Stanley Cup Economics (repost)

#GoAvsGo

The Colorado Avalanche just won the Stanley Cup for 2022. Tampa Bay took them to six games, and for a while I was beginning to think the Bolts were going to pull off a miraculous comeback from being down three games to one (in a best-of-seven series). But the Avs pulled it off.

I should have known. No team has managed to win the Cup three years in row since the early 1980s – forty-some years ago. Today, such a feat would be all but impossible; major kudos to Tampa Bay for coming so close. In the past few decades, the National Hockey League has instituted a few rules intended to keep the game competitive and prevent the sort of dynasties which used to be the norm. The downside of such dynasties, of course, is that for every team coasting alone eternally on top, there are several at the bottom without much chance of improving in a timely manner. Some didn’t survive at all.

There were 21 teams in the 1980s. If you weren’t the NY Islanders or one of the teams from Canada, however, there wasn’t much point in even lacing up your skates. The 1990s got a little better, but teams continued to fold up in one city and move to another, hoping for better results and a stronger return on owners’ investments. Teams able to generate enough revenue stayed on top, while teams not already in the upper echelons struggled even to exist.

As it turned out, unrestrained “capitalism” wasn’t that good for hockey as a whole – not for the fans, not for the players, and not even for the teams riding along at the top. With less competition, teams and players had less reason to get better. Those on top didn’t really have to, and those on bottom often lacked the resources to effectively compete.

Sound familiar?

True Meritocracy

From 2006 (a year whose significance I’ll explain in a moment) to 2022, on the other hand, the Stanley Cup has been awarded seventeen times. Eleven different teams have claimed hockey’s top prize in that time span, none of them more than three times and never more than twice in a row. Ten more teams made it to the finals at least once during that time frame, meaning more than two-thirds of all NHL teams (there are currently 32, but two of those have been added in the past few years) have had the Cup within their reach since George W. Bush won a second term.

Every single team that existed in 2006 has made it to the playoffs at least four times – one season out of four. It’s genuinely unpredictable from year to year who’s going to make a serious run.

The Montreal Canadians (bless their hearts) made it all the way to the finals in 2021 but didn’t even make playoffs this year. My Dallas Stars (who live to hurt me) made it all the way to the finals in 2020, didn’t make it into the playoffs at all last year, then squeaked by to lose in the first round this season. The Vegas Golden Knights recently fired their coach after not making the playoffs for the first time in their existence. They’d made it all the way to the finals in their first season as a team (2017-18), so expectations were a bit high. 

In short, there are no teams whose fans have no reason for hope ever again, and no teams able to feel particularly secure about their place in the hockey hierarchy – at least not for long. There’s simply too much equity in the league.

Salary Caps and Floors

In the early twenty-first century, the NHL wanted to institute a cap on player salaries which would be tied via fancy math to league revenues. Players, some of whom had been making pretty good money under the old system, naturally resisted. The resulting dispute ended up cancelling the entire 2004-2005 season. Plus, people said hurtful things to one another and days grew dark and cold.

In the end, the players, owners, and league emerged with a compromise in which each season the league places a cap on how much each team can spend on player salaries IN TOTAL. There’s no individual limit, but even with star players on your roster, you have to have enough warm bodies with sufficient talent to compete. Connor McDavid makes more than Colton Sceviour, but it would be difficult for any other team to outbid for his services (even if he didn’t have a lengthy contract) without sacrificing key pieces of their own. The cap forces a rough equity between teams without preventing top talent from making big, big money.

With the cap came a salary MINIMUM as well. Some teams (*Toronto*cough*cough*) had discovered that they could fill their roster with the cheapest players possible and still pack stadiums despite rarely winning a game. That doesn’t work anymore; the system requires each team spend at least a set amount of dollars on player salaries each year.

Team members who are injured still get paid. Weak players can’t simply be fired until their contract with the team expires, meaning there’s great motivation to work with players to help them improve their game rather than simply cutting them loose. If traded, the terms of a player’s contract must be fulfilled by the receiving team.

Teams are “protected” under league rules as well. As with most sports, the system by which draft picks are selected each year favors the worst-performing teams. While there’s still an element of chance in the mix, struggling teams largely snatch up the best up-and-coming players, thus ensuring that more often than not, they’ll be back in the hunt within a few seasons. In the meantime, their fan bases have hot new talent to be excited about and buy tickets and merchandise for.

It’s still possible for individuals to fail or for teams to collapse. It’s just that there’s so much more genuine opportunity for them to succeed before that happens.

A Bigger Zamboni

It’s funny the league has evolved this way, since when it comes to life off the ice, we’re constantly assured that anything designed to promote equity, or to “level the playing field,” or to promote opportunity, must do so by damaging quality and punishing success. It’s become something of a religious doctrine among many Americans that those on top become effectively untouchable by ethics, the legal system, or the business cycle, while those at the bottom deserve whatever they get.

