Showing posts with label teachers' letters. Show all posts
Showing posts with label teachers' letters. Show all posts

Wednesday, August 12, 2026

Teachers


Stepping out of our normal lane for a minute, but we're on the eve of (or already into) the first week of school, so this feels worth saying. Public schools, and the people who make them run, are both a security blanket and a safety net for our communities. They're just there, every day, waiting to catch our kids when they need them. For most kids, most days, it's pretty simple. They go to school. They learn. They eat lunch. They see their friends. They come home. But when it's not simple, there's an entire network of people waiting.

When a child is hungry, somebody feeds them.

When they can't see the board, somebody notices.

When they show up without a coat, somebody starts looking for one.

When home isn't safe, somebody has to figure out what happens next.

When a child has a disability, people build supports around them.

When they're grieving, scared, homeless, angry, sick, struggling...or simply need an adult to notice that something isn't right...somebody at school usually does.

And then tomorrow morning, the bus comes back again.

We spend an enormous amount of time arguing
about public schools: test scores, curriculum, discipline, funding, politics, phones, books and a hundred other things.

Those conversations matter. Public schools aren't perfect. Nobody who actually works in one would tell you they are.

But sometimes all that noise obscures something pretty remarkable:

Every weekday morning, communities across America open their doors and essentially say, "Send us your children. We'll take care of them today."

And millions of families build their lives around the assumption that those doors will open.

Before daylight, a bus driver starts a route. A cafeteria worker prepares breakfast. A custodian opens a building. A teacher prepares a lesson. An assistant gets ready to help a child who needs them. A nurse prepares for whatever walks through the door. A counselor gets ready to listen.

And a principal is about to discover a problem at 7:42 that nobody on Earth knew existed at 7:41.

Most of it isn't glamorous. Most of it never makes the news.

Bring us the kids.

The ones who read three grade levels ahead and the ones who can't read yet.

The ones who have everything and the ones who show up with almost nothing.

The easy ones and the ones who will test every ounce of patience we've got.

Bring them all.

We'll teach them. We'll feed them. We'll keep them safe.

We'll make mistakes.

We'll try again tomorrow.

And we'll keep the doors open.

So as another school year begins, maybe this isn't the week for arguing about public schools. There will be plenty of time for that. Maybe this is just the week to notice them.

Notice the yellow buses rolling before sunrise. Notice the lights coming on in buildings all over your community. Notice the people standing at the doors waiting for children who aren't even their own.

Tomorrow morning, millions of families will send the people they love most through those doors...and thousands upon thousands of people will be there waiting for them. That's a pretty extraordinary promise for a community to make.

-Public School Apologist


What do we do best as teachers? by Glen Brown

We inspire others. We influence and move people to action. We take a person’s potentiality and make it an actuality. We offer our help to others because of our compassion and our empathy, because of our humility and our dignity. We communicate truths because of our integrity. We never give up because of our moral responsibility towards one another and the importance of trust among individuals. We fight against all injustices. We understand; we discuss; we mediate, and we act. We do what is right and model our behavior for others. We hold ourselves accountable for what we do and what we believe is true. We set the example.

What are we as teachers? We are leaders, consultants, diagnosticians and evaluators; we are life-long learners; we are architects for the experiences of others. We are what we want to see in others: our idealism, our indomitable spirit, our commitment to human rights and to the creation of a better society. We are responsible, intrepid and just. We are one of last bastions of hope for a society driven by amoral envy, indifferent greed and partisan politics.

We are appalled by hypocrisy and lies, by incompetence, irresponsibility and cronyism. We are appalled by intentional faulty logic and the unethical scapegoating of others, by arrogance and self-interest, by prejudice and the injustices done to others. We are appalled by irrationality, indifference, and authoritarianism; therefore, we must stay united and fight not only for the rights of others but for our teaching profession. 

-Glen Brown

I taught full time for 46 years and loved it: 35 years in public schools (29 in high school and 6 in junior high), plus 11 years in a Catholic University and part time at night in a junior college for many years while working full time as a teacher.

 

Monday, May 4, 2026

It's that time of the year again: A Selection of Final Exams for Your Perusal

                                                                                                  
Public Speaking:  Thirty-eight riot-crazed aborigines will storm the classroom in three minutes.  Calm them.  You may use any ancient language, except Sumerian, Latin, or Greek.

Music: Write a piano concerto.  Orchestrate and perform it with kazoo and bongos. You will find a piano under your seat.

Biology:  Create life.  Estimate the difference in subsequent human cultures if this form of life had developed 500 million years earlier.  Give special attention to its probable effect on the English Parliamentary System.  Prove your thesis.

Engineering:  The disassembled parts of a high-powered rifle have been placed in a box on your desk.  You will also find an instruction manual, printed in Swahili.  In 10 minutes, a hungry and irritated Bengal Tiger will be admitted to the classroom.  Take whatever action you feel appropriate.  Be prepared to justify your decision.

