Curriculum Night Quotes

A SPOONFUL OF KINDNESS When Tommy, my son, was three years old, my wife, Lilly, and I took him for his annual checkup and the pediatrician asked us what his eating habits were like. “Well,” we confessed, “he’s going through this phase of only liking chicken fingers and carbs, so we’ve kind of given up trying to get him to eat vegetables for now. It’s become too much of a struggle every night.” The pediatrician nodded and smiled, and then said, “Well, you can’t really force him to eat the veggies, guys, but your job is to make sure they’re on his plate. He can’t eat them if they’re not even on his plate.” I’ve thought about that a lot over the years. I think about it with teaching. My students can’t learn what I don’t teach them. Kindness. Empathy. Compassion. It’s not part of the curriculum, I know, but I still have to keep dishing it out onto their plates every day. Maybe they’ll eat it; maybe they won’t. Either way, my job is to keep on serving it to them. Hopefully, a little mouthful of kindness today may make them hungry for a bigger taste of it tomorrow. —Mr. Browne

The next year was kindergarten. On Parents Night we filed in and sat on the little chairs. It was just after the United States had launched its war against Iraq, and the teacher began to describe the children's curriculum for the year, I raised my hand, ever the firebrand, and asked if she'd be teaching the kids about the Gulf War. There was a collective gasp as the other parents looked at me with horror. The teacher paled and said softly, "We're working on colors.

It didn’t take me very much reading and skimming to discover that Tess had serious problems – much worse than mine. The most important thing in her life happened to her in the very first part of the book. She got taken advantage of, at night, in the woods, because she’d stupidly accepted a drive home with a jerk, and after that it was all downhill, one awful thing after another, turnips, dead babies, getting dumped by the man she loved, and then her tragic death at the end. (I peeked at the last three chapters.) Tess was evidently another of those unlucky pushovers, like the Last Duchess, and like Ophelia – we’d studied Hamlet earlier. These girls were all similar. They were too trusting, they found themselves in the hands of the wrong men, they weren’t up to things, they let themselves drift. They smiled too much. They were too eager to please. Then they got bumped off, one way or another. Nobody gave them any help. Why did we have to study these hapless, annoying, dumb-bunny girls? I wondered. Who chose the books and poems that would be on the curriculum? What use would they be in our future lives? What exactly were we supposed to be learning from them? Maybe Bill was right. Maybe the whole thing was a waste of time

There was a wonderful example of gaming a human system in the career of Victor Niederhoffer in the Economics Department of Harvard. Victor Niederhoffer was the son of a police lieutenant, and he needed to get A's at Harvard. But he didn't want to do any serious work at Harvard because what he really liked doing was, one, playing world-class checkers; two, gambling in high-stakes card games, at which he was very good, all hours of the day and night; three, being the squash champion of the United States, which he was for years; and, four, being about as good a tennis player as a part-time tennis player could be. This did not leave much time for getting A's at Harvard. So he went into the Economics Department. You'd think he would have chosen French poetry. But remember, this was a guy who could play championship checkers. He thought he was up to outsmarting the Harvard Economics Department. And he was. He noticed that the graduate students did most of the boring work that would otherwise go to the professors, and he noticed that because it was so hard to get to be a graduate student at Harvard, they were all very brilliant and organized and hardworking, as well as much needed by grateful professors. And, therefore, by custom, and as would be predicted from the psychological force called "reciprocity tendency," in a really advanced graduate course, the professors always gave an A. So Victor Niederhoffer signed up for nothing but the most advanced graduate courses in the Harvard Economics Department, and, of course, he got A, after A, after A, after A, and was hardly ever near a class. And, for a while. Some people at Harvard may have thought it had a new prodigy on its hands. That's a ridiculous story, but the scheme will work still. And Niederhoffer is famous: They call his style "Niederhoffering the curriculum.

limited time that any teacher has with students is best spent on helping them unlock their potential, rather than meeting some arbitrary curriculum.

Eyes of the Cat I wrote this little story for the schoolgirl who said my stories weren’t scary enough. Her comment was ‘Not bad’, and she gave me seven out of ten. Her eyes seemed flecked with gold when the sun was on them. And as the sun set over the mountains, drawing a deep red wound across the sky, there was more than gold in Kiran’s eyes. There was anger; for she had been cut to the quick by some remarks her teacher had made—the culmination of weeks of insults and taunts. Kiran was poorer than most of the girls in her class and could not afford the tuitions that had become almost obligatory if one was to pass and be promoted. ‘You’ll have to spend another year in the ninth,’ said Madam. ‘And if you don’t like that, you can find another school—a school where it won’t matter if your blouse is torn and your tunic is old and your shoes are falling apart.’ Madam had shown her large teeth in what was supposed to be a good-natured smile, and all the girls had tittered dutifully. Sycophancy had become part of the curriculum in Madam’s private academy for girls. On the way home in the gathering gloom, Kiran’s two companions commiserated with her. ‘She’s a mean old thing,’ said Aarti. ‘She doesn’t care for anyone but herself.’ ‘Her laugh reminds me of a donkey braying,’ said Sunita, who was more forthright. But Kiran wasn’t really listening. Her eyes were fixed on some point in the far distance, where the pines stood in silhouette against a night sky that was growing brighter every moment. The moon was rising, a full moon, a moon that meant something very special to Kiran, that made her blood tingle and her skin prickle and her hair glow and send out sparks. Her steps seemed to grow lighter, her limbs more sinewy as she moved gracefully, softly over the mountain path. Abruptly she left her companions at a fork in the road. ‘I’m taking the short cut through the forest,’ she said. Her friends were used to her sudden whims.

When the fugitives arrived in Lawrence, most had only the clothes on their backs, and in many cases those were rags. “They were strong and industrious,” Rev. Cordley wrote, “and by a little effort, work was found for them and very few, if any of them, became objects of charity.” But while they were eager to make their new lives in freedom, they needed help translating their industriousness into livelihoods. Nearly all were illiterate because most slaveholding states had strict laws making it illegal to teach slaves to read or write. Fugitives arriving in Lawrence equated learning with liberty, so their thirst for education was overwhelming. But the town’s fine educational system was not able to accommodate the number of eager new students. Mr. S. N. Simpson, one of the town’s 1855 pioneers, had started the first Sunday schools in town when he arrived, and he conceived a system of education for the fugitives based on his Sunday school model. Classes would be taught by volunteers in the evenings, and the curriculum would include basic reading, writing, and arithmetic, along with lectures designed to help them establish themselves in the community. The people of Lawrence were as excited to teach as their students were excited to learn, and enough volunteers were available to split the first class of about one hundred men and women into groups of six or eight.214 Josiah C. Trask, the editor of the Lawrence State Journal, spent an evening in January 1862 visiting the school and devoted an article to his observations. Eighty-three students, taught by twenty-seven teachers, met in the courthouse. “One young man who had been to the school only five nights,” Trask wrote, “began with the alphabet, [and] now spells in words of two syllables.” He observed that there was a class of little girls, “eager and restless,” a class of grown men, “solemn and earnest,” a class of “maidens in their teens,” and “another of elderly women.” Trask observed that the students were “straining forward with all their might, as if they could not learn fast enough.” He concluded, observing that all eighty-three students came to class each evening “after working hard all day to earn their bread,” while the twenty-seven teachers, “some of them our most cultivated and refined ladies and gentlemen,” labored night after night, “voluntarily and without compensation.” It was “a sight not often seen.”215