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July 26, 2006

Good teachers

I had good teachers, and remember two the best: Mr. Olson, who gave me a love of history, and the inestimable Rhoda Hansen, who coached speech and debate. To the callow student who drew her for English, she must have seemed like a bemused bird of prey; to those of us who had her for a coach, she was the ultimate authority on the superficial aspects of our craft. How to stand. How to walk. How to gesture. She was also the one who tore apart our arguments and built them back up, taught us to construct a thesis, rebut on the fly and think on our feet, act like junior Barrymores, deliver a humorous speech or a tearjerking monologue, then head over to the Extemporaneous Speaking round and whip a defense of Israel or the 55-MPH speed limit out of our own heads in 15 minutes. She had a sense of sarcasm sharp enough to shave granite in micrometer-thin slices. When you got one of her exfoliating critiques you felt it down to the bone, and when she reacted to your humorous speech with her dry smoker’s cackle – the tenth time she’d heard it! – you were on top of the world. She treated us all like grown-ups who’d unaccountably ended up in high school, but she wasn't our peer and she wasn't our pal; if we doubted her authority, it took one arched eyebrow to bat us back into place. She expected victory and she got it. She loved us and we loved her. She was the most important teacher of my life.

I sat at my desk in the motel; I cracked the window. I made a pot of coffee. I got out the phone book. I had a cup, collected my thoughts, dialed the number, and wondered why I felt so oddly nervous. Well, because it was Mrs. Hansen, that’s why.

She was pleased I’d called. She read the column; she’d kept up. She was happy I’d done well. I told her what I wrote above, more or less. I felt 15 again. I felt like I should be standing in front of her desk, hands clasped behind my back (the reverse fig-leaf position, she’d called it) while she gave me a critique of my career since leaving her charge. She was dismissive of her impact – why, I had so much energy and so many ideas, I was easy to teach – but I had to set her straight on that. She gave me confidence and craft, without which energy and ideas just fizz away. I will always owe you everything.

We said goodbye. I closed the phone and put it on the desk and looked at it. Damn.

What took me so long to do that.

"The Trip Home, Con't." by James Lileks, The Bleat, July 26, 2006

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January 21, 2006

"Beware of bad models. Especially when they excuse laziness."

Beware of bad models. Especially when they excuse laziness. When I was in high school I used to write "existentialist" short stories like ones I'd seen by famous writers. My stories didn't have a lot of plot, but they were very deep. And they were less work to write than entertaining ones would have been. I should have known that was a danger sign. And in fact I found my stories pretty boring; what excited me was the idea of writing serious, intellectual stuff like the famous writers.

Now I have enough experience to realize that those famous writers actually sucked. Plenty of famous people do; in the short term, the quality of one's work is only a small component of fame. In retrospect, I should have been less worried about doing something that seemed cool, and just done something I liked. That's the actual road to coolness anyway.

A key ingredient in many projects, almost a project on its own, is to find good books. Most books are bad. Nearly all textbooks are bad. So don't assume a subject is to be learned from whatever book on it happens to be closest. You have to search actively for the tiny number of good books.

The important thing is to get out there and do stuff. Instead of waiting to be taught, go out and learn.

Your life doesn't have to be shaped by admissions officers. It could be shaped by your own curiosity. It is for all ambitious adults. And you don't have to wait to start. In fact, you don't have to wait to be an adult. There's no switch inside you that magically flips when you turn a certain age or graduate from some institution. You start being an adult when you decide to take responsibility for your life. You can do that at any age. [10]

This may sound like bullshit. I'm just a minor, you may think, I have no money, I have to live at home, I have to do what adults tell me all day long. Well, most adults labor under restrictions just as cumbersome, and they manage to get things done. If you think it's restrictive being a kid, imagine having kids.

The only real difference between adults and high school kids is that adults realize they need to get things done, and high school kids don't. That realization hits most people around 23. But I'm letting you in on the secret early. So get to work. Maybe you can be the first generation whose greatest regret from high school isn't how much time you wasted.

"What you'll wish you'd known," by Paul Graham, January, 2005 (excellent advice for young people)

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November 15, 2005

"Put in a lot of time on work that interests you."

