Ungated communities

"You think you've lost your fur and your tail for a purpose spelled with a capital P and sold to you in some book that explains how everything was just a prelude until you came. If you do, you're happy I take it, and you'd be better off not to be following me or this crab or lifting up stones and looking under them."

Loren Eiseley

I like to follow ghost crabs...photo by Tracy Parris, NPS

Our district is in trouble.

We're facing 10% layoffs, and the possible loss of our extra-curricular activities. We're paying to revamp our technology to enable us to take the PARCC exam in a couple of years, an exam just about guaranteed to demonstrate we're "failing" while we silence our musicians.

Few of those making the big bucks in our district live in our district. Those of us who live in town are subsidizing the lifestyles of folks who would never consider living here.

Our town is not the only one caught in the tidal change in our national economy where the efforts of folks in towns like Bloomfield pay for someone's grapes from Château Margau. Things are getting grim for many of us.

Lifted from All My  Eyes

I can take on Bill Gates mano a mano, but his dollar-driven army (and those of his ilk) will likely win in the public battles that matter. Teachers, parents, citizens have sat silent too long.

***

So why do I bother teaching "science" in a system that has been rigged to fail?

Here's why: the natural world, the one that matters, the one that feeds us, the one that brings joy, the one that was here long before words were uttered and will be here long after all of us are silent again, that world, is virtually unknown to most of us in our culture.

Know this world, the world that matters, and you can still forage for food, and know grace.
Know this world, the world that matters, and you can still lose yourself, and find peace.
Know this world, the world that matters,and you can still sleep, and feel restored.

Most of the kids I teach face dim prospects if they define themselves by the rules of Bill Gates, if they judge themselves by the shiny objects that drive them to debt, if they cannot see the larger picture.

If my lambs learn nothing else in my classroom, they at least witness the creation of food from their breath and water and little else. They are reminded of death. They are gently prompted day after day after day that there is a world larger than any of us in a drop of pond water, a teaspoon of soil.

Should I ever meet Mr. Gates, I'd give him a basil seed, a small pot of peat moss, and a prayer. I'm sure he "has people" that could do this for him. I'm sure he is reasonably happy, or thinks he is, and really, what's the difference?

 Here's the secret--there's a huge difference. 

Children who know the wild sing more robustly, dance with more abandon, sleep more soundly than children behind the Gates. 


Photo from NPS site, should be fair game...will replace with mine once I find one of the 3 gazillion ghost crab photos we've taken.

A cautionary tale

 This originally was written in January, 2009--nothing has changed.
Got a little help from Clay Burrell, too.

Prince Arne declared himself the Learner. He decreed all children shall become learners, too.

And the people rejoiced!

"We must incentivize schools to learn them everything!"

So the children were taught this and the children were taught that, then that, and some more of this. This and that and that and this.

And the children took the Pearson and Gates National This and That Learner test and...gasp...most of them failed!

Prince Arne thought and thought--why he knew a "this." And he knew a "that." He thought and thought and thought some more.

Towers fell, and poppies grew, but Prince Arne continued his thinking of this and of that.

"We shall teach them more this and thats! We will raise this this bar and that that bar, and they will pass!"

And the people rejoiced.

And now the children did double this and double that. They called a this a triple this that, and a that a triple that this! Oh, they learned and learned and learned some more!

The children then took the International National This and That Learner Exam, upgraded and revised and validated at much expense and stamped with the Official Seal of Pearson.

And they failed again--except in the district of Here and There.

"Oh, Super Supers of the Here and There, how did you do it?"
the people asked.

We dipped them in lard, had them stand on their heads,
Made them study real hard, fed them bennies and reds,
We stapled and folded and creased without end
Our methods are valid, we've got proof can defend

The key to success is to put Thissing First
And now our children are no longer the worst.
We are the Miracle in Houston, the success in Chicago
We even topped scores of some school in Wells Fargo.


