Category Archives: education

by | 2 June 2009 · 8:06 pm

Ferguson vs. Krugman, Recession vs. Depression

In the Financial Times of 29 May, Niall Ferguson offers a History lesson for economists in thrall to Keynes.

I think perhaps Mr Krugman would benefit from a refresher course about [the] historical context [of Keynes’s (1937) General Theory]. Having reissued his book The Return of Depression Economics, he clearly has an interest in representing the current crisis as a repeat of the 1930s. But it is not. US real GDP is forecast by the International Monetary Fund to fall by 2.8 per cent this year and to stagnate next year. This is a far cry from the early 1930s, when real output collapsed by 30 per cent. So far this is a big recession, comparable in scale with 1973-1975. Nor has globalisation collapsed the way it did in the 1930s.

Credit for averting a second Great Depression should principally go to Fed chairman Ben Bernanke, whose knowledge of the early 1930s banking crisis is second to none, and whose double dose of near-zero short-term rates and quantitative easing – a doubling of the Fed’s balance sheet since September – has averted a pandemic of bank failures. No doubt, too, the $787bn stimulus package is also boosting US GDP this quarter.

But the stimulus package only accounts for a part of the massive deficit the US federal government is projected to run this year. Borrowing is forecast to be $1,840bn – equivalent to around half of all federal outlays and 13 per cent of GDP. A deficit this size has not been seen in the US since the second world war. A further $10,000bn will need to be borrowed in the decade ahead, according to the Congressional Budget Office. Even if the White House’s over-optimistic growth forecasts are correct, that will still take the gross federal debt above 100 per cent of GDP by 2017. And this ignores the vast off-balance-sheet liabilities of the Medicare and Social Security systems.

It is hardly surprising, then, that the bond market is quailing. For only on Planet Econ-101 (the standard macroeconomics course drummed into every US undergraduate) could such a tidal wave of debt issuance exert “no upward pressure on interest rates”….

The policy mistake has already been made – to adopt the fiscal policy of a world war to fight a recession. In the absence of credible commitments to end the chronic US structural deficit, there will be further upward pressure on interest rates, despite the glut of global savings. It was Keynes who noted that “even the most practical man of affairs is usually in the thrall of the ideas of some long-dead economist”. Today the long-dead economist is Keynes, and it is professors of economics, not practical men, who are in thrall to his ideas.

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Filed under economics, education, U.S.

by | 23 April 2009 · 8:39 pm

Ferguson on the Appeal of Fascism vs. Nazism

From The War of the World: Twentieth-Century Conflict and the Descent of the West, by Niall Ferguson (Penguin Press, 2006), pp. 230-231, 239-240:

Considering the emphasis the new dictatorships laid on their supposedly distinctive nationalistic traditions, they all looked remarkably alike: the coloured shirts [German Brownshirts, Italian Blackshirts, Irish Blueshirts, Romanian Greenshirts], the shiny boots, the martial music, the strutting leaders, the gangster violence. At first sight, then, there was little to distinguish the German version of dictatorship from all the rest – except perhaps that Hitler was marginally more absurd than his counterparts. As late as 1939, Adolf Hitler could still be portrayed by Charlie Chaplin in his film The Great Dictator as an essentially comic figure, bawling incomprehensible speeches, striking preposterous poses and frolicking with a large inflatable globe. Yet there were in reality profound differences between National Socialism and fascism. Nearly all the dictatorships of the inter-war period were at root conservative, if not downright reactionary. The social foundations of their power were what remained of the pre-industrial ancien régime: the monarchy, the aristocracy, the officer corps and the Church, supported to varying degrees by industrialists fearful of socialism and by frivolous intellectuals who were bored of democracy’s messy compromises.* The main function the dictators performed was to crush the Left: to break their strikes, prohibit their parties, deny voice to their voters, arrest and, if it was deemed necessary, kill their leaders. One of the few measures they took that went beyond simple social restoration was to introduce new ‘corporate’ institutions supposed to regiment economic life and protect loyal supporters from the vagaries of the market. In 1924 the French historian Elie Halevy nicely characterized fascist Italy as ‘the land of tyranny … a regime extremely agreeable for travellers, where trains arrive and leave on time, where there is no strike in ports or public transport’. ‘The bourgeois’, he added, ‘are beaming.’ It was, as Renzo De Felice said in his vast and apologetic biography of the Duce, ‘the old regime in a black shirt’….

