I can’t say I was surprised by the number of comments I received from my last article, “Those who can do and those who can’t teach”. I was surprised by how the positive comments came from other teachers and young parents while the negative comments came from older individuals who no longer had children in the public schools. I understand these same older people no longer personally benefit from their tax dollars that go to the school but I don’t understand how their memories became remarkably short.

I moved from Framingham, Massachusetts to York, Maine in 1977. My wife and I decided to leave a growing urban area to a place that was crowded during the summer months and desolate during the remaining 9 months. Summer back then started during the second week of June and ended on Labor Day. During the winter months I rarely saw a car as I went to work. One day I almost had a collision with another automobile because I never bothered to look to see if anything or anyone would be on the road. Both the driver and I got out of our cars to see if there was any damage. As we looked at each other we started to laugh. I told him I could see the headline in the “York Weekly” stating the first accident in over a quarter of a century occurred on a road where few people lived.

There are many memories during that early time in my family’s history. One memory stays very clear in my mind because it defined a good portion of my life. Back in the 1970′3 through 1980’s debates on school budgets took place in the gymnasium at the high school. I assume these same debates took place across both New Hampshire and Maine. Back then there was no such thing as a private vote on the school or town budget. After the debates ended, a show of hands were counted showing everyone in the forum what your vote was. I believe this is the best way to handle town affairs but I believe in many things that are destined not to come back.

At one such meeting when the economy of our nation was not doing well there were many in the audience that argued there should be no increase in the school budget. Many stated the schools were not doing well so why should they support a budget that took most of the money out of the town’s taxes. I remember it being a heated discourse at times with the people who had children arguing for the budget while those who no longer had students in the system argue against it.

At the meeting there were two microphones at the end of the aisle that led to the main table where the school board and budget committee people sat. One after one they argued their case to the audience. Of course there were many moans and sometimes even outbursts by people who did not like what the speaker was saying. I also remember an elderly gentleman who stood at the end of the line waiting for his turn to speak. I never saw him before but it was obvious he was a native of his town.

When it was his turn to speak he hesitated as though waiting for the whole forum to listen to him. His strategy worked because there was silence for the first time in over two hours of argument. He then began his statement by stating his family had been a part of his town over many generations. He then hesitated again making sure everyone was listening to him. He also stated that it had been years since his children were part of the York School System.

He then made a comment I will never forget. He described how when he had a young family, school board debates occurred in a smaller room because there were less people. He remembered people arguing for the budget while others argued against it. He went on to explain he also remembered an old man who stated that he remembered when he had a young family. He told that audience it was now his time to support the young men and women of the town even though he no longer had any children in the schools. He went on to explain that this was the way it was done and because of this all of our children had the opportunity to survive in their generation. He ended his statement by saying, “It was now his turn.”

The present day audience stayed quiet even though the speaker stood silent. He then raised his head and told the audience that it was now, “his turn.”

It is too bad we no longer have the system of open debates and open votes when it comes to town policy. Many state the older system was not efficient and took too long. I disagree because at that time a man and a woman had to show their community their thoughts instead of hiding them behind some curtain.

I am at a point in my life where my child is not part of any school system. I am also saddened by the fact I will never have the opportunity to stand up with my fellow citizens and state that it is now my turn.

Jim Fabiano is a teacher and writer living in York, Maine
Maine Publisher’s Association Best weekly column award for 2004
Email Jim: james.fabiano60@gmail.com

 The new year is upon us. This is a time to view our faults and make resolutions to be better and healthier people. This is also a time of stress for many teachers who worry about their town’s budget and whether they will become a part of what has to be cut. It is common knowledge that most towns are experiencing budgetary deficits and unlike our Federal Government have to make ends meet.

During the next few months there will be many debates over what has to be cut and what can’t be cut. These debates sometimes become heated with many in the community wondering why their school budget is the largest of the town’s expenditure. I have suffered through many of these debates over the last 30 years and realize how discouraging this can be. Especially to new teachers. Now who am I kidding; it also bothers the dinosaurs of my profession.

One comment especially irritates me. At a budget committee meeting a gentleman wondered why teachers should receive any pay increase. In the conversation he considered teaching a fine part-time job. He did not understand how anyone could complain about working a 186 day year. Of course, at the end of the dialog he further belittled the profession by stating, “Those who can do. Those who can’t teach.”

My answer to this question is quite simple. If there were no teachers how would anyone learn how to do? If there was not a system that educated the young men and women of our society what would this society look like? Would it be OK if our children did not learn how to read or write. I assume through home schooling or apprenticeships they could learn a trade but how could they ever survive in this competitive world. How would they become familiar with the remarkable authors and writers that came before us. How would they possibly learn how reading and writing makes us who we are.

If there was no teaching our children could never learn to love music or art. In fact, the concept of not living a life filled with things that make us human would create a very somber society. How could our children learn about what their own bodies can do. How would they be able to discover hidden talents of athletics to cooking. If there was no teaching how could they learn how to make things made of wood or ceramic. I, and many like me are saddened by the fact our children’s art, music, physical education, and industrial art programs are the first to be eliminated.