(But hear's the real sekrit, come listen and learn
We gave them the answers, left no test unturned
If the test is the point, why bother with facts
We gave them the keys, our students relaxed

We give each a scantron, the dots clearly bubbled
Then they filled out another, completely untroubled
Using authentic skills learned in the finest of schools
Now the students are ready to be corporate tools.)

So each district bought the Thissing First program, a billion dollars was spent. The kids were drugged and dipped in lard and forced to study without end the thisses and thats and the thats and the thisses.

A month before the Interplanetary Universal This and That Plus Learner Exam, upgraded and revised and validated at great expense and stamped with the Official Seal of the Universe, each child meticulously bubbled their own individualized scantron--some used crayons, some Play Doh, some used ink, and a few traditionalists still fumbled with Dixon Oriole Number 2 pencils. The people were pleased to see that the new education recognized different learning styles.

And every child passed (except a few in Gotham who refused to play) but that's OK, because "all" means 97%.

And the people rejoiced.

The End

Scantron image from Greene County Public Library.

Zip codes and cortisol

 
Suppose you had a child who had sustained a moderate head injury in a car accident, how would you assess her her first few months back?

Her memory may be wobbly, she may be prone to bouts of inattention.

You'd be kind, no? You'd work with her to help her get through her material. You might even whisper to her that there are bigger things in life than this week's homework assignment.

You certainly would not blame the child for the extra work you both need to do to get her through the curriculum.

***

Suppose you had a child who's just returned from home instruction after a particular rough bout with treatment for his brain tumor. He's doing better now, thanks be to God, but he's not quite as sharp as he was.

A colleague mentions to you he had brain irradiation. You get a vague 504 notification that he needs more time to complete his tasks, that he needs an outline of all class activities. You'd be more than glad to take on the extra duties. You're a teacher, and like most teachers, frequently take those extra steps for children who need them. You do not need a 504 reminding you to be human.

You certainly would not blame the child.

***

Now imagine you have a child who has been exposed to a drug during early childhood, a drug known to shrink a portion of the brain called the hippocampus.

You do a little research on the hippocampus, a critical component for new memories and for spatial awareness. You ponder what it must be like for a child facing challenges in an increasingly competitive and unloving school system.

You can predict how such a child might do in today's schools.

The drug? Cortisol.
The source? A child's own adrenal glands, a response to stress.
The cause? More often than not, poverty.

I worked for years as a pediatrician in shelters and public housing in some of the most stressed neighborhoods in New Jersey. I saw plenty of love, strength, and beauty under conditions that crushed souls. But I was putting band-aids on the gaping wounds of systemic neglect that continue and continue and continue.

A child who lives under constant severe stress has, literally, smaller hippocampuses than a child not exposed to the same stress.

I sat a table's width across from Governor Christie last spring as he spouted off one of Arne Duncan's soundbites: "Zip code is not destiny."

And I agree. As brain tumors and moderate brain injuries are also not destiny.

But if you think any of them have no effect on a child's education you are simply not thinking.

Would it had made a difference if I screamed at the smugness that accompanied the remark?

A remark by the most powerful man in our state, speaking of the least.

"We Can Do Better" propaganda than you

Update: turns one co-founder is Christine Healey DeVaull; her Dad, Bob Healey, made a fortune selling luxury boats, and now shares some of it through the Healey Philanthropic Group, whose Executive Director is~ta da~Christine. She also was the ED International Education Foundation and subsequently created the Catholic School Development Program. The communication guy is Dominic Pepper.

I was not looking for trouble this morning. Saturday mornings are for creating new ideas for class, so I was wandering around, listening to Frank Nosche, running through the AP listserve, while working on a revised syllabus for AP Biology.

An advertisement popped up while I viewed a "science" video. (OK, it was a swimming scallop.) The ad was for We Can Do Better New Jersey, a coalition of "various educational and philanthropic groups and individuals" who support NJ's proposed New Jersey Opportunity Scholarship Act, essentially a voucher system that would allow educational scholarships to private schools for low income students.

