Founders online, great interactive site

December 12, 2007

Our friends and benefactors at the Bill of Rights Institute put up a great branch of their site, Founders Online. A grant from the Shelby Cullom Davis Foundation made the project possible.

Bill of Rights Institute logo

Check it out:

John Adams | Samuel Adams | Alexander Hamilton | Patrick Henry
Thomas Jefferson | James Madison | GeorgeMason | Gouverneur Morris
James Otis | Thomas Paine | George Washington | John Witherspoon

This page should be a first stop for your students doing biographies on any of these people, and it should be a test review feature for your classes that they can do on the internet at home, or in class if you’re lucky enough to have access in your classroom.

Good on-line sources are still too rare. This is stuff you can trust to be accurate and appropriate for your students. Send a note of thanks to the Bill of Rights Institute, and send your students to the site.

Just in time for Bill of Rights Day, December 15 . . .


Let the candidates debate science!

December 12, 2007

Oh, yeah, good debates are hard to come by.

Still, wouldn’t you like to see the final presidential candidates debate science issues seriously?

Science Debate 2008 logo

Lawrence Krauss got through the muddle at the generally science-averse Wall Street Journal to make the case.

The day before the most recent Democratic presidential debate, the media reported a new study demonstrating that U.S. middle-school students, even in poorly performing states, do better on math and science tests than many of their peers in Europe. The bad news is that students in Asian countries, who are likely to be our chief economic competitors in the 21st century, significantly outperform all U.S. students, even those in the highest-achieving states.

While these figures were not raised in recent Democratic or Republican debates, they reflect a major challenge for the next president: the need to guide both the public and Congress to address the problems that have produced this “science gap,” as well as the serious consequences that may result from it.

♦ ♦ ♦ ♦ ♦

Almost all of the major challenges we will face as a nation in this new century, from the environment, national security and economic competitiveness to energy strategies, have a scientific or technological basis. Can a president who is not comfortable thinking about science hope to lead instead of follow? Earlier Republican debates underscored this problem. In May, when candidates were asked if they believed in the theory of evolution, three candidates said no. In the next debate Mike Huckabee explained that he was running for president of the U.S., not writing the curriculum for an eighth-grade science book, and therefore the issue was unimportant.

Apparently many Americans agreed with him, according to polls taken shortly after the debate. But lack of interest in the scientific literacy of our next president does not mean that the issue is irrelevant. Popular ambivalence may rather reflect the fact that most Americans are scientifically illiterate. A 2006 National Science Foundation survey found that 25% of Americans did not know the earth goes around the sun.

Our president will thus have to act in part as an “educator in chief” as well as commander in chief. Someone who is not scientifically literate will find it difficult to fill this role.

Chris Mooney makes the case in Seed Magazine.

Science is too important, too big a player in too many issues, to not have a major focus of its own in the final debates. Failing to have such a discussion is tantamount to failing to ask whether the candidates are capitalist or communist in economic policy (as if such a question could be unanswered by a wealth of other campaign material).

Science Debate 2008 argues for a science debate, lists supporters of the idea (it’s an impressive list, really), and offers advice on how you can help the campaign for science discussion at the presidential level. You can track the issue at the Intersection, or at Bora’s place, A Blog Around the Clock.

If nothing else, a science debate might make it clear to the candidates that we need to revive the Office of Technology Assessment, in addition to making the candidates aware that the president needs to have a strong, independent science advisor to whom the president actually pays attention.

Science literacy is to important to leave it up to chance, or partisans alone — in the case of our kids in school, and in the case of the person we elect president.


