Quotulatiousness

October 11, 2026

“Reconciliation should never mean suspending critical thinking”

Filed under: Cancon, History, Media, Politics — Tags: , , , — Nicholas @ 03:00

L. Wayne Mathison on the social media site formerly known as Twitter:

I watched this video about Indigenous education and reconciliation in BC schools. It raises some questions we should be asking across Canada.

Schools should teach history, including residential schools, treaties, colonization and the treatment of Indigenous people. But history should be taught honestly, with evidence, context and room for disagreement.

When students hear slogans like “Indigenous brilliance” and “land back”, are they being encouraged to examine what those terms mean, or simply expected to agree?

Orwell warned us about political language that substitutes slogans for clear thinking. Sowell taught us to judge policies by their results rather than their intentions. Hayek warned against assuming anyone possesses all the necessary knowledge. Bastiat reminded us to consider the costs nobody bothers to mention.

Those principles belong in every classroom.

Reconciliation should never mean suspending critical thinking. Historical injustices deserve examination, but so do competing historical accounts, modern treaty obligations, property rights, individual responsibility and the consequences of government policy.

Students should be free to question every claim, including those made by teachers, politicians and Indigenous leaders.

If a historical claim is true, it should withstand scrutiny. If a political proposal is sound, it should withstand debate.

Education should produce independent thinkers, not obedient political activists.

We owe young Canadians an honest education, not a preferred political narrative dressed up as unquestionable truth.

October 6, 2026

The insanity of the Kamloops Residential School allegations

Filed under: Cancon, History, Religion — Tags: , , , , , — Nicholas @ 04:00

For whatever reason, the Canadian government decided to not challenge the claims that 215 First Nations children had been buried in unmarked graves (media often changed that detail to a “mass grave”) at the former Kamloops Residential School in BC. On X, Tristin Hopper outlines the story as it was relayed to the public:

Kamloops Indian Residential School, 1930.
Photo from Archives Deschâtelets-NDC, Richelieu via Wikimedia Commons.

I still don’t think Canadians appreciate just how crazy the unmarked grave allegations at Kamloops were. So I tried to sum it up as best as I could …

The unmarked graves at Indian residential schools mentioned by the Truth and Reconciliation predominantly refer to students who died of disease, usually tuberculosis and usually before 1930. They were then buried in onsite cemeteries with wooden markers, with the result that the grave location was lost when the marker rotted away. When you hear about graves being excavated at IRS sites, it’s usually something like this.

The Kamloops 215, from the start, was an entirely different thing. It purported to provide evidence of an insane blood libel that the Catholic Church was secretly murdering Indigenous children en masse as late as the 1960s. The specific “knowing” was that staff were disappearing Kamloops Indian Residential School students and burying them in the school’s apple orchard in the middle of the night. This was despite the fact that nobody could actually name a specific student that had been disappeared in this fashion.

What Kamloops did was equivalent to claiming that we finally had physical evidence of the Satanic ritual abuse panic. So, think of it like a Canadian hospital publicly claiming that they’d found an onsite mass grave filled with babies murdered by Satanists in the 1980s.

Actual residential school deaths were employed as cover for an utterly bananas urban legend. And that’s why, in 2021, Canada was thrown into a profoundly destructive cultural revolution from which we may never recover.

September 30, 2026

Undermining any attempt to discover truth and achieve any reconciliation

The urge to uncover past wrongs in the Canadian government’s dealings with First Nations groups isn’t a bad thing … but the government’s unwillingness to require factual evidence in support of claims of past wrongs will do exactly the opposite of working toward cultural reconciliation:

Photo from Woke Watch Canada

Why is the federal government trying to prevent Canadians from learning the truth about Indian residential schools?

On 24 September 2026, six days before Canada’s National Day for Truth and Reconciliation, Minister of Crown-Indigenous Relations Rebecca Alty issued a statement about so-called ‘Residential Schools denialism’.

Alty claims so-called ‘Residential Schools denialism’ “spreads false information by denying or casting doubt on the history of Residential Schools and the lasting harm they caused”. She offers no examples, which strongly suggests she could not provide examples if pressed to do so. The federal government is thus using Canadian taxpayer funds to attack a straw man of its own creation.

In fact, the federal government has gone far beyond using Canadian taxpayer funds to attack the straw man it calls ‘Residential Schools denialism’. It has even entertained bills which would criminalize it.

    The federal government refuses to release residential school attendance records to the public which would disprove claims of missing children

In addition to using Canadian taxpayer money to attack so-called ‘Residential Schools denialism’ — a straw man of its own creation — and entertaining bills which would criminalize it, the federal government has actively prevented the truth about Canada’s Indian residential schools from coming out.

For years there have been tales of thousands of missing Indian residential school students. The federal government has allowed these baseless rumours to proliferate, despite the fact that not a single name of a missing Indian residential school student has ever been produced by anyone, including the federal government.

Moreover the federal government has allowed these baseless tales of missing Indian residential school students to proliferate while actively concealing from the Canadian public the attendance records in its possession which disprove them.

An example is the attendance records for the Kamloops Indian Residential School. A close examination of the quarterly returns for the Kamloops Indian Residential School from 1943-1952, which are available online, establishes that every student is accounted for during that decade.

The government also has quarterly returns and other attendance records for the remaining years of the existence of the Kamloops Indian Residential School, 1952-1977, which it has not released to the public. Their existence is attested to by the federal government itself in the school narrative it prepared for use in the Independent Assessment Process.

Quarterly returns were the basis on which the Department of Indian Affairs calculated the per capita grant which covered the operating costs of the school. School officials ensured they were meticulously accurate in order to obtain as large a grant as possible based on current student enrolment, and the Department of Indian Affairs likewise demanded that they be meticulously accurate to avoid the federal government overpaying the school.

It is thus of the greatest significance that on pp. 7-8 of the attached school narrative, the federal government provides a table of total attendance figures for the years of the Kamloops Indian Residential School’s existence. The figures given by the federal government for the years from 1952-1977 are not estimates. They are very precise numbers — 402, 424, 381, 390, for example — indicating that they are derived from attendance records in the federal government’s possession, and in fact the federal government’s heading on the table reads “most are September figures for each year and based on Quarterly Returns where possible“.

It is thus clear that if released by the federal government, the quarterly returns underlying the figures in this table would establish conclusively that not a single student from the Kamloops Indian Residential School went missing between the years 1952-1977, yet the federal government refuses to release these attendance records so that the Canadian public can learn the truth. Instead, the federal government allows the damaging and completely unfounded myth of thousands of missing Indian residential school students to proliferate, and even to be promulgated beyond Canada’s borders (as, for example, in the recent hearings of the Rome-based Permanent Peoples’ Tribunal).

The federal government needs to release these attendance records, not just for the Kamloops Indian Residential School, but for all Indian residential schools in Canada, so that the Canadian public can learn the truth, i.e., that federal government records establish that not a single student is missing from an Indian residential school.

