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Cultural Isolation

Those of us of a certain age have strolled the green long enough to recognize that the country has changed in fundamental ways from the one that we were born into, and that not all of those changes have been beneficent. Things that would have shocked the conscience of nearly all Americans fifty years ago are now commonplace. Shared assumptions about what it meant to be a part of the American way of life no longer obtain. We have gone from the congenial myth of “E pluribus unum” to a state of acknowledged and de facto cultural Balkanization, one that divides us into semi-permanent economic classes in a way that threatens the social mobility which used to separate us from the lands we’d fled. In doing so we have created politically reliable victim classes whose only hope at economic betterment is plundering their distant and unknown neighbors.

In the WSJ, Charles Murray creates two fictional American villages using actual demographic information from the 1960s to the present day, and comes to some conclusions about our increasing trend towards the cultural isolation of our wealthiest class from their working class brethren that tend to be more sobering than they are shocking:

Changes in social policy during the 1960s made it economically more feasible to have a child without having a husband if you were a woman or to get along without a job if you were a man; safer to commit crimes without suffering consequences; and easier to let the government deal with problems in your community that you and your neighbors formerly had to take care of…

Once the deterioration was under way, a self-reinforcing loop took hold as traditionally powerful social norms broke down. Because the process has become self-reinforcing, repealing the reforms of the 1960s (something that’s not going to happen) would change the trends slowly at best.

Meanwhile, the formation of the new upper class has been driven by forces that are nobody’s fault and resist manipulation. The economic value of brains in the marketplace will continue to increase no matter what, and the most successful of each generation will tend to marry each other no matter what. As a result, the most successful Americans will continue to trend toward consolidation and isolation as a class. Changes in marginal tax rates on the wealthy won’t make a difference. Increasing scholarships for working-class children won’t make a difference.

He has some prescriptions that are equally unlikely to happen as unraveling well-meant but disastrously effected social policies: The super-elites in the upper class ought to reject their tacit custom of “non-judgmentalism” on the social mores of the working class – shaming, in other words – and sell down from their expensive cloisters to go and live among the unwashed.

You first, Charles.

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27 comments to Cultural Isolation

  • virgil xenophon

    A great tour d’horizon but at the end the classic LBJ question applies: “Therefore what?”

  • butch

    I think this is a root cause of the behavior described in the post above.

  • LittleRed1

    My former supervisor asked if I would be interested in a position on the East or West Coasts and I said I did not think so, because the cultural differences (note: this was before CA’s economic woes really got going). I sit out here in Flyover Country and wonder if some of the coastal elites would really notice (or care) if everything between the Appalachians and the east side of the Sierra Nevadas vanished.

    I’m a historian by trade (and a pilot), and what Murry describes sounds a lot like the 19th century. It is as if society is rolling backwards into the world Hogarth’s prints so clearly depicted (Gin Alley, for example).

  • SK1

    “There’s too many pigs for the teats” – So spoke Abraham Lincoln, besieged by officeseekers desiring jobs in the federal government, quoted by Shelby Foote in Ken Burns’ documentary The Civil War.

    Those who are well off have been able to gain a better foothold and reinforce the divide. Those who work for the Federal, State & Local governments set in place early retirements and lifetime bennies, even when the actuaries show that the numbers can’t support this model.

    The rest of society will pay into the system, but not have more than a portion of social security in return. The game has been rigged, and those inside the system have made it a losing ame for all but themselves.

    My Dad said it best when we were discussing this issue. He said, ” I don’t envy you, and I really don’t envy your kids.”

  • Zane

    Charles Murray. Now there’s a man who knows his trees, knows them inside and out, backwards and forwards. He can graph those trees like nobody else can, lots of bars and pie charts, he’s got them all sorted, a thousand different ways to statistically slice and dice those trees. Yep, if you want to know about trees, Murray’s your man.

    Forests, however, he doesn’t know jack about.

