My system is to be considered a system leading up, in a general way, to education. It can be followed not only in the education of little children from three to six years of age, but can be extended to children up to ten years of age.

Education must be increasingly concerned about the fullest development of all children and youth, and it will be the responsibility of the schools to seek learning conditions which will enable each individual to reach the highest level of learning possible.

Widening the talent pipeline sufficiently will require a generational commitment to teaching math and science, providing technical training, and mentoring young people of all backgrounds so they understand the full range of possibilities that a career in technology affords.

It takes a great deal of living to get a little deal of learning.

Literacy is, finally, the road to human progress and the means through which every man, woman and child can realize his or her full potential.

But the indeterminate future is somehow one in which probability and statistics are the dominant modality for making sense of the world. Bell curves and random walks define what the future is going to look like. The standard pedagogical argument is that high schools should get rid of calculus and replace it with statistics, which is really important and actually useful. There has been a powerful shift toward the idea that statistical ways of thinking are going to drive the future.