Quotulatiousness

January 28, 2014

New Zealand primary school descends into anarchy by “ripping up the schoolyard rules”

Filed under: Education, Liberty, Pacific — Tags: , , — Nicholas @ 10:45

In a breathtaking display of anarchy, an Aukland primary school got rid of all their playground rules and let the little savages do whatever they wanted. As you’d expect, the results were catastrophic and the kids will need to undergo therapy for the wanton violence they unleashed. Well, no, not really:

Ripping up the playground rulebook is having incredible effects on children at an Auckland school.

Chaos may reign at Swanson Primary School with children climbing trees, riding skateboards and playing bullrush during playtime, but surprisingly the students don’t cause bedlam, the principal says.

The school is actually seeing a drop in bullying, serious injuries and vandalism, while concentration levels in class are increasing.

Principal Bruce McLachlan rid the school of playtime rules as part of a successful university experiment.

“We want kids to be safe and to look after them, but we end up wrapping them in cotton wool when in fact they should be able to fall over.”

Letting children test themselves on a scooter during playtime could make them more aware of the dangers when getting behind the wheel of a car in high school, he said.

“When you look at our playground it looks chaotic. From an adult’s perspective, it looks like kids might get hurt, but they don’t.”

Swanson School signed up to the study by AUT and Otago University just over two years ago, with the aim of encouraging active play.

However, the school took the experiment a step further by abandoning the rules completely, much to the horror of some teachers at the time, he said.

When the university study wrapped up at the end of last year the school and researchers were amazed by the results.

Mudslides, skateboarding, bullrush and tree climbing kept the children so occupied the school no longer needed a timeout area or as many teachers on patrol.

Instead of a playground, children used their imagination to play in a “loose parts pit” which contained junk such as wood, tyres and an old fire hose.

“The kids were motivated, busy and engaged. In my experience, the time children get into trouble is when they are not busy, motivated and engaged. It’s during that time they bully other kids, graffiti or wreck things around the school.”

J.D. Tuccille hails the rise of spontaneous order:

Youth is a relatively low-risk time to test your limits and discover what hurts and what doesn’t. Kids are practically rubber, so when they fall down off a bike or out of a tree, it may be a jolt, but it’s unlikely to do permanent damage. The lessons they learn about what’s fun and what’s painful can be retained for later in life when the stakes are higher. I know that I gained a relatively low-cost understanding of the world wandering the streets unescorted as an eight-year-old than I would have if I’d been “protected” from the world around me, and I suspect the same is true of most kids everywhere.

And, of course, kids get to burn off a lot more steam when they play free than they do when adults ban tag and running. Those rules are imposed by adults who live in fear that children will damage their little selves, but that leaves the tots chock full of unreleased energy and uncertain of the limits of their worlds — limits they’ll have to discover when they’re older and the consequences can be more severe (or else they won’t discover at all as they internalize the fear in which they’ve been marinated).

January 7, 2014

The “politicization” debate about the First World War

Filed under: Britain, Education, History, Media, Politics, WW1 — Tags: , — Nicholas @ 08:54

In sp!ked, Frank Furedi says that the row in Britain over the centennial of the start of World War 1 isn’t really about the war at all:

Somehow, the First World War has come alive. Suddenly, everyone in Britain seems to have strong views about its causes, meaning and the way it is taught in schools and represented by the entertainment industry.

Boris Johnson, the Conservative mayor of London, is certain that the Germans started the war. Michael Gove, the Conservative secretary of state for education, concurs, insisting that the ‘ruthless social Darwinism of the German elites’ and their ‘aggressively expansionist war aims’ made ‘resistance more than justified’. Gove, who believes Britain fought a ‘just war’ back in 1914, has denounced ‘left-wing academics’ and cynical TV shows like Blackadder for mocking Britain’s role in the conflict.

The Labour Opposition has dutifully done what it always does — attack Gove. Labour’s shadow education secretary, Tristram Hunt, said in response to Gove that ‘few imagined that the Conservatives would be this crass’. He also reminded his opposite number that the left played an honourable role in the Great War. Labour activist Sir Tony Robinson, who played Baldrick in Blackadder, also joined the fray, accusing Gove of ‘slagging off teachers’.

This looks and sounds like a debate about the past — but actually, its main drivers are contemporary conflicts over cultural values and political opinions.

