Lift Up Your Hearts!

Everybody in our family goes to college. That was true for us, our parents, some of our grandparents, even a few great-grandparents and beyond, plus our children, our siblings and most of their spouses, and our siblings' children and their spouses. We assumed that legacy would continue through our grandchildren.

So why am I thrilled that our oldest grandchild has chosen to eschew college in favor of a four-year apprenticeship as an electrician? For several reasons.

• Colleges and universities are still recovering from COVID disruptions. Many have onerous vaccination policies, and less-than-stellar online courses. Things are getting better, I'm sure, but it seems like a good time to wait for a bit more stability.
• His intellectual curiosity and ability are undiminished, and his unconventional home education has made him adept at learning whatever he wants to learn, using a variety of means. His memory and his breadth of knowledge are impressive. If someday he decides he wants to learn what college can best teach, I'm confident he'll manage well.
• In the meantime, he's getting paid for his education, instead of accumulating debt.
• He should come through his apprenticeship with practical skills that will generate a solid income and enable him to pursue other interests (e.g. music) without worrying about making a living from them.
• What's more, those practical skills will be portable—electricians are needed everywhere—and very unlikely to be outsourced to foreign countries, as so many of my college-educated generation's jobs have been.

However, all this does not mean I've given up on college educations. We have other grandchildren, most too young to think about careers, but the two next oldest are leaning towards plans that would most likely require more traditional higher education.

There is, of course, another problem: the poisonous ethical, philosophical, and political atmosphere that now rules at most colleges and universities. It was bad enough when we were in school, worse in our children's time, and from everything I hear, unbelievably rancid and dangerous today. I remember reading an article decades ago about a disastrous college experience; the title was something like, "I Paid $50,000 a Year to Send My Daughter to Hell." As far as I can tell, today the levels of hell are much deeper and the price tag a lot higher. It doesn't surprise me that some people are actively encouraging their children to avoid college.

That's why I was happy to run into a couple of college professors who acknowledge the problems but encourage us not to abandon academia altogether. Both videos work from the point of view of conservative students facing the intense pressures of life at left-leaning universities, but really the advice is excellent for fish-out-of-water students of any kind.

This 3-minute video is an excerpt of a larger one. The original (20 minutes) is here.

This one's even better (5 minutes).

Here's my personal favorite of his suggestions:

Work hard. College faculty value hardworking, enthusiastic students. Period. The easiest way to win over your leftist professor is to do your classwork in a conscientious manner. That's your way of showing respect. Many teachers will respect you in turn. If you read the assigned materials, take part in class discussion, and show that you understand the key concepts, chances are you'll do just fine.

That's good advice for any student. Or employee, for that matter.

I'm solidly in favor of alternatives to college, and opposed to the bizarre idea that "everyone deserves a college education." I'm equally opposed to completely deserting the ship of academia, no matter how much it may seem to be sinking. As in so many other things, it all comes down to what's best for each individual student, and not locking anyone into a particular path.

My brother graduated from Oberlin College, which automatically gave it a place in my heart—well, that and the amazing Gibson's doughnuts he'd bring with him when he came home on vacation.

When our daughter was interviewing at colleges, the shine came off Oberlin a bit. The school openly bragged about its "progressive" reputation, but to my surprise we found it to be the least open-minded of all the schools any of our children had visited—especially when it came to home education. Every other college was happy to accept homeschooled students, but Oberlin was clearly reactionary and suspicious, putting up the most onerous barriers to their acceptance. But she chose to go elsewhere for other reasons, so I chose to remember Oberlin for the doughnuts.

Recently, however, I heard news of an incident that began over five years ago and is still dragging on, shaking my respect to the core. Probably I shouldn't be too hard on Oberlin, as my own alma mater disillusioned me years ago. But in this case, Gibson's Bakery is involved. Colleges have gotten away with many terrible things, but let them mess with good doughnuts, and I must speak up.

The excerpts below are from the relevant Wikipedia article. I know Wikipedia is hardly the most reliable source, and has its biases, but I chose it because of all the articles I read, its was the most positive toward the college.

