Education

The New Ivy League by Oliver DeMille

August 27th, 2014 // 6:34 am @ Oliver DeMille

The Dinosaur Reality

The day of turning a college degree into a ready job and high pay is over. That was then. The new economy is different now, and many graduate schools are taking note.

For example, The New York Times reported:

“On a spring afternoon at Michigan State University, 15 law students are presenting start-up proposals to a panel of legal scholars and entrepreneurs and an audience of fellow students. The end-of-the semester event is one part seminar and one part ‘Shark Tank’ reality show.

“The companies the students are describing would be very different from the mega-firms that many law students have traditionally aspired to work for, and to grow wealthy from. Instead, these young people are proposing businesses more nimble and offbeat: small, quick mammals [entrepreneurial businesses] scrambling underfoot in the land of dinosaurs [oldstyle mega-businesses].” (John Schwartz, “This is Law School?” The New York Times, August 1, 2014)

Many schools are increasingly emphasizing entrepreneurialism in a new economy where the traditionally educated law school graduate faces a dearth of jobs. “With the marketplace shifting, schools have increasingly come under fire for being out of touch.” (ibid.)

Professionals in the Basement

A surprisingly high number of law school and other professional school graduates are moving back home to live with parents, and those who do get jobs are finding the work stifling and unrewarding in an environment with a glut of professionals holding degrees.

Those who don’t like the cutthroat and grinding work are easily replaced.

In fact, a Forbes study recently noted that being an associate attorney is the least happy job in the nation. (See Psychology Today, July 2014) It has relatively high pay compared to most entry-level career paths, but the hours are extreme and the other rewards are minimal.

With the glut of attorneys in the market, a large number of law school grads are ending up as paralegals anyway—which seldom helps them to pay off their huge student loans. (ibid.) Medical careers are nearly as bad for most young people—at least for the first eight to twelve years.

A recent poll of college graduates showed:

“People who take out significant college loans score worse on quality-of-life measures, a trend that persists into middle age…. Even 24 years after graduation, students who borrowed more than $25,000 are less likely to enjoy work and are less financially and physically fit than their counterparts who graduated without debt.

For more recent college grads, the discrepancy is even more pronounced….

“About 70% of college grads have debt (Douglas Belkin, “Heavily Indebted Grads Rank Low on Life Quality, The Wall Street Journal, August 8, 2014), and those with graduate or professional schooling have even more debt on average than those with a four-year degree.

“Catherine L. Carpenter, vice dean of Southwestern Law School in Los Angeles, tracks curriculum across the country. She said schools are trying to teach their students to run their own firms, to look for entrepreneurial opportunities by finding ‘gaps in the law or gaps in the delivery of services,’ and to gain specialized knowledge that can help them counsel entrepreneurs.” (op cit. Shwartz)

A Return to Apprenticeship

Some of the schools themselves are turning more entrepreneurial as well. The Times reported:

“All law schools, including the elites, are increasing skills training by adding clinics and externships…. [T]he University of Virginia will allow students to earn a semester of credit while working full time for nonprofit or government employers anywhere in the world.” (Ethan Bronner, “To Place Graduates, Law Schools Are Opening Firms,” The New York Times, March 7, 2013)

This kind of non-traditional learning harks back to the time when most attorneys learned by apprenticing with practicing lawyers—usually with no formal law school at all.

A few law schools are also implementing innovative ways to help their graduates get jobs, or work in firms set up specifically for this purpose by the law schools. For example, Arizona State University set up a special nonprofit law firm so that some of its graduates would have a place to work and learn to practice law.

“[There is] a crisis looming over the legal profession after decades of relentless growth…. It is evident in the sharp drop in law school applications….

“[P]ost-graduate training programs appear to be the way of the future for many of the nation’s 200 law schools. The law dean of Rutgers University just announced plans for a nonprofit law firm for some of his graduates.” (ibid.)

Entrepreneurship and Life

Other innovations are trying to deal with the crisis.

“At Indiana University’s law school, Prof. William D. Henderson has been advocating a shake-up in legal education whose time may have come. ‘You have got to be in a lot of pain’ before a school will change something as tradition-bound as legal training, he said, but pain is everywhere at the moment, and ‘that’s kind of our opening.’” (op cit. Shwartz)

“‘This is the worst time in the history of legal education to go to law school,’ said Patrick Ellis, a recent graduate [of Michigan State University]. ‘I am not top of my class, not at a top-10 law school, but I’m confident I’m going to have a meaningful career because of this [entrepreneurial studies] program.’” (ibid.)

Entrepreneurialism is injecting life into many sectors of the economy. In fact, it always has. Without entrepreneurship, free economies cannot flourish. But when the economy is as sluggish as the new market today, entrepreneurs are the main hope.

