Quotulatiousness

April 27, 2012

Social polarization in America

Filed under: Economics, Education, Media, USA — Tags: , , , — Nicholas @ 09:27

Frank Furedi reviews the latest book by Charles Murray, Coming Apart: The State of White America, 1960-2010.

The nineteenth-century British politician Benjamin Disraeli once characterised ‘the rich and the poor’ as ‘two nations between whom there is no intercourse and no sympathy; who are as ignorant of each other’s habits, thoughts and feelings, as if they were dwellers in different zones, or inhabitants of different planets’. It is a description that applies uncannily to contemporary American society.

I recall the first time I travelled to America — back in 1967 — having a discussion with my then girlfriend about how difficult it was to distinguish between the well-off and the not so well-off people on the streets of the places we visited. That was then. When I visit these days, I am struck by the contrast in appearance between rich and poor white citizens. They now look so different. They eat different food; they pursue different cultural interests; they speak differently; and, most important of all, they communicate values and attitudes that are often strikingly at odds with one another. It is all very redolent of the kind of social and cultural polarisation so prevalent during the nineteenth century.

Coming Apart: The State of White America, 1960-2010, Charles Murray’s exploration of the socioeconomic segregation that divides the US, is a valiant attempt to give a coherent account of this polarisation. What is important about Murray’s discussion of the intensification of the socioeconomic segregation of America is that it shows not simply the economic but also the cultural drivers of this process. So differences in income and living standards, and growing economic inequality, are also paralleled by a divergence in ‘core behaviours and values’. For example, Murray focuses on divergent attitudes towards marriage, industriousness, honesty and religion to demonstrate the disturbing fact that upper-class and lower-class Americans inhabit very different moral communities. His thesis is that this polarisation of cultural attitudes threatens the coherence of society and puts the American project at risk.

April 22, 2012

Protecting the Turkish identity should not include ignoring history

Filed under: Education, History, Liberty, Middle East, WW1 — Tags: , , , — Nicholas @ 12:11

Ayşe Kadıoğlu is a Turk who went to university in the United States. Part of the experience was meeting Armenian-American students in Boston and learning about events in Turkish history that have been rigorously suppressed in aid of bolstering “Turkishness”:

I grew up in Turkey, where the prevailing education system still conceals certain historical facts in primary and secondary school curricula lest they harm the “indivisibility of the state with its country and nation”, an expression that is used several times in the current Turkish constitution. Perhaps the fear about deeds that can harm the unity of the state and nation is best symbolised in the Turkish national anthem, which begins with the lyrics “Do not fear”.

When fears nurture and sustain taboos, the ability to retain experiences declines. Enduring an education that is laden with either false historical facts or an eerie silence makes it impossible for people to exit the state of self-imposed immaturity.

[. . .]

There are many taboos in Turkey that mainly concern the protection of the “indivisibility of the state and nation”. There are also many laws that make it a crime to break these taboos. When taboos are sustained by law, the minds (and, many times, bodies) of citizens end up being imprisoned. One such taboo involves the founder of the Turkish republic, Mustafa Kemal Atatürk. In Turkey, it is a crime to insult his memory and harm his statutes. Another taboo involves the sacredness of the armed forces. This is sustained by a law against discouraging people from performing their compulsory military service.

[. . .]

Taboos, enforced by law, are fetters in front of the ability to reason. It is possible to be released from the spell of taboos and strengthen the ethos of democracy by upholding the realm of public debate and deliberation. Therefore, yes, I agree with Free Speech Debate’s fourth draft principle, “We allow no taboos in the discussion and dissemination of knowledge”, because we try not to be trapped in a state of immaturity and want to do our utmost to fulfil our capacities as reasonable human beings.

April 20, 2012

Zoning: what it is and why it fails

Filed under: Bureaucracy, Economics, Education, Government, Law, USA — Tags: , , , — Nicholas @ 08:05

Jonathan Rothwell in The New Republic on the palpable failure of zoning:

While most political economists think of institutions operating at the national or even state level, there is one essential but overlooked institution operating at and within the metro scale: zoning.

In a new report I argue that its impacts are destructive. Zoning laws are keeping poor children out of high-scoring schools, degrading education, and weakening economic opportunity.