To rationalize such convictions, we insist against all evidence that anyone willing to make the effort can rise to the top. Just as weirdly, we teach in economics and history classes that those who’ve reached elite status can easily fall based on poor choices or other changes in circumstances. We ascribe hard work and good decisions even to their offspring and their offspring’s offspring, no matter how little they accomplish or what damage they do. In so doing, we must repeatedly deny the reality around us. (Fortunately, Americans are particularly gifted at such things.)

Professional athletes are, by definition, the best of the best. Most work very hard to get to where they are and even harder to stay there. It would seem only logical that the same sort of laissez-faire competition apply within their respective fields. What better place for pure Social Darwinism to provide us with the maximum amount of entertainment through excellence?

Except it doesn’t – not fully. Competition is still central to pro sports, both individually and as teams. But within that framework are guidelines which ensure the sport remains competitive – that last year’s success doesn’t automatically translate into this year’s dominance with less effort and without fresh new accomplishments. In short, the NHL, like many professional sports leagues, applies a healthy dose of socialism to its rules in order to benefit the whole.

Nothing symbolizes this better than the Stanley Cup itself, awarded to the winning team each year and inscribed with their names. They may do with it as they please for the next twelve months, but come next spring, it’s up for grabs again. This year’s success is insufficient to secure next year’s rewards. Your name will remain on the Cup for a time, but eventually even that will be replaced by a new generation. There are no Trumps, Hiltons, or Kennedys in hockey.

Dogma vs. Data

So, to recap – a relatively free system of capitalist hockey was replaced in 2006 by strict rules regarding team spending, strong worker protections, and policies to ensure that genuine competition exists each season. Being on top no longer gives you the power to lock in the best talent indefinitely or crush the guys on the bottom in any sort of lasting way. Being on bottom means you get extra help from the system to improve. The most successful workers are certainly rewarded, and those who don’t perform will eventually lose the gig. But both rising and falling take time, and no single owner or coach or general manager can make or break a player for an extended time using their positions or their checkbooks.

Like I said – socialism. Heavy bureaucratic regulation inflicted from what is essentially a central government and a workers’ union with enough power to shut down entire seasons if unhappy with the terms being offered. Restrictions on “success” and rewards for “failure.” Surely hockey as a sport has become a shallow mockery of its former self since 2006!

Except that it hasn’t. Viewership continues to trend up year after year. Ticket sales are strong in almost every market. Players get better and better with every wave of young talent; moves which used to be reserved for skills competitions or YouTube videos are becoming normal parts of the game. Somehow, all this “regulation” and oppressive “limits” have made hockey better – for fans, for players, for markets, for media, for everyone.

Hockey is not the economy at large, and professional athletes aren’t the guy trying to keep his shop open over on 11th street. It’s a limited analogy, to be sure. But in a market and a business model which literally relies on competition and allowing the best to rise to the top in order to maintain both credibility and profitability, experience suggests that reasonable limits and regulations designed to protect workers within reason, promote a degree of equity and ongoing competition, and limit the ability one generation’s “winners” to pull up the ladder and hide in their treehouse, might actually be good for the game as a whole.

Just something to think about.

The Principle of the Matter

I’ve always had a tendency to suppress negative feelings and reactions when life gets ugly. While this is no doubt unhealthy, the real problem is that they tend to later escape in response to (apparently) unrelated situations. I’ve gotten much better over the years at being mad about whatever I’m actually mad about, sad over whatever I’m actually sad about, etc. In recent years, however, as times have become a bit too “interesting”, I’ve noticed it happening again.

By itself, this doesn’t merit a written confessional, but I think I’m seeing it happening with other people more and more often. Since not everyone is accustomed to the dynamics of this particular slice of emotional dysfunction, I figured I’d share – starting with a few mundane, real life examples.

A few nights ago, my Dallas Stars played the St. Louis Blues on the first night of a home-and-home to finish off the regular season for both teams. Unlike most regular season games, this one was nationally broadcast, which comes with its own headaches. Nationally televised games tend to use way too many commentators in the studio and at the game. They’re usually all ex-players from the 1970s who’ve known one another for longer than anyone on the ice has been alive. As a result, the majority of the broadcast is spent on insider jokes no one else understands and an excessive amount of forced joviality – “KAW KAW KAW KAW KAW! YOU’RE BALD! KAW KAW KAW KAW KAW! LOOK AT THIS FOOTAGE OF YOU FROM 1893!” It’s really quite maddening – but sadly, I’m used to that part.

This particular night, there was a 30 minute pregame segment leading up to the game. The broadcast spent about 60 seconds talking about a rookie making his debut for the Blues (who were already well out of playoff contention) and the rest fawning over my Stars (who’ll finish first or second in their division this season) and KAW KAW-ing at one another.

I thought I was going to have a stroke, I was so infuriated.

