A couple of days spent examining the literature of the New Thought in pedagogy are enough to make the judicious weep. Its aim seems to be to reduce the whole teaching process to a sort of automatic reaction, to discover some master formula that will not only take the place of competence and resourcefulness in the teacher but that will also create an artificial receptivity in the child. The merciless application of this formula (which changes every four days) now seems to be the chief end and aim of pedagogy. Teaching becomes a thing in itself, separable from and superior to the thing taught. Its mastery is a special business, a transcendental art and mystery, to be acquired in the laboratory. A teacher well grounded in this mystery, and hence privy to every detail of the new technic (which changes, of course, with the formula), can teach anything to any child, just as a sound dentist can pull any tooth out of any jaw.
All this, I need not point out, is in sharp contrast to the old theory of teaching. By that theory mere technic was simplified and subordinated. All that it demanded of the teacher told off to teach, say, geography, was that he master the facts in the geography book and provide himself with a stout rattan. Thus equipped, he was ready for a test of his natural pedagogical genius. First he exposed the facts in the book, then he gilded them with whatever appearance of interest and importance he could conjure up, and then he tested the extent of their transference to the minds of his pupils. Those pupils who had ingested them got apples; those who had failed got fanned with the rattan. Followed the second round, and the same test again, with a second noting of results. And then the third, and fourth, and the fifth, and so on until the last and least pupil had been stuffed to his subnormal and perhaps moronic brim.
I was myself grounded in the underlying delusions of what is called knowledge by this austere process, and despite the eloquence of those who support newer ideas, I lean heavily in favor of it, and regret to hear that it is no more. It was crude, it was rough, and it was often not a little cruel, but it at least had two capital advantages over all the systems that have succeeded it. In the first place, its machinery was simple; even the stupidest child could understand it; it hooked up cause and effect with the utmost clarity. And in the second place, it tested the teacher as and how he ought to be tested — that is, for his actual capacity to teach, not for his mere technical virtuosity. There was, in fact, no technic for him to master, and hence none for him to hide behind. He could not conceal a hopeless inability to impart knowledge beneath a correct professional method.
H.L. Mencken, “Education”, Prejudices, Third Series, 1922.
May 30, 2015
April 29, 2015
At Coyote Blog, Warren Meyer lays out his simple but effective plan to help African-Americans:
- Legalize drugs. This would reduce the rents that attract the poor into dealing, would keep people out of jail, and reduce a lot of violent crime associated with narcotics traffic that kills investment and business creation in black neighborhoods. It would also reduce the main excuse for petty harassment by police that falls disproportionately on young black men. No its not a good thing to have people addicted to strong narcotics but it is worse to be putting them in jail and having them shooting at each other.
- Bring real accountability to police forces. When I see stories of folks absurdly abused by police forces, I can almost always guess the race of the victim in advance. I used to be a law-and-order Conservative that blindly trusted police statements about every encounter. The advent of cell-phone video has proven this to be supremely naive.
- Eliminate the minimum wage (compromise: eliminate the minimum wage before 25). Originally passed for racist reasons, it still (if unintentionally) keeps young blacks from entering the work force. Dropping out of high school does not hurt employment because kids learn job skills in high school (they don’t); it hurts because finishing high school is a marker of responsibility and other desirable job traits. Kids who drop out can overcome this, but only if they get a job where they can demonstrate these traits. No one is going to take that chance at $10 or $15 an hour**
- Voucherize education. It’s not the middle class that is primarily the victim of awful public schools, it is poor blacks. Middle and upper class parents have the political pull to get accountability. It is no coincidence the best public schools are generally in middle and upper class neighborhoods. Programs such as the one in DC that used to allow urban poor to escape failing schools need to be promoted.
You could argue that decriminalizing drugs is somehow wrong … but if you’re looking at the harm inflicted by drug abuse and comparing it to the harm to African-American communities in particular, you would have to admit that it’s significantly worse with drug prohibition than it would be under a legal drug-use scenario. Reforming the police? Check what kinds of stuff show up in my Militarization-tagged posts — if that doesn’t convince you, you can’t be convinced.
