Our Core Curriculum Must Value Valor

". . . the demonstration of bravery is a reflection of personal character." Major General James Livingston, USMC (ret.) fgrom the Preface to The Search For The Forgotten Thirty-Four , Terence Barrett

 Everything that is done by reason of ignorance is not voluntary; it is only what produces pain and repentance that is involuntary. For the man who has done something owing to ignorance, and feels not the least vexation at his action, has not acted voluntarily, since he did not know what he was doing, nor yet involuntarily, since he is not pained. Of people, then, who act by reason of ignorance he who repents is thought an involuntary agent, and the man who does not repent may, since he is different, be called a not voluntary agent; for, since he differs from the other, it is better that he should have a name of his own.  Aristotle -Nichomachean Ethics

If I were to plan a school for young men in 2015, it would be important to make sure that every lesson and every objective meet the test of Valor.

I am not a particularly brave person, but I know bravery and honor bravery, not in some crypto-Rahmbo homage to cruelty and acts of violence, but the underlying gentleness required of any brave act. My Dad, God rest him, fought in three brutal campaigns of the south Pacific, but bravest thing he ever did was hang laundry in the yard, when my Mom was laid up in the hospital with kidney failure in 1960.  He worked three jobs and took care of three little kids which meant laundry, cooking and cleaning during the Ozzie and Harriet epoch, when real men had dens, volumes of Playboys and 'the liitle woman' for such deeds.

My Dad, who was generally as combative as an old nun going through change of life, took the taunts from the Dads over fences. All but old man, Phil Bellina

Aristotle made the distinction between a brave man and crazy man, "   We ought presumably to call not what a fool or a madman would deliberate about, but what a sensible man would deliberate about, a subject of deliberation.: NE Book III.

We must deliberate.  Not always a possibility. How then do we act and how do we train generations of young men to act with grace, dignity, piety and deliberation if possible. Terence Barrett explains:

Brave acts occur every day. Great numbers of humans possess qualities of moral strength, purpose of mind, and courage. Finding themselves in the right difficult circumstances they demonstrate bravery. Most brave individuals go unheralded because their lives seem unremarkable or because they perform unwitnessed acts of bravery. Sometimes the witnesses to their bravery do not survive the circumstances.
Bravery is a personal quality, usually understood to be an inner core of strength and courage. Bravery is demonstrated by a deliberate and conscious choice to quickly, perhaps immediately, initiate an action in a difficult and challenging situation. That action will be in a manner uncommon (perhaps) to most people and performed in a socially accepted and respected way. Put simply, bravery is the demonstration of courage.  

Dr. Barrett's wonderful book The Search for the Forgotten Thirty Four examines the lives thirty four men who earned the Congressional Medal of Honor for acts of conspicuous bravery.and who died in relative obscurity even in their own home towns. Barrett write, "  Examination of Medal of Honor Citations suggests that Marines repeatedly perform in certain ways in their demonstration of heroic bravery."

He goes on with this  tem[late of brave actions "Nine general actions were identified to be ways in which Marines earned the nation’s highest award for bravery in battle:
1) Do what is asked for or required and more.
2) Fend off an enemy assault, especially one of unequal odds.
3) Volunteer for a challenging task potentially dangerous to oneself.
4) Turn the outcome of an engagement with the enemy by initiating an assault.
5) Demonstrate leadership that inspires others to take action despite imminent danger.
6) Sustain deliberateness of purpose despite extended duress.
7) Carry on one’s duty in spite of grievous, debilitating, and life-threatening wounds.
8) Put self in harm’s way, disregarding danger, to rescue others.
9) Act in defense of fellow combatants, even to the risk of one’s self.

A hero’s age at the time of action does not determine bravery."

If we graduate a student with Honors, but without an understanding of the nature of valor, I believe we might as well not teach at all.

Bravery is observable and self-evident and requires no parsing, or context management.  To do what is virtuous requires brave deliberation.  This is a cross-disciplinary imperative for a good school. Every book, every essay, every quiz and every activity should be dedicated to giving young men the outlet for bravery. Lessons should focus on examples of valor : in Geometry and Mathematics the Bravery of Archimedes;
Biology and Physics the Self Sacrifice of Pierre Currie and intellectual courage of Gregor Mendel and the Internet can provide halls of learning beyond the walls of the school.

All students come to school with fears. Those should be addressed and Barrett does a wonderful job of it -

Bravery does not mean fearlessness.
American author Mark Twain had traveled, worked on the Mississippi steamboats, and watched the Civil War nearly tear the nation apart. When he wrote the following comment, he was 59-years-old. He was not trying to be funny; he was serious when he said; “Courage is resistance to fear, mastery of fear–not absence of fear.” 6
Mark Twain and others have long understood that fear and bravery go hand-in-hand.
Acting with bravery means that a person must perceive a danger or threat, real or imagined. Bravery is then demonstrated by an admirable human action, an indifference to fear, and a disregard for the personal danger. Note, however, that indifference to fear does not mean the absence of it. A person recognized to possess bravery consciously rises to meet a challenge that triggers fear, draws upon this personal quality, and takes an initiative few might endeavor.
The award Citations for the recipients repeatedly describe their heroic actions with specific words: included among these are admirable, bold, courageous, daring, dauntless, fearless, gallant, honorable, indomitable, intrepid, resolute, stout hearted, tenacious, unfaltering, unwavering, valiant, and valorous. The words impart a certain sense to the actions of these men.
Can we accept the implied meaning as accurate? Is dauntless a measurable and quantifiable personal quality? How might courage best be defined? A person described to be dauntless is believed to be without fear, unintimidated by danger. The words dauntless and courageous are often used interchangeably. Both are considered synonymous with brave. Yet, dauntless and courageous do not mean the same thing.
There can be no question that the Marines described in this book acted courageously. That they acted without fear at the same time is not accurate. A person does not have to be dauntless to be brave.

Dare I work toward this?  

Just a thought.

'Doing Austins' With Myself Part I

An Augustinian Examiner ( Austin Friars in UK)

" . . .However, there does not seem to have been any 'proper' exams at Oxford for a degree during Medieval times. A student would be presented before his college chancellor and would then have to swear on oath that he had read certain books on his subject and then nine tutors had to testify on each student's ability within his subject. The student would then have to argue on an academic subject before a Master of Arts - usually an Augustinian monk, thus giving the process its nickname 'doing Austins'. " Medieval Studies

Austin examiner -What is your idea of a Catholic school?  Specifically, What is your vision for a gender specific Catholic college preparatory high school?

