A majority of the City Council is urging public schools in New York City to implement a two-year moratorium on AI, but this is not the answer, as it does not adequately address the long-term impact of AI on learning and cognitive development. The author argues that a moratorium on the use of AI in schools removes the one place someone could have taught students and prevents teachers from using AI to reduce paperwork and spend more time with students. This is particularly urgent for high schoolers who are entering the same college and job market as peers with more thoughtful AI-focused schools. The authors suggest supporting promising pilots and investing in independent research conducted by people with no product to sell, aligned with quality instructional materials, and teaching students responsible for AI use. They also suggest teaching students the difference between using AI for improving their thinking and the real world.