GREAT TEACHERS: A VERY LONG DEFERRED THANK YOU – Marilyn Armstrong

In the course of my school days, I had a handful of great teachers to whom I will be eternally grateful. They taught me to learn, to love reading, to make up stories and write them down. To write non-fiction that was complete, accurate and unbiased. To find humor in physics. To love history, religion, archaeology, philosophy and the mysteries of our world.

They encouraged curiosity, imagination and creative thinking.

This is P.S, 35. It’s still there, but I’m not.

Mrs. Schiff, a 4th-grade teacher at P.S. 35. She suggested I write “diaries” of historical people and put myself into their worlds. Thank you. You encouraged me to write and find other worlds.

Dr. Silver, who taught English Literature and Linguistics at Jamaica High school. He forced me to parse sentences and respect punctuation and grammar while making me laugh. His doctorate in Linguistics helped him make our language intriguing, like a giant mystery to unravel. I’m still unraveling it.

Dr. Feiffer — my high school physics teacher — taught me, the least mathematically inclined student ever, could be fascinated by science. I never got together with numbers, but I learned to love science and I still do. The logic of it, the truth of it, the importance of it have stayed with me an entire lifetime.

Professor. Wekerle, head of Hofstra University’s Philosophy department. He believed in me. He taught phenomenology, History of Religion, Philosophy of Religion, but more importantly, saw through my bullshit. The first — and ONLY professor to give me a grade of D-/A+ … D- for content, A+ for style. He didn’t let me get away with anything. He made me fill in all those leaps of logic even though I whined vociferously that “everyone knows that stuff.”

Hofstra in 2014

Wekerle said “No, they don’t. You know it. Now tell them about it.” And I did and from that, I extracted a 40-year career.

I got what so much from these overworked and underpaid teachers who were dedicated to teaching dunderheads and wise-asses like me to think, write, research and love learning. Bless them all. The gifts they gave me were precious beyond words!

THE HOW AND WHY OF IMPEACHMENT – Reblog – THE SHINBONE STAR

As much as you may view this as politics, it is also education. Impeachment is a complicated business with a single motive: to protect the American Constitution.

I can see all the sides of this impeachment. I understand why Nancy Pelosi wanted to wait and I can see why she changed her mind. I agree with the three scholars who feel that if Trump doesn’t warrant an impeachment, no one does. On the other hand, I also completely understood the one who felt we needed to give the people time to absorb the data and get on board.

I also understand that since the President’s office has categorically refused to provide any of the documents or testimony required by subpoenas, is there any value in waiting when — even if the Supreme Court nods in the Democrat’s direction — it does not necessarily mean the President or his coterie of evil-doers will comply. It would not be the first time an American President refused to obey an order from the Supreme Court.

So what are we to do? If it were possible — if the election weren’t so close — I would slow it down and allow more Americans to understand why impeachment is critically important to us. 

Is it possible to slow it down? I don’t think so. But I don’t have answers. Just many more questions.


The Constitution gives Congress the authority to impeach and remove “the President, Vice President, and all civil Officers of the United States” upon a determination that such officers have engaged in treason, bribery, or other high crimes and misdemeanors.

The last word in this sentence is very important in today’s political world.

Without doubt, Donald J. Trump and members of his entire crew aboard and piloting his Ship of Vipers have amassed enough misdemeanors by their refusal to abide by the numerous subpoenas they are ignoring at his order.

The charge of high crimes and misdemeanors covers allegations of misconduct by officials, such as perjury of oath, abuse of authority, bribery, intimidation, misuse of assets, failure to supervise, dereliction of duty, unbecoming conduct, refusal to obey a lawful order, chronic intoxication, and tax evasion. Tax evasion is a key phrase here and the reason Trump is fighting so fiercely to prevent the House or anyone else from accessing his returns.

The Constitution does not define bribery. It is a crime that has long existed in English and American common law. It takes place when a person gives official money or gifts to influence the official’s behavior in office. For example, if defendant Smith pays federal Judge Jones $10,000 to find Smith not guilty, the crime of bribery has occurred. It seems to fit Trump to a T. Only this time, he withheld money from Ukraine for a political favor against his political opponent, Democrat Joe Biden, and son Hunter.

It should be remembered that the impeachment process is political, not criminal.

According to the rules of impeachment:

  1. The House Judiciary Committee holds hearings and, if necessary, prepares articles of impeachment. These are the charges against the official.
  2. If a majority of the committee votes to approve the articles, the whole House debates and votes on them.
  3. If a majority of the House votes to impeach the official on any article,  the official must then stand trial in the Senate.
  4.  For the official to be removed from office, two-thirds of the Senate must vote to convict the official. Upon conviction, the official is automatically removed from office and, if the Senate so decides, may be forbidden from holding governmental office again.

Rule 3 doesn’t give Mitch McConnell or Lindsey Graham — or anyone else the right to block the impeachment.

The oath used today has not changed since 1966 and is prescribed in Title 5, Section 3331 of the United States Code. It reads:


“I, AB, do solemnly swear (or affirm) that I will support and defend the Constitution of the United States against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same; that I take this obligation freely, without any mental reservation or purpose of evasion, and that I will well and faithfully discharge the duties of the office on which I am about to enter. So help me God.”


In contrast to the presidential oath, where it’s used only by tradition, the phrase “so help me God” has been part of the official oath of office for non-presidential offices since 1862.

Each and every one of them swore to “support and defend the Constitution of the United States against all enemies, foreign and domestic.”

When the subject of an oath arose during the Federal Constitutional Convention in 1787, the founders were divided. Should an oath be required in a free country at all? And should state officials swear allegiance to the federal Constitution, or should federal officials swear to uphold state constitutions as well as the U.S. Constitution?

According to the History, Art And Archives web page of the House of Representatives: “Delegate James Wilson of Pennsylvania viewed oaths as ‘left-handed security only’ and that ‘a good government did not need them and a bad one could not or ought not to be supported.’ The lexicographer and political writer Noah Webster called oaths ‘instruments of slavery’ and a ‘badge of folly, borrowed from the dark ages of bigotry.’ Both Wilson and Webster argued that people would be naturally inclined to support just governments, so oaths were unnecessary.  Many others thought such concerns were overwrought. In his 1833 Commentaries on the Constitution, Supreme Court Justice Joseph Story wrote that requiring oaths for government officials ‘would seem to be a proposition too clear to render any reasoning necessary in support of it.’”

The web page continues: “The current practice for swearing-in Members is an innovation of Speaker Nicholas Longworth of Ohio, who abandoned the practice of Members taking the oath by state delegations in 1929. Longworth altered the practice because he hoped the mass swearing-in would better ‘comport with the dignity and solemnity’ of the ceremony and, according to some historical accounts, to avoid a potential attempt to challenge the seating of Oscar De Priest of Illinois, the first African- American elected to Congress in the 20th century.