Me - Well, to your initial and more general question, a Catholic school tends to be one of the following -

• a parish school dedicated to the immediate member congregation and operated with revenue from tuition - usually but not always an elementary school
• a central high school ( co-ed or single gender)operated with subsidies from the Archdiocese*, tuition and substantial fund-raising through institutional advancement activities
• a religious congregation endowed school/academy supplemented by significant tuition costs and an extraordinary and sophisticated institutional advancement operation
• An Independent Catholic school/academy endowed by individual Catholics of great wealth and open to largely affluent families with some scholarship opportunities for the financially challenged, but again operated via tuition and substantial fund raising activities
• Innovative and imaginative religious congregation and corporate sponsored work/study schooling, the San Miguel and Cristo Rey models of the De LaSalle and Jesuit orders

To your second question, I would like to see the development of an endowed Independent Catholic high school open to students from struggling and financially challenged families - a school where the revenue pie chart indicates a larger donations wedge than the tuition slice indicates on Catholic school financial graphs. I believe that young people from the inner city's working classes of all races and creeds deserve a Catholic school opportunity.

Austin Examiner - Please explain what you mean.

Me - Sure, This summer I wrote a wonderful column for the Irish American News.

Austin Examiner - A 'wonderful article,' you say?

Me - Delightful, really.  Do go to my link and enjoy the whole piece, but, in essence, let me summarize the salient point with this passage, When Catholics departed the ( inner City and plagued by violence) neighborhoods, so did the Protestants and Jews. White flight became the all too simplistic neologism that helped further polarize races. Black folks attended smaller, non-institutional churches that did not have the economic infrastructure to provide social outreach for poor people. The big churches were deconsecrated and became real estate blight.
For example, when the Irish Christian brothers parted ways with Leo High School, the monastery on the south west corner of 79th & Sangamon Street was abandoned and became a danger to the community. Leo High School’s President Robert W. Foster ordered the demolition of that building, when it had been broken into, looted of brass, copper and other marketable metals, wiring, wood and stained glass to avoid injury or assault upon our neighbors. It cost Leo High School a great deal of money to do the demolition.
Leo High School also raised money from the Alumni and a few foundations and acquired one whole block of neighboring buildings that had been abandoned as well and developed a recreational field open to the community and used by the school’s athletic teams.

Leo High School remains open, a Catholic institution, because of the grace of God and our Alumni and friends. It is costly, but Leo High School educates wonderful young men who turned the brass door knobs embossed with Christ’s cross. Leo President Dan McGrath raised more support revenue in the last two years than at any time in the school’s history. Most of that revenue went to tuition support and capital improvements. Leo’s revenue pie-chart is upside down – fund raising revenue far exceeds tuition revenue. ( parenthetical my own)

Austin Examiner - Delightful . . .somewhat

Me - In our times, a Catholic central high school  for boys, can serve the families of a thriving neighborhood according to the old financial  template, but with greater difficulty. Catholic schools must constantly raise tuition costs on families in order to stay competitive with elite Magnet and Charter public schools. Taxes allow those two challengers to traditional Catholic schools to offer more 'bells and whistles' in curriculum and activity choices.  While tax revenue to public education bleeds everyone, Catholic and private school families lose an extra quart.

Austin Examiner- Must you be so sanguine? Sorry, just trying to lighten the moment.

Me- (with generous wave of my generous palm) Not at all Frater, as Magne Pater Augustine chanted, 'Qui cantat, bis orat.'

Austin Examiner - That will about do -now, continue, please.

Me - Hey, look Hard Collar and Hood, you started the waltz with your quip about my metaphorical conceit.

Austin Examiner - Yes, yes,  "I started a joke / Which started the whole world crying / But I didn't see / That the ...

Me- Hey, cincture belly!  Level off!  Hey,  . . .well, take this up later. Calm down, Man.  Here, drink this. It's Canfields . . .Seltzer . . lime.   Sorry about the Bee Gees number everybody. . .no really.  Can't stand them Brothers Gibbs. . . .




 * Subsidies ended during the episcopate of Cardinal Bernardin

School: A Catholic Core Invites Diversity and Happiness

General Rule: Public schools may not teach religion, although teaching about religion in a secular context is permitted.- AntiDefamation League (emphases my own)

I was taught Math, Chemistry and Physics in high school, but I seem to have learned only "about" those rigorous disciplines and have the grades to prove it. The fault, dear Reader, was in myself and not due to a class action lawsuit and subsequent legislation. I was and remain incompetent in the matters of quadratic equations, tables of elements and quantum mechanics, God forgive me.

I managed to have a happy and mildly successful life, nevertheless. My gentleman's Ds notwithstanding. Being taught Math, Chemistry and Physics by men of God made all of the difference.  The Augustinian Friars of my youth exacted a sense of awe for those studies in me. I learned I could read "about" those hard sciences and not plunge onto a career path where mediocre understandings are tolerated. I mix no potions, fly no plane, nor attempt to transform Nature.

American Public education is in the business of doing the work necessary for the growth of government.  Catholic Education is the means of producing centered people.  In public education, kids are a commodity and a tag-line.  Catholic schools require the growth of a young person's potential.  In public education students are weighed and measured and in parochial schools, young people are led to an acceptance that core values are good path to success.

Both educational systems succeed in the meeting their goals and objectives. One is showered with the mythical governmental doctrine of limitless tax dollars and the other must fend for itself.

The difference is simple God is not welcome in one and He is member of the faculty and staff of the other.

Public schools and charter schools are the same in that they cost families little to nothing.  Catholic schools, like all American private schools, cost a lung.

Public schools pay licensed teachers very well, but Moses, Jesus, or The Prophet could not be hired.  Catholic and private school teachers are paid somewhat of a salary,but  the above three historical persons would find themselves welcome in the faculty lounge.

I have worked in Catholic high schools with Muslims, Jews, Methodists, Lutherans and Catholics and found my life enriched and challenged by their collegiality; our kids learned and achieved lives of happy commitment to something beyond their urges and impulses.

I will devote my attentions for few weeks leading to the start of a new school year to the idea of schooling.

Having taken my gimlet-eyed view of public schooling in this initial few lines, I will avert my eyes of that public mess and focus on

• Young people - males largely
• What works with young people
• What does not work with young people
• What is needed in a teacher
• What is never needed in a teacher
• What makes a great school
• How to fund a great school
• How not to fund a great school

Let's see how I do.  I hope better than my canon of work for Fathers Klinger, Peotzinger and Scheible O.S.A. (circa 1966-70). 

http://archive.adl.org/religion_ps_2004/religion.html#.U9eMCeNdXD1
http://www.theatlantic.com/education/archive/2013/10/why-are-private-school-teachers-paid-less-than-public-school-teachers/280829/

Catholic and Private School Families Continue to " Carry the Turf"

Children carrying turf to pay their school fees from 'The Graphic' on this day in 1888.

