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The Habit of Hope

For most of man’s existence on Earth, the universe has been anything but benevolent. Famines, floods, and earthquakes have destroyed whole populations. The plague ravaged Europe during the Middle Ages. Even in the nineteenth century, two out of three people died as children. On the frontier, starvation was not that uncommon after a long winter or a drought.And these horrors do not even begin to take account of man’s inhumanity to man.What is my point? That for most of man’s existence, he has had only a tenuous power over his life, physically and politically. Life was full of uncertainties and anxieties, which helped to give rise to religions promising happiness in this life or an afterlife. Religion gave people a much-needed sense of hope.

Power versus a Sense of Power

That largely unchanging situation underwent a revolution after the Renaissance. The rediscovery of the power of reason and the development of technology enabled men to bring about a vast expansion in their power over their lives, and they came to expect that the future would see still further increases. And, in fact that is what happened. In the twentieth century, medical technology lengthened the average life-span from four decades to seven. Today, in the free world, men are able to control much of the impact of natural disasters. From an economic and technological perspective, no one in a capitalist society need go hungry.At the same time, however, the Enlightenment took away religion’s assurance that a benevolent force would look over men in times of helplessness and hopelessness and would compensate them hereafter for their sufferings. We became responsible for our own happiness

What can we do to sustain a rational optimism?

And what has been the upshot? Evidence indicates that for many, man’s increase in power has not brought a sense of efficacy. If we consider those women born before World War I, those born around 1925, and those born in the Fifties (the Baby Boomers), we find that there is a quadrupling in depression from the first group to the second, and a doubling from the second to the third. Why should this be, if people have continued to acquire more control than ever over their lives in the twentieth century?

One reason, I suspect, is the nihilism of modern philosophy: the lack of answers about the meaning of life and human purposes; the moral relativity that says it doesn’t matter what you do; the draining away of the sense that human beings are capable and worthy. I think these ideas have infiltrated the culture to such an extent that they are affecting the psychological outlook of a lot of people. In this respect, you may personally have experienced Ayn Rand‘s ideas as a great antidote. Rand tell us that life has meaning and purpose and that living as a human being can be a noble activity. Through the story of The FountainheadRand gives us one long argument against Dominique’s belief in the triumph of power-lust and toadyism over the true, the rational, and the beautiful.

Learned Optimism

Rand’s ideas, such as the efficacy of reason and the successful nature of life, certainly help us to be hopeful about our lives. But is there a specific technology of the soul that can increase our hopefulness and thus our motivation and our success? If so, how can we implement it in our daily lives? Are there specific psychological processes that we can adopt? Are there methods we can apply? And are there ways we can make those methods more permanent in our minds? I think there are, and I think the research of psychologist Martin Seligman, at University of Pennsylvania, helps provide some of that technology.

Seligman did some interesting experiments back in the seventies on what he called “learned helplessness.” He worked with two sets of dogs. One he put in a cage that they could not get out of. The other he put in a cage that they could jump out of. And then he shocked both of these sets of dogs. The ones that could escape their cages did so, and got away from the shocks. The ones that could do nothing to escape the shock became passive; after a while, they just lay down and took it.

You cannot directly change your emotions but you can change what you pay attention to.

Then, when he took the dogs who could not escape the shock in the first experiment and put them in a cage where they could get away from the shock, they still did nothing. And when he tried to teach them to get out of the cage, he had to spend a lot of time showing them they could escape. To be accurate, there were always some dogs who did hardly anything once they found themselves trapped, and there were some dogs who had been trapped but quickly learned later to escape. But the results I am talking about were averages.Seligman was fascinated with these results, because he thought the dogs had learned to be helpless, and a sense of helplessness is a key component of depression. So he asked if he could “immunize” dogs from this learned helplessness. He took a group of dogs and let them hear a tone before the shock went off. And he gave these dogs the opportunity to jump out of the cage when they heard the tone. The fascinating result was: these dogs never became passive. When they were put in a cage from which they could not escape, they never stopped trying, and they escaped immediately when they could.

Why? They had acquired a sense of efficacy with regard to the shocks.

Seligman thought this was an interesting model to apply to human beings because of the common feeling in depression that there is nothing that can be done that will make a difference. So, he asked: Could humans likewise be immunized against feelings of helplessness and hopelessness? To test this, Seligman put human beings in situations similar to that of the dogs: The subjects would get shocked, but some did not have control over it and some did. Fascinatingly, he found that some people always tried to get control and some did not. Seligman posited that the difference lay in the way the people explained the cause of their failure: whether they blamed it on themselves or on circumstances.

Explanatory Styles

Out of this, Seligman developed a theory of explanatory styles. According to this theory, there are three dimensions to an explanatory style: the permanence with which you think a cause exists; the pervasiveness of the cause, in other words, how universally true or how limited it is; and whether the cause lies within you or outside.  Seligman argues that these explanatory styles give rise to what we conventionally call optimists and pessimists. And he has developed an Attributional Style Questionnaire by which to test people. You can see more information about explanatory styles here.

In terms of the dimensions of these styles, I think the character of Howard Roark from The Fountainhead is a model of the optimistic attributional style. He does not believe that evil is permanent. He does believe that there are people he can reach by persuasion and by demonstrating what is good in his buildings. And he certainly does not think that failure is his fault.

You can pay attention to your possibilities. You can take an entrepreneurial attitude towards your life.

But I would like to examine one other aspect of the research in relation to the psychology of hope. In some experiments, people rated optimists and pessimists have been given tests in which they sometimes are and sometimes are not in control of an event, such as a light’s turning on. Pessimists, and depressed people in particular, tend to have a very accurate sense about whether they are actually in control. Optimists, however, consistently overrate their control. If the light does not turn on, they have some explanation for it; if the light does turn on, they think they did it. This suggests that optimists, if they are going to be rational optimists, must guard against a temperamental disposition to over-optimism.

On the other hand, I believe there is clearly a sense in which pessimists are also unrealistic. They may make accurate judgments about when they do and do not have control over an event, but I believe they make inaccurate judgments about when they could and could not get control over an uncontrolled event, because of their belief that their helplessness is permanent, pervasive, and personal. Unfortunately, I do not know of any laboratory experiments that have attempted to test this hypothesis.

The Real and the Possible

This brings me to the heart of my lecture. What can we do to sustain a rational optimism?

I think that fundamentally there is one important fact that offers us two keys. The important fact is that you cannot directly change your emotions but you can change what you pay attention to, at least to a large extent. This enables you to make yourself more alert for opportunity.

Thus, the first key is: You can carefully focus on the facts about your situation and yourself. Is this the way things have to be or is it just the way they happen to be? Is this the way of the world or just the way things are in my immediate surroundings?

The second key is: You can pay attention to your possibilities. Is this something you can change or not? You can take an entrepreneurial attitude towards your life.

Do not accept impossibility without overwhelming evidence.

To me, these are the two elements involved in having a habit of hope. Make it your habit to pay attention to exactly what is the case and what is not; what is good in your life and what is not. And make it a habit to ask: What are my possibilities? Be especially alert to whether there are possibilities for change which you failed to see before.

People can have a lot of limitations when it comes to what we would consider leading a normal life and yet have a very hopeful attitude. That has to do with what they are paying attention to. Are they looking at what they cannot do or at what they can do? Are they looking at what they do not control or at what they do control? In this respect, I think that success is: functioning up to your fullest capacity and being alert to all the facts and possibilities within your personal context. This means recognizing the barriers to your control: Are you a healthy human being or not? Are you living in a relatively free society or a relatively unfree society? In judging your success, you need to take these contexts into account.

To be sure, the conditions of success can be very complex. It is often hard to know what is possible, both positively and negatively. And this is one of the things that optimists and pessimists disagree about the most: the realm of the possible. The optimist says “I’m going to keep looking. I’ve got this idea and I think I can do it.” The pessimist has a million reasons why something isn’t going to work.

To say that is not to declare that the optimistic attitude is always the right one. As much as we want to have control and want to know that we can do things, it may be that we do not know-after all, we cannot know everything. But we can turn that truth around and make it an optimistic statement: “Well, yeah, I don’t know everything and I don’t know for sure I can do it. But I don’t know for sure that I can’t do it. And I know for sure that if I don’t try, nothing’s going to happen.”

Ten Habits of Hope

Following are some suggestions to help you develop a habit of hope:

1. Check your generalizations about the world for an “explanatory style” that is pessimistic, or unjustifiably optimistic.

2. Remember that, ultimately, you are in control of how you act.

3. When trying to determine a course of action, ask: What is the range of the possible? This is the most difficult judgment to make, especially when one is attempting something new. If the range is too restricted by one’s conception of the world, your hopes will be too few and too small, and your imagination and motivation curtailed: you won’t adequately explore the possible. If the range is too unrestricted by facts and reason, your hopes will be impossible and time will be wasted.

4. Do not accept impossibility without overwhelming evidence. For many, many situations, we do not and cannot have complete certainty about the outcome. But that alone is not reason to give up on a course of action. Develop a habit of looking for alternative means of achieving your goals.

5. Be alert to when you do not have control over external events, so that you can think of ways to get control.

6. Once you have a specific goal, identify obstacles to your success and the possibilities of overcoming them. Ask: What is the adversity here? What are my premises? Are they true? Am I making a pessimistic judgment or an unjustifiably optimistic judgment? Do not rule out a judgment just because it sounds pessimistic. Remember that you want to be “rationally optimistic,” not Pollyana-ish.

7. If you find yourself giving up, ask: What is my reason? Am I sure it is a good reason?

8. But ask about the chances of failure, too: What would be the true cost of failure? Can I bear it? Be sure to ask these questions early, before you have invested too much emotion in success.

9. De-catastrophize. Learn to judge the facts of your situation precisely and to take into account the available alternatives rather than leaping to the conclusion that all is lost.

10. Stop ruminating. If you fail, sit down purposefully and learn the lessons of the failure. Decide how to do things better. Then put the failure behind you.

Originally published in 1999 for The Atlas Society.

Ayn Rand Explained: From Tyranny to Tea Party

Written by Ronald Merrill and Marsha Familaro Enright, and edited by Enright, Ayn Rand Explained is now available at Open Court Books, Amazon, on Kindle, and in bookstores everywhere.

Ayn Rand and her ideas are in the news more than ever – 50+ years after her magnum opus, Atlas Shrugged, was published. What’s driving this rising interest and influence – even politicians like Paul Ryan and Barack Obama talk about her?

Who was this Russian fireball? Why do her ideas speak to the hearts of Americans generation after generation? How are her ideas giving courage to people of all walks of life, from business to art?

Ayn Rand Explained is an engrossing account of the life, work, and influence of Ayn Rand: her career, from youth in Soviet Russia to Hollywood screenwriter and then to ideological guru; her novels and other fiction writings, including the perennial best-sellers, The Fountainhead and Atlas Shrugged; her work in ethics, epistemology, and metaphysics; her influence on—and personal animosity toward—both conservatism and libertarianism.

Merrill and Enright describe Rand’s early infatuation with Nietzsche, her first fiction writings, the developments behind her record-breaking blockbuster novels of 1943 and 1957, her increasing involvement in politics in the 1950s and 1960s, including her support for the presidential candidacy of Barry Goldwater.

Rand’s Objectivist movement was first promoted through the Nathaniel Branden Institute, headed by her young protégé and designated heir. The Institute advocated a complete worldview on politics, economics, religion, art, music, epistemology, ethics (“The Virtue of Selfishness”), and sexual relationships. For several years the Institute grew rapidly, though there were ominous signs as some leading members were ‘put on trial’ for their heretical ideas, and ignominiously drummed out of the movement.

In 1969, Branden himself was expelled by Rand, the Institute was shut down, and all members who questioned this ruling were themselves excommunicated and shunned by Rand and her disciples. Branden became a best-selling author of psychotherapy books, with a following of Objectivists who had dissociated from the official organization headed by Rand, and after her death in 1982, by Leonard Peikoff. One of Rand’s inner circle, Alan Greenspan, later went on to get his hands on the steering wheel of the American economy.

Objectivism offers a comprehensive package of beliefs encompassing the ethics of rational egoism and dedication to a consistently rational method of thinking and acting. This includes a rejection of all religion and outright atheism and a view of the arts as expressions of deeply held, mostly subconscious, philosophical views of the world. It also advocates personal freedom from political interference, a moral defense of laissez-faire capitalism, and radically limited government as a protection of the individual, positions deeply aligned with the project of the American Founders.

The last few years have witnessed a resurgence of Objectivism, with a jump in sales of Rand’s novels and the influence of Rand’s ideas in the Tea Party movement and the Republican party. While gaining membership, the Objectivist movement continues to be divided into warring factions, the two major groupings led by the Ayn Rand Institute (Yaron Brook) and the Atlas Society (David Kelley).

