A Visit to Baghdad

We understand that the US forces have wanted to
control everything, out of their fear for the Saddam
and Baathist loyalists. They dissolved the Iraqi army,
fired all the police and many government workers and
sent them all home with nothing to do. Now unemployment
is at 60 percent.
Yes, and arms are everywhere. You can buy them anywhere.
The bases were left unattended. Now people are
selling hand grenades, automatic weapons. In this way
they can make some extra money. Children also are selling
them. In the vegetable market, meat market, there are
also weapons. It takes no effort to find them. This is new
to Iraqi society. There was never such a situation before.
Why do people buy them? For protection?
Yes – security is zero. You need something at home to
protect yourself. And also out of curiosity. They are very
cheap. Items worth hundreds of dollars – you can buy for
a few dollars. It’s a horrible atmosphere.
The Americans chose to dismiss everyone. Couldn’t
they just have removed the people at the top?
But you see they had no plan for after the war. Winning
the war – this is their achievement. No other power
can stop them – especially from the air.What comes after
that? They don’t know the people, the culture. They had
been given the wrong impression – that when you would
topple the regime in Iraq the Iraqi people would dance in
the streets – come with flowers and open arms. That was
bad advice. Unfortunately they didn’t give it enough
thought – that was the major mistake they committed.
That’s one of the reasons they face all these problems.
They could have much better systems for how to deal
with the Iraqi people if they were really sincere. They said
it was to free the people from Saddam, but if that was
their real intention then they would have thought about
how to deal with the people afterwards. Most of their
thinking was about oil. So when you go to Iraq you see
the few buildings concerned with the oil industry – these
are undamaged. It is very clear to everyone there they
didn’t calculate cleverly how to manage Iraq.
Not everyone in the police or military or working for
the government was loyal to Saddam. Only a very small
percentage was willing to fight next to him. Unfortunately,
they didn’t think about this properly.
The costs for continuing the occupation are so
enormous now. Do you think the revenue the US
administration expects to get back from the oil makes
it worth it for them to stay this course?
It is not only dollars and cents. It is that whoever will
control that region will control the whole world. Look
now at Europe, especially France and Germany, versus
the US. If they control the oil of Saudi Arabia, Kuwait,
Iraq and small nations such as Qatar – anyone who will
have their hands on all of that oil, they will manipulate
the whole world.
They say that the last barrel of oil that will come from
the ground will come from Iraq. Iraq has the second
largest reserves after Saudi Arabia. When the US went
there they thought it would be easy. Bring in our troops,
then install new people who will help us because we freed
them. Their calculation was absolutely wrong. They
thought people were so weak after 12 years of sanctions.
Iraqis had the 1991 war. They remember this every
night. The horrible conditions they went through. Then
after that they had twelve years of embargo which took
one and a half million of their people. They believe really
strongly that the party responsible for this tragedy is the
US and Saddam Hussein’s regime. They feel they were
partners in this tragedy. They don’t separate the two. So
as much as they hated that regime they hate the policy of
the US government toward them. Expecting them to welcome
you when you participated in killing one million
and a half – it would take a lot of work and effort to prove
to them that you didn’t do it to them. And to try to prove
that would be a lie.
The United Nations – their headquarters was the
target of the August bombing in Baghdad. And they
were a major part of the apparatus that imposed sanctions
for twelve years. How is the UN regarded at this
point and is it reasonable to expect the UN to be able
to play a constructive role now?
The people of Iraq consider
the UN to be in the hands of the
US. And whenever there is resistance
in the UN like what happened
in the war in March – you
see the US will dump the UN
and go and do whatever they
want to do. So they look at the
UN the same way they look at
the US. In the last twelve years
the US used the UN to impose
the sanctions – they worked
together to kill that million and a
half. And many agents who
worked with the UN – they
admitted they were spies for the
US. Like Scott Ritter – he was a
UN weapons inspector – in his
lectures and publications he
admitted he was working for the
US. So when the people in Iraq
look at the US and the UN they see two sides of the same
coin. To the Iraqis an occupation is an occupation – no
matter if they are Russian, American, Turkish, Arab,
Muslims – to them an occupation is an occupation. So
whoever participates in that, they are helping the US in
their occupation. They will not differentiate between
Americans and British and Polish – to them it’s occupation.
We are hearing reports about ethnic tensions
among the Sunnis, Shia and Kurds. Some say if the US
would leave now civil war would break out.Have their
historically been divisions among these groups and do
you believe civil war would occur?
This same slogan was used by Saddam Hussein himself.
If I leave you, there will be a civil war. Now Saddam
is gone. There is no civil war. At a time when there is no
police force, no secret service – it is actually the opposite.
Everybody sees on Arab satellite TV the unity. There has
not been one incident of religious killing. The killing
which is taking place is either for theft or retaliation or
family feuds or it is among Baath party members. Even
after the tragedy which took al-Hakim [Ayatollah
Mohammed Baqir al-Hakim, top Shiite cleric who held a
seat on the US-created Iraqi Governing Council, killed in
a bomb attack in August] in Najaf, when everybody
thought that then civil war would start – it didn’t happen.
Again the opposite has been proven. The people got
together – and there are a lot of very, very smart people
among the Sunni, the Shia, the Kurds. They get together
very frequently, almost every week, just to keep the country
together as before. And they are very successful. So
the issue of ethnic fighting or civil war after the US
would leave – this is the same
slogan used by Saddam Hussein,
now being used by the US.
And another point. There has
never been a civil war in Iraq.
There has been war between the
government and ethnic groups –
but not among the people themselves.
It was the government
against the Kurdish people – not
the people themselves. The people
are very close to each other.
They are neighbors, they marry
each other.
Saddam’s regime was not Sunni
or Islamic – he was against anybody
who would dare to be
against him. Saddam killed his
sons-in-law, his nephews, his relatives.
He was born into a Sunni
family but he was secular; he
didn’t differentiate among any
ethnic groups. He killed more people, especially the
thinkers, the scholars – he killed more from the so-called
“Sunni triangle” than from the rest of the country. The
Baath party was Arab nationalist. Before British colonization,
the military was more made up of Sunni. He
opened the military to the Shia more than before. Saddam
said no difference anymore – we are Arab, anyone
can get into the military.Many of his assistants were Shia
or Kurds or Christian. Only thing that mattered was how
loyal you were to him and to his party – the only criteria.
So you don’t believe that if the US pulls out the situation
will deteriorate?

I don’t think so. If the US would really trust the Iraqis,
would give them the power to run their own affairs, their
own country – there are enough people in Iraq who
could do this well. But the longer the US stays in Iraq, the
more enemies it will create inside Iraq. Now even mainstream
media here is showing it. So if they leave, trust the Iraqis, develop a good relationship with
the people of Iraq – the Iraqis would love
to have a better relationship with the
West, with the US.
What is the extent of the resistance?
It is everywhere – north, south, center,
east, west. Nowadays they don’t allow the
reporters to cover any of it. That’s part of
blocking the information coming to this
country. This is very serious.
Are foreigners involved?
Well, the borders are all completely
open. All you have to do is show your
passport and you can go through the
checkpoint. Iraq has long borders with
Iran, Turkey, Syria, Jordan, Kuwait, Saudi
Arabia – and anybody can enter. This was
a big mistake when they dissolved the
government forces – now the borders are
open to anyone. It happened to me – I
didn’t have to get out of my car, I wasn’t
asked anything, they didn’t even stamp
my passport. Very strange. And now it is
too late if they want to seal the borders.
Of the $87 billion Bush has requested
15 to 20 billion is considered money for
reconstruction, and from other countries
very little is coming in. So there
continues to be plenty of money for the
military but not for reconstruction…
It’s funny – the second largest oil
reserves in the world. Why do they need
money for reconstruction? Iraqi people
themselves have said so many times we are
rich enough to control our own economy,
we have enough money to rebuild. The
US destroyed it twice – in ’91, in the name
of the liberation of Kuwait, and in 2003,
in the name of the liberation of the Iraqi
people – they literally destroyed the economy.
And then they occupied the country.
And now they are talking about raising
money to rebuild that country. The country
has enough money. That’s what Iraqis
are saying – there are tens of billions of
dollars in Iraqi frozen assets all over the
world. And if the oil were allowed to be
sold – they wouldn’t have to collect one
dollar from anywhere else on this earth.
But they have a hidden agenda – they consider
the oil as their oil – and the moment
they start talking about the “privatization
of oil” then you feel something wrong is
going on.And who is going to own it? The
Iraqis, or the American companies? That’s
the point that is really bothering every
Iraqi. The oil of Iraq is going to be privatized
– and who’s going to own it? So we
need to ask them “why are you collecting
money, and for what?” For your troops,
you need money. To rebuild Iraq, Iraq
would have enough money from the oil
revenue if you let it go to the Iraqis. So it’s
very obvious.
What do you think of the recent
French proposal that a provisional government
should be established in Iraq
in a month, a draft constitution by the
end of the year and elections by next
spring?

Definitely the Iraqis need some help
from outside. But they need sincere help,
that puts the interest of the Iraqis first. It
doesn’t matter who it comes from. Then
get out of there and in one year the Iraqis
can fix everything. But unfortunately even
France is looking out for their own interests.
They are negotiating what is the benefit
of participating in this process. The
Russians too are looking how to get their
piece of cake. Any time you see a country
that opposes the US, then you see them
shifting little by little because you don’t
see what is going on behind the scenes. All
of a sudden the smooth talk starts coming
from the US – how can you trust any of
them? All the reasons that have been used
to wage this war have been proven false.
So you don’t feel more solidarity
coming from Europe?

If the US controls the Middle East’s oil
fields, they will control the whole world.
Europe just doesn’t want the US to control
it all.
All the money that’s been spent on
US military operations – for that money
they could have been making business
deals. They could have bought control,
why did they have to intervene militarily…
That’s true. But what can you do about
people who can only think in a military
way? Look at Cheney and Rumsfeld – they
would never think of a peaceful way. They
only know how to wage war. And of
course there is Israel. Sharon has said that
Iraq and now Iran and Syria – that these
regimes have to be changed. I don’t think
that Hosni Mubarrak of Egypt is any less
corrupt – the regime of Jordan, of Iran, of
Saudi Arabia – they are all corrupt. Even
their position against Israel – it is only
propaganda. Unless we really solve the
issue of the Palestinian people, by giving
them their homeland, this situation will
go on.
Your feelings about the immediate
situation?

