happen lincoln and other s sa, lo, yete prav den onhaut eidin edeatthlv subject to dispute, whether or not this makes sense. when you read something like lfderu e'll rt i i tas ea thh ntury said it will, i think, when he said modern men more much more likely to say someingike tweell hetyitryqu gsnoalgh, thliha and if that's the case, you know, if we really doubt there's any truth to this idea that people are naturally equal,that there's such ahin a tla feuen e inthinll es a iitit

es wernoos eae t werr not the constitution wasactually framed in light of the declaration, we'll question what the lessons are to be learned from the history oflave in erlhoin a bjto dteod jesoi, missouri, and the many other things visited by our local content vehicles, go to-.orgocn' al cnt fsbano ihe shon.capi enth recent public education reform effort from no child left behind to the proliferation of charter schools have failed toassist riamandent d es ave g. a 5 mes >> i guess this is, may not be on. is it on? can you hear me?

oh, okay, i can't hear it. wd k ou focomi o aonor mo er n' khaevene an occasion like this, and i do believe iprobably write better than i speak. i will start with a story about a young man i t yesterday w's 1rsld, afn-ic.vun hiheok a some other books i had written, and he looked at the title, and you could se his mind, the weals in s mwe- t ws gewend t hoskmeout wut

being insulting. [laughter] because he clearly thought i had it wrong. aughter] e re it, a hsa, , 'sur onto [lte and what i found over the years is that it's such -- i love, love talking tohildn beus th.areso c-md t so ila tle m,chlxp you because you may have the same question and not be as diplomatic as he was -- [laughter] but e eam fr a cd ng h tr, riamanldin her tutor how come you trying to teach me how to multiply, miss elle? muiplition-blple

wie, ai that toe avery. and i asked avery, um, did he find be i hntegted scol abblchenth t dneauc and he sd even though he is at maatand, f his class ait o s their kids -- he named some names, and he said, well, tey act silly all the time and act up sopeinhey d antoimt,l,from

what i've unearthed in all the classes i've been in, a lot of mes dselat, dt k sth ty t ron firese i hide out which is the kid in the classroom who pullshedi hiad tory a et-- psen ek pnde not there. d the other response is to act out. because then if you act sill hi oract -- silly or actutu n prenthar w g akoum bse di kitom anerouthat that was a good explanation. and so that reaffirmedfo orecty

anosh ws sth the -- that's aajor part of the bookhat our kids -- w, asevad,ou vel aes bre s u t breathe smog, there's no intention to breathe smog. bu yiv isng,en know you're re thsm st o aca you're breathing racism. it doesn't matter what coloyou are, you're not trying to breathe it, you may not wt to eve eat ret, ma to f o gative

stereotypei certain children. i've been asked why i wte t okutfn-ic beetialu w h d lttu and the answer to that is i have one. [laughter] that's the first answer. butho, as you'll see if you acknlentelhe in t abot pe' cre bus abecause i think this is the conversation that is never held. abale rmat we all talk outhe ar w fia with, but i should say afflicted by. [laughter] that people are trying to mybe ra nyveaabis.

no e t a thheef a the fact that a black child and black education is not just a dumb white child. there aue t at caer cred r heatn'ff r le i was just -- since the trayvon martin horror the's, i don't knowf yohe a, e pth ceotend iju d rtsay 85% of african-americans believ that ay w ttefo cet o 4fhi icbee . 80% of black americans believe

that trayvon's death was cialtidhsy %ofiters ev anor most telling one is 60% of black people believe that racism is a big problem in thisountry, t oy 1 o yo k the man who pulled the trigger on trayvon, obviously, is the one who kled him and ld hve reled bullwot that conversation with each other and with our children, we have tak par of i ch-- ailllf

and we're not putting yourselves in enough situations tode and ep prere ks. kn i'm concerned about her. i have plenty of nephews and nieces and young menwho, like avery,htath d e'state al bhi in this cloud. and if we don't find a way to talk about it, then 're gng h-- aweave d t monses tslng us in the face without our realizing why. so, actually, i think i'm going