On X, Mr Bench points out that First Nations’ political representatives see literally no end to the need for reconciliation for generations yet to come:

Will reconciliation ever end?

According to Candice … NO.

Plan for this to continue for generations.

She says some people haven’t even started healing yet.

Her son will need healing.

Her future grandchildren will need healing.

And she admits:

“Don’t know how many generations it’s gonna take for us to heal, and healing is forever.”

So when does reconciliation end?

It doesn’t. So keep the funds flowing

If “healing is forever”, apparently there is no finish line.

L. Wayne Mathison speaks for an increasing number of Canadians here:

I’m sick and tired of being told that people generations from now will still need to “heal” from events they never personally experienced. My ancestors went through terrible things too. History is full of conquest, poverty, discrimination, war and displacement.

Remember the past. Teach it accurately. Deal with specific injustices that still exist. But at some point adults also have to build a life in the present.

I do not believe anyone should inherit permanent victimhood, and I do not believe anyone alive today should inherit permanent guilt.

Reconciliation without measurable goals, accountability or any conceivable end point stops looking like reconciliation to me, period.

Keep this up, and I am totally done with this.

September 26, 2026

QotD: The game of Marbles

Filed under: Gaming, History, Quotations, USA — Tags: , — Nicholas @ 01:00

The rumor went around that trains were throwing steel ball bearings from their wheels. Genuine steelies! Somebody said they saw one that a kid from Detroit brought up. So big that you couldn’t close your fist around it. Nobody else saw it, though.

Nevertheless, we scoured the tracks for endless hours, turning over every likely pebble that caught the sun. No steelies. I did amass a small collection of spikes that had worked their way loose from the ties. Never did figure a use for them. But they were cool.

The game was marbles. Way we played it in upper Michigan was to draw a chalk circle on the cement or scratch one on the sand with a stick, sometimes we even used a length of string. The battleground was set. The players approached cautiously if their stock was low or boldly if their marble bag brimmed.

One boy against one boy. Man against man. A test of skill and mental grit. Incidentally, only boys played against boys, girls against girls: this was back in the day when adults didn’t burst a spleen for kids noticing the obvious differences in the sexes. Besides, boys were daring and cavalier. They were out for conquest. Girls would sometimes — this still baffles me — agree to play to a draw! Even if one girl would outright win she wouldn’t claim her prize. Bizarre creatures.

First boy, if he was a pro, placed his middle finger against his thumb and then snapped it at his marble, aiming to smack it into his opponent’s. If he hit it, he got to keep it. No time outs, no I-wasn’t-readies, no whimpering. Newcomers and cowards could be identified by the anemic way they smacked their marble, say by giving it no more than a half-hearted push with their forefinger.

Strategy was obvious. If you were the better shooter, you attacked attacked attacked. Go right after the other guy. Intimidate him. Like Nelson, ignore all subtleties and blaze away. Cagier boys took advantage of the braggarts and only pretended to be cautious. They let their opponents open with a bold shot or two, answering with a shot away as if in retreat, then when the other boy’s shot would miss and stop close by, the jig was up.

And that was the problem. Too bold and your shots would come close, too close. Countless times the marbles would stop an inch away. It was a goner. This is why it made sense to shoot hard; over-shooting was hardly a risk. Unless you in a sudden-death match where shooting outside the lines meant an automatic loss.

Most of us neither lost too many nor gained too many. But a few kids were easy pickings. Every day they’d come with a new small bag (these were sold in grocery and “dime” stores) and lose them. Rich kids.

Unless by prior agreement, only even matches were allowed. Cat’s eye against cats eye were the lowest, entry-level bouts. Cats’ eyes, for those monumentally ignorant of Americana, are the clear marble with the squiggly, colorful aberration running through the center. These were the general stock, like ten-year-old used cars; useful, but unloved. Why, you could find spare cat’s eye rolling around behind the home room teacher’s desk. What counted was quantity.

Perries, probably a corruption of puries, solid colored beauties. These were always just a shade smaller than the cat’s eyes. Perries, though coveted, had a tendency to chip, sometimes even crack open when hit hard. Clears were solid glass, no color. Steelies were polished ball bearings. I only ever saw two of them. Not the railroad kind, but small ones from who-knows-where. They were said to be unbeatable, which is why we latched onto any rumor of a source.

Then came the boulders, the double-sized version of the normal marble. One of these was worth five to ten of the regular kind, depending on availability. Boulder-on-boulder matches were always closely attended. They were rare, too, especially when they featured perries. (I have since learned boulders are called “shooters” in other areas. But all our marbles were shooters.)

We used to empty our marble bags and compare, holding our treasures up to the light for the kind of close scrutiny used by gemologists sizing up wedding rings. Oddities such as pea-sized perries occasionally showed up. These were said to be from China, then still a mysterious land.

I don’t guess kids play marbles anymore. Unless there’s a marble “app” for their cell phones. But it now makes sense that my favorite adult game is petanque.

William M. Briggs, “Marbles!”, Science Is Not The Answer, 2026-06-23.

September 22, 2026

QotD: Organized activities for children versus informal play

Filed under: Health, Quotations, Sports — Tags: , , , , , — Nicholas @ 01:00

[Jane:] A few months ago I had what I thought was a revelation: all those people who were spending their evenings and weekends shuttling their children to sports practices and games, dance classes and riding lessons and swim meets, must really like this stuff. They must think it was fun and enjoy sharing their passion with their children! It had to be like when I garden or bake with my kids, or read them books I love, or tell them about the proto-Indo-European voice system! (Don’t laugh, it’s important context for Latin deponents.) So the next time a mom I know was complaining about getting her kids out the door for flag football practice, conveniently scheduled for (1) rush hour and (2) dinnertime, I smiled and asked, “Are you guys big football fans generally?” I was all set to inquire about their family’s favorite team, the differences between college and professional ball, how different flag football is from tackle and whether they intended to make the switch when her boys were older — but she grimaced and shook her head. No, she said, not really. They watched the Super Bowl but that was about it. “Ah,” I nodded sagely. “But the kids are into it?” (Lord knows I’ve indulged my children’s enthusiasm for things I don’t care about.) No, she said, not particularly. But they needed a sport for the fall.

I didn’t ask why. I wish I had, because I’m sincerely curious — these were busy, active kids, actually in the process of racing around the playground with their buddies while the adults chatted, so it’s not as though they needed organized sports to keep them from merging with the couch cushions — but at the time it seemed rude and pushy so I changed the subject. Now, obviously not everyone is like this mom: some people, including Tim Carney, really do love sports and delight in sharing that love. But the truth is, people are obsessed with signing their kids up for stuff. Carney calls it the Travel Team Trap, and it’s probably most evident in youth sports culture, but it shows up everywhere. Your kid likes to write? Find a creative writing class! Having fun with chess? Quick, hire a tutor! My local rec center even offers courses in Dungeons & Dragons, taught by a real live professional nerd, because apparently eating Doritos in your mom’s basement while your friends mock you for touching the Sphere of Annihilation isn’t good enough any more.