I think they will do the following: The
US is under huge pressure inside Iraq.
Their military people are suffering a lot.
They are very nervous. And they need
somebody to protect their back. So the US
will take troops from other nations to
protect the back of the American military
in Iraq. The Americans will do whatever
they want to do with the oil and with
other natural resources, and they will hold
the sensitive areas, the oil reserves, and
they will put the troops from other countries
in the cities where they will take the
heat of the resistance – that is what Iraqis
believe. So the US will stay in the sensitive
areas, making the oil flow and protecting
the oil, and the troops from other countries
and the peace keepers…. Let’s get to
the point – there is no civil war. So why do
they need peace keepers? That’s only necessary
if there is fighting among the people.
The only fighting is going on against
the occupiers. When they talk about security
it is not the security of the Iraqis.
They are talking about the security of the
American troops. The work that is going
on is to find a middle ground between the
US and France and the UN, and some
other countries – Turkey, India – and convince
them to go to Iraq. So we’ll get more
of the same for quite a while.
I’ve heard you say that Americans are
not aware of how bad it is for the troops
there.
As much as I feel for the Iraqis I feel for
the American troops there. They are
fathers and sons and daughters and sisters.
They are under very terrible conditions. I
could see them in this heat and dust – with
this big equipment, and tanks – they are
nervous. When they are stationed at a
checkpoint they have to be ready 24 hours,
because it’s a guerilla war, it’s not a military
facing a military. The US government
is not telling the American people what is
going on. Reporters are no longer allowed
to go. The Americans say either you have
to say it in our way or you cannot report.
Just today one of the American military
leaders said the Arab news services are not
showing the positive things we are doing
for the Iraqis, they show only the negative
things, so now we are going to prevent
them from covering stories. So now they
will start screening them. And it is not like
what Fox News shows – swimming in
swimming pools, eating hot meals. It was
supposed to be a few months and now
they’re talking a year and more.
Anything else you want to say?
Hopefully the politicians of this country
will wake up one day and try to find a
middle ground solution for both countries,
have a better relationship with the
Iraqi people. There’s been enough killing
for the Iraqis, and for the Americans of
course – and hopefully one day we’ll find
a flight leaving Chicago airport going to
Baghdad airport, and vice versa. But we
need wise people to do that…

Mohammad al-Heeti, owner and manager
of the popular World Harvest
international food store at 519 E. University
Avenue in Champaign, was born
in Heet, Iraq, a small and very old city
on the Euphrates River, west of Baghdad.
This past June he went to Iraq with
his 20-year old daughter Roaa to visit
family. They stayed mostly in Heet but
also visited Baghdad twice, and went to Ramadi and Falluja,
where his wife is from. This interview took place on September
18.

Posted in International | Leave a comment

The Legacy of GirlZone

 ’      .
Dragged to a GirlZone skateboarding workshop by her
mother, Chloe had no real intention of learning to skate. A
half hour later, though, she was swooshing down the
ramps, seated, on her borrowed board. By the end of the
workshop, she was asking her mother to buy her a board
for her birthday.
As a GirlZone volunteer, I saw that sort of transformation
happen over and over. Girls came to these workshops
disinclined to step onto a skateboard, to breakdance, to
speak on the radio—to do anything that might make them
look foolish, or awkward, or just not good at something,
no matter how much they wanted to try it. And universally
they left feeling confident, capable, and involved.
That was no accident, and that was not simply a result
of saying “let’s meet at the skate park/dance studio/radio
station.” GirlZone workshops were very thoughtfully
planned to best engage girls in active participation—something
a lot of girls don’t encounter in their schools, or even
their homes.
Research has shown that girls drop out of their own
lives around adolescence, and the fact is that we let them
do it. We teach them to play soccer in P.E., but we don’t
force them to actually make an effort to contact the ball.
We give them bikes, but don’t give them a bike repair
toolkit. We give them computers, and load them down
with word games and Cosmo makeover software. Girls are
disjointed and unhappy, and instead of putting them on
the spot and forcing their participation, we let them disappear.
If I sound histrionic, picture the basketball courts at
Hessel Park, or Phillips Rec Center, or any neighborhood
schoolyard. No locks, no entrance fees, no limitations to
access—and almost uniformly, no girls. Imagine being that
trio of beginning girls who want to play basketball; imagine
asking the group of guys who play every day if you can
use the court for an hour. The issue for girls in this town—
and any town—isn’t just the right to use; it’s the culture
that says Sure, you can be here, as long as you stay out of
the way.
GirlZone was specifically designed to combat this culture
that lets girls be passive participants in their own lives.
Developed eight years ago as part of Aimee Rickman’s
graduate work in educational psychology, GirlZone ran
monthly workshops for girls ages 7 to 16, covering everything
from auto repair to knitting. But far more important
than just providing access to oil pans and knitting needles,
GirlZone was meticulously and thoughtfully designed to
encourage and enable—and even enforce—girls’ engagement.
In everything from the language we used to the
spaces in which we held our workshops, GirlZone was a
planned environment built to affirm girls’ own preinstalled
capabilities.
We required workshop facilitators to go through training,
covering everything from ways to break up cliques to
how to speak to girls to show you appreciate their input.
We discussed the best ways to address the sliding fee scale
so that no girl had to feel guilty or embarrassed, and so
that no girl was ever turned away for lack of funds. We
stressed the importance of trying new things ourselves, of
keeping in mind how it feels to be vulnerable and clumsy
when you want to be cool and competent.We talked about
why it’s important that parents not be allowed to watch the
workshops, why we avoid saying “you guys,” and why we
never allow anyone to say “girls rule, boys drool.”
To me, those seemed like great ideas; maybe that’s
because I saw them at work. I know some of our policies
were difficult for others to swallow. We made no effort to
hide the fact that we were a feminist organization, which
was sometimes misconstrued in ways that had nothing to
do with equality. We were unapologetically girl-based,
non-sectarian, and open to all sorts of people.
GirlZone prided itself on being based in this community.
We held meetings and workshops in local businesses, we
tapped local talent to teach workshops, we worked with
local girls. Eventually, we hoped, the community would
take some of that back and provide girls opportunities
without GirlZone steering things along.
GirlZone was also entirely volunteer-run. Even at its
busiest moments, GirlZone was run by Aimee and a small
phalanx of unpaid women and men volunteering their free
time, after work and around classes. And more than that,
GirlZone was basically unfunded. The only major local
funding organization, the United Way, turned us down.
The small grants we did get were designated for programs
only, rather than for staff or space.
And that, partly, is why GirlZone had to close. After
eight years, GirlZone was still an unpaid full-time job for
Aimee Rickman.After eight years, GirlZone was an organization
that everyone was glad to have around, but that not
many were willing to support with money, or space, or
equipment. Our attempts to collaborate with various local
city and nonprofit youth organizations had consistently
fallen through or been rebuffed. We were forever fending
off criticism for not taking on more, or not being diverse
enough, or not focused enough, and, constantly, for not
being “…and BoyZone.”
Most heartbreakingly, though, by keeping GirlZone
open, we were showing girls that their interests weren’t
worth a paid staff, unlike, say, greyhounds’ or lizards’. And
we were showing this town that it didn’t have to pick up
the slack, that we’d be happy to beg and borrow and pay
out of pocket with our time and our money to serve their
girls.
Two years ago, the Champaign Park District opened a
dazzling new skate park. It’s bright and smooth and free.
And it’s very much dominated by boys, to the point that a
boy, maybe ten years old, asked Aimee and me—both in
our late twenties—to take our skateboards and get out of
the way so he could have the area.And we did it.We resented
it, we dissected it, we thought up what we should have
said, and we’re still not sure why we gave up the space, but
we did it, because that’s the way things are. The skate park
is a beautiful gift to the young people of C-U, but just
because the gate is open doesn’t make it, in any practical
sense, accessible to everyone. But we paid for that park, just
like we pay for the basketball courts and the ball diamonds
and the swimming pools, and it’s our duty to say we want
the parks and the youth groups to make sure that everybody
really does get a chance to play.
If it’s true that you don’t know what you’ve got until it’s
gone, maybe GirlZone’s shuttering will inspire more people
to look at the playgrounds, the skate parks, the open
mics, the battles of the bands, and say “where are the girls?”
I hope so.Wow, do I hope so. But even more, I hope that
next time you look at the skate park, you’ll see Chloe out
there with the board that she eventually did get for her
birthday, showing her girlfriends how well she can ollie. Go
to it, people. GirlZone’s gone; now you go make this whole
dang town the zone for girls.

After four years as a volunteer with
GirlZone, Rebecca Crist can change the
oil in her car, create a zine in under two
hours, defend herself, light a grill without
lighter fluid, tap dance, write a
grant application, tune a guitar, edit
digital video, talk to strangers, and usually
find a way to address a group of
people without resorting to “you guys.”
She cannot ollie on a skateboard. Yet.

Posted in Human Rights, Women, Youth | Leave a comment

IMC Fest Raises Over $1,500 for the UC-IMC

,  ’    at the
Canopy Club (produced by the IMC’s booking
group) was a resounding success. With the help of
twelve bands, two feature films, one filmmaker, a ‘zine
slam, lots of volunteers, and an enthusiastically supportive
community, we were able to raise $1,687 for
the IMC! One thousand dollars of this money will go
toward the IMC’s Capital Campaign; of the rest, a
portion will go to the IMC’s Video Group for its contributions
to the event, and the remainder will be
reserved to support future Booking Group projects.
The Capital Campaign, as many people may know,
has become increasingly urgent since the closure of
the IMC’s shows space, which was a major source of
revenue. In order for the IMC to be the community
resource it has the potential to become, we need a
space where we can put on all-ages non-smoking
concerts, have enough room to display all the books
and magazines in our library, and have adequate
space to produce media.
The Capital Campaign’s goal is to reach $100,000
by the end of the year in order to purchase a permanent
home for the Independent Media Center.We are
well on our way with $42,000 in the bank, but we are
looking toward the community (including Public i
readers) to help us reach our goal. In order to make
your tax deductible contribution to the Capital Campaign,
go to http://capital.ucimc.org, or send your
check to Urbana-Champaign Independent Media
Center, ATTN: Treasurer/Capital Campaign, 218 W.
Main St., Suite 110, Urbana, IL 61801-2725, made out
to UCIMC with Capital Campaign in the memo line.
In part due to the overwhelming success of
IMCFest, the IMC Booking Group plans to use its
share of the IMCFest money to produce a similar all
day affair, this time at the Channing-Murray Foundation
and open to folks of all ages. This concert is
scheduled for November 15, and will be coordinated
by several of our underage volunteers.
And looking even further into the future, the
Booking Group has plans to make IMCFest a semiannual
event, with the possibility of another event in the
Spring and one next summer. The funds from last
month’s IMCFest will help make all of this possible,
and will allow us to rent space to put on smaller
shows as often as we possibly can. Thanks to everyone
who attended the festival, everyone who stayed all
day to help (some people volunteered for more than
twelve hours!), everyone who paid a $50 entrance fee
(we saw you), and to all the businesses in town that
generously offered their services to help us make our
crazy idea a success.

