Tag Archives: education

“March: Book Three” by John Lewis and Andrew Aydin

This third volume concludes the trilogy, and it does so in a powerful and moving way. The story climaxes with the escalating tension in the civil rights struggle, which includes the march across the Edmund Pettus Bridge in Selma, Alabama on Bloody Sunday, March 7, 1965, where John Lewis was nearly beaten to death by Alabama State Troopers.

There is so much relevant and important commentary in this text, that I struggled with what to cover in my post (hence a lapse between when I finished reading and when I wrote this post). Rather than try to cover all the socio-political issues addressed in the book, I figured I would focus on a couple of sections that really stood out for me personally.

The first thing that really resonated with me personally was a section about the press and their focus on the white volunteers who were involved in the civil rights movement at the time.

There had been several complaints about the white volunteers trying to take over. It also left a number of people sore that the press had focused much of their attention on the white workers, often identified by name, shown working alongside nameless blacks.

(p. 53)

I had experienced something like this personally when I lived in South Florida and I went to protest the repatriation of Haitian refugees at the INS offices. I was interviewed by the news and featured prominently on television because they wanted to know why a white American was out there protesting with a large group of black Haitians. For me, it was a basic human rights issue, and I have to say I felt pained that the media chose to focus on me and not on the Haitians who were literally fleeing for their lives from the Duvalier regime.

The next thing that really struck me deeply was a conversation between Lewis and Malcolm X. Malcolm stressed that the real issue of the civil rights problem is economic, that it is the disparity between the rich and the poor, a rift that continues through this day and is the cause of much of the suffering around the world.

Malcolm talked about the need to shift our focus from race to class, both among one another and between ourselves and the white community. He believed that was the root of our problems, not just in America, but all over the world. Malcolm was saying, in effect, that it is a struggle for the poor–for those who have been left out and left behind–and that it transcends race.

(p. 136)

I also learned from the book that Malcolm was assassinated on John Lewis’ birthday, which was February 21, 1965 (Lewis was born on February 21, 1940).

Toward the end of the book is a touching section that depicts Lyndon Johnson’s speech announcing the federal government’s enforcement of voting rights. The speech is included in its entirety and is worth reading closely, but I just want to focus on one key phrase.

The vote is the most powerful instrument ever devised by man for breaking down injustice and destroying the terrible walls which imprison men because they are different from other men.

(p. 242)

In the recent election here in the U.S., and in past elections, I have been sadly astounded at voter apathy and the sense that many people have that their vote does not mean anything, or that it is better to cast a protest vote to send a message to the “establishment” instead of voting for the better of the two primary candidates. While I certainly empathize with the sentiment of these people, considering the vote as something frivolous or useless will ultimately lead to the loss of its power as a vehicle for social change. We must never forget that gains are slow coming, but that progress can be torn down very quickly.

Anyway, I highly recommend this graphic trilogy to all readers, young and old. The books are inspiring, infuriating, and important.

Here are links to my posts on the first two books:

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“March: Book Two” by John Lewis and Andrew Aydin

This book opens with an image of two hands shaking: one black and one white. For me, that sums up what this book is about: reaching across the race divide.

This volume focuses on the increased violence that blacks faced as the civil rights movement gained momentum. It can be difficult to read at times, but the message is so powerful and important, that the story must be told. One part really pained me. It was depicting an attack on civil rights activists in Montgomery, AL on May 20, 1961. A mom had brought her young boy to the demonstration and was encouraging him to partake in the violence.

“C’mon… harder, Danny! That’s my boy… git him! Them eyes… git them eyes!”

(p. 75)

It’s an image I could not shake, and it reinforced what I already believed—that racism is taught. It is something that is passed down from generation to generation. I don’t believe that hatred is a natural state, but it is something that is learned.

Another thing that was not surprising yet resonated with me is how religion is twisted and used to justify hatred. This is evident in a quote from Mississippi Governor Ross Barnett.

“The Good Lord was the original segregationist. He put the negro in Africa, separated from all other races.”

(p. 114)

Without question, though, the most powerful part of this volume is John Lewis’ speech from the March on Washington on August 28, 1963. The book contains two versions of the speech. The edited version, which was the one he delivered, is presented with images in the graphic novel format. The original version, which was deemed a little too radical by some in the movement, is included as an appendix and is a great historical document.

The speech itself is too long to include here, but I encourage you to read it in its entirely. I will close the post with the closing words of John Lewis’ historic speech.

