School.superintendent Quotes

A school superintendent once told me that most educators define "a Christian teacher" as strictly in terms of personal behavior: things like setting a good example and showing concern for the students. Almost none define it in terms of conveying a biblical worldview on the subjects they teach, whether literature, science, social studies, or the arts. In other words, they are concerned about being a Christian *in* their work, but they don't think in terms of having a biblical framework *on* the work itself.

...the priests of all these cults, the singers, shouters, prayers and exhorters of Bootstrap-lifting have as their distinguishing characteristic that they do very little lifting at their own bootstraps, and less at any other man's. Now and then you may see one bend and give a delicate tug, of a purely symbolical character: as when the Supreme Pontiff of the Roman Bootstrap-lifters comes once a year to wash the feet of the poor; or when the Sunday-school Superintendent of the Baptist Bootstrap-lifters shakes the hand of one of his Colorado mine-slaves. But for the most part the priests and preachers of Bootstrap-lifting walk haughtily erect, many of them being so swollen with prosperity that they could not reach their bootstraps if they wanted to. Their role in life is to exhort other men to more vigorous efforts at self-elevation, that the agents of the Wholesale Pickpockets' Association may ply their immemorial role with less chance of interference.

Then, having thus made the Creator responsible for all those pains and diseases and miseries above enumerated, and which he could have prevented, the gifted Christian blandly calls him Our Father! It is as I tell you. He equips the Creator with every trait that goes to the making of a fiend, and then arrives at the conclusion that a fiend and a father are the same thing! Yet he would deny that a malevolent lunatic and a Sunday school superintendent are essentially the same.

She doesn’t have any terrific talent for acting, but that’s how it appears to go. People don’t do what they have a talent for but what the preoccupation leads to. If they’re good at auto-repairing they have to sing Don Giovanni; if they can sing they have to be architects; and if they have a gift for architecture they wish to become school superintendents or abstract painters or anything else. Anything! It’s a spite. It’s having to prove full and ultimate self-sufficiency or some such monster dream that you don’t need anyone else to do these things for you.

Talking of appearances, I would like my future readers to know that the picture of Jim and me that Thomas Hart Benton painted on the wall of the Missouri state capitol bears not the slightest resemblance to either one of us. ... I've never been satisfied with any representation of myself and have seen only one picture of Jim that did him justice. I don't know why this should be, unless it is evidence of a nearly universal prejudice against us, instigated by Sunday school superintendents, Republicans, and bigots.

Five days before Richard Nixon’s would-be adversary, Robert Kennedy, was assassinated in Los Angeles, Mae Brussell handed a letter to Rose Kennedy, expressing her fear of imminent danger to his safety. A month before Mary Jo Kopechne died at Chappaquiddick, Mae warned Teddy Kennedy of “the nest of rattlesnakes” that wanted to abort his presidential possibilities. A few weeks before the SLA kidnapped the media as well as Patty Hearst, she told a Syracuse University audience that the SLA shooting of a black school superintendent in Oakland was merely the preliminary to a main event yet to come.

Agreeable even though the rector, when he arrived some years earlier, had looked around, seen a fair number of Bajians and Barbadians, who were Church of England—many of them domestics working for East Orange’s white rich, many of them island people who knew their place and sat at the back and thought they were accepted—leaned on his pulpit, and, before beginning the sermon on his first Sunday, said, “I see we have some colored families here. We’ll have to do something about that.” After consulting with the seminary in New York, he had seen to it that various services and Sunday schools for the colored were conducted, outside basic church law, in the colored families’ houses. Later, the swimming pool at the high school was shut down by the school superintendent so that the white kids wouldn’t have to swim with the colored kids. A big swimming pool, used for swimming classes and a swimming team, a part of the physical education program for years, but since there were objections from some of the white kids’ parents who were employers of the black kids’ parents—the ones working as maids and housemen and chauffeurs and gardeners and yardmen—the pool was drained and covered over.

Postscript, 2005 From the Publisher ON APRIL 7, 2004, the Mid-Hudson Highland Post carried an article about an appearance that John Gatto made at Highland High School. Headlined “Rendered Speechless,” the report was subtitled “Advocate for education reform brings controversy to Highland.” The article relates the events of March 25 evening of that year when the second half of John Gatto’s presentation was canceled by the School Superintendent, “following complaints from the Highland Teachers Association that the presentation was too controversial.” On the surface, the cancellation was in response to a video presentation that showed some violence. But retired student counselor Paul Jankiewicz begged to differ, pointing out that none of the dozens of students he talked to afterwards were inspired to violence. In his opinion, few people opposing Gatto had seen the video presentation. Rather, “They were taking the lead from the teacher’s union who were upset at the whole tone of the presentation.” He continued, “Mr. Gatto basically told them that they were not serving kids well and that students needed to be told the truth, be given real-life learning experiences, and be responsible for their own education. [Gatto] questioned the validity and relevance of standardized tests, the prison atmosphere of school, and the lack of relevant experience given students.” He added that Gatto also had an important message for parents: “That you have to take control of your children’s education.” Highland High School senior Chris Hart commended the school board for bringing Gatto to speak, and wished that more students had heard his message. Senior Katie Hanley liked the lecture for its “new perspective,” adding that ”it was important because it started a new exchange and got students to think for themselves.” High School junior Qing Guo found Gatto “inspiring.” Highland teacher Aliza Driller-Colangelo was also inspired by Gatto, and commended the “risk-takers,” saying that, following the talk, her class had an exciting exchange about ideas. Concluded Jankiewicz, the students “were eager to discuss the issues raised. Unfortunately, our school did not allow that dialogue to happen, except for a few teachers who had the courage to engage the students.” What was not reported in the newspaper is the fact that the school authorities called the police to intervene and ‘restore the peace’ which, ironically enough, was never in the slightest jeopardy as the student audience was well-behaved and attentive throughout. A scheduled evening meeting at the school between Gatto and the Parents Association was peremptorily forbidden by school district authorities in a final assault on the principles of free speech and free assembly… There could be no better way of demonstrating the lasting importance of John Taylor Gatto’s work, and of this small book, than this sorry tale. It is a measure of the power of Gatto’s ideas, their urgency, and their continuing relevance that school authorities are still trying to shut them out 12 years after their initial publication, afraid even to debate them. — May the crusade continue! Chris Plant Gabriola Island, B.C. February, 2005