Posted in UC-IMC | Leave a comment

Leave No Public School Standing

You have to have it to the Bush administration. They have a remarkable ability to seize the agenda from Democrats and progressives and force the rest of us to dance to their tune, at least in the short run. I’m talking specifically about the “No Child Left Behind” reauthorization of the Elementary and Secondary Education Act. The public education “reform” embodied in “No Child” is truly powerful and is wreaking havoc across the nation. There is a remarkable consistency in Bush policy-making and I’m struck with parallels to the administration’s Iraq gambit. Take a look. Start with a catchy title you can’t argue with: “Operation Iraqi Freedom” [changed from Operation Iraqi Liberation (OIL) for obvious reasons]. Or “No Child Left Behind.” How could anybody oppose this? The alternative is “Leave Children Behind?” The Iraq war has bipartisan support; so did “No Child” with Democrats like Ted Kennedy (!) leading the charge. There is a clearly defined enemy: Iraq’s Saddam / public education’s teachers unions. There are “shock and awe” strategies: precision bombing on a massive scale. In public education it’s the cut-off of federal monies, takeover of local systems and reconstitution, i.e. the forced transfer of teachers in “low performing” schools. The policies are similarly flawed in their working assumptions.
The Iraqis will meet us with open arms and flowers and all of public education’s problems will be solved with the Best Test—a one-size-fits-all measure of student achievement. Both policies have hidden agendas. In Iraq it’s regional, political and economic hegemony. It’s where the oil is. With “No Child” it is preparing the ground for full-scale privatization of education, i.e., vouchers. The way you prepare the ground is to get people used to the “choice” charade. If your school fails, you get to go to another one. It’s not the purpose of this article to repeat the critical analysis of “No Child.” As in their foreign policy, the Bush initiatives are shortlived. Iraq is a quagmire and “No Child” flaws are becoming dramatically clear to all who care to look. Here are a few headlines: As opposed to the war machine with its 87 billion cash dollar infusion, the “No Child” budget is cut at the same time this federal law is imposed on a desperately cash starved system. Also, Federal dollars represent only seven to ten percent of public education money and states and local sources are in serious shape. The resources just are not there. In New York City some 200,000 kids qualified for movement to other schools. However, only 1,000 vacancies were available! The tutoring program that was to accompany the transition was cut due to budget constraints. The “No Child” requirement of having a highly qualified teacher in every classroom is great. But what happens to this concept when dollars are cut for professional development, recertification and mentoring. Now add to this list the notion that a standard test is the mechanism for determining progress, despite the conclusions of serious researchers and practitioners. I could go on, but my real purpose is to issue a call for action. There is no doubt that public education needs help. And as in Bush’s foreign policy, I’m afraid that for his administration there is no mistake not worth repeating (i.e., is Iran next?). The case in point is that with the administration’s initiative a voucher program is in place in the District of Columbia, again with bipartisan support. It is time to change direction and retake the agenda to “fix” public education. Make no mistake about the fix. “Failed public education” is not one word. As Reg Weaver, the president of the National Education Association, says, 85% of rich people send their kids to public schools. Those public schools have qualified, well-paid teachers, up-to-date resources, decent buildings, parental involvement, and accountability. Serious reform means leveling up. You can’t level up unless you tackle the funding mechanism that plagues Illinois, where $15,000 is spent per year on a child in Naperville and $5,000 on a child in Iroquois County. In other words, most of the real reform will occur at the state and local levels. And to make those reforms work, it will take a broad coalition of education unions, parents, administrators, and citizens generally. That is a struggle for the long haul. But an immediate starting point is to remake unfunded and unworkable federal standards that now hinder any progress at the state and local levels. There is such a proposal and it’s House Bill 3049. Congressman Ted Strickland (D-Ohio) has proposed this bill that would do the following:
• End reliance on a single test
• Give schools credit for improving student achievement in reasonable time frames.
• Create workable ways to measure skills and progress of students with disabilities and limited English
• Public school choice and supplemental services would be targeted specifically for those students in subgroups that have failed to improve This bill, plus efforts to fully and adequately fund the now unfunded provisions, would go a long way to fix a very flawed policy. The need and opportunity are before us. It’s time to rein in the chaos, build the political coalition, and truly give public education the resources it needs to succeed for every child.

Gene Vanderport a long-time local political activist working in the education labor movement. He is currently a staff representative based in Urbana for the Illinois Education Association (IEA). This article reflects his own thoughts and are not necessarily those of IEA.

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Challenging “Unschooling”

The September issue of the Public i included an article by Gina Cassidy entitled “Children’s Liberation” which argued against compulsory public education, advocating instead a system of “no schooling” or “deschooling” in which children are free to pursue their own educational interests (perhaps with the guidance and support of their parents). Before Gina’s article went to press, however, it was posted to the Public i listserve for peer review. One member of our editorial collective, Margaret Kosal, took issue with the article, arguing that it contained factual inaccuracies and was propagandistic. This sparked a brief debate among the collective, and in the end we decided to print the article with only minor edits, provided that Margaret’s criticisms be aired separately. Therefore, in the interest of providing a counterpoint to the “Children’s Liberation” article, a collation of Margaret’s points are printed below:

Beyond the conclusions … most of it is unsubstantiated propaganda.The most egregious errors are the claims with regard to the historical “freethinkers” [the article cites George Washington, Abraham Lincoln, Ben Franklin, Thomas Jefferson, Theodore and Franklin Roosevelt, Albert Einstein, Thomas Edison, and Henry Ford as having “little or no formal schooling”]. They were (1) privileged upper class landed gentry who were schooled formally by tutors often employing rote memorization techniques or (2) were schooled in formal school settings of exactly the kind the author critiques, e.g., Einstein, who valued formal education enough to go all the way through to a PhD from the University of Zurich (which he got at age 26, same as I did – so can I compare myself to Einstein -NOT!), and stayed within the formal University system his entire life! That’s the easiest one to pull apart off the top of my head!
[The author] spuriously neglects/selectively neglects to mention the vast numbers of historical and current free thinkers who have been or are educated in the formal school system. Just because something is counter to the status quo, the US government, or the Catholic Church does NOT make it true or worth publishing!
One can critique the current US educational system on a number of levels:
Does “unschooling” work for some? YES! Does everyone have a difficult time in the school system or [fail to] figure out how to play the game or use resources to one’s own advantage as some do? NO. Should “unschooling” be made more available? I’m not sure – those who seek it out and seek out the resources are most likely those who may function adequately in an unschooling environment.
Compulsory education made available free by the state for all boys *and girls* is one characteristic which people around the planet DO admire about the US! Prior to US compulsory education, only rich, white, Judeo-Christian boys were educated. Where did the rest of the under-16 population spend their work day? Revoking public education is not going to produce some utopian (or economically privileged) un-schooled society but rather a source of cheap, exploitable labor. See Amnesty International for reports of “torturous” [labor and long] hours to which children around the world are subjected! The article posted has an unstated undercurrent of economic and social privilege.
Such ideas may be worth considering, possibly with some deep and thoughtful analysis. Perhaps then [they] may be worth advocating. (Is anyone familiar with the Montessori system, started by a woman over a century ago.)
In my opinion, Sehvilla’s article [a review of The Teenage Liberation Handbook, which similarly advocates unschooling or self-schooling] is worthwhile because she owns the material as her own and her experience. She is living the unschooling program. [Gina Cassidy’s] article is littered with inaccuracies and portends to reveal the wisdom that is crushed in her conspiracy theory of public education! How many of us “survived” the public education system? How many of the founders and active members of the UCIMC and the IMC movement came out of the public school system? Are we ALL statistical anomalies? How large of a group can still be considered a statistical anomaly? Blaming the public education system for a host of negative effects is not a solution.
-Edited by Darrin Drda and Lisa Chason

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How to Build a House

First, clear-cut (or napalm) one square mile of real estate.
Kill every plant.
Throw trees in chipper.
Next, bring in bulldozers and push the gray dirt flat.
Burn lots of gasoline.
Fell old-growth timber somewhere in Oregon.
Ship to Japan for milling.
Ship to Brazil for treatment with illegal chemicals.
Ship to site.
Import copper.
Import sheetrock.
Import concrete.
Import fiberglass.
Import asphalt.
Import aluminum.
Import polyvinyl chloride.
Undermine builders’ unions.
Lay out curlicue streets and cul-de-sacs.
Install identical garage door openers.
Plant grass and topiary.
Treat plants with poisons.
Import vehicles and their humans.
Add power lines, churches, chain-link fences,
strip malls, and car dealerships, to taste.

