Tag Archives: education

“Enchantress of Numbers” by Jennifer Chiaverini

Enchantress of Numbers: A Novel of Ada Lovelace

This work of historical fiction is subtitled “A Novel of Ada Lovelace”. The long version of the protagonist’s name is Augusta Ada Byron King, Countess of Lovelace. Her mother was Annabella Milbanke Byron, wife of the stunningly famous Romantic era poet George Gordon, Lord Byron. The marriage of Milbanke and Byron was short – Byron was unpredictable, promiscuous and moody. (That’s putting it mildly.) Byron left England, and Ada never had the opportunity to know her father.

Ada’s childhood was lonely, but she always had access to tutors and her intellectual life blossomed. She was passionately attracted to mathematics and science, and met many of the leading scholars of her age. Her name is often mentioned in connection with early “calculation machines” which preceded the invention of computers. She died at age 36, of uterine cancer.

It’s hard to read this book without applying contemporary standards of social judgement. Jennifer Chiaverini deserves high praise for staying within the cultural and social context experienced by Ada Lovelace.

Jennifer Chiaverini has published many books, including a series of TWENTY volumes called The Elm Creek Quilts Novels. I would rather start with her other six volumes of historical fiction. The only series of such magnitude I ever attempted was Patrick O’Brien’s wonderful Aubrey/Maturin saga.

Having now read a little about Lord Byron, I should read some of his poetry, which is considered the height of the Romantic era verse. Poetry is not my strong suit. I hope I can persist.

Memoir – the Columbine High School massacre, April 1999

I found this document quite by accident. My computer, like my house, is cluttered with “stuff”, and I’m trying to get rid of some of it. I don’t remember writing this, but I find it to be entirely accurate and painfully relevant.

Why post it NOW? I’m under a general request (from a family member) to share memories. Every once in a while, I come up with something odd or interesting. “Write it down!” says my son. Okay… Another reason is that violence, especially among and directed towards the young, continues to prey on my mind. I follow the news, worry over loved ones, and recently overheard a conversation that disturbed my soul. More about that later. Maybe.

This is what I wrote in May of 1999, a few weeks after Columbine, when my sons, ages 9 and 14, went off to public school daily. I have not edited it in any way:

Since the disastrous murders in Littleton, Colorado, I’ve been thinking hard about schools, and one direction my thoughts have taken is the path of memory. What was it like to be a teenager? What worked and what didn’t in the school system I traversed? How did we get along? Who were the disaffected? The successful? How tight were our cliques? How hurt were our outcasts? I found one memory that seems to be important. It’s very clear and coherent. And I don’t think I’ve ever discussed it with anyone.

I was thirteen, sitting in math class. I was the kind of kid teachers want in class, well behaved and easily able to learn. I wasn’t “popular”, but I had friends. I was a “brain” in a town where that was mostly OK. I wore glasses and was a little off-the-mark in terms of dress and hairstyle, but nothing drastic. I was supported and protected by a home and community that were reasonably consistent in their expectations. There is nothing wrong with this picture. The important memory is what, in that idyllic time and place, I was thinking about.

Unfolding in my head as I sat there in math was a violent fantasy. I was very systematically destroying the school. I smashed (with a baseball bat?) everything breakable, overturned desks, savaged textbooks, broke windows. I was very, very thorough. I must have spent lots of time on this fantasy, to be able to find it waiting so clearly in my head, 35 years later. What was I so incredibly ANGRY about?

I don’t find an answer in any of the expected categories – abuse, change in family structure, etc. I think my problem was junior high school. After seven years in what is now called the “self-contained” classroom, we switched to a seven period school day. Ten different teachers when you add in homeroom, gym, etc. Three minutes to get from one place to another. I know I bitterly resented the regimentation, but I think my anger was based on the fact that NO adult knew me. Not the way (for better and worse) my elementary school teachers knew me. A kid with high test scores and a good behavior record merited no particular attention. All my other traits – creativity, capacity to love, longing for adventure – were ignored. And I was furious. The sociological term, I think, is alienation. I had a bad case of it.