The beginning, November 2016

An underage African-American Oberlin College student ... attempted to purchase a bottle of wine using a fake identification card. The store clerk, Allyn D. Gibson ... rejected the fake ID. Gibson noticed that the student was concealing two other bottles of wine inside his jacket. According to a police report, Gibson told the student he was contacting the police, and when Gibson pulled out his phone to take a photo of the student, the student slapped it away, striking Gibson's face. The student ran out of the store. Gibson followed and then grabbed and held onto the shoplifter outside the store after the shoplifter had also assaulted the store owner.... Two other students ... friends of the shoplifter, joined the scuffle. When the police arrived, they witnessed Gibson lying on the ground with the three students punching and kicking him. The police report stated that Gibson sustained a swollen lip, several cuts, and other minor injuries. The police arrested the students, charging all three with assault and the shoplifter with robbery as well. In August 2017, the three students pleaded guilty, stating that they believed Gibson's actions were justified and were not racially motivated. Their plea deals carried no jail time in exchange for restitution, the public statement, and a promise of future good behavior.

Oberlin's actions

Of course the college responded to the incident by disciplining the students involved, right? Not a chance. Students, faculty, and administrators united to attack the store.

The day after the incident, faculty and hundreds of students gathered in a park across the street from Gibson's Bakery protesting what they saw as racial profiling and excessive use of force by Gibson toward the shoplifter. The Oberlin Student Senate immediately passed a resolution saying that the bakery "has a history of racial profiling and discriminatory treatment of students and residents alike," calling for all students to "immediately cease all support, financial and otherwise, of Gibson's," and called upon Oberlin College President Marvin Krislov to publicly condemn the bakery. For about two months, the college suspended its purchasing agreement with the bakery for the school's dining halls....

Oberlin blamed the bakery for bringing the protests on itself, claiming that "Gibson bakery's archaic chase-and-detain policy regarding suspected shoplifters was the catalyst for the protests...."

The following, apparently, is what the college thinks should be done with students who steal:

Oberlin made a proposal to all local businesses that if a business would contact the college instead of the police when students were caught shoplifting, the college would advise the students that if caught shoplifting a second time they would face legal charges.

There's more, and worse. I went to college in the early 1970's; I know that students, and even faculty, can do some pretty stupid things. But in my day the administrators were a little more sane and stable.

The other side of the story

Local police records showed no previous accusations of racial profiling by Gibson's Bakery. Of the forty adults arrested for shoplifting from the bakery in a five-year period, only six were black. As a part of the three students' guilty plea in August 2017, each read a statement saying, "I believe the employees of Gibson’s actions were not racially motivated. They were merely trying to prevent an underage sale." Reporters obtained an email written by ... an employee for the school's communications department, telling her bosses that she found the protests "very disturbing," saying, "I have talked to 15 townie friends who are [persons of color] and they're disgusted and embarrassed by the protest. In their view, the kid was breaking the law, period... To them this is not a race issue at all." During the trial ... a black man who worked his way through technical college while working at Gibson’s Bakery testified that the racist allegations against his former employer were untrue. "In my life, I have been a marginalized person, so I know what it feels like to be called something that you know you’re not. I could feel his pain. I knew where he was coming from." ... [A] black man, employed at Gibson's since 2013, testified that he had observed no racist treatment of customers or employees. "Never, not even a hint. Zero reason to believe, zero evidence of that."

The latest judicial ruling

On April 1, 2022, the Ninth Ohio District Court of Appeals dismissed Oberlin College's appeal. In a 3-0 decision, the panel upheld the jury verdict that Oberlin College defamed, inflicted distress, and illegally interfered with the bakery. The damages were capped by Ohio state law at $25 million in total damages, in place of the jury's original verdict of $11.1 million in compensatory and $33.2 million in punitive damages. Oberlin was also ordered to pay $6.3 million in attorney's fees to the bakery.

Oberlin is still refusing to pay what they owe, and two of the owners of Gibson's Bakery have died awaiting justice.

