I received a letter from a student I had many years ago. He was a good student who worked hard and because of this I knew he would do well. He was labeled a special needs person but since I rarely read the ‘individual education plan’ of any of my students I recieved him into my class as my student; nothing more.

I always thought a student carrying the ‘SPED’ label was carrying a weight few others can understand. I’ve had second thoughts about my ignoring paperwork on these students because maybe the read would offer some suggestions as to how to handle a particular student. I am thrilled to report my concerns were foolish. Sometimes one has to listen to one’s heart and let one’s soul shut the mind down.

The letter went as follows:

I was sitting at my computer working on my latest design project for Rideau’s Flooring and saw your posting of Chapter 26. I have been reading these off and on when I have time because I always come out with some kind of insight or inspiration.

As I was reading a typical day in the life of a Chemistry teacher at Newmarket I discovered the struggle that you go through on a day to day basis and wonder why you do it. In reality I know why you go through this because of your passion to teach but I still wonder. In a profession that seems to have little reward (my wife is also a teacher) it is really hard for me to understand. I am just an architect trying to construct change through the built environment and even when I was teaching at UMass I still felt little in the way of change. While you are day to day “in the trenches” I feel an huge deal of gratitude to you and your peers. I wanted to take a second to say thank you. I know you hear it but it never hurts to hear it again.

I am really writing to react to this paragraph you wrote. “These are the students I feel most compassion for. They are never allowed to be free of the label they came into school with. I once asked one of the special needs teachers if any of their students evolved into becoming fully mainstreamed. I never received an answer. My frustration erupts when I am able to finally challenge these young men and women only to be told that I am not following their IEP’s (individual education plan) and that I am not going along with the program as instructed. I sincerely believe that these students yearn to be challenged like their peers and they would love to have their title of “special” put into their past.”

This is something I had battled my whole life, this label or “coding.” Growing up with dyslexia was always a challenge, always. For many teachers the answer to this coding was to lighten my work load, make it easier. While I don’t fault them at all for this, it really hindered me. As things got easier I fell behind. After Jr. High I was behind my whole class in terms of education because I was not challenged. Then I got to High School I was like “Fuck, what now!” I want to go to college but I am not ready. It was at this point I started my fight which I never won, the fight to become un-coded. I was able to rid myself of much of these titles but it was still a monkey on my back because my IEP was still there. As I progressed through High School it never left and just frustrated me, I would talk to teachers but I always still felt I was graded easier, maybe it was just subconscious on their part or just in my head but it was still a horrible feeling. I write this because one of the few challenges I felt was in your classroom in Chem I and II. I never felt like I was getting something easier and the topics in your class always left me frustrated and challenged (a good thing). This reaffirmed my feelings that I don’t need an easier path I needed a challenge. I learned in your class a way I had never learned. This was the reason I wanted to go onto Chem II even with my modest B’s I got in Chem I.

Experiences like these is what made me against the advice of the sp. ed. department go to college without dyslexia on my file. I never told anyone of my personal challenges I just worked my ass off and LEARNED. At the end of the day I left feeling accomplished like I had never felt before and graduated Keene State Summa Cum Lade. Then I went to UMass Amherst on a full scholarship with advanced standing in their Masters of Architecture program. (I was actually also accepted to MIT but I could not afford it without a scholarship but I am considering now giving it another shot to see if I can get another Masters in Urban Planning or Architectural philosophy… If I can get some scholarships and acceptance again.) At UMass I again excelled graduating at the top of the program this May, and writing a 120 thesis, imagine that…. 6 years ago I couldn’t. I now have opened my own design studio doing architecture and graphic design and in debt to the inspirations in my life, the teachers and peers that had taught me the lessons to get me to this point. Teachers like you.

I wanted you to know of a success story, coming out Newmarket and the SP. ED. dept. and a student you personally affected with your hard work and teaching style. I hope my story helps keep you going for years to come because I know there are MANY more of us that you have affected in similar ways.

This letter has been on my mind for a long time. I then wonder if the special needs departments across our nation have a clue as to what they are doing to their students as they label them special.