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Defending Public Education

In the last issue of the Public i there were two articles critical of public education.
One advocated home schooling, the other no schooling. I will argue that no schooling is always bad for a young person, and that home schooling at best can be justified in certain unique circumstances but is a poor choice as a general rule. I am a curious person to write such an article. I went through the public education system in Chicago, first Stephen K. Hayt Elementary School and then Nicholas Senn High School both on Chicago’s North Side. Through the entire experience, I dreaded going to school every morning. In elementary school, I was nauseated in the morning at the thought of trotting off to school and often arrived having rid myself of my breakfast.
The last day of summer vacation was the gloomiest day of my life. My mother often reflected that, given such dread, it was strange that I would go on to a public university (the U of I) to take my B.A., pursue graduate studies, and then assume a teaching career. As a youngster, I would certainly have opted for home schooling or no schooling if given the option. I thank my lucky stars that I was not given that option. I would have chosen badly because I would not have known any better. Formal public education used to be a scarce resource in our society and still is a scarce resource in many parts of the world. In our early society children had to work at a very young age and were given no choice as to their occupation.
In many impoverished societies impressed child labor is still a huge problem. Despite the fact that both the 1948 U.N. Declaration of Human Rights and the 1966 International Covenant on Economic, Social and Cultural Rights stipulate that compulsory elementary education is a fundamental right of all children, that right is not granted to many of the children in this world. It took political struggle to gain it in the United States and it is an enormous struggle to try to actualize it in less affluent countries. The elite elements of those societies in which child labor is exploited have no interest in promoting it, and the desperately poor families require the labor of their young children in order to survive. It is curious that the abolition of this right finds resonance in the affluent U.S. (I have not heard it in Europe) among middle-class parents who have given up on public education as a matter of principle.
I do not want to get into the debate over whether public institutional or parochial institutional education is the better choice. That is a different issue and I am fine with parents and pupils choosing parochial education so long as it is not at the expense of the taxpayer through state subsidies. Institutional parochial education can serve some but not all of the positive functions of public education. Public education is an important mechanism for upward mobility in a class-divided society such as our own. Many parents are simply not equipped to educate their children.
Most low-income and single parents have to work so long, often in more than one job, that they do not have the time to educate their children. At the very top of the economic and social hierarchy, super-wealthy patrician families like the Bushes send their kids to private prep schools to prepare them for the Ivy League or other elite private universities like Stanford or Duke. What are the non-affluent to do if we were to abolish public education? The general argument against public education has some very severe class and racial implications. There would be drastic unintended consequences if public education were to be abolished. Neither of my parents had a B.A. For all my angst about school, I am sure that I would have never have enjoyed the fulfilling experience of being a professor at a major university if I had not been given the experience (albeit against my will even though it was my right) of public education.
Public education gives the child her first experience in moving outside of the particularistic confines of the family. The family is a unit that is above all devoted to the self-interest of its members. It develops tight bonds of partiality between parents and children.When the child enters a school, she learns that there are people outside of her particular family who have interests, needs, and ideas that are different from those of her family. The parochial school by definition is less expansive of the child’s horizons than the secular public school, but it still offers a wider horizon than no schooling or no schooling outside of the home. In school, the child is confronted with difference and hopefully learns to be respectful of those differences. The child learns how to communicate with others outside of the family. Respect for difference and the ability to communicate with others who are different and not family members are absolutely crucial attributes for a democratic society and polity. They are also consistent with teaching the child to be a critical and questioning citizen.
A related function of the school is to foster a communicative process between peers on the one hand and teachers and students on the other. This involves two conceptions, equality and respect. In public education, students see that their class peers are entitled to the same consideration that they are. In the family, they see this with their siblings, if they have them. In school, they learn to become less narcissistic because they see that others to whom they are not related merit the same treatment that they do. On the other hand, they learn that they are not equal in an important sense to their teachers. They come to understand that there is an intellectual world out there that the teacher has a better hold of than they do and that under certain circumstances it is appropriate and in their own interest to take advantage of that. There is thus a double educational process going on in the classroom, egalitarian learning among student peers and authoritative learning from the teacher. Some would argue that the latter is just a manifestation of raw power. I respond that the good teacher genuinely cares for his pupils and earns their respect through demonstrating that care while stimulating the child’s intellectual curiosity and learning. Of course power is involved, but when not abused it is not a dominating, damaging power. In the case of a good teacher, it is a symbiotic power in which the power of the teacher is used to empower the pupils.
Additionally, public education entails accountability in a way that home schooling does not. Since the learning progress of the pupil is assessed by people outside of the particularistic family, those responsible for the education of the child are in a position to less partially assess her progress. Despite the overemphasis on testing in the Bush Administration’s mandated guidelines, testing is but one of several ways of assessing a pupil’s progress. There are more holistic ways that most teachers employ as well. But in many states, there is virtually no accountability outside of the family that home schools. If the family is satisfied with the learning of the daughter or son, that’s fine. And under conditions of no schooling as it was described by Gina Cassidy in last month’s Public i, the child is accountable to herself. In both instances, home or no schooling, none of the above advantages of public education would apply. This assumes that only the family, and not the society as a whole, has an interest in the education of children.
I do not deny that in practice there are serious problems in public education in the United States today. Some have to do with unequal or inadequate funding, some with racial and class segregation because of housing patterns, some with the difficulty of attracting superior teachers because of the shamelessly low pay accorded to teachers, some with the lack of involvement of parents and community members with their children and in the schools. These issues need to be addressed at all levels of government and in local communities. In Urbana, some teachers and community members created a movement called the Project for Educational Democracy (PED) that addressed the issue of parental and community involvement in school decision-making.* Whether it be the Urbana’s PED or the Small School Movement in Chicago, there are movements that recognize the imperfections of public education and attempt to address them.
In certain exceptional cases, such as threat of serious physical or psychological harm, I can understand why parents might remove their children from schools. But I do not believe that the interest of the child or the society is served by turning this into a general principle. On the other hand, I think that it is a general principle in a democratic society that all of us have an obligation to be attentive to our public schools and to become involved in supporting and improving them whether we have children in them or not.
*For an in-depth study of the Urbana PED, see A. Belden Fields and Walter Feinberg, Education and Democratic Theory: Finding a Place for Community Participation in Public School Reform, State University of New York Press, 2001.

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Troubled Waters

As a child, I would often find myself staring at the name on the front of the barn on my family’s farm. At some time, I reasoned, someone must have painted over an E at the end of the name and never bothered to replace it. I repeatedly quizzed my parents, “What
happened to the E?” Their answer was always the same, “There wasn’t one.” I thought they were playing a joke on me.
Years later I learned the joke wasn’t just on me, it was on everyone in East Central Illinois. My family’s farm wasn’t named for distant relatives named Broadmoore, it was named for the land itself, the broad moor. Born from prairie wetlands, East Central Illinois’  relationship with water has rarely been a concern of too little, but rather too much. Those who complain about the area’s lack of forests and hills, would do well to look at what the glaciers left in the bargain. Acres of ancient buried rivers have provided water for generations; rarely does one dig more than six feet to find water. Yes, California and  Colorado have mountains, but they also have the graves of farmers and ranchers who died fighting over water to irrigate their crops and feed their livestock. This legacy continues in Arizona today, where houses are falling into cracks created by aquifers that are being pumped out faster than they can recharge. With lengthy droughts reappearing in parts of the U.S. in the last decade, we have to wonder how long our liquid treasure will last in the face of global warming and population growth. Will there be enough safe water or are we
destined to become a Mitsubishi desert?
Like most of the farmland in East Central Illinois, Broadmoor exists because of an  extensive system of drainage tiles and ditches which shuttle rain to small streams and rivers, and ultimately to the Gulf of Mexico. At times, this system is overly efficient and
shuttles not only rain water, but topsoil washed from fields unprotected by crops or mulch. This churning sluice gouges deep ruts through pastures and fields.
The resulting in the sedimentation makes lakes and rivers less navigable and less liveable for the native species of fish whose food sources can’t survive the resulting turbid   conditions. This problem has been exacerbated by the conversion of flood plains to  farmland. Without buffers to catch it, the sediment has no place to go but the rivers. Unfortunately, dredging rivers and lakes to remove wayward topsoil provides a temporary
solution at best.
TOXIC RESIDUES
Field runoff and the shallow groundwater of our area both carry another form of residue – pesticides and fertilizers. For years, debate raged over just how much fertilizer pollution from Illinois agriculture contributed to the destruction of fishing areas in the Gulf of Mexico. Agricultural lobbying organizations and fertilizer industry representatives
maintained that little of the 2 billion pounds of nitrogen annually applied to Illinois farms reached the Gulf. Further, the chief of the Illinois State Water Survey argued in a controversial research paper that historical levels of nitrogen entering our waterways from decaying prairie plants and buffalo feces were underestimated and current nitrate levels were comparatively better than they appeared. However, experiments using fertilizers with tracer elements have proven beyond doubt the culpability of Illinois agriculture in the Gulf ’s “dead zone.” Perhaps as University of Illinois professor of biogeochemistry Mark David contends, Illinois should regulate fertilizer as was proposed by the state’s
pollution control board in 1971. Though state agencies opted not to revisit this issue in the nearly three decades that followed, today they not only have to look at, but implement, ways to reduce Illinois’ contribution to Gulf hypoxia under the mandate of a 1998 federal act.
The costs of fertilizer contamination aren’t being borne solely by far-off fishermen. Closer to home, many Illinois drinking water sources routinely exceed standards for nitrates, such as Bloomington, Danville, Decatur, and Georgetown. All primarily rely on surface  reservoirs susceptible to field runoff. When nitrate levels exceed federal standards, water
suppliers must provide bottled water for infants, as well as pregnant and nursing mothers. To remedy the situation, Decatur is spending $6.7 million to construct a nitrate removal facility for its water supply; Georgetown and Danville spent $3.5 million and $6 million respectively to construct their facilities. Removing pesticides from water comes with a
price for the residents of Springfield as well. Water there must be treated with activated carbon to remove atrazine.
But these measures are not enough, contend organizations like the Environmental Working Group. For water to be considered contaminated, levels of regulated water contaminants must average in excess of federal levels on the basis of four quarterly measurements. A herbicide violation in spring coinciding with farm pesticide applications could get factored out when averaged with several lower readings from the rest of the year when pesticides aren’t applied. Additionally, not all pesticides used to grow food
are federally regulated in drinking water.
Further, the regulatory status of some pesticides and other chemicals previously recognized as carcinogenic has been changing. In 1998, the Illinois Environmental
Protection Agency took a bold step and, in doing so, created a model for the U.S. EPA. Using available scientific literature, IEPA began classifying substances linked to disrupting the endocrine system – the complex system of glands that secrete the hormones that regulate body functions such as reproduction, growth, and digestion, via organs like the kidneys, liver, and pancreas.

