No guarantees come with children's liberation. But neither the promise of great benefits to all nor the prediction of great difficulties ahead can serve as the reason for granting or denying rights to children. Rights will be granted because without them children are incapacitated, oppressed, and abused.

The best ideas aren't hidden in shadowy recesses. They're right in front of us, hidden in plain sight. Innovation seldom depends on discovering obscure or subtle elements but in seeing the obvious with fresh eyes. This is easier said than done because nothing is as hard to see as what's right before our eyes. We overlook what we take for granted. Billions of tea drinkers observed the force of steam escaping from water boiling in a kettle before James Watt realized that this vapor could be converted into energy.

Those who see what's obvious aren't necessarily brighter than others. They're just more likely to observe that the emperor is naked. Like children, they see what's actually there. Their perceptions are less clouded by belief systems, taboos, habits of thought. One responsibility of management--an important one--is to call attention to the invisible obvious, pointing it out as a child does (sometimes to the embarrassment of adults). Doing so also requires supporting employees who take that risk, too, and other risks as well.

Most of us tend to view childhood as a time of carefree pleasure. Those of us who have looked at the real condition of children in America, however, see a very different picture-one in which children are victims of terrible discrimination, prejudice, and abuse. They need protection. But the protection they need most is to have the protection of civil rights, so that they can be regarded as full persons under the law.

No guarantees come with children's liberation. But neither the promise of great benefits to all nor the prediction of great difficulties ahead can serve as the reason for granting or denying rights to children. Rights will be granted because without them children are incapacitated, oppressed, and abused.

Thomas Stanley has not only found no correlation between success in school and an ability to accumulate wealth, he's actually found a negative correlation. 'It seems that school-related evaluations are poor predictors of economic success,' Stanley concluded. What did predict success was a willingness to take risks. Yet the success-failure standards of most schools penalized risk takers. Most educational systems reward those who play it safe. As a result, those who do well in school find it hard to take risks later on.

Nothing is as invisible as the obvious.