Archives for the month of: July, 2020

In this post, experienced teacher Mark Weber (aka Jersey Jazzman) explains “How Schools Work” and the practical problems that will arise if and when schools open during a pandemic.

Even if schools get all the money they need (which is far from certain), there will still be the issues he raises.

Even if schools get all of the money they need, and staff show remarkable ingenuity and creativity, there are some basic, inconvenient truths we need to face about how schools work before we claim we can reopen safely this fall. So, in no particular order:

– Children, especially young children, cannot be expected to stay six feet away from everyone else during an entire school day. Sorry, even if a school has the room, it’s just not going to happen. One adult can’t keep eyes on a couple/few dozen children every second of every hour of every day to ensure they don’t drift into each others’ spaces. You certainly can’t do that and teach. And you can’t expect children to self-police. Young children are simply not developmentally able to remind themselves over seven hours not to get near each other.

– Children cannot be expected to wear masks of any kind for the duration of a school day. At some point, the mask has to come off; even adult medical professionals take breaks. And anyone who’s worked with young children knows they will play with their masks and not even realize they’re doing it. It’s simply unrealistic to expect otherwise.

– The typical American school cannot accommodate social distancing of their student population for the duration of the school day. Schools were designed for efficiency, which means crowded hallways and tight classrooms. Schools are expected to foster student and teacher interactions, which means close quarters. Expecting every students and staff member to maintain a 3 foot bubble* around themselves is not realistic given the way most school buildings are laid out.

– School staff do not generally have isolated spaces in their workplaces where they can stay when not working with children. I don’t have an office; I have a classroom. I’m only by myself when the kids leave… but everything they breathed on and touched and coughed on stays. I’m not an epidemiologist so I don’t know exactly what the consequences of this are, but I suspect it matters.

– School buses cannot easily accommodate social distancing, nor can they easily adjust to accommodate staggered school sessions. School buses aren’t as big as you remember (when’s the last time you were on one?). Social distancing is the last thing school bus engineers had in mind when designing the things. In addition: school districts often stagger the times of bus routes, usually by grade level, to get all the kids to school (this is why high school often starts much earlier than elementary school). If you go to split shifts, you are conceivably expanding a bus’s routes from, say, 6 to 12.** Unless you greatly expand the school day and pay a lot more for busing staff, it’s not going to work.

– Like every other workforce, school staff have many people who have preconditions that make them susceptible to becoming critically ill when exposed to Covid-19. The big worry I keep reading about is age — but that’s just the start. Three-fourths of the school workforce are women, and many are in their childbearing years; are we prepared to have pregnant teachers working? What about teachers who think they might be pregnant? And then all the pre-existing conditions…

– Schools are only one part of the childcare system in this country. The big worry seems to be that if we don’t get kids to school, parents can’t get back to work. But for many (most?) parents, the school day only covers part of the work day. Before- and after-school programs are a big part of the childcare system. Are we going to be able to enforce all the same restrictions on children during these hours that we will during the school day?

– Unsupervised adolescents cannot be expected to socially distance outside of the school day if schools are reopened. If we’ve got adults showing up at bars without masks in the middle of a frightening peak in Covid-19 cases, what do you think teenagers are going to do when school’s done for the day? Especially if we leave them at home, unsupervised, learning remotely while their parents work?

– Teachers are trained and experienced within an area of certification; moving them out of that area will lead to less effective instruction. When you become a teacher, you get a certification — maybe even two or three — in a particular area. Each certification requires coursework, and often a placement as a student teacher, in that area. A secondary math teacher, for example, has to study math at a certain level, and then learn how to teach it. You can’t expect a kindergartner teacher who’s been trained in early childhood education to do that job — and vice versa.***

– Even within an area of certification, moving teachers on short notice to a new subject or grade will lead to less effective instruction. How hard can it be to move from teaching 4th Grade to 3rd? More than you’d think. Every grade has its own curriculum, materials, assessments, etc. Teachers spend years developing lessons that often can’t be transferred to another grade level or subject; a choir teacher, for example, can’t just take her lessons over to the school band, even if she is a great music teacher. Expecting teachers to move quickly between grades or within areas and not face a learning curve defies common sense.