Linked substances were ranked as known, probable, and suspected carcinogens.
Since 1998, industry groups from the styrene manufacturers to Monsanto have attempted to get their products off the list or at least downgraded. At the same time, lobbying and lawsuits have interfered with and thwarted the U.S. EPA’s ability to set lower levels for arsenic and surface water chlorination by-products, such as trihalomethanes, respectively.
Although these battles grabbed headlines, one of the biggest blows to area water safety occurred this winter when the agency issued its review of atrazine, a herbicide banned as a carcinogen in Belgium, France, Germany, Italy, Norway, Sweden, and Switzerland. Atrazine is one of the most commonly-used herbicides in the U.S. and, by no coincidence, one of the cheapest. In a statement issued in February, the U.S. EPA stated that “endocrine disruption, or potential effects on endocrine mediated pathways, cannot be regarded as an
atrazine regulatory endpoint at this time.” The agency further claimed that appropriate testing protocols needed to be established before it could reach a conclusion regarding atrazine’s endocrine effects. In the interim, the EPA is allowing the manufacturer of atrazine, Syngenta, to monitor contamination and implement drinking water limits. If the
level of atrazine in an individual drinking water source exceeds specified levels, the EPA has given Syngenta the responsibility to conduct monitoring and develop a voluntary compliance plan among atrazine users to lower the contamination level.
Cancer is no stranger to Broadmoor.
Nearly every household within one mile of Broadmoor has been affected by cancer. In 1988, Charles Edward Barnes II or “Ed” as friends called him died at the age of 70 from surgical complications resulting from the treatment of pancreatic cancer. Ed was the third generation of his family to till the soils of Broadmoor. He was the first to use atrazine.
In the late 1990s, an elderly woman living less than a mile east of Broadmoor and a woman in her early twenties living less than a mile west of Broadmoor both developed benign tumors ranging from 19 to 20 pounds. The elderly woman had worked as a secretary at a local elementary school in addition to assisting her husband with some of the work on their farm. The woman in her twenties was not involved in farming, nor were her parents who lived at the same address. The only thing these women had in common was that they drank water from wells drilled into the same shallow aquifer.
Since 1984, Ed’s cancer and those of his neighbors have been recorded as part of the  Illinois State Cancer Registry. However they will likely never be officially correlated to the substances that may have caused them. In 1984, the state legislature failed to fund the Illinois Health and Hazardous Substances Registry Act. This act was to “monitor the health effects among the citizens of Illinois related to exposures to hazardous substances in the work place and the environment.”
BREEDING BUGS
Closer to Bloomington, near the growing number of large-scale hog farms, residents must not only contend with pesticide and fertilizer residues in their ground water, but  potentially with antibiotic resistant bacteria based on the findings of a study published in New Scientist in April, 2001. Using DNA testing, University of Illinois microbiologist  Rustam Aminov and his team determined that bacteria from the soil near large-scale hog farms and the ground water reserves below these farms can acquire tetracycline-resistant genes from bacteria originating from pigs given the antibiotic as a growth promoter on these farms. This practice is banned in the European Union.
Back at Broadmoor, the pigs and the pasture are now gone. Like many rural farmsteads,
Broadmoor still has a house built at ground level with a bermed basement – a vestige of the days when builders knew better than to dig basements in swampland.
Other vestiges of the area’s wetland past can be found on the headstones of Stearns cemetery five miles away along Interstate 74 near Fithian. A walk through the old part
of the cemetery reveals that countless people died not during East Central Illinois’ frigid winters, but during its blazing summers. They died not because their drafty farmhouses couldn’t keep out the heat, but because their houses couldn’t keep out the mosquitoes. They died of malaria.
Before it was drained, Central Illinois was second only to Africa in malaria deaths, says University of Illinois medical entomologist Robert Novak.Whether the incidence of malaria will increase or already has increased due to global warming is a source of debate among entomologists. At present, many of the projection models for global warming call for  climate conditions to become warmer and wetter – ideal breeding conditions for mosquitoes. Novak, who serves as a World Health Organization Vector Biology and Control expert panelist, studies the effects of global warming on the mosquito populations that carry malaria, dengue fever, and St. Louis encephalitis.
According to Novak, East Central Illinois hasn’t had a case of non-imported malaria since before World War II. However, the mosquitoes that typically carry the disease are still here.Moreover, cases of malaria already appeared in New York and Louisiana. A more immediate concern is West Nile Virus. In 2002, Illinois led the nation with 900 human cases, including 66 deaths. As of mid-August, in the middle of a wide-spread education campaign to remove sources of standing water, no human cases of West Nile had been reported to Illinois health officials.
It is easy to empty bird baths and remove old tires and other sources of standing water which provide habitats for disease-carrying mosquitoes. However, it is more difficult to combat the often unaerated, man-made ponds used to replace wetlands displaced by housing and shopping developments. Despite a grand history in socalled green development a century ago, Illinois has all but abandoned the practice of using large green spaces to provide recreation and temporary water retention in and around urban areas.
PAR BUT NOT PARITY
“Most climate studies project the world’s climate to become warmer and wetter, on average,” says University of Illinois professor of environmental systems Wayland Eheart. “On average is the key to that statement. In between, we are likely to see more droughts and more floods.” More frequent droughts could cause water quality problems for communities that depend on surface sources for their drinking water. EPA-permitted discharges for industrial wastes are based upon average flows. If a drought reduces the water level in a river, then potentially toxic substances in a legal industrial discharge will be at higher concentrations. Dilution levels could be further affected if more of the state’s farmers decide to install irrigation equipment.
While Eheart says he isn’t placing a lot of stock in global warming models just yet, he is a strong advocate of the precautionary principle. “You should do whatever you are going to be satisfied with even if climate change doesn’t occur,” he says. “At present
we have no control over how much water is being withdrawn in Illinois.”
“We need policies that specifically state how much people can take and a legal framework behind it, not just voluntary reporting like we’ve done with other things,” says Eheart. “A shared system needs to be set up to allocate ground water, as well. Relying on lawsuits to allocate is very inefficient and inconsistent,” he says, noting that water battles have already occurred. “A few years ago Danville wanted to access area ground water to dilute nitrates in its drinking water. Area farmers complained that this would harm their water supplies. The farmers won.” How much the fields of Broadmoor share in the blame for this irony is unknown. What is known is that they share the same watershed.
MITSUBISHI DESERT?
Surface water and ground water are intrinsically connected. The giant Mahomet aquifer, which spans all or portions of Champaign, DeWitt, Ford, Iroquois, Logan, Macon, McLean, Piatt, Sangamon, Tazewell, and Vermilion counties, charges with rainfall in northern Champaign County, as well as, the Sangamon River near Allerton Park in Piatt County. As such, the cities of Champaign and Urbana supply their residents some of the youngest water in the aquifer — water only a few thousand years old.Water in other areas of the aquifer is 5,000 to 7,000 years older.
Though smaller, shallower aquifers supply water to many individuals and communities, at 4 trillion gallons, the Mahomet is regarded as the most vast and productive. Just how productive, however, isn’t fully known, explains Samuel Panno, a geochemist with the Illinois Geological Survey (ISGS), “Aquifers are renewable resources in that they can be recharged. Water that is pumped can be replaced by precipitation at a given rate.” But the Mahomet’s recharge rate is still unknown. “I think most people who know anything about the aquifer and groundwater hydrology feel it is foolhardy  to continue to develop the Mahomet aquifer without knowing its approximate recharge rate,” says Panno.
According to Panno, if the aquifer is pumped too heavily in some areas, it could bring down the water level in others, possibly below the level of some communities’ pumps. This could result in water being unavailable to communities with shallower wells for  extended periods of time. Just how much water can be pumped safely has yet to be determined and funding to study it is still being sought. In the meantime,  development  plans, such as the one in Bloomington to add another manufacturer like Mitsubishi, worry some residents in other communities.
In 1999, Panno, and ISGS researchers Keith Hackley, David Larson, and Edward Mehnert published a study of the water level of the Mahomet aquifer west of Champaign.  According to Mehnert who led the study and heads ISGS’ ground water geology section, the water level in this area dropped over 40 feet between 1953 and 1995. At the same time, water use in Champaign-Urbana increased from 7 million gallons a day to an  average of 21 million gallons a day,with peak usage as high as 34 million  gallons.
Since 1995, the water level has stabilized, though the reasons for this are unclear, says Mehnert. “We don’t know whether we’ll be looking at additional decline in the long-term, or whether the level will remain static,” he says. The Mahomet’s water quality also may be threatened long-term. Buried 100 to 200 feet down in most areas, the Mahomet is largely protected from external pollutants.
However, it is being contaminated from within in some areas. West of the Piatt-Champaign County line, arsenic is leaching from the iron sulfide deposits in concentrations from 20 to 70 parts per billion. Commercial-scale water-treatment systems can remove arsenic from community water supplies.However, arsenic also is showing up in shallower rural wells in Piatt County, where removal comes with a considerably  higher cost for individual residents. While pitcher and faucet filters can remove nitrates and some pesticides, they don’t remove arsenic. Removing arsenic, which has been linked to skin cancers, involves whole-house filtration systems that can cost thousands of dollars and must be frequently monitored by homeowners.
LASTING IMPRINTS
At 20 to 70 ppb the Mahomet’s arsenic levels near Monticello exceed new federal standards. Amidst public outcry, lawsuits from environmental organizations, and a National Academy of Sciences finding that the U.S. EPA had substantially underestimated cancer risks from arsenic, the Bush administration reversed its previous course and allowed a 10 ppb standard to stand in June. Never mind that the 10 ppb standard was originally proposed in 1962.Whether similar intervention will cause the agency to reassess its policies regarding atrazine remains to be seen. As of June 18, the EPA’s inspector general began investigating whether the agency is deliberately misleading the public by overstating the purity of U.S. drinking water.
In the meantime, I fear for the man who now tills the soils of Broadmoor.With the death of my mother in 2000, my family’s ties to the farm were legally severed. Yet by any damage or benefit we imparted to the land, our legacy remains.We can never be truly separated from the land any more than the land can be separated from the water. This is the nature of the moor.

Anna Barnes is a free-lance writer and a former agricultural magazine editor. She has written for Science Now, the online magazine of Science, in addition to producing educational materials concerning food, agriculture, and science for the University of Illinois. Her photographs of Broadmoor are part of a solo exhibition, Full Circle, at gallery virtu cooperative in Monticello through September 30. See www.galleryvirtu.org for details.

