Education

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College reunion: My 45th

I have to begin by saying that I have no idea what a “normal” college reunion is like.  I picture football games, halftime bands, sorority and fraternity parties and a good deal of alcohol consumption.  That last may be the one thing that a homecoming reunion at St. John’s College has in common with other homecomings.

My husband (who was in my class at St. John’s) and I hadn’t been to a reunion since the 25th, but we had been tapped as co-chairs for the 45th.  The first thing you have to understand is that St. John’s is a tiny school.  I think that there are around 400 current students on the Annapolis campus and an equal number on the Santa Fe one.  In the mid to late 1960s the student bodies were smaller.  I believe that the graduation rates have increased since my time, also.  Our freshman class was around 100 and if memory serves me, about 50 or 60 of us finally graduated.  This is my long-winded way of explaining why when 11 us (plus one spouse who is also the mother of a graduate) showed up, it was a pretty good number.

But what is a reunion all about?  You go to the place where you were x number of years ago and you hang-out with people you haven’t seen for years (and maybe didn’t know so well to start).  A reunion/homecoming at St. John’s is different. What makes a St. John’s reunion for me is several things.  First, the school is small enough that one knows people from other classes.  Second, because we all had pretty much the same curriculum and read the same books we could talk to friends (some old and some new) from the Classes of 1984, 1967, 1956 and 1965 with no problem.  And, third, the experience is intellectually stimulating.  Even the Friday night lecture, which wasn’t very good, sparked a breakfast discussion at our B & B about Dostoevsky and “The Brothers Karamazov”.  We came home and researched translations and will order and read the book again.

Our class had a seminar on Moliere’s “Misanthrope” led by two tutors that many of us had studied with back when we were students. The College also mixed in some current students.  It was a lively event with discussion on comedy, tragedy and what it means to be a misanthrope.  The play came up several times in other discussions over the weekend and my husband and I talked about it on the drive home to Vermont.  That is a powerful experience.  Seminars are the heart of any reunion at St. John’s but are not the only shared experience that is re-experienced.  There was also Freshman chorus (think of a bunch of mostly non musicians singing Mozart and rounds as we were once required to do. )  That was fun!

This was the anniversary of the writing of the “Star-Spangled Banner” by Francis Scott Key who is an alumni of what we fondly refer to as the Old Program.  (St. John’s is the third oldest college in the United States after Harvard and William and Mary.)  In his honor we all toddled out to back campus after drinking much wine at dinner (and the pre-dinner reception) to watch the fireworks over College Creek after this year’s Freshmen sang the “Star-Spangled Banner”  It was a great Homecoming and Reunion.

Fireworks over College Creek, St. John's College, Annapolis 2014 Homecoming.

Fireworks over College Creek, St. John’s College, Annapolis 2014 Homecoming.

 

 

 

 

 

 

 

 

 

 

 

 

Photograph: Tia Pausic

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Warning labels

I know I’ve been neglecting my blog the last few weeks.  I’m finding much of the news depressing and it is finally spring and who wants to be depressed by dwelling on disasters – current and potentially future.  But I’m aroused from my lethargy by a couple of recent stories, so I may well go on a blogging binge.

My first subject is warning labels.  “Cigarettes are Hazardous to your health.”  “Not gluten-free”  “Keep away from water [on my hair dryer]”  All handy and relevant for physical health and safety.  But now some students are agitating for warning labels on books for reasons of psychological health.  Classic books.  Like “The Great Gatsby” .  This follows a commencement season where students got various speakers removed because of something they’d done in the past or some opinion they hold.  Something very disturbing is going on here way beyond the protection of someone’s mental health.  I love the opening of Renee Loth’s column in this mornings Boston Globe

Warning: This column may contain material you disagree with or find offensive. It may provoke a strong reaction, making you feel angry or exposed. Of course, you can log off or turn the page. But this is the opinion section of a general-interest newspaper. Shouldn’t you expect to find provocative, even threatening ideas? And shouldn’t other readers be able to see this column without a cautionary note that it might do them harm?

