Ron Chernow, author of Hamilton, wrote in the Washington Post that Trump is the populist demagogue that Alexander Hamilton feared and warned about in The Federalist Papers.

He wrote:

There seems little doubt, given his writings on the presidency, that Hamilton would have been aghast at Trump’s behavior and appalled by his invitation to foreign actors to meddle in our elections. As a result, he would most certainly have endorsed the current impeachment inquiry. It’s not an exaggeration to say that Trump embodies Hamilton’s worst fears about the kind of person who might someday head the government.

Among our founders, Hamilton’s views count heavily because he was the foremost proponent of a robust presidency, yet he also harbored an abiding fear that a brazen demagogue could seize the office. That worry helps to explain why he analyzed impeachment in such detail: He viewed it as a crucial instrument to curb possible abuses arising from the enlarged powers he otherwise championed.

Unlike Thomas Jefferson, with his sunny faith in the common sense of the people, Hamilton emphasized their “turbulent and changing”nature and worried about a “restless” and “daring usurper” who would excite the “jealousies and apprehensions” of his followers. He thought the country should be governed by wise and illustrious figures who would counter the fickle views of the electorate with reasoned judgments. He hoped that members of the electoral college, then expected to exercise independent judgment, would select “characters preeminent for ability and virtue.”

From the outset, Hamilton feared an unholy trinity of traits in a future president — ambition, avarice and vanity. “When avarice takes the lead in a State, it is commonly the forerunner of its fall,” he wrote as early as the Revolutionary War. He dreaded most the advent of a populist demagogue who would profess friendship for the people and pander to their prejudices while secretly betraying them. Such a false prophet would foment political frenzy and try to feed off the confusion.

So haunted was Hamilton by this specter that he conjured it up in “The Federalist” No. 1, warning that “a dangerous ambition more often lurks behind the specious mask of zeal for the rights of the people than under the forbidden appearance of zeal for the firmness and efficiency of government. History will teach us that . . . of those men who have overturned the liberties of republics, the greatest number have begun their career by paying an obsequious court to the people; commencing demagogues, and ending tyrants.”

Throughout history, despots have tended to be silent, crafty and secretive. Hamilton was more concerned with noisy, flamboyant figures, who would throw dust in voters’ eyes and veil their sinister designs behind it. These connoisseurs of chaos would employ a constant barrage of verbiage to cloud issues and blur moral lines. Such hobgoblins of Hamilton’s imagination bear an eerie resemblance to the current occupant of the White House, with his tweets, double talk and inflammatory rhetoric at rallies.

While under siege from opponents as treasury secretary, Hamilton sketched out the type of charlatan who would most threaten the republic: “When a man unprincipled in private life[,] desperate in his fortune, bold in his temper . . . despotic in his ordinary demeanour — known to have scoffed in private at the principles of liberty — when such a man is seen to mount the hobby horse of popularity — to join in the cry of danger to liberty — to take every opportunity of embarrassing the General Government & bringing it under suspicion — to flatter and fall in with all the non sense of the zealots of the day — It may justly be suspected that his object is to throw things into confusion that he may ‘ride the storm and direct the whirlwind.’ ” Given the way Trump has broadcast suspicions about the CIA, the FBI, the diplomatic corps, senior civil servants and the “deep state,” Hamilton’s warning about those who would seek to discredit the government as prelude to a possible autocracy seems prophetic.

At the time of the Constitutional Convention, foreign powers, notably Britain and Spain, still hovered on America’s borders, generating fear of foreign interventions in our elections. Hamilton supported the electoral college as a way to forestall these nations from seeking “to gain an improper ascendant in our councils. How could they better gratify this, than by raising a creature of their own to the chief magistracy of the Union?” He prophesied that competing countries would try to clip the wings by which America “might soar to a dangerous greatness.” That Trump was so cavalier about Russian meddling in the 2016 election and then invited Ukraine to furnish defamatory material about his political rival Joe Biden would have shocked Hamilton and the other founders, all of whom were wary of “the insidious wiles of foreign influence,” as George Washington phrased it in his farewell address.

In defending impeachment in two “Federalist” essays, one might have expected Hamilton to engage in close textual analysis, parsing the exact meaning of “Treason, Bribery, or other high Crimes and Misdemeanors.” Instead he couched his defense in broad political language, stating that impeachment should “proceed from the misconduct of public men, or, in other words, from the abuse or violation of some public trust.” In short, the president didn’t need to commit a crime per se. “If the federal government should overpass the just bounds of its authority and make a tyrannical use of its powers,” the people must “take such measures to redress the injury done to the Constitution as the exigency may suggest and prudence justify.” Trump’s telephone call with the Ukrainian president would seem to suggest a clear abuse of power and possibly a campaign finance violation, although we will need a fair and impartial inquiry to confirm this. As Hamilton wrote, “Caution and investigation are a necessary armor against error and imposition.”

