“Man is a cell-phone-speaking animal.” By this means almost the whole world is available to us anywhere we are, any time of day or night. The principal drawback to this capacity is that we seldom hear what is immediately around us as we are busy talking to someone in Kansas City or Berlin. . . . Fr. Schall on man as a rational animal. . . . [more]

In the time since Congress passed, and President Barack Obama signed, the bill authorizing a sweeping federal takeover of health care, it has become clear that White House and congressional negotiators snuck in another federal takeover at the last minute. This takeover involved the massive student loan industry. Apart from the dubious merits of including this non-germane piece of education legislation in a health-care bill, the provision raises the specter of another aspect of the American economy coming under the control of federal bureaucrats. . . . Dr. Richard Brake, cochair of ISI’s National Civic Literacy Board, explains why increasing student aid has done nothing to reduce the costs of college—or to improve the quality of education. . . . [more]

If college graduates aren’t learning about concrete aspects of the American republic, what else might they be picking up “civics-wise” while on campus? In particular, how might the college experience impact the attitudes and opinions of graduates toward America in general—its ideals and institutions—as well as some of the perennial issues that have dominated American education, culture, and public policy over the years. . . . Dr. Richard Brake, cochair of ISI’s National Civic Literacy Board, reveals the startling results of ISI’s latest civic literacy report. . . . [more]

As democracy continues to democratize—that is, as it subjects society continuously and increasingly to its penchant for equality—it faces one fundamental and natural obstacle. Tocqueville identified this obstacle for us: “Intellectual inequality comes directly from God, and man cannot prevent it from existing always.” .... [more]

At first glance, there would seem to be much work awaiting the teacher and scholar of language in the twenty-first century. The powers that be are obsessed with the industrial pollution of water, land and air. The case seems to be clearer, or foggier, for pollution of language. . . . [more]