And it’s a vicious cycle, because all these official activities crowd out informal play. If the artsy kids in your neighborhood are taking a musical theater class half an hour away, there’s no one to join your kids in pulling out the dress-ups and staging a drama of their own. If everyone is off at soccer practice, you can’t meet up at the park to kick the ball around. Sorry, Zerubbabel can’t come over and play Legos this week, he’s got his STEM Makers class on Wednesday and then Thursday afternoon is junior robotics team … Soon even the families who want a more relaxed, unprogrammed life are signing their kids up for things because it’s the only way they’ll ever see their friends.

There’s nothing wrong with formal instruction in its place, especially for things where technique really matters: the world needs basketball coaches and piano teachers, too. And sometimes it’s just fun! A big stage with lights and music and real costumes scratches an itch that Mom’s old prom dress and a dinosaur mask (“Velociraptorella”, currently in previews off-off-off-Broadway) just can’t touch. But when we regard these things as potentially interesting and entertaining, rather than absolutely vital to our children’s well-being, we can make sane tradeoffs about them. A day-trip to the awesome museum in a neighboring city is also potentially interesting and entertaining, but nobody thinks you’re a bad mom if you spend the weekend doing something else.

And what’s more, the push for legible achievement over experience, without regard for what’s good for your family — or even, apparently, whether your kids like it — robs them of the opportunity to motivate and direct their own lives. Basketball practice three times a week surely does more for your jump shot than a pickup game at the local park, but in the long term the ability to take ownership of your time, make and keep plans with your friends, sort out interpersonal disagreements, etc. are going to be a lot more useful. (And, sorry, I’m still stuck on this D&D thing: the threat of your friends losing interest and wandering off to play foosball instead is a much greater incentive to become a good DM than anything you could learn in a class.)

But it’s not actually surprising that people parent like this, because it’s how they grew up: today’s moms and dads are yesterday’s Organization Kids.1 Their image of the good life is tallying up achievement points on some great celestial board. And no wonder they’re desperate to tally up points for their kids, too: they think their futures depend on it! In fact, every time I bring this up, someone tells me that Harvard is full of kids whose parents drove themselves crazy coordinating travel sports schedules and private school dropoffs and chess tutors — all of which is true, and some of which is probably even causal. (Nobody appreciates achievement points tallied up on a great celestial board like a college admissions office.) But a lot of it is also because that’s how smart, conscientious, upper-middle-class parents are expected to raise their kids, and the best way to get into Harvard is to be the offspring of smart, conscientious, upper-middle-class people. (It also helps if they’re neither white nor Asian.)

Jane and John Psmith, “JOINT REVIEW: Family Unfriendly, by Timothy P. Carney”, Mr. and Mrs. Psmith’s Bookshelf, 2024-10-14.


  1. I hadn’t reread the article since I was in college, but revisiting it now it’s an amazing artifact. “No one is political, no one protests.” Things change!

September 18, 2026

One disruptive kid can ruin class for all the others

Filed under: Education — Tags: , , , — Nicholas @ 03:00

I remember talking to the teacher who taught the special needs kids at my middle school … Mr. Gibson was the only black teacher in the school and he was far more qualified than any of the others. It also helped that he had the patience of a saint: I doubt any other teacher there could last more than a day with the kids he looked after. At some point in the decades since I was in school, the powers-that-be decided that integrating all the children together was the right decision. By any sensible reckoning, it has been the worst thing they could have done, both for the special needs children and all the other children, as GenX Anecdotes relates on Substack Notes:

GenX Anecdotes didn’t include this in her post, but I thought it to be appropriate, in a way.

Having worked in schools and hearing my daughter’s experiences, it just can’t be the case that a tiny minority of extremely disruptive kids ruin the learning for all the others. Yet I have seen time and time again how one or two disruptive kids with severe behavioural issues can derail a whole lesson.

The dogged insistence that all the kids must be thrown together regardless of capabilities and behaviour is insane to me.

I have seen the amount of time, effort and extra staff required to deal with just ONE kid who clearly needs “round-the-clock” close supervision.

I have often thought those kids should not be in a “normal” class or school. They need to be somewhere else where they can get specialist support. And I don’t care how many times you shout “inclusivity” at me. Those kids would be better off somewhere else too.

I have watched kids who, during lunchtime, will smash up a whole table of kids’ lunches and try and run out of the school gates; kids continually shouting in lessons; bully and “hit” other kids repeatedly; demand all the other kids play games exactly as THEY want them to be played; derail a whole lesson and be continually brought out of the classroom, but only to be brought back in again!

Then I see the adults pander to the disruptive ones time and time again and expect all the other kids to suck it up and put up with their bullshit. All under the guise of some “neurodivergent” excuse. If their “neurodivergence” continually negatively impacts everyone around them, then they need to be removed from everyone else. Sorry. It’s not everybody else’s responsibility to put up with it.

Time and time again, the needs of a minority of kids prioritise the needs of many.

I remember when I worked in one junior school, attending a training day for teachers and support staff, which was conducted by the school head teacher.

When I raised this issue, he just went over to his laptop and brought up that “equity” meme of the three people standing on boxes looking over a wall onto the big screen and said THIS is why.

He didn’t like the fact that I had brought this up, especially since some of the teachers agreed with me. He very quickly shut me down, and his whole tone was this kind of patronising and smug “you don’t understand at all do you?” Like he was having to explain basics to me. There were a thousand things I wanted to say about it, but I didn’t.

What really got me was how all those teachers who had agreed with me looked at the meme and were nodding! They were impressed by it and acted like they hadn’t seen it before. It was beyond infuriating. I SO wanted to get up and go over to the laptop and find the other “equity in reality” meme, which is far closer to the truth.

But I didn’t, because I didn’t want to derail the whole thing and be the only “disrupter” in the room.

It was close to lunchtime, and it was already running over, and everyone was clearly eager to get out of there, so I didn’t want to turn it into an ideological battle of wits. In hindsight, I wish I did.

But I wasn’t brought up to be that person. And yet, ironically, here we are. Raising a generation of people who WOULD totally hold everyone up and much worse.

I left that job soon after that. It wasn’t just that. It was a lot of things related to this. I watched daily as things that I thought could actually be quite easily made better with some practical adjustments were continually and self-evidently made worse for EVERYBODY because of an adherence to this arrogant and utterly insane ideological bullshit.

It drove me nuts.

September 10, 2026

Women’s dissatisfaction with modern life

Filed under: Media, Politics, USA — Tags: , , , , — Nicholas @ 04:00

On Substack Notes, Copernican linked to this article saying:

While revoking the 19th wouldn’t fix EVERYTHING, it’d probably be a step in the direction of reestablishing a structural social frame for a lot of women. The problem is that feminists want a system that works for the top 0.5% of women, while the historic systems have worked for 95% of women. We need systems that work for most people most of the time, not a small fraction of the population all the time.