  • Busbob

    Social policy made it feasible to have a child if you were a single woman…our collective intent is to give that woman a step up in raising that child, however, the unintended consequence–the breakdown of the family–is the penalty our society has reaped. My daughter taught school in a poor school district in Florida, and it didn’t take her long to understand that most of the kids would have their only meal of the day at school, food was the lure, not education. Now in my southern city there is an additional program to send kids home on Friday with meals to carry them through the weekend! I’m not heartless, but we (that’s you and me) are making it much easier to suck on the government bottle. Don’t have kids unless you can afford them is a waste of words in an area where the poverty rate is pushing double the national average, kids don’t make it to graduation, and the only norm is government assisstance. Then there is the high crime rate because there is no father figure in the family for generations. Mothers and grandmothers raise the kids, and they have no memory of a stable man in the house, ever.
    Now that we are in this hole, any words on how we are going to get out? I think we are in a death spiral moving farther and farther away from the US of A you, me, and Wally and the Beaver grew up in.

    • John

      AMEN!

      This is one of the best summaries of our plight I have seen. Horrifying, but accurate. To reverse this culture we need to be damn judgmental, and ruthlessly cease to offer additional government teats, and dry up the existing ones.

      Bastardry needs to be resurrected as a shameful situation, and the sperm donors need to be held responsible for the support (and crimes) of their progeny.

  • Mike

    Zane: Please elaborate.

    • Zane

      http://www.johntaylorgatto.com/chapters/18f.htm

      The Bell Curve
      We still have to face the propaganda barrier set up by statistical psychology—I mean the scam which demonstrates mathematically that most people don’t have the stuff to do it. This is the
      rocket driving School at breakneck speed across the barren land it traverses as a mobile hospital for the detritus of evolution. Could it be that all the pedagogical scientists have gotten it wrong? Are ordinary people better than they think?

      I found a telling clue in Charles Murray’s best seller, The Bell Curve, at the spot when Murray pauses to politely denounce black schoolteacher Marva Collins’ fantastic claim that ghetto black children had real enthusiasm for difficult intellectual work. Oddly enough that was exactly my own experience as a white schoolteacher with black thirteen-year-olds from Harlem. I was curious why Dr. Murray or Dr. Herrnstein, or both, became so exercised, since Marva Collins otherwise doesn’t figure in the book. So certain were the authors that Collins couldn’t be telling the truth, that they dismissed her data while admitting they hadn’t examined the situation firsthand. That is contempt of a very high order, however decorously phrased.

      The anomaly struck me even as I lay in the idyllic setting of a beach on the northern coast of Oahu, watched over by sea turtles, where I had gone to do research for this book in America’s most far-flung corporate colony, Hawaii. Bell-curve theory has been around since Methuselah under different names, just as theories of multiple intelligence have; why get out of sorts because a woman of color argued from her practice a dissent? Finally the light went on: bell-curve mudsill theory loses its credibility if Marva Collins is telling the truth. Trillions of dollars and the whole social order are at stake. Marva Collins has to be lying.

      Is Marva telling the truth? Thirty years of public school teaching whisper to me that she is.

      The above was written by a man who taught for 30 years in NYC schools, roughly ten years in the “best” schools, roughly ten years in the worst Harlem schools, and ten years in middling schools. He was twice NYC Teacher of the Year, and once NY State Teacher of the Year. He resigned from teaching with the following op-ed published in the WSJ (the bolding is mine):

      Government schooling is the most radical adventure in history. It kills the family by monopolizing the best times of childhood and by teaching disrespect for home and parents. The whole blueprint of school procedure is Egyptian, not Greek or Roman. It grows from the theological idea that human value is a scarce thing, represented symbolically by the narrow peak of a pyramid.

      That idea passed into American history through the Puritans. It found its “scientific” presentation in the bell curve, along which talent supposedly apportions itself by some Iron Law of Biology. It’s a religious notion, School is its church. I offer rituals to keep heresy at bay. I provide documentation to justify the heavenly pyramid.