Anti-density zoning — embodied in lot-size and density regulations — is an extractive institution par excellence. Through the political power of affluent homeowners and their zoning boards, it restricts private property rights — the civic privilege to freely buy, sell, or develop property — for narrow non-public gains. Property owners in a jurisdiction benefit from zoning through higher home prices (because supply is artificially low) and lower tax rates (because population density is kept down, as school age children are kept out), while everyone else loses.

[. . .]

Dragging down the quality of education available to poor children is not only unjust, it hobbles national economic gains and therefore harms even affluent people. Young black and Latino adults earn thousands of dollars more each year, and are far more likely to obtain a college education, if they grow up in metro areas where blacks or Latinos attend high-scoring schools — like in Raleigh or San Jose — compared to their counterparts in metro areas with low-scoring schools — as in Philadelphia or New Haven. Impressive research from Raj Chetty and other economists has also found that the quality of one’s school environment — measured by teacher or peer performance — causes large long term gains in earnings and labor market performance.

Previously, my work has found that zoning laws inflate metro-wide housing costs, limit housing supply, and exacerbate segregation by income and race. Other work faults these laws for their damaging effect on the environment, since they make public transportation infeasible and extend commuting times. With a few possible exceptions (see Michelle Alexander), it’s hard to think of an existing political institution in the United States that is more destructive of human and social capital.

April 15, 2012

Virginia county considering creating first virtual public high school

Filed under: Bureaucracy, Education, Media, Technology, USA — Tags: , , — Nicholas @ 10:50

In many ways, it’s a tribute to the resilience and determination of the educational establishment that it’s taken this long for a school district to even consider offering completely online classes:

Fairfax County schools could become the first in the Washington region to create a virtual public high school that would allow students to take all their classes from a computer at home.

No sports teams. No pep rallies. No lockers, no hall passes. Instead, assignments delivered on-screen and after-school clubs that meet online.

It’s a reimagination of the American high school experience. And it’s a nod to the power of the school choice movement, which has given rise to the widespread expectation that parents should have a menu of options to customize their children’s education.

Of course, it might not just be simple willingness to allow more choice on the part of the school district … there might be other pressures being applied:

Dozens of younger students have left Fairfax schools for the public Virginia Virtual Academy, the first statewide full-time virtual program. Open to any Virginia student in kindergarten through eighth grade, it is run by a Herndon firm — K12 Inc., the nation’s largest operator of public virtual schools — and enrolls nearly 500 students.

April 12, 2012

Sweden pushes past “gender equality” to “gender neutrality”

Filed under: Education, Europe, Media, Politics — Tags: , , , , — Nicholas @ 08:52

Nathalie Rothschild in Slate:

But for many Swedes, gender equality is not enough. Many are pushing for the Nordic nation to be not simply gender-equal but gender-neutral. The idea is that the government and society should tolerate no distinctions at all between the sexes. This means on the narrow level that society should show sensitivity to people who don’t identify themselves as either male or female, including allowing any type of couple to marry. But that’s the least radical part of the project. What many gender-neutral activists are after is a society that entirely erases traditional gender roles and stereotypes at even the most mundane levels.

Activists are lobbying for parents to be able to choose any name for their children (there are currently just 170 legally recognized unisex names in Sweden). The idea is that names should not be at all tied to gender, so it would be acceptable for parents to, say, name a girl Jack or a boy Lisa.

I’ve always thought it a bad idea to allow governments to decide what names parents are allowed to give to their children. Obviously I’m an old fogey and should be ignored on critical issues like this.

Social Democrat politicians have proposed installing gender-neutral restrooms so that members of the public will not be compelled to categorize themselves as either ladies or gents. Several preschools have banished references to pupils’ genders, instead referring to children by their first names or as “buddies.” So, a teacher would say “good morning, buddies” or “good morning, Lisa, Tom, and Jack” rather than, “good morning, boys and girls.” They believe this fulfills the national curriculum’s guideline that preschools should “counteract traditional gender patterns and gender roles” and give girls and boys “the same opportunities to test and develop abilities and interests without being limited by stereotypical gender roles.”

The next step, of course, is to require the Prime Minister to address the Sveriges riksdag as “Buddies”. That’d set a proper tone of intimacy and co-operative inclusiveness, right?

