Teach & Serve IV | COMING NEXT WEEK!

Teach & Serve IV

Coming Next Week

August 8, 2018

Next Wednesday, Teach & Serve returns for another year. To get warmed up, presented again are my fifteen favorite teachers from fiction!

 

No. 15: Mr. Miyagi

Mr. Miyagi comes in at 15 for his dedication, his care of his students, his ability to push his them beyond limits both physical and mental, his understanding that good education requires balance, his desire to only want the best for his students and his most obvious bad-assery!

miyagi

No. 14: Batman

Bracketing the fact that a Robin (Jason Todd) died on his watch (does Batman get points because Jason came back to life?), one has to admit that training teenage boys to become world class crime fighters is quite an accomplishment. Batman has taken at least seven young people under his wing and taught them almost everything he knows. At the end of the day, he even loves these students as all good teachers should.

batman and robin

No. 13: John Wheelwright

The narrator of John Irving’s classic A Prayer for Owen Meany (this bloggers favorite book), John Wheelwright learns that what he loves best in life, after his friend Owen, is to read. Wanting to share the gift with others, Wheelwright becomes a teacher and a good one at that. Irving himself was a teacher and the classroom scenes he writes ring very true.

Owen Meany Cover

No. 12: Sarah Simms

In the New Teen Titans comic book and later on the television show Teen Titans Go!, fans are introduced to Sarah Simms, a young woman who dedicates her life to working with students who have suffered some kind of amputation. Written with deep compassion and care by Marv Wolfman in the comic book, Sarah comes across as dedicated, concerned and real-world. She’s a great model for teachers everywhere.

Sarah Simms

No. 11: Lydia Davis

On Fame, the incredibly dedicated and talented Ms. Davis (played brilliantly by the brilliant Debbie Allen) told her students (every week on the opening credits voice-over) “You’ve got big dreams. You want fame. Well, fame costs. And right here is where you start paying.” Her students paid. And they loved her for making them work.

Lydia Davis

No. 10: Ralph Hanley

Mr. Hanley managed to keep his students out of trouble while saving the world as the Greatest American Hero (how has this property gone without a reboot?). Mr. Hanley balanced the life of a superhero, boyfriend and teacher, seemingly like he was walking on air. His most important lesson was that his understanding that one person can make a difference … believe it or not, it’s just him.

You know you want to hear it… click HERE for the Mike Post theme song!

Oh, and a quick bit of trivia… Ralph Hanley’s name was originally Ralph Hinkley, but that surname was changed after the attempt on President Reagan’s life by John Hinkley, jr.

Ralph Hanley

No. 9: Ben Kenobi

Speaking to his students Anakin and Luke Skywalker with nuggets of wisdom so compelling and thought provoking, we can ignore the fact (can’t we?) that his first student went on to almost destroy hope and freedom in the galaxy.  Connected to an inspirational greater power, he inspired his students to discover truth, and also had the ability to do and not just teach – take that, haters!

Ben and Luke

No. 8: Gabe Kotter

Thomas Wolfe said “you can’t go home again, but former Sweathog, Gabriel Kotter broke the rules when he returned to his alma mater to teach. As someone whose career followed a similar path, I find in Mr. Kott-air’s dedication to his work fruit for the journey of being an educator. Never one to back down from a challenging situation (such as 1970s television would allow to be broadcast), Mr. Kotter endeared himself to his students and to American TV viewers.

Mr. Kotter

No. 7: Ms. Norbury

is there another teacher in fiction who can match Ms. Norbury’s sweet sarcasm? The best of a crop of questionable educators, Ms.Norbury spins her love of a well-turned phrase into timely advice for her most troubled students. She has self identified “pusher-ness” – she pushes people – and she knows (at least she thinks she knows) when to use it. She also has an incredible likeness to Liz Lemon. Anyone else notice that?

