Op Ed: Citizen-Choice Still Supreme to Shape Democratic Policy

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Hank Ruark May 2, 2011 3:32 pm (Pacific time)

To all: Third pgh of mine to Morrison makes point about usage of billions of dollars, Current events show more than $18 billion gone to Pakistan, during time when bin Laden's compound was only 4,000 ft. from military training school, in community heavily populated by the P-military. Might be we could wring a few billion back from the Defense budget while still working out what CHOICE we care to make of all possible options in this complex world. Can assure you there's most surely somewhat more to be wrung from Defense than from current national educational support.

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Hank Ruark April 26, 2011 9:11 pm (Pacific time)

Morrison et al:
Appreciate your point of view, sir, even if tone somewhat strident and strained for intended dramatic impact.

But do also believe we talking past each other with misunderstandings involved in complex relationships with what we intend to say and what it may appear we have stated.

My reference to UNDERfunding intended to mean not only more total dollars- involved but a higher ratio transferred from national funds now employed in other areas, and from the total dollars available now used in ways we no longer need to bolster and build-further.

That's really at root of basic management problems here, and we need to go back to what we now know we need to do and how to do it effectively and efficiently for our kids, with some further funding forced inexorably by fact of more students, with more needs, and with tougher demands forced upon us by 21st Century.
BUT we have learned much in past 30 years, with that sure knowledge now ready to guide our radical remediation, which we can agree is rapidly becomeing unavoidable if we wish to be responsible for a better life for our children than we have experienced.

I agree that current status is far below what we should have achieved, but do also feel strongly --after some 50 working years in dual professional situations sharing special insights on those working years-- that we must now remediate remarkably and remorselessly, including painful and even radical changes in major components of the whole system...and that there are other major components and agencies of our society with parallel needs and inexorable demands, requiring nearly simultaneous further work, too.

BUT there are some excellent elements and some fine practitioners we should preserve, protect and squeeze for all the hard-won knowledge and understandings they have achieved; and some working examples of what can be done even under existing conditions.

Will be working on this one for a while yet, and look forward to further strong participation in open dialog from the many who have experiences to share, both negative and positive.

There will be some slight delay before we resume, since I must pause both for some further medical manipulations (!) and for my annual visit to the huge wheat/alfalfa ranch where Son No. 3 is "second man", with one field of more than 900 acres, and towering tractor guided by satellite-signal, guaranteeing rows set within inches of designed status.
He left Senatorial staff-head post in Legislature more than 25 years ago, stating to me that he was "going back to honest work, Dad !" Ranch is combination of several, leased by owner from families no longer resident-and-working land for many reasons, good and bad...much
like rest of world and life.

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Morrison April 26, 2011 3:48 pm (Pacific time)

I believe quite strongly that we need to increase funding dramatically for public education, and keep taxpayer's money flowing until we get the changes we need, no matter how long it takes. As the genius Thomas Krugman also recommended, that we do the Stimulus Bill again and again until it works. Kenysian school funding must also work, I mean look at the past record. Regarding testing and evaluating teachers, why!? Since they were certified by the state and educated with teaching certificates, why should we cause anymore stress by testing them to see if they maintained competency? Just a waste of resources that we could use for other expenses. Same goes for the students, why do any testing? I recall 3 years ago when Obama first started campaigning and all the promises he made, and especially those about education, well he sure delivered. Heck ask any of those high school and college students who have graduated since he became president, I'll bet everyone of them have good economic news about their employment prospects now, and the immediate future. Definitely, let's print some more money and enlarge the public school staffing, can never have enough personnel.

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Hank Ruark April 25, 2011 2:32 pm (Pacific time)

Roger:
Must admire your rapid reversals and radical restatement of what was written as well as other points never uttered nor printed, except for its damage to honest dialog in plain English...and, of course, what it irrevocably demonstrates re your own credibility.

You refuse to respond to rational and reasonable reconsideration of point after point, substituting for each more simplistic jargon and any kind of assumption which might present still another time-wasting target.

So, whatever you feel you must accomplish, enjoy whatever seems to you to be worth your past efforts here, with my professional blessings, expressed in any terms you may wish to assume...which most surely represents precisely what you've been doing.

Meanwhile let the record here speak to any reader for evaluation with own mind and via own conscience re commitment to consideration and action to be expected from any responsible citizen.

But don't forget to check the Alterman book re the BELL CURVE revelations.

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Roger April 25, 2011 9:04 am (Pacific time)

Hank, respectfully, are you saying all private colleges and universities are subordinate in quality to similar public institutions? Then all those students who went to private k-12 schools are also subordinate in quality to their public parallel? Please note I never mentioned profit motives for education, public or private, but learning results, and the difference between the two is apparent. If you have a situation where costs can be lowered and results increased, then that is an ideal for those who pay for education. All we see in the public sphere is increaing costs coupled with diminished results. As you know Hank, education voucher advocates argue this program gives underprivileged students another option for escaping academically low-performing schools, while their opposites want more funding, which has been their projected solution for decades, and it has failed. "...The state of America’s public schools is in dramatic decline; the fact that this generation will be less literate than the last makes this inarguable. The situation is not one that can simply be solved by continuing to throw more money into our schools. Since 1970, total federal spending on elementary and secondary education has increased 260 percent (accounting for inflation), yet this jump in spending has failed to produce a similar increase in results..." http://www.campustimes.org/2011/02/03/school-vouchers-would-increase-freedom/

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Hank Ruark April 25, 2011 8:22 am (Pacific time)

Roger: My last to you was written before I read yours referring to "brief summary"; times on comments are when-written and not for when-posted. SO I surveyed your complete thread of "brief summary" (!) from No. 1 ignoring obvious advantages of private schools over public in comparing impacts on your son, a prime example of erroneous cogitation driven by political ideological motives -- to apply the short-form of what we learned from those four very special "gentlemen from Virginia". From that original error through your full content here, including open invitation to come direct to me for ready documentation without compromising time-and-attention for others here; and a second invitation to establish your credibility by same foundation facts one exchanges re point-of-departure in a good faith conversation --honest, open dialog defined-- you avoid even the simple courtesy to all readers, as well as to me, to state your bona fides, if any. That forces full reliance on Rules One and Two from my VA-mentors. You continue with broad generalizations re public opinion, current and past trends, and a series of other serious issues, without citing a single factual reference; and you document not a single one of your statements via easily accessible links on Internet to authoritative sources, which of course are open to interpretations which might well vary from what you choose to present here. You ignore completely two specific, highly relevant references from TIME, since any reference --even acknowledgement of their use here-- destroys your major personally-declared points, even if others simply skim those pages --with world/famed TIME-writer Klein re deficit impact and four-page cover/feature... Which together make mincemeat of your self-chosen and self-defined "trends" since its whole combined-point is rational, reasonable reduction on what and how we spend fully-available funds, with solid examples of massive savings for application on where monies are really needed...as in infrastructure repair and educational remediation. Or do you prefer to continue to ignore authoritative, extremely timely (NO PUN !) detailed information from tested, proven, balanced and comprehensive sources ? Do you know Eric Alterman's book "What Liberal Media ?" --If NOT, you should seek it out; then read the complete summary of intrigue and misinformation involved in the presentation of "The Bell Curve" by Murray/Hornstein...detailing the hidden motive they believed existed for many persons deeply concerned over its erroneous and despicable content.