That's a complicated issue, and not what got me roiling. I can see how well-meaning, reasonable folks can take contrary positions on an issue deeply entwined in history, in culture, and in economics, an issue with profound effects on children.

What got me roiling was the propaganda.

***

Unlike vouchers, the program is funded by corporate tax credits....[T]here’s no added burden to taxpayers.

Um, do the math--states must maintain balanced budgets. Tax credits mean less revenue from the corporation toward the state's general fund.

That's an added burden to the taxpayer--we're either hit for more revenue or we get less services.

You might believe that reducing services is the right thing to do--bully for you. Just don't hide under patently contradictory claims.

If a company wants to give a child, any child,  scholarship to go anywhere, anywhere, no one is stopping them....

Because businesses bear a huge burden of having to train unprepared workers who are the products of failed educational experiences, it is only logical that these businesses should have the opportunity to direct their tax liabilities to a source which they feel will improve the educational quality of graduating students (potential employees).

I had a huge burden raising my two children--it's only logical that I should have the opportunity to direct my tax liabilities to my family. Oh, and I'm not paying for roads anymore except the ones I use. If your house is on fire, you pay for the firefighters. It's only logical.

If you believe that public education exists to provide prepared workers for private enterpise, then it's only logical to have the businesses pay for all educational costs. To be fair, a lot of corporations are giving children an education in life--a child working for Apple or Nike learns early on what Hobbesian means.

Is this a voucher bill? No.

Yes.

Depends on how you define "voucher," I suppose, but let's keep the argument honest. Public money ("tax credits") directed by private interests will be used to help support private schools. As I said up top, rational people can hold contrary views.

Blatantly misdirecting the argument makes for great sophistry, but I expect more from a website that claims it takes the high ground here:

By leveraging the support of schools and local communities, we hope to convince legislators of the value of this bill for the school children of New Jersey and for all New Jersey citizens fiscally, philosophically, and ethically.

Oh, and one more thing. Asking for donations is a cute touch, gives the site a grass roots feel. I'm betting that the "philanthropists" involved have got the bills covered.

I'd be much obliged if anyone could direct me to a list of donors.

The astroturf badge is from SourceWatch, used under CC 3.0
The girl stitching a soccer ball is from Oxfam Australia.
The bold purple quotes all from the We Can Do Better NJ website.

Why I'm marching next week. Hope you join us!

If you want to see, you need to sit still. Still enough, for long enough, to be part of what is.
Be still and know.

You will know what it means when you get there--but first you have to sit. Still.

This is my Auntie Beth's pond, not mine.

***

I've gotten pretty good at sitting still on these cataract days, so humid even thoughts have a hazy edge.  A functioning republic needs a reflective citizenry--I sit by the edge of my pond and nap reflect, doing my patriotic duty.

If most of us knew what we wanted, and thought hard about how to get there, about what matters, and then pursued those things in ways that do not harm ourselves or our families, our republic could work.

Most of us don't anymore, most of us don't have the time, and the time we do have we pre-empt to the thoughts of others--Fox news, Cialis ads, NFL, Nascar--we've become the natterin' nabobs of negativism Agnew feared decades ago. (Full disclosure: I love Nascar and the NFL.)

It shows in public discourse, but even sadder, it shows in our private lives as well.

***

I am going to the SOS March for a few grand, and many selfish, reasons.

I will be chatting, laughing, drinking, maybe even dancing with generally happy folks who live the lives they believe worth living. Folks who still make bread, can, knit, brew, and write. Folks who give a damn, and who know enough history to know that giving a damn is how you fix things.

Folks who know their craft, and the history of their craft, well enough to know this march matters.