Ms. Norbury

No. 6: Professor Ross Gellher

Ross Gellher has undying commitment to his subject matter and while his desire to educate all around him, no matter how much they don’t want to learn, can annoy his… er… friends, his enthusiasm in all circumstances, never-say-die attitude (he gets fired from positions and keeps coming back), thumbing his nose at rules by dating his students all mean we should never forget that… he’ll be there for you.

Ross Gellher

No. 5: Professor Charles Xavier

“Professor X” as his students call him became a teacher out of a sense of duty: he wanted to help others like him. He wanted to teach others to live full and happy lives despite whatever personal limitations they might feel they have. He wanted to teach that all people are beautiful and worthy of respect. He wanted to spread love. Crazy stuff from a comic book character but it makes sense when one considers that the character has been said to be modeled on Martin Luther King, jr.

Professor X

No. 4: Professor Robert Langdon

Professor Langdon challenges norms and the status quo as good teachers should. Engaging and a lecturer and brilliant as a writer, Langdon travels the world to research his subjects and is willing to put himself at the center of controversy to make his points. Dedicated to uncovering the truth at all costs, Langdon is an example of dogged pursuit in academia.

Langdon

No. 3: Doctor Henry Jones, jr

Does anyone on this list make education more exciting than Doctor Jones? Armed with vast experience, his practical, real world application of his subject matter, his dislike of reptiles, his ability to survive every calamity (including nuclear explosions and Shia LaBeouf), and his ability to use knowledge to battle evil makes him a lock for the top five on this list.

Indiana Jones Teaching

 

No. 2: Jane Eyre

Passionate, committed and caring, Jane Eyre is a wonderful teacher. She believes in the power of education, knows that being disciplined and expecting discipline from her students is critical and embraces the idea that love conquers all. She teaches by example, has a stalwart moral compass and educates all around her – adults as well as children.

jane-eyre

No. 1: Mr. Glenn Holland

Glenn Holland surprised even himself when he discovered his calling was a life in education and discovered, as many of the best teachers do, that no matter the subject – in his case music – teaching is about challenging students to learn so they can live better and fuller lives. Mr. Holland consistently makes good choices even in the face of temptation, reaches out to those in need, inspiring his students and, eventually, finds his compass doing so. He is certainly one of mine.

Mr. Holland

Superheroic Leadership Vol. 1 No. 20 – Wrap Up

Superheroic Leadership Vol. I * No. 20

Wrap Up

Superheroic Leadership is a light-hearted examination of what superheroic figures have to teach about leadership and what I have learned from their adventures.


Today marks the final edition of Superheroic Leadership. Hopefully,  you have enjoyed some of the reflections here…  and please revisit any you wish below!

in the fall of 2018, Superheroic Leadership gives way to A Journal of the First Year which will contain stories from my first year as a principal of a high school. 

Teach & Serve III, No. 41 – You Changed My Life

Teach & Serve III, No. 41 – You Changed My Life

May 23, 2018

This is the final edition of Teach & Serve for the 2017-2018 school year.  Teach & Serve IV will begin next fall on 8.8.18

At some point in the journey of their lives your former students recognize what happened and many seek out past instructors to tell them something profound: “you changed my life.”

Late May in schools is rife with many emotions. Teachers and administrators are ready to bid the year farewell and to get to summer vacation. Late May brings with it the promise that an opportunity for rest and recharging is not far away. Certainly there are some obstacles yet to clear what with exams or grading final projects, cleaning out of classrooms and turning in of reports, packing up materials and checking out of buildings.

Though the end is nigh, there are still things to do.

Our students have things to do, too and they normally do not accomplish one of the most critical tasks of the end of the school year. With varying degrees of seriousness and success, they approach their final projects and tests. They clean out their lockers. They sign their yearbooks and they say their goodbyes. But they typically leave out something very important.

Multiple summers down the road, when water has passed under bridges and calendar pages have turned, many former students realize they forgot something back in the spring months of their school days. At some point in the journey of their lives your former students recognize what happened and many seek out past instructors to tell them something profound: “you changed my life.”

