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fun in threes, sometimes fours

1984 in 2018

Somehow or other, I’ve encountered in articles discussions of or quotes from George Orwell’s 1984 two or three times in as many days. “When was the last time I read that?” I asked myself, quick to answer: “The first time I read it, which was in ninth or tenth grade.” In other words, thirty or so years ago. So on the way home from school today, I dropped into the local branch of the Greenville County library system and picked up a copy of the novel.

It somehow seemed ironic that I borrowed a book about ultimate and total control of a society on the day when thousands of kids around the country protested the perceived lack of gun control in the States. I say “perceived” not because I’m a card-carrying member of the NRA — which I am not — or am any kind of staunch opponent to gun control laws but because many of the perceptions I’ve heard from the teens protesting seem to have missed the point. Many haven’t, but a few have.

For instance, I heard on the radio coming home the other day an interview with a young lady from Chicago who wanted all guns banned because she was “scared of guns.” Growing up in the inner city, she’d witnessed gun violence firsthand, and she and her mother had once held a young man as he died from a gunshot wound. She wanted laws that would make it all but impossible to get guns. I wonder if anyone pointed out the likelihood that the guns used in inner city violence are obtained illegally, and thus no amount of legislation will stop that from happening.

On the other hand, it seems that many of the kids had very logical ideas: increased background checks, better cooperation between law enforcement to prevent such things from happening, more money for school counselors and psychologist to help find those kids before they pop.

So I came home and in the evening, read a bit of the novel. Within a few pages, when Winston goes into the apartment across the hall to help the woman who lives there with her clogged drain, he leaves thinking about “the look of helpless fright on the woman’s greyish face” because of how children were behaving: they’d been pretending to be Thought Police arresting Winston, accusing him of collaboration with the enemy, declaring that they knew he was committing Thought Crimes on a regular basis.

With those children, he thought, that wretched woman must lead a life of terror. Another year, two years, and they would be watching her night and day for symptoms of unorthodoxy. Nearly all children nowadays were horrible. What was worst of all was that by means of such organizations as the Spies they were systematically turned into ungovernable little savages, and yet this produced in them no tendency whatever to rebel against the discipline of the Party. On the contrary, they adored the Party and everything connected with it. The songs, the processions, the banners, the hiking, the drilling with dummy rifles, the yelling of slogans, the worship of Big Brother—it was all a sort of glorious game to them. All their ferocity was turned outwards, against the enemies of the State, against foreigners, traitors, saboteurs, thought-criminals. It was almost normal for people over thirty to be frightened of their own children. And with good reason, for hardly a week passed in which The Times did not carry a paragraph describing how some eavesdropping little sneak—’child hero’ was the phrase generally used—had overheard some compromising remark and denounced its parents to the Thought Police.

I read that and thought of the parent who emailed me because he was afraid that his child had missed a test in my class due to skipping class for the protest. “No,” I assured him, “I thought about the potential for many kids being absent for some part of that class and planned accordingly.” He mentioned that he would have been disappointed if his daughter had missed the test because of choosing the protest over school work. In other words, he expected X of his daughter and could express disappointment and presumably some kind of consequence for her actions — the exact opposite of the reality in Orwell’s novel.

I read that and thought about how I can teach my children what to think and believe, and that I have the freedom to teach them something that counters the prevailing narrative of the time. There’s a certain wonder in that freedom, but when you see little kids on documentaries doing a Nazi salute and using the N-word freely, it’s hard not to wonder where the limits on that might logically be, and how we could enforce those limits, and whether we would even want to try. I think the answer is obviously “No,” but how do we counteract that as a society? Or do we counteract it? Is America so free that we can raise bigots? Isn’t that an Orwellian Thought Crime until someone acts upon it?

I read that and thought about people who homeschool their kids. Some who choose that route do so because they’re afraid something like this is already happening, that kids are being brainwashed in the schools, being turned into evolution-believing, homosexuality-accepting, socialist-leaning moral relativists who will end up rejecting all the parents have tried to instill in them. They see 1984 as virtually fulfilled prophecy.

I read that and thought about what it would have been like to live in the Soviet Union in the height of thought-control there, when people could be denounced for anything or nothing, when people were arrested simply to fill a quota. (I’m getting this from Solzhenitsyn’s Gulag Archipelago, which I read probably twenty years ago — might be rusty on the details.) In such a society, one did indeed have to be careful around one’s children.

So it’s been a day punctuated with thoughts of potential disasters and real disasters, of potential fears and real fears. But far from depressing me, these thoughts have just lingered at the edges here and there, which is perhaps a good thing and bad at the same time. On the one hand, we can’t live our lives consumed with such thoughts lest we become nihilists, and that’s no way to be a parent. On the other hand, a seeming complacency breeds — what? Stagnation? And yet — and yet.

The kids played; the Boy tried to build; the dog behaved; the Girl took out compost without a single complaint; the duration of the battery in K’s new phone is improving daily, assuaging her worries. So in the immediate scope of things, it was a great day. Would that it were for more people.

