Paul Graham - Essays

It's not just that in a startup you work on the idea as well as implementation. The very implementation is different. Its main purpose is to refine the idea. Often the only value of most of the stuff you build in the first six months is that it proves your initial idea was mistaken. And that's extremely valuable. If you're free of a misconception that everyone else still shares, you're in a powerful position. But you're not thinking that way about a class project. Proving your initial plan was mistaken would just get you a bad grade. Instead of building stuff to throw away, you tend to want every line of code to go toward that final goal of showing you did a lot of work.

That leads to our second difference: the way class projects are measured. Professors will tend to judge you by the distance between the starting point and where you are now. If someone has achieved a lot, they should get a good grade. But customers will judge you from the other direction: the distance remaining between where you are now and the features they need. The market doesn't give a shit how hard you worked. Users just want your software to do what they need, and you get a zero otherwise. That is one of the most distinctive differences between school and the real world: there is no reward for putting in a good effort. In fact, the whole concept of a "good effort" is a fake idea adults invented to encourage kids. It is not found in nature.

Such lies seem to be helpful to kids. But unfortunately when you graduate they don't give you a list of all the lies they told you during your education. You have to get them beaten out of you by contact with the real world. And this is why so many jobs want work experience. I couldn't understand that when I was in college. I knew how to program. In fact, I could tell I knew how to program better than most people doing it for a living. So what was this mysterious "work experience" and why did I need it?

Now I know what it is, and part of the confusion is grammatical. Describing it as "work experience" implies it's like experience operating a certain kind of machine, or using a certain programming language. But really what work experience refers to is not some specific expertise, but the elimination of certain habits left over from childhood.

One of the defining qualities of kids is that they flake. When you're a kid and you face some hard test, you can cry and say "I can't" and they won't make you do it. Of course, no one can make you do anything in the grownup world either. What they do instead is fire you. And when motivated by that you find you can do a lot more than you realized. So one of the things employers expect from someone with "work experience" is the elimination of the flake reflex—the ability to get things done, with no excuses.

The other thing you get from work experience is an understanding of what work is, and in particular, how intrinsically horrible it is. Fundamentally the equation is a brutal one: you have to spend most of your waking hours doing stuff someone else wants, or starve. There are a few places where the work is so interesting that this is concealed, because what other people want done happens to coincide with what you want to work on. But you only have to imagine what would happen if they diverged to see the underlying reality.

It's not so much that adults lie to kids about this as never explain it. They never explain what the deal is with money. You know from an early age that you'll have some sort of job, because everyone asks what you're going to "be" when you grow up. What they don't tell you is that as a kid you're sitting on the shoulders of someone else who's treading water, and that starting working means you get thrown into the water on your own, and have to start treading water yourself or sink. "Being" something is incidental; the immediate problem is not to drown.

The relationship between work and money tends to dawn on you only gradually. At least it did for me. One's first thought tends to be simply "This sucks. I'm in debt. Plus I have to get up on monday and go to work." Gradually you realize that these two things are as tightly connected as only a market can make them.

So the most important advantage 24 year old founders have over 20 year old founders is that they know what they're trying to avoid. To the average undergrad the idea of getting rich translates into buying Ferraris, or being admired. To someone who has learned from experience about the relationship between money and work, it translates to something way more important: it means you get to opt out of the brutal equation that governs the lives of 99.9% of people. Getting rich means you can stop treading water.

Someone who gets this will work much harder at making a startup succeed—with the proverbial energy of a drowning man, in fact. But understanding the relationship between money and work also changes the way you work. You don't get money just for working, but for doing things other people want. Someone who's figured that out will automatically focus more on the user. And that cures the other half of the class-project syndrome. After you've been working for a while, you yourself tend to measure what you've done the same way the market does.

Of course, you don't have to spend years working to learn this stuff. If you're sufficiently perceptive you can grasp these things while you're still in school. Sam Altman did. He must have, because Loopt is no class project. And as his example suggests, this can be valuable knowledge. At a minimum, if you get this stuff, you already have most of what you gain from the "work experience" employers consider so desirable. But of course if you really get it, you can use this information in a way that's more valuable to you than that.

So suppose you think you might start a startup at some point, either when you graduate or a few years after. What should you do now? For both jobs and grad school, there are ways to prepare while you're in college. If you want to get a job when you graduate, you should get summer jobs at places you'd like to work. If you want to go to grad school, it will help to work on research projects as an undergrad. What's the equivalent for startups? How do you keep your options maximally open?

One thing you can do while you're still in school is to learn how startups work. Unfortunately that's not easy. Few if any colleges have classes about startups. There may be business school classes on entrepreneurship, as they call it over there, but these are likely to be a waste of time. Business schools like to talk about startups, but philosophically they're at the opposite end of the spectrum. Most books on startups also seem to be useless. I've looked at a few and none get it right. Books in most fields are written by people who know the subject from experience, but for startups there's a unique problem: by definition the founders of successful startups don't need to write books to make money. As a result most books on the subject end up being written by people who don't understand it.

So I'd be skeptical of classes and books. The way to learn about startups is by watching them in action, preferably by working at one. How do you do that as an undergrad? Probably by sneaking in through the back door. Just hang around a lot and gradually start doing things for them. Most startups are (or should be) very cautious about hiring. Every hire increases the burn rate, and bad hires early on are hard to recover from. However, startups usually have a fairly informal atmosphere, and there's always a lot that needs to be done. If you just start doing stuff for them, many will be too busy to shoo you away. You can thus gradually work your way into their confidence, and maybe turn it into an official job later, or not, whichever you prefer. This won't work for all startups, but it would work for most I've known.