Paying tuition is an obligation parents assume when they want their children educated in America.   Public schools are paid for by tax payers, including the families who send their children to non-public schools - they pay twice; once, for every one else's children and again for their own.

Private education comes in several forms. There are what are known as Tier One schools - elite schools endowed and patronized by wealth. Schools such as University of Chicago Lab Schools, Latin School, Frances Parker, Lake Forest Academy and North Shore Country Day are Tier One schools - some rooted in a Mainline Protestant denomination past, or purely secular. These schools tend to have the highest tuition rates and are exclusive.

Then there are Parochial schools of which Catholic schools are the most prominent. There are Dutch Reformed, Lutheran, Jewish and Muslim schools. These schools operate on tuition and gifts alone for revenue and some are becoming almost as costly as Tier One schools.  Catholic schools have always depended upon the support of the parish, or a religious congregation.  Today, parishes struggle to maintain enrollment numbers that match tuition paying families.  Due to the decades of lost vocations to religious orders, Catholic schools are more often than not operated and managed by Catholic lay persons. Tuition support comes from lay operated foundations like the Big Shoulders Fund and private foundations.

Public Education outlaws Vouchers which would allow genuine, fair and reform inducing competition via its threats to and campaign financing of  members of both political parties in the Illinois legislature and local governments. That is how it is.

Catholic schools in America were founded by Irish immigrants very much familiar with "School Choice" policies in Ireland.    Catholic schools educated millions of Americans with standards that remain today in most Catholic schools.

Families continue to sacrifice for their children and students themselves are no strangers to the burdens placed on their parents, often working off tuition in the schools themselves.  They carry the turf.

Elected mediocrities (Durbin, Quinn, et al.)  who benefited from a Catholic education* are the most strident foes of School Reform.  They have selective memories linked only to pious platitudes mouthed at a St. Paddy's Day breakfast, or in a hall full of Hibernians. Memory is the first thing annihilated by tyrants, frauds and mediocrities.

Tuition is the turf you carry.

Irish hedge school heritage
The hedge schools in Ireland were founded under the penal laws in Ireland in the 17th century. No Catholic could teach, no building could serve as a school, underpenalty of law.
Outlaw teachers
So it began that outlawed teachers taught children and traveling "strangers" in the open air. One child might serve as a lookout for the authorities. The teacher might get paid in butter or with a few shillings.
Classes taught included Latin, Greek, Arithmetic, Reading and Writing. Originally it was all done in the Irish language. The Irish language was one thing that theauthorities wanted to eradicate.
The end of the schools
As time went on, laws would allow for a school building, and the Irish actually got their own schools in the 19th century. Some hedge schools continued, but theyfaded from view and disappeared for the most part by the time of the famine.Student responsibilities
If necessary, each student was required to carry a brick or two of turf to school when it was cold outside. The turf would then supply heat during the school day for everyone.

 *School/Choice and Vouchers in Illinois3/1/2014 8:00:00 PM By Mike Yurgec -Contributor
As a parent of a child in Catholic school, every year I am faced with the same thing the rest of the parents face - the property tax bill. I am very troubled with the fact I pay for a public school system I never use. My child will never darken the doorstep of that building and yet, more that 60% of my property taxes go to fund that project. For us and many others, that is several thousand dollars a year going to a public funding project we will never use.We all know why we send our children to Catholic school. The reasons are many. But the underlying fact is we pay extra to send our children there in addition to funding a public school system our children will never use. This is "taxation without representation". If you recall, there was a revolution started over this in 1776.
I have heard other parents say, "I can't afford to send my child to Catholic school." The facts are these; YES - you can afford to send your child to Catholic school if you were allowed to spend the tax money confiscated from your bank account to fund a public school to pay for your child's tuition! You see, if we were allowed to spend our tax dollars to fund our child's education in a Catholic school system, there would be more funding for that system, more children in that system, and better results from that system. We could fund better schools and better pay for our teachers and administrators.
We need all of the Catholic parents across this state to stand up and be counted. If we all took the stand of "No School Choice - No Support" to our legislators, the law will change. It would have to change. According to the website Catholic-Heirarchy.org, there are over 165,000 Catholic parents, grand parents, aunts, uncles, brothers, and sisters in the Springfield Diocese alone. In Illinois, there are over 4,950,000 Catholics. The politicians have to listen to us at the risk of their own political peril!
Ask your local, state, and federal legislator this question, "Do you support school choice?" If not - why not?! And be sure to tell them your vote is vested in their position to support school choice. Please - do it now!
Thank you!
Mike Yurgec
Sherman Illinois

Sharing Rides With Clyde , Leo High School Freshman

Clyde and the X Country Team - The Man is Dead Center Front Row Tossing the Leo Lion "L"

I pick up ten guys every morning along a route that comprises Englewood, Grand Crossing and Bronzevill neighborhoods. My first passenger is a freshman named Clyde B@@#$^% who lives in the concrete pocket that intersects the Metra line, the Skyway and Vincennes/Wentworth along the Dan Ryan.

Leo freshman Clyde is a perfect gentleman, mature beyond his years, thoughtful, tough and suffers from no self-esteem issues, whatsoever. Clyde is unarguably the shortest man at Leo High School, but stands much taller than some of classmates.  He ran cross-country and is a member of the freshman basketball team now playing .500 ball with a victory over Calumet (Perspectives) and a tough loss to the Fighting Irish of Bishop McNamara on Friday.  Clyde can steal and handle the ball, but can not shoot to save his life and neither can his team mates. They'll get there.

I take the grey van from the lot on Sangamom each morning and drive north on Halsted to 74th Street, make a right to south bound Stewart, a left on 75th Street and quick left at Normal.  I am at Clyde's in less than six minutes.  His Mom is a nurse raising two boys in Englewood and paying Catholic school tuition.  She is a valiant young woman.  Clyde's brother attends a Chicago public grade school.  He too will attend Leo High School.

Clyde emerges from the warmth of this home promptly at 6:30AM, climbs in to the passenger seat next to me with genuine,   " Good Morning, Mr. Hickey!"  Morning Clyde! We begin the morning dialog.

We then talk all manner of things from stray dogs in the neighborhood, to Josh  McCown's rightful place as Bears QB, to basketball practice, to the glorious Chicago architecture between 63rd and 35th Street along Dr. King Drive. We pick up Chris A##$%^^ in the project homes still called South Park at 66th.  Chris is a classmate of Clyde's and a profoundly serious guy who keeps his own counsel.  For the last couple of weeks, construction projects on King Drive required us to detour through Washington Park to 55th Street.  This was grist for the Columbian Exposition narratives mill and Burnham's far-sighted development of the south side from the Lake west to State Street.

