Archive for April 2008

Reply to G.

April 30, 2008

No, I don't think the Rev. Wright is a "lunatic."  Fanatic I'll let you have. Wright is not wandering about clueless. He's got his eye right on the ball. He obviously knows just what he wants, this being attention from the media, all he can get of it, and at the moment he's getting a lot.

And, unlike Obama, Wright seems to be enjoying himself through it all, first during the interview with his old friend, Bill Moyers, then at the NAACP dinner in Detroit, and Monday, at the National Press Club in Washington, before many of his liberation theology friends.

Wright says his purpose in speaking is to defend the black church, which was for hundreds of years invisible, but is now out in the open and under attack.

Clearly, however, what the Reverend is really doing is displaying his considerable biblical knowledge and quite striking rhetorical skills, all to further his own position and agenda, not those of the black church, nor of his own church, Trinity United Church of Christ in Chicago, nor of Trinity church member, Barack Obama.

I don't call into question the Reverend's intelligence. Furthermore, much of what he says is true, although hardly original, in particular when he recounts our shameful treatment of the native Americans and our several hundred year long oppression of black Americans, most of whose ancestors are more American, have been here longer, than most of us.

However, these and other equally unsavory "truths" of our history have probably blinded him to seeing the whole truth. And in his "blindness" he repeated his other much less defensible and long held positions.

Once again he defended his wholehearted attachment to Louis Farrakhan, even had Farrakhan people as body guards at the Press Club. And once again he refused to retract and repudiate his own conspiracy theory in regard to the origin of HIV.

These two "crazy" positions are probably the basis for your term, lunatic. And in fact these two positions alone make one wonder about Wright's judgment regarding everything else.

At the National Press Club event Wright clearly revealed his oratorical gifts and while listening to him you could easily understand how he could hold for so long the rapt attention of the members of his congregation.

Probably those who were not thoroughly persuaded by Wright's rhetoric did not remain in his congregation. Why Barack Obama remained so long is difficult to understand, and not just for you.

I would explain his remaining by his relative innocence and inexperience, that which, probably more than anything else, makes one question, as you do, Barack's readiness to be president.

But you in what you write, why do you continue to mention and fault Barack's contacts with the Weather Underground figure, Bill Ayers? You ought to get over that. Did you ever read the Stanley Fish piece I sent you? That should have made you realize (what I see as anyway) your error for faulting him for those contacts.

Finally, when Barack says, "I may not know Wright as well as I thought," I accept him at his word. How much do we know even those who are closest to us? And furthermore, haven't you ever been mistaken in your judgment about someone in your own life?

Barack probably needed a father when as a young man alone in Chicago he met Wright. His own father had abandoned him when he was 2 years old, and most likely the Rev. Wright became the missing father figure. Again, no reason to condemn Barack for that.

Note to Ben Thompson

April 29, 2008

Ben, I read the Times article as you suggested. I found it terribly discouraging. There are always, it seems, good people (such as Peter Santos and Mayor Booker in the article) who want to help, but no program yet that seems to be effectively working for the majority of the returning ex-offenders, helping them to get back into life and work and stay there.

You’re right, the educational component is missing from the Newark program(s). And education may be, as you believe, the missing factor, although I sometimes think that there are problems that will always go beyond our ability to remedy, and this may, at the moment anyway, be one of them.

I guess I would agree with Ms. Giardi when she says: “A lot of these guys want the easy way out. We can give them everything — hold their hand, give them a job and a place to live — but something has to click in their head. I don’t think anyone has figured out what that magic switch is.”

What about you?

"Something has to click in their head." In fact one can probably say that about most everyone, ex-offenders certainly, but also kids in our inner city public schools, even our own children on occasion. The only effective change strategy has to come from within. I guess we know that and that from the outside we can’t make that "click" happen, try as we might.

Notes:

Ben Thompson is the CEO of STRIVE, the Boston, Massachusetts branch of STRIVE National. STRIVE under Ben’s leadership has decided to concentrate its re-training efforts on ex-offenders, first helping them to complete high school and at least two years of community college, before helping them to find a job.

For recidivism is considerably less for those ex-offenders who have gone back to school, and remained until graduation, than for those going directly from prison to job, most often one usually not paying a living wage.

The Times article makes clear the extent of the problem we are facing, one that neither Hillary or Barack is addressing.

