Tag Archives: teaching

682. Hard Road to America

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When I taught middle school science, I always took St. Patrick’s Day off from levers, rockets, and chemical reactions to teach a session on history. Irish history, but with a twist.

Those days very few of my students had an Irish background, but about half were Hispanic. There is a connection between St. Patrick’s Day and Cinco de Mayo which I will explain that at the bottom of this post.

The Irish immigrant story I taught on St. Patrick’s Day  was always new, since my student’s were always new. That is also somewhat true of those who read this blog. If you were here the last time I told a version of this story, my apologies. It has been several years and this one is somewhat changed.

It is a moving story, which eighth graders are old enough to appreciate. Potatoes from the new world were perfect for Irish soil; where a crop of oats had supported four people, a crop of potatoes would support eight; when previously hungry people were no longer hungry, they had more babies. Then the potato blight struck, and there was no going back to oats because the population had grown.

The land was largely owned by the English. They continued to export grain throughout the famine. Vast numbers of Irish starved. Those who could raise the money took ship for America.

The passage was hard. Ten percent of those who left Ireland died on the way. Their quarters were cramped, filthy, and unhealthy. Eighth graders both love and hate this part of the story; they have a very human capacity to be simultaneously moved and grossed out. I would walk about the room, measuring out the cubicles with hand movements, mimicking the heaving of the ship in a storm, telling of the bilge seeping up from below, pointing out the sound and smell of vomiting from seasickness, and reminding them that the cedar bucket behind the blanket at the end of the central aisle-way would fill to overflowing with human waste on those days when the hatches had to remain battened down.

Then I would quote a passage from a letter sent back to Ireland by an immigrant, who described the passage then said, “But I would endure all that ten times over, rather than see my children hungry.”

Once in the United States, things were still hard. The Americans who were already here didn’t want them. They could only obtain the jobs no one else wanted. Many were Gaelic speakers and did not speak English. They were segregated into the poorest part of the cities. They were disrespected.

They bettered themselves, generation by generation. They learned American democracy, and elected their own kind to office. They learned American capitalism and many became rich. Eventually, they elected one of their own, John F. Kennedy, to be president.

Along the way, they began to celebrate themselves. St. Patrick Day parades are an American invention. They have only recently begun to be celebrated back in Ireland, but they have been important in America for more than a century.

A teacher has to talk fast to get all that into forty minutes and still have time for the payoff.

St. Patrick’s Day isn’t about shamrocks and leprechauns. Its about Irish pride. Its about saying, “I’m as good as anyone.” It can even say, “I’m here — deal with it.” St. Patrick’s Day is American, not Irish, because America is where the Irish had to speak up for themselves.

Cinco de Mayo is an American holiday. It is not widely celebrated in Mexico. Just as St. Patrick’s Day is Irish Pride Day, Cinco de Mayo is Mexican Pride Day.

It is a message I got across most years, but no one would have listened if I had not first captured their emotions with the story of a politically neutral and sympathetic people with whom both Anglo and Mexican students could identify.

680. Life is Fragile

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I’ve been using this cocoon time to do a lot of things I don’t normally have time for. One of those is going through back posts to remember all of those things I said. In doing so, I ran across a post from three years ago that needs repeating.

This is no time to be taking classes on anything, even CPR, but that won’t last forever, and this is a time for serious reflections on the fragility of life. So just read this old post, and mark your calendar for some time after covid passes on to learn some life saving techniques.

Now Im going back into hiatus for a while longer.

I once saved a little girl’s life. True, but not as exciting as it sounds. I’ll tell you about it further down in the post.

In 1976 a whole bunch of things came together. I was back in California with a master’s degree and had started writing novels. My wife’s parents lived in the same small city. Her father was a life long Red Cross volunteer, so when help was needed in the Swine Flu clinics that the Red Cross organized that year, all three of us volunteered. I had spent four years as a surgical tech in a Naval Hospital, so it was natural that I continued to volunteer for medical things after everybody had had their shots and the Swine Flue had not appeared.

(Cynics called the Swine Flu shots the cure for which there was no disease, but no one knew that at the time. Hindsight is always accurate, but sometimes cruel.)

About that time, the Red Cross was given the responsibility of teaching the then-new technique of cardiopulmonary resuscitation. My wife, my father-in-law, and i took the county’s first CPR class one week, then took the first CPR teacher training the following week. After that we taught as a team.

At that time there were no EMTs. We taught the local ambulance drivers to do CPR, then my father-in-law taught the park rangers at the local lake. We taught civilian classes every week or so and after a few years we had trained several hundred.

