The “school problem” has two dimensions, as he sees it. One is the engineering aspect: the means by which young people acquire an education. The other is the metaphysical aspect: the underlying purpose or mission — the “end” — of education. Postman believes that the debate over the future of America’s schools focuses too much on engineering concerns — curricula, teaching methods, standardized testing, the role of technology, etc. — while very little attention is paid to the metaphysics of schooling. As the title suggests, he feels that “without a transcendent and honorable purpose schooling must reach its finish, and the sooner we are done with it, the better.” For education to be meaningful, Postman contends, young people, their parents, and their teachers must have a common narrative. Narratives are essential because they provide a sense of personal identity, a sense of community life, a basis for moral conduct, and explanations of that which cannot be known. The idea of public education requires not only shared narratives, but also the absence of narratives that lead to alienation and divisiveness. “What makes public schools public,” writes Postman, “is not so much that the schools have common goals but that the students have common gods.” As Thomas Jefferson, Horace Mann, John Dewey and other great educators understood, public schools do not serve a public so much as create a public. But in order to do that they depend on the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling.