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A Place in the Classroom for Faith - WSJ 2/21-2/22/15

2/24/2015

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A Place in the Classroom for Faith

A college president asks: Why are students today so uncomfortable talking about religious experience?

By MICHAEL S. ROTH
Feb. 20, 2015 7:13 p.m. ET

It happens every year. In teaching my humanities class, I ask what a philosopher had in mind in writing about the immortality of the soul or salvation, and suddenly my normally loquacious undergraduates start staring down intently at their notes. If I ask them a factual theological question about the Protestant Reformation, they are ready with an answer: predestination, faith not works, etc.

But if I go on to ask them how one knows in one’s heart that one is saved, they turn back to their notes. They look anywhere but at me, for fear that I might ask them about feeling the love of God or about having a heart filled with faith. In this intellectual history class, we talk about sexuality and identity, violence and revolution, art and obscenity, and the students are generally eager to weigh in. But when the topic of religious feeling and experience comes up, they would obviously just prefer that I move on to another subject.

Why is it so hard for my very smart students to make this leap—not the leap of faith but the leap of historical imagination? I’m not trying to make a religious believer out of anybody, but I do want my students to have a nuanced sense of how ideas of knowledge, politics and ethics have been intertwined with religious faith and practice.

Given my reading list, I often ask these questions about Christian traditions, inviting students to step into the shoes of thinkers who were trying to walk with Jesus. I realize that more than a few of my undergraduates are Christians who might readily speak to this experience in another setting. But in the classroom, they are uncomfortable speaking out. So I carry on awkwardly as best I can: a secular Jew trying to get his students to empathize with Christian sensibilities.

In recent years, I myself have become more accustomed to the awkwardness of my secular engagement with religious practice. After the death of my father, I sought out a place where I could say Kaddish, the Jewish memorial prayer. According to tradition, you don’t say this prayer alone; there should be at least 10. I stumbled upon a small, eclectic group that met early in the morning for a lay service (no rabbi). I could say the prayer with them, and eventually I would stay on for study sessions. Why was this atheist praying and studying? It’s about participation, I told myself. And that was enough.

The people with whom I said my prayer became part of my life. Prayer was like study—or was it the other way around? Studying with them wouldn’t mean I was abandoning my own secular worldview, I thought. I was learning about a tradition in which I’d been raised but had only dimly apprehended. I mostly ignored the question of belief; learning was enough.

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The classroom is another kind of participation. As a historian, I want my students to learn concrete things about major events and daily life in the past, but I also want them to go beyond the facts and try to imagine how it felt to be at a certain time and place; I want them to participate imaginatively in the past while recognizing that this creative act can never be accomplished fully. When we read great books together, I want them to understand why an author made certain choices, how the arguments were first received and how they might be relevant to us today.

When we exercise historical imagination about secular topics, we have an easier time accepting the possibility that we might be wrong, that new evidence might change our minds. Religious questions seem to cut more deeply, arousing…well, some fear and trembling.

So why not just stick to the facts and timelines? Why not just show what is right and wrong in the work of the authors we read? After all, aren’t we now in a position to know the truth about many of the things that they could only guess at? Today we even know what parts of the brain light up when someone prays—or asks questions about prayer!

Those are the kind of objections I get from bright, confident undergraduates, and I try to show them that the questions asked by the philosophers, writers and artists we study have not been settled. Our job in the classroom isn’t to arrive at some definitive historical or philosophical truth about the past but to learn from exercising our intellect and imagination. The books we read together raise issues that challenge our assumptions, calling into doubt what many of us usually take for granted. The questions in these texts are ones to be wrestled with, not answered once and for all.

At Torah study, we begin with a blessing that echoes the commandment to wrestle with the biblical texts. We pledge ourselves not to memorize or obey but to engage with what we read. That’s what I want to offer my students, the opportunity to wrestle with basic questions of love and judgment, justice and violence, grace and forgiveness. What they believe is none of my business, but I do want them to have a sense of what it’s like to be absorbed in robust traditions, including religious ones.

That would be enough.

—Mr. Roth is the president of Wesleyan University and the author, most recently, of “Beyond the University: Why Liberal Education Matters.”

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WSJ article: "Off of Rough Streets, Into a Haven for Learning" 10/10/14

10/13/2014

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Off of Rough Streets, Into a Haven for Learning

Fifty years and 6,000 students later, a Chicago church’s free-tutoring program carries on.

By
Bob Greene Oct. 9, 2014 8:39 p.m. ET

On a crisp-as-an-apple-slice autumn afternoon in Chicago, a man named Tylus Allen looked around a softly lighted chapel and said, “When I first came here, it was because I heard this was where people were willing to help you.”

He is 24 now, a clerk at a downtown hospital. When he began evening visits to the Fourth Presbyterian Church, he was a fifth-grader who lived many grim miles away. His father was in prison. He was a boy who yearned to learn, to better himself, but wasn’t sure how. “I was hoping to find people who wouldn’t give up on me,” he said.

He came to the right place. The church, on a postcard-glamorous North Michigan Avenue corner, has, for 50 years, provided a tutoring program for children as young as first graders. Most of the boys and girls, often from the city’s poorest and most violent neighborhoods, are African-American. Most of the volunteer tutors are white, many of them professional men and women.