I am trading bottles of mead with Tom Hoffman, I am going to share words with Jose Vilson, I am going to shake hands with Diane Ravitch. Linda Darling-Hammond will be there, so will Jonathan Kozol. Heck, even Matt Damon (of Jay and Silent Bob Strike Back fame)  is coming!

When I go back to school in September, and someone bemoans NCLB, I will share my stories from the march, so that they will join us.

My Dad marched in DC back in 1963 in his full dress US Marine Corp officer's uniform. (Yeah, he's that guy...) He was proud of being the first in his clan to be born in America, and he was proud to be a Marine. He got to fly because the USMC didn't care where he came from, only what he could do. He lived the American dream.

I have a copy of the Bill of Rights and the Declaration of Independence up in my classroom. I teach science, true, but my primary responsibility is to create citizens. Not scientists. Not suits. Citizens.

I work in one of the few public spaces left in our country, one of the few places left where ideals of our republic are discussed earnestly.

When the discussions end, so does our republic.

We are marching "to reclaim schools as places of learning, joy, and democracy." Joy is a wonderful word, right up there with Jefferson's pursuit of happiness. Joy matters in a democracy, because we matter as people, as families, as communities.

Hey, it's going to be fun! And educational!

Don't tread on me (or the commons)

I am not inherently opposed to charter schools. 
I am opposed to outsiders narrowing public spaces in my community.
Call me provincial, parochial, or even a local yokel.
We lost much of the commons years ago.I'm fighting hard for what's left.

"If it were up to local municipalities, it would essentially kill charter schools." 

Christopher Cerf, Acting Commissioner of NJ

The commons still exist. We still have community spaces, shared by all, that define who we are. We breathe the same air. We drink the same water--at least those of us who avoid the bottled nonsense.

I clam a tidal flat owned by no one, shared by all. Tidal flats are gifts of nature, of god, of grace. I did not earn it. I limit my haul to what I can reasonably share with my clan before the next low tide.

Public education still belongs, tenuously, to local communities. I pay thousands of dollars a year to support our school system, as do my neighbors. Our board of education meets every two weeks, people who live in town, people who I meet on the street. We work together to create a public school district. It's hard work, and it's not cheap.

Democracy has a price.

***

I just got back from the Bloomfield High Spring Choir Concert. The exuberant young voices brought tears to my eyes (shhh....don't tell anyone). The concert was free.

I've taught 1st generation Haitians and Ecuadorans and Chinese and Dominican Republicans and Filipinos and Albanians and Greeks and Costa Ricans and Viet Namese and British and Bosnians in the few years I've been here.

Imagine a small tidal flat separated into fiefdoms--this flag on the north end, this flag on the south, you get whatever (and only whatever) clams under your flag.

It wouldn't work.

There's a move in a nearby town to set up a Mandarin charter school. About a hundred schools in the States cater to Turkish culture. Folks want to set up a school, well, no law against it, and I have no beef with them. Folks want to spend public money to make them run, though, and now we have a problem.

A very big problem.

***

Anyone who believes the point of school is to improve the workforce available for private business fails to grasp the concept of the commons. Anyone who believes the point of school is to make kids ready for college and the global economy fails to grasp the concept of the commons.

Without a commons, there is no real community, and maybe we're there already. If you know more about the American Idol judges than you do the family across the street, you're a bigger threat to our republic than some ragged Taliban fighter protecting some poppy seeds in a land you cannot pronounce.

He's not likely to plant a flag on my mudflats, our mudflats. But you might.
And I'm going to spend what's left of this lifetime making sure you don't.

Flag photo from USA FlagSupply.com site.
On Monday the Georgia Supreme Court "struck down a law empowering a special statewide commission to approve...charter schools." Go Georgia!

Public schools matter if....

"That broad [public trust] doctrine derives from the ancient principle of English law that land covered by tidal waters belonged to the sovereign, but for the common use of all the people. Such lands passed to the respective states as a result of the American Revolution..."

