Chapter Forty-Four

REPORT TO THE SUPERINTENDENT OF SCHOOLS

Andrew D. Rondell, Ed.D.
Superintendent of Schools of California
Sacramento, California

Dear Dr. Rondell:

We, Drs. Joseph Davis, Phyllis Langton, Shirley Samper, and Jack Dillon, respectfully submit this report concerning our recent observation of twenty fifth-grade students in San Diego County.

The twenty students—ten girls and ten boys—came from two public schools: Bayshore Elementary School in Del Mar and the School of Two Thousand Smiles in Monte Vista. Although both schools serve approximately the same number of students—approximately 300 at Bayshore and 260 at Two Thousand Smiles—their educational structures and philosophies differ considerably.

I. The Two Schools

Bayshore Elementary School serves students in grades one through five and is organized much like a traditional American elementary school. Classes generally consist of approximately 30 students, a teacher, and an assistant.

The School of Two Thousand Smiles serves students from kindergarten through twelfth grade. Classes are limited to approximately twenty students. Each week, every grade, two through twelve, two classes of 10 devoted specifically to human development, meet for two hours under the direction of a specially trained facilitator, whom the students call a “Tator.”

The human-development sessions resemble, in some respects, like extended group-therapy sessions. Their emphasis is on communication, self-understanding, relationships, empathy, and the development of the individual student.

II. Observations of the Students

The Bayshore students appeared highly disciplined, polite, and orderly. They wore school uniforms and generally behaved in a manner that could be described as obedient, conforming, and respectful of established rules. The ten Bayshore students consisted of seven Caucasian students, two Asian students, and one Hispanic student.

The students from the School of Two Thousand Smiles presented a distinctly different impression. They described themselves, with considerable amusement, as a bunch of “ragamuffins.” We observed them to be spontaneous, curious, imaginative, expressive, and friendly.

Among the ten students from Two Thousand Smiles were four Caucasian students, two African - American students, one Asian- American-student, and three Hispanic students. The students appeared comfortable with one another across ethnic backgrounds. We observed no apparent social distancing based upon ethnicity or anything else. The students engaged in considerable friendly banter, but it appeared to be accepted as part of their normal interaction.

III. Search for Prejudice, Brutality, and Offensive Behavior

We were specifically asked to observe the students for indications of prejudice, brutality, cruelty, or offensive behavior toward one another.

One evaluator expressed concern that several of the Two Thousand Smiles students appeared to be somewhat “too wild.” When questioned further, however, she stated that she did not feel threatened or fearful of any of the students. In fact, she acknowledged that she might have had a more enjoyable childhood had she attended a school with an educational environment similar to Two Thousand Smiles’.

We did observe disagreements and differences of opinion among the students. We also witnessed one incident in which a boy made fun of a physically handicapped girl. Several other students immediately objected and stood up for the girl, even threatening the boy verbally.

Although this incident was troubling, we also believe it is significant that the other students responded by defending a classmate they believed had been treated unfairly.

IV. Overall Assessment

After spending several hours observing and interacting with these twenty fifth-grade students, we found the overall atmosphere to be one of respect, warmth, acceptance, and kindness.

The students welcomed us and treated us with courtesy and openness. While the students at the two schools differed noticeably in their behavior and manner of interacting, we found no evidence that the greater spontaneity and freedom displayed by the Two Thousand Smiles students resulted in an atmosphere of cruelty, prejudice, or fear.

Indeed, we came away from the experience deeply impressed by these young people.

We respectfully report that we are very proud of these boys and girls and that our experience with them has left us more hopeful about the future of our schools and, indeed, about the future of our country.

We thank you for the opportunity to participate in this observation and evaluation.