First that in Newark alone, some 2,300 men and women pour into the city from prison each year, and that 65 percent are rearrested within five years, and also that one in six adult residents of the city has a criminal record.

And second that even with crime at historic lows, the number of people behind bars in the country is 2.3 million, its highest level ever, according to the Pew Center on the States; last year, there were 7 million people in jail or prison, on probation or on parole.

Obama and the Liberal designation

April 22, 2008

Now people are calling Obama a liberal, placing him with Michael Dukakis, and John Kerry, and before them, with Adlai Stevenson and George McGovern.

There is some question whether Obama will be able to successfully avoid the label now in the primary campaign, but most of all in the presidential campaign in the Fall, when the label alone may destroy his winning chances.

It is a fact that Democrats, during the 60 years since FDR, who gave the modern meaning to the term liberal and was himself immune to its subsequent electoral poison, have only won the presidency when they have backed a centrist candidate, starting with Truman, then Kennedy, Johnson, Carter, and most recently Clinton.

In every election when they have put up a liberal or left of center candidate, first Stevenson, then Hunphrey, McGovern, Mondale, Dukakis, and finally Kerry, they have lost, most often to Republican landslides.

It’s not clear to me that Obama fully understands this. That more important even than the Rev. Wright or "bitter" controversies is his being able to avoid the designation liberal.

In our country the term liberal, a most favored attribute in earlier times, has come to mean someone out of touch with ordinary people and out of touch with reality, someone for whom books and ideas are more important than "bread and circuses," than eating and drinking, Nascar and professional wrestling.

It also means someone who looks primarily to federal government programs in order to alleviate poverty or economic hardship, that which is still the main source of human suffering.

In today’s news we see pictures of hungry people, Haitians rummaging for food in the city dumps, Indians with hands outstretched grabbing at sacks of flour and sugar. The liberal would say we have the food, let’s distribute it more equitably.

The centrist wouldn’t be quick to take any action, but would look for non-governmental ways to prevent these situations from arising in the future, while not fighting government handouts in the present.

Most of all it’s not clear to me that Obama is as much concerned with wealth creation as he is with wealth distribution. This distinction alone does most to explain the liberal having fallen out of favor, for most people understand, at least in this country, perhaps no longer in Europe, that wealth creation has to come first.

We know from long experience that wealth creation doesn’t come from government action (the former USSR being the proof of this), but from the free, inventive, and imaginative actions of individuals who by their own efforts come up with things that are useful and pleasing to others and thereby represent new wealth.

What in Obama’s stump speeches on the campaign trail shows that he understands this? Not his protection of the jobs in the rust belt that had to go, not his rejection of NAFTA or the trade treaty between the U.S. and Columbia. Only his support of more enlightened (more "liberal") immigration policy suggests that he may understand that immigrants are and always have been probably the principal source of this country’s greatest economic strength, and resulting wealth.

Why School?

April 8, 2008

We founded a school and it always seemed to me that what kids learned was mostly out of my control (I say “my” because my wife and co-founder didn’t and still doesn’t agree, about this and about many other things in regard to the education of children).

Smart, motivated kids would come to us, more and more as we became better known in our community north of Boston, and at best we didn’t by our actions switch off their motivation and they learned. When they left us they were still smart and motivated and we didn’t reject the credit that wrongly came to us for this outcome.

But of course we couldn’t take the credit for the one or the other. Neither the smarts nor their motivation were our creations. Both had been with them from the start, and remained the most important factors affecting their school experience througout the time they were with us.

Not so smart and not so motivated kids also came to us. And we didn’t undo their “unsmartness,” nor did we motivate them to learn. They left us, four to six years later, still not so smart and not so motivated.

Right from the beginning such considerations as these made me want to shut down the school because the two things kids will most need in life, smarts and motivation, were not much influenced by what we were doing.

If we didn’t shut down (and we didn’t and the school is still alive and “well,” now, some 36 years later) it was probably much more because of the teachers who liked to teach and the parents who loved their children than because of the kids themselves, who never in my eyes made a convincing case for the validity of what we were doing to them and with them.

So why school at all? For the radical educator John Holt, “School is a wrong idea from the word go. It’s a nutty notion that we can have a place where nothing but learning happens, cut off from the rest of life.”

I actually have an answer to the question, why school, stemming from the following considerations. Children, we agree, are learning all the time. And most if not all of what they are learning follows from what interests them, what they spend their “own time” doing, probably more out of school than in.

