Fake History Repeats Itself

March 19, 2015June 4, 2023 ~ Blue Cereal ~ 1 Comment

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Oh god, here we go again. I knew it would be back, but I thought it would take longer.

As a teacher, you fight ignorance, apathy, a little delusion here and there… part of the job is that kids are clueless, and we’re trying to help de-ignorize them.

From time to time (more and more often, I’m afraid) you have that kid whose parents are doing everything they can to prevent their child from ever having that first clue. They go to extreme, hostile measures to shield them from the least little bit of accountability, from any real academic or behavioral expectations, and they demand high marks and rainbow connections in return. You know they’re ruining whatever chance this kid has to ever not be useless – you know they’re probably setting the kid up for a long, painful existence even when they’re NOT in jail.

But they’re the parents, and while you have some control over what you will or won’t do, in the end they’re pretty much in charge of their minor child.

That’s what it’s like to live in Oklahoma. The entire state is, in the end, controlled by malicious idiocy. We can rant and complain, we can “educate” our understaffed little asses off, but we can’t fix it. They’re in charge – and they’re going to stay in charge for the forseeable future.

Tell me again what a GREAT idea democracy is. Good thing we gave the vote to all the stupid people, isn’t it?

Representative Dan Fisher, Black Robed Regiment Bringer Backer, has authored a Concurrent Resolution condemning APUSH for not being ‘Merican enough. A Concurrent Resolution isn’t a law – it’s the kind of thing usually used to commemorate the local football team’s one win of the season or acknowledge National Potato Week – but it’s still worth looking at.

I’m trying to clarify a few things for myself regarding what actual impact a ‘resolution’ can have on the State Board of Education or how tax dollars are or are not spent before I rant further – not that having all the facts should be an issue here, given the nature of the legislation we keep having to debunk.

In the meantime, here it is, word for word. Keep in mind that if you don’t like something you see here, it’s because you’re “dishonest” and because you’re too stupid to understand what he means.

You gotta love small people with just enough power to become truly loathsome.

