August 8, 2016--A Hillary Story

The Trump campaign, actually Trump himself is imploding.

He could get away during the GOP primary season with calling John McCain's heroism into question (it was written off by his people as refreshingly incorrect), but now in the general election he shot himself in both feet when he repeatedly made gratuitous and disparaging comments about the parents of Capt. Humayun Khan, an American Muslim who in Iraq saved his comrades when he took the full blast of an insurgent's suicide bomb, giving up his life in the process.

This unforgivable transgression plus the good vibes that ultimately emanated from the Democratic convention has propelled Hillary to a commanding seven to 10 point lead. Political savants from Joe Scarborough to David Plouffe have pronounced the election effectively over. To them and others, the only remaining question is how big Hillary Clinton's landslide will be and will it be overwhelming enough to enable sufficient Democrats to ride her coattails and thereby retake the Senate and maybe even the House.

I suppose there is one other remaining question--whether or not WikiLeaks has more compromising Clinton emails and phone logs to dump into the news feed that are so damaging as to derail her candidacy.

Even if they do, we may be at a point not unlike where we were seven months ago when Trump boasted that he could shoot someone on Fifth Avenue and his people would still vote for him. Now, even if Hillary is conclusively shown to have knowingly passed along top-secret information, her people will still vote for her. As much as anything else to vote against Trump.

I am trying hard to get with the program--I will of course vote for her but still not with any enthusiasm. To me she is corrupt in significant ways and a cut-from-the mold establishment politician beholden to big-money special interests. This would make it hard for me to support her if she were running against . . .

But there's my problem--I can't come up with a plausible alternative. So Hillary for me it is.

In an effort to feel better about her, and to convince a wavering very conservative friend to vote for her, the other morning over coffee I told him "my" Hillary story. As much to push him along as to convince myself she is better than I think she is.

The story goes back to 2005, when she was New York Senator Clinton and I was senior director for Education, Media, Arts and Culture at the Ford Foundation.

The foundation was funding a school-reform project in Roosevelt, Long Island, the state's lowest-performing school district. It is small with one high school and a feeder system of about a dozen elementary and middle schools. Academic performance was unacceptably low and thus progress from one level to another was such that only a few students graduated from high school and of them just four or five athletes each year entered college.

Our project was to work with all the schools and teachers in the district to bring about improved, coordinated instructional methods especially in reading, language skills, math, and science. We made an upfront commitment to parents and their children when they entered first grade that if they progressed satisfactorily from grade-to-grade and graduated from high school on time, four years of college scholarships would be waiting for each of them.

Senator Clinton learned about Project GRAD and contacted Ford, indicating that she believed in the effort and wanted to consider becoming involved. I suggested that she might want to visit Roosevelt's schools, to get a "before picture."

And so for the first time, the senator visited Roosevelt, a de facto segregated town that for decades had been where Long Island's wealthy townships, not wanting them in their midst, provided low cost housing for welfare recipients. Some said "dumped" them there. It was a godforsaken place with a  small, boarded-up downtown where it felt dangerous to wander.

On her first visit, Clinton, without entourage or press, spent nearly two hours in Roosevelt's schools. At the high school, the principal and I walked her about. She was mobbed in the hallways when classes changed and was eager to talk to and hug students who were drawn to her. She wanted to know what life was like in Roosevelt ("scary," I remember one sophomore girl saying) and in the high school ("going nowhere," one seemingly depressed one junior reported).

On the second floor, the corridors were quiet. It looked as if half the classrooms were not in use. "Why is that?" Clinton asked, "Classrooms on the first floor seem completely full."

The principal said that that was because the science labs were on the second floor.

"Don't the children take lab science?" the senator asked.

"Well, they do, but the labs here are not functional. They have no power, no running water, no gas for bunsen burners."

"But doesn't the state require that to earn an academic diploma students are required to take three years of lab science? Meaning that the lab component is required?"

"Yes, that's true but we have a way to deal with that," the principal, smiling said. "Once a week we bus our science students to one of the Great Neck high schools where they observe Great Neck students doing lab experiments. We certify this as fulfilling the lab requirement."

I could see that learning about this did not please the senator, but she remained silent.

Later that day, still thinking about how humiliating it must be for Roosevelt students to have to satisfy their lab requirements by observing white, affluent kids in Great Neck, she pulled me aside and with a heavy heart, said--"I want to be involved. I want to see if you can get Ford to expand its involvement. I'll help raise money for the college scholarships, but the next time I'm back here--and I will be back--I want to see those labs up and running. I want you, Steve, to get the money for that from the foundation."

"This is perfect," I said. "As the result of your involvement we will expand our commitment; but, I need to tell you, the foundation does not make grants to fund facilities. So Ford wouldn't be able to pay to fix the labs. Maybe we could . . ."

