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Politics; Politicians; and Public Concerns Public education; Local issues; and Tax-matters (Author's op-ed pieces, articles, and essays) ( A section of "The Doctor's Terrific Tablets" ) ( http://www.terrific-tabs.com ) by John N. Todd III, M. D. (link -- about the author) SEE these related pages also: EDITORIAL PAGE (link) AND: Editorial PAGE; Page 2 (link) AND: VOTING... WHY do we VOTE the way we do? (link) Last revision: 3/02; 6/02; 11/02; 1/7/03; 1/03; 3/03; 12/03; 9/04; 3/05; 10/5/05 CLICK HERE to go to the "FRONT PAGE" of "The Doctor's Terrific Tablets" CLICK HERE for ALPHABETICAL INDEX of this ENTIRE WEBSITE CLICK HERE to EMAIL your thoughts to the author OR.... Email your comments directly to the author's office.... JNT@terrific-tabs.com |
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Click HERE for linked Alphabetical SUBJECT List |
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Political nonsense: On 7/29/05, the Speaker-of-the-House, Dennis Hastert, on CNBC.... made a brilliant remark: "We need to look forward.... and we need to look-at those things that work." Ain't that profound ! ! ! From the mouth of one of our nation's leaders. |
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Someone's answer to a question from a person with a childish mind: "What do our politicians do?" One answer: Nothing.... except spend other people's money.... (actually, by way of "authorizing", then "appropriating" the expenditure of money -- which the U.S. government, the States, the counties, and the cities receive from various taxes.... extracted from the productive, tax-paying citizens). |
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7/15/01; 7/25/01; 11/28/02 Originally posted In "Pop's Wisdom", on 11-13-98. Supplemented, here, for the "Todd Squad" to consider.... CLICK HERE for "Easy-Print" format of this "tablet" The following axiom was quoted on a news program, in November 1998: "If you accept -- you teach." When I heard this quotation, my first thought related to the "rearing" of children. If a child is allowed to "get-away-with" misbehavior -- that is, if the parent "accepts" a juvenile "malfeasance" -- then the "child" is thereby "taught" that the parent will not respond with an authoritative form of correction or discipline, or "punishment". Similarly, one can readily extrapolate this concept -- from dealing with "children"-- to consideration of more "mundane" matters -- such as the necessary discipline imposed by a workplace supervisor -- or a college football coach.... or a teacher in the classroom.... or even a circumstance in political and/or international relationships. If those who are "in charge" of a situation "accept" inappropriate responses from those under their control or "command" -- then the "subordinates" quickly learn that they are not required to perform as directed -- and hence they may be more inclined to "expand" their under-performance.... or their "mischief". 7/25/01 Now, consider the following extrapolation: If you accept -- you teach. If you "accept".... over and over; then you "teach" and teach and teach.... until you find yourself repeatedly "yielding" .... and then you find yourself weakening -- and tacitly encouraging and "supporting" that which you, at first, refused to "accept". Beyond that, is another potential spiral-downward. If one continues to "accept", over and over (and hence to "teach") -- then that which is repeatedly "accepted" soon becomes a "RIGHT" -- an "entitlement" -- to those who are the free recipients of your "understanding", and your "leniency", and your correctness.... or your weakness. And then --- the phase of "dependency" may develop.... sometimes hostile dependency..... when the "receivers" become dissatisfied because they are not being "allowed" more "rights" -- and because they are not being given more -- more, and greater "benefits". Next.... the phase of "victimization" -- in which "benefit-receivers" complain that they have been "victimized", and intentionally held back in their situation -- by the "system". And so, the cycle starts again -- and repeats.... over and over..... sometimes for an individual's lifetime. (Just consider the "welfare" system, and our "income transfer" process -- and the "public schools" -- and "SSI" -- and food stamps --and rental subsidies -- and on and on. How do YOU feel about these "social" benefits, that have developed in our USA .... in response to: "if you accept, you teach".) Remember, too, another basic Toddian axiom: "The more you give away, the more you take away." What are your thoughts about this "truth"? Now.... YOU extrapolate the following ANTITHESIS of the primary axiom: "If you refuse to accept -- you also teach." |
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Posted here 2/1/99;
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$50,000 for Tuscaloosa Public Schools Posted here 2/1/99 (Copy of op-ed article by John and Phyllis Todd. This article was published in its entirety in Tuscaloosa's local newspaper, in April 1992.) CLICK HERE for Easy-Print format of this tablet