As I mentioned, we take in the beautiful homes and apartment buildings on Dr. King Drive.  My favorite is on the north east corner of  43rd Street. 

Clyde prefers the Chicken and Waffle House at 39th & King Drive for more than just the aesthetic but culinary graces bestowed beyond its portals.

We pass the Victory Monument of the Fighting 8th Illinois Regiment and arrive at 35th & and Dr. King Drive, take a right and quick left into the strip mall for the Dunkin Donuts Munchkins that will tide over the seven to eight gents who will join my two passengers for the journey to another day in Catholic education. Clyde's appearance in the door is cause for excitement among the early morning Coffee Anne  crowd,  Roy the mall maintenance manager and Miss Marie get greeted by the young man and then query Clyde's doings as he places the order for his fellow travellers. This fourteen year old gentleman is one of the best examples of what Leo High School is all about.

I look forward to my drives with Clyde.

Catholic Schools - It Ain't Just About the Bucks

Catholic schools operate on tuition ( which is brutal to budget and, in this economy, for families to meet) and on fund-raising.  The cost of educating a student in a Catholic high school runs in the pricey neighborhood of $15,000.  Most Catholic schools set tuition for families in the still burdensome area of $ 8,500.  Many schools will have a tuition exceeding $ 10,000 per year including books, fees and the bells and whistles like transportation.

Most people who send their children to Catholic schools are church going, religious Catholics, or church going, religious non-Catholics.  They are accustomed, or rather acculturated, to obligations of time, talent and treasure beyond the immediate necessities and desires of their family.  They give from the pew and write checks to charities and the schools their children attend over and above the required tuition payments.  Not only that they, as citizens of Chicago, Cook County and Illinois, pay the highest taxes in the United States in support of the sad and expensive public schools.

Many of these same tax-payers work for the very government agencies that vacuum their checking and savings accounts as well as provide a modest salary.  Many of these people are being down-sized.  I know of scores of Dads in my neighborhood who have been forced out of work in the last eight years and more who expect to be let-go in the next few months.  The other day, I spoke to one of my daughter's classmates at Mother McAuley, whose father is now entering his first year as an apprentice tradesman, after being a five-figure accountant for Cook County from the time he had gotten out of college twenty-five years ago. His bride works at Jewel on 103rd Street and has done so since he was 'smart-sized.'

His daughter will graduate in June and go on to college after being educated in Catholic grammar and high school.  They are blessed.

Other families with children still attending Catholic grade school are not so fortunate.  How will a family of modest income and monstrous taxes afford a Catholic education for its children?

We work on it.  This Sunday, the Catholic New World, reported on two initiatives that have been on-going these last three years. One is the strategic plan developed by the Cardinal, Sister Mary Paul McCaughey and the School Board and the other is the Big Shoulders Assistance Initiative. The Strategic Plan is a common sense setting of viability parameters and expectations for best practices.  The Big Shoulders Commitment is much sexier, because it answers the demands of the strategic plan -

The March 6 announcement was precipitated by donors calling and asking about the future of Catholic schools in the lower income communities that the Big Shoulders Fund serves.
“In contrast to what is happening to innercity Catholic schools nationally, enrollment has grown in our schools for three consecutive years through concerted efforts focused on marketing and need-based scholarships, while fundraising has increased each year,” the statement said. “This growth is evidence of increasing interest in the success of our schools and students.”
The Big Shoulders Fund currently provides $12 to $14 million in annual support for 93 inner-city Catholic schools educating nearly 24,000 children in Chicago. This support includes renewable and emergency scholarships coupled with strategic investments in marketing and development, in academic programs and resources and in enrichment programs for students. This year, Big Shoulders Fund will provide $6 million in scholarships to more than 5,000 children in preschool through 12th grade.
The amount of money Big Shoulders Fund provides for schools has grown to its current level from $5 million to $6 million a year only seven or eight years ago, Hale said. The new commitment relies on a continued increase in its fundraising capacity.
“We’re already out there raising the money,” he said.
The statement said the Big Shoulders Fund will invest directly in several schools to help them become more viable.

As I mentioned most Catholic schools are attended by the children of Catholics who have had a tradition of paying tuition.  Leo High School is not most Catholic schools.  Most of our students come from families who had opted for Chicago Public Schools to educate their boys in CPS elementary schools.  Our families found CPS to be most disappointing and the entrance scores of in-coming Leo students who attended CPS schools reflect that opinion.

Leo High School. like other Catholic schools in the African American neighborhoods of Chicago, is refered to as a "Pay School."  That is the CPS anti-marketing meme, I believe. e.g. - "If Raheem does not attend CVS, or South Shore, Mrs. Smith, you'd need to send him to a Pay School!"

Mrs. Smith is more than willing pay for a Catholic School.

Read the articles on the two initiative by committed people and the means by which families trying to keep their noses above the mortgages, taxes, repairs, expenses and tuitions can get a Catholic education.

I will be telling you how Leo High School is going to offer a very sexy opportunity for a Leo Catholic Education over next couple of weeks.  We are going to show a bit more ankle than our pals Jim O'Connor, Tommy Zbierski and Josh Hale of the Big Shoulders.  As Leo President Dan McGrath says, "This is how we roll!"

Catholic schools keep God in play.  Catholic schools teach core values of family and citizenship without blush.  Catholic schools teach the consequences and rewards of behavior.    Our students behave in a manner that reflects credit on their families, their race and their religion -Catholic, Evangelical, Muslim, or Jewish.  

Catholic schools are not only about the costs, they are about the values.

Rahm's Garbage Grid, Layoffs and Meeting Tuition Payments for Catholic Schools

 

The Beverly Review recently reported on a meeting of residents of the 19th Ward and Alderman Matt O'Shea. 

"The program concluded with a discussion on the city’s move to a grid garbage collection system that will be implemented in the 19th Ward in 2013. The program, O’Shea said, will save the city between $15 and $17 million in 2013 and $20 million in 2014 by essentially doing the same amount of work with fewer crews.

Currently, O’Shea said, there are 11 Streets and Sanitation crews that work five days a week to collect garbage in the 19th Ward. Under a grid system, all 48 of the city’s Streets and Sanitation crews will “saturate” an area of the city at once, thereby eliminating the work of seven crews per week (55 minus 48).

The 19th Ward’s garbage collection day under the grid system will most likely be Monday, O’Shea said, and recycling pick-up will continue every other week. Local residents, he said, will receive written notification before the new system is implemented." (emphases my own)

This gives me pause.  Great pause.  The same amount of work will be performed by fewer crews, who now work five days per week, but they will be part of a 48 crew city-wide.  Seven crews will be eliminated.