Training Day 2

This evening we took the dog for her second group training session. After last week's fiasco, I was a little nervous about the whole thing: Would she regress? Would she act like she'd made no progress at all? We walked in and everyone immediately recognized us. They might not have been saying it, but they were thinking, "Oh, they're the ones with the dog that went completely berserk last week."

The other clients weren't the only ones who paid attention to our arrival: Sandy, the instructor, walked in and went straight to Clover, loving on her a bit and taking her out for a quick walk around the training area.

Overall, the evening was much less stressful for all of us.

Perhaps working to tire her -- and the kids -- a bit before we left helped as well...

Science Fair 2018

I find it hopeful when we take L for the science fair project display. Of all disciplines, science is the one we as an American populace most obviously show a general, nationwide deficit. The fact that millions of people don't understand the basic tenants of evolutionary theory, that millions of people think global warming isn't a reality and if it is, isn't the cause at least in part of human activity, that millions of people think vacations are a greater risk than they are a benefit, that millions thousands (thankfully not millions -- yet) think that the moon landing was faked and the earth is actually flat, that millions of people think the earth is only 6,000 years old despite an overwhelming amount of scientific evidence to the contrary -- all these facts make it clear that as a society, we have some work to do regarding basic science education.

It's not the science education, per say, that is so important -- it's the critical thinking that goes along with it. The methodical, analytical, self-critical way of thinking. The notion that no single answer will always stand the test of time and peer review. The humble idea that you could be wrong. Go to a presentation of scientific findings and you'll hear people constantly couching their findings in self-effacing comments designed to show everyone in the room that the presenter doesn't think she knows it all. For every scientific finding, there are other researchers chomping at the cliché bit, attempting to replicate a given experiment, hoping to prove something wrong. Science is about putting forth a hypothesis and then watching a bunch of people try to show you you're wrong. It must be a humbling experience.

Looking at the other projects around hers

Ironically, on the other end of the knowledge spectrum, we find the Dunning-Kruger Effect, a cognitive bias that essentially says that the less a person actually knows, the more superior that person feels about his knowledge; the less competent a person is, says Dunning-Kruger, the less likely he will recognize his incompetence.

"And what I like about this one is..."

It's a scary thought, the idea that I could have an inflated opinion about my own talent and knowledge and not even see it. Fortunately, I don't think I suffer from this: I see what other teachers do and know that I'm a "fair to middling" teacher: I do some things well, but I know perfectly well that I quite frankly suck at other aspects of teaching. The same goes for just about everything else. And K -- she's even harder on herself.

Or perhaps I'm just fooling myself about myself -- indulging in self-reflection filtered through a carnival mirror.

At any rate, we walked around the project posters and witnessed kids getting a good first or second (or third or fourth) exposure to experience with the research methods of the scientific process, and I found my hope for humanity lifted just a bit.

Coming home and playing with the Boy did more for me, though.

Rainy March Sunday

Soccer Week 2

Thursday Play

Training Clover

Last night, we took Clover for her first of several training sessions at a local kennel, and for the first few minutes, I was honestly thinking, "Dang, we've got a fairly well-trained dog already." The trainer took each dog for a short walk to see if any sort of training collar would be necessary, and Clover just walked along as if she'd been perfectly trained for years. When the trainer stopped short to talk to us, Clover stopped and sat down.

"She's good to go," said Sandy, our trainer.

And then it happened: a long pause for the dogs when Sandy was going over this and that about the training course, about basic dog care, about the basics of training collars. Clover gradually slide herself under the small set of bleachers we were sitting on and then didn't want to come out.

To say she didn't want to come out is the ultimate understatement because she became wildly panicked. She began jumping and bucking, jerking and pulling. Sandy was taken aback; I was a bit surprised; everyone's eyebrows went up just a bit.

We worked with her and coaxed her out, pulled her out, isolated her, reintroduced her -- no real change.

"She needs a day of training here if you're willing," Sandy suggested.

So this morning, I dropped off the dog at 7:05 and picked her back up at 4:30.

Sandy's report: at first it was more of the same. More panic, more pulling -- she even pulled out of the collar and the choke-chain placed behind it to prevent escape in just such a situation. But with some persistence and patience, Sandy got her calmed down and trained so that by the end of the day, she could lead Clover into any room with any number of dogs with little to no stress on Clover's part.

The upshot -- she was so impressed with how much growth Clover showed that she's going to be the kennel's Trainee of the Week next week. And more importantly, she showed perfect behavior during our evening walk.

D500

Our new camera, a Nikon D500, arrived today. A few pics from the evening.

And Repeat

I don’t know how many times I’ve told students that, nine out of ten times, it’s not what you do that gets you in trouble but rather how you react to being corrected. It’s not the phone out that’s the problem; it’s how you responded when told to put it away. It’s not the mild horseplay that’s the problem; it’s how you responded when told to stop. It’s not the talking; it’s the reaction to being told to be quiet.

