- “Voice, Exit, and Liberty: The Effect of Emigration on Origin Country Institutions” Landgrave & Nowrasteh, CATO Institute
- Why immigrants are superior Jacques Delacroix, NOL
- Libertarian as ethnicity Michelangelo Landgrave, NOL
- There’s no such thing as a “national interest” Brandon Christensen, NOL
- In the 1940s, one-third of Baghdad was Jewish Farah Abdessamad, Asian Review of Books
- Theory of non-territorial internal exit Trent MacDonald, SSRN
- Native American reservations as socialist archipelagos Andrei Znamenski, Mises Daily
- East meets West at Ueno Kōen Nick Nielsen, The View from Oregon
- Argentine Nazi finds are fakes Glüsing & Wiegrefe, Spiegel
- China’s looming class struggle Joel Kotkin, Quillette
- The real costs of the war in Afghanistan Adam Wunische, New Republic
- Progressive purity tests and Supreme Court wish lists Damon Root, Reason
On August 17, 2018, the BBC published an article titled “Behind the exodus from US state schools.” After taking the usual swipes at religion and political conservatism, the real reason for the haemorrhage became evident in the personal testimony collected from an example mother who withdrew her children from the public school in favour of a charter school:
I once asked our public school music teacher, “Why introduce Britney Spears when you could introduce Beethoven,” says Ms. Helmi, who vouches for the benefits to her daughters of a more classical education.
“One of my favourite scenes at the school is seeing a high-schooler playing with a younger sibling and then discussing whether a quote was from Aristotle or Socrates.”
The academic and intellectual problems with the state school system and curriculum are perfectly encapsulated in the quote. The hierarchy of values is lost, not only lost but banished. This is very important to understand in the process of trying to safeguard liberty: the progenitors of liberty are not allowed into the places that claim to incubate the supposed future guardians of that liberty.
In addition to any issues concerning academic curricula, there is the problem of investment. One of the primary problems I see today, especially as someone who is frequently asked to give advice on application components, such as résumés and cover letters/statements of purpose, is a sense of entitlement vis-à-vis institutional education and the individual; it is a sense of having a right to acceptance/admission to institutions and career fields of choice. In my view, the entitlement stems from either a lack of a sense of investment or perhaps a sense of failed investment.
On the one hand as E.S. Savas effectively argued in his book Privatization and Public-Private Partnerships, if the state insists on being involved in education and funding institutions with tax dollars, then the taxpayers have a right to expect to profit from, i.e. have a reasonable expectation that their children may be admitted to and attend, public institutions – it’s the parents’ money after all. On the other hand, the state schools are a centralized system and as such in ill-adapted to adjustment, flexibility, or personal goals. And if all taxpayers have a right to attend a state-funded institution, such places can be neither fully competitive nor meritocratic. Additionally, Savas’ argument serves as a reminder that state schooling is a manifestation of welfarism via democratic socialism and monetary redistribution through taxation.
That wise investing grants dividends is a truth most people freely recognize when discussing money; when applied to humans, people start to seek caveats. Every year, the BBC runs a series on 100- “fill-in-the-blank” people – it is very similar to Forbes’ lists of 30 under 30, top 100 self-made millionaires, richest people, etc. Featured on the BBC list for 2017 was a young woman named Camille Eddy, who at age 23 was already a robotics specialist in Silicon Valley and was working to move to NASA. Miss Eddy’s article begins with a quote: “Home-schooling helped me break the glass ceiling.” Here is what Eddy had to say about the difference between home and institutional schooling based on her own experience:
I was home-schooled from 1stgrade to high school graduation by my mum. My sister was about to start kindergarten, and she wanted to invest time in us and be around. She’s a really smart lady and felt she could do it.
Regarding curriculum choices, progress, and goals:
My mum would look at how we did that year and if we didn’t completely understand a subject she would just repeat the year. She focused on mastery rather than achievement. I was able to make that journey on my own time.