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Alternative Education resources: The Teenage Liberation Handbook

The Teenage Liberation Handbook is one of the most important books I have ever read. For me, like hundreds or possibly thousands of other teenagers, this guide gave me the essential empowerment I needed to decide to leave the compulsory school system during my eighth grade year in 1999, and become an unschooler. (“Unschooler” is the term used throughout the TLH to describe home schoolers whose education is largely self-directed, independent, and often comes mainly from their experiences in the world around them and their pursuit of activities that they find interesting).
Written directly to middle school and high school students, the TLH not a curriculum guide. It is partially a resource book, with many chapters devoted to detailing options for “studying” various “subjects”, as well as giving teenagers jumping-off points for pursuing real-life educational possibilities in travel, volunteering, and activism. To me, though, the absolutely essential, unique thing that sets this book apart from all other home schooling manuals is that it is a complete guide to going from being a frustrated compulsory-school student with no meaningful influence over your education, to becoming an empowered, informed, fullfledged independent learner with a world of possibilities for learning at your fingertips. The first chapters of the book define the problem of the status quo of compulsory education in America. The essential message of the Teenage Liberation Handbook is that middle and high school students have the right to make meaningful choices about the direction of their lives and education – in other words, they have the right to exercise their freedoms.
However, the TLH holds, the basis of the compulsory school system, the educational status quo in America, is that it has power over students’ lives. No matter how many wonderful teachers a school has and no matter how well meaning the administration, it cannot offer its students real control of their lives. (See Chapter 2, “School is not for learning”). This book presents the alternative: to “quit school and get a real life and education”.
For most teenagers who have been in the school system most of their lives, the change from having always had one’s time structured by someone else to having all the freedom in the world, feels overwhelming. The former student will most likely be confronting many feelings about their past schooling as well their new environment. The great thing about the TLH is the middle chapters that guide you through this tough spot, saving countless months or years of frustration. When the unschooler is ready to move into her or his new life, the TLH provides for them chapters of great resources for all subjects and activities. It will provide the basis for the unschooler to become an independent scholar of whatever they are interested in pursuing. Students build their own education.
I am profoundly grateful to the Teenage Liberation Handbook for the difference it has made in my life. This book makes the world outside schooling accessible to anyone. I highly recommend it.

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Annual Journalism Conference Will Focus on Indymedia

Thanks to volunteers from the Urbana-Champaign Independent Media Center and other indymedia outlets, some 500 high school students from around the state will be exposed to alternative ways of doing journalism. The occasion is the fall conference of the Illinois State High School Press Association (ISHSPA), an annual event hosted by the University of Illinois journalism department. This year’s conference will be held Oct. 3 at the Illini Union, 1401 W. Green St., Urbana.
Consisting of about 45 sessions spread out over three 50-minute time slots, plus lunch and a keynote address, the ISHSPA conference has traditionally presented practical advice to high school journalists on topics such as news writing, feature writing, sports writing, opinion writing, investigative reporting, photojournalism, interviewing, copy editing, and publication design.
For more than a decade Dana Ewell, a U of I journalism professor, organized the conference. She did a splendid job, energizing students and advisers alike with her passion for a story well told. Unfortunately, Dana was diagnosed with leukemia in the spring of 2002 and passed away in January. I’ve succeeded her as ISHSPA’s executive director. Last fall I organized the ISHSPA conference while Dana was on medical leave. Now that I’m organizing it again, I wanted to move in a direction that I know Dana was interested in — that of broadening the scope of the conference sessions to include offerings from representatives of the independent media.
I was especially interested in offering sessions with a strong Do It Yourself bent. High school is a time when talented students burst with creativity. They enjoy writing for a school publication (assuming their adviser and principal give them the freedom to express themselves), but many of them also seek additional outlets. As the newspaper adviser at the University of Illinois Laboratory High School, I myself have had students who edited our school paper (the Gargoyle) and also published their own zine. In fact, I currently have students who work for our paper and, on the side, publish their own blogs.
My experience has been that DIY media and school publications are NOT mutually exclusive — in fact, they benefit each other. School publications become energized by the tremendous vitality that DIY student journalists bring to their work. In turn, by producing school publications, those same students acquire the discipline that comes from writing for an audience — their peers— who will give them immediate feedback. Did they write something that makes no sense to anyone but themselves? Are they being too insular? Too self-indulgent? Their peers will tell them without hesitation. Those students become better journalists from the experience, and their own DIY publications improve. I’ve seen it happen. And it’s a beautiful thing.
In that spirit, this year’s conference will feature DIY sessions on zines, blogs, cartoons, radio, video, and media activism. Our speakers will include a number of IMC members, as well as representatives from WEFT, The Paper, Partners In Ink, Tales Press, In These Times, Punk Planet, ZineGuide, the Chicago Reader, The Chicago Reporter, and the Chicago Independent Press Association. In no particular order, here are just a few indymedia folks who have agreed to give sessions:
• Sascha Meinrath, community activist and co-founder of the UC-IMC;
• Paul Riismandel, IMC activist and mediageek.org publisher;
• Zach Miller, IMC activist and
• Darrin Drda, IMC activist, cartoonist, and production manager of The Paper;
• Clint Popetz, IMC activist and Radio News Coordinator
• Ed Mandel and Kayleigh van Poolen, WEFT;
• Jenny Southlynn, arts and entertainment editor of The Paper;
• David L. Felts, news editor, The Paper;
• Chuck Koplinski, movie editor and circulation director, The Paper;
• Ray Elliott, novelist and founder of Tales Press;
• Daniel Sinker, editor and publisher, Punk Planet;
•Brent Ritzel, editor and publisher, Zine Guide;
• Ethan Michaeli, founder and publisher of Residents’ Journal (a bimonthly publication written entirely by residents of Chicago Public Housing) and founder of the Urban Youth Journalism Program (a journalism training program for teens who live in Chicago public housing);
• Charles Willett Jr., circulation and marketing manager, The Chicago Reporter;
• Jeff Epton, publisher, and Jessica Clark, managing editor, In These Times;
• Jackie Lalley, president, Chicago Independent Press Association;
• Karen Hawkins, free lancer and contributor to In These Times and the Windy City Times (which covers Chicago’s gay and lesbian community);
• Michael Miner, “Hot Type” columnist, the Chicago Reader.
Although that’s quite a lineup, our conference will also have an abundance of more mainstream journalists, including U of I professors such as Ron Yates, a longtime Chicago Tribune foreign correspondent before he became head of the U of I journalism department, and Leon Dash and William Gaines, both of whom won Pulitzer Prizes (Gaines, in fact, won two for his investigative reporting); reporter and editors from The News-Gazette, including managing editor Dan Corkery; and editors from the Chicago Tribune, including Timothy McNulty, who coordinated the paper’s coverage of the Iraq war. Indeed, our keynote speaker will be Tony Majeri, the Tribune’s senior editor for innovation and one of the founders of the Society for News Design, who will speak about media convergence and new ways of storytelling.
All in all, it should be an extraordinary conference —one that Dana Ewell would be proud of. If you are interested in attending, the cost will be $3 per person. The sessions will run from 9:30 to 10:20 a.m., 10:30 to 11:20 a.m., and 1:30 to 2:20 p.m. Tony Majeri’s keynote address will be given in Illini Rooms A & B from 12:30 to 1:20 p.m. Our registration table will be set up in the Green Street lobby of the Illini Union. Drop by, and I’ll be delighted to give you our conference schedule. I’m sure our indymedia representatives will be glad to see you as well!

David Porreca is a teaching associate and newspaper adviser at the University of Illinois Laboratory High School in Urbana. He is executive director of the Illinois State High School Press Association. He is serving his third term as president of the Illinois Journalism Education Association. A graduate of Northwestern University’s Medill School of Journalism, Porreca has taught at Uni High since August 1995. His students have won more than 400 awards in state and national journalism contests since the spring of 1997. Both the 2002 and 2003 Illinois State High School Journalists of the Year were his students, the latter of whom (Noah Isserman) was one of four runners-up for National High School Journalist of the Year. He can be reached at dporreca@uiuc.edu. He credits his students for making him aware of the IMC. “They love the concerts,” he says.

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Alternative Education Resources: The Educational Journal Review

Now more than ever teachers and those interested in questioning the current educational reform movement mandated for our public schools may want to turn to the non-profit, independent publication: Rethinking Schools. This publication has offered ideas and inspiration for 17 years by stressing a grassroots perception on issues of equity and social justice. Rethinking Schools endeavors to link classroom issues to broader events and to focus on true educational reform efforts at both local and national levels.
To find out more about this publication you can go to www.rethinkingschools.org Or call 1-800-669-4192. A variety of resources and materials are available to assist teachers, parents and students to regain a voice within the current local, state and national top down efforts to stifle and narrow curriculum and bury creativity under an array of increasing paper work and testing. Now more than ever educators as well as the public in general should be Rethinking Schools. Warning: Nearby local community fearful of Rethinking Schools.
The last time this educational journal was shared with teachers and educators in a nearby community some critics found it problematic. A controversy arose and the issue of the publication found its way to the superintendent’s office. The complaints seem to have come from a few who thought the journal contained too much information and could lead teachers to share less than patriotic views with their students. The journal does pose questions about many current political and international events. Isn’t that what education should be about? The journal’s information was also seen as a possible cause for sympathy toward the Muslim world and to not be in line with the current position of the US government.
Rethinking Schools is just right, however, if you want to be challenged to think and to challenge the lies and misinformation often dispersed as facts by many mandated school curriculums from the US Department of Education on down. Many resources are available from Rethinking Schools. Topics include questioning overuse of technology in schools, high stakes testing, federal mandates, creativity and art, factually accurate history, professional development and evaluation, and the role of parents in schools. This quarterly journal is a good way to start rethinking schools in your community and the cost is just right too, at only $15 a year. Or borrow it from the IMC library.

Jan Kruse is a first grade teacher in Mattoon, Illinois.