On this afternoon hundreds of them—former pupils like Mr. Allen, current pupils, present and past tutors—were gathering at the church to celebrate half a century of lives made better. The premise of what goes on there on weeknights is simple: The children seek one-on-one help with the basics of mathematics and reading and writing. They don’t always get that kind of individual attention in their public schools. There are successful men and women willing to sit down with them at the church and share what they have always taken for granted: the ability to add and subtract and divide, the ability to spell and to read with understanding.

ENLARGE Getty Images I first reported on the church’s tutoring program 25 years ago, and then, as now, I was most struck by the devotion on both sides. On the coldest Chicago winter nights, in drenching rain and biting winds, the children would arrive for their tutoring sessions right on time. So would the volunteer tutors. Attendance was typically 100%.

“At first, the children don’t even know exactly what they’re hoping for,” said Stefani Turken, who is in her 22nd year of tutoring. “But little by little, they see that there is a different world available to them, that they can dream of something better. That if you want it to, life can change.”

Tamatha Webster, a single mother from Chicago’s West Side, said she enrolled her daughter in the tutoring program—it has always been free of charge—when the girl was 6. “She was going to a school where there was so much disruption in classes—children being rude and disrespectful to the teachers. She was trying to block all that out, and learn, but it was very hard.”

Most of the tutors, not all of whom are church members, have just finished a full day at work. “We never start by just opening the books,” said Jon Findley, a bank data-base manager who has been volunteering for 24 years. “These kids bring their day with them. So you listen. It’s important that they know someone wants to hear about their lives. I don’t want to be another person who lets them down.”

Since the program started in 1964—one night a week, that first year, in the church basement—more than 6,000 children have been taught. Now tutoring is available four nights a week. The children who journey downtown from some of the city’s bleakest, most dangerous neighborhoods could be excused for complaining about the hand life has dealt them. But complaining is easy; working to better oneself is hard. The volunteers could be excused—even commended—if they chose only to give money to charities instead. But writing a check is easy; being the person who does something—the one who shows up—is hard.

The rewards, though, are lasting. Tamatha Webster’s daughter no longer has to struggle to learn in chaotic classrooms. She has been a faithful attendee on tutoring nights for seven years now, and because of her intelligence and diligent work has been awarded a scholarship to one of Chicago’s finest private schools.

Her name is Brenna. She said that one of the happiest moments in her life was when, during her first year of tutoring, she finished in second place in a spelling bee, with her mother watching. Brenna aspires to become a pediatrician.

During her early years in the program, she said, on blizzardy days at her public elementary school she would look out the window at the swirling snow. “I told myself that no matter what, I was going to make it to tutoring that night,” she said. “I hoped it wouldn’t be snowed out. There was never a time that I didn’t get there. And there was never a time when they weren’t there waiting.”

Mr. Greene is the author, most recently, of “Late Edition: A Love Story” (St. Martin ’s Griffin, 2010).

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Excerpt from The Weekend Interview with Leon R. Kass - WSJ, April 20-21, 2013

4/24/2013

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By Sohrab Ahmari

Leon Kass was born in Chicago in 1939 to a family of Jewish immigrants. His childhood home was "Yiddish-speaking, nonreligious, lower middle class." At age 15, he was admitted to the University of Chicago where, he recalls, "I did very well on my science placement tests so my adviser made me a science major."

He entered University of Chicago's School of Medicine upon graduation, but not before "acquiring a prejudice in favor of reading old books slowly, a certain taste for philosophical questions, and a keen interest in liberal education."

While he was a medical student, he met and married his wife of nearly 52 years, the classics scholar Amy Kass. The couple went on to Boston, where he completed an internal-medicine internship and earned a biochemistry Ph.D. at Harvard.

"A funny thing happened to me in graduate school," he recalls. "My wife and I spent part of the summer of 1965 in Mississippi doing civil-rights work." The couple lived with a black farmer in Mount Olive, Miss., in a home that had no toilet or indoor plumbing. "I came back from this place with this conundrum: Why was there more honor, goodness and decency in these unschooled black farmers than I found in my fellow graduate students at Harvard, whose enlightened and liberal opinions I shared?"

The answer, he eventually concluded, was that his black hosts displayed "the dignity of honest work and religion"—things he didn't often find among his highly educated peers, most of whom "were only looking out for Number One." 


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Rising From Poverty - Washington Post article 12/08/12

12/12/2012

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In Rust Belt, a teenager’s climb from poverty

By Anne Hull, Published: December 8

Week after week, the mailman climbed the steep hill of Shenango Street to the house with the busted porch steps. “Dear Miss Rouzzo,” the letters began, or “Dear Tabitha Rouzzo.” The college catalogues barely fit in the mailbox. They stuck out like gift-wrapped presents against white aluminum siding gone dingy from decades of wear. On the porch were three new Linen Breeze decorative candles — a nice try, thought the actual Tabitha Rouzzo, who came walking up the hill every afternoon with her mind on the mailbox.

The 11th-grader seldom brought anyone home, and when she did she would sort of draw in a breath and say, “Well, here it is.”

Her Victoria’s Secret bag was crammed with track clothes and school papers. At 17, with dark hair and dark eyes, she was a version of the actress Anne Hathaway if Anne Hathaway had stars tattooed on her hip, chipped blue nail polish and lived two blocks from the projects.

Tabi shared the rental house with her mother and sometimes her mother’s boyfriend. Her four older siblings were grown. None of them had graduated from high school. They wore headsets and hairnets to jobs that were so futureless that getting pregnant at 20 seemed an enriching diversion. Born too late to witness the blue-collar stability that had once been possible, they occupied the bottom of the U.S. economy.