“While subsequent Speakers went back to the original method, in 1937 Speaker William B. Bankhead chose to return to the en masse swearing-in and this has remained the practice. Since the 80th Congress (1947–1949), Members have also been required to sign an oath, which is held by the Clerk of the House.”

During the Constitutional Convention, James Madison of Virginia successfully argued that an election every four years did not provide enough of a check on a president who was incapacitated or abusing the power of the office. He contended that “loss of capacity or corruption . . . might be fatal to the republic” if the president could not be removed until the next election.

This is an excellent defense to the oft used mantra of “let the voters decide.” George Mason of Virginia proposed adding “maladministration.” He thought treason and bribery did not cover all the harm a president might do.

As we can sadly see, Mason’s fears were well-founded.

If the Founding Fathers could see how our entire governmental process has been stolen by the Republican Party, they would likely suffer apoplexy.

Likely if the Democrats were the target of impeachment charges, they would vote party line to quash the impeachment. It’s how every presidential impeachment attempt has ended.

In a perfect, ethical and moral political world one can only dream that the Democratic Party would stand erect and purge their embarrassment. Obviously, the Trumplican Party will cling to their crooked, vile captain and vote nay. Like Captain Queeg in “The Caine Mutiny,” Donald Trump, Captain of his Ship of Vipers, sits and juggles his marbles — as it were.


Check out the original on The Shinbone Star. They have written some brilliant material that can answer a lot of questions. No, they are not a neutral voice, but they are also right.

LOVING WORDS AND KNOWING HOW TO USE THEM – Marilyn Armstrong

Fandango’s Provocative Question #51


If people find typos or grammatical, punctuation, spelling, or usage errors in your posts, do you welcome having them pointed out to you, or do you resent it.

As a blogger do you let people know about such mistakes or do you just let them go?


There was a time when I was the aggravated editor at large. However, in recent months, my typo count has risen so high that there are often more typos, missed words, wrong parts of sentences which belong elsewhere, I do not feel I have any authority to speak on the subject.

I was never a good proofreader, even when I was much younger, but now it’s wildly out of control. If I change keyboards? I go from bad to “What IS that word?” I make typos so bad the spellchecker doesn’t recognize the word at all.

I admit that I go and change really badly typoed words in comments because WordPress doesn’t even give us 10 seconds to go back and change it. I read through typos. Of course, I do. I am the typo queen.

I do NOT have the same attitude towards poor grammar, though. The inability of even adults to recognize the difference between shorthand for Facebook or whatever they are using these days and language. Or, for that matter, the difference between an adjective and an adverb because they don’t know the difference between a verb and a noun. If you listen to sportscasters, you’ll know why. They don’t use adverbs. Ever. It isn’t stylistic. It’s pure ignorance.

It isn’t necessarily their fault. Our educational system is sorely lacking. They don’t teach grammar in public schools. If you don’t pick it up by reading book, how COULD you learn it?

And oh lord, PUNCTUATION. I swear everyone makes it up as they go along. My personal favorite is the    ,,,.    between what might be clauses, but isn’t a clause the guy who drops down the chimney with toys? No? 

People our age often leave out the subject of the sentence because we forgot to type it. But the younger ones? What’s their excuse? A good friend is (actually, now WAS) a college English professor. Every once in awhile, he’d show us what students turn in as essays. They truly do not know the difference between LOLWFOMA, TY, BRB, and what we used to call English. I don’t think we are setting a good example, either.

The other thing is that many young people have never read a book. Personally, I listen to audiobooks rather than reading, but I did read thousands of books before I moved to audio. So if my eyes are tired, they earned it.

One busy wall

Neither parents nor teachers forced them to read. Anyway, what with owning every electronic device ever made, what motivation do they have to read? You have to get them reading when they are young before they get hooked in electronics.

We spend millions on electronic devices that are outdated in six months — and don’t put any effort into convincing kids to read. Owen’s deal (from ME) when he was young was before he got an allowance or his bicycle, he had to turn in a book report — to me — every week. I didn’t care what he read, whether it was easy or difficult, but it had to be a BOOK.

Vineyard art – the second painting is the one from the book I gave to Owen.

Thus he fell in love with Stephen King, a love that still lingers, TinTin, Hardy Boys, and all of Robert Louis Stevenson’s adventures. He also loved anything with great illustrations and can take very excellent pictures when he remembers to have a camera — which is rare and rather frustrating. He has talent, but he works 50 hours a week or more, so I suppose that’s a bit limiting.

“How to Live With a Conniving Cat” was a favorite. When we summered on the Vineyard, we bought one of the original paintings done for that book. It was a piece of luck because the painter died while the exhibit was up. His family came and took all his paintings home. They refused to sell any of them. We have the only one that isn’t family-owned.

That was back “in the day” when we went to galleries and bought stuff! You know. Two salaries? Those WERE the days.

I gave the painting to Owen for his birthday. He really, really wanted it. Turns out, he also likes art. Kids like what they learn to like. If you don’t teach them, they don’t get it. Schools are only a piece of education. The rest comes from their home environment.

And yes, there still ARE libraries and they are still FREE. What’s more, there are art galleries in all kinds of places. You don’t have to buy things to go and look. And, oh yes. Museums!


P.S. I don’t have a problem with typos being pointed out, or for that matter, entirely missing words or pieces of paragraphs, or duplicated words. I have always worked best with an editor! I’d correct them myself if I noticed them.

NO MORE TEACHERS, NO MORE BOOKS! – Marilyn Armstrong

FOWC with Fandango — School

It was the joyous cry of the child as we were let out in June (yes, JUNE and the end of the month at that!).

Little did we know that soon enough, we’d be going to work and they would never let us out until we were too old to do it anymore or the company closed. Or someone decided a kid with no training could do the job cheaper!

My house with its maple tree. I couldn’t get the red correct without making the house look really strange. Sorry about that.

I miss that about childhood, that fundamental belief that every summer, it was pure freedom. No bills to pay, no work. When you were out of school, you were free to do anything your parents didn’t catch you doing.

I guess times have changed!

EYEWITNESS TO HISTORY – BY ELLIN CURLEY

The time I was in college combined with the place where I went to college made my college experience truly unique. The time was 1967-1971, a dramatic period in national history. The place was Barnard College, the all-female school affiliated with Columbia University in New York City. I was at the epicenter of a major student movement that swept the country and ultimately affected university structure as well as government policy.

If you Goggle “Columbia University Riots of 1968, 1970 and 1971”, you’ll find tons of material documenting the world-famous, world-changing events that I experienced first hand – sort of. I was away on the sidelines of this epic battle between the campus Students for a Democratic Society (SDS) and the university administration.

I was a commuter student – I lived at home in New York City with my parents, a subway ride away, not in the dorms on campus. So the minute the SDS took over the Administration Building in April of 1968, I stopped going to the campus and stayed at home. I learned what was happening from the news and from my friends who lived on campus.

