World War Two
Published 5 Jul 2025May 15 1940 — Ten Days in Sedan, continues as our WW2 Blitzkrieg documentary follows Germany’s drive through France. Today French 2nd Army chief Charles Huntziger faces a pivotal choice: try and contain the German bridgeheads at Sedan, where Heinz Guderian is trying desperately to breakout, or pivot south to shield the Maginot forts he still trusts. His choice may just decide the fate of France.
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July 6, 2025
Day Six – Breakout – Ten Days in Sedan
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The purpose of primary and secondary schools in the west
About a week ago, I linked to a parent’s review of “Alpha School” at Astral Codex Ten. Perhaps as an unintended counter-point, here’s another anonymous essay discussing existing public school systems in the West:
Democracy is the worst form of Government except for all those other forms that have been tried from time to time. – Winston Churchill
There exists in such a case a certain institution or law; let us say, for the sake of simplicity, a fence or gate erected across a road. The more modern type of reformer goes gaily up to it and says, “I don’t see the use of this; let us clear it away.” To which the more intelligent type of reformer will do well to answer: “If you don’t see the use of it, I certainly won’t let you clear it away. Go away and think. Then, when you can come back and tell me that you do see the use of it, I may allow you to destroy it. – G.K. Chesterton
What Do Schools Do?
Imagine for a moment that you visit 100 random classrooms in 100 random schools across the country. You’ll be impressed by some teachers; you won’t think much of others. You will see a handful of substitute teachers struggling to manage their classrooms. You’ll see some schools where the energy is positive and students seem excited to learn, and others where it feels like pulling teeth. Two commonalities you might notice are that first, in the vast majority of classrooms, the students are grouped by age and taught the same content. And second, you might notice that the learning isn’t particularly efficient. Many students already know what is being taught. Others are struggling and would benefit from a much slower pace. You will see plenty of sitting around waiting for the next thing to happen, or activities that seem designed to take up time and not to maximize learning.
What do schools do? Your first thought might be that schools exist to maximize learning. Observing 100 random classrooms may disabuse you of that notion. It sure doesn’t seem like school is doing a good job of maximizing learning. So what are schools doing?
Context
This essay is a review of school as an institution. It is an attempt to write something that is true and insightful about how school is designed and why the structure of school has proven so durable. In particular, I’m trying to describe why those two commonalities – age-graded classrooms and inefficient learning – are so widespread. I’m not trying to provide solutions. Everyone seems to have a pet idea for how schools could be better. I do think that most people who think they have the prescription for schools’ problems don’t understand those problems as well as they should. For context, I am a teacher. I have taught in public, private, and charter schools for 13 years. I have also had the chance to visit and observe at a few dozen schools of all types. I’m writing based on my experience teaching and observing, and also drawing on some education history and research. My experience and knowledge are mostly limited to the United States, so that’s what I’ll focus on and where I think my argument generalizes. I’ll leave it as an exercise to the reader to think about how these ideas apply to other countries.
Thesis
Here’s the thesis, the point of this essay. School isn’t designed to maximize learning. School is designed to maximize motivation.
This might seem like a silly thing to say. During those 100 classroom visits you might have seen a lot of classrooms with a lot of students who don’t look very motivated. The core design of our schools – age-graded classrooms where all students are expected to learn more or less the same curriculum – are the worst form of motivation we could invent … except for all the others. While school is not particularly effective at motivating students, every other approach we’ve tried manages to be worse. School is a giant bundle of compromises, and many things that you might intuitively think would work better simply don’t.
The important thing to remember is that, when I talk about school, I’m talking about tens of millions of students and a few million teachers in the US. You might say to yourself, “I wasn’t very motivated in school”. Sure, I believe you. The goal isn’t to motivate you, it’s to motivate as many students as possible, and to do it at scale. If you have a boutique solution that works for your kid in your living room, that’s nice, but that isn’t likely to scale to the size at which we ask our education system to operate.
Motivation for What?
So school is designed to motivate kids. But motivate them to do what? Do kids learn anything in school?
There are plenty of depressing statistics out there about what people don’t learn in school, but they do learn things. You can look at longitudinal studies where on average students make academic progress. For a broader sample size, the NWEA assessment is given at thousands of schools across the country each year. You can see from the average scores they publish that the average student does improve at math and reading – especially through the end of middle school. We also had a natural experiment a few years ago. The pandemic closed schools across the country, shifting to online or part-time learning for anywhere from three months to a year and a half. The result is now well-known as “learning loss”. The nationally-sampled NAEP assessment is the most objective measure, though learning loss shows up across various assessments. There’s some variability between states, subjects, and ages. For one example, 8th grade math scores declined by about 0.2 standard deviations. This is a relatively small but significant decline. It’s a good example of the broader principle: students learn less in school than we would like, but students do learn things.