Respectfully submitted,

Dr. Joseph Davis
Dr. Phyllis Langton
Dr. Shirley Samper
Dr. Jack Dillon

Evaluators

THE FINAL DISCUSSION – STUDENTS, STAFF AND EVALUATORS–Chapter Forty-Three

SAM

Dr. Joe Davis sat down in the middle of our large circle of evaluators, staff members of Bayshore Elementary School and the School of Two Thousand Smiles, and 20 fifth graders. He began, "Well, this is our final meeting, and I would like to hear from our..."

He stroked his chin as though he was searching for the right words and chuckled, then continued... "combatant fifth graders." He paused again and looked at a card full of names. "So, why don't you start, Veronica? Please tell us what you and your gang of ten think of this day." 

Her principal, Tere Osman, and her teachers sat straighter as Veronica began, "First, we weren't combatants at all, and I hope you, Dr Davis, were joking." Davis smiled and nodded, and Verónica continued, "Good, we have grown to like one another..." She glanced at the grimacing Bob and continued. "Most of us at Bayshore are envious of the Smiles students' freedom, intelligence, joy, and, uh, well, easy way of being around." All but Bob on the Bayshore side smiled and nodded. I think we learned more from them than they did from us, and I hope we can begin to employ some of the practices and spirit of the Smiles school."  

All of us on the Smiles side and all but Bayshore's Bob clapped for Veronica and her presentation. Davis asked Ella to start for the Smiles kids. Of course I was sure Ella would make us proud. Ella nodded at the Bayshore side of the gathering and began, "Thank you, Veronica, for your kind words for our school and us. I never, for one minute, thought that we were in any kind of competition. Our Tator, that is what we call our facilitator or teacher, simply told us that he did not know what today was all about, but we just needed to be ourselves and have some fun. And we did have some fun and made some new friends. One of the main things for me was gaining even more appreciation for Dr. Sam Collins and our Smiles school. As we began interacting with the Bayshorians - that's what we began calling them - I thought that they were nice and friendly but kind of afraid to say what they really thought, but as our sessions got going, they seemed to relax and become more enjoyable. I think most of them liked the more playful way we Smiles kids are. And the more we interacted, the more I enjoyed the day; I think we all did."  All Smiles kids nodded and all, but one Bayshore kid nodded and sort of smiled. 

Davis said a polite thank you and asked Dr. Shirley Samper to say a word as an evaluator. She put her hands together as if praying and solemnly bowed to each group of kids. "I didn't know what to expect when we began this morning, and I was uncomfortable with the plan to observe each student as they studied and talked about a topic, but I didn't know what to replace it with. Who was it that came up with the four integrated groups of five?" She looked at both classes of ten, and Danny slowly raised his hand. "Well, thank you, young man. What is your name?" 

In his delightful Southern drawl,

Danny responded, "Danny Sherman, ma’am." 

“Well, Danny, thank you. And how long have you been in California and at Smiles School?" 

"This is my first year at Smiles, and I came to California in July. Ma'am" 

"Well, keep up the good work." Danny thanked her. Shirley, still turning toward our side of the circle, said, "Well, Sam, it seems as though you have the backing of your entourage, er, cohort, doesn't it? Tell me, Sam, how do you gain respect from your students? 

"That's easy, I just respect them and encourage every student and staff member to respect them, and they see respect all around them every minute of every day." She still looked a bit doubtful, so I added. "That is not difficult when you let it sink in that we are naturally connected in a positive and loving way to one another. Our environment of love and joy helps us learn. If we are being hurt in any way, we become fearful." 

Dr. Phyllis Langdon stared at Danny and said, "I understand that you had a fight with a high school student and sent him to the hospital. What do you think of Dr. Collin's belief that we are born to be kind and loving?" 

"I believe it also, and right now I feel bad about not being in touch with my good side. When that guy began picking on me and my friend - a girl. He came across as mean, like my dad in Mississippi, who beat me and my mom regularly. I saw his face on that bully who was hassling us, and well, I just lost it. Sam recommended that I go for counseling to learn how to let go of some of the anger I had been carrying. I think I'm better now, but I guess I need more time and work. Even today, I lost my temper and almost hit another fifth-grader after he made fun of Olivia. I thank Joe for stopping me. That would never happen in Mississippi. Dr. Collins, would you please schedule more counseling for me?" I smiled and said, “Yes, and thank you for asking." 

