Build Soil

Poem: Build Soil by Robert Frost 

Statement of the Whole: 

We just let a nice long poem speak for itself.  Jason and Steve split duties reading this Robert Frost poem without a whole lot else to say.  It has nothing and everything to do with education.  Enjoy the good time, and build soil! 

Build Soil 

A political pastoral 

Why Tityrus! But you’ve forgotten me.  

I’m Meliboeus the potato man,  

The one you had the talk with, you remember,  

Here on this very campus years ago.  

Hard times have struck me and I’m on the move.  

I’ve had to give my interval farm up  

For interest, and I’ve bought a mountain farm  

For nothing down, all-out-doors of a place,  

All woods and pasture only fit for sheep.  

But sheep is what I’m going into next.  

I’m done forever with potato crops  

At thirty cents a bushel. Give me sheep.  

I know wool’s down to seven cents a pound.  

But I don’t calculate to sell my wool.  

I didn’t my potatoes. I consumed them.  

I’ll dress up in sheep’s clothing and eat sheep.  

The Muse takes care of you. You live by writing  

Your poems on a farm and call that farming.  

Oh I don’t blame you. I say take life easy.  

I should myself, only I don’t know how.  

But have some pity on us who have to work.  

Why don’t you use your talents as a writer  

To advertise our farms to city buyers,  

Or else write something to improve food prices.  

Get in a poem toward the next election.  

Oh Meliboeus, I have half a mind  

To take a writing hand in politics.  

Before now poetry has taken notice  

Of wars, and what are wars but politics  

Transformed from chronic to acute and bloody?  

I may be wrong, but, Tityrus, to me  

The times seem revolutionary bad.  

The question is whether they’ve reached a depth  

Of desperation that would warrant poetry’s  

Leaving love’s alternations, joy and grief,  

The weather’s alternations, summer and winter,  

Our age-long theme, for the uncertainty  

Of judging who is a contemporary liar— 

Who in particular, when all alike  

Get called as much in clashes of ambition.  

Life may be tragically bad, and I  

Make bold to sing it so, but do I dare  

Name names and tell you who by name is wicked?  

Whittier’s luck with Skipper Ireson awes me— 

Many men’s luck with Greatest Washington  

(Who sat for Stuart’s portrait, but who sat  

Equally for the nation’s Constitution).  

I prefer to sing safely in the realm  

Of types, composite and imagined people:  

To affirm there is such a thing as evil  

Personified, but ask to be excused  

From saying on a jury “here’s the guilty.”  

I doubt if you’re convinced the times are bad.  

I keep my eye on Congress, Meliboeus.  

They’re in the best position of us all  

To know if anything is very wrong.  

I mean they could be trusted to give the alarm  

If earth were thought about to change its axis,  

Or a star coming to dilate the sun.  

As long as lightly all their livelong sessions,  

Like a yard full of school boys out at recess  

Before their plays and games were organized,  

They yelling mix tag, hide-and-seek, hop-scotch,  

And leap frog in each other’s way—all’s well.  

Let newspapers profess to fear the worst!  

Nothing’s portentous, I am reassured.  

Is socialism needed, do you think?  

We have it now. For socialism is  

An element in any government.  

There’s no such thing as socialism pure— 

Except as an abstraction of the mind.  

There’s only democratic socialism,  

Monarchic socialism, oligarchic— 

The last being what they seem to have in Russia.  

You often get it most in monarchy,  

Least in democracy. In practice, pure,  

I don’t know what it would be. No one knows.  

I have no doubt like all the loves when  

Philosophized together into one— 

One sickness of the body and the soul.  

Thank God our practice holds the loves apart  

Beyond embarrassing self-consciousness  

Where natural friends are met, where dogs are kept,  

Where women pray with priests. There is no love.  

There’s only love of men and women, love  

Of children, love of friends, of men, of God: 

Divine love, human love, parental love,  

Roughly discriminated for the rough.  

Poetry, itself once more, is back in love.  

Pardon the analogy, my Meliboeus,  

For sweeping me away. Let’s see, where was I?  

But don’t you think more should be socialized  

Than is?  

    What should you mean by socialized?  

Made good for everyone—things like inventions—  

Made so we all should get the good of them—  

All, not just great exploiting businesses.  

We sometimes only get the bad of them.  

In your sense of the word ambition has  

Been socialized—the first propensity  

To be attempted. Greed may well come next.  

But the worst one of all to leave uncurbed,  

Unsocialized, is ingenuity:  

Which for no sordid self-aggrandizement,  

For nothing but its own blind satisfaction  

(In this it is as much like hate as love)  

Works in the dark as much against as for us.  