If it takes years to articulate great questions, what do you do now, at sixteen? Work toward finding one. Great questions don't appear suddenly. They gradually congeal in your head. And what makes them congeal is experience. So the way to find great questions is not to search for them--not to wander about thinking, what great discovery shall I make? You can't answer that; if you could, you'd have made it.

The way to get a big idea to appear in your head is not to hunt for big ideas, but to put in a lot of time on work that interests you, and in the process keep your mind open enough that a big idea can take roost. Einstein, Ford, and Beckenbauer all used this recipe. They all knew their work like a piano player knows the keys. So when something seemed amiss to them, they had the confidence to notice it.

Put in time how and on what? Just pick a project that seems interesting: to master some chunk of material, or to make something, or to answer some question. Choose a project that will take less than a month, and make it something you have the means to finish. Do something hard enough to stretch you, but only just, especially at first. If you're deciding between two projects, choose whichever seems most fun. If one blows up in your face, start another. Repeat till, like an internal combustion engine, the process becomes self-sustaining, and each project generates the next one. (This could take years.)

It may be just as well not to do a project "for school," if that will restrict you or make it seem like work. Involve your friends if you want, but not too many, and only if they're not flakes. Friends offer moral support (few startups are started by one person), but secrecy also has its advantages. There's something pleasing about a secret project. And you can take more risks, because no one will know if you fail.

Don't worry if a project doesn't seem to be on the path to some goal you're supposed to have. Paths can bend a lot more than you think. So let the path grow out the project. The most important thing is to be excited about it, because it's by doing that you learn.

Don't disregard unseemly motivations. One of the most powerful is the desire to be better than other people at something. Hardy said that's what got him started, and I think the only unusual thing about him is that he admitted it. Another powerful motivator is the desire to do, or know, things you're not supposed to. Closely related is the desire to do something audacious. Sixteen year olds aren't supposed to write novels. So if you try, anything you achieve is on the plus side of the ledger; if you fail utterly, you're doing no worse than expectations.

"What you'll wish you'd known," by Paul Graham, January, 2005 (excellent advice for young people)

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September 03, 2005

"Curiosity turns work into play."

And what's your real job supposed to be? Unless you're Mozart, your first task is to figure that out. What are the great things to work on? Where are the imaginative people? And most importantly, what are you interested in? The word "aptitude" is misleading, because it implies something innate. The most powerful sort of aptitude is a consuming interest in some question, and such interests are often acquired tastes.

A distorted version of this idea has filtered into popular culture under the name "passion." I recently saw an ad for waiters saying they wanted people with a "passion for service." The real thing is not something one could have for waiting on tables. And passion is a bad word for it. A better name would be curiosity.

Kids are curious, but the curiosity I mean has a different shape from kid curiosity. Kid curiosity is broad and shallow; they ask why at random about everything. In most adults this curiosity dries up entirely. It has to: you can't get anything done if you're always asking why about everything. But in ambitious adults, instead of drying up, curiosity becomes narrow and deep. The mud flat morphs into a well.

Curiosity turns work into play. For Einstein, relativity wasn't a book full of hard stuff he had to learn for an exam. It was a mystery he was trying to solve. So it probably felt like less work to him to invent it than it would seem to someone now to learn it in a class.

One of the most dangerous illusions you get from school is the idea that doing great things requires a lot of discipline. Most subjects are taught in such a boring way that it's only by discipline that you can flog yourself through them. So I was surprised when, early in college, I read a quote by Wittgenstein saying that he had no self-discipline and had never been able to deny himself anything, not even a cup of coffee.

Now I know a number of people who do great work, and it's the same with all of them. They have little discipline. They're all terrible procrastinators and find it almost impossible to make themselves do anything they're not interested in. One still hasn't sent out his half of the thank-you notes from his wedding, four years ago. Another has 26,000 emails in her inbox.

I'm not saying you can get away with zero self-discipline. You probably need about the amount you need to go running. I'm often reluctant to go running, but once I do, I enjoy it. And if I don't run for several days, I feel ill. It's the same with people who do great things. They know they'll feel bad if they don't work, and they have enough discipline to get themselves to their desks to start working. But once they get started, interest takes over, and discipline is no longer necessary.