Texas biologists stand up for evolution

December 11, 2007

 

Leading biologists at several of Texas’s leading universities sent a letter to the Texas State Board of Education trying to scold the agency back onto the path of good science, in the wake of the firing scandal at the agency late last month. Laura Heinauer wrote in Homeroom, an education blog of the Austin American-Statesman:

More than 100 biology faculty from universities across Texas signed a letter sent Monday to Education Commissioner Robert Scott saying Texas Education Agency employees should not have to remain neutral on evolution.The letter is in response to the departure of former science curriculum director Chris Comer, who says she was forced to resign days after forwarding an e-mail her superiors said made the agency appear biased against the idea that life is a result of intelligent design.“I’m an evolutionary biologist, and I and many others simply feel that good evolution education is key to understanding biology as a whole,” said University of Texas professor Daniel Bolnick, who has been collecting signatures since last week.

More biologists from more Texas universities would have signed, probably, with more time allowed to gather signatures. Word I have is that the author and organizers wanted to get the letter delivered quickly.The letter was forceful, and stern in emphasizing the strength of scientific support for evolution theory, a rebuke to Commissioner Robert Scott’s political assistant, Lizzette Gonzales Reynolds:

It is inappropriate to expect the TEA’s director of science curriculum to “remain neutral” on this subject, any more than astronomy teachers should “remain neutral” about whether the Earth goes around the sun. In the world of science, evolution is equally well-supported and accepted as heliocentrism. Far from remaining neutral, it is the clear duty of the science staff at TEA and all other Texas educators to speak out unequivocally: evolution is a central pillar in any modern science education, while “intelligent design” is a religious idea that deserves no place in the science classroom at all.

A massive body of scientific evidence supports evolution. All working scientists agree that publication in top peer-reviewed journals is the scoreboard of modern science. A quick database search of scientific publications since 1975 shows 29,639 peer-reviewed scientific papers on evolution in twelve leading journals alone2. To put this in perspective, if you read 5 papers a day, every day, it would take you 16 years to read this body of original research. These tens of thousands of research papers on evolution provide overwhelming support for the common ancestry of living organisms and for the mechanisms of evolution including natural selection. In contrast, a search of the same database for “Intelligent Design” finds a mere 24 articles, every one of which is critical of intelligent design3. Given that evolution currently has a score of 29,639– while “intelligent design” has a score of exactly zero– it is absurd to expect the TEA’s director of science curriculum to “remain neutral” on this subject. In recognition of the overwhelming scientific support for evolution, evolution is taught without qualification– and intelligent design is omitted– at every secular and most sectarian universities in this country, including Baylor (Baptist), Notre Dame (Catholic), Texas Christian (Disciples of Christ) and Brigham Young (Mormon).

This last sentence is weaker than it needs to be. Evolution is taught at every major sectarian university in the U.S., including Southern Methodist University, Vanderbilt, Wake Forest, all the Jesuit colleges and all other Catholic institutions, in addition to those named. It is only the rare, odd Bible college that may not teach evolution. Jerry Falwell’s Liberty University, which does not emphasize science, and the strictly fundamentalist, 19th century Bob Jones University are the only two I have been able to confirm who do not teach evolution in biology courses.

Be sure to check out the footnotes in the letter, too.

There is no serious college textbook available which uses a non-evolution model to explain biology.In 2003, when the Discovery Institute presented a letter to the Texas SBOE urging skepticism of evolution theory, and then misrepresented the letter as support for intelligent design, more than 100 professors at the University of Texas at Austin and more than 100 professors at Rice University wrote to support evolution. Texas’s four Nobel winners in Medicine or Physiology also called on TEA and the SBOE to emphasize evolution in textbooks. Physics Nobelist Steven Weinberg personally appeared at the citizen hearings on textbooks to stress the point.Texas’s top science scholars and researchers have been clear, consistently over the past decade.

It takes a particular form of political chutzpah and political hubris to ignore this unity of opinion among Texas’s leading researchers and teachers of biology. But Gov. Rick Perry’s recent appointment of arch-creationist Donald McLeroy to chair the SBOE, and the firing of science curriculum expert Chris Comer over her FYI e-mail alerting people to a speech by science philosopher Prof. Barbara Forrest, seem to have made most scientists nervous that the Texas SBOE is gearing up to get stupid again.

No comments from any State Board member, nor from the commissioner yet.