"I know the president of the foundation, and I'm willing to call him to see if in this case an exception might be made."

I stammered, "Whatever you say. You're the senator."

She gave me one of her signature laughs and said, "Don't worry. I won't get you in trouble with Frank."

As a result of her call, more money from Ford was forthcoming and I was able to add $100,000 to the grant to make the labs functional.

About six months later I received a call directly from Senator Clinton, "Steve. It's time for me to pay another visit to Roosevelt. Can you meet me there next Thursday? On the second floor," she paused for emphasis, "To check out the labs."

"Well, I . . ."

"At 2:00," she said and hung up.

The work on the laboratory renovations was behind schedule, as almost everything was in Roosevelt, so I called the mayor and district superintendent and told them the senator was coming in ten days and by then everything needed to be completed.

I held my breath but come a week from Thursday when we met at the high school, on the second floor, all was in working condition, including the bunsen burners. Senator Clinton told the beaming principal that when she comes back in the fall she expected to see all three labs in use.

They were.

And then eight months later, Hillary Clinton, again accompanied by just one aide and a Secret Service agent, returned to the high school to participate in the graduation ceremonies. After just a year and a half of Project GRAD the graduation rate had about doubled and nearly a third of the graduates were on their way to college with the scholarships that'd been set aside for them.

I told this story the other morning to a very conservative friend, who, though rapidly becoming disenchanted with Donald Trump, was far from willing to even consider voting for Clinton.

But Rona asked him, "So what do you think?"

"This morning I learned a lot of new things about her." He was reluctant to speak Clinton's name. "I have a lot to think about."

September 11, 2015--Friday at the Bristol Diner: Algebra

"Why did we have to spend three years studying the Revolution?" Rona seemed agitated by her own question.

John quipped, "Maybe because it took that long to win the war."

"Actually it took longer," I murmured, "But that still is a good question though I'm sure it didn't literally take three years. You didn't like history in high school and it probably felt like three years."

"They spent at least six months telling us about what kind of clothes people wore at that time. Mainly the women."

"Probably under political-correctness pressure they needed to find something to say about the roles women played. They were likely trying to get the girls in class interested. The boys probably got into the battles and weapons."

"I'm sure they did," Rona grumbled.

"But while we're at it," she continued, "why did they require so much history--American History, World History, Non-Western History?"

"Or for that matter," John joined in, "so much literature--American Lit, English Lit, and . . ."

"And," I added, "don't forget Non-Western Literature."

"Then there was all that science and a foreign language," Rona said, "And I went to a non-traditional high school."

"State requirements. I'm sure that's the answer."

"I'm sure you're right, John, and in addition," Rona said, "Once something gets into the curriculum as a requirement it's hard to dislodge it, assuming anyone wants to. There's a whole infrastructure and industry that surrounds all the academic fields. There are jobs at stake. If they stopped requiring foreign language, what would they do with all the French and Spanish teachers?"

"Make them teach gym," I said. "I mean it. In my high school, they had a surplus of social studies teachers and since they couldn't get rid of them turned them into gym teachers. I'm sure you can imagine how well that worked out."

John was nodding, "True for me as well."

"While we're on the subject, tell me why they require everyone to take at least a year of algebra? I mean, you John are an accountant and own a manufacturing company that makes precision steel products. Do you ever use any algebra in doing people's taxes or in your manufacturing work?"

"Never once," he said. "My memory is half shot but I can't remember one thing, not one thing I learned in algebra. Maybe that equations have to be balanced. But how to do that and why that's important I think escaped me then (if I could only remember) and now--forget about now."

"When I was at the Ford Foundation," I said, "I attended a board meeting of a big deal education foundation. In Cincinnati. The meeting was devoted to how to more effectively teach inner-city kids science and math. There were a lot of good ideas around that table from very high-powered people, including Dick Riley, who was Secretary of Education.

"About a half hour into it, I said, 'I know this is going to sound crazy, but before we talk about how to teach, say, algebra more effectively, maybe we should ask ourselves why we require it of everyone in the first place.'

"All there stared at the table top. I thought, 'Boy, did I blow it. They probably think I am crazy.'"

"So what happened?" John asked.

"No one had a good answer. The dean of the school of ed there said it's partly for exposure. To see which kids gravitate toward math, maybe even have a talent for it."

"'Good point,' the school superintendent said, 'but you know, you really don't have to spend a year frustrating 99 percent of the kids to maybe find one turned on to math. In fact, anyone with math aptitude by the time he or she gets to high school would already know algebra and even calculus. Those kids teach themselves.'"

"So where did things wind up?" John asked.

