Penny Lane

Penny Lane

My young grandsons and I dance around the living room singing a Beatles standard, “Penny Lane is in my ears and in my eyes….” We are having a jolly time. The three-year-old suddenly stops and asks, “What does it mean, Penny Lane is in my ears and eyes?”

The melody of the song sweeps us away as I ponder his question. To Paul McCartney, composer of the song, it refers to the sights and sounds of an actual street in his hometown of Liverpool. McCartney used the experiences of his life to flavor his lyrics. Experiences and memories from childhood flavor our lives too.

Gary Marcus, in his 2004 book The Birth of the Mind, writes that newborn brains are not a “blank slate” waiting to be filled: “The initial organization of the brain does not rely on experience… Nature provides a first draft which experience then revises… Built-in does not mean unmalleable; it means organized in advance of experience.” In other words, we are born with innate understandings which are shaped by our experiences. Our brains are prewired to be rewired.

Cognitive scientists suggest that every human possesses innate moral foundations (loyalty/betrayal, liberty/oppression, harm/care, fairness/inequity, authority/subversion, purity/degradation) which are active from birth. Just ask any two-year-old about the fairness of his sibling having two cookies while he only has one. These innate foundations are revised by experience. 

Here’s a very simplified example. Lonnie, age three, is jumping on the couch and knocks over her mother’s favorite vase. Lonnie knows that jumping on the couch is forbidden. Her mother puts her in time-out. Lonnie pouts, (“It was an accident!”) After a few minutes, her mother explains the rule again and Lonnie skips off to play.

Lonnie learns that she must accept the consequences for her actions. She also learns that breaking rules does not cause her mother to dislike her and that Mom wants to keep her (and the house) safe. What if Mom had shouted at Lonnie or struck her? What if she had shut her in her room and ignored her for hours? What would Lonnie learn then? Experience shapes understanding. 

Back to Penny Lane. I explained to my grandson that the song is about the memories we keep as we grow. We remember images and sounds so that we can learn from them. I asked him what was in his eyes and ears. He listed riding on the train, playing in the sand, dancing with his brother and singing with his parents. His ears and eyes hold happy memories. 

What images are in your children’s ears and eyes? How are you helping them to revise the “first draft” of their moral mind? Adults direct children’s moral impulses by the experiences of living they provide. Are you providing happy memories, good experiences, and thoughtful conversations? 

Children’s eyes are bright and their ears are sharp. Fill them carefully.

Imbeciles

Imbeciles

This article was written by a defective. Don’t be shocked. I am in good company. According to some, Albert Einstein, Helen Keller, Martin Luther King, Jr. and Joseph Pulitzer, were “unfit [threatening] to bring down not only the nation but the whole human race.” These people, and millions more, were targeted by American eugenicists as undesirable and unnecessary.

Adam Cohen, in his best-selling book, Imbeciles: The Supreme Court, American Eugenics and the Sterilization of Carrie Buck, details the history of modern eugenics — the science of improving the human population by selective breeding. The eugenics movement in the United States, which hit its stride in the early 20th century, proposed limiting or eliminating those people and races which the movement deemed had “inordinately high levels of physical and mental hereditary defects that were degrading to America’s gene pool.” These groups included eastern and southern Europeans, epileptics, alcoholics, the mentally ill, the physically- or intellectually-handicapped, and the poor.

The eugenics movement was supported by some pretty powerful people: John D. Rockefeller, one of the world’s wealthiest, men funded it; Alexander Graham Bell, the inventor of the telephone, chaired the Board of Scientific Directors of the Eugenics Record Office; and Theodore Roosevelt, the president of the United States, insisted in a national magazine that “the unfit must be forbidden to leave offspring behind them.” The sterilization of the “unfit” was a major goal of the movement.

During this period of history, various states passed laws which prohibited people deemed to be “hereditarily unworthy” from marrying or reproducing. Proponents wanted every American to be “eugenically investigated,” that is, evaluated for defects which indicated that they should be sterilized. Under these laws, 60 to 70 thousand people were sterilized. 

The Immigration Act of 1924, a federal law, severely limited immigration from southern and eastern European nations. The leaders of the eugenics movement claimed that Jews (such as Albert Einstein), blacks (Martin Luther King, Jr.) the physically-handicapped (Helen Keller), eastern (Joseph Pulitzer) and southern Europeans (my heritage) should be denied entry. In 1941, Otto Frank pleaded with U.S. government officials for visas for his wife and daughters, Margot and Anne. He was denied.

Especially targeted were the “feeble-minded.” Many young women thought promiscuous or progressive were judged a “moral or demographic” threat. Cohen details one famous case, that of unwed mother Carrie Buck who was labeled “mentally-deficient,” as were her mother and her infant daughter, even though no reliable intelligence tests existed. Advocates for Buck took the case all the way to the Supreme Court. In 1927, Chief Justice Oliver Wendall Holmes read the deciding opinion, that “three generations of imbeciles are enough.” Buck was involuntarily sterilized. Nazis on trial for war crimes used this case as a justification for their “final solution.” 