She goes on to explain

Something similar is happening on college campuses, where reasonable concern for students who may have suffered terrible traumas has morphed into a serious threat to intellectual freedom. Increasingly, students are expecting “trigger warnings’’ to be issued before they are asked to read certain texts or view course material that may be troubling. It can be something as raw as a graphic rape scene or a bloody wartime battle, or more conceptual, such as themes of racism or oppression. At some schools, students want to be allowed to skip a class or reading if they fear it will trigger a stressful reaction.

The criteria for the warnings are varied and ill-defined. At Rutgers University, Virginia Woolf’s novel “Mrs. Dalloway” was targeted for a warning because it contains thoughts of suicide. At Oberlin College, students requested one for Chinua Achebe’s “Things Fall Apart” — a hardy perennial on freshman reading lists — because of its treatment of colonialism. Trigger warnings have been proposed for “The Great Gatsby” and “The Merchant of Venice” because they depict violence, misogyny, or racial slurs.

Warning label

Excuse me if I thought that great writing was supposed to be thought-provoking and maybe disturbing.  In her column on the subject in today’s Washington Post, Kathleen Parker discusses a potential answer.

Without making light of anyone’s ethnicity, race or trauma, especially rape or stress disorder suffered by veterans (another specific group of concern), such precautions are misplaced in an institution of higher learning where one is expected to be intellectually challenged and where one’s psychological challenges are expected to be managed elsewhere.

There are, besides, other ways to inform oneself about a course or literary assignment that might be problematic for whatever reason. Then again, if reading “The Great Gatsby” causes one undue angst owing to its abuse, classism, sexism and whatever-ism, then one might consider that college is not the right place at the right time.

Moreover, part of literary criticism is understanding the historical context of a given work. Thus, when the egregiously offensive N-word appears in the “Adventures of Huckleberry Finn,” is it too much to ask that readers reflect upon the word’s usage when Mark Twain wrote the book?

Within that understanding is a world of learning, from the history of race to the evolution of language. Instead, we are enslaved to “responsible pedagogical practice,” as one sympathetic faculty member put it. Thus, a draft guide at Oberlin College suggests flagging anything that could “disrupt a student’s learning” or “cause trauma”:

“Be aware of racism, classism, sexism, heterosexism, cissexism [transgender discrimination], ableism and other issues of privilege and oppression. Realize that all forms of violence are traumatic, and that your students have lives before and outside your classroom, experiences you may not expect or understand.”

I once co-taught a class on women and war.  We read some disturbing stuff, especially for some class members who were veterans or who had active duty spouses.  But we didn’t have an y”trigger” warnings on what we assigned to read.  What we did was talk.  One can learn from someone else’s experience.  Besides if there are all these warning labels, maybe someone won’t read the book and find out it really isn’t so bad after all.  And where does it end?  Do we not read about the civil rights movement in Mississippi because the murder of three civil rights workers might be disturbing?  Should be miss reading “The Color Purple” because it might be a trigger for someone?  Is talk of the plague in the Middle Ages also a trigger for someone’s trauma?  Parker is right:  the proper response is discussion.

Loth ends her column this way

Trigger warnings aren’t new; they are common on the Internet, where they alert readers to a range of potentially upsetting material from common profanity and insensitive jokes to depictions of drug abuse, eating disorders, even spiders. But they are especially worrisome on college campuses, where exposure to a free exchange of ideas is paramount. “When a student opts for a liberal arts education, they have opted to jump into the cauldron of life,” said attorney Harvey Silverglate, a fierce advocate for freedom of thought on campus. “You should expect to be occasionally very disturbed. That is actually part of the education.”

Much of the focus on content warnings grows out of a concern for marginalized groups, whether minorities, the disabled, or anyone not in the “dominant culture.” Feminist studies in particular have promoted them as a way to make women feel safer in a sometimes hostile campus environment, which can and does include sexual assault. But there are as many potential triggers as there are students. It’s a practical impossibility to protect against all of them.

Nor should we try. Nancy Gertner, a former federal judge and professor at Harvard Law School, says students have asked her to disclose whether an exam in her criminal law course would contain any triggers for rape victims. She has refused. “I have a feminist objection to the notion that women need to be inoculated against certain issues,” she said. “Women need to engage, to come to grips with these issues.” The university should prepare students for the rest of life. “There are no more trigger warnings the minute they graduate,” she said.