English:  Using a formalistic or Machiavellian perspective, compare and contrast Lewis Carroll’s Alice in Wonderland with the “The Patriot Act” (107th Congress), the Bush-Cheney Doctrine of pre-emptive strike, and Trump's Iranian obsession.  Draw your own intelligent generalizations based on the content and development of the English language and Orwell's Double-speak. 

History:  Describe the history of the papacy from its origins to the present, concentrating especially but not exclusively, on its social, political, economic, religious, and philosophical impact on Europe, South and North America. Be brief, concise, and specific.

Political Science:  There is a red telephone on the desk beside you.  Start World War III. Report at length its socio-political effects, if any.

Economics:  Develop a realistic plan for refinancing the national debt.  Trace the possible effects of your plan in the following areas: Cubism, the Annual Darwin Awards, and the wave theory of light.  Outline a method for preventing these effects.  Criticize this method from all possible points of view. 

Sociology:  Estimate the sociological problems which might accompany the end of the world.  Construct an experiment to test your theory. 

Psychology:  Based upon your knowledge of their effects on the world, evaluate the emotional stability, degree of adjustment, and repressed frustrations of each of the following: Vladimir the Impaler, Genghis Khan, Ivan the Terrible, Adolf Hitler, Josef Stalin, Pol Pot, Idi Amin, Kim Jong-Il, Richard Nixon, Vladimir Putin, and Donald J. Trump.  Support your evaluation through use of a priori and a posteriori data and synthetic reasoning.

Epistemology:  Take a position for or against truth.  Prove the validity of your position without reference to Cartesian doubt.

Medicine:  You have been provided with a razor blade, a piece of gauze, and a bottle of Scotch: remove your appendix.  Do not suture until your work has been inspected.  You have 40 minutes.


Decades ago, I passed a Not-So-Humorous Comprehensive Exam in English & American Literature. The instructions for this real absurdity:

“The exam contains two parts, each a session of two hours, administered on successive days. In the first session, candidates are examined on a standard reading list which is given below. Questions will ask you to demonstrate a good knowledge of the listed texts and an ability to draw intelligent generalizations on the content and development of English and American literature based on those texts. The second day’s session will consist of intensive questions on a specific text or texts to be announced approximately five weeks before the exam dates. In this session you are asked to demonstrate competence in critical reading apart from historical considerations.”

The Reading List:

Beowulf
Chaucer: Knight’s Tale, Miller’s Tale, Nun’s Priest’s Tale
Second Shepherds’ Play (Towneley Cycle)
Sidney: An Apology for Poetry
Spenser: The Faerie Queene, Book 1
Marlowe: Dr. Faustus
Shakespeare: King Lear
Jonson: The Alchemist (or) Volpone
Donne: Satire III, “A Valediction: Forbidding Mourning,” “Love’s Alchemy,” “Good Friday 1613, Riding Westward”
King James Bible: Ecclesiastes
Milton: Paradise Lost, Books I, III and IX; Areopagitica
Marvell: “The Garden,” “To His Coy Mistress,” “An Horatian Ode”
Dryden: Preface to Fables, “Alexander’s Feast,” “Mac Flecknoe”
Congreve: The Way of the World
Swift: Gulliver’s Travels
Pope: The Rape of the Lock
Johnson: Preface to Shakespeare, Life of Cowley, Life of Milton
Austen: Pride and Prejudice
Blake: Songs from Innocence: “The Lamb,” The Divine Image,” The Chimney Sweeper,” “The Little Black Boy”; Songs of Experience: “The Tyger,” “The Chimney Sweeper,” “London”
Wordsworth: The Prelude, Books I & II; “Tintern Abbey”; Preface to the Second Edition of Lyrical Ballads
Keats: “Ode on a Grecian Urn,” “Autumn”
Dickens: Great Expectations (or) Bleak House
Browning: “My Last Duchess,” “Fra Lippo Lippi”
Arnold: “the Function of Criticism at the Present Time,” “Wordsworth,” “The Study of Poetry”
Shaw: Arms and the Man
Yeats: “Sailing to Byzantium,” “Among School Children,” “Byzantium”
Conrad: Lord Jim
Lawrence: Women in Love
Joyce: “Araby,” “The Dead”
Beckett: Waiting for Godot
E. Taylor: “Meditation One,” Meditation Eight,” “Huswifery”
Franklin: Autobiography
Hawthorne: The Scarlett Letter (or) The Blithedale Romance
Melville: Moby Dick
Emerson: Nature, “The American Scholar,” “Experience”
Thoreau: Walden, “Civil Disobedience”
Whitman: “Song of Myself,” “When Lilacs Last in Dooryard Bloomed,” “Democratic Vistas”
Dickinson: “There’s a certain slant of light,” “The soul selects,” “A bird came down the walk,” “After great pain,” “I died for beauty,” “I cannot live with you,” “Pink, small, and punctual”
Twain: Huckleberry Finn
James: The American (or) The Ambassadors (or) The Portrait of a Lady
O’Neill: The Iceman Cometh
Frost: “Home Burial,” “The Death of the Hired Man,” “West-Running Brook”
Eliot: “The Love Song of J. Alfred Prufrock,” “Burnt Norton,” “Tradition and Individual Talent”
Faulkner: The Bear
Hemingway: A Farewell to Arms (or) “The Killers,” “The Short Happy Life of Francis Macomber,” & “The Snows of Kilimanjaro”
Fitzgerald: The Great Gatsby
Stevens: “Sunday Morning,” “The Emperor of Ice-Cream,” “Anecdote of the Jar”
Miller: Death of a Salesman
Ellison: Invisible Man
Plath: “Black Rook in Rainy Weather,” “Morning Song,” “The Rival”