Contrary to the old claims that it was the party of the countryside, or of the north, or of the middle class, the NSDAP attracted votes right across Germany and right across the social spectrum…. It is true that places with relatively high Nazi votes were more likely to be in central northern and eastern parts, and those with relatively low Nazi votes were more likely to be in the south and west. But the more important point is that the Nazis were able to achieve some electoral success in nearly any kind of local political milieu, covering the German electoral spectrum in a way not seen before or since. The Nazi vote did not vary proportionately with the unemployment rate or the share of workers in the population. As many as two-fifths of the Nazi voters in some districts were working class, to the consternation of the Communist leadership. In response, some local Communists openly made common cause with the Nazis. ‘Oh yes, we admit that we’re in league with the National Socialists,’ said one Communist leader in Saxony. ‘Bolshevism and Fascism share a common goal: the destruction of capitalism and of the Social Democratic Party. To achieve this aim we are justified in using every means.’ It was a mark of Goebbels’ skill in making the party seem all things to all men that, simultaneously, dyed-in-the-wool Prussian Conservatives could regard the Nazis as potential partners in an anti-Marxist coalition. Thus were political rivals lured into what proved to be fatal forms of cooperation. The only significant constraint on the growth of the Nazi vote was the comparatively greater resilience of the Catholic Centre party compared with parties hitherto supported by German Protestants.

Other fascist movements, as we have seen, depended heavily on elite sponsorship to gain power. The Nazis did not need to. For all the attention that has been paid to them, the machinations of the coterie around Hindenburg were not the decisive factor, as those of the Italian elites had been in 1922. If anything, they delayed Hitler’s appointment as Chancellor, an office that was rightfully his after the July 1932 election. It was not the traditional elite of landed property that was drawn to Hitler; the real Junker types found him horribly coarse. (When Hitler shook hands with Hindenburg, one conservative was reminded ‘of a headwaiter closing his hand around the tip’.) Nor was it the business elite, who not unreasonably feared that National Socialism would prove a Trojan horse for socialism proper; nor the military elite, who had every reason to dread subordination to an opinionated Austrian corporal. The key to the strength and dynamism of the Third Reich was Hitler’s appeal to the much more numerous intellectual elite; the men with university degrees who are so vital to the smooth running of a modern state and civil society.

For reasons that may be traced back to the foundation of the Bismarckian Reich or perhaps even further into Prussian history, academically educated Germans were unusually ready to prostrate themselves before a charismatic leader.

(*A list of all the treasonous clerics who flirted or did more than flirt with fascism would be a book in its own right. If only to give an illustration of how widespread the phenomenon was, dishonourable mention may be made of the writer Gabriele D’Annunzio, who established his own tinpot tyranny in post-war Fiume; the poet T. S. Eliot, who wrote that ‘totalitarianism can retain the terms “freedom” and “democracy” and give them its own meaning’; the philosopher Martin Heidegger, who, as Rector of Freiburg University, lent his enthusiastic support to the Nazi regime; the political theorist Carl Schmitt, who devised pseudo-legal justifications for the illegalities of the Third Reich; the novelist Ignazio Silone, who shopped former Communist comrades to the fascists; and the poet W. B. Yeats, who wrote songs for the Irish Blueshirts. Thomas Mann, who had made his fair share of mistakes during the First World War and only with difficulty broke publicly with the Nazi regime, was not wrong when he spoke of ‘the thoroughly guilty stratum of intellectuals’.)

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Filed under Austria, democracy, economics, education, France, Germany, Ireland, Italy, nationalism, Portugal, Romania, Spain

by | 17 April 2009 · 7:09 am

Scott Meredith Manuscript Rejection Letter, 1952

My maternal grandmother received the following 4-page, single-spaced, detailed rejection letter in response to a novel-length manuscript she submitted between short stints of teaching in various rural schools in West Virginia, Maryland, and Virginia during the 1950s after abandoning her husband, who was 27 years older than her. She got her teaching certificate in 1915, after attending Harrisonburg State Normal and Industrial School, then did further coursework at Radford College (1915-18). From 1919 to 1951, she married and raised 4 children, my mother being her youngest. She wanted to be a writer, but only really succeeded at publishing short devotional pieces for magazines like The Upper Room, which never paid a living wage. So she taught school. Perhaps I’ll post more about her teaching career later on, since my wife is a teacher, my daughter is now a teacher, and I’ve been offering this free, online extension course (no grades!) in Obscure History Studies since 2003.