      Socrates foresaw if teaching became a formal profession, something like this would happen. Professional interest is served by making what is easy to do seem hard; by subordinating the laity to the priesthood. School is too vital a jobs-project, contract giver and protector of the social order to allow itself to be “re-formed.” It has political allies to guard its marches, that’s why reforms come and go without changing much. Even reformers can’t imagine school much different.

      David learns to read at age four; Rachel, at age nine: In normal development, when both are 13, you can’t tell which one learned first—the five-year spread means nothing at all. But in school I label Rachel “learning disabled” and slow David down a bit, too. For a paycheck, I adjust David to depend on me to tell him when to go and stop. He won’t outgrow that dependency. I identify Rachel as discount merchandise, “special education” fodder. She’ll be locked in her place forever.

      In 30 years of teaching kids rich and poor I almost never met a learning disabled child; hardly ever met a gifted and talented one either. Like all school categories, these are sacred myths, created by human imagination. They derive from questionable values we never examine because they preserve the temple of schooling.

      That’s the secret behind short-answer tests, bells, uniform time blocks, age grading, standardization, and all the rest of the school religion punishing our nation. There isn’t a right way to become educated; there are as many ways as fingerprints. We don’t need state-certified teachers to make education happen—that probably guarantees it won’t.

      How much more evidence is necessary? Good schools don’t need more money or a longer year; they need real free-market choices, variety that speaks to every need and runs risks. We don’t need a national curriculum or national testing either. Both initiatives arise from ignorance of how people learn or deliberate indifference to it. I can’t teach this way any longer. If you hear of a job where I don’t have to hurt kids to make a living, let me know. Come fall I’ll be looking for work.

      I think Murray falls into the “deliberate indifference” category, having lived his cloistered life on substantial subsidies donated by the very powers that have so much invested in government schooling. Either way, I have read what he has to say about education quite thoroughly and he is merely an advocate for the collapsing status quo, only bigger and more. That he doesn’t understand how government schooling plays directly into his two very tightly cherry-picked scenarios only renders him even more the well-paid fool, blowing smoke in our eyes.

  • Quartermaster

    Zane, if this is the Murray of “The Bell Curve” than I’m not sure I get your point. He certainly hit the nail on the head in Bell Curve, and we can see what he described in the out working in numerous countries with low IQ (Black Africa, mean IQ of 75, being the poster child).

    That doesn’t mean I agree with his prescriptions. The best way to clean it up is to repeal the welfare state and place gov back in the place it should occupy, rather than being the chief charity in the country.

    If that means orphanages, then so be it. Not that I like that idea either, but it beats leaving kids tied to the tracks to be cut down by the train the libtards are running.

    • Zane

      Murray is a flak for the system that produces the problems he so thoroughly slices and dices on a corporate payroll. His work is pernicious, deceitful and IMHO, deeply anti-American.

      http://www.johntaylorgatto.com/chapters/3b.htm

      Intellectual Espionage
      At the start of WWII millions of men showed up at registration offices to take low-level academic tests before being inducted.1 The years of maximum mobilization were 1942 to1944; the fighting force had been mostly schooled in the 1930s, both those inducted and those turned away. Of the 18 million men were tested, 17,280,000 of them were judged to have the minimum competence in reading required to be a soldier, a 96 percent literacy rate. Although this was a 2 percent fall-off from the 98 percent rate among voluntary military applicants ten years earlier, the dip was so small it didn’t worry anybody.

      WWII was over in 1945. Six years later another war began in Korea. Several million men were tested for military service but this time 600,000 were rejected. Literacy in the draft pool had dropped to 81 percent, even though all that was needed to classify a soldier as literate was fourth- grade reading proficiency. In the few short years from the beginning of WWII to Korea, a terrifying problem of adult illiteracy had appeared. The Korean War group received most of its schooling in the 1940s, and it had more years in school with more professionally trained personnel and more scientifically selected textbooks than the WWII men, yet it could not read, write, count, speak, or think as well as the earlier, less-schooled contingent.

