This deserves to be viral – “You’re Not Special” Commencement Address

Here’s the text of a 2012 commencement speech from David McCullough Jr., (yes son of historian David McCullough) an English teacher at Wellesley High School in Massachusetts:

Dr. Wong, Dr. Keough, Mrs. Novogroski, Ms. Curran, members of the board of education, family and friends of the graduates, ladies and gentlemen of the Wellesley High School class of 2012, for the privilege of speaking to you this afternoon, I am honored and grateful. Thank you.

So here we are… commencement… life’s great forward-looking ceremony. (And don’t say, “What about weddings?” Weddings are one-sided and insufficiently effective. Weddings are bride-centric pageantry. Other than conceding to a list of unreasonable demands, the groom just stands there. No stately, hey-everybody-look-at-me procession. No being given away. No identity-changing pronouncement. And can you imagine a television show dedicated to watching guys try on tuxedos? Their fathers sitting there misty-eyed with joy and disbelief, their brothers lurking in the corner muttering with envy. Left to men, weddings would be, after limits-testing procrastination, spontaneous, almost inadvertent… during halftime… on the way to the refrigerator. And then there’s the frequency of failure: Statistics tell us half of you will get divorced. A winning percentage like that’ll get you last place in the American League East. The Baltimore Orioles do better than weddings.)

But this ceremony… commencement… a commencement works every time. From this day forward… truly… in sickness and in health, through financial fiascos, through midlife crises and passably attractive sales reps at trade shows in Cincinnati, through diminishing tolerance for annoyingness, through every difference, irreconcilable and otherwise, you will stay forever graduated from high school, you and your diploma as one, ‘til death do you part.

No, commencement is life’s great ceremonial beginning, with its own attendant and highly appropriate symbolism. Fitting, for example, for this auspicious rite of passage, is where we find ourselves this afternoon, the venue. Normally, I avoid clichés like the plague, wouldn’t touch them with a ten-foot pole, but here we are on a literal level playing field. That matters. That says something. And your ceremonial costume… shapeless, uniform, one-size-fits-all. Whether male or female, tall or short, scholar or slacker, spray-tanned prom queen or intergalactic X-Box assassin, each of you is dressed, you’ll notice, exactly the same. And your diploma… but for your name, exactly the same.

All of this is as it should be, because none of you is special.

You are not special. You are not exceptional.

Contrary to what your soccer trophy suggests, your glowing seventh grade report card, despite every assurance of a certain corpulent purple dinosaur, that nice Mister Rogers and your batty Aunt Sylvia, no matter how often your maternal caped crusader has swooped in to save you… you’re nothing special.

Yes, you’ve been pampered, cosseted, doted upon, helmeted, bubble-wrapped. Yes, capable adults with other things to do have held you, kissed you, fed you, wiped your mouth, wiped your bottom, trained you, taught you, tutored you, coached you, listened to you, counseled you, encouraged you, consoled you and encouraged you again. You’ve been nudged, cajoled, wheedled and implored. You’ve been feted and fawned over and called sweetie pie. Yes, you have. And, certainly, we’ve been to your games, your plays, your recitals, your science fairs. Absolutely, smiles ignite when you walk into a room, and hundreds gasp with delight at your every tweet. Why, maybe you’ve even had your picture in the Townsman! And now you’ve conquered high school… and, indisputably, here we all have gathered for you, the pride and joy of this fine community, the first to emerge from that magnificent new building…

But do not get the idea you’re anything special. Because you’re not.

The empirical evidence is everywhere, numbers even an English teacher can’t ignore. Newton, Natick, Nee… I am allowed to say Needham, yes? …that has to be two thousand high school graduates right there, give or take, and that’s just the neighborhood Ns. Across the country no fewer than 3.2 million seniors are graduating about now from more than 37,000 high schools. That’s 37,000 valedictorians… 37,000 class presidents… 92,000 harmonizing altos… 340,000 swaggering jocks… 2,185,967 pairs of Uggs. But why limit ourselves to high school? After all, you’re leaving it. So think about this: even if you’re one in a million, on a planet of 6.8 billion that means there are nearly 7,000 people just like you. Imagine standing somewhere over there on Washington Street on Marathon Monday and watching sixty-eight hundred yous go running by. And consider for a moment the bigger picture: your planet, I’ll remind you, is not the center of its solar system, your solar system is not the center of its galaxy, your galaxy is not the center of the universe. In fact, astrophysicists assure us the universe has no center; therefore, you cannot be it. Neither can Donald Trump… which someone should tell him… although that hair is quite a phenomenon.

