social reality in which he is the upgraded and well-paid successor to the skilled worker of yesterday, underlies the disenchantment of so many highly educated young people with the jobs available to them…They expect to be ‘intellectuals.’  And the find that they are just ‘staff.’

Indeed, many jobs that have been thought of as ‘professional’ and ‘white collar’…programming, financial analysis, even engineering…are increasingly subject to many of the stresses traditionally associated with ‘blue collar’ jobs, such as layoffs and cyclical unemployment.  As a higher % of the corporate cost structure becomes concentrated in jobs which are not direct labor, it is almost inevitable that these jobs will be hit increasingly when financial problems make themselves felt.

Drucker’s second point, which I think is very astute, is somewhat orthogonal to the coal-miners-becoming-coders piece, and probably deserves it own post for discussion.  Regarding the question of non-college-educated people becoming programmers (of which there has long already been a fair amount), the degree to which succeeds is to some degree coupled with the whole question of h-1b visa policy, and trade policy in general as it relates to offshoring of services.

Although President Trump is confident of his ability to deal with Vladimir Putin, he should carefully avoid emulating Putin. It would be far better for the president to look to the example of Putin’s predecessor, Mikhail Gorbachev, who transformed the Soviet Union. The first steps in the transformation were glasnost and perestroika. Glasnost, introduced in 1985, roughly means openness and was a step toward open discussion of political and social issues. Perestroika, introduced the following year, roughly means restructuring. Perestroika reduced central economic planning and allowed some private business ownership. These and later reforms resulted in a sharp increase in political freedom (from nil), which peaked in 1991. Sadly, the gains were short lived. Freedom steadily and drastically declined under Yeltsin and Putin for a complex of reasons debated at a recent symposium at the Cato Institute.

The United States as it emerges from the Obama Administration, while not as bad off as the Soviet Union as it emerged from communism, is badly in need of both glasnost and perestroika. They should be the twin priorities of the dawning Trump Administration.

Glasnost

The American left has come to despise freedom of speech as much as it has traditionally despised freedom of contract. It has followed the normal progression of leftist movements toward viewing the protection of its social objectives as more important than human rights. The earliest and still worst manifestation of this trend is on college campuses. Campus speech codes began to appear in the late 1980’s and spread rapidly. Within a few years sixty percent of colleges had them. According to a report of the Foundation for Individual Rights in Education, the percentage has declined over the last nine years to forty percent.

In 1998, Congress declared that it was the sense of Congress that “an institution of higher education should facilitate the free and open exchange of ideas” and that “students should not be intimidated, harassed, discouraged from speaking out, or discriminated against.” 20 U.S.C. § 1011a(a)(2)(C), (D). While the sponsors of this provision may have thought (or wanted to give the impression) that they were doing something, they did not do very much. The provision imposes no consequences on institutions that act contrary to the sense of Congress on this subject. It needs an amendment putting federal funds at stake, as anti-discrimination sections in title 20 do. Although speech codes are less common than they were, universities still do a lot to stifle “the free and open exchange of ideas.” In particular, they fail to prevent students from being intimidated, harassed, and discouraged from speaking out by other students, using increasingly violent methods.

Intolerance of dissent, especially on a fixed dogma like climate change, is not limited to college campuses. A few years ago, a cabal of environmentalists enlisted sympathetic state attorneys general to investigate climate change dissidents. With a vague objective of finding a RICO violation, a group of twenty attorneys general (“AGs United for Clean Power”) have subpoenaed forty years of records from ExxonMobil in a retaliatory effort to find evidence that it has had information on climate change that differs from what it has said publicly. The attorney general of the Virgin Islands subpoenaed documents from academic institutions, scientists, and the Competitive Enterprise Institute, a think tank. He withdrew that subpoena after getting some pushback from a congressional committee and a lawsuit from the Competitive Enterprise Institute.

A venerable weapon is available for the Justice Department to use against oppressive state universities and attorneys general, the Enforcement Act of 1870. The second section of the act, 18 U.S.C. § 242, makes it a crime for anyone under color of state law to deprive a person of rights, privileges, or immunities secured or protected by the Constitution. The first section of the act, 18 U.S.C. § 241, provides criminal penalties for conspiracy to injure, oppress, threaten, or intimidate any person in the enjoyment of any right secured to him by the Constitution. State action is not an element of the crime under § 241. Could not the Civil Rights Division of the Justice Department, under new leadership, go after, for example, a group of students who prevent Milo Yiannopoulos from speaking? That would be fun.

