Brownstone Institute
The Best Life Lesson for a Teen Is a Job
From the Brownstone Institute
During the Covid debacle, kids were locked out of school or otherwise condemned to an inferior Zoom education for up to two years. What were the alternatives? Unfortunately, since the New Deal, the federal government has severely restricted teenagers’ opportunities for gainful employment. But new evidence proves that keeping kids out of work doesn’t keep them out of mental health trouble.
Yet suggesting that kids take a job has become controversial in recent years. It is easy to find expert lists on the dangers of teenage employment. Evolve Treatment Center, a California therapy chain for teenagers, recently listed the possible “cons” of work:
- Jobs can add stress to a child’s life.
- Jobs can expose kids to people and situations they might not be ready for.
- A teen working a job might feel like childhood is ending too soon.
But stress is a natural part of life. Dealing with strange characters or ornery bosses can speedily teach kids far more than they learn from a droning public school teacher. And the sooner childhood ends, the sooner young adults can experience independence – one of the great propellants of personal growth.
When I came of age in the 1970s, nothing was more natural than seeking to earn a few bucks after school or during the summer. I was terminally bored in high school and jobs provided one of the few legal stimulants I found in those years.
Thanks to federal labor law, I was effectively banned from non-agricultural work before I turned 16. For two summers, I worked at a peach orchard five days a week, almost ten hours a day, pocketing $1.40 an hour and all the peach fuzz I took home on my neck and arms. Plus, there was no entertainment surcharge for the snakes I encountered in trees while a heavy metal bucket of peaches swung from my neck.
Actually, that gig was good preparation for my journalism career since I was always being cussed by the foreman. He was a retired 20-year Army drill sergeant who was always snarling, always smoking, and always coughing. The foreman never explained how to do a task since he preferred vehemently cussing you afterwards for doing it wrong. “What-da-hell’s-wrong-with-you-Red?” quickly became his standard refrain.
No one who worked in that orchard was ever voted “Most Likely to Succeed.” But one co-worker provided me with a lifetime of philosophical inspiration, more or less. Albert, a lean 35-year-old who always greased his black hair straight back, had survived plenty of whiskey-induced crashes on life’s roller coaster.
Back in those days, young folks were browbeaten to think positively about institutions that domineered their lives (such as military conscription). Albert was a novelty in my experience: a good-natured person who perpetually scoffed. Albert’s reaction to almost everything in life consisted of two phrases: “That really burns my ass!” or “No Shit!”
After I turned 16, I worked one summer with the Virginia Highway Department. As a flag man, I held up traffic while highway employees idled away the hours. On hot days in the back part of the county, drivers sometimes tossed me a cold beer as they passed by. Nowadays, such acts of mercy might spark an indictment. The best part of the job was wielding a chainsaw—another experience that came in handy for my future career.
I did “roadkill ride-alongs” with Bud, an amiable, jelly-bellied truck driver who was always chewing the cheapest, nastiest ceegar ever made—Swisher Sweets. The cigars I smoked cost a nickel more than Bud’s, but I tried not to put on airs around him.
We were supposed to dig a hole to bury any dead animal along the road. This could take half an hour or longer. Bud’s approach was more efficient. We would get our shovels firmly under the animal—wait until no cars were passing by—and then heave the carcass into the bushes. It was important not to let the job crowd the time available for smoking.
I was assigned to a crew that might have been the biggest slackers south of the Potomac and east of the Alleghenies. Working slowly to slipshod standards was their code of honor. Anyone who worked harder was viewed as a nuisance, if not a menace.
The most important thing I learned from that crew was how not to shovel. Any Yuk-a-Puk can grunt and heave material from Spot A to Spot B. It takes practice and savvy to turn a mule-like activity into an art.
To not shovel right, the shovel handle should rest above the belt buckle while one leans slightly forward. It’s important not to have both hands in your pockets while leaning, since that could prevent onlookers from recognizing “Work-in-Progress.” The key is to appear to be studiously calculating where your next burst of effort will provide maximum returns for the task.
One of this crew’s tasks that summer was to build a new road. The assistant crew foreman was indignant: “Why does the state government have us do this? Private businesses could build the road much more efficiently, and cheaper, too.” I was puzzled by his comment, but by the end of the summer I heartily agreed. The Highway Department could not competently organize anything more complex than painting stripes in the middle of a road. Even the placement of highway direction signs was routinely botched.