There is more. Open the link and keep reading.

This post will propose a GRAND BARGAIN for reopening the schools.

There is a great demand to reopen the schools for the sake of the economy, and there is great resistance to reopening the schools due to fears about the safety of children and staff.

Parents and teachers are worried that if schools open too soon, they won’t be safe. Students won’t be safe if classrooms are crowded. If students don’t wear masks, they will be in constant confrontations with teachers. How do you keep very young children six feet apart? What about safety measures to protect the staff? These are all genuine problems.

What makes this entire discussion surreal is that Congress and the Trump administration have thus far refused to pass legislation that would send the aid needed to help schools reopen safely and help local and state governments cope with drastic reductions in revenues due to the shutdown of the economy.

Some states are planning to cut school funding by large amounts. They are willing to lay off teachers and support staff, including nurses. Under these conditions, schools cannot possibly reopen safely and should not.

A few states, like California, plan to hold the school budget where it is, with no cuts.

But to reopen, schools need MORE funding. They must reduce class sizes drastically to have safe social distancing. Depending on room sizes, classrooms should have no more than 10-15 students. To do that means hiring MORE teachers.

The Council of Chief State School Officers has estimated that it will require up to $244 billion in additional federal aid to reopen schools safely. It might be even more. If that is the cost of reopening schools and reopening the economy, it is a price worth paying.

Since the federal government has failed to take the lead in controlling the pandemic, the number of cases of coronavirus continues to rise, unlike the EU or Canada or many other nations. Where the virus is still rising, as in Texas, Florida, Arizona, and other states, schools cannot open safely.

But where the virus has been contained, schools can act on reopening plans only if they are adequately funded.

The only way to reopen schools safely, whether in the fall or months later, is by a dramatic increase in the budget so that there will be enough staff to protect the health and safety of the children, the teachers, and other staff.

Schools will need to hire additional nurses and health aides to monitor the temperature and health of everyone in the school as well as psychologists and social workers to aid students who have suffered trauma in recent months.

Some advocates of distance learning think it should become “the new normal,” but the past few months has demonstrated that not much learning is going on, that students are bored and long to be with their friends and teachers, and that distance learning is at best only a temporary fix.

Parents, business leaders, and everyone concerned about reopening the schools and the economy should together demand that the federal government provide whatever funds are needed to reopen schools safely so parents can return to work knowing that their children are safe. It may or may not happen in September, and there will be regional and local variations, depending on whether the coronavirus has been controlled.

But whenever it happens, the highest priority must be the safety and well-being of children and school staff.

It will not happen safely without a massive increase in funding from the federal government.

It should not happen until that funding has been approved.

It is with great sadness that I inform you that our dear friend Bonnie Lesley, leader of Texas Kids Can’t Wait, died of pneumonia.

She was a champion for children, and we will miss her friendship and her guidance. She was beloved by everyone who had the good fortune to know her.

Her son Bruce posted this notice today on Facebook:

Our family is devastated and heartbroken that my mother, Bonnie Lesley, who has loved, inspired, and impacted the lives of so many, has passed away this morning from complications related to pneumonia in Waco, Texas.

Our family is immensely grateful for all the love, support, prayers, and best wishes her various communities have provided to her, us, and to each other through this terribly difficult time.

My mother loved you all (“y’all” from our Texas friends). Her boundless love for family, students, colleagues, neighbors, and those dedicated to improving the lives of others is so apparent in the outpouring support she received in return.

Although not normally one who liked people reading to her, she loved to hear each and every post that I read to her via texts, email, Facebook, and Caring Bridge. She was so pleased to hear the kind words she got from people all over this country. It give her some much needed peace and happiness through this crisis.

