sophistication in another. We're inconsistent. Again, students are sophisticated enough and know what they want to be able to take the money that the Department lends them or gives them through aid and do whatever they want with it, and by gosh or by golly, no one at a school should tell them what they want to do with that. But at the -- on the other hand -- so, therefore, they're sophisticated enough to know what to do with 57 and a half thousand dollars in undergraduate debt, maximum, but on the -- at the same time, they're not sophisticated enough to know how to read disclosures and to do research, which I would argue, almost, at this point, kindergartners are better at it than many of my generation, because of what they learn in triangulating data now in schools. So, that's one point, I would caution us. Like, we can't argue on one hand that they're sophisticated, on the other hand they're not. One way or the other. The second is to John's neophyte perspective -- and thank you, I'm right there with you. If we're going to be deciding on a higher level -- while it's -- I understand and I get what everybody's saying about the statutes, I do think it's still a relevant conversation to have, because we need to understand where the perspectives are, so that those us in the room, those of us hearing the and those of us who are going to be tweeting and re-tweeting about this, know that we probably need to go out and discuss this with our Congress members. And at FSA last week have known me for five years, who have spoken up. And nine times out of ten, they're going, you know that's statutory, Sandy, right? And I'm like, dang. And it's not regulatory, right? So, my issue is those are still relevant and important questions. And then, finally, to the point of, gainful employment is in the statutes. However, these rules
sophistication in another. We're inconsistent. Again, students are sophisticated enough and know what they want to be able to take the money that the Department lends them or gives them through aid and do whatever they want with it, and by gosh or by golly, no one at a school should tell them what they want to do with that. But at the -- on the other hand -- so, therefore, they're sophisticated enough to know what to do with 57 and a half thousand dollars in undergraduate debt, maximum, but on the -- at the same time, they're not sophisticated enough to know how to read disclosures and to do research, which I would argue, almost, at this point, kindergartners are better at it than many of my generation, because of what they learn in triangulating data now in schools. So, that's one point, I would caution us. Like, we can't argue on one hand that they're sophisticated, on the other hand they're not. One way or the other. The second is to John's neophyte perspective -- and thank you, I'm right there with you. If we're going to be deciding on a higher level -- while it's -- I understand and I get what everybody's saying about the statutes, I do think it's still a relevant conversation to have, because we need to understand where the perspectives are, so that those us in the room, those of us hearing the and those of us who are going to be tweeting and re-tweeting about this, know that we probably need to go out and discuss this with our Congress members. And at FSA last week have known me for five years, who have spoken up. And nine times out of ten, they're going, you know that's statutory, Sandy, right? And I'm like, dang. And it's not regulatory, right? So, my issue is those are still relevant and important questions. And then, finally, to the point of, gainful employment is in the statutes. However, these rules
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