While I easily acclimated to government work lethargy, I was pure hustle on Friday nights unloading trucks full of boxes of old books at a local bindery. That gig paid a flat rate, in cash, that usually worked out to double or triple the Highway Department wage.
The goal with the Highway Department was to conserve energy, while the goal at the book bindery was to conserve time—to finish as quickly as possible and move on to weekend mischief. With government work, time routinely acquired a negative value—something to be killed.
The key thing kids must learn from their first jobs is to produce enough value that someone will voluntarily pay them a wage. I worked plenty of jobs in my teen years – baling hay, cutting lawns, and hustling on construction sites. I knew I’d need to pay my own way in life and those jobs got me in the habit of saving early and often.
But according to today’s conventional wisdom, teenagers should not be put at risk in any situation where they might harm themselves. The enemies of teenage employment rarely admit how the government’s “fixes” routinely do more harm than good. My experience with the highway department helped me quickly recognize the perils of government employment and training programs.
Those programs have been spectacularly failing for more than half a century. In 1969, the General Accounting Office (GAO) condemned federal summer jobs programs because youth “regressed in their conception of what should reasonably be required in return for wages paid.”
In 1979, GAO reported that the vast majority of urban teens in the program “were exposed to a worksite where good work habits were not learned or reinforced, or realistic ideas on expectations in the real world of work were not fostered.” In 1980, Vice President Mondale’s Task Force on Youth Unemployment reported, “Private employment experience is deemed far more attractive to prospective employers than public work” because of the bad habits and attitudes spurred by government programs.
“Make work” and “fake work” are a grave disservice to young people. But the same problems permeated programs in the Obama era. In Boston, federally-subsidized summer job workers donned puppets to greet visitors to an aquarium. In Laurel, Maryland, “Mayor’s Summer Jobs” participants put in time serving as a “building escort.” In Washington, D.C., kids were paid to diddle with “schoolyard butterfly habitats” and littered the streets with leaflets about the Green Summer Job Corps. In Florida, subsidized summer job participants “practiced firm handshakes to ensure that employers quickly understand their serious intent to work,” the Orlando Sentinel reported. And folks wonder why so many young people cannot comprehend the meaning of “work.”
Cosseting kids has been a jobs program for social workers but a disaster for the supposed beneficiaries. Teen labor force participation (for ages 16 to 19) declined from 58 percent in 1979 to 42 percent in 2004 and roughly 35 percent in 2018. It’s not like, instead of finding a job, kids stay home and read Shakespeare, master Algebra, or learn to code.
As teens became less engaged in society via work, mental health problems became far more prevalent. The Centers for Disease Control and Prevention found that in “the 10 years leading up to the pandemic, feelings of persistent sadness and hopelessness—as well as suicidal thoughts and behaviors—increased by about 40 percent among young people.”
The troubled teen years are producing dark harvests on campus. Between 2008 and 2019, the number of undergraduate students diagnosed with anxiety increased by 134 percent, 106 percent for depression, 57 percent for bipolar disorder, 72 percent for ADHD, 67 percent for schizophrenia, and 100 percent for anorexia, according to the National College Health Assessment.
Those rates are much worse post-pandemic. As psychiatrist Thomas Szasz observed, “The greatest analgesic, soporific, stimulant, tranquilizer, narcotic, and to some extent even antibiotic – in short, the closest thing to a genuine panacea – known to medical science is work.”
Those who fret about the dangers that teens face on the job need to recognize the “opportunity cost” of young adults perpetuating their childhood and their dependence. Sure, there are perils in the workplace. But as Thoreau wisely observed, “A man sits as many risks as he runs.”
Author
From the Brownstone Institute
At the height of the Covid hysteria, several times I encountered variations of the meme “It’s not a pandemic; it’s an IQ test.” Probably the memesters were poking fun at those duped by the mainstream Covid messaging.
In any case, that meme really misses the point. The essential problem has never been about one’s IQ. Many highly intelligent people (in an academic sense) swallowed a very dubious narrative, while others less academically gifted did not. The real divider was the ability and inclination to think critically about it.
In a previous article I explained the basic concept of critical thinking, which can be defined as rational judgment about appeals to belief. Here I will lay out my own classroom approach to it in relation to the Covid messaging and policies.
