By Michael F. Haverluck
CBNNews.com
May 2, 2007
CBNNews.com - It was Theodore Roosevelt who said, "To educate a man in mind and not in morals is to educate a menace to society."
Many homeschoolers share this sentiment when it comes to public schools, believing that the moral relativism, violence, peer pressure, drugs and promiscuity found inside their gates provide an inadequate setting to properly socialize their children.
Yet 92 percent of superintendents believe that home learners are emotionally unstable, deprived of proper social development and too judgmental of the world around them, according to a California study by researcher Dr. Brian Ray . What makes homeschool socialization such a hot topic?
With approximately 4 million children currently being homeschooled in the U.S., along with a 15- to 20-percent yearly growth rate, many professional educators and school boards are concerned that this exodus will keep funds from entering the public education system.
Many teachers also believe that successful home instruction by uncredentialed parents undermines their expertise and jeopardizes their jobs.
Questions about inadequate socialization are often brought up as a means to disqualify homeschooling as a viable alternative form of education, but are the arguments valid?
A look at the research on this socialization debate shines further light on the issue.
There's no place like home
Why is there such a dichotomy in the socialization experienced between homeschoolers and conventional students? It all has to do with the learning environment.
The National Home Education Research Institute disclosed that the 36 to 54 hours that students spend in school-related weekly activities make peers and adults outside of the home the primary influences in children's lives - not the parents.
Realizing the harm that this constant exposure can produce, especially if it's not countered by involved parenting, most homeschoolers are well aware of their children's need for close one-to-one contact throughout the education process. Jesus understood the importance of continual intimate contact with His students, as He ate, slept and fellowshipped with His disciples 24 hours a day. It is unlikely that Jesus would have entrusted their training to strangers.
So how do these different settings affect children? Dr. Thomas Smedley believes that homeschoolers have superior socialization skills, and his research supports this claim. He conducted a study in which he administered the Vineyard Adaptive Behavior Scales test to identify mature and well-adapted behaviors in children. Home learners ranked in the 84th percentile, compared to publicly schooled students, who were drastically lower in the 23rd.
Welcome to the real world
Many school socialization advocates argue that homeschooling precludes children from experiencing real life.
Instead of being locked behind school gates in what some would consider an artificial setting characterized by bells, forced silence and age-segregation, homeschoolers frequently extend their everyday classroom to fire departments, hospitals, museums, repair shops, city halls, national parks, churches and colleges, where real community interaction and contacts are made.
Dismantling the stereotype that home learners spend their days isolated from society at kitchen tables with workbooks in hand, NHERI reports that they actually participate in approximately five different social activities outside the home on a regular basis.
Furthermore, researcher Dr. Linda Montgomery found that 78 percent of high school home learners were employed with paying jobs, while a majority engaged in volunteering and community service.
Research presented at the National Christian Home Educators Leadership Conference divulged that homeschool graduates far exceeded their public and private school counterparts in college by ranking the highest in 42 of 63 indicators of collegiate success. They were also ranked as being superior in four out of five achievement categories, including socialization, as they were assessed as being the most charismatic and influential.
Biblical or worldly socialization?
When most home educators and school administrators speak of successful socialization, are they referring to the same thing?
Education researcher Dr. Michael Mitchell found that being popular, aggressively competitive, materialistically driven and self-confident are traits promoted in conventional schools.
His study shows that these campus ideals are discouraged by Christian home educators in favor of building their children's character and dismantling selfish ambitions. Integrity, responsibility, respect for others, trust in God, biblical soundness and an amiable disposition topped the ideal social qualities they desired their youth to embody.
Many Christians who homeschool believe that the greatest socialization their children can have is to be trained to emulate Jesus, who is a servant of man. Home educators examined by Mitchell strive to dismantle any selfish ambitions and self-aggrandizement seen in their children, as opposed to cultivating them.
Getting ahead of one's peers is not consistent with Jesus' urging in Matthew 20:25b-28, which calls for Christians to seek a lowly and servile role to those around them. However, this does not mean that Christians are called to underachieve, as Colossians 3:23 exhorts readers to push for peak performance in every endeavor, but for the glory of God rather than for selfish ambition.
Pride is also promoted in the public schools. It is often repackaged as self-esteem in programs such as "Here's Looking at You, 2000," in which education researcher Dr. Amy Binder reports that students are instructed to believe that they are "the most important person in the world."