Let’s hope that this trend has a very short life.

Picture:  istockphoto/globe staff illustration

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The joy of Latin

I took four years of Latin in high school.  My teacher was Kenneth Sheridan who was related to the Civil War General Sheridan.  The highlight of my four years was translating parts of John F. Kennedy’s Inaugural Address into Latin my Senior year as my project.  I don’t remember a great deal of Latin today, but I can read and figure out a little Spanish, French and some Italian because of my Latin.  My high school didn’t participate in Junior Classical League and looking back now, I wonder why.  I think it would have been fun.  At least the Massachusetts folks had fun this year.  They didn’t make the news, but they were the topic of a column by Lawrence Harmon in yesterday’s Boston Globe.

Jeffrey Dubuisson, 17, is rattling off the names of the rulers of the Roman Empire in chronological order as he munches on pizza (derived from the Latin verb pinsere, to pound) at Papa Gino’s in Cleary Square. He speaks with authority on the satirical writings of Juvenal and the epic poetry of Vergil. Boston’s public school system is doing something right.

Jeffrey Dubuisson

Jeffrey Dubuisson

Dubuisson, an incoming senior at Boston Latin Academy, is fresh from Las Vegas where he and three teammates won the national title in the advanced division of the classics competition hosted by the National Junior Classical League. There is no higher honor for players of Certamen, a form of intellectual combat requiring rapid recall of facts about the culture, peoples, and languages of ancient Rome and Greece. After years of falling short to Virginia, Florida, and other powerhouses, a Massachusetts team finally has taken its rightful place in the Pantheon of high school brainiacs,

…

Dubuisson, who lives in Hyde Park, can trace his interest in the classics back to a day in eighth grade at Boston Latin Academy when he was fretting about his D-plus average in Latin. Legendary Latin teacher Janet Fillion [also my neighbor, friend, and cat sitter] urged him to attend Certamen practice as a way to earn extra credit.

“I went to save my grades and ended up loving it,’’ said Dubuisson, whose friends refer to him in the third person as “the Latin dude.’’

I don’t care much if it is music, art, theater, Latin, a sport or science that turns a kid on to school.  I think we’ve move too much into testing and getting “practical” skills to make school fun.  Harmon points out

In Massachusetts, only 42 schools host chapters of the National Junior Classical League. In Boston, only two of the city’s schools — Latin Academy and Boston Latin — offer Latin. Introducing the subject at the city’s middle schools — even for an hour or two a week — could provide students with needed structure and stimulation. Boston’s mayoral candidates are talking about the qualities they want to see in the next school superintendent. An educator who appreciates the importance of the classics belongs on that list.

The students who went to the JCL Convention and won were

…immigrants or children of immigrants from Haiti, China, Albania, and India. Dubuisson is the go-to player for literature, history, and derivatives. Christopher Liao, an incoming junior at Boston Latin School, specializes in translation. Joana Jankulla, an incoming senior at Latin Academy, excels in Latin grammar and mythology. And Meghana Vagwala, an incoming senior at the Advanced Math and Science Academy Charter School in Marlborough, specializes in mythology, quotations, and figures of speech.

We don’t need to be cutting activities in schools, we need to be adding them.  School should be fun and every child should find the thing that makes them smile like Jeffrey Dubuisson, the Latin Dude.

Photograph provided to the Globe by Jeffrey Dubuisson.

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Social media: Is it the new coffeehouse?

Last Sunday Tom Standage had an opinion piece in the Review section of the New York Times in which he posits blogging, Twitter, Facebook, etc. as the modern equivalent of the 17th century coffeehouse.  An interesting comparison, but the two are not really the same.  I think that the coffeehouse was more conducive to the development of ideas through dialogue.  Face to face is often better than typing by yourself on a keyboard or phone or however you post.  Let’s look at what Standage says.

SOCIAL networks stand accused of being enemies of productivity. According to one popular (if questionable) infographic circulating online, the use of Facebook, Twitter and other such sites at work costs the American economy $650 billion each year. Our attention spans are atrophying, our test scores declining, all because of these “weapons of mass distraction.”