Even while we talk some chemist at Columbia  

Is stealthily contriving wool from jute  

That when let loose upon the grazing world  

Will put ten thousand farmers out of sheep.  

Everyone asks for freedom for himself,  

The man free love, the businessman free trade,  

The writer and talker free speech and free press.  

Political ambition has been taught,  

By being punished back, it is not free:  

It must at some point gracefully refrain.  

Greed has been taught a little abnegation  

And shall be more before we’re done with it.  

It is just fool enough to think itself  

Self-taught. But our brute snarling and lashing taught it.  

None shall be as ambitious as he can.  

None should be as ingenious as he could,  

Not if I had my say. Bounds should be set  

To ingenuity for being so cruel  

In bringing change unheralded on the unready.  

I elect you to put the curb on it.  

Were I dictator, I’ll tell you what I’d do.  

What should you do?  

    I’d let things take their course  

And then I’d claim the credit for the outcome.  

You’d make a sort of safety-first dictator.  

Don’t let the things I say against myself  

Betray you into taking sides against me,  

Or it might get you into trouble with me.  

I’m not afraid to prophesy the future,  

And be judged by the outcome, Meliboeus.  

Listen and I will take my dearest risk.  

We’re always too much out or too much in.  

At present from a cosmical dilation  

We’re so much out that the odds are against  

Our ever getting inside in again.  

But inside in is where we’ve got to get.  

My friends all know I’m interpersonal.  

But long before I’m interpersonal  

Away ‘way down inside I’m personal.  

Just so before we’re international  

We’re national and act as nationals.  

The colors are kept unmixed on the palette,  

Or better on dish plates all around the room,  

So the effect when they are mixed on canvas  

May seem almost exclusively designed.  

Some minds are so confounded intermental  

They remind me of pictures on a palette:  

“Look at what happened. Surely some god pinxit.  

Come look at my significant mud pie.”  

It’s hard to tell which is the worse abhorrence  

Whether it’s persons pied or nations pied.  

Don’t let me seem to say the exchange, the encounter,  

May not be the important thing at last.  

It well may be. We meet—I don’t say when— 

But must bring to the meeting the maturest,  

The longest-saved-up, raciest, localest  

We have strength of reserve in us to bring.  

Tityrus, sometimes I’m perplexed myself  

To find the good of commerce. Why should I  

Have to sell you my apples and buy yours?  

It can’t be just to give the robber a chance  

To catch them and take toll of them in transit.  

Too mean a thought to get much comfort out of.  

I figure that like any bandying  

Of words or toys, it ministers to health.  

It very likely quickens and refines us.  

To market ’tis our destiny to go.  

But much as in the end we bring for sale there  

There is still more we never bring or should bring;  

More that should be kept back—the soil for instance,  

In my opinion—though we both know poets  

Who fall all over each other to bring soil  

And even subsoil and hardpan to market.  

To sell the hay off, let alone the soil,  

Is an unpardonable sin in farming.  

The moral is, make a late start to market.  

Let me preach to you, will you Meliboeus?  

Preach on. I thought you were already preaching.  

But preach and see if I can tell the difference.  

Needless to say to you, my argument  

Is not to lure the city to the country.  

Let those possess the land and only those,  

Who love it with a love so strong and stupid  

That they may be abused and taken advantage of  

And made fun of by business, law and art;  

They still hang on. That so much of the earth’s  

Unoccupied need not make us uneasy.  

We don’t pretend to complete occupancy.  

The world’s one globe, human society  

Another softer globe that slightly flattened  

Rests on the world, and clinging slowly rolls.  

We have our own round shape to keep unbroken.  

The world’s size has no more to do with us  

Than has the universe’s. We are balls,  

We are round from the same source of roundness.  

We are both round because the mind is round,  

Because all reasoning is in a circle.  

At least that’s why the universe is round.  

If what you’re preaching is a line of conduct,  

Just what am I supposed to do about it?  

Reason in circles?  

 No, refuse to be  

Seduced back to the land by any claim  

The land may seem to have on man to use it.  

Let none assume to till the land but farmers.  

I only speak to you as one of them.  

You shall go to your run-out mountain farm,  

Poor castaway of commerce, and so live  

That none shall ever see you come to market—  

Not for a long, long time. Plant, breed, produce,  

But what you raise or grow, why feed it out,  

Eat it or plow it under where it stands  

To build the soil. For what is more accursed  

Than an impoverished soil, pale and metallic?  

What cries more to our kind for sympathy?  

I’ll make a compact with you, Meliboeus,  

To match you deed for deed and plan for plan.  