“I’m running from everything they are,” she said.

The question was whether Tabi could outrun the odds against her.

She knew that colleges sent out millions of letters to 11th-graders who took the Princeton Review prep course. The whole Dear Tabitha campaign was about as personal as fliers from Tire Express. But nearing the end of her junior year of high school, without a single item of value to secure her future — not even a $50 U.S. savings bond from a departed relative — the mail was all she had.

So she sweated it out the old-fashioned way, joining Spanish Club, Chess Club, Bible Club, Art Club and the track team, where she may have been the worst pole-vaulter in the Pennsylvania-Ohio border region. On Wednesday nights, she was at church waving her praise hands in the air, and on Friday night, it was a school production of “No, No, Nanette.”

With no working vehicle at home, she had to walk most places. You could see her hoofing across the industrial landscape, her pink bag slung over her shoulder.

Tabi kept the college mail upstairs in her bedroom. She wrote back to 22 schools that offered biochemistry programs. Her goal was to be a forensic scientist in North Carolina. “It seems nice,” Tabi said, though she had never been. She had never flown on an airplane. Her laptop was a secondhand PC she bought from a guy for $60. Her bedroom window overlooked a field strewn with Filet-O-Fish wrappers and Keystone Ice empties and, lower in the valley, the stacks at Ellwood Quality Steels chugging smoke.

***



Long before the recession, New Castle was a place of vanishing opportunity. It was 50 miles from Pittsburgh but felt farther, and while Steelers banners hung from awnings, the hard hat was a remnant of the past. Retail and food service jobs now outnumbered manufacturing jobs in the county. The top three employers were the hospital, state government and Liberty Mutual insurance company. Number seven was Wal-Mart, where Tabi’s older brother worked in dairy until he was fired for stealing an energy drink.

Tabi heard stories about the olden days. She came from welders and ceramic production workers. But, to Tabi, the sprawling Shenango China factory where her grandfather and great-grandfather worked was just a boarded-up place on the way to Wal-Mart.

Her New Castle was the one that existed now: white, working class, with poverty that had deepened into the second and third generations. Nearly three-fourths of the students in Tabi’s school qualified for free or reduced-price lunches, and one-third of New Castle families with children younger than 18 had incomes beneath the poverty level.

During the 2012 election, the campaigns of President Obama and Mitt Romney visited Pennsylvania a combined 38 times. With Ohio next door, the candidates and their wives barnstormed the region like few other places, focused almost entirely on the economy and strengthening the middle class. After the election, New Castle was still a hard town to be young and poor in.

They had $50 prepaid phones and $5 Day-Glo earbuds with the Chinese innards spilling out. They went to Township Tan for the 15-minute prom special. But the backwash of America’s affluence was a dim substitute for the promise of the middle class, which had moved farther from their reach. The decline in economic mobility has made the bottom more difficult to climb up from.

Unlike her counterparts in higher ranges, prepped for ascension, Tabi Rouzzo had only herself.

At 13, she started working in a deer slaughterhouse. Her friend Gloria told her about it, and Gloria’s mom drove them out there. They were greeted by a cold room with kerosene heaters. For $10 an hour, Tabi was to stand at a table cutting butterfly filets.

With a bloody knife in her hand and a circular saw whining behind her, labor laws being violated by the minute, Tabi decided on the spot that work offered freedom. She went back the next two winters, through 10th grade. Off-season, she cleaned rental properties, clerked in a mini-mart and baled hay at a farm.

In 11th grade, Tabi needed a job she could walk to and found Splitstone Entertainment, a storefront that sold used electronics, along with a selection of stun guns, nunchucks, ninja throwing stars and factory-boxed Star Wars collectibles. People brought in their Xboxes and PlayStations to unload, and Tabi cleaned them for resale.

“The controllers are real greasy,” she said one Saturday afternoon, pulling back her hair for the task. She was not complaining. Even describing the slaughterhouse, she sounded like a butcher and not a squee girl. “I’m a grown man,” she joked. It was somehow true. She had not a line on her porcelain face but a weariness was already in her.

After work that night, she met Gloria at Sheetz for dinner. Gloria was working midnights at the Subway inside the Pilot gas station for $8.60 an hour and was no longer in school.

“This town is dragging everyone down,” Tabi said a few days later.

The mailbox at home remained a repository of hope. Tabi’s mother brought the mail in every day. “She’s got colleges all the way from Texas wanting her,” said Patricia Edmonds, bragging about her daughter.

Tabi didn’t spend much energy correcting the record. School, and her future, had always been hers to figure out.

Her mother had five kids and no husband at age 23. Tabi, the last born, was a welfare and WIC baby who grew up with evictions and lights getting cut off. Her 39-year-old mother remembers it differently.

“I tried to give them everything,” Patricia said. “You wouldn’t find one of my kids without a matching bed set.”

Monthly income for Tabi and her mother at the house on Shenango Street was an $824 check from Social Security, food stamps and survivor’s benefits for Tabi from the death of her father, a welder who died of an overdose. Patricia spent a lot of time on Facebook, posting shout-outs to her four grown children, “I’m cookin’ sauce, you comin’ home or what?” She listed herself as a “Stay at home mom” with a qualifier — “QueenBitch.”

Tabi thought her mother should get a job. “I don’t ever want to sit on my butt, waiting on hand and foot for someone to help me,” Tabi said.

