Sunday, March 2, 2008

Heralds of Spring on the Ranch

MARCH comes in like a lion, and goes out like a lamb
The weather is traditionally wild at the beginning of March, but fair by the end.

1625 J. Fletcher Wife for Month (1717) II . i. ‘I would chuse March, for I would come in like a Lion.’‥‘But you'd go out like a Lamb when you went to hanging.’

1670 J. Ray English Proverbs 41 March hack ham [hackande = annoying ] comes in like a lion, goes out like a lamb.

1849 C. Brontë Shirley II. iv. Charming and fascinating he resolved to be. ... http://www.highbeam.com/doc/1O90-MARCHcomesnlklnndgstlklmb.html


Lambs, smallest born three days ago


Flowering Quince


Jonquils


Plum blooms burst out this morning



Fresh eggs a-laying


Warm weather will push this fertile rot to the roots


Twin too weak to survive will be a boon to the uppushing bluebonnets

One of my daily emotional concerns (source of nightmares) is that my sheep won’t have good quality forage in winter. These warm days have lit the green fuse.

The force that through the green fuse drives the flower
by Dylan Thomas

The force that through the green fuse drives the flower
Drives my green age; that blasts the roots of trees
Is my destroyer.
And I am dumb to tell the crooked rose
My youth is bent by the same wintry fever.
The force that drives the water through the rocks
Drives my red blood; that dries the mouthing streams
Turns mine to wax.
And I am dumb to mouth unto my veins
How at the mountain spring the same mouth sucks.
The hand that whirls the water in the pool
Stirs the quicksand; that ropes the blowing wind
Hauls my shroud sail.
And I am dumb to tell the hanging man
How of my clay is made the hangman's lime.
The lips of time leech to the fountain head;
Love drips and gathers, but the fallen blood
Shall calm her sores.
And I am dumb to tell a weather's wind
How time has ticked a heaven round the stars.
And I am dumb to tell the lover's tomb
How at my sheet goes the same crooked worm. http://radio.upei.ca/node/4920


Friday, February 29, 2008

Living With Eggheads

One doesn’t have to look too far to see that public schools are very damaging to many, if not most kids.


Given the populations they deal with, many schools today are skilled at providing good care for children with special needs.


One category of need is for the “gifted” child.


During my public school days, nobody knew much about giftedness, but the Dallas mega-public school system did a pretty good job of separating out high achievers and pushing them through an excellent college prep curriculum.



Positive and negative characteristics of gifted children



Positive
Learns rapidly and easily.

Is highly imaginative.

Is less inclined to follow the organization and ideas of others.

Has a high degree of curiosity.

Asks many questions. Is interested in a wide range of things.

Has keen powers of observation and is alert.

Reasons things out, thinks clearly, recognizes relationships, comprehends meanings.

Has longer attention and interest span.

Can often form generalizations and use them in new situations.

Has greater than average ability to grasp abstract concepts and see abstract relationships.

Has a large vocabulary which is used easily and accurately.

Retains what has been heard or read without much rote drill.

Enjoys reading, usually at a mature level.

Follows directions easily.

Has a good sense of humor.

Can use material, words, or ideas in new ways.

Has a strong desire to excel.

Uses a great deal of common sense and practical knowledge.

Is a leader in several kinds of activities. Is often asked ideas and suggestions. Is looked to by others when something must be decided.


Negative
Can easily become bored with routine assignments.

May want to do things his/her own way--why not?

Can become a real pest.

May notice too much in the classroom.

May see relationships others do not see and want to spend large amounts of class time discussing all this.

Sometimes doesn't want to stop one project and start the next.

May notice the teacher's lack of inconsistency with "But you said we should always..."

Can get lost in pursuing own thoughts. Can appear to be daydreaming or not paying attention. Can lose other students or "turn them off."

Often gets bored by repetitious assignments.

Always has nose in a book and maybe the book doesn't seem terribly appropriate.

May not always pay close attention to those directions.

Can make jokes at adults' expense. Not everyone appreciates this.

Sometimes too innovative.

Can be easily or too deeply upset by perceived "failure."

Can be too authoritative.