In those days CPR training included the Heimlich maneuver and many other things I won’t even tell you about. Year by year, the training contained less and less. Dumbed down, in my non-medical opinion. Eventually I could no longer stand telling people who came for retraining, “What I taught you last year, we can’t teach that any more.” So I backed off  and let newer teachers take over.

To be fair, we weren’t teaching doctors and nurses. The amount that you can expect a civilian to learn in a short class, and remember in an emergency a year later, has to be fairly well restricted.

When I wrote my second published novel, I had the hero save a life using CPR, and in the front pages, placed a statement about CPR with a call for the reader to get training.

I never had to actually use CPR. That just means that nobody ever dropped temporarily dead in my presence, and I’m glad they didn’t.

However . . .

About twenty years later I was teaching middle school. It was the end of the day. The bell had just rung and my students had started getting into their back packs to file out, when one of them yelled, “Suzy’s in trouble!” and another student yelled, “She’s choking.”

The girl (not named Suzy) had slipped a hard candy about the size and shape of a marble into her mouth. She wasn’t supposed to do that until she was outside the classroom, so she was being sneaky instead of careful, and it lodged in her windpipe.

I slipped into the mode teachers use for bleeding, fainting, and fist fights. I went to her at a walk that resembled a run. Her face was desperate. I spun her around and stripped off her backpack while calmly saying, “Let’s get this off you. Let’s get you turned around so I can get that out, so you can breathe.” I put my hands in the right position and jerked up sharply — but carefully, since I was three times her size. The candy shot across the room.

That was it. It was over. She was shaken, but unhurt.

Humility would have me say that she would probably have been all right anyway, but I don’t think so. I really don’t think so.

So, what is the takeaway — that I’m a hero? Not likely. People’s lives are saved every day by the Heimlich maneuver. I have a friend, another teacher, who used it successfully twice during her career.

The takeaway is that CPR, rescue breathing, and the Heimlich maneuver are easy to learn, and if you ever have the chance to save the life of a loved one, or even a stranger, and you don’t know how, it will haunt you for the rest of your life.

Make a note on your calendar for after covid has passed. End of sermon.

672. Strong As a Woman

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No one would doubt that Hellen Keller and Anne Sullivan were strong women,
but so are tens of thousands of unknowns. One of these was my friend.

I’ve been writing forever, and I taught middle school for twenty-seven years, which sometimes felt like forever. I came in as an intern, which put me into a veteran teacher’s classroom for a time before moving to my own. The teacher I was under was wonderful, but tough.

Twenty or so years later I spoke at her retirement ceremony. I’ll leave her name out of this, since she deserves her privacy. That’s why there are so many “shes” and no proper nouns in what comes below.

These are the notes for that speech. I found them today and they made me smile.

She took no crap, and I took no crap, so we were something of a matched pair. When I started to read this at the ceremony, she stopped me in mid-sentence and said, “Is this a roast? I don’t want a roast.”

It isn’t a roast, it’s an homage.

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I think it is fair to say that *** has a forceful personality. I can’t think of a time when I was in a room with her that everyone there was not aware of her presence. She makes an impression.

Over the years there have been a number of people who have changed their attitudes because she brought, shall we say, compelling arguments to the table.

She generally knows what she thinks, knows what she wants, and isn’t shy about saying so.

She doesn’t mind standing up for herself. Everyone who has ever met her knows that. But if you listen during those endless discussions we all get into in the teacher’s lounge, you will notice that she stands up for more than just herself. She respect herself and demands respect from others, but she also demands respect for teachers in general.

I can’t remember how many times I have heard her say to other teachers or aides, “Don’t take that. Don’t put up with that. You deserve to be treated better than that.”

I’ve also heard her say, “You’re really stupid if you do that. That will get you into big trouble, and you’ll have nobody to blame but yourself.”

You always know where you stand with her.

*           *           *

She has been at our school long enough to become an institution —- longer, in fact, than anyone else except for the real old fogies like me. It is easy to forget that she spent most of her career at the elementary school. That is where I met her.

I was an intern, on my first day, when I was placed with her. She is actually a few months younger than I am, but she had been teaching seven years while I was off becoming a starving writer. She was mongo pregnant and I was to replace her while she was on maternity leave.

I had a few precious weeks with her before she went off to have her son, and even after she was gone I had the benefit of working in a classroom environment which she had crafted. In her absence I did things her way, and her way worked.