sptag, andould quon ts y to about. >> so if you have questions, you're welcome to step up to the microphone here. again, please, giveour name. if youe a teacher, wat bjecyou acnd wt ade,and k youuen ma pib f a my question has to do with parenting. >> with what? >> with parting. ifar rd t th,m, pratn a c c have for school. because the school's going teach them thousand multiply and is so on. and the child will come to thhey, athme

s in the back of the train, and they must have come back on purpose be. and they pulled out newspapers, you know, to show that they read. and they tkhe orts ion d stfeereo hollhe g s inmee t wi ? >> okay. >> yeah. >> would you like meto comment on that? >> sure. >> okay. let me just start wi atle stor i, amy goie wh ov knth'mome sports phobic. [laughter] i know nothing. ani did not want to raise a d whknew noing. ang pt,gl m pripo d wa in, well -- yeah. this long story's about each one of those sports, but let's talk about softball for moment. d aid, oka ng

r f l okp,o, a the coach wanted to talk to parents. and the coach said, parents, you have to get out there and hel yo darn sal an iugbot, , w, hiz, that's why i brought her to you, because i don't know anything about softball. [laughter] and it dwned on me that when ll prentsomemes lhe gsth t'rpoto amenyf se a tharimth adaby,ny of them don't have a minute to sit down and we tell em, well, we can't teach you unless you work wi c ame enyba keidnha cve wiay on softball.

so whereas i think it would be great for parents to read to children, i know that many of themil no my ach iifkf tas reading to children, what can i do in the classroom to make sure ha that child is read to? and ere are a loofhings i n d ie kerench , chide il tme rto em cet people in the community whwant to volunteer to come and read to them. i can read myself, to each othe d in whwe nd t s h'rterss e callety depressed very fast if we try to focus on all the things thatwe can't change and that we can't fect. but if we can focus onwhat w thwe hch ttdff

aovge k ucntllhin . . >> hi. my name's michelle, i'm principal at e.l. haines public charter school here d., a i ve a qutionabouen taichouve an tumofbl ple feiha w rll motivated and white people who feel let's not at all, and then layer on to that e nber tengckndwn il as un sc cni cool ar ass t systemic racism that is there and that whether people want to appreciate it ns, y k acemga duffof rm. .. llmuesd

ha adeo, wh buhrifrowsf

socioeconomic grounds, come in and talk about what made them successf. and th inebly was anssie athe llt edch understand what, how strong their influences and how mch it yoste ite le they cm y sl, g. d iave found is that, it's much easier to have a conversation if you bring in soe fr ode stk t r ra tthxpncn olth ids rid another school, not at that school.

[laughter] soyou can get some defenses down and ymayle to gieorsn,au wh% himens't evcis ig problem -- i mean 81% don't believe it's a big problem, is cathavt th pe wavenec . and you can't hear it apparently, because i have tried, from your colleagues. it's reall tough. you almost have to av- g tabot.gi waic? adeo oue y other questions? >> a follow up is if you are going to be willing to come to [lter]hool to talk about a? >> oy, ynderand 's thowounrfks

useni, read. that was an interesting interlude. wasn that fascinating whathe ght? ust ose opho a not poulwe can, and easy to get a conversation going. >> thank you. >> you r. welcome. >> good eening. y.ame jian and i t 11thradehortaal mystioth fft ac ent different subjects. do you feel like there is one that is requiring more attention now than another? >>hat youeach [lte.tmue o ththhe a ecatuimo attention? your book is obviously about multiplications did you think math is an ea e shoul

fosingna caor thulicn n tlcam he math teacher so therefore i avoided it at at all costs. [laughter] but i tink,hi parally causof mown eiof sha o mo tnd cer t s. [laughter] i am kidding, i amiddi. i iea critical literacy is extremely important that you see i thnk that connects with mathematics, because if you look at mth, ere ri - dan t et

actually do better than expected on algorithm and thingsith u ow ob, t whthaxelor ccaasing and thinking and estimation and word problems and anything whre ty cop aswhectn licyet beinxt n numbersor in thinking about history. but i think it's the wholedea yoedusurd t js spew out facts. i know everybody says that you know, but oftentimes people don't realize th what they are doing inclasr-

sttseiotala reonatwiers. thheye back and she saw that she was talking a lot in the kids had onword answers. sh t t ngrld f olwoftchgbuoen we don't realize i think as teachers how much we are feeding the kids and not allowing them th. haoumu. >>devin that'll school assistant principal for friendship public charter school here in the district and the question that i ex ltitouwifou cld caer cree gait ave yananth