P.S.
The second part of the exam was on Bernard Shaw's Arms and the Man. I would have preferred Major Barbara.   -Glen Brown


Sunday, February 1, 2026

Time to Say Good-Bye by David Brooks

 


My grandfather Bernard Levy played a big role in my childhood. When we weren’t exploring New York City together, he was writing letters to the editor of The New York Times from his law firm’s office in the Woolworth Building in Lower Manhattan, and if memory serves, he might have even gotten a few published. He had died by the time I got hired as a columnist here, but he would have been my first call. That journey from the little tenement house he grew up in on the Lower East Side to my position at this newspaper is part of our family’s experience of the American dream.

It’s been the honor of a lifetime to work here, surrounded by so many astounding journalists. But after 22 wonderful years, I’ve decided to take the exciting and terrifying step of leaving in order to try to build something new.

When I came to The Times, I set out to promote a moderate conservative political philosophy informed by thinkers like Edmund Burke and Alexander Hamilton. I have been so fantastically successful in bringing people to my point of view that moderate Republicans are now the dominant force in American politics, holding power everywhere from the White House to Gracie Mansion. I figure my work here is done.

I’m kidding.

In reality, I’ve long believed that there is a weird market failure in American culture. There are a lot of shows on politics, business and technology, but there are not enough on the fundamental questions of life that get addressed as part of a great liberal arts education: How do you become a better person? How do you find meaning in retirement? Does America still have a unifying national narrative? How do great nations recover from tyranny?

When I think about how the world has changed since I joined The Times, the master trend has been Americans’ collective loss of faith — not only religious faith but many other kinds. In 2003, we were still relatively fresh from our victory in the Cold War, and there was more faith that democracy was sweeping the globe, more faith in America’s goodness, more faith in technology and more in one another. As late as 2008, Barack Obama could run a presidential campaign soaring with hopeful idealism.

The post-Cold War world has been a disappointment. The Iraq war shattered America’s confidence in its own power. The financial crisis shattered Americans’ faith that capitalism when left alone would produce broad and stable prosperity. The internet did not usher in an era of deep connection but rather an era of growing depression, enmity and loneliness. Collapsing levels of social trust revealed a comprehensive loss of faith in our neighbors. The rise of China and everything about Donald Trump shattered our serene assumptions about America’s role in the world.

We have become a sadder, meaner and more pessimistic country. One recent historical study of American newspapers finds that public discourse is more negative now than at any other time since the 1850s. Large majorities say our country is in decline, that experts are not to be trusted, that elites don’t care about regular people. Only 13 percent of young adults believe America is heading in the right direction. Sixty-nine percent of Americans say they do not believe in the American dream.

Loss of faith produces a belief in nothing. Trump is nihilism personified, with his assumption that morality is for suckers, that life is about power, force, bullying and cruelty. Global populists seek to create a world in which only the ruthless can thrive. America is becoming the rabid wolf of nations.

Nihilism is the mind-set that says that whatever is lower is more real. Selfishness, egoism and the lust for power drive human affairs. Altruism, generosity, honor, integrity and hospitality are mirages. Ideals are shams that the selfish use to mask their greed. Disillusioned by life, the cynic gives himself permission to embrace brutality, saying: We won’t get fooled again. It’s dog eat dog. If we’re going to survive, we need to elect bullies to high places. In 2024, 77 million American voters looked at Trump and saw nothing morally disqualifying about the man.

It’s tempting to say that Trump corrupted America. But the shredding of values from the top was preceded by a decades-long collapse of values from within. Four decades of hyper-individualism expanded individual choice but weakened the bonds between people. Multiple generations of students and their parents fled from the humanities and the liberal arts, driven by the belief that the prime purpose of education is to learn how to make money.

We’re abandoning our humanistic core. The elements of our civilization that lift the spirit, nurture empathy and orient the soul now play a diminished role in national life: religious devotion, theology, literature, art, history, philosophy. Many educators decided that because Western powers spawned colonialism — and they did — students in the West should learn nothing about the lineage of their civilization and should thereby be rendered cultural orphans. Activists decided persuasion is a myth and that life is a ruthless power competition between oppressors and oppressed groups. As a result of technological progress and humanistic decay, life has become objectively better but subjectively worse. We have widened personal freedom but utterly failed to help people answer the question of what that freedom is for.