Can become too bossy and be unwilling to listen to the opinions of others.


http://www.geocities.com/Athens/Delphi/2746/rwclub/gifted.html

Thursday, February 28, 2008

Reinhardt Dreamwork

When I was a child, I had a recurring dream that I was in the hallways and classrooms, with only my underwear on, and nobody noticed.


Today, I have recurring dreams that I am enrolled in college, and attending classes, but have basically dropped out and don't know a thing about what I'm supposed to be doing. I also recently dreamed that I socked my boss in the mouth.

One of my classmates reports that he has a daydream of moving back into Reinhardt, converted into an old folks home:

Hey, maybe the DISD would just turn Reinhardt into an old folks home for alumni!!!!!
Another classmate reveals a weird dream:

[The] idea of Reinhardt as a retirement community for alumni . . . really struck home, because when I was a student at Reinhardt, I had a semi-recurring dream about LIVING in the school, not as a transient, but having the school retro-fitted as my house. What if we DID end up there after all? Would that finally be a dream come true? Or terminal detention?
My best waking dream would be to be sitting again as a child at my kitchen table (it was yellow formica with chrome legs and with matching yellow vinyl-covered chairs—would be worth a fortune today) and having my mother offer to mash up my potatoes and mix with the ground hamburger.



So goes our pitiful lives and desire to return to the Reinhardt womb.

Here’s some recent explanations:

Freud’s theory [dreams are wish fulfillment] has real difficulties explaining why people so often have anxiety dreams. Dreams also involve being angry a lot of the time. Freud said dreams were for fulfilling wishes. But who would want nightmares? Who would want to get beaten up or sexually assaulted in their dreams? So Freud’s theory just didn’t explain in any coherent fashion the fact that dreams involve far more than wishes and that only a minority of them can be characterised as wishes. And his claim that all dreams are sexually motivated is no longer given any credence. Freud claimed that we dream to protect sleep, to prevent us being awakened by threatening, sub-conscious wishes. However, the REM state, in which most dreams occur, is a regularly occurring biological programme in humans and other mammals, and not something which arises to protect sleep.

To recap, expectation pathways activate conscious, not subconscious, experience. There is no evidence at all that dreams are sexually motivated and Freud can’t plausibly explain why we would wish for anxiety dreams. The REM state occurs in all mammals, so it is not just a human activity, protecting sleep, as Freud suggested. A cat is unlikely to be dreaming about its Oedipus complex. So the attempt to revive Freud’s theory seems to be based more on wishful thinking than on realistic
considerations of its defects.

. . .
It was the first time in scientific dream research, I believe, that someone set out to predict their own dreams, with the hypothesis that dreams relate to emotional experiences of the day before – a hypothesis that has since been well validated. Dreams do involve waking emotional material. I set up an experiment using my own dreams, waking myself up every two hours, and, for a period of a week, predicted the emotional concerns that would feature in the dreams. I found that the dreams always reflected my waking emotional concerns of the previous day, but not necessarily the most important of these. By analysing the data, I was able to show that dreams dealt not with emotional concerns per se but with those emotional concerns that had not been dealt with satisfactorily. No matter how important the emotional concern, if it got dealt with while awake, it was over and did not reappear in a dream. The only emotional concerns that became dreams were those that I was still aroused about, for which I still had expectations that I couldn’t complete. Dreams are the fulfilment of those emotional expectations that have not been met prior to waking. They always act out the fulfilment in metaphor – ie a matching sensory pattern to the original expectation. For example, if a man feels like hitting his boss but restrains the impulse, that night he might dream of attacking another authority figure. The hypothesis was derived from a scientific experiment, which anyone can replicate, should they wish.

http://www.why-we-dream.com/
And so we old folks should wish for many and sweet dreams, but the bad ones are good too--helping us to deal with emotional concerns that had not been dealt with satisfactorily during the day.

Tuesday, February 26, 2008

I Must Have Been There, Because I Don't Remember a Thing

Labor Day Weekend 1969

Another Dark Story from the Early 60s

From Columbia Magazine:

Copland’s Party Music

By Samuel Adler

Music for the Common Man: Aaron Copland during the Depression and War
By Elizabeth B. Crist (Oxford University Pres, 253 pages, $35)

In the spring of 1960, Aaron Copland came to Dallas to conduct the Dallas Symphony Orchestra in an all-Copland concert. In connection with the event, I asked him to spend some time with the composition students at the University of North Texas, where I was teaching. He accepted, and his visit was so successful that I invited him to come back the next year. “I appreciate your invitation, Sam,” he told me, “but I will never return to this part of Texas again.”

