Sara Stevenson was a librarian in an Austin, Texas, middle school. The following opinion piece was published in the Fort Worth Telegram.
When schools went remote at the beginning of the coronavirus era, parents were briefly in awe at teachers’ patience and skills.
As schools remained closed and parents grew angry, educators quickly fell from grace, and 370,000 have left the profession since the beginning of the pandemic.
Even at that, school librarians experienced the steepest fall.
During my 15 years as a public middle-school librarian, I frequently received affirmation for my vocation to encourage young people to read.
But ever since then-Rep. Matt Krause of Fort Worth published a list of 750 questionable books in fall 2021, Texas librarians have been put on the defensive.
School librarians fully support parents’ rights to monitor their children’s reading choices. In fact, some parents use the selection of library books as a way to facilitate conversations and even read books together.
Problems arise when particular parents try to usurp this role from the professionally trained librarians and decide which books belong or don’t belong in the library — not just for their kids but for all children.
School librarians in Texas are required to hold master’s degrees (or be working towards them) as well as teaching certificates and are charged with curating their library collections.
Each school population has different age levels, interests, needs and community standards, and the librarian’s duty is to choose suitable titles while making sure many points of view are represented.
A book’s inclusion in a library is not a librarian’s endorsement of the content. The book is there to provide access and choice.
Now, several Texas House members have introduced bills that would directly affect school libraries.
House Bill 338, filed by Republican Rep. Tom Oliverson of Cypress, would skip the role of the librarian altogether by putting the onus directly on the book publishers. Under this measure, publishers would have to rate every book for age appropriateness and display these ratings on their covers.
The labels wouldn’t just rate for sexual content; they would even warn if a book might be too scary for a child younger than 7.
How can anyone possibly decide this for all children? How would Maurice Sendak’s “Where the Wild Things Are” be rated? It has monsters, yes, but it’s also adorable.
The consequence for a publisher’s failure to include the rating would be that its books will not be available for school libraries to purchase.
This demand on private companies certainly seems like overreach, and it would significantly slow down the process of getting new books into the hands of eager readers.
And once again, we are faced with the question of who decides. Is it the publisher, who may be quite liberal or overly strict in standards? Will the publisher hire readers to count “dirty words” and “inappropriate” or “scary” scenes, or will the book be judged as a whole? Will every parent in every Texas community agree with these ratings? And why bypass the professional librarian in this process?
At the other end of the pendulum, we have House Bill 552 from Republican Rep. Ellen Troxclair of Austin. This law would remove the education protection clause, “repealing the affirmative defense to prosecution for the criminal offense of sale, distribution, or display of harmful material to a minor.”
This stems from the accusation that certain librarians are “groomers” for sexual deviancy.
This threat will affect the contents of libraries, causing librarians to self-censor and limit books with mature or controversial themes, LGBT characters or racial conflict.
Librarians cannot possibly read through every book acquired, so they will err on the side of safety and limit the choices of their students, especially when threatened with arrest.
During the last year and a half, I’ve watched clips of school board meetings that have been hijacked by Moms for Liberty and other organizations that ironically seek to curtail the liberty of students to select and parents to monitor their children’s reading choices.
When schools have to compete with Tik Tok and every new app that comes along to get children to read in the first place, this manufactured fight against libraries is not just misdirected but harmful.
If you want to protect kids from bad influences, take away their phones, not their library books.
Jeffrey Fleishman of the Los Angeles Times describes the assault on librarians by rightwing groups and parents who want to ban books. Across the country, but especially in red states, librarians are vilified as “the arm of Satan” by those who want to control what books are on the library shelves. If you want to read a concise summary of book-banning, read my book The Language Police, published by Knopf.
He writes:
In her time as a Texas school librarian, Carolyn Foote watched the image of her profession veer from “shrinking violets behind spectacles” cataloging titles to “pedophiles and groomers” out to pollute the minds of the nation’s youth.
“Librarians came from a climate of being so appreciated to hearing this message that we’re reviled,” said Foote, co-founder of Freadom Fighters, an advocacy group for librarians that has nearly 15,000 Twitter followers. “It was an astonishing turn of events.” A lot of librarians are asking themselves whether they want to remain in the profession, she added. “At least five people I know have retired early.”