Milestone note:  This is my 3000th blog post. That calls for something serious, but not depressing.  Here you go:

Fairy tales ... are not responsible for producing in children fear, or any of the shapes of fear; fairy tales do not give the child the idea of the evil or the ugly; that is in the child already, because it is in the world already. Fairy tales do not give the child his first idea of bogey. What fairy tales give the child is his first clear idea of the possible defeat of bogey. The baby has known the dragon intimately ever since he had an imagination. What the fairy tale provides for him is a St. George to kill the dragon. — G. K. Chesterton, 1909 ("The Red Angel")

Since it is so likely that [children] will meet cruel enemies, let them at least have heard of brave knights and heroic courage. ... Let there be wicked kings and beheadings, battles and dungeons, giants and dragons, and let the villains be soundly killed at the end of the book. — C. S. Lewis, 1952 ("On Three Ways of Writing for Children") 

I write stories for courageous kids who know that dragons are real, that they are evil, and that they must be defeated. I don’t do that because I want to hurt children, but because children do and will face hurts every day. I don’t want to expose them to evil, I want to help them become people for whom evil is an enemy to be exposed. I want to tell them dangerous stories so that they themselves will become dangerous—dangerous to the darkness. — S. D. Smith, 2022 ("My Blood for Yours")

Smith's essay in video form (three minutes).

P.S. There's a new Green Ember book to be released soon, Prince Lander and the Dragon War. Time to reread the previous books in preparation!

It's time for my annual compilation of books read during the past year.

• Total books: 85
• Fiction: 66
• Non-fiction: 19
• Months with most books: a tie between July and September (12)
• Month with fewest books: April (2)
• Most frequent authors: Randall Garrett (19), Lois Lenski (16), Tony Hillerman (10), Brandon Sanderson (7). Hillerman is the only author to make the top four both last year and this, as his excellent Leaphorn & Chee books spanned the two years. Garrett and Lenski made such a strong showing because they were each the subject of a particular focus, and their books are generally short. Sanderson, on the other hand, though he's only represented by seven books, is the runaway leader in number of pages.

Here's the list, grouped by author; links are to reviews. The different colors only reflect whether or not you've followed a hyperlink. The ratings (★) and warnings (☢) are on a scale from 1 to 5, with 1 being the lowest/mildest. Warnings, like the ratings,  are highly subjective and reflect context, perceived intended audience, and my own biases. Nor are they completely consistent. They may be for sexual content, language, violence, worldview, or anything else that I find objectionable. Your mileage may vary.

It's been a month since I linked to a Viva Frei "Sidebar" video, more because there's been too much to choose from than than too little! This one is a two-hour long interview with Blake Masters. As with most of their Sidebar guests, I'd never heard of him, but if he wins in his attempt to become a U. S. senator from Arizona, I may learn more about him. Or if one of our grandchildren wins a Thiel Fellowship....

Blake Masters is president of the Thiel Foundation and the Fellowhip is their flagship program. He talks about it briefly during the interview, from about 32:32 to 41:56. The following video should start close to that point; you'll have to stop it yourself as a quick search did not show me an easy way to accomplish that automatically. The rest of the interview is also interesting, but who has two hours to listen to it?

Basically, the foundation believes that too many people are going to college, and funds efforts to do something productive without it. As Masters puts it, "We pay young people to drop out of college." About 10% of the fellowship recipients eventually go back to school, mostly for engineering degrees or other practical majors.  MIT has even been known to hold students' places open for them.

Masters has some other good suggestions for taming the massive quagmire that higher education has become.  One of them has long been a favorite of my husband's: find a way to make colleges have "skin in the game" of student loans. Right now they have every incentive to push students toward massive, unmanageable debt, and no incentive not to. (Professor friends, please don't stop the video in disgust when Viva suggests that college professors are the ones benefitting from the out-of-control costs—Masters immediately corrects him on that point.)

Masters has several other interesting things to say—the interview covers a lot—but nothing as easy to pull out separately as the above. If you have two hours you can spare to listen—there's no need to watch—go for it.  Warning: the language is sometimes not what I would consider acceptable, though if I remember right the section about college is okay.