It is not entirely fair to expect students living in these late May moments to understand what has occurred in their lives. Some do. Some know the debts of gratitude they owe. Some are able to articulate this to their teachers. But the vast majority have not the breadth of knowledge, the introspection or the reflective capacity to get it.

Not yet.

They have not lived enough life and that is okay. As educators, we know that our students are not finished products. They have more to learn.

And so do we because, in the late May morass, we are just as likely to forget to acknowledge to ourselves that we have, in fact, changed lives.

paintingWorking in schools is not like painting a wall. Teachers do not get to blue tape the edges of their students and fill in the gaps until they are fully colored and vibrant. Teachers do not get to see the results of the hours of preparation and the early mornings and the late nights. Teachers do not know the seeds they are planting as they are dropping them in fertile ground. Teachers do not always know the affect they have until long after they have had it.

At this moment, I know full well that many of your students are not paying attention to you in class, are pushing every button you have, are just as ready to be away from you as you are from them. I know that many of us are just as ready for summer as our charges are. I know that there is much to accomplish and much to do. I know this. But I know something else, too. In late May teachers need this critical perspective and I would like to provide it.

Please allow me to remind all the teachers and coaches and administrators and educational professionals: you have changed lives these last nine months. Please allow me to remind you about something that is profound in our work:

You have changed lives.

Treasure giving that gift, even if those who receive it are not always able to acknowledge that they have.

Teach & Serve III, No. 40 – The Final Thank You of the Year

Teach & Serve III, No. 40 – The Final Thank You of the Year

May 16, 2018

Bottom line at this busy time of year: if you can only steal a moment to thank someone, to show your appreciation for one person on this list, make it yourself.

You deserve it. Know that in your heart. Feel it in your soul. Repeat it in your head.

Any way you look at the present situation, this much is true: there is very little time left in this academic year.

Please allow me to encourage one last practice: say “thank you.”

Find 10 minutes, just 10 for appreciation and gratitude. Go somewhere quiet. Put on your earphones or put in your earbuds. Sit alone. Reflect. Take out a piece of paper or use you iPad or phone and make a list of those to whom you might say, “thank you.”

  • Thank your family and friends, you boyfriends and girlfriends and significant others who support you in this work.
  • Thank those who put you in this school, the administrator or H.R. personnel who hired you.
  • Thank the parents who entrusted their children to you.
  • Thank the students who sat in your classrooms, who played on your fields, acted on your stages, made music in your rehearsal spaces, deliberated in your student councils and mock trials and model UNs.
  • Thank your colleagues, those with whom you’ve journeyed this year, for their guidance, support and love.
  • Finally, and critically, thank yourself.

Give yourself credit for all you have done, for the long work you have begun, for the way you have influenced your students, for the gift you have been to them. Thank yourself for getting near the finish line, for perseverance, for faith. Thank yourself for each time you went on when you thought you could not, for each step you took when you were exhausted, for each time you went the extra mile or five or ten. Thank yourself for being part of this vocation, this incredibly important work.

Bottom line at this busy time of year: if you can only steal a moment to thank someone, to show your appreciation for one person on this list, make it yourself.

You deserve it. Know that in your heart. Feel it in your soul. Repeat it in your head.

You.

Deserve.

Thanks.

Give it to yourself, please.

Superheroic Leadership Vol. 1 No. 19 – Favorite Fictional Teachers

Superheroic Leadership Vol. I * No. 19

Favorite Fictional Teachers

Superheroic Leadership is a light-hearted examination of what superheroic figures have to teach about leadership and what I have learned from their adventures.


During this Teacher Appreciation Week 2018, it seems appropriate that I revisit my personal list of the best fictional teachers.

Here goes!