Hunt claims Gove is using history for political ends. No doubt he is right. However, Hunt himself, and other Labour-supporting critics of Gove, fail to acknowledge their own complicity in the politicisation of the current debate on the meaning of the First World War. When they depict Gove’s attack on media cynicism about the war as just another example of him ‘slagging off teachers’, what they’re really doing is continuing today’s education debate under the guise of talking about the past.

January 5, 2014

Excerpt from Glenn Reynolds’ new book

Filed under: Bureaucracy, Economics, Education, USA — Tags: , , — Nicholas @ 10:19

The Wall Street Journal has an excerpt from The New School: How the Information Age Will Save American Education From Itself, the latest book by the Instapundit himself:

Though the GI Bill converted college from a privilege of the rich to a middle-class expectation, the higher education bubble really began in the 1970s, as colleges that had expanded to serve the baby boom saw the tide of students threatening to ebb. Congress came to the rescue with federally funded student aid, like Pell Grants and, in vastly greater dollar amounts, student loans.

Predictably enough, this financial assistance led colleges and universities to raise tuition and fees to absorb the resources now available to their students. As University of Michigan economics and finance professor Mark Perry has calculated, tuition for all universities, public and private, increased from 1978 to 2011 at an annual rate of 7.45%. By comparison, health-care costs increased by only 5.8%, and housing, notwithstanding the bubble, increased at 4.3%. Family incomes, on the other hand, barely kept up with the consumer-price index, which grew at an annual rate of 3.8%.

For many families, the gap between soaring tuition costs and stagnant incomes was filled by debt. Today’s average student debt of $29,400 may not sound overwhelming, but many students, especially at private and out-of-state colleges, end up owing much more, often more than $100,000. At the same time, four in 10 college graduates, according to a recent Gallup study, wind up in jobs that don’t require a college degree.

Students and parents have started to reject this unsustainable arrangement, and colleges and universities have felt the impact. According to a recent analysis by this newspaper, private schools are facing a long-term decline in enrollment. More than a quarter of private institutions have suffered a drop of 10% or more — in some cases, much more. Midway College in Kentucky is laying off around a dozen of its 54 faculty members; Wittenberg University in Ohio is eliminating nearly 30 of about 140 full-time faculty slots; and Pine Manor College in Massachusetts, with dorm space for 600 students but only 300 enrolled, has gone coed in hopes of bringing in more warm bodies.

Even elite institutions haven’t been spared, as schools such as Haverford, Morehouse, Oberlin and Wellesley have seen their credit ratings downgraded by Moody’s over doubts about the viability of their high tuition/high overhead business models. Law schools, including Albany Law School, Brooklyn Law School and Thomas Jefferson Law School, have also seen credit downgrades over similar doubts. And now Democrats on Capitol Hill are pushing legislation to give colleges “skin in the game” by clawing back federal aid money from schools with high student-loan default rates. Expect such proposals to get traction in 2014.

December 19, 2013

Changing perspectives of gender

Filed under: Education, Media, USA — Tags: , , , — Nicholas @ 11:19

Christopher Taylor on how women’s views of boys and men change as they grow:

Something interesting happens to most women when they get married and have a boy: they change their perspective on men. I think its not unreasonable of girls to get a certain grrl power men-are-dumb point of view in modern culture, we’re constantly bombarded with this message. It would take a pretty strong and unusual girl to resist the education that music, film, television, books, and education all imprint on her.

In college, young women are told all men are rapists at heart, and their denials is simply proof of the rape culture that menaces women constantly. Advertisements continually portray men as hapless idiotic children. With few exceptions, television shows almost always show the male characters as barely-literate frat boys and cave men. Music and movies promote the image of the all-powerful kung fu genius girl who looks hot constantly and always has the right put down to make men look bad.

But when a woman marries, she finds out guys aren’t all like that. Her husband has [his] faults, but strengths as well — or why would she love and marry him to begin with? She finds out that he’s no more immature and childish than her, just in different ways. She learns that men have strengths and abilities that women lack, just as they lack things women have.

And when she has a son, she sees things from a different perspective. That shirt that was so cool and empowering that said “Boys suck throw rocks at them” when she was 12 seems horrible and abusive when her son is the target. She finds out that her school treats boys as if they are some awful imposition that need to be drugged into submission and silenced in class. She learns that all the girl-power stuff she grew up with was at the expense of the boys.