Once a comforting presence at story circle and book fairs, librarians have been condemned, bullied and drawn into battles over censorship as school and library boards face intensifying pressure from conservatives seeking to ban books exploring racial and LGBTQ themes. Those voices have grown stronger in red states since the pandemic, when parental groups opposed to mask mandates expanded their sights and became more involved in how and what their children were taught.
Recent polls suggest most Americans are not in favor of banning books. But concentrated pressure by politically connected parental groups, said Peter Bromberg, a board member at EveryLibrary, a nonprofit library advisory group, “has librarians facing a great deal of stress. There are signs on people’s lawns calling librarians pedophiles.” They face pressure from principals and administrators over book displays, and “neighbors talk about them being an arm of Satan.”
The Patmos Library in Jamestown, Mich., which lost public funding after a campaign by conservatives, forcing it to rely on donations.
(Joshua Lott / Washington Post via Getty Images)
Some librarians are fighting back; others have lost or left their jobs. The culture wars over books come at a time when about 27% of public libraries have reduced staff because of budget cuts and other reasons, according to a 2021 national survey. Lessa Kanani’opua Pelayo-Lozado, president of the American Library Assn., said librarians’ problems are compounded by attacks that are part of an effort “seeking to abolish diverse ideas and erode this country of freedom of expression. I see it as the dismantling of education.”
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A number of school board meetings in recent years have become explosive and emblematic of the country’s political animosities. Parents yell, boo, shake fists and hold up sexually graphic images in dramas that play out on social media. Similar scenes have erupted at public libraries, including at the Patmos Library in western Michigan, where at least two librarians have quit amid pressure and harassment from residents demanding the removal of LGBTQ books and young adult graphic novels.
(Joshua Lott / Washington Post via Getty Images)
At the library’s December board meeting, librarian Jean Reicher denounced critics a week after the building closed early over fears for the staff’s safety. She said that signs around town labeled her a pedophile and that she’d received abusive phone calls and had iPhones pointed at her. Her emotional retort came a month after a campaign led by conservatives succeeded in defunding the library, forcing it to rely on donations.
“We have been threatened. We have been cursed,” said Reicher. “How dare you people. You don’t know me. You don’t know anything about me. You have said I’ve sexualized your children. I’m grooming your children.”
She raised her hands. Her anger welled.
“I have six grandkids out there,” she said, ticking off the offenses aimed at her. “I moved to this town 2½ years ago, and I regret it every day for the last year. This has been horrible,” she continued. “I wasn’t raised this way. I believe in God. I’m a Catholic. I’m a Christian. I’m everything you are.”
School and library boards are encountering demands from conservative lawmakers and parental groups, such as Moms for Liberty and Mama Bears Rising, and in a few instances the far-right extremist group the Proud Boys, to scour libraries of what they consider upsetting pornographic and LGBTQ depictions. Many conservatives criticize schools as overrun with progressive ideas that are confusing children about race and gender.
“By exposing our children to adult concepts such as gender identity we are asking them to carry a load that is much too heavy for them,” Kit Hart, a Moms for Liberty member, said in a video posted last year from a school board meeting in Carroll County, Md. “A 10-year-old should not be reduced to his sexuality.”
A video posted on the Moms for Liberty website shows another one of its members outlining her concerns at a public meeting in Mecklenburg, N.C.: “Parents beware of terms like social justice, diversity, equity, inclusion. Those inherently good things are being used to disguise a biased political agenda,” she said. “Our schools are becoming indoctrination camps and a breeding ground for hatred and division.”
Florida and other states have placed tougher restrictions on books that schools can stock. A Missouri law passed last year makes it a crime for a school to provide sexually explicit material to a student. After a discrimination complaint filed by the American Civil Liberties Union, the U.S. Education Department’s Office for Civil Rights is investigating a Texas school district after a superintendent directed librarians to remove LGBTQ-related books.