Yet such worries have arisen before. In England in the late 1600s, very similar concerns were expressed about another new media-sharing environment, the allure of which seemed to be undermining young people’s ability to concentrate on their studies or their work: the coffeehouse. It was the social-networking site of its day.

Like coffee itself, coffeehouses were an import from the Arab world. England’s first coffeehouse opened in Oxford in the early 1650s, and hundreds of similar establishments sprang up in London and other cities in the following years. People went to coffeehouses not just to drink coffee, but to read and discuss the latest pamphlets and news-sheets and to catch up on rumor and gossip.

Coffeehouses were also used as post offices. Patrons would visit their favorite coffeehouses several times a day to check for new mail, catch up on the news and talk to other coffee drinkers, both friends and strangers. Some coffeehouses specialized in discussion of particular topics, like science, politics, literature or shipping. As customers moved from one to the other, information circulated with them.

And he gives some examples.

But what was the actual impact of coffeehouses on productivity, education and innovation? Rather than enemies of industry, coffeehouses were in fact crucibles of creativity, because of the way in which they facilitated the mixing of both people and ideas. Members of the Royal Society, England’s pioneering scientific society, frequently retired to coffeehouses to extend their discussions. Scientists often conducted experiments and gave lectures in coffeehouses, and because admission cost just a penny (the price of a single cup), coffeehouses were sometimes referred to as “penny universities.” It was a coffeehouse argument among several fellow scientists that spurred Isaac Newton to write his “Principia Mathematica,” one of the foundational works of modern science.

Coffeehouses were platforms for innovation in the world of business, too. Merchants used coffeehouses as meeting rooms, which gave rise to new companies and new business models. A London coffeehouse called Jonathan’s, where merchants kept particular tables at which they would transact their business, turned into the London Stock Exchange. Edward Lloyd’s coffeehouse, a popular meeting place for ship captains, shipowners and traders, became the famous insurance market Lloyd’s.

And the economist Adam Smith wrote much of his masterpiece “The Wealth of Nations” in the British Coffee House, a popular meeting place for Scottish intellectuals, among whom he circulated early drafts of his book for discussion.

It seems to me that this is fundamentally different from a Tweet which is often sent out into cyberspace usually without response or any real conversation.  It may or not be read.  The object is to be clever or to publicize something longer one might have written, but, again, one has no way of knowing if that link has been clicked.  Facebook, among my relatively small circle of friends, is a place to share picture, family news, and what you think of things.  I don’t “friend” anyone I don’t actually know.  (My blog posts are also on Facebook.)  More often than with Twitter, there are comments and occasionally an interesting discussion which I have often wished we could be having in person.  And this blog of many years is primarily a means of self-expression:  It’s history of what was catching my fancy at a particular moment.  FortLeft has, in rare moments, inspired some discussion and I have commented and had some discussions with other bloggers, but none of us have written the equivalent of the “Wealth of Nations” based on what we have written on our blogs – at least not the ones I follow.  (And, yes, I know that several of you have written books and if you circulated drafts through you posts, I’d be interested to know how that worked out.)

First page from Wealth of Nations, 1776 London...

First page from Wealth of Nations, 1776 London edition (Photo credit: Wikipedia)

What is comes down to, I guess,  is that I was educated at St. John’s College (Annapolis) where a great deal of what we did was talk.  In the coffee shop, on the quad, in seminar, in class, in the dorms.  As in the coffeehouses Standage describes a lot of our talk was of trivia and gossip, but we did talk seriously and express our opinions and had opinions expressed back at us.  It is easier to refine an opinion when you are talking to someone in person and you have to explain it and defend it than it is writing stuff on Facebook.

Current Johnnies still talk.

Current Johnnies still talk.

What I do love about Facebook, Twitter, and live blogging is the speed at which one can get information, not that they create meaningful discussion.  That may change.  Standage points out

The use of social media in education, meanwhile, is backed by studies showing that students learn more effectively when they interact with other learners. OpenWorm, a pioneering computational biology project started from a single tweet, now involves collaborators around the world who meet via Google Hangouts. Who knows what other innovations are brewing in the Internet’s global coffeehouse?