Justice Frederick W. Hall, NJ Supreme Court

I clam on a tidal flat a few miles from here.  A few others do as well. Tidal water is public--any of us can walk anywhere below the average high tide mark, and so long as the water is deemed safe, rake for clams. Or fish. Or launch a kayak. Or just lie on the beach letting the sea lap at our toes.

Lots of people have eaten my clams, our clams. I have caught a lot of my fish, our fish. I have wiled away hours and hours at the ocean's edge, my ocean, our ocean.

"Public" is not a four-letter word. You can count the letters.
Public is, however, a misunderstood word.

If we keep misunderstanding it, our republic will fail as a republic. Some would argue it already has.

***

I teach science, but keep a copy of the Declaration of Independence and the Bill of Rights on the wall in class. right next to a tiny poster describing New Jersey's snakes. Every now and again someone asks why, and I'm all too eager to explain. Public schools exist for the benefit of our republic. Our republic depends on a learned, thinking citizenry.

We forget that sometimes.

Some classes are obviously tailored for this. Civics (where it still exists). History. The various vocational arts (cooking, wood shop, metal shop, home economics). Physical education.

Some less obviously so. English, when reduced to grammar, not so much. English, when sharing great ideas and helping citizens craft their ability to share those ideas, wonderfully so!

Science, when reduced to teaching the cell cycle, not so much. Science, when pushing children to look at the natural world, and start putting the pieces together, thinking about how things work, more so.

(We are, as a nation, confused about science--we think we need STEM education to produce technicians who will lead us into the New Glorious Economy, at least that's what those in power keep saying. The more we push science to feed our technocracy, the worse science education becomes.)

***

Public education, like the tide's edge and public parks, has become one of the few common spaces left. Few people know what "usufruct" means anymore.

Democracy cannot survive gated communities. Democracy cannot survive a constant drum of propaganda beaten into the heads of folks who have given up thinking for tribal acceptance. Democracy cannot thrive when small, powerful groups dictate the rules.

I fear for public education. Every time a family says my child's life is worth far more than yours, the commons shrinks. Every time a child has walls built around her to shield her from the world, the commons shrinks.

The walls are insidious. Charter schools (which, though "public" in name, defy the commons), SUV's, A&F t-shirts, gated communities, gerrymandering, and on and on and on create the image that your child is special, is elite, is immune to the world.

***

Does your Mayor send his children to public schools?  Do your local board of ed representatives? Your school district superintendent? Does your Senator send hers to the local public high school? Where do Bill Gates' children go? President Obama's? (I will give he devil Arne Duncan his due--at least he sends his children to public schools).

Yes, the reasons are myriad. Yes, we all want what's best for our children.
If you think the commons matters, if you think about that at all, then realize that your choices matter.

We may be beyond the tipping point. Some folks worry about the clams I rake, yet think nothing of the packaged clams dredged up hundreds of miles away by strangers. How do I know they're safe?

If you trust strangers more than your neighbors in the name of safety, and many of us do just that, then the local town hall becomes a quaint memento, the public school roof will start to leak, and democracy will fail.

I'm going to keep clamming as long as I can. I'm going to keep teaching in a public high school as long as I can. I'm going to keep writing as long as I can. We have a great thing going here in America.

The sad thing is, so few know what we got, they'll hardly miss it when it's gone.

Yes, we ate all the critters, (excepting the human kind) in the photos.

Uh-oh

Turns out Sue Ohanian beat me to the punch in her Outrages blog.

N.J. education czar nominee appeals to union, Dems

"...and is already being praised by educators."

The Star-Ledger, front page today

I'm a registered Democrat.
I'm a card-carrying member of the NJEA.
I trip on the word "educator," but I think teaching science in a public high school qualifies me as one.

Governor Christie will nominate Christopher Cerf (alas, not the muppet music guy) as the next education chief here in Jersey.