Knowing that impeachment would be divisive, arousing violent party agitation, Hamilton never wanted it used lightly or capriciously, but neither did he want it relegated to mere window-dressing. It was a tool intended for use as conditions warranted. “If there be no penalty annexed to disobedience, the resolutions or commands which pretend to be laws will, in fact, amount to nothing more than advice or recommendation,” he wrote. For Hamilton, each branch of government required a mechanism to check encroachment by the others. He discerned a perfect symmetry between the president’s veto over legislation, constraining congressional overreach, and presidential impeachment, curbing executive excess. In his notes for the New York state convention to ratify the Constitution, he jotted down: “Legislative in the Congress, yet checked by negative of the Executive. Executive in the President, yet checked by impeachment of Congress….”

In the last analysis, democracy isn’t just a set of institutions or shared principles, but a culture of mutual respect and civility. People must be willing to play by the rules or the best-crafted system becomes null and void, a travesty of its former self. We are now seeing on a daily basis presidential behavior that would have been unimaginable during more than two centuries of the American experiment. Not only is Trump himself on trial, but he is also testing our constitutional system to the breaking point. In his worst imaginings, however, Hamilton anticipated — at least in its general outline — the chaos and demagoguery now on display in Washington. He also helped design and defend the remedy: impeachment.

Yet another lesson about the importance of history.

 

 

 

 

The Chicago teachers’ strike is over but it performed a valuable service that reaches far beyond Chicago and its educators. In recent years, the union movement was recoiling from blow after blow as its adversaries attempted to destroy it by passing right-to-work laws in the states, attacking it in state courts with challenges to due process, and winning a Supreme Court victory (Janus) that was intended to kill the unions off.

But the teachers’ strikes that began in West Virginia in 2018 and continued through the Chicago strike point to a new brand of teacher activism.

Although legislatures have tried to limit collective bargaining solely to wages and benefits, the new unionism has a different vision, which they call “bargaining for the common good.”

Teachers are as concerned about children’s health and well-being, about class size, about having a full-time nurse in every school as they are about their own wages. In Chicago, they worked out the salary gains before the strike started. The strike was about improving conditions for students. It was a demand that public money be used for the common good, to meet the needs of children. Teachers care about support staff, not just themselves. We saw that in West Virginia, in Los Angeles and in Chicago. Expect to see it in more districts.

Rebecca Burns wrote in The Intercept about the new unionism, before the Chicago strike was settled.

She wrote:

“A central element of Bargaining for the Common Good is researching and identifying the banks, private equity firms, and hedge funds who are pulling the strings,” said Marilyn Sneiderman, executive director of the Rutgers Center for Innovation in Worker Organization. “The CTU’s demand that [public resources] be used to fund schools, not subsidize developers, is a good example of this.”

The new teacher activism takes on privatization and other means of diverting public funds away from the common good.

“The common good” is a powerful idea. It requires a sense of collaboration and connectedness, an understanding that we share a common destiny and that we cannot thrive unless all of us thrive.

 

 

 

Jan Resseger explains the history and context of the truly historic teachers’ strike in Chicago that recently ended. She explains it with clarity, as only Jan can do.

This was not a strike for higher salaries. The mayor offered a 16% increase before the strike began, and that is what the Chicago Teachers Union accepted.

This was a strike for students. This was a strike to reverse a quarter-century of disinvestment by Mayors Richard Daley and Rahm Emanuel.

This was a strike against 25 years of austerity in a booming city that had billions for developers but nothing for students and schools.

This was a strike against corporate reform, which starved the public schools for the benefit of charter schools.

This was a historic strike. To understand why, read this post.

Marla Kilfoyle, who previously served as national executive director of the BadAss Teachers Association, is now in charge of building the Grassroots Network of the Network for Public Education. She has done a spectacular job in bringing together parents, grandparents, educators, students, and other public-spirited citizens who support our public schools.

Here is the latest report. 

Nearly 150 groups have joined. They represent every state in the nation.

Join us and help fight for better schools for all children. Schools open to all, schools that are democratically controlled, schools where students have the resources and conditions they need to thrive and grow.

Mike Deshotels is a retired educator in Louisiana who blogs as “Louisiana Educator.”

In this post, he appraises State Superintendent John White’s record as state superintendent. 

He characterizes that record as “pitiful.”

John White, you may recall, is a “reformer,” that is, a specialist in Disruption. He is formerly TFA, a graduate of the unaccredited Broad Academy, and before coming to Louisiana, worked for Joel Klein in New York City, preparing public schools for takeover by charter schools. He supports charters, vouchers, and high-stakes testing.

Deshotels writes:

After over 7 years of John White as Louisiana’s education reformer, Louisiana ranks 47th on national reading and math tests, and 49th on the ACT.