To those who feel gender equality or gender neutrality ought to be intrinsic to a modern society, it probably makes sense to argue for instilling such values at an early age. The Green Party has even suggested placing “gender pedagogues” in every preschool in Stockholm, the Swedish capital, who can act as watchdogs. But of course toddlers cannot weigh arguments for and against linguistic interventions and they do not conceive of or analyze gender roles in the way that adults do.

Ironically, in the effort to free Swedish children from so-called normative behavior, gender-neutral proponents are also subjecting them to a whole set of new rules and new norms as certain forms of play become taboo, language becomes regulated, and children’s interactions and attitudes are closely observed by teachers. One Swedish school got rid of its toy cars because boys “gender-coded” them and ascribed the cars higher status than other toys. Another preschool removed “free playtime” from its schedule because, as a pedagogue at the school put it, when children play freely “stereotypical gender patterns are born and cemented. In free play there is hierarchy, exclusion, and the seed to bullying.” And so every detail of children’s interactions gets micromanaged by concerned adults, who end up problematizing minute aspects of children’s lives, from how they form friendships to what games they play and what songs they sing.

And you thought helicopter parents were bad? Imagine living your entire pre-school-to-high-school career under the watchful gaze of “gender pedagogues” whose task is to ensure that you never display any behaviour or utter any phrases which are gender-specific.

April 9, 2012

“Teacher tenure is one of those ideas” [that] “do real damage to the public education system”

Filed under: Bureaucracy, Education, Government, Politics — Tags: , , , — Nicholas @ 12:58

If I told you that an article in support of ending tenure for public school teachers appeared in The New Republic, would you believe it? I wouldn’t have done, until today:

Like the abortion measures, this bill was also pushed by Republicans — but here’s the strange part: It was actually a halfway decent idea. The subject of the bill was an important one: tenure for public school teachers. And, while the proposal wasn’t perfect, it was at least an attempt to rectify what is perhaps the least sane element of our country’s approach to education.

The vast majority of states have long granted public school teachers tenure. The way it works is simple: After a certain number of years, teachers qualify — “virtually automatically” in most states, according to the National Council on Teacher Quality — for a form of job protection that makes it extremely difficult to fire them for the rest of their careers.

[. . .]

So what is the case for K–12 teacher tenure? The truth is, there isn’t a good one. One argument typically offered by tenure defenders is that teaching is a notoriously difficult profession in which to measure success. But this is true for lots of jobs — yet, in all other professions, efforts are still made, however imperfect, to evaluate whether an employee is succeeding and to remove those who are not. Why should teaching be different? In fact, given that teaching is arguably the most important job in our society, it would be difficult to name a profession, save maybe the military, for which these sorts of heightened job protections would be less logical. If a job is truly important to the nation’s future, then you want to make sure that the most able, talented people are doing it — and doing their best work at all times.

That goal is simply incompatible with tenure. Indeed, tenure is so illogical that it’s impossible to see why it shouldn’t be abolished. And that is exactly what the Virginia bill sought to do. Predictably, however, Democrats — who remain far too beholden to teachers’ unions — scuttled the measure. As a result, tenure lives on in Virginia for now.

March 31, 2012

Nick Gillespie on the “bully” crisis that isn’t

Filed under: Education, Law, Liberty, Media, Politics — Tags: , , , , , , , — Nicholas @ 10:35

There’s an ongoing major media story about bullies, but Nick Gillespie says the crisis doesn’t really exist:

“When I was younger,” a remarkably self-assured, soft-spoken 15-year-old kid named Aaron tells the camera, “I suffered from bullying because of my lips—as you can see, they’re kind of unusually large. So I would kind of get [called] ‘Fish Lips’—things like that a lot—and my glasses too, I got those at an early age. That contributed. And the fact that my last name is Cheese didn’t really help with the matter either. I would get [called] ‘Cheeseburger,’ ‘Cheese Guy’—things like that, that weren’t really very flattering. Just kind of making fun of my name—I’m a pretty sensitive kid, so I would have to fight back the tears when I was being called names.”