To me the message of junior high (or middle school) is “You kids are poison”. Too nasty to be around the cute little tykes and not big and smart enough to mix with the high schoolers. What kind of a message is this for children on the brink of physical adulthood? Meaningful adult contact is lost and the peer culture moves into the vacuum. It was luck, not good rearing, that kept me from serious trouble.

From this derives my first suggestion for school change. Bring back the K-8 school. If its necessary to shift students around to fit the expertise of teachers, do it so a student has three teachers, not ten. Everyone says teachers “should have noticed” something wrong in Colorado, but a teacher who sees more than 100 students each day just isn’t going to.  Make seventh and eighth grade special by adding privileges and (much more important!) responsibilities. By eighth grade every student should do meaningful work for the school, and in a K-8 setting opportunities abound. Play and read with the kindergartners, run flashcard drills and clean up after art with the second graders, work in the Library and office. Plant a garden. Organize classroom parties and put on good assemblies. Eighth graders can do all this.

What to do about high school? I’m open to suggestions here – it’s time to try anything and everything. We know specialized schools work well in cities. Perhaps we should regionalize and specialize. Make high schools smaller – how about a top size of about 1000? Move some teachers along with the students when they enter high school. Selected teachers could alternate between 8th and 9th grades to provide continuity. Look for other opportunities to keep student/teacher groups together for more than one year. Increase guidance counselors and reduce teaching loads until meaningful mentoring is available for every student.

“The Rosie Result – Don Tillman Book 3” by Graeme Simsion

The Rosie Result (Don Tillman Book 3) by [Simsion, Graeme]

This is the third (presumably the last?) of the “Rosie novels” by Graeme Simsion. The book is dedicated to “the autism community” and the protagonist is Don Tillman, genius genetics researcher and presumed “man with autism.”

Don Tillman considers himself the happiest man alive, but it took him long years of hard work to reach that pinnacle. He has satisfying and important work, a wife (Rosie) he adores and an eccentric ten-year-old son named Hudson. Circumstances surrounding his son’s education and his own experiences with armed authorities force Tillman into the shocking realization that if his possibly autistic son doesn’t acquire a good deal of “conventional” social saavy, he could blunder into situations that would be dangerous or fatal. Hudson must learn to navigate the world of the “neurotypicals”, whether or not it is rational.

Tillman shifts into problem solving mode, arranging to spend more time with Hudson and generating lists of needed skills, like how to throw a ball and dress like his peers. Hudson, in the meantime, comes up with a few projects of his own, like overcoming his fear of water and becoming a competitive swimmer.

This book takes on all kinds of “disability” related issues. One is semantics – how do you speak of a person who is autistic? What’s good and bad about having a “diagnosis”? What treatment is helpful or desirable? What “accommodations” should be made in school?

All of this is handled in a breezy style. I couldn’t stop reading, and I was cheering for Hudson (and his parents) all the way.

“Babel – Around the World in Twenty Languages” by Gaston Dorren

Babel: Around the World in Twenty Languages

This book is so good I started to write about it when I was only halfway through! I’m not great about taking notes when reading for pleasure, and I didn’t want to forget some of the things that have made this book so much fun.

Gaston Dorren is not a native speaker of English. He lists Limburgish, the Dutch dialect of a province in Netherlands, as his first language. I remember that when I spent a summer in Netherlands, a friend described himself as a speaker of Sittardish, a dialect limited to a single city. For him, Dutch was a slightly formal language, studied in high school and used at the University and at work. Scientists, it seemed, spoke as much English as Dutch. I ended my months in the Netherlands with great affection for the people and their culture, and a tiny knowledge of (standard) Dutch.

In Babel, Dorren writes about twenty languages, use of which accounts for about fifty percent of the human population.  He starts by admitting there’s no way to count languages. How do you decide what is a dialect? We know (and regret) that languages have been lost. See my discussion of the indigenous western hemisphere language Potawatami, dated March 6, 2019.