It’s useful to pick a few specific examples. Do you know the meaning of the word “relevant?” Do you know what photosynthesis is? Where do you think you learned those facts? I’m sure some readers learned them by being avid readers and curious humans, outside of the school curriculum. But many kids learn stuff like that in school. If you’re skeptical, stop by a middle school classroom when they’re learning photosynthesis, or when they’re working on identifying relevant evidence in their writing. You’ll see plenty of kids who already know both, but plenty more who know neither. A lot of learning is this kind of gradual, incidental knowledge that we often take for granted.
So students can read and do arithmetic and maybe they learn about photosynthesis, but isn’t that all learned in elementary school? A number of studies suggest that additional years of education lead to IQ gains of 1-5 IQ points per year of schooling. These studies often use a change in compulsory education laws or age discontinuities as quasi-experiments. In particular, changes in compulsory education laws are typically at upper middle school or high school levels. Those are the places where we might be most skeptical of the value of education. Sure, schools teach kids how to read, but once students know how to read do schools really add any value? Kids don’t remember how to factor quadratics, yet they gain IQ points from the time they spent in school not learning how to factor quadratics, at least on average.
That gain in IQ points is worth lingering on. This might seem hard to believe for people who are skeptical of the value of school. And to be clear, the fact that school raises IQ doesn’t mean that school is designed optimally. Maybe there’s a better way to design school that would raise IQ even more? But I think that, if we all imagine a world where we give up on education and the average person had a significantly lower IQ, is that a world you want to live in? We don’t have good experiments on IQ, but higher IQs are correlated with all sorts of things that we might want – lower probability of committing crime, higher career earnings, and better physical and mental health. It’s tough to pin down exactly what students learn in school that sticks, particularly for the higher grades. During those visits to 100 classrooms you would’ve seen a lot of classrooms where not much learning was happening. Yet despite all those bad optics, school still raises IQ. Before we tear down the fence, we should think carefully about the purpose this particular fence serves.
I don’t want to overstate the case here. We should be skeptical of school learning. Kids don’t learn as much as we might hope. They forget all sorts of stuff you would think they’d remember if school was operating well. But at a basic level, most students learn to read and do arithmetic, some learn much more than that, and on average school seems to add to IQ. Revisiting Chesterton’s fence, those are the benefits of school we need to understand before we tear anything apart.
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Steyr-Solothurn S2-200: the Austrian MG30 and Hungarian 31M
Forgotten Weapons
Published 23 Sept 2024The S2-200 was developed by Louis Stange at the Rheinmetall company in Germany in the late 1920s. Because Germany was not allowed to be doing this sort of arms development at the time, Rheinmetall bought a controlling stake in the Swiss firm Solothurn AG, to make the product deniably Swiss. The gun itself is recoil operated, with a rotating locking collar connecting the bolt and barrel, rather like the Hotchkiss Portative. It was a design that had some early influence on the German MG34, although the German military declined to adopt it. Instead, it was taken into service in 8x56mm by both Austria (as the MG30) and Hungary (as the 31M). A third purchaser was El Salvador, which purchased 47 examples in 7x57mm caliber.
After the anschluss in 1938, the Austrian guns were integrated into the Wehrmacht, where they were primarily used by mountain troops. Hungary did later make a version in 7.92x57mm, designated the 43M.
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QotD: After the Bronze Age Collapse
The collapse itself has a certain drama — the tumbled ruins of monumental architecture, the skeletons and arrowheads amidst the rubble, the panicked requests for aid preserved in the archives of a society that lasted a few decades longer — but any sufficiently thorough collapse will leave few archaeological or historical traces of its aftermath. Civilization is in some sense defined as “stuff that leaves records”: monumental architecture, literacy, large-scale trade, specialist craft production, and so on. It’s much harder for us to know what was going on during an era when people are building with wood (instead of stone), or making pots at home out of lousy local clay (instead of in centralized and semi-industrial production centers), or relying on the oral tradition (instead of carving dynastic propaganda into the living cliff-face in friezes a thousand feet high). When we call these periods “Dark Ages”, we mean you can’t see anything when you look in.
