Tag Archives: teachers

Worcester’s MCAS scores are published …

By Edith Morgan

Worcester’s MCAS scores are published, and once again the public is treated to a bunch of truly meaningless, worthless numbers, designed, not to enlighten or help improve our public schools, but to denigrate the performance of those most abused by this money-mad society and to hold them down longer and most surely.

Many years ago our public schools undertook the unique task of educating EVERY child – no matter what that child brought to school.

This was a most remarkable goal, and well beyond what most nations did: they selected the cream of the crop, and funneled them through their systems, tested them, and supported and encouraged them to go as high as they could (Thus were created the Olympic stars, etc of many nations.) But America chose another path, at least on paper. (Things tend to get watered down or even perverted when left to the states). For several decades, with impetus from the Federal Government, we tried very hard to give every child in America an even chance – regardless of poverty, minority status, mental or physical handicaps, or abusive home environment, – to become a full-fledged citizen, neighbor,  family member and worker.

I was teaching at the time, and it was demanding work, but very fulfilling.

But then, gradually, almost unperceived, there was a change: several things occurred (not in this order, but equally important):

We elected a President who convinced too many people that “Greed is Good”, with the obvious deadly results.

We started to believe in the “wisdom of the Market”, and despite all the data to the contrary, began to import the philosophy and methods of industry into our schools, making them more like factories (of late we have also imported the business model into medicine with disastrous results)

In a well-funded and orchestrated campaign, we were told: that our schools were mediocre, our teachers overpaid, and our goals of creating lifelong learners and good citizens should subverted  and instead we should produce workers for business.

In a real slap in the face to parents and citizens, a major move to “privatize” (i.e. take over the public schools from the public) was instituted, under the thinly disguised excuse that these “model” schools would try new and better things, from which the local public schools could then learn and adapt their methods and  curricula. (I was at that time involved with several years of Federal programs funding experiments in the public schools, designing better ways to teach reading, literature, etc.. and these programs, since they were federally funded, were available to all. Imagine my surprise when one major supplier of charter programs turned out to be using these ideas, not creating their own, new ones.)

We were told that we needed these alternatives, because the public schools lacked innovation and creativity and flexibility. So, instead of giving our public schools the flexibility they needed, we created this spurious alternative, siphoned funds away from the neediest, and enthroned the profit motive in one more place where it has no business being.

Not everything in a decent society can turn a profit: I strongly believe that education and health care should not be privately held by for-profit, enterprises (and maybe we should add public transportation and parkland to the list).

Go, Gordon Davis, go!!!!!!!!

STOP Arresting Kids at School! … and THE REAL RACE DIALOGUES

By Gordon Davis

In September 2015 there were reports of two fights between kids at North High School in Worcester. The details of the fights are sketchy, but it appears that the first fight was between two female students. That fight was broken up and the students taken to the office where while still upset they refused to comply with instructions given to them. Instead of being sent home and having them return with their parents, the two girls were arrested. Something similar happened with two male students.

When I went to high school I got into fights, but the police were never called and the disputes were handled administratively.

In both cases at North High School there were charges that nine staffers were assaulted but not injured or harmed when they tried to break up the respective fights. How the staffers were assaulted was not described in the news story. An assault is defined as a threat or an attempt to injury without actually injury. Battery is the charge for injury or harm intentionally inflicted.

It might have been better for all concerned for the students not to have been arrested at school. Arresting kids in the heat of the moment when there is no immediate clear and present danger will, more likely than not, lead to bad decisions by the staff and the police, as well as be harmful to the kids. The schools know who the kids are and where they live; there is no chance that they will flee the state. There is no need for arrests.

Should there be a need for legal actions then this should be decided after the emotions of the event have passed. The child and parent could be summoned to court. The whole concept of putting children in handcuffs and having them booked  at the police is not good pedagogy.

On September 19, 2015, a new group called Men of Color Think Tank organized what it called “Real Race Dialogues.” The Men of Color Think Tank seems to be an outgrowth of the BlackLives Matter new civil rights movement.  Its membership is multi-racial, but some people are called “white allies” instead of members.

Michael Jerry one of the organizers of the event and apparent spokes person for Men of Color Think Tank gave an inspirational introduction to the Real Race Dialogues.