There is always an adjustment period when new technologies appear. During this transitional phase, which can take several years, technologies are often criticized for disrupting existing ways of doing things. But the lesson of the coffeehouse is that modern fears about the dangers of social networking are overdone. This kind of media, in fact, has a long history: Martin Luther’s use of pamphlets in the Reformation casts new light on the role of social media in the Arab Spring, for example, and there are parallels between the gossipy poems that circulated in pre-Revolutionary France and the uses of microblogging in modern China.

As we grapple with the issues raised by new technologies, there is much we can learn from the past.

Who knows where technology will lead us?  But we still need to talk – face to face.  I’m not sure that digital interaction via any form of social media can talk the place of sitting with someone with a cup of coffee, glass of wine, over a meal or in a real classroom.

Photograph:  Students at seminar from the St. John’s College Website.

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Being Liberal or not being Glenn Beck

Being a bit behind in my reading (as always), I picked up The Nation from November 22 a few days ago to read Patricia Williams’ column, Veritas-iness and the American Way.  This started a train of thought about education, reading, why so many followers of popular conservatives are uneducated and how much of a threat this is to the American experiment. It also got me thinking about why being liberal became a bad thing.  Somewhere in recent history “liberals” became “progressives”.

According to my 11th Edition of the Merriam-Webster Collegiate Dictionary, the first definition of liberal is related to education, “of, relating to, or based on the liberal arts”.  The archaic meaning if “of or befitting a man of free birth”.  More current meanings include “marked by generosity” and “broad-minded esp: not bound by authoritarianism, orthodoxy, or traditional forms.”  The entry goes on to explain “Liberal suggests openhandedness in the giver and largeness in the thing or amount given…”  From these meanings the political philosophy of liberalism was born.  Liberalism being defined as “a political philosophy based on a belief in progress, the essential goodness of the human race and the autonomy of the individual and standing for the protection of political and civil liberties.”  On the other hand, a conservative is defined as “tending to disposed to maintain existing views, conditions, or institutions.”  Conservatism is “a disposition in politics to preserve what is established.”

Conservative and liberal.  These are two tensions that should complement each other.  But liberal has become synonymous for the over education elite who want to move away from the traditions of our Founders and the True Meaning of the Constitution. (my caps)  Is this because somehow our education system has failed?

Patricia Williams points out

Sadly, American education has suffered a miserable decline since those days.[when she went to public schools] According to the Programme for International Student Assessment, we are fifteenth in reading literacy, twenty-first in science literacy and twenty-fifth in math literacy. This slide was largely accomplished by a calculated disinvestment in public education that began with the anti-tax movement of the late 1970s. California, where that movement began with a series of ballot initiatives, had one of the best school systems in the world. It now ranks almost dead last here, just above Mississippi.

There’s a curious tension in politics between the popular hunger for better schooling and widespread resentment of those who actually find it. Glenn Beck and Sarah Palin have built a movement around the felt dispossession of those who don’t read newspapers, whose spelling is nonstandard and who cite Shakespeare to “refudiate” book-learning. Beck, who sniffs that public schools should be abolished altogether, exploits this ambivalence brilliantly by establishing his online Beck University, whose basic courses are Faith 101, 102 and 103; Hope 101, 102 and 103; and Charity 101, 102 and 103. Yet Beck U. also has a coat of arms with a numbingly lofty motto: Tyrannis Seditio, Obsequium Deo.

Here is one of Beck’s diagrams copied from AlterNet.

Being one of the over-educated liberals, I find the diagram incoherent and the connections based on a lack of understanding.  Does Glenn Beck understand that George Soros who is the heart of the “obam a pocalypse” help finance movements to overthrow oppressive governments in Eastern Europe? Or that he grew up in Nazi occupied Hungary? So yes, he has a connection to Hitler, but not the kind Beck wants to imply.  And Ivan Jones? 