Do you think Shakespeare was gritting his teeth and diligently trying to write Great Literature? Of course not. He was having fun. That's why he's so good.

"What you'll wish you'd known," by Paul Graham, January, 2005 (excellent advice for young people)

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August 17, 2005

What teenagers think and feel

"I think that overall, we allow - hell, encourage - a very disproportionate and inappropriate level of importance to be attached to what teenagers think and feel.

Contrary to the accepted wisdom out there, I have thought for a long time now that kids today probably should get a lot less attention, not more. Of course, this doesn't apply to poor pathetic ghetto kids whose parents barely even acknowledge their existence at all. But these school mass-murders aren't being done by those kids anyway. It's the kids who come from comfortable homes, whose parents are at least somewhat high achievers, and who have at least some potential for success in life themselves who are doing the killing out there, or at least the non-gang-related media-spectacular killing anyway.

I don't buy the argument that it's all because Mom and Dad are too career-obsessed and don't make enough time to throw the old baseball around in the backyard with little Johnny, or to "just talk." Nor do I think it has anything to do with Johnny's lowered expectations for his own life brought on by (insert one): a) the threat of nuclear war (an oldie but goodie); b) the perpetually-struggling economy; c) the destruction of our natural environment; d) general cultural malaise and lack of purpose or direction.

I think it has a lot more to do with the fact that so much of our culture is geared towards making Johnny feel as though he's the "hope for the future," that as soon as he or she graduates high school the world will be depending on his wisdom and vision to correct all the wrongs that all of us muddle-headed or greedy adults have been so unable or unwilling to rectify; that we're all just waiting for little Johnny to walk across that stage, grab that diploma, and get busy showing us what we've been doing wrong all these years. That's a lot of pressure to be putting on kids who basically just want to get drunk, hang out, and cruise chicks.

The idea, promulgated by the "Rock the Vote" folks and plenty of others, that the youth of today is just bursting with bold new ideas that We All Should Be Heeding is just a load of over-indulgent crap.

After all, take a look at some of the wonderful things that have resulted from excessive pandering to the youth market: Zima. Marilyn Manson. Bill Clinton. Stupid little Japanese pickup trucks slammed to the ground with neon around the bottom of them and dopey-looking Matchbox-car wheels. Greenpeace. Limp Bizkit. Rap music in every commercial you ever hear. Dennis Rodman. Pants that don't fit. Sneakers that look like something Neil Armstrong might've worn to walk on the moon.

My advice to the youth of today: lighten up. Enjoy what you can and deal with what you can't. Life is short, but it's also quite long too. And nothing is ever as important as your high-school guidance counselor says it is - not even you."

By Mike Hendrix at ColdFury.com, April 27, 2002

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August 08, 2005

"What you'll wish you'd known," by Paul Graham

It's dangerous to design your life around getting into college, because the people you have to impress to get into college are not a very discerning audience. At most colleges, it's not the professors who decide whether you get in, but admissions officers, and they are nowhere near as smart. They're the NCOs of the intellectual world. They can't tell how smart you are. The mere existence of prep schools is proof of that.

Few parents would pay so much for their kids to go to a school that didn't improve their admissions prospects. Prep schools openly say this is one of their aims. But what that means, if you stop to think about it, is that they can hack the admissions process: that they can take the very same kid and make him seem a more appealing candidate than he would if he went to the local public school. [6]

Right now most of you feel your job in life is to be a promising college applicant. But that means you're designing your life to satisfy a process so mindless that there's a whole industry devoted to subverting it. No wonder you become cynical. The malaise you feel is the same that a producer of reality TV shows or a tobacco industry executive feels. And you don't even get paid a lot.

So what do you do? What you should not do is rebel. That's what I did, and it was a mistake. I didn't realize exactly what was happening to us, but I smelled a major rat. And so I just gave up. Obviously the world sucked, so why bother?

When I discovered that one of our teachers was herself using Cliff's Notes, it seemed par for the course. Surely it meant nothing to get a good grade in such a class.

In retrospect this was stupid. It was like someone getting fouled in a soccer game and saying, hey, you fouled me, that's against the rules, and walking off the field in indignation. Fouls happen. The thing to do when you get fouled is not to lose your cool. Just keep playing.