But what else is going on? It is the nature of language to CHANGE! After all, this is a “blog”, a version of “social media”. Wouldn’t have made sense 20 years ago…

Dorren counts “second language speakers” when calculating which languages dominate the world scene. My life is full of second language speakers; both of my (native born) grandmothers, immigrants, students from overseas, friends from hither and yon. Each has learned English, and some have forgotten their original languages.

What I like best about this book is that, having chosen his twenty “big” languages, Dorren then discusses whatever interests him about each language – geography, politics, history, sociology, sounds, grammar…

He begins with Vietnamese, which has very few “second language” speakers. In other words, very few people study it. Despite his linguistic training, Dorren finds Vietnamese excruciatingly difficult!

Only one African language makes it into this book – Swahili. Dorren describes the African attitude towards language as very different from elsewhere. French, (British) English and (Mandarin) Chinese (to name a few) are very clearly defined by official bodies, and VERY resistant to change. Correct speech is valued. Not necessarily so in Africa! Almost anything goes! Most people speak several languages – mother tongue, a local language for school, maybe another for high school, a regional language, plus Swahili and/or a “world language”. Dorren describes Africans “storming the language barrier”, cheerfully using any common speech they can find, gesturing, shouting… Correctness falls aside.

This is a great book to broaden your horizons. But beware… the urge to travel may overcome you. The only problem will be choosing a destination. Bon voyage!

Memories of high school English with Mrs. Gerhardt (1964-65)

One day my sophomore English class convened to find, on each desk, a blank piece of paper. Our teacher wore a serious expression. “Today is lottery day”, she announced. We silently shuffled our mental files, arriving quickly at Shirley Jackson’s short story The Lottery that we had read earlier in the year. We looked at Mrs. Gerhardt inquiringly. She told us to turn over our papers – she had one, too. A young woman had the black spot. Another pause. Mrs. Gerhardt crumpled her paper and threw it at the chosen victim. We followed suit, littering the classroom.

There was a collective sigh… Release of tension? Discussion followed. The “victim” was asked how she felt. “I knew you wouldn’t really hurt me.” My high school did not protect us from controversial and potentially upsetting literature. Wikipedia tells me that The Lottery (published in 1948) was so unpopular and notorious that it was banned in some jurisdictions, and Jackson received hate mail. Some would define the theme as “it can’t happen here”.

How many teachers can teachers can plan a class that you remember FIFTY YEARS later? Mrs. Gerhardt was a wonderful, stimulating teacher. She took us seriously as readers and writers.

Sophomore year was reserved for American literature, with the usual deviations. Every year, we read one play from Shakespeare (sophomore year, maybe it was MacBeth), worked our way through a grammar text identified only by the name of the author (Warriner), and gobbled up vocabulary from a book calledWorld Wealth. We got SO good at grammar and vocabulary! That left at least 70% of our classroom time for other pursuits.

What did we do? We read! Sometimes we read plays. I was cast as the mother in Our Town by Thornton Wilder. Two boys with theatrical inclinations performed Edward Albee’s Zoo Story. And once each semester, we had a “Folk Day”. We prepared and shared whatever we wanted, so long as it had some relationship to American folk culture. This was in the day of the “hootenanny”, of folksingers Peter, Paul and Mary, of Bob Dylan. Folk Day was wildly popular. A friend and I sang an old English folk song, a love ballad, accompanying ourselves with guitar and recorder.

Searching for something that didn’t require a partner, I stumbled on the book Over Their Dead Bodies – Yankee Epitaphs and History by T Mann and J Green. Great! It qualified for Folk Day. But I had a problem. One of the epitaphs struck me so funny that I couldn’t read it aloud without cracking up. I de-sensitized myself by repeating it over and over, until I could recite it with a straight face. This planted it permanently in my brain:

Under the sod and under the trees

Lies the body of Jonathan Pease.

He is not there, there’s only the pod.

Pease shelled out and went to God.

Really?! Was the author kidding us? Has anyone else got such a silly bit of drivel stuck in his/her brain from decades ago? Please share under comments. Using Amazon, I confirmed that this book was published in 1962. Used copies are available! Genealogy fans take notice.