HOUSE OF REPRESENTATIVES – FLOOR VERSION
STATE OF OKLAHOMA – 1st Session of the 55th Legislature (2015)
HOUSE CONCURRENT RESOLUTION 1002 By: Fisher
AS INTRODUCED
A Concurrent Resolution urging the College Board to change the Advanced Placement United States History course framework and examination; directing the State Board of Education not to award grants or expend certain money for any Advanced Placement United States History course or examination until certain conditions are met; directing the State Board to explore certain options; directing the State Board and boards of education to make certain decisions using certain criteria; and directing distribution.
WHEREAS, approximately 500,000 students in the United States take the College Board’s Advanced Placement United States History course each year; and WHEREAS, in Oklahoma, approximately 5,000 students are enrolled in an Advanced Placement United States History course for the 2014-2015 school year; and WHEREAS, traditionally the Advanced Placement United States History course was designed to present a balanced view of American history and to prepare students for college-level history courses; and
WHEREAS, the College Board is a private not-for-profit organization that is responsible for administering the SAT college readiness examination and for developing and providing Advanced Placement (AP) courses and examinations in various subject areas; and
WHEREAS, the College Board released changes to the Advanced Placement United States History course framework which took effect for the 2014-2015 school year and will be assessed with the May 2015 administration of the Advanced Placement United States History examination; and
WHEREAS, the new Advanced Placement United States History course framework differs from the current Oklahoma Academic Standards for Social Studies-United States History; and WHEREAS, the new Advanced Placement United States History course framework and examination emphasize the negative aspects of our nation’s history using the ideology of race, gender, class, and ethnicity to teach themes and events in United States history while omitting or minimizing positive aspects of United States history, which presents a radically revisionist, biased, and inaccurate view of United States history; and
WHEREAS, the Advanced Placement United States History course framework and examination neglect critical topics that were formerly part of the Advanced Placement United States History course. For example, very little is mentioned about the Founding Fathers, the principles of the Declaration of Independence, and the religious influences on our nation’s history; and
WHEREAS, the Advanced Placement United States History course framework and examination present inaccurate and incomplete views of historical events such as the motivations and actions of 17th through 19th century settlers, the causes of the Great Depression, and the development of and victory in the Cold War; and
WHEREAS, the Advanced Placement United States History course framework and examination exclude discussion of the United States military (no battles, commanders, or heroes), and omit individuals and events that greatly shaped our nation’s history such as Albert Einstein, Jonas Salk, George Washington Carver, Rosa Parks, Dr. Martin Luther King Jr., the Tuskegee Airmen, the Holocaust, and many other critical topics that have long been part of the Advanced Placement United States History course and examination; and
WHEREAS, some of the best and brightest students in Oklahoma will be studying history according to the Advanced Placement United States History course framework developed by the College Board, which has stated “any teacher who presents the principles of the American Constitution taught in the traditional way would be severely disadvantaging students for the College Board examination”; and
WHEREAS, despite offering revisions and clarifications to the Advanced Placement United States History course framework, the College Board has refused to change the themes and key concepts of the framework; thus the Advanced Placement United States History required knowledge that is currently being taught to Oklahoma students is inaccurate, biased and negative and includes revisionist themes and concepts; and
WHEREAS, in order to prepare students for the Advanced Placement United States History examination, Oklahoma teachers who teach the Advanced Placement United States History course will have to be trained in and adopt materials which are in conflict with the Oklahoma Academic Standards in Social Studies-United States History; and
WHEREAS, if the Advanced Placement United States History course framework is taught in classrooms in the state it will usurp the Oklahoma Academic Standards in Social Studies-United States History.
NOW, THEREFORE, BE IT RESOLVED BY THE HOUSE OF REPRESENTATIVES OF THE 1ST SESSION OF THE 55TH OKLAHOMA LEGISLATURE, THE SENATE CONCURRING THEREIN:
THAT the College Board is hereby urged to withdraw the new Advanced Placement United States History course framework before the beginning of the 2015-2016 school year and replace it with the Advanced Placement United States History course framework that was in place prior to the 2014-2015 school year.
THAT the State Board of Education is directed not to use taxpayers’ money to implement or administer the Advanced Placement United States History course or examination and to withhold the award of grants under the Oklahoma Advanced Placement Incentive Program for funding teacher training, curriculum, instructional materials, examination awards and examination scholarships for the Advanced Placement United States History course and examination for the 2015-2016 school year and subsequent school years until the College Board reverts back to the previous Advanced Placement United States History course framework.
THAT the State Board of Education is directed to explore alternatives to the College Board’s Advanced Placement United States History course and examination that would offer Oklahoma students the same opportunities that the Advanced Placement program offers and is in agreement with the Oklahoma Academic Standards for Social Studies-United States History.
THAT the State Board of Education and all boards of education of school districts in Oklahoma are directed to make all decisions concerning the curriculum and materials used in courses and programs in United States History, Honors United States History and Advanced Placement United States History in accordance with the Oklahoma Academic Standards for Social Studies-United States History adopted by the State Board of Education and that all curriculum and materials have an emphasis on America’s founding principles, exceptionalism, and unique role in the world.
THAT copies of this resolution be distributed to David Coleman, President and Chief Executive Officer of the College Board, the State Superintendent of Public Instruction, the Governor of Oklahoma, and the Lieutenant Governor of Oklahoma.
DIRECT TO CALENDAR.

I don’t want to write about this again. I was enjoying my little Civil War series, and more than anything I wish I could afford to just pack up and move tomorrow. I’ve never known a state to work SO hard at getting even worse.

5 Bad Assumptions Behind ‘Education Reform’

March 6, 2015June 4, 2023 ~ Blue Cereal ~ 1 Comment

Education reform efforts have been facing quite the backlash recently. You may suspect that teachers as a body are resistant to change, and perhaps afraid of a little accountability. You may wonder why they resent rhetoric promoting ‘higher expectations’.

You’re not entirely wrong. Few of us, teachers or no, like change or higher demands on our time and energy – especially when they come from people who have no idea what we do or what they’re talking about.

I’d like to respectfully suggest, however, that we make note of some of the assumptions behind most education reform talk. If the assumptions are accurate, then we can debate the best course forward.

If, however, the majority of ‘reform’ rhetoric is based on mistaken assumptions or intentionally propagated inaccuracies (what we in the education business sometimes call ‘lies’, or in the Latin, bovis stercus), then those assumptions and assertions must first be corrected. Otherwise, anything built upon them is destined to fail – and perhaps do great harm along the way.

Assumption #1: Teachers just aren’t trying very hard.

The only way VAM and TLE and other teacher evaluation measurements make any sense or improve anything is if they spur teachers to do a better job. If teachers are capable of doing something better, and aren’t doing it now, the only reasonable inference is that they don’t care enough to improve otherwise.