Will the Tuscaloosa News help us to give away $50,000? In two separate letters to the Tuscaloosa City Board of Education, my wife and I have offered to donate money to the City Board of Education -- money to be invested in a fund, or foundation-- the benefits from which would be utilized by the local school system, for special projects. Our only stipulations were that our contributions be "legal"; and that the "principal" of the fund not be spent; and that we be allowed to have some input into how the income (yield) would be expended. Both of our letters to the City Board were hand-delivered by me or my wife (so that these letters would not be "lost" in all the "paper-work", at City Board); and our letters were placed into the hands of Dr. Ingram, and/or Dr. Peggy Collins. In our second letter (December, 1991), we offered to contribute $10,000 a year for 5 successive years, starting now -- a $50,000 donation. To this date, neither Dr. Ingram, nor Dr. Collins, nor anyone else at the City Board, has deigned to respond to our offer We are rather puzzled about this lack of response. Our feeling is that there may be many other individuals, or groups, or businesses, that would genuinely enjoy helping the local public educational system, if they felt that their efforts would not be lost in the same sinkholes that now swallow education-dollars. Contributors, by making tax-deductible donations to an "education" fund or foundation of their own choice, might find some satisfaction, as we would, in being able to stipulate how their donations would be spent, rather than seeing their tax-dollars vanish, with no perceptible benefit to the teaching process. Perhaps the City Board thought that we were only teasing, in our offer. Maybe they thought the Todd's didn't really want to be "involved"; and that we would "just go away". Or, maybe the City Board doesn't want "outside" interference, and oversight -- and new ideas that may disrupt the "status quo". After all, we Todd's don't have degrees in "elementary education" -- so what could we possibly know? Or...... could it be that the city schools already have enough money? In regard to the establishment of an "endowed fund", we received a detailed advisory opinion from a local tax-attorney, who explained how a "private foundation" could be set up, to be funded with tax-deductible donations, from individuals, groups, or corporations. In this arrangement, it would be specified, legally, who would control and manage the foundation, and how the funds would be accumulated, distributed, and spent -- all under close voluntary (gratis) scrutiny of the contributors. (We were complimented, not only for having the idea, but also for being willing to "stand behind our position", with our financial commitment.) We would now like for the "City Board" to respond to this idea. We realize that $10,000 a year would probably not even buy the pencil-erasers for Dr. Ingram's local office staff, realizing the billions that Alabama "education" already consumes; but, if $1,000,000 could be raised for a "foundation", then the annual "yield" could be as much as $100,000; and $100,000 could purchase the services of, say, three school-teachers, for class-rooms like we describe, below. We would like to
suggest that the earnings of a private foundation be
spent on a local group of first-grade
students; and, later, on second and third and
fourth grades, somewhat like the concept of Alabama's
"Math and Science" project for high-school students (that
is, partially "privatized"). We would like for
"tracking" to begin early in all students'
school-life (as it logically should) -- and not later, when
even good students may have become
polluted, and ruined. We envision that an initial
class of, say, 50 first-grade students, could be accepted,
with the only stipulation being that each of
them must have demonstrated genuine
"teachability", in kindergarten. The only
requirements necessary for a student to be
retained in the class, would be:
satisfactory and progressive and
verified learning; proper
"conduct" in and out of the
classroom; plus unqualified support and
active participation by the parent, or
parents, of each and every
student. Perhaps all of the above-proposal would be blocked by the vested powers of the A.E.A. and N.E.A. -- who cannot tolerate the thought of "volunteers". Or..... it could be that court-ordered rules and edicts will not allow this type of "private" and voluntary participation (even though there is clearly no "racial" or "civil-rights" implication in this plan). Is there anything wrong with doing something new and different -- or even daring? The idea of starting-out teachable students on proper "tracks", early, seems to make sense. "Privatizing", at least partially, may be a desirable way to obtain the "involvement" of willing and interested individuals and organizations -- especially since voluntary, "earmarked" contributions would allow a "voice" in how one's donated money would be spent. As it stands, now, the people's tax-money is sucked away -- and squandered; and we taxpayers are allowed no voice -- and no recourse. (We even have a name to propose for this privately endowed public-school foundation: "Mutual Involvement Foundation For Education". The acronym would be M.I.F.F.ED., or just "MIFFED".) To the Tuscaloosa News: can you help us donate our $50,000? If the public schools cannot use our "offering", perhaps the local private schools will condescend to accept.
