Morrill Land Grant Act and ROTC

It turns out the Morrill Land Grant Act, enacted in 1862 during the Civil War, included some vague language about military training.  It's language on the purpose of colleges with the money athorized reads:

the endowment, support, and maintenance of at least one college where the leading object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts, in such manner as the legislatures of the States may respectively prescribe, in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions in life. [emphasis added]

The language is awkward, but the reasonable interpretation is the colleges is to focus on agriculture and mechanic arts but also including classics and science, including military. Apparently the phrase was added late, as earlier versions of the act preceded the Civil War.

The meaning of "industrial classes" is "working people", a little more expansive than "working class".  

Trigger Warnings--A Compromise?

 Saw a tweet by FIRE arguing against a call at my alma mater for mandatory trigger warnings.  Here's a piece in the college newspaper arguing against it.

I can sympathize with someone whose emotions are so easily triggered as the result of some trauma in the past, but as an old fart, my knee-jerk reaction is: tough it out, snow flake.

I seems to me there's a reasonable compromise: FIRE agrees a professor is perfectly free to give trigger warnings.  I'd suggest requiring every professor to have a policy on trigger warnings that's announced in the first class of the semester. That way students have fair warning of what the rules are.  If the professor is my age, and with my views, they can drop out of the class (though after it becomes a requirement, it will be easy enough to include the professor's policy in the write-up of the course). If the professor is a "woke" member of a younger generation and wants to commit to giving trigger warnings, fine.

The Port Royal Experiment and Phonics

 Stumbled across an odd fact today.  I've been reading Roger Lowenstein's "Ways and Means: Lincoln and His Cabinet and the Financing of the Civil War."  It's interesting.  A main character for most of the book is Sec. of Treasury Chase, who ends up designing the "National Bank System" and also had charge mostly for the Sea Island plantations after the Union Army took the islands.  This led to what is called the Port Royal Experiment, giving the government the problem of how to handle the freed slaves and the occupied plantations.  It was a forerunner of Reconsttuction's issues.

One problem was teaching adult blacks to read. A teacher was John Zachos, a Greek whose father was killed in the Greek rebellion in 1824, and was brought to the US by an American who supported the rebellion.  He wrote a book, the first book the blacks had, entitled: " The Phonic Primer and Reader, A National Method of teaching Reading by the Sounds of the Letters without altering the Orthography. Designed Chiefly for the Use of Night-Schools Where Adults are Taught, and for the Myriads of Freed Men and Women, Whose First Rush from the Prison-House of Slavery is to the Gates of the Temple of Knowledge?"

Why I Envy the Young

 I clicked on this discussion and demonstration of the physics of a ball on a turntable. Though my capacity to absorb the new is limited these days, it's still interesting, just a phenomon--forget the equations.

It's an example of why I envy the young.  There's so much material online to learn from these days.  In the '40's and '50's there were books.  Popular Mechanics might have been the magazine closest to some of the Youtube videos, but still miles and miles away. But with the visual examples and the ability to drill down into subjects, today's world is an autodidact's dream.

There might be tradeoffs--amid all the possibilities and attractions could an autodidact focus enough to contribute to knowledge, but still.. 

If You Want Meritocracy, Go to Ireland

 What I learned today.

Interesting thing about Ireland’s university system is it’s very meritocratic and no one really objects to that

— Ronan (@rfitz77) November 2, 2022

I confirmed there's no legacies or athletic admissions in the Irish system. That's for the Irish.  

But if you want to study there, here's the site. 

Affirmative Action--Three Posts

SCOTUS considers affirmative action today, the occasion for lots of comments; Three blog posts of note: 

• Kevin Drum argues from the experience of California in prohibiting AA that it doesn't make that much difference.  Kevin would prefer class-based action.
• David Bernstein refers to his book on racial/ethnic classification in today's context. He argues that the groupings the Federal government uses are illogical and never designed for the purposes for which they are used.  
• Steven Hayward publishes a chart showing the distribution of SAT scores by group. I found two things surprising: the degree of Asian-American dominance (25 percent in in the top category) and the fact that the group which was next highest in the top category was--wait for it--mixed race. 

Sputnik and Equity

 An article on "equity", which is tl:dr, but it's a hook for a memory--we're coming up on the 55th anniversary of the launch of Sputnik, which set off a panic. The wikipedia article is rather narrowing focused. My memory is that education was impacted as well--sputnik was seen as reflecting weaknesses in US schools, particularly in math and science.  There was also a perceived lack of focus on talent; education schools were seen as under the influence of John Dewey and progressive education.

Part of the response to Sputnik was the 1958 National Defense Education Act, which included student aid and an emphasis of science.

We didn't talk about equity back then, but it seems the pendulum has swung the other way now.

What's Watergate? Teapot Dome?

 I quote from a NYTimes piece on a focus group, asking Americans about various topics.