It was her greatest motivation. The college mail reminded her how badly she wanted to escape her mother’s destiny. And yet the glossy pictures of emerald campuses revealed how far away that green world was.

***



Tabi’s alarm for school went off at 5:45 a.m. It sounded like a firehouse bell, as if to stress the urgency of the moment. Tabi used to share the room with her older sister. One morning, Tabi’s sister decided not to get up, and that was that for high school. Tabi pulled herself from bed.

The crowded halls of New Castle Junior/Senior High School enveloped her. “Yo, Tabs,” a teammate from track called. Tabi wore khakis and ballet flats. The hard protective shell Tabi wore at home was gone.

Despite her aspirations, Tabi was not pushing herself at school. She rarely brought work home. Some of her teachers used class time to let students complete their assignments. If Tabi had extra homework, she blew through it at lunch. Even so, she maintained a 3.0 GPA while taking honors courses.

Four and five decades ago, when New Castle High was full of factory workers’ kids, the school taught Chinese, Latin, German, Spanish, French and Italian. Now it was Spanish, French and Italian. As students became poorer, standards dropped lower. Tabi’s junior year, the average SAT score was almost 200 points below the national average. To boost scores, the school has made the Princeton Review college prep course free for all sophomores during class hours. Private tutors are luxuries of a different solar system.

Tabi planned to take the SAT before the school year ended. She kept reminding herself to sign up.

She worked other angles. The annual science competition was coming up. In the ninth and 10th grade, Tabi made it to the final round, and she was hoping for a repeat performance and a trip to Penn State.

“The main campus,” Tabi said, as if speaking confidentially. “Maybe someone will see my project and help me get a scholarship.”

What would have been nice was to be her friend Matt. He had an iPhone and two parents. They recently took Matt to visit Robert Morris University, a small liberal arts school outside Pittsburgh, and invited Tabi to come along.

A week later, in her school cafeteria, she was still talking about the trip. The campus tour was beautiful, and afterward, they met with an admissions counselor who estimated the cost of one year was $34,000. Tabi jumped in to warn Matt.

“I said, ‘Matt, you’re going to be paying off the loan for the rest of your life!’ ” she recounted at lunch. “His dad said, ‘I think I got it covered.’ ”

There was more. On the way back to New Castle, they stopped for dinner at Olive Garden. Tabi couldn’t help noticing the bill. “It was like $70!” Tabi said. “And it was no sweat off their back.”

In the cafeteria, she went back to her free lunch and packed up for pre-calculus.

She needed to stop by the guidance office. At New Castle High, the office was the make-or-break room. It’s where college-bound seniors stopped for applications — for loans, waivers, scholarships and grants. Mrs. Gibson, the senior guidance counselor, helped them fill out the paperwork. She also arranged etiquette dinners that taught proper grooming, eating and the do’s and don’ts of dressing professionally.

But decorating the ceiling of the guidance counseling office was her most inspired idea.

It was a patchwork of college T-shirts. They were stapled across the entire ceiling. Each was autographed by a New Castle High grad who had gone on to glory: Slippery Rock University, Youngstown State University, Robert Morris University, Butler Community College, St. Vincent’s College, Clarion University, Penn State and Pitt. The parachute hovered like a subliminal cloud: You can do it.

The deadline to sign up for the SAT came and went. Distracted, Tabi forgot.

***



Every Wednesday night, Tabi got a break from the hand-over-hand climbing that consumed her life.

She usually sat in the same spot: the front row, closest to the preacher. When Pastor Shawn told Tabi she would look back in 20 years and be blown away by all the things God had done for her, she hoped he was right.

But on one night, the chairs were cleared out. An inspirational thrash metal band was performing live at First Assembly of God. Half the teenagers in New Castle seemed to be going, Jesus-loving or not.

For years, Tabi rode the church bus that swept through New Castle’s threadbare neighborhoods picking up poor kids. On the night of the concert, Tabi got an upgrade. Her friend Miranda gave her a ride. Traveling by private coach was the way to go.

Not a single space was left in the parking lot as the arrivals poured in — Tabi by car and the poor kids by bus. They tumbled down the stairs in a cloud of Sexiest Fantasies Body Spray. One girl was holding her MP3 player in the air like a transistor, the tiny rattling of Mindless Behavior’s “Valentine’s Girl” piping out through the 1-by-1-inch speaker.

Inside the church, God’s abundance overflowed. Pastor Shawn had ordered enough pizzas and nachos to feed the Rust Belt. Shawn Galla, the 26-year-old youth pastor, had convinced church elders that a night of metal music and free prizes was more likely to bring in New Castle’s teenagers than praise music and juice boxes.

Having grown up in working-class Pittsburgh with a single mother, Pastor Shawn thought he knew his audience when he took the job in New Castle in 2008, until he launched a fundraising drive for his kids and found their parents selling the Auntie Anne’s pretzels for cash for themselves.

Tabi had inched her way to the front of the crowd when the lights went down and the screaming started. Pastor Shawn was on stage ready to start flinging CDs and McDonald’s gift cards into the crowd.

“We’re giving away free stuff!” he yelled. “EVEN JESUS!”

The band Icon For Hire was pierced and mohawked. “WHAT’S UP, NEW CASTLE!” the lead singer shouted, and the head banging commenced. The evening’s motivational speaker, Seth Franco, a former Harlem Globetrotter, told his story of injury and comeback and invited anyone to raise their hands and come forward if they wanted to accept Jesus Christ.