“We have been thrown to the forefront of the cultural wars whether we want to be there or not,” said Amanda Jones, a middle school librarian in Livingston Parish, La., who last year broke out in hives and fell into depression after she was threatened for speaking against censorship. “It’s not fun to be vilified in your small town or the country at large. It’s all related to their using political fear and outrage. And they’re using children to do it.”
Jones was skewered by conservative activists, including Citizens for a New Louisiana, after she warned at a library meeting that “hate and fear disguised as moral outrage have no place in Livingston Parish.” A picture of her appeared online with a red circle around her head — resembling a target — and she was called a pig and a supporter of teaching anal sex to 11-year-olds. Someone suggested she should be slapped.
Martha Hickson, a high school librarian in Annandale, N.J., endured similar stress and said she lost 12 pounds in one week after she was accused by a parent at a school board meeting of being a groomer by providing graphic novels and memoirs, such as “Gender Queer” by Maia Kobabe and “Lawn Boy” by Jonathan Evison, that could influence children toward “heinous acts.”
“What really stung was that my name was used in that context,” said Hickson, 63,whoin 2020 received the American Assn. of School Librarians’ Intellectual Freedom Award. “It was devastating. I broke down and I couldn’t stop crying.” She couldn’t catch her breath, she said, and “couldn’t speak in full sentences. I cracked two teeth from grinding and was fitted with a night guard. I go to the pool now and swim three times a week. It washes the stress away.”
Jessica Brassington, head of the Texas-based Mama Bears Rising, which advocates for increased parental oversight in education, said her intent is not to rebuke librarians or teachers but to get stricter state guidelines on selecting school books in what she sees as a broader war against her Christian faith.
“We want to protect our children. We’ve seen the dark side of what can happen beyond the book. Suicide. Alienation,” said Brassington, whose organization has pressed for the removal of books in school districts and warned against children being indoctrinated by an “evil” sexual agenda.“We want to know what books are available to our children. … The parents are being bypassed.”
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Calls to ban certain books in schools have arisen for generations among liberal and conservative parents, educators and activist groups. Classics such as Mark Twain’s “Adventures of Huckleberry Finn” and Maya Angelou’s “I Know Why the Caged Bird Sings” have been pulled from reading lists. Books deemed to be obscene such as “The Catcher in the Rye” and “Tropic of Cancer” were censored for decades. In the 1980s, well-funded and organized groups like the Christian right Moral Majority condemned books on secular humanism.
Florida Gov. Ron DeSantis has pushed laws to restrict school instruction on gender identity and sexual orientation.
(Paul Hennessy / SOPA Images/LightRocket via Getty Images)
Those battles echo today and have accelerated as religious conservatives and right-leaning politicians, including Florida Gov. Ron DeSantis, have backed bills to limit school instruction on gender identity and sexual orientation. Of the 1,648 titles banned in schools across the country in the 2021-22 school year, according to a PEN America study, 41% had prominent LGBTQ characters or explicitly explored LGBTQ themes.
“It’s hard to compare this to anything other than the Red Scare in the 1950s,” said Foote, a retired high school librarian of 29 years who was named a Champion of Change by President Obama. “There’s nothing else remotely close to this.”
Open the link and read the rest of the article. It might be behind a paywall. I subscribe to the Los Angeles Times. It’s a terrific newspaper.
Mercedes Schneider takes issue with the new authoritarians who are imposing book bans in the name of “freedom” and limiting free expressions of views they disagree with in the name of of “choice.”
She writes:
We are certainly in an age in which the term, “free speech,” is indeed not free because of increasing conservative pressure to shape speech into that which a minority of extreme, right-wing conservatives would agree with.
Of course, that is not “free speech” at all.
In my school district, the St. Tammany Library Alliance is combating the right-wing conservative push to ban library books not to its liking. In its campaign declaring “Libraries Are for Everyone,” the Alliance is circulating a petition that states the following:
St Tammany Parish is a welcoming community to all and we stand firmly against banning books. As such we endorse the following statements:
We believe that all young people in our Parish deserve to see themselves reflected in our library’s collection.
We know a large majority of Americans (75%) across the political spectrum oppose book bans.We stand in opposition to the St Tammany Parish Accountability Project’s proposed “Library Accountability Board” ordinance because we believe parents should not be making decisions for other parents’ children about what they read or what is available in our public libraries.