The most grievous cultural wound has been the loss of a shared moral order. We told multiple generations to come up with their own individual values. This privatization of morality burdened people with a task they could not possibly do, leaving them morally inarticulate and unformed. It created a naked public square where there was no broad agreement about what was true, beautiful and good. Without shared standards of right and wrong, it’s impossible to settle disputes; it’s impossible to maintain social cohesion and trust. Every healthy society rests on some shared conception of the sacred — sacred heroes, sacred texts, sacred ideals — and when that goes away, anxiety, atomization and a slow descent toward barbarism are the natural results.

It shouldn’t surprise us that, according to one Harvard survey, 58 percent of college students say they experienced no sense of “purpose or meaning” in their life in the month before being polled. It shouldn’t surprise us that people are so distrusting and demoralized. I’m haunted by an observation that Albert Camus made about his continent 75 years ago: The men of Europe “no longer believe in the things that exist in the world and in living man; the secret of Europe is that it no longer loves life.”

We could use better political leadership, of course, but the crucial question facing America is: How can we reverse this pervasive loss of faith in one another, in our future and in our shared ideals? I do not believe that most people can flourish in a meaningless, nihilistic universe. Despite what the cynics say, I still believe we’re driven not only by the selfish motivations but also by the moral ones — the desire to pursue some good, the desire to cooperate, to care for one another and to belong. Life is about movement, and the flourishing life is the same eternal thing, some man or woman striving and struggling in service to some ideal.

Where do people and nations go to find new things to believe in, new values to orient their lives around? Where do they go to revive their humanistic core? They find these things in the realm of culture. In my reading of history, cultural change precedes political and social change. You need a shift in thinking before you can have a shift in direction. You need a different spiritual climate.

By “culture,” I don’t just mean going to the opera and art museums. I mean “culture” in the broadest sense — a shared way of life, a set of habits and rituals, popular songs and stories, conversations about ideas big and small. When I use the word “culture,” I mean everything that forms the subjective parts of a person: perceptions, values, emotions, opinions, loves, enchantments, goals and desires. I mean everything that shapes the spirit of the age, the moral and intellectual moment, which constitutes the shared water in which we swim. In this definition, every member of society has a role in shaping the culture. We all create a moral ecology around ourselves, one that either elevates the people we touch or degrades them.

Edmund Burke argued that culture, which he called “manners,” is more important than politics. Manners, he wrote, “are of more importance than laws. Upon them, in a great measure, the laws depend. The law touches us but here and there, and now and then. Manners are what vex or soothe, corrupt or purify, exalt or debase, barbarize or refine us, by a constant, steady, uniform, insensible operation, like that of the air we breathe in. They give their whole form and color to our lives. According to their quality, they aid morals, they supply them, or they totally destroy them.”

The good news is that culture changes all the time as people adjust to meet the crises of their moment. In the 1890s, the Social Gospel movement, with its communal emphasis, displaced the social Darwinist culture, with its individualistic, survival-of-the-fittest emphasis. That cultural shift eventually led to political change: the Progressive era. American culture also shifted radically between 1955 and 1975, producing a culture that was less conformist, less sexist and racist, more creative than the one that came before, though also one that was more atomized. The culture war that began in that era produced both the modern left and the modern right. American culture today is already vastly different from how it was during the Great Awakening of 2020.

We Americans went through hard times before, and we have always recovered through a process of cultural rupture and repair. Some old set of values and practices has to be torn away and some new ones embraced.

Trump is that rare creature, a philistine who understands the power of culture. He put professional wrestlers onstage at the last Republican convention for a reason: to lift up a certain masculine ideal. He’s taken over the Kennedy Center for a reason: to tell a certain national narrative. Unfortunately, the culture he champions, because it is built upon domination, is a dehumanizing culture.

True Humanism, by contrast, is the antidote to Nihilism. Humanism is anything that upholds the dignity of each person. Antigone trying to bury her brother to preserve the family honor, Lincoln rebinding the nation in his second Inaugural Address, Martin Luther King Jr. writing that letter from the Birmingham jail — those are examples of humanism. Tracy Chapman and Luke Combs singing “Fast Car” at the Grammys — that’s humanism. These are examples of people trying to inspire moral motivations, pursue justice and move people to become better versions of themselves.

Humanism comes in many flavors: secular humanism, Christian humanism, Jewish humanism and so on. It is any endeavor that deepens our understanding of the human heart, any effort to realize eternal spiritual values in our own time and circumstances, any gesture that makes other people feel seen, heard and respected. Sometimes it feels as if all of society is a vast battleground between the forces of dehumanization on the one side — rabid partisanship, social media, porn, bigotry — and the beleaguered forces of humanization on the other.

