Posted by
D Drake on Monday, June 18, 2007 11:37:43 PM
My fourth year of elementary school began in the fall of 1969 and ended in the summer of 1970. I loved sports. It was truly the year of the underdog. The Mets won the World Series behind the pitching of Tom Seaver, Nolan Ryan, and Tug McGraw. In January, Joe Willie Namath led the AFL Jets over the NFL Colts in Super Bowl III. The Knickerbockers defeated the Lakers for the NBA championship despite the ailing knees of their center, Willis Reed. Sometime between these events a bulldog named Joe Frazier won an epic battle over the famous Muhammed Ali. I spent much of the school day daydreaming about events such as these. As the hands on the clock approached 2:00, I knew that afternoon recess would provide a break from the monotony of long division, nouns, verbs, and the like. For thirty minutes every afternoon, our class would go outdoors in the Texas heat and play the games and activities we so relished. Afterward, we returned to the air conditioned portable building and lined up at the water fountain before returning to the classroom for the last hour of instruction.
There were, however, exceptions to the routine. On at least one occasion, my teacher felt like the class misbehaved and the entire class was not permitted to go to recess. The majority of the class worked hard and followed rules, but there had been three or four unidentified clowns that acted unruly. As a result, the teacher said the whole class would miss recess. We were handed worksheets – probably long division – and sat miserably in our chairs until the bell rang hours later. I was angry at the teacher and angry at the stupid clowns that had ruined the day for the rest of us. The next day, the environment was back to normal and recess was back on. I don’t recall if the fools learned the lesson or if some of the class pointed out to them the error of their ways. In any event, the class was orderly, the teacher taught, and we enjoyed recess.
It wasn’t fair to punish the entire class for the actions of some. You couldn’t convince the 9 or 10 year old kid in that classroom of that and you can’t convince me today that this was fair. I don’t know that anyone questioned my teacher about the unfairness of punishing innocent people. If someone did, no answer was given. But I am convinced that the teacher’s action was the correct one. By punishing the entire group, order was re-established, the curriculum objectives were met, the guilty were punished, and the innocent lived to see another day, albeit with some unjust suffering.
The teacher did not know who was culpable and didn’t expend a lot of energy investigating the crime. Basically, the message was “if anybody makes my life rough, everyone will pay the price.” Suppose my teacher had decided it was “unfair” to punish the entire class. In today’s classroom the scenario would likely be played out much differently:
Class, your behavior today was not acceptable. I’m not sure who the responsible parties are, but it’s unfair to punish the group for the misbehavior of a few. I would hope you’d think about your actions because it will eventually catch up with you. Now go play.
I guarantee if my 4th grade teacher had responded this way, not only would the misbehavior have continued the next day, I and others would have no doubt contributed to the misconduct. Eventually, the classroom would have degenerated into chaos. As long as you don’t get caught, there is no penalty. Eventually, the teacher would stop teaching and be forced to do nothing but monitor behavior all day long. The class would not learn, but everyone would go to recess and no student would be treated unfairly.
I played football for a few years in middle school and high school. My coaches thought the same way as my 4th grade teacher. During practice, if the right guard moved before the snap count, the entire offense did pushups. When the halfback fumbled the exchange from the quarterback, all eleven of us lined up to do wind sprints. It wasn’t fair. We ran anyway. The next day the execution of plays tended to be better.
My how things have changed since 1970. It’s been 37 years since that time. My leaders in school days of old held simple education degrees; certainly they didn’t have the qualifications to run the country or head the Department of State. Those responsibilities fall to the most educated in our society; the most qualified individuals. Leaders of the nation attend prestigious institutes of learning such as Stanford and Yale. At these esteemed universities, they obtain advanced degrees. Our Secretary of State and the President of the United States are but two of many well-educated government officials presiding over our land.
A few years back, George Bush and Ms. Rice spearheaded a drive to give democracy to the Palestinian people. Now keep in mind that the majority of the Palestinian advocate the destruction of Israel. As Muslims, most believe that sharia should govern the land, and that all religions should be subordinate to Islam. Hamas openly states these policies. Even so, it is the policy of Bush and Rice that all people should have the right of self-determination, and that given that right, would choose to become partners in a global community. To hell with partnership in a global community. The Palestinians voted overwhelmingly for Hamas.
Ever true to core beliefs, Hamas violently took control of Gaza, seized weapons and materials, and began strictly enforcing extremist sharia as practiced by Al Qaeda, the Taliban, and sanctioned by the Koran. As a result, the hopes of a peaceful, co-existent, two-state solution for Israel and the Palestinians (a pipe dream if there ever was one) were dashed. Iran provides material support for Hamas in the form of weapons. Al Qaeda also influences Hamas, and the population has been educated in hatred for years. It is apparent that Hamas must be defeated and not allowed to gain strength which would allow them to escalate suicide bombing and rocket attacks against Israel.
Israel and the West have the capability to severely punish Hamas. Electricity and other essential services to Gaza are made possible through Israel. The United States and Europe provide economic aid to the Palestinians which allow them to eat (and procure weapons). Simply turning off the spigot would cause great suffering and strife. Yes, there are innocent civilians among the Palestinians, but unlike my 4th grade class, the innocents are not the majority. My fourth grade teacher would simply have cut off the aid. Damn fairness. Practicality, order, and compliance must come first. If the people all suffer, eventually there is a chance for a change of heart and compliance. At that point, aid is a possibility, but only at that point. But the elementary teacher is not sufficiently educated to make such decisions. The great educational institutions of our land have produced more nuanced approaches. After all, fairness to the individual is more important than practicality, order, and compliance. It would be inhumane to allow the suffering of some, simply because they are led by corrupt individuals and heinous killers. Perhaps if we show them we care, their hearts and minds will eventually be won over.
I keep thinking back to my 4th grade teacher. What if her name had been Ms. Rice and the Principal had been Mr. Bush? I wouldn’t have felt angry that day I missed recess. I would have been treated fairly. But how long would it have taken to learn long division?