Although enthusiastic, many of the things he spoke about have a history in Worcester. For example, Mr. Jerry thought the best way to get a person of color elected was to have a slate of candidates. It is generally accepted that bullet voting is the better way to get a candidate elected. It is bullet voting that is thought to allow the top vote getters to get the most votes. Mr. Jerry’s enthusiasm and seeming ability to look at new ideas will go a long way to help the organization and its goals.

At the so called Real Race dialogues there was a table at which the participants discussed education. My impression is that there was honest and creative talk about racial issues in Worcester. Our table included parents, teachers, students, and other people sincere in their desire to end racial disparities in schools.  

Several issues came to be discussed: the development of a school to job pipeline, the coordinating of organizations working with children to ensure that each child at risk has a mentor, alternative curriculum and after school programs, and the ways of reversing the false perception of North High Schools as “bad” kids.

The issue of North High School took up most of the discussion time and some concrete plans were made including changing school policies such that no kids are arrested at school. Although this no arresting kids at school policy makes good pedagogy and common sense,  expelling the  criminal justice system out of the  schools will be a difficult task as many people still fear Black and Latino and poor kids . These misguided people, some of whom are racists, want to use the power of the state to “control” the dark skin people they fear.

A Great School Year for All!

By Edith Morgan

September is here! That means shorter days in the sun, leaves starting to turn, tomatoes ripening, and all the preparations for fall that nature and man engage in around here. And many parents welcome September with a sigh of relief as their offspring head back to school.

So this is a good time to examine some of our favorite assumptions about education:

1. For many years we have been assuming that you need “self-esteem” to achieve or succeed. In my time, we had to achieve first, then we would acquire “self esteem,” as a result of having done something or achieved something worthy of recognition. It has been my experience that those who strive the hardest often feel they are NOT doing well enough and feel they are not meeting their own high goals.  It has also been my experience that when asked how they had done on a test, the lower achievers were smugly confident, while those who achieved near-perfect scores felt they should have done better. Too often, gang leaders exhibit enormous self-satisfaction, while real achievers (inventors, artists, writers, and other successful and hardworking persons) are beset with doubts, continually work to reach higher goals. So, there is an inverse relationship between self- esteem and real achievement.

2. Paper and pencil tests created by commercial concerns are believed to give us legitimate information about the level of skill or the amount of knowledge our children have.  But by their very nature, they are extremely limited in what they can test, and in HOW they test it.

The ubiquitous SAT, originally designed to predict success in the first year of college,  never did it as well as each student’s high school transcript. Which source of information do YOU think would be most reliable in finding out what a given student will do: a one-shot, multiple choice set of questions of esoteric vocabulary, or the cumulative record of student’s life day to day, as recorded by attendance (being there to learn), classes taken and passed, teacher comments and recommendations, extra-curricular activities, etc.

Why are we so taken with a spurious number, and why do we ignore the testimony  of professionals and the exact numbers represented by school records?

3. I went to elementary school for six years in France: even at the height of the Nazi invasion, there was no real interruption in my education. From Paris to LePuy in south-central France, there was continuity in my basic learning because, as in all modern Western nations (except the U.S.), there is a set of national curriculum standards, and from the poorest to the richest child are exposed to those basic learnings. Each teacher and each section  of the country adds whatever is needed (for example, in LePuy we also learned lace-making in school, as that was a major skill handed down there).

In America, we have to reinvent the wheel not only in 50 states, but often also in hundreds of cities and towns  – leading to a very uneven and hard to share result.

4.  The overwhelming majority of our students live in urban environments; so why are we still following the old farming calendar, making sure our kids are home to help bring in the crops?

We waste great amounts of time reviewing what they have forgotten in the long summer, giving us  so much less time to learn this year’s stuff. Surely there is a better, more efficient, less boring way to  do this?

5.  The power structure is upside down: those who must assume the most responsibility for the education of our children, the teachers, are nearly powerless.

Does that make any sense?

Clearly, we have much to think about, as we elect another school committee, and begin the school year again.

The 4 R’s: Reading, wRiting, aRithmetic and … RESPONSIBILITY

By Edith Morgan

We’re “Worcester – the City that Reads,” and we test our students constantly for some kind of alleged proficiency in what used to be known as “The 3 R’s” – “Readin’, writin’ and ‘rithmetic, taught to the tune of a hickory stick,” as the tune went when I was growing up.

A few decades later,  there was a lot of talk about  adding a fourth “R” – Responsibility.