SCOTT MEREDITH
Literary Agency

580 Fifth Avenue
New York 36, N. Y.
PLaza 7-8795-6
Cable Address: Scottmere

April 24, 1952

Mrs. Janie S. Clay [not her real surname—J.],
Jones Spring
West Virginia

Dear Mrs. Clay,

Thank you for giving me the opportunity to read your novel, THE DOORMAT. Your previous writing experience has contributed to the formulation of a first rate style, end this is even more noticeable here than it was in your short story. It proves that you can keep your standards up to as high a mark in a long piece as in a short one–a sure proof of your basic writing ability. Your style has a clarity and straightforwardness that would be an asset to any writer, and you have a remarkable talent for colorful description. Narration, dialogue, and action are all handled with the ease and confidence of a born story-teller. Also, you have a grasp of character and situation that stands as a solid achievement in any appraisal of the whole work. However, all these qualities on the credit side of the ledger are not quite enough to make your novel marketable. In addition, it should have a strong, closely-knit plot, which moves along to a logical and satisfying conclusion. Since THE DOORMAT falls short in this respect. I am forced to return the manuscript to you as unsalable.

Plotting is definitely your weak point. and I will therefore devote the greater part of my report to an analysis of your story-structure. in the hope that it will help you when you begin work on your next story. You are already acquainted with the plot skeleton–lead character, central problem, complications, crisis, and solution–and I will again take it as a useful device for pointing out the structural flaws in your story, showing just why and how it fails to engage the reader’s interest.

In a novel, the familiar pattern is there even as it is in short stories. Of course. the “bones” of the skeleton won’t be immediately visible if you only give the work a casual glance, because there is always a great deal of “flesh” on them, in the way of dialogue, description, etc.;–in short, all the many striking and beautiful things that a talented writer can do with words. The pattern is there, but much expanded so that it covers a wider territory. A novel has plenty of room for development of character, sketching in background, and making the story full and rounded in all its parts; also, there is space for many exciting actions, many persons, and many problems. Nevertheless, one central problem or theme must predominate over all the others; they must stand in some relation to it, and it must give them their place and relevance in the narrative. The novel thus presents the author with an opportunity to examine one idea or problem in all its ramifications, and with a consequent chance for great variety and richness of subject matter. But the variety must be ordered and regulated by some strong line of narrative; it cannot exist in its own right, but must contribute to some oentral problem, issue, or impression, the nature of which is both clear end urgent in the reader’s mind. The reader must have an active and vital interest in the outcome of the whole story rather than a casual interest in its diverse parts. But he cannot do this if the problem doesn’t grip him from the very start, and your novel fails to meet this demand. You felt this, of course, for you mention it in your letter. It hits the nail on the head to note that the story lacks problem and suspense. The skill with which you write is not enough to compensate, and the problem remains too weak to support the plot structure which depends upon it. As a lead charaoter gives the story a point of view, so does the problem give it a purpose. I suspect that your sense of purpose in writing the book has been too-general a one to serve as a gathering-point for a strong narrative. David finally attains kind of character suggested by the title, but this is not the drama that holds the center of the stage most of the time.

But first, before we come to grips with the problem–or problems–let’s have a look at your lead character, Lucy Turner. She is a young girl, seventeen years of age, returning home from college because of her mother’s illness. This is a bit young for a lead, because the reader is more likely to identify with an adult facing adult problems. But you overcome this handicap by presenting Lucy at precisely the point of assuming the duties of an adult, and your further development of her character is both just and consistent. She, and your other characters, do have a liveness and naturalness in all ways that makes them attractive: you need have no fear on that point. However, she is not an exciting character, and her problems–central and otherwise–do not grip the reader’s imagination. Interest in the love between David and Lucy is aroused early, and remains the predominant theme of the narrative. The heroine at first has much to worry her though, what with her mother’s illness and her father’s drinking. Both these are out of the way before long, end something else pops up, a small example of the color question. One thing I want to emphasize here is that all these small early problems are just that–small! Yet they serve to take away interest in the Lucy-David relation, which operates independently of them. In other words, you have not used the materials of the narrative to develop anything; the events remain separate entities, and do not add up to any total impression. The story does not seem to be going anywhere, and is rather accounting for the day to day existence of Lucy, her family, and her friends. The problem of getting the young people together is there, but is not a pressing one. The reader thus has nothing to sustain his interest, nothing to hang on to. Minor problems are raised and dropped, sometimes solved, sometimes forgotten, and the question of what is going to happen between David and Lucy is apparently one that can be postponed indefinitely. As Lucy herself realizes, she can do little but wait and hope for David’s love: she cannot chase him. The fact that she cannot take a more active part in solving her problem automatically deprives her problem of reader interest. The possibility of an active solution has to be there: she cannot merely wait until the time and the circumstances come and grab her. Thus the problem at the heart of the story fails in its essential function of arousing and sustaining reader interest. What about the other problems?

