The rest, with very little exaggeration, was books. Meant-to-be-picked-up books. Permanently-left-behind books. Uncertain-what-to-do-with books. But books, books. Tall cases lined three walls of the room, filled to and beyond capacity. The overflow had been piled in stacks on the floor. There was little space left for walking, and none whatever for pacing.

We inculcate young people with the message that if they don't succeed, it is merely of their own doing. They should have worked harder, we say. They should have made better decisions. This message is especially present in communities of color.

I spent much of my childhood in northern Quebec, and often there was no radio, no television - there wasn't a lot to entertain us. When it rained, I stayed inside reading, writing, drawing.

I've had a lot of fun, and when I talk to kids in journalism schools, I say, look, I know what the journalism teachers tell you that this is a great way to perform public service and all that, but I say the main reason, if you decide what you want to do is be a reporter, the main reason you want to do it is because it's just so much fun.

But once we realize that people have very different kinds of minds, different kinds of strengths -- some people are good in thinking spatially, some in thinking language, others are very logical, other people need to be hands on and explore actively and try things out -- then education, which treats everybody the same way, is actually the most unfair education.

Education must enable one to sift and weigh evidence, to discern the true from the false, the real from the unreal, and the facts from the fiction.