The story has been playing on Texas radio stations most of the day. It was picked up by major Texas newspapers, generally from the Associated Press wire:

See also:

One commenter at the American-Statesman site was happy to hear the news. “Big Fat Phil” wrote, “Hello, sanity. I missed you.”

The full text of the letter, and the full list of signers, is below the fold.

Read the rest of this entry »


Michael A. Field

December 11, 2007

Students and faculty at Devry University in Irving, Texas, and a few hundred others who knew him, lost a great friend when Michael Field died the day after Thanksgiving.

His memorial service last Saturday at Arlington’s Unity Church was filled with warmth and laughter as a dozen people remembered Michael’s verve and the joy with which he pursued knowledge, beneficial change, and good social interaction.

In my experience, psychologists come in three varieties: Crazy, eccentric, and real solid people. Michael was a pillar for a lot of people, able to be so solid because he enjoyed the crazy and eccentric, but was not controlled by it. I think the man never met a book or problem he didn’t relish in some way. No fewer than five people testified that Michael was, as a member of some group they nominally led, the guy who sparked great action. That was my experience, too.

It’s been nearly a decade since he left the board of a charitable institution we both served. I was lamenting that we had no one else like him when I learned of his death. Literally dozens of students at Devry told me how Dr. Field pushed them to be better and happier, when I taught there as an adjunct.

Listening at his service Saturday I was inspired again to climb back into the fray. The band of brothers is reduced — several bands, actually — but there is so much to do.

What have you done today to make the entire world better? Michael’s gone. We all have to work harder.

Smile while you do it, and enjoy the work.

Brief obituary below the fold. Read the rest of this entry »


Politics at the Texas Education Agency

December 9, 2007

Reaction to the political resignation/firing of the science curriculum director at the Texas Education Agency (TEA) has been almost universally negative. If there are any approving reactions, they are hidden well.

Dr. Barbara Forrest, whose speech in Austin produced the “FYI” memo Chris Comer sent to a dozen people, posted her reaction at the website of the National Center for Science Education; you can get a .pdf download from NCSE, or read the piece with a lot of reaction at Dr. P. Z. Myers’ blog, Pharyngula.

The incident now involving Ms. Comer exemplifies perfectly the reason my co-author Paul R. Gross and I felt that our book, Creationism’s Trojan Horse: The Wedge of Intelligent Design, had to be written. (http://www.creationismstrojanhorse.com) By forcing Ms. Comer to resign, the TEA seems to have confirmed our contention that the ID creationist movement — a religious movement with absolutely no standing in the scientific world — is being advanced by means of power politics.

This morning, TEA director Robert Scott’s responses to questions from the Dallas Morning News opinion editors gave the first official reaction from TEA of any substance.

I don’t think the impression was that we were taking a position in favor of evolution. We teach evolution in public schools. It’s part of our curriculum. But you can be in favor of a science without bashing people’s faith, too. I don’t know all the facts, but I think that may be the real issue here. I can’t speak to motivation but … we have standards of conduct and expect those standards of conduct to be followed.

For reading convenience, both statements are below the fold.

No, I’m not reserving judgment, but I am reserving comment for the moment. I am hopeful Scott will recognize the error and take steps to square his agency with education standards, state law, good employment practices, and reason.

Read the rest of this entry »


The best way to study for a test

December 7, 2007

Cognitive Daily dances through the research with alacrity, pointing to some research-approved methods for studying to do well on tests.

The best way? Greta and Dave Munger, the authors at Cognitive Daily, show the results that say students should study, take a month off, then study again. Cramming the night before has extremely limited benefits.

Can you apply that in class? Will your students listen to you?

The No Child Left Behind Act makes rumblings about using only research-proven methods in the classroom. If anyone ever enforces that clause, this post at Cognitive Daily better be your most visited site on the web. (They have other links, too. See “The Science of Cramming.”)

And, maybe we ought to stay up on the issue — the Mungers posted that information way back in August . . .