Note that it’s not just law school grads who are facing a tough economy. Don Peck wrote:

“The Great Recession may be over, but this era of high joblessness is probably just beginning. Before it ends, it will likely change the life course and character of a generation of young adults…. The economy now sits in a hole 10 million jobs deep…[and] we need to produce roughly 1.5 million jobs a year—about 125,000 a month—just to keep from sinking deeper.

“Even if the economy were to immediately begin producing 600,000 jobs a month—more than double the pace of the mid-to-late 1990s, when job growth was strong—it would take roughly two years to dig ourselves out of the hole we’re in…. But the U.S. hasn’t seen that pace of sustained employment growth in more than 30 years…” (Don Peck, “Can the Middle Class Be Saved?” The Atlantic, March 2010)

In addition, to pay for college, many more students are staying home and learning in local schools or talking courses online. (See, for example, Tamar Lewin, “Colleges Adapt Online Courses to Ease Burden, The New York Times, April 29, 2013.)

And over half of college students who go away to earn their degrees have moved back home after graduation in recent years—they aren’t finding jobs, and home is their only option in many cases. (Harper’s Index, Harpers, August 2011).

Deep Holes Around the World

In fact, this problem is prevalent in Europe as well as the United States.

As one report noted:

“By the time the parents of Serena Violano were in their early 30s, they had solid jobs, their own home and two small daughters. Today, Serena, a 31-year-old law graduate, is still sharing her teenage bedroom with her older sister in the small town of Mercogliano, near Naples.” (Ilan Brat and Giada Zampano, “Young, European and Broke,” The Wall Street Journal, August 9-10, 2014)

With few jobs available in her field, she “spends her days studying for the exam to qualify as a notary in the hopes of scoring a stable job.” (ibid.)

The reason the European economies are struggling is the same as the American challenge–with one difference: the media is more open in saying what is really causing the problems in Europe.

For example, “[the young European’s] predicament is exposing a painful truth: The towering cost of labor protections that have provided a comfortable life for Europe’s baby boomers is now keeping their children from breaking in [to economic opportunity].” (ibid.)

Dead or Alive

In the United States, such protections include Social Security, Health Care laws, Government Pensions, other entitlements, and the debt necessary to maintain these programs—along with the high levels of regulation that hamper entrepreneurial ventures.

But why are people turning to graduate school to learn entrepreneurship, when the best entrepreneurs tend to learn their craft by application in the real market? It appears to be a matter of trying to avoid risk—of attempting to do what works in the new economy (entrepreneurship) while hedging one’s bets by still doing what used to work in the old economy (college degrees).

As one interesting article captured this theme: “College is Dead. Long Live College!” (Amanda Ripley, “College is Dead. Long Live College!” Time Magazine, October 18, 2012, cited in Allen Levie, “The Visual Tradition: The Coming Shift in Democracy,” unpublished manuscript.)

Both “college is dead” and “long live college” can’t technically be true at the same time, but today’s students and their parents aren’t sure which to believe. Still, the best road to entrepreneurship is clearly the path of actually engaging entrepreneurialism.

This is a scary reality for a generation that was raised to believe that school was basically the only route to career success.

Watching Results

Alexis de Tocqueville wrote in Democracy in America that as go the attorneys, so goes the United States. Today the cutting-edge trend in legal training is a huge influx of entrepreneurialism.

Ultimately, as another report put it:

“It used to be that college was the ticket to the top. Now graduates are starting from the bottom—buried by student-loan debt that has skyrocketed to a collective $1.2 trillion” in the United States. (Kayla Webley, Generation Debt, MarieClaire, June 2014) Today’s college students and graduates are coming to be known less as the Millennial Generation and more as “Generation Debt.” (ibid.)

This doesn’t mean that higher education is dead. It means that “hire education” is going to be increasingly judged by how well it works—meaning how effectively its users succeed as entrepreneurs.

As a result, a lot of “higher education” innovation and non-traditional types of learning—many of them informal, self-directed and hand-on-building-a-business—are beginning to flourish.

Those who successfully entrepreneur (in law and nearly every other sector of the economy) are going to be the successes of the future. Entrepreneurship is the new Ivy League.

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odemille The BIG Problem by Oliver DeMille Oliver DeMille is the New York Times, Wall Street Journal and USA Today bestselling co-author of LeaderShift: A Call for Americans to Finally Stand Up and Lead, the co-founder of the Center for Social Leadership, and a co-creator of TJEd.

Among many other works, he is the author of A Thomas Jefferson Education: Teaching a Generation of Leaders for the 21st Century, The Coming Aristocracy, and FreedomShift: 3 Choices to Reclaim America’s Destiny.

