"In 2021, Columbia University law professor Philip Hamburger argued that the U.S. public school system violates the First Amendment."

"'Education,' he wrote, 'consists mostly in speech, and parents have a right under the First Amendment to exercise authority over what their children hear.' Forcing families to accept government messaging — or pay a steep price to escape it — amounts to unconstitutional pressure. A lawsuit filed in Nebraska on Aug. 13 brings that argument into court — and could open a path toward universal school choice."

From "Are public schools unconstitutional? A Nebraska court will decide. The challenge to compulsory education combined with public-school-only funding could lead to universal school choice" (WaPo)(gift link).

The headline is bad. The argument is about compelled public schooling, and the Supreme Court recognized long ago that parents have a right to choose to send their children to private school. The lively dispute is over whether privately schooled children are entitled to their share of public spending. If public school is the only free choice, then the choice is heavily weighted toward the government's preferred speech.

The Hamburger article, in the WSJ, is "Is the Public School System Constitutional? Education consists mostly in speech, and parents have a right under the First Amendment to exercise authority over what their children hear." The word "system" makes that headline less bad. The system is that if you pay your own way you can control your child's schooling but government schooling is free.

The old Supreme Court case is Pierce v. Society of Sisters, a unanimous 1925 case. Memorable passage: "The fundamental theory of liberty upon which all governments in this Union repose excludes any general power of the state to standardize its children by forcing them to accept instruction from public teachers only. The child is not the mere creature of the state; those who nurture him and direct his destiny have the right, coupled with the high duty, to recognize and prepare him for additional obligations."

It used to seem like a joke — a prank — to get A.I. talking to A.I.

But these days:

"Students are writing essays with ChatGPT, and teachers are using A.I. to grade them. Workers are sending lengthy A.I.-generated emails to colleagues, who are responding with walls of chatbot text of their own. A.I podcast hosts are holding forth with A.I. podcast guests on topics like gas prices, the Iran war — and artificial intelligence.... In March, Meta acquired a social network designed for bots to talk to one another.... There was a telecom executive who had noticed customers sending A.I. voice agents to argue with his company’s A.I. customer service system. There was a man who used a chatbot to draft messages on a dating app to a woman who seemed to be doing the exact same thing...."

From "Chatbots Are Pushing Us Toward a Post-Human Internet/In matters of work, school and even romance, we turn to A.I. chatbots. But what happens when the bots begin talking to one another?" (NYT gift link).

"Being a good teacher requires being sort of odd, even a bit immature."

"Some of my favorite professors married scholarly expertise with considerable eccentricity. My dissertation adviser insisted her students take up social dance like polka, line dancing and zydeco; another of my former professors would alight at 4 a.m. to teach himself Japanese before undertaking woodworking projects like making a life-size chess set. The passions are nonconformist. To be moved is to be a little bit weird."

Writes Matt Dinan, the director of the great books program at St. Thomas University in New Brunswick, in "I Let My Students Watch Me Struggle With a Masterpiece. It Changed Everything" (NYT gift link).

"What I discovered anew in my encounter with 'The Brothers Karamazov' last term was that if you want students to be passionately engaged, not worried about the future, grasping, careerist or disengaged, you must transmit the spark of passion in your deeds, your mien — let’s face it, in your own soul. If you expect your students to choose books, ideas and genuine learning over shortcuts and distraction, you must be a bit courageous, too.... As [the Karamazov brother] Alyosha memorably notes, all capable people 'are awfully afraid of looking ridiculous, and it makes them unhappy.'"

"[C]ritics of the state of the discipline say sociologists who aim to change the conditions they study can no longer claim to be rigorous scientists."

"A report released over the weekend about the state of scholarly standards in the field said it had been compromised by politics that influenced the discipline’s values and priorities. The report was produced by a commission led by Vanderbilt University and Washington University in St. Louis, where leaders have argued that higher education is in need of reforms. The commission found that scholarship in the humanities and social sciences was sometimes in the service of political goals. 'Some topics cannot be studied or cannot be studied in an honest way,' said Jukka Savolainen, a Wayne State University criminologist and sociologist who is not part of the commission. For scholars studying incarceration, he said, 'the only research that’s rewarded and allowed and encouraged is to find the umpteenth way in which incarceration is harmful.'"