Geography resource links, from a geography pro

December 6, 2007

A professional geographer?

Yeah, they exist — and it’s a booming area. Teachers miss these boats big time, I think, by not getting these professionals into the classroom to show what they do.

Think about it: Geography is a major concern for cellular telephone towers, which are still being constructed by the thousands across the nation. One of the best parts about work at PrimeCo PCS (which became part of Verizon Wireless) was the great sets of maps to work from. Visual data are much more powerful than print on a page; a great secret of PrimeCo’s success was massive use of maps, for the engineers to plan coverage, but also for site acquisition, sales, marketing, and everything else in between.

Consider the use of chips to track shipping palettes; consider the rise in GPS use. Geography is a key player in all transportation and development industries.

So, do your kids know that? Do they know they will be required to be geographically literate — and it can increase their income — when they get a job delivering pizza?

I digress. Here’s a guy, Scott McEachron, with a blog almost-offensively titled 3D – Paving the Way, which he aims to be a resource for users of Autocad 3D. (Oh, so we’re paving the way to using technology, and not laying down concrete and asphalt? Like I said, almost offensive).

His blog has a side bar that shows tremendous, free resources for professional geographers. Can teachers get some use out of these things? Go see: Check the widget titled “Freely Distributed GIS Data.” (Most of the data are free, mostly.)

These are pro resources. They don’t come neatly packaged with suggested lesson plans. You’re going to have to noodle around to see what’s usable in your class, and what is not.

(Dallas teachers? He’s a Dallas guy. Do I sense a guest speaker?)


The difference between science and intelligent design/creationism

December 6, 2007

Or is it just the difference between the rational English and the U.S.?

James K. Wilmot in the Louisville (Kentucky!) Courier-Journal:

Last month in England, I toured the Natural History Museum in London. (It’s free by the way.) They too [with Ken Ham’s Creation Museum] have animatronic dinosaurs. However, that’s where the similarity between this “real” museum and the AIG’s creation museum ends. The NHM of London has 55 million preserved animal specimens, nine million fossils, six million plant specimens and more than 500,000 rocks and minerals.

They have a staff of over 300 scientists working on various projects to gain a better understanding of the Earth and the creatures that inhabit (or did inhabit) our planet. Is there not something wrong when thousands of people are flocking to Northern Kentucky and paying $20 a pop to see a Flintstones-like interpretation of pre-history, and yet anyone who lives in or visits London can see one of the world’s greatest real science centers for free?

According to the Courier-Journal, “James K. Willmot is a former science teacher at St. Francis School in Goshen, Ky., and an environmental laboratory director. He is the author of many articles on science, science education and science understanding. Formerly from Louisville, he now lives in Virginia Water, England.” (Be sure to check out the comments, where advocates of the Creation Museum make the case that it is damaging to education and knowledge.)


Snuffing out math talent

December 6, 2007

Could I cover one block of math? Family emergency, the teacher had to go, math practice assignment was all duplicated, I didn’t have a class at that time . . .

Sure.

It was a class for kids generally not on the college-bound track, certainly not on the mathematics-intensive path. In a couple of minutes three kids told me they were there because they failed the state math test, the Texas Assessment of Knowledge and Skills (TAKS). We got into the exercise and found it featured a whole bunch of algebraic equations that would tax my memory of the rules quite well.

As I was struggling to remember how to divide and multiply exponents in fractional forms, 15 minutes into the class a woman handed in the assignment. More than 30 equations done, each one I spot checked done correctly, all the work shown — even beautifully legible handwriting.

“You have a real facility for math,” I said. “Why are you here and not in the calculus-bound class?”

She said she had failed the TAKS math portion. I told her I found that highly unlikely.

“I can’t do story problems,” she said. “I can’t figure out how they should go.”

So here was a mathematics savant, relegated to remedial math because of a difficulty translating prose into equation.