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

Category : Aristocracy &Blog &Business &Culture &Current Events &Economics &Education &Entrepreneurship &Leadership &Mini-Factories &Mission &Producers &Prosperity &Statesmanship

The Three Economies by Oliver DeMille

July 11th, 2014 // 9:42 am @ Oliver DeMille

The Hidden Economy

There are three economies in modern society. They all matter. But most people only know about two of them. They know the third exists, in a shadowy, behind-the-scenes way that confuses most people. But the first two economies are present, pressing, obvious. So people just focus on these two.

A couple of recent conversations brought these economies even more to the forefront of my thinking. First, I was meeting with an old friend, touching base about the years since we’d talked together. He mentioned that his oldest son is now in college, and how excited he is for his son’s future. I asked what he meant, and he told me an interesting story.

Over twenty years ago he ran into another of our high school friends while he was walking into his community college admin building. The two greeted each other, and they started talking. My friend told his buddy that he was there to dis-enroll from school. “I just can’t take this anymore,” he told him. “College is getting me nowhere.”

“Well, I disagree,” his buddy said. “I’m here to change my major. I’m going to get a teaching credential and teach high school. I want a steady job with good benefits.”

A Tale of Two

Fast forward almost thirty years. My friend ran into his old buddy a few weeks ago, and asked him what he’s doing. “Teaching high school,” he replied.

“Really? Well, you told me that was your plan. I guess you made it happen. How much are you making, if you don’t mind me asking?”

When his friend looked at him strangely, he laughed and said, “I only ask because you told me you wanted a steady job with good benefits, and I wanted to get out of school and get on with real life. Well, I quit school that day, but I’m still working in a dead end job. Sometimes I wonder what I’d be making if I had followed you into the admin building that day and changed majors with you.”

After a little more coaxing, the friend noted that he was making about $40,000 a year—even with tenure and almost thirty years of seniority. “But it’s steady work, like I hoped. Still, I’ve got way too much debt.”

After telling me this story, my friend looked at me with what can only be described as slightly haunted eyes. “When he told me he makes $40K a year, I just wanted to scream,” my friend said.

“Why?” I asked.

He could tell I didn’t get what he was talking about, so he sighed and looked me right in the eyes. “I’ve worked 40 to 60 hour weeks every month since I walked off that campus,” he told me. “And last year I made about $18,000 working for what amounts to less than minimum wage in a convenience store. I should have stayed in college.”

That’s the two economies. One goes to college, works mostly in white-collar settings, and makes from thirty thousand a year up to four times that. Some members of this group go on to professional training and make a bit more. The other group, the second economy, typically makes significantly less than $50,000 a year, often half or a third of this amount, and frequently wishes it had made different educational choices.

The people in these two economies look at each other strangely, a bit distrustfully, wondering what “could have been” if they’d taken the other path.

That’s the tale of two economies.

II.

Which brings me to my point. Ask members of either economy for advice about education and work, and they’ll mostly say the same thing. “Get good grades, go to college, get a good career. Use your educational years to set yourself up for a steady job with good benefits.” This is the advice my grandfather gave my father at age twenty, and the same counsel my dad gave me after high school. Millions of fathers and mothers have supplied the same recommendations over the past fifty years.

This advice makes sense if all you know are the two economies. Sadly, the third economy is seldom mentioned. It is, in fact, patently ignored. Or quickly discounted if anyone is bold enough to bring it up.

A second experience illustrates this reality. I recently visited the optometrist to get a new prescription for glasses. During the small talk, he mentioned that his younger grandchildren are in college, but scoffed that it was probably a total waste of time. “All their older siblings and cousins are college graduates,” he said, “and none of them have jobs. They’ve all had to move back home with their parents.”

He laughed, but he seemed more frustrated than amused. “It’s the current economy,” he continued. “This presidential administration has been a disaster, and it doesn’t look like anyone is going to change things anytime soon. I don’t know what these kids are supposed to do. They have good degrees—law, accounting, engineering—but they can’t find jobs. Washington has really screwed us up.”

I nodded, and brought up the third economy, though I didn’t call it that. What I actually said was: “There are lots of opportunities in entrepreneurship right now.” He looked at me like I was crazy. Like maybe I had three heads or something. He shook his head skeptically.

“Entrepreneurship is hard work,” I started to say, “but the rewards of success are high and…”

He cut me off. Not rudely, but like he hadn’t really heard me. That happens a lot when you bring up the third economy.

“No,” he assured me, “college is the best bet. There’s really no other way.”

I wasn’t in the mood to argue with him, so I let it go. But he cocked his head to one side in thought and said, slowly, “Although…” Then he shook his head like he was discounting some thought and had decided not to finish his sentence.

