I was going to write about WWI and why it had a unique fracturing impact on western culture, and also why it in a way made the US the “scapegoat of nations” – in its ancient blood-ritual meaning.
Unfortunately – and for those of you who are waiting for guest blog posts and answers to questions, this is the reason you haven’t got them yet – I’m recovering from the flu. I got the flu about a day after getting the flu vaccine, and I’ve now heard of this happening to enough people, that it seems to be hitting about half of those who are vaccinated. I got it on the 9th, and it floored me for about eight days. It was a milder case than what seems to attack people who get it naturally, but it’s proving very hard to get over. I’m THEORETICALLY well and have been since my birthday, except the slightest effort knocks the stuffing out of me. For instance, going out and through a museum made the next day a drag where I just felt like sleeping. Apparently that effect is still operating, because yesterday I went grocery shopping for Thanksgiving after a day of working on Noah’s boy. Today I woke up very late and I feel like the walking dead.
So a demanding post on historical causes of today’s uncomfortable world situation is simply not going to happen.
Instead, in the spirit of following up on yesterday’s post, I thought I should “forwarn” those of you with kids in public schools of the work you should be doing at home.
Let me start by saying – this was part of our discussion at the dinner table yesterday – that I never talked politics to the kids. I answered their questions when they asked, and Robert seemed to follow from a childhood obsession with Roman culture into reading about law and economics. Probably his greatest influence in politics, he says, was a history teacher who was a retired navy commander, and who – he says – actually made sense of World War I and II and made Robert curious about how things worked. Marshall just started reading my reference books right from the shelf.
I didn’t even use to talk about politics in the house (and didn’t have many friends with whom I could talk about it, either) because my husband used to think I was “mean” about it. (Remember, largely apolitical, even if he has voted conservative since Reagan’s second run.)
But there are things I did do.
Part of this came from going through school in Portugal under socialism (I loved the way the trollish visitors pointed out that the socialists only won like two elections. Very cute, but Portuguese governments are always coalition governments, not winner takes all. Also, until last year when it was revised, the constitution written after the revolution said Portugal was a republic on the way to socialism.) I knew that my books had contained gross distortions, and that imbued in the teaching philosophy there were other “messages” which I’d had to work hard to circumvent.
Because of this I’m not a very trusting person, and I started looking through kids’ materials from Kindergarten on.
Now, I’m not going to say the first thing that bothered me was intentional. Someone in the comments said “A sufficiently advanced incompetence is indistinguishable from malice.” To think that this particular program was intentional, I’d have to assume the entire education establishment was filled with a malicious and fiendish intelligence. Since I’ve seen no signs of it, I’m going with sufficiently advanced stupidity.
The VERY first thing I spotted was not what they were teaching, but how they were teaching.
Let me start by saying that Robert and Marshall loved contests as kids. They won so many coloring contests of one sort or another that they had coupons for fast food kids’ meals enough to keep them till they ran out of the age for kids’ meals.
HOWEVER when Robert (being older) came home and told me he could win a prize for reading x amount of the “right” books, I offered to give him the prize, never mind the contest.
The books were mostly picture books, and he could have read them in an afternoon. BUT it was the principle of the thing. Call me picky (and I did tell him what was wrong with the contest) but reading is something you get to do as a reward, not something you’re rewarded for doing it. Being rewarded for doing it files it away in kids’ heads as something unpleasant done for reward, not something you do for fun.
Around this house, a book is what you got bought if you’d otherwise been a perfect gentleman while mom dragged you through most of downtown and lunch with her friends. It was a REWARD. It still is.
The second thing that kicked up was Robert being convinced glass was a finite resource. (Oh, I suppose it is in the fullness of time, when the Earth runs out of sand… but we won’t be here by then.) There might be reasons to recycle. I’m divided on it, believing that the recycling processes are more harmful to the environment (in the case of paper, at least) and use up more resources. It also makes the final product more expensive. OTOH I haven’t studied glass PARTICULARLY. However, I realized my son was being brought up with this idea of a shutting down future, where everything needed would be scarce — with the idea that the future would necessarily be worse than the past, that progress and civilization were bad excesses that must be paid for.