Children are observant, and they will even observe what goes on in school because they have no choice, because they have to be there. It follows from these considerations that the school’s principal responsibility is to make sure that good things are happening in the school where the children are.

By good things I mean all those things that lend truth, beauty, and goodness to our lives.  Music (bands, choruses, ensembles, orchestras), public speaking (presentations, debates, student teaching), the sounds and rhythms of English and other languages, athletics (team and individual sports activities), discussions (of books, countries, historical periods, current events) and of course literacy and numeracy activities of all sorts. I don’t mean test prep and test taking.

The result of this school environment will be, not that the children grow in smarts and motivation, but that they become aware of at least a few of those intellectual, artistic, bodily, and other activities that throughout recorded history have brought men such great joy.

So why school? School may still be the best place to introduce kids to the best of what has come before. By and large the culture and popular media do not do that.

A Nation at Risk (25 years later)

April 8, 2008

There are many reasons to improve American schools, but declining achievement and international competition are not good arguments for doing so. Asking schools to improve dramatically without support from other social and economic institutions is bound to fail, as a quarter century of experience since A Nation at Risk has demonstrated.
(Richard Rothstein, A Nation at Risk, 25 years later)

The fourth-grade instrumental-music program

April 6, 2008

Why is it that city and town governments, let alone larger entities such as states, provinces, and nations, have been so little able to motivate their citizens into volunteering their time and know-how to meet the community needs? Why is it that instead all, or nearly all town and city services must be paid for at the going rate, and when the money is not there they must be suspended indefinitely?

At the present time in many Massachusetts cities and towns, and throughout the country, given the present economic downturn that some are already calling a recession, adequate funding is not available. We’re told, for example, that in Canton middle school students will idle in vast study halls because electives have been pared and teachers have been laid off.

We’re told that the town of Brookline without a higher tax rate will have to shed three teachers, four police officers, all school library assistants, the equivalent of 2.8 school social workers, the fourth-grade instrumental-music program, as well as the use of one of the town’s seven fire engines from May through August.

For as long as ever families have been surviving, and in good times more than surviving, because of the voluntary labor of their members. And no less than the family the city or town needs "stay-at-home" moms (or pops) or other volunteer "family members" to insure that services are not cut. 

Why haven’t we done much more to create within each service area, be it schools, health care, even police and fire departments, volunteer as well as paid staff? Then in tough times, such as now, the volunteers could expand their number so that services wouldn’t be cut. The task of the relatively small paid staff would be to organize the work and make things happen.

Many activities do work in this manner, after school soccer leagues and chess clubs for example. But not enough, and especially not enough in the tough impoverished inner cities where economic downturns are felt the most.

The present system seems indefensible. That in tough times children get less attention, less care, less tutoring, less of everything, which process usually begins with such cuts as losing the school band, theater program, or the privilege of small class sizes. If anything the children probably need more of everything during the tough times, and they get less.

Cities and towns produce nothing of value, nothing that they can sell and thereby make a profit. But they promise more and more services that for their realization require more and more revenue from taxes, usually property taxes. The people have learned through this process that the taxes they pay are never be enough to pay for the services promised. Higher tax rates are always needed with the result that discontent is everywhere.

It might have been different if from the beginning the public schools, fire departments and all the rest were made up of volunteer as well as paid staff. Furthermore this would help the city or town to become what it’s always talking about, a community. As it is the town’s needs, and in particular the needs of growing children, will never be fully met and satisfied.

Thoughts on the dropout “problem.”

April 5, 2008

If dropping out was considered no less acceptable than staying in, graduating, and going on to college, the problem would disappear overnight.

And dropping out ought to be no less acceptable especially when by staying in kids have to continue to pretend that a college prep program interests them.

What is out there for those who do drop out, or who may want to drop out but don’t? That’s what should be on our minds. But it’s not, and instead we go on trying to motivate kids to acquire sufficient math and English language skills to pass a test and thereby earn a high school diploma.

Have we helped them by doing so?

Well, yes, if you go by the numbers demonstrating that those with a high school diploma will get a better paying job than those without.

But innumerable other things, such as being in possession of good work habits, may be more important than any diploma, and there’s no reason why those who drop out of school can’t be in possession of good work habits.

We know that dropouts are highest in urban schools where SAT and ACT scores are lowest. We know that dropouts are highest where poverty is greatest, that dropouts are highest among Latino and African American minority student populations.