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Children’s Liberation

We don’t need no education/We don’t need no thought control/No dark sarcasm in the classroom/Hey, teacher,leave them kids alone.”
– Roger Waters, Another Brick in the Wall, Part 2

Here’s a thought for you. Suppose every day you were forced to go to a job you did not apply for and had absolutely no control over. You were kept in a building under surveillance in a subordinate position for thirteen years, being commanded by a relative stranger where to physically be at all times; who to associate with; when you could speak, shit, stretch, eat, stand up; what you could read, what you could think about. Your personal interests, aspirations, religious beliefs and values are considered inconsequential. Additionally, you’d have to be constantly vigilant to the arbitrary nastiness of bullies, cliques and disgruntled superiors. The longer you work, the more humiliating things get: searches of your locker and briefcase, merciless teasing, violence, security guards watching you at all times, random drug tests. In all these years, you will never be the equal of your managers and supervisors.
As your tenure progresses, you come to the realization that everything you are given to do is busy work. When you are asked questions, the answers are already known. There are no real problems to solve; nothing you do is useful, meaningful or productive to the society in which you live. Sound appealing? Of course not. But this is what we subject our children to when we institutionalize them in the prison called school.
No one gets to choose how to spend all her time. This is true enough. But free adults are not forced to take particular jobs. They are not answerable for every movement they make; chastised or browbeaten for each lapse of attention from things that don’t interest them; prevented from beginning or ending a conversation. Free adults have free minds – even in a menial job, a supervisor hasn’t the right to invade a worker’s thoughts. A job cannot force conformity of belief, pigeon-hole your aspirations, label you a failure. Compulsory schooling does all these things.
Schooling is not education. “Once a man or woman has accepted the need for school, he or she is easy prey for other institutions.” So writes Ivan Illich in his eloquent Deschooling Society. “…medical treatment is mistaken for health care, social work for the improvement of community life, police protection for safety, military poise for national security, the rat race for productive work.” By accepting compulsory schooling, we are swallowing the myth of institutional superiority and of our subordinate place in it. We are prepared to hand over major life decisions and public policy to institutional “experts.”
I am not an advocate of homeschooling. Homeschooling conjures up images of workbooks on the kitchen table, packaged curriculum and hiding children away from the rest of the world. I am an advocate of no schooling. The idea that schooling is necessary shows how effective the propaganda of compulsory education has been in this country. Compulsory schooling in the United States did not exist until approximately one hundred and fifty years ago when the need for conformity to sustain an industrialized  society became alarmingly evident. Those who would train children in school to be unquestioning automatons found unlikely support in social reformers who embraced compulsory education as a means of ending child labor. Before this time, people went to school when they and/or their guardians deemed it appropriate; and then only to receive the basics.
John Taylor Gatto, a contemporary, much-prized teacher who turned his back on the system, relates that it takes 100 hours of instruction to teach basic reading and math to an interested student. This instruction does not have to come from anyone with specialized certificates or training. From this foundation, children can use these tools to seek out any knowledge in the world. Gatto also tells us that most educational research points to the undeniable fact that human beings only learn on their own or in a one-on-one situation. Mass schooling is known to be ineffective as an instrument of education. The facts are easy to see: compulsory education in the U.S. coincided with the need to train workers to be subordinate and “know their place” in an industrialized society; the national literacy rate was higher before compulsory education; most of the people we collectively idolize as brilliant had little or no formal schooling: George Washington, Abraham Lincoln, Ben Franklin, Thomas Jefferson, Theodore and Franklin Roosevelt, Albert Einstein, Thomas Edison, Andrew Carnegie and Henry Ford to name a few.
All of these people were free-thinkers. They sought out knowledge and directed their own educations. They decided what to study and what to pursue. They learned one-on-one or own their own. Most of them were versed in a multitude of intellectual pursuits – their learning was diverse and dynamic. They did not choose a predetermined slot to settle into. They were not labeled and tracked. These people would never have sacrificed their individuality and independence to a soul-deadening system.
So, if kids today were not in school, what would they be doing? On a large scale,wouldn’t this upset the order of things? What will we do with children hanging around all day? How will we accomplish our jobs?
Children who are not schooled are devouring books that interest them; they are asking questions about what they see, hear and experience; they are observing people and nature; they are learning to identify plants, animals and rocks; they are learning to deal with people of different ages and viewpoints; they are building things; they are making art; they are collecting things; they are seeking people with common interests to learn from and share with; they are visiting museums, libraries, state parks; they are learning to balance the checkbook and cook; they are helping with household tasks; they are playing; they are spending time alone; they are resting when they’re tired. They are exploring the possibilities of who they are and what interests them.
Yes, the order of things would be enormously upset, to say the least. It would be nothing short of a revolution. There would be no more business as usual. We would have to adapt. For example – instead of segregating children from adults, we would need to make accommodations for them to accompany us to meetings and sometimes to our jobs. Children would have to learn to be respectful of others and adults would have to loosen the demand for absolute silence and “businesslike” behavior. We may have to allow puzzles or quiet toys in the conference room. We may have to repeat, explain or illustrate a point. We may have to take time out to discipline – “that isn’t something you should be doing now,” or “please wait until she’s finished talking to ask your question.” Parents would have to assume responsibility for their children.
We could not accomplish our jobs in the same way as our current society demands. We will have to accept informal observation and apprentices. We will have to take our children with us more and not filter their learning experiences. We cannot be soulless cogs in a corporate machine or production-line robots. We will have a lot of explaining to do. We will have to allow children to try out and eventually take on new responsibilities. We will have to integrate them as members of society and not just visitors. All the tortuous hours and millions of minor (and major) humiliations adults remember from our own school experiences; Ritalin; and all the books on how to help children cope with the problems created by the school environment would be relics of a discarded social philosophy.
Such a revolution requires sacrifice on the part of adults. Sacrifice a little of your productivity to answer a child’s questions. Sacrifice the two-wage household for a real connection with your children. Sacrifice some of your leisure time to work on a project with a child or young adult you know. Sacrifice television watching for meaningful activities you wish to model for your child. Sacrifice some free time to help a single parent household. Include children in adult activities as much as possible. Let them learn to be members of society by participating in that society. Deschooling requires a radical altering of priorities. It requires a painful, self-critical look at how we live. It requires slowing down, negotiation and hard work. How can we cope with wild, undisciplined children running around our towns day and night?
Children who are not schooled learn self-discipline and selfcontrol.
They generally do not run rough-shod over other people’s rights and feelings. They know there are times to keep a low profile. This is not because they are drugged with behavior-modifying pharmaceuticals. It is because they do not have all their energies and interests repressed or disregarded and because they see considerate behavior modeled in the adults they interact with and respect. It is not natural for successive human generations to dismiss their elders as irrelevant; if such were the case, we would already be extinct.
The drive to learn is inborn. Watch a baby learning to walk. Watch a toddler trying to imitate her older brother’s actions or repeatedly dress and undress. Think of how your head hurts after your child asks you question after question. As John Holt reminds us, we need to trust that drive to learn. Have faith in your child, not in institutions.
Aside from the fact that it is the right thing to do, what can we hope to gain from child liberation? A better democracy with a more critical, discerning citizenry; a reawakening of our own drive to learn; a more compassionate community; more creative solutions to our problems; cultural and artistic proliferation – and people to actively care enough about adults to include us when we’re old because we cared enough about them to include them when they were young.

Gina Cassidy is a Champaign resident and mother of three.

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Adjunct Professors Organize, Demand Recognition

Being an adjunct instructor is hard work. Educators, regardless of where they fit in, work harder than most folks at their professions.Adjuncts instructors in today’s universities and colleges face extra hurdles that most educators would balk at. Built into the system are difficulties unique to the adjunct experience in higher education.
For starters, the pay per course is far less than tenured faculty, job security is a figment of the instructor’s imagination, and health insurance coverage doesn’t generally exist. As a “guest lecturer,” you may not know if you’ll be re-hired until a few weeks before classes start. Because they can’t count on keeping a job at any one institution, adjunct instructors have to keep prepping for courses with all kinds of focuses. People may float from department to department. Tenured and tenure-track instructors generally don’t face this problem. They stick to the subjects they are most familiar with, and so. For instance, if an instructor were to go to the trouble of preparing a syllabus for a survey history course, she could find out she had been “bumped” out of her class by a full-time instructor. In addition, many such lecturers don’t have offices, instead pushing classroom materials, books, graded papers, and maybe dinner on pushcarts. Despite teaching the same course for years, your name doesn’t appear in the course catalog.When applying for tenure-line positions, you discover that hiring committees don’t seriously consider long-time adjuncts for open regular positions. After all, if you had the tenure-track talent, you would have been hired somewhere.
Right?
When we were organizing a union for non-tenure track instructors at ISU we encountered one instructor who taught at three schools. After scheduling an office hours visit with a student, he found himself waiting alone. He emailed the student, asking her where she was, only to find out he had gone to the wrong campus. Despite facing these (and other) obstacles, nontenure faculty remain dedicated to their students, their fields of study, and their professional development. Unfortunately, the trend in higher education for the past twenty years has been to replace full-time tenured faculty with multiple adjunct instructors teaching the course load of one tenured instructor. According to the Education Resources Information Center, over the past decade the numbers of adjunct instructors have risen dramatically. According to the Department of Education, between 1995 and 1997 two-thirds of all newly hired professors were adjuncts.
WHY?
The scene in American higher education is the result of some national factors. One is that there is a very real budget crunch in federal and state government. The other is that college is increasingly viewed as mandatory for anyone looking for gainful employment. So numbers of students have increased, especially as high-paying jobs in the manufacturing sector have drastically decreased due to NAFTA and other agreements. The actual process of hiring adjuncts is a low cost one for the institutions. Eager instructors facing the prospect of adjuncting often distribute their resumes to the schools in their immediate area (and beyond).
Search committees aren’t formed, prospective hires aren’t flown in, high-level meetings between deans and professors are not held. A chair that needs a lecturer to fill a slot can run down a list of names and generally call and hire one on a week’s notice. Contrast that with the average year it can take to hire tenure-track professors. Adjuncts are the higher education equivalent of Manpower Inc., employees. They are disposable, cheap, and their concerns are largely invisible to university decision-makers.
In the background of all these issues, education is increasingly treated like a commodity to be bought and sold.Market forces (as opposed to any inherent value in the material) determine the value of teaching and research. Where historically instructors taught and learned a subject for its own sake, the influence of today’s corporate values is hard to miss. It’s easy to see why university officials with this perspective aren’t embarrassed by their own out of control salaries; after all, they only match what’s common in the private sector.
As part of that corporate view of education, state funds are more commonly being used to fund public corporate partnerships where the university may pay for facilities, equipment, and land and provide a pool of cheap labor—students who are only too eager to add extra credentials for their own post graduation employment plans. The effect is that the state subsidizes labor for private companies through collegiate research parks. Ultimately, many fear that the system that views education as a product will reduce learning to transmission of the latest greatest thing.What will be lost is the concept of the intellectual community that fosters growth and understanding.When faculty works as a community, they become better researchers and teachers.
Within this framework, it’s important to provide the stability for adjuncts that enables them to create that kind of intellectual community. Some might ask, why bother? Adjuncts are generally viewed as lecturers only, a stopgap solution to a shortage of teachers. Such arguments ignore the fact that many adjunct lecturers work on their own research to further their careers and their subjects. Poor treatment and exclusion of adjuncts creates a caste system within universities, separating the tenured and the tenurable from the non-tenurable.
SO WHAT CAN BE DONE ABOUT THIS?
Since 1999, the Illinois Education Association has organized unions representing adjunct and non-tenure track faculty at Illinois State University, the City Colleges of Chicago, Columbia College, Roosevelt University, and the College of DuPage County. The IEA has had a local for adjunct faculty at Oakton Community College since 1986. This year, two bills were passed by the legislature and signed by the governor that would make it easier for education workers to organize and increase the number and types of part-time faculty who may organize their own unions to represent their interests.
Through collective bargaining, instructors at College of DuPage won a standardized workload. Adjuncts at Roosevelt University won timely notification of reemployment, a fair grievance procedure, and class cancellation stipends. Columbia College adjuncts won an average 68% increase in their pay per course. City Colleges of Chicago and ISU instructors are busy bargaining their first contracts now.
Instructors at these colleges typically viewed their victories as victories for their students as well. Many adjuncts we have encountered equate their issues with poor learning conditions for their students. Instructors who have to hurry from campus to campus (they are often jokingly referred to as “road scholars” since they typically work at more than college) may not have much time for office hours or extra student support. Instructors working two and sometimes three jobs risk cutting into preparation and grading time for their students.
After working several years for a graduate degree (or two, or three…) the lack of respect adjuncts face is demoralizing. Faced with all the issues common to the profession, and with little hope of attaining tenuretrack positions, instructors are increasingly turning to unionization as a concrete way of improving their conditions. Beyond bread and butter issues like pay and benefits, unions provide adjuncts with an opportunity to reclaim their self-respect. Unions can force universities and community colleges to the realization that adjuncts are valuable members of the academic community and should be treated accordingly.
For more information on this issue, visit the following websites:
http://www.cnn.com/2001/CAREER/trends/01/11/adjunct/#chart
http://www.eriche.org/crib/parttime.html

