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Connecticut College Alumni Magazine, Fall 1980

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Connecticut College Alumni Magazine, Fall 1980 Connecticut College Digital Commons @ Connecticut College Linda Lear Center for Special Collections & Alumni News Archives Fall 1980 Connecticut College Alumni Magazine, Fall 1980 Connecticut College Follow this and additional works at: https://digitalcommons.conncoll.edu/alumnews Recommended Citation Connecticut College, "Connecticut College Alumni Magazine, Fall 1980" (1980). Alumni News. 212. https://digitalcommons.conncoll.edu/alumnews/212 This Magazine is brought to you for free and open access by the Linda Lear Center for Special Collections & Archives at Digital Commons @ Connecticut College. It has been accepted for inclusion in Alumni News by an authorized administrator of Digital Commons @ Connecticut College. For more information, please contact [email protected]. The views expressed in this paper are solely those of the author. The Connecticut ColI~ Alumni Mag=rzine Editorial Board: Vivian Segall '73, Editor (15A Latham Lane, Noank, Alumni Association Executive Board: Helene Zimmer Loew '57, CT 06340) / Katherine Gould '81 / Sarah Hargrove Harris '57 / President / Michael J. Farrar '73, Vice President / Warren Er~ckson Wayne Swanson / Marilyn Ellman Frankel '64 / Marion Vibert Clark '74, Secretary and Chairman of Programs Committee / Cynthia . '24, Class Notes Editor / Elizabeth Damerel Gongaware '26, Caravatt Holden '74, Treasurer and Chairman of Finance Committee I Assistant Editor / Helene Zimmer Loew '57 and Louise Stevenson Joan Jacobson Kronick '46, Joann Walton Leavenworth '56 and Jane Andersen '41, ex officio Muddle Funkhouser '53, Alumni Trustees. The Connecticut College Alumni Magazine (USPS 129-140). Nancy L. Close '72, Suzanne Krim Greene '57 and Carol.J. Ramsey '74, Official publication of the Connecticut College Alumni Association. All Directors I Committee Chairmen: Ellen Lougee Simmons '69 publication rights reserved. Contents reprinted only by permission of (Nominating), Ann Crocker Wheeler '34 (Alumni Giving), Barbara the editor. Published by the Connecticut College Alumni Association at Vosburgh Omohundro'72 (Clubs), Nancy L. Close'72 (Classes), Sykes Alumni Center, Connecticut College, New London, CT, four Roy D. Taylor '74 (Undergraduate/Young Alumni Relations) / Jay B. times a year in Winter, Spring, Summer, Fall. Second-class postage Levin '73, Legal Advisor I Louise Stevenson Andersen '41 (Executive paid at New London, CT 06320. Send form 3579 to Sykes Alumni Director) and Vivian Segall '73 (Alumni Magazine Editor), ex officio Center, Connecticut College, New London, CT 06320. CASE member. Communications to any of the above may be addressed in care of the Above: The only extant photograph of Connecticut's first faculty, 1915. Alumni Office, Connecticut College, New London, CT 06320 The Connecticut College Alumni Magazine Volume 58, Number I, Fall 1980 2 Why PFC Johnny can't read Joan Fuller Celestino 73 4 The luminous life of Rosemond Tuve Margaret Carpenter Evans '44 6 A blind teacher and her students Vivian Segall 73 8 A simple lesson for American education Veronica A. Makowsky 76 to Colleges and the creation of the American republic Seth Stone '82 12 Notes from the rain barrel Alycia A. Keating '83 14 Speaking up after 30 years on the Board of Trustees Helen Lehman Buttenwieser '27 15 A shining light 16 The alumni trustee trio: Joan, Joann and Jane Vivian Segall 73 19 Letters 20 Round & About 25 Books 26 Deja Views 28 Class Notes 32 Alumni Annual Giving Program Report ABCDEFGHIjKLMNOPQRSTUVWXYZABCDEFGHIjKLMNOPQRSTUVWXYZABCDEFGHIjKLMNOPQR Why PFC Johnny can't read They have high school diplomas, but many soldiers in the U.S. Army cannot read a single word. By Joan Fuller Celestino '73 because of their low basic skills scores on basic skills handicaps, and all had a sincere Army-administered entrance tests. They desire to use this educational opportunity ) came with several hundred others to St. given by the Army to improve their skills. Mary's Adult High School at Fort Lewis, The one soldier who did not have his high Washington, to improve their skills (and, school diploma was the most desperatecase. therefore, their scores), most trying to qual- He was an excellent soldier who wanted to ify for higher ranks. The teachers and ad- score well on his test so he could advance to ministrators operate the school as an hu- a higher rank. He came to me after the first manitarian educational program, but the class and explained that he had tried for actual purpose of the school is to enable the twelve years in school to get extra help, but Army to upgrade the educational level of its never received it because his teachers "didn't soldiers. The Army requires that each unit have the time." When he came up to my desk must send one-quarter of its soldiers