Most people who think they know her, don’t really. You can’t really know a teacher unless you have been in her classroom and watched her teach.

After she returned from leave, we continued to work together for a few months before I took over a different class part way through my internship. Over the years I have spent a lot of time in her classroom whenever I had the chance. Each of us has come to use the other as a sounding board. Those of you who have never team taught have missed something. You can learn a great deal about your partner, and about teaching, when you team up.

When she is teaching, she is the center of attention, but she is not the center of the lesson. This is a subtle and crucial distinction, and one that a person who has only see her lambasting the latest educational stupidity would miss. When she is teaching, she demands, controls, dramatizes, cajoles, exhorts, and forces student’s attention onto the matter at hand. She is the focus of what is going on, but what is going on is not about her. It is not a way to glorify herself, but a way to force her students to confront the tragedy of Anne Frank, or the importance of knowing their own family heritage, or the despair of the Wreck of the Hesperus.

A few years ago it became politically correct to say, “Be the scribe on the side, not the sage on the stage.” What contemptible crap! If you aren’t the smartest person in the room, why are they paying you? It is our job to be tough, organized, enthused, and relentless in bringing our knowledge to our students. But we must be the lens through which the students see, not the actual thing that they see.

I would have figured this out on my own, but I didn’t have to. It was all laid out for me the first day I walked into her classroom.

======================

So I found these notes and wrote them into the computer. As I did, I had to consider the changes that have come about in these last few years.

My friend and I both knew that if I said something loud and contrary about the endless brown rain coming down from the state board of education, I would be seen as forceful. If she said the same thing (and she did), she would be a bitch. She never let that stop her.

If she has seen a glass ceiling, she would have taken an axe to it.

665. The Devil’s Stars

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From an album by the sixties folk band Pentangle.

Fundamentalist Christians are not only uncomfortable in the presence of the number 666, they aren’t fond of a five pointed star inside a circle either. I found this out the hard way.

I was teaching a unit on Drawing Through Mathematics back when I was a middle school teacher. The technique consisted of using two concentric circles, with dots marked off mathematically, and connecting the dots between the circles with straight lines. Then the circles and dots were to be erased.

In this manner you can make stars with any number of points and control whether they are fat or skinny. I’ll show you how at the bottom of this post. In one session of my class we had already made six and seven pointed stars without any problem, but when we did five pointed stars I unintentionally caused an explosion. One student completed his star, then suddenly sat back, face white with fear, and threw it across the table shouting, “I’ve made a Devil’s star!”

I took me completely by surprise. I would never had let the number 666 creep into class. In fact, when I made up my own math worksheets, I always made sure no answer would be 666. It wasn’t fear of the school board. It was just that every kid has a right to his own beliefs, whether they make sense to me or not, and I saw no reason to make them uncomfortable.

I also knew that a five pointed star inside a circle, particularly if inverted, was a devil or witch sign during the middle ages. I just didn’t know that piece of knowledge was current in my community. I should have, since you see it in so many horror movies, but I don’t watch horror movies and I try to ignore their adds on TV. Besides I didn’t think of what we were doing as putting stars into circles, but using circles (and then erasing them) to make stars.

I explained all that to the frightened student, also invoking the fact that the symbol for the Army Air Force in WWII was a circle containing a five pointed star, and that the US government was certainly not an instrument of the devil. It took a long time to calm him down and he was still shaken when he left classroom.

I felt terrible. Probably every student I’ve ever taught felt differently about religion than I do, so I’ve always worked hard not to put any one of them on the defensive, but this incident had caught me by surprise.

It’s hard to anticipate every possibility.

*         *         *

During the first two or three years of this blog I sometimes offered classroom insights, but I only have a few left that could interest any of my present readers. This might be one. Teach it to your kids, if you have any, and let them impress their teachers. Just stay away from five pointed stars if you are a fundamentalist Christian. Or embrace them if you are a Wiccan.

A three pointed star is rare except for the Mercedes Benz badge. A two pointed star is really just a skinny diamond. A one pointed star can’t exist. Any number of points, other than one, can be drawn by this method with complete control of how skinny or fat the star will be.

Draw a circle the size you want your star to be. Draw a second circle on the same center point inside the first circle. The smaller the inner circle is (compared to the outer), the skinnier the star points will be, and vice versa.

Decide how many points you want on your star. Divide that number into 360. That is the number of degrees each point will take. Divide that number in half. That is the offset.

Example for an eight pointed star —
360 divided by 8 allows 45 degrees for each point, with a 22.5 degree offset.