And the focus on mastery rather than achievement meant that the latter came naturally; Eddy tested into Calculus I her first year at university. Concerning socialization and community – two things the public schools pretend to offer when confronted with the fact that their intellectual product is inferior, and their graduates do not achieve as much:
Another advantage was social learning. Because we were with mum wherever she went we met a lot of people. From young to old, I was able to converse well with anyone. We had many friends in church, our home-school community groups, and even had international pen pals.
When I got to college I felt I was more apt to jump into leadership and talk in front of people because I was socially savvy.
On why she was able to “find her passion” and be an interesting, high-achieving person:
And I had a lot of time to dream of all the things I could be. I would often finish school work and be out designing or engineering gadgets and inventions. I did a lot of discovery during those home-school years, through documentaries, books, or trying new things.
In the final twist to the plot, Camille Eddy, an African-American, was raised by a single mother in what she unironically describes as a “smaller town in the US” where the “cost of living was not so high.” What Eddy’s story can be distilled to is a parent who recognized that the public institutions were not enough and directly addressed the problem. All of her success, as she freely acknowledges, came from her mother’s decision and efforts. In the interest of full honesty, I should state that I and my siblings were home-schooled from 1stgrade through high school by parents who wanted a full classical education that allowed for personal growth and investment in the individual, so I am a strong advocate for independent schooling.
There is a divide, illustrated by Eddy’s story, created by the concept of investment. When Camille Eddy described her mother as wanting “to invest time in us and be around,” she was simply reporting her mother’s attitude and motivation. However, for those who aspire to have, or for their children to attain, Eddy’s achievements and success, her words are a reproach. What these people hear instead is, “my mother cared more about me than yours cared about you,” or “my mother did more for her children than you have done for yours.” With statements like Eddy’s, the onus of responsibility for a successful outcome shifts from state institutions to the individual. The responsibility always lay with the individual, especially vis-à-vis public education since it was designed at the outset to only accommodate the lowest common denominator, but, as philosopher Allan Bloom, author of The Closing of the American Mind,witnessed, ignoring this truth became an overarching American trait.
There are other solutions that don’t involve cutting the public school out completely. For example: Dr. Ben Carson’s a single-, working-mother, who needed the public school, if only as a babysitter, threw out the TV and mandated that he and his brother go to the library and read. As a musician, I know many people who attended public school simply to obtain the requisite diploma for conservatory enrollment but maintain that their real educations occurred in their private preparation – music training, especially for the conservatory level, is inherently an individualistic, private pursuit. But all the solutions start with recognizing that the public schools are inadequate, and that most who have gone out and made a success of life in the bigger world normally had parents who broke them out of the state school mould. In the case of Dr. Carson’s mother, she did not confuse the babysitter (public school) with the educator (herself as the parent).
The casual expectation that the babysitter can also educate is part of the entitlement mentality toward education that is pervasive in American society. The mentality is rather new. Allan Bloom described watching it take hold, and he fingered the Silent Generation – those born after 1920 who fought in World War II; their primary historical distinction was their comparative lack of education due to growing up during the Great Depression and their lack of political and cultural involvement, hence the moniker “silent”– as having raised their children (the Baby Boomers) to believe that high school graduation conferred knowledge and rights. As a boy Bloom had had to fight with his parents in order to be allowed to attend a preparatory school and then University of Chicago, so he later understandably found the entitlement mentality of his Boomer and Generation X students infuriating and offensive. The mental “closing” alluded to in Bloom’s title was the resolute refusal of the post-War generations either to recognize or to address the fact that their state-provided educations had left them woefully unprepared and uninformed.
To close, I have chosen a paraphrase of social historian Neil Howe regarding the Silent Generation, stagnation, and mid-life crises:
Their [Gen X’s] parents – the “Silent Generation” – originated the stereotypical midlife breakdown, and they came of age, and fell apart, in a very different world. Generally stable and solvent, they headed confidently into adult lives about the time they were handed high school diplomas, and married not long after that. You see it in Updike’s Rabbit books – they gave up their freedom early, for what they expected to be decades of stability.
