Hillbilly Elegy. J. D. Vance

the reality on the ground. The kids in Middletown absorb that conflict and struggle with it.

      In this, as in so much else, the Scots-Irish migrants resemble their kin back in the holler. In an HBO documentary about eastern Kentucky hill people, the patriarch of a large Appalachian family introduces himself by drawing strict lines between work acceptable for men and work acceptable for women. While it’s obvious what he considers “women’s work,” it’s not at all clear what work, if any, is acceptable for him. Apparently not paid employment, since the man has never worked a paying job in his life. Ultimately, the verdict of his own son is damning: “Daddy says he’s worked in his life. Only thing Daddy’s worked is his goddamned ass. Why not be straight about it, Pa? Daddy was an alcoholic. He would stay drunk, he didn’t bring food home. Mommy supported her young’uns. If it hadn’t been for Mommy, we’d have been dead.”¹⁵

      Alongside these conflicting norms about the value of blue-collar work existed a massive ignorance about how to achieve white-collar work. We didn’t know that all across the country—and even in our hometown—other kids had already started a competition to get ahead in life. During first grade, we played a game every morning: The teacher would announce the number of the day, and we’d go person by person and announce a math equation that produced the number. So if the number of the day was four, you could announce “two plus two” and claim a prize, usually a small piece of candy. One day the number was thirty. The students in front of me went through the easy answers—“twenty-nine plus one,” “twenty-eight plus two,” “fifteen plus fifteen.” I was better than that. I was going to blow the teacher away.

      When my turn came, I proudly announced, “Fifty minus twenty.” The teacher gushed, and I received two pieces of candy for my foray into subtraction, a skill we’d learned only days before. A few moments later, while I beamed over my brilliance, another student announced, “Ten times three.” I had no idea what that even meant. Times? Who was this guy?

      The teacher was even more impressed, and my competitor triumphantly collected not two but three pieces of candy. The teacher spoke briefly of multiplication and asked if anyone else knew such a thing existed. None of us raised a hand. For my part, I was crushed. I returned home and burst into tears. I was certain my ignorance was rooted in some failure of character. I just felt stupid.

      It wasn’t my fault that until that day I had never heard the word “multiplication.” It wasn’t something I’d learned in school, and my family didn’t sit around and work on math problems. But to a little kid who wanted to do well in school, it was a crushing defeat. In my immature brain, I didn’t understand the difference between intelligence and knowledge. So I assumed I was an idiot.

      I may not have known multiplication that day, but when I came home and told Papaw about my heartbreak, he turned it into triumph. I learned multiplication and division before dinner. And for two years after that, my grandfather and I would practice increasingly complex math once a week, with an ice cream reward for solid performance. I would beat myself up when I didn’t understand a concept, and storm off, defeated. But after I’d pout for a few minutes, Papaw was always ready to go again. Mom was never much of a math person, but she took me to the public library before I could read, got me a library card, showed me how to use it, and always made sure I had access to kids’ books at home.

      In other words, despite all of the environmental pressures from my neighborhood and community, I received a different message at home. And that just might have saved me.