Banning books from public libraries is a slippery slope to government censorship and a violation of our first amendment rights.
We hold our library Director, board and library staff in high regard and trust them to do their jobs.
We are united against book bans and we ask that our Parish President and Council pledge to act to protect the rights of members of our community to access a variety of books, magazines and other media through our public libraries.
Those truly adhering to and protecting free speech are at risk of losing their jobs– and under increasing pressure to modify their speech in order to please the extreme, disgruntled few.
I gladly signed the petition. Even though it is not likely that I might choose to read certain books harbored in my local public library, there is something much greater at risk if I try to impose a self-tailored book purge, and that something is freedom itself.
Freedom is not freedom if I tailor the freedom of others to suit my own preferences.
A great irony is that some of the same folks who would shape education and curriculum into their preferred image also promote themselves as great advocates of “school choice.”
Mercedes goes on to describe examples of “choice” that is no choice at all.” Freedom is curtailed when one group of people can curtail the rights of others to disagree.
Please open the link and read her warning about the threat to democracy posed by today’s narrow-minded ideologues.
As educators know, the Common Core standards emphasize the reading of informational text and downgrade the reading of fiction and poetry. The CC standards actually set percentages for how much time should be devoted to informational text vs. literature. In the elementary grades, the CC advises, instruction should be divided 50%-50% between literary sources and informational text. In grade 8, the CCSS recommended division is 45%/55%, diminishing literature. In grade 12, it should be 30%-70%, a huge reduction in reading literature. These percentages are based on the federal NAEP test guidelines for test developers; they were not intended to be guidance for teachers. In fact, as Tom Loveless showed, the Common Core affected teaching and curriculum by downgrading literature. In 2021, Loveless published a book about the failure of the CC.
In the past few weeks, I have seen some strong refutations of this downgrading of literature. Literature sharpens the mind and memory, teaching readers to be attentive to experiences, feelings, insights.
In July, the New York Times published an article about how to prevent cognitive decline. It was a summary of a book by a noted neurologist. It offered several key findings based on brain research. One was: read more novels.
Hope Reese wrote:
As we age, our memory declines. This is an ingrained assumption for many of us; however, according to neuroscientist Dr. Richard Restak, a neurologist and clinical professor at George Washington Hospital University School of Medicine and Health, decline is not inevitable.
The author of more than 20 books on the mind, Dr. Restak has decades’ worth of experience in guiding patients with memory problems. “The Complete Guide to Memory: The Science of Strengthening Your Mind,” Dr. Restak’s latest book, includes tools such as mental exercises, sleep habits and diet that can help boost memory…
One early indicator of memory issues, according to Dr. Restak, is giving up on fiction. “People, when they begin to have memory difficulties, tend to switch to reading nonfiction,” he said.
Over his decades of treating patients, Dr. Restak has noticed that fiction requires active engagement with the text, starting at the beginning and working through to the end. “You have to remember what the character did on Page 3 by the time you get to Page 11,” he said.
A few days ago, an article by Washington Post technology columnist Molly Roberts opined that the failure to read novels was a serious error by Sam Bankman-Fried, whose crypto-currency businesses collapsed in November, evaporating billions of dollars in real currency.
The problem with SBF, she wrote, was that he doesn’t read books. He only reads quick, informational summaries.
She wrote:
Amid all the bombshell revelations about fallen crypto king Sam Bankman-Fried, a seemingly trivial bit of information might tell us everything we need to know: He doesn’t read books.
If you’re anticipating a caveat or qualifier, you’re as out of luck as the FTX investors whose money SBF allegedly lost. “I’m addicted to reading,” a journalist said to the erstwhile multibillionaire in a recently resurfaced interview. “Oh, yeah?” SBF replied. “I would never read a book.”
Now, there are plenty of people who don’t read. This does not indicate that they are likely to end up accused of having robbed thousands of others of their fortunes in a speculative adventure that is part financial experiment, part Ponzi scheme. Some prefer to listen; some prefer to do something else altogether. The thing is, the reason counts.
