Out-Punting Our Coverage
March 19, 2013
Any traveler to the Atlantic coast of any Central American country will witness firsthand the arrogance of the human race.
Strewn along almost every shore is the waste of nations outliving their means. Plastic in all shapes and colors, from products of all types – bottles, toys, sandals, tools.
Island nations to the east, unable to cope with the volume of their waste, cast it off covertly under cover of night. Oceangoing vessels large and small heave it overboard.
My wife puts it this way: “We’ve gotten ahead of ourselves.” Humans have fantastic abilities to create, but we do so without conscience, without caring enough about consequences.
This clearly applies to the world’s waste problem – from cast-off containers to used cars to computers made obsolete in a matter of months. We keep producing more and more, without plans for the waste of producing new products or the waste created by making existing things obsolete.
In the Pacific Ocean, a mass of trash the size of Texas is circulating as if there were a drain. But there isn’t one. No easy answer to flush human waste – the excrement of our greed – to some other place where it will do no harm.
In Chinese cities today the air, water and land are toxic – much as it was in developing US cities around 1900 – as China takes its turn to poison its people in the name of progress.
That we can do something doesn’t mean we should do it. In sports terms, the human race has out-punted its coverage, and the consequences are far more dire than a punt return for a touchdown.
Model Education
December 13, 2013
The athletic classroom is at least as pregnant with teachable moments as any other classroom of our comprehensive secondary schools.
I believe this so strongly that there is a tendency to overstate this truth; but if we include non-athletic activities like speech, music, debate and drama, I am even more certain it is true.
It is true in large part because nowhere in education will one find it to the degree we do in school activities that teachers are teaching what they want to teach to students who are learning what they want to learn, and both teachers and learners are willing to work hour after hour on their own time, even after the so-called “school day,” to make sure that everything that can be taught is taught and everything that can be learned is learned.
This is not a distraction from the educational mission of schools. It is a model of what more of education should be. And we shouldn’t hesitate to say so. Nor should we hesitate any longer to provide these model programs for younger grade levels.