Category: Interview

What Vision Do Young People Need?

The following article was originally published October 21, 2022 on the American Thinker website. View it here.

Before the devastating psychological effects of the COVID lockdowns, the U.S. faced a frightening rise in drug addiction, with youth suicide becoming the second-leading cause of death among people aged 15–20 in the U.S., and suicide in children quadrupling from 2007 to 2020.

What’s behind this alarming trend?  Let’s consider what the young need to thrive.

Infants and young children constantly challenge themselves to learn the next hardest thing — how to walk on uneven surfaces, how to run down a hill, how to say “rain boot.”  As they grow, the challenges become psychologically complex.

Significant purposes are critical to their motivation, including a vision of work as important to achieve independence.  Vital are a hopeful view of the future, a vision that life can be an adventure worth the striving, and heroes that embody the highest reaches of human nature.  Without these elements, the young are lost, adrift — only too susceptible to depression and even suicide.

Throughout life, humans need inspiration to get through the difficult and dreary parts.  Where do the young find it today?  Our culture is schizophrenic: on the one hand, Intel’s commercial “We believe there’s an innovator in everybody” captures the classic American excitement toward challenge with financial reward.  On the other hand, running rampant are cynicism, resentment of achievement, intolerance toward differing ideas and values, and a bleak picture of the future based on the premise that human technology is destructive, expressed in the drumbeat of climate change disaster, artificial intelligence boogeymen, and the soul-crushing nature of capitalism.

How do you nurture resilience and grit, when the news, TV, friends, teachers, videos, tweets, and posts tell the young that the world is going to hell in a handbasket, humans are to blame, and there’s no hope?

Many young adults feel they mustn’t bring children into this world.  Forty-four percent of U.S. non-parents between the ages of 18 and 49 years said they’re unlikely to have children, according to a Pew Research Center study, up from 37% in 2018.

Then there’s the dark, depressing anti-heroic outlook celebrated in the past 40 years.

For example, the 1995 film Leaving Las Vegas, about an alcoholic and a prostitute slowly killing themselves, received multiple Academy Award nominations.  Contrary to real life, businessmen are relentlessly cast as murderous, greedy villains.  Billions turned the self-made hedge fund CEO into a violent criminal.  Silicon Valley portrayed tech entrepreneurs as lying, vain narcissists, not productive geniuses.

Worse is the elevation of evil to heroism.  The Joker was the highest grossing film of 2019 and received 11 Academy Award nominations.  It masterfully seduces the viewer into sympathizing with the murderous, nihilistic Joker and reviling heartless capitalist Bruce Wayne (Batman).

Such stories turn the young away from the creative, productive challenge of business, capitalism, and markets and encourage them to think that working as a hipster barista or green NGO supply manager is the moral course.

Instead, Top Gun: Maverick is a tornado of fresh air among dank Hollywood offerings.  It portrays masculine men of great competence and bravery, unwilling to sacrifice any individual to the mission but, instead, dedicated to nothing less than total victory.  Quite the contrast to young men who need to be told “make your bed” — or who cheat at West Point.

Its artistic power is a clue as to how we can arm the young against this onslaught of depressing messaging: by offering them intelligently curated movies, videos, TV shows, music, books, statues, games, and advertising images, showing them that life can be wonderful.

I noticed that all my grandchildren — who live far apart — love Paw Patrol, a cartoon show about capable children and child-like animal characters who rescue adults and children — using technology.  Achievement, heroism, and the celebration of human invention — this is what 3- to 6-year-olds like!

The huge fandom for superheroes evidences the young’s tremendous desire for inspiration —because there are not enough stories about human heroes.  The gulf between older stories and today’s can be a chasm.

Stories of young people with gumption, such as Treasure Island or Goonies,

Robert Heinlein’s Starman Jones, Space Cadet, and Have Space Suit — Will Travel dramatize independent, courageous problem-solving in formidable situations.

The last title echoes long-running Have Gun, Will Travel, a Western filled with strong moral conflict, terrific challenges, and creative solutions.  Captains Courageous; The Big Country; The Sea Hawk; Robin Hood; and Westerns such as High Noon, Shane, and The Man From Snowy River all depict courage, valor, and an elevated sense of romance.

The astounding success of the Les Misérables musical rests on its great story of heroes, conflict, struggle, romance, and redemption.  More recently, Bridge of Spies is a terrific tale of a real-life hero with integrity, resolute courage, and quiet conviction.

Reality TV shows such as Undercover Boss and Dirty Jobs heroize hard work and exceptional individuals in all walks of life.  The Call of the Entrepreneur documentary, about a dairy farmer, an investment banker, and a media mogul, brilliantly depicts this.