For my (relatively few) non-American readers, “the 19th” refers to the Nineteenth Amendment to the United States Constitution, which granted the right to vote for women. Some cynics claim it was the fatal step leading to today’s political situation.

In the linked article, The Appalachian Gorilla wonders why women are so miserable:

There is a famous clip of Joe Budden and his crew watching a Bill Hicks joke with a woman. Bill hicks says he figures out how the fall of man from Eden happened. Adam said, “Look at this, Eve. We are one with nature, one with god and every time we fantasize about something, it becomes reality”. Eve looks at Adam and says, “Yeah, it’s just not enough, is it?” The guys laugh, and one of Joe Budden’s crew asks the woman why she wasn’t laughing, and she says, “I was just waiting for more”. Joe Budden immediately chimes in and says, “Yeah, that’s the point”. And everyone laughs.

Mitch Hedberg once made a joke that if you are ever lost in the woods, just build a house. You went from lost to being home.

Men will adapt to situations and eventually survive, making any situation the norm.

Women, though, can find themselves in the best situation possible and call it prison. I recently pointed out that I would kill to not have to go to work every day. I would kill to just spend time with my children. This isn’t a fantasy; I spent 6 months laid off with a 3-year-old and a 7-year-old, cooking, cleaning, fishing, reading bedtime stories, doing laundry, and loving life every day. There was a point where a hurricane hit the mountains here in PA, and we didn’t have power for 3 weeks back in the holler, and my sons and I spent the days fishing and the nights cooking and sitting by the fire staring at the stars.

Women are miserable, though, constantly. Not women in my life, just in general. Every protest, every demonstration, every meeting is full of women looking to enact vengeance on a man or some evil fabricated structure they built in their heads.

[…]

This is the thing. Why do women see these kids as work? Why do they see chores as work? I have seen women turn hygiene into work. I have seen them turn sex into work. This is an almost universal attitude. I say I get to be a dad. They say they have to be a mom. I say I get to cut my grass. They say I have to do the dishes. I enjoy doing the laundry and cooking meals. I get excited about food I make repeatedly. I get excited about hitting the grocery store and getting fresh eggs or stopping at a local spot to get them from a farm.

I have seen so many women turn sex into a chore or a reward or a way to punish their significant other. Let’s be honest about this too. Most women do 0 work in bed. They may claw your back or throw it back when on their knees, but most won’t ride to fruition. They want choked and hit and slapped. I have been asked to spit on them, or finishing on their face is a reward for them. They want swings built or contraptions to restrain them. Insane stuff to give the illusion of danger.

I cook my relationships because, well, I enjoy food, refuse to eat Kraft Mac and Cheese, have never had ramen noodles, and will not start eating them at 43. Food is supposed to be the most basic of love given from one person to another. It is the labor of love and skill translated to reality. Sustaining another human from your hands to their plate is a beautiful way to connect with others. Doing so for your children, or having them cook with you and watch them appreciate their own labor and ability, is beautiful. Seeing their skill level rise with each meal is amazing. Women act like teaching their children is a chore.

I must say that this is not all women, but it is most at this point in our society. I know there are fathers out here who are pieces of shit, but most I know are good men who have been railroaded by the system and have to work 5 jobs to pay child support to keep themselves afloat while dealing with the loss of identity, their children, and fighting the depression that goes with that.

I once asked a wiser man than myself, “Why do women continue a system that will destroy their sons?” He replied, “Because women don’t actually like children. They like babies.” Today, though, with what we are seeing with women making videos where they are admitting they want to harm their children or even joking about dropping their children off the steps or a balcony or into a dryer to support Lindsey Clancy, it makes all of us wonder if they actually even like babies.

September 7, 2026

“Don’t forget to like and subscribe!”

Filed under: Britain, Education, Health, Media — Tags: , , , , — Nicholas @ 06:00

Along with the earlier post on the recent steep decline in basic literacy, here’s Christopher Gage discussing the same phenomenon of younger Brits’ increased dependency on videos while also demonstrating reduced verbal skills. A mere co-incidence, we can be sure:

La Cigarette by Henri Lebasque (1921)

A friend of a friend of a friend — a primary school teacher — reckons her pupils spend so much time glued to screens that they speak in YouTube English.

Rather than greet one and other with “Hello” they say, “Hi, guys! Welcome to my channel!” When saying goodbye, it’s “Don’t forget to like and subscribe!” Apparently, these little dopamine fiends cannot endure one moment without suckling on the eternal teat of Mother iPad. With their scrolling fingers they tear the pages in strange, ad-free artefacts once known as “books”. Reader, I don’t know if this little fable is entirely true or some semblance of the truth. But it rings truer than false.


Am I being facetious? Not really. The British government, in a rare bout of usefulness, conducted a study into screen-time amongst primary school children. That recent study by the education department found that the more a child spends scrolling on a screen, the less good their vocabulary be.

Please excuse that example of mongrelised English. Then again, perhaps we should call it Future English given that, in just a few years, the YouTube kids will speak in that very bastardised tongue.

According to a bleak wave of childhood study, spending hours tethered to screens quite literally dissolves learning. Researchers found that the “heavy users” — a term usually reserved for heroin addicts — recalled significantly fewer words from a list than their less addicted peers. These screen-addled sprogs spend more than five hours chasing that dopamine dragon. In Plain English, them don’t talk good and shit. At least when compared to their mates who spend less than one hour on a screen. Them kids know more words and shit.

They asked kids to recall words from a list of 34. The ones double-stitched to iPads upwards of five hours daily recognised barely half the words whilst their peers recalled two thirds. Eighty-six minutes. That figure represents the tipping point between literacy and a life talking in the mangled English of a failed rapper.

The study arrived at a rather chilling conclusion: If a child spends over an hour and a half each day thumbing through brain-bleaching bilge on YouTube, their grasp of language withers faster than a doormat outside a crack den.


Of course, these are hyper-sensitive times. The researchers keenly doled out the old “correlation doesn’t imply causation” disclaimer mandatory in a neurotic culture which treats truth like hazardous waste. And who am I to judge? The ability to express one’s thoughts isn’t utterly essential. The development of language — I’m sure a Foucault-addled academic might agree ­— is elitist and racist and sexist and ableist and all that.

And so, I am intensely relaxed about this brave new world in which the brains of the next generation dissolve in a swamp of TikTok reels and YouTube videos. There is nothing to worry about. This is progress. And progress must always progress. Words are just words and you can still talk good and shit without knowing them words in them things that don’t even have videos on them pages.