If there was no teaching our children could never understand the Earth around them. They would never be allowed to wonder about the incredible miracles of our world. They would never be able to explain why things happen and how, as a society, we could make them better. How would they be able to understand the laws of our universe and how these laws affect them every second of their lives.

If there was no teaching our children could never understand the glorious history of our nation and our world. They could never understand the mistakes of the past and learn from them. If they never had the opportunity to learn history in their futures they are bound to repeat the mistakes of our past. How could they learn to question history thus making our democracy the wonder of our world.

If there was no teaching how could our children learn and understand the philosophies of what makes us human. This is a major discipline that separates us from the rest of all living things. Philosophy is synonymous with Theology. If there was no teaching how would our children be able to decide what should be their beliefs. How would they understand if they should question these beliefs.

If there was no teaching how could our children learn there is more to mathematics then simple addition, subtraction, multiplication, and division. How would they be able to understand the marvels of architecture to the structure of DNA. How could they possibly understand that mathematics is the centerpiece of everything.

The other interesting comment made by people who do not respect education is that teaching is a very good part-time job. I wish I knew who he or she was talking about and where these teachers are. I work with people everyday who bring hours of work home with them. They also plan seminars and development activities after the school day that hopefully will make them better teachers. Most summers are for classes they take either to complete certification requirements or learn more about new discoveries that were made long after they completed their formal education. By the way, these discoveries happen every day.

The new year is upon us. This is a time to view our faults and make resolutions to be better and healthier people. This is also a time of stress for many teachers who worry about their town’s budget and whether they will become a part of what has to be cut. I assume this reality will never change. As teachers there is little we can do except what we’ve always wanted to do and that is to teach.

This has to be one of my favorite times of year and as a teacher every two or three years some of my more stressed times of year. Contract and budget periods are not fun for any teacher. One works hard during the year to do the best job possible with their students. We also attempt to ignore newspaper editorials that calls for teachers to give up the advances they had worked for over the past few years.

As teachers we understand the economic pressures on all communities. Being part of a community I know what it feels like. But, why do people attack and blame the teachers and their unions for an economy we have no control of.

 Teachers, across the country know the first of the year will be the beginning of attacks on a profession they obviously have to love.  In the face of changing economic conditions, these meetings are destined to be filled with anti-teacher sentiment that blames the profession for the demise of our educational system and for bleeding the local communities into bankruptcy.  In fact, my profession is blamed for most of the ills of our society.  It is a time when my profession is assassinated.  I, and many of my colleagues, have been through these meetings and have left depressed, wondering how teachers became the scapegoats for the failed social practices of the last twenty years.

The keyword to education today is accountability. Our government states that, “We are going to insist upon strong accountability — that if a district or school receives federal money, they must measure so we know if the children are learning. If after a period of time, the schools do not meet certain standards, the federal monies that would have been spent on each child in the school system could be used by parents to send their children to private schools.”  

Awhile ago I wrote an editorial to, “The Boston Globe”.  I was upset with because everyone seemed to blame the teachers for the failure of the public schools.  In the article I stated, “Teachers are such easy scapegoats.  All they want to do is teach.  In order to run a successful classroom respect is critical.  Over the past few decades the respect for teachers has been eroded by the breakdown of the family and by the politically motivated.  How can we ask our students to respect us as teachers when our leaders are calling us incompetent and lazy?”  I guess I should now add some journalists to this ever increasing lists of people who blame teachers for every ill of our modern society.

The cliché’ of cliché’s always comes out when one writes about my profession.  “Those who can do.  Those who can’t teach.” Many of us in education consider teaching our profession.  I never wanted to be a nuclear chemist or a chemical engineer.  All I ever wanted to do was teach and I am far from alone.  All of the teachers I work with and most of the teachers I know chose teaching as a career, not as a second choice. 

Every year brings the same questions about why the community should continue to support the educational system and the educators.  Some say providing more money for education does not improve the quality of the students. They argue that money should not be budgeted for extra-curricular activities, for classes with a small number of students, and that teachers should be told to teach at least six or even seven periods of the day.  Today’s politicians insist a voucher should be given to all families so they can choose what school to send their children to. 

It is true that over the past couple of decades the academic skills of many of our graduating seniors seem to have degraded.  I can only respond to this statement with a question.  Do you believe that the social conditions of today are the same that they were twenty years ago?  Do you believe the demise of the family structure caused by the necessary employment of both parents, if the child is fortunate enough to have two parents, has anything to do with decreased academic performance?  Obviously the teacher has to pick up on this reality and try to make up for the vacuum.  As a teacher, I understand that it is my responsibility to become a necessary role model and an instructor, not only for academics but also for morality and ethics.

 The question of funding extra-curricular activities always has me wondering if the education establishment is at fault for the publics misconception of what an education is.  The many types of sports, clubs, and intramural activities that used to exist after the school day ended were as important as scholastic programs.  They existed to stimulate the student’s desire to learn more.  They existed to show the student that education does not only occur in the classroom, but is an integral part of every-day life.  My greatest anxiety in being a teacher surrounds the question, “Whatever happened to life after school?”  We can’t expect our children to stay out of trouble if we create this void.  For a child there is nothing worse than nothing to do.

