Opinion Editorials!

Please read the op-ed below. In the comment section respond to his article. Discuss whether or not you agree with his assertions.


February 23, 2010
Op-Ed Columnist
Where the Bar Ought to Be
By BOB HERBERT

Deborah Kenny talks a lot about passion — the passion for teaching, for reading and for learning. She has it. She wants all of her teachers to have it. Above all, she wants her students to have it.

Ms. Kenny has created three phenomenally successful charter schools in Harlem and is in the process of creating more. She’s gotten a great deal of national attention. But for all the talk about improving schools in this country, she thinks we tend to miss the point more often than not.

There is an overemphasis on “the program elements,” she said, “things like curriculum and class size and school size and the longer day.” She understood in 2001, when she was planning the first of the schools that have come to be known as the Harlem Village Academies, that none of those program elements were nearly as important as the quality of the teaching in the schools.

“If you had an amazing teacher who was talented and passionate and given the freedom and support to teach well,” she said, “that was just 100 times more important than anything else.”

This emphasis on program elements is one of the main reasons it has been so difficult to repeat the successes of outstanding schools. As Ms. Kenny put it, “They were trying to replicate programs instead of trying to develop people.”

It’s not that the program elements are unimportant. When I visited a Harlem Village Academy middle school on First Avenue, the first thing I noticed was an apparent paradox: There was a great deal of energy and excitement in the school but not much noise, not even when children were changing classes. The school day is longer. The curriculum is carefully thought out. And discipline is obviously important. Youngsters are not allowed to make fun of one another. And there is no fighting.

When I asked one boy why there were no fights in the school, he replied, “Because it’s not allowed.”

Ms. Kenny’s point is that these programmatic, structural elements in the schools are just the starting points, the foundation that supports the essential mission of any school: to teach.

“I became obsessed with how to develop great teachers,” she said.

The first step in that complex, difficult process is to create a school environment that has standards high enough and challenging enough to appeal to very good people. “You put all of your focus on finding great people,” said Ms. Kenny, “and you establish a culture that helps them constantly learn and grow and become better at what they do. You have to provide a community in the school that supports and respects teachers. And you have to give them the kind of freedom that allows their passion for teaching to flourish.

“We’ve created a culture that brings out the passion of the teachers and they bring out the passion of the kids.”

Charter schools, of course, can fire teachers for poor performance. “Obviously, none of us should be allowed to be in front of children if we’re not doing a good job,” Ms. Kenny said. “But the threat of being fired if you don’t do a good job is not what makes a teacher great.”

Ms. Kenny has established two middle schools and one high school and is in the process of creating three elementary schools. Her track record has been extraordinary.

The majority of the youngsters come into the middle schools performing at three to four years behind their grade levels. Within a very short time, they are on the fast track toward college. In 2008, when the math and science test scores came in, Ms. Kenny’s eighth graders had achieved 100 percent proficiency. It was not a fluke.

What’s ironic is that the teachers are doing everything but teaching to the tests. Ms. Kenny’s goals for the youngsters in her schools are the same as those that she had for her own three children, who grew up in a comfortable suburban environment and are now in college. Merely passing a standardized test was hardly something to aspire to.

“I had five core things in mind for my kids, and that’s what I want for our students,” she said. “I wanted them to be wholesome in character. I wanted them to be compassionate and to see life as a responsibility to give something to the world. I wanted them to have a sophisticated intellect. I wanted them to be avid readers, the kind of person who always has trouble putting a book down. And I raised them to be independent thinkers, to lead reflective and meaningful lives.”

It never crossed Ms. Kenny’s mind that a rich and abiding intellectual life was out of the reach of kids growing up in a tough urban environment.

Keats!

Please read the poem below and pose 5 questions in the comment section.

Ode on a Grecian Urn
John Keats

Thou still unravish'd bride of quietness,
Thou foster-child of Silence and slow Time,
Sylvan historian, who canst thus express
A flowery tale more sweetly than our rhyme:
What leaf-fringed legend haunts about thy shape
Of deities or mortals, or of both,
In Tempe or the dales of Arcady?
What men or gods are these? What maidens loth?
What mad pursuit? What struggle to escape?
What pipes and timbrels? What wild ecstasy?