But with a culture that so strongly tries to repress and shunt aside boys and treats men like knuckle dragging brutes, its even tougher for a boy to grow up as a man. I feel for the boys of today in school where they learn they should shut up and stop being masculine, that its awful and wrong to be a man and beautiful and good to be a woman. Growing up in the face of that can’t be easy.

December 16, 2013

Reason.tv – Dirty Jobs’ Mike Rowe on the High Cost of College

Filed under: Business, Education — Tags: , — Nicholas @ 12:04

Published on 13 Dec 2013

“If we are lending money that ostensibly we don’t have to kids who have no hope of making it back in order to train them for jobs that clearly don’t exist, I might suggest that we’ve gone around the bend a little bit,” says TV personality Mike Rowe, best known as the longtime host of Discovery Channel’s Dirty Jobs.

“There is a real disconnect in the way that we educate vis-a-vis the opportunities that are available. You have — right now — about 3 million jobs that can’t be filled,” he says, talking about openings in traditional trades ranging from construction to welding to plumbing. “Jobs that typically parents’ don’t sit down with their kids and say, ‘Look, if all goes well, this is what you are going to do.'”

Rowe, who once sang for the Baltimore Opera and worked as an on-air pitchman for QVC, worries that traditional K-12 education demonizes blue-collar fields that pay well and are begging for workers while insisting that everyone get a college degree. He stresses that he’s “got nothing against college” but believes it’s a huge mistake to push everyone in the same direction regardless of interest or ability. Between Mike Rowe Foundation and Profoundly Disconnected, a venture between Rowe and the heavy equipment manufacturer Caterpillar, Rowe is hoping both to help people find new careers and publicize what he calls “the diploma dilemma.”

December 14, 2013

Literacy and demographics

Filed under: Economics, Education — Tags: , — Nicholas @ 11:37

David Warren invites a lot of knee-jerk reaction with this passage in a recent essay:

Whether in West or East, however, the mechanism of societal disintegration is the same. It could be described in one phrase as “the liberation of women.” The modern economy lures women away from home and family with (ludicrously false) promises of wealth, pleasure, and freedom. Industry required a more docile labour force, the State required revenues from double-income taxation. At a level more fundamental than economics, the times have offered atomizing ideologies — the promise of “democracy” in which everyone will be treated the same, whether man, woman, or some other thing. As Goldman has rather plainly shown (and Roberts showed long before him), we must cherchez la femme.

For women are, as they have always been, the bedrock of both family and religion. Men have, and will be by nature (whether this is recognized or not) the hunters and gatherers and bread winners. There is no point in debating this, for either one gets it or one is wilfully obtuse. A certain minority of talented women have always flourished outside the home, and perhaps a like proportion of men not flourished in the absence of any marketable skills — but the case is straightforward in the main. What we have been enduring, for a century now, is an attempt to change the order of the world by social and sometimes genetic engineering; with results clearly visible all around us, to say nothing of the grief and loneliness and self-pity that each of us is carrying inside.

Curiously enough, Goldman homes in on a statistical fact that Roberts elided. It is that a sharply increasing female literacy rate is a more or less infallible predictor of demographic collapse, in all non-Western countries. Or as I mischievously put it, on Twitter only last night, “statistically and objectively, the quickest way to destroy a nation is to teach their women to read.”

This remark would invite several gallant qualifications. The modern emancipation of women began in the West, where Christian teaching had always accorded women the greatest respect. The social changes were therefore slower and easier to assimilate, here. It is when what happened more gradually in the West, happens more suddenly in the East, that the transformation becomes catastrophic. The whole ancestral order of society comes down, in one generation rather than four or five. And they haven’t seen the worst of it yet, for the West had accumulated reserves of wealth, with which to pay some pensions and geriatric bills. The East will face a more dramatically ageing population, without the reserves.

November 19, 2013

QotD: Education and aptitude

Filed under: Britain, Education, Quotations — Tags: , — Nicholas @ 09:14

Every time a liberal sees someone behaving badly they sigh and say, “They just need education,” but the solution to America’s problems is less education, not more. If we got over this myth that everyone needs infinite academia, we would have less unemployment, more manufacturing, a stronger economy, less student debt, and less school tax. The economy would be stronger and we would all be happier. Ironically, in an effort not to hurt anyone’s feelings, we developed a system where everyone has to go to college, even the stupid people, until we all feel like shit.