We are going to have a graveside burial service for her in Her hometown of Hedley, Texas, this coming Friday. More information on this is forthcoming as arrangements are finalized. In lieu of flowers, we would ask that people consider donating to the The Network for Public Education Action, Planned Parenthood, or the Alzheimer’s Association.

Recognizing this will be very difficult if not impossible for people to attend, we are planning an on-line “Celebration of Bonnie’s Life” in the coming weeks. We will let people know when and how to participate in the near future.

Thanks again to all of you for your love, kindness, and support of my mother and our Thanks again to all of you for your love, kindness, and support of my mother and our family.

-Bruce Lesley

I share this quote (slightly modified) that my Mom loves from Gabriela Mistral:

“Many things we need can wait. The child cannot. Now is the time his or her bones are formed, his or her mind developed. To them, we cannot say tomorrow, their name is today.”

Wendy Lecker is a civil rights attorney who writes often for the Stamford (Ct.) Advicate. she writes here about the disgraceful double dipping of charter schools in Connecticut, taking funds designated for public schools, then seeking and getting federal funds intended for small businesses.

Are charter schools to be defined as public schools or private businesses? When it’s time to get public money, they insist they are public schools, even though they are controlled by private boards. But when the money is for private businesses only, they line up to get the money. They are shape-shifters.

Lecker writes that the charters got their share of money intended for public schools:

With the Coronavirus Aid, Relief and Economic Security (“CARES”) Act, Congress provided federal aid to public schools, and specifically directed that charter schools receive aid as public schools. Connecticut public school districts and charter schools are receive comparable aid under the CARES Act’s Elementary and Secondary School Emergency Relief Fund (“ESSERF”). For example, New Haven will receive about $8 million, so a little more than $400 per student, and Amistad and Elm City charters, part of the Achievement First chain, will get similar per-pupil amounts. Bridgeport will receive about $9 million, or about $450 per student and Achievement First Bridgeport will be allocated a similar per-pupil amount. Hartford will get a little more than $10 million, or about $547 per student, and Achievement First Hartford will receive about the same per pupil. The per pupil amounts in Stamford’s public schools and charter school are similar as well. Stamford will receive $2.74 million for its approximately 16,600 students and Stamford Charter School for Excellence will receive a little more than $100 per pupil for its approximately 395 students — about the same as Stamford’s per-pupil allocation.

But that was not enough for the charters. They went for the federal Paycheck Protection Program to claim more money.

Lecker writes:

These charter schools, however, decided that when it comes to going after more federal dollars, it pays to be private entities as well. So each of these charters applied for and received significant forgivable Paycheck Protection Program loans offered to small businesses in dire need as a result of the crisis.

Amistad Academy was approved for a loan of $2.7 million. So Amistad, a charter with a little more than 1,000 students, will receive a forgivable loan for more than the entire ESSERF allocation for Stamford Public Schools’ more than 16,000 students. Elm City’s loan is for $1.24 million; Achievement First Bridgeport’s loan totals $1.4 million, Achievement First Hartford’s loan is for $2.36 million and Stamford Charter School for Excellence’s loan is for $520,648. All these loans are forgivable, thus unlikely to be repaid.

In total, these loans total more than $8.2 million, covering 4,544 students. To compare, New Haven’s $8.5 million in ESSERF aid has to spread over 20,6675 students.

Public schools are in dire financial straits. Charters are not.

Lecker writes:

Are these charter schools really private small businesses in dire need? Last year, claiming charter schools were public schools, Dacia Toll, CEO of the Achievement First charter chain, complained that her schools were “starving” without more state funding. Looking at the most recent publicly available federal tax documents, Amistad has more than $30 million in net assets and reserves. Elm City, another Achievement First school, has more than $34 million in net assets and reserves, Achievement First Bridgeport has more than $6 million and Achievement First Hartford has almost $2 million. Stamford Charter School for Excellence has more than $2 million in net assets and reserves.