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2/2/99 7/9/00 |
"Gays" I am writing this essay in order to express my strong opposition to any change in the existing laws that ban homosexuals from service in the United States Armed Forces. I feel qualified to discuss matters concerning the military, for I served on active duty, both overseas and in the continental U.S., for seven years, as a medical officer in the U.S. Air Force -- at two different Strategic Air Command bases. I am fully familiar with military esprit-de-corps; and I remember well the manly pride of those serving in our United States Military -- those who represent our Nation, and who fight to protect the wholesome and honorable values that the United States represents -- throughout the world. It grieves me to think that our military service may soon become a haven (the "gays" may be inclined to call it a "heaven") for homosexuals, who will hungrily rush to enlist -- so that they can aggregate closely together with others of their same deviant ilk -- while being fully "subsidized", and "sponsored" -- by our own government. If the ban on homosexuals in the military is lifted, no one should worry that there will suddenly be a decline in military enlistments. Quite the contrary -- for there will almost certainly be a stampede of male and female homosexuals, who will suddenly and avidly choose the military "life-style" -- and enlist, so that they can openly flaunt their "sexual preferences", among each other -- without shame or reprobation. Of course, those of the normal or "straight persuasion", who cannot bear even the thought of co-existing in the presence of homosexual activities, will quickly exit the military; and leave the protection of our country under the limp-wristed leadership of an ever-enlarging homosexual military population. I feel a deep sense of frank abandonment because of all the recent sermonizing, by President Clinton -- concerning his openly advocating that flagrant homosexuals be allowed to enlist, unashamedly, in the military service of our proud nation. I just cannot believe it! The "gay life-style" is an absolute abomination to the vast majority of thinking citizens of our nation. Even the name "gay", or "queer", or "homosexual" evokes feelings of disgust, and shame, and revulsion -- in the thoughts of most normal humans. The very idea that "sodomy" (anal intercourse) between male human-beings, should be "accepted" as a variety of normalcy, makes most of us cringe in misery. We now openly read, even in our daily newspapers, such nauseating terms as "fecal-oral contamination", resulting from various homosexual acts -- as if that type of "contamination" were a simple "common-cold". We are instructed, almost daily, by the various media, in a homosexual lingo of terms and "acts" -- the thought of which makes almost all normal people retch -- and gag. I hope that the President and our congress will remember that the current United States "plague" -- "AIDS" -- originated in the bath-houses and public toilets of our own California, thanks to the reckless "life-style" of California's "gay" population. Our country does not need any new circumstance that will further encourage "gay" misbehavior, realizing that the average homosexual male already "accepts" as many as 300 to 500 "partners" during his active deviant sex-life. Try to imagine how many more sexual "encounters" there will be if homosexual soldiers and sailors are granted, by presidential edict, the umbrella of approval and protection by the United States military "code" -- at all U. S. military bases, and on all ships-at-sea -- and on the battlefield. To most human-beings, the widely-heralded current concept of "tolerance" -- not "discriminating" against anything --- regardless of how weird and vulgar and filthy it may be -- has finally gone to a disgustingly unacceptable extreme. The theory of "live and let live" has now advanced to a sad phase of repugnancy that must, hopefully, at last, force the "pendulum" to swing toward the direction of wholesomeness, and cleanliness, and decency, and propriety. The unacceptability of "queers" in the Armed Forces of the United States of America, may finally be a rallying-point around which the "straight" and normal citizens of our nation will rally. In that regard, the formerly powerful national "moral majority" -- currently being low-rated by liberal politicians, and by "the media" -- has been swept aside, under the rug; and is now widely denigrated as a useless and defunct and impotent group known disparagingly as "the religious right". But, maybe now -- under the stimulus of the current homosexual assault upon the minds and consciences and beliefs of cognizant citizens -- the "conservatively-correct" thinkers of America will coalesce once again into a "moral majority" -- and awaken, and be seen, and heard, and counted -- and become effective again. Many of us devoutly hope so ! I am sending a copy of this essay to my congressional representatives, hoping that they will know and understand how most of us American citizens feel. As for me, personally, I intend to observe closely how the congressmen who represent me, vote on this critical issue. Respectfully submitted, John N. Todd
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Posted here 11-18-98
This
opinion-piece ......