>> you have said you are an stantpnc. ud] il ptat. >> i mean at one point the teachers keep it lookingur an unr noe cipalog ged ge t i ahewe ats tlyer a achievement gap. it was misspoken in the last nose but it goes the other aleescht be bld shhaa-- drf cascan th book, are much more wes orslsndyed i cni a

tgs m so that the pediatricians, you know charred abouwhat they should dat a chofices i gh tonn cht, it is quite possible that they are having developmental delays because it'snt il oficdnt osaripy he dots, much earlier than white kids. now, and that ishestyt qtetoo e aa t 0 elo doesch on, what she thought she was

doing research onwas the effect of malnutritioon infant develoent. chen wtuno ah dae uc ead even when they were malnourished then european children that they -- every scale that she thssechyh tthem on, thatth th90d most recently i think, the one i quoted, who di a dissertaon on that and found afn-icdi, th w ttont aun yeol and then one kid gets in school and the transaction starts to reverse. id >>l kno h maths es wed

st ths why the table was there. thank you. >> hi. namis sph and'm a litnteeou a gh. in your book you talk a lot about the kind of pushing out of veteran teachers and more of an influx of younger teachers, and riabou yr tersucn g ngmepn,h as most young people don't stay in the same profession or the tuen coyofactor is not there. eali boro guess the education and more veterans teachers are bei

pushed out of the classroom and the more inf o w watu t famic t us there are not absolutely wonderful oung people who are involved in it, on maka ye it, was tthey ofarexll teachers. but my concern has been that the whole program inmycies,s nost rerhe organizations as well, while pushing out veteran teachers. and that is certainly in new al teachs wer. thmbof african-american

teachers and increase the numbers of young white teahers, many of whom unfortunately are avin so elevat m lnleuln,ch drinnnitan batiar those who need excellent vetan teachers, which is not to say they may not also nee ner tey acinn ne unerha g t aygeug be alxcntth job. and i think most of the research suggests that it takes about four years to become really good ateande r o otena a he soh wul tisou know, young people making a commitment for more time, and also having more

workwiexentey r th t ac. i'tï outo lievthat veteran teachers are the answer by themselves, but the are some excellent veteran teachers that we need make se that we cuson. h tnk u am aon i am a pundit and i happen to be in a family of educators, pretty much everybody in my faily at one time or otr. stenervg onulb g snt ouldly yourself. and you know, my response, i really was an eloquent enough to tellanyody t te. ds dst i ey'tly mesan scioreean tht henare education

is built for children and thei and abiliti, tir hyractity d thgs n to ng ucn he il, catering education to the children so they can work better because of the fact that they are kids and are not supposed to sit downd, i do know aoutuppod i n't nt tsay ythi bad diulr ld >> well, i mean yeah. interesting question. i was just thinking, if we went to a pediatrician, we wold chenk thate erfse aat ighe eooncld psed to just focusing on the curriculum. and the best teachers i know actuly say, i don't teach curriculum. i teach chldre paf th ehhe

iifio riamans ely sia ucn, is because it's restricted so much what is acceptable a reduc tkl t , ke ar hls and sports and music and all of that. we make it even harder -- i an wensol akay ssretl d n' sit still to sit in a reading group so they take away recess. so you knowit doesn't make sense what we o av hdcd anyosad tv issues that any kid could have

in school, adhd to many of them. neo et nnvery areat ery ng learn in the same way. on the other hand, i want to make sure that, when you hve a multiplicity of the wayt ,aeses, l tkuro ness it to, everybody was tting down and doing their work and there were four black boys who were running arou doing hin s kawho o in [lteirrnst , no. that is running around. that is not their learning style. they said oh y that is h ab u that, in --

everything we do with children is in the name of academic achiement, not ubuse issie est er ay >> hello. my name is myron and i met rentable at a charter school for a middle school my questioni around howo we whstts b tve paulbeau want to begin to transform this conversation that adults are having to allowing and empowering my students to e facilitaveveion onthlvndan to s ifheulgu t asias hw n w tac yo school converse about race?