In the old days, we’d take a kid like that, let her run as far and as fast as possible in what she was good at (higher abstract mathematics concepts), and work with her on the story problem thingy. If she’s stuck where she doesn’t learn new concepts, she probably won’t make “adequate yearly progress,” either. We have taken a kid with great math talent, and turned her into a statistic of failure.

It was a flawed sample, of course. 30 kids, one savant, three others not quite as fast but with roughly the same problem: Math is easy for them, prose is not easy, especially when it has to be translated into equations. 4/30 is 13%. Do we have that many mathematically capable kids who we flunk and put into remedial math — 13% of the total?

One way to make sure no child is left behind is to stop the train completely. If the train does not move, no one gets left behind.

No mail gets delivered, no milk gets delivered, people can’t go to far off places to study, or to sell. But nobody gets “left behind.”

Did I mention that the Texas Education Agency fired their science curriculum person in direct violation of Article VI of the U.S. Constitution? Is there a correlation there?


Texas creationism scandal only one of many

December 6, 2007

McBlogger has an interesting, Texas-based take on the scandals at the Texas Education Agency: It’s a hallmark of Republicans in Texas government.

In other words, other agencies are similarly screwed up, and the common thread is Republican appointees out of their depth and unaware of it.

(Do short posts make this place start to look like Instapundit? Looks only — check the substance.)

Tip of the old scrub brush to Bluedaze.


Geography bell ringer: What’s wrong with this map?

December 4, 2007

Penguin Transit Map of the World

Fun map. Readers at Strange Maps noted lots of geographical challenges in these train routes. Wouldn’t this make a great warm-up/bell-ringer, to have students find the geographical difficulties, errors and impossibilities?

And then there’s the book itself. The perfect gift for Dr. Jack Rhodes*, perhaps, or for Jim Lehrer, or someone else to whom transportation has been a great and grand pastime, as it has been for author Mark Ovenden.

Cover, Transit Maps of the World

Cool. Funny. Maybe instructive.

This would be a heckuva two-week study in geography, no? There are those great films on the construction of the New York subway system; there must be wonderful photos of the art in the Moscow system.

Or am I being too pedantic?

(Click thumbnail below for a larger view of the map.)

transit-map-of-world-ecardtransitmaps.jpg

Tip of the old scrub brush, and go visit, Strange Maps.

* Jack Rhodes was director of forensics at the University of Utah when I was an undergraduate there — my old debate coach. He was so familiar with bus and train schedules, as a hobbyist, that we frequently tried to stump him with questions about a passing train or bus we’d see driving around the nation. To my knowledge, he always got the name of the train right, and the bus’s scheduled next stop right. You sorta had to be there, but it was an amazing series of feats of memory.

 


The whole world is watching: Evolution in Texas, or new Dark Ages

December 4, 2007

The whole world should be watching.

Today’s New York Times editorial, “Evolution and Texas”:

It was especially disturbing that the agency accused Ms. Comer — by forwarding the e-mail message — of taking a position on “a subject on which the agency must remain neutral.” Surely the agency should not remain neutral on the central struggle between science and religion in the public schools. It should take a stand in favor of evolution as a central theory in modern biology. Texas’s own education standards require the teaching of evolution.

Those standards are scheduled to be reviewed next year. Ms. Comer’s dismissal and comments in favor of intelligent design by the chairman of the state board of education do not augur well for that review. We can only hope that adherents of a sound science education can save Texas from a retreat into the darker ages.

It remains a mystery how an education agency official could take such a public stand against the state’s education standards and still keep the job in these days, but no one is seriously talking about even investigating the odd events at TEA under the new highly-political director Robert Scott, or the Republican Party operative Lizzette Reynolds.

Texas is a particularly ironic location for these events, being the home of George Bush, who staked his reputation on education reforms that require higher standards, not lower ones; Texas being a state whose money and history rest on oil and natural gas, two fossil fuels found with the geology the TEA now repudiates; Texas being a state trying to get rid of the cotton boll weevil and the imported fire ant, both of which have nationally-coordinated eradication programs based on thorough knowledge of evolution to prevent the insects from evolving resistance or immunity to pesticides. Texas A&M University is one of the nation’s leaders in creating new food crops, using the evolution principles Ms. Comer was fired for noting.