Many Christian home educators assert that the kind of pride being taught in the schools is discouraged throughout Scripture by Jesus and Paul, who preach against lifting oneself up or putting oneself first in favor of assuming a lowly position among others, as seen in Luke 14:10-11 and Romans 12:3.
They often contend that traditional students are driven to achieve high marks in order to attain lucrative and prestigious jobs that can lead to lives of self-indulgence, while the Bible calls man not to be overcome by material concerns.
Even though God enjoys prospering His children, He also warns us in 1 Timothy 6:10 that "the love of money is a root of all kinds of evil. Some people, eager for money, have wandered from the faith and pierced themselves with many griefs."
Negative socialization
The mass socialization conducted within schools has brought about a proliferation of delinquent behavior within this nation's youth, reports education researcher, Dr. Michael Slavinski. He notes that student bodies are increasingly riddled with violence, drugs, promiscuity, emotional disorders, crime, contempt for authority, desperate behavior, illiteracy and peer dependency - just to name a few.
Today, parents are not as surprised to see reports of fifth-graders having sex in class; hear about school shootings; find drugs or condoms in backpacks; receive phone calls from the police and principals; or witness defiant, apathetic and unrecognizable tones in their children's voices.
"Live and let learn," say many parents. Most home educators are fine with this, as long as their children's learning comes from mature, seasoned and embracing adults who have the children's best interests at heart - above political or economic agendas. They believe that such training shouldn't come from peers either, which amounts to the blind leading the blind.
When the Direct Observation Form of the Child Behavior Checklist was administered by education researcher Dr. Larry Shyers to identify 97 problematic behaviors in two groups of children, traditionally schooled students exuded eight times as many antisocial traits than their homeschooled counterparts. This lies in direct contrast to claims by public school advocates that exposure to campus life leads to proper socialization.
Light of the world
Many Christian parents are concerned that homeschooling would not allow their children to fulfill the great commission of sharing the gospel with non-believers. They often site Matthew 5:14-16 about being the light of the world.
Some Christian homeschool parents argue that even though young believers are to reach out to the lost, they are not called to immerse themselves daily in a hostile setting that constantly works to influence them in the ways of the world. They recognize that those with strong Christian upbringings are still vulnerable to the ungodly climate of the schools.
In Proverbs 4:11-15, King Solomon realized the vulnerability of his son, proclaiming his responsibility to train him in godly teachings and keep him from stumbling over the vices of this world.
Just as parents know that children are not prepared for war, many Christians believe that youth are not equipped to fend for themselves in the spiritual warfare taking place within schools.
A nationwide survey conducted by The Barna Group shows that 80 percent of Christian families send their children to public schools where their faith is attacked. Based on the study's findings, it appears that their kids are the ones being "evangelized" by the religion of secular humanism. More than half of their Christian teens believe Jesus actually sinned and only nine percent hold to moral absolutes, while 83 percent of children from committed Christian families attending public schools adopt a Marxist-Socialist worldview, reports the group.
For more statistics on Christians in education, click on The Barna Group.
Consistent with these figures, Christian producer and occult expert Caryl Matrisciana reports that 75 percent of public-schooled American youth brought up in Christian households disown their Christian faith by the first year of college. NHERI finds that this is only true for less than four percent of homeschooled youth.
Most home educators would not trade the blessings that homeschooling brings their families and society for the world.
Sources: U.S. Census Bureau, The Barna Group, NHERI, Dr. Michael Slavinski, Dr. Brian Ray, Dr. Thomas C. Smedley, Dr. Larry E. Shyers, Dr. Michael Mitchell, Dr. Linda Montgomery, Dr. Rhonda A. Galloway, Dr. Amy Binder
Tuesday, August 26, 2008
Moral Code for School Children
From Collier’s, The National Weekly © 1925
If I Want To Be a Happy, Useful Citizen I Must Have:
Courage and Hope
I must be brave—This means I must be brave enough and strong enough to control what I think, and what I say and what I do, and I must always be hopeful because hope is power for improvement.
Wisdom
I must act wisely—In school, at home, playing, working, reading or talking, I must learn how to choose the good, and how to avoid the bad.
Industry and Good Habits
I must make my character strong—My character is what I am, if not in the eyes of others, then in the eyes of my own conscience. Good thoughts in my mind will keep out bad thoughts. When I am busy doing good I shall have no time to do evil. I can build my character by training myself in good habits.