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Hank Ruark April 24, 2011 8:19 pm (Pacific time)

Roger:
Are you unaware that private schools at all levels seek same single solitary and insensitive goal as all other businesses ?
Plain old common sense and painful experience has taught most of us that where competition enters in, and profit is the driving motive, any/all endless means will arise to make sure the profit appears, at inevitable cost to the customer, aware or unaware.

Since you count so much on scale and competition to pressure each one of the schools involved here to lower costs, and since profit can appear only if costs can be driven lower than the other guy, you are --knowingly or not--setting up a massive mechanism for a radical and rapidly increasing "race to the bottom" --precisely the impact consequential to the same unwise and motivationally-damaging approach if we really seek better quality of education for our children.

If we have learned anything whatsoever in economics since the Reagan era began this drive for belief in "the magic of the self-correcting market" it is that the market is not free, but distorted, and that the last thing we can expect from it is any form of self-correction.

What's a reasonable rate of profit for a private school ? 10, 15, 20 percent ? Given offshore and even some interior investment opportunities of much less complex nature and with far less public scrutiny attached, do you really, in all good faith, think that any private school operator will seek the best quality of education, at some inevitable higher costs vs competition sure to avoid loss if possible, no matter what is demanded to do so ?

This here/now to prepare you for more soon when we take up the issues involved in remediation for our current educational system.
We will expect from you then some strong and checkable ideas on what to substtute if, as you suggest, large urban areas will soon be abandoning the current system for the private-side profit-battle/shaped product sure to be shaped for parents who rely on it.
Given these facts for all to see and cogitate upon, I can see why you wish to hide behind a single name !
If NOT SO --we await your ID-reply, so we know from whence you cometh, and with with special training, experience or other authoritative components demanded for personal composition of integrity and credibility.

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Roger April 24, 2011 7:02 pm (Pacific time)

Hank I just gave a brief outline of what is happening today. It is being reported in all media, the trend is apparent and the increase of private schools will soon be the normal educational process for more and more people with the passage of time. I went to public schools (K-12), as did my children. It was a great experience, and at that time the kids in private schools were losing to us in test scores and other comparative competitions. Things have changed, and that change began rather slowly about 40 plus years ago (years before Reagan by the way), and it has continually gotten worse. Once again, this evaluation on public education has been in the media for quite some time now. People are getting tired of funding a lost cause. Vouchers will be provided at a quicker rate, and hopefully a new tax structure will be developed so some relief can be provided for those who are unfairly burdened for paying for a public school system that is an anathema to them and to their values/standards while they send their kids to private schools. This quote from an irate parent at a school meeting recently: "Some believe that a problem can be solved by forming a government program or agency to regulate it. Then, when the problem is not solved, it is only because the government program was under funded." And on the flip side: " Knowledgeable people understand that most problems are caused by government programs or agencies." It is true, that there are those that just say let's spend more money and that will solve the problem. Well people are wising up Hank, and we're pretty well tapped out. Maybe if there was some success, but the achievement average has been dropping and dropping, so cherry-picking out certain successful groups simply does not work anymore. Maybe someone can turn things around, but they are going to have to deal with teacher competancy, and many other issues. Don't expect any large infusions of cash, it's not available.

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Hank Ruark April 24, 2011 9:14 am (Pacific time)

Roger et al:
Have been hearing that same "death is NEAR !" fear-mongering propagandistic prognostication ever since the early Reagan days, complete with combination of vouchers to replace much more-transparent and openly responsible system which, even with its vulnerability to ongoing "starve the beast" and other attacks, has still produced decades of burgeoning prosperity and many millions of successful Americans who have created world's most powerful democracy.

National sources and many historians now recognize and appreciate in their work the impact intendted then and renewed now for precisely these same statements, as coming from the same sources for the same reasons to seek public impact again for outmoded ideas broadly challenged and often documentable as failures from previous choices.
Check out any of the magazine and journal references I supplied earlier for the most current of such statements; if you cannot easly access them, come direct to me at hankatlma#ipns.com, and I will take great satisfaction in compiling a number of them for you...some reside permanently right on my Desktop !!

Vouchers present great possibilities for private-gain hidden control since no accountable bureaucrat will ok grant to seeker without due regard for own continuance in office; and, if any so-called "automatic system" is put into place --no matter how contrived--that requires defining statement for qualification, thus open to endless further control and shaping in the complex process of legislative action to put any such system in place.

If given to states to administer, we achieve same situation multiplied by 50, even if only for oversight of national system.

I note you provide us with neither authoritative backup for your open assumptions from a nonpartisan national source, nor any personal qualification to make such sweeping, generalized, openly political-ideology/based statements.

SO, now that you have demonstrated your driving interest in this matter, whip off that single-name mask and put right out on the line your full real name, your occupation, and anything else you feel qualifies you to seek credibility here for what you write.

Open, honest, democratic dialog is defined as the continuance and completion of good faith conversation, and for that what we expect here is that same basic information we most assuredly would seek from anyone with whom we were having an intriguing conversation on a controversial issue of public impact.

One of my most intriguing special-study experiences at Indiana U., while in pursuit of a doctorate in education, was in a small group selected for work with four gentlemen described to us as "from Virginia --and that's all you need to know".
They turned out to be hardheaded professionals working to impart knowledge from painful experience accumulated world-wide on communications involving propaganda, distortion, dis- and misinformation.

The very first working rule we learned --with excellent and very informative examples from their extensive experience, was this simple First Rule:
ALWAYS Know The Source If You Must Understand Their Message.

The Second Rule follows, one might say inexorably, from the First One:
Whomever refuses full identity to qualify for credibility does so to make sure something remains hidden, inevitably shaping the message offered.

For sensible, sensitive and good-faith/driven S-N channel dialog purposes, we allow simple and straightforward access to every thread for Comment and continued dialog. It is recognized worldwide now, on most channels, that when one is asked for special qualification or experience shaping up credibility, it is usually supplied simply as a matter of the same level of professional courtesy accorded in any honest conversation.

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Roger April 23, 2011 6:12 pm (Pacific time)

It appears that public education is in a waning phase. More and more parents, including teachers, are enrolling their kids in private schools, as well as home schooling is increasing. The public school system will in time most likely just be found in the large urban centers, but everyday, more parents are demanding vouchers for private schools in urban communities. Washington DC has especially been demanding more voucher funds. How this will all play out is anyone's guess, but one thing for sure, more and more of the voting public is turning down school levy's/bonds. They are simply wising up to the fact that as the so-called educational professionals continue with their incessant demands for more money, the proof is that more money has not changed the relentless deterioration of public education in many areas, mostly in the urban loations. To have education enter into the private market, where our dollars will dial up competition among different schools who want those dollars, will help enhance the quality of education and most likely drive costs down. This may not bode well for those politicans who have come to expect big dollar donations from unions, but the education of our students should be a priority, whereas lately it has not...just look at the evidence. We only have so many dollars available in this downed economy, and government waste is rampant.