The thing is, I hate the Blues. They’re one of the few teams for which I have no sympathy, ever. I don’t love the city. I despise their playing style. I’ve decided they’re all very bad people individually, although I have nothing on which to base this other than my own hockey psychosis. It’s bad enough that I actually rooted for the Boston Bruins a few years ago when they met the Blues in the Stanley Cup playoffs, which is like hoping the rattlesnake bite gets you out of going to the dentist.

But how dare they not even talk about the other team!!! How dare they treat a club that won the Cup only a few years ago merely as an accessory for their current darlings to crush. The Blues have a huge fan base. They buy tickets. They stream games. They buy official NHL products. How $#%&ing disrespectful to completely marginalize them based on your own giddiness for their opponent.

Only… what do I care?!? I love the Stars. They’re MY team! I’m glad they’re finally getting some positive attention (although few honestly believe they’re likely to make it past a few rounds). But we’ve been that “other” team before – far more often than we’ve been the crush-of-the-day for the withered pantheon trotted out by ABC or ESPN or TNT every time they deign to broadcast God’s own sport. We’ve been talked about like an accessory for other teams – the NHL version of the Washington Generals while EVERY OTHER TEAM was the Harlem Globetrotters. I don’t wish that on anyone.

Not even Blues fans.

As someone who’s been ‘round the block a few times with this pattern, let me tell you – most of my outrage wasn’t really about the broadcast. That was the trigger, sure – but the fact that I couldn’t even enjoy the game for the first hour? That I had to do deep breathing exercises to release the tension in my chest? That my very patient wife finally had to shift into slightly serious mode and tell me to LET. IT. GO? My reactions were totally out of proportion to the sins of those provoking me.

We need to consider why that might be, but I should probably include at least one school-related example first.

School leadership announced just before Winter Break that we’d be including a “Homeroom Period” once a week with an altered schedule to accommodate. We were told that any resistance to this suggested a fear of “innovation,” despite how many times the district has tried this exact same plan over the past twenty years without results or even minor modifications. We were assured that teachers would love it because many of the various club meetings, college visits to the school, picture retakes, and whatever else normally interrupts class randomly throughout the week, could be done during “Homeroom” now – so, yay!

Yesterday, during FIRST HOUR (which is very much NOT “Homeroom”), we received a school-wide announcement to check our email (code for “we couldn’t be bothered to let you know about this ahead of time”) for a list of students being called away for a “leadership” group photo of some sort. Setting aside that it was first hour, meaning the majority of our young “leaders” were unlikely to be at school yet, this was EXACTLY the sort of thing we were assured would be done through “Homeroom.” To date, that’s happened exactly zero times – while the interruptions to real class time continue unabated.

But… why should I care?!? We weren’t doing anything life-altering that period, and the two kids I lost as a result were no great sacrifice. And yet, the principle of the matter grated its idealistic nails across my soul’s ragged chalkboard, and I found myself fussing about it to any adult who’d listen for the rest of the day.

Even by my standards, that’s a bit out of whack. Sure, I had every right to be annoyed. What didn’t make sense was the intensity of my reaction, and how long it took for me to move past it. I mean, come on – that’s not healthy, right?

People who stay parked at the pump while they wander the aisles buying chips and sodas no matter how many cars are lined up waiting to get gas. Motivational signs outside of local businesses which are condescendingly trite and misspelled at the same time. Companies with endless, automated phone menus which never actually connect you to anyone who can answer your question. Folks who play stupid videos on their phone at distorted volumes in waiting rooms or restaurants. Technical FAQs which tell you to select an option from the dropdown menu that’s not actually in the dropdown menu.

There are plenty of valid reasons to be annoyed or even angry in daily life, but what I’ve had to accept over the years is that – for me, at least – my reaction to such minor irritants is often more indicative of the many things I try to ignore or accommodate, despite the fact that they’re way more important and should be having a much greater immediate impact.

Republicans are pushing new pro-hate crime legislation in my state? Well, whatchagonnado? Time for Big Bang Theory! The faith community continues to rewrite the Gospels as an extended celebration of guns, wealth, and whiteness? Those crazy Christians, amiright? Hey, who wants pizza?! I can’t fix the endless parade of issues plaguing my dear students in their homes, heads, and hearts – let alone win them over to the wonders of passing U.S. History – no matter how much I love them and want to make it better. So many of them are so angry, so broken, and so lost. But, hey – summers off, yes? Refer them to the social worker then push on with that timeline project!

I’m not even convinced it’s all hopeless. I believe there are things which COULD be done to make a positive difference… I just can’t imagine having the energy to even focus enough to try.

Please understand, my life is not bad. This isn’t a thinly veiled cry for help so much as a calculated risk that maybe other people are dealing with something similar and may find some comfort in discovering it’s not just them. (Yeah, yeah – I’m being touchy-feely. I’d say “so sue me,” but my state representatives are currently working on a way to make that actually happen, so…)

This is a reminder to myself and anyone who’s read this far that when we’re tired or discouraged or worried or bewildered, we tend to fall back on old habits and mindsets, whether they were healthy for us in the first place or not. For me, that means that when I think I’m setting aside my outrage, my despair, my discouragement over the things I keep learning about my country and at least half of its voting citizens, I’m actually storing it up for later release – often in response to far less provocative situations.