“But, Dave,” you cry, “Walt Whitman tells me I’m my own version of perfection! Epictetus tells me I have the spark of Zeus!” And I don’t disagree. So that makes 6.8 billion examples of perfection, 6.8 billion sparks of Zeus. You see, if everyone is special, then no one is. If everyone gets a trophy, trophies become meaningless. In our unspoken but not so subtle Darwinian competition with one another — which springs, I think, from our fear of our own insignificance, a subset of our dread of mortality — we have of late, we Americans, to our detriment, come to love accolades more than genuine achievement. We have come to see them as the point — and we’re happy to compromise standards, or ignore reality, if we suspect that’s the quickest way, or only way, to have something to put on the mantelpiece, something to pose with, crow about, something with which to leverage ourselves into a better spot on the social totem pole. No longer is it how you play the game, no longer is it even whether you win or lose, or learn or grow, or enjoy yourself doing it… Now it’s “So what does this get me?”

As a consequence, we cheapen worthy endeavors, and building a Guatemalan medical clinic becomes more about the application to Bowdoin than the well-being of Guatemalans. It’s an epidemic — and in its way, not even dear old Wellesley High is immune… one of the best of the 37,000 nationwide, Wellesley High School… where good is no longer good enough, where a B is the new C, and the midlevel curriculum is called Advanced College Placement. And I hope you caught me when I said “one of the best.” I said “one of the best” so we can feel better about ourselves, so we can bask in a little easy distinction, however vague and unverifiable, and count ourselves among the elite, whoever they might be, and enjoy a perceived leg up on the perceived competition. But the phrase defies logic. By definition there can be only one best. You’re it or you’re not.

If you’ve learned anything in your years here I hope it’s that education should be for, rather than material advantage, the exhilaration of learning. You’ve learned, too, I hope, as Sophocles assured us, that wisdom is the chief element of happiness. (Second is ice cream… just an fyi) I also hope you’ve learned enough to recognize how little you know… how little you know now… at the moment… for today is just the beginning. It’s where you go from here that matters.

As you commence, then, and before you scatter to the winds, I urge you to do whatever you do for no reason other than you love it and believe in its importance. Don’t bother with work you don’t believe in any more than you would a spouse you’re not crazy about, lest you too find yourself on the wrong side of a Baltimore Orioles comparison. Resist the easy comforts of complacency, the specious glitter of materialism, the narcotic paralysis of self-satisfaction. Be worthy of your advantages. And read… read all the time… read as a matter of principle, as a matter of self-respect. Read as a nourishing staple of life. Develop and protect a moral sensibility and demonstrate the character to apply it. Dream big. Work hard. Think for yourself. Love everything you love, everyone you love, with all your might. And do so, please, with a sense of urgency, for every tick of the clock subtracts from fewer and fewer; and as surely as there are commencements there are cessations, and you’ll be in no condition to enjoy the ceremony attendant to that eventuality no matter how delightful the afternoon.

The fulfilling life, the distinctive life, the relevant life, is an achievement, not something that will fall into your lap because you’re a nice person or mommy ordered it from the caterer. You’ll note the founding fathers took pains to secure your inalienable right to life, liberty and the pursuit of happiness–quite an active verb, “pursuit”–which leaves, I should think, little time for lying around watching parrots rollerskate on YouTube. The first President Roosevelt, the old rough rider, advocated the strenuous life. Mr. Thoreau wanted to drive life into a corner, to live deep and suck out all the marrow. The poet Mary Oliver tells us to row, row into the swirl and roil. Locally, someone… I forget who… from time to time encourages young scholars to carpe the heck out of the diem. The point is the same: get busy, have at it. Don’t wait for inspiration or passion to find you. Get up, get out, explore, find it yourself, and grab hold with both hands. (Now, before you dash off and get your YOLO tattoo, let me point out the illogic of that trendy little expression–because you can and should live not merely once, but every day of your life. Rather than You Only Live Once, it should be You Live Only Once… but because YLOO doesn’t have the same ring, we shrug and decide it doesn’t matter.)

