Today is World Teachers Day. It’s a day we honor teachers around the world and thank them for their dedication and hard work, building our future.

Andy Hargreaves poses a thought experiment: Imagine a world without teachers!

He begins:

Never has there been a more important time than this moment, right now, to think about and appreciate what great teachers have done for our children and also for us. We have seen what the world looks like when its teachers are taken away from our children. We have witnessed online how teachers have struggled mightily to master complex digital platforms and to try and make virtual class interactions with children as enriching as possible. Plunged into virtual learning at very short notice, our own grandchild’s teacher has posted materials as early as 4am. We have also learned about all the teachers who delivered curriculum materials, workbooks, pens and paper to poor working class homes when many children were unable to access online learning. We’ve been experiencing a world without teachers. So it’s time to reflect on why teachers truly matter.

Andy remembers a teacher who changed his life, Mrs. Waring.

This is what so many teachers do. They inspire our children with new interests, develop their curiosity about learning, give them the chance to undertake protracted projects that enable them to explore their interests, and, to some extent, themselves in depth. And they engage with the totality of their children’s development as human beings. Even when you’re not perfect and have let yourself down, teachers like this still stand by you and help put you back on the right path again.

So it’s a disgrace and a shame that for more than 20 years, in many countries, politicians thought they could lower the cost of government spending by disinvesting in public education, and by demeaning and discouraging its teachers. They thought they could privatize schools and deregulate teaching so that teachers would be less qualified, less unionized, and less well supported, and therefore move on quickly before their salaries started to climb. And they thought and still sometimes think that teachers were expendable and could be substituted with digital devices. They claimed that education could take place anytime, anywhere, with teachers or without them. And they believed that impersonal algorithms could replace teachers’ professional judgments. Government leaders, media and business critics, and more than a few thought leaders, promulgated crude stereotypes of bad teaching that was allegedly ruining children’s lives. In-person teaching was portrayed as being teaching from the front, in the boring classes of factory age schools. These portrayals, as fictitious as the US voter ballots allegedly dumped into unnamed rivers, have then been used to try and replace teachers with online learning.

Then, all of a sudden, the biggest natural educational experiment in human history – taking nearly 2 billion children out of school – has made everyone think again. What is a world like without teachers?  

It’s a place without an economy because parents can’t go to work if their children aren’t in school.

It’s a place where teenagers can’t be with their peers, developing their senses of identity and responsibility away from their parents.

It’s a place that can’t protect young people from being bullied, or prevent many others from turning into bullies.

It’s a place that builds no sense of community or of how to participate in society.

It’s a place where teachers can’t be the high water mark that separates order from chaos, where they can’t intervene calmly when there’s trouble, and where there’s no-one to help children focus, when they are otherwise easily distracted.

A world without teachers is also a place where children have no way to learn how to express their own ideas and listen to others, to take their turn, and to value differences.

Teachers ignite new interests, show you the difference between your first effort and your best effort, and help you achieve things you never would have thought possible if you had been left to yourself.

Teachers help young people learn about racism, prejudice, climate change and the Holocaust, even and especially when youngsters’ parents don’t.

A world without teachers is a world deprived of learning and with a lot less love.  Appreciate your children’s teachers, and reflect back on the teachers who made a difference for you.

It’s time to bring our teachers back, not just physically in our schools, but also morally, at the very center of our societies. Please celebrate World Teachers Day.


Garrison Keillor’s “The Writers’ Almanac” describes the history of the Orient Express:


This date marks the first formal run of the Orient Express in 1883. The train was the brainchild of Georges Nagelmackers, a Belgian banker’s son. He had been impressed by railway innovations he’d seen in America in the 1860s — particularly George Pullman’s “sleeper cars” — and envisioned a richly appointed train running on a continuous 1,500-mile stretch of track from Paris to Constantinople (now Istanbul). For its formal launch from the Gare de Strasbourg, Nagelmackers arranged battered, rusty Pullman cars on adjacent tracks to show his luxurious conveyance to its best advantage. Many of its first passengers on the 80-hour journey were journalists, and they spread the word of its paneled interiors, leather armchairs, silk sheets, and wool blankets. They also dubbed the train “the Orient Express” with Nagelmackers’ blessing. The train later earned another nickname, “the Spies’ Express,” due to its popularity in the espionage community.