composed
by JNT and PJT -- was published verbatim in the "Tuscaloosa
(Alabama) News", on Sunday |
Problems in Public Schools in Alabama PERSONAL
OPINIONS and CONCLUSIONS of two
EDUCATED "non-Educators" -- About two weeks after the "Summit", we attended the "Summit Review". Again, the same predictable remarks were heard -- banal terms like "community involvement", "local input"; "vision", "working together", "we need your support", and "something's got to be done" -- all of which sounded to us like shallow euphemistic terms for: "You just get us more money, more 'revenues', more taxes. We 'educators' and 'legislators' know what to do. The 'people' don't really understand about all these technicalities. We'll solve all the problems, just like we've been doing, for all these years" (and probably with the same results). "All we really want is money -- not advice." Our impressions and thoughts concerning the "Summit", are as follows, based on our thirty years of experience at all levels of "education" in Tuscaloosa -- and based on our adult lifetime of business experience in Alabama: In the medical profession, when a physician agrees to treat a sick patient, he first makes an honest diagnosis -- and then he treats the illness for what it really is. If there is a malignancy, the physician does not label the disease "the flu" -- hoping that the real disease will "just wish away". Treatment for "a cold" will not cure a cancer. When a correct diagnosis is obvious, proper treatment is mandatory. Then, if simple treatment fails, non-conventional, or even experimental therapy is indicated. To continue a persistently failing therapy wastes not only money, but desperately needed time. In the "education business", now, there seems to be a plan of treatment aimed at "a cold", while the "patient" is dying of an erosive cancer. Concerning "funding" for education, it is agreed, and generally accepted, that more money, if available, can always be put to use by any and all school systems. But...... if more money were suddenly found, now, from some source (like increased taxes, or corporate donations), for this year's needs and wants, would "education's" quest for further additional "funding" recur soon -- and again next year -- and the next, and the next? The answer is "YES". Will there ever be an end to the perpetual quest for "more revenues", additional taxes, and greater funding for "educational reform"? The answer: NO. If no additonal "funding" is obtained -- now or later -- will the public-education system disintegrate, and disappear? No. Does "educational reform" mean simply obtaining more money to increase the salaries of teachers and administrators, and other "insiders" in the "educational" bureaucracy? Some would say "Yes". If a billion dollars were found, today, for Alabama schools, would the real and basic problems of "public" education be magically solved? You answer that one. (No.) Would new school buildings, new buses, fresh paint in all classrooms, patching all the roofs, better lunchrooms, tastier foods, free paper and pencils, free and different textbooks, better athletic facilities and equipment, more teachers in "the arts", more "counsellors", more "social workers", and on and on -- would all these "improvements" help the basic and real problems? Read my lips: N--O. Would unlimited funding alter, in any way, the following real, true, and basic "problems" in the public schools: Inadequate, poorly
trained, unproven teachers Unchangeable and uncorrectable factors should not, and cannot, be managed and financed by the public school system. Is it within the domain of "public education" to treat and hope to cure all of the societal problems facing Alabama and the United States, today? No! Should more "education-dollars" be poured into a sinkhole -- applying more effort and time and money -- using the same tired and failing "techniques", to alter the "unalterable", especially those problems that are clearly unrelated to the teaching of teachable students? The answer: "No". Are the parents of intelligent, clean, proper, disciplined, teachable students -- black or white -- satisfied with the instruction their children receive, now, in "public schools"? No! Does not every parent of every "teachable" student -- black, white, native American, rich or poor -- want and deserve schools and classrooms where circumstances conducive to learning are mandated, and offered, and