ing parents’ freedom in making choices about their work itself out.” The precise reasons for this judgment werenchildren’s education, to match the decision-making power expressed by Lowe later in the same year:nparents hold in other spheres such as the feeding andn1 i-u- f iU • u-ij / -i.!,- i.L i f V -L rnclothing or their children (within the protective limits otn, .,1 u 1 N ij 1 L r iu 1 iL • rnchild abuse laws), would do much tor the strengthening otn, . J 1, 11-11 iL i • j_i_ rnties between adults and children that is the essence otn• 1 •. 1 ” M 1 1 , • , 1 111ncreating social capital. No doubt some mistakes would ben1 ? ,1 1 , 1 , . i- -i •nmade in the early stages, but given more practice, it isnire li. I u 1- ti_ i. J J u • ij i^ 1 J indirhcult to believe that expanded choice would not lead ton, . 1 .• • 11 r 1 • Jnimprovement in education, especially tor low-income andn• •. ‘ r Jnr> i u ^ • x J.Lnrarents have one great superiority over then^ ^ ..L i • • . ^ T-.I • r unLrovernment or the administrators. … 1 heir taultsn• i .i • 11 r u r • , rnare mainly the corngible taults ot ignorance, not otn^, • j- rr^i i i r i .ilnapathy and prejudice. 1 hey have and teel then, • ,_ I • j • ,i , i • L • r iUngreatest interest in doing that which is tor then*= , , r^ r IL • L -I J TL i.unreal beneht ot their children. 1 hey are theni i- r ,i ^ ii. i- • J •.•nrepresentatives ot the present, the living and actingn^ r L- I L L J -^nenergy ot a nahon, which has ever owed its surenc i , – , 11 UAj and onward progress rather to individual efforts thannbuch sentiments were expressed long ago by Adamnc -iU’ ifiiu I J- • 1 c- D u iT u 1. ij iUnSmith s I Vth-century disciple Sir Robert Lowe, who told thenlo^c c u 1 c .^ ^ ‘^ . . • D 1 • “T irn1000 School Lnquiry Commission m Britain, I myselt seen,1 . r i 1 , , 1 tu i r 4.U uij iUnnothing tor it but to make the parents ot the children then• • . c } .• J.J .u- 1 •nministers ot education, and to do everything you can to giventhem the best information as to what is good education, andn•n^ ,,. ? , ,. ^. rj., , ,, • ,nto public control and direction. 1 hey have the wishn, “^ . , ^ , . ,i i . u rnto arrive at a true conclusion, the data are beforen^, ,, ^ L ^i • J • ,.u i ^ >.nthem, they must be the ludges in the last resort,n, ‘, , j i • i r i • xi. • j inwhy should we shrink from making them judges atn’ a i onwhere their children can be well taught, and to leave it to <^nThe Education of Henry Adamsnby Harold McCurdynNot yesterday begannThe long slide into today. But wenHave packed into a lifetime’s spannA stupendous history.nHenry Adams, awarenOf what had come and was to come.nTried in anticipation to squarenThe Lady with the Bomb.nHis electrical dynamonIn a sense updated St. MichelnAnd caught some of the fire and glownOf Chartres, but could not impelnThe Twentieth Century tonThe Lady’s twin breasts of Law and Love.nWhat, then, had Time left us to donBut tear down what was above?nTwo wars, at hideous cost.nAnd for the Jews and JapanesenTwo varieties of holocaust.nSymptoms of one disease.nThe meaning of “to exist”nBecame “to undermine and rebel.”nArch-rebel and arch-existentialist.nPound and Sartre, sold well.nA whole generation found.nInstead of St. Michel and Chartres,nThe Malatesta of Ezra Pound,nThe Saint Genet of Sartre.nnnOCTOBER 1990/21n