Before last January, I might have been tempted to agree wholeheartedly with Anthony and Russ on this issue. Last January, though, I attended a Martin Luther King Day celebration at my kids' elementary school that really gave me second thoughts about this whole notion of a common culture . . . and even about memorization. Here comes a long story . . . You have to understand that I consider MLK Day kind of a silly holiday. I agree that MLK ought to be honored, and that a holiday is an appropriate way to do so -- but America's reaction to MLK in general and the day in particular is just typical of white liberals' ambivalence about race. For example, big cities typically have a Martin Luther King street or boulevard or what have you -- and it's typically in the worst section of the city, which is mostly populated by blacks. (My husband and I have this standing joke when we're on the freeway; if we pass a Martin Luther King Street, one of us says, "Uh-oh, we must be in the ghetto.") You never find a Martin Luther King street through the financial district, say, or through a wealthy suburb (where you likely won't find many blacks, either). Examples like this tell me that Americans have found a way to "say" that King is part of our common culture, while making it clear that he really is not part of _white_ American culture. So I've always found the holiday kind of hypocritical. Last year, though, I went to a musical (written by the music teacher) put on at my kids' school. I could go on and on about this musical, but I won't. Suffice to say that by a couple of really clever moves, the teacher managed to historicize King and the American Civil Rights movement in ways that elementary students could understand (the musical started with various players standing up and saying things like, "I was a queen in my old country, and I had seventeen servants."), and which played up the commonalities between the experiences of immigrants to this country, no matter where or how those immigrants got here. (So, for example, the musical included characters of Eastern European and Asian origin, as well as African.) I thought it was wonderfully sensitive and intelligent, and it made me feel something I haven't felt in years -- patriotic. You have to understand, here, that I grew up in the sixties, but I'm about five years too young to have been a hippie (or of understanding the social upheaval going on in America at the time), so my ideas about patriotism were formed when being patriotic meant putting "America -- Love It or Leave It" bumper stickers on your car. I was completely unprepared for the way I felt last January. I'd never conceived of a notion of patriotism based on the idea that everyone living here (choose your own "here") has a part in the enterprise that is this country (choose your own country); that this is "my" country by virtue of my having been born here, but it belongs to others by virtue of their having chosen to be here; and that no matter how we got here, we all have a stake in seeing that it's the best place we can make it for all of us to live. What's wrong with that notion of patriotism? I think if people in general felt that way, they might feel invested enough in their localities to make change. Lord knows, we could all use a little change (choose your own "change"), no matter where we are. Now, I'm not at all trying to say that memorizing a few poems is by itself going to make better citizens -- there are economic realities which are so overwhelming that sometimes it seems that nothing short of complete economic overhaul (Karl Marx, call your office) will change anything. But we don't have that option; we have to do what we can. It seems entirely appropriate that schools are the place where people go to learn that we're all in this thing together, and to learn a bit more about the country -- in all its richness and diversity -- that extends out from their classrooms. And this is not to say that I think that a common culture is Ten Top Texts, which, once we identify, we can force students to read and be done with it. But what if we say that culture is the combination of our collective past and our present, and that it's the task of all of us to learn and contribute what we can to it? What if we say that our common culture isn't what you _inherit_, it's what you _create_? Then we can start to visualize lots of wonderfully engaging ways that teachers and kids might go about doing that. Fr'instance, Russ' oldest daughter worked at her children's school helping the kids put on a play about the origin of the school's name, because it turned out, one of the kids, discovered, that the school was named after a ship that went down off the coast near it. This was a whole-school activity and involved kids & parents in making props and other display items (e.g. a giant fish that had on its back one figurine made by each child in the school, symbolizing I forgot what . . . ). Is this not an example of kids and teachers creating a common culture? Can we say that culture is something you dream globally, and enact locally? Well, as to the role of memorization, I won't go on at length, but the kids in the musical at my kids' school had lines to learn and songs to memorize. Maybe some of the facts they learned in those lines and songs will stick, and maybe they won't. But I don't think that memorization per se is the problem; I think it's the stupid and senseless invocation of memorization that's the problem. And actually, I think there are important reasons to learn to memorize, and times of life and/or times in the process of learning something when knowing how to memorize things comes in very handy. (Fr'instance, in learning another language, there comes a point when you have to say, ok, I'm just going to knuckle down and memorize these verb forms; when learning math you have to say, ok, I'm going to learn my multiplication tables now.) I also think memorization isn't so odious to younger children as we imagine: my seven-year-old daughter is soaking up song lyrics and poems like crazy now, and my nine-year-old son is soaking up hockey facts (that's right, _hockey_ facts. I impressed him for life the other day when we went to the card store and I won him a free pack of cards because I knew the only NHL team to have won the Stanley Cup five consecutive times -- and that could _only_ be considered a difficult question in Amreica, but I digress . . . ) Well, but anyway. I think the point is, we need to find meaningful and creative ways for people to learn to memorize things (or maybe to use their memorization skills). Marcy (too exhausted to write the C-major conclusion to this tome) =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-= Marcy Bauman Writing Program, University of Michigan-Dearborn 4901 Evergreen Rd, Dearborn, MI 48128 fax: 313-593-5552 http://www.umd.umich.edu/~marcyb [log in to unmask] =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=