      A third American war began in the mid-1960s. By its end in 1973 the number of men found noninductible by reason of inability to read safety instructions, interpret road signs, decipher orders, and so on—in other words, the number found illiterate—had reached 27 percent of the total pool. Vietnam-era young men had been schooled in the 1950s and the 1960s—much better schooled than either of the two earlier groups—but the 4 percent illiteracy of 1941 which had transmuted into the 19 percent illiteracy of 1952 had now had grown into the 27 percent illiteracy of 1970. Not only had the fraction of competent readers dropped to 73 percent but a substantial chunk of even those were only barely adequate; they could not keep abreast of developments by reading a newspaper, they could not read for pleasure, they could not sustain a thought or an argument, they could not write well enough to manage their own affairs without assistance.

      Consider how much more compelling this steady progression of intellectual blindness is when we track it through army admissions tests rather than college admissions scores and standardized reading tests, which inflate apparent proficiency by frequently changing the way the tests are scored.

      Looking back, abundant data exist from states like Connecticut and Massachusetts to show that by 1840 the incidence of complex literacy in the United States was between 93 and 100 percent wherever such a thing mattered. According to the Connecticut census of 1840, only one citizen out of every 579 was illiterate and you probably don’t want to know, not really, what people in those days considered literate; it’s too embarrassing. Popular novels of the period give a clue: Last of the Mohicans, published in 1826, sold so well that a contemporary equivalent would have to move 10 million copies to match it. If you pick up an uncut version you find yourself in a dense thicket of philosophy, history, culture, manners, politics, geography, analysis of human motives and actions, all conveyed in data-rich periodic sentences so formidable only a determined and well-educated reader can handle it nowadays. Yet in 1818 we were a small-farm nation without colleges or universities to speak of. Could those simple folk have had more complex minds than our own?

      By 1940, the literacy figure for all states stood at 96 percent for whites, 80 percent for blacks. Notice that for all the disadvantages blacks labored under, four of five were nevertheless literate. Six decades later, at the end of the twentieth century, the National Adult Literacy Survey and the National Assessment of Educational Progress say 40 percent of blacks and 17 percent of whites can’t read at all. Put another way, black illiteracy doubled, white illiteracy quadrupled. Before you think of anything else in regard to these numbers, think of this: we spend three to four times as much real money on schooling as we did sixty years ago, but sixty years ago virtually everyone, black or white, could read.

      In their famous bestseller, The Bell Curve, prominent social analysts Charles Murray and Richard Herrnstein say that what we’re seeing are the results of selective breeding in society. Smart people naturally get together with smart people, dumb people with dumb people. As they have children generation after generation, the differences between the groups gets larger and larger. That sounds plausible and the authors produce impressive mathematics to prove their case, but their documentation shows they are entirely ignorant of the military data available to challenge their contention. The terrifying drop in literacy between World War II and Korea happened in a decade, and even the brashest survival-of-the-fittest theorist wouldn’t argue evolution unfolds that way. The Bell Curve writers say black illiteracy (and violence) is genetically programmed, but like many academics they ignore contradictory evidence.

      For example, on the matter of violence inscribed in black genes, the inconvenient parallel is to South Africa where 31 million blacks live, the same count living in the United States. Compare numbers of blacks who died by violence in South Africa in civil war conditions during 1989, 1990, and 1991 with our own peacetime mortality statistics and you find that far from exceeding the violent death toll in the United States or even matching it, South Africa had proportionately less than one-quarter the violent death rate of American blacks. If more contemporary comparisons are sought, we need only compare the current black literacy rate in the United States (56 percent) with the rate in Jamaica (98.5 percent)—a figure considerably higher than the American white literacy rate (83 percent).