Obi Wan Kenobi and Yoda are awarded this distinction for their ability to inspire students to come to the truth, their connection to an inspirational greater power, their commitment to teaching (even if they have to sacrifice their lives for it), their wise sayings, their ability to DO and not just teach, their skill with their chosen tools, and their dedication to dealing with even the most complaining and petulant students (i.e. Anakin and Luke Skywalker!)

Ralph Hanley (the Greatest American Hero) is awarded this distinction for his ability to keep his students out of trouble while saving the world, his balancing of the life of a superhero and a teacher, his ability to walk on air, his understanding that one person can make a difference … believe it or not, it’s just him. You know you want to hear it… click HERE for the Mike Post theme song! Oh, and a quick bit of trivia… Ralph Hanley’s name was originally Ralph Hinkley, but that surname was changed after the attempt on President Reagan’s life by John Hinkley, jr.

Ms. Norbury (from Mean Girls) is awarded this distinction for her sweet sarcasm, her being the best of a bad crop of educators, her love of a well-turned phrase, her pusher-ness – she pushes people – and her incredible likeness to Liz Lemon.

Professor Charles Xavier (of The X-Men)is awarded this distinction for his intelligence, his supernatural power to know what people are thinking, his love of the marginalized, his ability to “push” people to do what is best, his living of a full life while differently abled and his beautiful dome.

Laura Roslin (of Battlestar Galatica) is awarded this distinction for her faith in adversity – a quality all good teachers possess, her courage under extreme circumstances, her ability to inspire loyalty and confidence in others, her career track (teacher to Secretary of Education to President of the Colonies – though this last step took the rest of the Cabinet being obliterated by the Cylons and her standing with a fist. So say we all..

Professor Ross Geller (one of our best Friends) is awarded this distinction for his undying commitment to his subject matter, his desire to educate all around him, no matter how much they don’t want to learn, his enthusiasm in all circumstances, his never-say-die attitude (he gets fired from positions and keeps coming back), his thumbing his nose at rules by dating his students, and, never forget that… he’ll be there for us.

Professor Henry Jones, jr. is awarded this distinction for making education exciting, his practical, real world application of his subject matter, his dislike of reptiles, his ability to survive every calamity including nuclear explosions and Shia LaBeouf, his battling evil – like the Nazis, and not his years, but his mileage.

Jane Eyre is awarded this distinction for her courage under fire, her devotion to her studies and her pupils, her overcoming impossible odds, her passionate love, and her fleeing of her relatives.

Mrs. Nelson (you heard Mrs. Nelson Is Missing, right!?!) is awarded this distinction for the fact that she knows how to illustrate to her students to be careful what they wish for… Enough. Said. I hate it when she’s missing…

My favorite is Mr. Glen Holland (from Mr. Holland’s Opus) who is awarded this distinction for surprising himself by finding a life in education, for teaching his students as much about life as about music, for making good choices even in the face of temptation, for reaching out to those in need, for inspiring his students, for finding his compass and being one of mine.

Superheroic Leadership Vol. 1 No. 18 – Avengers Forever!

Superheroic Leadership Vol. I * No. 18

Avengers Forever!

Superheroic Leadership is a light-hearted examination of what superheroic figures have to teach about leadership and what I have learned from their adventures.


This past week, acclaimed director James Cameron opined about the upcoming film Avengers: Infinity War “I’m hoping we’ll start getting Avenger fatigue here pretty soon. Not that I don’t love the movies. It’s just, come on guys, there are other stories to tell.” Perhaps he is correct. Perhaps a break in the two-to-three Avengers movie a year cycle would serve the movie creating and going public well.

Perhaps. But, well, no. Sorry, Mr. Cameron. I think you are missing the point here.

If you have read even one of these Superheroic Leadership blogs, you know that I do not agree with Cameron on this count. Bring it on, I say. Give me more quality superhero films. Give me more Avengers movies. Give me more stories of people united by faith fighting for a higher cause.