Knowledge and Usefulness
I must make my mind strong—The better I know myself, my fellows and the world about me, the happier and more useful I shall be. I must always welcome useful knowledge in school, at home, everywhere.
Truth and Honesty
I must be truthful and honest—I must know what is true in order to do what is right. I must tell the truth without fear. I must be honest in all my dealings and in all my thoughts. Unless I am honest I cannot have self-respect.
Healthfulness and Cleanliness
I must make my body strong—My eyes, my teeth, my heart, my whole body must be healthful so that my mind can work properly. I must keep physically and morally clean.
Helpfulness and Unselfishness
I must use my strength to help others who need help—If I am strong I can help others, I can be kind, I can forgive those who hurt me and I can help and protect the weak, the suffering, the young and the old, and dumb animals.
Charity
I must love—I must love God, who created not only this earth but also all men of all races, nations and creeds, who are my brothers. I must love my parents, my home, my neighbors, my country and be loyal to all these.
Humility and Reverence
I must know that there are always more things to learn—What I may know is small compared to what can be known. I must respect all who have more wisdom than I, and have reverence for all that is good. And I must know how and whom to obey.
Faith and Responsibility
I must do all these things because I am accountable to God and humanity for how I live and how I can help my fellows, and for the extent to which my fellows may trust and depend on me.
If I Want To Be a Happy, Useful Citizen I Must Have:
Courage and Hope
I must be brave—This means I must be brave enough and strong enough to control what I think, and what I say and what I do, and I must always be hopeful because hope is power for improvement.
Wisdom
I must act wisely—In school, at home, playing, working, reading or talking, I must learn how to choose the good, and how to avoid the bad.
Industry and Good Habits
I must make my character strong—My character is what I am, if not in the eyes of others, then in the eyes of my own conscience. Good thoughts in my mind will keep out bad thoughts. When I am busy doing good I shall have no time to do evil. I can build my character by training myself in good habits.
Knowledge and Usefulness
I must make my mind strong—The better I know myself, my fellows and the world about me, the happier and more useful I shall be. I must always welcome useful knowledge in school, at home, everywhere.
Truth and Honesty
I must be truthful and honest—I must know what is true in order to do what is right. I must tell the truth without fear. I must be honest in all my dealings and in all my thoughts. Unless I am honest I cannot have self-respect.
Healthfulness and Cleanliness
I must make my body strong—My eyes, my teeth, my heart, my whole body must be healthful so that my mind can work properly. I must keep physically and morally clean.
Helpfulness and Unselfishness
I must use my strength to help others who need help—If I am strong I can help others, I can be kind, I can forgive those who hurt me and I can help and protect the weak, the suffering, the young and the old, and dumb animals.
Charity
I must love—I must love God, who created not only this earth but also all men of all races, nations and creeds, who are my brothers. I must love my parents, my home, my neighbors, my country and be loyal to all these.
Humility and Reverence
I must know that there are always more things to learn—What I may know is small compared to what can be known. I must respect all who have more wisdom than I, and have reverence for all that is good. And I must know how and whom to obey.
Faith and Responsibility
I must do all these things because I am accountable to God and humanity for how I live and how I can help my fellows, and for the extent to which my fellows may trust and depend on me.
Monday, August 11, 2008
Think On These Things
Finally, brethren, whatsoever things are true, whatsoever things are honest, whatsoever things are just, whatsoever things are pure, whatsoever things are lovely, whatsoever things are of good report; if there be any virtue, and if there be any praise, think on these things. (Philippians 4:8)
The Evidence is So Positive
An Article by Brian D. Ray, PhD...
Many people ask, “Are you hiding something?” after hearing a researcher present the research findings to date about homeschooling. Whether an advocate of home-based education or a negative critic, the questioner finds the plethora of positive information a little difficult to accept. It is now about 25 years into the modern homeschool movement in the United States—what does the research tell us?
Standard thought in many nations for about 100 years has been that only professionally trained and state-certified persons can effectively teach children to read, write, and cipher. Almost all teachers in state-run institutional schools are trained in teaching institutions and certified by the state, while a small minority of homeschool parents are such. The question arises, therefore, “Can and does homeschooling work academically?” Numerous studies by dozens of researchers have been completed during the past 25 years that examine the academic achievement of the home educated (see reviews, e.g., Ray, 2000b; 2005). Examples of these studies range from a multi-year study in Washington State to three nationwide studies across the United States to two nationwide studies in Canada by various researchers. In study after study, the homeschooled have scored, on average, at the 65th to 80th percentile on standardized academic achievement tests in the US and Canada, compared to the public school average of the 50th percentile.