Ayn Rand Explained is a completely revised and updated edition of The Ideas of Ayn Rand, by the late Ronald E. Merrill, first published by Open Court in 1991. It includes not only new information about Rand’s rocketing influence, but new stories about her personal relationships, and new analysis of her life and ideas.

Here’s what people are saying about it:

“Ayn Rand is in the news now more than ever—but the media consistently misunderstands her. Read Ayn Rand Explained for a thorough and clear introduction to her ideas!”—JIMMY WALES, founder of Wikipedia

Ayn Rand Explained takes us on an exciting exploration of Rand’s provocative worldview and expertly traces its huge contemporary impact on politics, economics, art, and culture. Marsha Familaro Enright provides much new information and probing, in-depth analysis. A surprising, intriguing take on a controversial writer.”—CHRIS MATTHEW SCIABARRA, author of Ayn Rand: The Russian Radical

“I immensely enjoyed reading Ayn Rand Explained. Packed with fascinating information, much of it new, the book is a real page turner—and a reminder of why Rand’s novels are continuously making their way onto best-seller lists.”—VERONIQUE DE RUGY, Senior Research Fellow, the Mercatus Center at George Mason University

“Co-authored by two thoughtful admirers of Rand’s, Ronald Merrill and Marsha Familaro Enright, this modest volume is full of new tidbits about her life, the evolution of her thought, under-recognized aspects of her ideas, the ongoing development of the Objectivist movement, and Rand’s influence on society. An updated revision of late entrepreneur Merrill’s “The Ideas of Ayn Rand”, educator-author Enright adds biographical details, sociological updating, and thoughtful summaries of Rand’s ideas to this little gem.

“Ayn Rand has penetrated our societal conscience. Deceased since 1982, her books continue to be best-sellers, decades after their original appearance. She is known to have inspired VP candidate Paul Ryan; a second movie based on her 1,000+ page magnum opus is currently in theaters; and she is even discussed in a current Rolling Stone magazine interview with the President. Her cultural presence is remarkably polarizing – she seems to inspire either deep-seated admiration or equally passionate resentment. The opinion-less commentator is as rare as the proverbial black swan or an independent voter. Love her or hate her, Rand continues to draw widespread attention for her passionate defense of rationality, self-interest, capitalism and atheism.

“For those interested in what “all the fuss is” about Ayn Rand and her philosophy of Objectivism — especially those afraid to commit to her ultralong novels — will find this concise summary of her life, ideas, and influence a godsend. Those who are already familiar with her life and work, but who are looking for a fresh perspective, will find that here, too.

“Enright is responsible for bringing novel material with the brand new first three chapters. They add excellent material on Rand’s life, her thought, and her impact on our society. This is especially helpful given that Merrill’s original book was published in 1991, so updating is welcomed. Also, Enright’s own experiences with the Objectivist movement from the beginning, including personal interactions with Rand herself, add intriguing material, interweaving these up-close observations with the development of the wider movement. The remainder of the book is a thoughtfully edited version of Merrill’s thoughts, intertwined clearly with Enright’s own insights, especially at points of disagreement, which are clearly delineated. It is a model of even-handedness.

“One welcomed aspect of this book, given the subject matter, is its consistent tone of critical admiration of Rand, her life, and her ideas. Too many books are either fawning, sycophantic cheerleading for Rand or harsh, condemning diatribes against her. This supportive volume, with a critical, independent touch where needed, is a welcome addition to the growing literature surrounding this unique Russian immigrant to America.” — William Dale, M.D., Ph.D.

http://www.amazon.com/Ayn-Rand-Explained-Tyranny-Party/dp/0812697987

James Madison Was Right About Property Rights

By Marsha Enright and Gen LaGreca 11:32 AM 09/15/2011

Constitution Day (September 17) commemorates the 1787 signing of the document that established the United States of America. But like the victim of a terrible accident, the government that was formed that historic day in Philadelphia is hardly recognizable today, and the heart that propelled it — the principle of individual rights — is on life support.

Ironically, what started as a government of radically limited powers now mandates that the nation’s schools “hold an educational program on the United States Constitution” on the holiday of its signing.

In fact, the best “educational program” comes from James Madison, the man who scoured political thought and history to create the blueprint for our government, earning him the title “father of the Constitution.” He has a crucial lesson for us on property rights.

To prepare for his lesson, let’s contrast today’s treatment of our First Amendment rights with that of property rights.

People would be shocked if the president of the United States said: “I do think at a certain point you’ve made enough speeches,” or “you’ve given enough sermons” or “you’ve authored enough books.” Virtually all Americans would protest such remarks and boldly assert that it’s a free country, so they can say, preach or write whatever they please.

Yet the president can get away with saying: “I do think at a certain point, you’ve made enough money.” And he can get away with seizing and redistributing our money in order to “spread the wealth around,” with only a minority shouting in disbelief at the outrage. These dissenting voices have been unable to stop a century-long growth of the welfare state.

Consider the onslaught against property in recent years: The city of New London, Connecticut can seize Susette Kelo’s house and land to sell to a shopping mall developer. Congress appropriates billions of our dollars and redistributes them to the companies of its choice, including failing banks, auto manufacturers and solar panels producers. And businesspersons like Warren Buffet blithely suggest that the wealthy be taxed more.

Are these attacks on our possessions accepted because the right to property is a lesser right, one that isn’t inalienable like the others?

In his article “Property,” Madison emphatically says no. He explains that our right to property is as untouchable as our freedom of speech, press, religion and conscience. In fact, he views the concept of property as fundamental, pertaining to much more than merely our material possessions.

In the narrow sense, Madison says, “A man’s land, or merchandize, or money is called his property.” But in a wider sense, “A man has a property in his opinions and the free communication of them … in his religious beliefs … in the safety and liberty of his person … in the free use of his faculties and free choice of the objects on which to employ them.”

He then concludes: “[A]s a man is said to have a right to his property, he may be equally said to have a property in his rights.”

This statement represents a profound expression of the individual’s sovereignty over his possessions of every kind: spiritual, intellectual and material. According to Madison, a human being is master of his mind and body, his beliefs and possessions, his person and property. It is all the province of the individual to create and control.

Madison argues that there is no parceling of rights. Our rights to life, liberty and property are indivisible. The reason for this was explained with unusual clarity by Ayn Rand two centuries later: “The right to life is the source of all rights — and the right to property is their only implementation. Without property rights, no other rights are possible. Since man has to sustain his life by his own effort, the man who has no right to the product of his effort has no means to sustain his life.”

Government, according to Madison, is “instituted to protect property of every sort,” and is judged solely by this yardstick: “If the United States mean to obtain or deserve the full praise due to wise and just governments, they will equally respect the rights of property, and the property in rights.”

But what does our current government do? Instead of respecting our material property at least as well as it does our other rights, its redistribution of wealth, strangling regulations on business and deeply ingrained entitlement mentality are blatant assaults on our right to property. As Ronald Reagan famously remarked: “Government’s view of the economy could be summed up in a few short phrases: If it moves, tax it. If it keeps moving, regulate it. And if it stops moving, subsidize it.”

It’s as if Madison looked into the future as he observed: “When an excess of power prevails, property of no sort is duly respected.” That is precisely our current situation.

Today, the huge onslaught of regulations such as Dodd-Frank, Obamacare and the EPA’s controls on energy production has brought us almost to the point of economic paralysis. Buying and selling homes, as well as autos, has all but halted. Companies are hoarding cash and not hiring as they fearfully watch the latest attempts by government to control them. The stock market is epileptic, with seizures up and down triggered by the latest political and economic news. With these curtailments on our right to acquire, use and control our property in the economic realm, the very essence of our liberty — the right to free action — is lost.

Even worse, government’s violation of property rights isn’t limited to the economic realm. Because our rights are interconnected, it’s spreading to all aspects of life.

Consider the trial balloons we’ve already seen to limit free speech, such as the so-called “Fairness Doctrine” or “Net Neutrality.” Or consider the expanding government grip over deeply personal areas of our lives, such as regulations on what fats or sugars we eat, what physicians we see, what health insurance we buy, what treatments or drugs we’re allowed to have — and what our children may bring to school for lunch.

Because our rights can’t be divided, if we lose one, we could lose them all. That’s why we have to fight against government intrusion in the free market with the same moral certitude — and the same fire-in-the-belly — that we’d have if the government invaded our homes without a warrant, or forbade us to peacefully assemble. We have to treat the government’s encroachment on the economy as we would an encroachment on our opinions, beliefs and conscience.

On Constitution Day, let’s remember Madison’s lesson on the full meaning of property — and fight for our right to property as if our life depended on it, because it does.

Gen LaGreca is author of Noble Vision, an award-winning novel about the struggle for liberty in healthcare today. Marsha Familaro Enright is president of the Reason, Individualism, Freedom Institute, the Foundation for the College of the United States.

Read more: http://dailycaller.com/2011/09/15/james-madison-was-right-about-property-rights/#ixzz1YhVJ5sJL

The Morality of Capitalism

Capitalism has brought more wealth to more people than any other system in history. In those countries that have adopted capitalism, the standard of living since the Industrial Revolution has far outstripped all the growth of the previous millenia. Yet capitalism is often reviled as evil or, at the best, amoral.

What are the facts? Is capitalism good or evil? How do we determine its moral status?

In this course we will consider the facts and arguments concerning these issues and examine the question “Is there a moral basis for capitalism?”

Reading list:

  • Plato’s Republic
  • Aristotle’s Nicomachean Ethics and Politics
  • Plutarch Lives, “Life of Lykurgus” (of Sparta)
  • Locke’s Second Treatise on Government
  • Voltaire, Philosophical Letters on the English
  • Smith, Theory of Moral Sentiments and Wealth of Nations
  • Marx and Engels, The Communist Manifesto
  • Mill, Utilitarianism
  • Menger, Principles of Economics
  • Weber, The Protestant Work Ethic and the Spirit of Capitalism
  • Croly, The Promise of American Life
  • Veblen, The Theory of the Leisure Class
  • Mises, Liberalism
  • Schumpeter, Capitalism, Socialism, and Democracy
  • Hawley, Executive Suite
  • Hazlitt, Economics in One Lesson
  • Rand, The Objectivist Ethics, “What is Capitalism,” “Man’s Rights,” “The Nature of Government,” and Francisco’s Money Speech from Atlas Shrugged
  • Rawls, A Theory of Justice
  • Nozick, Anarchy, State, and Utopia
  • “The Call of the Entrepreneur” film by the Acton Institute

In addition to discussing these works in Socratic Seminars, the students have been assigned to interview four business owners about the owners’ view of their work, what value they are creating with it, and their moral view of themselves as business people. The students will give presentations based on their interviews.

Can the free market be saved without Ayn Rand?

It’s been a year since Stephen Moore’s article, “Atlas Shrugged: from Fiction to Fact in 52 Years,”seemed to ignite an explosion of interest in Ayn Rand. Sales of this prescient novel tripled; two Rand biographies have been selling like hotcakes; and references to her in the media have skyrocketed.

Yet, some free-market defenders continue to repudiate her and her ideas, as they have for decades. It used to be conservatives such as William F. Buckley of National Review trashing “Atlas Shrugged;” now the critics include libertarians, such as Heather Wilhelm of the Illinois Public Policy Institute, who penned “Is Ayn Rand Bad for the Market?”.

But in their rush to distance themselves from Rand, they succumb to a deadly philosophic trap. It results from their anxious desire to apologize for the individualistic, self-interested motives that actually drive free markets. This anxiety prompts them to defend capitalism on the opposite premise: that capitalism is good only because it is “other-directed”—i.e., that it grants certain groups, such as the poor, opportunities to acquire wealth and power.

Over the decades, this has led such apologists to launch unpersuasive and futile crusades, such as “compassionate conservatism” and “bleeding-heart libertarianism,” which are not defenses of capitalism, but embodiments of its opposite. For example, conservatives and some libertarians plunged headlong into the moral and logical pitfalls of collectivism when, led by “compassionate conservative” Republican president George W. Bush, they created Medicare Part D, then the biggest-ever addition to welfare entitlements.

Likewise, Wilhelm summed up what too many on the right think, when she writes that free markets are best “sold” on the premise that, above all else, they help society’s neediest. She adds that “Rand’s insistence on the folly of altruism, however, tends to overshadow and even invalidate this message.”

You bet it does—and with good reason. That’s because no one can defend capitalism and free markets logically and consistently without a moral validation of enlightened self-interest as the highest good.

After all, the left didn’t rise to power because they had facts and rational arguments on their side. The empirical case for the superiority of capitalism in bringing a better life to the poor is overwhelming, whether we compare Chile to Cuba, Hong Kong to communist China, or the fully communist China of the past to itself today. So, one has to ask: Why haven’t these arguments won over all those who claim to want to help the poor?

