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Book Review #8 – The Path to Greatness

The Path to Greatness by Brian Shaw is an autobiography about his journey to becoming the 2011 World’s Strongest Man, the year he finally achieved his lifelong dream. This was the first autobiography I’ve read as part of my new reading habits, and I really enjoyed it.

Shaw does a fantastic job showing the struggles behind his athletic career, from his early days as a basketball player to the physical and emotional challenges he faced while transitioning into strongman competition. After realizing basketball wasn’t his true path, he committed himself to an intense training schedule and made many sacrifices in pursuit of greatness.

Before winning the World’s Strongest Man title, Shaw trained in an abandoned grocery store next to a gym — a true testament to his dedication. His first major setback came at the 2010 World’s Strongest Man competition, where he narrowly lost to his rival, Zydrunas Savickas of Lithuania, due to a small technical error when a sandbag slipped from his hands during a race. That mistake cost him the championship when both men were tied for first place.

Instead of letting the defeat break him, Shaw used it as motivation to push himself even harder, ultimately claiming victory the following year in 2011. His story is one of grit, perseverance, and relentless hard work. Brian Shaw stands as a true role model for anyone striving to achieve something extraordinary, and even though he’s now retired, I’m certain we’ll continue to see great things from him in the years to come.

Book Review #7 – The Mind of the Strategist

Introduction

The Mind of the Strategist – The Art of Japanese Business by Kenichi Ohmae is a classic business book from the 1980s that explores how Japanese companies approach strategy. While it’s dense and at times academic, it’s packed with timeless insights and practical examples. One that stands out to me is a simple yet powerful flowchart for decision-making—a tool that still holds relevance today. Overall, it’s a fantastic read and well worth your time.

Taiichi Ohno’s Influence

Throughout the book, Ohmae frequently cites Taiichi Ohno, the legendary founder of Toyota’s production system. I’ve always admired Ohno for his commitment to the just-in-time method and for setting the standard of excellence that Toyota is still known for today. His example serves as a cornerstone of Ohmae’s discussion of strategy.

The Flowchart

One of the book’s most practical contributions is a decision-making flowchart. It guides leaders through whether they should hire more talent, double down on marketing, innovate with new products, or pursue other options. Combined with Ohmae’s 2×2 decision matrices, this framework is something I believe every company should revisit monthly to check whether they’re truly on the right path. The brilliance here is that—even four decades later—the advice still applies.

1980s References and Predictions

The book isn’t always the easiest read. Written in Japanese, then translated for English audiences, it was originally intended for Japanese business students. Still, the historical context makes it fascinating. Ohmae discusses shipbuilding, radio, and photography as “industries of the future” and, remarkably, many of his predictions came true.

For instance, he warned that semiconductors would become highly capital-intensive and that the U.S. should avoid outsourcing them. Fast forward 40 years, and semiconductors are at the heart of global tensions, with Taiwan at the center of U.S. defense policy and the US completely reliant on its overseas partners for semiconductor chips.

He also predicted that American companies’ reliance on cheap overseas labor would produce low-quality, mass-market goods—while long-term success would demand high-quality production and advanced technology. U.S. goods saw quality cuts in recent years, while China invested heavily in its industrial capacity, capturing profits that American companies forfeited. Meanwhile, Japan doubled down on quality in sectors like video games and electronics, fueling its “economic miracle” from the 1960s through the 1990s.

Marketing

Another key theme throughout the book is the importance of marketing. Ohmae returns to it again and again, often placing it above process improvements (aside from his praise of Ohno’s innovations). For him, marketing isn’t just a department—it’s a central pillar of strategic thinking.

Conclusion

In short, The Mind of the Strategist is a challenging but rewarding book. It blends timeless strategic frameworks with eerily accurate predictions about the global economy. I highly recommend it to entrepreneurs, business students, and anyone serious about strategy.

Book Review #6 – The Simple Path to Wealth

This book can really be boiled down into a handful of key ideas, so I’ll do just that.