Draw a line from the center through both circles. Starting on the point where the line crosses the outer circle, draw eight dots 45 degrees apart around the outer circle.

Where the line crosses the inner circle, offset a dot by 22.5 degrees, then draw eight dots 45 degrees apart around the inner circle.

Connect the dots. Voilà. Then erase the construction lines. I still use the method when designing quilt blocks.

655. All the Little Children

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What if Santa Claus weren’t white? What if he weren’t back either, or latino? What if he were a mixture of all the races and ethnicities? He could still have white hair; we all come to that in the end.

What if he were cast that way in a new version of Miracle on 34th Street? What might he say to the little Susan Walker (whatever color she turned out to be) when he caught her refusing to play with the other children?

He might use a word nobody uses any more. It rhymes. It fits — but it would probably make the audience uncomfortable.

Miscegenation is a place all by itself, a separate country. You’ve heard of the British nation and the French nation. Now this is the Miscegenation. It’s a wonderful place. How would you like to be able to to play with all your little friends, no matter what their color of their skin and hair or the shape of their faces? You could you know, if your parents weren’t afraid your babies, someday, were going to come out a different color than they are. 

Its odd how the words out of our childhoods that seemed so wrong then, can come to seem different now. And vice versa. We and They used to seem so normal, but now . . .

Merry Christmas to all the little children of the world.

606. We Learn

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University of Chicago

In the review of Louis L’amour’s memoir, a lot was said about self education, but that should not obscure the usefulness of college.

If you cut classes, sleep through classes, read digested notes instead of the textbook, and write merely adequate papers (or buy them), you can get all the way to graduation without learning anything. It takes some effort, but people do it every day.

On the other hand, if you recognize that your education is your responsibility, college will at least provide you with a reading list. And while you are in the stacks there is no telling what kind of other amazing additional things you will find to read.

Also, a few of the professors, at least, will have something worth listening to. I have had brilliant professors and professors who were dolts. You just have to deal with it.

There are grad students (I’ve met some) who were plowing their way toward a Ph.D. on pure inertia. Something got them started down that path and they didn’t have the imagination or courage to make a change. They can make it all the way to professorship with the help of other misfits from the last generation.

It’s pretty much like the rest of life.

I left a town in Oklahoma, population 121, and arrived at Michigan State University in 1966. That year the campus had about 48,000 students. I loved it. I could walk down the street without everybody knowing me, and reporting back everything I did. (Sigh of relief!)

I started in biology, switched to anthropology, and concentrated on the cultures of South Asia. Just before graduation my draft number came up, so my diploma was immediately followed by four years in the Navy.

A word of advice: if you have a degree in engineering, they make you an officer. If you have a degree in anthropology, they make you an enlisted man. Oh well.

I next attended the University of Chicago, where I got an MA studying the interface between South Asian village economics and native theories of ritual purity. Title: Jajmani, an alternative conceptualization.

Obscure? You’d better believe it. Obscurity does not make a thing useless, but it does make it hard to talk to your friends about it.

Then I got blindsided by novel writing, but I’ve talked about that enough in the past.

The University of Chicago is a premier school. California State College, Stanislaus, which I attended a few years later, was known only to locals. The profs at Chicago were probably better scholars, but not better teachers. I got a good education both places.

CSCS is now CSUS. It was upgraded to a University a few years after I left. While I was there, I studied History, and received a second BA and second MA. Why a second set of degrees is a long story, to be told another time.

My thesis was “The Crisis in American Shipping and Shipbuilding: 1865 to 1918” That was an era of arguments about the role of tariffs and subsidies, with much testimony before Congress in which every competing party misrepresented the facts. Same old, same old. Teflon Don would have felt right at home.

To finish this quasi curriculum vitae, I went back to the University of the Pacific a few years later to get a teaching credential. It only required a few courses with all I already had on board. Everything I had done until then was from love of learning. I went to UOP purely to get a job so I could continue eating.

============

Everything I learned, everywhere I went, was useful to me as a teacher and as a writer. Over the next few months, I plan to pass on Reader’s Digest versions of some of it that might help you in your writing.

(Yes, I know most of the people reading this are or want to be writers, and more power to you.)

597. Who Speaks for Us?

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A teacher in a classroom in Sierra Leone.

I had a post written for today, which I will now boot on down the road, maybe a couple of weeks.