The fact that it’s beginning to reappear suggests it’s long past time for me to take a time out and seriously reconsider how I’m managing stress and the insanity around us. By itself, that’s not a magical fix. I’ll revisit some positive habits and adjust some of my attitudes, and probably grow a bit as a result. But eventually things will get weird again, and I’ll find myself barking at the car in front of me using language that leaves acid burns on my tongue and suggests a complete lack of familiarity with the limits of human anatomy.

That’s OK. We don’t need to figure it all out this time around. The key is to notice, own it, and adjust – ourselves and our approach first. The rest of the world isn’t likely to change… especially if we’re too discouraged and angry and broken to help make it happen.

Angry Black Girl

I should go ahead and admit up front that I’m probably going to say the wrong thing, or at least say something the wrong way. This is NOT an effort to play my version of the “It’s SO Hard To Be A White Guy” card. It’s hard to be ANYONE these days, but if we were to somehow rank life’s complexities by demographic categories, “Old Straight White Guy” doesn’t even make the Top 10.

At the same time, I respectfully suggest we lose something important in the conversation when we’re afraid to discuss issues, perceptions, or interpersonal dynamics for fear we’ll be misunderstood or criticized. (Honestly, if I can’t embrace criticism, I should probably reconsider maintaining a website with “Education” in the title.)

A few days ago, one of my students – a Black girl around 16 or 17 – came to my room during my planning period. She was on her way to the office but wanted to vent about another teacher. While our faculty is more diverse than most, this particular educator also happens to be a straight white male.

If you’re in education, you know the tricky balancing act between allowing students to express their frustrations and appearing to condone their criticisms. I listened to her, asked a few clarifying questions, and reminded myself that while she was no doubt 100% sincere in what she was saying, teenagers aren’t generally renowned for their objectivity or accuracy.

Then again, it’s not like humans of ANY age are all that reliable when it comes to factual recall of emotionally loaded situations.

She was frustrated with this teacher’s decision to give her zeroes on several assignments he believed she’d allowed her friends to copy. Between you and me, I think it’s entirely possible she’d shared the work in question with her friends. (She’s done it in my class before.) I also think it’s likely this particular teacher was frustrated by his limited options for discouraging this widespread issue in our building and may not have been overly diplomatic about it.

Neither of which I thought appropriate to share with the young lady in front of me.

It’s what I DID say that left me feeling a bit out of touch – perhaps even idiotic.

For over two decades, I’ve been a fan of focusing on what WE can control. Yes, you’re angry with your mom. You feel what you feel – and that’s OK. You’re probably not going to change HER with your outrage however – so what parts can YOU control? Yes, these district policies are inane. Experience tells me that explaining this to the same superiors who didn’t seem to understand what I was talking about last time probably won’t alter them, and may end up categorizing me as a complainer and a generally negative person. So… what things CAN I control?

I’m sure you get the idea.

It was in this spirit that I suggested to my young lady that she might accomplish more if she took a few breaths and tried to approach this particular teacher more diplomatically once she’d calmed down. I know from experience that when teenagers are argumentative, it’s easy for teachers to get defensive – especially when they’re relatively new to the profession and come from workplace worlds where civility is the norm. Maybe your superior barks at you a bit, but you’re certainly not accustomed to someone half your age speaking to you in “that tone.” In short, maybe her approach could use some tweaking…?

In and of itself, I don’t think this is bad advice. Her response, however, made me rethink my entire framework.

“I’m not gonna put on fronts just so some white man is more comfortable when I know I’m right.”

I paused for a few seconds, although it felt like several hours.

“OK, I hear you. That’s fair. I’m not suggesting you be fake or play games – I just think there’s a time and place to try the calm, ‘professional’ approach because it’s appropriate and possibly more effective. But yeah, I definitely don’t want you to feel like you have to giggle and twirl your hair so he’s more comfortable.”

It wasn’t a terrible recovery on my part, but I’m still not sure how I feel about the whole thing.

I avoided taking a position on the other teacher’s policies, although I personally don’t like mixing grades with what is essentially a discipline issue (“cheating”), but I walked with her the rest of the way down to the office and hooked her up with an administrator I hoped would help her find an appropriate solution.  I can’t solve everything, but I can advocate with the powers-that-be and show my support for her as a person.

It’s not the situation itself I’m wrestling with several days later – that’s above my pay grade. What’s nagging at me is the weird tension between what I think of as legitimate social-emotional learning** and some unintended variation of “you should smile more” or “have you tried acting ‘whiter’?”