What I Agree With

  • Buy and hold index funds.
    • VTSAX (Vanguard Total Stock Market Index Fund) – hold it until you die.
    • VBTLX (Vanguard Total Bond Market Index Fund) – hold it until you die.
    • Use a mix of both. The rule of thumb: hold 100% VTSAX until age 25, then shift 2% per year into VBTLX. By 50, you’ll be 50/50. This provides long-term growth with a smoother ride.
  • 401(k)s have drawbacks.
    The author gets pretty detailed here, but my take: use a traditional or Roth 401(k) and always max your employer match. Beyond that, individual ownership is fine.
  • Avoid debt like the plague.
    Pay off anything above 5% interest immediately. Below 5% is a personal risk/reward choice.
  • Avoid lifestyle inflation.
    As your income grows, increase your savings rate before your spending.

What I Disagree With

  • Saving 50% of income.
    The author suggests saving half your earnings to stay financially secure through crashes or crises. In today’s world, I find that unrealistic. For instance, the cheapest rent near me is $1,500/month in a rough neighborhood far from work. I’d rather pay $2,000/month for a safe, close location—it saves me 20 minutes a day and peace of mind. On a $82,000 salary, that’s nearly half my take-home pay after taxes and insurance. A more realistic target is 10–20% savings if you’re disciplined.
  • Living off scraps.
    The book leans toward extreme frugality. I believe life is short and uncertain—you never know when your time is up. Saving 10–20% consistently is enough. Beyond that, spend your money where it brings you real value—like travel and experiences.

Points to Add

  • Financial stability also comes from investing in yourself—education, skills, and becoming more valuable to society. Wealth doesn’t just come from pinching pennies and investing; it also grows with the value you create.

Conclusion

As the title promises, this is a simple book with straightforward advice. Follow its core principles, adapt them realistically to your life, and you’ll set yourself up for financial success.

Book Review #5 – The Let Them Theory

Her Theory

The Let Them Theory by Mel Robbins explores the power of two simple phrases: “Let Them” and “Let Me.” Aimed primarily at women—given the female-centered examples—Robbins shares key moments in her life where she applied this mindset.

Her idea is straightforward: when someone does something that upsets you, remind yourself to “Let Them.” This practice shifts the focus away from trying to control others and back to what you can control—your own response. Instead of reacting with anger or frustration, you allow others to be who they are—angry, jealous, dismissive—and you reclaim control by choosing your reaction.

The companion phrase, “Let Me,” extends this practice. For example, if someone yells at you, let them. Then, let me remain calm and respectfully ask them to leave. By combining these two phrases, Robbins shows how we can remain centered in stressful situations, responding with clarity instead of lashing out.

My Takeaways

I really enjoyed this book. It provides a strong foundation for emotional stability and includes practical tips for navigating difficult interactions. The message is simple, accessible, and well worth the read.

That said, I did find the book heavily female-focused. Most examples came from Robbins herself, her female friends, or her daughter. While I believe the principles apply equally to men and women, I wished there were more examples from male perspectives or gender-neutral situations.

Still, the book succeeds in empathizing with the reader and helping us understand the emotions we all face in relationships. Overall, it’s an insightful, easy read that I’d recommend to anyone interested in personal growth and emotional resilience.

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Book Review #4 – How Democracies Die

American democracy has been called the “oldest continuous democracy in the world.” Steven Levitsky and Daniel Ziblatt’s How Democracies Die takes that idea head-on, warning that the system is under attack, fragile, and at risk of collapse. It’s a bold claim—and the book makes a compelling case. But here’s the problem: the more I read, the more I realized something the authors don’t want to admit. Our democracy hasn’t suddenly started dying. It’s been broken, corrupted, and incomplete from the very beginning.

1700s: The Founding Era

After the American Revolution, the U.S. entered what the book calls a “partial democracy.” And you know what? I agree. For its time, America really was the most democratic nation on Earth. But it was messy from the start. Early laws restricted government criticism, showing that even in this “golden era,” freedom wasn’t absolute. Democracy was being born, yes—but it was also being tested.

1800–1860: Division Before the Civil War

Here, the cracks widened. The North operated with real competition between parties, while the South was essentially a one-party authoritarian state run by wealthy white Democrats. The slavery debate pushed the country into chaos—fistfights in Congress, bitter in-fighting, and an unraveling of democratic precedent that culminated in civil war. Whatever order had existed, by the 1840s–1860s, it was gone.

1860–1880: Reconstruction

This era is often painted as a rebirth of democracy. African Americans voted in large numbers and even ran for office. That’s progress. But let’s not romanticize it. The South was under military occupation. Laws were enforced by Northern troops, making “democracy” in the South feel more like rule at gunpoint. Precedent returned in name, but in reality, democracy was fragile and uneven.