“What?” I asked. “You looked like you wanted to say something.”

“Well,” he paused…then sighed. I kept looking at him, waiting, so he said, “The truth is that one of my grandsons didn’t go to college.” He said it with embarrassment. “Actually, he started school, but then dropped out in his second year. We were all really worried about him.”

A “Real” Job

He paused again, and looked at me a bit strangely. I could tell he wanted to say more, but wasn’t quite sure how to go about it.

“What happened?” I prompted.

“To tell you the truth, I’m not really sure. He started a business. You know, one of those sales programs where you build a big group and they buy from you month after month. Anyway, he’s really doing well. He paid off his big house a few years ago—no more mortgage or anything. He has nice cars, all paid for. And they travel a lot, just for fun. They fly chartered, real fancy. He and his wife took us and his parents to Hawaii for a week. He didn’t even blink at the expense.”

“That’s great,” I told him. “At least some people are doing well in this economy.”

He looked at me with that strange expression again. “I’m not sure what to make of it,” he said. “I keep wondering if he’s going to finish college.”

I was surprised by this turn of thought, so I asked, “So he can get a great education, you mean? Read the classics? Broaden his thinking?”

He repeated the three heads look. “No. He reads all the time—doesn’t need college for that. I want him to go back to college so he can get a real job.”

I laughed out loud. A deep belly laugh, it was so funny. I didn’t mean to, and I immediately worried that I would offend him, but he grinned. Then he shook his head. “I know it’s crazy, but I just keep worrying about him even though he’s the only one in the family who is really doing well. The others are struggling, all moved back in with their parents—spouses and little kids all in tow. But they have college degrees, so I keep thinking they’ll be fine. But they’re not. They’re drowning in student debts and a bunch of other debts. It just makes no sense.”

America Needs to Get It

He sighed and talked bad about Washington again. Finally he said, “I’ve poured so much money into helping those kids go to college, and now the only one who has any money to raise his family is the one who dropped out. It just doesn’t make any sense.” He kept shaking his head, brow deeply furrowed.

I left his office thinking that he’s so steeped in the two economies he just doesn’t really believe the third economy exists. He just doesn’t buy it, even when all the evidence is right there in front of him.

He’s not alone. The whole nation—most of today’s industrialized nations, in fact—are right there with him. We believe in the two economies, high school/blue collar jobs on the one hand, and college/white collar careers on the other. Most people just never quite accept that the entrepreneurial economy is real.

It’s too bad, because that’s where nearly all the current top career and financial opportunities are found. The future is in the third economy, for those who realize it and get to work. If you’ve got kids, I hope you can see the third economy—for their sake. Because it’s real, and it’s here to stay.

The first two economies are in major decline, whatever the so-called experts claim. Alvin Toffler warned us in his bestseller FutureShock that this was going to happen, and so did Peter Drucker, back when they first predicted the Information Age. Now it’s happening.

I hope more of us realize the truth before it’s too late. Because China gets it. So does India, and a bunch of other nations. The longer we take to get real and start leading in the entrepreneurial/innovative economy (the real economy, actually), the harder it will be for our kids and grandkids. The third economy will dominate the twenty-first century. It already is, in fact. Whether we’ve chosen to see it yet or not.

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odemille Three Trends vs. Freedom by Oliver DeMille Oliver DeMille is the New York Times, Wall Street Journal and USA Today bestselling co-author of LeaderShift: A Call for Americans to Finally Stand Up and Lead, the co-founder of the Center for Social Leadership, and a co-creator of TJEd.

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 &Business &Citizenship &Community &Culture &Current Events &Economics &Education &Entrepreneurship &Generations &Leadership &Mini-Factories &Statesmanship

Were the Founders Lawyers or Entrepreneurs? A Surprising Answer

July 1st, 2014 // 12:47 am @ Oliver DeMille

A Difference Changes Everything

“You frequently mention that free nations have a lot of entrepreneurs,” my friend said, “but I’ve been studying the American Founding era and it turns out that many of the framers were lawyers. Why don’t you tell people that a lot more of us should go into law?”

It was a good question, so I nodded my head. “You’re right, but there is one big difference between law at the time of the founding and law today. The difference is so big, in fact, that it changes everything. Well, maybe not everything. But it changes the whole way law and freedom interact.”

I cocked my head to one side. “Actually, another friend of mine recently sent me a note about the same thing. He had always thought that most of the framers were merchants or farmers, but he was surprised to find out how many of them were lawyers. As much as I’ve said about the value of entrepreneurs to freedom, I guess I better mention how the legal profession fits.”

“I agree,” he responded. “If the founders are a good example of a generation that increased freedom, why wouldn’t we just emulate them on this?”

“I wish we could,” I told him. “But it’s illegal.”