Before we get all gooey with joy, let me speak for at least one Democratic unionized teacher here in Jersey. If the Ledger is right, and the union and Dems go gaga on this guy, I'm going to put my considerable union dues to good use, buying ale instead of politicians. I'll even share a pint or two with Bret Schundler, who always struck me as a decent and reasonable man even when I disagreed with him.

• Mr. Cerf was the President and Chief Operating Officer of Edison Schools, Inc., a for-profit corporate invasion of public space, for eight years! He led them through the years when their stock was publicly traded on NASDAQ. The Edison Schools, Inc., record speaks for itself.

• Mr. Cerf showed questionable judgment in 2008 when he sought a contribution from Edison Schools while he served as Deputy Schools Chancellor in New York City.

• Mr. Cerf was a partner in the Public Private Strategy Group, a company that claims on its site that PPSG "[led] the successful turnaround of over 100 underperforming public schools in major urban centers across the country." If you look for the evidence on the "Education" page of the website, you get a picture of flying mortarboards and the words "This section is currently under development."

• Mr. Cerf was trained by the Broad Urban Superintendents Academy, founded by Eli Broad, a real estate mogul, who believes that business executives can turn around failing schools through their extraordinary management skills. Broad has joined with master educators Bill and Melinda Gates, Arne Duncan, and Michelle Rhee to teach us slow-witted teacher folk how to do our jobs. Billionaires can influence policy, and they can influence the press. Still, take a good look at the numbers, then draw your own conclusions....

• Mr. Cerf served as senior policy advisor for Bloomberg's latest run as mayor.

“What has happened to schools under Mike Bloomberg is one of a kind,” Mr. Cerf said in an interview. “It really is a national model for reform.”

If juggling statistics to fudge perceived results is the kind of reform you want, you'll love Mike Bloomberg's plan.

None of these disqualify Cerf from the nomination. Heck, he's perfect for Christie. Cerf's tinfoil Democrat badge works in Christie's favor.

Still, if you value the public in public school, value democracy in Democratic values, value union in the NJEA, you should be frightened by Christie's choice. Especially if The Star-Ledger tells you everybody else thinks otherwise.

In a week that Democrats gave the super rich a huge tax break, I have no idea what "Democrat" means anymore....

Credit Sue Ohanian for digging out the article on Cerf's conflict of interest.

Image of Christie and Cerf from The Star-Ledger.

"Meaningful careers" or meaningful lives, Arne?

This year New Jersey requires incoming freshman to pass an end of course biology exam before receiving a diploma. In theory, this is a wonderful idea. As an added bonus, it protects my position.

The state has decided that competency in biology matters more than cooking, than music, than art, than shop. It matters more than learning a second language, more than theater, more than auto maintenance or civics.

This made sense back in the 19th century, when a family could be trusted to teach children how to get along in the world. How to slaughter chickens, how to grow grain, how to shod a horse or darn a sock.

This made sense back in the 20th century when a family could be trusted to teach children how to change a tire, replace a faucet, find the faulty tube in the television, sew a hem, or scramble eggs for breakfast.




For many of my students, maybe most, holding them to a minimum standard of competency in biology is no big deal. It is possible to pass a biology course without grasping much, and you do not need to be an Einstein a Pasteur to meet the state standards.

Still, when we live in a time when many children would go hungry even if given a sack of fresh flour and a cup of yeast, we need to think carefully how we want children to spend their time in compulsory and public education.

***

Yes, families have an obligation to teach their children.
Yes, more children are in cities now than on farms.
Yes, an educated citizenry is vital for sustaining certain industries.

No, you do not need a college education to be useful, nor does higher education guarantee better government. We need literacy, we need numeracy, we need a sense of place, and we need a sense of time. Instead, this is the proclaimed aim:

A high school should be a place where all students are prepared with the knowledge and skills necessary to enter postsecondary education and pursue meaningful careers.

Arne Duncan, Teacher in Chief

The neo-tech priests (bless me, Father Gates, for I have sinned....) confound capitalism with democracy, and colleges with competency. Our teaching/business/technology classes have been served well by higher education.