The minimum wage is one of those issues that seems beneficial to the poor, because it means they get a higher wage on the job than they might get otherwise — what isn’t seen is that this limits the number of jobs that a poor person may have access to. Our education system is not adequately equipping people for the working world, and the more we expect the schools to teach, the less they can teach in the way of life-skills. A bad school can negatively impact someone’s entire working life. In education especially, one size does not fit all. Having more varied educational offerings makes it much more likely that children will be able to get the kind of education they need to succeed in life.
Leslie Waghorn talks about the history teacher who literally brought trench warfare to life for her and her classmates:
Mr. Barker-James had planned everything to be as accurate as possible. The students would dig the trenches over a series of months. We would sleep outside and we would only be allowed to take clothing and comforts with us that would have been allowed by our “side” at the time. We would eat what they ate, we would sleep on their schedules.
For two months, after school and during our spare periods, we went to Mr. Barker-James’ farm and hand dug trenches. I remember my hands being blistered and by mid-October being miserable with the choice to either wear gloves and not have a good enough grip on the shovel to break through the frost, or do it bare-handed. One day I remember throwing a 17-year-old’s hissy fit, which Mr. Barker-James stopped by reminding me that a mere 80 years before, boys my age had to do this in France, all day, without the luxury of gloves and wool hats, and snacks.
Point to Mr. Barker-James.
When the weekend of the trench warfare scenario came, I remember there were a handful of seniors on the Allied and Axis (my assignment) sides and we were over-run by sophomores who were ready for a weekend of camping. We were offered our first breakfast of a slice of bread, water and a cheese slice. Many decided not to eat it and instead marched the 8 kilometers to his farm on an empty stomach. By the time we arrived, the mood had gone from excitement to exhaustion.
We set up camp, laid out wooden weapons, and started our first patrols. At lunch we were offered what soldiers from our side would have eaten: Hard tack and bully beef. I remember cutting the roof of my mouth on the hard tack and dry heaving as I tried to swallow the fatty bully beef. I couldn’t get it down. I was very hungry, but I knew that was the point.
The first battle we recreated was the Somme. I remember being relieved because it was supposed to be easy for our side, the Germans. The Canadians would walk down the hill, in the trench at the base we would mow them down. At first our side was having fun, enjoying as the refs called their friends out as dead. The ‘dead’ students would then revive and move up to the top of the hill and come down again in the next wave, only to be killed by us again.
I remember a girl stopping at one point and saying, “this sucks.” I asked her why, this was the easy part for us. “We’re just killing them and killing them and killing them. It doesn’t stop. We have to do this for 45 more minutes. Just killing people. It’s depressing.” “That’s the point.” I said. I saw the same light go off in her eyes as it did when Mr. Barker-James had pointed out that my sore hands were nothing to complain about. By giving us the opportunity to be outside of the classroom, and gain a first-hand reflective experience of the actual impact of war (however minor), Mr. Barker-James acted as an educational mediator – not a teacher, and yet, higher ranked than any teacher could be. His lessons instilled critical thinking, reflection, curiosity, and a drive for us to understand, which is considered some of the best sort of teaching around.
H/T to BoingBoing for the link.
April 26, 2015
Lest, in spite of all, the British schoolboy should obtain, even from the like of Ahn, some glimmering of French, the British educational method further handicaps him by bestowing upon him the assistance of, what is termed in the prospectus, “A native gentleman.” This native French gentleman, who, by-the-by, is generally a Belgian, is no doubt a most worthy person, and can, it is true, understand and speak his own language with tolerable fluency. There his qualifications cease. Invariably he is a man with a quite remarkable inability to teach anybody anything. Indeed, he would seem to be chosen not so much as an instructor as an amuser of youth. He is always a comic figure. No Frenchman of a dignified appearance would be engaged for any English school. If he possess by nature a few harmless peculiarities, calculated to cause merriment, so much the more is he esteemed by his employers. The class naturally regards him as an animated joke. The two to four hours a week that are deliberately wasted on this ancient farce, are looked forward to by the boys as a merry interlude in an otherwise monotonous existence. And then, when the proud parent takes his son and heir to Dieppe merely to discover that the lad does not know enough to call a cab, he abuses not the system, but its innocent victim.