We will march through the streets of the south; through the streets of Jackson, through the streets of Danville, through the streets of Cambridge, through the streets of Birmingham. But we will march with the spirit of love and with the spirit of dignity that we have shown here today. By the force of our demands, our determination, and our numbers, we shall splinter the segregated south into a thousand pieces, and put them together in the image of God and Democracy. We must say: “Wake up, America! Wake up!!” for we cannot stop, and we will not and cannot be patient.

(p. 171)

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“March: Book One” by John Lewis and Andrew Aydin

This is the first book in a three-volume graphic novel about civil rights activist and Congressman John Lewis. I had heard this discussed on a couple podcasts that I listen to and it piqued my interest, so when I heard that Andrew Aydin, one of the writers, was doing a talk at a local indie bookstore, I went and listened to what he had to say. I was so moved and inspired that I purchased the first volume and had him sign it.

The book describes Lewis’ early days of activism, when he participated in the lunch counter sit-ins which were aimed at ending segregation. The stories of his past are presented as recollections from the Congressman on the day of Barack Obama’s inauguration, showing just how far civil rights have advanced in less than 50 years.

Before I talk about the text, I want to say something about Nate Powell’s artwork. It is excellent and visually captures the pain and emotion of that turbulent time. In addition, the choice to do all the artwork in black and white symbolically represents the contrast and division regarding race at that time in American history.

While in college, Lewis became inspired by the Social Gospel, which essentially asserted that one must apply the spiritual values from the Gospel to address social issues.

I loved the new ideas college was introducing me to, in religion and philosophy–but I couldn’t stop thinking about the Social Gospel. Here I was reading about justice, when there were people out there working to make it happen. I started to feel guilty for not doing more. I became restless.

(p. 65)

Later on, Lewis recounts his first meeting with Martin Luther King, who agreed to help Lewis try to get into Troy State University. King makes Lewis aware of the risks involved in challenging the State of Alabama and the Board of Education.

King: To attend Troy State, we’ll have to sue the State of Alabama and the Board of Education. You’re not old enough to file a suit–you’ll have to get your parents’ okay. They’re going to have to sign. But if you want to go, we’ll help–we’ll raise the money to file those suits, and we’ll support you all the way. But you must keep in mind–your parents could lose their jobs. Your family home could be bombed or burned. You may get hurt–or your family may get hurt. I don’t know what will happen.

(p. 71)

While reading this graphic novel, I learned that during the civil rights movement, an organization called the Fellowship of Reconciliation (F.O.R.) published a comic about MLK that was intended to teach young people about non-violent resistance.

F.O.R. had also published a popular comic book called Martin Luther King and the Montgomery Story, which explained the basics of passive resistance and non-violent action as tools for desegregation.

(p. 76)

In his talk at the bookstore, Andrew Aydin told the attendees how he convinced John Lewis that the graphic novel format was the best way to tell his story. I am in full agreement. While the story itself is compelling and moving, it’s the images that make this such a visceral read. I encourage everyone to pick up this book and read it, especially in a time when intolerance seems to be rearing its ugly head once again.

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Thoughts on “Don Quixote” – Part 8: Anti-Government Sentiment

donquixote_cover

I think it is a pretty safe assertion that most people today at one point in their lives have had a negative view of government. We see the corruption, the bickering, the greed, and the meanness that permeates the institution. Well, if it is any consolation, these feelings have been around probably as long as there have been governments, so it’s not surprising that we find instances of anti-government sentiment in Don  Quixote.

The first one I will share is when Sancho is telling his wife of his plans to become a governor. Teresa’s anti-government stance is borderline anarchist, where she feels that no government is good.

“Nay, then, husband,” said Teresa; “let the hen live, though it be with her pip, live, and let the devil take all the governments in the world; you came out of your mother’s womb without a government, you lived until now without a government, and when it is God’s will you will go, or be carried, to your grave without a government. How many people are there in the world who live without a government, and continue to live all the same, and are reckoned in the number of people…”

(p. 574)

It is later asserted that even an idiot can become a governor, that education and intelligence are not requisite for being in the government.

… and moreover, we know already ample experience that it does not require much cleverness or much learning to be a governor, for there are a hundred round about us that scarcely know how to read, and govern like gerfalcons.

(p. 803)

And finally, one that made me chuckle. When discussing whether Sancho should bring his donkey Dapple with him to govern, Sancho point out that there is no shortage of asses in government.