with for his informal reading test, he said simply, low scores for each quarter. The schools are "I can't read any of that." Figuring that he administered privately, the contract being was embarrassed at his poor skills, I encour- awarded to the lowest bidder(in this case, a aged him at least to try, and I presented him Catholic school based in Colorado). with the simplest part of the test. Much to My initial informal testing and my stu- my dismay, he was unable to tell me even the dents' answers on questionnaires gave me sounds of the consonants. He had passed my first lesson in the tragedy of the a11- through eleven and one-half grades of school volunteer Army and an eye-opening view without being able to read even the simplest of the state of American education. Eleven word! of the twelve soldiers had high school diplo- The others in the class had serious prob- mas, the twelfth needing only one-half lems, too. There were three men who could Olive-green fatigues, U.S. Army stripes credit for his. Yet none of these men could "read" (decode) any word but could compre- sewn on the pockets-if they had not been read at over a fifth-grade level, and most hend almost nothing of what they read. Sev- dressed precisely alike, my students would were struggling with third and fourth grade eral other men could manage simple reading have looked like any class of young adults competency. The answers on their question- assignments, but anything that required i~- who had picked up good bargains at an naires were barely comprehensible due to ference from the facts was far beyond their Army-Navy surplus store. But these men poor penmanship, misspelled words, and the capabilities. As we drilled on everyday read- were soldiers, and I was hired to teach them men's inability to express a complete thought ing skills, it was obvious that none of my to read. in writing. But the messages came through students could understand the simplest bus My twelve students had been sent to me loud and clear: all were aware of their severe or train schedules, telephone bill, classified 2 STUVWXYZABCDEFGHIIKLMNOPQRSTUVWXYZABCDEFGHlIKLMNOPQRSTUVWXYZABCDEFGHII defense of this country to the people with advertisement, or catalogue mail order form. the lowest skills. Can we, then, be surprised Without the skills to understand these com- or critical when missions fail, when mistakes mon forms of communication, how were "The one soldier who did not have his occur? If we are going to have an army, we these men able to sign loan applications for high school diploma was the most des- should insure that all its members meet their cars or understand their government perate case. Figuring he was embar- certain minimum educational standards so it pay vouchers, not to mention their under- rassed at his poor skills, I encouraged can be effective army. We should stop pour- standing written Army orders? ing billions into a system which must recruit As I worked to teach these men, to help him at least to try, and presented him and then educate many of its soldiers. If we them overcome their handicaps, I began to with the simplest part of the test. Much cannot accomplish this without the draft, realize the overwhelming problems which to my dismay, he was unable to tell me then we must all seriously reconsider the the U.S. Army faces. Recent in-processing even the sounds of the consonants. He advantages and disadvantages ofthe Selec- figures at Fort Lewis show a twenty-one per- had passed through eleven and one-half tive Service System. cent increase in personnel without high grades of school without being able to The men I taught at Fort Lewis are repre- school diplomas. The average grade level sentative of the most educationally handi- of new personnel was slightly over eleventh read even the simplest word!" capped in the Army, but not all soldiers are grade, a drop of .4 grade levels from the as seriously deficient in basic skills. One previous six months' figures. Yet the Army wonders, then, about the future in the presupposes at least a ninth-grade reading now a more peace-oriented nation because Army of those volunteers who are educa- competency, with most of its manuals hav- our fighting force was composed of volun- tionally competent. How many of them ing a readability level between ninth and teers. I saw no need for conscription-it will choose to continue as career soldiers eleventh grade. The Army is accepting vol- would only lead this country back to a when so many of their fellow soldiers can- unteers who do not have the basic skills wartime mentality. But seeing first-hand the not possibly handle the demands of their competency it requires and then must inability of many of our soldiers to handle army jobs? Many will return to the private spend time and money creating schools to even the most basic skills and hearing news sector, leaving the Army with only the teach them.
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