I confine my remarks to French, because that is the only language we attempt to teach our youth. An English boy who could speak German would be looked down upon as unpatriotic. Why we waste time in teaching even French according to this method I have never been able to understand. A perfect unacquaintance with a language is respectable. But putting aside comic journalists and lady novelists, for whom it is a business necessity, this smattering of French which we are so proud to possess only serves to render us ridiculous.
Jerome K. Jerome, Three Men on the Bummel, 1914.
April 23, 2015
Since Plato’s Republic, politicians, intellectuals, and priests have been fascinated with the idea of “capturing” children for social-engineering purposes. This is why Robespierre advocated that children be raised by the state. Hitler — who understood as well as any the importance of winning the hearts and minds of youth — once remarked, “When an opponent says ‘I will not come over to your side,’ I calmly say, ‘Your child belongs to us already … You will pass on. Your descendants, however, now stand in the new camp. In a short time they will know nothing but this new community.'” Woodrow Wilson candidly observed that the primary mission of the educator was to make children as unlike their parents as possible. Charlotte Perkins Gilman stated it more starkly. “There is no more brilliant hope on earth to-day,” the feminist icon proclaimed, “than this new thought about the child … the recognition of ‘the child,’ children as a class, children as citizens with rights to be guaranteed only by the state; instead of our previous attitude toward them of absolute personal [that is, parental] ownership — the unchecked tyranny … of the private home.”
Jonah Goldberg, Liberal Fascism: The Secret History of the American Left, From Mussolini to the Politics of Change, 2008.
April 19, 2015
… they have a way of teaching languages in Germany that is not our way, and the consequence is that when the German youth or maiden leaves the gymnasium or high school at fifteen, “it” (as in Germany one conveniently may say) can understand and speak the tongue it has been learning. In England we have a method that for obtaining the least possible result at the greatest possible expenditure of time and money is perhaps unequalled. An English boy who has been through a good middle-class school in England can talk to a Frenchman, slowly and with difficulty, about female gardeners and aunts; conversation which, to a man possessed perhaps of neither, is liable to pall. Possibly, if he be a bright exception, he may be able to tell the time, or make a few guarded observations concerning the weather. No doubt he could repeat a goodly number of irregular verbs by heart; only, as a matter of fact, few foreigners care to listen to their own irregular verbs, recited by young Englishmen. Likewise he might be able to remember a choice selection of grotesquely involved French idioms, such as no modern Frenchman has ever heard or understands when he does hear.
The explanation is that, in nine cases out of ten, he has learnt French from an Ahn’s First-Course. The history of this famous work is remarkable and instructive. The book was originally written for a joke, by a witty Frenchman who had resided for some years in England. He intended it as a satire upon the conversational powers of British society. From this point of view it was distinctly good. He submitted it to a London publishing firm. The manager was a shrewd man. He read the book through. Then he sent for the author.
“This book of yours,” said he to the author, “is very clever. I have laughed over it myself till the tears came.”
“I am delighted to hear you say so,” replied the pleased Frenchman. “I tried to be truthful without being unnecessarily offensive.”
“It is most amusing,” concurred the manager; “and yet published as a harmless joke, I feel it would fail.”
The author’s face fell.
“Its humour,” proceeded the manager, “would be denounced as forced and extravagant. It would amuse the thoughtful and intelligent, but from a business point of view that portion of the public are never worth considering. But I have an idea,” continued the manager. He glanced round the room to be sure they were alone, and leaning forward sunk his voice to a whisper. “My notion is to publish it as a serious work for the use of schools!”
