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Summer Reading for YOU

June 14th, 2013 // 10:56 am @ Oliver DeMille

5 Recommended Books for the Summer

by Oliver DeMille

“Dad, can you read to me more?” Meri asked me.

Surprised, I looked up from my book and responded, “Oh, sure.”

I took the book she was reading and read a chapter aloud to her. When I finished, I handed her the book.

“Thanks, Dad,” she said. “I could have read it myself, but I just love it when you read. I mean, in the winter you read to us a lot, and with all our classes and other activities it seems like I learn a lot from you, and all my other teachers.

“In the summer is when Mom reads to us the most, out on the couch on the porch, but I don’t learn as much from other people, and it seems like you don’t read to us as often.”

Meri walked away with her book, but our little conversation got me thinking. I’ve always taught that winter is the key time for family reading. But I think that summer is the most important time for kids to see their parents reading—mainly because they tend to spend less time on official “schooling” activities and more relaxed time with parents (and observing their parents’ leisure activity choices) during the summer months.

When children and youth see their parents reading a lot, they naturally value reading. When children and youth value reading, they read more.

Our choices during summer to make a huge difference in the education of our kids, and one of the most impactful things a parent can do is set the example of reading. If your kids see you reading books a lot, especially during summer leisure, not only are you filling your bucket of ideas and resources, but the example you set can drastically influence them. Reading is powerful!

On the national scale, all free societies are reading societies, and reading starts in the home!

Here’s a great summer reading list* that I’m following. I’m making sure all my children and youth see me reading these books this summer. And I’m really going deep—by reading with a highlighter and pen, taking notes and marking quotes as I go. I’m sharing these books because I hope you’ll do the same:

The Early History of Rome, by Livy

This great book isn’t part of the Great Books of Western Civilization, but it could be. I want my children and youth to see that I care about history, and I’ll look for opportunities to share Livy’s stories with them and talk about the connection between reading history and being successful leaders in life.

Rascal, by Chris Brady

I want my kids to know what a “rascal” is–at least the way Brady defines it. I want them to be the kind of people this book promotes, and I can’t wait for them to ask me about this book.

A Whole New Mind, by Daniel Pink

I want my youth to be innovative, creative, and have initiative. This is one of the hardest things to teach, but I’ll look for opportunities to discuss these things as I read this book.

Isaiah, in the Bible

I love sharing scriptural verses with the kids and discussing the meanings and lessons. It leads to a lot of important conversations with the kids about the most important topics.

Voyage of a Viking, by Tim Marks

I can’t wait to talk to my kids and youth about this book! It’s about seeking for greatness, learning from your mistakes, not settling for mediocrity, and constantly improving yourself. I know the title of this book will have all my kids asking me questions about it!

Chillin’ and Grillin’

This week I’ve been reading these books in the evenings outside by the grill and the court where the kids play basketball, in the hot afternoons near the swamp cooler, and in the kitchen before meals and during cleanup after the family eats. I’ve taken turns with each book, so I’m a few chapters into all five of them, but I’ve had more than one discussion about each with the kids.

Tonight as dinner started, I got everyone’s attention and said, “I’m reading this awesome book. Actually, I’ve read it before but I’m re-reading it and I want to share something from it that really touched me.”

Everyone quieted down and listened. “Here goes,” I said. Then I read from Voyage of a Viking:

Kids can be pretty relentless in teasing one another, and the kids in my school were no different. I had never before been the subject of teasing and bullying, so it was a new experience for me. You see, news of my parents’ divorce got around town pretty quickly, and it wasn’t too long before the news hit my schoolyard.

The little kids in the family were leaning forward at full attention, and even the teens were paying close attention. I kept reading:

And then the teasing began. ‘There’s Tim, and he doesn’t have a dad,’ the kids would whisper to each other and taunt me.

I stopped reading and asked, “How would that make you feel?”

“I’d hate it!” Meri said forcefully. The other kids agreed.

After they shared their feelings, I asked, “Have you ever been teased like that?” We discussed this for a while, then I asked everyone, “Okay, I have another question. Have you ever teased anyone this way?”

“No way!” Meri exclaimed. She is nothing if not earnest.

“Are you sure?” I asked slowly.

Everyone considered. “Well, actually,” Meri said, then she told several stories of when she wasn’t very nice to people in her life. The other kids shared too, and we had a great conversation about being good friends and also standing up against bullying even when the victim isn’t your friend.

When I read what happened next in the book, everyone got even more interested. You’ve got to read it to get it! We spent dinner talking about this and discussing it.