      If not heredity, what then? Well, one change is indisputable, well-documented and easy to track. During WWII, American public schools massively converted to non-phonetic ways of teaching reading. On the matter of violence alone this would seem to have impact: according to the Justice Department, 80 percent of the incarcerated violent criminal population is illiterate or nearly so (and 67 percent of all criminals locked up). There seems to be a direct connection between the humiliation poor readers experience and the life of angry criminals.

      As reading ability plummeted in America after WWII, crime soared, so did out-of-wedlock births, which doubled in the 1950s and doubled again in the ’60s, when bizarre violence for the first time became commonplace in daily life.

      When literacy was first abandoned as a primary goal by schools, white people were in a better position than black people because they inherited a three-hundred-year-old American tradition of learning to read at home by matching spoken sound with letters, thus home assistance was able to correct the deficiencies of dumbed-down schools for whites. But black people had been forbidden to learn to read under slavery, and as late as 1930 only averaged three to four years of schooling, so they were helpless when teachers suddenly stopped teaching children to read, since they had no fall-back position. Not helpless because of genetic inferiority but because they had to trust school authorities to a much greater extent than white people.

      Back in 1952 the Army quietly began hiring hundreds of psychologists to find out how 600,000 high school graduates had successfully faked illiteracy. Regna Wood sums up the episode this way:

      After the psychologists told the officers that the graduates weren’t faking, Defense Department administrators knew that something terrible had happened in grade school reading instruction. And they knew it had started in the thirties. Why they remained silent, no one knows. The switch back to reading instruction that worked for everyone should have been made then. But it wasn’t.

      In 1882, fifth graders read these authors in their Appleton School Reader: William Shakespeare, Henry Thoreau, George Washington, Sir Walter Scott, Mark Twain, Benjamin Franklin, Oliver Wendell Holmes, John Bunyan, Daniel Webster, Samuel Johnson, Lewis Carroll, Thomas Jefferson, Ralph Waldo Emerson, and others like them. In 1995, a student teacher of fifth graders in Minneapolis wrote to the local newspaper, “I was told children are not to be expected to spell the following words correctly: back, big, call, came, can, day, did, dog, down, get, good, have, he, home, if, in, is, it, like, little, man, morning, mother, my, night, off, out, over, people, play, ran, said, saw, she, some, soon, their, them, there, time, two, too, up, us, very, water, we, went, where, when, will, would, etc. Is this nuts?”

      • angus

        Agreeing with Zane,

        Differentiation doesn’t occur on the time frame Murray requires in the population sizes he uses. He says Belmont = 20% of white America (40 million), to get any significant differentiation would require at least 400 years of total isolation. To say it can occur in 50 years is total BS.

  • Mike Myers

    Your line about “non judgmentalism” hit home. By most standards–education, profession, relative economic success–I stuck at the 95% income percentile most of my working life but didn’t get much higher— I’m one of “the elite”. But in Los Angeles all of that doesn’t make you one of the elite–just poor upper middle class is all.

    That said, it has always crisped my toast when I’ve heard people (or me) described as “judgmental”. The term is used as though one had committed Original Sin by being “judgmental”. To me the failure to be judgmental–at least when the situation requires it–is to reflect the total absence of thought or standards of conduct. For example I get danged judgmental when someone goes on the television, points a finger in my face and lies to me. [See "I did not have sex with that woman."]

    Just before The Great Society and the mid 1960′s Civil Rights Act got rolling, I sat in a fraternity house meeting room–maybe the spring of 1964. Members of the Interfraternity and Panhellenic Councils had gathered to hear a lady speak. I’d say she’d been in a sorority in the very early 1950′s. She had it all–the Jackie O pillbox hat, white gloves and such. Probably a St. John knit dress (Marianne will recognize that) as well. So she was all togged out and toffed up as it were.

    The burden of her message was that the English language had changed–and not for the better. Why in her day, to be “discriminating” was a good thing. Of course the word at the time meant that little Suzy Q in the Pi Phi house in 1949 was trained to select the right silverware, linen, and china, that she knew real turtle soup from mock as the song goes and that she had discriminating taste.