Am I trying to pacify my “angry Black girls”? If so, am I doing it for their long-term happiness and success or my short-term comfort and convenience?

And yes, this is the part where I start to worry about being misunderstood.

I don’t want any of my students (but particularly my Black girls) to feel compelled to hide their feelings or their personalities in order to accommodate others (especially white men). At the same time, helping young people learn how to communicate more effectively and manage their emotions in productive ways is an entirely legitimate function of public education. I didn’t intend to suggest that she schmooze or play games to get what she wanted from her teacher or anyone else. I thought I was helping her learn how to handle an academic situation using what I think of as academic norms.

The fact that she didn’t easily distinguish between the two may simply be a reflection of her youth and her frustration at the situation. Nevertheless, it still bothers me that anything I said could be perceived as suggesting she needed to smile more and hide her feelings. It especially bothers me that I can’t say with absolute certainty (as an old straight white guy) that there’s no overlap between the two messages – between “professional behavior is important” and “stop being yourself so much.”

Whenever we cover “Indian Boarding Schools” in the late 19th century, I point out that these institutions weren’t just about teaching Amerindian youth how to speak English or how to do math. They were about changing their clothing, their hair, their language, their cultural norms, and their very beings. They were about making them “white.” This wasn’t a secret or something we can only discern through careful historical analysis; it was their stated goal and primary reason for existing.

We no longer openly promote such values in modern public schooling, and students don’t generally live here full time by force. We don’t cut their hair or tell them what shoes to wear (er… usually). I like to think we strive for loftier things like academic engagement and intellectual inspiration, but we have practical aspirations as well. I’d love for my kids to be happy as adults, but I’d also like to see them function effectively in society. Surely there are pathways towards personal fulfillment which still allow them to pay their own bills and take care of their families.

For many of my students, their skin color is already an impediment to that. Yes, things are in many ways much better than even a few generations ago, but there’s no denying that systemic racism and socially entrenched prejudices are still very much a thing. Then there’s the hair… the first names… the vernacular… the clothing choices…

And yes, there’s the tone. The volume. The perceived attitudes.

I’M NOT CRITICIZING ANY OF THOSE CHARACTERISTICS OR CHOICES. I’m acknowledging that as a society, we still have a ways to go with absolute and unbiased acceptance of one another. I don’t want my kids to sacrifice themselves on the altar of “if only they’d bothered to get to know the real me.” I want them to revolutionize the system from the inside, as it were, by first conquering it, THEN transforming it.

But I’m not them. And I know enough history to recognize that well-intentioned white guys throughout the centuries have believed with great conviction that they “know what’s best” for the marginalized. We’ve insisted they change their voices to better match our own. Adjust their expectations to accommodate our concerns. Trust our judgment about what’s most likely to be effective with people like, well… us.

I don’t think this is evil, or intentionally racist. I believe there’s a time to be strategic about changing hearts, minds, or grades. I also don’t think the teacher who first antagonized my young lady was doing so out of racist or sexist attitudes, subconscious or otherwise. This isn’t a “good guys” and “bad guys” scenario.

It’s just that I’m no longer entirely comfortable in my long-held convictions about what it means to be “successful,” or “professional,” or even “polite.” And maybe instead of wrestling with how to best assuage our “angry Black girls,” we should work a little harder at giving them less to be angry about.

** “Social-Emotional Learning”: Conservatives have successfully loaded this term with all sorts of outrage and fear, when in reality it simply means teaching young people how to manage their own emotions and interactions with others with a little maturity so they can function in school, the workplace, or society, without responding to everything like a spoiled toddler. As the right-wing has increasingly embraced fit-throwing, name-calling, perpetual victimhood, and violence as “the moral high ground,” it’s understandable they’d be troubled by the expectation that people learn to “grow up” a bit as they age. That shouldn’t mean we’re afraid to keep talking about it.

“We Think You Already Know This…”

One of the minor downsides to teaching ancient history for nearly half the year is that there simply aren’t the multitude of cool documents – letters, speeches, diaries, newspaper articles, and the like – which make U.S. or European History so naturally freakin’ awesome.

Sure, there are primary sources – statues, ceramics, broken bits of weaponry and whatnot. There are even textual remains – stuff carved into stone, bits of preserved parchments, maybe a book or two. These things are essential to the study of history and interesting enough in their own ancienty ways. I’m not trying to downplay the glories of Sanskrit or the impact of ancient law codes, or to question the value of innumerable two-line poems about dew on the grass sleeping in winter.

But in terms of modern engagement? They’re, well… challenging.

A woman’s duties are to cook the five grains, heat the wine, look after her parents-in-law, make clothes, and that is all! … She must follow the “three submissions.” When she is young, she must submit to her parents. After her marriage, she must submit to her husband. When she is widowed, she must submit to her son.

–Biography of Mengzi, mother of Confucian philosopher Mencius, fourth century B.C.E.)