Williams describes the crowd at the Steward-Colbert rally this way

…While Stewart and Colbert expressly appealed to “the busy majority” of reasonable, middle-of-the-road, somewhat-stressed-but-not-given-to-hysterics people, the signs among the masses were deeply inflected by class consciousness and the national educational divide. Some were relatively subtle: Which Way to Whole Foods? and Anyone for Scrabble Later? Others more overtly referenced Beck’s Rally to Restore Honor: Every Word on This Sign Is Spelled Correctly; I &heart; Evidence-Based Policies; and my favorite: If You Don’t Believe in Government Perhaps You Shouldn’t Run for It.

This was a crowd that listens to NPR (Kiss Me, Nina Totenberg!). It was racially and ethnically diverse ( Fox Told Me I Am a Terrorist). Their humor was sophisticated ( I Clutch My Purse When I See Juan Williams Coming). It was a throng of New York Times readers who eat bagels and peruse the Book Review. They marched with Kindles in hand, and their Patagonia backpacks contained novels by Anna Quindlen and essay collections like David Rakoff’s Don’t Get Too Comfortable: The Indignities of Coach Class, The Torments of Low Thread Count, The Never-Ending Quest for Artisanal Olive Oil and Other First World Problems.

If this sounds like a litany of class markers, we need to remember that class and education are not necessary correlates. This was a population of very diverse Americans who equate political sanity with studiousness and curiosity. It was a gathering of people fluent in subtlety and satire, tolerance and tact; who saw similarity in differences and differences among the similar; who appreciated metaphors, analogical thinking and the discipline of data. This is the opposite of fundamentalism. And it ought to be the very essence of American identity, for we can have no broad civic culture without it. Unfortunately these critical capacities are also the hallmarks of a good liberal arts education, which is increasingly unavailable to any but the very well-off. (The State University of New York, Albany, just announced that it may eliminate its Latin, French, Italian, Russian and theater degree programs.)

Why bother with the nuances of analytical thought? Consider this—recently State Department spokesman P.J. Crowley tweeted: “Happy birthday President #Ahmadinejad. Celebrate by sending Josh Fattal and Shane Bauer home” and “Your 54th year was full of lost opportunities. Hope in your 55th year you will open #Iran to a different relationship with the world.” Sarah Palin tweeted back: “Happy B’day Ahmadinejad wish sent by US Govt. Mind boggling foreign policy: kowtow & coddle enemies; snub allies. Obama Doctrine is nonsense.” This is not merely a lack of irony; it is a form of illiteracy, the kind of flat, childish reading that grasps the basic meaning of each word but not what they mean together.

Sarah Palin and Glenn Beck are frightening in their ignorance and I worry that the ignorance is spreading faster than we can stop it.  The problem in the United States today is not the divide between liberalism and conservative:  that tension has existed since the founding of the country.  The problem is the divide between those who can read and comprehend and those who can’t.  I am not talking here about the quality of the inner city elementary school, although that too is an issue, I am talking about people who are supposed to be educated and still can’t really read and when they do don’t understand what it is they read.  True conservatives should be just as worried about them as liberals like me.

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The State of the Obama Presidency

All of our expectations were so high when Barack Obama took office 18 months ago.  He was going to fix the economy, end the wars in Iraq and Afganistan, give us health care reform, fix the schools, walk on water….

After 8 years of George W. and after the wasted Clinton years, we progressives were ready.  So where are we now?  This Doonesbury cartoon says its all.

We are like his kids and think he can do anything.  Unfortunately, there is the Senate to deal with and the fall elections which still look difficult for the Democrats.  I’m hoping they can just hang on to enough seats to keep control and Obama’s agenda has a fighting chance.

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The President Speaks at Wakefield High

Updated September 9 .  I added this cartoon by Dan Wasserman.

09.09%20OBAMA%20SCHOOLKIDS%20copy

 

President Obama gave a “first day of school” speech today that was broadcast to schools across the country – and available on the internet to anyone who wants to watch.  (there is a link in the New York Times story below) The conservatives, actually, the far right Limbaugh and Beck followers were convinced that the President was going to indoctrinate the the nation’s school population.  It has been compared with speeches given in North Korea and the former Soviet Union.

So what did he actually say?  According to the New York Times

President Obama exhorted America’s students on Tuesday to study hard, set goals, accept personal responsibility, and “get serious this year’’ in a back-to-school address that became a lightning rod for conservative parents who accused the White House of trying to indoctrinate their children with a political message.“The future of America depends on you,’’ the president declared, in one of the few departures from his script.

