View from the terrace of the family's Brooklyn Heights apartment

Thursday, April 19, 2012

Pedestrian Verse


I usta think a poem had to dance
step, tango, or tap
waltz, jig, or wiggle 
in a rumble rag or nimble prance:
a muscular mannequin in powdered tights
with amply padded crotch 
springing high as a hedge  
and slowly alighting while dazed we watch
a tutued Barbie with flattened chest
spinning on toe like a top
or puppet-like with jerky grace
skating an inch above the ice
I thought a poem should whisper or shout
Listen! Listen! Listen to this!
as a dancer jumps or struts
before our spellbound trance
But no more. A sophisticated bard now reveals
The end of a line by randomly pressing the return 
Button, with syntax in no discernible shape
At all. And commences his or her next quiet, clean,
If pedestrian, verse, say, with a letter in
The upper case or a preposition 
Out of joint. 
And all with aplomb--and no regrets:
no ruffles, spangles, toes on point
no scraping cleats, stamping heels,
no jangling thump of tambourine 
no swirling skirt, flouncing cape
or clackity-click of castanets.

Wednesday, April 18, 2012

Merry-Go-Round


A fat aunt sidesaddle 
in neon slacks 
licks a pistachio custard
(now a grinning tiger)
while the calliope groans
for a circus of charged-up kids
who drop crackerjacks
and reach for rings of gold
(again the grinning tiger)
as a little blond boy in blue 
grasps the brass pole
of his swooping steed
eyes shut in white fear
(again the grinning tiger)
and chariots drawn by plyboard swans
carry tots too small
to ride on wooden chargers
         until
(once again the grinning tiger)
the cymbals
the hawk of the barker
the dizzy delight
(and even the grinning tiger)
with a resonant clang 
all of a sudden--cease.

Tuesday, April 10, 2012

An Up-Side-Down School?



 If the media are to be believed, just about everyone is unhappy with public schools as they are—school boards, principals, parents, and politicians. In the face of this disenchantment, there have been extraordinary federal mandates such as No Child Left Behind and Race to the Top, currently being tinkered with because of reactions in the schools that range from dissatisfaction to outrage. Foundations, corporations, and wealthy individuals have gotten into the act, some from a desire to improve universal public education, others to replace it with charter or private-sector schools. The focus of most educational reform is on teachers. In my home state, Connecticut, Governor Malloy’s program, though it may differ in details, will apparently have the same focus as the federal mandates. The goal is to discover who the good teachers are and reward them, while identifying and retraining or dismissing those found wanting. The usual method is to test students in order to evaluate the performance of their teachers as well as of the schools themselves, a procedure that has produced a quagmire of questions, objections, and a maze of statistics, dear to the hearts of bureaucrats fond of crunching numbers. Certainly, standardized tests are inexpensive to print, administer, and machine correct, but just what do they measure? Though they show the willingness and ability of an individual student to take a standardized test, they may have little or no relationship to anything else, including the proficiency of the teacher. 
Of course, the kids, colleagues, and most principals already know who the really great teachers are as well as those few who are just awful. Most teachers are somewhere in the middle and are doing a commendable job. Critics of the current focus of reform claim that frequent standardized testing is counter-productive, that it will bore students, frustrate teachers, and destroy much of the curriculum that is not being tested, and they argue that poverty and straitened family circumstances are the fundamental causes of underachievement--not  the classroom teacher. So perhaps there is a better approach to improving education, one that deals with issues more basic and significant than teacher evaluation.