This protest had two major goals. One was to end the university’s academic support for the Vietnam War. The other was to stop the construction of a segregated gymnasium and swimming pool on university-owned property near the campus. As the protests continued, the protesters took over other buildings on campus and the Acting College Dean was taken hostage for twenty-four hours. The protest grew in numbers and intensity and attracted the attention and support of the national radical movement of the time, led by Tom Hayden, who was then married to Jane Fonda.

After a week of lead stories on every national newscast and in every newspaper, the police were called in to quash the protests once and for all. Which they did with a vengeance. I got a call from a friend saying that police on horseback were riding around campus clubbing students. They also used teargas and stormed the occupied buildings. 132 students, four faculty and twelve police were injured and 700 protesters were arrested after a day-long battle with the police. More protests occurred in May with more arrests and more students beaten.

I was incensed when I heard that the protesters had occupied a history professor’s office and burned years of his research in the days before we had computers and backups to everything. I was strongly against the Vietnam War but I hated the protestor’s methods and extreme ideology. I felt that the movement was intent on tearing down everything without any ideas for what to put in its place. And I’d seen the leader of the SDS, Mark Rudd, around campus and thought he was an arrogant asshole.

Mark Rudd on campus (far right)

My grandmother was a socialist who had fought against the Tzar in Russia in the early 1900s and she was mad at me for not joining the protesters on the barricades. She felt that if I didn’t try to change things for the better when I was young, when would I? I saw her point but didn’t feel that this was the right way to effect meaningful change or the right people to do it.

Police on campus

The protests of 1968 paralyzed the university and were considered the most powerful and effective student protests in American history to date. What was my personal takeaway from this iconic experience?

Classes were canceled for more than a week and final exams were also canceled. We got whatever grade we had earned up to that point in each class. So I didn’t have to take finals in my first year at college. I considered that a win!

A newly famous and influential SDS mounted strikes against the university again in 1970 and 1971 to protest the Vietnam War and the presence of ROTC and military recruiters on campus. I still objected to their radical rhetoric and violent tactics and took no part in their activities. However I did benefit, yet again, from another university-wide shut down around final exam time.

Another year without finals! I’m probably part of the only class in American College history that only had to take two sets of final exams out of four years in college. And, oh yes, had a front seat to history in the making.

AMERICAN MYTHOLOGY – Marilyn Armstrong

Every nation revises history. They leave out the bad bits  — slaughters of the innocent, unjust wars against minorities and civilians. They invent heroes, turn defeats into victories.

Landing of Negroes at Jamestown from a Dutch Man-of-war, 1619. In this image, the Dutch sailors, who have captured slaves from a Spanish ship, are negotiating a trade with the Jamestown settlers for food. (Photo by: Universal History Archive/UIG via Getty Images)

American history is no different. It’s relatively easy to make our history match our myths when such a large percentage of U.S. citizens haven’t learned any history since third grade. There’s some question about how well third-grade lessons were absorbed. Recent studies show a troubling pattern of ignorance in which even the basics of history are unknown to most of our natural-born citizens. Ironically, naturalized citizens are far better educated. They had to pass a test to become citizens. The rest of us got a free pass.

Battle of Lexington & Concord

College students don’t know when we fought the Revolution, much less why. They can’t name our first president (George Washington, just in case you aren’t sure). Many aren’t clear about what happened on 9/11.  I’ve been asked which came first, World Wars I or II — indicating more than ignorance. More like deep stupidity.

All over Facebook, morons gather to impress each other with the vigor of their uninformed opinions. They proclaim we fought the Revolution to not pay taxes and keep our guns. Saying that’s not how it happened is insufficient. I lack the words to say how untrue that is.

Why did we have a Revolution? How come we rebelled against England rather than peaceably settling our differences? Wouldn’t it have been easier to make a deal?

The Tea Party wharf

Yes, it would have been easier to make a deal and we tried. Unfortunately, it turned out to be impossible. We fought a revolution when we exhausted every peaceful option. Petitions and negotiations failed, but we kept trying, even after shots had been fired and independence declared.

We didn’t want a war with England. There were lots of excellent reasons:

      • Our economy was entirely dependent on trade with England. Through English merchants, we could trade with the rest of the world. Without them, we were stuck with no trading partners or ships
      • We were ill-equipped to fight a war
      • We had no navy, no commanders. No trained army. We barely had guns
      • Our population was too small to sustain an army
      • We had no factories, mills or shipyards
      • We relied on England for finished goods other than those we could make in our own homes, including furniture, guns, clothing, cutlery, dishes, porcelain
      • We needed Britain to supply us with anything we ate or drank (think tea) unless we could grow it in North America.

All luxury goods and many necessities came from or through England. We had some nascent industries, but they were not ready for prime time. It wasn’t until 1789 we built our first cotton-spinning mill — made possible by an Englishman named Slater who immigrated from England and showed us how to do it.

Our American colonies didn’t want to be Americans. First of all, there was no America to be part of … and secondly, we wanted to be British. We wanted the right to vote in parliamentary elections as equals with other British citizens. The cry “no taxation without representation” (remember that?) didn’t mean we weren’t willing to pay taxes. It meant we wanted the right to vote on which taxes we paid. And how much.

We wanted to be heard, to participate in government. Whether or not we would or would not pay a particular tax was not at issue. Everyone pays taxes. We wanted seats in Parliament and British citizenship.

King George was a Royal asshole. His counselors strongly recommended he make a deal with the colonists. Most Americans considered themselves Englishmen. If the British king had been a more flexible, savvy or intelligent monarch, war could have been averted. We would be, as the Canadians are, part of the British Commonwealth. There would have been no war. A bone-headed monarch thought a war was better than compromise. He was a fool, but it worked out okay.

British surrender at Yorktown

We declared war which many folks here and abroad thought was folly. We almost lost it. We would have lost were it not for two critical things:

      • British unwillingness to pursue the war aggressively
      • French ships and European mercenaries.

Without French assistance and hired mercenaries from central Europe, we would have been squashed by the British who were better armed, better trained. They had battleships with guns and trained seamen to man them.

We didn’t.

Just as we considered ourselves English, albeit living abroad in a colony rather than in England, British soldiers and commanders were not overly eager to slaughter people they considered fellow Englishmen. They didn’t pursue the war with the deadly determination they could have … and if they had? Who knows how it would have worked out?

Did we really win because the British were inept and couldn’t beat an untrained ragtag rabble army? That’s our story and we’re sticking to it.

I side with those who think that the British found it distasteful to shoot people with whom a short time before they had been friends and with whom they hoped to be friends again. Many British soldiers had family in “the colonies” and vice-versa. It was a painful fight, not unlike a civil war.