Lawyers and Laws

He laughed…but when he noticed that I wasn’t laughing he stopped. “You’re not joking?”

“No, I’m not. It’s illegal be the kind of lawyer that many of the framers were. That’s the big difference I was telling you about.”

He looked really interested, so I continued.

“Let me ask you a question,” I began. “What would happen if you read a bunch of history, legal books, judicial decisions in court cases, and important government documents, and then decided to put a sign on the front of your house with your name, followed by “Attorney at Law”? You do this without attending law school, just lots of hard study and a good understanding of law and freedom, and you start marketing for clients?”

“Uh, I’d be in trouble,” he retorted. “You have to have a license to practice law. Go before the Bar, get state approval, and all that. And you have to graduate from law school in order to do this. I looked into it years ago when I was making career decisions.”

“So you have to graduate from a state-approved law school, right?”

“Of course.”

“Is that what the framers did to become lawyers?” I asked.

“I’m not sure. Some did, I think. Like Jefferson. Though I remember reading that Patrick Henry took the Bar without law school. Come to think of it, so did Jefferson. He studied law with mentors, but not at an official law school. Same with…well, a lot of the framers. Law schools didn’t come until later.”

“That’s the difference,” I told him. “In the founding era, depending on the colony, you could read and take the bar, or work as an apprentice, or read under the tutelage of a mentor, or in most of early American history and our Westward expansion a person could just practice law by hanging out a shingle and taking on clients. In our day, you have to graduate from a state approved law school and then get personal state approval in the form of a license. It’s a totally different process.”

Goal and Outcome

“Are you saying the way we do it now is worse?” he asked.

“That depends on how you are measuring it. A lot of people will say that the type of training students get in modern law schools is much better than when early lawyers just read a lot of books and cases. They’ll say that the modern methods turn out much better professionals than the old way ever could.

“And, honestly,” I continued, “this argument has merit. But only if the goal is professionalism and maintenance of the legal profession. In the founding era, the goal was different.”

“What was it?”

“It was to check the government. Think about it: When law schools have to be approved by the government, and the accreditation agencies for law schools have to be approved by the government, and all licensing for attorneys is overseen by the government, the attorneys are bound—at some level—by the government. The government can take away their licensing and their livelihood at any time, so lawyers are bound to do things in the approved and accepted ways. They can check the government only in ways the government allows.

“You can argue that this is a good system, or not. But it is very different from how the founders saw it. They viewed lawyers as powerful checks on government, as self-made experts who read the law, studied history, pored over court cases and government documents and the writings of the freedom philosophers—and used all this wisdom to keep the government honest. To keep it in its proper role. To keep it in place. Not to impress it or bow to its regulations and authority, but to stop it when needed.

A Broken Check

“But if the government licenses lawyers and every step of becoming lawyers, they can’t really go around checking the government at every turn. At least not at the same level as if they are truly independent. For example, when Edmund Burke wanted to warn the British Parliament against going to war against the American colonies on March 22, 1775, he told them they should avoid such a war because so many Americans were students of the law.”

I then shared Burke’s words when he said:

Permit me, Sir, to add another circumstance in our colonies, which contributes no [small] part towards the growth and effect of this untractable spirit. I mean their education. In no country perhaps in the world is the law so general a study…. [A]ll who read, and most do read, endeavor to obtain some smattering in that science. I have been told by many an eminent bookseller, that in no branch of his business, after tracts of popular devotion, were so many books as those on the law exported…. The colonists have now fallen into the way of printing them for their own use. I hear that they have sold nearly as many of Blackstone’s Commentaries in America as in England…. This study renders men acute, inquisitive, dexterous, prompt in attack, ready in defense, full of resources…. They [foresee] misgovernment at a distance; and snuff the approach of tyranny in every tainted breeze.

I sighed. “The founding era had truly independent lawyers who owed nothing to government. And many American citizens read and became lawyers, not through official law schools like today, but as checks on government. That’s a whole different system. Citizens were the best checks, if they truly knew the law, because that’s where the lawyers of the era came from.”

My friend was nodding, so I added, “In fact, the same is true of teachers. In the founding era, teachers were hardly ever required to be certified or licensed like they are today. They just studied, read, and started tutoring and teaching. Those who were really good naturally attracted more students—same with lawyers attracting clients.

Freedom and Licensing

Again, today, certified teachers really work for and answer to the state—the entity that certifies them – and in most cases, pays their salaries. Independent teachers who just read and start teaching are more suited to be good checks on government, not its outreach program.

“The same can be true of any government licensing, such as psychiatric experts. Those who are licensed go to court and give their expert opinions, but people usually don’t take note that these experts can only make a living if they stay licensed. They must comply with state needs, trends and whims. They aren’t independent experts, they are naturally prone to support the government—at least more than they need to be real checks on it. If they don’t, they risk their licensure.