    And now–it was 1964 and if you were “discriminating” you were a bad, bad person.

    Well I had some empathy for her plight–but the times they were a changing, and so were the definitions and usages of words.

    We got on this slippery slope down which we’re slithering by first changing the definition of words and then suspending all judgment. We’re not quite to Hell in a handbasket, but those of us who still think can see it from here.

  • Scott

    Staying out of poverty is simple. Graduate from HS, have a full time job, wait to 21 to get married, wait until married to have children. Do all and there is a 2% poverty rate. Do none, 76%. Leftists make the mistake of thinking poverty is a financial problem. It is a BEHAVIOR problem. Leftists think if we give the poor college funds, they will act middle class. If we give them health care, they will act middle class. It is about choices, and not making bad choices. There is nothing in those four behaviors that cost a dime.

    Source: http://www.brookings.edu/~/media/Files/events/2009/1027_opportunity_society/1027_opportunity_society_presentation.pdf

    • Phalanx08

      Agreed it is a behavior problem. Brookings has a lot of good s**t out there that is well worth the read.

      Now, the question is – how to fix it? Can it be fixed? Is it something that can be fixed at the Federal level, since that’s worked so well so far, or can the individual states handle it? Is it too much for the states to handle? Should we go down the libertarian path, let these people make their poor choices, and make sure they live with the results?

    • Zane

      So what happened that 41% of Americans are now below the poverty line? Granted, the line is drawn pretty loosely, but that’s still a massive shift.

      • virgil xenophon

        Zane/

        Obama’s new definition of “poverty” is a blatantly false one that no longer measures “absolute” deprivation but which places the dividing line at the median income level. It really should be labeled a measure of “inequality.” What it cunningly does by expanding the definition is assure that 40-50 % of America will ALWAYS meet the definition of “poverty” even if that cohort’s incomes doubled, tripled or quintupled overnight, thus assuring an ever increasing (in line w. pop. growth) contingent ALWAYS eligible for govt largess to be doled out by DC.

      • Scott

        Zane – not questioning you, but where did you see that? What I recall was the the high dudgeon over the rate going to 15% in 2011, highest since ’93.

  • Mike M. (of the UAVs)

    Murray is right. The middle class was always the great bastion of virtue. They enjoyed a degree of comfort and prosperity…subject to good behavior. The upper class could buy their way out of the consequences of most misbehavior, the lower classes had nowhere lower to descend to.

    It used to be that the lower middle class might have lacked money, but they maintained the manners of the middle class. Work hard, get married, stay out of trouble, deal honestly with your neighbor. Beginning in the 1960s, this started to crack…and in the 1970s, it really came apart. The behaviors of the lower class become more and more tolerated by polite society, and more and more prevalent. With predictable consequences.

    We’ve got to go back to the old morality. I fear that it will take serious Government action to do so, though. Social pressure may not be enough.

    • Phalanx08

      And what, exactly, do you mean by old morality? And where does it state in the Constitution that this should be forced on all of us at a Federal level? Um, no, wrong answer.

  • Marianne Matthews

    Mike M … I agree. We should go back to the old morality if we want to remain a mostly stable society. But it won’t be easy. Experts on the sociology of our country almost universally say “You can’t go home again,” as the saying goes. But I think we’ve got to try. We reached a tipping point of change back in the 1960s, when the restless descendents of the soldiers of the Second World War became unwilling to listen to the wisdom of their elders. They began to want instant gratification in everything and cast aside any wisdom of their elders as boring and wrong. I had the thought not long ago, that if society in the 1930s had been as dismissive of moral standards as today’s society, the Great Depression would have been far more violent and destructive and slow to recover from. We were fortunate back then that our country’s moral structure was still based on Judeo-Christian principles. Men who had lost their homes and their jobs roamed the countryside, but they didn’t regularly break in to houses and murder the occupants for whatever they owned. The basic structure of society was still sound. What these homeless wanderers did was develop a scribbled code of signals for their fellow down-on-their-luck people. The code told the others that the people in this house were kind folks and would give you a meal if you asked nicely. This was basic do-unto-others kindness, which many of us today are afraid to give. The churches still do serve food to the homeless. But the government doesn’t like it because the churches insist on doing it their way. And the Administration wants to keep the power of giving in their own hands, so they can exact proper tribute in votes and power in return for food and a place to sleep.