But what surprised me most about After 1177 B.C. is how short this era was. In some places, anyway.
We have a vague picture of what happens after a civilizational collapse, but it’s been disproportionately influenced by two particularly dramatic examples: sub-Roman Britain and the Greek Dark Ages. This was perfectly sensible coming from the Anglo historians and archaeologists who have dominated the public conception of the field — after all, the only thing more interesting than the history of your own island is that of the classical world you’ve been studying since you got your first Latin grammar at age six — but it turns out that neither of these are the general rule. Foggy, faraway Britain, so reliant on imported goods and troops, was far more seriously impacted by the withdrawal of Rome than was most of the Empire and saw a longer and more significant reduction in cultural complexity, standards of living, average stature, and of course population. (Imagine what would happen to a Mars colony if the connections to the home planet stopped working.)
Greece after the fall of the Mycenaeans suffered an even more striking decline. As Austrian archaeologist Sigrid Deger-Jalkotzy summarizes:
The impressive palatial structures were not rebuilt, and very little of the representational arts and crafts of the palaces seems to have survived. The complex forms of political, social, and economic organization fell into oblivion. Palaces, kings, and royal families became matter for Greek myths. The art of writing was lost for centuries. In short, Greek civilization was reduced to the level of a prehistoric society.
The Greeks of the classical era had little conception that the Mycenaeans had even existed, let alone that they were their own ancestors: they retained a vague mythological tradition of past kings, but they attributed the few surviving Mycenaean structures to the work of cyclopes. In fact, the disconnect between the civilization of the Late Bronze Age and the later classical world was so great that until Michael Ventris deciphered Linear B, it was an open question whether the people responsible for the Lion Gate and the Treasury of Atreus were even Greeks at all. (The answer, in case you’re wondering, is yes: Linear B turns out to be a syllabic script for the most ancient attested form of Greek. It features a number of uniquely Greek words and deity names even in the limited surviving corpus. More recently, ancient DNA has confirmed the linguistic evidence: the classical Greeks were the descendants of the Mycenaeans.)1
But the more you look at the archaeological record, the more you can pick out signs of cultural continuity. Agricultural practices don’t seem to have changed much, nor did Mycenaean pottery styles, and the names and attributes of the gods preserved in Linear B are close if not identical to their forms as codified in Homer and Hesiod. Even the cyclopean architecture continued to provide shelter: the Mycenaean palace at Pylos was almost completely destroyed in the Collapse, but the few rooms that survived intact show signs of having been inhabited by squatters over the next century or two.
Homer too is chock full of details that turn out to be distant memories of the Mycenaean world, somehow preserved in the oral tradition until writing was reintroduced to Greece.2 For instance, he describes a kind of boar’s tusk helmet that, by his time, no one had worn for centuries, but which archaeologists have since regularly discovered in Mycenaean shaft graves throughout the Aegean. But my favorite example, which is of course linguistic, is the word for “king”: Homer describes Menelaus, Agamemnon, Odysseus and others with the word anax, which is recognizably the Linear B word 𐀷𐀙𐀏, wa-na-ka, used in the Bronze Age to describe the supreme rulers of the Mycenaean palatial societies. (The w sound was lost with the tragic death of the digamma.) By the classical era, however, anax had fallen out of use in preference for basileus (Linear B 𐀣𐀯𐀩𐀄, qa-si-re-u), which in the Mycenaean period had referred to a much lower-level chieftain.
This all paints an evocative picture of a post-apocalyptic world. You can imagine it transplanted to an American context, with the scattered survivors of some great cataclysm huddled around fires built in the corners of a crumbling Lincoln Memorial. You can picture them passing on stories of the great men of the past with their tall tube-shaped hats and the shiny black stones they carried in their pockets. And by the time this remnant rebuilt, they might well have forgotten the word “President” except as an archaism; after centuries of as a small-scale society, “Mayor” might become so deeply engrained as the highest title that two thousand years later they would still use it to refer to their emperor.
Jane Psmith, “REVIEW: After 1177 B.C., by Eric H. Cline”, Mr. and Mrs. Psmith’s Bookshelf, 2024-07-08.
1. It’s slightly more complicated than that, because of course it is; see here for more detail from Razib Khan.
2. A reasonable ballpark guess is that the poems traditionally attributed to Homer were composed in something like their current forms around 750 BC and written down for the first time shortly before 525 BC, although like the dating of Beowulf there’s a great deal of argument.
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