Category Archives: education

Dr. Crane on Crisis

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(How many crises can we have at once? It seems as if the Four Horsemen are galloping through our land—Famine, Pestilence, Destruction, and Death. The economy has driven thousands to our food banks. A pandemic continues to spread in our world. There is disorder, death, and destruction in our streets. The headlines of yesterday’s crisis are pushed aside by the one of today. Dr. Frank Crane wrote of how each of us might deal with crisis in the January, 1920 issue of Hearst’s: A Magazine with a Mission. In a time of crisis, he said, it is Principles that will be to us—-)

AS ANCHOR TO THE SHIP

It is not what you can do ordinarily, but what you can do in a crisis, that counts. The crisis is the swift fire that tries men, as gold is tried, revealing the fine metal and the dross. You never know what is in a soul until you see it pass through a supreme moment.

That unmasks the hero, uncovers the god. He may have seemed a tramp, a shiftless loafer, a ne’er-do-well, but when the factory takes fire and all are paralyzed with fear, it is he that plunges into the burning building and rescues the boy at the cost of his own life.

She may have been a most drab and commonplace woman, ignorant and low, but when her hour strikes she moves towards it with the majesty of a queen, and cares for those stricken with the pest in fine carelessness for her own life.

The question is, what will you do in a pinch? Will you measure up? Or will you muff?

The fierce rays of responsibility all focused into one white hot moment have a curious effect on souls. One person will be melted to panic. Another will be steeled to unusual strength.

The merciless searchlight of danger moves over the city, lighting upon this one and that.

How will you act when it rests upon you?

What reserves of power have you? What hidden store of resources? Your final efficiency will depend upon this.

Does danger, responsibility, the sense of the fatefulness of the moment, key you up, cheer your brain to think quickly and accurately, and steady your hand to its highest skill?

All your life you are preparing for the crisis. When it comes you will see your naked soul as it is—clean and strong, or cringing and deformed. It is your Day of Judgment.

When it comes, a lot of things will not matter: your money, for one thing, and your station in life, for another. All that will matter will be, whether you are a man or a mouse.

In the crisis you suddenly become aware of the vital importance of principles. For it is these, the great, deep, subconscious convictions, the sleepers under the house of life, that decide whether you are to stand the storm or be swept away.

Your opinions may be upset, your power to think may be unloosed; but if your principles hold, you shall not fall.

Principles are to the soul what the great tap-root is to the tree, what the anchor and the cable arc to the ship, what the gold reserve is to the bank. Have you any?

Are there some things you believe in and will risk your life upon, things that lie too firmly imbedded in you for argument, too fundamental even to be taken up and examined?

Policy and cleverness, alertness and shiftiness arc very useful in everyday weather, but the man that has these only, and no fixed principles, “shall be likened unto a foolish man, which built his house upon the sand; and the rain descended, and the floods came, and the winds blew, and smote upon that house.

“And it fell! And great was the fall thereof.”

Us vs It—part IV, Best guess

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(Before we get to the main point of today’s missive, your constant observer must confess that he feels a slight fever and has trouble breathing every time he hears the phrase “new normal.” He would quickly recover if the political and media leaders more accurately referred to the next positive step as the “new ABnormal.”   Likewise, he would be interested to see if President Trump could communicate without using the word “beautiful,” including the usual hand gestures.)

Legislative leaders, last we heard, are still thinking of reconvening the session on the 27th despite concerns by some members that the recall will be happening just about the time some analysts say Missouri will hit its Coronavirus peak.

Several issues could be before the House and Senate but the biggest one is the state budget for the fiscal year that starts July 1. The Missouri Constitution says the legislature must adopt a budget by the next-to-last Friday of the session, in this case, May 8.

Our lawmakers face complicated and sad choices. Today we are going to try to explain how our state government has no good alternatives and why. Please stay with us because this will be a long class.

Here’s some history of why the Missouri Constitution requires passage of a budget a week before legislative adjournment and what that means in today’s circumstances.

Last nights of legislative sessions were usually quite wild until 1988. We recall when the legislature adjourned at midnight and the last budget bills, “Midnight Specials,” some called them, hit the floor minutes before the deadline. Chaos might not be an adequate word to describe those minutes when the legislature rushed to pass last minute budget bills. The fact that everybody was exhausted and not a few were feeling the effects of early celebration of the session’s end added to the disorder.

But in 1988, Article 3, Section 25 of the Missouri Constitution was changed to say, “No appropriation bill shall be taken up for consideration after 6:00 p.m. on the first Friday following the first Monday in May of each year.” That left the session’s final week for consideration of regular legislation, created a less chaotic ending, let members get home to their families before midnight and let the reporters file their stories before sunrise the next morning. Your faithful correspondent thinks it was one of wisest laws ever enacted in the state of Missouri. Until then, members of the General Assembly had a tendency NOT to go home after midnight adjournment but to go out to the Ramada Inn after midnight and get really serious about celebrating. And it often was sunrise or later before he could go home from his Missourinet newsroom.

If the General Assembly fails to enact a budget by the deadline, what happens? If economic uncertainty makes it unrealistic to adopt a reasonably realistic budget during the regular session, the Constitution allows the governor to call a special session to get a budget done for the fiscal year starting July 1. The General Assembly also could call itself back. But it will be easier for the governor to do it, and he would. The legislature has never operated a budget on the basis of a continuing resolution, as Congress too often has done, so it is unlikely to take that strategy—-which (to a non-lawyer) seems to be unconstitutional in Missouri anyway.

A special session in June is not unprecedented.

