WINNEMUCCA - My father was a teacher, coach, principal, and superintendent. He was a gifted mathematician, brilliant outdoorsman, and a man of broad wisdom. His bold ideas were ahead of the times, like an extra prep period for English teachers so that they would require and then respond in depth to young writers or "pod schools" with teachers of the same grade level under one collaborative roof. One time he closed three rural schools, an unimaginable feat as we each tend to love our local buildings. The schools were, however, located within 3 to 5 miles of town, rural in southern Idaho being quite different than rural Nevada.
Dad had a tendency to upset the academic apple cart, always intent upon improving the quality of education. He bravely stated his opinions, he lived by high standards, and his expectations were phenomenal. I grew up in fear of ever disappointing him. My dad also made people mad as change and far-sightedness create unequivocal angst. This summer at our cabin we combed through old yearbooks, from high school remembrances from the '20s, college in the '30s, and teacher/administration schools from the '40s and beyond. The following is his message to the Wood River High School (Hailey, Idaho) graduates.
"The completion of four years of high school, in these times, is not really a very great accomplishment. Conditions being what they are, it is possible for almost any young person with a minimum of effort, attention, and attendance to "get by" to the point that a diploma will be issued. Is it then, of any moment that you have received yours?
"You are the only person who can honestly answer that. For four years, at little or no cost to you, you have been surrounded by opportunities to improve your mind, your skills, and your abilities. Such opportunities as may lie ahead for you in these areas will cost you heavily in time and money. Before you lose another day, stop, think, reflect, evaluate the past seven hundred school days. What attitude did you bring to each one? What effort did you make to gain judgment and proficiency?
"The fruits of your efforts do not appear on the diploma. They have now become an inescapable part of you. Is the four-year package you bought worthy of you?" William A. Lipscomb
As teachers we worry and fret over homework, esteem, student learning, and academic accomplishment. Guilt is liberally tossed at educators and schools. Test score blame anoints teaching and teacher but rarely considers individual students, families, background, and home environment. While the student rests within the realm over which the teacher has control, the others are out of reach. We cannot control divorce, moving, alcoholism, anger, wavering parenting skills, and anything else outside of the classroom walls. And yet teachers are held responsible for it all. I have often begged parents to step up and step into the role of educational guide. I love how my father expressed that sentiment but directed it toward the student. We know the adage, "You can take a horse to water..." but what about "You can provide the tools for reading but you cannot make the reader read, think, write, respond, or care." Each requires effort, determination, perseverance, and desire.
At the end of nearly 2,500 days of K-12 education "stop, think, reflect, evaluate... What attitude did you bring to each one? What effort did you make to gain judgment and proficiency?" Kindergartners who miss 45 days of class can certainly learn but they can never gain the daily nuances of the classroom setting or engagement with their classmates. Older students can fill in with online courses or opt out of any challenging subject, but they can never expand insight and understanding potential when placed in isolation or doldrums.
The diversity of subjects, teachers, and situations extend the developmental possibilities of each learner. Why would parents deny this or the school allow it? Why would "status quo" be all right when we know that paradigm shifts and creative originality drive success? With academic expectations at an all-time high as we strive to regain academic recognition and respect throughout the world, why would we permit students to "get by"?
Schools stand in a "Catch 22". Tough classes with tough grading result in fewer A grades even though there is greater knowledge augmentation; easy classes with nonchalant grading deliver an A abundance but with little or no widening wisdom. What is our vision for the future?
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