Read Dr. Ray's entire article at http://www.christianbook.com/Christian/Books/cms_content?page=1812612&sp=102656&event=1016TOS1806673102656
Many people ask, “Are you hiding something?” after hearing a researcher present the research findings to date about homeschooling. Whether an advocate of home-based education or a negative critic, the questioner finds the plethora of positive information a little difficult to accept. It is now about 25 years into the modern homeschool movement in the United States—what does the research tell us?
Standard thought in many nations for about 100 years has been that only professionally trained and state-certified persons can effectively teach children to read, write, and cipher. Almost all teachers in state-run institutional schools are trained in teaching institutions and certified by the state, while a small minority of homeschool parents are such. The question arises, therefore, “Can and does homeschooling work academically?” Numerous studies by dozens of researchers have been completed during the past 25 years that examine the academic achievement of the home educated (see reviews, e.g., Ray, 2000b; 2005). Examples of these studies range from a multi-year study in Washington State to three nationwide studies across the United States to two nationwide studies in Canada by various researchers. In study after study, the homeschooled have scored, on average, at the 65th to 80th percentile on standardized academic achievement tests in the US and Canada, compared to the public school average of the 50th percentile.
Read Dr. Ray's entire article at http://www.christianbook.com/Christian/Books/cms_content?page=1812612&sp=102656&event=1016TOS1806673102656
Tuesday, July 8, 2008
Musings on God -- part 2
In the last post by the same title, I attempted to give a reconciliation between the truths of God's perfect love and His perfect omnipotence as it relates to human pain (alongside a much better explanation by C. S. Lewis). This understanding is merely a jumping off point for coping with life's suffering and is wholly inadequate if divorced from God's own Word.
Pain -- physical, emotional, spiritual -- has purpose in God's economy. (How that in itself testifies to God's goodness that He should reappropriate the suffering a sinful race brings on itself for our own benefit!)
And although pain entered the world willfully by Adam's sin bringing death, God has seen fit to express His mercy by not allowing our suffering to be purely punitive in nature, redeeming even our very deserved suffering for His glory and our good.
As far as I can understand it, pain (beyond its genesis in Adam) has three causes. In each case, God illustrates His Godly character to us.
First, and most obviously, we suffer as a result of the natural consequences of our sin. God has designed us to function best within certain boundaries, and that for our own safety. Just as no one truly loves his child whom he also allows to run freely into traffic, God prescribes limits to what His creatures can and should do physically and spiritually. When we second-guess His wisdom and insinuate ourselves into the place of His authority, we inevitably get hurt. This is true of the child who rebels against his father's rule and runs into the street, relishing his supposed freedom before disaster strikes, and it is true of all of us who test the limits by tiptoeing (and sometimes flinging ourselves headlong) over God's boundaries.
We are created to glorify God, but in our sinfulness are bent on glorifying ourselves. Herein we find most of our suffering -- as creatures foolishly pretending we can govern ourselves better than the Creator, substituting our rules in place of His.
The natural expression of this truth is all around us. God instructs us toward purity before and fidelity within marriage. Outside these loving parameters we find deep emotional fears, rampant disease, broken homes, poverty, and anchorless, insecure children who, more often than not, are described as "troubled". The same is true of those who have embraced homosexuality against God's warnings, ignoring its devastating physical and emotional consequences, the details of which I do not even want to describe here.
The point is not that God rains down these consequences purely to punish wayward humankind, but to allow the sting that would drive us back into safety, under the umbrella of blessing He promises to the obedient. Even as a child is conditioned to avoid a hot stove once he has burned his hand, God allows the pain from our sin to condition us to avoid what is destructive (even though we, like children, often don't appreciate our Father's wisdom until we've been burned).
"My son, do not despise the chastening of the Lord, nor detest His correction; for whom the Lord loves He corrects, just as a father the son in whom he delights." (Proverbs 3:11, 12)
"Now no chastening seems to be joyful for the present, but painful; nevertheless, afterward it yields the peaceable fruit of righteousness to those who have been trained by it." (Hebrews 12:11)
The second type of suffering is that which results from doing what is right, which may seem contradictory to my earlier comment that God blesses obedience. But Scripture is clear on both points: that the righteous will suffer for doing good and that God promises good to those who are obedient to Him. One might also wonder what motivation there is for doing good if only to suffer for it. This is where I will pick up next time.