Many British citizens sympathized with the colonists including a goodly percentage of troops. Sympathy ran high even in the upper echelons of the British government. Many important people in England were none too happy with King George. So they did as they were ordered but without enthusiasm.

Getting the people excited enough to take up arms is hard work.

Then there was a huge miscalculation. The British did not expect the French to show up. As soon as the French fleet arrived, a few more battles were fought and the British went home. Had they pursued the war with vigor from the start, we wouldn’t have lasted long enough for the French to get here, much less save our butts.

The mythology surrounding the American Revolution is natural. Every nation needs heroes and myths and we are no exception. But as grown-ups, we can apply a bit of healthy skepticism, read a couple of books. Learn there’s more to the story than the stuff we learned when we were eight. Like, the second part of the Revolutionary war known as “The War of 1812.” Part two of the Revolution which we lost fair and square when the British burned Washington D.C.

We did not win the Revolution. We survived it. Barely.

Revolutionary tea party crate-dumping

This is why our current government is more than a mere miscalculation, a bad election. It’s not something we’ll “pull out of” after which everything will go back to normal. I’m not sure we have a normal to go back to.

It’s not only how the evil underbelly of America has been exposed for all to see. It’s also that the planet is under attack. Americans — and everyone else — need to fix it if we want to continue to live here.

We need to be very careful about how we move “forward.” We have to tread carefully. We have to work with our allies and our non-allies because everyone needs to put their shoulders to the wheel to keep our world livable.

World War 2 tank

We used to have the good fortune to live in a nation of laws but I’m not sure this is a nation of laws anymore. I’m not sure what we are. I’m not sure what the world is or whether there will be a world in another 100 years. Or for that matter, in another thirty.

Ignorance is the enemy of freedom. And our current government is the enemy of education, learning, and truth.

WHY ARE WE SO STUPID? – Marilyn Armstrong

I found this cartoon yesterday on Facebook. Yes, Facebook and let’s not hear anything more about it, please.

It sums up exactly how I feel the fools “up there” in the thrones of power are destroying education in this country. It’s only funny if you think it’s okay that we have a whole generation of kids coming through a system that does not allow them to learn.

our education system

They are passing tests. If they learn, it is in spite of the system, not because of it. We cut the budgets for schools. Kids get textbooks so old, they are irrelevant. Many of them were irrelevant even 50 years ago.

We aren’t teaching anything except how to pass a standardized test. If a child really learns? He or she went to a private school … or they read a lot of books. Or are homeschooled by people who know what they are doing.

It isn’t because teachers don’t get it. It’s their bosses who don’ t get it.

BISHKEK ANYONE? – RICH PASCHALL

 Where in the world is … ?  by Rich Paschall

One of many things that surprises me about “modern” education is the absence of geography as part of the school curriculums. When I’ve asked any young person during the last two decades if they’ve taken geography in school, the answer is usually the same.  “Geography?  What’s that?”

When I was in school, we studied geography.  We had geography books.  The classroom had maps so we could understand where in the world we were and where the rest of the world was.  These were huge maps that rolled up like a window shade.  There were pictures pinned to a bulletin board of various places we could study.

Geography courses were our window to the rest of the world, our introduction to other people and cultures. I always found it interesting, although I did not know at the time just how useful it would become.

Earth

There were many things about geography that I did not find so interesting.  The topography was lost on someone who lived in an area that is completely flat.  Information about crops and commerce held no delight at the grade school level.  The local currency meant nothing to a boy with a tiny allowance.

Climate was interesting, however, to someone who had experienced the severity of all four seasons.  I could not imagine living somewhere that had a colder climate then we have in winter.  I did imagine that places with warmer weather throughout the year would be great to visit, especially in winter.  Pictures of green mountains or long, sandy beaches fueled my imagination.  I did not think I would ever get to travel much, but the views of great scenery and different types of structures were the joys of my young fantasy vacations.

Lost Dutchman now found

With the news of the world more available than ever, you would think that geography would be an important field of study to more than the CIA.  Perhaps those in charge of various school boards around the country do not think so.  Can you match these cities recently in the news with their countries?


Match the city with the country to which it belongs:

City                              Country
Mogadishu                United States
Castañer                    Israel
Bishkek                      Turkey
Ankara                       Kyrgyzstan
Tiberias                     Somalia


When I was first working in freight forwarding, a young person was trying to pronounce the name written on one of the folders. She may have been filing items by destination. To just look at it, you would not think it a mystery, but this uneducated person was lost.

“Tell a, Tayla, tellavi…”

At that, a very annoyed supervisor in another group yelled over to our area, “Tel Aviv! Tel Aviv! It’s in the news sometimes.”

It was the capital of Israel at the time, and it is the only international airport in the country. I guess we are always stunned by people who do not know the capital cities or the largest airports of any country.

Do they know their own state’s capital?

By the way, the supervisor shouting the name of the city across the office remains one of our favorite air freight stories. It also points to the deficiency in our education on geography.

Another part of Earth

When I got a job in air freight, I think I already had a good idea of the capitals and major cities of most countries, and now I have come to learn their airport codes as well. The locations of major hubs of commerce and the airlines that fly there are key to our success.

You could put Asian freight on Lufthansa, who makes its first stop in Frankfurt, but it may make more sense to put it on a carrier going west to Asia.  It really depends where you are. If you are on the east coast, for example, it might be better to send it east.  Lufthansa does go to most places in the world.  If you are in Chicago, west is usually better.

Oh, come on … take a wild guess!

We can send your Shanghai freight from Chicago on a European carrier, but the distance will be greater to fly east, the cost will likely be more and the time of travel will be greater. No plane would have the range to go nonstop.  However, there are Chinese carriers, as well as American Airlines, who fly nonstop from ORD (Chicago, O’Hare) to PVG (Shanghai, China).

Because of competition, you are likely to get a good rate for the faster transit.  In freight forwarding, it is important to have an idea where everything is located in order to make the best routing decisions.

This is true for your vacation trip as well.  When I tell people I have gone to Alsace, France, they usually conclude I must have flown to Paris.  The truth is, I usually fly to Frankfurt, Germany which is about the same distance from Strasbourg and is usually cheaper.  I have also considered the Euro-Airport at Mulhouse, France which is closer, and the airport at Zürich, Switzerland.

Strasbourg, France

Grab a map and discover the world.

Here are the answers, although I am tempted to tell you to grab a Geography book or just Google it.

1 – Mogadishu is the capital of war-torn Somalia.
2 – Bishkek is the capital of Kyrgyzstan.
3 – Ankara is the capital of the Republic of Turkey.  You probably thought it was Istanbul.
4 – You can swim in the Sea of Galilee from Tiberias, a favorite city of the Roman Emporer who originally built the city.
5 – Castaner is a mountain community in Puerto Rico that was devastated by the hurricane.  Yes, it is part of the US.  But there is a city (town) of the same name in the United Kingdom.
6 – Can you find Ouagadougou on a map?
7 – Do you own a map?