Today, when I had hall duty, one young man insisted on chatting in the time before school actually begins, when all students sit in the hallway, leaning against the walls, and relatively silent. There’s always some whispering, and all teachers ignore that because it’s not a problem. It’s when the kids start talking, and then others talk, and then the first group has to raise their voices to be heard above the increasing din, and soon, it’s chaos on the hall. So we — as well as all other grade levels — insist on silence. This young man, though, insisted on chatting despite being told to stop talking.

In such situations, I take a simple strategy: I tell the kid to go to my classroom and wait for me there. “When it’s locker time and my duty is therefore over, I’ll come talk to you about this.” Most kids comply without issue. And what do I do when I talk to them? Sometimes I sign their school behavior cards (ROCK cards they’re called) on the positive side for complying without problems and tell them next time, it’s a negative. And sometimes, it’s a negative.

Today, I had a batch of kids that I’d never had to call down, so I took their names and told them I was pressing them into service for tomorrow: “You’re going to be my leaders, my CEOs, those who set the good example and get the others around you who are talking to stop and whisper instead.” I looked at them with a pause for effect, then asked, “And you know what happens to CEOs who don’t perform well, right?” One girl answered, “They get fired.” “And you know what that means for you, right?”

But one boy just couldn’t get past his sense of victimization. I told him, “P, you need to go to my room please.”

“What’d I do?” he asked indignantly.

“You just need to go to my room, alright.”

“I didn’t do nothin’.”

“You just need to go to my room, alright.”

“I didn’t do nothin’.”

“You just need to go to my room, alright.”

“I didn’t do nothin’.”

“You just need to go to my room, alright.”

“I didn’t do nothin’.”

Literally about that many times. Well, maybe not that many times: I don’t have that much patience. I just ended the encounter with him still sitting where he had been sitting, leaving him with the comment that he can discuss it with the assistant principal when I complete the disciplinary referral.

What will happen to him? He’ll get a day or two of In-School Suspension. Will that change him? Not at all. He sees himself as a victim — I don’t teach him, but all his teachers confirm this first impression.

It’s such kids’ futures that seem so bleak to me. How can someone like that hold down a job? How can someone like that even make it to an interview?

The only hope is age: perhaps in the next four years, by the time he becomes an adult, something will click.

Nearly-Spring Sunday

Spring in the south is a tease: we'll have a week of theoretically unseasonably warm weather (mid-seventies or even a bit higher) and then drop back down to the forties and fifties for a week. I guess we all should get used to it, but we never really do. Every year, we have this warm spell and become convinced that this time -- this time -- it will be different. K gets out a few spring clothes, packs up a few of the winter clothes, and then the next week, we're all wondering why we were so naive.

That's what we had this week: cool, cool temperatures and even some rain after a week of warmth. So this weekend, with its sunny cool weather, has been a joy. We spent yesterday working outside; we spent this afternoon playing outside. Well, not entirely. I had to do some school planning and a bit of grading, and K was in the kitchen for a while.

Our hearts, at least, were outside when our bodies couldn't be. Just before heading to Nana's and Papa's for Sunday dinner, the Boy decided he wanted to play football. During our scout meeting today, someone brought up football, and though we never watch it at our house and therefore never discuss it and therefore never expose our children to it, the Boy has absorbed enough background knowledge at school that he's keen to play.

He asks if he can play on a team like the neighbor across the street. Thinking of the growing scientific certainty regarding the dangers to the brain the football presents, I tell him, "No, sorry buddy. There's just no way to make it safe."

"Well, little kids don't hit very hard," he tries to explain.

As a happy compromise, we toss the ball with him occasionally.

At scouts today, they played kickball, and because we don't expose our kids to baseball either, E had only the vaguest notion of how to play even when the den leader explained that it's just like baseball. K sometimes worries that by not exposing the kids to sports because we're not particularly interested in watching them (except for ski jumping -- that's a given when you're Kamil Stoch's first cousin), we're somehow short-changing our kids. They don't fit in with the other kids, and the other kids notice -- that's the logic.

Since I grew up not fitting in for various other reasons, I find myself thinking, "There are worse things than not fitting in." It's a survivable dilemma. What doesn't kill them makes the strong. Some such nonsense.

But even if we wanted -- really wanted -- to expose our kids to sports like football and baseball, we don't have the time for it. I'm always amazed at people in the area who go to every single Clemson game during football season, thinking, "Don't you guys have any obligations on Saturdays?" We're too busy in the fall working outside and inside (mainly my school work) to make football viewing a possibility, and baseball in the spring would be only slightly better.

So our kids go to school lacking certain knowledge to make conversation of a certain type possible. In reality it really doesn't affect L because she too is not interested in football (to continue using the example above). The Boy, though, is, and his friends talk about it from time to time.

Maybe as spring unfolds, we'll try to watch some baseball together, perhaps to watch the local minor league team play a time or two...