I have not yet seen Avengers: Infinity War. If you are reading this blog the day it is published (Thursday, April 26), rest assured that problem will be corrected by this evening. Since the movie has not even opened at the time of this writing, I cannot say whether or not it is any good (I suspect it is). I cannot say whether or not I will like it (I suspect I will). I cannot say what it is about (but I can guess).

Avengers: Infinity War follows the story told in Captain America: Civil War which featured a fractured Avengers team, split down ideological and emotional lines, fighting with one another and broken apart. Clearly, the find a way to put their differences behind them and come together to battle a greater evil in the upcoming flick.

This trope has been a part of Avengers stories in the comic books going back decades. Conflict fuels narrative and comic writers have gone to the well of breaking up the team only to bring it back together many, many times. In fact, one of the most famous Avengers stories of the past 20 years was an arc entitled “Avengers: Disassembled,” a play on the “Avengers Assemble!” battle cry. The catch to this story along with all the others that have scattered the team to the four winds (including, I have no doubt, Avengers: Infinity War) is that the team always comes back together.

This, of course, is what good teams do. Banded together by a belief in common goals, a good team relies on those goals and their mission to unite them. They may not always agree. They may not always see eye-to-eye. They may fight among themselves. They may even break apart, for a time. But good teams come back together. They work through disagreement. They find common ground in the truths that bind them.

Perhaps the Avengers have something to teach us about disagreement and resolution…

Avengers Assemble!

Teach & Serve III, No. 37 – Fail Better

Teach & Serve III, No. 37 – Fail Better

April 25, 2018

This is what we are called to do: create conditions around us where failure is okay, where challenge is rewarded, where missing the mark is celebrated as a necessary and critical step towards making it.

There is a significant and important thread in current research around achievement and it is something that, back when I was in “teacher school” we never discussed. We would not have thought about it as a function of success and we would, likely, have attempted to create strategies to avoid it.

It is the idea that failure is as important as success in development of a growth mindset.

A few years ago, this was a revolutionary thought and the concept of linking failure to success was outside-the-box thinking. The idea that failure was anything but, well, failure was tough to grasp. Let us be honest: in our work in schools where we pin much (too much) of our opinion on of success on scaled benchmarks and grades and academic achievement and where we as professionals are all-too-often assessed on how our students do, the idea that failure is a good thing can be a difficult sell. More challenging still is the growing understanding that excellent educational leaders create conditions in which failure is planned for, is monitored and is celebrated.

This is the current, best practice research. This is what we are called to do: create conditions around us where failure is okay, where challenge is rewarded, where missing the mark is celebrated as a necessary and critical step towards making it.

Educational leaders understand that this idea applies not only to student mastery work in classrooms, but it also applies to staff work as they attempt new things. Too often we believe that teachers should be able to implement new plans, programs and technologies without a hitch and that growing pains are signs that teachers are not trying hard enough or that professional development around a given topic was lacking. Too infrequently do we build in time to fail and less frequently still do we highlight failures as good steps on the road to successes.

This is not how we have been wired.

“Try again. Fail again. Fail better.” said Samuel Beckett and can we give the guy a little credit for being way ahead of his time on this?

It is time to rewire. It is time to acknowledge and celebrate failure. It is time to fail better.

Teach & Serve III, No. 36 – Look Up In The Sky

Teach & Serve III, No. 36 – Look Up In The Sky

April 18, 2018

The question, then, must be why? Why has Superman remained part of American (and world) consciousness for all these years? Why do we still look up in the sky?

When I was in the first grade, the day before school picture day, I ran into a brick wall – not a metaphor, I, literally, ran headlong into the corner of our house, smashing open my head on solid brick. My father took me to get stitches – seven of them as I recall – and, on the way home, changed my life.

My father was forever changing my life.

He bought me my first two comic books.

Thanks, Dad. Tens of thousands of issues later, I am pot-committed as a comic collector. More important than that, I have become more than an aficionado of comic book collecting and consider myself something of an expert on the study of comic books as an American literary art form.

You read that right: comic books are a form a literature.