Is that seven(7) crews Tops?  Citywide?  Which Ward's crews will get the chop?  Back in 2008 when the well-coiffed Inspector General Dave Hoffman was all the rage, a typical garbage collection crew consisted of  three persons.( an MTD, the driver, and two Laborers) who work 8 1/2 hour days 30 minutes of paid lunch.

Even the well-coiffed IG Dave Hoffman had to admit that Bureau of Sanitation (BOS) workers had a "dirty and smelly job."  Gee, You Think, Dave?   Dave wrote a hair-raisingly hysterical Jeremiad against these 'dirty and smelly' crews in 2008 and bean-counted his assessment that most crews ( Dave counted *only 10 Wards out of the 50 btw) to the conclusion that these 'dirty and smelly' workers loafed an average of TWO HOURS A DAY!!!!!!!!

Systemic Loafing, People!!!!! Quod Erat Demonstrandum!!!!  We need the Garbage Grid Pronto!

Hey, thanks for playing your part there Dave!  How are things working out for you in the post-political life?

Well, the Grid is coming.  More crews will be laid-off, smart-sized, re-configured, no longer compensated, bereft of salary.  Thank God, for the great souled reformers! Why even this morning the Sun Times caught some poor slob napping on the job!

You see that is how Progressives roll.  Find some clouted mope who games the system, tag his behavior as SYSTEMIC, and fire hundreds of solid people standing in the way of some Red Light Camera, $100 M. Riverwalks**, CPS - Our Lady of Perpetual Helplessness, Garbage Grid, Claypool's Pee-breaks, Ventra Card, or Bombardier CTA Car boondoggle, which are the necessary components to Chicago -Urban Center.

What will happen to the families of Sanitation Crew member laid off in sacrifice to Progressive Mammon?

Well, they won't be making obscene lower middle class salaries; that's for sure.  Some MTD Streets and San Driver with three kids in Catholic Schools had better re-evaluate his life choices!  Some Laborers will need to pull Marsha from Queen of Peace High School and send her Madam Curie.

The City workers that I know are breeders who send their kids to Catholic elementary and secondary schools.  Like their neighbors who happen to be electricians, carpenters, cement finishers and sprinkler fitters, the Hope & Change Economy, that is GW Bush's fault 100%,  they can only hope that something will change.  Well, there is Marriage Equality, after all, but that won't pay the $10 K tuition for a Catholic high school education.

The Progressive gets a win-win out of this.  With Garbage Grid and other up-coming City of Chicago employment downturns ( privatized police and fire n'cest pas?), fewer families can afford to send their kids to Catholic schools and fewer kids will learn Catholic teaching and fewer voices will oppose SYSTEMIC CHANGES UNIVERSAL!

Huzzah!  It's an Andy Shaw Rodeo, folks!

Nope, Rahm's Garbage Grid and Obama's Economy are here to stay.  Catholic Schools like Leo High School are working hard to help our middle and lower middle class neighbors meet the opportunity to get a Catholic Education.  It is a systemic thing with Catholics.

Over the next few weeks, I explain exactly how Chicago families can budget against Rahm's Garbage Grid and the Obama Economy.


*"Between May and September, IG investigators spied on 77 garbage truck drivers and 145 laborers in 10 wards. They reported what they called "systemic, pervasive" waste and fraud".Tribune

** Please diagram the following sentence - "The truth is, we're now at a juncture in the history of the city of reintroducing the city to the river and the river to the city," Emanuel said. Chicago Tribune

Martin Marty's Fedora “How can Catholic education be saved?” - Play Small Ball

I read an interesting article by University of Chicago scholar Martin E. Marty. The article rather whimsically treats Catholic Schools as reified artifacts - a fedora e.g.  things that fade out of fashion and necessity.   I'm no scholar, but I have taught and worked in Catholic high schools since 1975.  So, since we are doing metaphors, Catholic schools remain the Cadillac of American education; back in 1975 more Americans could afford a Caddy.

I taught at Bishop McNamara High School in Kankakee, Illinois. The Clerics of St. Viator(CSVs) operated this co-educational high school under aegis of the Joliet Diocese.  There were five Viatorian priests in the Administration and teaching staff and there were also nine Sisters of Notre Dame(CNDs)  in teaching and clerical positions.The balance of the faculty were lay persons.  Together we served the 400 young men and women from diverse backgrounds.  The school was mirror of Kankakee County - heavily French with African Americans and Dutch Protestants filling out the demographic.  The students were the sons and daughters of farmers, factory workers, tradesmen, white collar workers, doctors, lawyers and a couple of bankers.

1975 saw the fall of Saigon and my baby steps in teaching.  The American economy began to tip due to OPEC and Jimmy Carter responded by manfully donning a sweater.  Kankakee had been home to many big sized businesses, Roper, AO Smith, Armstrong Tiles & Pharmeceuticals.  These operations as well as the foundries, metal fabrication and pallet operations provided a robust employment.  Tuition, which would be considered invisible by today's Catholic school prices, was set at $ 787 per year, sans fees and books.

I was paid a salary of $ 6, 800, with medical and allowed to pay into a retirement plan.  My salary every two  weeks amounted about $ 264.00 every two weeks.  I paid $ 225 a month for an apartment near the school, as I did not own a car.  I walked for two years.  Things were good. I received a modest raise each year according to the Levels and Steps Salary Scale of the Joliet Catholic Schools.

The economy broke bad. The Shah was bounced, America held Hostage, OPEC kicked sand in our eyes and Jimmy Carter paddled away from a rabbit.  Malaise.



AO Smith and Roper went to Mexico and so did the secondary industries.  Our parents were laid off.  One gentleman, Mr. W, had three kids in Catholic schools and was a shift manager at Roper in 1977.  In 1979, he was bagging groceries at Grocery World and Mrs. W. babysat. The kids all graduated, but they had moved from four bedroom bi level home in the  the very upper middle class west  side  Kankakee Parish of St. Martin of Tours to rental slab home in Bradley, IL. The W Family were heroic.

Other families just could not hack it and parted for the Kankakee, Bourbonnais, Momence, St. Anne and Herscher School districts.  The enrollment and the tuition revenue plunged. The faculty went without raises, but kept the school operation first rate. The athletic and academic programs blew away the competition from the tax-fueled public schools all over the county and beyond.