Of the smaller ones, perhaps the most interesting is the race-relations theme. The new Baptist preacher, old Mr. Allen, goes out to preach before a colored congregation–a thing unheard-of in this part of the country. But this only looks as if it is going to be a problem, and it never develops into anything. There is talk, people gossip, there are objections in private conversations, but the controversy never comes into the open, and the threats soon vanish as if nothing had ever happened. The theme returns again in the last chapter, but it is no more than a promise of better things and more help for the colored people. The issue never comes to a head, and the problem fails to become pressing and vital. Mind you, there are a great many fine and telling points made by the wayside: your characters are always dropping wise and witty comments here and there, as for instance Mr. Allen’s reason explaining why so many Negroes are Baptists; and another good one that I remember is when some one observes that the Primitive Baptists are so narrow they can sleep five in a bed! These are right in tone, and this kind of color goes a long way towards making your book a pleasure to read. But of course, no amount of this kind of thing can make up for the lack of problem and plot.

The other major issue in the book is David’s attitude to the ministerial service, and this is the source of your title. But this, too, lacks vitality. The fact that he is not your lead character deprives it of a certain amount of interest for the reader. It does not come vigorously into the open until the fifteenth chapter (p. 148), then goes underground again, to be finally resolved only by the ministrations and good advice of Jim Peterson. I realize that it is not quite the same thing in its later form, but it is still the problem of how to serve adequately. The solution is brought about by a minor character, which is also a weak point, since reader’s like to see a character get out of his jam through his own exertions and by his own ingenuity.

As for the complications to the central problem, most of them are provided by David, who finds that he cannot play the part Lucy would have him play. They are separated by the circumstance of his having to go off to college while she stays at home and teaches school. But the reader will feel that the problem of getting David to marry Lucy is not really pressing enough to worry about. You give her other interests that will keep her from taking his loss too hard. This is already evident by Chapter Twelve in which Lucy is made unhappy by David’s distance at the service. What happens here is that the religious interest overshadows the personal angle, and she seems so happy in the primary joy of religion that the reader will feel this is bound to be ample compensation no matter what becomes of her relation to David. Her thoughts about him at the baptizing are merely passing notions when compared to her pleasure she takes in the proceedings. It is all too obvious that if worst comes to worst, the problem of David’s reluctance and distance will not sweep her completely off her feet. This is a paradox at the very heart of your story, because the reader understands from the start that this is precisely what Christianity is supposed to do: we almost presume it when we see it in a story. This is bound to take away suspense, no matter how you try to get around it. David is at college for three years, then goes off to the war. Soon after he returns, he marries enother girl, leaving Lucy heartbroken. The loss makes her doubt, turns her listless, and almost changes her character. However, she is brought back to herself by Elizabeth’s efforts, and by the end of Chapter Twenty-two has attained inner peace and happiness. But this, of course, she could not do by herself; again, the minor character makes all the difference in the world, and moves the story in the direction you want it to go.

At this point, there is a gap in time, and the next chapter takes up three and a half years later with a remarkable accident that sets the stage for the reunion between David and Lucy: the reader hears that David has killed his wife in a tragic hunting accident, and is almost crazed with grief. This, however, is not quite fair, even as the background of a solution. Coincidence should not play a part in the construction of a story, especially insofar as complication and solution are concerned. Stories can start from a coincidence, but it is not proper to make them end there. Chance and accident can solve any problem, and should therefore not be used. The reader doesn’t want to find that the lead character is being brought to his goal by means of luck. Of course, the problem was solved when the accident took place, and reopens the possibility of David and Lucy coming together again. The accident raises another problem–getting David back into the world of men–which is solved by his summer with Jim Peterson (mentioned earlier). Gradually, you bring the lovers together, until they finally decide to get married. It was the natural thing to do, seeing that his wife was dead. But the story moves exceptionally slowly in this part, because the obstacles to their marriage no longer exist, and it is only a matter of time. You have a tender love scene between them at the time of the proposal, but it cannot seem to bring the narrative to life. (There is a slip of names, by the way on p. 242, when Lucy becomes “Mary”; guess you got excited!) The story still carries on for two more chapters, showing something of Lucy’s and David’s life together after they are married, but this does not do more than settle a few minor difficulties raised in the past and give a promise of a useful future for the two main characters. Both have learned exactly how to serve, and they are able to help each other in the work. I’m afraid the everyday-ness of much of the rest of the story is even more apparent here, and that the reader’s interest cannot possibly be sustained.

I’m sure you can see by now why I am unable to recommend a revision of your novel. Its flaws are structural, and are too basic to be “patched up.” The weakness of central problem and solution are insurmountable obstacles inherent in the whole work. However, I think you do have the talent to write a salable novel–and one with a real message–if you put a bit more thought into your plotting. By all means keep up the good work! Best wishes.