The answer is that the left’s ascendance to power wasn’t driven by economic fact but by a moral vision thinly covered with economic claims. This vision was accepted by millions only because of the moral philosophy of self-sacrifice that dominates our culture.

That morality claims that the highest good for each individual is to live for the sake of others—for society or the collective. Ultimately, it implies that each of us is a moral slave to someone else. Whether it’s Marx’s “From each according to his ability, to each according to his need,” or Hitler’s admonition to live for the German Volk, or Pol Pot’s belief that “since he [the individual] is of no use anymore, there is no gain if he lives and no loss if he dies,” the morality of self-sacrifice kills liberty because it subordinates the individual’s life to the group.

This is the morality that brought us the carnage of the 20th century.

The arguments of “compassionate” libertarians and “bleeding-heart” conservatives do nothing to challenge this ethic. They merely try to slip capitalism in under the tent of collectivist moral philosophy, telling everybody, in effect: “Don’t worry; even though sinful, individualistic self-interest drives capitalism, it is good because it can be harnessed to serve groups, such as the poor.”

In other words, these would-be defenders of capitalism merely “me-too” the collectivist moral claim that our primary ethical responsibility should be the welfare of other people. In this view, they march lockstep with those on the left who revile individualism and capitalism as being anti-poor, anti-caring.

Their view couldn’t be further from the truth. Free-market capitalism arises from a social vision that cares about the smallest minority of all: the individual. That vision recognizes the moral superiority of the right of the individual to life, liberty and the pursuit of happiness—the very vision identified by Thomas Jefferson in the Declaration of Independence and fought for by the Founding Fathers.

What is this right, if not the right of each person to pursue his or her own highest self-interest? Remember, the slogan of the American Revolution was “Don’t tread on me.”

Yet, that “selfish” American Revolution established a social system that created the most productive nation the world has ever seen, with the highest level and broadest distribution of wealth. It was a system based on individual rights, limited government, and equal justice under the law, in which everyone could keep and enjoy the fruits of his or her own efforts.

This system was fair because it gave each person the equal opportunity—and the pride-enhancing challenge—to make the most of his or her life, poor and rich alike. In fact, only a capitalist society can truly serve the interests of the poor and the disadvantaged, as well as the rich and the capable, because it is at root based on justice for the individual. And justice for the individual is justice for all.

This is what makes capitalism morally superior to collectivism.

Ironically, given the prevailing presumptions about self-interest, capitalist societies such as the U.S. are also the most charitable. Our individualistic system created a nation of magnanimity due to our unimpeded productivity, overflowing abundance, and benevolent sympathy for other individuals struggling for their own lives, liberty, and happiness.

It’s amazing that in all their talk of Rand’s “harsh message” and “confrontational language,” many free-market defenders haven’t asked themselves why her writings have inspired millions to become advocates of capitalism. They don’t understand that she completes the 18th century vision of the American Revolution by presenting a morality that fully justifies capitalism and individual freedom.

Rand’s morality of rational, enlightened self-interest defends the individual’s right to his own life, the power of his own liberty, and the glory of his pursuit of his own happiness. She said: “My philosophy, in essence, is the concept of man as a heroic being, with his own happiness as the moral purpose of his life, with productive work as his noblest achievement, and reason as his only absolute.” Her message—that “man’s proper estate is an upright posture, an intransigent mind and a step that travels unlimited roads”—is a message of the glory of the individual, unshackled and free.

We urgently need Rand’s vision of the moral nobility and greatness of a social system based on enlightened self-interest if we, the 21st century advocates of freedom, are to finally free the world from the death grip of collectivism. And that is a vision we must defend with “our lives, our fortunes, and our sacred honor.”

Marsha Familaro Enright is president of the Reason, Individualism, Freedom Institute, the Foundation for the College of the United States. Gen LaGreca is the author of Noble Vision, an award-winning novel about the struggle for liberty in health care today.

Copyright © 2010 by Marsha Familaro Enright and Gen LaGreca. Permission to reprint is granted with attribution to the authors and inclusion of their byline.

Permanent link: http://fountainheadinstitute.com/can-the-free-market-be-saved-without-rand/

Originally published at:

http://dailycaller.com/2010/02/16/can-the-free-market-be-saved-without-rand/

Did Ayn Rand Influence Ken Follett?

Ken Follett’s novels are not only inspiring and well-written, but also reveal thematic and stylistic choices similar to those in Ayn Rand’s novels. Could it be more than a coincidence?

I became hooked on British author Ken Follett through his most famous novel, The Eye of the Needle. It’s the gripping World War II story of a ruthless Nazi spy’s attempt to bring secrets of the British military back to Hitler, combined with a tragic love story and a dynamite heroine.

A wonderfully plotted, suspenseful story, a heroine of immense presence of mind and courage, and characters that act with strength and integrity — what’s not to like? Donald Sutherland starred in the movie version, but don’t miss the book just because you’ve seen the movie. There’s a lot more in the book.

After The Eye of the Needle, I ripped through many of Follett’s other novels, including The Man From St. PetersburgTripleThe Key to Rebecca, and Lie Down With Lions. They were all spy novels, but so much more satisfying than many contemporary authors because of the dramatic originality of the stories and because their characters have a psychological depth and self-awareness often lacking in spy novels and thrillers. Simply put, Follett is a modern master of Romanticism.

I moved on from these spy stories to his historical fiction, including A Dangerous Fortune and A Place Called Freedom. The first dramatized the 19th Century banking world, the second, the enslaved life of 18th Century Scottish miners, one of whom escapes to build his life in the challenges — and freedom — of the New World. Their settings and themes, combined with the unusual level of Romanticism in his novels, began making me suspect that Follett may have been influenced by Ayn Rand.

Then I read a novel of his which was entirely different from the others — Pillars of the Earth. (See my husband John Enright’s 2004review for the Atlasphere.) This thousand-page tome recounts the lives and fortunes of 12th Century English men and women, involved in the century-long building of a cathedral.

My suspicions of an Ayn Rand influence soared! The heroes in this book were the red-haired builder of the cathedral and a woman who becomes a wool merchant. An architect and a businesswoman in Medieval times? And there was the author’s positive attitude towards business and the strong independence of his heroes and heroines.

However, I had nothing definitive — only a hunch due to a combination of factors about Follett’s writing. I set aside my speculations until this year, when I tore through his sequel to Pillars of the Earth, titled World Without End.

Set more than a hundred years later, descendants of Pillars’ hero and heroine are instrumental in remaking their medieval town of Kingsbridge into a Renaissance of architectural and business achievements.

Through his creative genius as an innovative architect, builder, and businessman, the red-haired hero, Merthin, achieves fame and fortune. He breaks through the straightjacket of the guilds and lives a uniquely independent life in a time when the church and superstition ruled most people’s thinking. The heroine, Caris, likewise bucks tradition, pursuing the work of a doctor with a very scientific approach, among many other defiant choices, and transforms the town by creating new markets and business methods. She insists on maintaining her personal independence despite tradition and tremendous social pressure.

Both Merthin and Caris habitually demonstrate the close observation of facts and their rational implications — one among the many values drawing them together. And both are de facto atheists in a time of religion’s dominion.

On top of this, the villains are veritable portraits of Attila and the Witch Doctor. Merthin’s brother Ralph is a brutish, power-mad knight, ruthlessly angling for social advancement. And the Priors of the Kingsbridge town Abbey, fearing reason and change, control others through shunning, persecution, appeals to their moral authority, and Ellsworth Toohey-like manipulation.

In addition to themes and characters that echo Ayn Rand, certain scenes also bear an uncanny relationship to scenes in Atlas Shruggedand The Fountainhead. For example, in one scene, Caris is treating a fellow townsman for the plague: “Dora handed Caris a cup of wine, and Caris held it to Mark’s lips. She found it strange to see a big man helpless. Mark had always seemed invulnerable. It was unnerving, like finding an oak tree that has been there all your life suddenly felled by lightning.” Remember Eddie Willers’s feeling when looking at the oak tree in the opening of Atlas?

However, the last scene of the book really did it to me — it parallels, in several ways, the last scene of The Fountainhead. I’ll refrain from describing it here, for fear of ruining a reader’s enjoyment. I’d love to hear what Atlasphere readers think, once they’ve read World Without End.

So what is Follett’s own backstory? Born in Cardiff, Wales, Follett graduated from University College, London with an Honours B.A. in Philosophy. He first wrote as a journalist in Wales, and later, in London for the Evening News. After a number of less-than-successful novels, he struck gold with The Eye of the Needle.

Brought up in a religious Welsh family, he began questioning his beliefs, which led him to philosophy for answers.

On this subject, he once said, “There is a remote connection between philosophy and fiction. When you study philosophy you deal with questions like: ‘Here we are sitting at a table, but is the table real?’ Now that’s a daft question because of course the table is real. When you study philosophy however, you need to take that sort of thing seriously and you have to have an off-the-wall imagination. It’s the same with fiction which is all about imagining situations that are different from the real world.”

Unfortunately for our purposes, this doesn’t reveal much similarity to Rand’s thinking other than that Follett is a realist. And his political leanings — the Labour Party — don’t indicate much affinity for free markets.

If you get hooked on Follett, you’ll be pleased to find many more novels than the ones I’ve mentioned. And in addition to Eye of the Needle, a number of his books have been produced as movies, such asThe Key to Rebecca and The Third Twin.

I was happy to read that a mini-series of Pillars of the Earth is in the works, produced by one of my favorites, Ridley Scott, who directed “Blade Runner,” “Gladiator,” “Kingdom of Heaven,” and produced the mini-series “Rome.”

I emailed Follett through his website, asking whether he might have been influenced by Rand, as I had discovered of novelist James Clavell, of Tai-Pan and Shogun fame. (You can read my report on Clavell here.) But I haven’t heard back from him. If I do, I’ll let Atlasphere readers know. Until then — good reading!

Copyright © 2009 by Marsha Familaro Enright. Permission to reprint is granted with attribution to the author and inclusion of her byline.

http://www.theatlasphere.com/columns/100115-enright-ken-follett.php

James Clavell’s Asian Adventures

“I came here with no friends, an old typewriter, and look what I achieved. It would have been impossible to achieve this in England.”

So said James Clavell, an Australian immigrant to America who learned the fundamentals of the American outlook on life in a horrific Japanese prisoner of war camp. In over four decades as a novelist, screenwriter, poet, playwright, director, and producer, Clavell added one lushly romantic, gripping story after another to his accomplishments. What’s even more surprising in this day and age, his heroes were often businessmen.

An English-educated Aussie, Clavell was born in 1924 as Charles Edmund DuMaresq de Clavelle. He became a captain with the British Royal Artillery in Southeast Asia during World War II. This position landed Clavell at the infamous Changi Japanese prisoner of war camp near Singapore for half of World War II, where he “collected material” for what would become his first novel, King Rat (1962).

Clavell had planned to be a Naval officer, like his ancestors going back at least to John Clavelle who fought at Trafalgar. But a motorcycle accident left him with a limp and out of the navy.  After a stint as a salesman, he wrote a TV pilot that brought him to the U.S. in 1953, and launched a long career in the movie industry. His first screenplay was the 1958 version of The FlyWatusi followed, along with Five Gates to Hell, which Clavell wrote, directed, and produced.

His remarkable range as a writer-director first revealed itself with Sidney Poitier’s 1967 film hit To Sir, With Love (also made into a TV movie in 1974). The Poitier film was nominated for three major awards, including the Directors Guild of America’s Outstanding Directorial Achievement. He penned the screenplay for The Great Escape, a factually based movie of Allied prisoners’ daring plans to get out of a Nazi prisoner of war camp, which starred Steve McQueen, James Coburn, Richard Attenborough, James Garner, David McCallum, and Charles Bronson. Clavell’s script was nominated for the Writers Guild of America’s award for Best Written American Drama in 1968.

Clavell finally won an award, a 1981 Emmy, for his TV mini-series Shogun. (I remember being so excited about seeing it that I ran out and bought my first color TV!) A later novel,Noble House, also was made into a mini-series starring Pierce Brosnan and Tia Carrera, along with many notables like Denholm Elliott and John Houseman.

But Clavell remains best known for his work as a novelist, which began during a Hollywood writer’s strike in the early 1960s. Almost twenty years after his release from Changi, he had just started talking about his experience when his wife said, “Why don’t you write a novel about it?” Unsure how to write novels, he seized upon Othello’s resentful, envious Iago as an inspiration, and King Rat’s first line spilled out. “‘I’m going to get that bloody bastard.’ And so, once I started, it came out in a tremendous rush.”