Friends crowd around me with their five-year plans  

That Soviet Russia has made fashionable.  

You come to me and I’ll unfold to you  

A five-year plan I call so, not because  

It takes ten years or so to carry out,  

Rather because it took five years at least  

To think it out. Come close, let us conspire—  

In self-restraint, if in restraint of trade.  

You will go to your run-out mountain farm  

And do what I command you. I take care  

To command only what you meant to do  

Anyway. That is my style of dictator.  

Build soil. Turn the farm in upon itself  

Until it can contain itself no more,  

But sweating-full, drips wine and oil a little.  

I will go to my run-out social mind  

And be as unsocial with it as I can.  

The thought I have, and my first impulse is  

To take to market— I will turn it under.  

The thought from that thought—I will turn it under.  

And so on to the limit of my nature.  

We are too much out, and if we won’t draw in  

We shall be driven in. I was brought up  

A state-rights free-trade Democrat. What’s that ?  

An inconsistency. The state shall be  

Laws to itself, it seems, and yet have no  

Control of what it sells or what it buys.  

Suppose someone comes near me who in rate  

Of speech and thinking is so much my better  

I am imposed on, silenced and discouraged.  

Do I submit to being supplied by him  

As the more economical producer,  

More wonderful, more beautiful producer?  

No. I unostentatiously move off  

Far enough for my thought-flow to resume.  

Thought product and food product are to me  

Nothing compared to the producing of them.  

I sent you once a song with the refrain:  

 Let me be the one  

 To do what is done—  

My share at least lest I be empty-idle.  

Keep off each other and keep each other off.  

You see the beauty of my proposal is  

It needn’t wait on general revolution.  

I bid you to a one-man revolution—  

The only revolution that is coming.  

We’re too unseparate out among each other—  

With goods to sell and notions to impart.  

A youngster comes to me with half a quatrain  

To ask me if I think it worth the pains  

Of working out the rest, the other half.  

I am brought guaranteed young prattle poems  

Made publicly in school, above suspicion  

Of plagiarism and help of cheating parents.  

We congregate embracing from distrust  

As much as love, and too close in to strike  

And be so very striking. Steal away,  

The song says. Steal away and stay away.  

Don’t join too many gangs. Join few if any.  

Join the United States and join the family— 

But not much in between unless a college.  

Is it a bargain, Shepherd Meliboeus?  

Probably, but you’re far too fast and strong  

For my mind to keep working in your presence.  

I can tell better after I get home,  

Better a month from now when cutting posts  

Or mending fence it all comes back to me  

What I was thinking when you interrupted  

My life-train logic. I agree with you  

We’re too unseparate. And going home  

From company means coming to our senses.  

Should Homeschooling Teachers Give Grades?

Poem: “There was a little girl” by Henry Wadsworth Longfellow 

Statement of the Whole: 

There can be no doubt that modern education deals in the currency of grades.  But how far down that road does the homeschool teacher need to go?  Steve and Jason have some fun discussing this issue, suggesting that while the homeschool affords you a great deal of freedom from such things, you need to keep the big picture in view and “play the game.” 

Is Education a Game Show?

Poem:  Game Show Host, by Mark Evan Johnston (First Stanza) 

Statement of the Whole: Metaphor can help understanding.  In this episode, Jason and Steve extend out the metaphor of a game show as it applies to the classroom and learning.  In particular, they take on the currency of grades and the prize behind the curtain, a sure fire big paycheck through a college degree.  Surprises with every spin of the game wheel, to be sure.

Are Adversity Points a Good Idea?

Poem: None!  Can you believe it?  Jason has been slacking. 

Statement of the Whole: Metaphor can help understanding.  In this episode, Jason and Steve extend out the metaphor of a game show as it applies to the classroom and learning.  In particular, they take on the currency of grades and the prize behind the curtain, a sure-fire big paycheck through a college degree.  Surprises with every spin of the game wheel, to be sure. 

Resources: 

College Board’s Statement on the use of adversity points 

Wall Street Journal article 

Explanation of the Score 

The Truth about College Admission 

Can You Compel a Student to Learn?

The compulsory schooling issue 

Poem: Something For Hope, by Robert Frost 

Statement of the Whole:   

The common notion is that a democracy demands a well educated populace, thus all American kids must go to school.  Given that they won’t show up on their own, we have made it compulsory so as to ensure a good voting citizenry.  Has that logic held?  Is compulsory education even possible?  Jason and Steve run down the many issues of this challenging question of compulsion in education.  