“There’s more to life than nothing,” Seth said, as the electric keyboard softly lulled and the lights dimmed. “There’s more to life than this town.”

Words to Tabi’s ears. She was not exceptionally pious and she had made her share of transgressions, but she always felt better at this moment when she closed her eyes and let go. The kids from the bus had their heads bowed, too. Some were wiping away tears, a few were sobbing, their shoulders heaving in the darkness of the church.

Then the lights blasted back on and Pastor Shawn was onstage, holding something small in his hand.

“WHO WANTS AN IPOD?”

***



The silver sporty coupe arriving at Tabi’s one Saturday night was so polished and punctual that it made the sagging house sag a little more. The Dodge Stratus idled at the curb. Tabi came down the busted porch steps in a skirt.

In Deric Lewis she had a boyfriend with the right mix of qualities. “He has goals,” Tabi said. “He’s kinda smart. He works. He’s always there five minutes early.”

But he was also a source of tension in the house and had stopped going inside. Tabi’s mother said Deric was a snob and was turning Tabi against her family. Tabi said that Deric was the best thing that ever happened to her. Opening the car door, she left her mother and “Storage Wars” behind.

Deric was 19 and smelled of soap. He worked full time at Castle Cheese, where he wore a hairnet in 100-degree heat reaching into milky buckets of mozzarella for $9.65 an hour. His dad was a scrap-metal worker. Determined to have an office job someday, Deric was a full-time student at the community college.

He and Tabi were headed for the outlet mall in Grove City, 30 miles away, to see if Deric could use a $20-off coupon he had at Aeropostale. Tabi leaned in close as he drove, until he yawned, and she punched him in the arm.

“Hey!” he said, laughing. He reminded her of his 6 a.m. shift that day. Tabi pointed out that she had also worked eight hours that day.

They were the oldest teenagers in America.

All around them in the rural dark, energy companies were buying up land for natural gas exploration. Deric heard in class that Shell Oil was building a $3 billion refinery site in Beaver County. There were millwright jobs across the border in Youngstown. Deric wondered if he was doing the right thing pursuing a business degree, which would take three more years of killing himself at the cheese plant.

Tabi thought school was the answer, and they should stick to the plan.

“We’re lucky; we both work,” she said, as they arrived at the outlet mall. “We have the advantage that others don’t.”

They held hands as they walked to Aeropostale. Deric didn’t find anything. He folded the coupon and put it back in his wallet. Tabi took an armful of clothes into a dressing room. It was nice to try on new things.

“How’d those work out for you?” a saleswoman asked. Aeropostale would not be getting a dime of Tabi’s money. The $124 in her purse — she was a fanatic about counting her cash — was going toward a trip to Chicago with the Spanish Club. She returned every item.

Back in New Castle, they drove around, killing time. High on a hill, the lights of the city blinked below, and in the pockets of darkness were the abandoned mausoleums of industry.

“They say money doesn’t buy happiness, but I would love to be crying in my Porsche,” Deric said.

Tabi’s phone flashed with a text. Keys in the mailbox.

“Well, mom’s going out,” Tabi said, sounding both annoyed and apprehensive.

Later that night, Deric brought Tabi home to her dark patch of Shenango Street. She was almost to her front door when she heard her name being called. The woman was vaguely familiar, a neighbor, someone her mother maybe knew. She asked to borrow Tabi’s phone. Then the woman asked for a glass of water. Tabi put her stuff down and went to the kitchen.

When she came back with the water, the woman was gone and so was Tabi’s purse.

***



With crystal force, the stolen purse exposed the tension between Tabi and her mother, proven out in the weeks that followed.

Tabi partly blamed herself for responding to someone on the street at 1 in the morning. But she also blamed her mother for living in a neighborhood where people needed money at 1 in the morning.

For years, Tabi hid her cash in small stacks around her bedroom. Tabi was more flush than her mother. If her mom asked for a loan, Tabi charged 20 percent interest. Once, when her mom ran out of food stamps, Tabi, as if to impart a lesson, went out to eat.

Patricia Edmonds felt her daughter’s judgment. Tabi was different from her other four. Patricia marveled at her as a spectator would, watching something rare and unexpected.

“She wants so much for herself,” Patricia said.

Patricia hung Tabi’s awards on the living room wall. The sprawling constellation gave Patricia a tangible sense of accomplishment.

In her face and spirit were traces of the cheerleader who got pregnant in the eighth grade. Patricia’s father was a welder and her mother a nurse’s aide. The love of her life was a dark-haired welder named Frankie Rouzzo, Tabi’s father. They had two daughters and Tabi on the way when they split. He died when Tabi was 10, and since then Patricia had maintained a fragile livelihood on the survivor’s benefits for her three daughters.

She tried pleasing her vegetarian daughter, buying Tabi her favorite chocolate soy milk and making special trips to Wal-Mart for the bags of lettuce Tabi liked. “I made her Taco Bell Grande with tofu meat,” Patricia said.

But Tabi had withdrawn. She came home from track practice, poured some lettuce on a plate, doused it in ranch and took her dinner upstairs.

The explosion happened on a Saturday night. Patricia was bigger, badder and louder than Tabi. But Tabi had resentment that went back years.

She said Deric hadn’t brainwashed her against her family; the feelings were entirely her own. There was a difference between bad luck and bad choices, Tabi said, and she had grown up captive of her mother’s choices.

“You think you’re better then me, don’t you?” Patricia yelled. “I had five kids!”