It’s hard not to be impressed with — and not to like — young Aaron Cheese. He is one of the kids featured in the new Cartoon Network special “Stop Bullying: Speak Up,” which premiered last week and is available online. I myself am a former geekish, bespectacled child whose lips were a bit too full, and my first name (as other kids quickly discovered) rhymes with two of the most-popular slang terms for male genitalia, so I also identified with Mr. Cheese. My younger years were filled with precisely the sort of schoolyard taunts that he recounts; they led ultimately to at least one fistfight and a lot of sour moods on my part.

Ah, yes, the joy of classmates discovering that “Nick” is such a useful name for casual abuse. It was part of the reason I’ve insisted on using “Nicholas” ever since I got into the working world. Bullies were certainly part of my early school experience, and that of my own son. Rather like the changing of the seasons, they were just part of the school environment. I got into a few fights, but quickly learned that most other boys had a weight and reach advantage over me that resulted in a fairly quick end to each fight. The bullying tapered off in high school, but I tried to minimize the opportunities for it to happen, too. I have very few remaining friends from school — but that’s partly a reflection of the fact that I had relatively few friends in school.

Part of the perceived problem with bullies is that parents are much more involved in their kids’ lives than earlier generations:

How did we get here? We live in an age of helicopter parents so pushy and overbearing that Colorado Springs banned its annual Easter-egg hunt on account of adults jumping the starter’s gun and scooping up treat-filled plastic eggs on behalf of their winsome kids. The Department of Education in New York City — once known as the town too tough for Al Capone — is seeking to ban such words as “dinosaurs,” “Halloween” and “dancing” from citywide tests on the grounds that they could “evoke unpleasant emotions in the students,” it was reported this week. (Leave aside for the moment that perhaps the whole point of tests is to “evoke unpleasant emotions.”)

Politicians, always eager to be seen to be “doing something”, are lining up to “do something” about bullying:

Last year, in response to the suicide of the 18-year-old gay Rutgers student Tyler Clementi, the state legislature passed “The Anti-Bullying Bill of Rights.” The law is widely regarded as the nation’s toughest on these matters. It has been called both a “resounding success” by Steve Goldstein, head of the gay-rights group Garden State Equality, and a “bureaucratic nightmare” by James O’Neill, the interim school superintendent of the township of Roxbury. In Congress, New Jersey Sen. Frank Lautenberg and Rep. Rush Holt have introduced the federal Tyler Clementi Higher Education Anti-Harassment Act.

The Foundation for Individual Rights in Education has called the Lautenberg-Holt proposal a threat to free speech because its “definition of harassment is vague, subjective and at odds with Supreme Court precedent.” Should it become law, it might well empower colleges to stop some instances of bullying, but it would also cause many of them to be sued for repressing speech. In New Jersey, a school anti-bullying coordinator told the Star-Ledger that “The Anti-Bullying Bill of Rights” has “added a layer of paperwork that actually inhibits us” in dealing with problems. In surveying the effects of the law, the Star-Ledger reports that while it is “widely used and has helped some kids,” it has imposed costs of up to $80,000 per school district for training alone and uses about 200 hours per month of staff time in each district, with some educators saying that the additional effort is taking staff “away from things such as substance-abuse prevention and college and career counseling.”

Bullying is a problem, but it’s neither new nor growing:

But is bullying — which the stopbullying.gov website of the Department of Health and Human Services defines as “teasing,” “name-calling,” “taunting,” “leaving someone out on purpose,” “telling other children not to be friends with someone,” “spreading rumors about someone,” “hitting/kicking/pinching,” “spitting” and “making mean or rude hand gestures” — really a growing problem in America?

Despite the rare and tragic cases that rightly command our attention and outrage, the data show that things are, in fact, getting better for kids. When it comes to school violence, the numbers are particularly encouraging. According to the National Center for Education Statistics, between 1995 and 2009, the percentage of students who reported “being afraid of attack or harm at school” declined to 4% from 12%. Over the same period, the victimization rate per 1,000 students declined fivefold.

March 27, 2012

The Quebec student protests as a harbinger of the coming “entitlement wars”

Filed under: Cancon, Economics, Education, Government — Tags: , , , — Nicholas @ 10:30

Bill Morrison in the National Post:

This past week, the streets of Quebec have been full of marching students, displaying a degree of anger and solidarity the likes of which have not been seen in Canada for many years. The fact that this protest is focused on naked self-interest — maintaining the province’s ridiculously low tuition fees rather than world peace, global poverty or even the inchoate agenda of the Occupy movement — speaks volumes about the emergence in Canada of an inter-generational struggle over entitlements.