What was happening at the beginning of the 1960's?

I've long been a fan of Randall Garrett's Lord Darcy books, so when I found the Kindle version of Randall Garrett: The Ultimate Collection for 99 cents, I leapt at the chance to read some of his other stories. Nothing so far has come close to the Lord Darcy books in quality, but they've mostly been fun to read.

Recently I read The Highest Treason. It's short, under 23,000 words, and was originally published in the January 1961 issue of the magazine Analog Science Fact and Fiction. You can find a public domain version at Project Gutenberg.

The Highest Treason deals with a subject familiar to me, one I first encountered in Kurt Vonnegut's Harrison Bergeron, first published in October 1961, in The Magazine of Fantasy and Science Fiction. That one is much shorter, only 2200 words, and can be found here in pdf form.

C. S. Lewis's Screwtape Proposes a Toast was next—and my favorite. You can read it here, in the December 19, 1959 issue of The Saturday Evening Post. I don't have a word count, but it is also quite short.

December 1959, January 1961, October 1961. Three stories written as the 1950's passed into the 1960's.

All three have as their premise the consequences of a culture of mediocrity, in which excellence in anything—beauty, art, sport, thinking, work, character—is abolished for the sake of making everyone "equal." There must have been something going on at that time period to make it a concern for at least three such varied authors.

What would they think today? From the demise of ability grouping in elementary schools, to "participation trophies," to branding as racist and unacceptable the idea that employment and leadership positions should be awarded on the basis of merit and accomplishment, we have come a long way down this path since 1960.

Here's hoping it doesn't take near-annihilation by space aliens—or the flames of hell—to wake us up.

I read a lot.

Now, "a lot" is pretty much a meaningless term. Since I started keeping track in 2010, I have averaged 72.2 books per year (5.85 per month). For a scholar, that would not be much, but a pitifully small^* number. However, compared with that mythical being, the average American, it's impressive, since for him it would be 12/year (mean) or 4/year (median). (I'm using the gender-neutral sense of "him," as I almost always do, but it is worth noting that women, as a group, read significantly more books than men: 14 vs. 9, 5 vs. 3 annually.)

Whatever. The point is that I like to read, and since 2010 I have kept a few statistics. The advantage of data is that it can surprise you. For example, 60% of my reading since that year has been fiction, although it feels as if that percentage is much lower. Partly that is because I like to read books recommended by or for our grandchildren, and often those books are shorter and quickly read. That's changing some now due to their growing taste for books like the one I just finished: Brandon Sanderson's 1000-page The Way of Kings.

Most likely the reason it feels as if I've read more non-fiction than I actually have is that I find it difficult to read a non-fiction book without writing a review of it, which can easily take longer than reading the book in the first place.

Take my current non-fiction book, for example: Loserthink, by Scott Adams. I have just finished reading Chapter 1, and already there are seven sticky notes festooning the pages, marking quotations I would want to include in a review. This is not a sustainable pace. Too many quotes and it becomes burdensome to copy them, even from an e-book. Moreover, I've learned that the more I include, the fewer people actually read, making it a waste of time for all of us. Often I include many of them anyway, for my own reference. But sometimes it reduces my review to little more than "read/don't read this book."

Still looking for the via media.

In the meantime, I'll get back to enjoying Loserthink. I don't like the negativity of the title, but Adams carefully explains its purpose. In short: it's not a label for people, but for unproductive ways of thinking, and short, negative labels make it easier to avoid bad things. I know from the interview with Scott Adams that I included in my Hallowe'en post that his personality can be abrasive, and I occasionally have doubts about listening to someone with well-developed skills in the art of persuasion. None of that means, however, that what he has to say won't be of much value.

So Good They Can't Ignore You: Why Skills Trump Passion in the Quest for Work You Love by Cal Newport (Business Plus, 2012)

I can't resist a Cal Newport book. My first was How to Be a High School Superstar (published 2010), then Digital Minimalism (2019) then Deep Work (2016). If the advice in any of them is out of date, I haven't noticed anything major.