The New Dark Ages by James Marriot

Filed under: Books, Health, Media — Tags: , , , , , , — Nicholas @ 05:00

Ed West reviews James Marriot’s The New Dark Ages, which covers issues that are certainly of deep concern to parents as GenZ and Gen Alpha appear to have almost completely abandoned literacy in any written form:

I’m not the only parent who feels increasingly anxious about their children’s media diet. For teenage boys in particular, entertainment often comes in the form of YouTube, which for any adult briefly glancing at the screen seems to feature an array of thumbnailed gawping imbeciles, besides an invitation to watch the latest work of creativity: “I took a bath full of Diet Coke and Mentos” or “I cemented a microwave to my head”. In comparison to this, the mindless television I watched in the 1990s seems as narratively complex as Dostoevsky.

Most of all, it’s notable that many children aren’t reading anymore, and it’s steadily become a topic of interest among fellow parents, then worry, and now panic. It’s impossible to ignore the fact that something quite bad is happening.

Every catastrophe needs its Jeremiah, and for this we have Times columnist James Marriott, whose increasing anxiety about the decline of literacy was articulated in a hugely popular substack post last year. Having written extensively about how no one reads books anymore, he decided to turn the subject into a book, The New Dark Ages, published this week.

I wouldn’t call the book “urgent” because I usually take that to mean “worthy scolding by an ideological ally”; it’s entertaining, informative, often amusing and makes a coherent case in 50,000 or so words, which many of us can still manage. But the implications he lays out are disturbing, and influence everything around us.

James and I have become friends over the past couple of years, drawn together by a mutual sense of despair, and he’s probably the only person in journalism even more pessimistic than I am. If you believe the media to be a circle-jerk of people helping their mates (which it is, obviously), bear that in mind, but reading his prose one gets a sense of how likeable as well as articulate he is, even if born in the wrong decade. His upbringing will seem as alien to those raised in the coming years as the world of Boethius would have been to Alfred the Great.

    Literature was our religion: the way we explained and interpreted our lives. As a child I quickly learned that every possible event — from a major bereavement to a minor playground contretemps — could be cross-referenced against a novel by Thomas Hardy or a poem by Philip Larkin. There was a quote for everything. I was dragged off to Shakespeare plays at what now strikes me as a rather cruelly young age (“if you’re not enjoying it”, I remember my dad telling me, “you can just read your book instead”). We worshipped pretty much all the canonical English poets but in our pantheon of literary saints, Shakespeare was Jesus or, more probably, God.

    We celebrated his birthday every year with a homemade cake and in the holidays we were taken on solemn pilgrimages to Stratford-upon-Avon. I recall that I was once presented with a Shakespeare-themed stuffed bear (it was wearing a t-shirt with a quotation from Hamlet).

Such a veneration for the written word naturally made him sensitive to disturbing stories about declining literacy that began circulating around the turn of the decade. “The first rumours that something important was happening reached me via friends working in universities”, he writes: “I came close to going into academia myself (though I don’t think the world is a poorer place for the loss of my proposed PhD on landscape imagery in post-war British poetry)”.

Anecdotes were soon backed up by data, showing significant declines in reading comprehension among students, as well as an even sharper drop in the number of adults and children reading for pleasure. The chief suspect seemed obvious: it’s the phones. (Everything’s “the phones”). Yet the more Marriott looked into it, the more he came to believe that the real transformation came with television, as Neil Postman had warned in his 1985 polemic Amusing Ourselves to Death.

“Postman believed that the rise of TV — with its bias towards triviality and charismatic personalities — was beginning to undermine the kinds of reasoned and productive public discourse on which a civilised democracy depends. He was dismissed by some of his critics as a crank and a Luddite. The passing of time has revealed that he was a prophet.”

September 3, 2026

Canada’s “softer, gentler, more inclusive, more sensitive” cadet movement

Filed under: Cancon, Military — Tags: , , , , — Nicholas @ 03:00

I was in the army cadets from 1972-76. We were still wearing British-style battledress uniforms rather than the CF Green delivery driver uniforms, but we weren’t in cadets for the pseudo-scouting experience … we wanted to be army cadets. Not long after I left cadets for the reserves, the leadership vision changed to (I assume) make cadet organizations more “inclusive”, as John Carter describes:

This unfortunately isn’t new. I was in Army Cadets back in the 90s. Even then female fatbodies in the adult officer corps weren’t unknown, and cadets was coed.

I didn’t actually mind the coed aspect at the time, I picked up a lot of my hs gfs through cadets. What I did mind was how ridiculously soft it was. Weapons training, in particular, was essentially impossible to obtain unless you joined the marksmanship team (which I did for that specific reason), and even then they only gave us ancient Lee-Enfields with .22 inserts. We did a lot of camping and rucking, including in winter, which was great, but aside from the exercises being on army bases and conducted in combat fatigues using old surplus kit, there was almost nothing to mark it out as military in character. Nor for that matter was there anything in the way of physical conditioning.

I wasn’t the only one annoyed by that. The kids who joined cadets wanted to be little warriors. They wanted to crawl through mud with a knife clenched between their teeth, they wanted to get emotionally abused as they struggled through obstacle courses, and they wanted to handle firearms. There was a rumor that all of us had signed an agreement that in event of war, if the rest of the military had been wiped out, we could be called up for the last line of defence. I doubt that was true but we thought it was the coolest thing.

Instead, the only cadets who were allowed to handle C7s were the honour guard, who were issued (rubberized) rifles before parades.

Unfortunately it didn’t matter what the cadets themselves wanted. The adults had decided that softer, gentler, more inclusive, more sensitive was the name of the game. I didn’t make the connection with the presence of female cadets at the time, though in retrospect that’s obvious. What was obvious to me at the time however was that this was all downstream of liberal females aghast at the very concept of a militarized youth, and weak men who couldn’t tell the females to shut their fool mouths.

As an epilogue, when I turned 17 I joined the Army Reserve, only to discover that this infernal feminine softening had long since infected the military, as well.

The cadet Lee-Enfields firing .22LR were an important part of our weapons training … although due to a weird bit of timing, the very first rifle I ever fired was a full-size .303 Lee Enfield that seemed to have enough kick to push me right out of the rifle pit when I fired it (I was small for a 12-year-old). We hadn’t yet learned about hearing protectors, so my ears were ringing for about an hour after the range trip.

September 1, 2026

QotD: “Down-line clear …”

Filed under: Britain, History, Quotations, Railways — Tags: , , , , — Nicholas @ 01:00

In 1957, there was still a railway through the village of Stanford-on-Avon on the cross-country line, now sadly vanished post-Beeching, which linked the West Coast Main Line at Rugby with the Midland Railway’s own main line north at Market Harborough. On our frequent Saturday afternoon cycle rides, Dad and I would often pause at the Stanford level crossing in the hope of seeing a train run past.

On one occasion, noticing us waiting by the gates, the signalman slid open his window and asked us if we’d like to come up and see inside the signal box. I was up those stairs almost before he’d finished his sentence and he treated us both to a conducted tour of a fascinating and beguiling little empire.