Who decides who is necessary and who is not? Those who have power use it against those who don’t. We are appalled when we read of modern-day genocides abroad and believe that the U.S. is immune to such evils. Our memories are short. As late as 1958, inmates in Virginia were sterilized as degenerates. The last forced sterilization took place in Oregon in 1983. 

Who do we marginalize today? Who do we deem “unfit” to be Americans? Could the atrocities of the past return? In the last century, thousands were denied entry to the U.S. and thousands were sterilized because of unfounded theories. Do we now analyze the purposes of those in power and seek verification for theories (or rumors)?

Our society is made richer by diversity. When we marginalize or judge others to maintain power, we weaken our nation. Be aware. Seek the truth. Einstein, Keller, King, and my ancestors made this nation a better place. 

Only imbeciles judge others before judging themselves.

 

The Real Cost of Food

The Real Cost of Food

Last summer we visited family in Finland. Finland’s reputation leans toward cold and dark. In winter, there are about 20 hours of dark and about four hours of dim. Temperatures hover in the negatives. But in August, we found about 20 hours of bright sunshine and delightfully warm and dry days. We had a grand visit.

The people of Finland were welcoming and friendly. We visited during a time when the dollar was holding its own against the Euro, so we expected to have a financially-positive trip –- until we went to the supermarket. Wow! More than once I stood in the store with produce in my hand amazed at the cost. We are living in a “fool’s paradise” in America. Food is very expensive in Finland. 

Why is food so costly in Finland? First of all, it’s got to get there. Finland is way up there --about a third of the country lies within the Arctic Circle. Winter is frigid and long. Many crops won’t survive in its short growing season. Berries abound and thousands of lakes and the seas provide a bounty of fresh fish. Much food, however, must be imported so the price rises.

Food prices in Finland are tied to food costs. Here in the U.S., food prices do not reflect the actual cost of food. The hidden costs of growing, shipping and selling food here are often masked by government programs and subsidies. The energy needed to produce just one pound of steak, for example, is staggering. Cattle drink about 2,500 gallons of water for each pound of meat produced. Add in the cost for average travel distance of 2,000 miles (from feed to cattle to processing to shipping to store), the 12 tons of waste per cow per year which must be collected and processed, the methane released into the atmosphere from exhalations and waste, the cost of antibiotics added to feed, and damage to the environment as rainforests are cut down to provide land for feed crops, the average cost of a pound of steak comes to about $815.00. Wow!

Becoming a vegetarian won’t help much. The practice of mono-cropping, growing one profitable crop rather than a more sustainable variety has led to overuse of chemicals which leach into the soil and water sources raising the cost for soil and water treatment. This does not even include the costs of labor for picking, packing and shipping these crops.

Health costs have risen too. Because more food is available, we eat more. Obesity rates have reached new highs. Obesity increases the risk of heart attacks, strokes, and diabetes. So the price of food is far less than the cost of food here in the U.S. The higher prices in Finland may be more accurate, but the cost of feeding the world is phenomenal. 

What can be done to even out the costs and prices? Some suggest eating only locally grown organic foods. This would reduce pollution and shipping costs. Would this method produce enough food for the world? Opinions differ. The population steadily increases as we figure this out. Will we be too late?

So what can we do? First of all, be aware of food costs. Investigate the actual cost for the foods you buy. Those $4.00 pastured organic eggs at the farm stand may be cheaper in the long run than the 99 cents dozen at the super store. Shopping at local farm stands may not reduce the cost – many feature foods which have been shipped from other parts of the country. Ask where your food originates and how it is produced. Stop thinking price and start thinking cost.  

Stop living in a “fool’s paradise” so that we can all live in a real one. Know the true cost of food before you reach for your wallet.

Cauliflower Pizza Crust

Total Time:

40 min

Prep:

5 min

Inactive:

10 min

Cook:

25 min

Ingredients

1 head cauliflower, stalk removed

1/2 cup shredded mozzarella

1/4 cup grated Parmesan

1/2 teaspoon dried oregano

1/2 teaspoon kosher salt

1/4 teaspoon garlic powder

2 eggs, lightly beaten

Directions

Preheat the oven to 400 degrees F. Line a baking sheet with parchment paper.

Break the cauliflower into florets and pulse in a food processor until fine. Steam in a steamer basket and drain well. (I like to put it on a towel to get all the moisture out.) Let cool.

In a bowl, combine the cauliflower with the mozzarella, Parmesan, oregano, salt, garlic powder and eggs. Transfer to the center of the baking sheet and spread into a circle, resembling a pizza crust. Bake for 20 minutes.