King Rat (1962)

In a 1986 interview, Clavell said that his experience in Changi was “as close as you can get to being dead and still be alive.” King Rat recounts life—so to speak—in this place between life and death:

    Changi was set like a pearl on the eastern tip of Singapore Island, iridescent under the bowl of tropical skies…[C]loser, Changi lost its beauty and became what it was—an obscene forbidding prison…[N]ow, in the cells and in the passageways and in every nook and cranny lived some eight thousand men… These men too were criminals. Their crime was vast. They had lost a war. And they had lived.

As are all his later books, King Rat is excellently plotted and highly suspenseful, its characters sharply and colorfully drawn, the details exact and realistic. What makes it singularly fascinating is Clavell’s picture of how different men faced this gruesome experience.

Clavell vividly depicts the squalid conditions and brutal treatment meted out by the Japanese. Preserving their dignity and refusing to be cowed by their captors are the British officers’ primary motives—in the face of awful enfeeblement from chronic dysentery, malaria, and a host of other ailments. Repeated conflicts between the Allied soldiers and their Japanese keepers, resulting in incomprehensible prisoner punishments, dramatize the clash between Anglo and Japanese values.

Also, through Peter Marlowe, a British flight lieutenant and stand-in for Clavell, the author explores British discomfort with the American entrepreneurial spirit, embodied by the book’s title character, Corporal King:

    They always shared what they could find or steal or make. Max and Dino were a unit. And it was the same throughout the world of Changi. Men ate and trusted in units. Twos, threes, rarely fours. One man could never cover enough ground, or find something and build a fire and cook it and eat it—not by himself….Only by mutual effort did you survive. To withhold from the unit was fatal, for if you were expelled from a unit, the word got around. And it was impossible to survive alone. But the King didn’t have a unit. He was sufficient unto himself.

Marlowe comes from a purely military English family. He knows almost nothing about trade and business; his life has revolved around duty and honor. So he finds “the King” fascinating. He’s not sure what to make of the American’s expert trading with the Korean guards and Chinese suppliers, offering Mount Blanc pens and diamond rings in exchange for the food, clothes, and medicine the prisoners desperately need. Without envy, but with growing wonder, he tries to understand King’s outlook and learn from it.

Is his wheeling and dealing in this “lifeboat” situation taking unfair advantage of the others? Or is King a life-saver, able to motivate others and cleverly acquire what they all need to survive? Is it wrong that he believes in making a profit in the process?

While Marlowe ponders the King’s ethics, he comes to respect the man’s ability to seize opportunities and make things happen while everyone else struggles on the edge of survival. “‘Damned if I know how you do it,’ Peter Marlowe said. ‘You work so fast.’ The King replied: ‘You got something to do and you do it. That’s the American style.’”

For his part, the King recognizes Marlowe’s difference from the first moment. “His face was craggy, and though he was Changi-thin, there was a grace to his movements and a sparkle about him…[The King] listened to the rich laugh and knew it was a rare thing. When this man was laughing, you could see that the laugh came from inside. This was very rare. Priceless.”

By contrast, Lieutenant Robin Grey, provost marshal of Changi, despises Corporal King, the American who somehow manages to be healthy, well-fed, and clothed while everyone around him can barely hang on: “‘I’m going to get that bloody bastard if I die in the attempt.’ Lieutenant Grey was glad that at last he had spoken aloud what had so long been twisting his guts into a knot.”

“Nobody gives me nothing,” King objects. “What I have is mine and I made it.” But Grey dogs the King incessantly, with bilious hatred for his rule-bending and his overflowing vitality—hoping, planning, scheming to catch him breaking this rule or that, so he can throw King in the Japanese jail and see him rot.

Unsurprisingly, Grey hates Marlowe as well. Coming from the lower classes, Grey personifies English class envy and social ambition, mistaking Marlowe’s self-confidence for mere upper class snobbery, yet secretly, jealously wishing to be like him. For his part, Marlowe despises the small-minded, vindictive, and senselessly bureaucratic Grey. “You’re such a goddam snob, Grey, when it comes down to it…[The Americans] think that one man’s as good as another.”

King Rat was made into a 1965 movie starring George Segal as Corporal King and James Fox as Peter Marlowe.

Clavell followed King Rat with his blockbuster Tai Pan (1966), the next in his “Asian Saga.” That series included Shogun (1975), Noble House (1981), Whirlwind (1986), and Gai-Jin(1993). I also found a book called Escape, which appears to be the love story from Whirlwindas a stand-alone novel. Before he died in 1994, Clavell wrote two children’s books, The Children’s Story (1981) and Thrump-o-Moto (1986).

Except for the children’s stories and King Rat, these are all enormous novels, most over 1,000 pages long, and offering heaps of factual detail about the countries and cultures in which they are set. To achieve that level of accuracy, Clavell spent about a year researching each, reading histories and sociological accounts, and living in the settings. Many of his main characters are based on real people. The reader rips through Clavell’s stories, yet comes away educated and interested in knowing more about the cultures he reveals.

“I write short stories, they may appear big in size, but they’re four or five novels in one,” he explained. “In return for picking up one of my books, I’m trying to give [readers] value for their money. The goal of writing any novel is creating the illusion that you are reading reality and you are part of it.”

Tai-Pan (1966)

Tai-Pan follows the adventures of the British merchant Dirk Struan during the establishment of Hong Kong as a British Colony in 1841. By means of a blockade and other, more devious means, envious Chinese rulers had effectively curtailed the vast fortunes that British companies, using swift sailing ships, were amassing in China by trading Indian-raised opium. Inventively, the merchants enlist the British government and military to establish the empty, swampy, pestilent island of Hong Kong as British soil and a free trade port.

    As Struan walked along the main deck [of the 74-gun ship Vengeance], he glanced at the shore and excitement swarmed over him. The war with China had gone as he had planned…the prize—the island—was something he had coveted for twenty years. And now he was going ashore to witness the formality of taking possession, to watch a Chinese island become a jewel in the crown of Her Britannic Majesty, Queen Victoria…Hong Kong contained the greatest harbor on earth. And it was Struan’s stepping-stone into China….

Against the machinations of his life-time rival, Tyler Brock, Struan struggles to develop his business into the greatest trading company in the East. “In a company or army or fleet or nation there is only one such man—he who wields the real power…[Struan] was Tai-Pan of The Noble House.” “Tai-Pan” means “Supreme Leader,” and The Noble House is based on a real firm, Jardine-Matheson Holdings Limited, a multinational company based in Bermuda.

Struan not only navigates the South China Seas but the alien culture and cut-throat trading habits of the Chinese. Through him, his Chinese lover May-May, and their son Gordon Chen, the reader’s understanding of China and its relation to the West grows.

Shogun (1975)

Clavell developed a fascination for the East, especially Japan, through his experience at Changi. Apparently, his family’s military background enabled him to respect the Japanese Samurai outlook and what some consider the ultimate warrior philosophy of Bushido, in which honor and duty reign supreme.

In Shogun, based on the real adventures of British navigator Will Adams, Dutch sailors searching for new trading opportunities and riches find themselves shipwrecked and then held captive in a small village on the main island of Japan. The sailors are squirreled away with low-caste prostitutes, remaining as filthy and vulgar as ever—all except the ship’s pilot, John Blackthorne, or “Anjin-san” as the Japanese call him. He is taken in by the Kasigi Samurai clan, where he begins his education in Japanese culture and values.

From the first, the Japanese are impressed by his moxie. Blackthorne is introduced to Yabu,daimyo or feudal lord of the region. An antagonistic Portuguese priest, Father Sebastio, translates while Blackthorne considers the situation:

    Look, the Jesuit’s very deferential and sweating a lot. I’ll bet the daimyo’s not a Catholic…you’ll get no quarter from him!

    “The daimyo says hurry up and answer his questions” [said the priest].

    “Yes. Of course, I’m sorry. My name’s John Blackthorne. I’m English, Pilot-Major of a Netherlands fleet.”

    “Fleet? What fleet? You’re lying. There’s no fleet. Why is an Englishman pilot of a Dutch ship?”

    Blackthorne decided to gamble. His voice abruptly hardened and it cut through the morning warmth. “Que va! First translate what I said, Spaniard! Now!”

    The priest flushed. “I’m Portuguese. I’ve told you before. Answer the question.”

    “I’m here to talk to the daimyo, not to you. Translate what I said, you motherless offal!” Blackthorne saw the priest redden even more and felt that this had not gone unnoticed by the daimyo. Be cautious, he warned himself. That yellow bastard will carve you into pieces quicker than a school of sharks if you overreach yourself.

    “Tell the lord daimyo!” Blackthorne deliberately bowed low to the platform and felt the chill sweat beginning to pearl as he committed himself irrevocably to his course of action.

Unbeknownst to the Anjin-San, he is caught up in the epic conflict of rival Samurai clans which resulted in the domination of Japan by the Tokugawa Shogunate for centuries. The novel’s Toranaga is a thinly veiled, romanticized version of the real samurai Tokugawa, whose Shogunate remained in control from 1603 to the Meiji Restoration in 1865. As in all Clavell novels except for King Rat, a powerful, beautiful, brilliant love interest deeply figures in the plot. In this case, it is Mariko, a high-born Samurai lady turned Christian who interprets the Anjin-San’s speech while she captures his heart. In addition to valuing her translating skills, Toranaga finds her useful for her deep strategic wisdom, integrity, and bravery as well.

I came across Shogun after having made a brief study of Japan by reading such sociological classics as Ruth Benedict’s Patterns of Culture and Arthur Koestler’s The Lotus and the Robot. Shogun helped me understand far more about Japanese culture and values than anything I’ve read before or since. Not only does Clavell jam-pack his novels with information, he is an unusually clever teacher, as well.

During the first part of the book, I thought the main hero was the Anjin-San. Only about half-way through did I realize that Clavell had educated me about Japanese values through the eyes of the Anjin-San so that I could understand and appreciate Toranaga. For example, in one of the first scenes, Blackthorne encounters the violently bizarre ways of the Japanese when Omi-san, the samurai in charge of the village, interviews him. A Jesuit priest interprets:

    “Wakarimasu ka? Omi said directly to Blackthorne.

    “He says, ‘Do you understand?’”

    “What’s ‘yes’ in Japanese?”

    Father Sebastio said to the samurai, “Wakarimasu.

    Omi disdainfully waved them away. They all bowed low. Except one man who rose deliberately, without bowing.

    With blinding speed the killing sword made a hissing silver arc and the man’s head toppled off his shoulders and a fountain of blood sprayed the earth. The body rippled a few times and was still. Involuntarily, the priest had backed off a pace. No one else in the street moved a muscle. Their heads remained low and motionless. Blackthorne was rigid, in shock.

    Omi put his foot carelessly on the corpse.

    Ikinasai! he said, motioning them away.

    The men in front of him bowed again, to the earth. Then they got up and went away impassively.

By page five hundred, I understood Omi-san’s motives implicitly. When I finally “met” Lord Toranaga, the central hero of the book, I could sympathize with him instead of despising him. Had I been introduced to him in the beginning, I think I would have been revolted by his actions rather than appreciate his integrity to his own code of values.

I was so swept up in the tale, which I often read while commuting to and from Manhattan, that I frequently found myself muttering Japanese words on the Penn Station platform. And I haven’t been alone. In the Sunday New York Times Book Review section, a writer said:

    Shogun is irresistible…I can’t remember when a novel has seized my mind like this one…It’s almost impossible not to continue to read Shogun once having opened it. Yet it is not only something that you read—you live it…possessed by the Englishman Blackthorne, the Japanese lord Toranaga and medieval Japan…People, customs, settings, needs and desires all become so enveloping you forget who and where you are.

Noble House (1981)

While his other novels dramatize the clash between authoritarian cultures and individualist, Anglo-world heroes, Noble House most directly depicts the conflict between individualism and collectivism. The madly raucous markets and remarkable culture of Hong Kong’s unfettered capitalism during the 1960s contrasts sharply with the devious, totalitarian world of the Red Chinese and ruthless Soviet spies. A rush on gold, a wildly swinging, unregulated stock market, and opportunities galore abound for Ian Dunross, the sharp trader-descendant of Dirk Struan (depicted in Tai Pan)—as well as for people at every level of Hong Kong society, from cleaning ladies to jockeys and military officers.

“Dunross juggles international concerns for profit and protects free enterprise from the Soviets and the British Labour Party,” literary analyst Gina MacDonald summarizes. “He supports dependents, friends, and relatives, assures ‘Old Friends’ status with the mainland Chinese, and fulfills obligations assumed by Noble House a century before.”

Not only relatives from previous stories, but even Peter Marlowe and Robin Grey from King Rat return as substantial characters. Clavell also introduces formidable American entrepreneurs Linc Bartlett and gorgeous Casey Tcholok, who figure in Dunross’s struggle against perennial rival Tyler Brock, descendant of the original Noble House nemesis.