The legislature in 1997 failed to appropriate money for Health and Mental Health, nor did they appropriate money for their own salaries as well as those of judges and statewide officials. That last problem arose when legislators argued they could not appropriate money for themselves and others until they have approved funding for everybody else. Governor Carnahan called a special session that, we recall, started right after the regular session adjourned so the last two budget bills could be approved. It took six days to do it because the legislative process of introducing and passing bills takes a little time.

In 2003, Governor Holden and the legislature got into a big snit and he vetoed appropriations bills for education and social services. He called a special session in June that was unproductive. With time running short, he called another one. The legislature told him to take it or leave it. He finally signed appropriations bills for elementary, secondary, and higher education on the last day of the fiscal year.

Special sessions usually cost more than six figures a week, mostly for legislative travel expenses and per diem payments. However, the expenses of one this year would be significantly reduced by savings realized by the shutdown of the legislature from mid-March until late April—except for the couple of days lawmakers returned this month to pass the important supplemental appropriations bill.

After the legislature approves a budget and the governor signs it, he will have to make sure the state does not fall into constitutionally-forbidden deficit spending. Given what is likely to be an indefinite period of economic uncertainty, it would not be surprising for the governor to sign a budget but withhold funds from various services and programs to make sure the budget remains in balance for the entire fiscal year. He can announce spending restrictions when he signs the budget and he can make adjustments throughout the year, although the later in the year he makes them, the harder it is for agencies and their employees to deal with them.

Under the circumstances any budget the legislature approves is likely to be only a best guess.

Governor Parson will have to adjust it downward, if necessary, to keep it in balance. We have seen examples of that within the last few days when the governor withheld $228 million in the current budget because the diving economy makes the amount of money available for the fourth quarter uncertain.

Education has a tendency to absorb the biggest share of cuts and withholds. Here is why.

Joe and Josephine Missouri might have trouble understanding why it’s so painful to make cuts in the state budget of almost $30.1 BILLION dollars proposed by Governor Parson in the flush days of January. If you are a Joe or a Josephine, we hope we can help you understand some important things about that thirty-BILLION dollars.

The legislature can decide how to spend only about one third of that money and even then it is limited in what it can do.

More than ten billion of those dollars come from the federal government for state-run federally-financed programs.

Another ten billion dollars is considered “other” funds. Those are funds that are dedicated to specific purposes. Gas tax money that goes for our road and bridge system is one example. The Conservation Sales tax money that funds our wildlife areas and Conservation Department programs is another. The special sales taxes that help fund our state parks system and help limit soil erosion is another one. Gambling proceeds that fund a tiny part of education. The legislature can’t fiddle with those because the Missouri Constitution sets them outside of legislative control.

That leaves $10,431,666,579 that the governor’s budget proposal said was under control of the state. But even that is not fully in play because other state mandates require funding for some things. One-third of that ten-Billion goes to Elementary and Secondary Education under the statutory formula for funding K-12 education. Other mandated spending eats up another $5.108-Billion.

So out of that thirty-billion dollars-plus, the legislature actually only has $1.881,921,936 to play with, if you will. But remember, that’s the figure the governor recommended back in January when the restaurants and malls and theatres and bars were open and we could go wherever we wanted to go.

When big budget withholdings have to be made or when cuts have to be made—as they have been and will be—that $1.9 billion dollars is the place to cut. That’s only six percent of the entire proposed budget.

Of that $1.9 Billion dollars, two state departments consume $1.102 Billion—Higher Education and Social Services. The next two are Elementary and Secondary Education ($136 million), and Corrections ($107 million). That chews up about $1.345 Billion of that $1.9 Billion dollars. But there are five other state agencies. The governor proposed $365 million to fund them. There’s another $166 million that falls into the “other” category. A good chunk of those “other” funds go to Elementary and Secondary Education and Social Services with relative pocket change scattered through several other agencies.

In his COVID-19 daily briefing on April 9, Governor Parson was pretty direct. “We’re gonna have to rebuild the budget,” he said. His January proposal is junk because of the pandemic.

It is likely the best-guess budget for the programs and services all of us use will take some really painful reductions for the fiscal year starting July 1. Everybody is going to be hurt to some degree. Programs already dealing with serious problems are going to be dealing with even bigger ones.   The biggest programs are going to take the biggest hits because that’s where the money is. People are going to lose jobs. People relying on those programs will struggle even more than they struggle now.

The people we elect to work for us are facing the possibility that they will have to hurt many of us. Do not think that when they show up at the Capitol on the 27th, or whenever the decision is made to reconvene the legislature, that they will not anguish about what they have to do.

If you were in their place, which of YOUR neighbors would you choose to hurt even more than they already are hurting?

Most of us can rage against our circumstances. These folks are the ones we have chosen to get beyond rage and do something about the circumstances facing us. They will have no easy choices.

Dr. Crane on fearful times

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(Several years before President Franklin Roosevelt told Depression America, “The only thing we have to fear….is Fear itself,” Dr. Frank Crane had the same message in his nationally-syndicated newspaper column. In these fearful times of 2020, his message is renewed).

THE CAMPAIGN AGAINST FEAR

The campaign against Fear is the greatest movement of the race. Fear is not bred of ignorance. It is the child of half-knowledge. “A little knowledge is a dangerous thing.” What we don’t know at all we are not afraid of; as a sheep is happy, ignorant of the slaughter-house.

What we half-know scares us. Men used to be afraid of electricity, seeing it only in lightning; now they know it, and the motor-man whistles as he regulates the power of ten thunderstorms.

All along, humanity has been walking up to bugaboos and finding out they were absurd.