1880–1934: The Gilded Age and Jim Crow

The authors call this a flourishing period for democracy. I say: absolutely not.

  • In the North: Politics was corrupted by political machines and industrial barons. Men like John D. Rockefeller didn’t just build fortunes—they bought influence, bought politicians, and bent laws in their favor. Meanwhile, candidates were picked in “smoke-filled rooms” by party bosses. The authors argue this “saved” democracy by keeping extremists out. That’s laughable. If the people are rallying behind so-called extremists, it’s because the system has failed them—not because voters are too stupid to know better. The idea that elite cigar-smokers saved democracy is insulting.
  • In the South: Democracy barely existed at all. Jim Crow laws, poll taxes, and the terror of the KKK made sure white supremacy ruled. Sure, elections were held—but only for white voters. To call this democratic is to erase the experiences of millions of immigrants, Black Americans, and non-white citizens who were systematically locked out. For them, America was a weak democracy at best but closer to an oligarchy in reality.

1934–1980: Roosevelt and Beyond

Then came Roosevelt, and here’s where I part ways with the book again. The authors criticize FDR as undemocratic. I see him as one of the most democratic presidents since Washington.

He was elected by massive margins. He reshaped the economy, created the middle class, guided us through WWII, and oversaw what became the most prosperous period in human history. Yes, he made mistakes, but under his leadership America achieved something no other country had ever done: decades of unprecedented prosperity.

Of course, it wasn’t perfect. Jim Crow still plagued the South, and entire communities remained locked out of the “American Dream.” So I can’t call it fully democratic. But for the average American who finally saw upward mobility, this was an era of real progress.

1980–Present: Polarization and Decline

From the 1990s forward, politics took a sharp turn. Extremism became front-page news. Media amplified division. Both parties leaned harder into tribalism. By the time Donald Trump entered the scene, the stage was set for a figure who could ride that chaos to power.

Levitsky and Ziblatt argue Trump is an existential threat to democracy. But here’s my counter: what democracy?

Look back. From censorship in the Founding era, to Southern one-party rule, to robber barons buying Congress, to smoke-filled rooms, to Jim Crow, America’s democracy has been fractured, compromised, and exclusionary from the very beginning. Trump is not some unprecedented monster breaking a pristine system. He’s just another chapter in a long, messy, deeply imperfect story.

If our democracy survived all of that, do we really think one 70-year-old man can single-handedly end it? I don’t.

Final Thoughts

How Democracies Die is a powerful book, but it tiptoes around the elephant in the room: America’s democracy has always been flawed, fragile, and uneven. Yes, Trump tested the system. But ask yourself this—can someone really destroy something that was never whole to begin with?

That’s the uncomfortable truth this book avoids. And that’s the question I’ll leave you with:
Have we ever truly lived in a democracy at all?

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Book Review #3 – Convince Them in 90 Seconds by Nicholas Boothman

When Nicholas Boothman walks into a room, you notice three things in order: his shiny red shoes, his well-tailored suit, and finally, his warm smile. Instantly, your impression of him is positive—and his book teaches you how to create the same effect.

There’s always that one person who can light up a room, make everyone smile, and build instant connections. I’ve often wondered how they do it. Sometimes, I’d even question their motives, but I couldn’t deny their ability to captivate people immediately. Boothman breaks down this skill, showing how first impressions—shaped by appearance, tone of voice, and the very first words you use—set the foundation for any relationship, professional or personal.

Drawing from his background as a fashion photographer and his early experiences in marketing with Muldoon, a savvy adman, Boothman redefines how we should think about human connection.

My key takeaways from this book:

  1. Smile more. I sometimes forget how I come across to others, and without realizing it, I may project a poor attitude. Boothman’s technique of repeating the word “great” three times genuinely lifted my mood and reminded me to smile more often—which makes it easier to connect with others.
  2. Dress with intention. For years, I didn’t care much about what I wore. But I’ve learned that neglecting appearance can send the wrong message, especially in professional settings. Dressing well isn’t vanity—it’s communication.
  3. The 70–20–10 rule. Boothman explains that 70% of first impressions are based on appearance, 20% on tone of voice, and only 10% on actual words. This turned my perspective upside down. I used to obsess over what I said, forgetting that how I looked and sounded mattered far more.