It enjoyed an all too brief emphasis. In today’s test-driven learning environment, the idea cannot really survive, as there is no way to build a multiple-choice, machine-scored test that will give us numbers and rank schools and children. And so, like much of what goes into making a good, total human being, a life-long learner and an adult able to live a full life as a fully contributing member of his/her family, neighborhood, state and country, the effort has been de-emphasized , defunded and devalued. It is still, of course, being given lip service, but as we all know: What is honored and valued is what is PAID for.

Responsibility is not inborn. It must be modeled, taught daily and continually updated, as we assume more responsibility .

But we have turned the old model on its head, and now even the unborn have rights without responsibility. So we have empowered those who have not demonstrated the ability to assume responsibility  for their decisions and actions, and taken the power away from those who must take responsibility for what happens.

When I first began teaching in the schools, in the mid-1950’s, I had a pretty clear idea what my class should be able to do by the end of the school year. It was up to me to develop materials that would be appropriate for the individual students before me, create any extra materials needed to get the ideas across, and then administer whatever kinds of tests were needed to see if my students had mastered what had been taught, and to reteach what they still could not  show me they knew and understood.

By and large, students understood that their responsibility was to learn what was being taught, practice what was still weak, and move on to the next grade, building on what had been mastered the previous year, or risk having to do it over. Once I closed the door to my classroom, I was in charge. As a “liberal arts retread.” I had to learn a lot at first about keeping a group under control, working together, individually or in groups, and achieving the school’s stated goals.

I grew up an environment where teachers were revered and respected – and God help any of us. students had  the school complained about us, our behavior or our achievement. Our job (“responsibility”) was to learn everything we could, regardless of whether we loved our teacher,  liked the subject,  or had a lot of self-esteem, etc. In my day, “self-esteem” was earned and grew from a recognition that we had assumed responsibility.

But the system has been turned upside down, and trust and power are bestowed on those who do  not assume the needed responsibility.

Kindergarteners have more freedom than high schoolers, yet in normal development, the older the students, the more they should have learned to assume responsibility.

For every right, there must be a corresponding responsibility. Without that balance, you have the tyranny of the ignorant, the greedy, the evil and the power-hungry.

City of Worcester employee salaries are out …

By Rosalie Tirella

… And the latest figures show what InCity Times, the paper, has been running in each issue for years: scores and scores and scores of regular old folks, people who were never top in their class or showed any signs of intellectual prowess, making $100,000 a year and often much much more, courtesy of the taxpayer.

What chumps we are! A Worcester Public Schools grammar school principal pulling down $100,000? Teachers making $90,000 a year? With summers off, not to mention Christmas, winter and spring vacation weeks? Have we gone mad???!

Years and years ago working for the city was like working for the post office. You realized you were not the most brilliant bulb in the tree, but you landed yourself a city job, usually through connected relatives or politicians, that got you into the middle class. You became a public servant. Not great wages, but great health benefits, a pension, vacations with pay and a job for LIFE. You were grateful and stayed the course. You lived in a cute little house in the city and drove a station wagon. Maybe you spent a week at the Cape during summer vacation.

I had such an uncle. A doll of a person who was a public school principal in the 1950s, 1960s and 1970s. Unlike today’s public school teachers or city cops, my uncle and his family did not own two SUVs. They did not live in the best Worcester neighborhood street. They did not build themselves a big, roomy McMansion. In fact, they lived in the same cute, little Worcester home until my aunt died a few years ago. My uncle lived education, was a good principal and a loving, no-nonsense dad. The old Worcester. The old way. Salt of the earth. Before our municipal employees and their unions got greedy.

Before a bunch of ordinary men and women decided to grab the City of Worcester by the nuts and make us pay them doctors’ salaries. Or the kind of dough a lawyer makes.

I am all for unions and the working person, but a ton of our cops making $150,000 or $100,000? Insanity! And then leaving the job at 58 years old to collect 80% of their city pay check FOR THE REST OF THEIR LIVES?! People live to 85, 90 these days! This is why the City of Worcester closed its branch libraries, closed its neighborhood swimming pools, closed many of its elementary school libraries, CHARGES POOR PEOPLE $$$ to skate on our city common ice oval.

Hiring freezes anyone? An overhaul of City of Worcester pensions anyone? We need to act NOW!