By putting you in this situation, society has fouled you. Yes, as you suspect, a lot of the stuff you learn in your classes is crap. And yes, as you suspect, the college admissions process is largely a charade. But like many fouls, this one was unintentional. [7] So just keep playing.

Rebellion is almost as stupid as obedience. In either case you let yourself be defined by what they tell you to do. The best plan, I think, is to step onto an orthogonal vector. Don't just do what they tell you, and don't just refuse to. Instead treat school as a day job. As day jobs go, it's pretty sweet. You're done at 3 o'clock, and you can even work on your own stuff while you're there.

"What you'll wish you'd known," by Paul Graham, January, 2005 (excellent advice for young people)

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July 29, 2005

stay upwind - 2

In practice, "stay upwind" reduces to "work on hard problems." And you can start today. I wish I'd grasped that in high school.

Most people like to be good at what they do. In the so-called real world this need is a powerful force. But high school students rarely benefit from it, because they're given a fake thing to do. When I was in high school, I let myself believe that my job was to be a high school student. And so I let my need to be good at what I did be satisfied by merely doing well in school.

If you'd asked me in high school what the difference was between high school kids and adults, I'd have said it was that adults had to earn a living. Wrong. It's that adults take responsibility for themselves. Making a living is only a small part of it. Far more important is to take intellectual responsibility for oneself.

If I had to go through high school again, I'd treat it like a day job. I don't mean that I'd slack in school. Working at something as a day job doesn't mean doing it badly. It means not being defined by it. I mean I wouldn't think of myself as a high school student, just as a musician with a day job as a waiter doesn't think of himself as a waiter. And when I wasn't working at my day job I'd start trying to do real work.

When I ask people what they regret most about high school, they nearly all say the same thing: that they wasted so much time. If you're wondering what you're doing now that you'll regret most later, that's probably it.

"What you'll wish you'd known," by Paul Graham, January, 2005 (excellent advice for young people)

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June 29, 2005

work on hard problems

The best protection is always to be working on hard problems. Writing novels is hard. Reading novels isn't. Hard means worry: if you're not worrying that something you're making will come out badly, or that you won't be able to understand something you're studying, then it isn't hard enough. There has to be suspense.

Well, this seems a grim view of the world, you may think. What I'm telling you is that you should worry? Yes, but it's not as bad as it sounds. It's exhilarating to overcome worries. You don't see faces much happier than people winning gold medals. And you know why they're so happy? Relief.

I'm not saying this is the only way to be happy. Just that some kinds of worry are not as bad as they sound.

"What you'll wish you'd known," by Paul Graham, January, 2005 (excellent advice for young people)

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May 30, 2005

stay upwind - 1

Instead of working back from a goal, work forward from promising situations. This is what most successful people actually do anyway.

In the graduation-speech approach, you decide where you want to be in twenty years, and then ask: what should I do now to get there? I propose instead that you don't commit to anything in the future, but just look at the options available now, and choose those that will give you the most promising range of options afterward.

It's not so important what you work on, so long as you're not wasting your time. Work on things that interest you and increase your options, and worry later about which you'll take.

Suppose you're a college freshman deciding whether to major in math or economics. Well, math will give you more options: you can go into almost any field from math. If you major in math it will be easy to get into grad school in economics, but if you major in economics it will be hard to get into grad school in math.

Flying a glider is a good metaphor here. Because a glider doesn't have an engine, you can't fly into the wind without losing a lot of altitude. If you let yourself get far downwind of good places to land, your options narrow uncomfortably. As a rule you want to stay upwind. So I propose that as a replacement for "don't give up on your dreams." Stay upwind.

How do you do that, though? Even if math is upwind of economics, how are you supposed to know that as a high school student?

Well, you don't, and that's what you need to find out. I can give you some tips on how to recognize upwind. Look for smart people and hard problems. Smart people tend to clump together, and if you can find such a clump, it's probably worthwhile to join it. But it's not straightforward to find these, because there is a lot of faking going on.

"What you'll wish you'd known," by Paul Graham, January, 2005 (excellent advice for young people)

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