“Mom,” Tabi yelled back, “you quit school. Does it dawn on you after your first [child] not to have a second one?”

It was a lethal blow, as only a teenage girl could deliver. Patricia got pregnant in the eighth grade, the same age Tabi was when she started at the slaughterhouse.

Patricia grounded Tabi for a month. She confiscated her phone — which Deric had paid for — and banned all activities except school and work.

One day after school, Tabi went to see her Uncle Bill about moving in with him. He worked at the jail and was a steady presence. When Tabi was 10, she went to stay with him when her mom was in a period of chaos. He took her to violin lessons.

Standing on the sidewalk at Uncle Bill’s, the sun beat down. Tabi and her uncle and his wife were quiet.

“What are you gonna do?” Bill said, still in his jail uniform.

“It’s up to you, Tab,” Sybil said.

Tabi left their house on foot. She took the broken sidewalk that led her downtown. The beige mannequins and the Coney Island, the old motor lodge and legal disability clinic, Tabi hardly looked up.

“If I move out, my mom would lose the check, lose everything,” Tabi said, weighed down by the decision.

When she reached home, it was different. Pine scent wafted. Folded stacks of laundry sat on the couch. The cleaning spree went on all week. Patricia went room to room, carrying out bags to the curb and posting her progress on Facebook. She was serious about taking a course in emergency medical technician training.

Patricia declared she was turning it around. Tabi had heard it before. But this time, her mother made a promise and extracted one from Tabi — she had to break up with Deric.

Wanting to believe, Tabi agreed.

***

On a Saturday morning in June, Tabi walked to school to take the SAT. She had remembered to sign up for this one. Five interminable hours later, it was over, and Tabi went to work.

Summer without Deric was empty. There were grimy Xboxes to clean at Splitstone and swimming at the rock quarry. On Friday nights, Tabi and a friend hung out at a convenience store where a handwritten sign on the beverage station said, in friendly curlicue, “Smoothies, Slushies and Fountain pops cannot be bought with food stamps!”

Tabi got her first plane ride — a church mission to Guatemala.

When school started in the fall, senior year felt different. An hourglass had been turned and the sand was falling. The college buzz greeted Tabi in the hallways, and it gave her the feeling that she was somehow already behind.

“Everybody’s asking, ‘Where are you going?’ ” Tabi said. “That worries me I don’t have it figured out.”

Applications to fill out, deadlines to meet — it all hovered. Her SAT results were not what she hoped. They were above the average score at New Castle but well shy of the national median.

But Tabi, a master of contingency, already had a Plan B. On top of school, she started night classes to get certified as an EMT. True to her promise, her mother enrolled, too, and they sat side by side, sharing Tabi’s textbook.

Patricia, who had not been in a classroom since eighth grade, spent afternoons at the public library. She and Tabi left Shenango Street for a new rental house, funded with help from Patricia’s boyfriend.

Buried in school, work and EMT training, Tabi began to recalibrate.

The Navy recruiter was in the cafeteria at school when a 17-year-old girl approached. She was ready to sign her name — Tabitha Rouzzo. She didn’t want to hear a pitch. Tabi had learned enough online about a reservist’s pay and travel. College could wait. When it did start, tuition would be on the Navy and Tabi would be gone from New Castle.

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American Creed - David Gelernter WSJ op-ed

7/12/2012

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By DAVID GELERNTER Presidential elections are America's season for serious chats around the national dinner table. The sick economy, health care and the scope of government are the main issues. But another is even more important. Who are we? What is the United States? Recently Gov. Mitt Romney urged us to return to "the principles that made America, America." But too many of us don't know what those are, or think they can't work.

Yes, Americanism evolves, and by all means let's change our minds when we ought to. We should always be marching toward the American ideals of freedom, equality and democracy, as we did when we ended slavery, granted women the right to vote, and finally buried Jim Crow. But if we forget our basic ideals or shrug them off, as we are doing today, we no longer deserve to be great. Without our history and culture, we have no identity.

Almost no one believes that our public schools are doing a passable job of teaching American and Western civilization. Modern humanities education starts from the bizarre premise that students must be cured of the Europe-centered, misogynist, bigoted ideas of the past. Many American children have never heard a good word for the United States, the West, Judaism or Christianity their whole lives.

Who are we? Dawdling time is over. We have failed a whole generation of children. As of fall 2012, let all public schools be charter schools, competing for each tax dollar and student with every other school in the country. Of course this is a local issue—but a president's or would-be president's job is to lead. There are wonderful teachers, principals and schools out there, and a new public-school system based on the American ideal of achievement will know how to value them.

No principle is more American than equality. Every generation has strained closer to the ideal. We have seen the near eradication of race prejudice in a mere two generations—an astounding achievement. We are a nation of equal citizens, not of races or privileged cliques. Affirmative action has always been a misfit in this country. A system that elevates individuals because of the color of their skin, their race or their sex has no place in America.

Yet a boy born yesterday is destined to atone (if he happens to be the wrong color) for prejudice against black women 50 years ago. Modern America is a world where a future Supreme Court justice, Sonia Sotomayor, can say publicly in 2001, "I would hope that a wise Latina woman with the richness of her experiences would more often than not reach a better conclusion [on the bench] than a white male who hasn't lived that life."

Once a justice has intuited, by dint of sheer racial brilliance, which party to a lawsuit is more simpatico and deserving, what then? Invite him to lunch? Friend him on Facebook? This is not justice as America knows it.