Sincerely,

/s/Scott Meredith
SCOTT MEREDITH

SM:tr

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Filed under Appalachia, education, family, literature, publishing, religion

by | 31 January 2009 · 7:27 am

Emigration for Education

From Lipstick Jihad: A Memoir of Growing Up Iranian in America and American in Iran, by Azadeh Moaveni (Public Affairs, 2005), pp. 166-167:

I reached for the bowl of apricots on the table, picked out a plump one, and passed it to Mitra. She took a nibble with a sip of tea. Our time together was usually spent with her two daughters, dancing in the living room or eating pizza on the balcony. This was our first private conversation.

I had always wanted to ask her about why she had decided to leave Iran, even after Khatami. Was it hard deciding to go, I asked. You stuck it out for so many years, what made it finally unbearable? She thought about it for several seconds, passing her finger back and forth over the apricot. When she finally did speak, it was not about the veil, or the violations of private life, or any of the daily degradations I had lived and expected to hear about. I couldn’t stand arguing with them anymore, she said, the Sister Fatimehs and Sister Zeinabs at the girls’ schools.

Mitra had two daughters, both teenagers. They would come home from school, having learned nothing useful, but with an earful of reprimands. “I would go down there every day, and ask them why my daughters were being treated like this. And they, these uneducated, unforgiving women, would stare down their noses at me, like, who was I to be asking questions about my daughters’ education.”

Every life in Iran came with its unique set of battles, most of which, like Mitra’s, were unknown to me. I had never tried to raise children under the Islamic Republic, so that particular challenge did not even occur to me. I couldn’t imagine what it would be like sending my daughters off to school each day, to be indoctrinated against me, their heads filled with an ideology that I would then need to unteach them at home. To be told that I, their mother, was anti-revolutionary, Westernized, immoral. Had I a choice, I realized, I might not have stayed to fight. Not if it meant sacrificing my daughters. The way I had learned to conceive of the Iranian nation, of devotion to homeland, was, after many months, still abstract. If I had children here, being pried from me and claimed for the revolution, if I had to go through a divorce under a system that stripped me of all my rights, then perhaps these notions of patriotism and loyalty would sound hollow.

Mitra’s cheek gently fell against a cushion, and her exhalations became regular. In the quietness of the moment, as twilight settled on the willow trees outside the window, I felt some of the guilt of belonging to the diaspora, to the tribe who left, recede. Through living here, through seeing all the complexity that went into people’s decisions to stay or leave, I was learning not to judge so harshly myself or others over such an intensely personal choice.

I respected Mitra for boxing up a privileged life, saying goodbye to all of her extended family, and starting from scratch in another hemisphere. Leaving was not an act of treason or disloyalty but of self-preservation. I had always believed that we outside were compromised for leaving Iran behind. That belief had colored my life, filled it with remorse for a decision that had not been mine. But for Mitra, and thousands of mothers like her, it would have been more compromising not to leave. Sacrificing a middle-aged life was one thing. Sacrificing two fresh daughters entirely another.

Well, this problem is hardly peculiar to Iran. It worries the education-focused parents of every society with a dysfunctional, oppressive public school system, and that seems to be most societies. Those with the means can opt to send their kids to private schools or move to a place with better public schools, even if it means emigrating. But very few parents have that option.

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Filed under education, migration, religion

by | 26 January 2009 · 10:04 pm

Navigating America by Area Code

The Fortune Cookie Chronicles blogger Jennifer 8. Lee notes the key role of telephone area codes in helping Chinese immigrants who can barely read English find their way to smaller cities served by the Chinatown bus services.

That is because many Fujianese restaurant workers are not educated and thus don’t really read and write English. Given that. How do you divide the United States? Not through towns and states. You do it through numbers — hence the area codes. As I wrote in a piece in 2005, job listings in Chinatown employment agencies are often done by area code.

Here’s a snippet from that earlier article, which is well worth reading.

For workers who cannot read the names of their destinations in English, area codes serve as the restaurants’ main geographical identifiers. The workers do not see America as a series of cities or even states, but as a collection of area codes, almost all with dozens upon dozens of Chinese restaurants looking for help. Maps in every Chinese agency break down the country by area code, with recently introduced area codes scribbled in by hand.