Stand for Children MA, MA Teachers Association back legislation to put teacher performance first

New proposal ensures teachers performance comes before seniority when staffing decisions are made

BOSTON – Stand for Children Massachusetts and the Massachusetts Teachers Association this week announced legislation that would put teacher effectiveness before seniority when teacher staffing decisions are made. The legislation is a potential alternative to the ballot question Stand for Children has offered, which they have vowed to continue with should this new proposal fail to be signed into law before the state’s July 3 deadline for removing ballot questions.

“We are pleased to have the support of the Massachusetts Teachers Association on a piece of legislation that is critical for recognizing the work teachers do, guaranteeing a great teacher in every classroom, and closing our state’s wide achievement gap,” said Jason Williams, executive director of Stand for Children Massachusetts.

“Stand for Children Massachusetts and the parents, teachers and citizens who support us have long sought a system that places teachers in front of our children based on the quality of their work – not simply how long they’ve been in the classroom. A ballot question will no longer be necessary if this law is enacted, but if it is not, then we are committed to going to the ballot. The impact that teachers are having on their students should count; their performance in the classroom should be considered first. That’s something that 85 percent of voters support.”

Like the ballot question, the proposed legislation ensures every public school in Massachusetts gives priority to a teacher’s effectiveness rather than seniority when deciding who to place and keep in the classroom.

Additionally, the legislation empowers school leaders to build the best, most qualified teams by guaranteeing they have a role in decisions about who is teaching in their school building; it establishes a robust and comprehensive data reporting system to ensure accountability and transparency as this new evaluation system is implemented; and it seeks to provide an additional $13 million to school districts to ensure administrators and teachers are properly trained on the new evaluation system in order to provide timely, fair and comprehensive feedback on a teacher’s effectiveness.

“Teachers are one of the greatest indicators of how successful a child will be in the future,” said Williams. “This proposal will ensure that every child in our state, no matter their ZIP code, has access to a bright and successful future.”

For the new school year: I have a dream …

By Parlee Jones

Peace and blessings to all the mom’s and dad’s, grandparents and caregivers who got their children off to a new school year. I know quite a few friends who brought their “children” who have become young adults on to college. My sister was one of them as she drives our first to college out in the Berkshires. She just keeps saying I can’t believe that this initial journey with my Son is over. Well, you did a great job, sister, and WPS because he is a product of yours. Thank you to Mr. Monfredo and his incredible staff at Belmont Street Community School for giving Jahnoy and all the Jones children strong, solid foundations. Congratulations to all parents who have completed that first leg of the journey with their children. You are not able to be there with them and can only take solace in the values you instilled and the dreams that they have!

Being an active participant in your child’s school life is one of the most important activities we have as parents. Making sure they make it through elementary, junior and high school years. Our goal is to get them that High School Diploma and be successful in whatever they choose to do. Be it college, the workforce, armed services, or whatever path they choose, you have kept your part of the bargain. The rest is on them.

For those parents that are just starting the journey with their children entering Head Start, Pre-school and Kindergarten, be well prepared to help them receive the education they need, deserve and are promised to come out on the other side with tools and skills they need to survive and thrive in a world that is ever changing.

I dream a school … I dream a school where the bus is able to pick up the child regardless where they live. Sometimes that two mile walk is just enough for a young person to find something else to do for the day. It can also add to tardies and decreased attendance in cold, rainy, snowy weather. Not to mention, unsafe shortcuts, throughways and predators.

I dream a school where there is breakfast waiting for each child ~ regardless of their family income. Something for everyone’s tummy so the grumbling bellies who got up too late to eat, or found there was no cereal in the cabinet at home, won’t interrupt the learning process. Oh, this also includes a delectable lunch.

I dream a school where the principal can invite parents into the school regardless of past mistakes. CORI can be looked at with common sense and parents who are not child molesters or killers, or drug dealers can be involved in their child’s education without the stigma of CORI attached. A three or five year+ clean record would exempt you from the letter stating you are not allowed at your child’s school. I dream a school where discipline is administered to all in an equal, fair and just manner. Whatever happened to parent rooms and parent liaisons?

I dream a school where the principal, teachers, secretaries, cafeteria workers, aides and maintenance team reflect the population of the school.(staff) People who are African American, White, Asian, Hispanic, Middle Eastern and from the African Diaspora all working hand in hand for the future of our fair city and Nation. Each school employee would be required to take a Cultural Awareness class that educates about all the cultures that are calling Worcester home. Also, learning about the issues that face some children on a daily basis, from unemployed and underemployed parents, homelessness and domestic violence to limited food in the home, just to name a few.