Whirlwind (1986)

Of the thirty intricate plotlines in Noble House, one leads to Whirlwind, Clavell’s novel of the Iranian Revolution in 1979. Descendants of Dirk Struan are once again at the center of the strife as they desperately work to protect the people and property of their branch of the Noble House, S-G Helicopters, which services the oil fields. Simultaneously, trading descendants of Shogun’s Toranaga strive to gain oil and gas concessions in the Persian Gulf. “Whirlwind” is the code name for S-G’s escape plan, taken from “whirlybird,” English slang for helicopters.

Whirlwind can deeply educate the reader about world events as much today as it did after the Iranian Revolution. However, where Japanese and Chinese readers were astounded at how accurately and positively Clavell portrayed their cultures, Clavell was not able to make the culture, values, and Islamic mind-set of Iran as comprehensible and sympathetic.

Regardless, it is still a worthwhile tale and garnered Clavell a $5 million dollar fee, selling four million copies in the U.S. alone. As in all his novels, Clavell expertly creates a complex, multi-layered plot, combining action, romance, heroism, brutality, tumultuous historical events, and a great descriptive style—all in the great tradition of the nineteenth-century romantic novel.

Gai-Jin (1993)

Clavell brings together elements of Shogun and Tai Pan, as well as King Rat, in his last novel.

Gai-Jin opens in 1862 with the shocking attack on a group of Europeans by zealous ronin—rogue, clanless, displaced Samurai—near the European settlement in Yokohama. The roninoppose the massive social change wrought by Commodore Perry’s opening of Japan to the West in 1854, and fanatically uphold the static, highly structured society of the previous 300 years. They seek to expel the detested “gai-jin”—foreigners.

Malcolm Struan, heir to the Noble House, struggles to keep his leadership while steering his company on a treacherous but exciting voyage through Japanese society. He strives to take advantage of the enormous trade opportunities between Hong Kong, China, Japan, and the West. Ultimately, his fate rests in the hands of a beautiful young French woman, Angelique Richaud.

Amidst terrorism, espionage, romance, and trade, Gai-Jin depicts the Japanese quandary at encountering Western culture. Since the Japanese had long believed themselves descended from the Sun god, and the highest culture on earth, they are shocked to find out that the rough, uncivil, filthy Europeans are their technological superiors. But they don’t waste time.  Many ambitiously learn from the West so they can again dominate—especially the Shogun, Toranaga Yoshi, descendant of the original Toranaga. The reader of Shogun has an advantage here, being intimately familiar with Japanese culture, values, and thinking, while readers of Tai-Pan and King Rat will enjoy the way Clavell interweaves elements and characters from those books into this one.

Clavell in Context

Modern in many respects, James Clavell’s work echoes British adventure classics likeTreasure Island, King Solomon’s Mines, Robinson Crusoe, and Two Years Before the Mast,but with greater depth of character and lavish historical details. He specializes in the clash of cultures, while his individualist heroes learn deeply from their encounters by independently experiencing and judging foreign situations and people.

Business people are heroes of every Clavell novel. For that reason, I wondered for years whether he had been influenced by that famous literary champion of capitalism, Ayn Rand, who romanticized the lives and careers of business people.

Then one day I came across an online auction of books from Rand’s personal library. Inside a copy of his newly published novel Noble House, according to the auction description page, James Clavell had written this inscription to the author of Atlas Shrugged:

“This is for Ayn Rand/ –one of the real, true talents on this earth for which many, many thanks/ James C/ New York / 2 Sept 81.”

Further on the auction page, I found that Clavell’s editor had sent Rand a copy of The Children’s Story, also printed in 1981, with a note on the letterhead of Delacorte Press asking her to read the book and share her response.

So much made sense now!

Clavell’s genius at revealing the Eastern mind—and the similarity of some of his themes to Rand’s—has not gone unnoticed in academe. In 1996, Loyola University professor Gina MacDonald published James Clavell, A Critical Companion as part of Greenwood Publishers’ “Critical Companions to Popular Contemporary Writers” series. Intended as a teacher’s guide for high school and college courses, the book analyzes his novels in multi-leveled literary detail and includes a well-researched biographical section. MacDonald even compares Noble House to Rand’s Anthem and notes that Clavell’s books are not only adventures and romances but novels of ideas as well—through their repeated exposition of clashes between the individual and the collective and the conflict between capitalism and authoritarianism. I found the book to be a valuable resource, and I hope that it is used frequently in schools, which would bring more readers to Clavell.

That is important because far too many contemporary books for young people revolve around dysfunction, personal disaster, and ineptitude—if they have much of a story at all. Wouldn’t projections of life as a thrilling drama, with conflict, struggle, and triumph, offer far better food for their inchoate souls?

Meanwhile, here’s hoping that someone in the movie industry turns Whirlwind or Gai-Jininto a film, helping to re-ignite broader interest in this marvelous author.

http://www.atlassociety.org/cth–1916-James_Clavell.aspx

A little recognized influence on the Montessori Movement by Marsha Familaro Enright

originally published in Montessori Leadership

“Help me to do it myself,” self-responsibility, peace:  these are fundamentals of the Montessori philosophy.  How many of you know that another, highly influential thinker with these same beliefs has had a huge influence on the Montessori movement:  Ayn Rand?  Today, there are thousands of parents, teachers and heads of school who came to Montessori through her.

Novelist-philosopher Ayn Rand is most famous for her books The Fountainhead and Atlas Shrugged. According to a 1999 survey by the Book of the Month Club, Atlas Shrugged ranked second in influence with readers, after the Bible.  Rand’s books have sold over 100 million copies and sell over 100,000 copies a year to this day – she has obviously affected a lot of people.

However, Rand wrote many other works, including an essay on education called “The Comprachicos,” now available in The New Left:  The Anti-Industrial Revolution. In it, she discussed the Montessori Method at some length.  She also published an article by the late Beatrice Hessen, “The Montessori Method,” in The Objectivist magazine, which article is now reprinted in John Chattin-McNichols’ Montessori Schools in America:  Historical, Philosophical and Empirical Research Perspectives.

These two articles introduced millions of Rand’s readers to the Montessori Method and movement – and many of them stayed.  I, for one, had been searching since I was a child for a way of schooling which kept the joy in life while guiding students in learning.  The Rand and Hessen articles intrigued me and led me to a life-long love for the Method, which included founding Council Oak Montessori school in Chicago.  Currently, I am working on a new college using the Method (see www.collegeunitedstates.org).

I do not think I am an exception.  You will find Rand’s influence in Montessori schools all around North America, from North Carolina and Pennsylvania to Illinois and Colorado; from Toronto to Texas – and I’m sure almost anywhere you look.  In California, there are a group of Fountainhead Montessori schools.

Why was Ayn Rand interested in Montessori?  Ayn Rand dearly wanted peace, freedom, happiness and achievement for all the individuals of the world, having lived through the death and destruction of the Russian Revolution and its aftermath.  She knew that only through strong independence of judgment would our children avoid the mob madness and mass murder of Communism, Fascism, Nazism or, today, Islamic terrorism, which have been responsible for over 100 million deaths (Rummel, 1994).  Only independence and respect for other individuals’ rights to make up their own minds and live their own lives would prevent any further killing fields and keep us out of war.

As she had hoped, the publication of Atlas Shrugged in 1957 ignited a revival of interest in Classical Liberalism and free-market thinkers like John Locke, Adam Smith, Ludwig Von Mises and Frederick Hayek, nurturing and triggering a huge movement to achieve freedom and prosperity throughout the world.  Last year at the centenary of her birth, many groups and publications paid homage to her vital role in this revival and its exciting consequences, such as the fall of the Soviet Union and the spread of freedom around the world.

The Social Entrepreneurship movement is also a result of this change in thinking, in this case, specifically applied to helping the poorest around the globe, and it is a huge engine of social change. Rather than centralized government programs, thousands of micro-entrepreneurship projects are spreading wealth through the world by helping individuals create their own jobs.  For example, in Bangladesh, Mohammed Yunnus created Grameen Bank to provide micro-credit loans all over the third world.  Mark Frazier, a Rand fan, created the Internet site Openworld through which young people from developing countries can get quality information and training inexpensively.  If needed, he helps them obtain computers and Internet hook-ups.

However, Rand’s similarity to Montessori went well beyond their common desire for peace.  In “The Comprachicos,” Rand lauded the Montessori Method as exactly what children needed to develop properly. “The purposeful, disciplined use of his intelligence is the highest achievement possible to man:   it is that which makes him human.”  “[the best development of intelligence is what] Dr. Montessori had in mind…when she wrote the following about her method:  ‘The didactic material, in fact, does not offer to the child the ‘content’ of the mind, but the order for that ‘content.’…The mind has formed itself by a special exercise of attention, observing, comparing, and classifying…which leads them to become active and intelligent explorers instead of wandering wayfarers in an unknown land.’” (Rand, 1970, 196)

Rand recognized that the Montessori Method is superb at developing a child’s thinking skills, independent judgment and inner self-confidence, while maintaining his or her love of learning.  She also applauded the sensitive, individual approach to each child’s personality and development, and the respect for order, property and other people nurtured by the Method – all important elements for a happy, productive life.

Like Montessori, Rand believed judging others by their individual actions and achievements, not their group membership, race or any other feature outside of their control, was the basis of real respect.  She realized that the road to peace was through educating individuals in the importance of thinking well and respecting the individual rights of others.

Footnotes

R.J. Rummel, Death by Government (Transaction 1994). Rummel is a now-retired political science professor.  He has extensively researched forms of government and war, summarized in his charts, available at

http://www.hawaii.edu/powerkills/welcome.html

He found that no democracy has made war on another democracy since 1816 (democracy defined as government by the people either directly or through elected representatives).

References

Chattin-McNichols, John, ed.  1981.  Montessori Schools in America:  Historical, Philosophical and Empirical Research Perspectives. Lexington:   Ginn Custom Publishing.

Rand, Ayn.  1957.  Atlas Shrugged. New York:  Random House.

Rand, Ayn.  1970.  The Comprachicos in The New Left:  The Anti-Industrial Revolution. New York:  Signet, 187-239..

Rand, Ayn.  1943.  The Fountainhead. New York:  Bobbs-Merrill.

Rummel, R.J.  1994.  Death by Government, New York:  Transaction Publishers

http://www.hawaii.edu/powerkills/DP.CHART.V19.PDF

Copyright © 2007 by Marsha Familaro Enright. Permission to reprint is granted with attribution to the author and inclusion of her byline.

Schools for Individualists: TNI’s exclusive interview with Marsha Enright, by Sara Pentz

Marsha Familaro Enright has been attracted by the pleasures and problems of education since the third grade. Trained in biology and psychology, she has written research articles on psychology, neuropsychology, development, and education for a number of publications. She founded the Council Oak Montessori School near Chicago in 1990 and has served as its president since then. Recently, as founder and president of the Reason, Individualism, Freedom Institute, Marsha and her colleagues have been developing a new college informed by the Montessori Method, the Great Books, Ayn Rand’s ideas, and classical liberalism. Information about that project can be found at its website, www.rifinst.org. Marsha also contributes articles and reviews to The New Individualist, including popular profiles of famous authors such as James Clavell, Cameron Hawley, and Tom Wolfe. Recently, she spent time with TNI contributing writer Sara Pentz to discuss the state of modern education, the prospects for its reform, and her own college project.

TNI: How did you get into the field of education?

Marsha Enright: When I was a kid, I loved school and I loved to learn. I looked forward to it everyday. But I was frustrated by the many kids around me who were miserable in school and often disrupted things. There was a lot of teasing and ridicule. I did not understand why that was happening, especially why the smart kids were not interested in learning. I vowed to myself that I would find a system of education that would really support kids in their learning and be a good environment for my own kids when I grew up. That is how I got interested in education.

But, ironically, that is not what I decided to go into when I went to college. At first, I wanted to be a doctor, like my dad. I was a biology undergraduate. After a while, I got interested in psychology, and toward the end of my college years, I decided that that was really where most of my interest lay. So I went on to graduate school and got a Masters in psychology at the New School for Social Research.

In high school, I read The Fountainhead by Ayn Rand and got very interested in her ideas. And in one of her journals, The Objectivist, there were some articles about the system of education called the Montessori Method. They were by a woman named Beatrice Hessen; I think she owned her own Montessori school. When I read those articles, I said, “Wow, this sounds like a fantastic system.” I read all the books that I could get my hands on about the Montessori Method, and I visited many Montessori schools to observe how they worked. I determined that that was what I wanted for my children.