Phyllis turned to me and asked, "And what kind of punishment did you give Danny? 

"Doctor, right now, I am saddened that you have not realized that we do not believe that punishment is, in any way, a good way to correct behavior. Understanding, guidance, and respect are far better and more effective. Punishment merely breeds and nurtures fear, anger, and resentment." Nearly all of the students from both schools and the Smiles staff applauded my little speech. Dr. Phyllis Langdon and Tere Osman frowned. I added, "I sincerely believe that punishment creates the anger, fear, cruelty, and hatefulness we see in our world. And Dr. Phyllis, do you think Danny would talk the way he just did if he had been punished?" She just grimaced and looked at me as if I was the dumb one. 

Bob of Bayshore nodded and smiled as he looked at Dr. Phyllis Langdon and said, "Dr. Langdon, I am glad that you are on the evaluator team and are supporting the traditional, rigorous way of learning. The Smiles students are fun to be around, but I don't think I would learn much at their school." 

Our Smiles student, Ella, joined in. "Is that because you must be made to learn what someone has chosen for you and makes you learn?" All the Smiles students applauded and smiled. The staff and Dr. Samper smiled. Semper also said, “Patria, or is it Dr. Oreana?” 

“Patria, and by this time next year, you can add Dr., but I would prefer Patria. Now I am working on my doctoral dissertation.” She was asked what her research was on, and she replied, “I am interested in learning which method of teaching is the most effective. It is basically the same topic we are exploring today. So far, the more informal and friendly method is the best.” 

Dr. Davis thanked her and turned to Tere Osman, principal of Bayshore. "Now, Tere, or is it Dr. Osman?" Tere said she was fine with first names on informal days like today, but at school, she asked to be called                          dr.Dr. Davis nodded and asked her what she would be taking away from this day. Tere responded, “When I first learned of this day, I was not impressed at all, especially when I learned the request came from the Superintendent of Schools. Then our Board told me that there was a sizable payment for everyone involved, so I became interested. Now, at the end of the exercise, I am glad we came.  

Davis again turned to the Bayshore students and said, "I would like to hear from our Bayshore student, so Bob, tell us more about why you think you could not learn well if your school used a method like Smiles." 

"Well, I like order and rules and being able to talk without being interrupted." He seemed to have stopped, and Dr. Davis asked, "And what do you think about what the young lady from Smiles says that we do not need to just study what others think and write about and that we need to think and choose for ourselves?"  

"I think that is just wishful thinking. We are not old enough, nor experienced enough to contribute much to our knowledge." 

Chris from Smiles jumped in, "Einstein stated that our imagination is more important than our intellect, and that was before smartphones, when we had a living encyclopedia in our hands that contains all the thoughts and discoveries that have been made up until now in human history. Now it is our challenge to use our imagination to add to the store of knowledge. And Bob, I think you have the ability to be creative. We still have many challenges before us, like poverty, world peace, crime, creative schools – both academic and trade schools, medicine, and the arts. So, let's use our imaginations and help take care of some of these things. I honestly think that if our voters were really thinking, and had been taught to think in elementary school, we would not have elected morons to be our presidents." Everyone on the Smiles side and some on the Bayshore side applauded Chris. 

Dr. Davis looked at his watch and announced, "Well, it is alittle past our scheduled closing time, so we need to end our very enlightening day. I have to admit that I have enjoyed it more and learned more than I expected. Thank you all. And Sam, one last question: do you and your students really have a sit-down lunch served every day like we had today?" I nodded and he said, "Well, thank you for a pleasant and nutritious day. Thank you all, and I will send you a copy of our report to the California Superintendent of Schools." 

Everyone applauded, even Bob and Dr. Phyllis Langdon.

