What does it mean to be “educated”? What is the nature of education? These are hardly a simple questions, nor are they answered easily, especially when we ask them of ourselves; and our understanding it for ourselves may be the most important facet of this important issue. What’s better (not worse, from an intellectual standpoint) is that any “answer” will create more questions. We are forever trying to understand it, justify it, identify it. All of these points, and many more, are integral to our collective understanding of the way we see ourselves. Am I book-smart or street smart (whatever those mean)? Was my education good? What did it lack? Who bears responsibility for it? More questions arise, yet, shouldn’t the answers be simple? GPAs, IQ scores, ACTs and SATs tell us how smart we are, right? But, does that number identify capability? Drive? Genetics? Do any of these matter? What does it mean if one has a 2.5 g.p.a., but is in the top 1% of one’s graduating class? Does it mean anything? An “industry” exists to judge our intelligence according to shaded ovals. How much influence does it have upon the educational system? In this essay, evaluate “education,” your education, as you have experienced it, thus far. Has it been good? Bad? Can you even know, yet?