Resources: 

Macdonald, Kerry. “Compulsory Schooling Laws: What If We Didn’t Have Them?” Intellectual Takeout, 8 Oct. 2018, www.intellectualtakeout.org/article/compulsory-schooling-laws-what-if-we-didnt-have-them. Accessed 8 Sept. 2019. 

‌Ravitch, Diane. Left Back: a Century of Battles over School Reform. Simon & Schuster, 2001. 

A Look Back While Looking Forward

“Last Episode of Season One!” 

Poem:  The Strong Are Saying Nothing, by Robert Frost

Statement of the Whole: A whole year of Backporch Episodes has passed!  As they end their first season of education podcasting, Steve and Jason look back so they can look forward toward what the future holds.  Highlights from the first season with a view to what is coming in the next year make this a great way to finish their first year. 

What is the Educational Bare Minimum?

“The Four Skills Discussion” 

Poem: “Listening” by D.H. Lawrence 

Statement of the Whole:  In educational world that seems so complex, is there a way to boil it all down to a bare minimum?  Steve and Jason discuss the basics of education, noting the difference between an Art and a Skill, and how almost all of education can be summarized as reading, speaking, listening, and writing; or in short: thinking.  Listen in as these guys make it simpler than it may seem. 

  1. First Things First: What is the Difference between an Art and a Skill? 
    1. The difference is subtle to be sure 
    2. Seems to be rooted in purpose – for what end are you learning to do this thing 
      1. Older “arts” were learning how to live within the nature of this world – handling words, numbers, materials, etc in a way that kept them within the nature of themselves 
      2. The notion of “skills” coming down from Dewey seems rather to be the learning of how to bend nature to our ends.   
    3. At the heart of this distinction, then, is a discussion of why we would listen, or speak, etc., this is the classic argument between true rhetoric and sophistry. 
      1. If these four things are aimed at living with nature, loving the true, good, and beautiful, then they are arts and incredibly central to a well lived life. 
      2. If these four things are being mastered so that other souls can be mastered, the art of manipulation has thus transformed what were arts of love into skills of warfare or at least tools of getting out of nature what we want 
  2. Is reading, writing, listening, and speaking all you really need? 
    1. If the heart of education is wisdom and virtue, then basically yes 
    2. If the heart of education is preparing to make as much money as I can, or grab all the power I can get, then emphatically yes. 
    3. Either way, these four actions, summarized by the ability to think, are at the center of what both sides perceive as the bare minimum of education 
  3. Intellectual Coaching – teaching the student to teach himself 
    1. These four things are basic to all learning, and thus what permanently impacts the life-long learning of our students 
      1. If we fail to pass on some specific information about a subject, they can fill in the gaps 
      2. But if we fail to instill in them how to listen, speak, read, and write well, they will struggle until they gain these 
      3. And they harder to master the older we get. 
    2. Because these are human activities, they can be learned and mastered as all arts can be: through imitation and apprenticeship. 
    3. So the teacher, according to a guy like Morty Adler, should spend a large amount of time seeking to “show” his students how to do these things well as these will last a lifetime, as opposed to passing on information that is temporal. 
  4. So what kinds of things bring this to pass? 
    1. Reading – duh, reading, but reading deeply, well, at all levels, and material that is beyond the reader’s grasp 
    2. Listening – not just lecture here.  Learning to listen to poetry is a good thing.  Learning to listen to another’s arguments (why conversation is so important) 
    3. Speaking – with art, with compassion, speaking the Truth in love, with humility 
    4. Writing  
      1. Way more than two minutes can do here, but this is the apex of intellectual skill 
      2. If you can write well, you can think well. 

Have You Read…Pieper’s Leisure the Basis of Culture?

Poem: None!  Can you believe it?  Jason skipped the poem, this discuss was so exciting. 

Statement of the Whole:  In a world swimming with books and information, Jason and Steve take an episode from time to time to highlight a great reading on education.  Join them in a discussion of Josef Pieper’s classic, Leisure: the Basis of Culture, and how cultivating a classroom of leisure and contemplation is the best way to ensure students receive a human education. 

Link to the book on Amazon:  here 

Brief Overview of the work and life of Josef Pieper: here

Have You Seen? “Finding Forrester”

Poem: How Wonderful by Irving Feldman 

Statement of the Whole: In this episode we look at a film that reflects on teaching.  Is there redemptive value in the teacher/student relationship?  Can education bring together people who have almost nothing in common?  What is the role of cross generational relationships in education?  Steve and Jason talk about a film that takes on these questions and a whole lot more. 

Finding the Movie: 

Amazon Prime video carries it 

Themes to explore: 

Friendship, Coaching, Mentoring, Writing, the tension between Academics and Athletics, Courage