Meanwhile, public school districts across the state are facing massive funding cuts — some predicting cuts as high as 30 percent of their budgets. They also face steep increases in costs associated with reopening — from ensuring a clean and safe environment, to addressing the increased academic, social and health needs of their students. And now, with Gov. Ned. Lamont’s order that public schools reopen fully, in person, in the fall — without any promises to increase state aid — public school districts are in an even more precarious financial position. Public school districts are funded by local, state and, to a small extent, federal dollars. They have no options to tap into money intended for private businesses. Because public schools are public.

When charter schools are allowed to act as both private businesses and public schools, taxpayers end up paying twice. In these dire financial times, there are surely better uses for public funds than to double pay to pad the reserve funds of well-resourced charter schools.

The greed of the charter industry is shameful.

Mitchell Robinson is a professor at Michigan State University.

In this post, he reviews the issues involved in reopening schools in the fall.

Teachers should not be expected to return unless conditions are safe for both students and adults.

That means more resources, not budget cuts.

Steven Singer is a veteran teacher in Pittsburgh. He loves being a teacher. But he loves being alive even more. He doesn’t think it will be possible to open the schools safely because our government has failed to take the steps necessary to control the pandemic. Other nations have. But we haven’t, and now we are paying the price.

Singer writes:

Nearly every other comparable country kept that downward trend. But not us.

The United Kingdom, France, Italy, Germany, Canada…

But the United States!?

Ha!

You think we can wear masks in public to guard against the spread of infection? No way! Our President politicized them.

Stay indoors to keep away from infected people? It’s summer and the beaches are open.

And – heck! – we’ve got to make sure restaurants and bars and other businesses are open, too, or else the economy will suffer…A sane country would come together and provide people with federal relief checks, personal protective equipment (PPE), protection from evictions, and universal healthcare. But we don’t live in that country.

Instead we’re all just going to have to suffer.

Not only you and me, but our kids, too.

Because they will have to somehow try to continue their educations through all this madness – again. And this time it won’t merely be for the last quarter of the year. It will be at the start of a new grade when everything is new and fresh and the groundwork is being laid for the entire academic year.

I don’t even know what to hope for anymore.

Would it be better to try to do a whole year of distance learning?

I speak from experience here – April and May were a cluster.

Kids didn’t have the necessary technology, infrastructure or understanding of how to navigate it. And there was no way to give it to them when those were the prerequisites to instruction.

Not to mention resources. All the books and papers and lessons were back in the classroom – difficult to digitize. Teachers had to figure out how to do everything from scratch with little to no training at the drop of a hat. (And guess what – not much has changed in the subsequent weeks.)

Let’s talk motivation. Kids can be hard to motivate under the best of circumstances, but try doing it through a screen! Try building a trusting instructional relationship with a child when you’re just a noisy bunch of pixels. Try meeting individual special needs.

A lot of things inevitably end up falling through the cracks and it’s up to parents to pick up the pieces. But how can they do that when they’re trying to work from home or working outside of the home or paralyzed with anxiety and fear?

And this is probably the BEST option, because what else do we have?

Are we really going to open the school buildings and teach in-person? While that would be much better from an academic standpoint, there’s still the problem of a global pandemic.

Kids will get sick. As time goes on we see increasingly younger people getting infected with worsening symptoms. We really don’t know what the long term effects of this disease will be.

And even if young people are mostly asymptomatic, chances are good they’ll spread this thing to the rest of us.

They’ll bring it home to their families. They’ll give it to their teachers.

Even if we only have half the kids one day and the other half on another day, that won’t help much. We’re still being exposed to at least a hundred kids every week. (Not to mention the question of how to effectively teach some kids in-person while the rest are on-line!)

Even with masks on – and can you imagine teaching in a mask!? Can you imagine kids wearing masks all day!? – those respiratory droplets will spread through our buildings like mad!

Many of us are in the most susceptible groups because of age or health.

Don’t get me wrong – I want to get back to my classroom and teach my students in-person more than almost anything – except dying.

I’d rather live a little bit longer, thank you… A crappy year of education is better than mass death.