The budgetary woes of our schools do not stop with extra-curricular activities.  It goes to the heart of our educational system in that it attacks diversity in course offerings.  I remember some town meetings in which people asked why the schools should offer anything beyond the basics of reading, writing, and arithmetic?  Because of past budgetary cuts, I know of students who are forced to be in two, sometimes three study halls a day.  They feel cheated.  They are!  It is critical for the student to be able to take courses like art, music, industrial arts, and advanced courses like calculus, physics, computer science, and specialized English courses.  I understand that sometimes these courses are not filled to capacity.  But, they are always filled with students who want to learn and have earned the right to take them.  As for the humanities, remember that the school years may be the last chance our children have to become involved in something that is not spoon fed by the mass media.

Increased class size, (fewer teachers) is discussed at most budget meetings as a heal-all for the budgetary woes.  Many do not understand why the schools can’t combine classes and thus reduce the teaching staff.  The answer to this question is simple.  There is absolutely no way a teacher can effectively teach a class with more than 25 students.  The reason for this is that you lose the capacity to reach all of your students.  The ones in the back and toward the walls fall between the cracks.

People who never taught could only make the comment that teaching is a part time job.  I have often been asked why teachers only work from 7:30 in the morning to 2:30 in the afternoon, with a half an hour lunch break.  They can’t understand why if other professionals work an eight-hour day, why can’t teachers?  The answer to this question is simple.  What other professionals are asked to interact, mold, answer questions, and basically direct over a hundred children a day, both during and sometimes after school hours; to grade papers in the evenings and offer special help after class?  It is an exhausting job.  As a teacher, I can also say it is one of the most rewarding of professions.  But, super people we are not.

Testing and the credentials of our teachers are again on the agenda. I have been tested so many times in my career I lost count.  In reality I am tested every time I step in front of my classroom.  These are the tests that mean the most.  But, if it makes the politicians and the journalists happy, test away. 

A simplistic solution is always the easiest and, of course, the most fun. The new politically based concepts of vouchers and satellite schools will be discussed to great length.  If vouchers are supposed to be the answer I have to wonder if the private schools, who accept public money, are told that they have to follow all of the federally mandated programs that today’s public schools are told to follow.  By the way, today’s private schools do not have to have programs like “special education”.  I just hope, in fact, I pray that our communities come to also praise education, not only to bury it.

Jim Fabiano is a teacher and writer living in York, Maine
Maine Publisher’s Association Best weekly column award for 2004

Theodore Richard Williams Award for excellence in teaching secondary school chemistry 2007

Email Jim: james.fabiano60@gmail.com

Ever since I’ve written how the national bureaucracy of education is destroying any hope of its survival, I’ve been overwhelmed with comments that sometimes agree and sometimes disagree with me. Many concern how we should go back to the way our schools used to be run. The 3R’s is a comment I hear a lot from people who believe we should go back to teaching the basics in our schools.
I decided to take a look back, way back, as to how our schools used to be run. I was surprised to read about many of the same problems we have today. Since I live in York, Maine, I decided to look into the history of the schools of this historic community.
Charles I. Hutchins was the Supervisor of Schools during the school year ending February 21, 1893. Mr. Hutchins reports that, “As in years past, so in the present, the results have been varied. While some schools have shown a good degree of interest and enthusiasm and have made rapid progress, others have little more than held their own.” Reading through Mr. Hutchins report it is obvious that he did not know how to mince his words.

Mr. Hutchins did not like his students to be absent from school. He states this in his report by explaining, “To my mind this irregular method of attending is the greatest evil with which our school system has to contend. Children on the slightest pretext, or without any excuse whatever are allowed to absent themselves from school at their own sweet-will.”

He goes on blame the parents for this absenteeism. I wonder how long our present superintendent of schools would last if he took Mr. Hutchins lead? ” A trifling snow, or a cold morning, is enough to keep children from school, though the day is generally passed in out-of-doors play, this enduring double the exposure they would have suffered on their way to and from school. Very few parents at the present day, do not own a team, and very few there are who could not, if so disposed, take their children in bad weather, to and from school and also help their less fortunate neighbors in the same way.”

Mr. Hutchins completes his condemnation of the parents who do not send their children to school by asking, “Why are parents so blind to the lasting interests of their children and why so unwilling to put forth any exertion to help them to an education?” As a teacher I ask myself this same question every day.

The supervisor of York’s schools in 1893, was also a defender of his teachers. He states, “All of these things and some others go to swell the number of days and half days lost, and then the teacher is blamed because the child fails to make the progress in his studies that ought, under other circumstances, to be made.”

Mr. Hutchins goes on to explain that, “Where parents are interested in the welfare of the school, and manifest that interest, the teacher will as a rule, feel a greater interest and work harder for the welfare and advancement of the pupils. Nothing is more discouraging to a conscientious teacher, (and if possible none other should be employed), than the feeling that the parents are indifferent as to the conduct of the school, or about cooperating with the teacher.” Of course his admonishment of his teachers is also implied when he states, “It may however, be fair to the parent to assume that his indifference is more apparent than real. In that case a word to the wise is sufficient.”