(There is, of course, a kind of pain that we learn to appreciate because it strengthens us -- sore muscles that become strengthened through exercise, hard work that rewards an honest living, an immune system strengthened by illness, etc. -- but it could be argued that this is true of all three kinds of pain discussed here. But that discussion will be included in the next post.)
Pain -- physical, emotional, spiritual -- has purpose in God's economy. (How that in itself testifies to God's goodness that He should reappropriate the suffering a sinful race brings on itself for our own benefit!)
And although pain entered the world willfully by Adam's sin bringing death, God has seen fit to express His mercy by not allowing our suffering to be purely punitive in nature, redeeming even our very deserved suffering for His glory and our good.
As far as I can understand it, pain (beyond its genesis in Adam) has three causes. In each case, God illustrates His Godly character to us.
First, and most obviously, we suffer as a result of the natural consequences of our sin. God has designed us to function best within certain boundaries, and that for our own safety. Just as no one truly loves his child whom he also allows to run freely into traffic, God prescribes limits to what His creatures can and should do physically and spiritually. When we second-guess His wisdom and insinuate ourselves into the place of His authority, we inevitably get hurt. This is true of the child who rebels against his father's rule and runs into the street, relishing his supposed freedom before disaster strikes, and it is true of all of us who test the limits by tiptoeing (and sometimes flinging ourselves headlong) over God's boundaries.
We are created to glorify God, but in our sinfulness are bent on glorifying ourselves. Herein we find most of our suffering -- as creatures foolishly pretending we can govern ourselves better than the Creator, substituting our rules in place of His.
The natural expression of this truth is all around us. God instructs us toward purity before and fidelity within marriage. Outside these loving parameters we find deep emotional fears, rampant disease, broken homes, poverty, and anchorless, insecure children who, more often than not, are described as "troubled". The same is true of those who have embraced homosexuality against God's warnings, ignoring its devastating physical and emotional consequences, the details of which I do not even want to describe here.
The point is not that God rains down these consequences purely to punish wayward humankind, but to allow the sting that would drive us back into safety, under the umbrella of blessing He promises to the obedient. Even as a child is conditioned to avoid a hot stove once he has burned his hand, God allows the pain from our sin to condition us to avoid what is destructive (even though we, like children, often don't appreciate our Father's wisdom until we've been burned).
"My son, do not despise the chastening of the Lord, nor detest His correction; for whom the Lord loves He corrects, just as a father the son in whom he delights." (Proverbs 3:11, 12)
"Now no chastening seems to be joyful for the present, but painful; nevertheless, afterward it yields the peaceable fruit of righteousness to those who have been trained by it." (Hebrews 12:11)
The second type of suffering is that which results from doing what is right, which may seem contradictory to my earlier comment that God blesses obedience. But Scripture is clear on both points: that the righteous will suffer for doing good and that God promises good to those who are obedient to Him. One might also wonder what motivation there is for doing good if only to suffer for it. This is where I will pick up next time.
(There is, of course, a kind of pain that we learn to appreciate because it strengthens us -- sore muscles that become strengthened through exercise, hard work that rewards an honest living, an immune system strengthened by illness, etc. -- but it could be argued that this is true of all three kinds of pain discussed here. But that discussion will be included in the next post.)
Monday, July 7, 2008
High Self-Esteem, Low Test Scores
Excerpt from Burt Prelutsky's article "High Self-Esteem, Low Test Scores":
There are new studies and new polls that strongly suggest that we are breeding increasingly stupid kids here in America. Like our tasteless tomatoes, they merely look good and healthy.
But of course there is more than one way to test intelligence. So, while only 43% of our 17-year-olds know that the Civil War took place between 1850 and 1900, as opposed to, say, 1750-1800 or after 1950, they are very good at text-messaging. They also probably know the names of Britney Spears’ kids, which is more than Ms. Spears does at any given moment, but they have no idea why December 7, 1941, was a day of infamy. They also don’t know what “infamy” means.
What makes the situation even more pathetic is that these kids, for the most part, have a terrifically high opinion of themselves. To be fair, nothing much has ever been asked of them, let alone demanded, and yet they are constantly being told how special they are. Hardly any of them are expected to do chores, and as teachers have been ordered by craven school boards to pass along any student who’s breathing, D’s are frowned upon and F’s are verboten. As a result, 18-year-olds, who can barely count up to 18 without taking off their shoes, automatically get their high school diplomas.