“Of course, if you ask many attorneys, certified teachers, psychiatric experts or others in this position, they’ll often assure you that this isn’t the case. But how can it not be? In any other setting this would be a clear conflict of interest. They’re dependent on the government, given their standing by government, and trained according to government-approved curriculum; this potentially weighs in every situation.

“They may feel that this isn’t full government control, because they can work within the system to fight for various views, and this is true. But it still amounts to a de facto conflict of interest, and it certainly doesn’t promote checks on government abuse the way a non-licensed system used to do.

“So to say that the American Founders had a lot of lawyers is to say that there were a lot of regular people checking the government, while to say that we have a lot of lawyers today is to say we have lots of professionals at least somewhat beholden to the government. The same applies to certified teachers and any others licensed by government.

Following the Old Route

“If society wants lots of licensing, then that’s what we’ll get. But let’s not believe that it creates checks on government abuse. If anything, it does the opposite. When Tocqueville said in Democracy in America that as the lawyers go, so goes America, it was too true! When lawyers were a clear, independent, unregulated check on government, the government was much smaller and more frequently checked. Today, when lawyers and credentialed teachers and many others are beholden to government for their continued licensing, there are fewer checks. Still some, but fewer.

“Of course, some of the lawyers, teachers and others still follow the old route—they are licensed, yes, but they read deeply, think about freedom and are a credit to their professions in the way they stand up for what is right. But the system is still very different, and anyone who cares about freedom should clearly understand the differences.”

“This all makes me want to be a lawyer,” my friend said. “To get licensed and use my law school education to really fight even more for freedom.”

“Bravo,” I replied. “I know a number of lawyers and teachers and others who do the same. I think they are courageous and vital freedom fighters. I also believe that we need a lot of similar leaders in the non-licensed areas, like entrepreneurship, the arts, private school teaching, and so on. If everyone does his or her best in his/her chosen life purpose, that’s where we’ll get the best results as a society.

A Little Bit of Lawyer

“But,” I paused, “this assumes that nobody’s best life purpose is to work daily to reduce freedom. That would be a tragedy, and I don’t believe this is where anyone should dedicate his or her life. Sadly, sometimes people don’t realize this is what they’re doing. We should all take stock of how our daily work is impacting freedom—no matter our profession, career field, job, or work.”

“If we’re hurting freedom, even just because that’s what our career tends to do, we have to change something,” he concluded. Then he paused, pondered, and added, “To sum up, I guess the founders were all a little bit lawyer, a little bit entrepreneur, and a little bit leader.”

“They even had a word for this,” I agreed. “Several words, in fact. Citizen. Voter. Elector. Constituent. American. All of these used to mean you were a little bit lawyer, a little bit entrepreneur, a little bit leader. You’re right.”

He smiled as he nodded. Then he said slowly, “That’s what we need today.”

(Learn about the 3 major ways to deal with these trends in FreedomShift, by Oliver DeMille)

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odemille The Hillary Machine: A Surprise is Coming, by Oliver DeMille Oliver DeMille is the New York Times, Wall Street Journal and USA Today bestselling co-author of LeaderShift: A Call for Americans to Finally Stand Up and Lead, the co-founder of the Center for Social Leadership, and a co-creator of TJEd.

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 &Citizenship &Community &Current Events &Education &Entrepreneurship &Generations &Government &History &Leadership &Liberty &Mini-Factories &Mission &Politics &Statesmanship

What’s Up With College?

May 30th, 2014 // 1:13 pm @ Oliver DeMille

The Big Picture

Every once in a while it’s important for parents and mentors to step back from the day-to-day work of teaching children and youth and look at the big picture of education in America—from elementary learning to high school and college, and beyond.

In that vein, Marie Clarie magazine recently ran an interesting article about the declining value of attending college. The name of the article was, bluntly, “Generation Debt.”

Here are a few of the highlights from this important article:

“It used to be that college was the ticket to the top. Now graduates are starting from the bottom—buried by student-loan debt that has skyrocketed to a collective $1.2 trillion. Welcome to the student-debt crisis.” Because college graduates now start out with high debt, and with a smaller likelihood of jobs in the current economy, they are well behind their peers who spend the four years getting settled in jobs or starting businesses—without huge student debts hanging around their necks.

The $1.2 trillion dollars of student debt held by Americans is “more than all credit card debt.”

“Tuition prices are increasing at about twice the rate of inflation, while state governments are slashing billions from their higher-education budgets, leaving students to foot more of the bill.”