The “liberal” approach to the problem is to improve the conditions of kids’ lives in these urban schools believing that kids will then stay in school. And this is probably true.

Isn’t that what has happened in our suburbs? By and large we have eliminated poverty in the suburbs (or rather those who now live in the suburbs left poverty behind them in the inner city) and higher percentages of suburban kids remain in school and graduate.

This is the route that some reformers would take, somehow place inner city kids in schools that do not have large majorities of poor kids, busing them to the suburbs, for example, as in the METCO program in Boston, or in similar programs such as the one in Wade County, NC.

But so far all of our reforms have done little or nothing to decrease the numbers of inner city kids who are dropping out of school, not finding a decent job, and in too many instances joining the growing population in our prisons.

Isn’t it time to question whether our policy of one academic, college prep education for all is worth pursuing? Whether vocational or other programs might be more appropriate for many young people, returning thereby to an earlier period in the country’s history when job and work preparation was no less reputable than preparation for college?

There have always been those who have held the position that college was not for everyone. Further education, some form of training, skill acquisition, yes, but not an academic program which at the present time we’re imposing on all of our students.

The most common reason giving for dropping out of school is math, although it could have been reading, writing, or history or foreign languages, if the latter had been given the importance that math now has in our society, if not in our culture.

It’s true that science, applied science and engineering, all of which are based on math literacy, have most of all accounted for the great material progress of our age. But why is it necessary to push all children to become “literate” in these areas?

Is there anything wrong with our allowing a minority of math and science talented individuals to account most of all for the technological progress that benefits all of us?

This siituation doesn’t bother us in other fields, where only small minorities of gifted individuals carry the weight for us all, in music, basketball, and other athletic endeavors, in art, and in fiction and non-fiction writing, for example.

If nothing else we are a nation of specialists. Why go on for the first 18 years or more of our young peoples’ lives, expecting them to become more knowledgeable and skillful in certain academic disciplines that are of little interest to them?

Why not at a much earlier age pay greater attention to the individual’s gifts, for not only are all created equal, but all are in possession of something unique and important.  At the present time our college for all program results in many young people losing their belief in their own uniqueness and importance.

Even an otherwise admirable effort, such as Bob Moses’ Algebra or algebra for all Project, has probably done more harm than good. This should have been accompanied by a Music for all Project, an athletics for all project, and innumerable other such programs or projects. In respect to an individual life is algebra really more important than music or athletics? Certainly not.

Look at the many minority and innercity and poor children who don’t graduate with their class, and at the even more among those who, while they do graduate on time, are no less convinced that they are not students, don’t know much, aren’t going to succeed in their future endeavors.

And why? Often for silly reasons like they still have trouble adding fractions, or calculating percentages, or are unable to write an decent essay. The tragedy is, of course, that there were many other things that they could have done well, successes that they could have taken with them from their school years, instead of the feeling that they hadn’t accomplished much in school, nor would accomplish much in their lives in the future.

Classroom learning in comparison is wasteful and ineffective

April 4, 2008

Attending 97,000 elementary and secondary public schools in the 50 states are some 50 million students with their 3.6 million teachers. Each student of the 50 million is unique and will learn in his or her own and unique manner. No two students, and certainly no two students in the same classroom, will learn in the same way.

Yet the schools, from this country’s beginnings in the 17th century, have always placed their students into whatever size classroom groups the particular circumstances permitted. And the circumstances have never allowed a one-on-one learning relationship, perhaps the only one that is truly effective.

Classroom learning in comparison is wasteful and ineffective. Witness the numbers of people who, when they want to learn something, and have the means, will go to a tutor, will find someone who knows the subject matter or skill and is willing and able to teach what he knows.

Schools have always been a compromise between how students learn and how teachers are able to teach or help them learn. Always a compromise because if we talk to Tom we know that Jerry may not be listening, and vice versa. Imagine what it’s like in a class with ten times that number, probably the average size classroom in the country’s 97,000 schools. How many are listening to the teacher at any given moment?

I still ask the question, did it have to be this way. Did students have to learn in a classroom with 20 of their no less ignorant peers?  In any case, that’s now the way things are. If we’ve accepted the situation isn’t it because whether the students learn what we’re teaching them or not is not all that important. We’ve known for the longest time that what we teach them has little relevance to their daily lives.


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