Learning led by lessons of the past

I was born in a small town in southcentral Iowa. My mother came from a family of farmers and pipe liners, my father from an offset newsroom. You could say I was born with ink on one hand and dirt on the other. I was taught a good life meant being able to work hard for a day’s wage and still speak your mind.

And, I think, after a long day of work in education we are at risk of losing the liberal arts education our founding fathers advocated.

John Adams, my personal favorite founding father, wrote, “I must judge for myself, but how can I judge, how can any man judge, unless his mind has been opened and enlarged by reading?”

I couldn’t agree more. The energy schools put into strong reading instruction has changed the way teachers do business. Last week, an elementary principal working with a literacy coach shared, “I can honestly say that no child is able to fall through the cracks anymore in our school.” Reading instruction no longer relies on a defensive strategy; rather, it instead uses the offense to score. It is reason to celebrate.

Adams went one step further. He not only admonished that we should read, but what we should read as well — history. History is the true source of “solid instruction,” he wrote. He believed it was a duty of government to provide an education that “cherished” the interests of history. Adams saw this as the safeguard of a good society.

I agree. Yet, I fear our system is being squeezed so tightly with additional requirements that our social studies courses lose their places of honor. For instance, the eighth-grade history course spans 100 years, four wars, one manifest destiny, a transcontinental railroad, 18 presidents and the U.S. Constitution in a 50-minute period. I understand why debate is not included. On top of it all, it is during the history lesson that students are pulled for extra reading instruction or randomly included for socialization. These practices pave the way for a no-fault divorce from the honest discourse that “cherishes” the interests of history.

The common language of our history begin our meetings: “I pledge allegiance to the flag …;” our sporting events, “Oh, say can you see by the dawn’s early light;” and our morning announcements, “… with liberty and justice for all.” We have faith we “are created equal, conceived in liberty,” enjoy a government “of the people, by the people, for the people” that protects “justice for all” and “the pursuit of happiness” in “the home of the brave.”

Yet, our society is not safeguarded with mantras. It takes more than that. Our students need to know the difference between Super Bowl and Super Tuesday. We can’t keep insisting less is more, when arguably there is just more. History is not about his story, it is our story. History connects our lives with lessons of prosperity, equality and peace. We need more of this true source of solid instruction.

Emily Forstner is the professional development coordinator for Mat-Su Borough School District.