The author stared, speechless.
“I know the English schoolman,” said the manager; “this book will appeal to him. It will exactly fit in with his method. Nothing sillier, nothing more useless for the purpose will he ever discover. He will smack his lips over the book, as a puppy licks up blacking.”
The author, sacrificing art to greed, consented. They altered the title and added a vocabulary, but left the book otherwise as it was.
Jerome K. Jerome, Three Men on the Bummel, 1914.
April 5, 2015
A rather surprising result from a new study by Swansea University:
Nearly five percent of U.K. students have engaged in some form of sex work, according to new research that contradicts conventional wisdom about the sex industry in several significant ways. For starters, more male than female students participated in sex work. And while money was one motivating factor, students also cited flexible scheduling and personal enjoyment or curiosity among their main reasons for getting involved.
The research was part of the Student Sex Work Project, a 3-year initiative led by Swansea University. Researchers surveyed more than 10,000 students from England, Scotland, Wales, and Northern Ireland, whittling the final data sample down to 6,673. Students answered questions about their attitudes toward sex work — broadly defined as “the exchange of sexual services, performances, or products for material compensation” — and any personal experiences with it.
Among the key findings: 4.8 percent of student respondents had done some sort of sex work, including 5 percent of male students surveyed and 3.4 percent of female students. [While the report mentions transgender student sex workers, it does not include any specific numbers.] Nearly nearly 22 percent of respondents had considered doing sex work.
Of the male students surveyed, 2.4 percent had engaged in what researchers call “direct sex work,” aka prostitution, as had 1.3 percent of female students. Three and a half percent of male respondents and 2.7 percent of females had done “indirect sex work,” which includes things such as stripping, porn acting, nude modeling, webcam or phone sex services, and nude housecleaning. A combined 1 percent of students surveyed were involved in sex work in an auxiliary manner, such as working as a receptionist or a driver for an escort company.
April 4, 2015
David Warren is hiding from reality at the moment, so he’s reposting some of his older articles, like this one:
… I was parachuted briefly into a Canadian public school, from my earlier life in Asia (and before returning to Asia again). Canadian school came as a shock; quite unlike what I was used to. I had difficulty at first adapting to the sudden disappearance of anything resembling academic standards. Later, parachuted again, I was better prepared for life in the perpetual kindergarten. I found myself in something called a “high school,” with a curriculum that seemed especially designed for children with learning disabilities. Oddly, it considered itself to be an elite high school, which perhaps it was by Canadian standards. I bid my time until age sixteen, when I could legally drop out. For in my humble but unalterable opinion, these public “schools” are great crushers of the human spirit. No responsible parent will allow a child to be exposed to them. Ditto, no aspiring teacher should work in one, even if the alternative is starvation. The administrators should be prosecuted for crimes against humanity.
So far as I can see the purpose of the Canadian education system, or modern public education in general, is to suppress curiosity and enterprise in children; to cripple them morally, aesthetically, and intellectually; and make them identical on a bed of Procrustes. Hilda Neatby spelt this out in her remarkable survey, So Little for the Mind, published at Toronto in 1953. One must read it to realize that the demonic ideas of John Dewey, the American “philosopher of democratic education,” had already far advanced in Canadian schools by that year; and that as a result, standards once achieved and maintained through the later nineteenth and earlier twentieth century, had already collapsed. It is a myth they collapsed in the 1960s. Look at the schoolbooks for the Province of Ontario from that earlier period, and compare them with those introduced after the Second World War (we once did this for an article in the Idler magazine). The declination is obvious. The hippie generation was not the cause of this catastrophe. They were instead the effect.