Anyone looking to advance their career, strengthen relationships, or simply improve how they present themselves should read this book. Boothman makes the science of connection accessible, practical, and—most importantly—immediately usable. It has already made a difference for me, and I believe it can for you too.

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Post #8: Pre-College Curriculum

Pathways Available

Students in the pre-college program are organized into classifications first, and then into pathways. This structure ensures that students in the same pathway remain together throughout high school while still engaging with peers across their classification and occasionally with the larger pre-college group.

Engineering
Structural engineering, computer engineering, aerospace engineering, mechanical engineering, electrical engineering, robotics, chemical engineering

Mathematics and Applications
Physics, mathematics, chemistry

Business
Business analytics, IT, supply chain, economics, strategic management, accounting, finance, marketing, sales, human resources

Liberal Arts
Foreign language, pre-law, history, preparation for college-level teaching

Medicine
Pre-medical studies

Admissions Requirements

Students must maintain at least a 3.0 GPA throughout middle school or receive special permission from the dean.

Freshman Year (9th Grade)

All students in pre-college take a shared set of courses during their first year. This year condenses the majority of eighth-grade material and the entirety of ninth-grade content from today’s system into one accelerated curriculum.

Freshman year functions as a “weed-out” stage, designed to challenge students’ capacity for memorization and higher-level concepts. Only those who demonstrate the ability to handle this rigor will continue. Straight A’s are rare, even for high-performing students. Pathway-specific classes do not begin until later.

Sophomore Year (10th Grade)

By sophomore year, students divide into categories but not yet into specific pathways. For example, mathematics and engineering students will share certain classes, though some courses may overlap with medicine. Business and liberal arts students will follow a similar pattern.

This structure allows flexibility for students who wish to switch categories. At the end of the year, each student chooses a pathway. By this point, students will have completed the equivalent of tenth grade and half of eleventh grade in today’s system, thanks to the faster pace.

Schedules run from 8:00 AM to 4:00 PM each day.

Junior Year (11th Grade)

In their junior year, students split fully into their pathways. About 10 percent of courses involve all pre-college students, 40 percent are category-specific, and 50 percent are pathway-specific.

This is when specialized, hands-on learning begins. Engineering students use real tools and labs, pre-med students study biochemistry, and pre-law students conduct mock trials.

Every junior participates in both an SAT preparation class and a college admissions preparation class, held from 4:00 to 5:00 PM daily. This extends the school day to 5:00 PM but replaces the time many students would otherwise spend on outside tutoring or college applications. By the end of junior year, every student completes their college applications, freeing the summer for work, further study, or rest.

Senior Year (12th Grade)

Senior year focuses intensely on each student’s pathway, while also ensuring practical readiness for adulthood. The schedule returns to 8:00 AM to 4:00 PM, though many students stay later for research or extracurricular activities.

In addition to pathway courses, seniors take life skills classes such as cooking, personal finance, and civic literacy. The goal is to provide broad, essential knowledge without reducing focus on advanced academic preparation. All students completing civic literacy will also register to vote.

Sports and Physical Education

Each school day includes a 30-minute physical education period. Students alternate between eating lunch and exercising, ensuring that everyone gets both. The PE program follows a consistent weekly routine: three days of weight training and two days of cardio. This structure encourages students to build lifelong habits of fitness and wellness.

College Preparation

During the final semester of junior year, all students complete a guided college admissions class. Instructors introduce students to a variety of colleges, help them select a balanced list of reach, match, and safety schools, and teach them to navigate the admissions process with confidence.

This systematic approach reduces the guesswork that often leads students to apply based only on cost or amenities. Instead, they learn how to choose colleges that fit their strengths and ambitions.

What Happens if a Student Fails Out?

Pre-college programs are intentionally rigorous. Not all students will succeed, and that is part of the design. Much like how only 75 percent of first-year engineering students at Purdue continue past their first year, pre-college will demand resilience.

Failure does not mean the end of opportunity. Students who leave pre-college can still pursue vocational training or general education pathways that lead to rewarding careers. Second chances and exceptions will exist, but the primary goal is to provide the right education for each student rather than force everyone into the same mold.

Transfers from General or Vocational Schools

Students may transfer into pre-college up until the beginning of sophomore year.

  • Transfers at the winter semester must complete an accelerated “crash course” over the break.
  • Transfers at the start of sophomore year must attend intensive summer school to catch up.