These tools may or may not work, but they should be tried. Assaults on civil liberties should no longer be costless.

Perestroika

In Federalist No. 72, Hamilton said, “To reverse and undo what has been done by a predecessor, is very often considered by a successor as the best proof he can give of his own capacity and desert.” This has to be the best standard now, as everyone in the Trump Administration should understand.

Perestroika in the modern context ought to begin with reversing and undoing the Obama Administration’s impositions on the economy. Amity Shlaes, who, it should be recalled, wrote The Forgotten Man, observed that “smaller firms–the ones unready for the lawsuit, the investigation or the audit–bear the greater share of regulatory costs.” The regulatory burdens in need of repeal extend far beyond the Affordable Care Act and its progeny. Daniel Pérez of George Washington University’s Regulatory Studies Center has determined that Obama issued about 33% more “economically significant” regulations than either Bill Clinton or George W. Bush.

It will be a challenge for the political appointees in all the departments of the federal government to sift through the regulations and begin the process of liberating the economy from the worst of them. Fortunately, litigation has already left some of the Department of Labor’s output in ruins. The Persuader Rule, which I warned about in this blog before its adoption, and the Fiduciary Rule are controversial intrusions of the Labor Department into professional relationships. Both the Persuader Rule and an anti-business revision of overtime regulations have been enjoined by federal district courts in Texas. Five different lawsuits challenging the Fiduciary Rule are pending.

Withdrawing appeals of the rulings against the Persuader Rule and the overtime regulations is the simplest way to dispatch those rules. Other recently adopted regulations can by nullified by using the Congressional Review Act, 5 U.S.C. §§ 801-808. A joint resolution of disapproval has to be introduced within sixty days of Congress’s receipt of a report of rulemaking. The act provides an expedited procedure for a joint resolution and limits debate in the Senate. In June, President Obama vetoed a joint resolution disapproving the Fiduciary Rule.

For that rule, and so many others, the arduous notice and comment process of the Administrative Procedure Act will be the only method of repeal. The ultimate goal should be that the Code of Federal Regulations will bear no trace that the Obama Administration ever existed and, more generally, that this time glasnost and perestroika will have a more lasting imprint.

First, let me thank you all for the warm welcome. I am deeply cognizant of the fact that I am writing in the company of the first team, and I just hope that I can keep up.  I am going to try to turn up here every week or two.

In the previous installment, I mentioned that children are learning machines. If you want to raise a generation that excels, use that. They want to learn. They are desperate to learn. And if you pay enough attention to them as individual people, they will learn from you. Don’t talk down to them. Don’t plant them in front a TV that teaches them that America is evil, Whites are evil, and that males are evil and incompetent. You have to present alternate lessons.

My children are grown. I lost a son at 11 years old, but the rest have done well. My oldest daughter owns her own business with her family. My next oldest got two degrees in 5 years, the next has her degree and has run a multi-county arts council, and my son chose not to go to college but became a chef and then a master brewer for an internationally respected craft brewery [and makes more than his sisters]. They, and my nieces and nephews have all mentioned that I am different than most parents. I have always talked to them like they were people, and not “children”. I might have to explain things, but I don’t talk down to them.

Part of that is so they learn new things and expect to learn new things as part of growing up. Part of that is the respect shown to them as people. Which they will internalize. If they believe they are worthy of respect, then they will try to live up to their self image.

Children will be what they are expected to be. If you have low expectations, they will live down to those expectations. If you have high expectations, and by that I do not mean pressured, just make sure that they have access to the tools and let them use them; then they will.

My dad had a 6th Grade Chinese education in the late 1910’s, early 1920’s. He knew what he did not know. From my own 6th grade, we had to start picking our classes for the next year. He told me that he would sign whatever I chose, because he did not know what I would need. Just as I was responsible for cooking for myself when alone and taking care of myself when alone from age 9, I was responsible for directing my own schooling, with the expectation that I would choose the best course of study for the future. And I did.