TWENTY-FIFTH GRADERS EVALUATE THE DAY–Chapter Forty-Two

ELLA

Finding myself accidentally being the 'ringleader' of this bunch of hoodlums, as the old lady doctor sees us, I said, "While these 'wise' old people decide how to end this day, why don't we evaluate the day for ourselves?”

Chris, always the practical one, said, "Good idea, and just in case it was needed, I just started my cell phone to record us. He turned his cell on me, and I saw and heard me say, "Okay, I'll go first. I rather enjoyed getting the $50 for just listening to the wisdom of my fellow fifth graders and the ignorance of the old dunces who are trying to run the show, and I'm kinda surprised that they are so out of touch – at least the two oldest ones are.”

Chris's head loomed large as he directed the cell on himself, "I have to admit I was surprised at their ignorance. Our school staff has spoiled us, especially our Tator, Sam. What about you Bayshore guys; what do you think about our day?”

Veronica of Bayshore said, "I learned a lot from you Two Thousand Smiles guys. First, that there is a place in the world where us kids can talk and say what we think and not be shushed up or scolded or told we are too young to think such a thing - whatever it is. And I'm going to start acting and talking freely, like you guys, and see how long it takes before I get kicked out. I'm looking forward to talking to our teacher about today. And, oh, I'm glad to get the $50." She held a smirk for a few moments, then turned it into a charming smile.

Danny said, "I lived in Mississippi and went to a school there, and I thought it was just the way normal schools are. Now that I'm at Smiles, I see that schools can be joyful places. And now I bet that old lady doctor is still stuck in that old-school style. The old man doc seems a lot more open, and the two younger ones are open as well. I hope they are doing something in their teacher training classes, if that is what they are doing, to help implement our philosophy. Maybe we have educated them.”

Bob, the kinda old thinking guy from Bayshore said, "I'm not as enthusiastic as you guys, and I feel sorry for Dr. Phyllis Langton, and I like her ideas better than your Dr. Collins and you wild guys from School of Two Thousand Smiles – what a dumb name for a school.”

I thought Olivia would shake herself out of her wheelchair as she stuttered, "Wha..,wh.., what woo..uld yaya..you like.. to ca..ll a s..ch…ll?"

Bob looked down his nose at her and smirked as he looked around at all of us and said, "What did she say?”

I was afraid Danny was going to hit him as he grabbed Bob's shirt collar with his left hand and pulled his right hand and arm back. Joe Jackson quickly grabbed Danny's right arm and shouted, "Don't waste your energy on that scum bag." Joe bent down and, with his face only inches from Bob's face, very fiercely said, "You aren't good enough to even clean her shoes, you piece of shit." Nearly all nineteen of us clapped, and Bob just stubbornly looked down his nose at all of us.

I looked over at Olivia and saw that she was crying. Lucy Ma, Olivia's speech helper, said, "Olivia says she is sorry for causing so much trouble.”

I almost screamed, "Olivia, you didn't cause any trouble - that arrogant, heartless bastard over there," I pointed at Bob –" did. And I'm glad that all the rest of our fifth graders agree with me." I turned to Bob and asked, "Bob, does your school teach you to be bigoted and heartless, or has this been an independent study of yours?”

Nearly all nine of the Bayshore kids yelled. "Independent study!" Veronica said. "I didn't know Bob was so bigoted.”

I asked her, "You didn't know that about him? How long have you known him?”

In a near whisper, she said, "Four and a half years – since first grade. Now I'm thinking that I don't really know him at all. In fact, the only one I really know here today is Elaine." She nodded to the girl sitting next to her.

Chris, looking concerned, said, "I think that is so sad. We know one another like we are all brothers and sisters - that is, all 20 of the 5th graders and many of the rest of the 240 students at Two Thousand Smiles. Danny has been with us for only four months, and I think of him as a brother. Sam, our Tator, coaches us all to treat other people as persons with feelings, thoughts, and lives and not as roles or objects. I’m guessing that your Bayshore teachers don’t care about that, do they?”