When bells started ringing, he explained about the bell code system and announced that there was a cross-country passenger train about to pass through Stanford, without stopping, on its way to Rugby. Suddenly, he asked me: “Would you like to signal this train through the station?”

“Gosh, yes! Of course I would!”

The sequence started by closing the gates on the level crossing. These were the traditional, heavy timber gates, rather than the comparatively minimal lifting-barriers seen today. They were opened and closed by turning a huge ship’s wheel-type contraption in the signal box and it took all my strength, plus more than a little help from the signalman, to turn it sufficiently to get the gates completely closed. This reliance on a direct mechanical linkage is the reason why the signal box had to be immediately adjacent to the gates.

Next, it was the signals, which were operated by a system of wires opposed by counterweights. The signalman showed me which levers to pull. I had to pull with all my might to get that red upper-quadrant signal to rise. Pulling the yellow distant signal “off” took even more effort, because its greater distance from the signal box meant that the wire was very long indeed. All these tasks were completed solely by manual devices without any mechanical assistance. It was a technology which hadn’t changed since Victorian times.

After what seemed like a long wait, the train eventually appeared in the distance and I felt so proud, hearing it whistling a greeting. Actually the whistle is a warning device, but I was only eight and I was convinced that the driver was saying “thank you” as he steamed through the station past the signal box, courtesy of my hard work.

And just as it had been with the farm horses, it would not be long before Dr Beeching would sweep away rural railways, together with the way of life which went with them and make such experiences as this impossible.

Whenever I see a railway these days, with everything surrounded by high steel fences, their vertical pales topped with barbarous triple-spikes and further surmounted with coils of barbed wire, together with notices threatening huge fines for trespass, I’m reminded of just how lucky I was to grow up in a time when a signalman could invite a child and his father to join him and give them a singular experience which they would both remember for the rest of their lives.

Brian Meredith, “A 1950s childhood, Part 2: ‘Down-line clear …'”, The Conservative Woman, 2026-05-31.

August 28, 2026

“Single mother households produce the worst results for children”

Filed under: Health, Media, Politics, USA — Tags: , , , , , — Nicholas @ 03:00

Spaceman Spiff does that thing with data where you point out the most unpalatable results from a given set of statistics and place it front and centre:

Any mention of Cofnas by academics or the media comes with an obligatory dismissal of his work as “controversial” or “far-right”. It is often labelled as “pseudo-science”.

Yet if critics were confident in their position, that the research is incorrect, they would not react as they do.

This is easy to illustrate with a fake example. Imagine research into another sensitive area, female behaviour.

We can draw conclusions based on the research that will anger feminists in much the same way research into the heritability of intelligence and behavioural patterns within distinct groups angers most of academia.

One stark observation dominates our view, in everything we can measure, from mental health to life success, single mother households produce the worst results for children.

The literature is crystal clear.

With a wide variety of measurable outcomes, including life quality, criminality and recidivism, adjustment to society, academic achievement, material success, and mental health issues, the best results are produced by two-parent households closely followed by single-father households.

Single-mother households trail far behind on virtually everything we value. Being raised by a single mother is detrimental to the wellbeing of children compared to other options.

This is reflected in the historical record too. Females gaining custody of children after divorce is a recent novelty. In the Victorian era the father usually retained custody. Women were seen as too emotionally unstable to raise children alone. They needed the strong presence of a father.

One really damning factoid to emerge from crime statistics is most infanticide is committed by women, not men. Of children killed by their parents it is almost unheard of for the father to murder his own children. In some 98 percent of cases it is the mother.

We can use these observations to reach a sensible conclusion.

Single mothers should not be allowed to raise their own children.

Trashing the research not the researchers

Our conclusion is not very good. Academics would find it easy to challenge. This process follows a predictable course.

The first stage is to examine the papers and point out their flaws. What studies show these outcomes? What variables were measured? How were they measured?

Then there are the definitions. What do we really mean by life outcomes? Success is a subjective concept at best. Even something nominally objective like incarceration rates are complex with many variables of which the childhood environment is only one.

What other factors were measured? Were there control groups? What about sample sizes? How many people did they track? Many papers reach bold conclusions with small sample sizes. Which leads to the next question, has anyone replicated this finding? The replication scandal is well documented in multiple academic disciplines; one-off studies no one can reproduce, even quite famous experiments that have entered popular culture.

The quality of the studies is often assessed first because if they are flawed this inevitably damages the credibility of any conclusions drawn.

As for our conclusion, that children should always be taken from single mothers, even widowed women, this is not supported even with the evidence outlined above. Studies would need to demonstrate fostered or adopted children did better than those raised by a widowed mother, an unlikely proposition and just one alternative view possible from the evidence.

Importantly, serious critics would generally avoid motive except as a last resort. Sexism, misogyny and hatred of women may be there in a hypothesis that paints women in a negative light, but compared to challenging the research and its foundations, speculating about motive is weak and too easy to dismiss.

Jumping straight to perceived hate or bigotry, particularly when it makes the accusers look morally superior, is a tell.

August 27, 2026

Women and power

Filed under: Media, Politics, USA — Tags: , , , , , , , — Nicholas @ 05:00

Sara the Editor (that is, not Sarah Hoyt the SF author and Instapundit co-blogger) posted this on Substack Notes a couple of weeks ago before the Lindsay Clancy trial began, but it discusses some of the things that have become common topics of interest since then:

Pink-clad supporters of Lindsay Clancy
Photo from Aged Well

Women are weak, and that’s why they’re evil.

Women are never taught how to restrain their own power. This wasn’t bred into them, either. A woman never had to grapple with what every man faces at some time in his life: the realization that he can easily overpower and hurt a significant portion of the population, including women, children, and the elderly.

Men are taught not to do this wantonly, and if they do, we used to execute them. So we’ve been actively breeding it out of men.

Women are more valuable in terms of childbearing and bore little risk to society as long as men had the right to raise his own hand against a violent woman.

Women can only abuse children, old women, and crippled men. And they do, frequently, unless they fear repercussions for it.

Now women have political power. Now they have access to weapons that are small, light, and easy for a weakling to wield. They can now easily abuse men, and the men will sit there and take it, because they dare not defend themselves and are terrified of the woman-worshipping state police force, a mercenary army of cucks and degraded white knights.

Why would you expect a creature who never had to grapple with power to suddenly wield it with virtue?

You wouldn’t.

Every believable story where random people get superpowers gets one core thing right: the former weaklings are the most vengeful. They can’t wait to make the strong whimper at their feet.

This is literally every feminist ever. They say it out loud. They are razing the world with their newfound powers. Because women were never virtuous, just incapable of evil at scale.

Just look what they did when mass murder was put within female reach.

The oceans of infant blood that women have spilled in the last hundred years dwarfs every death caused by men in every war throughout all of recorded history. And yet feminists, they sit on that pile of tiny skulls lecturing men about how evil they are because they have more innate physical strength.

Do not fear the strong. Fear the ones who have become strong overnight.