February 24, 2015
Oh, I don’t mean the profession of teaching … I mean the actual practice of imparting knowledge. As Joanna Williams explains, it’s the practical part that’s in steep decline nowadays:
After almost two decades working in the British education system, I’m still shocked when I meet teachers and lecturers who recoil at the prospect of actually imparting knowledge to their students. I cringed when the headteacher at my daughter’s junior school gathered all the new parents together to watch a sharply edited film showing that knowledge was now so easily accessible and so quickly outdated that there was little point in teaching children anything other than how to Google. When I find myself discussing the purpose of higher education, my proposal that the pursuit and transmission of knowledge should be the primary concern of the university is mostly met by looks of incomprehension that swiftly turn to barely concealed horror.
Teaching knowledge, as has been discussed before on spiked, has rarely been popular among the Rousseau-inspired, supposedly child-centred progressives of the educational world. It began to go more seriously out of fashion in the 1970s. Today, when every 10-year-old has a smart phone in their back pocket, actually teaching them stuff is seen as an unnecessary imposition on their individual creativity, serving no other end than future pub-quiz success. Working with children, rather than teaching knowledge, is considered altogether nicer; what’s more, it conveniently avoids the need for complex decisions to be made about what is most important in any particular subject. Rather than imposing their authority on children, teachers can be simply ‘guides on the side’, creating a learning environment through which children can determine their own path. What lies behind many of these entrenched ideas is a fundamental misunderstanding of what knowledge actually is.
Unfortunately, as a few voices in the educational world are beginning to make clear, left to their own devices children generally learn little and creativity is stifled rather than unleashed. Michael Young has been making the case for ‘bringing knowledge back in’ for many years now. More recently, people like Daisy Christodoulou, Toby Young and Tom Bennett have joined those chipping away at the child-centred, anti-knowledge orthodoxy. This is definitely a trend to welcome. And when knowledge-centred teaching goes against everything the educational establishment stands for, it is important to get the arguments right.
William Kitchen’s book, Authority and the Teacher, is a useful addition to the debate. Kitchen makes a convincing case that ‘any education without knowledge transmission is not an education at all’. The central premise of his book is his claim that ‘the development of knowledge requires a submission to the authority of a master expert: the teacher’. Kitchen argues that it is the teacher’s authority that makes imparting knowledge possible; in the absence of authority, teaching becomes simply facilitation and knowledge becomes inaccessible. He is careful to delineate authority from power, and he locates teachers’ authority within their own subject knowledge, which in turn is substantiated and held in check through membership of a disciplinary community. Without ‘the authority of the community and the practice,’ he argues, the notion of ‘correctness’ loses its meaning and there is no longer any sense to the passing of educational judgements.
January 28, 2015
Warren Meyer says what the US needs to do is to make changes to the structure of the working world to allow companies to profitably hire low-skilled workers:
A lot of head scratching goes on as to why, when the income premium is so high for gaining skills, there are not more people seeking to gain them. School systems are often blamed, which is fair in part (if I were to be given a second magic wand to wave, it would be to break up the senescent government school monopoly with some kind of school choice system). But a large portion of the population apparently does not take advantage of the educational opportunities that do exist. Why is that?
When one says “job skills,” people often think of things like programming machine tools or writing Java code. But for new or unskilled workers — the very workers we worry are trapped in poverty in our cities — even basic things we take for granted like showing up on-time reliably and working as a team with others represent skills that have to be learned. Amazon.com CEO Jeff Bezos, despite his Princeton education, still learned many of his first real-world job skills working at McDonald’s. In fact, back in the 1970’s, a survey found that 10% of Fortune 500 CEO’s had their first work experience at McDonald’s.
Part of what we call “the cycle of poverty” is due not just to a lack of skills, but to a lack of understanding of or appreciation for such skills that can cross generations. Children of parents with few skills or little education can go on to achieve great things — that is the American dream after all. But in most of these cases, kids who are successful have parents who were, if not educated, at least knowledgeable about the importance of education, reliability, and teamwork — understanding they often gained via what we call unskilled work. The experience gained from unskilled work is a bridge to future success, both in this generation and the next.