Mr. Hutchins also understood the importance of taking care of school property. He reports to the town “With regard to free text books I have to say that every scholar is well supplied.” But, he goes on to make clear to the parents of the scholars of York that, “The wear and tear of these books calls for constant replenishing, so that the matter of free text books is no light tax upon the people. It behooves every parent or guardian, therefore, to use his or her best endeavors to impress upon the children under their charge, the necessity for care in the handling and use of school books” I have to wonder if he demanded that all of the books be covered?

The Town of York in 1893 had fourteen schoolhouses, some of which were described by Mr. Hutchins as “badly out of repair when their care was assumed, by the town.” He goes on to state that, “The maintenance and repair will call for a large outlay, and citizens will be wise to look into the matter and see that proper means are provided.”

 In his report the Supervisor of Schools goes on to describe how each school did during the school year. At the Center School, “The spring term opened under the charge of Miss Mary F. Caswell of York. Miss Caswell is a graduate of the Gorham Normal School and a thorough teacher having had considerable experience in that business.”

At the Primary School, “The three terms of this school have been taught by Miss Theodosia L. Barrell, who has undoubtedly been as successful as circumstances would allow. This school registers more scholars than any other in town and the majority of them are very young and consequently restless and noisy.” Mr. Hutchins goes on to explain that, “Miss Barrell is gifted with an inexhaustible supply of patience, a virtue called for in a teacher of this school to an extraordinary degree.”

Mr. Hutchins reports that at the Raynes Neck School, Miss Annie E. Grace, a young lady who had no previous experience in teaching, taught the spring term. He states that, “She evidently worked hard for the benefit of the school and was, perhaps, as successful as could have been expected of so young a teacher.” Even in the late 1800’s it was common knowledge that experience was an important factor in the education of our children.

The Supervisor of Schools of York in the year 1893 spoke of all the schools in York. In the Brixham School he stated that, “Recitations were prompt and full and showed that the reasoning powers, as well as the memory, had been cultivated and brought into play.” Miss Kate Moulton of York Corner School was described as being, “one of our most experienced and ablest teachers. Much work was done in both terms and commendable progress made. The examinations showed that the work had been thorough.” In the Scituate School, Miss Gertrude A. Junkins had good success because, “Her manner in the schoolroom united firmness with gentleness and her methods of imparting instruction cannot fail to interest and benefit the school.” But, Mr. Hutchins goes on to explain that, “It is much to be regretted that Miss Junkins’ health does not admit of her teaching continuously.”

The more one reads the more one understands that the present does not differ much from the past. Since many believe our present schools are failing maybe it is time to locally control the schools as was done in the past. This makes sense because if the community has ownership and is responsible for their schools how could any school possibly fail.

 I have to admit there was a remarkable number of responses to my last posting. Of course, it helped the essay was published in the Portland Press Herald on Thursday, November 26. The series of comments have been interesting. I didn’t know many people blame teachers for the present woes of society. In fact, there were many things I simply didn’t know.

I didn’t know teachers spend their summers at the beach or on golf courses. For the past forever I have been taking courses at different universities in order to bring state of the art technology to my classes. In fact, most of my colleagues do the same. Some of the comments included, “You (teachers) don’t deserve a raise. You get summers off and you drive a better car than I do!” Well, take heart folks at least you don’t have to live in a society that revers teachers and sells US our cars and latest electronic equipment, like Japan. Happy turkey day, remember to give thanks for all you don’t have.”

I didn’t know I was considered a ‘babysitter’ to my students because I considered them human with feelings and concerns for their future. In fact, I always thought I was in the business of all of our futures. A love of learning is as important as the learning itself in order for it to grow. Yet I received many comments like this: ”Jim, if you would prefer being a municipal babysitter, why don’t you resign and go apply at Toddle Inn? No union bucks and retirement package, but there’s no reason to prepare for a financial future anyway, right? Obama’s going to take care of that for you.”

The original piece concerned how we, as teachers, should respond more to our students as people instead of only data points. The negative comments far overwhelmed the positive ones. “So the teachers are hiding in the janitor supply closet ’cause they want to escape, and the students want to escape too. Why are we bothering to spend 75% of our municipal budgets plus an equivalent amount derived from other taxes we pay, to run a glorified municipal daycare? The resentment expressed toward any results oriented curriculum such as that mandated by No Child Left Behind, reveals the penetration of our educational system by LIBERALS who thought school was supposed to be a feel-good gravy train. The summer off plus four weeks vacation? I don’t think I can do that anymore!”

I didn’t know I was totally involved in teacher’s unions. I am a member of the union and have been so for the past 30 years. This union has done some wonderful things for our children. But, to have it overwhelm what I do in my classes is difficult to comprehend. One of my favorite comments was: “If teachers would spend more time teaching instead of promoting their union we would not have the problems we have in public education.”