One particular car played a role in both world wars. On November 11, 1918, German officers signed their surrender documents in an Allied commander’s private car. The car was a museum piece in Paris until 1940, when Hitler commandeered it and used it as the setting to dictate the terms of the French surrender. Later, when his defeat was imminent, he blew the car up so that it wouldn’t become an Allied trophy again.

The original Orient Express stopped serving Istanbul in 1977, and its new route ran from Paris to Vienna until 2007, when the train departed from Strasbourg instead of Paris. Finally, in 2009, the Orient Express ceased operation, citing competition from high-speed trains and discount airlines. It has spawned several offspring that have adopted the name for promotional purposes, including the Direct Orient Express and the Nostalgic Orient Express. Only the Venice-Simplon Orient Express, which runs from London to a variety of European destinations and charges $2,300 U.S. to ride in the restored original cars, approaches the original “King of Trains and Train of Kings.”

Commonweal is a liberal Catholic magazine. I read its articles and editorials regularly for their common sense and intelligence.

What actually motivates us to vote in presidential elections, other than a sense of duty? The answer depends on the election. Once in a while, we have the luxury of voting enthusiastically for the better of two good candidates. Sometimes—too often—the choice is between mediocre candidates with uninspiring agendas, and then we must vote, without enthusiasm but with a clear conscience, for the better mediocrity. Unfortunately, this isn’t quite one of those elections either. This year, what will matter most to voters who care about the future of our democracy and the rule of law is the candidate they will be voting against, not the one they’ll be voting for.

That’s because Donald J. Trump is uniquely unfit for the office he holds. It is not just a matter of his administration’s failed policies or its odious ideological proclivities—though we should never forget these. What sets Trump apart, and makes this election so urgently important, is the viciousness of the man himself: his malice and well-documented mendacity, his callousness and incompetence, his total lack of scruples. Trump may be only a symptom of a political disease that started before him and will likely outlast him, but sometimes you have to treat the symptom first—or else it will kill you.

It will take years, maybe decades, to undo the damage Trump has done. The sooner we get started, the better.

It can be hard to keep in view the full scope of this president’s failures and offenses; they have come so thick and fast, and from so many different directions. Let’s begin abroad. In pursuit of an America-first foreign policy, Trump has turned his back on our allies and befriended dictators. “It’s funny, the relationships I have [with foreign leaders], the tougher and meaner they are, the better I get along with them,” he told Bob Woodward. He has expressed envy for heads of state who get to rule for life and wondered aloud whether such an arrangement could be imported to the United States. (At his campaign rallies the chant is now “Twelve more years!”) After the crown prince of Saudi Arabia, Mohammed bin Salman, had an American-based journalist murdered and dismembered at the Saudi consulate in Istanbul, Trump boasted of protecting bin Salman from the consequences. “I saved his ass,” Trump told Woodward. “I was able to get Congress to leave him alone.” What mattered to Trump was only that Saudi Arabia buys expensive weapons from U.S. manufacturers for its war in Yemen. For this president and his administration, “America first” has always had less to do with American security or American values than with purely commercial considerations. Of course, other presidents have paid too little attention to our allies’ human-rights abuses, but Trump is the first to be openly indifferent to them. In general, cruelty does not seem to bother him, perhaps because it is a proof of power. Finally, Trump has invited foreign governments to interfere in U.S. elections and was even impeached for it—was it less than a year ago? But it says a lot about him that his impeachment may not even be one of the first things that come to mind when we remember what a disastrous president he was.

No, what will come to mind will be the thousands of migrant families he separated at the border, and the children he put in cages. It will be his unwillingness to condemn a white-supremacist rally in Charlottesville, Virginia; his habit of inciting violence against his political opponents, members of the press, and immigrants; his description of American soldiers who died on the battlefield as “suckers” and “losers,” and his disgust at the prospect of amputees appearing in military parades. We will remember that he had peaceful protesters tear-gassed to clear the way for a risible photo op; that he pulled the United States out of the Paris climate accord and opened up the Arctic National Wildlife Refuge to oil and gas drilling; that, as the leader of the free world, he seemed to spend most of his time watching Fox News and retweeting conspiracy theories. Most of all, we will remember him as the president who misled us about a pandemic that has already killed more than 200,000 Americans, because he was afraid that telling us what he knew might spook the stock market and hurt his chances of reelection. As Trump’s presidency has degenerated from farce to tragedy, it’s become clear that his apparent cluelessness was often something much worse: a complete contempt for the truth and a lack of concern for anyone but himself.