Everyone knows that a clash over entitlements is in the offing in Canada as a whole. It may come, as the political right argues, because government coffers are close to empty, and cutbacks have to be made. It may be, as the left suggests, that governments have been hijacked by low-tax, pro-corporation policies, and no longer care about equality and social safety nets. It even could be, as still others argue, that the public usage of our core institutions — hospitals, colleges and universities — has simply outstripped our capacity or willingness to pay.

As for the specific example of tuition, the simple fact is that university education is underpriced in Canada, particularly for the middle and upper classes that benefit from impressive tax savings along the route of getting their children to and through university. It is a much smaller subset of the total student body — children from low-income families — that deserves greater financial support and attention. Instead, and in a mix of self-interest and a commitment to equality, students demand the same concessions for all.

March 24, 2012

The state of Pakistan: grim and getting grimmer

Filed under: Asia, Books, Economics, Education — Tags: , , — Nicholas @ 10:00

Robert Fulford in the National Post, examines the evidence presented in Ahmed Rashid’s book, Pakistan on the Brink: The Future of America, Pakistan and Afghanistan:

In rich, persuasive detail, Rashid describes corrupt leaders and a despairing population, an army that obeys orders only when it wants to, a stagnant economy, disastrous relations with neighbouring countries — and above all, a persistent national tendency, exemplified by Zardari, to blame others when anything goes wrong. Americans are often seen to be at fault, and sometimes Israelis. India is considered permanently blameworthy.

Half of school-age Pakistanis don’t attend school. At the state’s founding in 1947, 52% of the citizens were literate; in 65 years that number has been raised to 57%. In the last 20 years, Rashid notes, Pakistan has not developed a single new industry or cultivated a new crop. On the level of imagination, it has died or lapsed into a coma.

Politicians and military officers take turns forcing each other out of power; that’s the only system of regime change that operates, and it does nothing to eliminate corruption.

Rashid makes it clear that Pakistan’s core problem is as much a moral as a political failure, a matter of shirked duties, profound dishonesty and rancid hatreds that encourage murder. Reforms don’t happen, he believes, because neither political, nor military leaders have the courage, will and intelligence to carry them out.

March 22, 2012

Trends in education: “We are cultivating vulnerability in the classroom”

Filed under: Britain, Bureaucracy, Education — Tags: , , — Nicholas @ 10:16

As a follow-up to yesterday’s post on teachers discouraging students from having best friends, here is an article in the Independent by Amol Rajan on the same topic:

Some people argue this is all part of the feminisation of schooling. A reduction in the number of male teachers, as a proportion of the overall teaching population, has led to a greater emphasis on emotions and feelings in the classroom. I think this analysis is patronising, rude to women, and intellectually limited.

What we do know is that over the past few decades, there has been a gradual voiding of knowledge from our schools. Academic education has been systematically attacked, and while proper schooling — in the traditional sense of passing bodies of knowledge down the generations — has been preserved for the rich, what the poor have been given instead of schooling is skilling. The rise of vocational education and the rise of emotional literacy in the classroom are both a consequence of the flight from academic education.

But there is something more fundamental going on too, which Professor Frank Furedi, pictured, described in Paranoid Parenting more than a decade ago. We are cultivating vulnerability in the classroom, just like we’ve long cultivated it in the playground. “The teaching profession is being reformed as a therapeutic profession,” Dr Hayes, a close associate of Furedi’s, writes, “often prioritising the delivery of therapy over education to ‘vulnerable’ children and young people.”

The emotional policing of school children, including various bans on best friends, is designed to protect them from each other. Its main effect may ultimately be to stop them from protecting themselves.

March 21, 2012

Learn another language to boost your intelligence

Filed under: Cancon, Education, Health — Tags: , — Nicholas @ 09:32

My son bitterly resented being sent to French Immersion after kindergarten (many of his friends were not entering FI and he wanted to stay with them), but recent studies back up our decision:

Most people would already describe someone who knows multiple languages as a smart person, but there’s new research that shows learning and knowing more than one language can have a deeper impact on the way your brain works than previously believed. In reality, people who know multiple languages are able to monitor their surroundings better and switch between mental tasks faster, and those benefits extend from the early years to old age — and you can harness them even later in life by picking up a new language.