In 1981, due to declining vocations, the CSVs ended their operational ties to the school.  Shortly thereafter the CNDs did the same.  More lay persons swelled the salary slot in the budget ledgers.  That same year the school and the parents initiated the Negotiated Tuition program to keep as many of the students in the school.  Parents agreed to bring in their W-2 forms and negotiate tuition, or opt to meet the $1,400 tuition.

Regardless of the struggle, Catholic families sent their sons and daughters to Bishop McNamara.  The school held on.  After three years, the negotiations ended and tuition was set once again.  No miracles.  This was small ball*.

The faculty was an immensely talented body of teachers who sent Kankakee kids to Yale, Brown, Rutgers, University of Chicago, West Point, Annapolis, and the Air Force Academy, as well as Illinois, Purdue, DePaul, Loyola, ISU, EIU and Olivet.

Graduates stood out - Lori Hoekstra became a producer for Saturday Night Live, Letterman and now manages Norm McDonald, Kara Zediker is a movie star, America's first Casualty in the Operation Iraqi Freedom was Capt. Ryan Beaupre USMC (dec.) and there are so many more like  Napoleon Harris and Ron Young in civil and public service. There is also a thick handful of Catholic priests brothers and nuns who graduated from Bishop McNamara at the end of the last millennium.

No miracles.  This was small ball played out with huge sacrifices.  In piece linked to Marty Marty which uses the metaphor of Fedoras for Catholic schools misses a point. I continue to work in Catholic schools; did I mention I work at Leo High School?

Fedoras can still be purchased at vintage boutiques and they tend to cost a hell of lot more than the original price.  Fedoras might not be worn by a huge male demographic anymore.  Some folks worry that a Catholic education might become available only to the elite, the affluent and label conscious - like Notre Dame University. Catholic schools exist because of Catholics.  Catholics who take of precious things - faith, family, and freedom are not fads.

Fashion - even grown men wearing bow-ties- fades.  Fads even faster.  Catholic education is no fad; no matter how much public school educators try ape the school traditions - a Cadillac is no Prius. Catholic schools like the Dodo bird?  Like the Fedora, Marty?

I don't believe that to be the case at all.  I work at a school that 'smart' people insisted would close 'next year' with the same passion and precision that a Cubs fan sees a Cub World Series trophy.  The Cubs won one in 1908; Leo has been closing since 1967.

Here's your Fedora; see you next year Marty!.

* Catholic League football is remarkable for slugging it out yard for yard and eating the clock as well pounding to the goals.  However, small ball is more of a  baseball term:"When Paul Richards took over as the manager of the Chicago White Sox in 1951, his team had few power hitters, so he decided that he needed to manufacture runs by emphasizing speed as well as a strong defense.^[6] The White Sox became a contender and eventually, the team known as the Go-Go Sox won the American League championship in 1959 by relying on speed and defence."

Charisms in Catholic Schools: Keeping Important Instruments in the Orchestra

“Knowledge and wisdom seek a covenant with holiness.” Pope John Paul II alluding to St. John Cantius

In the introduction to John Sullivan's 2001 study of Catholic schooling Catholic Education: Distinctive and Inclusive the author developed a metaphor that struck me as profound.   The book discusses the polarities of Catholic education as distinctive from the other educational paths; public and independent as well as other denominational schools, while inviting all to participate. In Chapter One, Sullivan notes the diminished influence of religious orders on Catholic education and remarks "The 'orchestra' now plays without benefit of some interesting 'instruments.'  By that he mean the charisms that marked the educational methods which distinguished the religious orders operating individual schools.

Vatican II ( 1962-'65) seemed to accelerate the growing secularism in America. Post-WWII GI Bill Catholics viewed themselves more American than Catholic, especially those with college and post-graduate educations. By the 1970's Catholic education, in particular religion departments, adopted more Clown Jesus Superstar undercoating than the more durably simonized protective coatings of a Jesuit, Augustinian, Carmelite, or Dominican education.  Ask too many Catholics today what is the different and you would most likely be answered, "Hey, they're all the same."  

Religious discernment and judgement in general has suffered from an almost universal dumbing down.

What has occurred through vocation decline and the Catholic-lite religious education dynamics is the absence of charisms that marked, distinguished and glorified Catholic education. Religious Orders have distinct charisms. An example, noted in a recent monograph by a member of the Congregation of Christian Brothers (Irish Christian Brothers) notes the crisis that order has faced - "The charism usually proposed for Edmund Rice is that 'he heard the cry of the poor' and there has been a stress on his clothing, feeding and teaching the extremely poor and marginalised urban underclass to assist the condemned, the gaoled, the deprived, the oppressed and the desperate. While true as far as it goes, 'he heard the cry of the poor' has tended to be interpreted in an increasingly secular world in an increasingly secular way. It is true that the poor need bread (or rice!) or the skills to plant better grain, but, In fact, the desperately poor need Christ. The increasingly marginalised require salvation as much as the rich, the middle-class or anyone else. This tends to be obscured."  The article concludes - The charism of Edmund Rice was to instruct ignorant boys and young men in the Catholic faith - Gerald Kilmartin, c 1989

Brother Kilmartin seems to be addressing the diluting of the charism during the 1960s.  Ignorant boys can have Dads with comfortable bank accounts as well as boys who come to school without a square meal in their bellies or two nickels in their jeans.  The charism was stretched by some in the Congregation in order to avoid the classroom and opt to be Junior Joseph the Workers, living in a monastery with three hots and cot, while working at a factory in Clearing as a personal ministry.  A teaching order teaches.  When the mission statement gets skewed, why bother?  Vocations plunged.

All Catholic schools and especially the first Irish Christian Brother school in Chicago, Leo High School, operate like vineyards: grapes differ.  A connecting branch must get the operating growing and eventually the finished products flowing. There are no brothers at Leo and there has not been one teaching, coaching or administering since the death of Brother Francis R. Finch in 1999 and the Congregation's forced retirement of Brother John Steve O'Keefe in 2005. The brothers withdrew from Leo as a congregation in 1991. Leo High School remains a Catholic school of the Archdiocese of Chicago and managed to maintain something of the charism of the Irish Christian Brothers.  Alumni who were educated by the brothers make up a good portion of the faculty.  Alumni support for the school is robust.  Most encouraging is the presence of former Brother Peter W. Doyle.

Peter Doyle, now married, began his teaching career at Leo in 1967 and served many years as an English teacher, religion teacher, coach and was hired by Leo President Bob Foster as a principal. When Mr. Foster retired Pete Doyle returned to serve as teacher, coach and campus minister.  The Alumni are delighted.  The older silver maned contemporaries of mine still call him Bro Doyle and the young gents Mr. Doyle. Mr. Doyle is a an important cut of the vine, because he is a direct link to the charism that sparks Leo's mission.  He still reads the Divine Office daily and generated great interest in the rosary, especially among the non-Catholic African American students.