None of this day-seizing, though, this YLOOing, should be interpreted as license for self-indulgence. Like accolades ought to be, the fulfilled life is a consequence, a gratifying byproduct. It’s what happens when you’re thinking about more important things. Climb the mountain not to plant your flag, but to embrace the challenge, enjoy the air and behold the view. Climb it so you can see the world, not so the world can see you. Go to Paris to be in Paris, not to cross it off your list and congratulate yourself for being worldly. Exercise free will and creative, independent thought not for the satisfactions they will bring you, but for the good they will do others, the rest of the 6.8 billion–and those who will follow them. And then you too will discover the great and curious truth of the human experience is that selflessness is the best thing you can do for yourself. The sweetest joys of life, then, come only with the recognition that you’re not special.

Because everyone is.

Congratulations. Good luck. Make for yourselves, please, for your sake and for ours, extraordinary lives.

Anti-Creativity Checklist

My Anti-Creativity Checklist from Youngme Moon on Vimeo.

A Great Explanation of SOPA

Somebody constructed this video explaining SOPA. It’s a great teaching tool for something few understand. It is also crafted in such a way that if SOPA were passed the distribution company of this movie would be able to pull down my site, and remove referenced to my entire site from all search engines. I would, and do, have a legal basis for using it because it is fair use and is definitely parody by being paradoxical (using copyrighted content as a social meme to explain how the law is wrong). However, if SOPA is passed, my site would be taken down first, then I would have to hire a lawyer and go to court with a major Hollywood studio to make that point and get my site re-established. And I didn’t even make or post this video, I just have a link to it.

SOPA is a shoot-first, ask questions later law, which is why it would cripple the Internet.

Jay Mathews, Washington Post & Teachers and Lesson Plans

In today’s Washington Post, Jay Mathews writes:

Posted at 05:30 AM ET, 12/18/2011

New teacher decries lesson plan gap

By Jay Mathews

Maybe Bruce Friedrich raised the lesson plan issue because he was so out of sync with the recent college graduates who were the other Teach for America instructors at his Baltimore high school. He was 40. He had switched to education after first running a homeless shelter and then working for animal rights.

He thought it was odd that despite the forward-looking reputation of the Baltimore district and Teach for America, beginning teachers still had to construct their lessons from scratch, as teachers have done for centuries. They were shown samples of the state tests their students would have to take. They were told where they might find good material. But as rookies, they had little idea which of a million possible options would work.

“There were no exemplary lesson plans, no recommended class activities, nothing,” he said.

Friedrich asked about this at every faculty meeting and every conference with his Teach for America adviser. He learned that many teachers, and the organizations that represent them, don’t want ready-made lesson plans. They feel it limits their creativity and turns them into robots doing whatever their department head or the district curriculum chief wants.

Friedrich began teaching in 2009 and had a splendid two years in Teach for America. His second year he was named the school’s outstanding teacher. But he still doesn’t understand why the district didn’t try to save him and other novices from many beginner’s mistakes by offering the best lesson plan possible for each subject.

Jeff Wetzler, Teach for America’s executive vice president of teacher preparation, support and development, showed me a 2010 survey of the organization’s beginning teachers in 31 states and the District. Forty-one percent said their districts provided them with low-quality instructional tools like lesson plans, or none at all. Twenty-seven percent were provided with tools they were required to use, and 7 percent got tools that they used because their colleagues used them. Only 15 percent said they were provided tools that they used freely because they were of such high quality. Teach For America instructors in the District and Prince George’s County do their own lesson plans.

Wetzler explained that Teach for America corps members share lesson plans on a special online portal, and often rank those they consider best. But many still feel as Friedrich did: How are they supposed to know what works when they have so little experience? Couldn’t the experts get together and give us the best possible guide?