I didn’t know I was against the NCLB program. I understand it is a flawed program with unrealistic goals. I also understand it became an unfunded mandated program that put most of our states and schools under financial distress. I also know this present system has to change in order to do what it was supposed to do; Leave no child behind.

I didn’t know many thought working with the emotions of our students was foolish and a waste of time. Many bring up the competition from China and India. This is nothing new. In our history the German, Japanese, and Russian education systems were thought to be better than ours because of their stringent educational policies. We were also once afraid of them. But, history taught us when students love the concept of learning and have the independence to inquire about new and wonderful things, their society not only grows but becomes more wonderful.

I didn’t know many people thought teachers were overpaid. One comment stated, “Again teachers may be worth more, but we (the people who pay their salaries) can only afford so much. I think it says a lot that the people who pay the salaries of teachers think highly enough of them that they pay them more than they make themselves. If I were a teacher I wouldn’t complain right now about salaries and benefits…. The people are losing their jobs and houses and vehicles, while teachers in a lot of districts are still getting raises. Any yes a step is a raise.”

I’ve learned a lot about how people feel about public education and the teachers of their children. There are many subjects all of the citizens of Maine and New Hampshire should learn about and comprehend if our children are to succeed. In fact, as a dinosaur, I hope to bring up many of these subjects before I am forced into the tar pit of retirement. By the way, all should also realize I intend to bring some of the mammals with me.

 I was working in my room the other day during what was supposed to be a free period. The reason I use the term, ’supposed’, is my room is basically filled with students during every period of the day. The reason is many are there for extra help and I do have a room with the most computers. To be honest, I wouldn’t have it any other way.

On this particular day I noticed a young student staring into a blank computer screen. I observed this for awhile but then came to the realization she was not just spacing out. There was something wrong. I walked over to her and noticed she had tears in her eyes and looked extremely distressed. Attempting to cheer her up I reminded her that she was young and if anyone in the room should feel distressed it should be me considering I no longer had hair and every how and then forgot where my ear lobes were. Normally this would crack a smile on my student’s face but on this particular occasion no expression changed.

I then sat next to her and asked what the problem was. I knew this student well. She was an excellent scholar with remarkable study habits. She had the whole world by the butt so I couldn’t understand what her problem could be. She then explained something to me I should have observed long ago. Her comments made me question what I thought was right over the past 30 years of teaching.

She told me should couldn’t take the stress anymore. She explained she was taking four Advanced Placement Courses of which one was mine, she had to work after school in order to help her parents pay for her soon to be needed college tuition, and she had to plan for both a community service activity and a career shadow experience that was required for her to graduate. She also had to complete two additional courses that were added to her schedule because they went from elective to required status. Looking back at me she told me she didn’t think she could do this anymore and she simply wanted to go back to being a child again. Hell, she was still a child. She just evolved into an adult world we had forced her into.

I tried to console her that she was an intelligent and beautiful young woman who was sure to succeed in her life. I told her things would work themselves out and that she had plenty of people ready to help her through these difficult times. She smiled and looked back toward her computer. I didn’t think I helped her at all.

As educators, what the hell are we doing to our students? Are we so engrossed in competing with the rest of the world, making sure we do well on those frigging state examinations, and making sure our students are ready for college, community, and anything else we can jam down their throats. These young men and women are not data points; they are individuals who deserve enjoying their lives and not what others think they should do or become.

Needless to say this did not start my day on the perfect note. Then during my lunch period, where I find myself still with my students in my room, I overheard two teachers talking in one of my supply rooms. This was one of the few places teachers could escape from what they were trying to escape from. One first-year teacher was sobbing and telling her mentor-teacher how she can’t keep up with the work and responsibilities her administrators demand she do. She explained that she wanted to spend more time and effort with her students but the amount of time alloted to producing data the bureaucracies needed in order to sustain itself was overwhelming anything she wanted to accomplish.

So, there I sat, looking out at a room of students desperately trying to complete an impossible amount of work, overhearing a colleague express her doubts that she can succeed with her students, and experiencing an epiphany because even though I’ve tried to keep my students in the center of my work I now understood the accomplishments of my students became more important than the children we promised to help.

As educators, what the hell are we doing to our students?

 The school day started like all school days are supposed to start. The bell rings and everyone is asked to stand to recite the “Pledge of Allegiance”. Every year fewer students stand and most recite nothing. Recently I even noticed that many of my students don’t even bother standing. I have to ask them to stand in order to honor the men and women of our nation who lost their lives in order to give us what we have today.

The other day a young woman told me that I had no right to ask her to stand. She told me that she was a pacifist and that any inference to nationalism should not be respected. The class became quiet wondering how I would react to this newest of rebellions over what I believe is supposed to be right.

I didn’t become angry. I only became quiet. After a few moments I told my class to listen to a story that I was told when I was very young. It concerned a man and a war. The class stayed quiet and attentive realizing that what I was about to tell them was important to me and could be important to them. Even the young woman who began the rebellion decided that it was important to let me speak.

