You are currently browsing the tag archive for the ‘middle school’ tag.

When I was in secondary school in the 1980s, one of the required classes for every pupil was “Civics”. Civics, which was a broad overview of American law, civil rights, and government (with some small intersections with economic and military affairs) took place right before lunch and involved a great deal of (sometimes heated) discussion between the teacher and the students. It was also a thrilling class because we got to discuss an actual presidential election as it happened–and everyone was extremely excited over whether Michael Dukakis or George Bush (Senior!) would prevail. I also remember my fellow students getting especially worked up about 4th amendment questions, about Larry Flynn, and about how old you had to be to vote (for Bush or Dukakis!) or to run for the Senate. Although I did not notice it at the time, “Civics” at Valley Forge Middle School was taught fairly well and students who emerged with an A in the class also had a decent holistic understanding of the rights and responsibilities of citizenship and a simplified but workable macro-understanding of government.

A peripheral side note in civics class was “the filibuster” which was mentioned briefly as an obscure legislative tactic of last resort last used by racist southern politicians during the civil rights era. The filibuster was presented as a desperate measure by which a benighted United States senator could stall legislation by endlessly talking for hours and hours until he (the theoretical senator was a”he” in 1980s civics class) turned blue and keeled over, whereupon the senators could go ahead and vote about pressing national affairs. It was mentioned that the filibuster had an earlier past when it was maybe (?) used for nobler aims than just promoting segregation and Jim Crow. Somebody brought up the Jimmy Stewart movie, and then we moved on. Apparently that was all you needed to know about the filibuster back in 1988!

[actually, I think the teacher might have tried to add some additional information, but the bell rang and we rushed off to hair metal and savage adolescent delights…or at least to lunch.]

I suspect a modern version of civics class would be mostly about the filibuster and would not bother with any of that minutiae concerning the Bill of Rights, separation of Church and State, Article 1 institutions, or the draft…or any of the things which used to seem important in the 80s. The filibuster is why contemporary America is paralyzed with political deadlock and is swiftly becoming a failed state. It is why the Chinese laugh at us as a used-up empire as they build continent-striding super railroads and bribe every dictator in Africa to do their bidding. It is why young adults today shrug sadly about affairs of government and don’t bother to vote. They know that no matter how they vote, nothing will happen and nothing will ever change. The filibuster will kill any reasonable law. It will destroy all reform. It will prevent any change from the status quo of never-ending trench warfare. The filibuster is killing American democracy.

Grim Reaper Standing in the Meadow Credit: Getty

What happened? How did a footnote from civics class (humorously named after Dutch pirates!) rise up to throttle our entire society and destroy our democracy? In 1980s civics class we were taught that the true genius of the Constitution is that it allows reform. When vested interests or revanchists try to thwart the will of the electorate by means of out-of-date antidemocratic rules, the free people of the United States and our elected champions in Washington rise up and fix the system. That is no longer happening in America for a variety of reasons…but almost every one of those reasons directly or tangentially involves the Senate filibuster. Today’s post was a hair raising prequel to another essay about how to fix the rot which is affecting the world and threatening the future. Political problems are at the very heart of what is going wrong. America’s greatest political problem in 2021 is legislative gridlock. The filibuster is the cause of that problem.

I recognize that international audiences are now asleep as they read about obscure chicanery in poorly designed U.S. parliamentary rules. Yet unless the United States gets back to a political system involving good faith deal-making, the waves of nationalism and populism which are buffeting the democratic world will grow into tsunamis. We will talk about how to move forward in tomorrow’s second installment.

Let’s talk about the most difficult lesson I encountered in class in grade school. To be honest, I feel like I never really mastered it…or perhaps the lesson is still ongoing.  It might not just be me…

2016045717e18ce59c7 (1)

“These are the times that try men’s souls…”

Although I had no natural affection for numbers, I was always successful at middle school because I read everything insatiably and yet still wanted to know more about existence.  School isn’t really set up to sate this desire (except for the IB program, which is amazing and would solve all of America’s problems in a generation if only it were adopted everywhere).  Sadly, success at school generally involves the same sort of things which bring workplace success: showing up on time, giving people the answers which they want to hear, and completing tedious busy-work tasks.   But, back then, I was competent enough at doing those things, because I knew it was mission critical to getting into a good college–which was the ultimate culmination of existence.

All of that is backstory for explaining the most difficult lesson I ever had in grade school. It is one which I still struggle with, because it involves some paradoxes at the heart of knowledge, meaning, and success.  It also bears on life’s true lessons (the fact that I was a bookish twerp lacking popular esteem was probably the true lesson of middle school, but it was extracurricular, whereas this particular failure was enshrined in a report card). Back in the 1980s I had a blithesome free-spirited art teacher.  She was a good art teacher and I still recall the assignments she gave (copying a bird exactly by means of a grid; making a random squiggle and then expanding it to be a drawing; watercolor on a wet paper; exactly copying a piece of money).  Her opinion was also valuable to me, as I am sure any good student (or 15-year-old boy with a pretty teacher) will understand.

Now I worked harder in art class than at any class because I loved it, but a lot of students regarded it as a sort of free period where they could chat, flirt, and maybe doodle a bit if they felt like it. Back in those days I was still smart and hard-working. At the end of the semester, it was time for grades, and the teacher gave us a last strange assignment: give yourself the grade which you feel is appropriate.  Now I was a 15 year old lad, but I had read enough fables to recognize a trap. “This must be a lesson in how to behave with modest decorum!” I gave myself a B plus, because, although I tried extremely hard (much harder than the louts who spent every class socializing), and although my drawings were better than most everyone else’s, I had never succeeded at the level which I wanted.  I could see every feather out of place on the sea eagle I drew (and the overworked beak with an unsatisfactory little hook).  I can still see that sea eagle, damnit.


The oafs (who didn’t even complete the art assignments!) naturally gave themselves perfect marks.  I assumed that the degree to which I had tried (which was substantial) and my abilities as compared to my classmates (also substantial) would be recognized by the teacher who would correct everything into a familiar bell curve.  This was an unwarranted assumption.

The final report card revealed that the teacher gave us all the same grade we had given ourselves.  The teacher said: “art is about what you think of yourself!” My horrifying B+ became a finalized part of my permanent record! The oafs all got A pluses which they are probably still savoring (in workcamp, prison, General Electric, or the White House) to this very day.

images (25)

Anyway, I survived that 9th grade “B” in art class.  Thanks to my parents’ profound generosity and to my love for reading and writing (which was probably also a gift from my parents), I ultimately got out of school with a “golden ticket,” a degree with general honors from the University of Chicago!  Of course, instead of becoming a crooked hedge fund manager and basking in the world’s envy, I ripped up my ticket and I live as an insolvent artist.

“Art is what you think about yourself.” It is a terrible definition of art.  Yet it somehow passes muster in New York’s contemporary art scene which is more self-involved than a Kanye West song.  I have tried to master that sort of pure self-involvement (just look at this essay), yet I still can’t think of art as merely a solipsistic musing on self-identity (nor as a badge of hierarchical status).


Success in America is defined as making a huge amount of money.  It is humorous how often people cite this completely inaccurate definition to explain things: “Oh it was my job” or “We made a great deal of money” as though this has anything to do with wisdom or knowledge or what is useful or right.  Society is having a great deal of trouble comprehending what is wise, useful, and right. I blame our education system (though perhaps I should instead blame artists…or myself).

Ye Olde Ferrebeekeeper Archives

May 2021