Stranger! Men have thought fear helped morality. They tortured, imprisoned, killed, to cure criminals. They beat children. They burned heretics. Gradually they saw their folly. They are learning that crime is essentially fear, the fear of the consequences of doing right, and that you cannot put out fire with kerosene; that is, you cannot cure the fear of doing right by the fear of punishment.

The Romans build a temple to Fear. Fear has played a malign part in the history of religion. The most amazing creation of the human imagination is hell.

There are still those who are afraid to walk under a ladder, to carry a spade through the house, and to start on a journey on a Friday.

Business once was based on fear. Men thought the only way to get work done was by slaves, and by keeping them frightened. The capitalist and the laborer still appeal to fear. But little by little, the futility of it all is appearing.

Employers and employed are learning to appeal to the free co-operation of beach other.

When men half-know gods they trembled at them. Timor fecit deos—fear made the gods. The race today fears and dreads God less because we are nearer Him than in the past.

What they don’t know—but some of us might

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Every year we look forward to learning what this year’s college freshmen don’t know that we do know. In the process we realize how much WE don’t know that THEY know.

Marist College, in New York’s Hudson River Valley, has taken over the annual mindset list that had been compiled for years by English Professor Tom McBride and Public Affairs Director Ron Nief at Beloit College in Wisconsin. They wanted to capture the world the students came from as they entered a world where their minds would be challenged and probably opened. Last year, their project moved to the Marist College School of Liberal Arts which a few days ago released the 22nd annual Mindset List.

This year’s list for the potential college class of 2023 notes that the students born in 2001 “never shared the earth with Joey Ramone, George Harrison, Timothy McVeigh, or Ken Kesey. Among their classmates could be Billie Eilish, Sasha Obama, or Duane “The Rock” Johnson’s daughter Simone.”

I confess that I HAVE shared the earth with Joey Ramone and Billie Eilish but I don’t have the slightest idea who they are.   Here’s the list:

  1. Like Pearl Harbor for their grandparents, and the Kennedy assassination for their parents, 9/11 is an historical event.
  2. Thumb, jump, and USB flash drives have always pushed floppy disks further into history.
  3. The primary use of a phone has always been to take pictures.
  4. The nation’s mantra has always been: “If you see something, say something.”
  5. The Tech Big Four–Apple, Facebook, Amazon and Google — are to them what the Big Three automakers were to their grandparents.
  6. Their smart pens may write and record faster than they can think.
  7. Nearly half of their generation is composed of people of color.
  8. When they pulled themselves up off the floor for the first time, they may have been hanging onto the folks’ brand-new Xbox.
  9. There have always been indecisive quadrennial debates regarding the future of the Electoral College.
  10. Oklahoma City has always had a national memorial at its center.
  11. Self-contained, battery-powered artificial hearts have always been ticking away.
  12. Because of Richard Reid’s explosive footwear at 30,000 feet, passengers have always had to take off their shoes to slide through security on the ground.
  13. They are as non-judgmental about sexual orientation as their parents were about smoking pot.
  14. They have outlived iTunes.
  15. Heinous, sexually-based offenses have always been investigated by the Special Victims Unit on Law and Order.
  16. The Mars Odyssey has always been checking out the water supply for their future visits to Mars.
  17. Snapchat has become their social media app of choice, thus relieving them of the dilemma of whether or not to friend Mom.
  18. In an unprecedented move, European nations via NATO have always helped to defend the U.S. militarily.
  19. They may well not have a younger sibling, as the birth rate in the U.S. has been dropping since they were in grammar school.
  20. PayPal has always been an online option for purchasers.
  21. They have witnessed two African-American Secretaries of State, the election of a black President, Disney’s first black Princess, and the rise of the Black Lives Matter movement.
  22. As they crawled on the floor, TV headlines began crawling at the bottom of the TV screen.
  23. “Pink slime” has always been a food additive.
  24. With flyovers, honor guards, and “God Bless America,” sporting events have always been marked by emphatic patriotism.
  25. Only two-thirds of this generation identify as exclusively heterosexual.
  26. Segways have always been trying to revolutionize the way people move.
  27. YouTube has become the video version of Wikipedia.
  28. There has always been an International Criminal Court, and the U.S. has never been a signatory.
  29. Newfoundland and Labrador has always been, officially, Newfoundland-and-Labrador.
  30. There has always been an American Taliban.
  31. By their sophomore year, their generation will constitute one-quarter of the U.S. population.
  32. Apple iPods have always been nostalgic.
  33. They have always been able to fly Jet Blue, but never Ted and Song.
  34. Quarterback Troy Aikman has always called the plays live from the press booth.
  35. It has always been illegal to use a hand-held cell phone while driving in New York State.
  36. Except for when he celebrated Jeopardy’s 35th anniversary, Alex Trebek has never had a moustache.
  37. Face recognition technology has always been used at public events
  38. Skilled DJs have transitioned into turntablists.
  39. The Apple Power Mac Cube has always been in a museum.
  40. The year they were born, the top NBA draft pick came directly out of high school for the first time.
  41. They have always been concerned about catching the West Nile virus.
  42. There has always been a DisneySea in Tokyo.
  43. They have grown up with Big Data and ubiquitous algorithms that know what they want before they do.
  44. Most of them will rent, not buy, their textbooks.
  45. They have probably all been “gaslighted” or “ghosted.”
  46. There have always been “smartwatches.”
  47. Their grandparents’ classic comics have evolved into graphic novels.
  48. They have grown up with a Patriot Act that has dramatically increased state surveillance to prevent terrorism.
  49. Defibrillators have always been so simple to use that they can be installed at home.
  50. Pittsburgh’s Steelers and Pirates have never played at Three Rivers Stadium.
  51. Congress has always banned human cloning completely and threatened arrest for offenders.
  52. At least one of the murderers of the four school girls in Birmingham, Ala. in 1963 has always been in prison.
  53. Monica and Chandler have always been married on Friends.
  54. Blackboards have never been dumb.
  55. A Catholic Pope has always visited a mosque.
  56. Cal Ripken, Jr., has always been retired.
  57. The U.S. has always been withdrawn from the Anti-Ballistic Missile Treaty.
  58. Euthanasia has always been legal in the Netherlands.
  59. Teams have always been engaged in an Amazing Race around the world.
  60. Coke and Pepsi have always been competing in the sports hydration science marketplace.