My wife and I frequently watch a morning so-called news program, mostly because the hosts are pleasant people. This morning (that would be two days ago, Memorial Day) they took a moment from time to time to “remember those who served”, and went immediately to the men of Big Little Liars and promised an upcoming interview with Lamar Odom. Then they were going to do in in depth piece on where to find the best Memorial Day sales.

Yikes.

I left quickly. Most mornings all I wait for is a hit of good fellowship, a touch of news and weather, and I’m on to other things. Like writing this.

Their treatment of Memorial Day seemed to strike somewhere between grabbing for cheap emotions and checking off a box, but I’m going to give them a pass. I am not the one to judge, because I can’t be satisfied on the subject. Every time Memorial Day comes around I find myself caught between tears and anger, no matter how well things are presented. I have great respect for those who fought for freedom, but I don’t forget the atrocities committed in America’s name. I know that most Americans are offering genuine respect, and that some Americans are using Memorial Day to push military agendas, and a few are doing both at the same time.

I’m just going to have to let go of Memorial Day for another year. 

Lamar Odom is another matter. Mind you, I don’t know the man, and I avoid any news broadcast containing the word Kardashian. He probably has a story to tell, and certainly has the right to tell it.  Nevertheless, he represents something ugly about America — the Redemption Tour.

You are nobody in America until you’ve hit rock bottom, and clawed your way back up, in full public view.

If you’ve simply lived a wholesome, useful life, you don’t count. But if you’ve ripped off a charity, gotten dragged down by drugs, or cheated your kid’s way into college, welcome to celebrity. America is crying out to forgive you, if you can first tell them a stirring tale of depravity to keep them entertained.

Lamar Odom isn’t the problem; he just set me off. He dredged up something ugly from my past.

I was teaching middle school and we all turned out for a rally. It was one of those manufactured teaching moments, half sermon, half vaudeville, but it went wrong from the start. The presentation was by a batch of ex-cons, who had come to the school to tell our kids to go straight. Supposedly. In fact, it was anything but that. They were strutting baboons, flexing their muscles in their tight T-shirts, showing off their tattoos, and tearing phone books in half.

And, no, baboon is not a racist dog whistle this time. These were all white guys. It’s just an accurate description.

They told the kids, “Stay in school, keep on the straight and narrow, don’t end up in prison cause the guys there will eat you alive. You don’t want to end up like us.”

And the teenage boys all said under their breaths, “The hell we don’t!” These parodies of masculinity were exactly what they wanted to become.

Then one of the ex-prisoners began to harangue a tough looking Mexican-American student. He said, “I know you. I know what you’re thinking . . .” But he didn’t. He didn’t even know the boy’s name. He had never seen him before, but that didn’t stop him from calling the boy out.

It was always like that. Whenever somebody came to our school to make our students into better people, they always zeroed in on Mexicans as the ones they planned to reform.

Any teacher in the room could have told you the boy’s name. A lot of them could have told you his parents’ names, and would have had a pretty good idea of their income. Many of them would have known his sisters and brothers names, and would have taught them in years past. Some of those teacher had probably been in his home.

Any teacher in that gym could have stood in front of those children and have given them good advice about their futures — in fact they did just that every day in their classrooms. But those teachers hadn’t been to prison, so they were in the bleachers while the ex-cons cavorted like movie stars.

If you think I don’t believe in second chances, that isn’t the point. I don’t believe in parading your failures like badges of honor and I don’t believe you have to go low before you can go high.

There is nothing wrong with not going to prison.

Just go high, without bothering to go low first. Nobody will ever notice you. They won’t put you on television or in front of a gym full of kids, but that’s okay. We can live with that.

589.5 Tequila and Lederhosen

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Cinco de Mayo caught me by surprise this year. It is an important holiday in California, and was particularly important to about half the kids I taught before I retired.

You will note that I did not say Mexican-American kids. Even before the advent of Trump, a surprisingly large number of (whatever) students didn’t like that name. Some wore a T-shirt that said:

Not Mexican-American
Not Hispanic
Not Chicano
MEXICAN!

I’ve already had my say on the subject of Cinco de Mayo. I invite you to check out these two older posts to see what that was.

One post had the full title: Juan Angus Georg Angelo O’Malley celebrates St. Patrick’s Day by drinking tequila and while wearing lederhosen under his kilt.

The other was titled: Who said you were Mexican?

583. Mutually Assured Destruction

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I taught middle school science for twenty-seven years, and every year I taught the manned space program. It was never called for in the required curriculum, but I always managed to shoehorn it in while still teaching everything I was required to. It wasn’t just because I loved the subject, although I did. There were plenty of things in science that I loved but never mentioned.

