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On the local level I try to practice letter-to-the-editor restraint. Enough people dislike me already so why turn greedy and add to the bumper crop? But last week I broke silence to say a few foolish words about a grand new community center with approx. 40 parking spots out front. Seems to me there couldn’t be much of a community size event with such limited parking unless we added a bus line or an incline trolley to fetch folk from the tourist lot at what was once a bog hole near the downtown. (In true politician fashion I threw my approval at the incline as the most costly and attractive way to solve a problem we shouldn’t have in the first place.) I have all the confidence in the world my insightful comment will make no difference whatever, but I am no less proudly happy being able to show how one bad idea begets (I’m feeling biblical today) another.

I suspect the result will be the usual. Someone will collar me outside a grocery to say I’m anti-government or call me “tea party nut.” Funny how people reach conclusions, but for the sake of clarity I don’t think I can claim either of the two distinctions. I believe in good government and believe that vigorous debate and criticism are ways to make governance effective and strong. On the other, I’ve yet to be drawn to the tea party form of resistance that replaces government with less government as if doing so makes needs and issues decrease as well. I’m not innocent enough for a party where doing nothing is a viable fix. I like that the party speaks up, but their solutions are too youthfully dreamy for the crusted creature I’ve become.

Maybe it’s my name that invites me to draw exception with so much so often. Remember the nursery rhyme “Mary, Mary quite Contrary”? Apparently contrary works if you’re a Harry as well. Us contrarians have a knack and need for bucking the tide, but we can’t take the whole load of critique for contemporary society. Even if I were to limit myself to projects I deeply cared about or strongly supported the burden of critical review would be that of several full-time jobs. I need help, and frankly, every one of you ought to be more ready and willing to speak out in a clear voice. Start with the easy stuff like saying nice things about sweet subjects. You’ll soon progress to an ability to look at the most unctuous proposal and ask with beatific smile, “Which asylum authored this?” With time and practice you too can become annoying and effective. All I beg of you is to avoid the do nothing approach of criticism in favor of the do something effective management style.

Our work is cut out for us because I’ve noted a mountain of what I’d call entrenched stupidity. A while back when I was in a mood to renew my teaching credentials I was told grade transcripts and lists of publications were no longer allowed in credential files. I asked why that was as it seemed (to me in my new-found ignorance) a grade and publication record might be of some bearing for Language Arts Instruction (that’s new-speak for English teacher). The reply, more circuitous than any of Bill Clinton’s best, was to the effect that those signs of competence would disadvantage other applicants. I thought that was the idea, namely to identify the “best” or better experienced, or highest qualified rather than reduce every applicant to a level of mediocrity. I understand current education makes much of self-esteem as a builder upper of a person’s abilities, and in a general sense it is true an educator will accomplish more building up than tearing down.

I’m on the page that far. We don’t have to belittle people to teach or educate, but I fail to see much gain from feel-good self-esteem if the student feels contented with their ignorance or a lack of mastery as if learning was personality and showmanship. There’s no cause for pride in not knowing the basics of the Holocaust, the meaning of “final solution,” or role of Auschwitz. A student should at least have a glimmer of understanding how all of that plays into the Middle East of today where local traditions and religious teaching carry on the anti-Semitism of the Nazis. Or, take historical knowledge to a page further from the usual. Is it solid education if students don’t know of an 800 year history of religious warfare on the Indian subcontinent? Should a fuller education include knowing that 800 years of war included what likely exceeds in numbers of Hindus killed the four plus million genocide of Jews? Are we educated and informed not knowing the belief that brought war to India today heralds itself for peace? We don’t get at the facts, complexities, or peculiar twists and ironies of history by cosmetic application of feel-good or by complacently going along saying “sorry, sorry” if we might so much as touch a toe.

The task of education is not to neutralize minds into smiling emptiness vulnerable to being overrun by any tall tale or fabrication presented them as the new truth. Comprehensive education is difficult. It may be aided by but is not dependent on student self-esteem. (Hint – esteem based on performance might be worth looking at.) A task of government is to balance the often conflicting needs of its people. Should minority rights be acknowledged? Of course they should and must. But, some minority positions may be so far outside the scope that permitting them is at too great risk to others. Our society says NO to bigamy for more than religious/moral cause because in plain social justice there is equity in 1 male plus 1 female that is missing in 1 male with 2 or more wives because each added female further reduces the balance. If you can follow this you’re ready. Your critical voice is needed, so use it.