In its examination of the topic, the New York Times points to a trio of studies, one from 2004 and published in the journal Developmental Science from researchers at the York University Department of Psychology that indicated bilingual individuals are more adept at certain mental challenges and tasks than people who only know one language.

However, it’s still true that the best time to learn a second language is early in life.

Converting teachers into pre-grief counsellors

Filed under: Britain, Education, Health, Randomness — Tags: , , , , — Nicholas @ 08:51

Dennis Hayes on the recent trend in teaching: preventing children from having “best friends” because the emotional pain of losing a best friend is too much for kids to bear.

In some English schools, having best friends can now get you in serious trouble with teacher. At the weekend, it was reported that primary school children in certain areas are being discouraged from having best friends to avoid the ‘pain of falling out’. Gaynor Sbuttoni, an educational psychologist working with schools in south-west London, told The Sunday Times, ‘I have noticed that teachers tell children they shouldn’t have a best friend and that everyone should play together… They’re doing it because they want to save the child the pain of splitting up from their best friend.’ Sbuttoni is not the first to speak out against this trend in the UK, and ‘no best friend’ policies have been in place in some US schools for quite a while.

Reading the reports, it might seem like this is just a silly intervention by meddling teachers, which simply needs to be stamped out. But that underestimates what is going on in our schools. The teaching profession is being reformed as a therapeutic profession, often prioritising the delivery of therapy over education to ‘vulnerable’ children and young people. As this new therapeutic profession develops, more and more interventions like ‘no best friends’ will arise, either spontaneously in classrooms or as a result of conscious intervention by school heads, local authorities, government and, of course, Ofsted, which runs with every fad and fashion.

Meddling in young children’s emotional lives is the worst feature of contemporary schooling. Children are now trained to have ‘appropriate’ emotions through emotional literacy classes and so-called subjects like SEAL — the ‘Social and Emotional Aspects of Learning’. The training on offer in such sessions is nothing short of emotional manipulation. Children are taught to be moderate; empathy is good, anger is bad. They are taught to be emotionally dead, out of touch with all the emotions that make up human relationships, passion, anger, jealousy, hatred and even love, which is sentimentalised and sanitised. This is the anodyne therapeutic ethos that now dominates education at all levels.

March 18, 2012

The ever-expanding role for women in the military

Filed under: Bureaucracy, Economics, Education, History, Military, Technology — Tags: , , , , — Nicholas @ 11:22

An interesting article at Strategy Page:

The growing number of women in the military is largely driven by the need for people with scarce skills. Since most (over 80 percent) of military jobs have little, or nothing, to do with combat, if you can’t find enough qualified men, you can recruit women. This is especially true in the West, where females tend to be better educated than males. Thus women comprise about ten percent of the troops in Western armed forces. In the United States this is 15 percent for active duty troops, and 18 percent for the reserves. Civilian contractors, who are taking back some of the military jobs they performed for thousands of years, have an even higher percentage of females.

All this reflects growing female participation in the post-agricultural economy. We tend to forget that as recently as the 19th century, 90 percent of humanity were engaged in agriculture. It had been that way for thousands of years. With industrialization, women began to stay at home with the kids, and no longer work the same jobs (as they did in agriculture) with their husbands. But in the last sixty years, women have returned to their traditional place in the economy.

[. . .]

This current trend in using women and contractors are actually a return to the past, when many of the “non-combat” troops were civilians. Another problem is the shrinking proportion of troops who actually fight. A century ago, most armies comprised over 80 percent fighters and the rest “camp followers (support troops) in uniform.” Today the ratio is reversed, and therein resides a major problem. Way back in the day, the support troops were called “camp followers,” and they took care of supply, support, medical care, maintenance and “entertainment” (that’s where the term “camp follower” got a bad name). The majority of these people were men, and some of them were armed, mainly for defending the camp if the combat troops got beat real bad and needed somewhere to retreat to.

[. . .]