If we believe that, let’s say so. A little evidence to support such an idea wouldn’t hurt, either. It’s probably not true in most cases, so that part might be tricky.

Assumption #2: Teachers aren’t very good at anything, including teaching.

You remember the old line – “Those who can, do; those who can’t, teach.” It’s been updated recently – those who can’t do, can’t teach, either.

If the solution is ‘raising the bar’ for those entering the classroom, then the problem must be that those choosing education aren’t smart enough to do what they’re hired to do. If that’s true, it’s worth asking what would be useful in drawing ‘smarter’ people into the field – or how to better educate those already willing.

But in the same way it’s tricky to devise a universal method to accurately assess a diverse body of students, it’s nearly impossible to delineate a specific knowledge base and set of skills you wish to demand of adults working with a heterogeneous mass of kids through a long series of unpredictable circumstances.

So… good luck with that.

Assumption #3: There’s a surplus of highly qualified, brilliant, dedicated people just dying to get into the classroom if the bad, tenured and unionized teachers would just get out of the way.

No one wants this job.

Buy a few drinks for an administrator of your choice and start asking them for funny ‘teacher interview’ stories. You don’t like the people they’ve hired? You should see the lot they’ve turned away, even when it means unfilled positions.

I’m curious… what’s preventing YOU from applying for the gig?

Yeah, that’s what I thought.

Districts can’t keep warm bodies in place, let alone top notch, hungry-to-martyr-themselves educators. It’s a real wet blanket on the ‘higher standards’ rhetoric when you can’t fill the positions already open.

Assumption #4: Every kid should be able to master a certain level of math, history, reading, writing, science, government, financial literacy, computer skills, current events, and a wide variety of both life and academic skills, and demonstrate those things on some kinda big test.

Why?

Also, they can’t. At least not all of them can. Turns out kids aren’t as similar as you might wish.

I’m bewildered why adults who maintain such passion about various subject areas or testing standards won’t take the same tests we want our kids to master. If that knowledge and those skills are so essential, you should do great! If they’re not – and if you’re doing just fine without being able to score whatever arbitrary number has been chosen this year – why should 16-year olds have to die in that ditch?

Do you know the answer, without looking anything up?

If not, you have no value as a person, student, or employee. Period. Let’s try another.

How’d you do?

Keep in mind that if you can’t answer these off the top of your head, you’ll never be successful at anything ever, and neither will they.

Should I even ask?

There’s nothing wrong with any of these subjects or questions, but every time you hear yourself or someone else wonder why kids can’t be expected to know “the basics” or “anything important,” remember how you did with these and the extent to which that answer has shaped the rest of YOUR life.

And if you got them all, congratulations – you’ve mastered 10th grade.

Assumption #5: Schools fail because of problems within the school – bad teachers, bad leadership, bad kids, etc.

The obsolete structure and mindset of the public school system is a disaster. There are certainly problematic students in the mix, but most behavior and other problems stem from trying to fit 21st century teenagers with a wide variety of interests, backgrounds, and skill sets, into a 19th century factory model designed for entirely different priorities in very different times.

We can’t break all of them – some of them survive, unfortunately for our state rankings.

We can’t vary the curriculum significantly – state law. We can’t afford meaningful, hands-on learning of the sort you keep reading we should be doing, nor can we spare ‘core curriculum’ time to do anything interesting that kids might actually want to explore (and on which we could then build essential universals, like reading and writing and mathematical reasoning) – state law and legislative purse strings.

We can’t show great flexibility with time trapped in desks, whether in quantity or times of day students must be detained – state law. We can’t toss the A-F grading system or the 100% scale which reduces everything a child learns or does in a semester to a single digit, nor can we commit to something more meaningful and descriptive than traditional GPA – higher ed and parents demand those numbers.

We can’t pull out kids with similar needs or challenges to receive customized help or guidance in separate classes or specialized schools – state law. Nor are we given the resources to do it properly within our current structures – legislative pursestrings.

We can’t hold kids with the most potential to real academic standards or expectations of personal responsibility – angry parents, strange cultural ideals about the need to have 102% in everything and never struggle or fail, and administrators who are under a lot of pressure to show that every single child in the district is Top 10%.

I don’t offer any of this up as an excuse, or even a complaint. I do offer them as rebuttal to the most common complaints – and worse, the most common ‘solutions’ – I hear regarding public education.

There are MANY problems with the current system, the current standards, current resources, current restrictions – maybe even some of the current teachers and current leaders. But until we can address the whole picture accurately and honestly, no degree of rhetorical chicanery will do much more than kick the corpse of our ideals and rifle its pockets for change.