But this road to success breaks down without that initial unskilled job. Without a first, relatively simple job it is almost impossible to gain more sophisticated and lucrative work. And kids with parents who have little or no experience working are more likely to inherit their parent’s cynicism about the lack of opportunity than they are to get any push to do well in school, to work hard, or to learn to cooperate with others.
Unfortunately, there seem to be fewer and fewer opportunities for unskilled workers to find a job. As I mentioned earlier, economists scratch their heads and wonder why there are not more skilled workers despite high rewards for gaining such skills. I am not an economist, I am a business school grad. We don’t worry about explaining structural imbalances so much as look for the profitable opportunities they might present. So a question we business folks might ask instead is: If there are so many under-employed unskilled workers rattling around in the economy, why aren’t entrepreneurs crafting business models to exploit this fact?
Not having gone to university myself, I can’t speak from direct personal experience, but my strong sense is that the university degree today fulfils almost exactly the role for job-seekers that a high school diploma did about a generation ago. Most of the “entry level” jobs that actually offer some sort of career progression require no more skill or preparation now than they did 25 or 30 years ago … but the combination of lowered standards in secondary school and the vast expansion of post-secondary education have encouraged employers to filter job applicants for such openings by education first. As a direct result, parents have been pushing their children toward university as the only way to ensure those kids have a fighting chance to get into jobs that might, eventually, lead somewhere both interesting and remunerative.
But with more demand for places at university, the government is under pressure to provide funding — both to the universities to create more spaces, and to the students themselves to allow them to pay their tuition and other costs. Megan McArdle worries that pouring more money into the system isn’t the right answer:
The other day, I argued that maybe we should rethink our current policy of endlessly dumping more money into college education. It’s completely true that there is a big wage premium for having a college degree — but it does not therefore follow that we will make everyone better off by trying to shove every American through post-secondary (aka tertiary) education. We may simply be setting up college as a substitute for a high school diploma: a signal to employers that you can read and write, and are able to turn in scheduled assignments within a reasonable time frame. And in the process, excluding people who aren’t college-educated from access to decent jobs.
Predictably, this was not met with shouts of joy and universal admiration in all quarters. I was accused of just wanting to stick it to President Barack Obama, and also of wishing to deny the dream of college education that should be the birthright of every single American. I was also accused of being unfamiliar with the known fact that America woefully underinvests in education compared to other advanced nations.
It is true that I am unfamiliar with America’s woeful underinvestment in education, in the same way that I am unfamiliar with the tooth fairy, because both are legends with no basis in fact. American spending on education is in line with that of our peers in the developed world — a little higher than some, a little lower than others, but not really remarkable either way:
You can argue that there’s an inequality problem in our schools. In fact, I think there is obviously an inequality problem in our schools, but that the big problem is not at the college level, but rather in the primary and secondary schools that are overwhelmingly government-funded. And those disparities are also not primarily about the dollar amounts going into schools — Detroit spends well above the U.S. average per pupil, and yet one study found that half the population of the city was “functionally illiterate.”
Should we fix the issues with those schools? Absolutely — and doing so might mean spending more money. But that doesn’t mean that we need to increase the overall level of educational funding. It means that we need to identify ways to improve those underperforming schools, then find out how much more it would cost to implement those programs. It is just as likely that improvements will come from changing methods and reallocating resources as that they will require us to pour more money into failing institutions.
January 26, 2015
[W]hat exactly is the HDI? The one-line explanation is that it gives “equal weights” to GDP per capita, life expectancy, and education. But it’s more complicated than that, because scores on each of the three measures are bounded between 0 and 1. This effectively means that a country of immortals with infinite per-capita GDP would get a score of .666 (lower than South Africa and Tajikistan) if its population were illiterate and never went to school.
So what are the main problems with the HDI?
1. I can see giving equal weights to GDP per capita and life expectancy. But education? As a professor and a snob, I understand the appeal (though a measure of opera consumption would be even better). But in terms of the actual if not professed values of normal human beings, televisions and cars are a lot more important than books.