At the end, I said, “I’m so excited to read the rest of this book.”

“Me too,” America said emphatically. “Meri” is nine years old, and she loves to read. I don’t know when she’ll read Voyage of a Viking, but I’ll be sharing from it and the others on my list all summer.

Actually, I’m having a hard time reading it because after our dinner discussion my visiting twenty-year old daughter Sara borrowed my copy and is reading it. Oh well, she reads fast. In the meantime, I’ve got the other four books.

Tomorrow at breakfast I’m planning to share the following quote from Livy, where he says that he is excited to write about Rome because, as he puts it:

I shall be able to turn my eyes from the troubles which for so long have tormented the modern world.

I’ll ask the family, “Why do you think people always feel that the modern, current world is so chaotic and hard and that the people in history somehow had things more simple? I mean, Livy thought this clear back in the time of Jesus Christ.”

This question is more for the teenagers, while yesterday’s conversation was perhaps more accessible to the younger kids. But everyone takes part in all of it. The older ones (me included!) bear reminding about Core Phase issues, and the younger ones benefit immensely by being including in the discussion of “serious” topics of academic and intellectual interest.

I could go on and on sharing examples of how to do this, but I’ve got a book calling to me. I’ve finished work for the day, and I want to read in the yard this evening—so I’ll be near the kids and we can talk.

Maybe I’ll teach them from one of these five books I’m reading, or maybe Meri will bring me a book of her own to read and talk about. Or perhaps we’ll all just sit in the warm evening and watch the sunset and talk. I often have the stack of all five books around with me, so I can just pick and choose which to read and share.

In any case, I’m excited to keep reading and sharing my book list this summer. This first week has been great. I can’t wait to see what we’ll learn about together in the months ahead.

Summer is a great time for education. So just get out your books, start reading, and share! The impact on freedom is huge.

Also check out Summer Reading for Kids >>

*Most of these books are available at your local library. Or, check the affiliate links to see amazon reviews, etc. 

Category : Blog &Book Reviews &Business &Citizenship &Culture &Education &Family &Generations &Independents &Leadership &Liberty &Mission &Statesmanship

Free to Learn (book review by Oliver DeMille)

June 14th, 2013 // 10:20 am @ Oliver DeMille

Peter Gray’s book Free to Learn is an excellent addition to the genre of books on restoring freedom in education.

Gray clearly states:

“Children are biologically predisposed to take charge of their own education. When they are provided with the freedom and means to pursue their own interests, in safe settings, they bloom and develop along diverse and unpredictable paths, and they acquire the skills and confidence required to meet life’s challenges. In such an environment, children ask for any help they may need from adults. There is no need for forced lessons, lectures, assignments, tests, grades, segregation by age into classrooms, or any of the other trappings of our standard, compulsory system of schooling. All of these, in fact, interfere with the children’s natural way of learning.”

So why did we create schools that so directly “interfere with the children’s natural way of learning”? Gray shows that in tribal cultures the focus of childhood was playing and learning knowledge, skills, and how to live self-sufficiently and honorably.

When the agrarian revolution increased the need for child labor on farms, the values of school turned to toil, competition and status. While Gray’s view of this is perhaps a bit idyllic, the reality is that modern schools are less concerned with student knowledge, skills, honor or abilities than with the universal goal of job training.

Certainly job training has an important place in advanced society, but Gray is focused on the education of children, and in fact the toll on children in our modern job-obsessed schools is very high. They are way more stressed than earlier generations of children and youth.

Why are we raising a generation of children and youth who are stressed, not secure? Gray’s answer, based on a great deal of research which he outlines in the book, is that we have turned learning into a chore, a task, a labor, rather than the natural result of curiosity, interest, passion to learn, and self-driven seeking of knowledge and skills. In short, we’ve taken too much play out of childhood and too much freedom out of learning.

The results are a major decline of American education in the last four decades. The solution is to put freedom back into education.

Interestingly, Gray suggests that in many of the educational studies of classrooms, schools, homes and teachers that have found a way to successfully overcome these problems and achieve much better educational results, one of the key ingredients is “free age-mixing.” Where students are allowed to freely mix with other students of various ages, without grade levels, the capacity of individuals to effectively self-educate is much higher. As for the impact on college and career success, students from free educational models excel.

This is a good book, and a must read for those who really care about education. I don’t agree with everything the author teaches, but I learned something important on almost every page.