In truth, I don’t know how much these lists really matter to these young people. But they matter to their elders and they matter to the people each year who take the responsibility of preparing to deal with the things such as the things we have dealt with that are on this list. The list also reminds us of some things we don’t know either, for whatever value there is in knowing.

I don’t know if I have been “gas lighted” in today’s lingo but back in my own college days the phrase had a much different meaning. No, I didn’t participate.

I don’t get the “dumb” blackboard thing. But I do remember when blackboards turned green.

The number one draft pick in the NBA was a kid named Kwame Brown who went on to play for seven teams in twelve years and averaged 6.6 points a game. Might not have become the big star he was supposed to become. But he has a nice pension.

And as far as Monica and Chandler always being married on “Friends,” a lot of these kids don’t know what “Friends” was because it left the air when they were three, which might make some of you feel old.

But, as Dr. Seuss said:

You’re off to Great Places!
You’re off and away!

You have brains in your head.
You have feet in your shoes.
You can steer yourself any direction you choose.
You’re on your own. And you know what you know. And YOU are the guy who’ll decide where to go.

-0-

 

 

Almost There

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We’re only about six weeks away from opening the new future for our past.

It’s a building. But it’s more than just a building. It’s a statement. And, My God! What a statement it is.

Employees of the State Historical Society of Missouri are overseeing the move of thousands of cubic feet of documents, artworks, microfilmed newspapers, and other items from our corner of the basement of the Ellis Library on the University Campus to the new Center for Missouri Studies on Elm Street, just across from Peace Park on the north edge of the University campus. Our manuscript collection alone totals seventeen-thousand cubic feet. If we stood all of the pages in that collection on end, they could cover six football fields. And that doesn’t count the 54-million pages of newspapers on microfilm or twenty-thousand pieces of art, or maps, or sculpture or——-

—or all of the things we have gathered in our own 121-year history that tell the story of Missouri back to the days before it was called Missouri.

We’re going to officially open the place on Saturday, August 10, the 198th anniversary of Missouri becoming a state. It’s going to be a big deal. We’re going to have an outdoor ceremony to start and then we’ll move into the awesome lobby to finish up and to serve various celebratory goodies.

It’s been thirty years or so since the society began to seriously consider moving into a better place to serve the public and to serve the cause of history. It’s been a decade or so since our executive director, Gary Kremer, began a career-long effort to create the Center for Missouri Studies and to find a way to put up a building worthy of Missouri’s heritage.

We thought of some locations that didn’t work out. We drew some plans that didn’t work out. Gary talked to governors and legislators and those conversations didn’t work out—-for a while. But then the idea began to take hold and finally, about five years ago, the legislature provided $35 million for a Center for Missouri Studies.

We were blessed with the leadership of two extraordinary people during those years. Gary, of course (on the left), and Steve Limbaugh, whose enthusiasm and counsel was so central to the effort that we changed the constitution to let him be the first society president who could be elected to succeed himself.

For Steve, there was a special link to the society and to seeing the new building materialize. In 1915, when the society moved out of its then-quarters in Academic Hall (later renamed to honor University of Missouri President Richard Jesse) into the then-new university library, a law student who became Steve’s grandfather and still later became the society president, helped carry things from the FIRST old place to what is becoming the SECOND old place. Steve’s grandpa was Rush Limbaugh Sr., or as his biographer calls him, “The Original Rush Limbaugh.”

A lot of people for several generations of society leadership dreamed of what we are about to celebrate August 10. Many of them will be with us in our memories and, we hope, in spirit.

Three years ago we broke ground on what had been a deteriorating parking lot one-half block big. Only then did I begin to grasp how large this project would become. I saw the plans, the three-dimensional model that was less than a foot tall. I saw the architects’ drawings of the building’s exterior. But even now, after many hard-hat visits, my mind has trouble grasping the scope of what is soon to open.

Throughout this process, one of our staffers already has spent more time in the building than anybody other than the workers who have transformed lines on paper into the building we will dedicate in a few weeks. When our Senior Associate Executive Director, Gerald Hirsch, joined us a dozen years ago, he had no idea he would be our designated eyes watching each detail of the construction. But he’s been the go-to guy for dealing with any problems, adjustments, or changes that we’ve had to deal with.

I look from street level at this startling structure and I am always reminded of President Lincoln’s admonition to Congress on December 1, 1862: “Fellow citizens, we cannot escape history.”

On this corner on the southern edge of downtown Columbia and the northern edge of the University of Missouri will be the material expression of Lincoln’s words.   The Historical Society of Missouri is moving from its easily-overlooked quarters in the library basement into this statement building. It is unique in the architecture of the university. And in its boldness, the building proclaims that history must be part of our character and that we dare not ignore it and dare not lose conscious thought that we create more of it each day.