Young people’s interest in videogames outstrips music and movies.  Creative world-building games such as Minecraft fit the motivational bill.  It is one of the most popular in this genre, but even those involving warcraft can be inspirational.  See this discussion exploring the virtues of videogames.  And let’s not forget music, especially with great melodies and romantic lyrics, which make one’s spirit soar.

Parents especially need to teach their children the value of their own work, letting them know how it adds to the world, no matter what it is.  You are your children’s first hero — make sure they know why.

The Ordered Liberty of Montessori Education

Italian educator Maria Montessori is surrounded by children as she visits a Montessori school in London, England, sometime in the late 1940s. (AP Photo)

The following article was originally published in Law & Liberty. View it here.

At a tumultuous time in history, with too many parallels to our own, an astonishing drama unfolded. Amidst a raging civil war in 1939 Spain, Maria Montessori anxiously waited with her grandchildren on the second floor of their house in Barcelona as Communist anarchists ripped through the town, slaughtering priests, nuns, and ordinary lay Catholics like her. 

Then, something strange occurred: a group of these rough men, with their bandoliers of bullets, stopped in front of her house and began painting on her doorway. Soon, they left. She and the children raced downstairs to see, in black paint “Respect this house. It harbors a friend of the children.”

What had Montessori done to elicit such a tribute and protection? 

Maria Montessori was the first female doctor in Italy, a scientific genius. Starting out with slum children in 1907, she had discovered and implemented a brilliant and complex method of education. It treated each child as a unique individual and nurtured his or her development and powers to thrive. Children became hard-working, curious, creative, self-possessed, and high-achieving individuals who knew how to live peaceably and respectfully with others.

These are just the kind of people we need to live well in a free society, countering the worst trends in today’s educational landscape. How does her method accomplish this?

First, the Montessori classroom is complex and well-thought-out, physically, intellectually, and socially. Its fundamental principle is freedom in a structured environment. This parallels the structure of a free society, encouraging peaceful interactions while allowing members as much freedom as possible.

Second, each child is treated with gentle respect for his individuality, with coercion reserved for dire circumstances. Children are encouraged to learn through materials perfectly suited to the child’s developmental needs, exciting and interesting to the child. Also, the teacher conveys an attitude of curiosity and questioning that captures the child’s mind: “Let’s see how big an apatosaurus is compared to a tyrannosaurus rex! Let’s take some chalk, measure out each in the parking lot, and compare!”

Third, the child’s reasoning powers and independent judgment are strongly cultivated through the learning materials. 

Fourth, children love going to well-run Montessori schools: over my 27 years running Council Oak Montessori, I received many letters in which parents told me their children loved school so much they lied that they were not sick so as not to miss school!

Thus, the three essential values needed for a free society are developed: reason, individualism, and freedom.

Game-like, the distinctive materials used in Montessori classrooms teach mathematics, history, language, science, and the arts—all the classic subjects—as well as many practical skills. They are arrayed on low shelves around the room in subject order and difficulty level, enabling children to obtain them and work on them by themselves, and to know how far along they are in the curriculum. The materials and their order are designed to develop independence. Here are some YouTube videos showing the vast array of these ingenious materials and explaining how they are used.

For example, three-year-olds work on a three-dimensional puzzle of blocks embodying a trinomial equation called the Trinomial Cube. Each part represents one term of a trinomial equation, such as a cube with sides A or a rectangular solid with sides B-squared/C. They learn to assemble this puzzle and as the children grow older, they discover different patterns about its pieces and learn how to write the symbols for each piece. When they finally learn algebra, the puzzle is a well-known, real object that embodies the equation. With this material and hundreds of others in the classroom, their mathematical concepts are strongly grounded in reality, essential for good mathematical thinking.

Montessori’s aim was to create a better future on the principle that the child is father to the man.

Six-year-olds learn American history using a timeline organized by the terms of the presidents. They add figures, notes, maps, and other items alongside each term to flesh out what events occurred. By working with concrete objects representing the people, dates, events, and relationships, the knowledge is burned into their minds because, Maria said, “The hand is the instrument of the mind.”

As much as possible, classroom physical order enables the children to do things for themselves: after a small-group lesson on material, children have the choice to work on it then or later, just as adults usually have a choice about the order in which to work. The children can do math first, then geography, snack and clean-up, and finally read a book. Or they can use a different order, depending on their interests that day.

By allowing the child to follow his interests and inner guide, he learns faster and retains the knowledge better, just as you do when you work on something of your choice.

The teacher regularly devotes time to carefully observing each child, learning their exact developmental level, interests, and individual personality characteristics. She becomes highly equipped to guide children to what each needs to learn. 

Moreover, when students work on material, they can choose to make up their own problems: two boys in one of our classrooms would spend hours creating more and more math problems for themselves so they wouldn’t have to ask the teacher for more. This kind of freedom cultivates independence, self-reliance, and creativity. They’re both highly self-motivated engineers today. And they’re part of what the Wall Street Journal called “The Montessori Mafia” of highly creative and world-impacting people such as Jeff Bezos, Larry Page and Sergey Brin, John McWhorter, Julia Child, and Anne Frank.