So Good They Can't Ignore You is—like the others—both strong and weak but filled with interesting ideas that are contrary to much conventional wisdom. This time Newport tackles the "follow your passion" philosophy of choosing a career that was popular when the book was written. I don't think the appeal of that idea has lessened, despite the great number of college graduates who thought they were doing just that but ended up with unmanageable debt and a job at Starbuck's.

Much of his thesis is just what used to be called common sense: The work you choose doesn't matter nearly as much as how you approach it; focus on what you can offer the world rather than what the world can offer you; work hard; cultivate excellence. If that sounds boring and Puritanical, read the book to find out how it turns out to be the secret to having a career that's enjoyable and personally fulfilling. Newport fleshes out the ideas nicely, if sometimes a bit too repetitively, with explanation, analysis, and real-world examples.

As with Newport's other books, this one is business-oriented, making it hard to apply directly to non-business careers like homemaking and rearing a family. In fact, part of me wonders if it's possible to do what's necessary to achieve the skills he expects without neglecting other important parts of life. However, it must be noted that the really intense effort he recommends works best when one is young, and leads to far more autonomy and flexibility than standard career paths. It is good for a man to bear the yoke in his youth.

At present, the Kindle version of So Good They Can't Ignore You is currently on sale for $3.99. It's well worth the investment of your time and money, or a visit to your local library.

It was our eight-year-old grandson's first solo sail. He had passed all his dad's tests the day before, and was eager to go solo, despite the strong wind and tide, which were at least pushing him into the cove, rather than out into Long Island Sound. So off he went.

It was, indeed, a strong wind, which made the small boat difficult to control. He capsized twice, gamely righting the boat and climbing back in each time. After a while, however, his lack of ability to make progress toward home began to frustrate and frighten him. I would not have handled that situation at all well.

Instead of giving in to panic, however, he assessed the situation, and discovered a patch of reeds he could head for with full assistance of the wind and tide. That's where he went, planning to pull the boat up on land and walk back to the cottage for help. He grounded in the reeds, lowered the sail, removed the daggerboard and rudder, and began pulling the boat up onto the land.

He didn't quite get the chance to finish. Watching from the shore, determined not to interfere with his very own adventure, but ready to render assistance as needed, we finally decided that a "rescue party" might be of some use. When they arrived (by land) he had already done all that was necessary except for securing the boat. Mission (nearly) accomplished, both boy and boat safe and sound—then, and only then, did he give in to tears.

Kudos to the security guard who had stopped by to see what was going on: he could have said so many wrong things, but merely commended the boy for his courage and clear head, telling him he had done exactly the right things.

It was a much more satisfactory reaction than that of my own sailing adventure six years earlier: the panicked onlooker who called 911, the fire boat officials who told me they were under orders to "take me in," and the ambulance crew persistently ready to pounce on me as soon as I set foot on shore (but I outwaited them).

Don't panic; keep your head; make a plan and execute it. Save your emotional reaction for when the job is done. If an eight-year-old can do it, so can we.

I'm giving my computer files a much-needed spring summer cleaning, and came upon this, which I post here for my own future reference as much as anything. Unfortunately, I don't remember where it came from. The odds are it was from someone on Facebook, but that's the best I can do for now.

It's a clear, concise, visual guide to the seasons of the Church Year, as celebrated in the Episcopal Church and many other churches. The latter may differ in small details; I'm not familiar enough with them to say. But when I refer to the Church Year, this is what I'm talking about.

Our grandchildren's community/elementary school playground was recently updated. There was nothing obviously wrong with the old playground, which was not very old. The only obvious improvement was the addition of some equipment that could be more easily used by children with certain disabilities, which is a good thing but surely could have been accomplished without re-doing the whole thing at horrendous taxpayer expense.

Still, a playground is a playground, and this one being within walking distance for our grandchildren is a favorite destination when school is out. Everyone enjoys it, albeit on his own terms.

The first thing every one of them determined was that it was important to break every rule whenever possible. (Click to enlarge.) Beginning, of course, with the one that is not shown here: Adult supervision recommended. After all, it's only a recommendation, and we know what happened when the COVID-19 "rules" changed to "recommendations."