Veronica responded, "They just tell us not to embarrass them, meaning the teachers and the school.

I said, "Hey, all you Smiles people, let's sing our class song for our new friends.' In my best imitation of Danny's drawl, I added, "O'kay ya'ahl, gather round." As they gathered around me, I added, "And, Bob, listen because this is your punishment for upsetting Olivia." I grinned; my classmates smiled, and the Bashorians looked amused and confused but remained attentive. And we began to sing the song we had created from Sammy Fain and Paul Webster's song, Love is a Many Splendored Thing: 

School is a many splendid Thing
It's the enlightening lamp that only shines in open minds
It's nature's way of giving a reason to be living
It's the human way of connecting.
And the only way of growing and bringing peace to our weary world so needy,                And it begins at birth and grows in schools.
Through laughing, dancing, connecting, reading, smiles, and joy.
Yes, real schools are very splendid things.
School is a many splendid thing.  

We all smiled, and all the Bayshorians except Bob joined us and clapped. Veronica responded, "I can't imagine us ever creating a song together. How did you people in Monte Vista manage to get such a school?" 

"I'm glad you asked; Sam, our Tator, short for facilitator, went to a graduate school that was created to spread these ideas. My grandfather was the co-founder of Two Thousand Smiles Schools, met Sam in the doctoral program, and invited him to start this school. Sam doesn't like administration duties, so he accepted the challenge to set it up if he could be a facilitator, not an administrator."    

She said, "Thank you, and I'm going to see if there is a Smiles school close to us and if not, I'll nag my mom and dad to find a way to start one." 

The 'big' people began trooping back in to join us. 

THE EVALUATION OF THE VICIOUS SMILES SCHOOL - Chapter Forty-One

SAM

I volunteered to see that a nice lunch was provided for the adults and the students. The State Department would pay for this day. I chose to give everyone a taste of our typical SMILES lunch.

I asked our food manager to bring his staff and everything he would need to the university's faculty dining room. With the manager came three high school girls and two boys from SMILES, who would earn $50.

It was going to cost a fortune, but the donor for the day would pay for it. We had set up five tables, seating six people each – four students (two girls and two boys) and one adult woman and one man at each table. I chose Veronica and Bob from Bayshore, Joe and Maria from Smiles. I tasked everyone at my table to just enjoy being with one another and avoid 'talking shop. We had a delightful lunch. The companion adult at my table had a hard time believing our waiter was a Smiles student.

Before we went back to our meeting room. I asked Dr. Joe, "Well Dr/ Davis, do you think our SMILES school is a training center for vicious behavior?" Joe and Maria glared at me as if I had just fallen off my rocker. 

I was looking forward to the four evaluators' comments, and Dr. Joe didn't let me down. I asked him. “Well, do you think our SMILES school is a training center for vicious behavior?"

He smiled and said, "No, and I think I'm the one who got an education today, and, Sam, are you teaching free thinking?"

"No, we are nurturing free thinking. We are convinced that all humans are born with an open, or free mind, and that the centuries-old method of teaching so-called 'facts' is not education but indoctrination. When I was in college, I saw a textbook that had what I thought was a cartoon in the introduction depicting a boy with the top of his head open like a can lid, and 'facts' being poured into his head. I laughed and read a bit of the text.

The cartoon was supposed to represent the challenge of education - pouring 'facts' into the heads of our students. I was shocked," Everyone was smiling except Dr. Phyllis Langdon, who continued wearing her usual frown.

Dr. Davis wanted to know where the students learned 'facts', and I said, "Everywhere. But definitely not by memorizing lists of words, dates, or stories, but by reading, watching documentaries, participating in class discussions and debates, and writing stories, and by keeping their eyes and ears open. I don't believe there has been a better time in history for a student to learn. Oh, and they have an entire library in their hands called a smartphone."