We, today, are responsible for tomorrow’s history. And before we make that history, we should keep in mind something else Lincoln said that day: “We…will be remembered in spite of ourselves. No personal significance, or insignificance, can spare one or another of us.”

Perhaps if we consider the history we are making, which sometimes seems not to recall the history we and our ancestors made, our prospects for the future will be better.

We’ll dedicate this building, this statement on August 10. Join us.

 

Sponsorships

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State government never has enough money to fix the roads, educate our kids, take care of those of us in our declining years, pay our prison guards and state employees  enough to get off of food stamps, maintain hundreds of buildings it owns, keep our air and water safe, and a lot of other things.

I woke up on a Monday morning a few weeks ago with the solution.  I think it was the day after I’d watched the Indianapolis 500 in person and the NASCAR 600-mile race at Charlotte that evening on the telly.  It came to me that state government could make millions if it followed an economic model based on racing.

A few years ago the stock car race at Indianapolis was called something like the Your Name Here Crown Royal Brickyard 400 Powered by Big Machine Records.  Each year the name of some citizen—a private citizen who was a veteran or someone who had voluntarily done something of public benefit would be picked to fill in the “Your Name Here” part of the event name—a nice thing to do to recognize the importance of people like most of us who do good stuff just because we do good stuff.

And if you watch any of these events, you know that the first thing the winners do in the post-race interview is thank all the sponsors whose logos adorned their cars and are sewn onto their fire-resistant driving suits. “You know, Goodyear (Firestone) gave us an awesome tire today and our (Chevrolet, Honda, Toyota, Ford) had awesome power.  I’d like to thank Bass Pro, M&Ms, Budweiser, Coke, Monster Energy, Gainbridge, NAPA, and all my other sponsors who make this possible—and the fans, you’re the BEST!!!”

Suppose state government was run like that.

At the end of a legislative session, the Speaker and the President Pro Tem, in their joint news conference, began with “We have had an awesome, productive session here at the Anheuser-Busch Capitol powered by Ameren.”

“The Monsanto Department of Agriculture driven by the Missouri Farm Bureau will be better equipped than ever to regulate corporate farming through the Tyson CAFO Division.

“The Master Lock Department of Corrections employees are getting a significant pay increase; The Depends Division of Aging is expanding its services significantly; the Tracker Marine Water Patrol is able to hire more officers; and the Dollar General Department of Revenue is going to install new computers to get our H&R Block tax refunds out faster.

“The Cabela’s Department of Conservation sales tax renewal has been put on the ballot next year.  The Wikipedia Department of Higher Education driven by Nike has been given more authority to approve such programs as the Shook, Hardy & Bacon Law School at UMKC, the Wal-Mart Business School in Columbia, the Eagle Forum Liberal Studies program at UMSL, and technology developed at the Hewlett-Packard 3-D Missouri University of Science and Technology will now be capable of building new football facilities on our campuses for pennies..  And we found additional funding for the Cologuard Department of Health and its Purdue Pharma Division of Drug and Alcohol Abuse.

We also were able to put a proposal on the ballot next year to increase funding for the Quikcrete Department of Transportation.

“We couldn’t do all of the great things we’ve done in the 101st Session of the Citizens United General Assembly fueled by Laffer Economics without the support of all of our state’s other great sponsors.

“And we appreciate the participation of you citizens out there.  We couldn’t do this without all of you. You’re the BEST!!!”

And the confetti made from 1,994 un-passed bills would rain down and the legislative leaders would spray champagne (or, more likely, shaken-up Bud) all over each other in the Chamber of Commerce and Industry Legislative Victory Circle (previously known as the rotunda) and the legislative mascot dressed as the Official State Dessert would dance to a celebratory song performed by Sheryl Crowe, who next year will be chosen as a project by a third-grade class studying state government to be the subject of a bill designating her as the Official State Country Singer.

This would never work, of course.  We can’t see members of the legislature in uniforms that have state government sponsors’ patches all over them during the sessions or campaigning in outfits that have the logos of their donors.  And the Senate would just flat out refuse to tolerate anything that would eliminate Seersucker Wednesdays.

Even if government tried something like this, the Supreme Court would be tied up for years in lawsuits determining whether sponsorships should be calculated as Total State Revenue under the Hancock Amendment, thereby triggering tax refunds that would undermine the entire idea.  And Clean Missouri would get another ballot proposal approved by voters that would tie the Missouri Ethics Commission into knots trying to define whether sponsors constitute campaign donors.

Hate to say it folks.  In the real world, if we want better services or more services or better roads or prison guards who don’t have to hold two other jobs, it’s us taxpayers who will have to be the sponsors of state government.    And after all, shouldn’t we want to be

THE BEST?

A t-shirt story

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I have a t-shirt that says “Missouri. It’s not all that bad.”

Some folks laugh at it.  Others just shake their heads.

A new survey indicates why those opposite reactions are both accurate.  A new survey says we’re keeping our money (“because the people know better how to spend their money than government does,” as the legislative cliché goes).  But what’s it costing us?

A personal finance company in Washington, D.C. peppers our mailbox regularly with surveys on local and state issues. One of the most recent looks at where Missourians rank when it comes to return on investment of their tax dollars.

Wallet Hub says Missouri is the sixth-lowest in total taxes per capita (meaning the population 18 and older).

But we don’t rank as highly in some key things the company also measured.

Our economy isn’t bad—19th, rated on the median household income, annual job-growth rate, the share of people living below poverty line, economic mobility, unemployment and underemployment rates.