Behold, then, SBF’s reason: “I don’t want to say no book is ever worth reading, but I actually do believe something pretty close to that. … If you wrote a book, you f—ed up, and it should have been a six-paragraph blog post.”
Now, this is paragraph five of this column, so we’re running short on worthwhile words. But this means-to-an-end worldview might be the key to understanding SBF’s character, and his career. The point for SBF, it seems, isn’t the book itself but what he takes away from it — the instrumental knowledge that, presumably, he can gather more efficiently from a SparkNotes version of any opus than from the work itself.
Part of the problem might be an unspoken focus on nonfiction versus fiction, and maybe highly technical nonfiction in particular. After all, it’s easier to argue that you can learn everything you really need to know about the history of securities regulation from a cleverly constructed issue brief than it is to insist that if someone tells you Elizabeth Bennet ends up marrying Mr. Darcy, you’ve absorbed the sum total of “Pride and Prejudice.”
But no matter the type of book he’s talking about, what SBF is missing is the experience. You’re supposed to read not in spite of the digressions and diversions that stand between you and the denouement, but because of them; the little things aren’t extraneous but essential. And what you come out of a book with isn’t always supposed to be instrumental at all, at least not in any practical sense. You read to read; you don’t read to have read.
Editor’s note: the words in the Times article in bold print were emphasized by me. In the Washington Post article, the bold words appear in the original.
John G. Rodden writes on the website American Purposeabout the educational struggle between Ukrainians and Russiand. Ukrainians want their children to learn the Ukrainian language and literature. Wherever Russia has captured tos, cities, or villages, it switches the curriculum to Russian language and literature. Rodden is a scholar who has written several books about George Orwell.
The 2022–23 school year in war-torn Ukraine began this fall under conditions that Americans—and even Europeans old enough to remember World War II—can barely fathom. Three-quarters of the schools have been unable to open at all because they lack bomb shelters, air raid sirens nearby, or underground classrooms and lavatories. Russian bombing campaigns can last for several hours; all classes are therefore held remotely, insofar as children have access to computers and Wi-Fi.
Understandably, the attention of the world, including that of President Volodymyr Zelenskyy and his advisors in Kyiv, is focused on battlefield advances and reversals. And yet a parallel war is under way, one that has received only spotty attention in the English-language media, though the German and French presses have covered it more extensively. It is a culture war, a Slavic “Battle of the Books” that goes far beyond the imaginary world in Jonathan Swift’s 1704 book. In Swift’s Battle of the Books, he imagined an epic battle in a library—a so-called “quarrel between the Ancients and the Moderns”—where books come alive, with authors both classical (e.g., Homer, Pindar, Plato, Aristotle, Vergil) and contemporary (e.g., Bacon, Hobbes, Descartes, Dryden, Aphra Benn) duking it out.
The twenty-first century Eurasian counterpart is no mere entry in a game of literary fisticuffs conducted with courtly fellow men of letters. It is a deadly serious affair that Ukrainian officials regard as a retaliatory counteroffensive. For the Ukrainians this isn’t just a Battle of Books–this is a deep, visceral, and emotional reaction to their country being eviscerated and destroyed by Russian forces.
In their view, they have been forced into it by the ruthless “reeducation” policy that Russia has undertaken in occupied Ukraine. The Slavic Battle of the Books is about which authors Ukrainians will read and study. It is a war to “win the minds of men,” as the old Stalinist slogan phrased it. Wherever it leads, it has already validated one venerable contention about which both the Ancients and the Moderns were in full agreement: Ideas have consequences.
In Louisiana, a middle school librarian has said. “Enough is enough.” She is standing up and fighting against the vigilantes who have targeted school libraries.
Amanda Jones, a librarian at a middle school in Denham Springs, Louisiana, filed a defamation lawsuit Wednesday, arguing that Facebook pages run by Michael Lunsford and Ryan Thames falsely labeled her a pedophile who wants to teach 11-year-olds about anal sex.
Jones, the president of the Louisiana Association of School Librarians, was alarmed and outraged by the verbal attacks, which came after she spoke against censorship at a Livingston Parish Library Board of Control meeting. She said she’s suing the two men because she’s exhausted with the insults hurled at educators and librarians over LGBTQ materials.