Dr. Jack Dillon added this: "I just returned from an educational trip to Finland. I was with a small delegation of educators. We wanted to know how they managed to have a 90% - plus graduation rate from high school, and nearly all went on to college or trade school. Now, I would say their philosophy matches that of Dr. Sam Collins. We visited several schools, and several were K – 12 and all had friendly staff like Two Thousand Smiles.”

"And what are these free-thinking students doing after graduation, may I ask?" Dr. Langdon asked Jack.  Before he could answer, she added, "I understand that all the Scandinavian countries have generous welfare systems."

"Interestingly enough, they have fewer incarcerated men and women per capita than we do here in the U.S.,” Jack responded. I am anxious to visit Two Thousand Smiles school." He turned toward me. "Sam, what is the best day to schedule a visit?"

"Any weekday. Just let me know you are coming so I can ask everyone on our staff to smile." 

Everyone but Dr. Langdon smiled and/or chuckled. I wanted to explain further why we treated our students the way we do. "We are convinced that our culture or society nurtures fear, anger, and even cruelty, and school does its part in this nurturing with its impersonal and often strict way of over-controlling the way it treats the students."

Dr. Langdon looked aghast at me as she asked, "Well, how in the world do you control your students"

"We do not want to control them; we want to EDUCATE them. That is, we want to help them know themselves and their fellow students, and educate literally means to lead – not control. Did you think they were out of control when they welcomed us back into the room this morning?

"Well, they were not being obedient. They were not instructed to do what they did."

"We do not want them to be obedient; we want them to be creative and joyful. I hope you understand what I'm going to say. There is a documentary titled 'Ordinary Men' that depicts a group of ordinary middle-aged German men who were drafted into the German army during World War II. Being too old to fight on the front lines, they were ordered to line up the Jewish prisoners - men, women, and children - and have them dig a long trench and then line up with their backs to the trench. Then these middle-aged soldiers were to shoot them so they would fall into the trench. If it was a mother with an infant, they were instructed to have her hold the baby over her heart so they could kill them both with one bullet. Then the film showed the soldiers at a beer-drinking party, laughing and enjoying themselves."

I saw the shocked look on all their faces, and added, "I had always thought that the soldiers had been forced to do such things, but the prosecuting attorney stated that they were instructed to do it, not ordered or be executed, and they could refuse and do some other kind of menial work. Only about twelve out of thousands opted out. This is an example of obedience."

Jack Dillon said, "The Finns had and have far fewer murders and violence of all kinds than either Germany or the U.S... I believe respect and cooperation are far better preparations for life and for a society than obedience and conformity. Tell me, Dr. Collins, how are the Smiles graduates doing now? How  many are in prison?"

I chuckled at the last question as did all the rest except Dr. Langdon. I responded, "I have witnessed 12 graduation classes, and that is over two hundred students, and I'm one of five staff members who keep track of our alumni. They are a very cooperative bunch, and many visit our campus regularly. And none are in jail or prison. Like Finland, over 90% go to college or trade schools. Now, I'm wondering how many of the graduates of Bayshore High School go to college or trade school. Do any of you know?” All three Bayshore staff members shook their heads. I asked, “Do you know how many high schoolers help out with younger students, or even know any of them?”

The principal, Teri Osman, responded, “Only older siblings and their friends. There is no formal program connecting kindergarten, elementary, middle, and high schools. Do you three Smiles staff members really believe integrating all the grades is an asset to your students?”

I jumped in, “That is like asking if living a full life is an asset. I would really like to know how many Bayshore students graduate and go on to college. Would you have someone there  let me know?” Teri Osman said that she would do that.

Dr. Davis said, “Let’s get back to our task of evaluating our 5^th graders. I have completely changed my mind about this bunch. I now see them as a very lively and resilient group. I would have liked to attend the School of Two Thousand Smiles. And I believe we should inform Mr. Deep Pockets that there is nothing to worry about from this quarter.”

Dr. Dillon asked, "What is the fellow worried about? I was left out of most of the information before this morning."