I started out by describing a young man who was a fine athlete. He was a varsity football and basketball captain at the University of Vermont. In 1941, he played second base for Montpelier in the Northern League that was considered part of the minor league of major league baseball. In high school sports writers chose him for the All New England basketball team in 1940 and he had been picked for the All Conference football team the year before. He had the world by its butt. But, then World War II exploded on our nation and like most other young men and women of that time, he decided to defend his country.

He became a radioman for the United States Navy and he covered a lot of territory. This was happening to a young man who did not get out of New England. His first trip took him to Casablanca and Gibraltar. Off Gibraltar his ship and convoy were scheduled for England loaded with phosphorus. This trip took him into the North Sea that was full of German U-boats but was protected by Allied destroyers.

During the journey his ship lost the convoy in the upper North Sea and was spotted by a German scout. Everyone on board thought the war had ended for them when a patrol of Royal Air Force fighter planes guided them back to the convoy. They made it to London where he promptly ran into his first air raid.

The ship then went into the Mediterranean Sea unloading munitions and other war supplies at Gila and Sciglotti. Sciglotti was still littered with German and Italian dead, mostly Italian. Booby traps were everywhere. The favorite booby trap of the enemy was the German Luger. When picked up they exploded killing anyone and everyone who was near. Enemy snipers were everywhere and in the town the enemy disguised themselves as natives trying to lure the servicemen to their death.

Everyone in my room was now intently listening to my story. They also seemed a bit perplexed because they did not understand how I knew this particular story so well.

The ship now filled with American soldiers headed toward a place called Salerno. Everyone aboard knew that action was soon to be experienced. Halfway there the news came over the ship’s radio that Italy had surrendered. That night planes swarmed over in the blackness heading toward the Gulf of Salerno. Whether friend or enemy no one knew.

In the early morning the ship traveled up the Gulf of Salerno. It streamed along the instep of the Italian boot and headed toward a long gentle curve of the beach. Naples was a short hike to the northwest with Rome a step above in the same direction. Then it happened. Looking out at the ocean, our hero watched a plane overhead. He then noticed a flaming dart leave the plane. It whistled down and hit the ship in front of his literally splitting it in two.

Men shouted and waved in the water. Some floated silently. Many went down with the ship. Small rescue crafts picked up as many as they could. In the white sands the Germans were waiting. Word came back to the ship that the battle was going badly. The Americans were being driven back toward the beach. Many on the ship were handed guns and told to go ashore in an attempt to turn the tide. The enemy was counter-attacking and wedging their way toward the sea.

On the ship everyone was told to get up steam and be ready to pull out at a half-hour’s notice. Pale faced men spoke grimly of another Dunkirk. Then came a huge flight of bombers out of the morning sun. They were American. The air force began to carry the ball. All of the men on the ship cheered as they heard the planes drop their bombs on the German positions. The bombing of these positions was evening up the fight.

That night the enemy started going after the cruisers. Our hero on watch saw a flaming plane, its pilot fighting for control, falls toward his ship. It came close enough to make him crouch on the deck and it hit the water beneath him with a hissing roar. During that same night the British battleship, The Rodney, steamed into the harbor and immediately pounded the German positions on shore. The British army also came in from the south to help out the Americans.

Finally word came out of the hills that the attack was holding its own. The last of the available reinforcements were sent in. The Luttwaffe then threw the last of its furry at the ships in the gulf. These same ships were firing at anything that flew. American transport planes dropped paratroops behind the German lines. The sound of the fighting started to dwindle. Tired men shook themselves and tried to piece their thought together. The Salerno area was starting to become quiet.

The ship finally left the beaches of Salerno Bay with wounded and with survivors of the battle that had just taken place. Everyone on board attempted to catch up on their sleep. The ship was also tired like its crew with its plates bent and bombs exhausted. But, she was still seaworthy and headed for home.

Most on board can’t get enough sleep. When they are not sleeping they just sit around and listen to the quiet. Our hero will never forget the memories of his time at Salerno Bay. His most vivid memory will always be the faces of American soldiers, his friends and neighbors, smiling as they went into action and possible death. He calls it courage in the face of hopelessness. Our hero will always remember these things. How could he ever forget them?

At the end of the story, my class was very quiet. The young woman who professed peace by refusing to recite “The Pledge of Allegiance” broke the silence by asking me how I knew so much about this man. I smiled and told her that he was my father. After that time none of my students ever refused to stand up to recite “The Pledge of Allegiance” that should always start all of our days. For who dares to forget the heroes that made all of our lives possible.

Jim Fabiano, a teacher and writer who lives in York, is a past recipient of the Maine Press Association’s award for Best Weekly Column. You can E-mail Jim at james.fabiano60@gmail.com

As Paul Revere bellowed over two hundred years ago many dinosaurs of education are screaming through the halls of their schools that there is a mighty change coming and this change has nothing to do with improving the status of public education. Where there once were classrooms filled with students learning the basics of disciplines in order to be prepared for post secondary education there are now rooms filled with councilors and programs that have more to do with how well our students feel about themselves.

