Conover explores the different routes that are taken in life and how they shape a person. Whether it's pursuit of money, survival, or simply a way life, all routes have similarities being that they are headed towards a goal but can become deviated either intentionally or unintentionally. Even the poor toad chose its own route in which his final destination was the same place where Conover created a delay with a temporary detour, but the toad eventually found him self back to the place where he was able to complete his trip.
Conover uses all the rhetorical modes and is specifically detailed when describing the people and places he encounterd. He also used much compare and contrast with the locations he visited.
“Learning as Freedom”—an editorial published on September 5, 2012 in The New
York Times—Michael Roth argues that rather than structuring education around
specific vocations, “making the grade,” and turning people into “robots”
designed to complete certain tasks, education should allow individuals to be
free to grow and learn while gaining necessary skills and finding their purpose
and significance in life and work. Roth refers to the Smith-Hughes Act of 1917
where specific vocational education was funded in order to fill job
opportunities. And though it was successful in its way, it lacked the
opportunity for personal growth. The idea that the purpose of education should
be exclusively for jobs and careers leaves small possibility for those who may have
interest elsewhere. Also, it disregards the importance of the social and
personal aspects of life. Being that those areas are also part of the whole person,
they need to be developed and a university setting and education is the perfect place to gain the
confidence and experience that will ultimately be part of the professional self.
Regardless of difficulties that may defer a university education, it should not
devaluate the autonomy and identity that is gained through such an opportunity,
which is altogether the freedom for which our country stands for.