Quantitative literacy, the ability to discriminate between good and bad data, the disposition to use quantitative information to think through complex problems are capacities that educators across fields should be helping students develop. Burke leads the reader to this conclusion through an extended example of income distribution, clarified and made powerful by visual representation. Noting that the content of thought and the depth of understanding are dependent on the tools brought to a task, the writer advocates that the ability to think in terms of quantitative data, in terms of tables and graphs, is indispensable for understanding the modern world and should be part of what is taught to all students, not just those in selected courses or selected majors. We write, after all, says Burke, to figure out what we think. Students must be taught to write so that they will learn how to think.