“I’ve had enough for everybody,” Jones said in an interview. “Nobody stands up to these people. They just say what they want and there are no repercussions and they ruin people’s reputations and there’s no consequences.”
Lunsford did not respond to requests for comment. Thames declined to comment.
Toby Price, an assistant principal of an elementary school in the Hinds County School District in Mississippi, was fired because he read a book to second graders on Zoom called I Need a New Butt! The school board did not approve. Nor did the superintendent.
The school was participating in “Read Across America” day to honor Dr. Seuss’s birthday and to encourage children to love reading. Mr. Price thought the children would find the book hilarious, and they did. But they also got a lesson in the power and danger of books when Mr. Price was fired a few days later. He’s trying to get his job back and has a GoFundMe to support his family and pay a lawyer.
When I first read this story, I sent it to Carol Burris, my friend and executive director of the Network for Public Education. She immediately responded that she must be a criminal grandma because she’s shared that same book with her grandchildren many times, and they love it.
She drafted a confession:
True confession. I am a terrible grandma to my five grandkids. I confess. I bought little Phinney I Need a New Butt! I did not even wait for second grade—I bought it for him when he was two. We would laugh all the way through and he would beg me to read it… again and again and again.
But I did not stop there. I bought a copy for my other two grandkids, Merek and Reeve, then four and two. That’s me, a serial corrupter of young children’s minds.
And if there were a grandma license in the State of Mississippi, then mine would surely be snatched away. I am referring, of course to the tragic ridiculousness of the firing of an assistant principal in Mississippi for reading I Need a New Butt! to second-graders over Zoom.
Anyone who has ever spent any time with young kids knows that silliness is a magnet that draws kids into stories. I devoured Dr. Seuss, limericks, and rhymes as a child. My daughters loved the hilarity of Where the Sidewalk Ends with its rhymes about a child poet in a lion’s belly, baby brothers that ran away, and of course that sack with its mysterious contents (perhaps an extra butt is inside?) Stories with rich rhymes and rhythms build literacy. And maybe a sense of humor—something the world sorely needs.
I worked in schools long enough to figure out the back story on this one. Some self-righteous fool, who likely never liked the man, heard the story and called their friend on the school board. And then a spineless administrator complied, rather than standing up for a man whose life work was spent among children.
It’s a chilling tale of power and fear and extremism. And worst of all, the children of Gary Road Elementary lost someone who understands them, only to be left with school leaders whose butts may be tight and intact, but most certainly have cracks in their hearts and heads.
So, here’s the irony: I Need a New Butt! is now #1 bestseller on Amazon’slist of beginning readers for children.
The word should go out to every school board and legislature in the nation: whenever you ban a book, its sales will soar! Authors will wear your ban as a badge of honor. They may even ask you to ban their books so they too will benefit. Don’t do it!
Steven Singer is an experienced English Language Arts teacher in Pennsylvania. In this post, he shows how he created a lesson about Ukraine and linked it to Tennyson’s “Charge of the Light Brigade.”
“Has anyone heard about what’s happening in Ukraine?” I asked.
A few hands, but they had only heard the words. They didn’t know what was happening.
So I showed my 8th graders a short video that summarized events so far. I drew a map of Europe and Asia on the board. I outlined Ukraine, Russia and the European union. I explained about the Soviet Union and its collapse. I explained about NATO and the struggle for power and prestige.
When I was done, there was a moment of silence. They were all staring up at me. It was one of those rare moments of stillness, a pregnant pause before the questions started raining down.
A patter at first, then a storm.
They asked about what they were hearing at home. They searched for corroboration, explanation and/or other viewpoints.
One child asked if this was NATO’s fault. If it was President Biden’s doing.
I
And yet another asked about nuclear proliferation and whether this war meant the end of the world.
I couldn’t answer all of their questions, though I tried. When there was something I couldn’t say or didn’t know, I pointed them in a direction where they might find some answers.
But it led to some interesting discussion.
Then I asked them if they had talked about any of this in their other classes – perhaps in social studies. They all said no, that a few teachers had promised to get to it after finishing the 13 colonies or another piece of mandated curriculum.