I dream a school where administration can actually tell when a teacher is burnt out and find some supports for them so they can get back to doing the profession they chose and love. Or if they don’t like the children, anymore, they can relieve them of their duties so our children do not suffer. Yelling, screaming, and no confidence in the children you are teaching, and bullying don’t belong in the classroom. I dream a school with a 15 to one classroom ratio. Where a true quality education can be given and the teacher can really get to know the student and their family.

I dream a school that is compatible with parent working hours. Anywhere from 8 am to 5 pm sounds ideal. That would help the issue of latchkey kids, afterschool daycare and unattended children. And, do I remember a time, when you actually started school the day after Labor Day? What ever happened to that? I dream a school that would allow khakis and a polo as a uniform that can be purchased anywhere the parents find a deal. No mini skirts and revealing shirts allowed.

I dream a true community school where businesses, neighbors, children, parents and administration have input about what happens in their community. Understanding that it takes that Village to raise our children we should become that village. I dream a school where parents understand it is part of their duty to volunteer even an hour a week or attend the PTA meetings and know your school night, and I dream a school where they will be accepted with whatever they have to offer without being made to feel small.

I dream a school where everything works. From the bubblers in the halls to intercoms in each classroom, everything should be working properly. Each school should have the modern technology that our children need to compete in the work force when they graduate from school even with a high school diploma. I dream a school that automatically has sports teams with coaches that provide their athletic students with uniforms, principles and educational expectations.

I dream a school where each child is actually involved in the say as to what they want to do and put on the right track. I dream a school that is equal in all communities. I dream a school where all children get new books, and supplies are available without the teachers spending their own money. I dream a school where special education … is special!

I know, I am only dreaming, because until the government stops spending so much money on war, nothing else will be allowed to prosper, but that’s another article. We should get together and see what can be changed or improved without a lot of money. I do not doubt the skills and desires of teachers and administrators. Everyone starts out with that determined idea that they will make a change. And some of you do, one child at a time. But we need to acknowledge what works and what does not work without worrying about whose toes we are stepping on.

Course on nonviolence at Clark University for public school teachers

By Michael True

Twenty elementary and secondary teachers from Worcester Public Schools recently participated in a Professional Development Institute at Clark University’s Hiatt Center for Urban Education. Instructors for the course on Nonviolent Movements in the Modern World include faculty from Clark, Holy Cross, and Assumption, and local organizers.

Sponsored by the Center for Nonviolent Solutions, with support from the Massachusetts Humanities, the Institute meets weekly, offering instruction as well as resources for units and courses in various academic disciplines. In addition to carrying graduate credit, the program offers a stipend for each teacher to buy materials, books, and films for the classroom.

The Center for Nonviolent Solutions, initiated in 2009, provides education and resources for people in the Worcester Area to increase understanding of nonviolence as a way of life and an effective means of resolving conflict. For two years, it has offered a 10-week course on Peacemaking and Nonviolence for students at the University Park Campus School and Claremont Academy, as well as brief courses in nonviolent communication for junior high school students. The Center maintains an office and resource center at 901 Pleasant Street, Worcester, a website (nonviolentsolution.org), and curricular materials and DVDs for use by teachers, parents, and the general public.

Topics for the class meetings include the Origins of Nonviolence; Mahatma Gandhi; citizens’ resistance to the Nazi occupation of Denmark; the U.S. Civil Rights Movement of the 1960s, the ending of apartheid in South Africa; the democratic uprising in China, 1989; the Protestant-Catholic conflict in Northern Ireland; and the history of nonviolence in Central Massachusetts.

The Institute emphasizes the history of successful nonviolent movements that demonstrate how crises and conflicts provide opportunities to build a civic culture of inclusion. It reslies upon informed discourse, including recent research and scholarship, that fosters community solidarity among people of different races, classes, and political ideologies

Teachers for the course include Co-directors, Paul Ropp, Research Professor of History, and Tom Del Prete, Director, Hiatt Center for Urban education, Clark University, as well as Predrag Cicovacki, Professor of Philosophy, Holy Cross College; Sam Diener, Education Director, Center for Nonviolent Solution; Michael Langa, Specialist in Cross-cultural Conflict Resolution; Janette Greenwood, Professor of History, Clark University; Claire Schaeffer-Duffy, St. Francis and Therese Catholic Worker; and Michael True, Emeritus Professor, Assumption College.