THE TIME HAS COME TO SAVE THE WORLD – Marilyn Armstrong

So here we are, 100 years later, and it’s happening. Again. Or is that “still?”

We didn’t understand what happened last time the world decided to blow itself up — and we aren’t seeing it now. Depending on my mood, I blame it on poor education, international lack of honesty about how great nations became “great” nations. And, of course, greed.

God is dead and greed rules us. When saving a few pennies is, to a corporation, worth destroying a family’s livelihood and future, the world will continue to be a toxic muck.

So here we are again. Or, as I said — still here because maybe we never really left.

Lying to the public and each other with a determined willingly to believe the unbelievable because the lies make us feel better. Or less bad. Whichever.

Do we have to destroy ourselves before we look at our culture, our society, our world, and say “This is not the way? Let’s be better.” We need to be a lot better because there’s an awful lot to do. We better get to it.

THE MYTHOLOGY OF AMERICA FOR AMERICANS – Marilyn Armstrong

Every nation revises history. They leave out the bad bits  — slaughters of the innocent, unjust wars against minorities and civilians. They invent heroes, turn defeats into victories.

This (attributed to ) originally appeared duri...

American history is no different. It’s relatively easy to make our history match our myths when such a large percentage of U.S. citizens haven’t learned any history since third grade. There’s some question about how well third grade lessons were absorbed. Recent studies show a troubling pattern of ignorance in which even the basics of history are unknown to most of our natural-born citizens. Ironically, naturalized citizens are far better educated. They had to pass a test to become citizens. The rest of us got a free pass.

College students don’t know when we fought the Revolution, much less why. They can’t name our first president (George Washington, just in case you aren’t sure). Many aren’t clear what happened on 9/11.  I’ve been asked which came first, World Wars I or II — indicating more than ignorance. More like deep stupidity.

Getting the people excited enough to take up arms is hard work.

All over Facebook, morons gather to impress each other with the vigor of their uninformed opinions. They proclaim we fought the Revolution to not pay taxes and keep our guns. Saying that’s not how it happened is insufficient. I lack the words to say how untrue that is.

Why did we have a Revolution? How come we rebelled against England rather than peaceably settling our differences? Wouldn’t it have been easier to make a deal?

Yes, it would have been easier to make a deal and we tried. Unfortunately, it turned out to be impossible. We fought a revolution when we exhausted every peaceful option. Petitions and negotiations failed, but we kept trying, even after shots had been fired and independence declared.

We didn’t want a war with England. There were lots of excellent reasons:

      • Our economy was entirely dependent on trade with England. Through English merchants, we could trade with the rest of the world. Without them, we were stuck with no trading partners or ships
      • We were ill-equipped to fight a war
      • We had no navy, no commanders. No trained army. We barely had guns
      • Our population was too small to sustain an army
      • We had no factories, mills or shipyards
      • We relied on England for finished goods other than those we could make in our own homes, including furniture, guns, clothing, cutlery, dishes, porcelain
      • We needed Britain to supply us with anything we ate or drank (think tea) unless we could grow it in North America.

All luxury goods and many necessities came from or through England. We had some nascent industries, but they were not ready for prime time. It wasn’t until 1789 we built our first cotton-spinning mill — made possible by an Englishman named Slater who immigrated from England and showed us how to do it.

Our American colonies didn’t want to be Americans. First of all, there was no America to be part of … and secondly, we wanted to be British. We wanted the right to vote in parliamentary elections as equals with other British citizens. The cry “no taxation without representation” (remember that?) didn’t mean we weren’t willing to pay taxes. It meant we wanted the right to vote on which taxes we paid. And how much.

We wanted to be heard, to participate in government. Whether or not we would or would not pay a particular tax was not at issue. Everyone pays taxes. We wanted seats in Parliament and British citizenship.

King George was a Royal asshole. His counselors strongly recommended he make a deal with the colonists. Most Americans considered themselves Englishmen. If the British king had been a more flexible, savvy or intelligent monarch, war could have been averted. We would be, as the Canadians are, part of the British Commonwealth. There would have been no war. A bone-headed monarch thought a war was better than compromise. He was a fool, but it worked out okay.

We declared war which many folks here and abroad thought was folly. We almost lost it. We would have lost were it not for two critical things:

      • British unwillingness to pursue the war aggressively
      • French ships and European mercenaries.

Without French assistance and hired mercenaries from central Europe, we would have been squashed by the British who were better armed, better trained. They had battleships with guns and trained seamen to man them.

We didn’t.

Near home, in a ritzy Boston suburb.

Just as we considered ourselves English, albeit living abroad in a colony rather than in England, British soldiers and commanders were not overly eager to slaughter people they considered fellow Englishmen. They didn’t pursue the war with the deadly determination they could have … and if they had? Who knows how it would have worked out?

Did we really win because the British were inept and couldn’t beat an untrained ragtag rabble army? That’s our story and we’re sticking to it.

I side with those who think that the British found it distasteful to shoot people with whom a short time before they had been friends and with whom they hoped to be friends again. Many British soldiers had family in “the colonies” and vice-versa. It was a painful fight, not unlike a civil war.

Many British citizens sympathized with the colonists including a goodly percentage of troops. Sympathy ran high even in the upper echelons of the British government. Many important people in England were none too happy with King George. So they did as they were ordered but without enthusiasm.

Then there was a huge miscalculation. The British did not expect the French to show up. As soon as the French fleet arrived, a few more battles were fought and the British went home. Had they pursued the war with vigor from the start, we wouldn’t have lasted long enough for the French to get here, much less save our butts.

The mythology surrounding the American Revolution is natural. Every nation needs heroes and myths and we are no exception. But as grown-ups, we can apply a bit of healthy skepticism, read a couple of books. Learn there’s more to the story than the stuff we learned when we were eight. Like, the second part of the Revolutionary war known as “The War of 1812.” Part two of the Revolution which we lost fair and square when the British burned Washington D.C.

We did not win the Revolution. We survived it. Barely.

This is why our current government is more than a mere miscalculation, a bad election. It’s not something we’ll “pull out of” after which everything will go back to normal. I’m not sure we have a normal to go back to.

It’s not only how the evil underbelly of America has been exposed for all to see. It’s also that the planet is under attack. Americans — and everyone else — need to fix it if we want to continue to live here.

We need to be very careful about how we move “forward.” We have to tread carefully. We have to work with our allies and our non-allies because everyone needs to put their shoulders to the wheel to keep our world livable.

We used to have the good fortune to live in a nation of laws but I’m not sure this is a nation of laws anymore. I’m not sure what we are. I’m not sure what the world is or whether there will be a world in another 100 years. Or for that matter, in another thirty.

Ignorance is the enemy of freedom. And our current government is the enemy of education, learning, and truth.