I answered, "We learned this morning that a very rich fellow whose fifteen-year-old-son was sent to the hospital by my twelve-year-old student, who objected to him molesting his friend, a girl, and started to hit him.  He cannot believe that his son is such a weakling and keeps trying to find some way the twelve-year-old has been trained to be an abnormally vicious fighter."

"Why didn't he simply go to court?”

"No attorney would take his case after seeing the video of the incident. I asked the school secretary to send the copy over to me in case we needed it." I looked around the group and said, "I can show it to you if you would like. It is only three minutes long."

Dr. Shirley Samper responded, "We all have gone to a lot of trouble putting on whatever we want to call it, uh, contest, and I'd like to see it." Those who had not seen it before were all riveted by the scene, and Dr. Dillon asked, "How badly was the boy hurt?" Dr. Dillon asked why they didn't go to court.

"Dislocated shoulders and elbows. I have another video that shows our later meeting with him, his parents, and their attorney. Do you want to see it? Everyone wanted to see it, also.

After seeing the video of Steve Norse, the father, knocking his son off his chair and their attorney quitting, Dr. Davis said, "So, why in the world doesn't that dad just accept the fact that his son is just an inept bully?" Several muttered comments like, "That's a good question."

Dr. Phyllus Langdon muttered, "And how did you punish him for hurting the fellow so severely?"

"He came into my office and was very fearful that he would be expelled because he had been in our school for only about 10 weeks, and he said, 'I know I went too far. I saw my stepdad's face on that guy and I, well, just lost it." He begged not to be expelled. I told him that he was carrying around a great deal of anger toward his dad, and that six weeks of counseling might help him with lightening that load. He saw the counselor for eight weeks."

"And that was all?" Dr. Langdon asked astonishingly, "No detention? Or extra homework?"

I worked to control my outrage and said, "Dr. Langdon, we are here to educate. That is, to nurture the best in our students, so they can become their best selves; not mold them into our image of what a good young person should be."

"You say that one of the boys that is with you today is here"

I asked her which one she thinks it is, and she said, "Well, I would guess that boy named Joe that accosted Dr. Joe Davis earlier today"

I wanted to jump up and yell, "Lady, you are a f__king racist!" But I didn't. I just said, "No, it is the helpful young man with the southern drawl. I do hope you understand and believe that our students truly enjoy our school and being with one another. Our biggest problem is getting the kids to stay home when they are sick."

Dr. Jack Dillon looked at his watch and said, "I am on a tight schedule today – it's my teenage daughter's birthday party, so, I'd like to say that I believe all twenty of these students are a pleasure to be around and will be assets in our society and that the spirit and free thinking encouraged in the Ten Thousand Smiles school will help them to become leaders who know themselves and desire to create a better world. Whoever writes up a report on our day, please put a positive spin on it."

DEVELOPING PROJECTS TO HELP THE WORLD - Chapter Forty

DANNY

I was glad I was asked to help with the groups, and I worked to put myself in the same group as Veronica in the Bayshore group. She is as pretty as Ella and Evie, and I can kind of flirt - I think that's what they call it- and I finally think I know what flirting is - with her today and never see her again. Veronica, as a spokesperson from Bayshore, asked, "Anyone have any ideas?"

Ella offered this: "My grandmother died and was at her home before she died and was enrolled in Hospice. And when I saw the Hospice group of very kind people who give care and comfort to the dying. I was thinking, why can't we create a group like that for new mothers and their babies?"

Arthur, a Bayshore fellow, added, "And we could help with that. My mom said that way back in what they called the Great Depression, there were thousands of abandoned babies, and they were being cared for by different welfare people, but many babies died, and they didn't know why. They heard about Mexico City and that they had just as many abandoned babies, but not nearly as many were dying. So, they sent some folks down to Mexico to see what they were doing. The delegates came back and said that 'we', the folks in New York, had cleaner and nicer facilities, but in Mexico they had women come in all day and night to hold and cuddle the babies. The American caregivers began to have women come in and just hold the babies, and the number who died went way down.