My Worcester song

By Roger Salloom

In hindsight, the words that best describe the early years of my family life around 1974 and the first year of teaching in Worcester, would be “pristine” and “innocent.”

Right after getting married I had a long term substitute teaching job at Burncoat Senior High School for six months before I persuaded my trusting wife to move to Nashville so that I could satisfy my singing aspirations. It was grand of her to do that. One more time I was on the road. Anyway, I went to Music City naively because of my love for Dylan’s Nashville Skyline album and the country people’s way of living in general. A few years earlier I had recorded for Chess Records with Dylan’s guys many of whom formed into the Grammy nominated ensemble Area Code 615. Some of them were, erudite and some were just good ol country boys, as advertised. The engineer was a cool fellow who also played bass on Elvis’ Hunk of Burning Love, Wayne Moss. But now Wayne was running Cinderella Recording Studio. I think the logo was a pumpkin.

After three years of relentless asthma we dropped Nashville and returned to Worcester. We had made some temporary friends while there, Guy Clark, Rodney Crowell, Skinny Dennis Richard Dobbins, with whom we hung out constantly. On my way back from Nashville to Worcester we had a smooth trip, except once I hit the Worcester streets, I hit a pot-hole and blew off one of the chains that fastened my camper to the bed of our pick-up truck. That chain break inspired the first line to a new song titled Out of Worcester.

We had a one-year-old baby around 1974. New babies are pristine. I also had a brand new job. That is pristine. I was truly an idealist and that is what schools need today, true idealists.

Then the ultimate in pristine happened, opening day at school. I remember taking my little boy and my dear wife up to Providence St. Jr. HS around that time. I recall that some of the other teachers gathered around oogling and googling our little boy. One teacher made a comment that I never forgot. It was something to the effect of “Look how thoughtful the baby is when he looks at us.” I took those compliments as insightful and that he would be intelligent. I thought it all as a good omen for our little fellow. I was proud.

I loved the students at Providence St. Jr. High School. I am not exaggerating here. I loved them and loved teaching them. The children were beautiful and I was the idealist. (Did you know that our founding father, President John Adams, also taught in Worcester? Coincidentally, my present second and last wife is a descendant of President John Adams. Amazing.)
Rosalie Tirella, the editor of this paper, was a child in one of my favorite classes. She was bright as anyone of those little gems could be.

I will never forget one time brought tears to my eyes.

I was always trying to devise exciting reasons to coax my students to write. I said, “Ok, let’s write a letter to our parents.” They all bent over and started writing. I was thrilled! Wonderful!

As I strolled quietly around the room, I stopped by Henry T.’s desk.

I wanted them to learn how to address a letter, so I told them how to write the street number and all that. Henry raised his little hand and said he did not know where his father lived. I immediately started to choke up. “Henry, do you not know where your father lives?” Henry answered, “No.” Here is my innocent part. I asked Henry, “Well, where do you think he lives?” Henry had no idea.

“When was the last time you saw him?” Henry said, “I cannot remember.” I said, “So, you have not seen him in a long time, and you do not know where he lives?”

Henry said, “No.” I told Henry, “That it is ok. Just write him your letter, and we will figure out where to mail it at another later time.”

Kids will hold onto the thinnest thread, the smallest bit of hope, a wisp of a dream to be near their parent. Where was that boy’s father? What was that father thinking? How did this happen? I know the courts routinely made the fathers in divorce court feel that they were not so worthy to keep contact with their children. Huge mistake. Hard to say what Henry senior’s condition was. I do know that Henry junior was beautiful. He used to write poetry. He was a dreamer and he wanted his father. How does this kind of little tragedy happen?

It takes nearly a life-time of loss for a kid to give up on seeing a parent. It takes a life-time of neglect or abuse. Kids do not give up easily. I learned then that kids need a steady parent, not one who flickers on and off. Kids need an adult parent, not someone who coincidentally possesses reproductive organs.

There should be an extra organ in all of us once a child is born, The Compassionate Organ. It never dies until the last breath. Never give up, Moms and Dads. There is no one on earth who can fill that hole in the child’s soul. No one.

Henry and Rosalie, as children, were the innocent part.

Roger Salloom is a singer/songwriter who lives in Northampton. He grew up in Worcester and taught in our public schools.