So, when I started having my children in the early 1980s, I looked around for a Montessori school. There was one in the neighborhood for pre-school, three- to six-year-olds. I put my kids there, and I was very happy with it. When it came time for elementary school for my son, I found a Montessori school in a nearby suburb that he went to for three years, but then it closed. I wanted to make sure that he and my other children could continue in Montessori, so I organized some of the other parents to open a Montessori school in our neighborhood. And that is how I got started as an educator, running Council Oak Montessori School in Chicago.

TNI: What interested you about Maria Montessori and her approach?

Enright: Montessori was a great scientist. She was trained as a medical doctor, the first woman doctor in Italy, and she approached human learning as a scientist, observing in great detail what children did and trying out different materials and activities with them to see what would work best.

Her method is very concerned with the individual child. She started out working with retarded and autistic children. And she became almost instantly famous around the world in the early part of the twentieth century because, after working with these children for a year and applying her observations and her methods, they were able to pass the exam for normal children.

But while everyone thought this was wonderful, she was thinking, “My gosh, if my poor retarded children can pass the exam for normal children, what is happening if normal children are only being asked to learn up to that level?” That is when she started working with normal children. And there, again, her results were so phenomenal that she gained even more fame.

Because motivation is so important in learning, she focused on the proper conditions to keep that fire burning. If you look at children who are one or two or three, you can see that they have tremendous motivation to learn everything they can—crawling around the floor, putting things in their mouths, looking at every book, following what their moms are doing, imitating. They are just balls of energy when it comes to learning everything they can about the world, about objects in the world, about how to move, how things taste, smell, look, about what people are doing with each other.

Montessori noticed, for example, that if she could get a child to concentrate on an activity and really be involved in it, when the child eventually stopped the activity he would be happy; he would be calm; he would be tired, but in a very contented way. And that would keep him interested. The next day, the child would want to learn and do more. So it became a self-feeding process.

TNI: What, besides motivation, is really important to learning?

Enright: Well, I see learning as acquiring the knowledge and skills that you need to function in the world—to be productive, happy, and successful. Just like a flower: If you put a flower under a rock, it is going to struggle around that rock to try to reach the sun and water, but it is going to become deformed. But if you put it in the right kind of soil with plenty of water and sunshine, it is going to be beautiful and flourishing. A child is like that, too. Montessori called the child “the spiritual embryo.”

TNI: What did she do to nurture that “embryo”?

Enright: Her method became famous in 1907 in Rome when she set up what she called the House of Children—Casa de Bambini—where she worked with slum children. It was a wonderful environment for learning that respected the individual child’s interests and his natural learning tendencies. It used the teacher as a guide to learning and had the children collaborate with each other, but very respectfully.

Their behavior changed so markedly that people came from all over the world to train with her, and soon her method started spreading globally. Alexander Graham Bell’s wife became interested and opened the first Montessori school in the United States in 1912.

TNI: That’s remarkable.

Enright: It was remarkable, because she was able to get three and four year olds to concentrate for long periods of time.

She had a famous example of a little girl working on what is called the knobbed cylinders. It is made of a bar of wood with cylindrical pieces of different widths in it. Each cylinder has a knob on it for grasping, and the child has to take all the cylinders out of the bar and then put them back into the right-sized holes. If they do not put them in all the right-sized holes, then one cylinder is left over, and the child knows that he made a mistake.

This is what we call, in Montessori education, a “self-correcting” material. The goal, as much as possible, is to help the child see for himself if he achieved the goal or not, if he “got the right answer.”

TNI: So they are not constantly being corrected by someone else?

Enright: Exactly. If you want the child to be an independent individual when he reaches adulthood, he has to be able to know on his own when he has achieved something or when he has failed—to judge that independently.

In this example, the girl working on the cylinders was so engrossed in her work that it did not matter that Maria had a crowd of children around her singing, or that she moved her seat around or anything; the child just kept focusing on the cylinders for forty-five minutes.

TNI: That’s impressive.

Enright: You see this in Montessori schools all the time—this incredible concentration, which, interestingly, Montessori figured out back at the turn of the century, was a key to learning and self-motivation. More recent psychological research by professor Mihalyi Csikszentmihalyi, on the optimal conditions for the most enjoyable kinds of experiences, independently and completely supports her original observations and conclusions. Csikszentmihalyi called this kind of experience of engrossing activity “flow,” because when he first discovered it, he was studying artists in the ’60s who would be totally engaged in what they were doing. And they said, “I’m just in the flow.” They would forget where they were, they would forget what time it was, and they totally enjoyed what they were doing. In sports, it’s “getting in the zone.” When the Montessori people read his books and contacted him, he recognized what was going on in the Montessori classroom—that Maria had created this optimal flow environment for learning.

TNI: And the focus was on the individual.

Enright: Exactly—that we are all individual human beings with human wants and needs.

Montessori schools spread all over the States, and they were spreading all over the world, too, when along came this very influential professor from Columbia University Teachers’ College, William Heard Kilpatrick. Kilpatrick decided to “scientifically” analyze the Montessori Method. He went to some schools, he interviewed her, and he wrote a book called The Montessori System Examined. His book basically gutted the Montessori Method, discrediting it with the academics.

You see, Kilpatrick was a staunch advocate of John Dewey’s “progressive” method of education. Dewey’s method, if you look at its basic principles, is actually almost the opposite of Montessori—although a lot of people think that it is very similar because it emphasizes experiential, “hands on” learning.

For one thing, Dewey opposed the development of the intellect when a child is young; he considered it stifling to the imagination. Whereas Maria said, “Well, you cannot really do imaginative work until your mind has some content.” So, the imaginative work goes hand-in-hand with learning about the world.

In addition, Dewey focused on the socialization of the child. For him, the school was about teaching the child how to get along with other people and be a part of society—this was the crux of his “pedagogic creed.” You can see it in his famous declaration about the purpose of education, first published in The School Journal in January 1897. Dewey wrote, “I believe that the only true education comes through the stimulation of the child’s powers by the demands of the social situations in which he finds himself. Through these demands he is stimulated to act as a member of a unity, to emerge from his original narrowness of action and feeling, and to conceive of himself from the standpoint of the welfare of the group to which he belongs.”

TNI: At that time, there was a big push for socialism in all aspects of our society. Anybody who promoted individualism was in the minority.

Enright: Exactly. Even Montessori herself was, politically, a socialist. I mean, it was generally believed that socialism was the most advanced political point of view. She understandably would have been seduced by all those ideas. That was not her field.

Now Maria Montessori’s method does teach social skills as a conscious element in the curriculum. We call it “the grace and courtesy aspects” of the curriculum. But contrary to Dewey’s approach, hers is about how people properly interact with each other to be productive and happy individuals, in the course of developing their minds.

You can see this in the whole system, starting with the very way that children are allowed to work with the materials in the classroom. They can go to the shelf where the materials are, select something, bring it to their own space defined by a rug or a desk or a table or wherever they wish to sit, and work on it. They can work by themselves with the material as long as they want; the children are taught to try not to disturb each other. They can share the material with the other children if they want to, but they are not forced to. Consequently, what happens is that they tend to be very happy to collaborate with other children.

TNI: How interesting.

Enright: And when they are done, they are required to take the material and put it back on the shelf where it was so that the next child can use it. To me, all of these principles taught in the Montessori classroom train children how to behave in a free society with other responsible individuals.

TNI: I can see that.

Enright: Montessori’s is not a focus on “You must get along with other people no matter what.” The focus is very much on intellectual development, on the individual trying to learn, to develop himself, and to interact in a respectful way. In some respects that is the opposite of the collectivist idea that Dewey had of how we should interact. One result is the consistent reports we get from upper-level teachers and employers that Montessori students stand tall in what they think is right.

Anyway, Kilpatrick said that the Montessori Method was based on an old-fashioned theory of faculty psychology. Now, at that time, 1918, the ascendant theory—the so-called “scientific theory of psychology”—was behaviorism, whose basic tenet is that you cannot scientifically say that there is a mind, because you cannot see it; you can only study behavior.

As a consequence of Kilpatrick’s books, the Montessori schools started closing down. Only a few remained over the long haul, and they were quite small. Students going to teachers’ colleges were discouraged from going into Montessori because it was considered old-fashioned—too much focus on the intellect, not enough on imagination; too individualistic, not the proper kind of socialization.

But the Method was rediscovered in Europe in the ’50s by a mother, Nancy McCormick Rambusch, who was very dissatisfied with education in the United States. She brought it back to the U.S. and eventually started the American Montessori Society. Ever since, it has been a grassroots, parent-driven movement, not an approach promoted out of the universities.

TNI: At that point, education was inundated by the ideas promoted by Dewey. Is that correct?

Enright: Right. You have to remember that traditional education was mostly either self-education or education of the wealthy, who could afford to hire tutors. The problem of mass education arose because a republic like ours needed an educated populace. But because not all parents could pay for school, public education started with the basic problem of how to educate so many people on a limited budget. To solve that, they came up with the factory model, which is to have everybody in one room doing the same thing at the same time. The teacher is the one lecturing or directing everything that the children are doing.

TNI: Sort of like mass production.

Enright: Right. And in some respects, it worked. I do not think it would have worked so well if not for the fact that many children going into this system were highly motivated immigrants—because motivation is the key to learning. Even today, as bad as some of our public schools are, you will find reports about immigrants from Somalia, Serbia, Poland, China, all doing fantastically in public schools where other children are failing.

People look back at nineteenth-century traditional education and early parts of the twentieth century and say, “Look at how well people were educated then, compared to now.” Yes, we have many examples of remarkably high-achieving people from all levels of society at that time, but what proportion of the population were they?

Actually, discontent with public education runs back a long way. There is a book from the ’60s by Richard Hofstadter called Anti-Intellectualism in American Life. He has a chapter called “The School and the Teacher,” in which he talks about the American dedication to education, how it is the “American religion,” and the concern, going back to statements of Washington and Jefferson, that we have an educated populace. He documents that objections to the kind of education received in public schools goes back to 1832—objections by Horace Mann in Boston, among others—and the complaints sound remarkably similar to what you hear today! Complaints such as: Not enough money being spent on students or teachers; teachers not getting the kind of social recognition they should for their important work; too many people apathetic about what was happening in the public schools.

So there were serious criticisms of traditional, factory-model education early on. But today there are serious problems with education as a result of the mass influence of Dewey’s philosophy of education and the ideas of leftists so deeply incorporated into the system of learning.

TNI: How do the ideas of leftists undermine education?

Enright: Well, the most serious problem is caused by the philosophical ideas of egalitarianism that became embedded in the system starting about thirty years ago. Egalitarianism is basically just a new variation on the socialist ideas which drove Dewey’s educational philosophy.

In the United States, we believe that people should have equality of opportunity. In other words, they should not be hampered by unequal treatment under the law, or by other people forcibly preventing them from pursuing what they want to do. Egalitarianism, however, takes the view that everybody should be made actually equal—not equal before the law, but materially and personally equal—that everybody should have the same amount of money, everybody should have the same abilities—

TNI: And opportunities.

Enright: Yes, and opportunities, regardless of their own effort. That these opportunities should be provided for them. This socialist permutation of Marxism was incorporated into the educational system in the way we spend public education money. Nowadays, we cannot spend more money on students of superior intelligence or talent than we do on students who have a lot of problems. We must focus instead on lifting kids with problems to the same level as everybody else. So a lot of money has been poured into “special education”—euphemistic code words for the education of poorly functioning children—and it is sold to the American public with the argument that we should give these kids an even break. In other words, it’s sold with an individualist spin: Since it’s government money, and since the government should be promoting equal opportunity, we should give problem kids extra help so that they can get on par with everyone else.

TNI: It’s easy to see how people can agree with that view of equal opportunity.

Enright: And it is true that we do need an educated populace. But there is a disjunction between the customer and the person paying, because public education is paid through government. So you have all of this conflict over what is going to be taught in the schools; and you end up having political pressure brought to bear by whoever has the dominant philosophy, influences the teacher’s colleges and education departments, or controls the local governments that run the educational programs.

There are two obvious consequences of introducing egalitarianism into the system. One is this idea that we must spend all kinds of money to raise the level of children with problems. As a result, a lot of money has been taken away from programs for what are called “gifted” children; after all, they’re already at a high level, so it’s not “equitable” to spend more to raise them higher.

The other consequence is the multiculturalism movement. That’s the idea that everybody should be considered equal no matter what their beliefs, or their racial, cultural, family, or ethnic background. Of course, as Americans, we think that you should not judge somebody based on his background or race, whatever group he is in, or anything like that, right? We think we should judge people as individuals. So, multiculturalism was floated in American society with an individualist twist.

But it is not about individuals. It categorizes everybody according to what social and cultural group he belongs to. And with egalitarianism comes cultural relativism: Every culture is equal to every other, none is better than any other. You throw out objective standards of what is good and what is bad.