One of the great revolutions in military operations in this century has been in the enormous increase in support troops. This came after a sharp drop in the proportion of camp followers in the 18th and 19th centuries. Before that it was common for an army on the march to consist of 10-20 percent soldiers and the rest camp followers. There was a reason for this. Armies “in the field” were camping out and living rough could be unhealthy and arduous if you didn’t have a lot of servants along to take care of the camping equipment and help out with the chores. Generals usually had to allow a lot of camp followers in order to get the soldiers to go along with the idea of campaigning.

Only the most disciplined armies could do away with all those camp followers and get the troops to do their own housekeeping. The Romans had such an army, with less than half the “troops” being camp followers. But the Romans system was not re-invented until the 18th century, when many European armies trained their troops to do their own chores in the field, just as the Romans had. In the 19th century, steamships and railroads came along and made supplying the troops even less labor intensive, and more dependent on civilian support “troops.” The widespread introduction of conscription in the 19th century also made it possible to get your “camp followers” cheap by drafting them and putting them in uniform.

February 21, 2012

UK Catholic sex-ed includes materials plagiarized from John Norman’s Gor series

Filed under: Books, Britain, Education, Humour, Media — Tags: , , — Nicholas @ 10:33

Really, it’s another of those stories that are “so weird that it’s too good to verify“:

As The Guardian reports today, Catholic faith schools in Lancashire have been handing out copies of a booklet called “Pure Manhood: How to become the man God wants you to be”, written by an American fundamentalist preacher. The booklet includes statements like this: “the homosexual act is disordered, much like contraceptive sex between heterosexuals. Both acts are directed against God’s natural purpose for sex — babies and bonding.” It also insists that, “scientifically speaking, safe sex is a joke”.

[. . .]

Weird ideas about sex, however, are not the only strange things in the booklet. All sorts of aspects of macho-ness are explored, including the need for real men to kill animals to prove their virility. There is a particularly bizarre passage about how to kill a wolf by sacrificing a goat. I won’t go into the gory details. The important point is that, as this blog post reveals, that piece of text was lifted from the book Beasts of Gor by John Norman.

February 18, 2012

The North Carolina school lunch story continues

Filed under: Bureaucracy, Education, Health, USA — Tags: , , — Nicholas @ 12:17

Remember the original story from a few days ago that lots of conservative and libertarian bloggers jumped on right away: the child whose packed lunch was deemed unhealthy so she had to eat cafeteria chicken nuggets and the bill sent home to the parents? That story was denied and several sources insisted it was a deliberate reframing of an innocent situation. However, there’s now a second parent form that school who says the same thing happened to her child:

Diane Zambrano says her 4-year-old daughter, Jazlyn, is in the same West Hoke Elementary School class as the little girl whose lunch gained national attention earlier this week. When Zambrano picked Jazlyn up from school late last month, she was told by Jazlyn’s teacher that the lunch she had packed that day did not meet the necessary guidelines and that Jazlyn had been sent to the cafeteria.

The lunch Zambrano packed for her daughter? A cheese and salami sandwich on a wheat bun with apple juice. The lunch she got in the cafeteria? Chicken nuggets, a sweet potato, bread and milk.

[. . .]

When Jazlyn said she didn’t eat what her mother had made her, Zambrano went to her teacher and demanded to know what happened. She said the teacher told her an official had come through that day to inspect students’ lunches and that those who were lacking certain food groups were sent to the cafeteria. After she received her cafeteria food, the teacher told Zambrano, Jazlyn was told to put her homemade lunch back in her lunchbox and set it on the floor.

Zambrano said the teacher told her it was not the first time student lunches have been inspected, and that officials come “every so often.”

[. . .]

The memo Jazlyn brought from the school outlines the necessary nutritional requirements students’ homemade lunches must contain: two servings of fruit or vegetables, one serving of dairy, one serving of grain and one serving of meat or meat substitute. Included with the memo was a separate sheet, this one a bill for the cafeteria food Jazlyn was served.

The memo, dated Jan. 27 with the subject line “RE: Healthy Lunches,” was signed by school principal Jackie Samuels and said, while “we welcome students to bring lunches from home … it must be a nutritious, balanced meal with the above requirements. Students, who do not bring a healthy lunch, will be offered the missing portions which may result in a fee from the cafeteria.”

« Newer Posts — Older Posts »

Powered by WordPress