“Don’t think, senora duchess, that you have said anything absurd,” said Sancho; “I have seen more than two asses go to governments, and for me to take mine with me would be nothing new.”

(p. 814)

As I watch how uncivil our government and democratic process have become, it becomes apparent that it is the loudest, craftiest, and most offensive who are winning in the political arena. With that in mind, I’ll leave you with one last quote:

God help us, this world is all machinations and schemes at cross purposes one with the other.

(p. 775)

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“On Private Schools” by Umberto Eco

Image Source: Wikipedia

Image Source: Wikipedia

This is a very short essay included in Turning Back the Clock where Eco shares his thoughts on private schools, which he presents as being antithetical to democracy. I figured I would share a couple quotes.

And this is the situation in the United States: those with money can buy their children a good education; the children of those without money are condemned to semi-illiteracy. Hence the American state does not provide its citizens with equal opportunities.

(Turning Back the Clock: p. 98)

I admit that, if we leave things as they currently stand under the Constitution, we won’t be able to eliminate a certain amount of injustice: the rich will continue to send their children where they wish, while the poor are left in the hands of the state school system. But democracy also means accepting a tolerable quantity of injustice to avoid greater injustice.

(ibid: p. 101)

Personally, I have no problem with private schools. If someone can afford to send their kids to one, that’s fine. What I find offensive is the concept that people who elect to send their kids to private schools should be entitled to government funding in the form of vouchers, essentially taking educational funding away from those who need it. If you can afford tuition at a private school, you do not need state assistance. Demanding that you get this is the epitome of greed and selfishness. Just be grateful that you have the resources to provide an advantage for your kids. Lots of people would love to have that luxury.

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“The School-Boy” by William Blake

SchoolBoy

I love to rise in a summer morn,
When the birds sing on every tree;
The distant huntsman winds his horn,
And the skylark sings with me:
O what sweet company!

But to go to school in a summer morn, –
O it drives all joy away!
Under a cruel eye outworn,
The little ones spend the day
In sighing and dismay.

Ah then at times I drooping sit,
And spend many an anxious hour;
Nor in my book can I take delight,
Nor sit in learning’s bower,
Worn through with the dreary shower.

How can the bird that is born for joy
Sit in a cage and sing?
How can a child, when fears annoy,
But droop his tender wing,
And forget his youthful spring!

O father and mother if buds are nipped,
And blossoms blown away;
And if the tender plants are stripped
Of their joy in the springing day,
By sorrow and care’s dismay, –

How shall the summer arise in joy,
Or the summer fruits appear?
Or how shall we gather what griefs destroy,
Or bless the mellowing year,
When the blasts of winter appear?

As spring gets ready to move into summer, this poem came to life for me as I read it, and I connected with it on a deep level. My garden is alive and flourishing; there is a bird’s nest with baby birds woven into the vines of my front stoop; the kids in the neighborhood are outside playing. This all brings back the joy and excitement that was summer in my youth.

In this poem, Blake addresses the tendency of educational systems during his time to crush a child’s spirit of joy, wonder, and creativity, preparing that child for a life of conformity and the mundane. The image that comes to mind is from Pink Floyd’s “Another Brick in the Wall.” I would like to think that this is just a dark page from our past, but that is not the case. When I read about cuts to funding of the arts in schools, the banning of books from school libraries, the tendency to impose constant structure on children as opposed to allowing them to explore through play, I am sadly reminded that society is still attempting to impose conformity on the young.

The other night, I watched “Dead Man” with my daughter (if you are a fan of William Blake and have not seen this film, I recommend watching it). She said she liked the film but felt she didn’t get a lot of the references because she was not familiar with Blake’s poems. I’ll have to share this one with her. I suspect she will relate to it.

Thanks for reading, and here are a couple short videos that you might enjoy.


 

Pink Floyd: Another Brick in the Wall

Scene from the film “Dead Man”

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“Coriolanus” by William Shakespeare: How Politicians Manipulate Public Opinion

Coriolanus

Today is Election Day, so I figured it would be appropriate to write about something political. I had seen this play performed this past summer and really enjoyed it. I found its themes of political opposition and the manipulation of public opinion to be relevant to modern American politics.