If you want to jump in on the side of humanization, join the Great Conversation. This is the tradition of debate that stretches back millenniums, encompassing theology, philosophy, psychology, history, literature, music, the study of global civilizations and the arts. This conversation is a collective attempt to find a workable balance amid the eternal dialectics of the human condition — the tension between autonomy and belonging, equality and achievement, freedom and order, diversity and cohesion, security and exploration, tenderness and strength, intellect and passion. The Great Conversation never ends, because there is no permanent solution to these tensions, just a temporary resting place that works in this or that circumstance. Within the conversation, each participant learns something about how to think, how to feel, what to love, how to live up to his or her social role.

One of the most exciting things in American life today is that a humanistic renaissance is already happening on university campuses. Trump has been terrible for the universities, but also perversely wonderful. Amid all the destruction, he’s provoked university leaders into doing some rethinking. Maybe things have gotten too preprofessional; maybe colleges have become too monoculturally progressive; maybe universities have spent so much effort serving the private interests of students that they have unwittingly neglected the public good. I’m now seeing changes on campuses across America, from community colleges to state schools to the Ivies. The changes are coming in four buckets: First, a profusion of courses and programs that try to nurture character development and moral formation. Second, courses and programs on citizenship training and civic thought. Third, programs to help people learn to reason across difference. Fourth, courses that give students practical advice on how to lead a flourishing life.

I look at these efforts with growing admiration and enthusiasm. My questions are: How can I get involved? Where do I go to enlist? (In my particular case, the answer turns out to be New Haven, Conn.) And of course, the forces of humanization are needed not just on campuses but also within every company, community and organization where people are engaged in the vital search for good conduct, ethical leadership and a greater wisdom about what is truly significant. My books have been attempts to bring humanistic thinking to popular audiences, and wherever I go I confront people who long to feel uplifted, who hunger for the wisdom that has been handed down by sages and prophets through the centuries.

If you’ve read my columns, you may know that one of my favorite observations from psychology is that all of life is a series of daring explorations from a secure base. People need a secure base. Part of that base is emotional — unconditional attachments to family and friends. Part of that secure base is material — living in a safe community, with a measure of financial stability. Part of that secure base is spiritual — living within a shared moral order, possessing faith that hard work will be rewarded, faith in a brighter future.

My friends in the abundance movement say that America has a housing crisis, and they are right. But more elementally, America has a home crisis. When people do not believe they have a secure emotional, physical and spiritual home, they become risk averse, stagnant, cynical, anxious and aggressive.

This is not the way America is supposed to be! For centuries, foreign observers have complained that, if anything, Americans are too idealistic, too optimistic, too naïve, always rushing off to try new ventures without anticipating the cost. The most astute of those observers have always noted that beneath the crass, striving materialism of American life, there is a propulsive spiritual wind, driving Americans to move, innovate, self-improve, venture boldly into the future. This is Lin-Manuel Miranda’s energy infusing the musical “Hamilton”: “I’m just like my country. / I’m young, scrappy and hungry.” This is John F. Kennedy’s Inaugural Address: “Together let us explore the stars, conquer the deserts, eradicate disease, tap the ocean depths and encourage the arts and commerce.”

If America could once again restore its secure emotional, material and spiritual base, maybe we could recover a smidgen of our earlier audacity. Oscar Wilde joked that youth is America’s oldest tradition. Maybe it’s time the country matured, and combined youthful energy with the kind of humility and wisdom that Reinhold Niebuhr packed into one of his most famous passages:

Nothing that is worth doing can be achieved in our lifetime; therefore we must be saved by hope. Nothing which is true or beautiful or good makes complete sense in any immediate context of history; therefore we must be saved by faith. Nothing we do, however virtuous, can be accomplished alone; therefore we are saved by love. No virtuous act is quite as virtuous from the standpoint of our friend or foe as it is from our standpoint. Therefore, we must be saved by the final form of love, which is forgiveness.

I’ll miss a lot of things about being a Times columnist — the readers, the colleagues, the endless learning that the job involves. The job title alone is good for my ego! But I think I’ve found a project and a cause that are worth devoting the final chapter of my career to.

Thanks a million, everybody.

-David Brooks


Saturday, July 19, 2025

“They threw away my card catalog like it was garbage—and with it, my life’s work”

 


I didn’t cry when my husband passed. Not when they tore down the diner where we shared pie on our first date. But the day they wheeled out those oak drawers—the ones with my handwriting on every tab—I stood behind the front desk and wept.

Forty-three years. That’s how long I wore this nametag. Same brass pin. Same coffee ring on my desk. Same chair, one wheel that always stuck. And every morning, without fail, I unlocked the front door of the Grant County Public Library like I was opening a treasure chest.

Because that’s what it was. It wasn’t just books we kept. We kept people. I knew which boy needed a quiet place after his father drank. Which mother needed job listings printed before her shift at the plant. Which farmer wanted the almanac just to remember what his father used to read. The library was the living room of our town. And I was its lamp.

