RUTHFULLY YOURS

https://amgreatness.com/2020/03/01/the-1619-project-and-its-critics/

Peter W. Wood is president of the National Association of Scholars.

Nikole Hannah-Jones ought to step up, be courageous, and debate the historians with whom she disagrees. They’re waiting. All historical claims, particularly those with as wide-reaching and radical ramifications as these, must be discussed and scrutinized by trained scholars.

The 1619 Project—the New York Times campaign launched in August 2019 to transform American history into a tale of racial oppression and nothing but for the last 400 years—has attracted a great deal of critical attention. Much of this attention has come from professional historians who are nonplussed by the numerous misstatements of fact, the disappearance of key historical events, and the forced march of polemical interpretation that the Times attempted to hang on American history.

The dissenting historians themselves have found various outlets to express their views. Among the most intriguing of these platforms has been the World Socialist Website, which has featured interviews with such luminaries as Gordon Wood, university professor at Brown University, and James McPherson, professor emeritus of U.S. history at Princeton University.

The socialists, upset with the Times for preferring racial grievance to class grievance, rounded up other prominent historians, including Victoria Bynum, James Oakes, Dolores Janiewski, Richard Carwardine, and Clayborne Carson, to express their critiques of the Times’ fanciful attempt to rewrite history.

https://www.americanthinker.com/blog/2020/03/manic_reforms_depressed_scores.html

Our public education system is bipolar.  Its reformers are manic, but the test scores are depressed.

Bipolar disorder is a serious condition afflicting nearly six million Americans.  Unfortunately, it’s also a metaphor for our public schools. Symptoms of mania include rapid speech, grandiose ideas, and wild spending sprees.  Education “reformers” exhibit all three.

The so-called reformers of education have been rapidly and frenetically speaking seemingly forever. TED Talks and TEDx Talks and podcasts and workshops and panels and keynotes and in-service sessions and slide shows. Many, many slide shows.  It’s a lot of talking.  

Reformers have been writing rapidly and frenetically too.  As of this writing, an Amazon book search for “education reform” reveals over 20,000 titles. Google provides 272 billion results.  “Scholarly articles” for education reform yields 3.1 million sources. 

Seemingly everybody’s been published on the subject, many people with little or no experience teaching children.

When I began teaching, some of the grandest of grandiose ideas were playing out, like open space classrooms. Teachers were finally driven to distraction and erected bookshelves and crates, anything to block out other classes.  Dividers went up, and soon rooms were evident.  

Whole language was being phased out as the preferred method of teaching reading, but it left me facing a string of high-school students over a span of several years who could not spell.  Millions of students across the country were victims of the “reading wars.”