The first response when Nixon and Watergate is raised:

"I don’t think it gets taught enough. My high school students, when they think of Watergate, they think it’s a new shower head or something. It’s a time in our history that shows the demise of a leader who was taking advantage of the American people, as well as the government itself. I’ve never heard the kids coming home and saying, “Oh, we learned about Watergate.”

My wife and I roared with laughter.

How To Coddle College Freshmen

 Whoever thought of "experience courses"?

Has anyone taught a freshman first year experience course before? Would you be willing to share your syllabi? What sort of things should one expect to teach in that course?

— John R. Legg (@thejohnlegg) May 31, 2022

From the responses I gather it is an orientation to college extending for some time, perhaps the full term?

It's another example of how today's students have it too damn easy.

Damn, wish I'd had such a course 63 years ago 

Legacy College Students

This Atlantic article pushing for colleges to stop giving priority to applications from children of their graduates had a tantalizing sentence:  "Johns Hopkins abandoned it in 2014, reducing the percentage of legacy students from 13 to 4 percent."

If we like meritocracy, we should end legacies.  

What Happened to Civil Service?

 I'm not referring narrowly to the federal civil service but to the idea of serving the society, often through working for the government as a teacher or bureaucrat.

From a Jay Mathews column on education this morning--discussing a book on how to get into the top colleges, describing the audience for the book: "college applicants who yearn for admission to undergraduate institutions that will make them attractive, when they graduate, to recruiters from private equity, artificial intelligence, management consulting, investment banking and other top-paying professions"

Does College Broaden One?

I read this the other day:

A university is a place where minds should be opened, not closed; where perspectives should be broadened, not narrowed; where biases should be challenged, not confirmed. It would appear that many of our universities are failing at this critically important role.

It started me thinking.  When I went to college that was true.  But then I was coming from a mostly rural area and background, living in a time when my knowledge of the world was mostly limited to reading magazines and the Binghamton Press newspaper, short news broadcasts on NBC, and the books available at home and in the school library..  So encountering the variety of people and courses at college was definitely broadening, particularly socially, since I was already leaning liberal and agnostic.  College opened a world of choices to me, or at least made more real the choices I had vague glimpses of when in high school.

Would that be true today? I don't think so, at least for me.  If I were growing up today, I'd have had access through the internet to more information than all of my professors had in 1959, not to mention movies, videos, social media, porn, from across the  world.  If I wished, which I think I would have, I could have explored a multitude of careers and livestyles in great detail.

The "university" by its name has always been a place to encounter the universe of knowledge, but it no longer has a monopoly; it has to share its special position with the web. I think the change must affect the role of college as a rite of passage, marking a big change in one's life, and therefore collegiate culture. How can college be a liberating, a broadening experience when the incoming student has already experienced the variety of social media?  It can't, and students, at least enough students to make a fuss, want something different.

When I went to college activists were still protesting against "in loco parentis" rules, curfews, etc.,  We thought we were adults, and wanted recognition accordingly, using that as fuel for our rebellion against our elders. We wanted college to be a place of freedom.  These days the activists, both liberal and conservative, want school to be a refuge, a safe place for their identities.

"Gifted Students" and Rural Schools

 New York City is going to phase out its schools for gifted and talented students.  That stimulates discussion on social media, discussion which is largely among the educated classes who might lean Democratic.

It strikes me as an instance where the elite discussion unconsciously disses rural areas. In such areas the schools are smaller and the opportunity to do enhance instruction for gifted and talented students is constrained.  So to rural ears the discussion seems tone-deaf and irrelevant.

What History Should Include

 Bob Somerby comments on a news commentary show where one participant noted he hadn't been taught the Tulsa massacre and just recently learned about the Birmingham church bombing which killed four young black girls in Sunday school. 

I think it seems to Bob (who's maybe 7 years younger than I) and to me that obviously modern kids should be taught both.  

But that's a knee jerk opinion--both Bob and I lived through the reporting of the bombing so it's something of a landmark in the progression of the civil rights movement. We didn't live through Tulsa; not that it matters because the massacre did not, I believe, make any national impression--media is very different now. Given the limited time a teacher has, I'm not sure which events need to be covered--letter from a Birmingham jail, Woolworth counter sit-in, Albany Georgia, Pettus bridge, Shwerner, Chaney, and Goodman?  The laws which were passed, the Rochester riot, the Kerner commission, RFK on MLK's assassination? 

I suppose for most teachers the details have dropped out so their decision making is easier than it would be for me or Bob.

Things Changing Faster Than You Notice

 Calculated Risk reports: 

Currently, almost 61 million people in the U.S. labor force have a Bachelor's degree or higher. This is almost 44% of the labor force, up from 26.2% in 1992.

When my father graduated from U of Minnesota in 1912 he was one of about 2 percent of the people in the US with a bachelor's degree. 