When everybody’s special, nobody is. Getting everyone into college means you have to dumb down the curriculum until it is nothing but meaningless drivel that has no application in the real world. Colleges aren’t going to complain when you stick them with more customers. They just take the check, lower the bar, and say, “Come on in.” But getting a gold star on your math test does not a computer programmer make.

When my dad was a kid in Scotland, Britain was practicing a very successful exam system called 11-plus. Dad came from a huge working-class family and as is often the case, one of them had an IQ much higher than the others. They all took their 11-plus test at age 11. His brothers did fairly poorly and he did incredibly well. The brothers were then diverted from academia and put into trade schools, whereas my father got scholarships for private school and eventually got a degree in physics from Glasgow University. The brothers did very well working at a printing press and now lead fulfilled lives as proud tradesmen. My father went on to develop sonar equipment that called the Russians’ nuclear-submarine bluff and helped lead to the fall of communism. This was all thanks to the 11-plus system and it worked beautifully for over 30 years until 1976 when the egalitarians decided it was cruel to admit that some kids are simply not as smart as others.

Not only is this kind of thinking the stupidest. It’s stupidist. What’s the matter with not being smart? As Hemingway put it, “Happiness in intelligent people is the rarest thing I know.” Have you ever seen a genius at a water park? He’s miserable. The only time people with an IQ over 120 are really happy is when they’re at work. They’re basically our slaves. Dumb people ride ATVs with their sons, go bungee jumping, and laugh their heads off when somebody farts. Many of them are also rich.

Gavin McInnes, “A Nation of Working-Class Dropouts”, Taki’s Magazine, 2013-08-23.

November 16, 2013

QotD: Petronius was right

Filed under: Education, History, Media, Quotations, USA — Tags: , , , , — Nicholas @ 09:57

Sometime in the mid-first century a.d., an otherwise little known consular official, Gaius Petronius, wrote a brilliant satirical novel about the gross and pretentious new Roman-imperial elite. The Satyricon is an often-cruel parody about how the Roman agrarian republic of old had degenerated into a wealth-obsessed, empty society of wannabe new elites, flush with money, and both obsessed with and bored with sex. Most of the Satyricon is lost. But in its longest surviving chapter — “Dinner with Trimalchio” — Petronius might as well have been describing our own 21st-century nomenklatura.

[…]

Another farce in the Satyricon involves the nonchalant ignorance of Trimalchio and his guests. The wannabes equate influence and money with status and learning and so pontificate about current events, with made-up mythologies and half-educated references to history. When Trimalchio and his banqueters begin to sermonize on literature, almost everything that follows turns out to be wrong — as Petronius reminds us how high learning has become as inane a commodity as food or sex, and only sort of half consumed, rather like the 2008 campaign of faux Greek columns and Vero possumus, which were supposed to convey gravitas.

Likewise, in our version, what does a $200,000 Ivy League education or a graduate degree really get you any more? In the sophisticated world of our political and highly credentialed elites, there are 57 states. Atlantic Coast cities are said to lie along the Gulf of Mexico; after all, they are down there somewhere in the South. The Malvinas become the Maldives — Ma- with an s at the end seems close enough. Corps-men serve in the military (as zombies?). Medgar Evans was a civil-rights icon, but you know whom we mean. President Roosevelt addressed the nation on television after the stock-market crash in 1929 — well, he would have, had he been president then and if only Americans had had televisions in their homes. And how are we to know that what we read from celebrity authors is not just made up or plagiarized, whether a Maureen Dowd column or a Doris Kearns Goodwin book?

The famously nouveau-riche Trimalchio’s guests drop the names of the rich and powerful, mostly to remind one another that they are now among the plutocracy that is replacing the old bankrupt aristocracy. We too are seeing something like that metamorphosis. It is hard to guess on any given summer weekend which populist progressive family — the Obamas, the Clintons, the Kerrys, the Gores — will be ensconced on what particular Hamptons, Nantucket, or Martha’s Vineyard beach, rubbing shoulders with just the sort of Silicon Valley or Wall Street new zillionaires who during work hours are supposed to be the evil “1 percent” and “fat cats” who need to be forced to pay their “fair share.”

Victor Davis Hanson, “An American Satyricon”, National Review Online, 2013-08-27

November 13, 2013

BC school bans kindergarten kids touching each other

Filed under: Cancon, Education — Tags: , , — Nicholas @ 10:21

Apparently Coghlan Fundamental Elementary School in Aldergrove has had a rash of injuries to kindergarten students recently, so the solution is to ban all physical contact between students:

A letter went out to Coghlan kindergarten students’ parents on Friday, one of those types that often sit in backpack over a weekend or are put aside to be read later and somehow never are.