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Hank Ruark April 23, 2011 11:12 am (Pacific time)

To all:
Now that we've firmly re-established facts of responsible citizens longtime and damaging apathy, indifference and downright neglect of demanded attention, and the necessity for wise, continuing democratic action, to support, strengthen and further project a workabe system of education ---perhaps we can move on to strong dialog outlining what must be done to resurrect, remediate, renew and for some components replace what we should have had all along... !!!!

For years I've insisted that education was UNDERfunded at every key level and in every commanding component, and that there was (and surely NOW IS !) plenty of dollars readily available if we simply had political will and wisdom enough to pick them up and put them to work.
There is nothing radical about such suggestive action; it is realistic, relates closely to the pragmatic facts of the situation, and demands only rational, reasonable and also realistic action NOW --something which can also be provided if only we have the wit, wisdom, and will of our predecessor generations, driven by the absolute public rage and demand for action which they found so much easier to achieve.

SO, to preview coming coverage of current scene on precisely the same lines, take a look at TIME magazine for April 27th --chosen since should be readily available to most readers, and is representative in these two chosen articles, of contemporary fact extremely relevant to those previous points:

See first premier pundit economist Joe Klein's column, p.23, series title "In the Arena" for obvious reasons; article headlined "Obama Preaches Deficit Sanity", sub-head "How Paul Ryan and budget hysteria have made the President Mr.Prudent."
I'l leave reactions-here open until you-all have had time to read the wisdom he distills from close professional perspective in a combination of circumstance which surely prevails over those of any of us, and provides the current pragmatic and realistic starting-view we need for further "lean forward" progressive surveillance of the current educational scene.

Then turn (ONLY one page !) to "HOW TO SAVE A TRILLION DOLLARS ", sub-headed "You can start right here" --which surely makes this one right on the money (intentional pun !) for us as we begin our progressive surveillance of the current educational scene.
YOU can begin by simply skimming the five major sub-sections for such savings spread across the next two pages: "$500 BILLION, $60 BILLION, $287 BILLION, $112 BILLION" --and noting from whence within the military budget we support --very close to being more than all other nations in the world combined !!-- these savings are sliced away.

THEN read the entire rest of this straightforward, honest, democratic opening for dialog on educational savings for YOURSELF.
We at S-N take education and what happens to it very seriously indeed since "the system", failing as it may have been, has even so provided us here with the fundamental foundations for which we must be thankful, while we pursue what can only be regarded as a fair level of professional success.
Nearly every other reader will find that-last as relating closely to personal life experience, I do believe...

NOW, as some several of our commenteers have asked of me in this thread already, here's a few ideas, also offered in-brief as starter points for our coming dialog re remediation and renewal of education.

Let's cut each one of those areas set forth in the TIME-study by ONLY TEN percent, then apply that total to ONLY selected areas of educational system and ONLY in selected geographic regions....both chosen by a massively strengthened and rejuvenated national Department of Education, and then administered via very-tight dollar-squeezing NDEA-style managment in Selected State Regions, with each state making its own choice(s) for projects operating on matching-dollar basis.

The matching-dollar basis and the elements of choice (only outlined here) are a tested pattern wellknown to both political and educational deeply experienced professionals, and constantly proven by extensive use in a wide variety of areas, at every level from local to national, and in nearly every area of endeavor one can define.

Enough-already !! You-out-there should get the beginning formations of the patterns I mean when I say we know how to do much better --what we need is simply the political will to DO IT....and than must come from YOU and others deeply concerned enough about what appears to be a rapidly collapsing educational system , when it is in all reality only one badly abused and underfunded and overdriven and mercilessly raided --while we stoo apathetically-by and allowed it to happen over the past forty years or so.

moresoon --this is Haircut Saturday, and I'm off with Son No. 4, chief liveshot specialist at KVAL-TV/Eugene, and recent winner of four AP-regional/national First Place Awards for television news coverage.

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Hank Ruark April 22, 2011 4:06 pm (Pacific time)

To all: No apologies intended re mine to Bull Griffith (sp, intentional !) since hard,long experience with propaganda and its perpetration led me to feel as I clearly did...and still do. His general tone and appoach, not only here but in preceding materials and on other threads, alerted me to what I consider undue attack-mode, and apparently that's what came through in what I wrote...good !!

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Hank Ruark April 22, 2011 4:02 pm (Pacific time)

Roger et al:
Thank you for that kind, thoughtful further comment.
Could not agree with you more except via two-page further comment, but withholding that for presentation soon as we begin to get into the almost inevitable further dialog about how we do what we are beginning to see mutually that we need to do:
Remediate The System.

We need to measure what we know we can achieve against what we have now, and make the sensible, sensitive, and cost/effective changes we can build from what we KNOW, psychologically, fiscally and financially, and PHILOSOPHICALLY to fit the fast-occurring further-changes with whice we must cope.

Earlier you mentioned Senator Kennedy as a major sponsor for the Bush/debacle of LNCB.
He was --but not what Bush, by both stealth and deception, finally imposed, with both incentive and dollar threats for what he meant to have in place, for his own malign purposes.

Do you know the Alterman book "What Liberal Media ?" --If you can, check out the very illuminating section on Bush, including the facts re NCLB.
Several of my previous Op Eds have dealt in depth and detail with that worst of all educational acts ever perpetrated...and there's room for more inspection and vituperation even yet...

moresoon and wish I could visit with you et al in that "teacher's home" or yours, if I'm still welcome...!!

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Hank Ruark April 22, 2011 3:49 pm (Pacific time)

Bill G. et al:
I spent more than a decade in the ORDeptEd. as learning media consultant, during which time I visited at least five and as many as a dozen schools nearly every week.

Whenever possible, too, I spent some time with the school board head or participants, all too infrequently with time at their difficult sessions coping with the beginnings of deprivation and depreciation in state education systems generally, now familiar to nearly everyone who pays real attention to our educational system.

For more than 98 percent of those contacts, with both teachers in the schools and more infrequently with the school board members, I was greatly gratified to pbserve, sample and on some occasions record in my notes the fine, strong, cooperative, effective and continuing professional approach and efforts I found. Some of those reports may still remain in Dept. archives; some parts of them became part of the national records on National Defense Education Act activities, in which Oregon was a longtime leader in the media filed, as well as for science, math and foreign language consultant work.