"Not resolved. No surprise there. It was just too hot a topic, too potentially disruptive even though later that night, after everyone had had a few drinks, pretty much all the board members said we as a nation, as educators should probably talk openly about this because we're turning more kids off than on by requiring so much math and probably other stuff as well."

"Like three years about the Revolution," Rona said under her breath.

"What about civic education?" John added. "Since schooling is a required public enterprise, on which we spend many, many billions, isn't one big justification the preparation of well informed citizens who, because of Civics and American History, can participate more knowledgeably as voters and maybe even as public officials?'

"Excellent point," I said, "That is if it works."

"Works?" Rona exclaimed, "And where does it lead? To Donald TRUMP."

"I'm getting depressed," John said. "Did anyone see Stephen Colbert last night?"

June 4, 2015--Midcoast: The Latest

The hot topic of conversation when the seasonal people arrive is what's new on the restaurant front. Of course updates about houses for sale and who died during the winter are also on everyone's mind.

So as to be able to join in the restaurant talk, the first night we arrived we went to a place that is under new ownership and from what we had been hearing was already being touted as a welcome addition to the local culinary scene.

Things are still quiet around here so reservations weren't necessary, in fact there were fewer than ten dining and drinking at the bar when we showed up.

True to what we had been hearing, it is very good, with a beautifully redone bar area that will, I am certain, be lively. Maybe a bit to lively for me but many times a boisterous bar crowd helps assure that the restaurant is making money and everyone from the staff to the customers benefit.

It was so good in fact that we returned for a second visit and were just as happy with what the kitchen turned out the first time. And we picked up from the new owners enough restaurant gossip of the sort that friends are eager to hear about. Among many other things much more profound it is yet another way we feel welcomed--having some harmless gossip to share.

The first night the waitress we had was clearly a rookie. She was lovely and attentive but still needed to learn a few things in order to be able to keep up the pace and service when the crowds begin to arrive in a few weeks.

She told us this was her first waitressing job and wanted to know what we thought of how well she was doing. This seemed genuine enough and so we shared a few suggestions like saving a trip from the kitchen by clearing empty dishes from tables in her station after bringing out other customers' orders and to be sure to check regularly to see if people need more water. With so many these days paying attention to hydration good service suggests checking often is a good idea and will be appreciated.

Since it wasn't crowded and she was eager to get as much feedback as we were willing to offer we began to learn more about her.

"I'm just 17," she told us, "Not in school at the moment though at the end of the summer I plan to go to college in Bangor and study to become a nurse."

"That's great," Rona said, "Nurses are in demand in Maine, what with the population aging, and there should be plenty of jobs available after you graduate."

"I really love taking care of people," she said, her face lighting up, "I've already been doing quite a lot of that at home. Anytime anyone's laid up they turn to me and I always do wherever I can to make things better for them."

"That doesn't surprise me," I said. "I pick up from you that you're a caring person. So," I said, shifting the subject, "You must be about to graduate from high school."

"Not yet," she said, "I need some more courses because I didn't take a full load."

"Because . . .?" Rona asked.

"I was working with my father."

"Oh, doing what if I may ask?"

"Lobstering. Pulling traps."

I looked at her more carefully since pulling traps requires great strength and stamina, not so say considerable skill to avoid getting seriously injured. Though she appeared to be just a bit over 5 feet tall she was sturdy looking and even muscular. Like a well-trained athlete.

"Wow," I said, "How long did you do that?"

"Since I was 14," she said. "Not every day because I had school and all that. But we worked it out with the school. I took some courses by independent study. There are lots of kids here who work boats with their dads. Even a few with their moms. The high school here is used to that and makes provisions for sternmen and women. I guess we're really more boys and girls than sternmen and women." She chuckled. "That's why I'm a little behind."

"That's very impressive," Rona said. "When you work with your father what's your day like? I mean, when do you go out?"

"We lobster out of Friendship and I wake up a three."

"Three!" I said, "And I thought I was an early riser. What time do you go out?"

"By four I'm already pulling traps," she shrugged as if the apologize.

"And you get back to the dock?"

"Depends, but most days by four or five."

"That's a very long day," Rona said.

She shrugged again. "That's what it is. I admit I get tired and it's hard then to do any school work, but I'm doing OK. By the end of the summer I should be able to graduate and be ready for nursing school."

"That'll feel like a vacation," Rona said.

"Can I get you some more water?" she asked, showing off that she had heard our suggestions. "Folks need to hydrate."

She spun on her heel and went off to get the water pitcher.

"I wonder what our friends back in New York would say about her," I mused.

"Especially those who have nothing but complaints about what they claim to be a spoiled younger generation."

"It would be good for them to meet her and hear her story. And all the other ones we learn about when we're here."

"By the example of these kids we don't have anything to worry about," Rona said. "As soon as possible we should turn the world over to them."