It will take years, maybe decades, to undo the damage he has done. The sooner we get started, the better. Joe Biden is a decent and thoughtful man, curious about the world and capable of empathy. He may be past his prime; his agenda may be inadequate to the scale of the many crises we face; he still seems to be harboring sentimental illusions about the willingness of a post-Trump GOP to compromise. For now, none of that matters. What matters is that he isn’t Donald Trump, already the worst president in this country’s history and an existential threat to its future.

Ruth Marcus, a writer for the Washington Post, writes that Amy Coney Barrett says she holds the same judicial philosophy as her mentor Justice Antonin Scalia. In this column, she explores Scalia’s legacy.

The best way to predict how Supreme Court nominee Amy Coney Barrett would behave as a justice is to listen to her — and take her words seriously. She hasn’t been mysterious about it: Speaking in the Rose Garden after President Trump announced his selection, Barrett invoked the “incalculable influence” of her “mentor,” Justice Antonin Scalia, adding: “His judicial philosophy is mine, too — a judge must apply the law as written.”


We can, and should, examine Barrett’s record, on the bench and in academia. So Barrett’s decision to sign a newspaper advertisement in 2006 that decried the “barbaric legacy” of Roe v. Wade is instructive — if any more were needed to deduce her inclinations on that case. “You don’t know her view on Roe v. Wade,” Trump lectured Democratic nominee Joe Biden at Tuesday’s debate. “You don’t know her view.”


Oh, please. This from someone who vowed, during a debate with Hillary Clinton four years ago, that overturning Roe “will happen automatically, in my opinion, because I am putting pro-life justices on the court.”


But let’s imagine there’s still some uncertainty here. One way to examine how a Justice Barrett will rule is to examine the jurisprudence of Scalia, for whom she clerked in 1998 and 1999. The late justice repeatedly — and scathingly — made clear that he did not believe in any constitutional protection for abortion rights, and that the court was being cowardly by refusing to fix its error.


In 1989, when Justice Sandra Day O’Connor argued that “a fundamental rule of judicial restraint” required the court to avoid reconsidering Roe, Scalia was dismissive: That position, he said, “cannot be taken seriously.” Three years later, in 1992’s Planned Parenthood v. Casey, when O’Connor and a court plurality reaffirmed the essence of Roe, Scalia said the issue “is not whether the power of a woman to abort her unborn child is a ‘liberty’ in the absolute sense; or even whether it is a liberty of great importance to many women. Of course, it is both. The issue is whether it is a liberty protected by the Constitution of the United States. I am sure it is not.”




It is fair, given Barrett’s comments, to ask the nominee: Would a Justice Barrett agree? Is she sure, too?


Barrett’s alignment with Scalia has implications far beyond Roe.


Start with gay rights. Scalia issued a ferocious dissent in Lawrence v. Texas in 2003, when the court overruled its 1986 holding that states could criminalize homosexual conduct. “The Texas statute undeniably seeks to further the belief of its citizens that certain forms of sexual behavior are immoral and unacceptable . . . the same interest furthered by criminal laws against fornication, bigamy, adultery, adult incest, bestiality, and obscenity,” Scalia wrote.

He lambasted the ruling as “the product of a Court, which is the product of a law-profession culture, that has largely signed on to the so-called homosexual agenda, by which I mean the agenda promoted by some homosexual activists directed at eliminating the moral opprobrium that has traditionally attached to homosexual conduct.”


A dozen years later, in Obergefell v. Hodges, when the court majority took the step that Scalia had forecast and ruled that the Constitution protects the rights of gays and lesbians to marry, Scalia was even more dismissive. “I write separately,” he observed, “to call attention to this court’s threat to American democracy.” He termed the ruling “a naked judicial claim to legislative — indeed, super-legislative — power; a claim fundamentally at odds with our system of government,” adding, “A system of government that makes the People subordinate to a committee of nine unelected lawyers does not deserve to be called a democracy.”