That was then in sharp contrast with other experience, much earlier, in New England, with United Press and other journalistic agencies, for the school boards there.
In too many cases-then, we (not only me, but others who commented to me) found that in a large percentage of the boards there was a constant, very competitive struggle to isolate progressive teachers (in methodology, NOT politics !), on the simple base that "it is sure to cost more" --when schools in most of the boards so involved were already UNDERfunded and threatened with still further deprivatiion

In addition, to my original surprise and continuing dismay, the leaders in this continuing conspiracy against any progressive expenditure AT ALL, for ANY REASON, even when documented by obvious need, were often the major merchandisers and businessmen of that same community, intent first and foremost on keeping down any possible additional cost to their enterprises, even when their own children were involved to some small extent.

Part of my surprise came from still earlier experience, in my home town in Maine, a medium-sized merchandising center serving famed Aroostook County, home of the large and delicious Maine "spud" potato.

At that time, one of the town's leading merchants, owner of the large clothing-and-shoes establishment which occupied one corner of our (only) stop-light square in the middle of "downtown",
was the active head of the school board, sometimes as elected leader and mostly by dint of his own strong and splendid atttude toward education --with his own (four) kids in the public schools rather than exported to academy and similar private-school situations "down State", i.e.in Bangor.

Those memories, I must disclose,are what's behind some of what I write now. Just for fun, will also disclose that my photographer then, for every possible coverage we could compound for The Bangor Daily News, with my office second-floor across from that large department store, was served by the Police Chief himself (in a one-man/force !), and we had our darkroom across the street in the back of his Dad's "most popular" barbershop --for the very good reason that there was always hot water available when we needed it for photo purposes in a hurry !!

SO original life experiences certainly shape and perhaps confirm what comes later...much later, in my particular story !!
What many of us who write about education today see happening nationally is simply a reflection of those pinch-penny New England attitudes, driven still further via the isolations and concentrations imposed by the heavy corporate influences of which we are all far too familiar --that basic function of business: "To make money at any cost" --and sometimes with little regard for the consequences which many smaller-business persons, like those in my hometown, knew well and believed in deeply --even then....

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Roger April 22, 2011 3:06 pm (Pacific time)

Hi Hank. Say I just have to comment, because I interpreted this statement differently: "Public school teachers often claim their pay is too low, even though most should be aware of just what the teacher pay schedule is and budget accordingly, you know, know your environment." Hank when I taught many of us either sitting in the teachers lounge, at home, or at many different social situations, including various professional conferences would always make comments that we were not making enough money. That's a pretty normal thing to say. I believe for most any working stiff it's pretty normal to say "they're not paying me enough!" I also knew many young teachers just starting out that registered dismay about the level of pay they were getting, so it's not that unusual for many of our entry level teachers to be unaware of their pay schedule, which is not very smart, but no big deal as long as they are competent teachers. I guess sometimes we all need to be a bit more careful in our critical thinking mode, so easy to jump to the wrong conclusion. Though I know it's pretty unpopular for many who want to see a reorganization of the public school system so there is more accountibility down on the trench line. It's coming, and that will be a good thing for our student's futures, and maybe good for the taxpayer's pocketbooks?

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Hsnk Ruark April 22, 2011 7:49 am (Pacific time)

Bull Griffith: You wrote: "...Public school teachers often claim their pay is too low, even though most should be aware of just what the teacher pay schedule is and budget accordingly, you know, know your environment." Sir, I challenge you to present here a link to any local or regional tv-news station or daily newspaper with solid documenting proof that this has occurred in anything more than a single case, if even that. I refer to a published or video'd full-scale interview with the teacher involved OR with the private school provider OR with anyone able to provide publishable proof of any such instance, such as invoices or billings from the school to the teacher clearly setting forth what you state, and including amounts, dates, check numbers, etc, as required by any ethical reporter. This would be a huge national news story, and I have found absolutely no such detailed information published; only offhand, casual, undocumented, myth-level "information" of dubious quality when common sense is applied. It makes no common sense for any teacher receiving the usual pay-scale to provide the large additional amount demanded for private school exoerience for one or more kids. This has components suggestive of myth-making precisely like others just recently dealt with here. Within the context and with the tone and intimiations you built in, it can only be seen as an attempt at excoriation and accumulated further malign and undocumented statement. Proof of that tone and approach is provided, for those of us who know the techniques, by your further rather snide-and-depreciating phrasing re the pay scale for teachers and the right to expectation of proper level, appreciation and respect for those who choose to make it their life work to provide what others of us are very willing to take and use, and without which no familiy could hope to grow and progress towards maturity for its children. For decades our society has made strong effort to make sure those individuals whose love of children and of close working-teaching relations with them, were both appreciated and respected; and until the past several decades the thinking persons still in charge of our social contract --from both worker and employer (read: "school board" --a distinguishing feature of American life ever since the 18th Century) made massive and continuing effort to reach effective, efficient, workable and mutually satisfying relationships, with great "give-and-take" cooperation and usually under extremely difficult financial circumstance. You may well find others who feel as strongly or more so about such debilitating and offensive words-and-tone in what purports to be good faith dialog about a very painful present issue affecting millions of children, as well as parents and every participant in one of our most complex and difficult systems.

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Roger April 22, 2011 6:38 am (Pacific time)

Wasn't Sen. Ted Kennedy the driving force behind NCLB? I recall the signing ceremony with him next to Bush, and he was all smiles. Regarding different assessment instruments used to measure various performances by our students, I used several both as a former teacher, then while doing post graduate work in Educational Psychology at both OSU and OCE (now Western Oregon University) in Oregon. It was clear with all faculty, highly qualified graduate students, and research personnel, that many of the testing instruments had been changed and were much more user friendly for the testees/students. Still the test results were getting worse. I have maintained contact with people at these schools for literally decades, so I have more than just a passing acquaintance with various test instruments. I also agree with the other poster that a larger, and growing segment of public school teachers have been enrolling their own children into private schools, and some are even home schooling. Ironic isn't it? Possibly the writer of this article has not had the opprotunity to become updated on the current testing methodologies? At any rate, the downward trend in test scores is a stark reminder that something is "systemically" wrong within the public school system, and the nearly everyday stories in the media acknowledge that irrefutable reality. Why is it happening? Many theories, but one thing for sure, we have to have some significant changes, and state legislatures are the most efficient and quickest way of dealing with it. Feds are too slothful, and in my opinion, not suited for local needs. Frankly I suggest having literally all teachers, regardless of their time in teaching, to be carefully examined as to their competence. Various state University Educational Department heads could begin the process by creating a panel of experts from teaching and other professions to design a method for evaluating these teachers. Even basic exams coverning "fund of knowledge" in their area of teaching is available for immediate evaluation. It may require some painful decisions for the governors out there, but something must be done, and money is certainly not the answer. They have tried in some urban areas, low student-teacher ratio, has had no positive impact. Maybe it's time to evaluate how the school voucher program has done in comparison, Lots of data out there to assess. Of course union heads don't want that, they lose their cash cow if our students are funded to go to competing programs of instruction, and maybe that time has come?