Implicit to the description of the Silent Generation is the idea, expressed with the word “handed,” that they did not earn the laurels on which they built their futures. They took an entitlement, one which failed them. There is little intrinsic difference between stability and security; it is the same for freedom and liberty. History demonstrates that humans tend to sacrifice liberty for security. Branching out from education, while continuing to use it as a marker, we will look next at the erosive social effect entitlements have upon liberty and its pursuit.
Apparently to be part of the “Greatest Generation,” a person had to have been born before or during World War I because, according to Howe, the Greatest Generation were the heroes – hero is one of the mental archetypes Howe developed in his Strauss-Howe generational theory – who engineered the Allied victory; the Silent Generation were just cogs in the machine and lacked the knowledge, maturity, and experience to achieve victory.
My topic over at RealClearHistory today is the Mexican-American War and slavery, so be sure to show me a little extra love and have a peek. An excerpt:
The British, for their part, played an ingeniously devious role. London convinced Mexico to finally recognize Texas independence in 1845, as long as Texas agreed to avoid annexation by another sovereign polity. This put enormous pressure on factions in Washington, Austin, and Mexico City, so much so that Tyler, by then a lame-duck, urged Congress to put aside its differences and offer statehood to the Republic of Texas (which it did). In Austin, the process was a little trickier. The Congress of the Texan Republic had to vote on whether to be independent or to be annexed, but so did a newly-formed convention of elected delegates, which was one of the requirements imposed on Texas by the United States. (Washington felt that a convention of elected delegates better fit the profile of an incoming state than a Congress that had been independent for 10 years.) Both the Congress and the convention of delegates voted in favor of annexation over independence. The convention of delegates then drew up a state constitution, turned it over to the people of Texas to be ratified, and then sent it to Washington for Congressional acceptance. On Dec. 29, 1845, the U.S. Congress finally ratified statehood for Texas.
Please, read the rest. Annexation is a topic I will continue to explore, albeit from NOL rather than RealClearHistory, so stay tuned. “Entrance” is just as important as “exit” in libertarian theory, even though the latter gets all of the fame and fortune these days.
Speaking of entrances, I’d like to officially, warmly welcome Shree Agnihotri to the consortium and highlight her first thoughts with NOL: “Role of a Citizen in Hegemonic Authoritarianism.” I’m not going to spoil it for you, but it’s about Hannah Arendt, so if you haven’t read it yet, now would be a good time (don’t forget to say ‘hi’ while you’re at it). Here is her bio. Here is more from NOL on Hannah Arendt. I’m stoked to see what she has to say over the years!
My topic over at RealClearHistory today is the Mexican-American War. I lay out a general background on all the players, hoping that a primer will do readers there some good. An excerpt:
Texas. In 1821, the newly-established Mexican government was having severe trouble with the Comanche in the area and invited Americans to settle the region. This pushed the Comanche west and helped weaken them, but it also laid the groundwork for a Texian secession from Mexico. Texas declared independence from Mexico in 1835, but of course nobody in Mexico City recognized this declaration. Texas and Mexico fought for more than a decade before representatives from the Lone Star Republic finally succeeded in lobbying Washington to annex Texas and incorporate it into the American federation. It’s worth noting here that immigration was not the cause of Texian secession from Mexico, as some nativists are apt to claim today. Texas was, like Yucatán, tired of being governed poorly from Mexico City. The anti-immigration argument would be much stronger if Mexico wasn’t facing revolts and secessions everywhere it turned.
Please, read the rest. I’m going to, as I promise in the piece, delve into slavery and the war next Tuesday, but there’s also other topics to think about. Secession comes to mind for me, as I can’t help but ask what could have been if the Senate had not rejected Yucatán’s bid for annexation. Also, is annexation the missing piece of the puzzle when it comes to not only “exit” in libertarian circles, but entrance as well?
Speaking of entrances, I’d like to officially, warmly welcome Mary Lucia Darst to the consortium and highlight her first thoughts with NOL: “The Sad Retreat.” I’m not going to spoil it for you, so if you haven’t read it yet, now would be a good time (don’t forget to say ‘hi’ while you’re at it). Here is her bio. I am extremely excited to read what she shares here over the next few years.