Before I get into the politics of this play, I figured I’d touch on a couple things that I feel are important. Firstly, while this is a tragedy, only one person dies: Coriolanus. I sort of expect a stage full of carnage in a good Shakespearean tragedy, but that’s not the case here. As far as his tragic flaw, his main flaw is his pride, a somewhat hackneyed flaw in my opinion, but it fits. He is also a poor communicator, which is a problem for anyone playing the political game. Finally, I have to mention his relationship to his mother. Freud would have a field day with this. He addresses his mother with reverence while calling his wife “woman.” Pleasing his mom seems to be Coriolanus’ chief motivator throughout the entire play. One could certainly write an entire post on this mother/son relationship, but I will leave that to someone else.

OK, now on to the politics.

I constantly marvel at people’s ability to forget the past and change their views based upon the latest media hype. I confess that I thought this was a modern issue and the result of diminished attention span; but it seems that this was the case in Shakespeare’s day also. As the scheming tribunes Brutus and Sicinius consider Coriolanus’ recent popularity and the likelihood of his election as consul, Sicinius points out how easy it is to sway public opinion.

Sicinius:

Doubt not
The commoners, for whom we stand, but they
Upon their ancient malice will forget
With the least cause these his new honours, which
That he will give them make I as little question
As he is proud to do’t.

(Act II, scene i)

The two then discuss how to manipulate the public’s opinion of Coriolanus by implying that he does not care about them, that he is full of pride and a tyrant, and that he will ultimately take away their freedoms. This is exactly the type of partisan hyperbole used by each political party to rally voters.

Brutus:

So it must fall out
To him or our authorities. For an end,
We must suggest the people in what hatred
He still hath held them; that to’s power he would
Have made them mules, silenced their pleaders and
Dispropertied their freedoms, holding them,
In human action and capacity,
Of no more soul nor fitness for the world
Than camels in the war, who have their provand
Only for bearing burdens, and sore blows
For sinking under them.

Sicinius:

This, as you say, suggested
At some time when his soaring insolence
Shall touch the people–which time shall not want,
If he be put upon ‘t; and that’s as easy
As to set dogs on sheep–will be his fire
To kindle their dry stubble; and their blaze
Shall darken him for ever.

(Act II, scene i)

When Coriolanus must face the populace and the accusations of the tribunes, his mother offers him some advice.

Volumina:

I prithee now, sweet son, as thou hast said
My praises made thee first a soldier, so,
To have my praise for this, perform a part
Thou hast not done before.

(Act III, scene ii)

Shakespeare draws a comparison between acting and politics. In both, one is on a stage, performing a part for the public. In fact, there is even a term for this, “Political Theater,” which is defined as actions by politicians intended to make a point rather than accomplish something meaningful.

In modern American politics, pitting the rich against the poor is common political practice. On one side, the rich are told they should have disdain for the poor, who are depicted as lazy and seeking only to live off the wealth which they worked hard for. Conversely, the poor are told that the rich are nothing but a bunch of greedy money-grabbers seeking to exploit them. It appears that this type of divide was also exploited by politicians in Shakespeare’s time to manipulate the public.

Sicinius:

Bid them all home; he’s gone, and we’ll no further.
The nobility are vex’d, whom we see have sided
In his behalf.

Brutus:

Now we have shown our power,
Let us seem humbler after it is done
Than when it was a-doing.

Sicinius:

Bid them home:
Say their great enemy is gone, and they
Stand in their ancient strength.

(Act IV, scene ii)

As is often the case, political games and craft have a tendency to backfire.

Menenius:

‘Tis true:
If he were putting to my house the brand
That should consume it, I have not the face
To say ‘Beseech you, cease.’ You have made fair hands,
You and your crafts! you have crafted fair!

Cominius:

You have brought
A trembling upon Rome, such as was never
So incapable of help.

Both Tribunes:

Say not we brought it.

(Act IV, scene vi)

As I read this, I could not help but think about the mess in the Middle East. For years the US has been involved in that conflict, offering support to whichever faction seems to be more aligned to our political stance. The results of this policy has been disastrous, to say the least. Yet, our political leaders continue to make the same mistakes and play the same political games.

As members of a democracy, we have a responsibility to educate ourselves on the issues that affect our society and the world around us, and to make decisions based upon our views. It is important that we do not fall victim to the manipulation of political factions who seek only to wrest control of power from the other side. Regardless of which political side you lean towards, you should avoid buying in to the propaganda that is shoveled our way by political action groups on either side.

Thanks for taking the time to read my post, and if you are an American citizen, go out and vote today.

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