CHILDHOOD CAN BE ROUGH! – Marilyn Armstrong

Childhood is a challenge.

Many of us struggled, had serious problems at home and lived with daily bullying at school. With the attention these issues get in the press today, things have not changed much. Bullying is as much — or more — of a problem as it was when I was a kid. Teachers ignore it. Parents dismiss it. Kids won’t talk about their problems because they (rightly) believe it might make everything worse.

These days, it’s all about awareness, as if knowing there is a problem is the same as solving it.

Awareness is not a cure. Positive public relations hype in the newspapers and television and social media does not make any difference to what happens to a child at home or in the schoolyard.

This is P.S, 35. It’s still there, but I’m not.

I was a precocious child with limited social skills. Inept at sports, lost in math. Among outcasts, I was an outcast. I was bored in class, terrified in the schoolyard. In third grade, I hid in the cloakroom hoping no one would miss me. I found a stack of books and read them in the semi-dark by the light of one dim bulb.

Punish the child for reading too much!

My teachers were furious. It turns out during my cloakroom hours, I had read all the readers for the next four grades. I would have read more except I ran out of books.

The principal called my mother. They made her come to school so they could complain I had read too much. My mother pointed out I might benefit from a more challenging curriculum. She reasoned if I could read all those readers in about an hour, the work was way too easy. As far as she was concerned, the school completely missed the point.

They wanted my mother to punish me for reading too much which my mother felt hilarious. She didn’t stop laughing for days. She retold the story at every family gathering.

I didn’t think it was nearly as funny because that teacher hated me. It made the third grade a special kind of Hell.

I started high school at thirteen. Although I was blessed by a few teachers who made learning exciting and fun, most of my teachers felt reading a monotonic reading of the class textbook was education. I chipped a tooth one morning when I fell asleep and hit my mouth on the desk.

Jamaica High School

I was off the charts in English and history while falling rapidly behind in math and hard science. I was in my thirties — reading Horatio Hornblower — before I realized trigonometry had an actual purpose. It was used to calculate trajectories and navigate! A revelation! Pity I didn’t know that when I was supposed to be learning it.

I survived school and had a life. We keep telling our kids that childhood is the best of times. It can be and maybe for some kids, it is. It wasn’t for me and it wasn’t for most of the other children with whom I grew up.

REMEMBERING HIGH SCHOOL – Marilyn Armstrong

I had no choice about what high school I’d attend. In New York, unless you were going to one of the four or five special schools for performers (that’s where “Fame” came from, the New York School for Performing Arts) or the few for math and sciences and there were a couple of others, but I don’t remember them anymore, you went to your local high school.

In my case, Jamaica High School. Built to hold 1200 students, it housed nearly 3,000 when I was there. It’s closed now. I think they have turned it into some kind of museum.

Jamaica High School

It was five stories high with the choir loft at the top — five stories of stairs to climb and no elevators. I was in a cast my final (senior) year, so I had to be homeschooled for nine months. They sent an actual teacher to the house. I learned absolutely nothing at home but to be fair, there wasn’t much to learn that I didn’t already know, at least from a studies viewpoint. Most of the learning took place in earlier years. But homeschooling did let me meet some interesting and odd people.

Music was always with me. I was a serious piano student. It had nothing to do with high school since I studied privately. I was in the chorus, not the choir. I didn’t think my voice was good enough or strong enough for the choir. My alto voice was okay, but I would have had to study to make it better and stronger. I was so wrapped in piano, I didn’t have time.

That, and of course, writing.

I was always part of the “junior genius” crowd, but my grades didn’t reflect it. I coasted. I did well in things that I liked, not very well in others. I still won two national merit scholarship as well as the Westminster Scholarship (based exclusively on test results — NOT my grades).

They wouldn’t give me the money because my father earned too much. I never understood how they could do that. I thought I had earned it, but even after I got married, they STILL based it on my father’s (not my husband’s) income. Times have changed, but I was furious then and remarkably, I’m still annoyed.

High School, really

It didn’t make as much difference in 1963, though. Colleges were surprisingly inexpensive. Hofstra, where both Garry and I went, was for him just $17/credit and for me, just $42/credit. Now, it’s very expensive. Unimaginably expensive.

I wanted to study music. It wasn’t what I was best at. I was always a better writer, but I loved music. The piano also wasn’t the right instrument for me, but I didn’t know that until years later. I was tiny when I started studying and still tiny when I reached my “full” growth. The piano was big and my hands are little.

It never occurred to me until I was years into college that I could change instruments. By then, I was drifting back to what I was good at — writing. I never worked as a professional musician because I wasn’t good enough. I was good, but the difference between “good” and “good enough” in classical music is gigantic. Good gets you gigs at a piano bar. Good enough gets you concerts. Better than good enough and maybe — if you are lucky — the world is yours.

I didn’t want to teach piano and certainly didn’t want to play in local bars, but I thought maybe I’d write a great book. I sort of did, but I sort of didn’t. Define “great.”

They didn’t teach instruments in my high school. They didn’t even teach them in college. You still needed a private teacher and my teacher was miles away and I didn’t drive. I did what I could on my own, but I needed a teacher.

We didn’t have a senior prom in High School. It was canceled because no one signed up to go. Nor were there parties to celebrate unless they were small and private. The school was divided by race, class, where you lived, what your extracurricular activities were, and whether you were Jewish, well-to-do-white, poor white, Black, Hispanic or Something Else.

My grades weren’t great, but my IQ was ridiculously high. I’m still not sure what that means in terms of the life one lives. Most of the super smart people I knew, in the end, lived fairly normal lives. The people who made billions were not necessarily the ones with the highest IQs, either. They were the ones with the most determination and focus, something tests don’t measure.

Hofstra in 2014

Nonetheless, I won the two big merit scholarships. There was a ceremony in our auditorium where the Principal pointed out that MOST OF US deserved the award, with an evil eye sent to me and my best friend Heidi — another under-achieving winner.

I think the people who miss high school are people who had a special relationship with it or someone in it. For me, it was something I needed to survive until I got to college. I really enjoyed college, though. It wasn’t just studying. It was social and spiritual and the people I met there are still my friends today.

I admit I didn’t try terribly hard. Most things came to me easily. I had a great memory (unlike now). The hard work came after school. At work. When I had to learn Systems Analysis in two weeks. I needed to know them to do the work I did — so, I learned them. I thought my brain was going to explode.

Little Theater – WVHC 1963

Long after college days were done, one of my bosses was a Ph.D. in Higher Mathematics from M.I.T. I commented that I hadn’t really had to study in school. He laughed. He said that was the thing about M.I.T. Everyone there had been able to go through school without studying. At M.I.T., you studied or you dropped out. It turns out, there ARE schools where you really have to study. I suspect when you get into hard sciences and math, that was also a different story. History is a lot easier to remember than physics.