Talk in Austin Rick Perry’s mind ponders whether Gov. Rick Perry has a chance at a vice president nomination. Perry is a typically-weak-by-state constitution Southern governor. He still has clout with agencies, if and when he chooses to use it. Perhaps Perry will read the New York Times today while sitting in an Iowa coffee shop, and wonder what’s up in Texas.

What passes for leadership these days.

Also see:


Religious/political bias against good education, at Texas Education Agency

December 3, 2007

The religious bias against good education we noted here appears to have exploded into the Texas Education Agency. Unfortunately, there is an ugly political tone to the scrap.

TEA fired a top science curriculum specialist just as it starts a review of science standards, because she passed along word that a defender of science in textbooks was speaking in Austin to several people in an e-mail. The firing was urged by a political apparatchik now working inside TEA, one of several political operatives put into positions of influence in the agency in the past year or so.

(I don’t practice in Texas employment law, and Texas administrative law probably has strong employment-at-will leanings even in government agencies — but this strikes me as an illegal action on the part of TEA; we can’t fire people for doing their jobs as the law requires; we shouldn’t fire public officials for informing people about the law, nor for supporting good academics.)

Several Texas news outlets picked up the story of the firing, but to my knowledge, only the Austin American-Statesman has complained, in a Saturday editorial, “Is Misdeed a Creation of Political Doctrine?”

The education agency, of course, portrays the problem as one of insubordination and misconduct. But from all appearances, Comer was pushed out because the agency is enforcing a political doctrine of strict conservatism that allows no criticism of creationism.

This state has struggled for years with the ideological bent of the state school board, but lawmakers took away most of its power to infect education some years ago. Politicizing the Texas Education Agency, which oversees the education of children in public schools, would be a monumental mistake.

This isn’t the space to explore the debate over creationism, intelligent design and evolution. Each approach should be fair game for critical analysis, so terminating someone for just mentioning a critic of intelligent design smacks of the dogma and purges in the Soviet era.

But then, this is a new and more political time at the state’s education agency.

Robert Scott, the new education commissioner, is not an educator but a lawyer and former adviser to Gov. Rick Perry. This presents an excellent opportunity for the governor and his appointee to step in firmly to put an end to ideological witch hunts in the agency.

The person who called for Comer to be fired is Lizzette Reynolds, a former deputy legislative director for Gov. George Bush. She joined the state education agency this year as an adviser after a stint in the U.S. Department of Education.

The paper is factual and gentle: The position Ms. Reynolds filled at the U.S. Department of Education was in Texas, in a regional office, a plum often reserved for political supporters of the president’s party who need a place to draw a paycheck until the next election season.

(This where the irony bites: The Louisville Courier-Journal editorialized against creationism and the deceiving of students conducted by Ken Ham’s organization with their creationism museum; Kentucky appears to be well ahead of Texas in recognizing the dangers to education of this war against science conducted by creationists.)

Details come from the Texas Citizens for Science, and Steven Schaffersman, here. More details with extensive comments are at Pharyngula, here, here, here, and here.

The firing damages Texas’s reputation, certainly. The state is already portrayed as having an education agency run amok:

There’s a major standards review coming up, and the guy running the show is a bible-thumping clown of a dentist. Note the hint of the wider ramifications: Texas is a huge textbook market, and what goes down in Texas affects what publishers put in books that are marketed nationwide. It is time to start thinking about ending Texas’s influence. If you’re a teacher, a school board member, or an involved parent, and if you get an opportunity to evaluate textbooks for your local schools, look carefully at your biology offerings. If you’re reviewing a textbook and discover that it has been approved for use in Texas, then strike it from your list. It’s too dumb and watered down for your kids.