From "Conservatives Don’t Like Sociology. Some Sociologists Don’t Either. A group of sociologists broke away in protest from their colleagues over disagreements about Israel. Some worry the political stances are harming the field" (NYT gift link).

"An early affection for tossing pots on the wheel led her to graduate school... where she studied both ceramics and sculpture with Peter Voulkos... who believed in subjecting clay to Abstract Expressionist theatrics."

"As Ms. Heilmann later recalled, Mr. Voulkos liked to walk across the classroom holding a homemade pot, then trip (or rather, as she said, 'fake trip'), with the pot smashing on the floor. He would collect the broken shards and assemble them into a surprisingly interesting sculpture. Ms. Heilmann’s own early sculptures, which consisted of ragged-looking objects constructed from inexpensive craft-shop materials like plastic clay, tin foil, cotton balls, bamboo and glitter, similarly sought to foreground the process of their making."

From "Mary Heilmann, Painter of Vividly Wobbly Abstractions, Dies at 86/An emblem of the obstacles faced by women artists of her generation, she was 67 when her first museum retrospective opened to rave reviews in 2007" (NYT gift link).

ADDED: Something about the attitude in the comments here made me remember a line from the movie "Blue Moon":

She’s a college student. Sophomore. Yale. Not the general school; that’s for the guys. This is the School of Fine Arts! Bohemian goddesses in gray smocks mixing paint in morning light. She’s all of twenty years old.

I bought the screenplay so I could quote that. (I highly recommend that movie, by the way. It's the most like "My Dinner with Andre" that I've ever run across: An unusual man talks about theater for a long time. Catch it on Netflix.)

I do appreciate the commenters focusing on the phrase "An emblem of the obstacles."

"Jason Arday obituary: youngest ever black Cambridge professor/Sociology of education academic who made history before his career unravelled after accusations of plagiarism dies aged 41."

An obituary in the London Times.

Arday, who claimed to have been diagnosed with global developmental delay and autism spectrum disorder, was apparently unable to talk until the age of 11, and unable to read or write until he was 18. Despite this remarkable setback, by his early thirties he had begun writing and publishing academic papers, and he won his first academic post soon after....

We talked about Arday a few days ago, here. He was accused of plagiarism and various lies that made him a laughingstock. Now, apparently, he has killed himself. Though he is responsible for his deceit, I feel the greatest blame lies with the University that advanced him beyond anything that made sense. 

"Judge Urbanski... ruled a year ago that Stonewall Jackson High School students participating in extracurricular activities had their First Amendment rights violated..."

"... when they were forced to serve as 'mobile billboards' by carrying the 'Generals' name on their uniforms. [The plaintiffs' lawyer] recalled the 'heartfelt and unwavering' testimony from students during the trial, 'describing how Confederate school names make them feel unwelcome, devalued and ultimately inferior to their white peers.'..."

From "Judge Rules Two Virginia Schools Must Change Confederate Names/The school board’s decision to rename the schools after Stonewall Jackson, Robert E. Lee and Turner Ashby 'cannot be divorced from racial discrimination,' the judge wrote in his ruling" (NYT gift link).

In 2020, in the midst of the George Floyd protests, Stonewall Jackson High School was renamed Mountain View and Ashby-Lee Elementary was renamed Honey Run. In 2024, a new school board restored the old names.

"The school board’s decision to rename the schools after Stonewall Jackson, Robert E. Lee and Turner Ashby 'cannot be divorced from racial discrimination,' Judge Michael F. Urbanski wrote in his ruling. Those Confederate generals 'fought to preserve a political system that enslaved Blacks, and their legacy was used as a tool to fight school desegregation,' added the judge...."

"We do not become good readers and learners by mastering generalizable skills but rather by acquiring the vocabulary, grammatical knowledge and stock of information..."

"... that allow us to make sense of a text. A child who knows a lot about baseball will do a better job reading and summarizing a passage on baseball than a child with a higher reading level but no knowledge of the subject. From this perspective, it is better to read a classic than a relatable contemporary story not only because one is beautiful and the other is not, but because a classic, by the very fact of its persistence over time, has become part of our shared culture. It thus increases our conversancy with all the texts from that culture. That is why it makes sense for fifth graders in Texas to read 'The Lion, the Witch and the Wardrobe,' 'The Phantom Tollbooth,' 'Paul Revere’s Ride' and even, speaking of baseball, 'Casey at the Bat.'"