John White’s propaganda mill had the unmitigated gall to put out this press release Tuesday claiming that Louisiana was “number one in the country in 8th grade math improvement” as measured by The Nations Report Card. This tiny bit of data selection is insignificant compared to overall achievement of our students in reading, math and college readiness. The press release neglected to mention that despite all this “improvement” Louisiana still ranks third to last compared to the 50 states in 8th grade math. There is also no mention that Louisiana ranks 47th out of the 50 states in overall performance on all the latest NAEP tests. No mention was made that the latest ACT tests now rank Louisiana second to last in the country in college readiness! Our ACT test score averages have been declining significantly for the last 3 years. White’s press release trying to portray total stagnation in student performance as “nation leading outcomes” is pathetic.

Deshotels reviews the state’ low NAEP scores, then turns to the steadily falling ACT scores:

For ACT scores, there is no press release at all from the LDOE, probably because they have not yet found a way to spin three years in a row of declining ACT scores as some type of success. Average ACT scores in Louisiana was 19.6 in 2017, 19.2 in 2018, and 18.8 in 2019. This is a very significant drop in three years. Don’t just take my word for it that Louisiana is performing poorly in college readiness, just take a look at this article by Will Sentell in The Baton Rouge Advocate casually mentioning that Louisiana has now fallen to 49th in the nation on the ACT.

 

 

Morgan Ames is a techie. She majored in computer science at Berkeley and now works at the Center for Science, Technology, Medicine, and Society. She wants to convince you that techies know computer science, but we should not look to them for advice about child-rearing, education, or other social issues. Their range of expertise is narrow. It may make them very rich. But it does not make them wise in every field of endeavor.

in particular, she is critical of the media narrative that techies shield their children from early use of technology.

She writes:

“These articles assume that techies have access to secret wisdom about the harmful effects of technology on children. Based on two decades of living among, working with, and researching Silicon Valley technology employees, I can confidently assert that this secret knowledge does not exist.

”To be sure, techies may know more than most people do about the technical details of the systems they build, but that’s a far cry from having expertise in child development or the broader social implications of technologies. Indeed, most are beholden to the same myths and media narratives about the supposed evils of screen time as the rest of us, just as they can be susceptible to the same myths about, say, vaccines or fad diets. Nothing in their training, in other words, makes them uniquely able to understand arenas of knowledge or practice far from their own.”

Whoa. I disagree with Ames. Monitoring children’s screen time and allowing them time to read and play is one of the most important jobs of parents today.

I think Ames would have been on safer grounds had she criticized techies’ entrance into politics or other realms about which they are clueless, where they think their financial success makes them superior to everyone else and encourages them to scoff at democracy. Or where they think that their financial success gives them the right to “reinvent” education and scoff at democracy. Think Zuckerberg, Gates, and Mrs. Jobs.

Carol Burris, a veteran educator and now executive director of the Network for Public Education, has conducted extensive research into the federal Charter Schools Program (CSP), which resulted in a report called Asleep at the Wheel. That report documented the waste of about $1 billion in federal funds spent on charters that either never opened or that opened and then closed in short order. At the time the CSP was created by the Clinton administration, there were fewer than 100 charters; the new program was supposed to help start-up charters. However, since Betsy DeVos became Secretary of Education, she has used the CSP as her personal slush fund, lavishing million on established corporate charter chains–especially IDEA and KIPP.

In this post, which appeared on Valerie Strauss’s Answer Sheet blog at the Washington Post, Burris describes the outraged reaction of the charter advocacy groups to Elizabeth Warren’s plan to end the federal CSP. She details that each of the major charter groups has received many millions of dollars from the federal government, in addition to the support they have received from billionaires, foundations, and Wall Street. They are angry that their federal money might be cut off.

Strauss invited charter advocates to respond, and she includes their responses in the post. They want the money, they all said, because it is all about the kids.

 

For Immediate Release
October 31, 2019
Contact:
Ori Korin
okorin@aft.org
American Federation of Teachers President Randi Weingarten Congratulates Chicago Teachers Union
WASHINGTON—AFT President Randi Weingarten issued the following statement in response to the news that the Chicago Teachers Union, AFT Local 1, reached a return-to-work agreement with Chicago Mayor Lori Lightfoot and will return to classes tomorrow:

 

“More than 20 years ago, in 1995, educators in Chicago were stripped of their right to bargain, and with that, they lost their voice to influence their students’ learning conditions and their own teaching conditions. As a result, Chicago’s students—particularly students of color and students with special needs—lost out on so many things they needed in schools, including losing many of the neighborhood public schools themselves. This contract is the culmination of a generational struggle to make up those losses. The members and leaders of the Chicago Teachers Union have taken on these inequities and fought for the conditions our kids need and the respect our educators deserve. With this agreement, if ratified, they’re one giant step closer.