Would a Justice Barrett agree? Do states have an interest in making homosexual conduct criminal? Was Obergefell a threat to democracy?


Then there’s Scalia on gender discrimination. When the court in 1996 ruled that Virginia Military Institute’s male-only admission policy violated the constitutional guarantee of equal protection, Scalia was the sole dissenter from Ruth Bader Ginsburg’s opinion for the majority.
The court, Scalia wrote, “enshrines the notion that no substantial educational value is to be served by an all men’s military academy — so that the decision by the people of Virginia to maintain such an institution denies equal protection to women who cannot attend that institution but can attend others. Since it is entirely clear that the Constitution of the United States — the old one — takes no sides in this educational debate, I dissent.”


Would a Justice Barrett agree? Does the constitutional guarantee of equal protection not apply here?
Or Scalia on affirmative action in higher education. In 2003’s Grutter v. Bollinger, when the court narrowly upheld the University of Michigan Law School’s policy that used race as a factor in admissions, Scalia, dissenting, called the approach “a sham to cover a scheme of racially proportionate admissions” — one not permitted by the Constitution. In a 2014 case, he criticized the court’s “sorry line of race-based admissions decisions.”


Would a Justice Barrett agree? Is this impermissible race discrimination?
One thing that’s striking about all four of these areas is that Scalia was in dissent. One thing senators should explore — and that the public should weigh — is what could happen now, when the court’s conservative composition means that his former clerk could translate his angry dissents into controlling law.

Since we first learned about the pandemic in mid-March, we have gotten mixed signals from the federal government. The president said it was a hoax, said it would magically disappear. He mocked mask-wearing. Mike Pence said it would be over by Memorial Day. The Centers for Disease Control (CDC) changed its guidelines, bending to the White House. Then Bob Woodward released interviews with the president, and it turns out he has known since January that COVID is deadly serious, and it is airborne.

Now Trump has COVID. Will his base start wearing masks? Will they stop demonstrating for their freedom to ignore public health regulations?

Steven Singer writes here about Trump’s illness and what it might mean for the schools.

He begins:

It had to happen eventually.

Donald Trump, the ultimate science denier, got bit in the butt by science.

He’s got Coronavirus, and is in Walter Reed National Medical Center fighting for his life.

Apparently the virus isn’t a hoax.

You don’t catch it by testing for it.

You don’t treat it with hydroxychloroquine.

It’s a global pandemic, and the only way to fight something like that is with rationality and logic.

You have to wear a face mask, dumb-ass.

You have to practice social distancing.

You can’t just reopen the economy and pretend that this won’t cost hundreds of thousands of lives.

You can’t steamroll over more than 200,000 Americans lost simply because most are elderly, poor and/or brown skinned. And they don’t matter to you…

Long before Trump went from being a clown to a contender, policymakers tried reforming our schools with only wishful thinking and a marketing plan.

High stakes testing, charter schools, voucher plans, value added measures, Teach for America – whether proposed by Democrats or Republicans, it is all nothing but science denial wrapped in a stock portfolio.

These are the ways Wall Street has cashed in on schools pretending to be saviors while hiding the reality of their vulture capitalism.

And Trump has been no different.

Except that his instrument – billionaire heiress Betsy DeVos – made it harder to deny.

She barely even tried to pretend to be anything other than what she is – an unimaginative opportunist dead set on destroying the public in public schools.

Now that her spray tanned master has – through inaction and ineptitude – unleashed a plague upon the nation, our students are suffering worse than ever.

Many schools are shuttered from sea to shining sea, their students forced to learn via the Internet.

Open the link and read it all.

For the past thirty years, school choice advocates have claimed that the best way to improve education was to give families public money to send their child to a private or religious school. The very fact of “privateness,” they said, meant better quality. This turns out not to be the case. Students never receive a voucher that is enough to pay for elite private schools. Typically, the voucher schools are lesser quality than the public school the cHold leaves, because voucher schools are not required to have certified teachers. In recent years, numerous studies show that children who leave a public school and go to a voucher school lose ground academically.