I was lucky insofar as not only did I grow up in an area full of every kind of person, but my mother urged me to get to know them. She wasn’t just a liberal in-name. She meant it. I don’t think she thought I’d marry someone of a different race, but doubt she’d be surprised.

She knew I dated men of various hues and aside from occasionally pointing out that babies from mixed marriages might have a hard time, she didn’t say anything else. It took me a long time to be comfortable as the only white person in a group of darker people — until I realized no one cared except me, after which it was much easier.

It’s funny looking back into the early sixties. All the things we were striving to do seem to be in the process of being undone. I’m not sure where we are going or with whom we are going. I’m hoping I live long enough to live the difference.

BEING AGAINST FORCED BUSING DOESN’T MEAN YOU OPPOSE INTEGRATION – Garry Armstrong

I was in the middle of what I honestly call the Boston busing fiasco. On center stage, it played as a racial divide between Boston’s white and minority communities. It played well in the media – especially national and international media where they didn’t understand the local sentiments. The local news stations did a little better — when they tried.

Boston was sarcastically labeled as “The Athens Of America” in this period.

Boston busing – Opposing busing didn’t mean you opposed integration – Boston Globe

The key which I discovered by listening to students and parents – white and minority — was lack of quality education. Busing poor, low-income kids -Black and White – didn’t solve the problem of inferior education. Old, outdated textbooks. Antiquated curriculums. Teachers disenchanted by the lack of respect in pay and regard. Oversized classrooms where teaching was a mission impossible.

Time and again, I heard the same complaints from communities that reportedly were “racially divided” by Federally-mandated busing.

Students were transported from substandard schools in one community to substandard schools in another community. Few bothered to mention this. Most said it was a racial divide which was a cheap way to deflect the ball dropped by courts, legislators and local politicians who saw this as a way to build their constituencies by playing the race card instead of dealing with the fundamental issue: the lack of quality education in Boston’s low-income communities.

After I heard the anger over lack of quality education which was repeated over and over by white and Black families, I went with that as the core of my reports.

Truth be told though, I usually led stories with the standard visual images of angry crowds shouting racial epithets, school buses being stoned, and students threatened. Those images were overemphasized and inaccurately interpreted by national and international journalists and commentators.

I often tried to explain things to the network reporters, but they blew me off, labeling me as a local unable to see the big picture. It was exactly the opposite. They didn’t see the picture and they weren’t looking for it, either.

Many local politicians and community leaders – who really knew better — preyed on their constituents for votes instead of trying to calm the firestorm which often turned violent. We in the local media played the violence up, too because it brought in big ratings and that’s what our bosses wanted. If you wanted your job, there was no escaping the error.

Real efforts to explain the education issues were left to minority affairs shows which aired while most people slept.

Although I was proud of my body of work and earned an Emmy for coverage of that era, it was a bittersweet honor. Had I been able to cover it honestly, it would have been a different story.

There’s certainly no excuse – 50 years later – for Presidential hopefuls to use busing as a political tool. Again, they are ignoring the real issue of that volatile period in the name of getting some votes from people who weren’t here and don’t understand what really happened.

Shame on all of them!

You might find reading today’s Boston Globe’s article:
OPPOSING FORCED BUSING DOESN’T MEAN YOU OPPOSE INTEGRATION by Kevin Cullen -July 1, 2019

BUSING FAILED. IT’S ABOUT TIME WE SAY SO – Marilyn Armstrong

Watching the Democratic riots (aka “debates”)  the other night, I was surprised that Biden didn’t tell the real truth about busing. Because this is a subject with which we are intimately familiar here. Garry covered Boston’s busing crises and has an Emmy for his work. He interviewed white families, black families, every family. He interviewed politicians, teachers, and the kids who got bused.

I think by the time he was done with the story, he had interviewed almost everyone in Boston. Everyone had an opinion, but the most pointed ones were from the families who were directly affected by busing and the kids who were bused.

Because you see, the outcome has been clear for years: BUSING DIDN’T WORK.

Not one state exceeded 49%!

Educators and other organizations have done study-after-study about it. It did not improve race relations or education. It absolutely failed. However well-intentioned the idea, busing kids long distances to schools which did not welcome the students and where they would not make friends or get a better education didn’t solve any problems. It probably created new ones.

The real issue?

We need to invest in our schools. Money. Schools need money. Teachers need salaries. Schools need better textbooks and materials. Laboratories, computers. It’s not about better cafeterias and larger playing fields.

It’s about better learning.

Moving kids of different races, so you can say you have somehow achieved diversity, is nonsense. I’m surprised Biden didn’t bother to point it out. For that matter, I’m shocked that Kamala didn’t point it out either. I’m sure she knows as well as we do. Should Biden have supported busing despite not believing in it? Because it was the currently “right thing to do”?

I think not, but then again — I’m not a follower of trends or fads, no matter how well-meant.

Our school issues — local and national — are ruined by lack of funding. By an unwillingness of states, towns, and the federal government to spend enough money to make our schools what they ought to be. To pay teachers what they are worth. To make teaching an attractive profession.

Whenever a government runs short of money, the first thing they cut is education. They refuse to buy quality textbooks or even school supplies. The result is a nation full of stupid, ignorant people. Maybe some of them would have been stupid and ignorant anyway, but I’m sure the lack of education didn’t help.

Rebuilt Uxbridge High School. I’m sure the classrooms are nicer, but is education better?

It’s time to start questioning the idea that diversity automatically improves education and thus physically moving children from one school to another is in itself solving some educational problem. It isn’t.

In effect, what happened is anyone who could afford it sent their children to private schools. Since both sets of schools involved in Boston busing were in poor neighborhoods — no accident — the result was non-education for everyone.

If we don’t invest in education, we’ll never have educated students of any color. Bad schools produce poor education. If schools are sufficiently bad, the result is uneducated students.

We talk a good game per education in the U.S., but we don’t live it. We don’t contribute to it. So while we worry about college debt, how about we put a little of that concern into worrying about teaching kids to read and understand what they are reading? Teach them some real history, not the crap they get in their old, out-of-date (and probably never accurate even when they were new) textbooks.

EDUCATION AND HOMEWORK – Marilyn Armstrong

FOWC with Fandango — Homework

This is a little rant about schools, educational funding, underpaid, exhausted teachers, outdated textbooks, and overpriced colleges lacking state and federal backing.

In the years since I graduated from college in 1967, I’ve been watching what was a mediocre school system get much worse. I see legally required fancy buildings which offer little real education. Each year, it gets worse. Do we care about education or is it just something we like to to talk about? Do we want our kids to be able to compete in the world?


I pretty much never did my homework. To be fair, back in those golden olden days, teachers didn’t check to see if you did it either. You might get tested on it at some point later in the term, but if the information was covered in class, I’d remember it. Back then, I had a great memory. I prided myself on not having to write down phone numbers. I could remember all of them.