Important, sure – but not particularly gripping. Here’s another essential excerpt:

And if you, my vassal, disobey or break this treaty… may the god Adad, the canal inspector of heaven and earth, put an end to all vegetation in your land. May his waters avoid your meadows and hit your land instead with a severe destructive downpour. May locusts devour your crops. May there be no sound of grinding stone or bread oven in your houses. May the wild animals eat your bread, and may your spirit have no one to take care of it and pour offerings of wine for it.

—Excerpt from a treaty between an Assyrian king and a subject city-state, circa 670 B.C.E.

Things are getting serious when you start wishing locusts on people. No one should wish for locusts. Wild animals eating your bread, sure – but locusts? That’s just harsh.

Not all extant texts are so serious. Some are real knee-slappers:

Apply yourself to being a scribe… you will be advanced by your superiors. You will be sent on a mission… love writing, shun dancing, then you become a worthy official… By day write with your fingers; recite by night. Befriend the scroll, the palette. It pleases more than wine… If you have any sense, be a scribe… and be spared from soldiering!

—Excerpt of a letter from a government official in Ancient Egypt to his son

HA! Those nutty river valley bureaucrats! (Dear god, get me to the Renaissance…)

But there was one moment of nerdy history-joy several weeks back when I came across a brief missive written by Kublai Khan to neighboring Japan in the year 1266. It begins like this:

Cherished by the Mandate of Heaven, the Great Mongol emperor sends this letter to the king of Japan. The sovereigns of small countries, sharing borders with each other, have for a long time been concerned to communicate with each other and become friendly.

Aw, that’s nice! He wants to be a good neighbor! Those cuddly Mongols. Can I borrow a cup of bloodshed?

The “Mandate of Heaven” to which he refers was a historiographic tool of Chinese scholars going waayyy back ago. It framed the rise and fall of various Chinese dynasties in terms of divine sanction. Royal lasciviousness brought about the collapse of the Zhou after long, corrupt centuries? That’s what happens when you lose the Mandate of Heaven. Liu Bang defeated Xiang Yu and re-united China under the Han? Well, he obviously had the Mandate of Heaven.

Kublai Khan, then, was rather bold in claiming the Mandate himself, given that he wasn’t exactly a proper emperor – not being Chinese and all. Still, he’d inaugurated his own dynasty (the Yuan) and the Mongols had been pretty much running the largest empire the world had ever known for over a half-century at that point, so, you know… they were doing something right.

Especially since my ancestor governed at heaven’s command, innumerable countries from afar disputed our power and slighted our virtue.

This made me laugh, probably because I’m reading way too much modern political overtone into it. “We’re God’s party here, trying to drain the Yellow Swamp, and all the foreign press can do is spread #FakeNews about us! SAD!”

Goryeo rendered thanks for my ceasefire and for restoring their land and people when I ascended the throne.

I prodded my poor students as to who “Goryeo” might be. Even with a map on the screen, it was a while before anyone guessed it might have something to do with Korea. And it does.

As in, it’s Korea.

They “rendered thanks for my ceasefire” and were super-appreciative that I let them keep working for me after I took over. They love me in Goryeo!

I’ll bet they did, Kubles. Subjugation and terror tend to bring that out in people.

Then again, it’s often tricky to gage tone with historical documents. While some things are universal across humanity, language and culture change dramatically over time – often in ways difficult to discern without a becoming a specialist of some sort.

Still, whatever else the Mongols were, they weren’t known for rhetorical nuance; I don’t think I’m overly projecting when I infer a very familiar tone in lines like this:

Our relation is feudatory like a father and son. We think you already know this.

“Feudatory” is a funny word. It probably works better in the original tongue. The root, of course, is “feudal” – as in “feudalism.” It conjures up images of western European lords and serfs, trying to avoid the Plague while men in tights play recorders and bald clergymen harrumph about, gardening and copying books by hand.

But feudalism existed in a variety of forms, anywhere society was structured around relationships between landholders and those doing the actual producing. It sounds too close to slavery for most modern sensibilities, but it provided social stability and a physical security for common laborers which arguably fit the time and circumstances.

Still, Kublai is probably overselling the “father-son” thing a bit. Like the serfs, Korea had little choice in the arrangement, although in return for their loyalty they received the Mongols’ protection, which was no small thing.

Any doubt as to tone or intent begins to vanish with that next bit: “We think you already know this.”

Terse, isn’t it? Somehow things are feeling much less neighborly than they did only moments ago.

Goryeo is my eastern tributary. Japan was allied with Goryeo and sometimes with China since the founding of your country; however, Japan has never dispatched ambassadors since my ascending the throne. We are afraid that the Kingdom is yet to know this.

You never write, you never call, and you completely ignored our friend request on Facebook. I know you got our message – I can see the little checkmark and the time you read it. Do you know how that makes us feel?

Hence we dispatched a mission with our letter particularly expressing our wishes. Enter into friendly relations with each other from now on. We think all countries belong to one family. How are we in the right, unless we comprehend this?