–The article continues …

Here’s the comment I left:

Jay,

You’ve missed the mark. Teaching has to start with the students sitting in the class – their abilities, challenges and attitude. It doesn’t start with a lesson plan. Great lesson plans are drafted by skilled teachers to best broach the subject to their specific students in their specific class on that specific day.

It would be like you asking for journalistic story model on which you can base all your writing. They might help, a little, but as you got to be a better journalist, they would be almost worthless. That’s why you can find story models in journalism 101, but not in an online sharing site for the top reporters at the Washington Post.

Teach For America has a lot of good-hearted amateurs, trying to do the work of professionals. Unfortunately for us professional educators, journalists like you put too much credibility to the gripes of some TFA newcomer months into their new career. I’m also a career changer – 25 years in journalism at the highest levels and 7 years in teaching. I might have said the same thing about lesson plans my first year or two, of course, I didn’t know anything about teaching then.

Revolution, Che Guevara and Occupy Wall Street/Everything

Che Guevara wrote about popular uprising and one of the main tenants is, one can’t win a battle against a major organized military force. One can create a climate of fear within the establishment which prompts violent and unwarranted backlash, and such force when seen by the general population is galvanizing for the great sea of populace which makes up the support and force of the rebel vanguard.

I guess nobody’s read anything about popular uprising lately.

Protests on Campus Turn Violent – We Need To Start Thinking

So the media lampooned the Tea Party, and nothing was done about them. Jokers in hats. Nobody in the group really stood for anything. Ignore them and they’ll go away, peter out, become irrelevant after their 15 minutes of attention.

Then they came back in the mid-terms and kicked everybody’s ass, especially the Republicans who thought they had cooped the group.

Fast forward to Occupy Wall Street and Occupy Everything. Nobody’s taking that chance. They are forcibly removing them, just before the freezing cold can set in and Winter gets the job done without any show of force.

And at college campuses, the type of decisions that lead to the shootings at Kent State (May 4, 1970) are being made, again.

Here’s a letter by a University of California, Davis professor about the recent non-violent protests there and the violence that was used to break them up:

The youtube links tell the story.

—————————

Open Letter to Chancellor Linda P.B. Katehi

18 November 2011

Linda P.B. Katehi,

I am a junior faculty member at UC Davis. I am an Assistant Professor in the Department of English, and I teach in the Program in Critical Theory and in Science & Technology Studies. I have a strong record of research, teaching, and service. I am currently a Board Member of the Davis Faculty Association. I have also taken an active role in supporting the student movement to defend public education on our campus and throughout the UC system. In a word: I am the sort of young faculty member, like many of my colleagues, this campus needs. I am an asset to the University of California at Davis.

You are not.

I write to you and to my colleagues for three reasons:

1) to express my outrage at the police brutality which occurred against students engaged in peaceful protest on the UC Davis campus today

2) to hold you accountable for this police brutality

3) to demand your immediate resignation

Today you ordered police onto our campus to clear student protesters from the quad. These were protesters who participated in a rally speaking out against tuition increases and police brutality on UC campuses on Tuesday—a rally that I organized, and which was endorsed by the Davis Faculty Association. These students attended that rally in response to a call for solidarity from students and faculty who were bludgeoned with batons,hospitalized, and arrested at UC Berkeley last week. In the highest tradition of non-violent civil disobedience, those protesters had linked arms and held their ground in defense of tents they set up beside Sproul Hall. In a gesture of solidarity with those students and faculty, and in solidarity with the national Occupy movement, students at UC Davis set up tents on the main quad. When you ordered police outfitted with riot helmets, brandishing batons and teargas guns to remove their tents today, those students sat down on the ground in a circle and linked arms to protect them.

What happened next?

Without any provocation whatsoever, other than the bodies of these students sitting where they were on the ground, with their arms linked, police pepper-sprayed students. Students remained on the ground, now writhing in pain, with their arms linked.

What happened next?