The plain fact is that seventh graders don’t listen unless you excite them, and the manned space program was exciting.

Here is a schtick I used in my middle-school classroom all through the eighties and nineties. The subject was, “What motivated Americans who didn’t care about space to spend billions to outrun the Russians in the Space Race?”

I would choose two pushy, self-assured young guys and call them to the front of the room. I would put them face to face, about ten feet apart, and say, “Now, imagine each of you has a .45 automatic, and each of you hates the other one. We’ll call one of you America and the other Russia. I don’t want to insult you, so I won’t say which is which.

“Point your guns at each other. (They would gleefully assume the position.) If either one of you fires, the other will have just time enough to pull the trigger, too. You will both go down. If you sneeze, though, you’re a goner. If you blink, you’re a goner. If you look away, same thing.

“Now hold that pose for fifty years.”

Clearly, I couldn’t get away with that today, but this was pre-Columbine. My kids were thinking about cops and robbers, not  a terrorist who was out to kill them.

Do I have to point out that the guns represented the American and Soviet nuclear armed arsenal of missiles? It was a demonstration of Mutually Assured Destruction, also known by its entirely appropriate acronym MAD. If either side had attained an overwhelming superiority in number of missiles, the delicate balance would have been disrupted. Witness the Soviet’s parading their missiles in Moscow, and taking them several times around the block to look like they had more than they did.

The balance could be disrupted by having missiles closer to the enemy than the enemy did to us. Witness secret American missile bases in Turkey, on the Soviet border, which led them to put missiles in Cuba. The Cuban Missile Crisis was not an unprovoked Soviet threat.

The balance would have also been disrupted by an effective missile defense system. There is no such thing as defensive in the MAD scenario.

What does this have to do with space travel? Two things, one positive and one negative. The entire business was a race for the nuclear high ground. If either side had managed to put an orbital missile platform into orbit, it would have been bad news for the other side. That was not possible, so each side tried to maximize their capabilities in space while proving to the hundred plus other nations on the Earth that they were the firstest with the mostest.

I would repeat that in Russian if I could write Cyrillic.

All this turned into the Space Race, culminating in a manned lunar landing, It’s nice that something good came out of all that nonsense.

The other side of the coin was a reinforcement of fear of nukes, whether it was bombs, powerplants, or space drives. In the fiction of the sixties, the solar system was filled with nuclear powered spacecraft. In the real world, fear killed the idea.

Should we have nuclear spacecraft? I think so, but it isn’t for me to say. It isn’t for you to say, either. It isn’t even for the people to say.

Why? Because we’ve shifted our focus from the Russians to the Chinese.

If history is a guide, we will have a nuclear spacecraft — a few years after the Chinese launch their first one. We’ll be running behind and playing catch-up as usual.

Remember Sputnik?

571. Nothing New Under the Sun

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There is nothing new under the sun, but the old things keep coming back to poke you in the eye, and it all seems interconnected.

On MLK day I talked about growing up and shaking off racism. Then I talked about America’s love affair with great men who really aren’t all that great.

That led to a back and forth in the comments in which I talked about trying to teach truth in American schools, by using the space program as an example. Meanwhile, I’ve been trying to remind my younger readers of the incredible reality of what was happening fifty years ago in space exploration.

On President’s Day and we looked at the last half century’s sad and depressing crop of leaders.

Then it all came together in one coincidental discovery. I bought a copy of Apollo in Perspective by Jonathan Allday to fill in some gaps in my knowledge, and found this inserted as an epilog:

Men who have worked together to reach the stars are not likely to descend together into the depths of war and desolation. Lyndon B. Johnson, 1958

I need to insert three paragraphs of blank space here, to express my incredulity.

In 1958, Sputnik had just been launched. America was in a panic. The bureaucrats and the military were fighting (as usual) and the result was that American satellites were not being launched. The space program had begun in fear, riding on rockets which had been designed to carry nuclear warheads, and fueled by the terror those same warheads represented. Men were not working together to reach space; countries were working against each other for the best capacity to wage war.

Not only was every word in the quotation a lie, it was all a set of lies that no one could have believed, even then. Every word was the exact opposite of the truth, even as contemporary Americans understood the truth.

And all this from Lyndon Johnson, who would, a decade later, give us the Viet Nam war.

It seems that the greatest of our achievements and the most poignant of our failures remain inexorably intertwined. I guess that’s the human condition, but it’s hard to take sometimes.