 

“This historic fight for what students deserve—nurses and counselors in every school, librarians, class-size caps, and additional investments in special education—represents a paradigm shift: It wasn’t simply a fight to mitigate the damage of austerity, it was a fight to create the conditions that both students and educators need. This strike, like so many other fights to fund our future, is about building the political will to strengthen our public schools so all kids have their shot at success.

 

“We thank the Chicago community for standing with us and are glad Mayor Lightfoot heard us. We congratulate CTU’s leadership, its bargaining team and every member it represents for the work they did and continue to do. I saw their commitment to this fight and their students at every picket line and rally I joined. I want to thank CTU President Jesse Sharkey and Vice President Stacy Davis-Gates for their incredible leadership.

 

“Together with SEIU Local 73 and every parent, student and ally who stood with CTU Local 1—including our state affiliate, the Illinois Federation of Teachers—we know this: We have helped make Chicago’s public schools safe, welcoming sanctuaries of learning, and we have shown an entire nation that when we fight together, we win.”    

 

 

Follow AFT President Randi Weingarten: http://twitter.com/rweingarten

The American Federation of Teachers is a union of 1.7 million professionals that champions fairness; democracy; economic opportunity; and high-quality public education, healthcare and public services for our students, their families and our communities. We are committed to advancing these principles through community engagement, organizing, collective bargaining and political activism, and especially through the work our members do.

Randi Weingarten                                                    Lorretta Johnson                                                                     Evelyn DeJesus
PRESIDENT                                                SECRETARY-TREASURER                                                        EXECUTIVE VICE PRESIDENT

American Federation of Teachers, AFL-CIO
Communications Department • 555 New Jersey Ave. N.W. • Washington, DC 20001 • T: 202-879-4458 • F: 202-879-4580  •  www.aft.org

AFT Teachers     •     AFT PSRP     •     AFT Higher Education     •     AFT Public Employees     •     AFT Nurses and Health Professionals

 

 

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Troy Laraviere, president of the Chicago Principals and Administrators Association, writes in Crains Chicago Business that the Chicago Teachers Union is not demanding enough for the public schools.

He maintains that the Chicago schools are woefully understaffed as compared to other districts in Illinois.

He writes:

Chicago Public Schools is the most understaffed school district in Illinois. It is impossible to make a reasonable judgment about the current labor dispute between Chicago Public Schools and the Chicago Teachers Union without considering that fact. Even though the key issue in this labor dispute is CPS’ refusal to meet the teachers’ demand for adequate staffing, it seems that no one has attempted to find out what school staffing actually looks like.

Consider the following:
•The Illinois State Board of Education tracks staffing numbers for 861 school districts in our state. Chicago is ranked 861st—dead last—in the ratio of students-to-staff.
•The 20 most adequately staffed school districts in Illinois have 100 staff members for every 500 students.
•The average Illinois school district has 50 staff for every 500 students. In Chicago, however, our district has just 29 staff for the same 500 students.

On average, each Chicago school has 71 fewer staff than the top Illinois schools, and 21 fewer staff than the average Illinois school. Think about that for a moment. We would need 21 more staff in every Chicago school just to reach average staffing levels.

Those 21 missing staff members are music and art teachers to nurture a fuller array of student talents; classroom assistants and tutors; librarians to teach students how to evaluate the legitimacy of an information source in this age of omnipresent false information; classroom teachers to reduce class size in kindergarten through third grade; counselors to help students plan for their future; social workers to help students learn skills to cope with adverse circumstances such as homelessness, mental trauma and abuse; bilingual teachers to support students who are learning English, and security personnel to keep students safe, just to name a few. Think about the curricular, behavioral and academic development that Chicago students are not getting because those 21 staff members are not there to serve them.

Well, you have to start somewhere. The facts in Chicago demonstrate that the previous mayors–Rahm Emanuel and Richard Daley (the mayors from 1989-2019)–woefully underfunded the public schools as they diverted huge sums of public funding to luxury developments. Thirty years of underfunding shortchanged the students.

The CTU has been the leading edge of the fight to restore adequate funding to the schools and the children. Troy LaRaviere demonstrates that the changes are a beginning and that much more must be done to provide funding that the children of Chicago and their public schools need and deserve.

Nancy Bailey writes here about a zombie policy launched by Jeb Bush called third grade retention. Students who can’t pass a third grade reading test are flunked and held back. Nineteen states have adopted this practice despite a large body of research showing that it hurts kids and leads to future failure, even dropping out.

Children who are held back feel humiliated.

There is one big benefit to this policy, however. Holding back the kids who have not yet mastered reading does wonders for the state’s fourth grade reading scores on national tests like NAEP.

Bailey offers specific ways to help third graders instead of humiliating them.