maintained? Yes! What follows is a partial list of what some of us "non-educators" think should be considered by the "education bureaucracy" -- not just locally, but state-wide, and nationally. Although our recommendations may not be new or profound, at least they are honest. Our "list" cannot be extrapolated here, because of space considerations -- but is available to share with others. The headings of our "list" include the following: (1.) "Teachability" of students; (2.) Early "tracking" of students according to aptitude and educability; (3.) Testing of students; (4.) Competency testing of teachers; (5.) "Accountability" (justifying) of education expenditures; (6.) "Privatizing" of certain elements of "public" education; (7.) "Volunteerism", properly used in classrooms; (8.) Discipline in schools; (9.) Dealing with drugs, alcohol, fighting, weapons, and gangs; (10.) Juvenile illegitimate pregnancy; (11.) Voluntary locally endowed funds and foundations, controlled by contributors. The purpose of
our writing this is not to be pedantic;
although we can imagine how all of this comes across to
"educators" and politicians -- and how
they must feel about all the "help" and "advice" that
everyone seems to want to give. But.... our feeling
is that, somehow, the pretending must
stop! Somehow, the teasing and the
deceit (no one would ever call it "lying")
must be stopped . For how long must the "system" tease and
deceive itself -- and the
"public" -- and the students
themselves? For how long will certain students be
deceitfully allowed to believe that they are
qualified for the work-place and for college -- when
the school knows, and the teachers know, and
the non-learning students (themselves) know, and the
"public" (the voters) know, and the in-state
employers know, and the out-of-state industries
know, and the accredited four-year colleges
know -- the TRUTH. The Alabama
"education industry" does not
need or deserve more "funding" -- at the present time. This
overweight and lethargic "education"
giant urgently needs adrenalin, dieting, and
lipo-suction..... not tomorrow -- but
today. |
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10-9-98 This essay was written by JNT in response to an editorial in the Tuscaloosa News, 12-96 (slightly revised for inclusion here). |
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6-27/00 I'll wager that there are very few "Americans" who are familiar with these beautiful and true words of the fourth stanza of our National Anthem. |
O, thus be it ever, when freemen shall stand Between their loved homes and the war's desolation -- Blest with victory and peace, may the heaven-rescued land Praise the Power that hath made and preserved us a nation. Then conquer we must, when our cause it is just; And this be our motto: "In God is our trust." And the Star-Spangled Banner, in triumph shall wave, O'er the land of the free -- and the home of the brave. |
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6-15-98
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Tuscaloosa Property-tax
referendum I am very
disappointed that the Tuscaloosa News is favoring the
position that the taxpayers of Tuscaloosa County should vote
to impose more taxes upon themselves in order to give
additional funding to "public education". |
Posted here Shouldn't everyone -- all the
"insiders" -- especially our "educators" and "legislators",
awaken from their impossible
Taj Mahal dreams...... and face these
realities? 5-21-98 That's all we need -- another
insidious lure for the young, and for
the poor and ignorant and unsuspecting
-- to be duped into believing that there can possibly be
anything "good", or protective, from the
consumption of alcohol. Now hear the truth. I
must tell your readers, here and now, without equivocation.
that the harmful "health" effects, and the potentially
devastating "social" and financial results of alcohol
consumption, immeasurably
outweigh any conceivable health
benefit. I base that conclusion on my 35 years of experience
in treating "private" medical patients, from all walks of
life -- and on statistics gathered from my recent review of
several reports from the medical literature (some of which I
will quote, below). Let me state another obvious truth:
there has never been -- not once, in all of history -- a
human individual who started consuming alcohol, with the
deliberate plan of causing himself to become an "alcoholic".