I already wrote about the journals Mrs. Gerhardt required of us. See my blog entry of July 8, 2016. Fifty years of my journal writing has been consigned to a reliable archive.

Another activity from sophomore English was the Book of the Month competition. I think it actually happened four times a year. This wasn’t just an oral book report. You had to “sell” your book as the “best” book, make everyone want to read it. The class voted, and two books (there were two sections of Honors English) would be posted as winners. Once I went all out. I read Zorba the Greek by Nikos Kazantzakis, and plugged it as exciting and patriotic. And I won! But the other class, in a fit of mischief, all agreed to vote for someone who did a terrible job on a perfectly awful sounding book. Mrs. Gerhardt, offended, posted my name and winning title/author in lonely splendor on the classroom bulletin board.

Rest in Peace, Mrs. Gerhardt! You enriched our lives and kept us busily occupied through a year of adolescence.

If YOU had a wonderful teacher in high school, please share!

“Code Girls – The Untold Story of the American Women Code Breakers of World War II” by Liza Mundy

Product Details

I had high hopes for this book before I even opened it. Why? Because the group of smiling young women on the front cover seemed eerily familiar. A face very like theirs looks down from the mantel in my living room. My mother-in-law JRC was a “code girl”, an officer from the first group of women accepted into the Navy during World War II.

Mundy points out that the United States differed from Japan and Germany in its response to the challenge of global war. The US consciously and intentionally mobilized its women, taking advantage of a large pool of educated and willing workers. This was not done without considerable ambivalence. Mundy describes an assembly at which the women were treated to a detailed analysis of what was “wrong” with the use of women to serve military interests. Pretty much everything! The women refrained from expressing anger or amusement. I wonder if the speaker ever developed any insight into his own myopic boneheadedness.

I met JRC when she was almost 60, and contributed two of her (eventually) eight grandchildren during the next decade. Her death at age 85 (in 2005) was a grievous loss to me and all her large and loving family.

We all knew that JRC loved puzzles and codes. She said her interest started when she read Edgar Allan Poe’s popular short story “The Gold-Bug”. See Wikipedia for a good discussion of this thriller!

It’s tempting to continue with personal reminiscence, but I feel that my mother-in-law’s story is not mine to tell. Perhaps I’ll discuss this with family and ask how they feel about it. Like most of the “code girls”, JRC didn’t say much about her wartime military responsibilities.

In the meantime, I loved Code Girls and recommend it without reservation.

“My Brilliant Friend: Neapolitan Novels, Book One” by Elena Ferrante

I couldn’t figure out how this book came to be on my Kindle. Sometimes I forget I’m not the only person using my account! Thanks, J, for spotting this wonderful novel, which was originally published in Italian.

What did I like about this book? I’ve mentioned elsewhere that I like authors who take childhood and children seriously. Ferrante never deviates from the point of view and story line of her heroine, who, in this book, is followed from about age 6 to 17.

What else? I decided to look up “literary fiction” to see if this book qualifies. Wikipedia tells me “literary fiction” has something more going on that just plot. It engages some important idea or concept. My Brilliant Friend deals with poverty, war, education (very interesting!), gender roles, social violence and other important issues, all within the framework of one life.

If I’m going to read “literary fiction”, I want to do it right… I consulted Thomas C Foster’s How to Read Literature Like a Professor on the subject of symbolism. According to Foster, almost everything is a symbol, and most symbols carry both positive and negative connotations. (Foster was not so helpful as to list the symbolism of common objects.) One prominent symbol in in My Brilliant Friend is shoes. Speculating wildly, I would say that the shoes in My Brilliant Friend symbolize creativity, wealth and power. But fixing shoes (as one character does) symbolizes poverty and subservience.

So much for literary criticism…

“Elena Ferrante” does not exist. This is the pen name of a person who (despite international acclaim and major prizes) prefers to remain anonymous, and who has been quoted as saying “books, once they are written, have no need of their authors”. Her publisher has respected her wishes. Speculation as to her identity is rampant and sometimes detailed. I, for one, am content to enjoy the books and let the author use whatever name she chooses.

I plan to read more by Elena Ferrante.