The only education concerns instructions of how our students can improve their scores on state standard tests. The alphabet state standards of GLE’s and GFE’s have replaced curricula standards of mathematics, science, literature, and history. Whole curricula have been changed in order to follow a group of standards few teachers can understand. Instead of working in the classroom in order to improve instruction teachers are now asked to perpetually change their curricula in order to align with ever changing state and national standards. The student is instructed on how to fill in the many thousands of tiny ovals with number 2 pencils in order to have the administrators of their schools show the state that their’s is the best of them all.

There is another round of changes coming to the concept of public education. Many schools are now taking the teacher out of the classroom and replacing them with computer programs like VHS and VLACS. These have our students working in front of a computer in order to receive the education the state insists is necessary. No longer is there an exchange of ideas in a classroom filled with enthusiastic and sometimes argumentative students. There is now and soon will be a single student staring at a morphing light answering questions multiple times until he or she answers them in the way the computer wants them to answer them.

Students are now being taken out of the classroom in order to participate in mandatory field trips in order to prepare them for their future lives in the work force. These trips are now being considered more important than any instruction that could take place with a teacher. I clearly understand many of our students will not go on to post-secondary education. In today’s competitive world this is a problem. When I use the term post-secondary education I am talking about college, two or four year programs, the military, all technical schools, and yes, even the workplace that offers training. As part of a secondary school system I find it difficult to understand how the teaching of a discipline is losing importance to a  motivation program whose responsibility is to show the student what jobs are available to them after they complete their secondary education.

The problem is most of these jobs need a post-secondary degree in order to be considered for employment. This degree has to be backed with competence for without this it has little to no value. In order for our students to get this degree they need a basic foundation in mathematics, science, and literature. In other words, if the ends overwhelms the means the positive dreams of our students will never be realized. The entire world clearly understands this. The bureaucrats of education never will.

We have become a society based on nothing. We used to make everything for the world and thus became the most powerful land in the world. This has nothing to do with military power but has everything to do with how well educated and competent our children are. The private schools seem to be lagging in comparison to the public schools in that they still teach the basic disciplines and are not concerned with the social career and other social programs that plague our public schools.

The bureaucrats are coming ! The bureaucrats are coming! This is no longer a fact. They are already here.

 Is there anyone else out there in our wonderful nation who is sick and tired of being afraid? Recently some of my students came down with the flu and had to miss class. It was as though the entire school district was being attacked by some sort of extra-terrestrial monster. If a student has a scratchy throat or had a headache they were immediately sent home. The local media reported that drastic measures would be taken if the epidemic continued. As to what these measures are I have no idea.

We live in New England people. Granted there is a new strain of flu with us this year but we’ve seen new strains of flu before. We didn’t shut down our schools or put ourselves in bubbles in order to protect us from something we have encountered before. People get sick around this time of year because of the change in seasons and influenza. In the past we’ve dealt with the problem by watching those of us who did contact the virus and basically attempt to keep our immune systems high by eating well and exercising. We, as New Englanders did not shut down our lives. Why have we become a society based on hysteria over just about everything?

On of the straws that finally broke my back was when my school decided no one could wear masks for a Halloween because of the fear someone not part of our school would dress up and do us harm. I understand there have been too many school shootings as of late but why should the few dictate to the many how they will live? Also, why should we teach our children to be afraid?

Webster defines fear as being, “an unpleasant strong emotion caused by expectation or awareness of danger.” Ever since 9/11 there has been a vale of fear surrounding us all. Even though we are the most powerful nation on the planet we’re still afraid what happened will happen again. What I know about 9/11 was we let our guard down against a group of people who want to hurt us. Throughout our history there have been many groups of people, many countries, who wanted to hurt us.

In the past when this happened we did not hide our faces or hide behind closed doors. We stood up to this danger and showed the world we were not afraid of anything. Winston Churchill and Franklin Roosevelt were leaders who rallied their countrymen to stand up to any threat by not fearing but rather defeating it.

Today the possibility of attack seems to be on everyone’s mind. Probably because of the news media and our government who continually tell us we will be attacked again. Even though we spend billions of dollars for homeland security the concept of fear and being attacked is perpetually on our minds.

In the past I never locked any of my doors. In fact, years ago I never had a key to my home. I understand I live in a very secure area but ever since the attack I find myself making sure all the doors of my house are locked before I go to bed or even after I settle down for the night. Every time I do this I wonder what it is I am afraid of.

This is the first year I have been asked to wear a name tag at school. Since I have been teaching in the same school for almost two decades I asked my principal why I had to do this. She told me everyone working in the school had to wear the tags in order to protect our kids. Anyone visiting the school had to wear temporary tags in order to enter the school. Even graduates were not allowed to visit their past teachers until the end of the day. I did what I was told but every time I pull the cord that holds the name tag over my head I feel sad because the people who attacked us on 9/11 achieved success in their quest to make us live in fear.

I believe the saddest part of my generation of fear is the attack on our Constitution. For my entire life this has been a document that defined our nation and our people. In my lifetime there have been few changes to this document and when there was it gave people more freedoms. The changes never took freedoms away. Today our nation’s Constitution is under attack in the name of keeping us safe. Both Thomas Jefferson and Benjamin Franklin warned us when our nation was brand new. They taught us not to let fear change what we believed in. They explained we can’t protect our society by taking its freedoms away.