After this point, transfers are allowed only with principal approval.

State Elite STEM Pre-College (SES)

Each state will host at least one State Elite STEM Pre-College school. These institutions admit only sophomores through seniors and focus exclusively on mathematics and engineering.

SES schools function as public boarding schools with advanced resources, research opportunities, and rigorous programs rivaling private prep schools. Admission is merit-based and free, ensuring access for gifted students regardless of family income.

Access for Students Without a Local Pre-College

Students in areas without a pre-college option may:

  • Apply to SES schools and attend as boarders.
  • Join a host family program, where local families volunteer to house pre-college students in exchange for compensation and regular inspections.

This ensures that qualified students, even in rural areas, have access to pre-college education.

Post #6: Vocational School Curriculum

Pathways Available

Vocational school is organized by classifications, which then break down into pathways. This way, students in the same pathway stay together throughout high school while still sharing classes with others in their classification and across vocational school.

Example Pathways include:

  • Trades:
    • Electrician, welder, plumber, HVAC, mechanic
  • Education:
    • Vocational education, general school educator
  • Medical:
    • CNA, phlebotomist, EMT
  • Civil Service:
    • Firefighter, police officer
  • Culinary:
    • Chef
  • Certificate Programs (like a “minor” in college):
    • Entrepreneurial, analyst, or other specialty certificates

Admissions Requirements

To enroll, students must pass at least one class in their desired classification during middle school.

Freshman Year (9th Grade)

For vocational students, the freshman year looks almost identical to general school. Students study enough math, English, and other academics to either stay in vocational school or transfer to pre-college later if they choose.

Ninth grade is about exploration. Students remain together as one body, not yet separated by pathway. About 80% of their classes are standard academics, while 20% introduce them to pathway options. This balance gives students the chance to change direction if needed.

Sophomore Year (10th Grade)

Tenth grade is when students officially step into their chosen pathways. About half of their classes are now pathway-specific, while the other half covers subjects like English, history, civil literacy, basic statistics, and law. Most pathways will also include a workplace safety class.

To advance, students must pass a standardized exam in their pathway. These exams vary by field and only cover information directly relevant to the work students will be doing. Some even involve hands-on testing. The purpose of the exam is to signal to employers that these students meet the minimum knowledge required to be on the job site. Passing earns a probationary work certificate, qualifying them for an apprenticeship. Students who don’t pass can repeat the grade once, but failing twice transfers them to general school.

Over the summer, sophomores prepare for apprenticeships by creating resumes, practicing interviews, and learning workplace basics with the help of their teachers. Schools partner with local unions and businesses to ensure positions are available, and students are given strong support throughout the process.

Junior Year (11th Grade)

By junior year, students begin working—some start as early as the summer, while others begin within the first month of school. They’re allowed up to 24 hours of work per week during the school year, with a minimum of 12. Classes run 4 to 6 hours a day, leaving time for work, sports, and other activities.

The goal is to teach students work-life balance early while also preventing them from feeling “trapped” in the wrong job later. The income they earn can also make a real difference for families who are struggling.

In addition to their pathway courses, juniors take financial literacy, home and management skills, and law. They also complete an optional certification program—such as a second language or an entrepreneurial certificate—and learn practical skills like writing invoices, setting up a basic business, and avoiding industry scams.

Students use their real pay stubs to calculate the cost of living, practice budgeting, and understand debt avoidance. Investments are also introduced, giving them the tools to grow wealth safely. By year’s end, students must pass their driver’s test and secure a certification sponsorship from their employer.

When juniors finish, they walk away with savings, a driver’s license, a certification, and real work experience.

Senior Year (12th Grade)

Senior year builds on junior year. Students continue classes for advanced law, finance, management, and technology, but their schedules are lighter—2 to 6 hours of school and 2 to 6 hours of work daily, for a total of 16–32 hours per week.

The main focus is transitioning into full-time employment. By graduation, students will have two years of work experience, a certification, savings, and ideally a job offer.

Earning More, Owing Less

In today’s system, students often take on debt for certifications while juggling low-paying jobs and limited work hours. My system changes that by giving students paid apprenticeships starting as early as the summer before Junior Year.

Even with modest hours, a middle-income student working 12 hours per week junior year, 32 hours in the summer, and 18 hours per week senior year could graduate with over $20,000 earned—enough for rent, a used car, and an emergency fund.