I doubt it and after all I am just a teacher.

A few years ago this comment would only be made by people who hated all parts of all systems or people who liked living on the fringe hoping they would become the people everyone hated and thus control everything. Today this is not true. Over the past few months teachers have been fired from a Rhode Island district and there are some systems in Philadelphia that turned over their schools to a private charter company, which cleaned out all administrators and teachers in order to run the schools like a business.

I believe this trend will continue until people realize the price they pay for their child’s education will not decrease from the changes but will evolve upward like our present day health insurance costs. Lets first discuss how the firing of all teachers and administrators in a district will change the way the system is run.

Getting my information from Time magazine’s article on the Philadelphia schools it seems the changes they made were good for the schools. A private charter company was hired to control the worse of the Philadelphia schools. They immediately fired all teachers and administrators blaming them for the way the school was run. These schools had over 50% of their students not graduate, there was no control in the schools in that the students ran rampant in the halls and even the principal’s office had bars in the door.

After the school was taken over all students were required to wear uniforms, the average class size was substantially increased, the students had to hand all of their homework in at the beginning of the day, the length of the day and the year was also increased. I assume their were no unions involved in the schools because all teachers and administrators became employees of the private charter schools. The schools state test scores increased to the point they became closer to the NCLB guidelines.

In fact, the early results of this change seemed to be positive but are their teachers now teaching to the test? Are they eliminating the concept of free expressions in order to show success? If you simply teach to the test this would eliminate the concept of new ideas. If we did this during our cave man times would we still be living in caves?

This trend in firing all existing administrators and teachers will probably diffuse into other school systems across the country. Our nation is looking for a quick fix to a very complicated social program. I don’t have answers to my many questions. When this happens I have the tendency to go directly to the source. I wrote Scott Gordon of the Mastery Charter Schools that took over many of Philadelphia’s worse schools. I am awaiting his answer and when he does or does not answer I will publish it on my blog. Of course I will also give you my thought on this probable evolution of our public school system.

This is a tough time of year for young teachers especially those who are suffering through their first year. Teaching for the past 30 years I’ve watched many suffer through their first year. I’ve also had many ask why it is so hard and how are they going to be able to become a good teacher.

I first advise them to forget all the philosophy and methods of teaching courses they learned in college or graduate school. They simply don’t exist in their first year of teaching. Some states only offer teaching programs as part of their graduate school. This means a teacher who has never taught full time in a classroom is considered a ‘master teacher’. I understand they spend a year with a teacher as an intern but they still teach under the mentor-ship of that teacher. They are not considered the primary instructor in that classroom. I’ve been teaching for over 30 years and do not have a ‘Master’s in Education” degree. During my time teaching I never had the time because of the time it took to teach.

I would have fired me my first year in the classroom. I remember listening carefully about administration rules and how they should be used for any disruption in my classroom. I remember listening to the various special education and guidance people telling me I should go to them with all of my problems and concerns about my class. The one person I do remember during that first deluge of meetings was my department head who simply told me, “good luck”.

My first day with my students went well. I gave them the rules of my classroom and a copy of my curriculum I would follow. Most listened carefully at which time I thought I was the greatest first year teacher in the history of teaching. Within a week I found myself wondering where these animals came from. They did not do their work, they did not listen to anything I attempted to tell them. They all gave me their conclusion as to why they should listen to anyone as low as a teacher.

When I contacted the administration who earlier told me I could never be a bother I found they were too busy with real problems and they wondered why I had not taken a class in classroom control. When I contacted the guidance people they told me they had little time for things I should be able to figure out. Finally when I attempted to talk to my department head, she just smiled and repeated her first advice by saying, “good luck”

The world seems to be against the first year teacher. When I contacted the parents of my more unruly students they told me to not bother them because I was paid to both educate and control my students. They then reiterated the fact I was only a teacher and I would do if I could and teach if I could not. To this day I hate that comment.