Back in ’82, the roof leaked so bad we read under umbrellas. In ’96, the heater went out and we all sat in coats, reading aloud to stay warm. Once, a little girl named Rosa brought me a can of soup because she said I looked tired. Now, Rosa’s a nurse in Des Moines. She sent me a Christmas card every year until they took away our mailbox to “save funds.”

Last week, they came with clipboards. Said everything would be digitized. “Modernized,” they called it. “Accessible from anywhere.” But they never asked where here was. They don’t know that Mr. Dillard uses the globe in the corner to remember where his brother died in ’Nam. That the Braille Bible on the third shelf is the only one within a hundred miles. That we had a little shelf by the front window for obituaries—because not everyone in town gets the paper anymore.

That mattered to someone. It mattered to me. I tried to stop them. I said, “You can’t just throw away a century of hands.” They said the catalog was “redundant.” I said, “So am I, then?” They didn’t answer.

So today, I sit at my desk for the last time. No more morning rustle of newspapers. No more crinkled bookmarks left by loyal old hands. No more “Miss Ruth, can you help me find…” I suppose Google knows better now.

I look out the big front window. There’s still that old elm tree—the one couples carved hearts into. Still the cracked sidewalk I tripped on in ’77, broke my wrist shelving Steinbeck. Still the same warm light that used to fall on stories that smelled like time.

A boy walks in. Maybe ten. He’s got wild hair and shy eyes. “Are you the librarian?” he asks. I nod. He pulls a paperback from his coat. “I finished it.” I take it gently. “Did you like it?” He nods. “I didn’t know books could make you cry.” I smile. “That means it was a good one.”

Then I reach into the bottom drawer. Pull out an envelope. Inside, a paper card—my last library card, the kind with ink and smudges and a little crooked line where the stamp never lined up right. I hand it to him. “Keep this. Someday, it’ll mean more than a password.” He clutches it like it’s gold. And maybe it is.

As he walks away, I realize they can take the building. Take the catalog, the shelves, the budget, the staff. But they can’t digitize love. They can’t backspace belonging. They can’t replace a woman who remembers every book you ever checked out—because she believed you’d grow from each one. So yes, I was a librarian. But not just for this town. I was America’s librarian. And somewhere, in quiet corners and dimming rooms, I still am.

-FB


Monday, November 11, 2024

A Letter on Veterans Day, November 11, 2024


When are we going to rebel against this man who denigrates both living and dead U.S. soldiers; a man who called soldiers “losers and suckers”; a man who said this about John McCain: “He’s not a war hero. He was a war hero because he was captured. I like people who weren’t captured”?

When are we going to rebel against this man who once said about visiting the cemetery near Paris, Aisne-Marne America: “Why should I go to that cemetery? It's filled with losers!” This is a draft dodger with so-called “bone spurs” and parental connections and money that kept him out of Vietnam; a draft evader who also referred to the more than 1,800 Marines who lost their lives at Belleau Wood as “suckers for getting killed”?

When are we going to rebel against a man who has not and will never “faithfully execute the Office of President of the United States” and “preserve, protect, and defend the Constitution of the United States”; a man who is contemptuous and ignorant of the Constitution of the United States of America, specifically the First, Fourth, Fifth, Sixth, Eighth, and Fourteenth Amendments; a man who also violates Article II, Section 1 and Section 3 of the Constitution of the United States; a man who ignores the legislative and judicial branches of government and their Balance of Power; a man who constantly attacks the U.S. Intelligence Agencies and the Rule of Law by using techniques of deceit and deflection? 

When are we going to rebel against a man who “creates and capitalizes on chaos”; a man who “has ostentatiously refused to fulfill one of his most important duties as president: protecting the nation and its political system from damaging cyber-attacks by a hostile foreign power”; a man who has heightened polarization and partisanship; a man who makes his underlings lie for him; a man who “has told subordinates and criminals that he will pardon them of any potential wrongdoing” they commit for him; a man who has no integrity and perpetuates lies through distraction, threat conflation, normalization and repetition to confuse and mislead his gullible followers? 

When are we going to rebel against a man who exults in bullshit; a narcissist who does not believe in morality and justice and will do everything in his power to remain in office the next time he is elected; a man who is, and who will continue to be, a serial abuser of discretionary powers; a man who, like Richard Nixon, “prevented, obstructed, and impeded the administration of justice [by engaging] personally and through his subordinates and agents in a course of conduct or plan to delay, impede, and obstruct investigations”; a man who said, “I have the right to do whatever I want”?; a man who extols Vladimir Putin, Kim Jong-Un, Rodrigo Duterte, Jair Bolsonaro, Recep Tayyip Erdogan, and other despots but attacks American allies and their leaders; a dangerous traitor who wants to subvert congressional power and destroy U.S. defense and intelligence agencies when he becomes president of the United States of America?   

In short, when are we going to rebel against a callous, manipulative, mendacious, and impulsive charlatan who threatens our national security, betrays our national interest, and perverts the powers of the presidency, a bully who is going to seek revenge on his so-called “enemies”: a scoundrel who has divided our nation and will create an irreparable travesty of justice and defilement of the rights of many Americans? 