 Public school superintendents and university presidents need to think beyond core curricula and their graduation rates. Students don’t want to merely graduate; they want an education that results in a good job.

You can trust the Man who died for you.” I boarded the train, and as I traveled toward home, I thought of the changes, sacrifices, and disappointments that consecration might mean in my life—and I was still afraid. Upon arriving home, I went straight to my room, fell on my knees, and saw my life pass before my eyes. I was a Christian, an officer in the church, and a Sunday school superintendent, but I had never yielded my life to God with a definite act of my will. Yet as I thought of my own “precious” plans that might be thwarted, my beloved hopes to be surrendered, and my chosen profession that I might have to abandon—I was afraid. I completely failed to see the better things God had for me, so my soul was running from Him. And then for the last time, with a swift force of convicting power to my inmost heart, came that searching message: “My child, you can trust the Man who died for you. If you cannot trust Him, then whom can you trust?

Even when blacks are the majority population in cities such as Baltimore, and occupy key positions — mayor, city council, city council president, police chief, fire chief, school superintendent, etc. — the Race Grievance Industry still schemes to convince blacks that racism is America’s default setting.

The state put a Broad-trained superintendent, Randy Ward, in charge of the Oakland schools ... Ward embraced the small schools but went further; his school reform plan aimed to turn the district into a marketplace of school choice while overhauling the bureaucracy. He closed low-performing schools and opened charter schools. He attracted $26 million in grants from the Broad Foundation, the Gates Foundation, the Dell Foundation, and corporations based in Oakland.

Nor is it wise to entrust our schools to inexperienced teachers, principals, and superintendents. Education is too important to relinquish to the vagaries of the market and the good intentions of amateurs. American education has a long history of infatuation with fads and ill-considered ideas. The current obsession with making our schools work like a business may be the worst of them, for it is threatening to destroy public education. Who will stand up to the tycoons and politicians and tell them so?

If Mr. Owens could get permission from the school superintendent, he'd bring a bayonet and musket to show the class. “We'll go through how you fire a musket. I like to have students handle it because it's heavy. It really gives you a sense of how hard it was to be a Civil War soldier." Mr. Owens was being the kind of radical teacher that Martin Haberman, author of Star Teachers of Children in Poverty, would approve of. He was willing to fight for a special project because he knew it would enhance learning. Demonstrating weapons in a class filled with alternative students who'd been labeled “dangerous” and “disruptive” was radical, indeed.

The money allocated to the colored children is spent on the education of the white children,” a local school superintendent in Louisiana said bluntly. “We have twice as many colored children of school age as we have white, and we use their money. Colored children are mighty profitable to us.

Underscoring southerners’ sense that it was hypocritical for their region to be targeted for its racial misdeeds, residents in Belleville, Illinois, went on a rampage a day after the Dadeville editorial appeared. A black schoolteacher named David Wyatt and the town's white school superintendent had argued over the renewal of Wyatt's teaching certificate. An altercation ensued. The superintendent was shot, but not seriously harmed. Wyatt was arrested and taken to jail. By nightfall, at least two thousand whites were gathered in the town—including many women and children encouraged to attend the spectacle. A phalanx of two hundred men attacked the steel doors at the rear of the jail with sledgehammers, pounding it with thousands of hammer blows. The city's police did not voluntarily hand the prisoner over to the crowd, but also gave no meaningful resistance. Wyatt, an educated and imposing man—standing six feet three inches tall—waited in his cell on the second floor of the jail, enveloped in the cacophony of the hammers pounding out his death beat. After half an hour, the doors splintered open. Wyatt was seized from his cell and his head immediately smashed. Dragged into the street, the mob surged around him, kicking and stomping his body until it was matted in blood and dirt. A rope was secured to his neck and tossed to two men who had climbed a telegraph pole. Hoisted just a few feet off the ground, Wyatt's body whipped back and forth as members of the crowd gouged, stabbed, and sliced his torso, legs, and arms with knives. Others in the mob gathered pickets from nearby fences and roadside signs to build a crude pyre beneath his dangling corpse. Still more went for gasoline and benzene. Soon Wyatt's body was engulfed in flame. By the time the earliest churchgoers left their homes on Sunday, June 7, the grotesque form of Wyatt's carbonized remains lay amid

fact, the first legally proven fatality from domestic bioterrorism was the 1973 murder of West Oakland school superintendent Dr. Marcus A. Foster, an African American, who was felled by a cyanide-tipped bullet from the arsenal of the Symbionese Liberation Army.22