The approach was derived from Browne and Keeley’s once popular critical thinking textbook, Asking the Right Questions: A Guide to Critical Thinking. Simplified for Japanese university students unfamiliar with the concept of critical thinking, this approach consists of six questions, all very applicable to the official narrative about Covid. For any Japanese speakers who may be reading this, here is a video link of me explaining my approach.
Number one: What are the issues and the conclusion? The purpose of this question is to spur awareness that very often there is an assertion being made in the context of a debated issue. Many of my students have been completely unaware that a debate exists about many matters they hear about in school or from the media, such as climate change/global warming.
When people insist that no real debate exists in regard to an issue about which reasonable people differ, they have already failed the critical thinking test. That stance certainly has been the substance of much Covid messaging.
Number two: How good are the reasons? Many of my students can brainstorm on their own the characteristics of good reasons: clear, true, logical, objective, and important. In the Covid context, untrue reasons include arguing on the basis that novel, experimental injections are certainly (100 percent or 95 percent) “safe and effective.” Moreover, the demand by pharmaceutical companies to receive complete legal protection from any liability belied this claim of safety.
Along with that, it was not logical to endanger people with potentially serious health harms from experimental injections or to withhold from them medical care in the name of protecting them, as happened during the lockdowns.
Number three: How good is the evidence? For the purpose of learning critical thinking about statistics, a number of books explain common forms of statistical deception and error. The classic book How to Lie With Statistics, along with the more recent book by Joel Best Damned Lies and Statistics, show how such dubious statistical data is often created or else badly interpreted.
In a Japanese book, Shakai Chosa no Uso (The Lies of Social Research), Professor Ichiro Tanioka reveals that government statistics also are often deceptive and simply serve the interests of bureaucrats and politicians, either by magnifying a problem to justify government policies and funding or by making a government program appear to be successful. Since many people are easily impressed by number data, he comments that more than half of all social science research is garbage, a problem compounded when the data is then referenced by the mass media, activists, and others.
Since the earliest days of the Covid panic, statistical chicanery has been conspicuous, including Neil Ferguson’s now-infamous predictions of millions of deaths without lockdowns. Norman Fenton exposed a number of statistical confusions in the UK’s national statistics in regard to Covid. As another example, Pfizer’s claim of 95 percent Covid vaccine efficacy was based on its own shoddy research using the PCR tests. However, few in the Covid-messaging mainstream bothered to look into the statistically shaky basis for this claim. They simply parroted the “95 percent.”
Number four: Are any words unclear or used strangely? A number of words took on unclear, strange, or inconsistent meanings during the Covid panic. One notable example was the word safe. In the case of the experimental Covid injections, the term evidently could accommodate a wide variety of serious side effects and a considerable number of deaths.
However, in other contexts, an extreme, all-or-nothing concept of safety came into play, as in the slogan “No one is safe until everyone is safe.” This slogan makes as much sense as shouting, during the sinking of a passenger ship, “If everyone is not in the lifeboats, then no one is in the lifeboats.” Nevertheless, this nonsensical mantra was on the lips of many in the corporate media, in order to insist on policies like universal Covid vaccination.
Interestingly, this absurd concept of safety is actually one of the items in The Ennis-Weir Critical Thinking Essay Test, which I made use of in my teaching and research (The test and manual can be downloaded for free). The test focuses on a fictional letter to a newspaper editor arguing for a total ban on overnight street parking in a certain city. The test-taker’s job is to evaluate the various arguments in the letter, one of which asserts that “conditions are not safe if there’s even the slightest possible chance for an accident.”
Of course, such a view of safety could lead to the ban of almost anything with the slightest element of risk. To illustrate this, I pretended to trip on a student desk in class. Then I would insist that the accident showed that “teaching is too dangerous” and leave the classroom briefly. There is very little in life that is really “100 percent safe.”
Another conspicuous misuse of terminology has been referring to the Covid injections as “vaccines,” since the novel mRNA technology does not fit within the traditional definition of a vaccine. A more accurate designation would be “gene therapy,” since the injections influence the expression of the body’s genes, as Sonia Elijah and others have pointed out.
In order to allay public anxieties and avoid the necessity of testing their injections for possible toxic gene-related side effects like cancer, the familiar, user-friendly term vaccine was chosen. Then when the “vaccines” were obviously failing to prevent Covid infection, as vaccines are normally expected to do, the public was suddenly offered a new definition of a vaccine –something that does not prevent infection at all but simply ameliorates the symptoms of disease.
