Reading Thomas Friedman in this morning’s New York Times,
I couldn’t help but think of the Shel Silverstein classic, “Clarence
Lee from Tennessee,” a 1993 poem suggesting that kids could trade in
their parents for new ones.

Clarence Lee from Tennessee
Loved the commercials he saw on TV.
He watched with wide believing eyes
And bought everything they advertised

I used to read this to the kids whom I tutored in reading and also
brought it with me to classrooms, to share with whole groups of
students.  The poem introduced these youngsters to narrative rhyme —
and  the ubiquity and charms of advertising:

Powder for his doggie’s fleas,
Toothpaste for his cavities,
Stylish jeans that fit much tighter.
Bleach to make his white things whiter
Spray to make his hair look wetter
Cream to make his skin feel better

It was a set-up, of course, to the punchline: parents were just like
toothpaste: trade ‘em in for better ones. And, of course, it was funny
because the kids Silverstein addressed actually loved their parents,
despite the fact that they made them do things they didn’t want to do,
such as go to school, read, do homework, take the garbage out.

But I eventually stopped reading the poem in my school, as I realized
that its punch line — that the kids could trade their parents in for
“’A brand-new Maw, a better Paw!” —  didn’t work for kids who really did
have bad parents and insufferable homelifes.  For these kids It wasn’t

New, improved in every way –
Hurry, order yours today!

If only.

It was not funny for kids whose parents weren’t there, who beat them
up, smoked dope, disappeared for days – these kids really did need new
parents. But it’s a complicated relationship.  Once while reporting a
story for Life magazine many years ago (“Children of Poverty”),
I recall walking down a residential street in an Ohio town, just behind
a man and a young child. It was a Norman Rockwell moment until, out of
the blue, the man suddenly slapped the child down.  I was stunned. And I
watched in utter horror – and confusion – as the little boy got back up
and rushed the man and clung to his leg, crying. “Daddy! Daddy!”

Anyone who has lived for more than 30 seconds understands the
importance of parents – and the complicated relationship between them
and their children.   It’s not surprising that the PISA study that
Friedman cites (from our friends at the Organziation for Economic
Cooperation and Development (OECD) who develop the international test of
15-year-olds) concludes that the kids “whose parents often read books
with them during their first year of primary school show markedly higher
scores in PISA 2009 than students whose parents read with them
infrequently or not at all.”

But it’s also not surprising that schools can’t remake parents — a fact that Friedman doesn’t mention.

What does a teacher – or a school – do in the face of the reality
that parents make a difference?  The answer: teach the kids.  Schools
can’t fix parents. They can — and should — educate (fix) kids.

The problem, as I pointed out last week,
is that “the parent improvement movement is destined to become another
responsibility for a system already freighted with the weight of the
world – and the World Wide Web!” Parent improvement initiatives are not –
and should not be – respsonsibilities of the schools.  Schools need to
focus on teaching children what they do not know.  Schools need to do
what schools can do – before saddling themselves with responsibilities that they can’t do; e.g. fixing parents.

Having said this, I encourage all parents – and teachers – to read
Friedman and the PISA report. Be a good parent; read to your child. Be a
good teacher, teach your student.

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