We’re 25th in education, a measurement of the quality of our public university system. The company ranked 500 of the 951 public and private universities in another survey.  Truman State was the highest ranking public university in Missouri and it ranked 107th among the private and public schools. Missouri University of Science and Technology in Rolla was 140. UMKC was 200th, the University of Missouri (apparently Columbia) was 223.  Schools were measured on Student selectivity, cost and financing, faculty resources, campus safety, campus experience, educational outcomes, and career outcomes.

We were 29th in public schools rankings.  Among categories in that ranking were the number of blue ribbon schools per capita, high school graduation rate among low-income students, projected high school graduation rate increase between 2017-18 and 2031-32 school years, dropout rate, math test scores, reading test scores, median SAT and ACT scores, and pupil-teacher ratios.

Missouri ranked 35th in health, measured in terms of hospital beds per 1,000 people, the quality of public hospitals—using data from the Centers for Medicare and Medicaid Services, average life expectancy at birth, births, infant mortality rate per 1,000 live births, average health insurance premium, and the quality of health care.

The numbers for safety are worse. We’re 42nd in safety. The ranking is based on our per-capita violent crime and property crime rates and vehicle fatalities per 100-million miles traveled.

In infrastructure and pollution quality—only seven states are worse. The poor quality of our roads and bridges is well-known.  But other factors enter in: average commute time, parks and recreation expenditures, highway spending per driver, air pollution, and water quality and the share of the population that receives fluoridated water through public water supplies.

Not sure what we should expect as the sixth lowest in total taxes per capita.  Probably not surprising that we’re only average at best in some categories and among the worst in others.

But everybody has to be someplace.  And Missourians seem to be happy to be in the lower third of state in some important areas.

Notes from a quiet street (composed on a cold and dreary March day)

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Think the “me too” movement is new?   Consider this report from the Union Franklin County Tribune of December 12, 1913:

“Because Mike Kincannon of Joplin, a patrolman on the police force, told the wife of a prominent railroad man to ‘go home and get some clothes on’ when he saw her on the street wearing a slit skirt, his resignation was demanded by Chief of Police J. H. Myers.  Complaint of the patrolman’s orders to the woman were filed by the woman’s husband.”

(Isn’t that a little intriguing? Some creative writer could take that story and structure various narratives stemming from at least two questions: Why was the woman (especially a married woman) wearing a “slit skirt” on the street in those days?  Why did the husband complain? And what happened to Kincannon after that? What did HIS wife tell him after hearing of the comment? This, my friends, is a potential short story on the hoof.)

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By now we all should have learned to consider March with suspicion.  December was a plunge into the darkness and cold of winter. January was the depths but that faint light in the distance was February which, while still not pleasant, at least raise hopes with the realization that it was a short month and by the end of it men would be playing baseball and racing cars again. Then comes March and we inevitably expect more of it than it deserves. Even the spring solstice on March 21 does not bring lasting relief.  Although April is considered the “cruelest month,” it nonetheless brings us greening grass and budding trees and the promise of May. Let us be patient and tolerant of March.  It cannot help itself.

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We were talking to a friend the other day who has heard confident predictions that President Trump could be elected for four more years in 2020. “The chances are good that he’ll get the nomination as long as political parties have ‘Winner Take All’ or ‘Winner Take Most’ primaries in which someone with thirty percent of the vote gets one-hundred percent of the delegates,” she said.  “If political parties had proportional primaries, conventions might be worth paying attention to again. The 2016 Republican convention sure would have been if the primaries had been proportional in awarding delegates.”

I didn’t ask her when she’d start wearing a MCGA hat—Make Conventions Great Again.

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Governor Parson knows that we can’t keep letting our roads and bridges turn to rust and rubble.  That’s why he’s out banging the drum for his bond issue proposal.  He really doesn’t have much of a choice, given voter resistance to any kind of a fuel tax increase that might keep a school bus or two from winding up in a creek.  But there’s a cost that does with issuing bonds.

All of us who ever borrowed money—whether it was to buy a car, a house, a daughter’s wedding, or to pay some backed-up bills—knows that we’ll have to pay off those loans.  And making payments on loans reduces the amount of money in our general bank account, limiting our choices in buying food, taking vacations, buying some nice things from time to time.

Because we as citizens refuse to pay for it now, we’ll pay for it later.  A long time later.

But somebody has to do something to keep school buses out of creeks.

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The city council in Jefferson City passed a resolution Monday night urging every citizen of the town who comes in contact with members of the legislature to tell them how much it would mean to the city to build a national steamboat museum here. Legislative employees, landlords who rent space to lawmakers, businesses that serve them food and libations, stores that sell them clothes or tires—anybody who sees a legislator needs to get in their ears about passing the bills financing this museum project, says the resolution in so many words.

Yes, I instigated it.  Not sure how the Missouri Ethics Commission will handle registering an entire city as a lobbyist but if it does figure it out, I’ll pay the ten dollar registration fee.

 

Keeping their own money

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There’s nothing wrong, really, with letting taxpayers keep more of their money.  And there’s something to the idea that letting taxpayers spend more of their own money generates a better economy.

Let’s open a discussion on this topic because, as in much of government, things are seldom as simple as they seem. The question today focuses on WHEN many taxpayers can spend more of their own money to fuel a growing economy and whether some steps seem to run counter to that goal.

There’s an overlooked segment of the economy that seems to this amateur economist  disadvantaged by the way the idea is carried out.  We mention them, not because we particularly disagree that more tax reductions are needed but because some people might become even more disadvantaged when the state lets them keep more of their own money.. We invite your participation in this discussion (there should be a box at the bottom of this entry for your comments).