>> yes i am and they do. >> is it a mix group of teachers? tag t ncomrtab fr ose stages from beginning to more advanced and progressive so i don't want to say they were uncomfortable. itially t-thee be prsst es ae ye ud] >>e ha t nvtiitheboow they would like to have a conversation about race? via i ha not. >> i would start there. beuse you are go f ho i lowri ouin u the issue and i think in conversation, at's the best way to handle th. i also k hae th o sthyoso

ed t let parents and on what is going on, because i will assure you that you ave a coersaoncl aas ve ks argotoho d eipantmeg the tth outhhd wot inth conversation, and you will have five people screaming at you because the ip i siit yid. gh t ire important to raise some isues -- and it smchr olghe >>arinehin mefi cversations and we are going to be having conversations about whatever it is you're having the

conversation about. ithtrt ha ngonator amabthvirht me w are going to ask parents to talk about their experiences during the civil rights movement, black, white, abth dee g t k nt cin l th conversation with their kids about their experiences. now now or attitudes, tir pece. ththouint a sat s tilat trust. >> element tree and middle school. >> okay, the eletaryis, heilyedsef

ir, th kindergartners will tell you in a minute what is not fair. [laughter] middle school begins to get, lntandd gio moiflt usdsbrgi statis,a so they need conversation, but inlving parents, taing to yo teachs fit,hngtm vtindn lvpas th avy was reading -- birmingham bulo talte-grader. okgh ies t lk o it as the book sessions as well. a kind of diffuse is it a bit if you can look at xt nd kids exenred .e o

esatlal >>dothyoryh. >>y, ael. i. acntad world history at a charter school. ninth grade world history. prustihaal y rueecis baounoge t imn olat view as being skills are really things that are taught at home faes.ominantut w anu. thngkio the classroom are not necessarily honored so i'm wondering what advice he would ive to teachers to reorient ourselves and how we think about planning, to better botant leanilhach inheclsr >>t great?

ninth? lots of writing. kids doing lots of wt -e k odicuns, rvkindine qio like, what do you think most ninth-graders think about x and i thinki would stt itike at eny tv -u sta eronwit emavoef aron personally, which always is a good way i believe to begin the nversation. thkt,ese w ere talking about finding out what kids know. i think those, at that lel those wod the swerthat

a. tery tyo ace y , yove igouw o it. as a student, and sometimes that arin a aop tth t tongth table. it really is just talking to them. it really is. th is w i arn loom echenti k h, iae ch tree or four of them about something. >> thank you. >> my name is jenna and i am a inlaoolaae asm ysol whsyor ic someone who is new to the teaching field?

thinat helps me feel a little bit more secure, because i was scared to deth. i mean i flte,esle leg r drit [lte e t t taught. and i think it was really useful to put in my head that im ing givthll b angoo beh next teacher will fill in some of the gaps that i might notave known about this year and that nobody is excellent, across the board, in ofs iy -t year o e t

ttehe , y, control the class and if everybody is not jumping all bueyneo dend delrhee ra teachers. what do i need to do with this group of kids when first go in to try to establish the virot itt. ybe t i r, i ak t thi d r o say that make sure you put routines inlace and put them in place early. thank you teachers, anky an u tas ohe arera inik . nensars ce hso routines, it's much easier to put stuff in routes and you to have wonderful great ideas.

sa maybe that is what i wod peri.cs i' >> hi carlos. >> i was talking with a colleague about the s.a.t. test and i shg iewsn itnga ta people of higher economic status at universities and higher education, and then th issue you mentioned about race and abhoist rtion came std eps people of minorities out of the universities or out of the higher institutions. he didn't ally want to hear . juouieve o

e t.rsa students in higher education. >> the is abook cad in e, it lyiboeo color, and she is a psychometric shins so she is somebody who does the numbers, soheaisis relinee h mbane esof things work. it's an interesting book excess of that so i would recommend that book. thh adgsaoi lo tro iat s.a.t. certainly does measure a th hpe rnuteultural kinds of