Anya Kamenetz of NPR reports that the American Academy of Pediatrics concluded that young children should return to school in the fall.

She writes:

The guidance says “schools are fundamental to child and adolescent development and well-being.”

The AAP cites “mounting evidence” that transmission of the coronavirus by young children is uncommon, partly because they are less likely to contract it in the first place.

On the other hand, the AAP argues that based on the nation’s experience this spring, remote learning is likely to result in severe learning loss and increased social isolation. Social isolation, in turn, can breed serious social, emotional and health issues: “child and adolescent physical or sexual abuse, substance use, depression, and suicidal ideation.” Furthermore, these impacts will be visited more severely on Black and brown children, as well as low-income children and those with learning disabilities.

The guidance for returning to in-person schooling includes recommendations about physical distancing, cleaning and disinfection, hand-washing, and using outdoor spaces whenever possible.

The AAP argues that offering elementary school children the opportunity to go to school every day should be given due consideration over spacing guidelines if capacity is an issue: “Schools should weigh the benefits of strict adherence to a 6-feet spacing rule between students with the potential downside if remote learning is the only alternative.”

And, it also argues that masks are probably not practical for children younger than middle school unless they can wear a mask without increased face touching.

The guidelines do note that adult school staff are more at risk compared to young children and need to be able to distance from other adults as much as possible — no in-person faculty meetings, no class visits by parents. And they emphasize the need to make accommodations for students who are medically fragile or have special health care needs or disabilities.

However, these guidelines don’t necessarily address the health concerns of America’s teachers or their willingness to return to in-person teaching. Federal data show nearly a third of teachers are over 50, putting them in a higher risk category when it comes to the disease.

I am old enough to remember the original George Wallace, a hateful racist who was Governor of Alabama. He ran for president as a champion of white nationalism. His base is now Trump’s base. Trump is the second coming of Wallace.

This post says it succinctly.

Trump channeled Wallace in front of Mount Rushmore.

Racism is alive and living in the White House.

On June 10 the Lincoln Project, the effort of former-Republicans to defeat Donald Trump, posted this on Twitter: “Today @realDonaldTrump became the Confederacy’s Second President.” The reason: Trump’s relentless defense of “Confederate generals who fought against the United States of America to preserve slavery and uphold white supremacy.”

In the weeks that followed, Trump has only doubled down on this defense, denouncing Black Lives Matter protesters as “vandals” attacking “our heritage,” and making clear that his re-election strategy centers on the stoking of white racial resentment, perhaps to the point of race war…

If last year Trump abused the legacy of Lincoln, this year he celebrated an edifice that has come to symbolize white supremacy and the illegal dispossession of native American lands, created in 1927 by a man with KKK sympathies who also created the monument to the Confederacy on Stone Mountain, Georgia, that features Stonewall Jackson, Robert E. Lee, and Jefferson Davis.

Following Trump’s Juneteenth weekend rally in Tulsa, the site of the 1921 massacre of hundreds of local Black citizens, the explicit racism of Saturday’s site was obvious, and made more obvious by Trump’s neo-fascist diatribe of a speech. CNN’s description is apt:

In a jaw-dropping speech that amounted to a culture war bonfire, President Donald Trump used the backdrop of Mount Rushmore Friday night to frame protesters as a nefarious left-wing mob that intends to “end America.” Those opponents, he argued, are engaged in a “merciless campaign to wipe out our history, defame our heroes, erase our values, and indoctrinate our children.”

Trump did reference the egalitarian promise of July 4 as a celebration of the Declaration of Independence. He cynically nodded to Lincoln’s “Emancipation Proclamation” and to the example of Martin Luther King, Jr, and he listed a pantheon of “heroes” that included Frederick Douglass, Harriet Tubman, and Muhammad Ali. But these were rhetorical flourishes, dissimulations designed to furnish a veneer of plausible deniability for the otherwise racist force of the speech. For Trump made clear to his white base that it is the current followers of Douglass, Tubman, and Ali who constitute a clear and present danger to “American Greatness.” The speech was nothing less than a call to arms, not simply to re-elect Trump but to vanquish enemies of the people: “Here tonight, before the eyes of our forefathers, Americans declare again, as we did 244 years ago: that we will not be tyrannized, we will not be demeaned, and we will not be intimidated by bad, evil people. It will not happen.”