Police used batons to try to push the students apart. Those they could separate, they arrested, kneeling on their bodies and pushing their heads into the ground. Those they could not separate, they pepper-sprayed directly in the face, holding these students as they did so. When students covered their eyes with their clothing, police forced open their mouths and pepper-sprayed down their throats. Several of these students were hospitalized. Others are seriously injured. One of them, forty-five minutes after being pepper-sprayed down his throat, was still coughing up blood.

This is what happened. You are responsible for it.

You are responsible for it because this is what happens when UC Chancellors order police onto our campuses to disperse peaceful protesters through the use of force: students get hurt. Faculty get hurt. One of the most inspiring things (inspiring for those of us who care about students who assert their rights to free speech and peaceful assembly) about the demonstration in Berkeley on November 9 is that UC Berkeley faculty stood together with students, their arms linked together. Associate Professor of English Celeste Langan was grabbed by her hair, thrown on the ground, and arrested. Associate Professor Geoffrey O’Brien was injured by baton blows. Professor Robert Hass, former Poet Laureate of the United States, National Book Award and Pulitzer Prize winner, was also struck with a baton. These faculty stood together with students in solidarity, and they too were beaten and arrested by the police. In writing this letter, I stand together with those faculty and with the students they supported.

One week after this happened at UC Berkeley, you ordered police to clear tents from the quad at UC Davis. When students responded in the same way—linking arms and holding their ground—police also responded in the same way: with violent force. The fact is: the administration of UC campuses systematically uses police brutality to terrorize students and faculty, to crush political dissent on our campuses, and to suppress free speech and peaceful assembly. Many people know this. Many more people are learning it very quickly.

You are responsible for the police violence directed against students on the UC Davis quad on November 18, 2011. As I said, I am writing to hold you responsible and to demand your immediate resignation on these grounds.

On Wednesday November 16, you issued a letter by email to the campus community. In this letter, you discussed a hate crime which occurred at UC Davis on Sunday November 13. In this letter, you express concern about the safety of our students. You write, “it is particularly disturbing that such an act of intolerance should occur at a time when the campus community is working to create a safe and inviting space for all our students.” You write, “while these are turbulent economic times, as a campus community, we must all be committed to a safe, welcoming environment that advances our efforts to diversity and excellence at UC Davis.”

I will leave it to my colleagues and every reader of this letter to decide what poses a greater threat to “a safe and inviting space for all our students” or “a safe, welcoming environment” at UC Davis: 1) Setting up tents on the quad in solidarity with faculty and students brutalized by police at UC Berkeley? or 2) Sending in riot police to disperse students with batons, pepper-spray, and tear-gas guns, while those students sit peacefully on the ground with their arms linked? Is this what you have in mind when you refer to creating “a safe and inviting space?” Is this what you have in mind when you express commitment to “a safe, welcoming environment?”

I am writing to tell you in no uncertain terms that there must be space for protest on our campus. There must be space for political dissent on our campus. There must be space for civil disobedience on our campus. There must be space for students to assert their right to decide on the form of their protest, their dissent, and their civil disobedience—including the simple act of setting up tents in solidarity with other students who have done so. There must be space for protest and dissent, especially, when the object of protest and dissent is police brutality itself. You may not order police to forcefully disperse student protesters peacefully protesting police brutality. You may not do so. It is not an option available to you as the Chancellor of a UC campus. That is why I am calling for your immediate resignation.

Your words express concern for the safety of our students. Your actions express no concern whatsoever for the safety of our students. I deduce from this discrepancy that you are not, in fact, concerned about the safety of our students. Your actions directly threaten the safety of our students. And I want you to know that this is clear. It is clear to anyone who reads your campus emails concerning our “Principles of Community” and who also takes the time to inform themselves about your actions. You should bear in mind that when you send emails to the UC Davis community, you address a body of faculty and students who are well trained to see through rhetoric that evinces care for students while implicitly threatening them. I see through your rhetoric very clearly. You also write to a campus community that knows how to speak truth to power. That is what I am doing.

I call for your resignation because you are unfit to do your job. You are unfit to ensure the safety of students at UC Davis. In fact: you are the primary threat to the safety of students at UC Davis. As such, I call upon you to resign immediately.

Sincerely,

Nathan Brown
Assistant Professor
Department of English
Program in Critical Theory
University of California at Davis