And yet, in the United States, today, there are at least
15 million overt
alcoholics -- and many, many more "borderline
alcoholics". Let me repeat: not one of today's 15 million
alcoholics ever considered, when he or she
took the first drink, that they would ever become
addicted to alcohol. And, similarly, not one of them
ever started "drinking" for the purpose of
"protecting" his health. Addiction to alcohol "happens",
insidiously -- to young and old -- to males and females
alike. Alcoholism is the devastating result of a
flippant public attitude toward
"social drinking". And, as we all know, "social drinking",
even when not associated with alcohol-addiction, is the
source of a huge array of physical, financial,
emotional, and societal side-effects. (It is a parenthetical point, but in
the Clinton administration's recent health-care "reform"
package, the political "spin" on the financing of
reform was that the plan could be paid for by
a tax on tobacco products. How
ludicrous! And just think, no mention was made
of additional taxes on alcohol, the major
scourge of the world's "health".
Hopefully, many Americans will understand the "politics" of
why alcohol and drunkenness were neither attacked,
nor taxed -- by the Clinton's health reform
scheme.) Alcohol is by
far the most frequently used harmful "drug", in
the U.S. There are many more addicts to alcohol than
to cocaine, "crack", heroin, marijuana, etc. And yet, we
glamorize the use of alcohol, on TV and in
movies. We openly advertise the sale of alcohol.
Contrariwise, we criminalize and imprison other "drug"
users, and peddlers. Can anyone rationalize that? In many instances, alcohol is the
initial "drug" addiction, leading consequently
to a combined addiction involving other
substances. Consider the following statements,
and related statistics: The use of alcohol, in the U. S.,
is associated with: 50% of homicides; 33% of suicides;
50% of all traffic accidents. 50% of felons in penitentiaries
have alcohol-related problems. 25% of alcoholics are under age
30; and 80% are under age 50. 22,000 people died in
alcohol-related auto accidents in 1990, and there were
nearly 80,000 permanent disabilities in
alcohol-related wrecks. Alcoholism is fourth among the
U.S. health problems, behind heart disease, cancer, and
mental illnesses. 100,000 people
die each year from alcohol-related
illnesses. There are 50 to 60 million
"victims" of alcoholism, including crime victims -- and
victims of domestic violence, divorces,
homelessness, etc. END HERE
5-24-98 and 2/5/99
6/27/00
9/1/00
10/6/00
11/12/02
By John Todd
My response
in
July 1993 (slightly
revised)
to an article in the Tuscaloosa News
PUBLIC-SCHOOLS --
"Taj Mahal" Public Schools
Click
HERE for "Easy-Print Format" of this
tablet
This responds to the Tuscaloosa
News' front-page article (Sunday, July 25, 1993) concerning
"horror stories" told by Alabama public-school
superintendents, in their testimony last week before
Governor Folsom's Education Reform Task Force. The
superintendents did not "mince words" in their description
of public school problems that allow a "minority
of students to ruin (the educational process) for
the majority". One superintendent observed
that "no pressure of a judge's ruling" (for more funding)
will correct the educational system -- unless the facts are
recognized.
After reading that article, I had a dream. In this dream, I
could see an Alabama public school, for students in the 6th
through the 12th grades. This "dream-school" was modeled
after the Taj Mahal, with all of its rich extravagances.
Each of the students attending this school was
individually chauffeured to school in a Cadillac
limousine. After arriving at this beautifully constructed
and immaculate school, each day, every student was warmly
greeted at the front entrance by a "counselor", who
cordially patted the student on the head, and said, "We care
about you. Have a nice day". (This greeting was pre-planned,
so as to give every student a sense of worth, and
self-esteem.)