While Trump cynically invoked King, it is hard to imagine a rhetorical performance more different from King’s “The American Dream” speech, delivered on July 4, 1965, at the Ebenezer Baptist Church in Atlanta, Georgia, at the height of the struggle for civil rights that Trump is intend on repudiating. King’s speech was a serious moral appeal, a call to realize the “promise” of American freedom. Trump’s speech, especially when considered in the broader rhetorical and political context in which it was delivered, is a cynical incitement to a racially-inflected culture war….

There are obvious differences between Wallace and Trump. Trump is in many ways a postmodern racist, a shapeshifter perfectly capable of denouncing “shithole countries,” describing cities like Elijah Cummings’s Baltimore as “disgusting . . . rodent infested messes,” mocking Black journalists such as Yamiche Alcidor, and demanding that women of color who oppose him “go back to where they came from,” while simultaneously glorifying “Louie Armstrong” and Jesse Owens. Trump’s Mount Rushmore speech was thus more rhetorically complex, and in many ways more insidious, than Wallace’s 1965 speech.

But both men are at heart reactionaries for whom July Fourth is an occasion to commemorate not Lincoln’s inclusive vision of a strong national government that emancipates its citizens from oppression, but the neo-confederate opposition to this emancipation. Trump celebrates not a nation of free, rights-bearing, democratic citizens, but a homogenous populace unified in struggle against against imagined enemies: “Uplifted by the titans of Mount Rushmore, we will find unity that no one expected; we will make strides that no one thought possible. This country will be everything that our citizens have hoped for, for so many years, and that our enemies fear — because we will never forget that American freedom exists for American greatness. And that’s what we have: American greatness.”

To this extent, Trump, like Wallace, appeals to a genuinely Confederate reading of the Declaration of Independence itself.

Donald Trump is our George Wallace, our Jefferson Davis, a man who yearns to restore the Confederacy.

He must be defeated.

Donald Trump somehow imagines that the nation–at least the white portion of the nation–shares his nostalgia for the Confederacy. He is prepared to fight to the bitter end to save statues of Robert E. Lee and others who rebelled against the United States of America and fought a war that cost more than 600,000 lives. He calls this our “great heritage.”

This is the same man who ridiculed Senator John McCain, who spent five years in a Vietnamese prison cell and was brutally beaten, yet refused the chance to go home early because he would not leave until his fellow Americans were freed. Trump said he was a “loser.” But he admires those who fought for states’ rights, dissolution of the union, and white supremacy.

The Boston Globe published this article about Trump’s allegiance to the Confederacy. Does MAGA mean “bring back the Confederacy”?:

WASHINGTON — Mississippi scrubbed the Confederate insignia from its state flag. Top Senate Republicans want to make Juneteenth a federal holiday. And on Wednesday, a crane lifted an enormous statue of Stonewall Jackson off its pedestal in Richmond, Va., the former capital of the Confederacy.

But while America begins to reckon with the racism of its history and its present, President Trump is defiantly defending that past.

As protesters and local governments around the country take down Confederate monuments and rethink the depiction of founding fathers who owned slaves, Trump has appointed himself their protector, tweeting seven times in a 24-hour span beginning Tuesday about attacks on statues and the nation’s “heritage.” He vowed to veto a defense bill if it strips Confederate officers’ names from military bases — a measure authored by Democratic Senator Elizabeth Warren but also backed by key Republicans. And on Sunday, he retweeted a video that showed one of his supporters yelling “white power.” He took it down hours later after facing criticism but he did not apologize for the sentiment.