I was surprised but not shocked. I know the tyranny of the curriculum.
I was only able to talk about this, myself, because of the scope and sequence of Language Arts. You see, it was poetry time and I was about to introduce my students to Alfred Lord Tennyson and “The Charge of the Light Brigade.”
Recently the daughter of one of our regular readers (Roy Turrentine) posted a comment.
She wrote in response to the reports of politician
Bob Shepherd was delighted by her writing, and he offered her a reading list of some of his favorites (unlikely that these are on the Common Core reading list, since CCSS privileges “informational text” over fiction).
Bob wrote:
Have you read Siddhartha, by Herman Hesse, yet? I fell head over heels in love with that book when I was your age. And take a crack at 1984, by Orwell, which may be the most important book to be read at this time in history. And here, a few suggestions for short fiction:
MY CANDIDATES FOR THE BEST SHORT STORIES EVER WRITTEN
Asimov, Isaac. “The Last Question” Atwood, Margaret. “Bread” Benet, Stephen Vincent. “By the Waters of Babylon” Bierce, Ambrose. “Chickamauga” Bierce, Ambrose. “Occurrence at Owl Creek Bridge” Borges, Jorge Luis, “The Library of Babel” Bostrom, Nick. “The Dragon Tyrant” Bradbury Ray. “The Veldt” Bradbury, Ray. “The End of the World” Bradbury,. Ray. “There Will Come Soft Rains” Chiang, Ted. “Stories of Our Lives” Chopin, Kate. “Story of an Hour” Crane, Stephen. “A Mystery of Heroism” Du Maurier, Daphne. “The Birds” Faulkner, William. “The Bear” Gallico, Paul. “The Snowgoose” Goldstein, Rebecca. “The Legacy of Raizel Kaidish” Hawthorne, Nathaniel. “Rappaccini’s Daughter” Hathorne, Nathaniel. “Young Goodman Brown” Hemingway, Ernest. “Hills Like White Elephants” Hemingway, Ernest. “A Clean, Well-Lighted Place” Hemingway, Ernest. “The Long Wait” Liu, Ken. “An Advanced Readers’ Picture Book of Comparative Cognition” Jackson, Shirley. “The Lottery” Marquez, Gabriel Garcia. “A Very Old Man with Enormous Wings” O’Conner, Flannery. “A Good Man Is Hard to Find” Roth, Phillip. “The Conversion of the Jews” Thurber, James. “The Secret Life of Walter Mitty” Tolstoy, Leo. “The Life and Death of Ivan Illych” Updike, John. “A & P” Updike, John. “The Music School” Vonnegut, Kurt. “Who Am I This Time?” Walker, Alice. “Everyday Use”
I just received my pre-ordered copy of a fine new collection ofessays from Teachers College Press. InPublic Education: Defending a Cornerstone of American Democracy, editors David Berliner and Carl Hermanns pull together reflections by 29 writers, who, as the editors declare: “create a vivid and complex portrait of public education in these United States.”
It seems especially appropriate at the end of 2021 to consider one of the essays included in this new book—probably Mike Rose’s final essay—“Reflections on the Public School and the Social Fabric.” Rose, the wonderful writer and UCLA professor of education, died unexpectedly in August.
Rose considers the many possible lenses through which a public can consider and evaluate its public schools: “Public schools are governmental and legal institutions and therefore originate in legislation and foundational documents… All institutions are created for a reason, have a purpose, are goal driven… Equally important as the content of curriculum are the underlying institutional assumptions about ability, knowledge, and the social order… Public schools are physical structures. Each has an address, sits on a parcel of land with geographical coordinates… By virtue of its location in a community, the school is embedded in the social and economic dynamics of that community… The school is a multidimensional social system rich in human interaction… With the increasing application of technocratic frameworks to social and institutional life, it becomes feasible to view schools as quantifiable systems, represented by numbers, tallies, metrics. Some school phenomena lend themselves to counting, though counting alone won’t capture their meaning… And schools can be thought of as part of the social fabric of a community, serving civic and social needs: providing venues for public meetings and political debate, polls, festivities, and during crises shelters, distribution hubs, sites of comfort.”
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