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Top 10 Reasons America Is Exceptional

February 20, 2015June 4, 2023 ~ Blue Cereal

As the kerfuffle surrounding Oklahoma’s sudden desire to de-thinkerize APUSH started making headlines this past week, NPR made a visit to the classroom of Christine Custred of Edmond, OK. The audio and transcript of the resulting piece is worth a listen and a read if you haven’t already done so.

One of the central issues, of course, is the belief by some on the right that the new APUSH course outline doesn’t sufficiently emphasize American Exceptionalism – the belief we are unique and awesome in ways others can only long for. Everyone wants to either be us or blow us up – either way, must be because we’re awesome.

Custred managed one of my favorite understated rebuffs of this century when she slid in this bit:

In most places in the world, you’ll be hauled off by some kind of Gestapo if you criticize the country and/or government, and that is exceptional that we can do that.

A few days later, still apparently fuming over state efforts to make our kids LESS prepared to function outside the Dollar General or local feed store, she posted this to her Facebook page. It is reprinted with permission here.

TOP TEN REASONS AMERICA IS EXCEPTIONAL
1. Separation of church and state. Our Founding Fathers ensured this for us. A cursory knowledge of history and current world governments (and the Puritans) enlightens us to why this us so very important.
2. The Zenger trial led the way for the 1st amendment which allows Americans to safely criticize their government.
3. As a result of our free speech, history teachers can teach all of American History (the good, the bad, and the ugly). Try doing that in North Korea. Wait, don’t.
4. America educates all of its citizens. Simply AMAZING.
5. America has a very sad and tragic history with regard to civil rights and the mistreatment of ethnic and racial minorities. But because of our 1st amendment (again, thank you Founding Fathers) demonstrations and criticism led to significant changes. We still have gains to make on this front but we now have an African American president. Really think about that.
6. Students in America will learn about that sad and tragic history.
7. There is a shop that sells cupcakes across the street from my school. They haven’t gone out of business. It seems crazy that someone would pay $4.00 for a cupcake. You go free market and the American Dream.
8. Anthropologie
9. My daughters can go to school without fear of being shot in the face. They can achieve and aim for things that would never have been available to them 100 years ago or currently in many countries of the world. The same goes for your daughters.
10. An average girl from the great state of Minnesota, who was told by her high school counselor that a community college was her only option (remember that Thomas Legierski and Marie Legierski?) can become an advocate for education.

Feel free to share your lists as well, if you prefer. Personally, I’m having a hard time topping this one.

A Student Defends AP

February 20, 2015June 4, 2023 ~ Blue Cereal

I don’t know what they’re teaching kids these days. Give them a little learnin’ and they think they’re supposed to go out and spout their thinkin’ about everything.

This was sent to me by a former student who I managed not to completely ruin during her brief time in my world. She initiated the discussion, although I confess once I read the letter I got a lil’ tingly teacher feeling. She’s mailed it out – OLD SCHOOL HARD COPY – to relevant legislators.

*sniff* These are the ones Whitney wanted us to teach well so they could lead the way and such. Megan will be ruling a world of her choice soon – I’m glad she’s using her powers for good and not evil.

Well, so far.