The two comics Dad bought me that day featured two of the most famous American literary characters (in any list, they would have to be listed in the top ten): Batman and Superman. In case you’re wondering, I still have the issues – Batman Family #10 and Superman Family #181.

Superman is the longest running, continually published character in American literary history. Let that sink in for a moment. No other creation of any American writer or artist has been in continual publication as long as Superman has. That is something. That is special. That is powerful.

Superman is one of the most recognizable characters in the world, any quick search will convince one of that. And, today, the comic book in which he first appeared reaches its astounding 1000th issue. That is not a typo. Superman’s Action Comics hits number 1000 today.

Superman has not simply appeared in Action Comics, of course. He has starred in his eponymous title and in many, many others. He has starred in a newspaper strip, in radio and television and movies. He has been featured in video games and music and cartoons. He is all but ubiquitous.

The question, then, must be why? Why has Superman remained part of American (and world) consciousness for all these years? Why do we still look up in the sky?

One could discuss Superman as a myth or as the genesis of the superhero or as a stand in for Moses or Jesus Christ. These reasons could be posited as causes for his longevity and I would not argue with them. But I have another.

Superman endures because what he stands for endures. Superman fights a never-ending battle. It is a battle of absolutes. There is good. There is evil. Good people resist evil. They resist temptation. They resist taking the easy way out. Superman stands for all that has been good, is good and can be good again in humanity. Superman, as he beautifully says in the majestic and (in my not-so-humble opinion) misunderstood 2013 film Man of Steel, stands for hope.

He would have made a wonderful educator, this Superman, this hero who fights a never-ending battle, who does not give up, who is a champion of truth. He would have been an amazing teacher, a role model who has endless reserves, who rallies in the face of injustice, who empowers those around him. He would have been a inspiration in a classroom.

Oh, wait. He very much is.

Superman, as I have written about before and in my accompanying blog Superheroic Leadership, inspired me. He inspired me to read. He inspired me, “in his guise as Clark Kent” to write. He inspired me to lead.

Clearly, I am not alone.

1000 issues. 80 years. A massive and recognizable presence in the world.

I guess that is why they call him Superman.

I know this: my life would be much, much different without him.

Superheroic Leadership Vol. 1 No. 17 – 1000 Reasons

Superheroic Leadership Vol. I * No. 17

1000 Reasons

Superheroic Leadership is a light-hearted examination of what superheroic figures have to teach about leadership and what I have learned from their adventures.


In the last installment of Superheroic Leadership, I wrote about Superman and the classic story “For the Man Who Has Everything.” Perhaps I should have waited to write about the Man of Steel for this week’s Superheroic Leadership.

Seven days from tomorrow, something fairly extraordinary will happen: DC Comics will publish the 1000th issue of Action Comics. Not many comic books (or other periodicals for that matter) reach 1000 issues. Not many superheroes have been featured in 1000 issues of the same comic (though, to be fair, Superman didn’t appear in every issue of Action Comics, but he did in the overwhelming majority of them – like 900 issues or more). Reaching 1000 issues is something of an achievement.

As a self-proclaimed expert in the American artform of comic books, I have much to say about this. I could probably go on for 1000 reasons on Superman, the reason he is the most important character in comic books and, perhaps (don’t get me started!) the most influential character in all of American literature. He must be in the top ten on any serious list.

How many other characters have been in continuous publication for over 80 years?

Think about that. I’ll wait for you.

You got it. The answer is none. A goose egg. Only Superman can claim that mantle and it must mean something, right?

For the purposes of this post, let us start and end with this lesson that Superman teaches time-and-again: one must persevere.

Perhaps Superman’s dedication to the “never ending battle” is best understood as a reflection on the dogged effort of Jerry Siegel and Joe Schuster, his creators. Siegel and Shuster, the sons of immigrants, worked tirelessly on Superman, hoping to make some money by selling him as a daily newspaper strip. Following mountains of rejections, they, reluctantly, turned their brain-child into a comic book. Once Superman sold (his first appearance was Action Comics #1), they would see some of their dreams come true though they would never realize the riches that were, likely due them.