Add desired toppings and bake an additional 10 minutes.

Not Your Parents' Pot

Not Your Parents’ Pot

Teens take risks. Many of these involve drinking and drugs. The recreational use of marijuana has become more common at teen parties. Many view it as a harmless drug, fun to use and easy to get. But Dr. Frances Jensen, in her book The Teenage Brain, warns that pot-smoking is anything but benign. 

Dr. Jensen writes that the highly-concentrated marijuana smoked by kids today can “disrupt the development of neural pathways.” Brain development can be seriously impaired. Studies show that smoking pot “interrupts the smooth functioning of the motor cortex” which is why “pot smokers can appear to be slack, clumsy, and slow moving and have trouble reacting promptly in dangerous situations,” such as driving, swimming, and playing sports. Further, “early teen users are twice as likely to get addicted, and … have more trouble with focus and attention and make twice as many mistakes on tests involving planning, flexibility and abstract thinking… Bottom line: The earlier the use, the greater the abuse.” 

Marijuana affects adolescent brains more quickly and far longer than adult brains. Cases of schizophrenia, clinical depression and psychosis have been linked to marijuana use. Marijuana  users inhale smoke with three to five times the tar and carbon monoxide tobacco-users do. Since the smoke is held longer in the lungs, the risk for cancer and emphysema is greater. 

Is marijuana a gate-way drug? The jury is still out on direct connections between pot and  hard drugs but pot smoking is often done in situations where hard drugs are also being used. Peer pressure might soften a teen’s resistance to hard drugs.

Marijuana’s effects can be deadly serious. Parents need to discuss these dangers when their children are young. Don’t joke about your own experimentation. Give your children the facts in a friendly way. Model responsible behavior. Children watch adults for cues for living. They respect their parents and don’t want to disappoint them.

Encourage your teens’ hopes and dreams and make sure that they know how drugs, even pot, can affect those goals. Know what you are talking about. Do the research necessary for meaningful conversations. Know where your teens are and what they are doing. Keep the lines of communication open, friendly and caring. 

Today we know that partying with alcohol, marijuana or drugs can cause permanent brain damage. As Dr. Jensen warns, “If, as parents, teachers and guardians, we ignore the science, we do so at the peril of our own children.” Protect your children now. 

(All quotes from The Teenage Brain by Dr. Frances Jensen, MD)

Stay Calm and Learn More

Stay Calm and Learn More

“I like to take my time, I mean, that when I want to do a thing, I like to take my time and do it right.” 

     These words begin one of my favorite songs of Fred Rogers. Mr. Rogers had a calm and relaxed style which quieted many a soul. When I was teaching, I often played this song to center my class for learning. It worked every time.

Children come to school from a wide-variety of homes. Some wake up to a hot breakfast ready on the table and parents who help them into their coats and walk them to the bus stop. Some are rousted out of bed by a rushed parent handing them a protein bar as they race out the door. Others wake up to an empty house, dress themselves, and run for the bus. 

Do you remember riding the school bus? Kids bounce up and down on the seats as the bus driver struggles to maintain order while keeping her eyes on the road. Happy kids, scared kids, sad kids and bossy kids all ride together. 

All of these children — the well-fed, the hungry, the happy, the scared, the bossy and the bossed, arrive at school and are expected to settle down to learn. Many are so anxious that the tiniest bit of learning cannot squeeze through their stress and into their brains.

Paul Tough, author of Helping Children Succeed: What Works and Why, writes that stressed children often lag significantly behind calmer students. Studies show that students who are given emotional support at home and in school improve academically, socially, and emotionally. They score higher on tests, reduce their aggressive behaviors and increase their self-control.

In these studies, researchers encouraged parents to spend more time with their children, read to them, play with them, sing songs, and relax together. In school, teachers were instructed to set clear routines, to redirect negative behavior (instead of inflicting negative consequences) and to model positive attitudes. A relaxed atmosphere benefits both children and adults. 

When these guidelines were adopted in one inner-city preschool, the students improved in attention, impulse control, and academic skills in vocabulary, letter-naming and math, “despite the fact that the training provided to teachers [and parents] included no academic content at all.” Calmer homes and calmer classrooms led to calmer students who learned more. 

Simple changes in daily routines bring big benefits. Set a regular bedtime and stick to it. Prepare for the next morning the night before. Pick out clothing, put the homework in the book bag, put the coats and shoes by the door. When possible, enjoy simple family meals together. Review the day. Plan for the weekend. Read together before bedtime. Hug a lot. 

Children who are surrounded by adults whose attitudes and behaviors are “warm, stable and nurturing” are better prepared to learn than children who inhabit “chaotic or unstable” environments. In other words, kids who have less stress, learn more. Parents and teachers who create calm and supportive homes and classrooms help children develop the skills needed to navigate in a chaotic world. 