    Marianne

  • MaxDamage

    The answer to this problem is to stop believing that compassion can only be measured by the amount of money spent, and for those doing the lavishing (either with their own dollars or those they’ve confiscated from others) to be shamed when they bring up the topic.

    Instead we are taught that people are not responsible for their actions, that we are beneath contempt when we expect good behavior from others, that society is to blame (that’s us) because others fail, and since we’re not failures we must pay to help those who are.

    Worse, we’re told this little demand for morality of ours is too restrictive, too oppressive, that we simply don’t understand or are obviously racist/sexist/bigoted because of our privileged upbringing.

    Don’t know about you, but I never knew behaving responsibly and not understanding those who did not made me a bigot.

    Apparently this is not a new problem. Joshua 24:15. Choose who you will serve, who you will obey, and who you will tell to get stuffed high and hard with a left-hand twist.

    – Max

  • MaxDamage

    Ever look at pictures from the Great Depression? Ever notice people dressed as best they could? Even a man selling apples or pencils from a tin cup wore a suit and tie, and always had a hat.

    http://blogs.denverpost.com/captured/2010/07/26/captured-america-in-color-from-1939-1943/2363/

    People back then had pride. Used to be a man wouldn’t take a hand-out unless there were no other options, and a man wouldn’t give a hand-out except for work done for fear of offending.

    Today half the country doesn’t actually pay anything in taxes and expects a regular check in the mail.

    In the words of Michael Moore, and probably not in the way he imagined, “Dude? What happened to my country?”

    I wonder what a fat filmmaker wearing a stained sweatshirt and baseball cap would make of those pictures.

    – Max

  • dc

    As a societal failure, I feel like I am an anomaly; Failed to select as a Chief, retired Navy E-6. Sailed my paid off 43 foot sailboat across the Atlantic and returned home without any gubmint pay, and without any prior sailing experience. Oh, and I never graduated High School.

    Am I missing something?

  • Bronco75

    Illiteracy is increasing because schools are failing. Schools are failing for several reasons, among which are the nonsense to which prospective teachers are exposed while in training–summarized in http://www.education.com/reference/article/child-development-changing-theories/

    Then there are the merits of parental involvement in education. My understanding of this is merely anecdotal. Mom was a teacher, but when I was age 5 she stopped working and stayed home full-time to enhance my public-school education and my brother’s. We are both much more successful than our equally-bright peers who did not enjoy such attention. Mom’s involvement in our education did NOT include harassing our teachers, but rather she reaffirmed their requirements. My discussions with teachers today reveal that destructive interference from parents is their principal source of dissatisfaction.

    I think Murray got a bad rap from some comments on this blog regarding his stance on “non-judgmentalism.” Here’s what he actually said: “There remains a core of civic virtue and involvement in working-class America that could make headway against its problems if the people who are trying to do the right things get the reinforcement they need—not in the form of government assistance, but in validation of the values and standards they continue to uphold. The best thing that the new upper class can do to provide that reinforcement is to drop its condescending “non-judgmentalism.” Married, educated people who work hard and conscientiously raise their kids shouldn’t hesitate to voice their disapproval of those who defy these norms. When it comes to marriage and the work ethic, the new upper class must start preaching what it practices.” Validation of values and standards–like marriage before kids, like one-worker households and lots of attention to child-rearing like Mom gave me. I think Murray is saying that the media mock the un-sexy, workaday practices that actually lead to social stability, economic prosperity and shared values.

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