Printed with permission.

~~~~~~~

19 February 2015

Dear Oklahoma Representatives and Senators:

I cannot recall a day where I have not been proud to call myself a Union Redskin – a student of Union High School in Tulsa, Oklahoma. In elementary school, my teachers would try to give me extra work to challenge me because I always finished my work before everyone else. They always told me I would go on to do great things, that they could not wait to see the person I would grow to become in high school and beyond.

That time is now. In just three short months, I will be graduating as a Salutatorian of one of the top public high schools in Oklahoma with a weighted GPA of 4.939 and an unweighted GPA of 4.00. In addition to that, I have been named a National Merit Finalist, occupied a student leadership role of great significance in the Union High School Marching Band, and earned community service recognition by serving over 300 hours during high school. Just like they said they would, my elementary school teachers have watched me grow up and mature into a bright, successful young woman. They have come to support me at my awards ceremonies and musical performances. That same dedication of teachers to their students is seen throughout all grades at Union Public Schools, and I am beyond grateful to be taught by such loving, caring people.

Those supportive teachers are the foremost reason that I have a desire and drive to succeed in school. They prepared me for high school. When I got to high school, my 9th grade pre-AP US Government/Oklahoma History teacher Dallas Koehn realized from the start that I had a drive to succeed. He pushed me to my limits and taught me what learning is really supposed to be like. He taught me to think outside the box, to form my own opinions about things. He especially prepared me to take Advanced Placement United States History (APUSH) as a sophomore. This began my tenure of AP classes at Union; totaling 8 classes in grades 10-12, they are the reason why I am now Salutatorian of my graduating class, ranked 18 out of 1080.

This high class rank is what gives me an advantage when applying for selective universities, like my top choice, Washington University in St. Louis. I will pursue Electrical Engineering at Wash U in fall 2015, where I will certainly need to think independently and manage my time wisely.

AP CLASSES HAVE TAUGHT ME HOW TO THINK INDEPENDENTLY AND MANAGE MY TIME WISELY.

So you see, the presence of AP classes in my high school career DIRECTLY INFLUENCES my life in college and beyond in a series of intertwined ways! If I did not have the ability to take APUSH as a sophomore, or any AP classes for that matter, I would not be able to achieve and live out my American Dream of going to my top choice college to study Engineering, music, business, and anything else that might fit my fancy. Knowledge is a beautiful thing, and I desire more than anything to expand my horizons of knowledge in community with other passionate individuals like myself. That’s my dream.

And really, isn’t that what American Exceptionalism is all about? Raising new generations to find their own American Dream and give them the tools to pursue it? If you take away AP classes, you will be denying future generations their right to live out their passions. Please, Oklahoma Representatives and Senators, DO NOT rid Oklahoma of Advanced Placement classes.

Sincerely,

Megan Harju
Union High School
Tulsa, OK

Examination Day – Fisher/Brecheen Edition

February 19, 2015June 4, 2023 ~ Blue Cereal

In February 1958, Henry Slesar took a carefuly look into the future and saw the ideal educational system envisioned by Senator Brecheen and Representative Fisher from Oklahoma’s future. He recorded his observations, but was unable to get them published until he labeled them ‘fiction’ and submitted them to the relatively new Playboy magazine – an irony he was likely unable to fully appreciate at the time.

He titled this lil’ prophecy “Examination Day.” You probably read it in middle school, although I suspect it’s destined for the ‘banned’ list soon.

Examination Day (Henry Slesar)

The Jordans never spoke of the exam, not until their son, Dickie, was twelve years old. It was on his birthday that Mrs. Jordan first mentioned the subject in his presence, and the anxious manner of her speech caused her husband to answer sharply.

‘Forget about it,’ he said. ‘He’ll do alright.’

They were at the breakfast table, and the boy looked up from his plate curiously. He was an alert-eyed youngster, with flat blond hair and a quick, nervous manner. He didn’t understand what the sudden tension was about, but he did know that today was his birthday, and he wanted harmony above all. Somewhere in the apartment there were wrapped, beribboned packages waiting to be opened, and in the tiny wall-kitchen, something warm and sweet was being prepared in the automatic stove. He wanted the day to be happy, and the moistness of his mother’s eyes, the scowl on his father’s face, spoiled the mood of fluttering expectation with which he had greeted the morning.

‘What exam?’ he asked.

His mother looked at the tablecloth. ‘It’s just a sort of Government intelligence test they give children at the age of twelve. You’ll be getting it next week. It’s nothing to worry about.’

‘You mean a test like in school?’

‘Something like that,’ his father said, getting up from the table. ‘Go read your comic books, Dickie.’

The boy rose and wandered towards that part of the room that had been ‘his’ corner since infancy. He fingered the topmost comic of the stack, but seemed uninterested in the colourful squares of fast-paced action. He wandered towards the window, and peered gloomily at the veil of mist that shrouded the glass.