Nature, one of the preeminent science magazines in the world, has a blog; Texans need to reflect on the article there which lends perspective:

Attitudes to education differ round the world, but things are looking pretty odd in Texas right now. The director of the state’s science curriculum is claiming she was forced out for forwarding an email. Its content was not a risqué joke or a sleazy photo: it was a note about a forthcoming lecture by a philosopher who has been heavily involved in debates over creationism.

The Statesman reports that the Texas Education Agency had recommended firing Chris Comer for repeated misconduct and insubordination (the details of which are unclear) before she resigned. But Comer and others are saying she was forced out for seeming to endorse criticism of intelligent design. An agency memo, according to the Statesman, said: “Ms Comer’s e-mail implies endorsement of the speaker and implies that TEA endorses the speaker’s position on a subject on which the agency must remain neutral.”

In other news, a new international ranking of the science ability of 15 year olds has been conducted by the OECD. The US is below average, a little under Latvia. Finland tops the chart. Those with spare time might find it interesting to compare this chart of the new OECD ranking, with this chart of belief in evolution.

If Ms. Comer’s e-mail implies endorsement of good science, her firing explicitly endorses bad science and crappy education, and thereby contradicts the policies of the State of Texas expressed in law and regulation. Firing an employee for supporting the law, which calls for good and high academic standards, should not be the policy of political appointees; it shouldn’t be legal.

It looks really bad:

. . . [A] dismissal letter stated Comer shouldn’t have sided one way or the other on evolution, “a subject on which the agency must remain neutral.”

And:

It can’t be a good thing when a state fires its head of science education for promoting science education. But that’s what happened when the Texas Education Agency put its science curriculum director Chris Comer on administrative leave in late October, leading to what she calls a forced resignation.

When the Texas Education Agency urges “neutrality” on good versus bad, you know something is very, very rotten in Austin.

Action avenues:

  • Gov. Rick Perry‘s phone number is: (800) 252-9600 (Citizen Opinion Hotline); (512) 463-2000 (main switchboard for governor)
  • TEA Commissioner Robert Scott’s e-mail is: commissioner@tea.state.tx.us, and his phone number is: (512) 463-9734

News links:


Unintelligent designs in Texas

November 29, 2007

The Texas Education Agency has lost its mind.  Again, or still.

P.Z. has details. I’m off to discuss economics with economics teachers.  Talk among yourselves until I get back later tonight.

If someone organizes a march on the TEA with torches and other farm implements, somebody text message me, please.


Jefferson DeBlanc, teacher, Medal of Honor winner

November 28, 2007

Jefferson DeBlanc, Sr, at the WWII Memorial - Medal of Honor Winner

You can just see the kid trying to get the goat of the physics teacher:“Hey, Teach! What do you think 5Gs feel like when one of those fighter pilots pulls a real tight turn?”

And you can see the teacher at the chalkboard scribbling a formula the kid doesn’t want to know, and a smile creeping over his face.

“It’s nothing like hitting the shark-infested Pacific — salt water, and you’re wounded — and then being traded for a ten-pound sack of rice! That’ll get your gut more.”

And don’t you wonder, did the kids ever think to ask him his view of the campaign against the Japanese in the Solomon Islands, for help on their U.S. history exams? Did they ever think he might have some knowledge to share?

Jefferson DeBlanc would have shared wisdom certainly, though it’s uncertain he would have shared his war experiences as a fighter pilot. He died last Thursday in St. Martinville, Louisiana. He was 86. DeBlanc was the last surviving Medal of Honor winner from World War II in Louisiana. Col. Jefferson DeBlanc, Sr.

What a story!

The incident that earned Jefferson the nation’s highest military honor took place Jan. 31, 1943, during operations against Japanese forces off Kolombangara Island in the Solomon Islands.

A Japanese fleet was spotted headed toward Guadalcanal. U.S. dive bombers were sent to attack the fleet, with fighter aircraft deployed to protect the bombers. In a one-man Grumman Wildcat fighter, DeBlanc led a section of six planes in Marine Fighting Squadron 112, according to the citation that accompanied his Medal of Honor.