We’ll be mixing some apples, oranges, pears, and peaches in our comparisons but we’ll excuse ourselves to suggest a point.

Here’s one of many places to start the discussion.

Any discussion of the size of government has to involve what government’s role should be.  Our United States Constitution says it is “to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity,” general wording that leaves plenty of room for definition, discussion, and disagreement—and there HAS been plenty of all of that in the 230 years or so since those words were written.

Let’s narrow our focus to “promote the general welfare.”  Most of us at this meeting probably would agree that one of the major factors in achieving this goal is education.  Thomas Jefferson told Littleton Walter Tazewell in 1805 that “every member of society” should be able “to read, to judge, and to vote understandingly on what is passing.”  From such sentiments by Jefferson and others emerged the concept of an education system open to everybody, financially underwritten by everybody for the common good.

Our Missouri Constitution requires a certain minimum percentage of state tax collections to be set aside for elementary and secondary education.  However, there is no requirement for support of higher education and the state’s commitment to higher-ed has dwindled markedly.

A 2015 report by the State Higher Education Executive Officers Association found that since the 2008 recession, state and local funding per fulltime college student had declined almost 28 percent at a time when enrollment had increased by 20 percent.  Missouri, at that time, was found to be twenty percent below the national average in per-student funding.  State funding for higher education has taken some hits since then as anticipated tax collections have fallen below anticipated levels because of withholdings and vetoes to keep our state budget balanced.

Those actions do not necessarily mean that state government has become anti-higher education. The higher education budget is a huge pot of money and when it is necessary to make significant general funding reductions, those responsible for balancing the budget look at the biggest pots of money to make the biggest impact.  They can’t, for example, cut spending by $200-million by making big cuts in agencies with total budgets of $20-million.

So higher education becomes one of the usual targets.

And that means the institutions have to charge students more for their educations, bringing us to the nub of our observation. The Federal Reserve System says student debt has become the second largest kind of debt in the country.  The Institute for College Access & Success thinks fifty-seven percent of Missouri college graduates in 2016 left school with an average student debt of $27,532.   The same organization said the average debt of new college graduates increased at double the inflation rate between 2004-2014.

We’ve seen figures from the University of Missouri-Columbia saying forty-nine percent of incoming students take out loans averaging $7,059 per student to get through their freshman year.  The figure includes both private and federally-backed loans. And the loan amounts pile up on each other each year until graduation or drop-out.

There are those who wonder if the return on investment makes that student debt worthwhile.  Some of those students just walk away from paying off the debt. Of the 5,465 UMC students who began paying off their college debts after graduating in 2013, 4.2% had defaulted on their loans just three years later.  That’s lower than the national average but not something to be especially proud of.

Since we’re talking about education, we looked at the average salary for Missouri teachers.  Indeed.com put out an updated list on January 3.  The state requires school districts to pay salaries of at least $25,000.  The average elementary teacher salary in this survey was $36,847 which the survey said was twenty percent below the national average.

If the average elementary teacher salary is a little shy of $37,000 (before taxes and retirement withholdings) and the average college student debt is $27,532, it seems pretty clear that the economic impact of these teachers is severely reduced. They cannot fully contribute to the economy because their disposable income is reduced for many years by debt payments.

A Missouri State Teachers Association study for 2015-16 says the state requires districts to pay teachers with a master’s degree and ten years of experience at least $33,0001.  The average maximum salary in this study for a teacher with a master’s plus ten years’ experience was $48, 873.

We think we have the figures straight. Feel free to correct us if we have confused ourselves.  But if we were a teacher with a $27,000 student debt we’d have to seriously consider whether we want to borrow even more money to get an advanced degree that would increase our average salary only $11,000 with ten years experience—-at a time when we also might be starting a family that someday will want to go to college.

Or should we give up on a profession we might love (and you better love, really love, being a teacher to walk into a classroom of twenty children from all economic and social conditions every morning and try to teach them “to read, to judge, and to vote understandingly on what is passing.”) and go sell insurance or real estate or something with much less stress but much better benefits?

We’ve drifted away from our point. But here it is: Teachers—and other college graduates who come into the real world saddled with a lot of college debts—cannot be a significant part of economic growth as long as significant parts of their incomes pay off the debts they incurred because tax reductions have led to less broad public support for “the general welfare” of the state.  “Their own money” cannot be spent in a consumer-driven economy because it is spent to pay for the higher education that is increasingly needed in our changing world but is suffering from declining public financial support caused to a great degree by a desire to let Missourians keep more of their own money.

Irony is an incongruity between what result is expected and what the actual result is. This situation seems to fit that definition.

We’ve seen a news story that some of our lawmakers are studying college affordability.  Their job is not an easy one, especially when it is politically popular to limit resources that might alleviate the problem they want to address.  But it’s good that they are looking into these issues including the degree to which new efforts to let people keep their own money are to a significant degree counterproductive for thousands of others.

We wish them well in their difficult task.

Are you smarter than a third grader?

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We wrote this a year ago and put it in storage until we needed it.  We noted the other day that Representative Dean Dohrman has introduced a bill requiring people wanting to graduate from college to score at least seventy percent on a civics test before they can get their diplomas. He says he hopes the bill spurs greater civic education in our colleges.

That has led us to dig out this piece:

Suppose you had to take a test to be a Missouri voter.  More important, suppose those wanting to hold public office, particularly the six statewide offices and legislative positions, had to pass this test. Be honest, now, those of you who have taken oaths of public office—How many of you would be where you are now if you had to match this third-grade requirement (We, personally, would be a little nervous if we had to do this)?