I like that, and we can form a group like Hospice, and we'd get some adults to help us and maybe even help form a men's group to help us." I stood up and shouted, "Hey, you all (I'm sure it came out in my usual ya'ahl) - we just came up with about four great projects = we can form small groups to visit Mothers with babies and young children like hospice does for the dying, and for groups to get senior men to help us and other folks. I hope this is helpful."

Veronica said, "Danny, you're hopeless." But she smiled when she said it, and she went on to say, "I think we could do it, and look and sound like the children; they will think we're cute, but I think we can find a few elderly men who will take us seriously. I heard my dad say that his Rotary club didn't do much to help others. I'll start with him. Then we need to learn for ourselves how to talk like people who think and not act like whiny brats. Maybe we need to form study groups for that too."

I patted my forehead like I was trying to pry loose some good thoughts and said, "Hey, you Smiles people, we go to school with hospice kind of people; all our teachers are like Sam and Patria, so they can help us form groups and guide them into being kind and thoughtful and all the positive stuff."

Ella said, " Danny, the word is 'qualities', not 'stuff'." I nodded and grinned, and Ella went on: "Veronica, you live several miles from here, so maybe you could form a small group of fifth graders and elderly men there, and we'll start both here. And I can start with both of my grandpas who live near our school. And I know there are a lot of lonely people. My mom says that it is true for far too many people in our society, and she hasn't done anything about it. I'll have to approach this with her in a very gentle way – she's very wary of anyone, including me, who sounds bossy or like a smart aleck."

Chris said, "It will be fairly easy for us here because we all go to the same school and I'm sure all staff members at Smiles will be for and with us. I think that our entire staff is like the folks at Hospice – kind, understanding, and respectful."

"You're kidding, right?" Said Judy, a loquacious girl from Bayshore. I noticed that the elderly woman evaluator nodded solemnly, and Judy went on. "I'm going to be interested in what our teachers and principal have to say about all this – if they will tell us." Dr. Langdon's smile went away.

Joe Johnson looked stunned as he asked, "You mean you're afraid to ask?"

Judy glared at him and said, "I once heard a teacher say that one of her profs in grad school said, 'Don't smile till Christmas.' And she said she was sure he meant it, and that teacher of ours swallowed a bit of that. Hey, that could be another project: create a group and help them to be like your Smiles school."

Arthur responded, "And get ourselves kicked out of school. Here's a better project: We need to refine a lesson that we can teach everyone, and it is that punishment is not a positive way to correct behavior. Instruction and encouragement are much better." 

Joe Jackson, added, "You Bayshore guys sure make me appreciate our school. Now, I think we are being called to join everybody."

One of the adults told us to give everyone a report on the projects we have come up with. Ella and Veronica took turns announcing the projects we had come up with. Veronica went first; "We propose that first, we need to form a group to learn and practice talking like thinking and sensing persons and not whiny and dumb kids."

Ella followed, "We all thought that all teachers needed to treat students the same way Hospice workers treat the dying and their families, and we could form teams to do that when we learned that ourselves."

Veronica: "We could also form small teams to visit ailing seniors in hospitals and nursing homes."

Ella: "We want to educate everyone, especially those who care for or teach children, that punishment results in fear and anger and should be replaced with respect, encouragement, and guidance. Yeah, I know, we sound like we want to change the world, because we do!" 

Dr. Shirley Sampler clapped and almost shouted, "That is wonderful. Thank all of you!" Our Dr. Sam, Dr. Patria, and our principal, Sarah Bosch, also clapped. Dr. Samper turned to her three co-evaluators and asked, "Is this a good time for us to get together with the four of us, or should we include the principals and teachers?

Dr. Joe Davis responded, "I would like to meet with all the evaluators first, then just us four."

The old doctor looked somewhat relaxed and almost smiled. I would have liked to be a fly on the wall of their room.