Read the entire article at http://www.townhall.com/Columnists/BurtPrelutsky/2008/07/07/high_self-esteem,_low_test_scores.
There are new studies and new polls that strongly suggest that we are breeding increasingly stupid kids here in America. Like our tasteless tomatoes, they merely look good and healthy.
But of course there is more than one way to test intelligence. So, while only 43% of our 17-year-olds know that the Civil War took place between 1850 and 1900, as opposed to, say, 1750-1800 or after 1950, they are very good at text-messaging. They also probably know the names of Britney Spears’ kids, which is more than Ms. Spears does at any given moment, but they have no idea why December 7, 1941, was a day of infamy. They also don’t know what “infamy” means.
What makes the situation even more pathetic is that these kids, for the most part, have a terrifically high opinion of themselves. To be fair, nothing much has ever been asked of them, let alone demanded, and yet they are constantly being told how special they are. Hardly any of them are expected to do chores, and as teachers have been ordered by craven school boards to pass along any student who’s breathing, D’s are frowned upon and F’s are verboten. As a result, 18-year-olds, who can barely count up to 18 without taking off their shoes, automatically get their high school diplomas.
Read the entire article at http://www.townhall.com/Columnists/BurtPrelutsky/2008/07/07/high_self-esteem,_low_test_scores.
Straight Talk from Bill Gates
Found this gem online. Not sure if Bill Gates actually said all this, but whoever did -- they were right.
Some things Bill Gates thinks kids (and adults) should know.
Rule 1: Life is not fair - get used to it!
Rule 2 : The world won't care about your self-esteem. The world will expect you to accomplish something BEFORE you feel good about yourself.
Rule 3 : You will NOT make $60,000 a year right out of high school. You won't be a vice-president with a car phone until you earn both.
Rule 4 : If you think your teacher is tough, wait till you get a boss.
Rule 5 : Flipping burgers is not beneath your dignity. Your Grandparents had a different word for burger flipping: they called it opportunity.
Rule 6: If you mess up, it's not your parents' fault, so don't whine about your mistakes, learn from them.
Rule 7: Before you were born, your parents weren't as boring as they are now. They got that way from paying your bills, cleaning your clothes and listening to you talk about how cool you thought you were . So before you save the rain forest from the parasites of your parent's generation, try delousing the closet in your own room.
Rule 8: Your school may have done away with winners and losers, but life HAS NOT. In some schools, they have abolished failing grades and they'll give you as MANY TIMES as you want to get the right answer. This doesn't bear the slightest resemblance to ANYTHING in real life.
Rule 9: Life is not divided into semesters. You don't get summers off and very few employers are interested in helping you FIND YOURSELF. Do that on your own time.
Rule 10: Television is NOT real life. In real life people actually have to leave the coffee shop and go to jobs.
Rule 11: Be nice to nerds. Chances are you'll end up working for one.
Some things Bill Gates thinks kids (and adults) should know.
Rule 1: Life is not fair - get used to it!
Rule 2 : The world won't care about your self-esteem. The world will expect you to accomplish something BEFORE you feel good about yourself.
Rule 3 : You will NOT make $60,000 a year right out of high school. You won't be a vice-president with a car phone until you earn both.
Rule 4 : If you think your teacher is tough, wait till you get a boss.
Rule 5 : Flipping burgers is not beneath your dignity. Your Grandparents had a different word for burger flipping: they called it opportunity.
Rule 6: If you mess up, it's not your parents' fault, so don't whine about your mistakes, learn from them.
Rule 7: Before you were born, your parents weren't as boring as they are now. They got that way from paying your bills, cleaning your clothes and listening to you talk about how cool you thought you were . So before you save the rain forest from the parasites of your parent's generation, try delousing the closet in your own room.
Rule 8: Your school may have done away with winners and losers, but life HAS NOT. In some schools, they have abolished failing grades and they'll give you as MANY TIMES as you want to get the right answer. This doesn't bear the slightest resemblance to ANYTHING in real life.
Rule 9: Life is not divided into semesters. You don't get summers off and very few employers are interested in helping you FIND YOURSELF. Do that on your own time.
Rule 10: Television is NOT real life. In real life people actually have to leave the coffee shop and go to jobs.
Rule 11: Be nice to nerds. Chances are you'll end up working for one.
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