For many restaurant workers, the number of hours by bus is a critical measure of how far they are from the American center of their universe, East Broadway in Chinatown. Almost all travel by bus, because many do not speak English or have identification, so they cannot travel by plane. A network of Chinese bus companies has sprung up to shuttle the restaurant workers from Chinatown to the rest of the country. Some have started to draw non-Chinese riders, specifically the “Chinatown buses” that run between New York and Boston or Washington. One bus-company sign advertises the destination and the fare: “Minnesota (612, 551, 952, 763) $150; Wisconsin (920, 715, 608, 414) $120.”

via Culture-making

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Filed under China, economics, education, language, migration, U.S.

by | 11 January 2009 · 4:58 pm

Reporting from a Land of Lecherous Clerics

From Lipstick Jihad: A Memoir of Growing Up Iranian in America and American in Iran, by Azadeh Moaveni (Public Affairs, 2005), pp. 100-101:

My father had taught me that clerics were lazy; more specifically, that they were unsuited to run a country because their work kept them in seminaries, sipping tea in robes, and that sort of languid profession did not lend itself to the more challenging task of administering a government. Convinced their worst sin was sloth, I had not assumed they were equally lecherous. One really could not have a proper conversation with a cleric. They were absurd. A one-hour interview with a mullah inevitably cycled like so:

First fifteen minutes: Gaze averted, stares at own feet, wall, space, anywhere but two-foot radius around opposing female.

Second fifteen minutes: Slowly casts glances in direction of head and talking voice.

Third fifteen minutes: Makes eye contact and conducts normal conversation.

Last fifteen minutes: Begins making googooly eyes, smiling in impious fashion, and requesting one’s mobile phone number.

I didn’t understand why they did this with me, since they are supposed to favor round women and fair women, and I was neither. Some actually complained about this, with mock concern for my health (“Miss Moaveni, have you been ill? You’ve lost so much weight. … Don’t you like Iranian food?”). How they could detect a body underneath the billowing tent I wore, let alone its fluctuations, was beyond me. I asked Khaleh Farzi, who explained that clerics had x-ray vision. That was why they didn’t mind keeping women veiled.

It was only over time, after repeated exposure to womanizing clerics, clerics who stole from the state and built financial empires, who ordered assassinations like gangsters, who gave Friday sermons attacking poodles, that I came to understand the virulence of my father and my uncle’s hate for the Iranian clergy. Perhaps their flaws were no greater than those of ordinary mortals, but ordinary mortals did not claim divine right to rule, ineptly, over seventy million people. As the gravity of the Islamic Republic’s hypocrisy revealed itself, I came to the slow, shocking realization that Iranian society was sick. Not in a facetious, sloganny way, exaggerating the extent of culture wars and social tensions, but truly sick. The Iran I had found was spiritually and psychologically wrecked, and it was appalling.

I doubt a thoroughly secular state would be much better if it suffered under the political hegemony of, say, its professors of literature or philosophy (or linguistics, to pick on my own field).

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Filed under education, Iran, nationalism, religion

by | 8 January 2009 · 10:56 am

Uighur Bilingual Education Debate

From Under the Heel of the Dragon: Islam, Racism, Crime, and the Uighur in China, by Blaine Kaltman (Ohio U. Press, 2007), pp. 18-19:

The use of Mandarin as a vehicle for instruction and the benefits of learning Mandarin versus the Chinese government policies designed to maintain Uighur culture and language were issues that frequently came up during interviews. According to one Uighur businessman who was in his midforties, “This [the Uighur need to learn Mandarin] is a tricky problem because, while more and more schools [in Xinjiang] are teaching in Mandarin, there are still far too many that don’t. Many Uighur teachers don’t speak Mandarin. This is especially true outside Urumqi. Furthermore, the Han government wants Uighur to maintain their local language, so they encourage Uighur schools to teach in Uighur.” He thought for a moment and then added, “But this should be a Uighur responsibility. The Han know little of our culture. It’s up to Uighur parents to teach their children our language and about our Uighur culture. But it’s up to the schools to teach our children Mandarin and Han culture.”

Although many Uighur parents want their children to have a proper education and to learn Mandarin—which almost always means attending a predominantly Han school—they feel that being a Uighur student in a school where Han teachers and students make up the majority population is difficult because of racist attitudes and language difficulties. Some Uighur believe that Chinese government policies encouraging instruction in Uighur, not Mandarin, are designed to limit Uighur development in Chinese society.

Speakers of minority languages the world over face similar choices.