I dragged him into the house, we researched the manufacture of glass and then he went off on his own to study other recycling processes and now he has very stringent opinions on some of it.
There were other things, just as small but ultimately insidious – like their being taught that their “culture” depended on who their ancestors were. That one got the full mom foaming-at-the-mouth lecture. “Culture is not genetic, it’s learned. Your culture is geek-sf-US.”
Other than that, I made sure they had books – books written before the current era and current books, stacked around the house. Stories set in Ancient Rome were more or less catnip to my kids. I’m sure yours have their own triggers. I never pushed these. I just left them lying around and would sometimes ask one of them to read to me while I cooked or cleaned.
It’s not that I wouldn’t let them read politically correct books – they read those too, and like most of us can even enjoy a book around the edges when the core is rotten – it’s that I let/encouraged them to read everything, and I made sure they had a broad variety. Weirdly Marshall, particularly, started being able to detect when a book was fudging to push a politically correct view when he was barely reading fiction – because he’d read the other stuff and he has a relentlessly logical mind.
MOST importantly is teaching your kids to read and read fluently. I will not go into Whole Word Reading, which has now changed names, but yes, is still around. It’s a stupid idea (like total immersion in foreign languages – sort of a great idea if you are in fact totally immersed [and have a ton of grammar on the side] but as practiced in classrooms a recipe for never learning the language while putting forth enough effort to learn three languages) that refuses to die. I’ll just say if your kid can’t sound out words, teach him to, and make sure he can read words he’s never seen before. We are not a language of ideograms.
The reason I say that this is the most important thing is because I’ve noted – when I taught, when helping kids who are in college, when I accidentally catch a glimpse of papers written by my kids’ friends, when I see what these kids post on blogs – that most college kids today are … well.. subliterate.
It’s not just the errors of vocabulary (if word has the same general shape as the other word, it will be used instead) or grammar – it’s the inability to carry a coherent sentence from beginning to end, or to logically follow a thought.
I think one is related to the other. If you’re so busy READING and painfully writing out stuff, there’s no mind space left for logic and grammar. And this makes you easily manipulated by anyone who shows you a few youtube videos and repeats a few slogans.
In this, I want to make a recommendation – don’t assume your kids were taught grammar. Or, if they were, don’t assume the grammar they were taught is correct. Buy them Strunk and White. It’s a thin book and for both my kids it acted as a revelation “Oh, so that’s why!” I just wish there were exercise books that go with the book.
I have, and made both kids use (at six. I’m a hard*ss. Deal) a 1940s book that’s called something like (it’s in storage now) The Oxford book of English Composition for Foreign Learners. It taught how to write an essay and develop an argument. I bought it by accident as a kid, in a used book store, and it saved my own life in college, so I made sure the kids learned it too.
I’m sure there are equivalents in the US currently – perhaps a little old. If kids can’t put their own thoughts in writing and take them out and unpack them, they’re not going to think deeply about anything. I know that most people don’t think deeply about anything, but is that what you want for your kids?
Anyway – sorry for not very coherent post (I feel like I need a nap) but I hope you got the gist. Keep an eye on what the schools are teaching your kids, not just openly but by implication. Stuff like “It doesn’t have to be perfect, it has to be done Wednesday” is great to know, but “it doesn’t have to be correct, it has to be done in pink as the teacher said,” is something different because it’s teaching mindless obedience. They’ll still have to do it to get the grade, but make sure they know it’s stupid and it’s trying to teach them mindless obedience.
Mind you, I know I’m excessively picky, and I know that what you do with your kids is your own business. I’m not telling you how to raise your kids — only that you might want to keep an eye on how the school is influencing them. A lot of junk has crept in alongside the important stuff, (and more is likely too since a new Federal curriculum has been issued from on high for next year) and they’re YOUR kids. Shouldn’t you be the one in charge of their education?
Different post — on filing serial numbers off fanfic — over at Mad Genius club. Midnight Story Parts.