Julie Chen found the letter, explaining a new no-touch policy for kindergarten students, on Monday morning as she was packing lunch for her five-year-old daughter.

It reads, in part: “We have unfortunately had to ban all forms of hands-on play for the immediate future … we will have a zero-tolerance policy.”

Penalties for making physical contact with a schoolmate include being grounded during play time and/or a trip to the office “for those who are unable to follow the rules.”

“I read the letter, it said there had been quite a few injuries, I said, ‘OK,’ and kept reading,” Chen said. “When I saw no hands-on would be allowed, I just got mad, I got so upset.

[…]

School employee Arthur Bourke drove up in his van and was happy to defend the policy.

“I don’t know how anyone would be against this,” Bourke said. “They’re trying to make it safe for everybody.

“They do a terrific job here of making sure everyone is safe.

“It’s something we have to do — if we don’t control it, it will get out of hand.”

The letter to parents cited “several injuries” in the past few weeks.

October 30, 2013

Human Progress

Filed under: Economics, Education, Environment, Food, Health, History — Tags: , — Nicholas @ 09:57

At Reason, Marian Tupy introduces a new website celebrating Human Progress:

In a world where we are constantly bombarded with bad news, it can sometimes be difficult to think of “progress” and “humanity” in the same sentence. Are there not wars taking place, people going hungry, children at work, women being abused, and mass poverty around the world?

In fact, for most of human history, life was very difficult for most people. People lacked basic medicines and died relatively young. They had no painkillers and people with ailments spent much of their lives in agonizing pain. Entire families lived in bug-infested dwellings that offered neither comfort nor privacy. They worked in the fields from sunrise to sunset, yet hunger and famines were commonplace. Transportation was primitive and most people never traveled beyond their native villages or nearest towns. Ignorance and illiteracy were rife. The “good old days” were, by and large, very bad for the great majority of humankind.

Average global life expectancy at birth hovered around 30 years from the Upper Paleolithic to 1900. Even in the richest countries, like those of Western Europe, life expectancy at the start of the 20th century rarely exceeded 50 years. Incomes were quite stagnant, too. At the beginning of the Christian era, annual incomes per person around the world ranged from $1,073 to $1,431. As late as 1820, average global income was only $1,274 per person. (Angus Maddison, whose income estimates I use here, gives his data in 1990 dollars. I have adjusted Maddison’s figures for inflation.)

Humanity has made enormous progress — especially over the course of the last two centuries. For example, average life expectancy in the world today is 67.9 years. In 2010, global per capita income stood at $13,037 — over 10 times what it was two centuries ago.

The new website is called Human Progress:

It is perhaps best to start by explaining what the Human Progress website is not trying to accomplish. It will not try to convince you that the world is a perfect place. As long as there are people who go hungry or die from preventable diseases, there will always be room for improvement. To that end, we all have a role to play in helping the destitute in our communities and beyond.

Our goal, then, is not to paint a rosy picture of the state of humanity, but a realistic one. A realistic account of the world should focus on long-term trends, comparing living standards between two or more generations. Crucially, it should compare the imperfect present with a much more imperfect past, rather than with an imagined utopia in the future.

As such, this website has two main aims. First is to inform you about the many ways in which the world has become a better place. Second is to allow you to search for reasons that brought that improvement about. While we think that policies and institutions compatible with freedom and openness are important factors in promoting human progress, we let the evidence speak for itself and hope the website stimulates an intelligent debate on the drivers of human progress.

October 22, 2013

QotD: They We were better people in those days…

Filed under: Cancon, Education, Food, Quotations — Tags: , , , — Nicholas @ 00:01

Back in the bad old days, before Pierre Trudeau saved Canada from the horrors of fiscal solvency and smallish government, school children, mostly girls, were taught something called home economics. The theory, terrible quaint though it sounds, is that since most women would become homemakers they should be prepared for that role. Some, no doubt, came from good homes where dutiful mothers ensured that their daughters knew how to cook, sew and deal with troublesome infants. Some did not come from good homes. Part of the point of public education was to make sure that all girls knew how to cook nutritious food for their families. More broadly it was to ensure that all children acquired life skills along with whatever algebra and Shakespeare they could pick up.