In fact, fear of foreign attack has given birth to fear of societal change. Gay marriage has been a large topic ever since the 9/11 attacks. It seems our government equates the legality of these unions as an assault on our society. They tell us that this social system will destroy the concept of marriage and family. I never understood this fear because if someone decides to live a lifestyle that does not affect my family why would anyone even contemplate a Constitutional change?

I hope there are many people in our nation who are sick and tired of being afraid, being told to be afraid, and told the only way we can keep our nation safe is to take our freedoms away. The one quote that both terrified and surprised me was: “…..it is the leaders of the country who determine the policy, and it is always a simple matter to drag the people along, whether it is a democracy, or a fascist dictatorship, or a parliament, or a communist dictatorship…..Voice or no voice, the people can always be brought to the bidding of the leaders. That is easy. All you have to do is to tell them they are being attacked, and denounce the pacifists for lack of patriotism and exposing the country to the danger. “

This quote was not by one of our present leaders or the leaders of our past. It was by – Hermann Goering (1893-1946) German Commander-In-Chief of the Luftwaffe, President of the Reichstag, Prime Minister of Prussia, at the Nuremberg Trials before he was sentenced to death.

The more I think about it the more I realize we do have something to be afraid of and it has nothing to do with foreign terrorists. Is there anyone else out there in our wonderful nation who is sick and tired of being afraid?

 The school year has gone well. We started late in August and it was obvious the students were ready to come back to school. Many disciplines assigned packets over the summer in order to reduce the amount of time necessary for review. I am pleased to say this worked. But, this flow is now being interrupted by the necessity to take a generalized state test that means absolutely nothing to the students or their futures. So, here I sit, proctoring the NECAP tests attempting to voice its importance even though I clearly understand it has none.

Instead of continuing my work with my students I am forced to watch them take a test and basically lose an entire week of instruction. They will also lose consistency of their classes and motivation to learn. It will probably take another week to get them to where they were before they were forced by bureaucrats to take a meaningless test.

President Bush started this absurdity with his, “No Child Left Behind”, program. I have to admit he had a catchy name but as for substance it has little. The program’s hopes is that all students will be placed on the same high level when they graduate post secondary education. This means all students should be able to understand calculus, physics, and advanced literature. This in reality is a joke. All people can’t be competent at everything.

The question I have is who benefits from this mandated testing system. It is obvious the students don’t because it has nothing to do with their futures. The test results never show up on any transcript. There is not a college or university that wants to know the scores in order to admit the students who take them. There is not a military force or work force entity that gives a damn how an individual scores on this mandated test. It doesn’t benefit the schools because if their students don’t do well the state will penalize the district. This is synonymous with having a man with a sickness have the powers to be take his medicine and doctor away. It doesn’t benefit the town because even though the test was supposed to be used by the district to improve instruction it is used by the local media as a news item to have the schools compete and to embarrass the schools and their students that don’t do well.

So, here I am watching many of my students look totally bored into a booklet they are forced to read and then answer foolish little questions by marking in tiny ovals by a number in the answer booklet that corresponds to the question booklet. I observe the more intelligent students rushing through the test so they can take the time to catch up on their real school work. You know, the work assigned by the real teachers in an attempt to help the students achieve their dreams.

My day is broken up every 75 minutes reading the same instructions to students about how they should now open up to page such and such in their question booklet and should find page such and such in their answer booklet. The people who wrote this foolishness even put in the work ‘pause’ so the students have a chance to find the correct page. This word is also written in italics so I, as a proctor clearly understand the importance of the pause.

In between the sections of the test my district places boxes of water and snacks outside the door as if they are feeding some animal that is trapped in a cage doing something they simply don’t want to do. Some students use this time to stretch their legs and go to the bathroom. One of my biggest surprises is I actually have most of the students return on time in order to take the next section of the test. If I had the choice…….

After three days of total torture and boredom my students return to their classes to do what they are supposed to do. The results of the test will not arrive at the school until late into the spring. By this time any memory of what was in the test will be long gone. In fact, the memory of the test was probably lost the second my students were allowed to leave the room.

In fact, the local newspapers report the results long before I, as a teacher, are allowed to view the results. I am not allowed to see individual tests because all I am trusted with is a spreadsheet of how my students did on a certain question or how they did on a specific essay. I, as a teacher, have no concept of how the test is scored other than the knowledge that the test correctors are much more competent than any teacher could be. At least this is what the test makers tell us. I am also told the people who correct the test are teachers. I know some of the test correctors and believe me when I say they are not all teachers that are presently in the classroom.

I am happy to say I am now back into the routine of teaching my classes what I know they need in order to prepare themselves for what they want their futures to be. Their enthusiasm and motivation have returned. But, I also realize there are more alphabet tests soon to come that will stop the process of learning in order to equate how well it is being learned. If this last statement sounds foolish; it is. In fact, it is downright insane.