Certain unpleasant circumstances (whose ultimate superficiality are yet to be determined) have led to me taking back full control of my step-son’s education. Long story short, I had it once, lost it in hopes of marital bliss, and have now taken it back. The long game is back in view—marriage be damned.

He’s newly 14. And he does not think. “But I repeat myself,” by Twain applies here.

Pilots take many, many tests. Merely to become a pilot requires passing many tests. It stands to reason, then, that as a group, we pilots know a thing or two about passing tests. Relatedly, we know a thing or two about the skill of memorizing information. One example, before returning to the step-son bit, of these test-taking skills conveniently aligned to memory skills is when taking a multiple choice test, there is a general rule, “too long to be wrong.” Get it? If three of the four answers are tremendously shorter than the other, it is more than likely (but don’t blindly skip reading the long one—always read in full the answer you select) that the test creator did not suddenly choose to waste their time by typing out an unnecessarily long wrong answer. Take away from this tip that we pilots (among other test taking masters) put to use other factors than content when viewing a test. Think of it like the self-defense advice to not forget about all available ways to use your surroundings during attacks etc.

One task that I have my step-son accomplishing each day, then, is reading from the classics (currently on The Apology of Socrates) one paragraph at a time and writing as brief as possible an abstract of the paragraph. This is not easy—and that’s the point.

We skipped chatting about Tuesday’s and so yesterday we had to cover two paragraph’s worth. Both attempts were unsatisfactory (he seemed to have skipped reading in favor of using some commentary I had previously provided to accomplish the summaries—which I take as evidence that his culture’s ignorant and unfortunate reliance on oral tradition still outweighs his reading level). This was disappointing, but that’s okay—the process is half the point.

But then there was one of those moments which make ya lose all hope. As I tried to grease the wheels a bit for the next day (I had read ahead), I said something like, “So as you do tomorrow’s paragraph, keep in mind that yesterday’s had Socrates dealing with politicians, then today’s had him dealing with poets-” I was suddenly interrupted by a boastful, “-Yeah, tomorrow’s is a short paragraph.”

Hmm.

At least he knows what a paragraph is?

As evidenced in “too long to be wrong” and throwing office chairs at gunmen, he’s not wrong in hoping to draw a connection between paragraph length and difficulty of meaning. But he clearly stopped listening at “tomorrow’s paragraph”.

In the end, this whole experience of family and children seems to be an experiment on “purpose”. My revised hypothesis today is, “If there is no purpose, then there can be no test.” This updates what I now see as the laudable—but I’m suspecting will prove to be merely laughable—claim to “teach kids to think”.

Where does purpose originate? Easy: the living god. But who knows his ways?

Onward!