Photo: Garry Armstrong

Now, no matter how often I use a phone number, other than my own and my son’s, I have to look it up. I may not remember it long enough to not have to look it up a few times while trying to make the call. Time. It does its thing. I have maybe 15 seconds between getting information and it disappearing like the breeze in the trees.

I swear kids these days get homework intended to make up for not getting taught anything in school. Apparently, they are supposed to learn on their own what their teachers are too tired, bored, or incapable of teaching.

Leslie commented the other day that there are some great movies that could be used in the classroom. There are, absolutely. Inherit The Wind. On The Waterfront. The Lion In Winter. A wide variety of well-done historical documentaries and movies. But they aren’t used.

Harvard – Photo: B. Kraft

What they are getting is dry, dull textbooks, many of which were out of date when they were written fifty years ago. I never cracked a textbook. I just read on my own and I had a mother who loaded me down with books and a library that was a mere mile away. I remember toting home the maximum limit of books they’d let you borrow in a week. Ten books. They were heavy books, but I was young.

High School, really

For a country that supposedly values education, this country has a  strange way of showing it. Every year, when we begin to run out of budgeted money, states and the feds cut school budgets.

You can’t make a great country from a nation of ignoramuses. Yes, if your parents have the money, they might be able to send you to a superior school and if the child is smart enough, he or she might really benefit from a better education. But there are also a lot of private schools that are essentially “pay tuition for good grades.” Send your kids there. Pay the fabulous tuition and they’ll get grades which should get them into college.

Hofstra in 2014

Colleges have gotten smarter, though. They test incoming kids to make sure they can read and understand what they’ve read. They make sure they have basic maths skills. They check science education. This isn’t to make sure they are brilliant, but to make sure have a basic grasp of English. To see if they can understand the concepts of what they’ve read because — as an English professor I know has pointed out, many kids not only don’t read but can’t.

They don’t know grammar because it isn’t taught in public schools and hasn’t been since before I started school in 1951. They don’t know the parts of speech, have no concept of punctuation, and can’t do anything resembling research because when all of the preceding is true, how can you research anything? If you don’t understand what you’ve read, you can’t move forward.

Let me state for the record this is not the fault of the kids. It’s OUR fault for allowing education to become so bad in so many places and so expensive everywhere else. Only the brightest and most individually motivated youngsters manage to rise above the system.

I know not every child from every family is going to be a scholar, but shouldn’t every child have that opportunity? If they have the smarts and the interest, shouldn’t it be possible?

P.S. 35, Queens

Loading them up with eight hours of homework while loading them down with 50-pounds of boring, timeworn textbooks is a total educational cop-out. The schools I went to weren’t fabulous, but the teachers knew something. They encouraged us. If we showed promise, there was always a teacher who’d give us a nudge, suggest we try a little harder and get better.

These days? Working (briefly) as a substitute I was appalled at how listless and bored the students were. They were thrilled to have someone in the classroom that could talk to them about anything. I was told that usually, all they did was read the textbooks until the bell rang. I’d have collapsed from boredom.

We wonder why they spend so much time on the phone or iPad or computer? That’s how they learn. But what are they learning?

YEARS OF BRASS, YEARS OF GOLD – Marilyn Armstrong

I’m not one of those people who romanticizes the “old days,” but there are some truths worth remembering and revisiting.

I grew up in a different world. Play meant imagination. Physical activity. Jump rope, hide and seek, tag, Stickball because no one owned a real bat. Stoop ball, jacks. Building a “fort” or climbing a tree. Cowboys.

Toys were simple, not electronic. Getting a new doll was a thrill. She never needed a reboot, unless you count having to find her lost shoe. Almost nothing except flashlights needed batteries.

Photo: Garry Armstrong

If you were having a hard time with the bullies in school, you got up, got dressed and went to school. It didn’t mean you weren’t scared. I was plenty scared. It simply wasn’t a parent problem … it was mine. Yours. Ours.

You didn’t get a lot of pats on the back for “trying hard.” You might get an “attaboy” for doing exceptionally well, but you were expected to do your best. Nothing less was acceptable. Doing your best was your job. You took it seriously.

Photo: Garry Armstrong

You learned your lessons in elementary school so you could go on to junior high school and then high school. You had to do well in high school because if you didn’t, you couldn’t get into college. We all knew — with 100% certainty — if you didn’t go to college, you wouldn’t go to heaven.

Pretty much every family has members who didn’t make it. The ones who never found a decent job or formed a serious relationship. Or accomplished much of anything. If they happen to be our own kids, it makes us wonder what we did wrong. Usually, we have a sneaking suspicion the problem isn’t what we didn’t do. More like what we did do — too much.

I don’t think we should be mean and uncaring to our kids, nor am I an advocate of corporal punishment, but I think it’s important to recognize we didn’t get strong by being protected from every pain, every hurt. We didn’t get everything we wanted the moment we wanted it. Or, at least I didn’t. If I got one really cool present, that was a big deal. Now kids get so much, it’s meaningless. They don’t appreciate anything because there’s always more where that came from.

So, in memory of the good times, the bad times, the hard times, and the great times. For the schoolyard battles we fought and sometimes lost and the subjects we barely passed or actually failed — and had to take again. For the bullies who badgered us until we fought back and discovered bullies are cowards and for the terror of being cornered in the girls’ room by tough chicks with switchblades, wondering how you can talk your way out of this.

Being the only Jew, Black kid, Spanish kid, fat kid, short kid or whatever different kind of kid you were in a school full of people who didn’t like you. Getting through it and coming out the other side. Being the only one who used big words and read books when everyone else was watching American Bandstand. Being the klutz who couldn’t do the dances and never had the right clothing or hair. Then, finally, getting to college and discovering the weirdos and rejects from high school were now cool people.

Magically, suddenly, becoming part of the “in-crowd.” Metamorphoses. No longer outsiders. Whatever made us misfits were the same qualities that made us popular. And eventually, successful.

The fifties and early sixties were not idyllic, especially if you weren’t middle class, white, and Christian. Yet, whoever you were, it was a great time to be a kid. Not because we had more stuff, but because we had more freedom.

We had time. Time to play, time to dream. Whatever we lacked in “things,” we made up for by having many fewer rules. We were encouraged to use our imagination. We didn’t have video games, cable TV, cell phones and computers. We were lucky to have a crappy black and white TV with rabbit ears that barely got a signal.

We learned to survive and cope. Simultaneously, we learned to achieve. By the time we hit adulthood, we weren’t afraid to try even if success seemed unlikely.

We had enough courage to know if it didn’t work out, we’d get up, dust ourselves off and try again — or try something else. We knew we would make it, one way or another. When we got out into the world, for at least a couple of decades, we had a blast.

Here’s to us as we limp past middle age into our not-so-golden years. We really had great lives. We’re still having them, but slowly.