I was always a reader. When I got my first library card at 10 and went to the Aurora Public Library, they kept trying to chase me into the children’s section. I wanted to be in the History section, checking out and reading the 15 volumes of Morison’s “Official History of US Naval Operations in WW-II”. I told my dad, and his response was to give me a note to take to the librarians. It said: “Reading is good. You shouldn’t have anything in the library he shouldn’t read. If he can carry it, he can check it out.”. Just in passing, I had a bike with a paperboy’s baskets. I could carry quite a lot. But the lesson there was that I was free to learn anything that interested me. Teach that lesson, and be willing to either answer any questions or refer to a reference source if you cannot answer them yourself.

What they are surrounded with at home can guide and enable that search for knowledge. If y’all remember, there was a world before the Internet. In those days, a good set of encyclopedias was the best that you could do at home. In 1963 my dad spent the equivalent of a month’s wages to get a deluxe edition of the Encyclopedia Britannica for me. And I used it.

When my kids were growing up, we had functionally a library at home. Today in my house, literally every room has walls of floor to ceiling bookcases, packed; except for the bathroom and our bedroom. For décor reasons, the bedroom bookcases are long and low. And most of what I call my “working library” of military reference books from when I was writing for military journals are packed away, because I don’t have room to have them out. I arguably have a better history collection than our local public library.

That is what my kids grew up surrounded by. Then there is the completing link for that portion.

They have to see that reading, and learning, is normal. Kids do what they see. Just as certain behaviors make you someone who can learn, you have to model them as examples for them to follow. It takes up part of the day, but one parent or another needs to read to children when they are small every day. My kids’ bedtime stories were “The Hobbit” and then “The Lord of the Rings”. Yeah, they are not pre-school books. Kids don’t care. Kids will learn, especially if mom or dad read it to them. They may [shock] end up with a wider vocabulary than their contemporaries. They may hear a story [whichever one you pick] that has good, evil, the struggle between them, honor, and good winning through perseverance and being willing to pay a cost. Nothing being free. And it may influence their outlook on life.

If they see you reading by yourself, you normalize it, and they will turn to books. They will thereby create an internal horizon that is something larger than the adventures of the latest Disney semi-slut. If they hear you and your spouse or friends discussing what you have read, if you relate what they do see on TV to history and to literature, you widen that horizon. Kids are learning machines. We, Deity help us, have being a teaching machine as part of our job description on top of being the economic support. No one says it’s easy.

When looking at widening your children’s horizons, you have to have an aim towards what you want to include within that horizon. Here is where the final piece falls into place. Your school needs to be something other than the politically correct mish-mash of Marxist theory and anarchist “fact” that makes up the public school system. Where you send your kids and what is taught will make or break them.

Except for a dismal period in high school when I was stuck in the middle of Nebraska [where the world history teacher was acclaimed as the Nebraska teacher of the year, and in whose class I got an A literally without cracking the text] I grew up in Denver and Aurora from 3rd grade on. When I was there, there were schools known for excellence. Some friends of mine went to a Denver high school where admission to MIT, or Colorado School of Mines, or Rensselaer Polytechnic Institute was a common event for a graduating class. My own high school had regular admissions to service academies or to Ivy League schools before they degraded.

Now, those schools are sites of gang wars, drug emporiums, and a part of the production line of dropouts and criminals.

Looking at the school systems in Colorado, where every major system now has more administrators than teaching staff, there is very little excellence. You have to look outside the standard public schools to find such. Specifically, charter schools. And not just any charter schools. There are some whose teaching is based on the theories of E. D. Hirsch.

Hirsch wrote Cultural Literacy; What Every American Needs to Know, The Dictionary of Cultural Literacy, and the series of books What Your Preschooler Needs to Know on through What Your Sixth Grader Needs to Know.  Read these.  Cultural Literacy can be defined as what you need to know to fit in to and function in a Western, Judeo-Christian based, constitutional society. It is exactly what is not only not taught, but is concealed by modern public schools.

He created and still runs the Core Knowledge Foundation. And there are a number of charter schools based on his principles. There is one in my town. There are fewer administrators. The staff gets less pay than teachers do in the rest of the district. And teachers fight to get a slot there, because they are allowed to teach. In Colorado, we have proficiency testing at regular intervals for all students. Not one of the Core Knowledge students has ever failed the proficiency tests in the over a decade they have been in existence, and most test far above their grade level.