A psychologist, a nurse, and a social worker were available
for each grade. They and numerous teacher's assistants
busily evaluated each student, and attended to all the whims
of dissatisfied or rebellious students.
Upon arrival at school, each student was immediately served
a full breakfast, prepared by a gourmet chef. Later,
sumptuous mid-morning snacks were supplied, by waiters. Then
-- a catered lunch, that spared no cost -- hamburgers,
pizza, ribs, "greens", black-eyed peas, and fries!
Metal-detectors were at every entrance to the school; and
policemen walked the halls, to protect the children, "just
in case". Knives, guns, and brass-knucks were confiscated
each morning; but were returned to each student, at the end
of every school day -- for personal protection, as the
students returned to their home neighborhoods.
The school was "funded" by a generous local population,
which opted to spare no expense to "save the schools", and
to educate the children ("children" -- repeatedly referred
to as "the hope of the future"). The local property tax was
increased to a level designed to fund each student with
$15,000 per year in local funding, plus State and Federal
contributions. Each teacher in this grand
school-system was compensated with an annual salary of at
least $100,000 -- so as to compare with the income of other
"professionals", such as accountants, lawyers, and
physicians.
In this Taj Mahal school, the teacher/pupil ratio was
enhanced..... so that no teacher had more then
four students.
Every student was supplied with brand-new textbooks,
especially selected by the Washington D. C. Board of
Education (because, in Washington, they fully understand
"education" -- and they know what is best for us in
Alabama).
Condoms (including mint-flavored condoms) were freely
available, at no cost, to both boys and girls. Sex education
in both heterosexual and homosexual "love" was a mandatory
course for all students, regardless of a student's sexual
"persuasion". Pregnant children, from the 6th grade through
the 12th grade, were not required to take
English-composition, math, and science; but were shunted to
classes in "parenting", instead.
A sophisticated computer was supplied for the desk of each
student, and every teacher. Computer "games" were available
in every classroom, for those teachers and students who were
unable to learn how to use a computer, or a word-processor.
Many Nintendo game-champions were "crowned" at this
school..... among students........ and teachers.
In the wealthy environment of this school, "Tech-prep" and
vocational training languished -- for lack of interest among
the administrators, and the students, and their parent (or
parents). All students were encouraged to go into either
nuclear physics, or "brain-surgery".
Then, my dream suddenly changed, and became a
nightmare. In the nightmare, I discovered that
the teachers in this splendid Taj Mahal-school, were the
same teachers (good and bad -- with many still untested,
untaught, and unproven) that we now have in all
public schools, in "real life". The PARENTS,
too, were the same -- with the usual public-school admixture
of parental-qualities (good-and-bad). The students, too,
were the same -- including those who were bright, those who
were less bright -- and all the others, including many
unfortunate students, who suffer from learning disabilities,
physical abnormalities, psychological quirks, and behavioral
disturbances.
In my Taj-Mahal-dream-turned-nightmare, "TRACKING"
was absolutely forbidden in all school classes..... for fear
of "hurting someone's feelings" (either students, or their
parents).
The students, in my nightmare, came
from the same variety of families that are seen in today's
public schools -- some students from traditional
families; and many from "other" families -- like families
with one or two mothers, fatherless families,
poverty-stricken families, "gay" couples", drunken or
drugged parents, mentally-impaired parents, "dysfunctional"
families -- and all the rest.
The "bottom-line" horror, of course, in my
dream-turned-nightmare, was that educational
achievement (the only reason for any
school to exist) of the students in this
richly-funded "Taj Mahal" school -- did not
improve, at all, in spite of all the money and
beautiful facilities and advantages that were benevolently
and freely lavished upon this school -- by productive
individuals and businesses in the community. {Of course, no
obligation, or financial responsibility, or cost, was
ever imposed upon the students, or upon the
PARENTS, or upon the teachers -- in
spite of all the "benevolence" of the taxpayers,
whose money was extracted to "fund" the public schools.)