-Glen Brown  



Wednesday, October 25, 2023

A Teaching Tool

 


I came across the following article on Facebook. It has been edited.


Every Friday afternoon, a teacher asks her students to take out a piece of paper and write down the names of four children with whom they’d like to sit by the following week. The children know that these requests may or may not be honored. She also asks the students to nominate one student whom they believe has been an exceptional classroom citizen that week. All ballots are privately submitted to her.

And every single Friday afternoon, after the students go home, this teacher takes out those slips of paper, places them in front of her and studies them. She looks for patterns.

Who is not getting requested by anyone else?
Who doesn’t even know who to request?
Who never gets noticed enough to be nominated?
Who had a lot of friends last week and none this week?

You see, this teacher is not looking for a new seating chart or “exceptional citizens.” This teacher is looking for lonely children. She’s looking for children who are struggling to connect with other children. She’s identifying the little ones who are falling through the cracks of the class’s social life. She is discovering whose gifts are going unnoticed by their peers, and she’s pinning down right away who’s being bullied and who is doing the bullying.

As a teacher, parent, and lover of all children, I think that this is the most brilliant Love Ninja strategy I have ever encountered. It’s like taking an X-ray of a classroom to see beneath the surface of things and into the hearts of students who need adults to step in and TEACH them how to make friends, how to ask others to play, how to join a group, or how to share their gifts with others. It’s also a bully deterrent because every teacher knows that bullying usually happens outside of eyeshot, and that often kids being bullied are too intimidated to share.

As this teacher explained this simple, ingenious idea, I asked, “How long have you been using this system?” she said. “Ever since Columbine. Every single Friday afternoon since Columbine.”





Tuesday, October 10, 2023

"The U.S. is losing teachers at an alarming rate" -Steven Singer

 


Teach for America (TFA) was a solution to a problem it helped create. Educators have been leaving the profession for decades due to poor salary, poor working conditions, heavy expectations and lack of tools or respect.  

So Wendy Kopp, when in Princeton, created a program to fast track non-education majors into the classroom where they would teach for a few years and then enter the private sector as “experts” to drive public policy. These college graduates would take a five week crash course in education and commit to at least two years in the classroom thereby filling any vacant teaching positions.

Surprise! It didn’t work. In fact, it made things worse. Apparently de-professionalizing education isn’t an incentive to dive into the field.

That isn’t to say everyone who went through the program became a bad teacher. But the few good and committed educators that did come through the program could have done so even more successfully by graduating with a degree in education.

Now the organization created in 1990 is expecting its lowest enrollment in 15 years. TFA anticipates placing slightly less than 2,000 teachers in schools across the country this fall. That’s two-thirds of the number of first-year teachers TFA placed in schools in fall 2019, and just one-third of the number it sent into the field at its height in 2013.

Apparently fewer people than ever don’t want to train for four to five years to become lifelong teachers – and neither do they want to be lightly trained for a few years as TFA recruits, either – even if that means they can pass themselves off as education experts afterwards and get high paying policy positions at think tanks and government.

On the one hand, this is good news. Watering down what it means to be a teacher is even less popular than actually being an educator. On the other hand, we have a major crisis that few people are prepared to handle.

The US is losing teachers at an alarming rate.

After decades of neglect only made worse by the Covid-19 pandemic, we’re missing almost a million teachers. Nationwide, we only have about 3.2 million teachers left!

According to the Bureau of Labor Statistics, there are 567,000 fewer educators in our public schools today than there were before the pandemic. And that’s on top of already losing 250,000 school employees during the recession of 2008-09 most of whom were never replaced. All while enrollment increased by 800,000 students.

Meanwhile, finding replacements has been difficult. Across the country, an average of one educator is hired for every two jobs available. Not only are teachers paid 20% less than other college-educated workers with similar experience, but a 2020 survey found that 67% of teachers have or had a second job to make ends meet.

It’s no wonder then that few college students want to enter the profession. Over the past decade, there’s been a major decline in enrollment in bachelor’s degree programs in education.

Beginning in 2011, enrollment in such programs and new education certifications in Pennsylvania — my home state— started to decline. Today, only about a third as many students are enrolled in teacher prep programs in the Commonwealth as there were 10 years ago. And state records show new certifications are down by two-thirds over that period.

To put that more concretely, a decade ago roughly 20,000 new teachers entered the workforce each year in the Commonwealth, while last year only 6,000 did so, according to the state Department of Education (PDE).

But don’t look to most of the so-called experts to solve the problem. A great deal of them are former TFA recruits! Through programs like TFA’s Capitol Hill Fellows Program, alumni are placed in full-time, paid staff positions with legislators so they can “gain insights into the legislative process by working in a Congressional office” and work “on projects that impact education and opportunities for youth.”

Why do so many lawmakers hire them? Because they don’t cost anything.