A brief look at two high schools, about nine miles apart in eastern Connecticut, yields some counter-intuitive surprises and strongly suggests that poverty and ethnicity are major factors in the failure of a school. Windham High School is located in Willimantic, an urban center and former mill town; E. O. Smith High School is located in largely rural Mansfield, right next to the University of Connecticut campus. While the towns are adjacent, Willimantic, though it features many fine Victorian homes, is relatively poor, with a median household income of $45,465, and Mansfield is considerably wealthier, with much higher real estate values and a median household income of $66,304. According to test results Windham High is failing, with a GreatSchools rating in the bottom 10%, and E. O. Smith is doing a lot better with a GreatSchools rating in the 50th percentile..
Some might believe that the relative amount of money spent on these schools is the key to success. Surprisingly, Windham, despite its annual struggle to pass its educational budget, spends slightly more per pupil than wealthy Mansfield, and its school spends a slightly higher proportion of its budget on instruction. The most obvious difference is that of those attending Windham, 60% are eligible for free or reduced-price lunches, twice the state average, while at E. O. Smith only 8% are eligible. In addition, only 38% of Windham’s students are Caucasian, while the figure for E. O. Smith is 88%. Though there is little difference in the money spent per student and the resources available, there is a considerable disparity in the proportion of students from ethnic minorities, which in this region are mainly Hispanic. For example, only 4% of E. O. Smith students are Hispanic, while the figure for Windham is 54%. The obvious, if certainly unpopular, solution to this extreme ethnic imbalance would be busing. Most probably, however, busing would be bitterly opposed and would in all likelihood, considering only grades on standardized tests, do little more than raise Windham’s scores a notch or two and lower E. O. Smith’s by about the same amount. 
Instead of focusing on the performance of teachers or waiting for the millennium when poverty and straitened family circumstances will be no more and ethnicity will no longer be a negative factor, why not experiment right now with a structural change in public education? A revenue-neutral revolution would be to change the culture of the schools by turning the system upside-down—literally. In place of a top down hierarchy with mandates from school boards, superintendents, and principals, try a democratic, bottom-up approach. Let the teachers elect a principal for a given term; let committees of teachers, with input from parents and students, determine policies--budget allocation, curriculum, evaluation, activities, and the like. In short, empower the teachers, parents, and students to make all the important decisions  about their school. Such a change in the culture of the school would motivate all parties involved and ensure that everyone is heard and their questions addressed. Motivation is surely the single most important predictor of success in school. Of course, such a change might best be introduced with pre-schoolers and work its way through a system from the primary school, through the middle school, and finally high school. Perhaps some “under-performing” school district is ready for such an experiment.

