I’ve always enjoyed fixing things—a passion instilled in me by my father, a tinkerer, inventor, and small business owner. He taught me that if there’s a problem, you fix it. One of his favorite sayings was, “Can’t never did nothing.” From a young age, I learned that a negative mindset leads to negative results, and everyone has the ability to solve problems if they apply effort and intellect.

I watched my father live by this philosophy daily. He worked the second shift at a factory, a job he loathed. But when he was home in the evenings or on weekends, he was always working on a business idea or invention to free himself from the confines of factory work. There’s nothing inherently wrong with factory jobs; they just weren’t for him.

Eventually, he found success selling prefab sheds, mini barns, and cabins right from our front yard. The business grew until he could leave the factory job and focus on his venture full-time. The lesson was clear: “Can’t never did nothing.” My father chose to say, “I can,” and he made it happen. This entrepreneurial spirit, which has shaped America, is something I’ve inherited.

Throughout my life, I’ve encountered countless problems, as we all do. Thanks to my father’s influence, I’ve always been driven to find solutions. However, this didn’t always sit well with my teachers. When I noticed errors in textbooks, inconsistencies in school rules, or flaws in disciplinary methods, I wanted to fix them. This earned me the nickname “smart aleck.” My intentions were never to be disrespectful—I simply wanted to help. Despite the friction it caused, this drive never wavered, and I’m thankful it didn’t.

As I advanced through high school and college, my observations about the education system intensified, particularly regarding its cost. I filled notebooks with ideas on how to reform what I saw as an outdated, inefficient system.

I’ve developed what I believe to be a solution to one of the most pressing challenges facing our economy and national future:

Concept 1: Regular Knowledge Testing for Retention

During my nuclear and military career, I noticed an interesting training approach. At every nuclear plant and throughout the military, I had to retake classes and tests—even on material I was already qualified in. No matter how many years of experience you have, you must periodically retest to maintain qualifications. Why? Because these industries prioritize knowledge retention.

Even experienced professionals can forget aspects of their trade without regular testing. Why isn’t this approach applied in education? Are we truly committed to ensuring students retain knowledge, or are we just pushing them through the system?

Concept 2: Recognizing the Value of the Self-Educated

Some of America’s most revered leaders, including Alexander Hamilton, Benjamin Franklin, and George Washington, never attended college. Yet, they were brilliant, capable leaders. As I studied the history of American education, I saw another problem: the self-educated are often excluded from intellectual discourse and leadership positions. This is a stark contrast to our nation’s origins, where many of our founding figures educated themselves through extensive personal libraries.

Our current credentialing system overlooks competent individuals simply because they lack formal education. It’s time to acknowledge and value the contributions of the self-educated.

Concept 3: A Core Curriculum of Life Skills

Far too often, people graduate from college with degrees but lack the practical knowledge needed to benefit society—or even themselves. The essential principles and skills required to be a well-functioning member of society or a successful entrepreneur or employee are rarely taught in school, especially at the high school level.

Inspired by Adam Smith’s writings and my discussions with Dr. Charles Steele, I believe that every education program should include a core curriculum focused on essential life skills. This foundation would better prepare individuals for success, whether they choose entrepreneurship or traditional employment.

Concept 4: Addressing the Cost of Higher Education

One of the biggest barriers to higher education is its cost. The price of entry is now so high that, for many, the benefits of earning a degree no longer outweigh the debt. I found a way around this by entering an industry that educated and paid me while I learned. But the real solution should be broader: we need to make higher education accessible and the credentialing free.

By eliminating the financial barrier, we could democratize education and ensure that more people can contribute to society’s advancement.

Concept 5: Lifelong Learning

A college degree often signals the end of formal education for many people. But education should never have a sense of finality. Learning is an ongoing journey. Just as professionals in certain industries must periodically update their knowledge, everyone should view education as a continuous process.

We need to foster a culture where individuals are encouraged to constantly update, expand, and refine their knowledge throughout their lives.

Conclusion

The spirit of innovation and problem-solving that my father instilled in me has led me to these conclusions about education. By embracing these concepts, we can cultivate a society where education is not just about earning degrees but about fostering lifelong learning, competence, and self-improvement. This approach could transform our educational systems into engines of personal and national growth, echoing the foundational values of self-reliance and ingenuity that have always defined America.