That gotten out of the way, it was time to notice some other interesting things about the equipment. It appears that the students at this school may grow up at a disadvantage in mathematics, at least when it comes to measurement.

I am not under five feet tall, and this is no trick of perspective. For all the money spent on this playground, couldn't they have placed the sign correctly?

On the other hand, I expect the students to have an advantage when it comes to music. How many playgrounds feature chimes in the Locrian scale?

A Child's History of England by Charles Dickens (public domain, 1851-1853)

Dickens' book is, unsurprisingly, in the public domain. I read the free Kindle version and it was fine, though it might be worth springing for another $2 and getting the original illustrations as well.

A Child's History of England is a maddening book, yet a valuable one. According to its Wikipedia article, it "was included in the curricula of British schoolchildren well into the 20th century." It never could be now—which may be an indication that it should be. It is one man's very biased view of English history, hence valuable to balance other biases.

What's good about it? Well, I appreciated the organized layout of English history from ancient times up to the reign of William and Mary, with a very quick summary thence to Queen Victoria. Bit by bit, through several sources, I am gaining knowledge of the history of the lands that were home to many of my ancestors and played a significant part in the development of Western Civilization. The book, being designed for intelligent children, is both readable enough and interesting enough to read much more like a story than a textbook.

What didn't I like? To begin with, it is obviously and admittedly a propaganda piece. Dickens himself said of his book,

I am writing a little history of England for my boy ... For I don't know what I should do, if he were to get hold of any conservative or High Church notions; and the best way of guarding against any such horrible result is, I take it, to wring the parrots' neck in his very cradle.

Dickens does not appear to have liked England very much. He praises the Saxons, and holds Alfred the Great in very high esteem. Henry V wasn't too bad, and Oliver Cromwell gets too much credit for not being as horrible as the kings that preceded and followed him. Other than that, Dickens doesn't seem to have much respect for any of the British monarchs and their hangers-on. He also passionately hates the Catholic Church, and much of the undivided Church itself before the Reformation. The Puritans are heaped with scorn as well. He clearly claims to be a Christian, just as he claims to be an Englishman, but doesn't seem to care much for either Christianity or England. Sometimes the book feels less like a history and more like a series of ad hominem attacks. He even manages to draw a caricature of Joan of Arc as a mentally deficient peasant girl abused for others' gain.

Part and parcel of his prejudice, I believe, his his annoying habit of inconsistently referring to people sometimes by name, sometimes by title, often by nickname, and even by insult.  I found this to make keeping the characters straight difficult, and I tired of flipping back several pages to try to figure out which particular duke was currently meant.  It certainly doesn't help me to remember that he's talking about King James I when most of the time Dickens refers to him as "His Sowship."

For all that, I do recommend reading A Child's History of England, though only in the context of competing viewpoints. It does a good job of helping to put together the pieces of the complex puzzle that is the story of England.

Maybe you never wanted to be a rock star.  Maybe you don't care much for that music and the genres it spawned.  Maybe you aren't interested in a career in the music world at all.

No matter:  In the first 22 minutes of this video, Rick Beato has a story to tell you, and some good advice for us all.  More of his interesting personal story is told in other videos on his Everything Music channel, but this summarizes his journey and how he faced the obstacles he encountered, including being rejected twice when he applied to music school.  He rambles a bit, but it's a good story. 

Porter alerted me to this interesting, though highly biased, view of what's necessary for successful learning at home. It's from a Geopolitical Futures report by Antonia Colibasanu.

According to an April 2020 report by the European Commission, more than a fifth of children lack at least two of the basic resources for studying at home: their own room, reading opportunities, internet access and parental involvement (for children under 10 years old).

We can ignore the absurdity of needing internet access to learn from home, because the context of the quote is traditional classroom schooling provided from outside to children at home, rather than education per se.