They have all the spite and the will to spread their own misery.

More specifically dealing with the phenomena of women publicly proclaiming their support for a woman who deliberately murdered her own children:

This week was a pretty extreme wake-up call on the state of women online.

We learned that there are a shockingly large number of women who not only identify with a child murderer, but are ostentatiously, publicly performing that identification: posting videos of themselves sobbing while clutching infants, captioned “Same, Lindsay”.

They’re posting AI videos of Lindsay Clancy — a woman who sent her husband on an errand so that she could strangle their three children to death — receiving the warm embrace of the Sisterhood. Some are even running the “no uterus, no opinion” playbook but for actual infanticide. (I will not post examples, they’re easy to find.)

Clearly, this is not a feeling about which they are furtive or ashamed. It is baffling to imagine them setting up their camera so that they can publicly “break down”, Just Like Lindsay, to an audience of millions.

[…]

What these women are thinking is: “being a mom is Seriously Super Hard, and I am being Super Brave, look how Brave I’m being.”

That’s really all it is. The best defense you can make of this behavior is that it is sincerely, completely superficial and self-involved.

A social media hysteria has given them moral and social permission to complain in maximally dramatic terms, and to participate in a chorus of mutual validation.

There’s an echo in the “I choose the bear” discourse from a few months back.

Millions of women claimed that they would rather be alone in a room with a bear than alone with a man — and men responded with shock, in the mistaken belief that women were saying that they would actually literally rather be alone in a room with a bear.

This was not helped by the fact that many women, in the interest of making their point more vividly, said, “You’re not hearing me — I literally actually would rather be alone in a room with a literal bear and I’m not kidding”.

These women mean what they say, but not in the way that you mean things when you say them.

One of the emotional engines of this controversy is the perception that Lindsay Clancy was “crying out for help” and was “failed by the system” — that she wasn’t Heard or Taken Seriously.

But of course, her situation was being taken as seriously as such a situation could possibly be taken. There was a small army of doctors and therapists (and her husband, and a nanny) actively monitoring her.

If she had expressed a desire or plan to kill her children, they would have been immediately removed from her custody — but she didn’t.

The reason psychiatrists don’t institutionalize people or snatch their children when they report feeling depressed — or even when they report having certain categories of scary thoughts — is that they want people to speak up when they’re having trouble.

The only intervention that would have stopped this is for someone to suspend her parental rights or institutionalize her, with no judicable evidence (across a battery of clinical encounters) that she intended to harm her kids.

Obviously, these thousands of women are not actually suggesting that they are literally, actively experiencing what Lindsay Clancy experienced, or actually demanding the only intervention that would have made any sense (to have their children confiscated by the state.)

Maybe it’s waste of time to spell out that these demands have no practical content, but whatever: they have no practical content. Women are Using Language Differently. They want to Feel Heard. It’s Not About the Nail.

On her Substack, Janice Fiamengo helpfully points out that western cultures have always had a more lenient view of female murderers of their own children:

Do any of these advocates care about the principles of justice? Do they believe in equality before the law? Are they concerned with the possibility that a not guilty verdict in Clancy’s trial will encourage other unhappy mothers to kill their children? (Mothers are already, according to U.S. government data, the most frequent perpetrators of child homicide, see p. 65).

It seems not. The primary impulse is to see Lindsay Clancy and, by extension, all unhappy mothers as the true victims now and forever, never to be held responsible for any bad act, deserving of boundless sympathy.

Perhaps there has never been a case that illustrated women’s incoherent morality so clearly.

But it is not, alas, a new thing, and men in the west have tolerated and furthered it for centuries. In his 1913 book The Fraud of Feminism, British barrister Ernest Belfort Bax described, with his characteristic wit, how the female criminal is “surrounded by a halo of injured innocence”, “convinced of the maliciousness of her accusers” and of her own lack of responsibility (89-90).

Bax showed that nineteenth-century criminal law had great difficulty conceiving of and punishing female violence. Where there was any doubt as to a woman’s guilt, juries were reluctant to convict; and even where there was no reasonable doubt, they were eager to find mitigating circumstances such as temporary insanity, victimhood, or male coercion to justify leniency.

A now-famous Philadelphia case involved a mother, Harriet Vaughn (variously spelled Vaughan), who had murdered her newborn baby within hours of its birth in 1868, and was championed by her feminist supporters as a wronged innocent. The severely beaten dead baby, which Vaughn had attempted to conceal under her bed after crushing its skull with a blunt instrument, was hardly mourned at all (for a full account, see Sarah Barringer Gordon, “Law and Everyday Death: Infanticide and the Backlash against Woman’s Rights after the Civil War” in Lives in the Law).

Although Vaughn was convicted of murder and sentenced to death by hanging — a highly unusual sentence in that no woman had been hanged in Philadelphia since 1737 — her plight almost immediately became a cause célèbre, with advocates rallying to her defence. Elizabeth Cady Stanton, leader of the American feminist movement, spent months agitating on Vaughn’s behalf. In the pages of The Revolution, the feminist newspaper she ran with her associate Susan B. Anthony, Stanton portrayed Vaughn as a sexually-abused maiden, and a loving but desperate mother forced to kill her child because she had no other options. She described her as “a poor, ignorant, friendless and forlorn girl who had killed her new-born child because she knew not what else to do with it” (Stanton, “Infanticide”, The Selected Papers of Elizabeth Cady Stanton and Susan B. Anthony, p. 158).

None of this was founded in fact — Vaughn herself did not claim she had been raped and there were many institutions for foundlings in Philadelphia where she might have left her baby — but it was a familiar sentimental narrative guaranteed to stir indignation against the sentence.

Members of the Working Women’s Association of Philadelphia held a mass rally on Vaughn’s behalf, visited Vaughn in prison, and petitioned the Pennsylvania Governor for her pardon, which was granted in May of 1869. Released from prison, Vaughn left Philadelphia for her birthplace of England and was heard from only once more, when she wrote some months later to request the $300 that she had heard feminists had raised for her.

Sympathy for infanticidal, especially unwed, mothers was widespread in nineteenth-century English-speaking countries, where the killing of babies was “an unsavoury but surprisingly common feature of life” (Constance Backhouse, Petticoats and Prejudice, p. 113). Law Professor Sarah Gordon reports that “In 19th century Philadelphia, thousands of dead newborns were found in alleys, ash heaps, privies, rivers, and so on”. Professor of History Ann R. Higginbotham gives examples from 19th century London to show that “juries were extraordinarily reluctant to convict women accused of murdering their illegitimate infants”, often out of sympathy for the women’s difficult circumstances (Sin of the Age: Infanticide and Illegitimacy in Victorian London, p. 329).

August 24, 2026

QotD: The difference between “book smart” and “street smart”

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

    Joca @jocadbz
    Translated from Portuguese
    How many geniuses have you heard about in recent years? They all had very superior IQs and were supposedly going to change the world
    Know what happened? Nothing. Nothing ever happens

We hear a lot of people go on about the difference between “book smart” and “street smart”.

