Prelude

 

 

 

                           With age comes wisdom. We, especially as educators, trust this

                           generalization has been embodied by our most touted tribal sages. 
                           In the so-called civilized first world, we might look up to an Aristotle

                           or Plato, a Dewey or Chomsky, but also find evidence for this 
                           resolution in the wise words of more humble candidates.

 

                            Then there is the more sobering reality: what good are innumerable

                            words of wisdom, when a horrific misdirection is buried in their

                            numbers? Starting at the top, Aristotle, alongside his seminal

                            poetics, arguably wrote the first primer on the handling of one’s

                            slaves. Again, the male is by nature superior, and the female inferior;

                            and the one rules, and the other is ruled; this principle, of necessity,

                            extends to all mankind…Hence we see what is the nature and office of

                            a slave; he who is by nature not his own but another's man, is by

                            nature a slave; and he may be said to be another's man who, being a

                            human being, is also a possession. (Aristotle: Politics and Poetics,

                            Easton Press) Fortunately, a more Socratic group of contributors has
                            gathered for this second release.

 

                            It’s fitting to bring up Socrates: the pedagogical role model; perhaps

                            the first to insist -- question everything anyone says –- begin with self.

                            The level of teacher self-reflection to be found here makes me proud

                            to serve the profession. You won’t find anyone atop a soapbox

                            waving arms or someone else lancing our boils with shrill lines.

                            Many other venues exist for that. Rather, you’ll discover in the prose

                            of Annie Dawid, Yolanda Nieves, Phillip Gardner and the poetry of

                            John Azrak, Matthew Wolfe, the ole man Yeats -- a critical look at

                            teachers -- a look that takes risks and is often not flattering.

 

                           And you are in for much more. I’ve just rendered a dominant motif

                           in this issue. I also see Moglia and Reed illuminating the perennial

                           naiveté that our machinery of war continues to demand. There is

                           great inspiration in the fabric of Sapphire’s “Today.” You’ll find,

                           as Peter Kussi put it, perhaps our magazine’s clarion call in

                           Hostovsky’s “Every American Child.” Of course, there’s far more

                           complexity in these pieces and the others; but as a founder and

                           managing editor who has formally restricted editors from publishing

                           our own work in these brief anthologies, I’ve said far too much. So

                           I’ll count my losses and exit.

 

                           Please join me in thanking our little band of volunteers and the

                           contributors to our groundbreaking first issues, who I personally

                           can’t thank enough. Enjoy all that this fine collection has to offer.

                           Encourage us with your responses, poetry and prose submissions,

                           and those most necessary subscriptions. Indeed, please offer your

                           support in any way you can and wish us a long-lived welcomed 
                           future.

 

 

 

                           Copyright © 2005 The Teacher’s Voice