In the new economy, ever since the recession of 2008, student loan debtees “are less likely to own a home, take out a car loan, or even make rent payments.” And they are paying almost nothing in taxes, thus increasing the tax burden on the older generation. They also aren’t spending money in the economy, and according to Harper’s, around half of them are moving back home with their parents instead of getting jobs and moving on with their lives.

Many graduates are amassing $600 or more of additional debt each month just in interest on their student loans. Without jobs, they are getting buried deeper and deeper in economic problems.

As one person Marie Claire interviewed, who was lucky enough to hold a job, told them: “I work with brilliant people who don’t have college degrees. My degree has never come up—not even in my job interview—so I don’t think I needed it. My brother, who has no degree but is more entrepreneurial, makes twice what I do and doesn’t carry the burden of being in debt.” While some graduates do believe that their college degree helped them get a job, many simply can’t find a job in this economy.

Another graduate wrote: “’I made it!’ read my Instagram caption under my law-school graduation photos. A year later, I’m 32, nearly $200,000 in debt, sitting on a couch in a 900-square-foot apartment…dreaming of the house I thought I would own by now. My situation is not unique.”

Losing Later for Now

This is the reality now for many graduates, and as the report stated, “It’s time to adjust expectations.” It also noted that while a $29,400 student loan ends up costing $53,862 on a 20-year repayment plan, a person investing the same $29,400 at 7% annual return for forty years would end with $440,249.06.

Or as one interviewee, a newly practicing deputy district attorney, put it: “I love my job, but I still feel like I’m an indentured servant. You practically have to rob a bank to pay back these things.”

An article in The Atlantic summarized the problem:

“The Great Recession may be over, but this era of high joblessness is probably just beginning. Before it ends, it will likely change the life course and character of a generation of young adults….It could cripple marriage as an institution in many communities….Ultimately, it is likely to warp our politics, our culture and the character of our society for years come…The economy now sits in a hole 10 million jobs deep…[and] we need to produce roughly 1.5 million jobs a year—about 125,000 a month—just to keep from sinking deeper. Even if the economy were to immediately begin producing 600,000 jobs a month—more than double the pace of the mid-to-late 1990s, when job growth was strong—it would take roughly two years to dig ourselves out of the hole we’re in….But the U.S. hasn’t seen that pace of sustained employment growth in more than 30 years…”

Outdated Promises

College can still be a great place to get a great education, but only if students stop thinking in terms of “hire education” and find great mentors, read the greatest books, and really seek quality learning rather than mere career prep. Career prep still may help them if they avoid any student debt. But spending four years increasing one’s debt at college is no longer a good path for most people in the current economy.

Grads just aren’t getting jobs like they were promised—the “college will get you a job” promise mostly worked from 1950 to 2008, but it’s not working now.

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odemille Who Will Stand For Freedom Oliver DeMille is the New York Times, Wall Street Journal and USA Today bestselling co-author of LeaderShift: A Call for Americans to Finally Stand Up and Lead, the co-founder of the Center for Social Leadership, and a co-creator of TJEd.

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 &Current Events &Economics &Education &Generations

Who Will Stand For Freedom

May 21st, 2014 // 11:10 am @ Oliver DeMille

The Destiny of Freedom

In 1961 the great legal scholar Bruno Leoni wrote about freedom in modern times.

He said:

“It seems to be the destiny of individual freedom at the present time to be defended mainly be economists rather than by lawyers or political scientists.”

Why? Leoni’s answer was intriguing:

“As far as lawyers are concerned, perhaps the reason is that they are in some way forced to speak on the basis of their professional knowledge and therefore in terms of contemporary law.”

As a result, since modern law is too often in the business of reducing freedom rather than supporting it, most of today’s attorneys have become experts on the opposite of freedom.

How They Speak

As Lord Bacon would have said, “They speak as if they were bound.” Over fifty years later, the same is true of nearly all today’s economists, teachers and professors. Sad.

The modern intelligentsia has become a body of experts on force. Their expertise is usually focused on how to reduce freedom—though few use these specific words to describe their careers.

Leoni continued: “Political scientists, on the other hand, often to appear to be inclined to think of politics as a sort of technique, comparable, say, to engineering, which involves the idea that people should be dealt with by political scientists approximately in the same way as machines or factories are dealt with by engineers.

“The engineering idea of political science has, in fact, little, if anything, in common with the cause of individual freedom” just as “the contemporary legal systems to which [attorneys are now] bound seem to leave an ever-shrinking area to individual freedom.”

Leoni’s words cut right to the heart of the matter.

When I was in college in the late 1980s, I heard a speaker tell a group of young student leaders how to influence society. I don’t remember his exact words, but his meaning was clear.

He told us, “If you want to make the nation and world more committed to liberal ideals, become a journalist, professor, teacher, or attorney. If you want to promote conservative goals in society, go to business school and become an executive.”