Catholic schools were built in order protect the faith of children from the radical Protestant, now Progressive secular, doctrines imposed on students.  Catholic schools developed within a tradition of scholarship and methodology - in fact many methodologies - with the result of training the children of the faithful enact the rituals, immerse themselves in the stories and traditions of the Catholic faith, and live the learned virtues as adults.

It matters that there are distinctions.  A Jesuit education is different from the one a Leo Man received, all the while both are powerfully Catholic.  When distinction is obscured, diluted, neglected, or ridiculed, the whole is diminished.  Catholics who accepted anything will swallow anything.  If that is the case, why bother?

Catholic schools must strengthen identity through the distinctive and inclusive qualities of the many charisms.
The orchestra needs the right instruments. 

Boys to Men: Catholic Schools Must Remember This

 Boys are always more or less inaccurate, and too many, or rather the majority, remain boys all their lives*. John Henry Cardinal Newman - The Idea of a University

At recent parish event, I ran into several young gents who were classmates of my youngest, Clare.   One young guy, whom I'll call Jack, I have had the pleasure of knowing from his days in Catholic pre-school through this his senior year at a south side Catholic High School.

Jack is a very athletic, energetic, witty and happy young guy.  Like my own son who attended the same grammar school and high school as him, Jack will be a fine man.  However, also like my son, Jack had a miserable time in grammar school.  The girls universally had a great time, but the boys had a really, really painful time.

All through grammar school, Jack, like my son, was called to the office, given detentions for chatting, playing, day dreaming, acting up and breaking stuff, had academic credit removed from grades for being messy, disorganized, sloppy, haphazard, received a verbal dressing down for forgetting pencils, erasers, calculators, rulers, paste, pens and good grammar, not to mention 'out of uniform.'

Jack was always one of my favorite guys, because he was what being a guy is all about - Jack took his lumps, never ratted out his buddies and never ever complained.  " How's Things, Jackson?"  I'd ask. 

"Great Mr. Hickey! Hey, you ever get a Hickey?"

"Only once Jackson!"

" Bwwwwaaahahhhaaa, Hickey's only Hickey!" Presidential timber if ever drew breath, Jack be.

Jack and my son and millions of other young gents take their lumps in grammar school, because 86% of Illinois teachers are women.  At Catholic grammar schools that number swells exponentially.  By "Lumps," I mean verbal abuse and social stigmatizing -"You'll never learn!" Mercifully, I grew up  during the waning years of female inflicted corporal punishment - Oh, there was the excessive use of verbal abuse, too but the whacks took our minds off of that. Physical pain is nothing compared to being 'taken down a peg.'

At the above mentioned parish event, all of the girls (Alumnae) ran to and hugged and their grammar school teachers (ladies all); all of the boys now tall and whiskered sported looks to match the words of Exeter, when asked what thoughts did Prince Hal send to the Dauphin, "Scorn and defiance; slight regard, contempt,And any thing that may not misbecome The mighty sender, doth he prize you at."

Boys are tough to teach.  Boys are willful, energetic, sloppy, smelly, disorganized, scatter-brained and easily distracted. They are supposed to be. Jack has been accepted to college but just might opt to go into the skilled trades. Smart lad!

Colleges of Education pound future teachers with expectations, growth analyses, tests and measurements, graphs and more Dewey than is good for a person.  Back in the 1970's, the academic goofballs decided that boys and girls not only learn the same way, but are exactly the same.  T'ain't.

We in Catholic education largely ignored such nonsense, but the damage was done at the university level and has yet to be challenged much less undone.

My son, Jack and legions of otherwise perfectly acceptable American males have been  nagged, badgered, cowed,domineered and wringer-ed by teachers in pumps and skirts. Catholic high school saved them - they attended single sex schools, where they were mentored and coached and ultimately actually taught by males and some very smart and thoughtful women.

Boys learned that they were messy, smelly, foul-mouthed, easily distracted and disappointing  through eight years of instruction from otherwise nice women who have sons of their own, but are "really, really tired of saying the same things over, and over and over . . .when's Labor Day?"

There is not much other than sports to verify that guy is altogether different from a gal.

Boys need to learn these:

• Perseverance - We are not all winners, special, trophy collectors
• Honesty - See above
• Courage -Do it.  You don't get Atta-Boys for doing your job
• Compassion -We all get it good and hard and with great regularity - See RGIII
• Self-Control - If you feel it, change your mind; it will not end well.

Boys should be expected to behave, act and be exactly what they are and taught reading, writing and math according to their natures; only then can they become the men they are meant to be. More so, boys need purpose and not be told just because that is what we are all doing.

Girls can be taught without a great deal stress and strain. Boys? No way.

You must reach boys before you even dream of teaching boys.

*The infant does not learn to spell and read the hues upon his retina by any scientific rule; nor does the student learn accuracy of thought by any manual or treatise. The instruction given him, of whatever kind, if it be really instruction, is mainly, or at least pre-eminently, this,—a discipline in accuracy of mind.
Boys are always more or less inaccurate, and too many, or rather the majority, remain boys all their lives. When, for instance, I hear speakers at public meetings declaiming about "large and enlightened views," or about "freedom of conscience," or about "the Gospel," or any other popular subject of the day, I am far from denying that some among them know what they are talking about; but it would be satisfactory, in a particular case, to be sure of the fact; for it seems to me that those household words may stand in a man's mind for a something or other, very glorious indeed, but very misty, pretty much like the idea of "civilization" which floats before the {333} mental vision of a Turk,—that is, if, when he interrupts his smoking to utter the word, he condescends to reflect whether it has any meaning at all. Again, a critic in a periodical dashes off, perhaps, his praises of a new work, as "talented, original, replete with intense interest, irresistible in argument, and, in the best sense of the word, a very readable book;"—can we really believe that he cares to attach any definite sense to the words of which he is so lavish? nay, that, if he had a habit of attaching sense to them, he could ever bring himself to so prodigal and wholesale an expenditure of them? John Henry Cardinal Newman - The Idea of a University

Leo High School - One of the "Unreal" Catholic Schools Reported by John Kass

Martez Hampton, a gentleman scholar-athlete of Leo High School's Junior Class has the answer - School Reform is Vouchers.


We had the pleasure of John Kass in the house on the opening day of the CPS Strike.  John's visit was prompted by Karen Lewis' announcement of the strike of all CPS teachers with her statement "Real school will not be open (Monday)."

Leo High School is as real as it gets.  John Kass is a south side guy who knows a plateful full of BS is not a prime rib dinner.