A few years ago, our town’s high school abolished the position of Valedictorian of the graduating class. Because when students transfer from the Core Knowledge school, they are so far ahead of the regular public school students that the Valedictorian was always a Core Knowledge student. And it did not make the other schools and teachers look good, nor did the concept of someone actually excelling match modern educational theory.

Not saying that they are perfect. There are some behavioral problems. These are teenagers brought up in modern America, and in a state where marijuana is legalized, for pity’s sake. But the behavioral problems are a small fraction of the regular public school peers, and the dropout/flunkout rate is almost non-existent. By the vaporous cojones of the Holy Ghost, they are doing something very, very right with those kids.

So, finally getting around to the original question that started all this. I don’t claim this is the only way, but this is what has worked in my experience, and what books, theories, and schools I recommend.

Fair warning. Once I start writing, I AM a wordy bugger.

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I have been dropping by here for some years, and have encountered some CHICAGO BOYZ elsewhere around the web. Apparently, some have not been scared off by my ramblings, so I have been offered a chance to write here sometimes. It may be that someone, somewhere is dubious about this. Before I could register with the credentials offered, my ancient [my fallback is an abacus] machine did something . . . terminal to Firefox and I lost all but email. The error message was unlike any I had ever seen, so this had to go to my boffin. Which is part of the cause of the delay.

The computer was fixable. The other part is not, completely. Let us just say that I am getting an in depth view of orthopedics. And for the last week I have been arguing with WordPress and losing until literally moments ago.

Now that I am back, let us return to the discussion that started all this some time ago. I was giving some of my family history, and was asked what I would recommend to teach “real history”; that which actually influenced the real world we have to deal with, not the Narrative which changes with the winds of political correctness and who is currently playing the part of Emmanuel Goldstein.

With all due modesty, like the rest of us here I am on the right side of the bell curve. Part of that is genetics, part of that is upbringing. I’ve mentioned my father, and his coming from China. This came about because I had a grandfather who was smarter than the average Chinese peasant. He counted acres of land, and sons, and realized that he did not have enough land to divvy up to let each son have a chance to support a family. My dad was the youngest, so he was told that he would not get land when he grew up, but that he would be sent to the United States where he would have a chance to make his fortune.

Mind you, he was 12 years old, had the Chinese equivalent of a 6th grade education [so he could read, write, and do arithmetic in Chinese], and had no family going with him. And we have already gone through the legal environment here for Chinese. But he was willing to go.

It is not often considered, but China has the concept of “pioneer stock” the same as Americans. They did not go West, they went South. Until the Chinese cut down the jungle, chased out the tigers, and planted rice; South China was the frontier. And it was the South Chinese [Cantonese] who became the commercial classes all through SE Asia. And it was the Cantonese who came to this country in search of opportunity.

As one can imagine, life was not exactly upper middle class American for him. He worked in a restaurant, starting at the bottom, slept on a pallet in the back, and along the way learned English. He became a cook, and then [largely because he spoke, read, and wrote English unlike most Chinese immigrants] after the entry of the US into WW-II, was a food service supervisor at the old Lowry Army Air Force Base in Denver, when it was located in the Park Hill neighborhood before they moved it out by Aurora.

In 1943, due to Chinese protests about the way Chinese airmen in the US being trained to fly B-24’s against the Japanese were treated by Americans [in Pueblo, Colorado]; the US became the last nation to give up Extraterritorial Status in China, and thus Chinese in this country finally became legally human beings.

Although not an American citizen, once he could my dad enlisted in the Army. Keep in mind, that 30 years old is awful late to become an infantry soldier. And he did become an infantryman. They tried to make him a cook, and he fought to become an infantryman.

He started carrying a mortar base plate, and by the end of the war was one of the first non-white squad leaders in the combat infantry. He never talked about anything after they shipped out for Europe. Most combat veterans don’t. It was only after he died, that I learned that his unit the 5th Infantry RGMT, 71st Infantry Division, had fought across Europe including breaking the Siegfried Line, took part in the Battle of the Bulge, on May 4 his company liberated the last concentration camp in German hands [Gunzkirchen sub-camp of Matthausen] and on May 8 was the farthest east of any American Army unit in Europe when they linked up with the Russians east of Linz, Austria.