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Filed under Central Asia, China, education, language

by | 21 November 2008 · 5:59 pm

Truman: The WYSIWYG President

From: The Coldest Winter: America and the Korean War, by David Halberstam (Hyperion, 2007), pp. 203-205:

Truman was an easy man to underestimate. He lacked one of the great strengths of the Roosevelt persona: to a nation accustomed to a presidential voice that had been warm, confident, aristocratic, and altogether seductive, Truman’s voice was a distinct disappointment, flat and tinny, with little emotional intimacy. His speeches were uninspiring—blunt and oddly without nuance. Some advisers suggested that Truman try to speak more like Roosevelt, and make his speeches more conversational, but he was shrewd enough to know that that was the wrong path, that he could not emulate the great master. All he could do was be himself and hope that the American people would not judge him for what he was not. He was aware that the comparisons with Roosevelt would be unfavorable at first, and they were. In the beginning, he was an easy target for political jokes, and there was often a cruel edge to them. “To err is Truman,” said the acid-tongued Martha Taft, wife of Robert Taft, a key Republican senator. “I’m just mild about Harry” went another. A favorite of the moment, wrote the columnist Doris Fleeson, was “I wonder what Truman would do if he were alive.” “Poor Harry Truman. And poor people of the United States,” wrote Richard Strout, in The New Republic.

Truman became president when he was sixty years old. He was a late bloomer of acceptable but not overweening ambition. His people were farmers and he had done his share of farming as a boy, and in 1948 he had delighted Midwest crowds—his support there was one of the keys to his surprise victory—by telling them that he could seed a 160-acre wheat field “without leaving a skip.” He had plowed the old-fashioned way, he added—four Missouri mules, not one of these fancy tractors. In his senior year of high school, through no fault of their own, the Trumans’ farm had failed and all chance of a college education for Harry had disappeared. He tried for West Point, his one shot at a free education, but was turned down because of his poor eyesight. (He was blind as a mole, he noted later in life.) His one entrepreneurial attempt, to run a haberdashery shop, lasted a mere three years and ended in failure. He spent much of his time trying to prove to his ever dubious mother-in-law, who came from one of Independence’s first families, that he was worthy of the hand of her daughter, that Bess Wallace had not married down. Here success eluded him; he proved better at making the case for his intrinsic value to millions of fellow Americans than to Madge Gates Wallace. He arrived in the Senate in 1934, in his fiftieth year, relatively late in life, as the sparklingly honest representative of the unusually corrupt political machine of Boss Tom Pendergast. It was as if his special assignment within the Pendergast organization had always been to bring it some degree of honor and legitimacy. He was a small-town man with small-town virtues. For much of his life, he wore a triple-band gold Mason’s ring and a small lapel button that showed he had served in World War I. He was comfortable in the world of small-town lodges, and was a member of the American Legion, the Veterans of Foreign Wars, the Moose, and the Elks.

But a life filled with a curious blend of disappointments and relatively few successes (at least on the scale of most men who attain the presidency) had created its own set of strengths. “I liked what I saw. He was direct, unpretentious, clear thinking and forceful,” General Omar Bradley wrote after their first meetings. He was not much given to self-deception and there was little artifice to him. He was hardworking, and always well prepared. He did not waste other people’s time, nor did he want them to waste his. In contrast to Roosevelt (who loved to play games with people even when he didn’t need to), Truman was comparatively simple and significantly less manipulative. What you saw, by and large, was what you got. George Marshall had always been uneasy with Roosevelt and some of the games he played with his top advisers. There had been one unfortunate moment when the president had tried verbal intimacy with Marshall, a man who thought the more formal the relationship with a politician, the straighter it was likely to be. Roosevelt called him by his first name, the first step in what was clearly to be a process of seduction. He immediately understood his own mistake by the coolness it generated. It was General or General Marshall thereafter, not George. Marshall for that reason clearly preferred Truman. There were fewer political land mines around.

In the Senate Truman had been all too aware of his own limitations. A great many of his colleagues were better educated, wealthier, and more successful; they knew worlds of privilege and sophistication he could only guess at. As one of his high school friends, Charlie Ross, later a star reporter for the St. Louis Post Dispatch and eventually his press secretary, said of him, “He came to the Senate, I believe, with a definite inferiority complex. He was a better man than he knew.” America, at the time he assumed the presidency, was changing rapidly, becoming infinitely more meritocratic, driven by powerful egalitarian forces let loose by World War II and new political benefits that went with them, like the GI Bill, which allowed anyone who had been in the military to go to college. Truman, by contrast, was a product of a far less egalitarian America, which had existed at the turn of the century, one where talented men and women did not always attain careers that reflected their abilities and their ambition.

I am afraid we are now back to being a far less egalitarian America, at least by this measure. It has been two decades (1988–2008) since we had anyone but an Ivy Leaguer as president—and we just elected another one.

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Filed under biography, democracy, education, U.S., war

by | 9 November 2008 · 11:25 am

Gandhi: Too Saintly for the Good of Others?