Snow Days?

 Reston got maybe 3 inches of snow, more to the north and east of us.  The TV news is running their usual scroll of schools which are closed  I'm not clear whether these are all schools doing in-person teaching, or whether the snow is impacting remote learning.  I know there's been speculation the experience the pandemic has given us with remote learning means no more snow days, but has that become a fact?

Hypothetically--This Is a Messed Up Program

 I graduated from college long before college loan program came into existence, so I've no first-hand experience with it. However, my impression is that it's been a political football as the parties alternate in power.  The Democrats push loans issued directly by the Education Department while the Republicans believe in loans from banks/financial institutions with a federal guarantee. As the program has gone on,  people have made changes to the provisions, including forgiveness of payments under certain conditions.  So you end up with the sort of mish-mash this person finds herself in.  If you follow the thread of responses to her, itbecomes even more confusing than indicated here. 

If, hypothetically, you took out a heap of Stafford and Perkins loans, and then consolidated them, and then the consolidation loans were sold like 5 times, and you qualify for various federal repayment plans but not for the pandemic relief - are those federal or private loans?

— Melissa Johnson, PhD (@Lady_Historian) November 18, 2020

One fallacy of my education in government, as my school called "political science" is that Congress makes decisions and the executive branch administers them.  In reality for some areas it's an ebb and flow of changes making it very hard for the poor bureaucrat to administer.

Network Effects in the Classroom

 Washington Post magazine had an interesting article by a university English teacher on teaching English, including through the transition in the spring to Zoom.
What struck me was this: 

"Especially in a class organized around discussion, it’s the level of the floor, not the ceiling, that most dictates the strength of the group. Even if you get lucky and have two or three great English students in a class, they can’t carry a weak group, and it’s more likely that the gap between the standouts and the rest will breed resentment....

My insistence that all students participate in class discussions isn’t just some kind of touchy-feely inclusiveness, nor is my insistence that they bring the reading in hard copy and shut off all electronic devices some kind of aggressive old-fashionedness. Rather, it’s a recognition that the class works better for everyone if we’re not dragging along silent or distracted partners, and of what’s special and valuable about what we’re doing. Students are essentially paying for two things in a humanities class: the admissions process that produces the students in the room, and the hiring and promotion process that produces the teacher. Everything else they can get at home, online: They can do the reading, study scholarship about the writers and their eras, post opinions and even watch lectures about literature (most of which are bad, so far, but if you dig you can find substantive ones, and in time there will be more).

What happens in the classroom — humans paying attention to books and one another — may seem rudimentary to a fault, but it’s a vanishingly rare and precious experience. Most of the people in the room will never again gather regularly with other people to think deeply about something they have all read, uninterrupted for 75 whole minutes by text messages, emails, buzzes, beeps, dings, klaxons, flashing lights, tempting links, breaking news alerts or GIFs of naked mole rats dancing..."

One way of thinking about this is the idea of "network effects"; the idea that the more participants on a network you have, the more attractive the network is.  So in a classroom, consider the activity, the speech in the classroom during the duration of the class to be a network, where the more participation you have the more value for all.

I don't know that the observation leads anywhere, but I like it.  

Reopening Schools--Possible Baby Steps

Fairfax County just announced they'll start schools 100 percent using distance learning.

I sympathize with the problems school boards and principals have in dealing with the pandemic. 

In tackling new problems I like to work with baby steps.  In that light, my idea, worth no dollars and with no experience in teaching through Zoom or whatever, would be:

• start by moving teachers into school buildings and have them do distance learning from the school, using school facilities.  I'd assume that by and large schools have things, wifi,computers,etc. than teachers have at home.  Teaching from school would also help by allowing teachers to share ideas and troubleshooting.  And having them eat lunch at the school would test that process. Having people in school would test the maintenance and support personnel.  Teachers who are leary of their exposure to the virus in a school context might be willing to try if the immediate environment--the school-- only contains their peers, not their students. 
• assuming no major problems, a next baby step would be to open the school to those students who don't have good access at home. Again, still teaching using distance learning, but in the school building using school facilities.
• other steps might be to  expand the school week, so as make more use of the facilities, but that would require more money to hire teaching assistants.

Healthcare and Education Costs

Both healthcare costs and costs of higher education have soared over the past 20 years, as shown in this tweet.

One explanation often offered for the costs of healthcare is that providers (doctors, hospitals, etc.) are highly paid.  It makes sense to me--the comparisons of doctors salaries here and abroad which I've seen show our doctors to be much more highly paid.  If that explanation is right, then is it also the case that our education providers, professors and colleges, get more money than educators overseas?  That seems counter-intuitive somehow, but that may just be my erroneous impressions.

[update: saw a reference to the fact that average college debt for doctors is $200,000, so it's possible that the high cost of college plays some role in creating the high cost of health care??]