This study was published in 2018. Its findings are consistent with studies of voucher effects in the District of Columbia, Ohio, Indiana, and other states. Voucher schools are free to teach scientific nonsense and fake history. In Florida and elsewhere, they are free to discriminate against groups of people they don’t like.

Atila Abdulkadiroğlu, Parag A. Pathak, and Christopher R. Walters write in the Journal of the American Economic Association that participation in Louisiana’s voucher program “lowers math scores by 0.4 standard deviations and also reduces achievement in reading, science, and social studies. These effects may be due in part to selection of low-quality private schools into the program.”

Despite the negative effects of vouchers, Betsy DeVos, Charles Koch, and a host of school choice advocacy groups have continued to demand more and more funding for low-quality, unaccountable voucher schools. This funding is subtracted from public school funding, through a variety of schemes. Whether it’s a tax creditor a “scholarship,” individuals and corporations are diverting money to private schools that belongs in the state coffers to support public schools.

The only sure way to guarantee that your vote is counted is to stand in line and vote in person.

Put on your face mask, practice social distancing, and wait your turn.

Trump is trying to discredit mail-in ballots and absentee ballots.

He hopes to throw the election into the courts, where he expects to fare better than with the electorate.

Trump and his hand-picked Postmaster General Louis DeJoy are doing their best to mess up postal service. If you are in a battleground state, bags of mail from certain districts might get “lost.”

Don’t take that chance!

Block that coup!

Show up. Cast your ballot. Vote to save our democracy.

Every vote counts.

Arthur Camins, lifelong educators, knows that teachers can’t change what happens in the next few months, other than by casting their votes. But they can rebuild the foundation of our society by teaching these three things: empathy, ethics, and evidence.

He writes:

My driving force has always been a core assumption: What happens in classrooms has a significant influence on how students think and behave when they emerge into adulthood, and hence when they vote and interact with one another.

I hope students grow up to treat everyone with dignity and respect. I hope they develop the tools to make sense of the natural and social environments in which they live. I hope they develop confidence and passion to act to influence the personal, social, political circumstances around them based on human values.

I know I am not alone in these hopes. I know that most educators are trying. I know most Americans share these hopes. I know that many of us are frustrated and angry that our common dreams for students’ futures are being thwarted. School systems are being diverted from what matters most by persistent inequity and racism, high-stakes testing, efforts to privatize and monetize education, and most recently by pandemic disruption of in-person learning.

I know this: Despite and in response to the challenges, all of us– not just educators and parents– must demand that teaching should focus on what matters most: empathy, ethics, and evidence. Those essential foci cut across all subject areas, all grades, and whether students are engaged at home or in school. Students may lose facts, concepts may fade, and skills may wither but they, like the rest of us, remember how we were treated. In the short term, that influences how, whether, and what students learn. More important, it influences how they will see one another and act as humans for a lifetime.

Nathan Bomey explained the tax avoidance strategies of the super-rich in an article in USA Today.

Tax evasion is illegal but tax avoidance is not. Clever accountants can find loopholes and strategies to reduce the taxes of their clients.

It is far better to be an investor than to have a salary.

Wealthy Americans are the largest source of underreported income, according to IRS data analyzed by researchers. The top 1% of American taxpayers account for about 34% of misreported income, according to a study published in the National Tax Journal.

Many wealthy Americans deploy complex, arcane but wholly legal strategies to minimize their tax obligations. Some use fairly straightforward strategies that allow them to minimize their taxes under the tax code…

It’s much harder to avoid taxes on your paycheck than on your investments.

In general, the federal government taxes regular wages at higher rates than investment income. The long-term capital gains tax rate maxes out at 20%, and the highest income tax rate is 37%.

In other words, if you make a salary of $1 million, the government keeps $370,000. If you make $1 million on stocks or similar investments, the government keeps $200,000.

Taxes on assets such as stocks and real estate investments aren’t owed until they are sold. That helps people such as Jeff Bezos, the Amazon CEO, founder and richest person in the world, grow their wealth rapidly while avoiding a huge tax bill. Then they can be strategic about when they sell.