March 21, 2014--Capitalization Woes

Miss Flynn, my high school freshman English teacher, if nothing else, was about rules.

As a Jewish kid who had at most two Italian friends, from what they reported about Catholic school, Miss Flynn for me was as close as I was ever going to get to understanding, feeling what that experience must have been like for Tony Gato.

What Tony reported was not to my liking. Not because I was so creative and free-spirited, straining the boundaries of convention to chart a remarkable life for myself. Or anything approaching that. Quite the contrary--I wasn't really anything or anyone special. I was just inept when it came to grammatical rules. Actually, to following any rules.

Diagraming sentences was Miss Flynn's special form of torture. Even today, all these years later, I break out in sweats when it comes to thinking about the difference (or differences?) between dependent and independent clauses. What I do remember, though, is that if the clause is independent, there is no need for a comma to introduce it. In fact, it is incorrect, forbidden to do so; whereas if the clause is dependent, a comma is required. And Miss Flynn meant required.

Do I have even these punctuation rules right? Or, is it, "Am I correct in regard to these punctuation rules"? And, while I'm at it, where does the question mark go--before or after the quotation mark?

You see my problem? (I think, under certain circumstances, I could have left this question mark off. Or, should I be saying, I could have left off this question mark. What contortions.)

Recently, I've been having trouble with capitalization. Capitalization both within sentences and in titles and headlines.

Miss Flynn would have lots to say about this. Of that I am certain (or sure?); but, alas, I have moved on and, I assume, since she was easily in her 50s at the time, she too has moved on (I am tempted to write, Moved On) and so I am on my own to figure it out.

In a quandary, I thought, let's see where Google would lead me.

Here from the Website grammar.ccc.commnet.edu are a few rules for capitalization within sentences (note how the rules are enumerated very much in Miss Flynn's voice--as commandments):

Capitalize this!

1. The first word of every sentence.

1. The first-person singular pronoun, I.

1. The first, last, and important words in a title. (The concept "important words" usually does not include articles, short prepositions (which means you might want to capitalize "towards" or "between," say), the "to" of an infinitive, and coordinating conjunctions. This is not true in APA Reference lists (where we capitalize only the first word), nor is it necessarily true for titles in other languages. Also, on book jackets, aesthetic considerations will sometimes override the rules.)

1. Proper nouns

• Specific persons and things: George W. Bush, the White House, General Motors Corporation.

• Specific geographical locations: Hartford, Connecticut, Africa, Forest Park Zoo, Lake Erie, the Northeast, the Southend. However, we do not capitalize compass directions or locations that aren't being used as names: the north side of the city; we're leaving the Northwest and heading south this winter. When we combine proper nouns, we capitalize attributive words when they precede place-names, as in Lakes Erie and Ontario, but the opposite happens when the order is reversed: the Appalachian and Adirondack mountains. When a term is used descriptively, as opposed to being an actual part of a proper noun, do not capitalize it, as in "The California deserts do not get as hot as the Sahara Desert."

• Names of celestial bodies: Mars, Saturn, the Milky Way. Do not, howver, capitalize earth, moon, sun, except when those names appear in a context in which other (capitalized) celestial bodies are mentioned. "I like it here on earth," but "It is further from Earth to Mars than it is from Mercury to the Sun.

• Names of newspapers and journals. Do not, however, capitalize the word the, even when it is part of the newspaper's title: the Hartford Courant.

• Days of the week, months, holidays. Do not, however, capitalize the names of seasons (spring, summer, fall, autumn, winter). "Next winter, we're traveling south; byspring, we'll be back up north."

• Historical events: World War I, the Renaissance, the Crusades.

• Races, nationalities, languages: Swedes, Swedish, African American, Jewish, French, Native American. (Most writers do not capitalize whites, blacks.)

• Names of religions and religious terms: God, Christ, Allah, Buddha, Christianity, Christians, Judaism, Jews, Islam, Muslims.

• Names of courses: Economics, Biology 101. (However, we would write: "I'm taking courses in biology and earth science this summer.")

• Brand names: Tide, Maytag, Chevrolet.

1. Names of relationships only when they are a part of or a substitute for a person's name. (Often this means that when there is a modifier, such as a possessive pronoun, in front of such a word, we do not capitalize it.)

• Let's go visit Grandmother today. Let's go visit my grandmother today.

• I remember Uncle Arthur. I remember my Uncle Arthur. My uncle is unforgettable.

1. This also means that we don't normally capitalize the name of a "vocative" or term of endearment:

• Can you get the paper for me, hon?

• Drop the gun, sweetie. I didn't mean it.

There's more. But hopefully you get the point. And, perhaps, understand my anxiety.

On the other hand, Miss Flynn emphasized the importance of vivid introductory sentences. Like the one I tried to write today. (See above.)