Now let’s look at the other end of the spectrum. Suppose a student works the maximum allowed hours: 32 hours per week in summer before Junior year, 24 hours per week in junior year, 32 hours per week in the summer, and 32 hours per week in senior year. At $15 per hour, that student would graduate with roughly $34,000 in earnings. That’s a life-changing amount for a teenager. It means they could cover their living expenses, buy a reliable car, set aside an emergency fund, and still have money left over to invest or save toward future education.

This system doesn’t just prevent predatory debt—it gives students a financial foundation before they ever leave high school.

What if a program isn’t offered locally?

If a desired program isn’t available, students can apply for government sponsorship to complete certification elsewhere while still attending their local vocational school.

Who will hire students?

Local businesses will be the primary partners. By taking on apprentices, they gain a say in how students are trained. Educators in pathway-specific subjects will also spend a few weeks each summer training with partner businesses, keeping curriculum aligned with industry needs.

This creates a win-win: businesses help shape education while gaining future employees, schools strengthen curriculum, and students secure apprenticeships.

Pay Structure

Student pay mirrors the system outlined in the General School Curriculum (Post #5). In short:

  • Students from lower-income families receive state minimum wage plus government subsidies up to the area’s effective starting wage (AESW).
  • Middle-income students receive minimum wage plus partial subsidies.
  • Higher-income students receive only minimum wage.

This ensures students from lower-income households get the most support while still incentivizing advancement after graduation.

Sports

As explained in Post #5, sports programs will be shared across general, vocational, and pre-college schools depending on the size of the area. Facilities and teams will be divided across schools, spreading costs while giving students more athletic opportunities.

Entrepreneurial Program

One question I often get is: why not have an entrepreneurship program? The answer is that we do, but it’s grounded in reality. Most young entrepreneurs start through the trades or with a small business. The purpose of this program isn’t just to hand out a certificate, but to prepare students with both the knowledge to run a business and the practical skills to keep them employable if their first venture fails.

Being a business owner comes with risk. If a student has the drive to pursue entrepreneurship, that’s fantastic—we’ll give them the knowledge and experience to back it up. And if their first business doesn’t succeed, they’ll still have certifications, work experience, and a solid education to fall back on until they’re ready to try again. Job security comes first, and entrepreneurship builds on top of that.

The entrepreneurial certification program focuses on real-world practice. Students will help run essential school operations like the lunch program and may even launch small businesses within the school itself. They’ll gain experience with accounting, negotiation, marketing, and more. They’ll also have opportunities to advertise through the school newspaper and test their ideas in a supportive environment.

This program doesn’t just prepare students to be business owners—it gives them transferable skills in management, problem-solving, and financial literacy that will serve them well no matter what path they take.

Adaptations with General Schools

In smaller or rural districts, vocational and general schools may share classes. Freshman and sophomore core classes like English and history can be combined. Districts may also adopt split schedules, or in very small areas, merge both schools into one. While this might reduce quality somewhat, it still offers more opportunities than the current system.

Vocational School Teachers

Unlike traditional teachers, vocational educators will not need a bachelor’s degree and a costly credential program. Instead, they’ll qualify with at least four years of work experience and the certifications they plan to teach.

After acceptance, they’ll complete a 1–3 month training program in lesson planning and pedagogy, followed by a year as a teaching assistant. This approach shortens the path, reduces debt, and ensures teachers bring real-world expertise to the classroom.

Conclusion

Vocational schools provide a pathway for students to gain practical skills, real work experience, and financial literacy—things the current system leaves to chance. By partnering directly with employers, these schools ensure education matches industry needs while giving students certifications and paychecks that matter.

For families in need, this system offers financial relief. For students, it offers independence, confidence, and direction. And for America, it builds a stronger, better-prepared workforce.

Post #5 – Rethinking High School: A General School Curriculum for Real-World Success

Introduction

The purpose of our education system should be to prepare young people not only for higher education but also for the realities of everyday life. For too long, our schools have emphasized standardized testing and abstract academics while leaving critical skills—like personal finance, workforce readiness, and family life—largely untouched.

General School is designed to fill this gap. It equips students who do not plan on pursuing college with practical knowledge, workplace experience, and essential life skills. This track does not close doors to future education, but it ensures that no student graduates unprepared for the challenges of adulthood.