It was a shallow, but prophetic, suggestion. In the three decades since, his recommendation has proven accurate for two whole generations, and today it is part of the rising generation’s culture.

Pushing the Wrong Direction

But what profession(s), if any, stand today for individual freedom? The economists have mostly gone the direction of law—bound too often by their profession’s expertise in how to reduce freedom.

The days when Leoni spoke on the same podium with Milton Friedman and Friedrich Hayek are long gone.

Likewise gone to the dustbin of history is the era when many business executives advanced the cause of liberty as one of their main goals. Now the drive is to survive in the global economy, usually by expanding one’s company outside of North America and Europe.

This is the overarching focus of most boards and executives.

The economy now rewards growth, not promotion of freedom—just like the professions tend to promote young people who support the push for more institutional controls and power, not more liberty for the masses.

As the divide between the rich and the rest widens, the pressure to impress the Establishment grows. Youthful ideals (such as freedom) are the last thing on today’s executive agenda.

The Factory Model

In the midst of the Charter School movement of the mid-1990s, I spoke on the same stage as a courageous woman who had founded a successful East Coast inner city Charter high school. In a moment together in the Green Room, I asked her how long she thought she could keep teaching the principles of freedom in her cutting-edge school.

She replied that, given the pace of intrusive government regulation over Charter schools (and schools in general), she thought she had 5-10 years before she would have to reject state funds and turn the school private.

Today, over 15 years later, the school has grown into a lucrative business, regulation has shut down the original curriculum and replaced it with one practically identical to the public schools in the same city, and this lady still runs her Charter school.

But where her school once stood for freedom against the mediocrity of the public conveyor belt, it has now joined the factory model.

And she is now “respectable,” not an educational reformer or freedom thought leader any more, but just another of the city’s high school principals—professionally reined in, committed to “the system.”

She has even stopped teaching the freedom classics that convinced her to start the Charter school in the first place.

This professional caving in to institutional pressure is what Leoni lamented in 1961 about his beloved profession of law. But today it is much more widespread.

The “civilizing decline and fall of the professions” is nearly complete. Now most (not all) lawyers, teachers, professors, economists, journalists and executives fight for the same side—big institutions, the Wall Street-White House nexus, the Ivy League-Federal Government connection, the Boston/New York City/Washington D.C. corridor, the big business/big government power elite. The Establishment.

In all this, who will stand against elite rule?

Who will stand for freedom?

Unheeded Messages

Leoni’s book, Freedom and the Law, a fantastic classic, was written in an attempt to convince the legal profession to take a stand for liberty, not slip into the easier current of seeking benefits from big government. Leoni predicted that his outcry would fail to convince enough people to turn down such lucrative promises, but he felt he had to try anyway.

Freedom was worth it.

Leoni made it clear that every loss of freedom is an increase in constraint, and constraint by government is always autocratic. No exceptions. Therefore, every minor decrease of freedom is an attack on the very roots of liberty.

In a sense, Leoni did the same thing Virgil tried to do centuries ago when he saw Rome falling. Virgil warned that a loss of individual freedom here and there would trigger a loss of freedom for everyone in the nation. But he was basically ignored.

In fact, his great work on this topic, entitled Georgics, is still hardly even read or studied today.

Sadly, the message of warning about losing freedom seems forever destined to go unheeded—until it is lost, at which point people get very interested in the topic.

Leoni’s view of freedom takes us back to the basics. He argued that freedom is ultimately nothing more than the Golden Rule, the idea that we should only do unto others what we would be happy having them do to us. To the extent that this is followed in a society, it is genuinely free.

To the level it is ignored, for whatever reason (private or governmental), freedom declines.

Important Questions

To understand freedom, using this definition, just ask yourself: “Who would I give the power to make all my decisions for me?”

Your answer tells where you stand for freedom. If you say, “nobody,” or “God, and nobody else,” you are adamantly a supporter of freedom. If you say “the government,” you are adamantly against freedom. If you say, “my employer, and government, and local committees and boards,” you are choosing socialism.

Note that the question was who would you give the power to make ALL your decisions, not some of them, or a few of them, or certain decisions, or even a lot of them. All of them. The answer tells you where you stand on the freedom question.

Leoni expands this one question into several:

How do you want to be treated?
Are you willing to treat others the way you want to be treated?
Are you willing to voluntarily sacrifice to create and maintain a society where everyone is treated this way?
Who will rule in such a society, who will choose these rulers, and how can these rulers be kept from using their power to treat people in wrong ways?
Why do you allow society and rulers to treat you and others in wrong ways?
What are you doing to ensure that everyone is treated the right way?

These are the questions of freedom.

What are your answers?