Next Independence Day let's celebrate the long-overdue end of affirmative action, and our triumphant return to the American ideal of equality.

Modern American culture is in the hands of intellectuals—unfortunates born with high IQ and low common sense. Witness ObamaCare, a health-care policy, now somehow deemed constitutional, that forces millions of Americans to buy something they don't want.

Bilingualism was the intellectuals' response to one of the best breaks America ever got, a common language to unite its uncommon people. Resolved: The federal government will henceforth conduct its business and publish its statements in English, period. There is plenty of room in this country for new immigrants of all races and religions who want to learn America's culture and be part of this people; none for those who dislike all things American except dollars. Resolved: The federal government will henceforth enforce its own immigration laws.

America's creed is blessedly simple. Freedom, equality, democracy and America as the promised land, the new Jerusalem. What Thomas Jefferson had in mind when he invoked "the favor of that Being in whose hands we are, who led our fathers, as Israel of old, from their native land and planted them in a country flowing with all the necessaries and comforts of life."

President Obama rejects this creed. He doesn't buy the city-on-a-hill stuff. He sees particular nations as a blur; only the global community is big enough for him. He is at home on the exalted level of whole races and peoples and the vast, paternal power of central governments.

The president has revealed no sense of America's mission to move constantly forward "with malice toward none, with charity for all, with firmness in the right, as God gives us to see the right." Lincoln's sublime biblical English uses the parallel stanzas of ancient Hebrew poetry. That is who we are: a biblical republic, striving to live up to its creed. The dominion of ignorance will pass away like smoke and we will know and be ourselves again the moment we choose to be. Why not now?

Mr. Gelernter, a professor of computer science at Yale, is the author of "America-Lite," out on July 4 by Encounter Books.

A version of this article appeared July 2, 2012, on page A11 in the U.S. edition of The Wall Street Journal, with the headline: What Is the American Creed?.


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Religion and Education - April 2011 Washington Post Magazine

4/13/2011

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Embracing a classical education By Julia Duin, Sunday, April 10, 11:03 AM It’s 1 p.m. and time for Amy Clayton’s fifth grade to show off their memorization skills.

Decked out in blue long-sleeved shirts and dark pants for boys and bright yellow blouses and plaid jumpers for girls, the students begin with the words of Patrick Henry’s immortal “Give me liberty or give me death” speech first delivered on March 23, 1775, in Richmond. That recitation merges into verses from Henry Wadsworth Longfellow’s “Paul Revere’s Ride.” That morphs into a few phrases from the Declaration of Independence, the Preamble to the U.S. Constitution and finally to fragments of speeches by Frederick Douglass and Abraham Lincoln.

“Beautifully done,” Clayton says at the conclusion. “We just encapsulated 80 years of American history in our recitation.” She is engaged, dramatic, and students are nearly jumping out of their seats trying to answer her questions about the beginnings of the Civil War. To her right is a banner containing a quote from Aesop: “No act of kindness, however small, is ever wasted.” Near that hangs a crucifix.

This is St. Jerome Classical School, the new name for what once was a traditional Roman Catholic elementary and middle school in Hyattsville. Starting last spring, St. Jerome’s began transforming itself from a debt-ridden, pre-K-8 institution into a showcase for one of the more intriguing trends in modern education. It is one of a handful of archdiocesan Roman Catholic schools in the country to have a classical curriculum.

“Classical” education aims to include instruction on the virtues and a love of truth, goodness and beauty in ordinary lesson plans. Students learn the arts, sciences and literature starting with classical Greek and Roman sources. Wisdom and input from ancient church fathers, Renaissance theologians and even Mozart — whose music is sometimes piped into the classrooms to help students concentrate better — is worked in.

On the hallway walls outside Clayton’s classroom are student posters on the theme “What is goodness?,” “rules for knights and ladies of the Round Table,” drawings of Egyptian pyramids, directions to “follow Jesus’ teachings” and “be respectful toward others,” and other exhortations to live a noble life.

“The classical vision is about introducing our students to the true, the good, the beautiful,” Principal Mary Pat Donoghue points out. “So what’s on our walls are classical works of art. You won’t see Snoopy here.”

Classical theory divides childhood development into three stages known as the trivium: grammar, logic and rhetoric. During the “grammar” years (kindergarten through fourth grade), children soak up knowledge. They memorize, absorb facts, learn the rules of phonics and spelling, recite poetry, and study plants, animals, basic math and other topics. Moral lessons are included.

Thus, in Mary Pat Pollock’s first-grade class, students recite an Aesop’s fable on how a cold north wind made a man cling to his coat but a warm sun persuaded him to remove it.

“What did the sun do?” Pollock asks.

“She was gentle,” first-grader Tommy Hill responds.

“And what did the north wind do that didn’t work?” Pollock asks. The children conclude that being gentle works, but being harsh is bad.

In the “logic” stage (roughly grades five through eight), children learn to analyze, question, discern and evaluate. Students learn to think through arguments, pay attention to cause and effect and begin to see how facts fit together. This is where the study of algebra and how to propose and support a thesis comes in.

The “rhetoric” stage (grades nine through 12) concentrates on acquiring wisdom and applying knowledge. Students learn to express themselves persuasively.

In Michael Murray’s fourth-grade class, students are moving into the logic stage using focused discussion. They have just read from Plato’s “The Republic” about how people behave when they think no one is watching.

Murray opens the discussion by asking who would like to be invisible. Hands shoot up.

“When you’re invisible, no one can catch you,” a girl says.