Whether or not you read Free to Learn, all of us who have children or work in education need to do more to promote the importance of increased freedom in education. Gray is a particular fan of “unschooling,” a type of homeschooling and private schooling where parents and teachers set an example of great education, create an environment of excellent learning, and let the kids become self-learners. While this may not be the ideal learning style for every student, it is the best model for a lot of them–and for nearly every young person under age 12.

If you disagree with this conclusion, you simply must read the book. The research is impeccable. If you do agree, the book can help you get to work setting a better example for any students in your life.

Category : event &Featured &History &Leadership &Mini-Factories &Mission &Postmodernism &Prosperity &Statesmanship

Wounded by School (book review)

June 14th, 2013 // 10:13 am @ Oliver DeMille

Another important book about freedom (and the lack of it) in modern education is Wounded by School by Kirsten Olson. It outlines the normal ways in which modern education hurts most children, shows the history of why schools adopt such harmful policies, and suggests real solutions.

For example, Olson writes: “Many theorists suggest that the purpose of schools is to mold and shape individual self-concept so that pupils will accept a particular place in society…” Is this really what you want for your children?

On a larger scale, what is the impact on freedom of raising a generation of youth to “accept a particular place in society”? This is a class system, pure and simple.

Olson points out that “Schools are deliberately designed to sort and track” students into order to promote the class system. Olson also suggests that among the key ways modern schools wound students are things like the following:

• I felt sick in school.
• I’m in the middle.
• I must comply.
• I can’t measure up.
• I am better than those below me.
• I must impress my superiors.
• What I want isn’t as important as what my betters want.
• Creativity must be secret—my focus must be conformity.
• Learning isn’t fun.

And for parents: “I feel helpless about saving my child,” and “The experts know what my kids need more than I do.”

Olson’s solutions center around bringing freedom back into schooling. Indeed, this is the focus of a lot of cutting-edge books and research on education.

Above all, we need to be clear about one thing: Freedom works. It does. Freedom is the best choice in society and also in education. If you are a parent or teacher, you have more power than you know. I highly recommend this book.

Category : Blog &Book Reviews &Culture &Education &Family &Leadership

The Creativity Quotient

May 22nd, 2013 // 4:11 pm @ Oliver DeMille

I recently learned about the Creativity Quotient (CQ) from an article by bestselling author Roy H. Williams.

I’ve long been a fan of Williams’s Wizard Academy and his books, especially Wizard of Ads and  Free the Beagle.

The Creativity Quotient provides a whole new level of analyzing education, and more people need to understand it.

As Williams put it: “All across America, our 2^nd graders score higher on CQ tests than our high schoolers. Evidently, compliance and conformity come at a price. Children starting school this year will retire in 2072…. CQ is 3 times more reliable as an indicator of career success than IQ.”

This is a serious issue for a nation that is losing its leadership edge in the world—precisely because we don’t effectively teach innovation in most of our schools.

CQ measures four types of learning and thinking:

Fluency. This measures, according to Williams, “The total number of interpretable, meaningful, and relevant ideas developed in response to the stimulus.”

Flexibility. “The number of different categories of relevant responses.”

Originality. “The statistical rarity of the responses.”

Elaboration. “The amount of detail in the responses.”

Together these offer a profound, and effective, way of measuring how much a student has actually learned—and to what extent he or she is able to apply valuable knowledge.

This is a much more effective gauge of learning than IQ (Intelligent Quotient) or even the more current EQ (Emotional Intelligence).

Our nation needs this way of scrutinizing education.

The most recent educational trend, at least in the public school system, is known as “accountability,” but this has followed the pattern of Education 2000 and No Child Left Behind, meaning that it emphasizes conformity, rote learning, and institutional compliance rather than truly quality learning.

In contrast, CQ provides an objective measurement tool that can really get to the heart of great education.

If students consistently increase their fluency, flexibility, originality and elaboration skills in a certain school, classroom or home, the educational system there is clearly working.

If not, something needs to be improved.

If we applied this to all public and private schools, as well as higher education, we’d see the need to make real changes at almost all levels of schooling.

While all great education is ultimately individualized, CQ is the best institutionalized measure I’ve seen—because it seeks and measures objectives that actually have everything to do with quality education.

It’s about time.

In a world where nearly every institutional measure, including so-called “accountability,” has to do with benefitting the educational bureaucracy and justifying the status quo (especially current budgets), CQ can genuinely be used to improve the education of future leaders.