‘Why did it have to rain today?’ he said. ‘Why couldn’t it rain tomorrow?’

His father, now slumped into an armchair with the Government newspaper, rattled the sheets in vexation. ‘Because it just did, that’s all. Rain makes the grass grow.’

‘Why, Dad?’

‘Because it does, that’s all.’

Dickie puckered his brow. ‘What makes it green, though? The grass?’

‘Nobody knows,’ his father snapped, then immediately regretted his abruptness.

Later in the day, it was birthday time again. His mother beamed as she handed over the gaily–coloured packages, and even his father managed a grin and a rumple-of-the-hair. He kissed his mother and shook hands gravely with his father. Then the birthday cake was brought forth, and the ceremonies concluded.

‘Dad,’ he said, ‘how far away is the sun?’

‘Five thousand miles,’ his father said.

*******

Dickie sat at the breakfast table and again saw moisture in his mother’s eyes. He didn’t connect her tears with the exam until his father suddenly brought the subject to light again.

“Well, Dickie,” he said, with a manly frown, “you’ve got an appointment today.”

“I know Dad. I hope —”

“Now, it’s nothing to worry about. Thousands of children take this test every day. The Government wants to know how smart you are, Dickie. That’s all there is to it.”

“I get good marks in school,” he said hesitantly.

“This is different. This is a — special kind of test. They give you this stuff to drink, you see, and then you go into a room where there’s a sort of machine —”

“What stuff to drink?” Dickie said.

“It’s nothing. It tastes like peppermint. It’s just to make sure you answer the questions truthfully. Not that the Government thinks you won’t tell the truth, but it makes sure.”

Dickie’s face showed puzzlement, and a touch of fright. He looked at his mother, and she composed her face into a misty smile.

“Everything will be all right,” she said.

“Of course it will,” his father agreed. “You’re a good boy, Dickie; you’ll make out fine. Then we’ll come home and celebrate. All right?”

“Yes sir,” Dickie said.

*******

They entered the Government Educational Building fifteen minutes before the appointed hour. They crossed the marble floors of the great pillared lobby, passed beneath an archway and entered an automatic lift that brought them to the fourth floor.

There was a young man wearing an insignia-less tunic, seated at a polished desk in front of Room 404. He held a clipboard in his hand, and he checked the list down to the Js and permitted the Jordans to enter.

The room was as cold and official as a courtroom, with long benches flanking metal tables. There were several fathers and sons already there, and a thin-lipped woman with cropped black hair was passing out sheets of paper.

Mr. Jordan filled out the form, and returned it to the clerk. Then he told Dickie: “It won’t be long now. When they call your name, you just go through the doorway at the end of the room.” He indicated the portal with his finger.

A concealed loudspeaker crackled and called off the first name. Dickie saw a boy leave his father’s side reluctantly and walk slowly towards the door.

At five minutes to eleven, they called the name of Jordan.

“Good luck, son,” his father said, without looking at him. “I’ll call for you when the test is over.”

Dickie walked to the door and turned the knob. The room inside was dim, and he could barely make out the features of the grey-tunicked attendant who greeted him.

“Sit down,” the man said softly. He indicated a high stool beside his desk. “Your name’s Richard Jordan?”

“Yes, sir.”

“Your classification number is 600-115. Drink this, Richard.”

He lifted a plastic cup from the desk and handed it to the boy. The liquid inside had the consistency of buttermilk, tasted only vaguely of the promised peppermint. Dickie downed it, and handed the man the empty cup.

He sat in silence, feeling drowsy, while the man wrote busily on a sheet of paper. Then the attendant looked at his watch, and rose to stand only inches from Dickie’s face. He unclipped a penlike object from the pocket of his tunic, and flashed a tiny light into the boy’s eyes.

“All right,” he said. “Come with me, Richard.”

He led Dickie to the end of the room, where a single wooden armchair faced a multi-dialled computing machine. There was a microphone on the left arm of the chair, and when the boy sat down, he found its pinpoint head conveniently at his mouth.

“Now just relax, Richard. You’ll be asked some questions, and you think them over carefully. Then give your answers into the microphone. The machine will take care of the rest.”

“Yes, sir.”

“I’ll leave you alone now. Whenever you want to start, just say ‘ready’ into the microphone.”

“Yes, sir.”

The man squeezed his shoulder, and left.

Dickie said, “Ready.”

Lights appeared on the machine, and a mechanism whirred. A voice said: “Complete this sequence. One, four, seven, ten, …”

*******

Mr. and Mrs. Jordan were in the living room, not speaking, not even speculating.

It was almost four o’clock when the telephone rang. The woman tried to reach it first, but her husband was quicker.

“Mr. Jordan?”

The voice was clipped: a brisk, official voice.

“Yes, speaking.”

“This is the Government Educational Service. Your son, Richard M. Jordan, Classification 600-115 has completed the Government examination. We regret to inform you that his intelligence quotient has exceeded the Government regulation, according to Rule 84 Section 5 of the New Code.”

Across the room, the woman cried out, knowing nothing except the emotion she read on her husband’s face.

“You may specify by telephone,” the voice droned on, “whether you wish his body interred by the Government, or would you prefer a private burial place? The fee for Government burial is ten dollars.”

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