Very wealthy people have lobbyists. They make large campaign contributions to key members of Congress, who protect the interests of their donors.

It is not fair, and Trump’s tax returns should make more people aware of the need for genuine tax reform, not the kind of sham tax plan passed by Trump and Mitch McConnell to benefit corporations and the wealthy.

Rebekah Ray responded to another Florida teacher who complained the changes by the State Legislature has destroyed the promises made to him when he became a teacher. It’s method of evaluating teachers is one of the worst in the nation. If they don’t teach reading or math in grades 3-8, they are assigned ratings for students they never taught in subjects they never taught.

Ray writes:

I would not sign that evaluation. The first year Florida started its detrimental evaluation system I taught all 11th grade classes. I was asked to meet with the principal and the AP of curriculum (my evaluator) and was told I was a “Needs Improvement Teacher”. I was devastated because prior to that year, I had always received outstanding evaluations. I was also an NBCT teacher. Additionally, for that first year of the insane evaluation system, all teachers on campus who did not teach 9th and 10th grade were supposed to receive the school-wide VAM. I pointed out that I should have received the SW VAM scores because I taught all 11th grade students. The AP looked at me and said, “No, you have one 10th grade class.” At that point, my devil horns came out, and I asked for specific data that they based their scoring on. The principal called the district office and spoke to the one mathematician who did the calculations for each teacher. He stated that I had received that score because over the course of three years of teaching, nine of my students did not pass the FCAT re-takes. I asked, “What about the 300 other students who had passed; don’t they count?” They did not have a clue how to respond. I refused to accept their evaluation and did not sign it. The principal told me to send him an email once I had time to think about the situation, so I did. I asked for all sorts of data on those nine specific students: When did they enroll in my class?; How many absences did they have?; Are they on free or reduced lunch?… and lots more data. I received no response, but the a-holes gave me the SW VAM, and the next year, they moved me to 10th grade in an effort to set me up for failure. At the end of that year, I met with my evaluator to sign my evaluation, and she commented, “You are one of those teachers.” My defense mechanism immediately went into high gear, and I asked, “What does that mean?” She replied, “You are responsible for our A+ rating.” I had no idea because I’m that rebellious teacher who refuses to look at data; I look at the students in front of me and tell them point blank, “I will never treat you like a data point; I will treat you as a human being, and you will work harder in this English class than any other ones you have been in, and you will pass that stupid state test with no problem!!” Then I never mention the test again until a month before its administration. (I also ignore the scripted common core curriculum). Ergo, my students excelled, and for consecutive years, I earned perfect VAM scores (unbeknownst to me). I only learned about it because the department chair told me. (Again, I rarely look at the data; I always look at the child). My next evaluator consistently awarded me with high scores such as 99/100. The following year a new evaluator came on board, an academic with a doctorate in Reading, but zero classroom experience. She tried to lower my rating, but I refused to sign until she changed her scores, explaining, “Nothing has changed; I cannot help that you never came to my classroom to observe those specific activities, and I still have perfect VAM scores, so why do you think it’s okay to lower my score in categories I have always been rated as Highly Effective?” She changed my scores both years she evaluated me.

The tragedy of it all is that I had to consistently fight to get what was rightfully mine from the outset. No teacher should have to suffer such denigration and demoralization at the hands of administrators who have been given district and state directives to assign lower scores because “Too many of your teachers are being rated as ‘Highly Effective’”.

I have five years before I can retire, but my heart is no longer in it, so I will be leaving this profession and the children who I dearly love teaching. The stress that comes with teaching has taken a massive toll on my health, and I am currently on an LOA because of it. (Yes, I also had to fight for my FMLA benefit; it’s always a fight, with the district and admin on one side, and the teachers on the opposite side). It’s not supposed to be that way; we are all supposed to be on the same side, but it’s not like that here.

I have two pieces of advice for anyone thinking of going into education: 1. Don’t do it!! 2. If you really believe it is your true calling, then go straight through and get your masters degree; subsequent to that, teach in the U.S. for a minimum of three years, so you can get some experience; apply to teach overseas where your efforts will be appreciated and rewarded. Most of all, you will be respected and honored everywhere else in the world because you are a teacher.