Classifications and Pathways

Students enter General School through a classification, which represents a broad career field. Within each classification are pathways, which provide a more specific focus. Classmates remain together within their pathway while still taking shared courses with the larger classification and the entire school.

Some examples include:

  • Labor:
    • factory work, construction, management, supply chain
  • Food Industry:
    • cooking, customer service, management
  • Hospitality and Service:
    • childcare, cleaning, receptionist
  • Teaching:
    • elementary or early childhood education

Importantly, there are no admissions requirements for General School. Every student who chooses this path has the opportunity to participate.

The Four-Year Journey

Freshman Year (9th Grade)

The first year eases the transition into high school while laying a foundation in English, mathematics, history, and electives. The focus is on real-world applications of these subjects. Students may have small adjustments to their schedule depending on their classification, but 90% of coursework remains consistent. This ensures that if a student later transfers to another pathway or school, they can do so without falling behind.

Sophomore Year (10th Grade)

By the second year, courses shift toward career-specific preparation. Students learn basic economics, civics, and essential life skills such as sewing, construction basics, and household management. Instruction includes healthy living and financial literacy, with an emphasis on saving money and building responsible habits.

At the end of sophomore year, students participate in a summer class requiring them to secure part-time work and a driver’s license. Those who successfully hold a summer job automatically earn top marks in this requirement.

Junior Year (11th Grade)

In 11th grade, work experience becomes a central part of education. Within the first month of the school year, students begin part-time jobs with carefully structured limits: a maximum of 24 hours per week and a minimum of 12. This balance allows them to earn real income while still focusing on school.

During the summer prior, each student meets with a counselor to plan work hours and select classes. Junior coursework revolves around financial literacy, taxes, and personal finance. Students use their actual pay stubs as learning tools—budgeting, tracking expenses, and applying classroom concepts to their real lives. This practice helps foster a culture of savings and financial responsibility, offering a practical solution to the debt crisis so many young adults face.

Senior Year (12th Grade)

By their final year, students should already have work experience, savings, a driver’s license, and a strong foundation in personal finance. Senior classes turn to practical life skills: woodworking, mechanics, cooking, nutrition, psychology, and childcare. For example, a course in “Home Psychology” prepares students for family life and healthy household relationships.

Seniors continue to work part-time—up to 32 hours per week—and must complete a senior project. This project requires them to secure employment or declare full-time parenthood by graduation. If a student cannot find work despite genuine effort, they may still graduate after completing a summer program focused on job readiness.

Who Hires These Students?

A central question is whether employers will be willing to hire high school students. General School addresses this through a tiered wage-support system.

  • Low-income families (bottom 30%): Students receive the state minimum wage from their employer, supplemented by a government subsidy that raises their pay to the county’s effective starting wage (AESW).
  • Middle-income families (30–75%): Students earn minimum wage, plus a subsidy covering half the gap between minimum wage and AESW.
  • Higher-income families (top 25% and above $150,000): Students receive only the employer’s minimum wage without subsidies.

This structure ensures that students from disadvantaged backgrounds are not locked into low-wage cycles, while also preventing unnecessary subsidies for affluent families.

Sports and Extracurriculars

Sports remain an important part of student life. Rural general schools will form their own teams, while areas with multiple school types—General, Vocational, and Pre-College—can share responsibilities for facilities and programs. For example, General Schools may host football and basketball, Vocational Schools may host swimming and wrestling, and Pre-College Schools may host golf and marching band.

This shared model distributes costs, expands opportunities, and ensures that every student has access to activities where they can thrive.

Why General School Matters

General School fills a long-neglected gap in our education system. It prepares students for the workforce without limiting their future opportunities, while also teaching skills that every citizen needs: managing money, paying taxes, running a household, and building financial stability.

For low-income families, it provides much-needed economic relief and a path to self-sufficiency. For society as a whole, it creates more financially literate, responsible, and capable adults who are less likely to struggle with debt or instability.

By rethinking high school in this way, we can prepare students not just for college or work, but for life itself.

Post #4: Middle School Curriculum

Post #4: Middle School Curriculum — Building Pathways with Purpose

Middle school students today spend most of their time in traditional academic subjects—math, science, English, and physical education. While this broad, liberal arts-style education aims to prepare them for the future, it often overlooks a critical reality: middle school is one of the most challenging phases of development.