Since real school wasn't open, I was compelled to visit an unreal school.A South Side school where 100 percent of the students graduate, and 100 percent are accepted to college. A Roman Catholic all-boys school that draws from poor and working-class neighborhoods, a school where there are no cops or metal detectors, no gang recruitment, no fear.
An unreal school that is mostly black, but with a smattering of whites and Latinos, and where every student who sees a stranger in the halls goes up to the newcomer, introduces himself, shakes his hand, looks him in the eye and calls him Mister.
Leo High School, at 79th and Sangamon, seemed pretty unreal to me, too.

The entire Leo High School Family, students, staff, parents and Alumni ( 1930 -Present) thank you John for you visit and your great appeal to reason on what constitutes Genuine School Reform.



http://www.chicagotribune.com/news/columnists/ct-met-kass-0912-20120912,0,7520520,full.column

CPS/CTU A Skunk Fighting a Raccoon - Catholic Schools Open Everyday!!

It's All About the Children! All is relative and as John Dewey demands of American Public Education All must be Verifiably Satisfying.  Got that?

I got it years ago, when I studied Philosophy of Education at Loyola University.  Truth is a moveable feast for John Dewey that begins and ends with "Inquiry."

Inquire about leadership in American Public Education -Arne Duncan e.g.

Inquire about Chicago political leadership: Rahm's busy raising cash from Hollywood and what's left of 1%-ers for Obama.

Inquire about the  Public Service Union Solidarity - SEIU is set to cross the picket lines.

Inquire about a 19% increase in an average public salary that amounts to $ 71,000 per annum.

Inquire about length of school day.

Inquire about tenure, accountability, pension, health benefits, sick-days, and school calendars/

Inquire about test scores, college placement, drop-out rates.

If one must, do inquire. Like I said, I got it ( as in understood John Dewey education as a pernicious,  power mad and "cosmic impiety" that assaults truth).



In the next 24 hours, either CPS will cave and toss more money to Karen Lewis in verifiably satisfying manner, or a strike will take place in verifiably satisfying manner.  Either way, it is the public education you, the taxpayer, votes for, agrees whole-heartedly with, or must live with.

In any event, Catholic Schools in Chicago will be open for learning, sharing and strengthening the values God finds verifiably satisfying. In today's Gospel from Mark, Jesus cures a deaf-mute.  Get a load of these beauties!




Chicago Public education is a skunk fighting a raccoon, in my empirical understanding of its dysfunctional operations.



Stock up on the moral and education tomato juice, Citizens, or get used to smell.

Thank You Big Shoulders and Prof. Hank Perritt's Kent Law Students!

Kent Law Professor Hank Perritt,* a wildly accomplished gentleman, brought a score or more Kent Law Students to help gussy-up the grounds of Leo High School.

The Big Shoulders Fund's Amy Drozda and the venerable Tom Zbierski ( The Polish Lion!) reached out to these fine folks and Leo added a thick coat of black enamel to its parking lot fence and had two class-rooms painted as well while the Leo Student Body cut alley weeds, hauled out trash and gave the athletic weight rooms and locker-rooms a thorough going over.

The young law students  came from all over Chicago and from Kansas, Missouri and California. One young lady boarded the 79th Street Westbound at the end of the day.  There were five beautiful young ladies who had no problem getting right to work and knew the working end of rollers and brushes.  All of the students, Law and Leo, enjoyed themselves - they shot hoops in our iconic gym, hit the speed bag in the boxing room with Leo Man James Davis and learned Leo Lore from President Dan McGrath, who sent two Kent students to check in on me and inquire about my 'night terrors' and screaming, as I slumbered in my cubicle.

The He-Bull ramrod-ing these charitable exertions was Professor Hank Perritt.  The Leo Family thanks its pals from the Big Shoulders Fund and Kent Law School!  Hank can paint a fence.

Henry H. Perritt Jr.

Professor of Law and Director of the Graduate Program in Financial Services Law

Henry H. Perritt, Jr., is a professor of law at IIT Chicago-Kent College of Law. He served as Chicago-Kent's dean from 1997 to 2002 and was the Democratic candidate for the U.S. House of Representatives in the Tenth District of Illinois in 2002. Throughout his academic career, Professor Perritt has made it possible for groups of law and engineering students to work together to build a rule of law, promote the free press, assist in economic development, and provide refugee aid through "Project Bosnia," "Operation Kosovo" and "Destination Democracy."

Professor Perritt is the author of more than 75 law review articles and 17 books on international relations and law, technology and law, employment law, and entertainment law, including Digital Communications Law, one of the leading treatises on Internet law; Employee Dismissal Law and Practice, one of the leading treatises on employment-at-will; and two books on Kosovo:Kosovo Liberation Army: The Inside Story of an Insurgency, published by the University of Illinois Press, and The Road to Independence for Kosovo: A Chronicle of the Ahtisaari Plan, published by Cambridge University Press.

He is active in the entertainment field, as well, writing several law review articles on the future of the popular music industry and of video entertainment. He also wrote a 50-song musical about Kosovo, You Took Away My Flag, which was performed in Chicago in 2009 and 2010. A screenplay for a movie about the same story and characters has a trailer online and is being shopped to filmmakers. His two new plays, Airline Miles and Giving Ground, are scheduled for performances in Chicago in 2012. His novel, Arian, was published by Amazon.com in 2012. He has two other novels in the works.

He served on President Clinton's Transition Team, working on telecommunications issues, and drafted principles for electronic dissemination of public information, which formed the core of the Electronic Freedom of Information Act Amendments adopted by Congress in 1996. During the Ford administration, he served on the White House staff and as deputy under secretary of labor.

Professor Perritt served on the Computer Science and Telecommunications Policy Board of the National Research Council, and on a National Research Council committee on "Global Networks and Local Values." He was a member of the interprofessional team that evaluated the FBI's Carnivore system. He is a member of the bars of Virginia (inactive), Pennsylvania (inactive), the District of Columbia, Maryland, Illinois and the United States Supreme Court.

He is a member of the Council on Foreign Relations and served on the board of directors of the Chicago Council on Foreign Relations, on the Lifetime Membership Committee of the Council on Foreign Relations, and as secretary of the Section on Labor and Employment Law of the American Bar Association. He is vice-president and a member of the board of directors of The Artistic Home theatre company, and is president of Mass. Iota-Tau Association, the alumni corporation for the SAE fraternity chapter at MIT.

Professor Perritt earned his B.S. in engineering from MIT in 1966, a master's degree in management from MIT's Sloan School in 1970, and a J.D. from Georgetown University Law Center in 1975*

http://www.kentlaw.iit.edu/faculty/full-time-faculty/henry-h-perritt-jr