“It’s my hope that President Trump takes a step back and realizes this is 2020, not 1940 or 1950,” said Richmond Mayor Levar Stoney, a Democrat who gave the order to remove the statue of Jackson and another Confederate officer from city property on Wednesday.

But a president who vowed to “Make America Great Again” has again focused his reelection campaign on the past — or at least one version of it. At a moment when the country is wrestling with difficult questions of race, he spent part of the week defending the honoring of Confederate generals and he will end it with an appearance Friday at Mount Rushmore, a monument that critics say has long promoted a sanitized, all-white story of American history.

“This is a battle to save the Heritage, History and Greatness of our country,” Trump tweeted on Tuesday, echoing how he urged the mostly white crowd who came to see him in Tulsa last month to “save that beautiful heritage of ours.”

Trump swept into office in 2017 after a campaign that scapegoated Mexicans and Muslims and won over many white voters. Now, as polls show his support slipping with white people thanks in part to his handling of coronavirus, he’s framing civil rights protests as an “attack” on white Americans and the removal of Confederate symbols and vandalism of other statues as an erasure of their history.

“It appeals to people who believe that America is America because it’s white,” said Michael Steele, the former Republican National Committee chair who was the first Black man to hold that position. “So you talk about erasing ‘our heritage’ — you hear those words, what does that say to you? No one in this country talks like that except for racists.”

This Wall Street Journal article by Ted Mann tells a story of a fascinating discovery, the kind that makes historians swoon.

Two historians were debating the fate of the Lincoln Emancipation memorial in Washington, D.C. it depicts Lincoln standing beside a kneeling, nude slave who is breaking his chains. Then one discovered a letter written by Frederick Douglass that provided a solution agreeable to all.

WASHINGTON—It was a text-message debate that led Scott Sandage and Jonathan White to discover a vital American artifact last weekend: a long-forgotten letter showing how Frederick Douglass really felt about a statue of Abraham Lincoln and a slave.

Messrs. Sandage and White are history professors who have been on opposite sides of a dispute over the Emancipation Memorial near the U.S. Capitol, which depicts Lincoln in the act of freeing a kneeling Black man.

Mr. White, who teaches at Christopher Newport University in Virginia, wrote in a newspaper that the statue should be preserved, even while conceding in passing that Douglass disliked the design.

Mr. Sandage, a professor at Carnegie Mellon University in Pennsylvania, considered the statue “visually unredeemable” because of its depiction of a Black man kneeling in a subservient position to Lincoln.

Both men sit on the board of the Abraham Lincoln Institute and had been debating whether the statue should remain or come down.

And so on the last Friday evening in June, sitting on the couch with his wife watching “Gilmore Girls,” Mr. White was texting back and forth with Mr. Sandage, pondering the alleged distaste for the statue by Douglass, who had dedicated it with a famous address in 1876.

The account of Douglass criticizing the statue at its unveiling came from a 1916 book that included the recollection of activist John W. Cromwell, who was in attendance.

Mr. White pointed out the account was secondhand from three decades later, and could be apocryphal. Mr. Sandage had thought Cromwell’s account had been corroborated and cited it in his own work in the 1990s. He went searching for a corroborating account.

Last Saturday morning, Mr. Sandage started searching Douglass’s name and the word “knee” in digitized newspaper archives at Newspapers.com. He found no corroborating accounts of the remark, but something better: published blurbs headlined “Frederick Douglass says” that referred to an 1876 letter from Douglass criticizing the monument.

After 20 minutes, and narrowing the search using Douglass’s flashiest adjective (“couchant”), Mr. Sandage uncovered Douglass’s letter itself.

[A letter to the editor of the National Republican newspaper in Washington from Frederick Douglass in 1876.
PHOTO: LIBRARY OF CONGRESS]

Five days after the unveiling, in a letter to the editor of the National Republican newspaper in Washington, Douglass had critiqued the statue’s design and suggested how more dignified depictions of free Black people would improve the park.