Children want to develop self-mastery, which is needed to live in freedom.

Other features of the classroom which develop this are: 

  • The classes mix children of different ages, with children from ages 3-6, 6-9, 9-12, and 12-15 grouped together. This is similar to typical mixed-age adult work environment, and this grouping provides a wide variety of work that inspires younger children to do the next hardest work and older children to solidify their understanding by helping the younger.
  • Students can work at a desk, a table, their own rug on the floor, or in a corner they like.
  • They can work with others if they choose, but they are not forced to associate. Consequently, they freely associate just as adults do in a free society.
  • They can work on the material as long as they need to, but then they must put the materials carefully back on the shelves for the next person the way each of us must take care of and replace commonly used objects at the park, or in a family, or on a team. 
  • Each child is responsible for the classroom environment; if she spills water on the floor, she must clean it up.
  • Every week, each child is given a different job for maintaining the classroom, such as feeding the fish, sweeping the floor, or wiping the tables clean.
  • As children get older, their responsibilities grow so that in the 9-12 classroom, a child answers the phone or acts as host and guide to visitors. In the 12-15 classroom, students create field trips out of their learning interests, determine a budget and timing, and make all the reservations and transportation arrangements.
  • Children in the 9-12 and 12-15 classrooms create businesses to raise money for special trips, such as selling parents and visitors coffee and muffins they make every week, or learning calligraphy in order to have a business for inscribing wedding invitations.
  • The materials and the classroom are set up to be self-correcting. That is, they are designed so the child can figure out for himself if he has gotten the right answer, or is behaving correctly. For example, the furniture and shelves are carefully arranged so that if a child tries to run through, he could knock into shelves and cause objects to fall. He thereby learns not to run through class. If a student puts the wrong knobbed cylinders into the holes, not all of them will fit.
  • If they need to use the toilet, students check for and take the designated tag indicating the toilet is free, and go there themselves.
  • Even the smallest come to school and hang up their own coats and dress themselves when it’s time to leave. 

What are the results of this method? It creates young human beings that are remarkably self-disciplined, purposeful, and self-confident. Moreover, they have an independent, hardworking, and entrepreneurial mindset, and are socially adept and able to productively collaborate with others. This is so important for the business of a free society. They are superbly self-regulated, something desperately needed today among our young.

Montessori’s aim was to create a better future on the principle that the child is father to the man. If you have never seen a Montessori classroom, find a highly rated one and ask to observe. You will be astonished at how the little humans act so purposefully. They are self-controlled, respectful, and yet joyful in their classrooms. They love their work. This is the way human beings should learn if they are to become self-supporting individuals in a free society.

I Run a Private School, and I’m Against School Vouchers

Many, many people across the political spectrum are concerned about the dire state of government schools today. Not only are too many students arriving at college illiterate, innumerate, and ignorant, but many have had to survive a dangerous and destructive time in government schools.

Free society advocates argue that a market solution—thriving competition—is the key to change. In his 1960 Constitution of Liberty, Friedrich Hayek proposed a plan to take the government out of the business of schooling by providing parents with publicly-funded vouchers with which to pay for any school of their choice.

“As has been shown by Professor Milton Friedman (M. Friedman, The role of government in education, 1955), it would now be entirely practicable to defray the costs of general education out of the public purse without maintaining government schools, by giving the parents vouchers covering the cost of education of each child which they could hand over to schools of their choice. It may still be desirable that government directly provide schools in a few isolated communities where the number of children is too small (and the average cost of education therefore too high) for privately run schools. But with respect to the great majority of the population, it would undoubtedly be possible to leave the organization and management of education entirely to private efforts, with the government providing merely the basic finance and ensuring a minimum standard for all schools where the vouchers could be spent.” (F. A. Hayek, 1960, section 24.3)

Many free society advocates have been campaigning for voucher systems the past 2-25years, and some locales (Milwaukee, New Orleans) and states (Florida) have instituted them.

The main opposition to school vouchers is that they threaten to put public education in direct competition with private education, reducing and reallocating public school funding to private schools. Of course, the teachers’ unions and National Education Association are against them.

But I have an entirely different reason to oppose vouchers, and it revolves around the phrase “ensuring a minimum standard for all schools where vouchers could be spent.” Contrary to the opponents who worry that vouchers will undermine the public schools, I’m sure they will undermine—level—the private ones.

That’s because whomever controls the money, controls the curriculum.

I founded and have been running Council Oak Montessori School for children 3 to 15 years old for 25 years. We are a classic Montessori school; we do almost nothing like a traditional school, yet we’ve been cited in Chicago Magazine as one of the best private elementary schools in the city. Our outcomes are remarkable, but not easily standardized. Our students generally do well on standardized tests, but that’s not why we’re good.