That it is possible to be charged with educating generation after generation of children without ever having set foot outside a classroom, without ever working a factory line, without ever picking up a shovel or a wrench or a clam rake, without ever having earned a living beyond the classroom walls has skewed our view of what education means.

No, you do not need to be a stevedore before you teach in public education, but it doesn't hurt.

What does hurt, though, is a generation of education specialists who literally grew up in classrooms, earning praise and grades for pursuing specialized knowledge chunked into particular subjects divvied up back in the 1890s.

How about this, Mr. Duncan?

A high school should be a place where all students are prepared with the knowledge and skills necessary to pursue meaningful lives as citizens of Bloomfield, New Jersey, and the United States.

I've worked on the docks, in hospitals, in barges and on boats, in a retail store, in shelters, and in a bottling factory. Now I work in a school building.

The scary part?

Just about everyone I've ever worked with outside of a school building had little positive to say about schooling, beyond the social aspects. A few did say they they wished they had stayed in school longer, doomed as they are now in a troubled economy, but an advanced education is not the panacea for employment that the policymakers believe (or say, anyway).

Highly educated is not synonymous with well educated. Just about anybody I know outside of education gets this. Many in education get this, too, but not enough of us, not nearly enough.

Yep, the inimitable (but emminently copyable) toothpaste for dinner

Bill Gates the Third: Póg mo Thóin

I have an unhealthy (and perhaps unnatural) dislike of oligarchs.

Bill Gates plans to leave $10,000,000 to each of his children because he "doesn’t want to leave them the burden of tremendous wealth."

Read that again. S-L-O-W-L-Y....

Mr. Gates the Third knows nothing about my town, my children, our state, about horseshoe crabs, or about life, judging by the (limited) evidence.

So here's a fair question: what does Mr. Gates the Third believe in? What matters to him? I wouldn't give a rat's ass about these questions if Mr. Gates the Third left my children (and yours) alone.

But he won't. Neither will Eli Broad nor Arne Duncan nor Warren Buffet. So I want to know what they believe. Do they believe in God or an afterlife? Do they believe in the commons? Do they garden or brew or bake, or do they have "their people" do it for them?

People who screw with public education better have good reasons. Our local schools are the last grasp of the public commons that we have; the top 10% of Americans now control over 70% of the wealth; the bottom 50% control 2.5%. The top 1% have more than 13 times what half the nation holds.




Here's an idea--let those of us in the bottom 80% figure out what our children need, those born without "the Third" appended to their names. Those who fight the wars. Those who fill town halls and local bars and public parks. Those whose backs support the dreams of the Bills and Melinda and Warrens in our midst.

The most depressing thing about reading about Mr. Gates the Third?
Will Nelson, our Willie Nelson, played at their wedding.

The graph is from True/Slant.....

The "Bill Gates Hates Children" poster was lifted from Rudd-O,
which grants a GNU GPL license ....

Coffee, slide rules, and educated children

What matters?

If a child had true control over her education, and she truly understood what matters, would she sit in my class?

Ah, yes, interesting question, but it is our job as
the wise teachers to help her understand what matters....

Do we? Would you risk your livelihood by doing what's in the best interest of our children?

Of course, we're professionals, we are advocates,
can you not hear our self-righteous chest-beating?

Do you proctor state tests you noisily condemn in the faculty lounge?

Ah, well, yes, I see your point, but that's really out of our hands.

What would a well-educated, thinking young adult look like in my classroom?
Would I recognize her?

Ah, yes, the problem child, the one in black
reading Dante's Inferno, not even pretending to hide the book.

I once told a bright, fascinating student reading an interesting book that she needed to learn to be more discrete in the classroom.

Are we creating the kinds of adults we need to create?

Kids start drinking coffee in high school.
We don't use slide rules anymore, we use far more powerful tools.
What are we doing?