Again with the super-friendlies. You know that line about walking softly but carrying a big stick? Kublai had Teddy Roosevelt beat by about six centuries.

“This is… a really nice place you got here, Benny. Isn’t it a nice place, Nicky?”

“It’s a great place, boss.”

“A man could really do well for himself in a place like this, Benny. He could provide for his family, couldn’t he, Nicky?”

“Ain’t nothin’ more important than family, Boss.”

“That’s so true. People what you gotta love, and protect… it can be such a dangerous world. It’s a shame, really – the things that can happen.”

“It’s a tragedy, Boss. I weep when I think of it.”

“A man’s gotta know who his friends are, Benny. He gots ta’ know who he can count on to help him prevent… accidents. Misfortunes. Ain’t that right, Nicky?”

*CRASH*

“Ah, now… Nicky just broke your kusanagi! Nicky, what have I told you about other folks’ holy relics?”

“That I gotta be more careful, Boss.”

“That you gotta be more careful. That coulda been his daughter. Right, Benny?”

I mean, I can’t prove the Mongols talked and swaggered like bad movie mobsters in early 20th century Chicago, but you can’t prove they didn’t – and in today’s world, that makes my interpretation way truer than yours.

Finally, just to make sure the message isn’t received by some particularly dense diplomat and its intent even slightly misunderstood…

Nobody would wish to resort to arms.

That certainly would be a shame. The Mongols hated violence, you know.

But what a wonderful way to wrap up such a loaded dispatch. He doesn’t even have to cackle and rub his hands together maniacally – it’s all in the tone.

The letter didn’t work. Kublai Khan tried a few more times, then resorted to military force. Two full-scale invasions were repulsed, both times in part due to monsoons, or “divine winds” working in favor of the Japanese. Their word for this is “kamikaze,” which I’m told will come up again later.

Hey, I don’t read ahead. I like to be surprised.

It was a defining limit on Mongolian expansion, and a glorious moment in the early history of Japan. In both cases, the events of the 13th century shaped subsequent developments forever thereafter.

Which is, after all, a large part of why we study these things.

Most importantly, though, the exchange produced this letter, which we now read, analyze, and discuss in class. It’s distant enough to be history but approachable enough to be engaging. With a little effort, we can use it to anchor all sorts of changes and continuities and comparisons and connections. Thank you, Kubles – I LOVE this stuff!

But… I think you already know this.

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You Must Get A Lot Of Phone Calls…

Sometimes you read the room wrong.

Several years ago, when I was still leading workshops and such, I was doing an activity with a room full of 7th Grade Texas History teachers. Part of the activity required students (or in this case, teachers) to summarize a brief article we’d just read. They were told they should include all the important stuff and leave out the fluff, and that their summary must be in full sentences and grammatically correct. Also, it had to be exactly 37 words.

The idea, of course, was to encourage students to wrestle with content in order to meet the requirements. 37 words was enough to capture most – but not all – of the important stuff in the article. The process of summarizing under such limits, however, helped increase the chance that each individual would remember the important stuff… even if some of it ended up cut in order to meet the required word count.

Once each individual did their own summary, teachers worked in groups of 3 or 4 to come up with the best “group summary” meeting the same requirements. (Again, the process is how the information gets reinforced. Ideally, there’s actual arguing over what should and shouldn’t be included and how to best express this content in the fewest words.) Final “group summaries” were written on chart paper and taped to the wall. We’d then go around as a group and read each one, critiquing it for accuracy, clarity, and whether or not it covered all the important stuff or contained any “fluff.”

I’d done this activity dozens of times – maybe hundreds. The thing was, I’d mostly taught freshmen at that point in my career, primarily those in the upper half of the academic spectrum. I’d also worked largely with mixed groups of teachers from various grade levels and usually from different schools.

In both settings, from time to time, we’d discover that one of the summaries on the wall wasn’t exactly 37 words. For whatever reason, some turned out to have 36 or 38 words (usually due to transcription errors or simple carelessness). When this happened, I’d rip down the offending summary theatrically and wad it into a rough ball before discarding it.

With overconfident freshmen, this is generally hilarious. Keep in mind these weren’t the work of INDIVIDUALS, but of SMALL GROUPS. These were also kids who probably had a little TOO MUCH self-confidence, and there was no danger of wounding their little psyches with the stunt. Teachers, too, usually found it amusing. They were trapped at a week-long workshop, after all, and anything unexpected or informal was usually a welcome relief.

Not this time, however.

In this particular workshop, we’d done the summaries, formed groups, and posted our “final” efforts on the wall. We’d already talked through several of them, praising specifics about each one, then challenging details which had been left out or weren’t entirely clear. When I got to the fourth or fifth summary, we counted the words together just like we had on all the others, and – oops! – it turned out they had 38.