For his service, he was granted his citizenship at the end of the war. I did it the easy way, being born here.

I know that I am repeating myself from earlier posts, but it is not to brag, but to point out one very key concept. I grew up hearing about his life, except for his service in Europe, over and over again as I grew up. I watched him. Keep in mind that he raised me alone until I was 16, and owned his own restaurant. And worked 12+ hours a day, 6 days a week to raise me in a middle class lifestyle.

I always knew that just below the surface was a harder life, a worse life, than we lived. And that it took a lot of work to keep that good life. Like most of our Chinese acquaintances, it was assumed that all that work had the goal that the next generation would have it better than having to work in restaurants 72 hours a week.

And the kids shared in the work. My first restaurant job involved busing tables, one plate at a time, at 4 years old. Customers thought it was cute as hell. Probably helped the waitress’s tips. Most of my contemporaries worked off the books, without pay, until age 16 when they could legally go on the books. And then we worked in the family restaurants weekends, after school, and on all school breaks until we went to college. All that work did not excuse us from having to have good grades. Indeed, the only excuse for not working was that we had too much schoolwork.

In college, by that time most of us were qualified Chinese cooks. So on summer breaks, and Christmas breaks we would cook in the family restaurants, full time for full pay. And that is how we paid for college. In college I would work 4 months a year for $600 a month Chinese [which then meant in the middle of the country to get Chinese cooks to come there, the pay was after taxes and room and board was furnished.] like every other cook in the restaurant I worked 6 days a week, 12-15 hours a day, in 109 degree temperatures in the kitchen.

This was vital. We grew up knowing that to have a good life, we would have to work hard. And we worked hard. And we developed the ability to, if necessary, outwork our competition no matter what. One of the things my dad told me was that to get the same reward as a white person in this country, you had to work three times as hard and be three times as good.

Even by the time I was growing up, it was not quite that bad, the way it was when my dad was making his way. I promise that it is getting easier and easier to work 3 times as hard and be three times as good.

Modern Americans, and Europeans, do not grow up that way. There is no real consciousness or acceptance that success requires work, sometimes hard, painful, physical work. There is no knowledge or experience that life was not always as easy as it is today, and no comprehension that it is possible that someday that life can be hard. It is expected that there is always going to be someone, or something that will take care of them.

The immigrant culture, the concept of working your way up from whatever you left to a better life for yourself and your children is gone. It is not just a Chinese or Asian culture. Germans, Irish, Scots, Jews, legal immigrants from Mexico and points south, Africans; they all had and can have it.

The first step then, if you want your children to learn “real history” is to teach them that history as they grow up. The hard times that either you or your parents or grandparents had to go through. Make sure they know by relatable stories of their own families about not only hard times [and every American family has such in their history either here or in the old country], but how they overcame it. Teach them about real life, about real suffering. Don’t sugar coat things, because the world is not sugar coated. Children are learning machines. From the moment they open their eyes and they try to make sense of what you are saying they will absorb knowledge like a sponge. Tell them the truth, tell them reality. Tell them about the heroes that they came from, because that is who they will try to be worthy of. And teach them that they CAN be worthy of those who came before.

There are other steps, but creating a culture of reality and honor [both for their past, and for them to live up to] is critical. End Part One of Two.

The world of Climate research lost a great academic figure as Judith Curry resigns her tenured faculty position at Georgia Tech.

She has figured largely in the climate debate as a skeptic in global warming.

I have retired from Georgia Tech, and I have no intention of seeking another academic or administrative position in a university or government agency. However, I most certainly am not retiring from professional life.

The deeper reasons have to do with my growing disenchantment with universities, the academic field of climate science and scientists.

She has endured considerable abuse from the alarmist side. She is called a “heretic” in the alarmist circles.

over the past year or so she has become better known for something that annoys, even infuriates, many of her scientific colleagues. Curry has been engaging actively with the climate change skeptic community, largely by participating on outsider blogs such as Climate Audit, the Air Vent and the Black¬board. Along the way, she has come to question how climatologists react to those who question the science, no matter how well established it is. Although many of the skeptics recycle critiques that have long since been disproved, others, she believes, bring up valid points

So, she might have a point. However:

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