I must have changed my classroom rules and curriculum a hundred times during that first year. Most days I ran down to the teacher’s room to make some copies of problem sheets to be worked on by some of my classes.  The copy machine usually didn’t work and there was never enough paper to complete the task.  I once complained to the main office and was told that I use too much paper.  I should try to conserve on supplies because the town’s people are threatening to lower next year’s supply budget; again.  I tried to explain I use a lot of copying material because I don’t have enough text or lab books in some of my classes.  By this time the office decides to ignore me for, after all, I am only a teacher.

Looking around my room I saw many of my student’s eyes begin to half close.  I used to think my teaching style put many of them to sleep.  After many meetings with guidance and special education departments I discovered most of these students have full time jobs after school.  Some students openly rebel by refusing to waste their time studying something they feel is useless.  I tried to explain in their futures they will appreciate understanding various ideas and concepts so they can successfully make correct decisions in their lives.  Most of the time I got comments about how an education is not worth anything except maybe for the fact that they can make more money if they graduate.  They sometimes even brought up articles describing how the schools are bankrupting the towns and why a cut back in funding is necessary. They asked me why they should believe education is important when their own parents believe education is not worth their tax dollars?

During my first year of teaching I had students sincerely believe they will not have the future their parents had because if the AIDS virus doesn’t kill them, the growing public debt will eliminate any chance they had to attain a good life.  These are the students who argue that if one doesn’t take the opportunity to live for today, they will never experience life.  They have a difficult time delineating between their present and their future.

I also remember an extremely angry student. His language was fowl and his actions were aggressive. His horrified me and when I told him that it was extremely inappropriate he became violent. He finally left the room but before he did he looked back at me in disgust. What right did I have to delineate between what was appropriate and what was not. For after all, I was only a teacher.

Lunch was rarely experienced. I only had a few minutes left of the thirty-minute block I am allotted because it was necessary to set up my afternoon classes. Instead of eating I went to my mailbox to find numerous questionnaires concerning special needs students. These are the students I feel most compassion for. They are never allowed to be free of the label they came into school with. I once asked one of the special needs teachers if any of their students evolved into becoming fully mainstreamed. I never received an answer. My frustration erupts when I am able to finally challenge these young men and women only to be told I am not following their IEP’s (individual education plan) and I am not going along with the program as instructed. I sincerely believe these students yearn to be challenged like their peers and they would love to have their title of “special” put into their past.

As we discuss these problems the new teachers are usually shocked by their choice of professions. Many have told me this is not the career move they expected. I told them it rarely is. I tell them that some days I even got letters from the parents of “overachieving” students asking why their child was not doing well in my class. Why I am not able to earn the money paid to me by correctly teaching their child. I tried to explain that students in many of my classes are being challenged and the constant perfect grades enjoyed by their children in earlier grades are not attainable in the higher grades. I also explained to many a parent their children can’t be perfect in everything they do. I once told a parent that pure perfection is synonymous with nothing. Some are better in English than math and visa-versa. These parents never left convinced of my arguments. One of my favorite paraphrases is that “high potential is the heaviest baggage a young person can carry.”

A day never passed when I didn’t see one or more of my students with their eyes dilated because of some drug or alcohol abuse. I desperately tried to reach these children in the hopes I could convince them to leave their bodies alone and give their minds a chance. They rarely answer me and only turn away for after all I am only a teacher. I then explain to the new teachers that our profession has become less teaching and more social work. If this is what it has to be, so be it. For we are the only people left that can help these children. After we are gone, society’s enforcement systems take over.

If I ever turned to the administration for help with these students, this only succeeded in having them suspended or expelled from school. This separates them from any possible help. But, on the other hand, I can’t blame the administration for trying to protect the whole from the few. They are being perpetually frustrated in this cause because the state demands we educate all the youths in the community even if this means putting other children at risk.

I finally explain to my new colleagues teaching is the best and the worse profession in our world. Sure there are many challenges but there are also many opportunities to help children become what they dream they want to be. I enjoy watching a new teacher’s second year because they realize what the profession is and get better at it as the years pass. I also feel bad watching a first year teacher lose their job because I wonder how good they could be. I believe all first year teachers should be given a second contract because the first year will always be their worse and why take the chance in losing any remarkable person who survived their first year teaching.

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