What struck both of us, however, is the first "basic resource": that the child should have his own room. Granted, a quiet place to work is a great thing, but I see no reason why that implies the need for single bedrooms. And, as my friend and sometime guest poster points out, school classrooms are hardly solitary spaces. Mind you, I'm not in favor of open-plan offices, but I find it amusing that one's own room is considered necessary for learning but currently out of favor in our trendier workplaces.

Public education from home is relatively new, but of course homeschoolers have been doing it for centuries (well pre-internet, I might add), and often in the context of large families in which shared bedrooms are common. What is required is not separate bedrooms, but discipline and respect for others. I'll admit it also helps to have the ability to concentrate in the presence of distractions, especially if you live (as our grandchildren do) in a family where someone is nearly always singing or playing a musical instrument. Our own children discovered that climbing a tree was a good way to get some undistracted reading time.

Further, this insistence on single bedrooms—with its implication of small family size—ignores the tremendous educational advantage of having multiple siblings. My nephew learned math far beyond his grade level because he wanted to keep up with his brother. Our younger grandchildren see no reason why they shouldn't be learning and doing what their older siblings are, and the older ones are usually happy to help them along.

Public education is a very confining box to learn to think outside of, even when the devil drives.

Next up in this series of interesting YouTube channel subscriptions: Everything Music, by Rick Beato. I was going to say that I can't remember what introduced me to to Rick Beato's channel, but a look back at one of my own posts gave me the answer: Google apparently decided I would be interested in it, popping up a suggested video on my phone. For once they were right.

My gateway to Beato's channel was the musical abilities of his young son, Dylan. There are several Dylan videos, but this one is a good 13-minute compilation:

It turns out that the Dylan videos are but a small part of Everything Music. Beato covers so much; I'll let him give the intro (13 minutes).

Music theory, film music, modal scales, tales from his own interesting musical history, and a whole lot of modern music about which I know little and like less.

Remember what I said about Excellence and Enthusiasm?

I'm a child of the 60's, chronologically, but unlike most of my generation, I've never liked rock music, nor any of its relatives and derivatives. Granted, growing up when I did there was no getting away from it, and there were a few specific songs I did enjoy. At one point, I was even a minor fan of Jefferson Airplane, and attended one of their wild, live concerts. That point in my life, while embarrassing, reminds me of this line from C. S. Lewis' Screwtape Letters: "I have known a human defended from strong temptations to social ambition by a still stronger taste for tripe and onions." Who knows what trouble I might have gotten into in my college years had I not had a stronger taste for what is loosely called classical music?

What, specifically, don't I like about the rock genre(s)?

• The music is almost invariably played at ear-splitting volume, literally ear-damaging.
• Most of the music comes with lyrics, and with a few exceptions, I find that they range from boring to abominable.
• The heavy emphasis on pounding rhythms drives me crazy; I never have liked playing with a metronome.
• The timbre of the electric guitar, nearly ubiquitous in rock music, is one of a very few that I generally find unpleasant (saxophone is another).

Enter Rick Beato. If his son's abilities are astounding, Rick's aren't all that far behind, and his experience, knowledge, and enthusiasm keep me interested in his analysis even though most of his examples are from music I can't stand. It helps a lot that he uses short excerpts, in which neither lyrics nor pounding beats have a chance to do much harm. Plus, I control the volume.

I especially enjoy Rick's videos on modal music, as that has always interested my ear. It does seem really odd to hear him talk about modes without any reference to church music, in which modal music was once really big. But I had no idea how important modes are in rock music and film scoring, and learning through Rick's videos has been a delight. Hiding underneath all that raucous sound and those objectionable lyrics is a lot of complex and very interesting music. It's not going to make me a rock music fan, but it gives me more appreciation for the skill of the musicians behind it—if not for their sometimes questionable moral compasses. (I know, classical composers were not necessarily saints, either. There's a reason I generally prefer instrumental music.) It has also heightened my awareness of the music that undergirds our movies and television shows, and why it is often so powerful.

Here's an interesting Gustav Holtz/John Williams comparison from one of his movie music videos (16 minutes):

That's enough for an introduction; I'm sure I'll be posting more Everything Music videos in the future.