I wasn’t completely surprised. The John Birch Society, headquartered in Dallas, had contacted the Dallas Symphony Orchestra management and threatened to place a bomb beneath the conductor’s podium if they permitted Copland to conduct the concert.

Aaron Copland! Was there a more American classical musician than the Brooklyn-born composer of Appalachian Spring, Old American Songs, and Billy the Kid?


Copland receives his honorary degree at the 1971 commencement. Victor Kraft/ Aaron Copland Fund for Music


But what the Birchers well knew — for it was no secret — was that in the 1930s and ’40s, Copland had been affiliated with numerous progressive and left-wing causes, including, to some extent, the Communist Party. Elizabeth B. Crist, the author of the excellent Music for the Common Man: Aaron Copland During the Depression and War, calls him “a communist with a lowercase c.”

The 1960 Dallas visit came a generation after his fellow-traveling, but his communist past haunted Copland for the rest of his life. The House Un-American Activities Committee, the FBI, and various conservative organizations constantly made Copland a whipping boy. His Lincoln Portrait (1942) was pulled from Dwight D. Eisenhower’s inaugural program after complaints from Illinois congressman Fred Busbey that Copland stood less for the spirit of Lincoln than for “alien ideology.”

It is therefore welcome to have a book that isolates these early years in Copland’s intellectual and creative life. The great ferment that prevailed among artists and art critics of that time brought the desire to tailor the arts for “the people.” How different from the blasé attitude we find among the artistic establishment today. Crist writes in depth about the collaboration and close relationship between the creators and critics of diverse arts and their efforts at reaching a wider audience, even as they sought an aesthetic to embody a difficult historical period.

Copland was instrumental in organizing the Young Composers Group, made up of composers such as Henry Brant, Israel Citkowitz, Lehman Engel, Vivian Fine, Bernard Herrmann, Jerome Moross, and Elie Siegmeister. According to Copland biographer Howard Pollack, they “leaned heavily in the direction of Marx, and [were] fashioned in some degree on the Russian group, The Five, or the French, Les Six. Yet though these composers practiced much greater stylistic diversity than their Russian and French counterparts, they were brought together by Copland.”

Copland’s love of the Americas, in particular Mexico, and his endeavor to expand our understanding of “America” leads Crist to an excellent discussion of the origins of El Salón México, and the Danzón Cubano. Crist looks closely at the relationship between Copland and Carlos Chávez and the influence the Mexican composer had on his American colleague: She does a fine job analyzing Copland’s major compositions from this period, especially such accessible works as An Outdoor Overture (1938), written for the New York High School of Music and Art Orchestra, and the children’s opera The Second Hurricane (1937). Seldom performed today, The Second Hurricane is an important work, for it again “reflects an awareness of the contemporary American political, social, and cultural context and influence of the Popular Front.”

Crist comments that Copland was “slightly disappointed in the European attempt to write Gebrauchsmusik (music for use, or utilitarian music), especially the works of Kurt Weill and Paul Hindemith.” Copland seemed to agree with the assessment of Marc Blitzstein, who, in a 1934 article in Modern Music magazine, calls it “music which abjectly copied what the mob already learned to like. Instead of educating, it panders.”

I remember an interview that appeared when I was a student of Copland in the late 1940s. Copland was asked to comment on the fact that his music seems to perfectly evoke the feeling and ethos of America’s West. “That is very strange,” he answered rather sarcastically, “since I have never been west of Albany.” It was an offhand remark, of course, and Crist poignantly discusses the origins of Billy the Kid and Rodeo. These ballets, both about the West, have sociological and liberal political ramificiations. Rodeo, Crist explains, “envisions frontier democracy as a negotiation of individual and civic welfare, of personal expression and public good.” This is an “egalitarian, democratic West . . . entirely fit to serve as a usable past for present reform.”