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Hank Ruark April 21, 2011 3:42 pm (Pacific time)

Bill G:
You make some sweeping statements here but provide naught but your word for them...so, to start, enlighten us on your own credibility, please, via profession, training, work, experience and any special study. Then toss in at least one link for each of those sweeping statement points...

You state several trends and imply personal knowledge but without detail, and on testing you say you have compared ":I have"...) but give no checkable detail. What did you DO, how large a test,, WHERE, WHEN and with what metodology ? IF you suggest you have solid research, cite it ---peer/checked in the journals, sir ? If only personal observation, describe extent and your observer qualifications and those also involved...or did you visit every site and conduct operations all on your own ?
(For each of my major points I can and will supply either personal participation, close parallel to that by long-known and well-informed former or currently-working authoritative sources, or strong documentation from documented national bi- or non-partisan sources --a situation characterizing all Op Eds here, as for former published materials over the years, under mine own by-line or, for perhaps 60 percent of my stuff, that of the client for whom prepared...including some at national levels. 90 percent of what I use here is current from own sources or Internet.))

Re deteriorating systematic results we probably close to agreement, but fpr intelligent approach to solutions we gotta nail down desperate details...definitions being what they are and distortions/perversions having been very widely broadcast over past 40 years...most of American talk-radio heavily biased and much of it supported for opinion and some areas of discussion as much by propagandistic payments as by ad-receipts. (See "What Liberal Media ?", famous Alterman source only several years old...have you read it ?)

So perhaps come direct for extended further dialog (hankatlma@ipns.com. in which will spell out major massive changes in ideas and documentation accumulating ever since 50's and supplemented by longtime working experience and professional decade of Chicago consultation...
But not spelled out into quick and easy Op Ed usable format here from accumulated notes and books and reports and miscellany, due to illness since '82, one reason for return to Oregon from Chicago consulting; and with some large holes lost due to move from Chicago and four times since here, and files destroyed in collapse of both computer-and-backup setup some months ago. ( Two books underway in '82 still unfinished...)

Be careful, or you may bring on still further flood of infuriating but very true ideas such as extremely damaging UNDER-funding ever since '70s/8os, and planned/attack damage via Bush NCLB, "unions reeping tons of money", and "starve the beast" --which when all put into place bring on systematic failures such as we agree are happening, while still preserving long obscuration of real causation as part of the general attack on any/all social and safety-net programs. If you need documentation for that, spend half-hour on Internet source-search via Google...

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Bill Griffith April 21, 2011 8:29 am (Pacific time)

Hank regarding private schools, you made a very accurate statement: "SO when you rally for private school, be sure to compare costs --which nowadays run as much as some families entire yearly income..." Many private schools are very expensive, and like most "supply and demand" costs, economy of scales can often (not always) lower costs. Public school teachers often claim their pay is too low, even though most should be aware of just what the teacher pay schedule is and budget accordingly, you know, know your environment. So with that low pay, how come so many can afford to send their kids to private schools, when they teach in the public system and claim how good it is? Of course let's just look at the evidence, which very quickly acknowledges that there is a backsliding going on in terms of teacher performance and student test scores. So the request for more money has been the routine call that teacher's (actually union leaders) claim will help improve the situaton. Never seems to work, just look at the evidence. Now we see that over 90% of public funding in some areas goes to teachers and related staff costs. Meanwhile in private schools, in many cases, we have less spent per pupil and their performance is much higher. Because of our current economy, and with high inflation, teachers in the public system are now seeing pay cuts instead of pay inceases. This bodes badly for our kids, so what should we do? You have any ideas Hank? Should we start evaluating teacher performance with more vigor? Or should we continue to march to the union leader's dance call for submission to their needs and continue the backslide? Have you compared previous test measurement instruments with current ones? I have, and they have been made far more easier. We are not challenging many of our kids to perform at their potential. Subsequently we have kids with high school diplomas (and frequently college degrees) who simply are unprepared to compete in today's job market. Add to this a high drop out rate, we are seeing a huge underclass developing who can be ripe for acting out that would make the riots in Greece, and elsewhere, seem like a good time carnival.

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Hank Ruark April 20, 2011 5:20 pm (Pacific time)

Roger:
My apologies for inadvertent and partial sending of msg to you.
Its purpose was to suggest you see mine to Lynn, shown lower on thread, summarizing musty myth re public funds paid to public sector workers.

Mine to your son re public school values to be learned was "sincere" --I have four, all "in the media" at one level or another, from chief camera and live-shot to major producer, manager and editor, on both print and digital delivery. Youngest just won four national AP-regional First Place awards --he started in public school 8h grade with old 35mm wind-up camera --my discard---and has gone on from there, working for top stations in state. Son No. 2 is now small chain of weeklies main writer/editor on the Oregon Coast, with 45 years experience; all six of them are more than 100-yr.-old papers, all deeply involved in community affairs. Other two have similar records --and all have supplemented public school through high school with some college on lib/arts side, and additional tech-work.

BUT all four assure me the relationships and skills in making them from public schools have proven more important than any of their more advanced college work --which mirrors mine own experience from small Maine town through 3-yr. "normal school" to which I had access since it was free and two blocks away from home; then later M.Ed. at Oregon State and D.Ed abd at Indiana U.
The abd-status was consequence of selection to head up new D.C. association dedicated to winning passage of NDEA, which we accomplished, with aid of some 50 associated other groups, within two years...before K street became dollar-deep/swamp it now is. National Defense Education Act provided multimillions for assistance to every state via expert consultant/teachers in science, math, foreign language --and because of our two years work with allathose others, learning media also, both print and audio-visual, before these digital days, with emphasis on those producable at local level to fit precisely into local and state needs. Disclosure:
That's what brought me back to Oregon, offered Learning Media Consultant post, and we then established matching-funds program which provided more than $9 millions to Oregon schools. I turned down marketing-head of major educational film producer ($5,000 more yearly) to take the Oregon job which I saw as professional challenge. One of first steps was to organize Association of Chief State School Audiovisual Officers --name chosen to call attention from our bosses, the state superintendents of education --which it did ! --leading on to some positive develpments via strong "dialog"....

SO when you rally for private school, be sure to compare costs --which nowadays run as much as some families entire yearly income--and remember far more cannot afford what we should be providing to all by the best possible methods and system --if we really mean our democracy ever to become what the Founders clearly intended for it to be.

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Hank Ruark April 19, 2011 10:20 pm (Pacific time)

Roger: Missed one major point for you; the straight economic fact, undeniable in any way, that there is only one currency, that when someone is paid in it, then it becomes that person's possession, and is no longer in any way

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Hank Ruark April 19, 2011 8:29 pm (Pacific time)

Roger et al: You wrote: "I have kids in both public school and in private school, and the difference is remarkable."

But you, too, miss the point re your statement without comparison of teacher ratio, dollars available per student, physical and other support facilities, et al, et al....