Their salaries are paid in full by TFA through a fund established by Arthur Rock, a California tech billionaire who hands the organization bags of cash to pay these educational aides’ salaries. From 2006 to 2008, alone, Rock – who also sits on TFA’s board – contributed $16.5 million for this purpose.
 
This isn’t about helping lawmakers understand the issues. 
It’s about framing the issues to meet the policy initiatives of the elite and wealthy donors. It’s about selling school privatization, high stakes testing and ed-tech solutions.

As US Rep. Alexandria Ocasio-Cortez (D-New York) said on a call with Justice Democrats: “I don’t think people who are taking money from pharmaceutical companies should be drafting health care legislation. I don’t think people who are taking money from oil and gas companies should be drafting our climate legislation.”
 
I’d like to add the following: people taking money from the testing and school privatization industry shouldn’t be drafting education policy. People who worked as temps in order to give themselves a veneer of credibility should not be treated the same as bona fide experts who dedicate their lives to kids in the classroom.

The whole point of this scam is to serve the needs of the privatization movement.

Investors want to change public education into a cash cow. They want to alter the rules so that corporations running districts as charter or voucher schools can cut services for children and use the extra cash for profits.

And that starts with teachers.

If we allow privatizers to replace well-prepared and trained teachers with lightly trained temps, we can reduce the salaries we pay instructors. We delegitimize the profession. We redefine the job “teacher.” It’s no longer a highly-trained professional. It’s something anyone can do from off the street – thus we can pay poverty wages.

And the savings from cutting salaries can all go into our corporate pockets!

This kind of flim-flam would never be allowed with our present crop of highly trained professionals because many of them belong to labor unions. We have to give them the boot so we can exterminate their unions and thus provide easy pickings for the profiteers.

This helps explain why so many plans to address the teacher exodus are focused almost exclusively on recruiting new hires while completely ignoring the much larger numbers of experienced teachers looking for the exits.

According to the National Education Association (NEA), it is teachers who are quitting that is driving a significant part of the current educator shortage. More teachers quit the job than those who retire, are laid off, are transferred to other locations, go on disability or die. And this has remained true almost every year for the last decade with few exceptions.

To put it another way, you can’t stop a ship from sinking if you don’t plug up the leak first!

But experienced teachers always have been the biggest obstacle to privatizing public schools and expanding standardized testing. That’s why replacing them with new educators has been one of the highest priorities of corporate education reform.

After all, it’s much harder to try to indoctrinate seasoned educators with propaganda that goes against everything they learned to be true about their students and profession in a lifetime of classroom practice than to encourage those with no practical experience to just drink the Kool-Aid.

So it should come as no surprise that supply side policymakers are using the current teacher exodus as an excuse to remake the profession in their own image.

As Rahm Emanuel, Chief of Staff to President Barack Obama (Later Chicago Mayor) said: “You never let a serious crisis go to waste. And what I mean by that [is] it’s an opportunity to do things you think you could not do before.”

If our policymakers really want to solve the problem, we’d spend at least as much time keeping the experienced teachers we have as trying to get new ones to join their ranks. Research shows that teacher experience matters.

“The common refrain that teaching experience does not matter after the first few years in the classroom is no longer supported by the preponderance of the research,” Tara Kini and Anne Podolsky write in Does Teaching Experience Increase Teacher Effectiveness?

“We find that teaching experience is, on average, positively associated with student achievement gains throughout a teacher’s career.”

Their analysis is based on 30 studies published over the past 15 years and concludes:

1) Experienced teachers on average are more effective in raising student achievement (both test scores and classroom grades) than less experienced ones.

2) Teachers do better as they gain experience. Researchers have long documented that teachers improve dramatically during their first few years on the job. However, teachers make even further gains in subsequent years.

3) Experienced teachers also reduce student absences, encourage students to read for recreational purposes outside of the classroom, serve as mentors for young teachers and help to create and maintain a strong school community. 

The road to keeping experienced teachers isn’t exactly mysterious.

First, there must be an increase in salary. Teacher pay must at least be adequate including the expectation that as educators gain experience, their salaries will rise in line with what college graduates earn in comparable professions. This is not happening now.

In addition, something must be done to improve teachers working conditions. Lack of proper support and supportive administrators is one of the main reasons experienced teachers leave a building or the profession.

And perhaps most obviously, politicians have to stop scapegoating educators for all of society’s problems and even for all of the problems of the school system. Teachers don’t get to make policy. They are rarely even allowed a voice, but they are blamed for everything that happens in and around education.

If we want teachers to work with socially disadvantaged students, they must be provided with the institutional supports needed to be effective and steadily advance their skills. But this requires making education a priority and not a political football.

To do that, you would need to stop bankrolling organizations like TFA. However, the billionaires funding school privatization and the standardized testing industry would never allow it. So unlike our public schools, as fewer and fewer applicants come to TFA, there will always be money to keep it afloat. Those who are causing the teacher exodus will never be the ones to fix it. 

-Steven Singer