Epstein Secrets

e-like terms backwards, as in who has gotten it, but forwards to where it will go and who will get it." Epstein can find himself echoing aspects of Thomas Piketty on the inequities of the accumulation of wealth ("the divide is between people with assets, which appreciate, and people without assets, who fail t

ance—that is, of course, the miracle of compounded interest"), except for the fact that Epstein, knowing the rich, understands a curious point that Piketty doesn't: "Nobody, nobody, wants to give it all to their children. Everybody now has the modern appreciation that one of the curses of great wealth

gets a job teaching math and physics at Dalton in 1974. (A few years ago, during a chance encounter with a former Dalton math department chairman, Margo Gumport, I asked her about Epstein. She said he was the most brilliant math teacher at Dalton in her 50-year career and that she had often wondered what ha

e-like terms backwards, as in who has gotten it, but forwards to where it will go and who will get it." Epstein can find himself echoing aspects of Thomas Piketty on the inequities of the accumulation of wealth ("the divide is between people with assets, which appreciate, and people without assets, who fail t

ance— that is, of course, the miracle of compounded interest"), except for the fact that Epstein, knowing the rich, understands a curious point that Piketty doesn't: "Nobody, nobody, wants to give it all to their children. Everybody now has the modern appreciation that one of the curses of great wealth

gets a job teaching math and physics at Dalton in 1974. (A few years ago, during a chance encounter with a former Dalton math department chairman, Margo Gumport, I asked her about Epstein. She said he was the most brilliant math teacher at Dalton in her 50-year career and that she had often wondered what ha

te-like terms backwards, as in who has gotten it, but forwards to where it will go and who will get it.” Epstein can find himself echoing aspects of Thomas Piketty on the inequities of the accumulation of wealth (“the divide is between people with assets, which appreciate, and people without assets, who fail to

vance—that 1s, of course, the miracle of compounded interest’’), except for the fact that Epstein, knowing the rich, understands a curious point that Piketty doesn’t: “Nobody, nobody, wants to give it all to their children. Everybody now has the modern appreciation that one of the curses of great wealth is

d, gets a job teaching math and physics at Dalton in 1974. (A few years ago, during a chance encounter with a former Dalton math department chairman, Margo Gumport, I asked her about Epstein. She said he was the most brilliant math teacher at Dalton in her 50-year career and that she had often wondered what had

te-like terms backwards, as in who has gotten it, but forwards to where it will go and who will get it.” Epstein can find himself echoing aspects of Thomas Piketty on the inequities of the accumulation of wealth (“the divide is between people with assets, which appreciate, and people without assets, who fail to

vance— that is, of course, the miracle of compounded interest”), except for the fact that Epstein, knowing the rich, understands a curious point that Piketty doesn’t: “Nobody, nobody, wants to give it all to their children. Everybody now has the modern appreciation that one of the curses of great wealth is

d, gets a job teaching math and physics at Dalton in 1974. (A few years ago, during a chance encounter with a former Dalton math department chairman, Margo Gumport, I asked her about Epstein. She said he was the most brilliant math teacher at Dalton in her 50-year career and that she had often wondered what had

te-like terms backwards, as in who has gotten it, but forwards to where it will go and who will get it.” Epstein can find himself echoing aspects of Thomas Piketty on the inequities of the accumulation of wealth (“the divide is between people with assets, which appreciate, and people without assets, who fail to

vance— that is, of course, the miracle of compounded interest”), except for the fact that Epstein, knowing the rich, understands a curious point that Piketty doesn’t: “Nobody, nobody, wants to give it all to their children. Everybody now has the modern appreciation that one of the curses of great wealth is

d, gets a job teaching math and physics at Dalton in 1974. (A few years ago, during a chance encounter with a former Dalton math department chairman, Margo Gumport, I asked her about Epstein. She said he was the most brilliant math teacher at Dalton in her 50-year career and that she had often wondered what had

te-like terms backwards, as in who has gotten it, but forwards to where it will go and who will get it.” Epstein can find himself echoing aspects of Thomas Piketty on the inequities of the accumulation of wealth (“the divide is between people with assets, which appreciate, and people without assets, who fail to

dvance—that is, of course, the miracle of compounded interest”), except for the fact that Epstein, knowing the rich, understands a curious point that Piketty doesn’t: “Nobody, nobody, wants to give it all to their children. Everybody now has the modern appreciation that one of the curses of great wealth is

d, gets a job teaching math and physics at Dalton in 1974. (A few years ago, during a chance encounter with a former Dalton math department chairman, Margo Gumport, I asked her about Epstein. She said he was the most brilliant math teacher at Dalton in her 50-year career and that she had often wondered what had

te-like terms backwards, as in who has gotten it, but forwards to where it will go and who will get it.” Epstein can find himself echoing aspects of Thomas Piketty on the inequities of the accumulation of wealth (“the divide is between people with assets, which appreciate, and people without assets, who fail to

ail to advance—that is, of course, the miracle of compounded interest”), except for the fact that Epstein, knowing the rich, understands a point that Piketty doesn’t: “Nobody, nobody, wants to give it all to their children. Everybody now has the modern appreciation that one of the curses of great wealth is

he got a job teaching math and physics at Dalton in 1974. (A few years ago, during a chance encounter with a former Dalton math department chairman, Margo Gumport, I asked her about Epstein. She said he was the most brilliant math teacher at Dalton in her 50-year career and that she had often wondered what had

te-like terms backwards, as in who has gotten it, but forwards to where it will go and who will get it.” Epstein can find himself echoing aspects of Thomas Piketty on the inequities of the accumulation of wealth (“the divide is between people with assets, which appreciate, and people without assets, who fail to

ail to advance—that is, of course, the miracle of compounded interest”), except for the fact that Epstein, knowing the rich, understands a point that Piketty doesn’t: “Nobody, nobody, wants to give it all to their children. Everybody now has the modern appreciation that one of the curses of great wealth is

he got a job teaching math and physics at Dalton in 1974. (A few years ago, during a chance encounter with a former Dalton math department chairman, Margo Gumport, I asked her about Epstein. She said he was the most brilliant math teacher at Dalton in her 50-year career and that she had often wondered what had

e- like terms backwards, as in who has gotten it, but forwards to where it will go and who will get it.” Epstein can find himself echoing aspects of Thomas Piketty on the inequities of the accumulation of wealth (“the divide is between people with assets, which appreciate, and people without assets, who fail to

il to advance—that is, of course, the miracle of compounded interest’’), except for the fact that Epstein, knowing the rich, understands a point that Piketty doesn’t: “Nobody, nobody, of the hyperwealthy wants to give it all to their children. Everybody now has the modern appreciation that one of the curse

he got a job teaching math and physics at Dalton in 1974. (A few years ago, during a chance encounter with a former Dalton math department chairman, Margo Gumport, I asked her about Epstein. She said he was the most brilliant math teacher at Dalton in her 50-year career and that she had often wondered what had