I happened across two very different but startling things in the past 12 hours. The first was a nearly five-minute report on CBS co-anchor Savannah Guthrie's 84-year-old mother being missing, perhaps kidnapped, from her Arizona home. It was the story that led the news.
I was surprised merely to find that this story led the night's news and then became more and more disoriented as the report went on and on, including a sherif nears tears worrying about the poor woman. Perhaps this was part of the "new" CBS that Bari Weiss has envisioned, but to devote over 20 percent of the entire "live news" slot to a story that had zero effect on, well, anyone other than the Guthrie family, was startling.
I realize that reporters and viewers may tire of the constant stream of horrific behaviors across the world, but how was that report supposed to help or assuage or even entertain?
Kathleen was amused by my bemusement and suggested that it was a good thing that there were few earth-shattering events to cover that day. Maybe she's right, but it struck me as the worst sort of self-service to focus so much on something that would not merit a second normally. But she's the mom of a CBS "star"!
Then, this morning, I was reading a commentary on the Atlantic site by a college professor that basically was a love letter to himself as a teacher. He started with the plain fact that college students do not seem capable of reading long passages, much less novels, and immediately claimed that this was mostly because professors didn't ask them to.
He teaches a literature class that covers 400 years of American literature in a semester and rhapsodized over the fact that by sheer force of his argument he convinced his students to delve into Thoreau and Melville and even Jonathan Edwards ("Sinner in the Hands of An Angy God"). That they not only were able to respond with joy and insights but that they did so in on-the-spot essays written in class.
I had several questions starting with the very idea of survey of literature class that claims to cover 400 years in 16 weeks. That's 25 years per week, from one perspective, sort of like touring Europe is eight days. "Well, I've done THAT."
But then I wondered about his purpose in making this argument. I tried to imagine his approach being applied throughout our vast university system, not to mention K-12.
Here is the final paragraph: "The students I taught last semester turned enthusiastically to Faulkner and spent their time reading about the journey of the Bundren family to bury their mother’s body. Why did they do this? Because I asked them to, and told them it was worth it. I said that time was precious, and that we needed to take some of it back for ourselves. So we did."
Imagine my chagrin when I realized that success in education will flow through the sheer power, the magnetism, and the sincerity of a teacher championing reading deeply. Why did no one share this with me 50 years ago when I began my career?
Heaven forbid that I would doubt the professor's success, but this resembled the CBS report on a missing elderly women in its navel gazing.
In both cases there was a blissful lack of audience awareness and a fixation on talking about themselves.
My current thoughts are "I hope the old lady is OK, though I honestly had to look up who Savannah Guthrie is," and "it's great to know that what education needs are magnetic and passionate teachers who can lead their captive student audience to illumination."
Journalism and education are far too complex for easy solutions to their challenges. Those two reports remind us of that.