And for those who voted to elect these folks, could you have voted if you had to prove competence to deal with these issues?  It’s kind of a lengthy examination.  Extra paper will be allowed.

Explain the major purposes of the Missouri Constitution. Explain and give examples of how laws are made and changed within the state.

Examine how individual rights are protected within our state. Explain how governments balance individual rights with common good to solve local community or state issues.

Explain how the State of Missouri relies on responsible citizen participation and draw implications for how people should participate.

Describe the character traits and civic attitudes of influential Missourians. Identify and describe the historical significance of the individuals from Missouri who have made contributions to our state and nation.

Explain how the National Anthem symbolizes our nation. Recognize and explain the significance of the Gateway Arch and the Great Seal of Missouri and other symbols of our state.

Analyze peaceful resolution of disputes by the courts, or other legitimate authorities in Missouri. Take part in a constructive process or method for resolving conflicts.

Describe how authoritative decisions are made, enforced and interpreted by the state government across historical time periods and/or in current events.

Identify and explain the functions of the three branches of government in Missouri.

Describe the importance of the Louisiana Purchase and the expedition of Lewis and Clark. Evaluate the impact of westward expansion on the Native Americans in Missouri. Discuss issues of Missouri statehood.

Describe the migration of Native Americans to Missouri prior to European settlement in the state. Describe the discovery, exploration and early settlement of Missouri by European immigrants. Describe the reasons African peoples were enslaved and brought to Missouri.

Examine cultural interactions and conflicts among Native Americans, European immigrants and enslaved and free African-Americans in Missouri. Examine the changing roles of Native Americans, Immigrants, African Americans, women and others in Missouri history.

Examine changing cultural interactions and conflicts among Missourians after the Civil War.

Discuss the causes and consequences of the Dred Scott decision on Missouri and the nation.

Explain Missouri’s role in the Civil War, including the concept of a border state. Describe the consequences of the Civil War in Missouri including on education, transportation, and communication.

Compare and contrast private and public goods and services. Define natural, capital and human resources. Define economy. Explain supply and demand.

Conduct a personal cost-benefit analysis.

Define taxes and explain how taxes are generated and used.

Explain factors, past and present, that influence changes in our state’s economy.

Read and construct historical and current maps.

Name and locate major cities, rivers, regions, and states which border Missouri. Describe and use absolute location using a grid system.

Identify and compare physical geographic characteristics of Missouri. Describe human geographic characteristics of Missouri.

Describe how people of Missouri are affected by, depend on, adapt to and change their physical environments in the past and in the present.

Describe how changes in communication and transportation technologies affect people’s lives.

Identify regions in Missouri. Compare regions in Missouri. Compare the cultural characteristics of regions in Missouri. Explain how geography affected important events in Missouri history.

Research stories and songs that reflect the cultural history of Missouri.Describe how people in Missouri preserve their cultural heritage.

Identify facts and opinions in social studies’ topics. Identify point of view in social studies’ topics.

Present social studies’ research to an audience using appropriate sources.

Whew!!

How can anybody be expected to know all this stuff?  Aren’t you glad you’re not an immigrant seeking American citizenship? Actually, immigrants don’t have to go through all of this stuff.

But Missouri third-graders do.

What you’ve just read are most of the Missouri Department of Education’s grade level expectations for third grade social studies students and their teachers.  How well students perform under these guidelines determines how competent they are considered to be and, by reflection, how competent their teachers are.

The impetus for this goes back more than two decades, to 1996, when the Show-Me Standards were developed to gauge student performance.  The Show-Me Standards were replaced by the Missouri Learning Standards that were required by the legislature to be written because the legislature didn’t like the Obama Administration’s Common Core approach.  The MLS are pretty close to Common Core, though. The state education department says the standards “are relevant to the real world and reflect the knowledge and skills students need to achieve their goals.”  The department also says they work best when administrators, teachers, students and parents share the goals.

This state is big on “local control,” so the standards do not require local districts to closely adhere to them. Districts can still make their own decisions about textbooks and teaching strategies and curriculum. But they’re measured on a standard gauge.

Your observer/historian was chatting with another observer/historian in a local coffee shop a few days ago about these standards and we agreed on a regrettable fact about them.

These are standards for third graders.  The teaching of Missouri history used to be done in the fourth grade but the department has moved that teaching back to grade three now.

Consider this, then (we admitted it kind of scares us): Missourians went to the polls in November, 2016 and elected people who are in office today who have had little education in Missouri history since third or fourth grade and whose teaching in Missouri government was limited to elementary school or maybe a poli sci class in college.  State law requires American history and United States government courses in high school (but no world history or government studies is required in this undeniable era of globalization).

But there is also this:  Both of us believe it takes extraordinary people to turn written goals into personal learning for fifteen to thirty children of incredibly diverse personal and cultural backgrounds every day in our classrooms.  Our lamenting the fact that a lot can happen in the decade from the time one is an eight-year old third grader and when one is an eighteen-year old first-time voter is in no way intended as a swipe at the public education system.  Neither of us could confidently assume that today’s decisions and situations would be better if the study of yesterday’s decisions and situations were fresher in the minds of those who voted and those who were elected. But it would help, we thought, if learning and voting were closer together.

How would we cure that problem?  When we considered all the things our school systems have to do and all of the problems students bring to school with them, we have to confess neither of us is close to an intelligent solution.

But wouldn’t it be nice if all of us, voters, candidates, office-holders alike, had to be as smart as third graders?