That was one of the goals of public education. Educating a self reliant, sober and decent citizenry. Not rationalizing every vice and undermining the founding tenets of Canadian society. There was plenty of propaganda, but it was mostly propagating positive values. A tad parochial and silly by our standards, but not without its merits. It was not a platform for allowing anti-capitalist and anti-industrial zealots like David Suzuki to pontificate.

If there is a problem with “food insecurity” it’s because many Canadians, especially among the lower classes, lack basic life skills. That, not incidentally, is why most are in the lower class. If the Pakistani cab driver with a scant English vocabulary can feed and cloth his family with some decency, what does that say about the Mackenzies who have been here since Simcoe? Some of the poor are poor because they’re physically or mentally incapable of fending for themselves. In an advanced society they comprises only a small fraction of the working age population. Much of the poor in Canada are poor because they exhibit poor behaviour.

Most of the long-term poor, this excludes those who are simply suffering from temporary misfortune, think in a much different way than those in the middle class. The long-term poor are short-range in their thinking. Their savings rate is close to non-existent. They can’t resist instant gratification, like junk food or gambling. This also extends to their sexual lives. They exhibit a strong tendency toward highly unstable short-term relationships based on fleeting desire. The notion of a long-term, emotionally stable relationship is either alien or absurd.

Richard Anderson, “Thinking of the Children”, Gods of the Copybook Headings, 2013-10-21

October 13, 2013

Schools with anti-bullying programs more likely to produce bullies

Filed under: Education, Randomness — Tags: , , , — Nicholas @ 10:22

A counter-intuitive study result from the University of Texas – Arlington:

Anti-bullying initiatives have become standard at schools across the country, but a new UT Arlington study finds that students attending those schools may be more likely to be a victim of bullying than children at schools without such programs.

The findings run counter to the common perception that bullying prevention programs can help protect kids from repeated harassment or physical and emotional attacks.

“One possible reason for this is that the students who are victimizing their peers have learned the language from these anti-bullying campaigns and programs,” said Seokjin Jeong, an assistant professor of criminology and criminal justice at UT Arlington and lead author of the study, which was published in the Journal of Criminology.

“The schools with interventions say, ‘You shouldn’t do this,’ or ‘you shouldn’t do that.’ But through the programs, the students become highly exposed to what a bully is and they know what to do or say when questioned by parents or teachers,” Jeong said.

The study suggested that future direction should focus on more sophisticated strategies rather than just implementation of bullying prevention programs along with school security measures such as guards, bag and locker searches or metal detectors. Furthermore, given that bullying is a relationship problem, researchers need to better identify the bully-victim dynamics in order to develop prevention policies accordingly, Jeong said.

H/T to Tyler Cowen for the link.

October 9, 2013

England performs poorly in literacy and numeracy survey

Filed under: Australia, Britain, Cancon, Education, USA — Tags: , — Nicholas @ 07:50

In the Guardian, Randeep Ramesh reports on a recent OECD ranking of literacy and numeracy which shows England in a poor light:

England is the only country in the developed world where the generation approaching retirement is more literate and numerate than the youngest adults, according to the first skills survey by the Organisation for Economic Co-operation and Development.

In a stark assessment of the success and failure of the 720-million-strong adult workforce across the wealthier economies, the economic thinktank warns that in England, adults aged 55 to 65 perform better than 16- to 24-year-olds at foundation levels of literacy and numeracy. The survey did not include people from Scotland or Wales.

The OECD study also finds that a quarter of adults in England have the maths skills of a 10-year-old. About 8.5 million adults, 24.1% of the population, have such basic levels of numeracy that they can manage only one-step tasks in arithmetic, sorting numbers or reading graphs. This is worse than the average in the developed world, where an average of 19% of people were found to have a similarly poor skill base.

When the results within age groups are compared across participating countries, older adults in England score higher in literacy and numeracy than the average among their peers, while younger adults show some of the lowest scores for their age group.

As with any sort of survey of this kind, it helps to know how they went about assessing skills in various countries and how similar countries rank:

Literacy for people aged 16-24

6 Australia
15 Canada
17 Ireland
19 England/N Ireland
20 United States

Literacy for all adults

5 Australia
10 Canada
14 England/N Ireland
16 United States
19 Ireland

Numeracy for people aged 16-24

14 Australia
16 Canada
18 Northern Ireland
20 Ireland
24 United States

Numeracy for all adults

13 Australia
14 Canada
16 England/N Ireland
19 Ireland
20 United States

If there’s reason for English authorities to be concerned with their middle-of-the-Anglosphere ranking, there’s even more reason for American educators to take note.