heoo

u mein somhi you brought from home. does that make sense? so i think that ismp t. tis dheo sane tbout fat there are differences between what african-american children and many, notll caer cred e drrio ol olresioeaing them the sins that they may not have gotten which for me includes en mo fieldrips

ca the k fm or omti cou understand some text about a zoo if you hav never been to one l tin in n toy tnk ud that we are teaching neat and then we may be able get them to the ple where they haveed sonng tso its ot ie test and what kinds of things you might do in school to t yge the way we're tching >> i am cynthia's greer

beaverton associate professor of counseling at trinity washington university. schools of educationreow atld aome o thstacceer teacher preparation and also what do you think ithe future ofhe public-scho cnt i wds os dot know. i don't know what the future is. i do know the path we are going i beeve we are going to hit m bndheny we h ttwa, on know how long you have been in education but i have been in it long enough to see the pendulum and when i lk atewrlea

l scsm okg ndhes neb is going to say we need a centraldmintranoig toakmendch sy aveai inritize there's -- privatiz privatizers the going to run to a problem. they don't educate all children they run into a heyh meidhe itatome ar ie dhat i am aware of is if the child -- they atyofoutinds ofhi uour cann

get suspended. and then theeople in charge willell the pen we n't sud c a onanis t rdifou touchd ouoluntarily, then it won't be on his record. you can put him in the school down the street. a lochoolsilre k emf an toet r >> teacher preparation programs? what are the best practices in preping ac? d kwhis gng i l oduti e s tch having the opportunity to learn more about the communities they are going to be teaching in. learning to identify the strengs of childen. e l of that happening.

>> iould like to ask you a qution. >> come closer to the micrhone. >> would likeoskou ti riaman -- why doou think african-americans canno progress successfullin thi tr .> sns is se onav -- you are right. folks use the few who have as an excuse to sayeoi . ger awehat tis ell sttyelabt lef color in this society and say that they are inferior mentally,

they are a whole bunch ng kierh r] ould teacher. [laughter] >> african-americans learnow avs -we w rendorou. our slaveistory -- [talking over each other] >>ur forefathers built with pd ctoandobco ch g.ri sck we built them their wealth. >> have you done any writing? >> no. >> wish you would. i am seri wene kth hi twr .

we d h eugbos t there. >> with that we have to close the question and answer to make sure we have enough time. ifiiongiveplse bk leeeatured on booktv. senate an e-mail at @cpa >> momef ci ou bo ved awihe help of our cable partner to explore the history and literary culture of the area. missouri state government is the largt src loc oy pdi8,0 . jesotyrespic t sve miri capital in 1821. >> my name is mark shriver.

i'm the avist at lincoln er ae de llon tve at lincoln university. what we have in our collection sinse are hl bck ie tds y,ostl african-american experience and african-american history. we do have a lot of other works besides african-american based o he a f r csedy thryf congress claification system. anything from european history, tchlo., literature, all the way avruhrgh d t hebein he.

gong to have my assistant help me display the books we ve. hrdlaics he,t about every library has this. this is a 1915 edition of that. avlo b b thnyraouav os, middle ages just going around. if you are familiar with ar cess emre e ec contains a lot of fmati about stof nra.

this was put out in 1883. this is one of the older books we have and what is interesting ers he tto bks b -t african-americans in a positive lit and also examples of them not so positive and we have quit aitf vaetyn o cotiegngt. follow me, we are going into what we call the false readi room. ctofs leio probably t largest part.

we have everything -- is is a firsition that hasn bobuisir edn. frederick douglass's autobiography and we are very proud to have this in our llec. avsootui f e ly.lln i oha not so nice, this shows the other end of the spectrum. this isaut yoe from the opening page here, it isoto cplta

os n sry e t nfr t atasi t.. thid wt read anything else after that. it just wasn't very compmenty. g satowha ispr our mamu boha show to visitors when they come in to the archives. bmthesf pele. the special thing about this is it was writtenn 1866. the special thing about this book is haruer ore .

s cn'ad owritso leerk,f eye tse t har tubman book which is very special to us. usually when we get a feature ne in media or nspap tesir zi t wat we e proft i said. at lincoln university we are very proud of our past, our heritage, our histrynd t 6 and 65th colored infantry. one of the oicers from the 60 xtoswrsoetrsantry,icha