 

President Barack Obama spoke to students at Wakefield High School

This was a speech worthy of Bill Cosby.

“At the end of the day, the circumstances of your life – what you look like, where you come from, how much money you have, what you’ve got going on at home – none of that is an excuse for neglecting your homework or having a bad attitude,’’ the president said. “That’s no excuse for talking back to your teacher, or cutting class, or dropping out of school. There is no excuse for not trying.’’

The President tried to explain that you won’t like everything you study and that some things will be hard but you had to set a plan for yourself and stick to it.  I think this is my favorite part of the speech.

Whatever you resolve to do, I want you to commit to it. I want you to really work at it. 
I know that sometimes, you get the sense from TV that you can be rich and successful without any hard work — that your ticket to success is through rapping or basketball or being a reality TV star, when chances are, you’re not going to be any of those things. 
But the truth is, being successful is hard. You won’t love every subject you study. You won’t click with every teacher. Not every homework assignment will seem completely relevant to your life right this minute. And you won’t necessarily succeed at everything the first time you try.
That’s OK.  Some of the most successful people in the world are the ones who’ve had the most failures. JK Rowling’s first Harry Potter book was rejected twelve times before it was finally published. Michael Jordan was cut from his high school basketball team, and he lost hundreds of games and missed thousands of shots during his career. But he once said, “I have failed over and over and over again in my life. And that is why I succeed.” 
These people succeeded because they understand that you can’t let your failures define you – you have to let them teach you. You have to let them show you what to do differently next time. If you get in trouble, that doesn’t mean you’re a troublemaker, it means you need to try harder to behave. If you get a bad grade, that doesn’t mean you’re stupid, it just means you need to spend more time studying. 

E. J. Dionne comments in the Washington Post

We have just gone through one of the most shameful episodes of the young Obama presidency — shameful because of the behavior of the right wing, shameful because the media played into an extremist agenda, shameful because we proved that our political system has become so dysfunctional that a president gets punished for doing the right thing.

Upon Barack Obama’s election, even my most conservative friends who supported John McCain said Obama could do a world of good for poor children in the country by stressing the importance of education, hard work, staying in school and taking responsibility. Yes, those are often thought of as conservative values.

But when Obama proposed to do just that on the first day of school, the far right — without asking any questions or seeking any information — decided to pounce, on the theory that everything Obama did should be attacked relentlessly as part of some secret and dangerous ideological agenda.

Out popped Jim Greer, the Florida Republican chairman, who accused the president of trying to “indoctrinate America’s children to his socialist agenda.”

In a normal world, the media would have asked Greer for proof of such a wild charge and, since he didn’t have any, his press release would have gone into the circular file.

But, no, the media is so petrified of being criticized for being “liberal” that it chose to take a lunatic charge seriously and helped gin up this phony controversy.

…

And, of course, Obama’s speech was not at all “political” in any conventional definition of that word. It was about highlighting the importance of individual achievement. Here is an example of the president’s “socialist” propaganda, from the text of his speech:

I’ve talked a lot about your government’s responsibility for setting high standards, supporting teachers and principals, and turning around schools that aren’t working where students aren’t getting the opportunities they deserve.

But at the end of the day, we can have the most dedicated teachers, the most supportive parents, and the best schools in the world — and none of it will matter unless all of you fulfill your responsibilities. Unless you show up to those schools; pay attention to those teachers; listen to your parents, grandparents and other adults; and put in the hard work it takes to succeed.

And that’s what I want to focus on today: the responsibility each of you has for your education. I want to start with the responsibility you have to yourself.

If that’s “socialist,” then Barry Goldwater, Ronald Reagan and just about every parent in America are “socialists.”

So have the Limbaughs, Beck’s and Greers apologized?  Of course not.  There had to be a hidden or coded message in the speech somewhere.  Greer did concede it was a good speech but seems to continue to insist that it must have been rewritten.  Asked on CNN for proof, he had none.

It was a good speech.  Newt Gingrich, Laura Bush and Karl Rove said so.