So now, we are supposed to respect everybody regardless of what his culture or background brings to the table. If your culture believes in cutting off heads and ripping out hearts—well, it’s all relative!

TNI: And you have to be so careful about what you say, where you say it, and how you say it, in terms of being politically correct.

Enright: Exactly. And why is that? The egalitarians do not want anybody’s feelings to be hurt. They do not want people’s self-image to be hurt by the fact that they are not a white male, an Olympic athlete, or something like that. They have elevated a person’s self-image to being the main consideration, instead of what the person has actually achieved: We’re going to make everybody feel equal, even if they are not. Whereas our usual American approach to equality is: We do not care what your background is. If you have achieved something great, we are going to recognize and reward that.

TNI: We see the effects of this kind of philosophy, for example, in the “No Child Left Behind Act.”

Enright: Yes. No Child Left Behind is a way that conservative policymakers have tried to deal with the bad effects of egalitarianism in public education. They said, “See what this egalitarian approach to education, where everybody is worrying about hurting somebody’s feelings, has done to education. It has gotten teachers to give kids social promotions, which means that even though they have not mastered third-grade material, they are still promoted to fourth grade. We need to impose standards on public schools to make sure children are being educated to a certain level.”

So they imposed a centralized, top-down testing system for all schools, to try to make sure everybody was up to the same standards. This reflects the traditional way education is organized, because it is all about making everybody do the same thing at the same time.

TNI: And advance through the grades.

Enright: Right, advance through the grades. The other use of the term “grades” has to do with the evaluation of the child’s work on a task, essay, or project. Did you know that the use of the term “grades” came from the idea of grading shoes and saying that “this group of shoes is the best group, this group is just okay, this group is not too good, and that group must be thrown out”? What’s bothersome about this is that, as educators, our job should be to craft an environment to help each child, whatever his ability or background, so that he can learn and achieve as much as he can, so he can fulfill his best potential as a unique individual.

But in the grading system, you are thinking about how to decide whom to pass and whom to fail. In the traditional view, failing was the child’s fault, not the educational system’s—the child just didn’t try hard enough. One thing that traditional education was criticized for, and one reason why these newer methods were incorporated, was that we were losing all this human potential. But that truth was twisted through egalitarianism.

TNI: Then, at some point, there are classes where no grades are given at all, so nobody gets his feelings hurt? Or like the Little League where no score is kept?

Enright: Right. Nobody is labeled a winner or a loser.

I think that for young children, this is not always a bad idea, because grades and scores focus on competing with other people. In Montessori schools, we do not generally keep grades. We focus on whether or not the child is mastering the material. And each child is evaluated separately. A child also learns how to evaluate himself. “Have I mastered this material? Can I go on to the next level?”

TNI: And this is easily determined by the teacher?

Enright: Easily. Because the teacher knows the curriculum well; she knows what the child should be working on. And we have a general idea, from the scientific study of development, at what level children usually should be functioning at a given age. Not everybody will fall into the statistically normal sequence of development, because there is so much individual variation in human development and potential. We use a very broad category of what is objectively normal development.

TNI: This is also based on the biology of the child?

Enright: Exactly. One of the reasons we do not use grades in Montessori is that we recognize that education is, at root, self-education. Our job is to guide children in their self-education; we are very concerned that each child be concerned with doing his best and challenging himself. This only happens in the right educational environment because, you see, human beings are naturally very competitive. That, I think, comes from our nature as social animals competing in the social hierarchy, and it is very easy to let that trump the desire to learn.

So, when you introduce grades and all those comparisons in the early ages, children tend to focus on comparing themselves to each other and determining who is on the top of the heap and who is not. Their focus tends to be, “What is my grade? Am I pleasing the teacher? And am I better than the next guy?” They do not tend to focus on “What am I actually learning? Am I understanding what I’m doing? Do I know how to use it?”

TNI: That can be very dangerous. And it can undercut their self-esteem.

Enright: In the sense of undercutting their real self-esteem, their deepest sense of self-confidence. “I’m not good at math—I can’t do it as well as Johnny.” But maybe he’s just a late bloomer. Einstein was supposed to be a mediocre math student in the early grades. Being constantly compared to others can cut a child’s motivation to persevere and keep learning something, even if it’s difficult. So, we are very concerned to downplay that kind of competition. Competition happens anyway, but to a reduced degree. A child will look at what another is doing and say, “Hmm, I want to be able to do that.” If there is not a lot ofpressure to compete, this natural tendency will actually motivate him in a good way.

TNI: It’s more of a healthy, inner competition—

Enright: —than something externally directed. You want to encourage this intrinsic motivation to learn and achieve that we see in the two year old, because when you become an adult, you want to be self-motivated—to achieve things yourself and to know what you enjoy doing, in order to be happy.

TNI: Why do conservatives not like the Montessori Method?

Enright: Well, I do not know if I can speak about all conservatives. Some send their children to Montessori schools. But, politically, the conservative approach is, “Let’s go back to what was done before.” They tend to think in the paradigm of what was done traditionally in education. That ends up being the factory method.

And they want to reintroduce standards, since egalitarians following the Dewey method took standards and mastery out of the picture because they did not want to hurt anybody’s feelings. So, since nobody is learning or acquiring the skills needed to succeed, the conservatives’ response is, “Well, let’s reintroduce standards.” Their way of doing it is by using these tests. It is ironic that conservatives, who seem to want a more free-market approach to things, should introduce the federal Education Department’s top-down, one-standard idea about what everybody in the whole country should be doing.

My teacher friends now call it the “No Child Left Standing Act,” because of the tremendous focus on producing higher test scores at all costs. The money that schools get is so tied to the test scores that the focus of teachers and administrations is almost solely on whether the children are passing these tests at the designated levels—not whether the children are really learning things. As we all know, it is very easy for many kids to learn only what they must for the short–term, to pass the test, but in the end they know very little about the subject.

TNI: It’s the old practice of “cramming for the test” until the last moment, taking the test, and then forgetting everything.

Enright: Exactly. Whereas real learning is about gaining the knowledge and skills that you need, relating these to other things you know, figuring out how you can use it all in your own life, and understanding how it affects the world.

The conservatives wanted to revert to traditional testing to assess what the child was learning. But, unfortunately, a test is not generally an authentic measure of what the child understands. Many smart kids are encouraged to compete to get good grades and learn to “game the system.” The kids who succeed the most in school oftentimes are the best at doing whatever the teacher tells them. They know what they need to do to get good grades, to get into the good high school and college. We see students who do fantastically on the SAT and may even do well in college, but they do not know how to think well. They just know how to play along by other people’s rules. When they get out into the real world, they are not necessarily especially successful or great employees.

TNI: They don’t succeed in reality.

Enright: No. Sometimes they are tremendous failures.

There was interesting research done on millionaires by Thomas J. Stanley. He discovered that quite a few of them got under 950, total, on their SAT scores, and yet they are fantastically successful in business. Obviously, their talents were not served or assessed well in school.

TNI: So, it is ultimately an issue of learning how to think, is it not?

Enright: Exactly.

TNI: And that is never taught, is it?

Enright: Rarely.

TNI: What about the kids of single parents or kids from minority homes lacking the usual advantages—kids who may not be instilled with much motivation to learn? Also, why do children from some ethnic groups, such as kids from India, seem to be more motivated to learn?

Enright: Indian culture really emphasizes education.

TNI: As does the Chinese culture.

Enright: Yes. So your question is: What can we do to motivate children who come from less-supportive backgrounds? Well, for one thing, research finds these children tend to do very well in Montessori classrooms.

Also, speaking of motivation—I remember a John Stossel TV special some years ago. There was a segment about Steve Marriotti, a former businessman who decided to teach in a Harlem high school. And he just had an awful time. Almost the whole year, the kids made fun of him and caused trouble.

Just before the end of the year, as he was about to quit, he asked his class, “If I did one thing right, what was it? If one thing I did was interesting, what was it?” And he said, “A fellow at the back of the class, a gang leader, raised his hand and said, ‘Well, when you talked about how you ran this import/export business and how you made it successful.’” Right there, this gang leader basically reconstructed Marriotti’s income statement for him. Obviously, he was an intelligent student—he had absorbed all the facts about the economics of Marriotti’s business.

It dawned on Marriotti that what would really motivate these kids to rise out of poverty was to learn how to become entrepreneurs. So he instituted a program that is now worldwide, to teach kids how to be entrepreneurs—the National Foundation for Teaching Entrepreneurship. One thing he found is that children from these backgrounds are used to tolerating uncertainty and risk, which you must be able to do to be a good entrepreneur.

TNI: Right.

Enright: But people from a very stable background will not easily have that ability. In fact, we have an opposite kind of problem nowadays. We have so many kids from wealthy families that they lack the motivation to make money, and they do not have any direction. Their parents do not instill in them enough sense of purpose and drive. They end up being profligate, drunks and drug addicts, just spending money—Paris Hilton or whatever.

Because we are such a wealthy society, that is another reason why teaching our children in ways that nurture their intrinsic motivation right from the get-go is so important.

TNI: Back to an earlier point. If conservatives don’t have the right approach to education, what about libertarians?

Enright: The libertarians have mostly been encouraging school choice—the idea that parents should have a right to decide where their child goes to school. Encouraging school choice is a good idea; it is certainly a step away from this monolithic public education system we now have and towards a more individualized educational market.

TNI: That means supporting the voucher system, right?

Enright: I have to say, the voucher system scares me, in this respect. With the government paying for private-school education through vouchers, on the scale of money we’re talking about, there will inevitably be corruption. And then political people will say, “Well, if these private schools are going to take government money, we have to have government oversight and control.” It is a real, dangerous possibility that the government will step in and standardize everything, and that will be the opposite of a free market in education. It’s what happened in the Netherlands.

TNI: Is that where libertarian educators are moving?

Enright: What I understand is that libertarians originally were encouraging tax credits for education. Milton Friedman talked about that, years ago. Individuals could take money off what they had to pay in taxes in order to use it for private-school tuition. Also, non-parents and organizations could give money to educate others, like poor children, and get tax credits. If there weren’t enough monies that way, I imagine that you could set things up so that children whose parents did not pay enough taxes would get some kind of voucher.

But, at some point, many libertarians decided that that was not going to fly, politically, and so they turned instead toward vouchers for everybody. But the politicians will end up regulating private schools that use vouchers, maybe saying that all voucher-accepting schools have to have state-certified teachers or curricula.

TNI: So this may put Montessori out of business.

Enright: Yes. Because once the government begins to issue vouchers, the schools are going to have to accept them—except, perhaps, for the schools of the very wealthy. All the other private schools, where middle-class and lower-middle-class students go, will either have to accept them, or they will go out of business.

TNI: Ah, yes.

Enright: So, the libertarians are encouraging a free market in education, which is a good thing. The thing I do not hear from them, however, is much talk about what kind of education is objectively best for human beings. That is because most libertarians believe in a free market, which is the political end of things, but they think that your moral standards and ethical beliefs are entirely private and subjective.

Okay, I do not think that the government should be regulating morals, either. However, although I think that what is right and wrong is often a complex question, I also think that you can look at human nature and reality and say, “Just as certain things are good for human health, certain actions are good for human education.” It is a matter of science and experience to figure out what is objectively good in education. But libertarians do not discuss objective standards of education very much; it is something they leave by the wayside.

TNI: I know that standards and discipline in education are important to you.

Enright: They are. But there is a good side to them and a bad side. The conservative view of education tends to be that children need to learn certain things, and we must make them learn them because they are not necessarily interested in learning those things right now. I call this the “Original Sin” view of education, because it fits many conservatives’ ethical views: They think children tend to be naughty and would rather play, so you have to discipline them to make them learn.

TNI: Force them.

Enright: Force them to learn, right. And what Maria Montessori discovered was that theylove to learn, if you give them the right environment, and they will do it of their own free will. You, as the adult, just have to be clever enough to give them what they need at the right time. You have to be the right kind of guide in their learning process, in their self-education. So, what tends to happen in the well-run Montessori school—and this is one of the things that is remarkably different about them—is that the children are very well-behaved of their own accord.

TNI: Because they are focused on learning and their own self-fulfillment—on intrinsic competition, as opposed to getting the best grade, fighting with others, and worrying about their self-images.

Enright: Exactly, exactly. What is so striking when you enter a Montessori classroom is this busy hum of all these children doing their own individual work all around the classroom. They are working on things; they are excited about what they are doing and sharing it with each other, but quietly. They are allowed to talk to each other. Maria said, “We learn so much through conversation as adults. Why do we stop children from talking to each other?” Well, that happens in traditional education because children end up talking about things that are different from what the teacher is directing them to pay attention to, right?