But psychologists who test and study intelligence know there’s no such thing. Smart is smart. So is this all just a way of coping with envy of higher IQs?

No. We’ve all met that guy who is clearly very intelligent, but can’t seem to accomplish anything outside a cloistered academic environment.

But we always seem to find him in a academic environment, don’t we?

“Book smart” is an incorrect name for a person who is intelligent, but has been mentally and psychologically harmed by an educational system, to the point where he can’t actually use that intelligence properly for tasks outside that environment.

Ironically, the more a child is obviously intelligent, the more the education system conspires to destroy him … because everyone with a “degree in education”, almost without exception, is either actually stupid, or is himself the end product of this same sort of mental mutilation.

Here’s how it works.

There are two types of intelligence tasks: answer tasks and result tasks.

A result task is graded by the reaction of the environment to your work. Either your software runs, or it doesn’t. Either your rockets fly, or they don’t. Customers buy millions of your product, or none.

You have unlimited tries unless you run out of money, but there’s no partial credit, and you can’t talk the universe into accepting your answer if it doesn’t.

Result tasks typically require a lot of work, are data-intensive, and have lots of sub-problems, because the ones that didn’t are already solved.

Result tasks are why we care about smart at all. Because smart people are the ones who can do this. And every human advancement or achievement ever was a result task.

Answer tasks are quite different. They are artificial problems created by a human being for another human being, whose goal is to produce the known answer.

Tasks like this have useful features. They can be tightly calibrated for appropriate difficulty. They are easy to grade. They can be used to teach particular subjects or skills.

But there are certain things they don’t teach.

How to do the boring parts that don’t impress anyone with how talented you are.

How to fail and try again.

How to change the question instead of answering it, because the question itself was wrong.

How to absorb from others what they had to learn the hard way, instead of reinventing the wheel.

How to deal with problems that have no solutions, only tradeoffs.

How to work with others and pass the ball.

How not to adapt instead of freezing when the universe gives the exam before the lesson.

How to substitute the adequate you can afford for the ideal you can’t.

How to prioritize what is needful over what is elegant or cool.

Without this learning, and other similar lessons, the talent child turns into an adult with an unbalanced intellectual development, like a bodybuilder who skipped far too many leg days.

You’ll find a lot of men like this in academia because it provides them with a sheltered, tightly controlled environment, where the problems are abstract if not utterly fake, and the persuasiveness of a solution trumps its workability.

They tend to scorn achievers, especially achievers with modest academic credentials or none, and this invites scorn in turn from people with real jobs.

But really what they are is victims. Entire campuses and networks full of what was potential greatness, crippled in it youth by bureaucracies that claim to serve it.

Homeschool your children.

Give them projects, not puzzles.

Teach them to build things.

Devon Eriksen, the social media site formerly known as Twitter, 2026-05-05.

August 13, 2026

A minimum 12-year sentence

Filed under: Cancon, Education — Tags: , , , — Nicholas @ 05:00

It’ll probably be no surprise to anyone who’s met me, but I was a terrible student in school. While I quite enjoyed learning (about some things, anyway), I hated the environment where that learning was supposed to be taking place. I did well enough in primary and middle school, but I dropped out of high school and finished my diploma through correspondence. I have a great deal of sympathy for those kids who don’t fit into the institutional framework, as I certainly didn’t feel I fit in during my sentence. (It’s often worse for boys, as it’s more difficult for boys to sit still and stay quiet, and teachers readily interpret distraction and fidgeting as something needing medical intervention rather than signs of normal human development for half the species.) At Without Diminishment, Sam Dagres considers the plight of the vast majority of children locked in to that minimum 12-year incarceration:

You’re sitting there, one eye on the clock, eagerly waiting for the bell to ring. How you crave the chime of that sweet-sounding bell, a ring marking the start of your allotted outdoor time. You rush outside, feel the sun on your skin, eat a snack reminding you of a world that exists on the other side of the fence. But for most of the day, you are sat, effectively immobile for 8 hours. Stillness is the highest virtue, and any violation leads to punishment and an ADHD diagnosis. Day in and day out, you wait for the last bell.

Most of us will have experienced this kind of imprisonment, befitting what crime, you may wonder? We are punished for the crime of being born into a society where all forms of care are by default institutional, a society whose “child care policy is adult policy, not early childhood policy”, as Katharine B. Stevens noted.

According to Statistics Canada, approximately 5.5 million students are enrolled in K–12 public schools, dwarfing the 67,000 who are home-schooled. Nearly 99 per cent of all school-aged children in Canada are currently institutionalised.

In 2025, 58 per cent of children aged 0 to 5 were in childcare facilities, representing approximately 1.4 million children. One-quarter of those were aged under 1.

As someone who attended public schools all my life, I never thought of it as anything but natural. But as I reach a point in my life where family formation is uppermost in my mind, I wonder whose interests are prioritised whenever I walk by a school and hear, not see, kids playing on the other side of a tall brick wall.

We do not leave it to children to decide very much for themselves, which means their interests are ours to safeguard. Luckily, the research exists: institutional, non-familial care is not what is best for most of our young.

The incomparable Institute for Family Studies recently enumerated the relevant studies, one of which is the NICHD Study of Early Child Care and Youth Development, which followed 1,000 children from infancy through adulthood and found that “children who had spent at least 30 hours per week in those settings beginning in infancy had three times the rate of social-emotional difficulties, including lower social competence, higher externalising behavior, and more conflict with teachers and peers. These effects persisted through elementary school, and by adolescence appeared as impulsivity, risk-taking, and substance use.”

Similarly, studies of Quebec’s universal childcare system have shown that the programme “has been associated with increased anxiety, aggression, hyperactivity, worse parent-child relationships, and lower self-reported life satisfaction in adolescence. By young adulthood, the negative effects extended to a 22% increase in criminal conviction rates.”

The foundations of our emotional and cognitive lives are formed early on while we bond with caregivers, and early institutionalisation disrupts that. The emotional downsides resulting from the systematic separation between the young children and their mothers are not broadly grasped, since the opposite is widely believed. When I share my musings about home-schooling with my friends, without fail, I receive the unanimous response: “Aren’t you worried they’ll turn out weird?” To that I respond, “Have you been paying attention?”

We are living through an era of weird, surrounded by friendless, non-eye-contact-making, socially anxious individuals. Nowadays, most schools encourage gender exploration and, through intense anti-bullying campaigns, demand a near-total embrace of any and all quirks. Not to mention that these tiny balls of anxiety, for some reason, require Vietnam-War-vet-levels of pharmacological intervention. I had someone tell me, “In my current role, I feel more like a pharmacist than a teacher”.

We can attribute the explosion of weirdness to a whole host of factors, notably digital devices and their role in mass social atrophy, but the forced dislocation of young children from their families is the foundation for a lifetime of alienation.

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