Author's forward: If you are disappointed that a post with such a title is nothing more than a short story, I do not blame you. Money is a divisive subject, but fiction is ambiguous, and what is the point of reading anything which does not warrant a strong response? And yet, the ambiguity of fiction also has curative properties that defy reason, just as a sad face is good for the heart.
Parents in their thirties and forties have a curious habit of calling Legos “good toys,” which is generally not the way they describe toy trucks, dolls, tops, jacks, and so forth. Trucks and dolls might be good toys, but children of the 80s and 90s speak of Legos with the same reverential tone and conviction other people use when speaking of “a good man” or “a good woman.” And yet, the same people who commend Legos as “good toys” usually go on to qualify the claim by disparaging many Lego sets of recent years, especially the ones which are based on movie franchises.
What do classical teachers want from headmasters?
They want both leadership and leeway, although just about every employee wants those things. They want brave administrators who aren’t afraid to discipline the sons and daughters of prominent families, although nepotism and favoritism are a vexation to employees in every line of work. Teachers want good pay and benefits, too, but good pay is a universal human desire. So what classical thing do classical teachers want from headmasters and principals?
I don’t normally show my children new movies, but earlier this week we watched Tomorrowland (2015) and five days later, I’m still sore about it. While I normally show them classic movies, 80s movies, or movies they’ve seen fifty times already, Tomorrowland looked promising. It was directed by Brad Bird and written by the usually-thoughtful Damon Lindelof, whose work on Lost and Prometheus I admire. And it stars George Clooney, who has a fairly reliable eye for a good script. I took these three names as an auspicious sign.
Having quit Facebook six months ago, I have no idea what my thousand or so friends think of the pandemic. They don’t know what I think of it, either. So far as my own opinions go, this is for the best. My feelings about the pandemic have changed quite a bit in the last eight weeks.
Note: At more than 4500 words, this is the longest essay I have ever published in this column. Were my subject less worthy, I would not waste readers' time with this meticulous unpacking of a somewhat obscure 1990 film. However, I have been carrying a torch for John Patrick Shanley's masterpiece for over half my life, and am delighted to here tell you as much about it as I can.
I almost didn’t fall for Patricia Highsmith.
There are probably a thousand ways to introduce Shakespeare, though I have very little interest in speculation about his politics or whether he was secretly Catholic. Neither do I think it best to begin with the place of his birth, the Globe Theater, a history of stage directions, or controversies about his identity. Those introductions are too bookish, too content driven, too postmodern, or too collegiate.
After more than a decade on Facebook and Twitter, I finally quit. Last December, I deleted my Facebook account and my Instagram account, then a few weeks later I deleted my Twitter account. I started a Wordpress blog, just like I had eighteen years ago, turned off the comments, and have since been perfectly content living without social media. I loathe social media.
There are two kinds of classical schools. There are classical schools which claim a classical education is about the cultivation of virtue, and there are classical schools which claim a classical education is about teaching students how to think, not what to think. The latter kind tend to present classical education primarily through the work of Dorothy Sayers and describe classical methodology in terms of developmental psychology and cognitive theory.