Instead, we produce students who maintain their delight in learning, work hard, and know how to behave well with others while remaining their own person. Many do exceptionally well academically, but that depends on the individual. They are good at finding what they love to do and being good at it—and that’s not always an academic path.

We have graduates who struggled mightily with the academic work – and are now designers at Google and illustrators for the movies, gemologists, and auto mechanics. We also have graduates who didn’t want to do much but math—and are engineers and research scientists mad for learning history and reading literature. They just needed to develop their interest in their own time.

Traditionalists just don’t get Montessori. They have objections up the wazoo, despite our 100 years of experience. It’s too different, too child-centered, too individualistic.

I’ve seen what happens to Montessori programs under the thumb of traditionalists—in Chicago public school Montessori magnet schools, and in private Montessori schools run by traditionalists—or caving to parent fear and pressure, and there’s plenty of that to go around.

So, I can imagine what would happen under a voucher program, and here’s what I fear for the private schools: only the richest private schools will be able to continue without taking vouchers. Inevitably, there will be corruption. This will lead to government oversight, and before you know it—boom! We’re back to the government controlling the curricula, teachers, and program. And the differences between private schools will be fundamentally wiped out. What bureaucrat is going to decide the standards? Once government bureaucrats begin regulating, you’re down the same slippery slope that got us into our current educational mess.

It’s happened elsewhere: Belgium is a good example. In 1917 they instituted a voucher program to enable students to go to private and religious schools. Over the years, the schools have come to be more and more regulated by the state, so that now, there’s not a significant difference in them.

But we don’t really need to refer to what’s happened in Europe; we need only see the dire consequences of Federal student loans at the college level today. The Feds have become an octopus, encircling and strangling our colleges and universities with regulations, mandates, and controls. Between them and the New Left manning the professoriat, the market in college education is hugely diminished. Diversity in ideas is down to a few places.

The only completely privately funded college I know of is Hillsdale College, in Michigan. They chose to stay privately funded because of affirmative action: they were started in the 19th century by abolitionists who did not believe in discriminating based on race. In the ‘70’s, they were required by the Feds to employ affirmative action if they wanted to use Pew grants. But they considered affirmative action a form of racial discrimination. Rather than continue with it, their trustees decided the college should become entire funded privately.

And now Hillsdale stands as one of the only ideologically unique higher education institutions in the nation. Too bad more places haven’t had the integrity to follow that path.

Returning to our fundamental problem: what about the kids! What about the millions that are getting a terrible education in public schools. Aren’t we concerned with all those individuals? Should we advocate that they languish just because of what might happen 50 years down the road? Maybe we should just bite the bullet and use vouchers and charter schools (don’t get me started on those crony capitalist institutions!)?

I think there’s a much better way to transition to a free market in education.
I would have to investigate the full legal ramifications, but tax credits seem a better road, although not without pitfalls. Tax credits are via individual tax returns, not controlled and handed out by some government bureaucracy.

A person could get a tax credit for any amount donated towards a student’s tuition and fees, whether related or not. I can envision that private charities like The Donors Trust, would arise to administer the scholarships. Of course, there’s still the specter of the government regulating the use of the tax credits, a serious concern. But the fact that they are more arms-length from government regulators is a big plus.

If you’d like an idea of what a real free market in education would be like, see Common Ground Against Common Core. I’ve penned the final chapter, “Liberating Education in which I outline the rich market in schools that would ensue if we had no government education program, but a completely private market – and how everyone could be educated in it, no matter their wealth or penchants or problems. The evidence is there.

M. Friedman, The role of government in education, 1955 Hayek, Friedrich. 1960. The Constitution of Liberty. Chicago: University of Chicago Press, section 24.3

Referenced:

http://www.tax4world.com/tax-return/2016-tax-return-with-education-credits 2/

http://paper.li/SmlPplBigIdeas/1415280440?edition_id=2437ca10-f0cf-11e4 82e4-0cc47a0d164b

https://www.thesavvystreet.com/i-run-a-private-school-and-im-against school-vouchers/

Austrian Economist Bob Murphy Interviews Marsha Familaro Enright on School Vouchers

Austrian economist Bob Murphy talked to Marsha Familaro Enright about the reasons for her opposition to school vouchers, even though she founded, and ran the private Council Oak Montessori School for 27 years. Enright warns that they will ruin the independence of private schools.

Enright also describes her work towards creating optimal higher education using the Montessori philosophy, through The Great Connections Seminars. Listen to the discussion on Murphy’s podcast, The Bob Murphy Show here.

Online Great Books Interview with Marsha Familaro Enright

Scott Hambrick, founder of Online Great Books, discusses education, meeting Ayn Rand, and a new course to help participants read more easily in the Online Great Books courses with Marsha in his podcast here.