Whether this will catch on in any significant way remains to be seen, but most likely it will only be widely used in the non-traditional education sector, from cutting-edge charter schools and Montessori programs to home schools and upstart private schools (what Daniel Coyle has called “chicken-wire Harvards”).

I suppose it shouldn’t surprise anyone that schools focused on innovation are usually promoted by entrepreneurs and innovators rather than by the educational establishment.

Parents, teachers and educators who are genuinely interested in great education—more than trying to impress the declining but powerful educational bureaucracy—will find that CQ is a valuable tool.

Indeed, it was foreshadowed by bestselling futurist Alvin Toffler who wrote in Revolutionary Wealth that truly successful schools will replace rote memorization and a culture of intellectual conformity with creative thinking, personalized learning plans and individual mentoring.

Another way to say this is simply that great education is based on the principle of “Inspire, not Require,” as outlined in A Thomas Jefferson Education.

To summarize this view: Our children have genius inside, and the real purpose of education is to help them detect, develop and use their inner genius to serve and improve the world.

Most schools aren’t pursuing this fundamental goal of education any more, but parents, teachers and educators who really care can make sure that such learning is offered to the students they work with.

The 7 Keys of Thomas Jefferson Education outline how to do this.

This may seem idealistic to some people, but education is by definition concerned with ideals.

In fact, if anything, we need a lot more idealism in our educational system.

We need a serious return to innovation—the future of our nation and economy literally depends on it.

For those who are professional educators, either as teachers or administrators (or who have friends who are), I hope they’ll study and pass along the emerging ideals of CQ.

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Oliver DeMille is the chairman of the Center for Social Leadership and co-creator of Thomas Jefferson Education.

He is the author of A Thomas Jefferson Education: Teaching a Generation of Leaders for the 21st Century, and The Coming Aristocracy: Education & the Future of Freedom.

Oliver is dedicated to promoting freedom through leadership education. He and his wife Rachel are raising their eight children in Cedar City, Utah.

Category : Blog &Book Reviews &Education &Family &Featured &Leadership

Another Federal Scandal?

May 22nd, 2013 // 3:59 pm @ Oliver DeMille

The Obama trifecta of scandals including Benghazi, IRS targeting, and AP phone records is now joined by another potential scandal.

The EPA is accused of ongoing “Sue and Settle” practices, which means that they work with left-leaning environmental groups who file suits against a federal agency and then the attorneys work out settlements that are beneficial to both sides.[i]

All of this, it is alleged, is based on “a prearranged settlement agreement they craft together behind closed doors …. While the environmental group is given a seat at the table, outsiders who are most impacted are excluded, with no opportunity to object to the settlements.”[ii]

And taxpayers foot the bill for millions of dollars in costs.

As the scandals become a mainstream topic of media coverage, other agencies may face further scrutiny.

And as government gets bigger and bigger, the executive branch and its many agencies are less and less accountable.

When government is too big, the number of scandals will predictably increase.

Whether or not the EPA issue becomes a point of mainstream discussion, this new era of scandal has rekindled the question of trust in government.

Historically, governments and officials who truly have nothing to hide urge the citizenry to be generally mistrustful of government.

For example, the American founding generation felt that such mistrust of state and federal institutions was a hallmark of a wise and free people.[iii]

Indeed, the entire Constitutional framework is based on the fundamental assumption that those in power must be mistrusted and closely watched.[iv]

In more recent eras, governments have consistently called for people to give great trust to the government, even as agencies have become less transparent, more secretive, and less trustful of the people.

In short, there is a real trust deficit in our society—but it isn’t what officials and the media usually suggest.

The real problem is that government is lest trustful of its citizens, and the people are less likely than past generations to keep a close eye on potential government abuses.

The natural result is a steady decline in freedom.

This may have sounded alarmist a month ago, but in the wake of current scandals it is mild compared to what many pundits are saying.

How many more federal scandals are waiting in the wings?

More importantly, at what point will enough citizens finally stand up and begin to lead again?

Freedom only lasts when the people are closely involved in overseeing government and serving as the final arbiters of government power.[v]

Until the people refocus on this role, America’s current decline will inevitably continue.

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Oliver DeMille is the chairman of the Center for Social Leadership and co-creator of Thomas Jefferson Education.

He is the author of A Thomas Jefferson Education: Teaching a Generation of Leaders for the 21st Century, and The Coming Aristocracy: Education & the Future of Freedom.

Oliver is dedicated to promoting freedom through leadership education. He and his wife Rachel are raising their eight children in Cedar City, Utah.

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