I do NOT feel all is well with public education, as you mistakenly state, and I agree that in far too many places your descriptive language and that of others commenting here surely does apply --
BUT the whole point of this three-part series is the causation: apathy over thirty years by responsible citizens, intent on many things other than the overall state of education --and (forgive me !) ONLY involved and ready to dialog, think and act when their own kids are at stake....with usual remedy precisely what you state for yours --private school---while the very large majority of all but top two levels now struggles simply to get by with food, shelter, clothing and a bit more for theirs.

Re "field work", you obviously are unaware that I'm 93, partially disabled, with serious medical problems requiring careful allocation of time and energy.

Re resources for current field survdeillance, I have long depended and still do on many nationwide contacts with others in both my fields, and some few, still leaders, are alive and active, too.

For further information I seek out and have considerable ongoing email and written correspondence with the editors of several leading journals in both my fields, which I long ago learned is about the best possible way to keep in touch, since that's the very pertinent function of leading professional journals.

Then, too, there's the Internet, to which all of us interested in sensible reform for what we mutually agree is a system under life-support and needing all the help we can give it --although we may disagree on causation for allathat !-- should turn to the most authoritative and pragmatic overviews we can get.

You have advantage over me since you can still visit your schools, sit in on school board meetings, search out and help apply what's needed to make sure EVERYONE is served by the best possible in public education --and help with the seriously damaging underfunding undeniable on the publc record, if you will but seek it out.

Best wishes to your son and make sure he does not miss out on the major values available ONLY in public education by contact with its diverse population...even today given the heavy impact on the public system of the hugely damaging and steadily growing great gap in your world and that of many other families.

But of course that demands your own acceptance of responsibility for some others beyond your own family...which is the striking difference now developing in depth and damage for further sensible reform of our own public system and the truly American values for which it stands and which it has imparted for 200 years to successive generations in our nation.

Try looking in the mirror as you read this, and ask yourself what your mother might say to you...
But I ain't your mother, only a well-experienced, trained, skilled and highly knowledgeable professional in both education and communications, who happens to have now published, all told, over eight million words chosen by editors and others for display in leading channels, both print and other modes.

If you ask, I'll see if Editor Tim can return your nickel...

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Hank Ruark April 19, 2011 12:34 pm (Pacific time)

To All: Harper's Magazine is notably famous for its single-page succinct and very sensiblly sensitive HARPER'S INDEX, usually fronting the whole content of that illustrious and authoritative resource for responsible-citizen readers, Here's a half-dozen non-random selections from that page in the May 2011 issue: Minimum number of people killed by CIA drone attacks in Pakistan last year: 607 Number of those who appeared on a U.S. list of most-wanted terrorists: 2 Amount the Defense Department spent last year on military bands: $317,000,000. Percentage of the GDP that will be taken as federal revenue this year: 14.8 Last year in which this percentage was that low: 1950. Chances that a U.S. job created las year was in a low-wage industry: 1 in 2. Chances that a U.S. millionaire does not "feel wealthy": 2 in 5. Average amount he or she believes would begin to create such a feeling: $7,500,000 Percentage of voters in the 2010 midterms who were members of a union household: 17 Recent change in U.S. labor productivity since 1972: +114 Percent change in wages during that same period: --6 Percent increase in food-stamp usage in 2010: 13 ======================================================================= Reader's Note: You may find this both relevant and pertinent to most of the Comments and Responses supplied for all three Parts in this series of Op Eds...to me it indicates some very strong symptoms of real "public opinion" and where it cometh from....

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Roger April 19, 2011 12:27 pm (Pacific time)

Henry Ruark regarding your 11:57 am post, it's really not addressing the points that the poster Chase made. I have kids in both public school and in private school, and the difference is remarkable. My oldest son stayed for his last year of high school in the public system, but we augment his education so he can actually learn something. Seems that with all that background you have you would be more up to date on what's going on today. How long has it been since you taught? When's the last time you designed a test and scored it? The current state of public schools is horrible, and still you claim that it's okay? You really should do some field research and catch up Mr. Ruark

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Hank Ruark April 19, 2011 11:57 am (Pacific time)

Chase: You wrote: "Certainly you are not comparing public school students, who are the beneficiaries of public funding with these private groups are you? I agree with the other poster that our students are a "captive audience" and over many years of failed pedegocical policies our students are having record drop-out rates and their constant lowering of test scores is a sad reality within the public system. " 1. Comparison entirely irrelevant and can only be meant as distraction. Mine clearly conveys the actions of these groups, via adult managers, to seek also for their group "equal time" to put forth what their group(s) do, benefits to be gained, etc. --allasame as others -- and sure to result in still further and unwise demands on already-straitened educational means at the public level. Long experience (50 yrs. !) in both professions of education and communications provides profuse examples of precisely the deleterious consequence of competing demands for curriculum attention and distortion by attempts to shape what could, should and must be taught, supported by public funds, and without fear or favor for any one or any group of groups. That's WHY curriculum process has been so carefully built and developed under full public surveillance via legislative action and design then installed and overseen by STATE depts.of education --in effect repeating Founders principle for "separation of church and state" --this time separation of private interest advantages sought via curriculum --at disadvantage for other groups. The dangers involved in proliferation of such uninformed demands by those "seeking equal time" is one of the major obstacles to the long struggle to develop and truly-test a so-called "national curriculum" with all its required accessory and supporting apparatus --with the further saving-grace, insisted upon by wise professional educators, of full exploration involved in "adjusting" the variety of philosophical and thus also psychological desired outcomes and the overwhelming demands of effective application measures. To clarify intent, both of my point and of many decades of educational development, curriculum by its functional definition and extremely difficult design-and-application, could, should and MUS --for the safety and security of democracy-- be conceived, designed, developed and perfected by those trained to do so -- professional educators working with longtime records and experience in the art and its many complex components. You are correct that students are a captive audience -a major reason so to protect them via careful professional development and control of curriculum, properly done in close cooperation with public agencies and activist individuals with much to contribute, but needing the learner knowledges, teacher skills and supervisory insights which can come only from this careful process, in the U.S. built from Colonial days --and intended to project, extend, safeguard and secure what the Founders set forth as American values. 2. Re last 30 years of depreciating education at all levels, I agree that is comprehensive description --albeit a bit over-done !-- of the current situation. BUT we differ on causation, both generally and specifically: Comprehensive study, now deeply documented over those decades, shows that it is public apathy, misunderstandings and disinformation, largely generated by those who seek less expenditure under any circumstance, without regard for public welfare or consequences for the kids involved. Your reference to testing and its claimed consequences now, generally, demands close examination of not only the tests themselves and their applications, but also of what shape, kind, size and quality of teaching --supposedly being measured by "standardized" written/form tests, is in use. Given fiscal rewards and open threats for both school boards and teachers, built into such programs as Leave No Child Behind, and the continuing "starve the beast" tactic also employed simultaneously, professionals with informed opinion on both these areas find any such assessment highly questionable. Authoritative books, articles and special reports over the early portions of the decades-long timeline make this irrefutably clear, with decreasing numbers and impact found as longtime propagandistic efforts from various malign, concerned sources continues and increases -- precisely the same pattern encountered on every other social issue and social benefit program since the New Deal and even before that for many basic educational development and social-safety/net issues. (Note: That's major content of much educational history, as it is for similar issues suffering the same propagandistic attacks. You can check for yourself among those you know, probably, in other affected areas.) Obviously this requires for you still further and deeper factual information and documentation. I suggest direct contact with your school board and with principal and teachers you know, for full and honest further dialog. How long has it been since you attended to any part of that relationship, which should be first responsibility of any parent seeking to understand purely-local situation involved, for cost and content and compensations and any other major issue. If you prefer to come direct, I'm reachable at hankatlma@ipns.com, and will try to assist on any point you may wish to CHOOSE ! -- WHY NOT, if you choose to learn/grow/be truly informed ? Thank you for your insightful queries, albeit based on frustrations arising, I will venture, from your own dissatisfactions shaped from insidious long-continuing propaganda and misinformation now clearly attributable to deep issues re costs and the proper activities of our vaunted democratic form of government.