Heard melodies are sweet, but those unheard
Are sweeter; therefore, ye soft pipes, play on;
Not to the sensual ear, but, more endear'd,
Pipe to the spirit ditties of no tone:
Fair youth, beneath the trees, thou canst not leave
Thy song, nor ever can those trees be bare;
Bold Lover, never, never canst thou kiss,
Though winning near the goal—yet, do not grieve;
She cannot fade, though thou hast not thy bliss,
For ever wilt thou love, and she be fair!

Ah, happy, happy boughs! that cannot shed
Your leaves, nor ever bid the Spring adieu;
And, happy melodist, unwearièd,
For ever piping songs for ever new;
More happy love! more happy, happy love!
For ever warm and still to be enjoy'd,
For ever panting, and for ever young;
All breathing human passion far above,
That leaves a heart high-sorrowful and cloy'd,
A burning forehead, and a parching tongue.

Who are these coming to the sacrifice?
To what green altar, O mysterious priest,
Lead'st thou that heifer lowing at the skies,
And all her silken flanks with garlands drest?
What little town by river or sea-shore,
Or mountain-built with peaceful citadel,
Is emptied of its folk, this pious morn?
And, little town, thy streets for evermore
Will silent be; and not a soul, to tell
Why thou art desolate, can e'er return.

O Attic shape! fair attitude! with brede
Of marble men and maidens overwrought,
With forest branches and the trodden weed;
Thou, silent form! dost tease us out of thought
As doth eternity: Cold Pastoral!
When old age shall this generation waste,
Thou shalt remain, in midst of other woe
Than ours, a friend to man, to whom thou say'st,
'Beauty is truth, truth beauty,—that is all
Ye know on earth, and all ye need to know.'

Almost done with Donne!

Read the poem below. Analyze the conceits and metaphors.
How does it contribute to the tone?

A Valediction: Forbidding Mourning
by John Donne

As virtuous men pass mildly away,
And whisper to their souls to go,
Whilst some of their sad friends do say,
"The breath goes now," and some say, "No,"

So let us melt, and make no noise,
No tear-floods, nor sigh-tempests move;
'Twere profanation of our joys
To tell the laity our love.

Moving of the earth brings harms and fears,
Men reckon what it did and meant;
But trepidation of the spheres,
Though greater far, is innocent.

Dull sublunary lovers' love
(Whose soul is sense) cannot admit
Absence, because it doth remove
Those things which elemented it.

But we, by a love so much refined
That our selves know not what it is,
Inter-assured of the mind,
Care less, eyes, lips, and hands to miss.

Our two souls therefore, which are one,
Though I must go, endure not yet
A breach, but an expansion.
Like gold to airy thinness beat.

If they be two, they are two so
As stiff twin compasses are two:
Thy soul, the fixed foot, makes no show
To move, but doth, if the other do;

And though it in the center sit,
Yet when the other far doth roam,
It leans, and hearkens after it,
And grows erect, as that comes home.

Such wilt thou be to me, who must,
Like the other foot, obliquely run;
Thy firmness makes my circle just,
And makes me end where I begun.

Almost done with Donne!

Read the poem below. Cite specific details(at least two) that are characteristic of Metaphysical poetry and explain why. Valediction: Forbidding Mourning
by John Donne
As virtuous men pass mildly away, And whisper to their souls to go, Whilst some of their sad friends do say, "The breath goes now," and some say, "No," So let us melt, and make no noise, No tear-floods, nor sigh-tempests move; 'Twere profanation of our joys To tell the laity our love. Moving of the earth brings harms and fears, Men reckon what it did and meant; But trepidation of the spheres, Though greater far, is innocent. Dull sublunary lovers' love (Whose soul is sense) cannot admit Absence, because it doth remove Those things which elemented it. But we, by a love so much refined That our selves know not what it is, Inter-assured of the mind, Care less, eyes, lips, and hands to miss. Our two souls therefore, which are one, Though I must go, endure not yet A breach, but an expansion. Like gold to airy thinness beat. If they be two, they are two so As stiff twin compasses are two: Thy soul, the fixed foot, makes no show To move, but doth, if the other do; And though it in the center sit, Yet when the other far doth roam, It leans, and hearkens after it, And grows erect, as that comes home. Such wilt thou be to me, who must, Like the other foot, obliquely run; Thy firmness makes my circle just, And makes me end where I begun.