Number 5: Are there any other possible causes? People often arbitrarily attribute phenomena to causes that they wish to implicate. However, multiple causes may be to blame, or the real cause may actually be something entirely different. For example, many have been blaming human-generated CO2 for the high temperatures this summer, but other possible causes have been identified, such as an increase in atmospheric water vapor from underwater volcanic eruptions.
In regard to Covid causation, John Beaudoin discovered evidence of widespread fraud on death certificates in Massachusetts, in response to pressure from public health officials wanting to inflate Covid death figures. Hundreds of accidental deaths and even Covid vaccine deaths were counted as resulting from Covid.
Looking at the UK’s national Covid death statistics, Norman Fenton discovered a similar problem. Only around 6,000 people actually died from Covid alone, a mere four and a half percent of the total number of supposed “Covid deaths.” The rest had other serious medical conditions as possible causes of death. If a person tested positive on a PCR test after hospital admission, even someone fatally injured in a traffic accident could be counted as a Covid death.
In another example of wrong-headed thinking about causation, elements of the mainstream news media and certain “experts” credited the initial relatively low numbers of Covid hospitalizations and deaths in Japan to the practice of universal masking here. Unfortunately for that theory, soon afterwards Covid cases and hospitalizations shot up dramatically in Japan, making the “saved-by-masks” explanation difficult to maintain. Nevertheless, many officials and media outlets had decided early on that they believed in masks, regardless of what the evidence and common sense had to say.
Number six: What are the basic assumptions and are they acceptable? An assumption is an underlying, unstated belief that often goes without challenge and discussion. Recently I encountered a false assumption when I decided to stop wearing a face mask in class at my university. This met with the displeasure of one of the higher-ups, who called me in for a chat. He insisted that my unmasked face was making my students uncomfortable in class. He was assuming that they felt this way about it, so I decided to do an anonymous survey to find out their real feelings. To my surprise, only one student in all of my classes objected to my going maskless. The rest preferred that I teach without a mask or else expressed indifference.
Adherents of the mainstream Covid narrative accepted as axioms dubious ideas such as these:
- Viral epidemics can and should be halted by extreme measures bringing great suffering on large numbers of people.
- The threat of Covid infection supersedes human rights such as the rights to work, to commune with other human beings, to express opinions freely, etc.
- Facial masks prevent Covid transmission.
- Facial masks do no significant harm.
These assumptions have been ably debunked by many articles at Brownstone Institute and elsewhere.
Thus from the beginning the mainstream Covid narrative has failed to give persuasive responses to any of these questions. In light of that, it is remarkable that there are still many people who endorse the original Covid measures and messaging. Especially in times like these, more people need to employ critical thinking to become less gullible and more skeptical of widespread ideas and influential entities, including those usually branded as reliable. They neglect to do so at their own peril.
Author
From the Brownstone Institute
Pubmed is a government aggregator site for peer-reviewed research.
Recently, a search on Pubmed using the search terms “COVID-19 vaccines” revealed a shocking trend. So, what did I find?
There are literally thousands of peer-reviewed studies on vaccine hesitancy and how the government can overcome it. In sum, there are over 6,000 such studies on Pubmed. A more narrowly focused search on endnote pulled up about 1,250 studies. These studies have a wide range of topics, but most focus on which groups of people are vaccine-hesitant, statistics on these populations, as well as how to overcome vaccine hesitancy through propaganda, censorship, the law, and behavioral control.
The fact is that our government, governments from around the world, the WHO and UNICEF have spent billions of dollars in a misguided attempt to try to figure out how to make people take (coerce, compel, and entice) these experimental medical products (COVID-19 vaccines). This was clearly a coordinated effort.
This monumental worldwide effort to manipulate beliefs has eliminated informed consent. Informed consent is the idea that a person must be given sufficient information before making decisions about their medical care. Pertinent information includes risks and benefits of treatments, the patient’s role in treatment, alternative treatments, and the person’s right to refuse treatment. When people cannot get reliable safety information on whether to take an experimental product or any medical product, when they are being coerced and are not informed of important safety considerations, informed consent is gone.
Of particular concern is the vaccine hesitancy clinical trials that are specifically designed to see what types of propaganda, nudging, computational propaganda, and behavioral modifications work best to elicit compliance from entire populations. In funding such studies, the government and worldwide leadership have endeavored to eliminate informed consent.