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Hank Ruark April 18, 2011 4:02 pm (Pacific time)

Charlene et al:
Friend Dan, 'way up there in Canada, has a unique and phenomenal command of consequence and its causes, built on his also-unique writing about his own environment in Canada with its own flaws and convulsions.

We who live fully embedded in our own culture (bad image, after Dan's series !) should both recognize and appreciate his courage and continued willingness to tell it to us as he really sees it --surely the hallmark of a solid and ethical reporter.

I find myself learning from him and his reports albeit sometimes with more embarrassment and self-regret than I care to admit here, publicly....

Mine-to-Dan above reflects some of that feeling -- I failed to make reference to our Founders clear as those meant by "they" !!

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Chase April 18, 2011 2:14 pm (Pacific time)

Hank you wrote: "... I am forced to inquire whether such groups as the Boy and Girl Scouts, the Masonic Lodge, the Rebekahs, and the Salvation Army managers will all be given the same potential for "demanding equal time..." Certainly you are not comparing public school students, who are the beneficiaries of public funding with these private groups are you? I agree with the other poster that our students are a "captive audience" and over many years of failed pedegocical policies our students are having record drop-out rates and their constant lowering of test scores is a sad reality within the public system. During the Wisconsin protests in March, we saw many teachers filmed getting sick excuses written for them by roving MD's. Well the chickens have come home to roost for many of these people as they are receiving suspensions. But what is really tragic is that many teachers took their students to these protests who got to see this teacher dishonest behavior, and then just one side of the issue as per the propaganda influence by their teachers. Meanwhile nearly 30% of the urban school teachers in Wisconsin have their own kids enrolled in private schools. The hypocrisy is so thick you can cut it with a knife. Yes we definitely need some type of mnitoring system to safeguard our students in public schools (not just k-12, but public colleges as well) from undue influence that is agenda driven propaganda. The above is common knowledge and is public domain information. You made the statement "NO MAJOR UNION has ever been subsidized in political effort by PUBLIC FUNDS..." I certainly need to say that is absurd. Where did the funds come from? Regardless of your circular discussion on private money, these public unions have morphed into the largest political contributors for political candidates and issues that they support, which are primarily issues that will enrich them. The action by the governor in Wisconsin has so far save thousands of jobs, while in Detroit: " The emergency manager appointed to put Detroit's troubled public school system on a firmer financial footing said on Thursday he was sending layoff notices to all of the district's 5,466 unionized employees." A massive reorganization is needed, and this means that public unions are also going to need re-organization.

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Hank Ruark April 18, 2011 10:54 am (Pacific time)

Friend DJ et al:
      
     We see very close to same old image in the past, and differ little re the future and what it demands from all of here.
     Where we differ is in the applications-possible of their  open, honest intent --amazing and remarkable for their place on the time-line--and their open, honest principles they stated in far more profuse and prolific and still-potent channels than the Constitution and Bill of Rights, as massive historical records and the inevitable books-written and other documentation doth now show.
     I doubt if you will wish to denigrate and depreciate their demonstrated candor and, for that period, extremely surprising self-knowledge --for their time and placement.

      The world being as realism shows us it is, and given the many massive denouements and depreciations inevitable in the historical flow now firmly on record for all to see --and NOW understand-- we are fortunate to have gotten as far and as deep and wide as we have...as most Americans today do, mostly, both appreciate and understand.
   
     Which is why others here are correct in referring to openly-obvious changes and actions among our voters; whether we agree on interpretation of WHY and WHAT it means, we seem to see that change at least beginning --and probably built on  rapidly-increasing knowledge-flow and the better understandings of key problems, issues, actions and consequences --not always the outcome as desired and naturally further delayed and hampered by historical happenings, but still and all "a beginning, and not an end."
   
     Where we coincide, I do believe, strongly supports what must now happen --creation of the political will to move on towards what the Founders fully intended, and which their amazing prescience reflects for most of us.

     Whether that can-and-will happen  may well depend  on how extensively, wisely --and even wildly !--we use this fundamental positive problem-dissolving process called "dialog" --as against what apathy, neglect --and some intentional plotting and/or concentrated conspiracy--has provided so far, with the depreciating and massively damaging consequences we continue to share here-and-now.

     SO : Let's get on with it --the dialog, that is-- while demounting and demolishing that set of other confrontational and causative components we find in our legislative gatherings not only in America but around the world.

     We no longer enjoy the benefits and advantages accruing to those who could act with the upper hand, knowing that others must eventually fall into line --or else !
     That "original Big Bang" over Japan put an end to that era, once and for all...and if it did finally "teach us a lesson", that lesson is simply that NOW we all live on this globe together and must adapt and adopt to that pragmatic mastering situation.

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Hank Ruark April 18, 2011 11:49 am (Pacific time)

To all: Response required here for some Comments seems to reflect sorry and dangerous misunderstanding of the real status these days of the implied status of corporate personhood, made particularly pertinent by continued massive amounts and obvious abuse of that status for ongoing political issues. Exploration of S-N Archives listing mine own Op Eds will turn up a number of strong titles I've already contributed, along with much similar accurate and also authoritative voicings by others. It may be time to take another hack at this same proliferating myth-tree and to make sure all involved here on our open, honest, democratic S-N dialog channel are relatively well-informed. SO happens I've "worked both sides of this street", both comfortably at national association level and not-so at state deot. of education level, with application at both of the essential principles involved. If 'the wheels don't fall off" that may be the next major Op Ed topic since it now threatens the very life-continuance of our educational system.