TNI: Yes.

Enright: People often ask me, “How do you know that a Montessori school is better than other schools?” And here is some of my proof: Over the years at my school, I cannot tell you how many children have lied to their parents, saying that they are not sick when they really were, because they do not want to miss school! We get notes from parents all the time about this.

TNI: That’s fascinating. It’s also fascinating that you have taken these concepts and have decided to put together a college for young adults. Why did you decide to do that, and how it is going to work?

Enright: It is well known that leftist philosophy dominates academia. Stories about how people with conservative or libertarian views are kept out of the academy are common. Furthermore, on campuses you have a proliferation of anti-cognitive, anti-free-inquiry ideas, like political correctness. The kids are not allowed to talk about things in certain ways because it might offend somebody. If they hold politically incorrect views and express them, they are ridiculed. In many instances students are punished with bad grades by professors who do not like what they write—not because it is poorly done, but simply because the teachers do not like the content. Well, that strangles debate. That strangles the reasoning mind. That strangles independent judgment.

TNI: It’s all too common.

Enright: Plus, it concerns me that the many students coming out of college are not able to think well. These people will take over the leadership of our society; yet they cannot think for themselves, and they have been encouraged to strangle their minds with political correctness.

So, I thought to myself, maybe it is time to start another kind of college, one consciously devoted to reason, to individualism, and to encouraging students to learn how to think for themselves—not only by the ideas that we’d teach, but by the very methods that we’d use to teach those ideas. A school where the teachers are not authority figures telling you what the truth is, and you are just absorbing it and spitting it back to them on the tests. Instead, a school where the teachers are expert guides to the best knowledge and ideas in the world—where reasoning skills are emphasized in every classroom, whether it is science or art, whether it is mathematics or history.

TNI: And you are going to find teachers able to do this—and wanting to do it?

Enright: Yes. I do not think it is going to be a problem to find teachers, because I have so many highly qualified people approaching me, saying they would be interested. It would be a matter of finding those with the right combination of skills, attitudes, and knowledge to properly implement the curriculum we have created.

TNI: Talk a little about that curriculum.

Enright: It is going to use what are called “The Great Books” as its foundation. These are group of classics first identified in the late 1920s and ’30s. Robert Hutchins, a far-seeing president of University of Chicago, was concerned, back in the ’20s, that college was getting too professionalized—that everybody was focusing on just getting a job, and that they were not being educated well enough in the great ideas of our world to understand what was going on around them.

So, he put together this committee of experts in ideas, works, and education—Mortimer Adler, a philosopher at U.C.; Richard McKeon and Mark Van Doren from Columbia; Stringfellow Barr from the University of Virginia—a number of people. They picked a group of books that they thought were the most influential, the best-reasoned, the most important works in Western civilization, and they called these “The Great Books.” Since then, the list has been expanded to include titles from civilizations around the world.

A person educated in these books knows a tremendous amount about the ideas, history, and people who have influenced the world we live in today. So, we are going to use that list of books, plus a select group of more contemporary ones, such as the works of Ayn Rand, Ludwig von Mises, Friedrich Hayek, Richard Feynman, and others. These will form the basis of our curriculum.

We will also incorporate philosophical questions in all classes—very reality-oriented philosophical questions. When the student is learning mathematics, he will also learn, “Why am I learning mathematics? What does it teach me about how to think? How can I use it in the way I live? How does it affect our society? What place does mathematics have in the marketplace?” So, when he graduates, he will have a firm grasp of the relationship between what he learned in school, and the workforce, and his life, and history, and political goings-on—all of these things. We will give him much stronger, more integrated knowledge of the world than does the usual curriculum.

TNI: And he will be independent.

Enright: And he will be independent. He will consciously know how to question and analyze. Through encouragement, reasoning skills, excellent philosophical knowledge, and the way the teachers will guide him, his independence will be highly nurtured. He will be much more confident of his own point of view because he will have thought it through so well. And whatever work he chooses, he will be able to be a confident leader promoting freedom.

Since I’ll bring Montessori principles up to the adult level in this school, a large component of the curriculum will be a “practical life component,” where the student not only intellectually grasps relationships between ideas and what is going on in the world but gains practical experience with that, too. We’ll give students an opportunity from their freshman year on to get involved in outside internships, research projects, and other activities where they can learn about whatever they might be interested in doing. They can try different kinds of work—

TNI: —actually working alongside business people, or interning with scientists?

Enright: Yes, precisely. The internship program will also demonstrate to people how well the students are doing, as they display their excellent thinking skills, their work ethic—all the kinds of things we are going to encourage and nurture.

TNI: Do you know for a fact that people out there would be willing to bring these interns into their environment?

Enright: Oh, yes. I know quite a few businessmen who are involved with me in this project, and they are very excited about the idea. You know, businesses today have a great deal of trouble with employees who are not prepared to work in the right way.

TNI: So, is this college going to be a reality?

Enright: If I have anything to do about it.

TNI: How are academics throughout the country responding?

Enright: I have quite a group of enthusiastic academics on my advisory board. When I go to conferences of the Liberty Fund and the National Association of Scholars and tell them about the college, many people are extremely interested. And, as I said, there is a lot of interest from professors who would like to work there.

TNI: You sound like an educational optimist.

Enright: I am. I think the basic principles of education—and educational reform—are now well-established. You have to remember that when Maria Montessori started, she basically taught slum children.

TNI: And proved that, given the right kind of education, these kids could rise out of poverty and become successful.

Enright: Absolutely. Every day, through a combination of factors, including drive and their own free will, people emerge from the worst of backgrounds and succeed. But what you want to do, of course, is to make it possible for more of them to succeed. And that is what education should be about: crafting a learning environment that allows the greatest number of children to develop themselves.

TNI: Well, it is a fascinating subject—and as your own project develops, I’m sure that we will talk with you about it again. Best wishes, Marsha.

Enright: Thank you, Sara.

The Montessori Way, by Tim Seldin and Paul Epstein

When I was in grammar school in the late ‘50’s, I loved school.  I eagerly looked forward to learning every day.  But by the time I was eight I noticed this wasn’t true for everyone.  No.  In fact, many, many of the other children were confused or defiant or scared or just plain bored.  I could understand the confusion of children who were having trouble keeping up with what was being taught – although I didn’t understand why they were having trouble.  And I was simply outraged at the kids who got their jollies from picking on other children.  But what really puzzled me were the smart kids who just hated to come to school and who caused all kinds of trouble.  Why didn’t they find learning fun? Why did they misbehave constantly, rather than focus on their school work?  Why were they so bad?! Why was school such a miserable experience for so many of my schoolmates?  What was wrong?

I vowed that I would not let this happen to my own future children, and that they would go to a school that they loved.  That vow sent me on a decades-long mission to discover a better way of education.

In 1971 I had the good fortune to read an article on the deepest problems of modernist education, in which the author recommended the Montessori Method as a brilliant alternative1.  This led me to read Beatrice Hessen’s article “The Montessori Method,”2 and I was hooked!

The deepest insight Dr. Montessori taught me was:  don’t blame the children, question your assumptions.  In other words, when you see unhappy children, misbehaving in school and having difficulty learning the material, ask yourself:  “what should I do differently?  What is frustrating that child?”  It’s a simple question that any gardener asks when her plants don’t thrive.  This is exactly what Maria asked herself in the first years of the 20th century  – and answered by careful, scientific observation of children.  And this is the essence of the Montessori Method.

But we don’t seem to have learned that lesson well enough.  After twenty plus years of crisis, education pundits are still dithering over what’s wrong.  Activists want to throw ever more money into a failing system.  And politicians demand we revert to old methods of rote learning and testing.  But scientific research shows these very methods are merely mediocre in judging learning, achievement and potential!  Ironically, it was the failures of traditional systems that led to the early 20th century explorations in education of John Dewey, Rudolph Steiner and Maria Montessori almost 100 years ago.

What most parents and even most educators don’t know is that the traditional method of education is based on the factory model.  Centuries ago, mainly the rich were educated, because their families could hire private tutors for one-on-one lessons.  With the advent of the U.S. as a democratic republic, a need arose for mass education to ensure that citizens had enough knowledge and understanding to effectively participate in a free society.  Most people couldn’t afford to hire their own teachers, so factories for learning were set up all around the country.  Large numbers of children were taught to learn the same thing at the same time in the same way:  letters, numbers, reading and history lessons ‘by the book’.  To facilitate mass production in education, children were ranked by the same system as shoes:  in grades.3

This helped many to acquire basic skills in reading and arithmetic, history and geography, mathematics and maybe a little science.  Bright but poor children were at least exposed to the realms of knowledge through these schools, and many bootstrapped themselves to later success.  The well-to-do were able to get a richer education in private schools.  However, wherever traditional methods were used, the emphasis was – and is – on acquiring as much information as possible.  The systematic growth and development of the individual was usually left to chance.

A century ago, most jobs required rote learning and rote work – in factories and farms.  Today is a far, far different story.  More than ever, working individuals need to be highly motivated and capable learners, able to find out what they need to know and figure out what to do with that information.  They need to be able to think well and to judge complex situations using the latest technology.  And they need to interact with people all over the world in the vast global markets.

Most jobs today require knowledge workers, not just arms or legs to put parts on an assembly line.  Our factory workers use some of the most complicated, computerized equipment the world has ever seen.  The phenomenal productivity of the American worker is made possible by his or her ability to run the complex machines that now do the physical labor.  Even artists need to learn technology – for animation, sculpture, film – a whole host of media.  How can people of widely varying abilities and intellects get a solid educational foundation of knowledge and still be able to develop their individual gifts to the fullest?  How can we expect to consistently nurture capable, knowledgeable, highly motivated individuals in a factory system?  What education today needs is a truly innovative approach to individual education.

What’s really needed is right in our backyard, thriving since the early ‘60’s through a grassroots movement but largely ignored by educational theorists.  It requires an entirely new way of thinking about education, a way that recognizes and respects the needs of the individual child.  And that is the Montessori Way.  It is a remarkably dynamic modern approach that’s almost 100 years old!

These are the reasons many more parents and teachers need to understand the Montessori Way.  Fortunately, The Montessori Way by Tim Seldin and Paul Epstein has recently been published to help them.  This book does a brilliant job of translating Dr. Montessori’s deep insights into 21st century terms for parents, teachers and educators of all kinds.  It relays the Method’s exciting history and successes as well as recent research that supports her findings and the century of experience at Montessori schools around the world.

It shows how Montessori practices enable each individual child to develop his or her own unique powers while respecting others.  It illustrates why a good Montessori school is one of the best environments for children to learn the responsibilities that come with freedom and the respect of others that is necessary for true independence.

This book is written in very clear, accessible language, with beautiful illustrations and photos.   And it is comprehensive in its scope.  Anyone unfamiliar with Montessori should be able to come away from reading this book with a clear picture of what the Montessori Way is about and how it works.

With all its advantages, why hasn’t the Montessori Method swept the country as a model of educational reform?  There are several concrete answers to that question which the authors, Tim Seldin and Paul Epstein explore.  But one of the deepest reasons is a matter of outlook:  To understand the Montessori Method requires a change in thinking as revolutionary as the United States War for Independence.

That war was fought for a new idea of Man:  the idea that life was best lived when each human being had the right to determine his own choices and actions, and follow his own path.  It was a war for the freedom of the individual over the tyranny of other men.

The Montessori Way requires a similar revolution in thinking about the individual with equally revolutionary consequences.  It requires parents and teachers to understand that each child has a principle of self-growth and self-determination within him.  This principle will lead him to shrivel or to flower, depending on his educational environment.  Just like a garden, if we make the physical and psychological environment serve the needs of the individual child, he will thrive.

It is truly an “Education for a New World.”4 Parents and teachers here in the New World and everywhere around the world need it more than ever to help children become productive, effective individuals, capable of working happily at the highest levels of creativity and success.  This book should go a long way to showing why the Montessori Way can make that happen.

This book is only available directly from the publisher, the Montessori Foundation in the bookstore of its website,

www.montessori.org

  • Rand, Ayn.  1971.  The New Left:  The Anti-Industrial Revolution. New York:  New American Library.
  • Chattin-McNichols, John P., ed.  1983.  Montessori Schools In America. Lexington:  Ginn Custom Printing.  Seems to be out of print, but may be available from Dr. Chattin-McNichols. orThe Objectivist 1966-1971 by Ayn Rand.
  • William Farish: The World’s Most Famous Lazy Teacher
  • http://www.ldonline.org/ld_indepth/add_adhd/guide_to_adhd.html
  • Montessori, Maria.  1946, 1989.  Education for a New World. Clio Press:  Oxford.

Copyright © 2003 by Marsha Familaro Enright. Permission to reprint is granted with attribution to the author and inclusion of her byline.