“But then you could steal things, and no one would know,” a boy responds.

“Do we act different in a public setting than a private one?” the teacher asks.

“Yeah,” the kids respond.

Central to St. Jerome’s revised curriculum is Latin. “It’s a language based on a lot of logic, and it builds the skill of using logic,” says Latin teacher Elizabeth Turcan. “You don’t have that as much with more common modern languages.’’

Turcan was one of eight teachers brought in this year to jump-start St. Jerome’s renaissance. Another was Merrill Roberts, a doctoral candidate in physics and a former public school teacher now teaching nature studies to the upper grades. He uses the Socratic method when he can.

“We’re trying to teach students the need to know the truth of something and the importance of the question,” he says.

“I don’t think the structure of public school lends itself to questions,” he adds. “The structure is set up to say, ‘This is what you need to know, and here’s the facts.’ ”

Research comparing classical education with other teaching methods is hard to come by. But according to the Moscow, Idaho-based Association of Classical and Christian Schools, classically educated students had higher SAT scores in reading and writing in 2010 than students in public, independent and other private schools. They tied with independent school students, scoring the highest in math.

A year ago, St. Jerome’s was $117,469 in debt and, as one parent joked, “held together by bake sales and duct tape.” Enrollment had dropped from 530 students in 2001-2002 to 297 eight years later.

Something had to be done fast. During a consultation organized by the Archdiocese of Washington, parents and parishioners urged school officials to consider the classical model. Then-archdiocesan superintendent Patricia Weitzel-O’Neill supported the idea, even though it was a novelty for parochial Catholic schools, which tend to be structured like public schools with an overlay of religious instruction.

Donoghue formed a curriculum committee of parishioners that included parents, homeschoolers and former Peace Corps volunteers, and they began drawing on educational materials from across the country.

The organizers knew of only one other Catholic parochial school — St. Theresa’s in Sugar Land, Tex. — that was trying this method. About 230 other classical schools in the country were mostly run by evangelical Protestants.

“We defined what we meant by ‘classical’ in very Catholic terms,” says Michael Hanby, a committee member and a professor at the John Paul II Institute at Catholic University. “It was not just a method but an incorporation into the whole treasure of Christian wisdom, which includes that of Christian cultures. Our students would get a coherent understanding of history, literature, art, philosophy — the traditions to what Catholics in the West are heirs.”

Parishioners and parents raised $190,000 to retire the debt. After hundreds of hours of work, the committee produced a lengthy educational plan that included curricula for each grade and subject, lists of suggested books, and criteria that each detail of the school’s life would have to satisfy. Examples: Is it beautiful? Are we doing this because it’s inherently good or as a means to an end? If the latter, what end? Does it encourage reverence for the mystery of God and the splendor of His creation? Does it encourage the student to desire truth, to understand virtues and to cultivate these within him (or her) self?

The plan was for students in successive grades to work their way through the history of civilization, beginning with ancient Egypt in kindergarten,ancient Greece for grade one, the Roman Empire in grade two, the Middle Ages in grade three and so on. Religion, art, Latin, nature studies, math, music and physical education also are worked in. Although some of the influences from more than 2,000 years back are pagan, that doesn’t faze music teacher Michelle Orhan, who teaches third-graders about the nine Muses who are daughters of ancient Zeus.

“I want them to have a well-rounded vision of what music is and where it comes from,” Orhan says after a session of explaining the origins of Calliope, Terpsichore and Urania. “We also discuss the disadvantages of polytheism, a discussion you can’t have in public school today. In anything having to do with Greek mythology, you have to talk about the gods.”

Already other dioceses are taking a serious look at what’s happening at St. Jerome’s to see whether their aging Catholic schools can turn into classical academies. Or, like St. Theresa’s, they can begin their classical school from the ground up.

About 20 miles southwest of Houston, St. Theresa’s school building was dedicated in August 2009. Romanesque arches cover outside walkways. In the atrium, the lower level is Doric columns with images of the seven virtues in the frieze, the upper level is Ionic pilasters. Noted ecclesiastical architect Duncan G. Stroik — also an associate professor at the University of Notre Dame — was commissioned to design the school.

“It’s hard to change the status quo in Catholic education,” says St. Theresa’s Principal Jonathan Beeson, a Yale Divinity School graduate and former Protestant minister who converted to Catholicism. “If you’re not versed in the history of ideas, you cannot be self-critical.”

Teachers from across the country are now applying to work at the pre-K through second-grade school, which is planning to add one grade each year. Latin starts in first grade. Second-graders learn Greek history. Everyone memorizes poetry.

“There’s not a single one of the 92 kids here who’s not eager to recite a poem,” Beeson says. “Kids need content in their brains, and they’re wired to absorb facts. You can’t reflect on something if it’s not in your brain.”

Beeson sees a day when the classical method will become widely accepted by Catholics.

In Washington, Cardinal Donald W. Wuerl backs St. Jerome’s, according to Bert L’Homme, the new archdiocesan school superintendent.

“The classical curriculum existed in the Catholic universities of Paris, Padua and Oxford,” he says. “It’s rooted in the church. The combination of Catholic and classical education is very enticing to some parents.”



Julia Duin, whose most recent book is “Days of Fire and Glory,” is a religion writer living in Maryland whose daughter briefly attended St. Jerome’s. She can be reached at [email protected].

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    Author

    Chris Stevenson investigates the indispensability of faith to the American experiment in self-governance. 

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