These students are navigating puberty, new social pressures, and an entirely different environment than they’re used to. Despite this, we expect them to sit still and absorb abstract knowledge with little connection to their everyday lives. These are formative years, and instead of offering support and direction, our current system leaves many students disengaged. If we want a better future for our country, we have to do better with how we prepare its future citizens.

A Curriculum That Involves the Student

In the 6th grade, typically when students are 11–12 years old, we begin transitioning from standard academics to more hands on, experience-based learning. This year serves as a bridge, helping students adjust while introducing them to new ways of thinking and learning.

By 7th grade, students will rotate through a range of industry-themed classes designed to reflect real-world fields. These will include:

  • STEM (Science, Technology, Engineering, Math)
  • Trades (such as carpentry, mechanics, and electrical work)
  • Liberal Arts (culture, literature, foreign language, and philosophy)
  • Medical Fields (health sciences and biology)
  • Service Industries (culinary arts, hospitality, and customer service)

At the end of the year, students will receive feedback on their performance in each category. Based on their strengths, interests, and academic results, they’ll be invited to choose a pathway to focus on more deeply in 8th grade. Over the summer, students will meet with school counselors to build their own personalized schedules. While they’ll still take a few classes outside their primary track, the majority of their time will be spent exploring their chosen field in more depth.

This system encourages flexibility and exploration. Switching pathways during 8th grade will be normal and even encouraged. In fact, repeating 8th grade will become more common—not as a failure, but as a chance to refine goals and build confidence. At the end of 8th grade, students will take a standardized assessment alongside receiving final grades. These results will determine high school placement.

Physical Education: Learning Through Movement

In this new model, physical education will focus on introducing students to a wide variety of sports. Every two weeks, they’ll learn a different sport, along with how to train and condition specifically for it. This structure highlights the diversity of physical activity and helps students discover which sports align with their individual strengths and interests. It shifts the focus from performance to participation and discovery.

Mathematics: From Theory to Application

The core content of middle school math will remain, but how it’s taught will change dramatically. Instead of abstract formulas on a whiteboard, students will learn math through real-world projects. For example:

  • Geometry concepts will be taught through woodworking or drafting.
  • Algebra will be introduced through budgeting and accounting.

This approach reinforces math skills with hands-on experience, making it easier for students to understand and retain complex ideas. When students can connect a formula to a physical task, their ability to recall and apply that knowledge improves dramatically. By tying math to practical outcomes, we make it both accessible and meaningful.

Science: Out of the Classroom, Into the World

Science education in middle school is often dry and underfunded. To spark real interest, we must take science out of the textbooks and into the field:

  • For biology, let’s take students to farms, nature preserves, or conservatories.
  • In physics, hands-on labs should be the norm, not the exception—just like in college.
  • Earth science should include local fieldwork, like studying regional geology or visiting nearby mines.

I still remember a high school chemistry lab where we calculated the heat energy in a single Cheeto. That creative, memorable moment stuck with me—and we need more of them. With proper funding and a commitment to interactive learning, middle school science can become a launching pad for future researchers, engineers, and medical professionals.

English Language Arts: A Solid Foundation

English classes will incorporate literature, writing, civics, and history in a more integrated way. This blended approach reflects how these disciplines naturally complement each other. While not much will change structurally, this course will continue to help students develop critical thinking, communication, and literacy skills. Some students will love reading and writing, others won’t—but that’s okay. The goal here is to build a solid foundation for every student, no matter their interests.

Liberal Arts: Rebalancing the Focus

In the current system, middle school liberal arts centers around history and foreign language. Under the new structure, history and civics will be woven into English, and geography will be folded into science courses. Foreign languages, however, will be taught independently and offered as electives. While not mandatory, students who are interested—or who plan to pursue a high school pathway where language is emphasized—will have the chance to get ahead.

Conclusion: Turning Subjects Into Skills

Under this system, students won’t just say, “I like algebra.” They’ll say, “I enjoyed accounting.” That shift—from liking a subject to seeing its professional value—is exactly what we need. When students enjoy a class, they’ll understand how it relates to a career, not just a grade.

This mindset prepares students to enter the workforce with purpose. And if they decide to change careers later? They’ll have practical skills and a stable income to support that transition. We owe it to our youth to give them direction, opportunity, and a foundation they can build on—wherever life takes them.