We U.S. Americans are now beyond parody: guns, race, gender, and parenthood, ca. 2014

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Shame!!!!!!

Jesus Mary and Joseph.

As I’m sure all of you know already, a nine-year old killed the man who was instructing her in the use of an Uzi submachine gun this week at a shooting gallery in Arizona.  The  juxtaposition of this story with a story from earlier this summer, in which a mother spent more than two weeks in jail for letting her 9-year old girl play in a park by herself while she did her shift at McDonald’s, says it all:  “In America Today, a 9-Year Old Girl Can’t Play Alone in a Park But She Can Play With an Uzi.”

Andy Borowitz satirized the current conversation about parenting and guns yesterday in “Nation Debates Extremely Complex Issue of Children Firing Military Weapons,” but then I open the L.A. Times this morning to find exactly this kind of “experts say. . . “/”others argue that. . . ” debate as to the best way to teach children to use guns in the pages of one of America’s great newspapers.  As though the use of semiautomatic weapons by children is a debatable issue!  Where were the voices of public heath experts, family practice doctors, and pediatricians?  Where were the voices of parents in Chicago, whose neighborhoods are routinely interrupted by gun violence and who fear for the safety of their children just walking to and from school? Continue reading

Valley of the creepy dolls!

For realz!  Anonymous gifts to little girls of  “creepy dolls” that look like the gift recipients.

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Yes, my mother bought me this book.

Personally, I think the creepy part is the fact that people in San Clemente, California live in a gated community.  (Isn’t all of Orange County effectively a gated community?)  I can’t even imagine living in a neighborhood with an HOA (Homeowner’s Association, which tells you what color you can paint your house, and what color your window treatments must be, and so on), let alone a gated community. Continue reading

Like Bowe Bergdahl, many 18th century captives didn’t go home again

librarywithcaptivesPer my comparison of recently freed Taliban captive Bowe Bergdahl to Anglo-American captives of the eighteenth century, the Wall Street Journal reports that so far, “Sgt. Bergdahl has refused to see his parents or speak to them on the phone, the official said. The decision by Sgt. Bergdahl, who returned to regular duty on Monday, suggests a deeper estrangement between the soldier and his parents than the military understood when he was released. Still, officials said, they don’t know the precise cause of the tension or when it began.”

Slate comments that “the news that Bergdahl has refused to speak to his parents is an unexpected plot twist in a story already full of hairpin turns.”  Actually, no.  The eighteenth-century evidence suggests that Anglo-Americans who were adolescents or young adults and who were adopted by new Native or French families frequently chose to remain with their new families rather than return home again.  (I wrote about these captives, especially the girls and women who didn’t return, in chapter four of Abraham in Arms.)

Many captives became very attached to their new families and caregivers.  In the case I cited last month in my analysis, Sylvanus Johnson–a child captive from age six to eleven–forgot how to speak English, forgot his own parents, and for the rest of his life allegedly “so much preferred the modes of Indian life to the prevalent customs of civilization, that he often expressed regret at having been ransomed.  He always maintained, and no arguments could convince him to the contrary, that the Indians were a far more moral race than the whites.” Continue reading

An elementary explanation for how ed tech widens, rather than narrows, the achievement gap

Are the Lords of MOOC Creation listening?  I doubt it, but let’s review this article at Slate by Annie Murphy Paul anyway:

Why would improved access to the Internet harm the academic performance of poor students in particular? Vigdor and his colleagues speculate that “this may occur because student computer use is more effectively monitored and channeled toward productive ends in more affluent homes.” This is, in fact, exactly the dynamic Susan Neuman and Donna Celano saw playing out in the libraries they monitored. At the [affluent neighborhood] Chestnut Hill library, they found, young visitors to the computer area were almost always accompanied by a parent or grandparent. Adults positioned themselves close to the children and close to the screen, offering a stream of questions and suggestions. Kids were steered away from games and toward educational programs emphasizing letters, numbers, and shapes. When the children became confused or frustrated, the grown-ups guided them to a solution.

The [impoverished neighborhood] Badlands library boasted computers and software identical to Chestnut Hill’s, but here, children manipulated the computers on their own, while accompanying adults watched silently or remained in other areas of the library altogether. Lacking the “scaffolding” provided by the Chestnut Hill parents, the Badlands kids clicked around frenetically, rarely staying with one program for long. Older children figured out how to use the programs as games; younger children became discouraged and banged on the keyboard or wandered away.

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Returning POWs, eighteenth-century style

The recent redemption of captive Bowe Bergdahl has interested me–not the political pissing match, which seems as drearily predictable as the plot of a Harlequin Romance.  The details coming out about his experiences as a prisoner of war are what I want to know more about.  The news that he has trouble speaking English now is especially fascinating to me.  It called to my mind this passage from A Narrative of the Captivity of Mrs. [Susanna] Johnson, Containing an Account of her Four Years of Suffering with the Indians and French.  First published in 1796, it told of her family’s experiences from 1754-58 as prisoners during the Seven Years War after they were captured in a raid on Fort Number Four in what’s now Charlestown, New Hampshire.  Johnson relates this about the return of her son Sylvanus, whom she last saw at age six or seven.  He was eleven before she saw him again:

In the October following [1758], I had the happiness to embrace my son Sylvanus; he had been above three years with the Indians, followed them in all their hunting excursions and learnt too many of their habits; to civilize him, and learn him his native language was a severe task, (136).

Little Sylvanus Johnson has been on my mind recently, because I wrote an essay last summer about child war captives in early America, and I focused on his experiences in one portion of the essay.  In successive editions of her narrative, Susanna Johnson either gives us more details about Sylvanus’s condition, or she embroiders the story.  From the 1814 third edition published after her death in 1810:

In October, 1758, I was informed that my son Sylvanus was at Northampton [Massachusetts], sick of a scald.*  I hastened to the place, and found him in a deplorable situation; he was brought there by Major Putnam, afterwards Gen. Putnam, with Mrs. How and her family, who had returned from captivity.**  The town of Northampton had taken the charge of him; his situation was miserable; when I found him, he had no recollection of me, but, after some conversation, he had some confused ideas of me, but no remembrance of his father.  It was four years since I had seen him; he was then eleven years old.  During his absence, he had entirely forgotten the English language, spoke a little broken French, but was perfect in Indian.  He had been with the savages three years, and one year with the French.  But his habits were somewhat Indian; he had been with them in their hunting excursions, and suffered numerous hardships; he could brandish a tomahawk or bend the bow; but these habits wore off by degrees, (130).

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