I'm reading "What Blue States Can Learn From the Texas Book List" and "Texas Book List: See What Students Will Be Required to Read/What is essential reading? Texas has an answer: Classics, including the Bible" (NYT gift links).

I liked reading that booklist. Interesting to see various Bible readings pop up amid the poems and storybooks. You know what the first Bible story is? I comes up in Kindergarten: Jonah 1:1-5, 10-17, 2:10. What translation?, I wonder. And what verses are skipped over? Are the little ones going to read...

The water came over me and choked me;

the sea covered me completely,
and seaweed wrapped around my head.
I went down to the very roots of the mountains,
into the land whose gates lock shut forever

"Ms. Prabhakar... said the point of assigning 'Bettering Myself' was to challenge students in her introductory reading and writing course."

"As part of the assignment, students had to read first-person stories told by other unlikable narrators — like 'Cathedral' by Raymond Carver — to contrast narrative voice, perspective, vocabulary and style, according to the lawsuit. In colleges, such materials 'take students out of their comfort zone, expose them to new ideas and provide opportunities for growth and intellectual maturation,' the suit said...."

From "Florida Professor Fired for Assigning a Profane Story, Lawsuit Says/South Florida State College fired an English professor after she assigned a story about a teacher who talks about sex with her students. Now the professor is suing" (NYT gift link).

That article links to a review of the story collection, "In Ottessa Moshfegh’s Stories, Fringe Figures Make Feckless Attempts at Connection" (NYT gift link):

"As a college instructor, I see lots of young people in class who clearly hate being there. They don't feel like they were 'made for school'..."

"... they have no idea what they'll do with their diploma once they graduate, they have no particular interest in the program they're in.... My own son was ... pretty lost, after struggling in studies to be a software developer (constantly at home, alone, in front of a computer), then working in customer support for an insurance company (constantly at home, alone, in front of a computer). It wasn't that he couldn't do the work, but he procrastinated, felt many tasks were pointless, and just wasn't happy. But his dad and I both have PhDs and his sister is an MD, and it seemed he felt he 'should' be in university. Then he found out about an opportunity to train as a baker. 8 months of classes and practice in a very good gov't run program (free), then a month as a trainee at a bakery. He lucked into a popular local artisanal place, very well known for their baguettes, croissants and sourdough. They hired him as soon as he was finished, and he's SO HAPPY there! He's interacting with others all day, he's always on the move and always learning, and can see the results of his work immediately (and eat it too!)...."

From a comment at the NYT, on the article "Mom, Dad, I Want to Be a Welder/Gen Z is increasingly turning to trade schools in hopes of future-proofing their careers against A.I. But getting their parents and peers on board can be a challenge."

"The videos are all over social media... Go ahead and let A.I. do your homework — with the latest technology, you won’t get caught...."

"Humanizers rewrite A.I.-produced text to make it sound less robotic, formulaic and trite. Autotypers slowly drip words and sentences into documents, making it appear as if papers were typed at a human pace when in fact, they were produced by A.I. They even fabricate typos, deletions and revisions. Both tools can help students evade software designed to detect A.I.... In some cases, the very same companies selling detection tools are also making apps that allow students to cheat...."

From "Student Cheating Is Becoming Impossible to Detect in an A.I. Era/Big tech companies and small start-ups are using social media to hype new tools that allow students to trick teachers and A.I. detectors" (NYT).

"That eyebrow pierce.... You’ll have trouble getting the barbell out and eventually someone will have to use tiny pliers to cut it out of your face."

Said Molly Jong-Fast, speaking at the Bennington graduation and, later, quoting herself in a NYT essay titled "It’s No Wonder Grads Are Booing Their Commencement Speakers."

The booing that's famously happening this year is in response to graduation speakers who attempt to say something encouraging about what A.I. is going to do to the career they may still hope to pull off.

"We have been talking for more than an hour when I feel Paglia’s energy fading. Her answers get briefer; she struggles to focus."