With the sudden alliance between Hitler and Stalin in 1939 and the United States’ joining the war in 1941, America’s Left, and with it Copland, were shocked into a new reality. Though they did not give up their social and political ideals, their concerns turned toward a distinct Americanism. Copland had already made use of American folk songs, but he now fused folk elements and gestures in a new way to create an American sound — a Copland signature — that we all recognize as his. Fanfare for the Common Man from 1942, which became the basis of the final movement of his Third Symphony, possibly his masterpiece, presents this sound at its majestic best.

Crist speculates on the reasons Copland’s output slowed after the war. “His musical philosophy was repudiated by the cultural politics and aesthetic ideology of 1950s liberalism, and the progressive ideals that had proved so motivating in the era of Depression and war were, within the tenets of anticommunist ideology, considered at best naïve and at worst seditious.”

Although Copland’s popularity receded in the 1950s and ’60s beause of the prevailing preoccupation with more complex musical styles, his is today probably the most performed American music in the concert hall. The reason is simple: Audiences love it and orchestras and choruses are eager to perform it.

Crist has written an excellent book, full of insight into the times and Copland’s musical aesthetics. And while occasionally her concern with the political overwhelms the musical, this volume is, after all, not only for musicians or even for music lovers, but for all those who are interested in the struggles of the artists during one of the most trying and critical times of our national existence.

Samuel Adler is the composer of more than 400 published works and is a faculty member of The Juilliard School. In 2003 he was awarded ASCAP’s Aaron Copland Prize for lifetime achievement in composition and composition teaching.

http://www.columbia.edu/cu/alumni/Magazine/Fall2006/copland.html

Friday, February 22, 2008

Texas Cowboys and Cowgirls Shoot from the Hip


It’s gratifying to see our two Democrat candidates for President greeted so warmly in Dallas this week.

In 1963, many Dallasites likely would have spit on them.


Many of us have seen tv footage of one of Dallas's radical right moms beating Adlai Stevenson on the head with a sign in 1963


Everyone who lived in Dallas in 1963 was traumatized by the JFK assassination.

I’m reading Dallas Public and Private by Warren Leslie, which was written 1964 and analyzes pre-assassination and post-assassination Dallas.



And Casa Linda's own U.S. Senator Bruce Alger led a group of radical right hens to jostle poor Lady Bird and her husband during another Dallas visit during that time period.




Here are some interesting observations about post-assassination Dallas:


The world has indeed treated Dallas and Texas harshly. “Do not bring your children to this city” was the lead paragraph of a news story in Lord Beaverbrook’s London Evening Standard, written by his granddaughter. “Giants 27, Assassins 21,” somebody said, and it was a shock to understand that the “Assassins” were the Cowboys, Dallas’ professional football team.

“Where you living now?” a bartender at the St. Regis in New York asked an old customer, a former New Yorker.

“Still in Dallas.”

“I’d have thought you’d been coming home by now,” the bartender said. “Or going somewhere.”

In Los Angeles, shortly after the assassination, a fashion writer for the Dallas News, covering the California market, found it impossible to get room service. “Seems to take a little longer for the people from Dallas,” a waiter explained.

In New York, a returning visitor to Europe spent less time than usual in customs. “Dallas,” the customs official said, looking at her declaration. “Hell, don’t stick around here. Just go home.” He walked away.

After studying the city for a short time, a visiting journalist said, “If I were a liberal living in Dallas, I might try to shoot a President just to get attention.”

And a familiar remark now, among the thousands that have been made about the Dallas police: “I don’t think the Dallas police force is so bad—look how quickly they
caught Ruby.”

Tomboys and Sissies, Prissies and Studs


When I was growing up in the fifties, we had two types of kids who were sometimes bullied--tomboys and sissies.


At school I had a friend named Betty who walked like an Amazon among her classmates. Always bigger and stronger than both the boys and girls, she used her strength to get her way.


I liked her alot and expressed my affection by kidding her (verbally). I think she liked me alot, too, and expressed her affection by kicking me very hard (physically) on my shins.


If my mother had been as protective of me as other mothers, she would have called Betty's mom and told her to make Betty stop making those big bruises on her sonny's legs.


Kids can be so cruel.


We know more today about why we had all these gender differences. And observing our cohorts' progress through life, we can see that those with a certain level of androgyny have fared well--perhaps even better--than the prissies and studs.