When I awoke from my dream/nightmare, and faced the facts, I
realized -- like the school superintendents mentioned above
-- that unless the entrenched problems of public
schools are first admitted, and then corrected -- no amount
of "funding", however great, will ever improve public
education, in Alabama -- or anywhere else.
Scholastic achievement in Alabama's public schools is now
miserable. Enrollment has been declining steadily, for 25
years. Thousands of teachable students have already
abandoned the public schools...... to attend private
schools, or to receive home-schooling. If change is not
instituted soon, all teachable students, and all
desirable teachers, will totally
abandon the public schools. Construction of "Taj
Mahal" school-buildings, and the addition of countless
"counsellors" and assistants..... will not
help.
I concluded this: Time is short. "Reform" is the by-word, on
all cognizant lips. The "justifying" of all
public-education expenses is now mandatory. "Business
as usual" is no longer an option.
Discipline in the classrooms must be required, and
maintained. Adequate "punishment" of aberrant
behavior will have to be returned to the teachers, and to
each school's principal. Misbehavior, back-talk, fighting,
truancy, weapons, wilding, tardiness, vulgarity, childhood
pregnancy, stealing -- and all the rest -- must not
be tolerated. At least one "volunteer" parent should be
required to attend (on a "rotating" basis) each and
every classroom -- every day; all day..... to
function as a "sergeant-at-arms", when necessary -- or as an
unpaid teacher-assistant, when (and if) the class is
functioning normally, and quietly.
"Tracking" (by whatever euphemistic
nomenclature one wants to call it) of dull or
unteachable or refractory or incorrigible students
will be necessary -- to prevent polluting the
learning habits of responsive, educable students.
Unsatisfactory teachers are another problem. The NEA and AEA
have prevented dismissal of almost any teacher,
frequently regardless of a teacher's inadequacy. (Of
course, it must be remembered, the function of the NEA is
not to improve "teaching" and "education", but to enhance
the salaries and benefits of its teacher-members.) (Perhaps
you can figure out a solution for this
intrinsic and severe problem.)
And, furthermore -- how do we escape (obviate) the U.S.
government's (and Federal Courts') rules, regulations,
restrictions, and mandates -- in all phases of public
education?
The only reasonable and attainable solution to all
these problems (and questions) may be
abandonment of public schools. Obviously, many
parents have already opted for this "flight"-choice.
Like you, I have many other suggestions. There is just no
one to listen to us well-educated
(non-"educator") outsiders -- even though we
tax-payers pay all the salaries, and the other bills. One
conclusion, however, is painfully
obvious: pouring more and more money into
a sinking ship is not the answer. "Taj
Mahal" schools may look pretty -- but they will
not teach our students, or correct the
real underlying problems.
Politicians and "educators" continue to
sing only one song (to
feather their own nests): "Give us more of
your money. We know what's best for you,
and your money".
Back to the
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6/27/00
1/7/03
ALCOHOL and
Alcoholism--
An article by Dr. John
Todd.
This article was published in its entirety in the
Tuscaloosa News, in October 1994.
(Bolding and underlining have been
added)
Alcohol and
Alcoholism
An Essay by Dr. John
N. Todd
Click
HERE for Quick-Print format of this
tablet
An article entitled "A few drinks a day
improves health", appeared recently in the Tuscaloosa News.
That article, supplied by the Associated Press, quoted a
study reported in the British Medical Journal, indicating
that "people who enjoy a couple of drinks a day are 40% less
likely to suffer a heart attack or stroke", when compared
with non-drinkers. The implication of the article, of
course, is that a few drinks a day will magically protect a
drinker's health.
Of the 15 million alcoholics
in the U. S., 25 % suffer serious medical complications,
including cirrhosis of the liver, ulcers, hemorrhagic
disorders, chronic brain damage -- and various other
ailments causing absence from work, and "disability" --
and huge costs to "welfare", and to our
health-care system.