"This brilliant mind has grown old. I feel I’ve stepped behind the Wizard of Oz’s curtain, but I wonder also whether her outspokenness was mainly an act. I mention her vile opinionated remark about Sinéad O’Connor deserving abuse and she says, 'I was doing my Oscar Wilde thing.' Paglia retired after almost 40 years, just before her college closed through lack of enrolment: no one wants an expensive arts degree that won’t lead to a high-paid job. Does she miss teaching? 'Absolutely. But one can’t go on.' Her arthritic knee is hell, but her bones are too brittle for a replacement op. A new generation of Sexual Personae fans write to her, asking her opinion on their work. Paglia thinks they are drawn by her enthusiasm, a rare trait in modern academia. 'It’s a terrible crime to have young people come to your classes and inject them with cynicism for the world.'"

Writes Janice Turner, in "Camille Paglia: 'The feminist establishment tried to dismiss me'/She was the notoriously outspoken academic who outraged feminists and attacked Madonna and Sinéad O’Connor. Now Camille Paglia’s book Sexual Personae is being reissued and she has a new generation of readers" (London Times).

"Everybody started telling her it was wrong and racist to do that. And then she said it was just a joke, and then she took down the doll."

Said one 14-year-old student, quoted in "Fla. teacher allegedly hanged doll of black child by neck to get her students' 'attention': 'It was wrong and racist'" (NY Post).

The teacher — with the fateful name Karen Savage — was fired.

We're told Savage "snatched the [black] doll from a student and, when 'nobody was paying attention,' hanged it from the television."

My question: Why was there a doll in a middle school class? And: Was she hanging it up to put it out of reach or hanging it as symbolic lynching?

"Students’ test scores had been increasing since 1990 — then abruptly stopped in the mid-2010s."

"That coincided with two events: an easing of federal school accountability under No Child Left Behind, which was replaced in 2015, and the rise of smartphones, social media and personalized school laptops. The pandemic then accelerated learning declines.... [No Child Left Behind] set a goal that all students would be proficient in reading and math, and schools that did not show progress could face penalties. It coincided with a period of rising test scores, especially in math, though reading scores improved more modestly. Low-performing students saw the biggest gains. The law, though, was deeply unpopular with many educators and parents. Critics said it put an outsize focus on testing, pushing schools to teach to the test and spend less time on other important subjects, like the arts or social studies. In 2015, Congress replaced it, and many states dialed back on requirements. Like many who have studied the law, Brian A. Jacob, professor of education policy at the University of Michigan, [said] 'It was not a cure-all, but I think it really did improve student achievement.... There’s evidence that school accountability does change behaviors of teachers and administrators and probably parents and students.'"

From "Your School District Is Probably Scoring Worse Than 10 Years Ago/The drops in U.S. scores go beyond the pandemic and cut across income, geographic and racial divides, new data shows" (NYT).

It was the screens and the pandemic — that's all they need to say to fend off the return of No Child Left Behind.

"The worst part about AI is that it is giving the experience of competence to people who are stupid."

"These people who now are firing off 30-page Claude AI slop documents and they think they're smart and brilliant. They're following up with you, asking you to read them, and you check them out. None of it makes sense! These are people who, before AI, they were incompetent people. They couldn't even make a document, they couldn't write a good 2-page document, they couldn't organize their thoughts. Because they couldn't do that, they actually couldn't produce any output. And now they can produce output. They produce extremely long outputs that are terrible. It's because they, for the first time in their lives, have the experience of competence. It's making the rest of us miserable."

Says Jake Abrams, on TikTok. I prefer to read his comment as text, but you might want to observe him and see if it affects your reaction to what he's saying. I saw this first as video and decided to blog it but took the trouble to make a transcript because I find the video distracting. He drops the microphone at the end.

Clearly, he thinks he is one of the smart people. He doesn't like the stupid people horning in on the space that belonged to him and his people — you know, the ones who were always producing documents that gave off the impression of competence. Have those documents been making much sense? Were they concise? 

Now that everyone can produce long documents that look good superficially, what's going to happen? If people continue to read documents, will they separate out the search for what was written by A.I. or will they judge everything skeptically? It's more likely that they will use A.I. to read the documents and to assess them critically. In the end, who's going to feel that they are "smart and brilliant"? Is Abrams afraid that those he wants to view as stupid, perhaps because they didn't go to a good college, are going to play the game of using A.I. better than those who thought they had it made because they did go to a good college?

We'll see who picks up the tools and uses them best. 