H/T to Tyler Cowen for the link.

September 11, 2013

L.Neil Smith responds to Allison Benedikt’s “manifesto”

Filed under: Education, Government, Liberty, Media — Tags: , , , — Nicholas @ 08:03

In the latest Libertarian Enterprise, L. Neil Smith calls for “Public schools delenda est” in response to Benedikt’s paean to the glories of government-run schools:

Which brings us to the subject of today’s diatribe, an article I was directed to (hat-tip to Tatiana Covington) on Slate.com, awkwardly entitled, “If You Send Your Kid to Private School, You Are a Bad Person — A Manifesto”. This unintelligent but very revealing piece, posted Thursday, August 29, 2013, was written by somebody called Allison Benedikt, who slings a keyboard like some breathless high school cheerleader, but is apparently a movie critic for the Chicago Tribune.

As Joe-Bob would say, check it out.

What this little death-dealer proposes — “demands” would be more accurate — is that all private schools be outlawed (whoops there go the First, Fourth, Fifth, Ninth, and Tenth Amendments) and everybody forced to send their children to, and participate in the public school system. (Later in the essay she denies wanting to outlaw private schools, but, as we all know, consistency is the hobgoblin of small minds.)

This is, given the unignorable temper and tendency of our times, exactly like seeing the private structure of the Internet demolished, and then being compelled at bayonet-point (Why is it that liberals never seem to remember that the law, no matter how noble it may sound or high-minded its intentions, consists of nothing but brute force: guns, clubs, noxious sprays, and tasers?) to go back to the United States Postal System or the good old mercantilist Bell Telephone monopoly.

“Progressives”? I call them regressives.

What’s more, she issues this bizarre edict — which she labels a “manifesto” — not for the sake of your children, nor even for their children down the road. In words straight from an Ayn Rand villain’s mouth (what critic says real people don’t talk like this?), she says this: “Your children and grandchildren might get mediocre educations in the meantime, but it will be worth it, for the eventual common good.”

Yes, she openly admits that your progeny will probably suffer, educationally (and no doubt otherwise — look at the extracurricular activities she admits to), as a result of being forced back into the public system as it exists and operates today. she waxes positively lyrical over the egalitarian ecstasy of attending school with individuals more likely to knife somebody for a pair of shoes than she is.

She keeps congratulating herself on how well she turned out, even as she almost brags at how badly educated she is — and demonstrates it with her writing. Would she brag if she knew she’s an enabler of democide?

What do libraries have to do with rent seeking?

Filed under: Books, Bureaucracy, Economics, Education — Tags: — Nicholas @ 07:46

As Logan Albright explains, quite a lot:

Libraries are wonderful places. There is nothing like a vast repository of knowledge, filled with undiscovered treasures for anyone who cares to look. They provide free access to information, both in book form and over the internet, to people would otherwise not be able to afford it. All in all, it’s a lovely service. But as much as I enjoy them, libraries also provide a useful example of the inefficiencies of the public sector and the numerous problems with government funded programs.

You may not realize it, but most librarian jobs these days require a specialized education – a master’s degree in the field of Library Science. The curriculum of such a degree varies from school to school, but the main focus is on using a variety of complex databases, as well as interacting with the public. Why is such a specialized form of education required to work in a library? It’s not like a degree in aeronautics or medicine where actual lives could depend on your competence. A quick search for the job duties of a reference librarian turns up the following: “A reference librarian provides assistance to users of a library who need help locating resources and information.” The average salary for a reference librarian? $39,659 – $55,008. Other library science related jobs can make as much as $100,000 a year.

Of course, it’s not as simple as all that. Locating information in a library database is not like searching Google. It requires specialized skills. You can’t simply type in what you want and expect to get it. The obvious question here is: why not?

The simple answer is that the public funding structure of libraries provides no incentive to improve things. In fact, it encourages just the opposite. Since the library’s budget does not depend on how many customers it pleases, there is no compelling reason to make things easier. Since a library’s revenues come from the public coffers and not from the pockets of voluntary patrons, there is no competitive pressure to keep costs low.

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