“The negro here, though rising, is still on his knees and nude,” Douglass wrote. “What I want to see before I die is a monument representing the negro, not couchant on his knees like a four-footed animal, but erect on his feet like a man.”

Mr. Sandage said he didn’t at first realize the importance of his discovery, but alerted Mr. White and texted an image of the letter to David Blight, a Douglass biographer and history professor at Yale University.

Mr. Blight was “practically giddy,” Mr. Sandage said.

Mr. Blight in turn emailed Richard Fox, a Lincoln scholar at the University of Southern California, who hadn’t seen the letter either.

“This all happened on Saturday morning,” Mr. Fox said. “None of us knew until three days ago that there was any evidence in Douglass’s entire life that he had actually said these things, and then there it was.”

Mr. White and Mr. Sandage weren’t done. Their searches also uncovered an obituary for Charlotte Scott, the former slave whose $5 donation had kicked off the fundraising to pay for the monument on the day of Lincoln’s death.

The statue was paid for by donations from former slaves, including Black veterans of the Union Army, but the design was selected by the Western Sanitary Commission, a St. Louis charity run by white people, according to the National Park Service.

The commission selected the design by Thomas Ball, an American sculptor living in Trieste, Italy, after years of appeals failed to raise sufficient funds for a larger and more complex monument, historians said.

Messrs. White and Sandage also found a reference in the Washington Bee, a Black newspaper in the city, to “the Charlotte Scott Emancipation statue in Lincoln Park.”

Just like that, a document apparently unknown to Douglass’s biographers and not found in the orator’s papers at the Library of Congress had landed squarely in the middle of the debate that has swept the nation and the neighborhood around Lincoln Park where the statue stands.

Amid the Black Lives Matter Movement and the protests following the killing of George Floyd, momentum is gathering to remove or alter statues like the Emancipation Memorial, following successful calls to take down monuments of Confederate generals.

In Washington, a candidate for District Council, Marcus Goodwin, has gathered roughly 7,000 signatures on a petition to either remove or alter the Lincoln statue. Eleanor Holmes Norton, Washington, D.C.’s nonvoting representative in Congress, has said she would introduce legislation to move the statue to a museum. And in Boston, a panel voted unanimously on Tuesday to take down a replica of the Emancipation statue.

Mr. Goodwin has said that concerns about the statue could be addressed by adding more Black figures to the statue that are in standing positions, including contemporaries of Lincoln like Douglass. It is a compromise that the newly discovered Douglass letter seems to anticipate.

Still others believe the existing monument should be moved, including Kirk Savage of the University of Pittsburgh, whose work includes “Standing Soldiers, Kneeling Slaves,” a history of monuments erected after the Civil War.

“It is a distorting image,” Mr. Savage said. “It’s a white savior narrative that puts Lincoln in the position of a kind of saint, working a miracle cure on the enslaved population.”

If new additions to the memorial are done right, Mr. Sandage said, “the original statue would become an artifact and the new groupings around it would become the focus.”

Mr. White said that “people of good will are on both sides” of the issue. “If people had listened to [Douglass] it might have resolved it 144 years ago,” he said.

As for their discovery, Mr. Sandage credited the activists, whose demonstrations at the park had led to his debate with Mr. White.

“That’s how historians work,” he said. “We argue with each other and then go look again.”

Messrs. White and Sandage said the find helped them reach an agreement, which they proposed this week in an article for Smithsonian Magazine. Citing Douglass’s words, they argued that “no one monument could be made to tell the whole truth of any subject which it might be designed to illustrate.”

The historians suggest adding more statues—of Douglass and of Scott —and better explaining the story of Archer Alexander, who was the model for the slave figure. Mr. Alexander was the last man arrested under the Fugitive Slave Act, the Park Service says.

“If the statue is to stand there any longer, it should no longer stand alone,” they wrote. “Who would be more deserving of honor with an additional statue than the freedwoman who conceived of the monument?”

Write to Ted Mann at ted.mann@wsj.com