Totentanz


A bent little man
in a black surreal trenchcoat
follows me nights
through Washington Square
past the warm brothers
and by the late dogs
I have never seen him
for he is fleet
looking over my shoulder
I sense him dash 
to my blind side
He has a voice like Woody Allen
and mumbles dismal folksongs
I’m quite certain
though I have never heard him
Each night
as I pass the empty fountain
where kids in July
splash in their innocent underpants
I step up my pace
to elude again
the stroke of his ridiculous scythe.

Song of Un-Belief


Zeus, cloud-gatherer
gray-eyed Athena
many-talented Apollo
and Aphrodite from the sea
explain:
licks of hap luck
the ruck of brine wrecks
and my tack in time’s wrinkle
better than the War God of Sinai
or the Preacher of Peace
Therefore
the gods I choose not to believe in
remain:
well-meaning, intemperate Zeus
Athena who may or may not smile
Apollo of the dawn
and salt-scented, golden Aphrodite.

An Old Man, Me?


It feels odd being called an old man, even now that I’m pushing eighty. When young, I thought of my life as an adventurous novel, a Bildungsroman with me, of course,  the hero, and everyone else--relatives, friends, classmates--in supporting roles. I stayed young, at least in my own head, for quite some time. Well into my forties, middle-aged described someone ten years older. Then I began to notice that young people on the street, even girls, were walking faster, overtaking me effortlessly. I’d not realized that slowing down was to be understood literally. Of course, it did become difficult, at sixty and beyond, to maintain the illusion of youth or even middle age. At family gatherings, with grandchildren the center of attention, I became one of the elders, obviously on the periphery, no longer a major character. At times my back ached, my bones and muscles rebelled, my bowels became less predictable, and walking any distance could be a chore. Always a talker and spinner of yarns, I found I had less to say.
One early sign that I was over the hill was when attractive women, rather than avoiding eye contact, looked me straight in the eye and smiled; at a further stage, check-out girls in supermarkets began to call me honey. Even young men would hold a door for me, and a young mother once cautioned her toddler, “Be careful, it’s an old man!” An old man, no longer a player in the comedy of gender, I’d become neuter. There were also ironies that accompanied aging: always an enthusiastic sojourner abroad, particularly to academic conferences, now that I have ample time, I don’t care to travel any distance; always an enthusiastic, if mediocre, golfer, I can no longer walk a course; a lifelong sailboat enthusiast, I do not trust myself to manage a boat. And old friends, companions, rivals, and colleagues, one after another, I see mentioned in brief obituaries as they pass quietly from the scene. Beyond the old saw that aging isn’t all that bad when you consider the alternative, is there anything positive about growing old?
One plus, obviously, is that I will not die young, unfulfilled, before having had a chance to mature and enjoy a full life. When I reached the biblical three score and ten, the rest of life, I knew, with a bit of luck, would be icing on the cake. Once my children were grown and had children of their own, my wife and I no longer bore the weight of responsibility for our hostages to fortune. After retirement, I learned to my chagrin that the university and the honors program that had consumed so much of my energy and enthusiasm for so many years were managing to survive without me, and that I was surviving quite well without them!  Now, the odds are that I will have avoided life’s greatest blow, the death of a child, or of the one who, as the years go by, I have come increasingly to love, admire, and depend upon, my wife of more than half century, first met at a summer camp when she was fifteen. And, of course, the future is still open, though I think of it in days and weeks rather than years. 
From the perspective of age, things which once seemed so important for good or for ill--the award, the rejection, the triumph--no longer seem to be mountains of achievement or depths of despond but just small bumps in a fairly even road. Now that I’m not in the thoughts of most former students and colleagues, having been named distinguished professor, or elected president of the organization, or having failed to publish the Big Book counts for little or nothing. Though I would hardly think of setting sail for some further adventure like Tennyson’s Ulysses, I do sit at my computer to comment curmudgeonly on the news or add occasionally to my blog. And even though it’s not expected of me--perhaps because it’s not expected of me--I spend some time most days working on a book. The result thus far has been a mystery novel, Double Trouble, which about fifty people have read, and a book of recollections, Serendipity, which has attracted about half that number of readers, mostly family. I’m leisurely working on a sequel to my mystery, but there’s no hurry, no deadline. Though it hardly matters whether the book is published, I’m still curious about what my characters will do next.  
In the Palazzo Reale outside Palermo on the altar of the chapel there is a large image of Christ’s countenance, which appears stern and angry from a distance but which, it is said, grows more gentle and kindly as the viewer approaches. The same I find to be true of representations of Death. When young I was subjected by the Jesuits to baroque sermons almost identical to those suffered through by Joyce’s Stephen Daedalus. In them, heaven was given short shrift, but the everlasting and excruciating  pains of hell were vividly rendered. Once I realized that these were sadistic fantasies, Death as a skull or skeleton or a Grim Reaper in black grew more distant, less frightful, and at times a bit comic. After a few trips to the hospital with symptoms of what might have been a terminal illness, I realized that death would be no worse than falling asleep. Just as I did not regret the centuries before my birth, so I would not miss the years after my departure. Only the living suffer pain, and I mourn for those I will inevitably leave behind. I can now almost accept Walt Whitman’s exultant threnody:
Come, lovely and soothing Death,
Undulate round the world, serenely arriving, arriving,
  In the day, in the night, to all, to each,
  Sooner or later, delicate Death.

Dark Mother, always gliding near, with soft feet,
Have none chanted for thee a chant of fullest welcome?
Then I chant it for thee—I glorify thee above all;
I bring thee a song that when thou must indeed come, come unfalteringly.

Though I am  reluctant to leave a world that is still curious and ample, that remains blessed with people I cherish, it was these verses that haunted me as I sat with my wife recently at a Buddhist funeral, listening to a eulogy for a dear friend. When the instructor of his yoga class began to repeat himself, the loving wife of the deceased ended the ceremony. “Ring the bell again,” she said, “--and laugh.”