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Hank Ruark April 18, 2011 11:38 am (Pacific time)

Lynn et al: You seem not to realize that the very old myth re unions "reeling in scads of money from members" and then paying out piles of pelf "to promote matters many members may not support" is just that --a canny but cruel propaganda-part of Far Right confrontation for some decades. SO happens it seems to have originated as a key slogan in the early-on Reagan assault on unions, with his attack on the air controllers group as the end-target after a very careful (and admittedly canny !) build-up by such as Cheney (and his aide Addington), "in charge" then for such things among others of much greater consequence later --such as the choice to make war with Iraq which we now know to have been a desperately-sold propaganda effort. Mine own circumstance then --by chance, happy or otherwise-- put me in position to know of some efforts to offset this situation nationally, and to have had a small hand in efforts still continuing to make sure people understand that NO MAJOR UNION has ever been subsidized in political effort by PUBLIC FUNDS as implied here --obviously referring to member payments made in good faith by public-sector employees involved. A side[issue often used is that many whose monies were used by the union chiefs were not in agreement with that political effort; to which the only acceptable factually-supported answer is that the proportion was/is no higher than the same situation involving private-gain/group efforts on the political front. The inescapable fact is that all such dollars originate in the economy; and that when paid to anyone for work or other reasons they become property of that individual, open to any legal use by that person. Just as dollars used by corporate and private-gain participants for political purposes are theirs to do with as they may choose --surely a democratic right we all uphold-- so, too, the same controlling situation surely does apply to individual union-members who make contributions voluntarily, and by so doing exercise, as they surely should, precisely the same "right of association" and its consequences as does "the other side". I hope you will forsake this musty, mothy old myth --characterization surely earned by my shared-story here-- and attribute to each group more precisely the same right enjoyed by the others, without undue and unfair description. Re your reference to efforts for shaping --and perhaps distorting-- the current and long-standing school curriculum, as it refers to political practices or processes, be advised that most curriculum imposition on school systems requires state-level regulation and thus approval...and that the process usually starts with experimental changes and any new directions --either in content OR teaching methodology--at the university or college level, folllowed by due-length try-out and further adaptation and content verification, then by a trial run in a small selective group of schools for further observation and due exploration. This painful long-term process has not arisen by chance nor by educator-fiat, but purely and provably via demonstrated need and efective methd-and-process to meet that need. Your suggestion seems to imply the use of political muscle --in one form or another-- to interfere and bend to current political pressures what our children are required to use as their learning content --surely not an outcome to be recommended as open, honest and democratic, and one absolutely sure to bring on even more of the confrontational consequences we seem to agree we need NOW to avoid both sedulously and pragmatically. I am forced to inquire whether such groups as the Boy and Girl Scouts, the Masonic Lodge, the Rebekahs, and the Salvation Army managers will all be given the same potential for "demanding equal time" and for means to make sure that happens --which, again inevitably and unavoidably, will absorb heavy-funding we could well use to restore music, art, pnysical education as content, along with the trained and experienced personnel required to oversee actions we KNOW are desperately demanded for develping truly democratic citizens for our nation. You may wish to re-think --and even to re-state or withdraw !!-- such public statement. If so, please feel free to do so right here in this open, honest, democratic S-N channel meant for practical and usefu; dialog --not the fomenting frustrated feelings we sometimes seem to receive here.

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Charlene Young April 18, 2011 7:54 am (Pacific time)

Enjoyed your article Hank, I imagine there will be some interesting comments down the road. Daniel Johnson's post was quite a rant on how horrible America and our political system is, but he fails to see the forest for the trees,and also fails to see the trees for the forest. President Obama and Thomas Jefferson would probably have an interesting conversation over some spirits, maybe Mr. Johnson could fill us in on how that exchange would go in light of his superior insight into America, our mono-culture, and of course our fixation on his "claimed" fantasy myths that has kept us from leaving the 18th century folkways and mores,etc., ad nauseum?

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Hank Ruark April 17, 2011 7:18 pm (Pacific time)

Lynn S: et al: Thank you for your well-thought/out participation, albeit I find several errors and some assumptions to which I will return soon...DO welcome your reading of better-informed voters, which is where we can start, but as I know you know there are some sharper issues on which we still empail ourselves far too often via debate, with no possible winner, while we might well move at least somewhat forward via this S-N brand of open,honest dialog. Time tight here this p.m. so will work on your "assumptions" and "errors" soon...quotes to show that some may be mine own assumptions, too !!

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Hank Ruark April 17, 2011 12:26 pm (Pacific time)

To all: That GE ad-buzzline "Imagination at work" now has special meaning to every "informed" tax-payer.

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Lynn Simmons April 17, 2011 11:33 am (Pacific time)

Excellent article Hank Ruark. I reflect on your statement: "They demonstrate a remarkable power of prescience for what's still to come when the demanded attention (read: "constant vigilance") is neglected or forced into partial failure within the essential channels of clear and very cogent communication with those casting that potent weapon --the vote." The people sure showed they were starting to wake-up as per last November's election. This was really not so much about a shift of power in our Congress, as it was in the state legislatures all across our fine nation. Currently because of the sea change of power in these state legislatures, political districts are being redrawn to give the people back their voices, and that is where the real power begins. Even with all the huge public originated monies being pumped into candidates that the people did not want (hey, they lost!), the word was getting out via diverse media outlets that allowed the people to weigh who they believed, and who they knew were dishing out the same ol' propaganda. A new America is developing, and a new better informed voter is also emerging, which the recent Wisconsin election demonstrated. Because even with all the massive union spending coupled with the local (and national) media cheerleading for the eventual losing candidate, freedom won. Now of course we need to see that our public schools are mandated by law to see that all political viewpoints receive similar treatment in both time as well as respect. This may not sit well for some, but that is how freedom must work under our 1st Amendment, especially when "public funds" are the source of instruction for that captive audience.

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Daniel Johnson April 17, 2011 5:31 am (Pacific time)

Citizen choice depends on citizen knowledge. The fundamental failing of American democracy is that the citizenry, overall, believes too many myths which, unavoidably, distorts the worldview as well as limiting  the actions or range of actions that are possible. Mythologically, the United States is still in the 18th century while the rest of the developed world has moved on. A new republic should have been declared after the Civil War, but the politicians, themselves  beholden to the old mythology, just tried to patch things up. It took nearly two centuries (1776-1966 or so) for slavery and its effects to at last be fully recognized and somewhat ameliorated. That doesn't sound like a successful national/political model, to me.

It may sound trite, but it's true: As the twig is bent, so grows the tree. For verification, just compare the state of the black population vis-a-vis the population as a whole. As part of the mythology, however, many Americans still blame blacks for their own plight despite their vastly unequal access to all aspects of society which, while better today, is still woefully short of what is available to the Caucasian population.

The reigning myth is at the beginning of the Declaration of Independence: "We hold these truths to be self evident, that all men are created equal..." It was a good theory but, in the United States, has never been actually applied. If, in the late 18th century, some uppity black had tried to call Jefferson on this self-evident thing, he would have been lynched with alacrity.

The only solution, in my view, is that the majority of the American people, need to drop the scales from their eyes. This, of course, is the fatal political issue. Virtually all Americans will vehemently deny that there are, in fact, any scales at all. 

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