Remember, the US only has Emergency Use Authorized COVID vaccines available. These products have not had to go through the rigors of the clinical trial process to receive full licensure. Of course, much of what has been labeled as misinformation over the past three years has been proven to be truth. People were not allowed to know the truth through propaganda, censorship, and coercion.
These studies have been bought and paid for mostly by the US government, UNICEF or NGO/astroturf organizations working on their behalf.
This is basically taxpayer-funded market research to garner compliance for the COVID-19 vaccine rollout. Marketing research and methods to coerce large populations by the US government for the likes of Pfizer and Moderna.
So, Dr. Mandy Cohen, the Director of the CDC is right. These experimental vaccines have been studied more than any vaccine in history – to ensure 100 percent uptake by the global population.
Below is a recent paper, whose authors work for the Health and Human Services – our government.
From the Abstract:
“the US Department of Health and Human Services launched the We Can Do This public education campaign in April 2021 to increase vaccine confidence.
The campaign uses a mix of digital, television, print, radio, and out-of-home channels to reach target audiences…
The size and length of the Department of Health and Human Services We Can Do This public education campaign make it uniquely situated to examine the impact of a digital campaign on COVID-19 vaccination, which may help inform future vaccine communication efforts and broader public education efforts.
These findings suggest that campaign digital dose is positively associated with COVID-19 vaccination uptake among US adults; future research assessing campaign impact on reduced COVID-19–attributed morbidity and mortality and other benefits is recommended. This study indicates that digital channels have played an important role in the COVID-19 pandemic response.
Digital outreach may be integral in addressing future pandemics and could even play a role in addressing nonpandemic public health crises.”
Re-read that last sentence again. Not only did the US government (HHS) have a huge campaign to program our minds during COVID to increase uptake of the “vaccine;” they are now planning how to use this “Digital outreach” for non-pandemic purposes…
This campaign was bombarded the American people with propaganda, paid for by the US Government. From the article:
The We Can Do This campaign aims to influence COVID-19 vaccine confidence and uptake through the dissemination of advertisements (eg, 30-second videos and static images with text) that address key attitudinal and behavioral constructs relevant to these outcomes across a mix of traditional and new media channels. These channels include television, radio, and print media; site direct (digital advertising directly purchased on websites), programmatic (digital advertising purchased through automated marketplace platforms to reach audiences across a range of websites, apps, and platforms), and paid social media (advertising bought directly on social media platforms) advertisements; earned media; partnerships; and influencer engagement. To reach diverse audiences, the campaign has engaged simultaneously with the general population and with specific racial and ethnic audiences through tailored communications in more than 14 languages, including English and Spanish.
Between April 5 and September 26, 2021, according to Nielsen Digital and Total Ad Ratings (see Multimedia Appendix 1), the campaign is estimated to have reached more than 90 percent of US adults an average of 20.9 times across measured television and digital channels (Nielsen Digital Ad Ratings, unpublished data, 2021). In addition to the campaign’s national reach, it also delivered extra ads to markets, zip codes, and population segments with higher proportions of vaccine-hesitant adults and higher COVID-19 prevalence. As the vaccination uptake rate varied across designated market areas (DMAs), the campaign also took vaccination rates into account when deciding where to deliver these extra ads to help encourage first-dose vaccination.
This campaign not only utilized propaganda, it is also used known neuro-linguistic programming techniques, such as repetitive messaging.
They then did a large clinical trial to see how these techniques affected people’s decision to get the mRNA “vaccine.” The results showed that this huge propaganda campaign was hugely successful in getting people to take the jab.
The problem with propaganda and censorship is that the use of such by governments and world leaders is that it is a slippery slope.
As documented in the paper above, our government leaders now know that the use of such tools was successful in increasing vaccine uptake. The administrative state is only going to increase their use of such techniques during the next health crisis. Climate change or gun violence seem logical choices for more governmental propaganda and censorship.
Yep – there is good evidence that the government is paying for studies such as these:
Finally, the public is waking up to these tactics. As the experimental vaccines failed, the masks were again documented to not work, the economic impact of the lockdowns was exposed and school age children now show cognitive declines from school closures, much of the public is skeptical and untrusting. This is a good thing. This is progress for the people, for our country.
The administrative state will not give up easily; they are only going to increase their use of these behavioral modification tools, propaganda, and censorship. But next time, they will have a bigger fight on their hands.
Republished from the author’s Substack
Author
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