2. When you take a closer look at the HDI’s education measure, it’s especially bogus. 2/3rds of the weight comes from the literacy rate. At least that’s not ridiculous. But the other 1/3 comes from the Gross Enrollment Index — the fraction of the population enrolled in primary, secondary, or tertiary education. OK, I feel a reductio ad absurdum coming on. To max out your education score, you have to turn 100% of your population into students!
3. The HDI purportedly gives equal weights to three different outcomes, but bounding the results between 0 and 1 builds in a massive bias against GDP. GDP per capita has grown fantastically during the last two centuries, and will continue to do so. In reality, there’s plenty of room left for further improvement even in rich countries. But the HDI doesn’t allow this. Since rich countries are already close to the upper bound, the HDI effectively defines their future progress on this dimension out of existence.
To a lesser extent, the same goes for life expectancy: While it’s roughly doubled over the last two centuries, dying at 85 is not, contrary to the HDI, approximately equal in value to immortality.
The clear winners from this weighting scheme, of course, are the literacy and enrollment measures, both of which have upper bounds that are imposed by logic rather than fiat.
4. The ultimate problem with the HDI, though, is lack of ambition. It effectively proclaims an “end of history” where Scandinavia is the pinnacle of human achievement. […] Scandinavia comes out on top according to the HDI because the HDI is basically a measure of how Scandinavian your country is.
Bryan Caplan, “Against the Human Development Index”, Econlog, 2009-05-22.
January 25, 2015
Katharine Timpf on a genuinely appalling idea:
It used to be that women couldn’t speak until they were spoken to. But now, apparently, women often can’t speak even when they’re spoken to because they’ve been conditioned to believe they shouldn’t unless a man has spoken first.
At least that’s the opinion of the Canadian professors who want to make it official school policy that you have to call on female students first in class:
“I do think, in general, there are a lot of studies that indicate women, girls are socialized not to speak first. … And so to make a conscious rule, a deliberate rule that is explicit, that ‘no, men are not allowed to speak first,’ is certainly a strong way of addressing that issue,” said Jacqueline Warwick, a professor of musicology and former coordinator of the Gender and Women’s Studies Programs at Dalhousie University.
We have to say, okay, quiet down men! Let the little ladies have a turn before you start talking in your big scary man-voices! Will somebody please tell me how something this demeaning could be considered feminism?
January 19, 2015
Back in 2012, Mark Steyn wrote about the plight of individual Jews in Europe, as the various national governments seemed unable to prevent violent attacks on Jewish businesses, schools, synagogues and individual Jews. He’s reposted the original column, as it’s even more relevant today than it was then:
If the flow of information is really controlled by Jews, as the Reverend Jeremiah Wright assured his students at the Chicago Theological Seminary a year or two back, you’d think they’d be a little better at making their media minions aware of one of the bleakest stories of the early 21st century: the extinguishing of what’s left of Jewish life in Europe. It would seem to me that the first reaction, upon hearing of a Jewish school shooting, would be to put it in the context of the other targeted schools, synagogues, community centers, and cemeteries. And yet liberal American Jews seem barely aware of this grim roll call. Even if you put to one side the public school in Denmark that says it can no longer take Jewish children because of the security situation, and the five children of the chief rabbi of Amsterdam who’ve decided to emigrate, and the Swedish Jews fleeing the most famously tolerant nation in Europe because of its pervasive anti-Semitism; even if you put all that to the side and consider only the situation in France… No, wait, forget the Villiers-le-Bel schoolgirl brutally beaten by a gang jeering, “Jews must die”; and the Paris disc-jockey who had his throat slit, his eyes gouged out, and his face ripped off by a neighbor who crowed, “I have killed my Jew”; and the young Frenchman tortured to death over three weeks, while his family listened via phone to his howls of agony as his captors chanted from the Koran… No, put all that to one side, too, and consider only the city of Toulouse. In recent years, in this one city, a synagogue has been firebombed, another set alight when two burning cars were driven into it, a third burgled and “Dirty Jews” scrawled on the ark housing the Torah, a kosher butcher’s strafed with gunfire, a Jewish sports association attacked with Molotov cocktails…
Here’s Toulouse rabbi Jonathan Guez speaking to the Jewish news agency JTA in 2009: “Guez said Jews would now be ‘more discreet’ about displaying their religion publicly and careful about avoiding troubled neighborhoods. … The synagogue will be heavily secured with cameras and patrol units for the first time.”