What their story can tell us, though, and what the overwhelming majority of the subsequent Superman stories tells us is that we should never give up, never give in, never give way when the stakes are high.

It this a simple message?

Yes.

Is Superman a simple character?

Yes.

Perhaps the elegant and inspiring simplicity is why he has been around so long.

One could do much worse …

Teach & Serve III, No. 35 – The Library

Teach & Serve III, No. 35 – The Library

April 11, 2018

This week is National Library Week and provides an excellent occasion to revisit a past blog… Our libraries may need to adapt and change. But let us be a bit careful.

Batman made me read.

This is likely a true statement. I use the word “likely” because who really remembers exactly the moment they turned on to reading. How really recalls the day and time that reading became as important as anything else in life?

I don’t recall the exact second on which my life turned – that second I decided I would be a reader – by I know Batman was the reason.

I was in first grade. I could already read – pretty well, in fact. This was the late 1970s and teachers were still dividing kids into ability groups. I was in the Dinosaurs with other good readers – amazing what we remember, is it not? I was not in the Lions. They could not read as well as we Dinosaurs could. I got it.

I could read and I liked it. But I did not love it.

I did not fall in love with reading until the day that I ran headlong into the corner of a brick wall. On the way home from the hospital following 6 stiches, my father bought for me two comic books: Batman Family and Superman Family.

I fell in love with comics on the spot and I fell in love with superheroes. I could not get enough of them.

While comic books were relatively cheap, my parents (wisely knowing the collecting hoarder I might one day become) did not always indulge my desire to buy them. Rather, we would hop in the car on many a weekend and head to the Arvada Public Library. There, as I recall, I could check out 3 items a week – whatever I wanted.

That what I wanted were more stories of superheroes was fine by my folks. I checked out comic books (which you could do back then… can you do it now?). I checked out books and records featuring stories of DC and Marvel superheroes. I checked out Little Big Books starring… wait for it… superheroes. The library fed my growing desire for comic book characters all the while powering my growing ability to read and comprehend.

I am not alone in owing libraries for this. Generation after generation learned to love language in just this fashion.

Libraries find themselves (as they ever have, by-the-way) at something of a crossroads, especially the ones in our schools. There is pressure to move them into the 21st Century (whatever that means), to make them media centers, iPad labs, moveable spaces, makers spaces and, alarmingly, to remove all books.

There are good reasons to pursue this line of thought and there are space pressures in our buildings. Our libraries may need to adapt and change. But let us be a bit careful.

I love me my iPad. I read most books and comics on it now. It is convenient to be sure, but, I have to ask, are kids falling in love with reading using their computers, phones and iPads? Is the same connection to the word developed when reading on a tablet?

Professor Andrew Dillon has done some work on the subject. He’s concerned about the tactile differences and how we are being conditioned. Professor Anne Mangen worries about the recall ability of those using e-readers rather than books. There are concerns.

My concern is much simpler: will people develop a love of reading without the physicality of the activity and without its accompanying shrines?

I am so proud of my sister. She has been a children’s librarian for almost 20 years. I’ve seen what she does for kids: she inspires them to read. Through crafts and displays and public readings and activities, she seduces kids to the word. She brings them into the library. She is part of a long tradition of educators who inspire.

We must be careful when we talk about modernizing our libraries. We must pay attention to what’s come before those thoughts. We must realize the stakes and they are high. Let us have high tech rooms, makers spaces, robotics labs and technology dens.

But, for education’s sake, let us also pay attention to libraries. Let us also have books. Let us find places for them in our buildings and in our lives even if they are no longer only housed in the space we previously called “The Library.”

Batman made me read. Libraries fed my habit. I am an educator now who reveres the word.

Is there a through line?

You better believe there is.