From Indian Summer: The Secret History of the End of an Emperor, by Alex von Tunzelmann (Picador, 2008), pp. 40-41:

Few political figures have been so widely misunderstood as Gandhi, in his own time or today. He emerged at a time when monarchies were falling and communism loomed; he was contemporary with Lenin. To many listeners, aware of the march of events in Russia, Gandhi’s speech sounded like a rallying cry to Indian socialism, with its talk of the casting off of jewels and the power of the workers. This was, indeed, the reason that young radicals like Jawahar [Nehru] were so attracted to him. But a closer examination of Gandhi’s words reveals something different, and much more profoundly religious. He had confronted the moral behavior of society, not its structure. Gandhi called for the princes to stop wearing their finery and instead “hold it in trust” for their subjects. This is not the same thing at all as telling the masses to rise up and seize it. Gandhi was not challenging the princes’ right to hold wealth, nor even their right to reign. He was asking for a change of heart.

Gandhi’s condemnation of princely luxury was part of a much broader preoccupation with returning India to what he supposed had been a prehistoric “golden age” of godliness, simplicity and humility. He had begun to reject Western ideals of progress and technology, and insisted that India’s future lay in a return to simple village life, not industrialization. As a symbol of this, he adopted hand-spinning on a wooden wheel and used only khadi—hand-spun—textiles. He developed a distaste for the synthesized drugs and surgery which he associated with Western medicine, describing them as “black magic.” Doctors, he believed, “violate our religious instinct” by prioritizing the body over the mind and curing diseases that people had deserved by their conduct. Lawyers, meanwhile, had propped up British rule by espousing British law and were like “leeches” on the people, their profession “just as degrading as prostitution.”

This position had fueled continual conflict in his own family life. Unsurprisingly, he was far from supportive of his sons’ ambitions to pursue careers in medicine or law. “I know too that you have sometimes felt that your education was being neglected,” Mohandas wrote to his third son, Manilal. But, he contended, “education does not mean a knowledge of letters but it means character building. It means a knowledge of duty.” His eldest son, Harilal, fared worse. After Mohandas denied him a legal scholarship to London, he ran away from home, married a woman without his father’s consent, was disinherited and ended up unemployed, destitute and bitter. When Manilal tried to lend Harilal money, Mohandas was so furious that he banished Manilal from his presence for a year. Manilal ended up homeless, sleeping on a beach.

It is not easy being a saint, and it is perhaps even less so to live with one. “All of us brothers have been treated as a ringmaster would treat his trained animals,” Harilal wrote to his father in the course of a twelve-page letter deploring Mohandas’s treatment of his wife and sons. And yet, to a wider audience beyond his immediate family, Gandhi’s charisma, determination and fearlessness were inspiring.

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Filed under democracy, economics, education, India, religion

by | 31 October 2008 · 5:37 pm

Japanese Temple Moves to South Carolina

Thursday’s International Herald Tribune has a story about a Japanese temple that migrated from Nagoya to South Carolina.

The former Buddhist temple sits opposite a waterfall on the campus of Furman University, with vistas of the Blue Ridge Mountains when the trees are bare….

Believed to be the only temple moved from Japan to the U.S., the so-called Place of Peace was shipped in 2,400 pieces and reassembled by 13 specialized temple artisans from Japan.

After three years of fundraising and 2 1/2 months of construction, the building is serving as a classroom and a centerpiece of an Asian studies program that graduated 60 students last spring — three times the number it did five years ago.

Shaner’s ties to a Japanese family that moved to Greenville in the 1960s helped bring the temple to campus. TNS Mills, which stood for Tsuzuki New Spinning, supplied spools of thread to the textile mills that were the heart of Greenville’s economy. Sister and brother Yuri and Seiji Tsuzuki — chairman of what is now Wellstone Mills — grew up in Greenville, but the family maintained its home in Japan.

The temple was built on Tsuzuki land in Nagoya in 1984 as the family’s private worship place.

When they sold to developers, the siblings in November 2004 proposed a way to save the temple from destruction: Offer it to Furman. The family has a long-standing friendship with Shaner, a world-renowned aikido instructor and sensei, or teacher, to Yuri and Seiji Tsuzuki’s mother, Chigusa, who died in 1995.

But the school had to move quickly. The temple had to be off the family’s property by January 2005.

“The reason why this is so rare, had this temple ever served a lay community and had an assigned priest, then you would never, ever, ever move it from Japan,” Shaner said. “It would be like bad karma.”

The temple was disassembled and shipped overseas in four 40-foot containers, with each piece labeled and its beams secured by wood braces to prevent warping. It sat in the Tsuzukis’ storage in Gaffney, South Carolina, as the school raised $400,0000 for the temple’s reconstruction and maintenance.

I would bet that a good bit of that money was raised from people who had already been donating to support Southern Baptist missionaries in Japan. This is a nice turnabout. A Japanese temple overlooking the Blue Ridge certainly appeals to me.

via Japundit

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