This is what it means to be a Jew living in one of the most beautiful parts of France in the 21st century.
Well, you say, why are those Jewish kids going to a Jewish school? Why don’t they go to the regular French school like normal French kids? Because, as the education ministry’s admirably straightforward 2004 Obin Report explained, “En France les enfants juifs — et ils sont les seuls dans ce cas — ne peuvent plus de nos jours être scolarisés dans n’importe quel établissement“: “In France, Jewish children, uniquely, cannot nowadays be provided with an education at any institution.” At some schools, they’re separated from the rest of the class. At others, only the principal is informed of their Jewishness, and he assures parents he will be discreet and vigilant. But, as the report’s authors note, “le patronyme des élèves ne le permet pas toujours“: “The pupil’s surname does not always allow” for such “discretion.”
January 11, 2015
Jay Currie looks at one of the traditional way of looking at the benefits of immigration — as providing society with workers who will “do the jobs Canadians/Americans won’t do” and wonders if that’s actually true in today’s increasingly technological world:
The elite refrain seems to be that if we want to maintain our welfare system, pensions, healthcare and the like we have simply no choice but to import drafts of tax serfs to make up our declining numbers. Is that true?
Here are a few ideas to extend the independence of the Boomers and reduce the need for immigrants at any cost.
- Postpone retirement to 70 or even 75: the boomers parents are extending life expectancy rapidly. 90 is the new 70. Greater activity, a keener sense of healthy life style choices and, as Doug Coupland put it, “Vitamin D and baby aspirin and (mum’s) going to live forever.” Boomers are nuts to be thinking of retirement at 60 unless they really are too sick to work. So don’t. Pushing back the retirement and pension ages saves a lot of pension money and reduces the need to bring in more people.
- Have more children. Not something the boomers can do but our kids can and should. But to do this we need a lot of very family friendly policy. Income splitting is a cute idea but hardly a huge incentive to family formation. Big tax deductions for kids number three, four and five could help a bit. But those are governmental changes.
- Where possible transfer wealth early. There are a lot of older boomers whose parents have died and left good big whacks of dough. And those same boomers are coming to the end of their mortgages. Here is a hint: offer your kids some money. And not, ideally, as a loan. An outright gift is more useful. Don’t tie it to real estate either. There is going to be a massive correction in Canadian real estate but even if there wasn’t tying a gift to what is usually a debt and endless expense is a poor idea.
- Build houses and condos which can adapt to the changing needs and means of families. Everything from in-law suites to legally easy house splitting needs to be done to drive down the price of housing in Canada. Yes there is a correction coming but that does not change the fact there are many cities where housing is unaffordable. Build rental housing for families. Build up market rental housing. Encourage density. Make it possible to rent with a 1/5 of your average income rather than 1/2.
- Use technology in place of people. A lot of the jobs “Canadians just will not do” should not be done at all by anyone. From self cleaning toilets – already done in Japan – to robotic floor cleaners and fast food “servers” there are lots of jobs which can and will be done by robots. Pushing that sort of technology will reduce the need for more immigrants.
If you actually look at those numbers seriously and, instead of 10% use 5%, you’ll see that 900,000 low skill jobs are going to get eaten by robots and IT over the next decade. 90,000 a year. Now, look at the naturalized Canadian number for 2014 again 260,000. If half our new citizens are entering the labour force that is 130,000 new workers per year in an economy which will be shedding 90,000 jobs per year. Does that make any sense at all?