Relax with your children or students. Reduce stress and increase positive attitudes. Give them attention and support. 

Take your time and do it right.

Blame Me

Blame Me

When my daughter was in third grade, her teacher did a graphing activity. The students were asked to chart the times they went to bed. My daughter put her mark at 8:00. That afternoon, she came home crying.

After calming her down, I found out that the other students had all reported bedtimes of nine or later and that they had teased her about her early bedtime. I understood her distress. Kids can be cruel. She begged me to change her bedtime. As a mother, I knew she needed her sleep. She got up very early to catch the bus. 

So I told her what my mother had told me in similar circumstances, “Blame me.”

It’s a simple strategy. When being coerced or teased by your friends or classmates, and you really don’t want to do what they are asking you to do, just say, “My parents will punish me if I do that.” Let your parents be the bad guys so that you can avoid arguments and stay out of trouble. 

Of course, I argued plenty with my own parents about doing the things “everybody” else was doing. My father always asked, “If everyone jumped in the lake, would you do it too?” I can’t tell you how many times I wanted to answer “YES!” but I knew better. No meant no. I am sure he had his reasons for denying my requests, just as I had mine with my children, but I sure didn’t understand them then. 

So I blamed my parents. No, I can’t play behind the old barn. My mother won’t let me stay out late. I’m not allowed to go swimming in the lake. My dad won’t let me watch that show. I have to stay home. I need permission. I have to ask.  My parents will be watching me.

I got out of a lot of sticky situations because of this rule. I didn’t have to hang out with the smokers behind the barn. I didn’t have to jump in the cold lake. I could go home before dark. I didn’t have to go where I didn’t want to go or do what I didn’t want to do. My mother and father were taking the blame and I got the benefits. 

My mother even extended this benefit to others. She told me that when I wanted to say no, there were probably others who also wanted to but were afraid to say so. “They just need a leader.” So when I said no and blamed her, my friends often jumped right in with “My mother would punish me too.”

My daughter learned to use this strategy. In fourth grade, she and a friend went to a birthday party. I dropped them off and left. When I arrived home, the phone rang. She and her friend were coming home. 

When my daughter got home, she told me that the kids had decided to watch an R-rated film. My daughter said, “My mother would ground me if I watched that.” Her friend agreed and they called for their ride. 

I was happy to accept the blame. I was glad to be the bad guy. I was watching and my daughter was safe. 

Bread Bags

Bread Bags

A story on a radio program caught my attention. The speaker was saying that, when she was young, she only had one pair of good shoes, which she wore to school. When it rained or snowed her mother tied bread bags over her shoes and ankles to protect them. When she got on the school bus with her feet in bread bags, she was never embarrassed, because all of the other kids had bread bags on their feet too. 

This story brought back memories of my own days in bread bags. My siblings and I often covered our feet with plastic bags when sledding. All the kids did. When my own children were young, I put bread bags over their socks and inside their shoes when they played in the snow. Even when we had boots, we lined them with bread bags for extra protection.

During WWII, the British government published a series of pamphlets titled: Make Do and Mend. These pamphlets gave suggestions on how to reuse or repair everything from socks to clocks during this time of rationing and shortages. At the end of the first decade of the 21^st century, the government updated these pamphlets to help people make it through the recession.

In my day, “making do” was a part of childhood. When we didn’t have it, we’d make it. We loved inventing things. We’d find old boards or tires and turn them into swings or forts. A stick, a string and a safety pin made a great fishing pole – even if you never actually caught any fish. Discarded boxes became sleds, club houses, spaceships, rowboats, go-carts or terrariums for tiny crawling creatures. We once made a whole Barbie village from boxes and played with it for weeks. We used shoe boxes as molds for snow bricks to build amazing snow forts. When the boxes fell apart, we invented uses for the scraps. 

The best part of making do was that everyone else was doing it too. We were more likely to be impressed by someone’s ingenuity than embarrassed by their lack of some material good. Our pockets were filled with bits of string, lost buttons, and broken rubber bands because we just knew that these would come in handy somehow. We taped up old sneakers and called them hiking shoes. We had patches on the knees of our jeans and the elbows of our jackets. Worn school clothes became play clothes. Strollers, bikes, ice skates and musical instruments got passed from kid to kid and from family to family, sometimes making it around the neighborhood and back just in time for the next child who needed them. 

Maybe “making do” is a practice we need to resurrect. Not only did it fire our inventive juices but it also inspired us to share. Instead of grasping for more, we opened our hands to give, because we knew that when we shared with others, the others would share with us. Making do and sharing gave us “extra protection” against the world. We didn’t need to have everything; we had each other. 

These days, when I get ready to take a walk in the snow, before I slide my feet into my old hiking shoes, I add that extra layer of  bread-bag protection. My feet stay dry and my memories stay warm.