At the rendezvous point, DeBlanc discovered that his plane, which was dubbed “The Impatient Virgin,” was running out of fuel. If DeBlanc battled the Japanese Zero fighter planes, he would not have enough fuel to return to base. Two of his comrades, whose planes malfunctioned, turned back, according to a 1999 article in the New Orleans Times-Picayune.

“We needed all the guns we could get up there to escort those bombers,” DeBlanc said in the Times-Picayune article. “I figured if I run out of gas, I run out of gas. I figured I could survive a bailout. I had confidence in my will to survive. You’ve got to live with your conscience. And my conscience told me to go ahead.”

DeBlanc and the other pilots waged fierce combat until, “picking up a call for assistance from the dive bombers, under attack by enemy float planes at 1,000 feet, he broke off his engagement with the Zeros, plunged into the formation of float planes and disrupted the savage attack, enabling our dive bombers and torpedo planes to complete their runs on the Japanese surface disposition and withdraw without further incident,” the citation says.

Ultimately, DeBlanc shot down two float planes and three of the fighters. But a bullet ripped through DeBlanc’s plane and hit his instrument panel, causing it to erupt into flames. DeBlanc “was forced to bail out at a perilously low altitude,” according to the citation.

“The guy who shot me down, he saw me bail out,” DeBlanc said in a 2001 article in the State-Times/Morning Advocate of Baton Rouge, La.. “He knew I was alive. I knew they (the Japanese) were looking for me. But I’m not a pessimist. I knew I could survive. I was raised in the swamps.”

A Louisiana kid raised in the swamps, a Tuba City, Arizona, kid raised in a hogan on a reservation, a kid from Fredericksburg, Texas, a kid from Abilene, Kansas, another kid from Columbus, Ohio, a West Point graduate with a corn-cob pipe — the reality of the people who fought the war looks like a hammy line-up for one of the post-war movies about them. Maybe, in this case, there was good reason for the stereotypes.

After his plane was shot down in 1943, DeBlanc swam to an island and slept in a hut until he was discovered by islanders and placed in a bamboo cage. The man who gave a sack of rice for him was Ati, an islander whom DeBlanc later called a guardian angel, responsible for orchestrating his rescue by a U.S. Navy boat.

DeBlanc served a second tour of overseas service in Marine Fighting Squadron 22 in the Marshall Islands. By the end of his service, he had shot down nine enemy planes.

On Dec. 6, 1946, President Truman awarded DeBlanc the Medal of Honor. His other honors include the Distinguished Flying Cross, several awards of the Bronze Star and the Purple Heart. In 1972, after serving six years as commander at Belle Chasse Naval Air Station, DeBlanc retired from the Marine Corps Reserve.

Then, as if to make the model for Tom Brokaw’s later book, DeBlanc went back home to mostly-rural Louisiana, and made the world a much better place.

At home, DeBlanc earned two masters’ degrees in education from Louisiana State University in 1951 and 1963, and a doctorate in education from McNeese State University in 1973. For years, he taught in St. Martin parish and supervised teachers.

Just a normal guy to his kids, neighbors and students:

Despite the illustrious awards, [daughter] Romero [DeBlanc] remembers a loving father first and dedicated educator second.

“I was very close to my father,” she said. “I could always talk to him. He taught me to drive. He taught school. He was very friendly with his students. He would come into the classroom and say, ‘I lost the test.’ Then he would look around and find it in the trash can. Of course he placed it in the trash can. He had a great sense of humor.”

Surely DeBlanc’s passing should have been worthy of note on national television news programs, and in the larger national print media. There was a note on the obituary page of the Dallas Morning News, and the Los Angeles Times obituary cited above. But DeBlanc has not yet gotten the recognition he probably deserved. A young cornerback for the Washington Redskins also died over the weekend.

No room for heroes in the news?

Resources for Teachers:

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