"Reinforce the academic core of the university; don’t allow classes to be dominated by open laptops or other devices; do more to ensure that people do not self-censor; respect the ideals of free speech and academic freedom; 'be human.'"

Those are among the "smart and sensible recommendations" to be found in Yale's "Report of the Committee on Trust in Higher Education" according to "Yale Has Come Up With a Surefire Way to Make a Terrible Situation Worse" (NYT). That's written by the president of Wesleyan University, Michael S. Roth.

Sorry, I'm having a Marx Brothers flashback: "The Dean is furious! He's waxing wroth!"/"Is Roth out there, too? Tell Roth to wax the Dean for a while."

So what is Roth waxing wroth about with this anodyne committee report? 

The committee claims that in 2016, “departing from its traditional emphasis on the creation and dissemination of knowledge, Yale expanded its mission statement to include ‘improving the world today,’ educating ‘aspiring leaders worldwide,’ and fostering ‘an ethical, interdependent and diverse community.’”

It's weird to make a show of retreating from something so mild and vague. But Roth paraphrases the rejected mission as a matter of "independent thought, a commitment to truth even when it’s inconvenient and a focus on the creation of truly democratic citizens." Is that what the Trump administration has been "punishing" and what Yale is trying to be self-defensive about? 

"It takes most college students at least four years to earn a bachelor’s degree. Christie Williams finished in three months."

"The North Carolina human resources executive spent two months racking up credits through web tutorials after work in 2024, then raced through 11 online classes at the University of Maine at Presque Isle in four weeks. Later that year, she went back to earn her master’s — in just five weeks. The two degrees cost a total of just over $4,000. Since then, she has coached a thousand other students on how to speed through the state college, shaving off years and thousands of dollars from the usual cost of a degree. 'Why wouldn’t you do that?' Williams asked. 'It’s kind of a no-brainer if you know about it.'"

From "Students are speeding through their online degrees in weeks, alarming educators/Some online colleges allow students to take unlimited courses on their own time, leading to quick degrees and worries about devaluing credentials" (WaPo).

So, perhaps everyone's degree is devalued, because it becomes too easy to see that what the degree represents is not such a big deal. But another thing that's devalued is the experience of in-person education. Why wouldn't everyone switch to the cheaper, more efficient method? The purveyors of in-person education need to prove what they have on offer is better. We assume it's better, but is it? And is it that much better?

"Pittsburghers take pride in their practical solutions, especially the quirky ones, such as the 'Pittsburgh chair'..."

"... that we use to save the parking space we shoveled out after a snowstorm. There are folding chairs, barstools, even an occasional upholstered chair — whatever your choice. The chairs are sacrosanct, and they help avoid neighborhood disputes. Or the 'Pittsburgh toilet' that stands alone and unobstructed in the basement of many older working-class homes — porcelain artifacts of when the mills were booming. It made practical sense when the men returned from the mills to wash off the grime in the laundry tubs and finish their business in the basement before going upstairs for their meal. But there has been no easy solution for keeping schools open when an expected 500,000 to 700,000 visitors attend events...."

Writes Duquesne lawprof Joseph Sabino Mistick, in "Schools are closing for the NFL draft. What does this teach students? Pittsburgh prides itself on showing up and working hard. Students should, too" (WaPo).

"[Eighth-grade algebra] was removed from middle schools under the rationale that many students — especially those from disadvantaged backgrounds — would benefit from having more time to master foundational math before tackling algebra in high school."

"But the plan didn’t work. The number of students enrolled in advanced high school math declined, and wide racial gaps remained. Meanwhile, many parents enrolled their children in summer and after-school math courses to keep them accelerated, often paying out of pocket. For years, San Francisco 'tried to achieve equity not by raising the floor, but by lowering the ceiling,' said Thomas S. Dee, a Stanford University economist who studied the policy with colleagues.... [Under the new plan] [a]ny eighth grader would be able to enroll in algebra, but high-achieving students would be automatically placed in the course with the ability to opt out — a policy meant to increase access for underrepresented demographic groups."

From "San Francisco Killed 8th-Grade Algebra. Now It’s Set to Come Back. The San Francisco school board approved a plan to restore algebra as an option at all middle schools, more than a decade after it was removed over equity concerns" (NYT).