“Aha!!” I cried as I ripped that puppy right off the wall and wadded it up dramatically before kicking it to the side. “Sucks to be–”

At that moment I realized that no one was laughing. Or even smiling. Twenty-nine professional educators stared at me agape, horrified at what they were seeing. It wasn’t just the group whose summary I’d just executed – it was every single teacher in the room.

When you’re in front of teachers enough times, you learn to roll with just about anything (much like you do with students, although the dynamics are different). I’d handled screw-ups before, disruptions, unhappy participants, even heated arguments between attendees. This was new, and I was momentarily at a loss as to how to proceed. I wasn’t even entirely sure what was happening, or why – although it was beginning to sink in, way in the back of my brain.

“I, um… I do this in class sometimes when the word count is wrong. We usually have too many summaries to go through in one period anyway, and it’s, um… you know… fun?”

The painful pause continued for another decade or two until one of the teachers finally spoke.

“You must get a lot of phone calls.”

I quickly shifted the discussion to context and began talking about my kids and our dynamics. I made an exaggerated (but NOT sarcastic) production of smoothing out the destroyed summary and taping it back up. I think we probably even talked about the importance of adapting activities and styles to the realities of your situation, etc. We moved on, and it was… fine. But I never quite got them fully back in the way I’d have liked.

What happened?

I didn’t read the room – at least not properly. These were 7th grade teachers. That doesn’t make them any more fragile than those teaching high school (quite the opposite, actually) and it doesn’t mean they lack a sense of humor about themselves, their kids, or anything else. I’ve worked with hundreds of 7th grade educators and they’re both saints and supermen for tackling that age group.

It does mean, however, that when they’re doing school stuff at a training designed to help them become better teachers, they’re operating with an eye on how they might use some of what we’re doing in their own classes, with their dynamics and their kids. What I did might work with certain high schoolers, or even with some of these same teachers in a different group, but in THIS context? It was horrifying.

If I want to spin it as positively as possible, it’s the fact that they were SO in the zone to begin with that made what I did seem so horrible. As experienced educators, it was nothing. As 7th grade teachers thinking about 7th grade classrooms, it was unforgivable.

But… sometimes you read the room wrong.

I remember a completely different group of 7th grade teachers halfway across the state (to be fair, when you’re talking about Texas, halfway across the state is a LONG way) who patiently listened to me talk about scaffolding and baby steps and cute little ways to introduce historical writing to pre-teens for several hours one morning. During our first break, I asked a few of them what sort of writing they were already doing in class.

“Our 7th graders all do a complete DBQ each quarter. It’s required by the district.”

For those of you unfamiliar with the terminology, a DBQ is a document-supported essay written in response to a specific prompt. They can be rather meaty even for advanced students much closer to graduation. While I’m sure these were dialed-back versions of the concept, I was nevertheless shocked. I asked whether or not that seemed to work in their district.

“Most of them do pretty well once we’ve talked through a few samples. They’re not all great, but overall it works really well.”

When we reconvened, I asked the rest of the room about their experiences and they were pretty much the same. Turns out I was in a particularly affluent, academically strong region… and that’s just how they rolled.

In that particular case, the fault wasn’t technically mine. I was teaching the workshop I’d been hired to teach. But I should have asked better questions at the beginning. If nothing else, I should have noticed how “polite” everyone was being – as opposed to engaged, or challenged, or even frustrated. I didn’t.

Sometimes you read the room wrong.

Small town districts are different from suburban districts, and neither has much in common with urban districts. Some teachers have decades of experience and a capable, supportive administration. Others are new to the classroom (or the subject, or the grade level) and work for absolute bozos who talk big and schmooze the right board members. Some take themselves way too seriously while others are a bit too martyr-ish for my taste. They all matter, and they all deserve respect, but what that looks like sometimes varies widely from place to place – or even from table to table within the same room.

Obviously this is true of our students as well. It’s extremely unlikely you’ll be able to regularly “differentiate” your lessons in service of the individual strengths or needs of each of the 30+ kids in front of you each class period, and there’s something to be said for the idea that they need to learn to adapt to us as much as we try to adapt to them. But basic effectiveness often requires “reading the room.” And sometimes you read the room wrong.

Much like in my workshop example, for me it’s usually humor that either builds great rapport or unintentionally drives a wedge between myself and certain students. For other teachers its efforts to establish classroom discipline or set appropriate academic expectations. Consistency is essential to any effective learning environment, but so much of what we do is subjective and situation-specific. With that much natural paradox, there are times your efforts will backfire.

And just to complicate things, unlike with my horrified Texas History teachers, it’s not always easy to tell whether the problem is you and what you’re attempting or them and their unwillingness to cooperate. Sometimes the room doesn’t want to be read!That’s OK. You get better at it. After 25 years, you’ll still probably screw up from time to time, but it happens less and less, and you get better at managing it. Until then, cut yourself some slack. You’d be surprised how often you’re doing better than you think. After all, sometimes you read the room wrong.