Dan Chambers and Steve Vaughan both live in Urbana. They are organizers for the Illinois  Education Association, have worked on organizing drives at ISU and the City Colleges of Chicago, and are now involved in organizing the academic professionals at the U of I. Dan is a frequent contributor to the Labor Hour on WEFT.

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What’s Good for the Goose…

The current brouhaha between Illinois Comptroller Dan Hynes and many of the state’s judges over the latter’s financial compensation finds all of our political leaders tiptoeing around a fundamental hypocrisy underlying the debate. Article 6, Section 14 of the Illinois Constitution begins, “Judges shall receive salaries provided by law which shall not be diminished…” The judges argue that by not paying a regularly scheduled COLA (cost of living adjustment), Mr. Hynes is violating this provision of our constitution. The Comptroller and the Governor have never denied the merit of this claim, but say that in tight fiscal times, everyone has to tighten their belts, including the judiciary.
It certainly makes sense to adjust income levels annually and automatically with a COLA. Even at the relatively low levels we’ve seen in the past decade, inflation eats away slowly but surely at the purchasing power of a dollar. Funny, then, how this common sense principle is discarded when laws affecting taxpayers, and not just politicians, are considered in Springfield. In May, many a public servant took credit for raising the minimum wage from the federally-mandated minimum of $5.15/hour to $6.50/hour with all the usual palaver about how this act puts more money in the pockets of hard-working citizens and don’t forget who took care of the little  guy at the next election. The original version of that bill in the General Assembly also included an annual COLA, but in the labryinth of committees and corridors that is the State Capitol, that provision was eliminated from the final product.
Unfortunately, that watered down law leaves us in the same place we were before, where the minimum wage never catches up with inflation. It’s likethe Looney Tunes, where Wile E. Coyote gets a package from the Acme Company that gives him almost but not quite the boost he needs to catch that darn Road Runner. When the real value of the federal minimum wage over the past 40 years in today’s dollars is graphed, it falls from a high of $8.25/hour in 1969 to a low of just under $5.00/hour in 1989. Though the line occasionally spikes back up when an increase is passed, the trend is ever downward.
The most basic principle of fairness is that what holds for one should hold for all.
When the judges argue that their salaries are diminished without an annual COLA, I completely agree with them, because inflation affects everybody. The minimum wage acts as a floor to ensure that every worker has at least a minimal standard of living. Without an automatic annual adjustment, not just a booster whenever the politicians get around to it, the already too low floor is falling out from underneath the poorest among us in slow motion.
[All statistics contained in this essay come from a wonderful summary of the case for minimum wage increases indexed to inflation by the Center for Urban Economic Development at the University of Illinois, which can be accessed at http://www.uic.edu/cuppa/uicued.]
– Michael Feltes

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The Conflict Between the First Commandment and the First Amendment

Chief Justice Roy Moore of the Alabama supreme court is courting controversy by defying a federal court order to remove a large monument to the Ten Commandments from the rotunda of the state courthouse. So why is there a conflict between the chief justice of the Alabama supreme court and a federal judge?
After all, Justice Moore’s supporters argue that the Ten Commandments are a simple moral code, completely compatible with the American legal system. And at first blush, the Commandments certainly seem like the kind of rules any judge would gladly honor and routinely enforce. Obviously “Thou shalt not kill” (Sixth Commandment, Exodus 20:13—the King James version of the Bible is used for citations in this article) and “Thou shalt not steal” (Eighth Commandment, Exodus 20:15) easily translate into our modern criminal codes. Even more applicable to a court of law is the Ninth Commandment: “Thou shalt not bear false witness against thy neighbor.” (Exodus 20:16)
The chief conflict between the Ten Commandments and the Bill of Rights arises in the First Commandment: “Thou shalt have no other gods before me.” (Exodus 20:3) By “me” the Old Testament is referring to the deity “which have brought thee out of Egypt.” (Exodus 20:2) Clearly this is referring to the God of Jews, Christians and Muslims. These three groups combined make up a clear majority of the American polity. According to a 1999 Gallup poll, 74% of Americans supported displaying the Ten Commandments in public schools. (http://www.gallup.com/poll/releases/pr990709.asp) With such overwhelming public support, what is wrong, in a democracy, with displaying the Ten Commandments in a government building like the Alabama supreme courthouse? The Constitution.
The First Amendment states, in relevant part, “Congress shall make no law respecting an establishment of religion….” This is commonly known as the Establishment Clause. The Framers inserted this provision because they recognized, as did de Toqueville, the dangers of the “tyranny of the majority.”
The fact that a majority of Americans hold a particular religious view does not mean they can impose that view on their fellow citizens. This was why the First Amendment, which also protects unpopular speech and the free exercise of minority religious practices, was added to the Constitution—to serve as a bulwark against politicians like Justice Moore who seek to trammel upon the rights of minority groups for political gain.
Consider, for example, the hypothetical case of Abramson v. Patel (I am using the names of two of my college friends, one of whom happens to be Jewish and the other Hindu) before the Alabama supreme court. Mr. Abramson might walk into the courthouse, see Justice Moore’s monument and be pleased with this government vindication of his personal religious beliefs. But what about Mr. Patel? He will see not only the First Commandment’s admonition, but by implication, that of the Alabama Supreme Court, to “have no other gods” but “thy God, which have brought thee out of Egypt.” Mr. Patel, a Hindu, does not worship the God of the Old Testament. In essence, the Alabama supreme court has already ruled against his personal spiritual beliefs before he even steps into the courtroom. What confidence can Mr. Patel feel about his prospects of a fair hearing before Justice Moore’s court?
Supporters of Justice Moore argue that our nation’s legal system was founded on Judeo-Christian principles and there is therefore nothing wrong with posting the Ten Commandments in a courthouse. In fact, the Bill of Rights’ “Congress shall make no law” language is strikingly similar to the Ten Commandments’ “Thou shalt not” language. Although there has been recent scholarship indicating that Founding Fathers Thomas Jefferson and Benjamin Franklin were deists rather than practicing Christians, the fact remains that a majority of the Framers were Christians. But it was these same Christians who added the Establishment Clause to the Constitution to prevent the legal codification of their (or anyone else’s) religious beliefs.
Moreover, the Ten Commandments are not the only basis for our legal system. Justice Moore’s monument does not include homages to Hammurabi’s Code, Roman civil law or Blackstone’s Commentaries, all significant forebears of modern American jurisprudence. The Ten Commandments are displayed in the Alabama Supreme Court not for their historic value but for their religious value. Justice Moore has a right to follow the Ten Commandments.
He has the right to post the Ten Commandments in his home or office. He has the right to go door-to-door passing out copies of the Ten Commandments to his neighbors.
He has the right to shout the Ten Commandments in the streets to anyone who will listen. But he does not have the right to impose his views on the people of Alabama under color of state authority.
-Matt Hlinak

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Be the Media! Word on the Street at Sweetcorn Festival

The Question: What should be covered in the mainstream media that isn’t?

After a period of confusion about whether any local media outlets other than The News Gazette would be allowed to distribute their materials during the annual Urbana Sweetcorn Festival, members of the Public i collective were granted a permit and took their place under the August sun, amongst the many other booths and vendors lining the streets of downtown Urbana. We were lucky to have been visited by a number of interested passers-by, some of whom paused long enough to give thoughtful consideration to the question above. Their responses and pictures, in no particular order, appear below.

RICKY BALDWIN
I think it’s appalling that millions of American citizens are denied their most basic democratic right: to vote – because they have been convicted of perhaps minor felonies, or were incorrectly listed along with felons (as in Florida). Meanwhile election difficulties are reduced in the media to “hanging chads” and dismissed.
DANIEL LEWART
Investigative reporting. Corporate media maximizes profit and avoids offending advertisers by avoiding investigation, which is labor-intensive and time consuming. Most papers just run wire stories and corporate press releases.
JAMES ONDERDONK
No particular subject, but more alternative points of view. Less conservative articles and stories. More coverage of both sides of the story.
TARA MCCAULEY
More coverage of international issues –especially the impact of US foreign policy (wars, etc.) on other countries.
LESLIE SHERMAN
International affairs from a non-US point of view.
DAVID YOUNG
Bills before Congress and your state legislature concerning telecommunications which seriously affect consumer choice.
DANIELLE CHYNOWETH
Accurate investigative reporting on local prison authority’s handling of sexual assault cases, and the desires of local public housing residents about the future of local public housing.
AL KAGAN
The mainstream press is only just starting to question the statements that come out of the Defense and State Departments. The US press is way behind the European press in questioning the fundamental assumptions behind the wars on Iraq and Afghanistan.
WHAT’S HER NAME?
When media outlets cover international news they think analyzing the politics of other countries is sufficient. However, by covering the news in this manner they are missing the real stories. People are what makes up countries – their cultures, problems, struggles and how they cope with all this is what’s really interesting – not what their political leaders say and do.
JAN NEDERVEEN PIETERSE
Intelligence on weapons of mass destruction fudge –reported in the UK, Australia – where are US media?
MICHAEL SCHULER
Issue: living wage. Import: the first line of pre-emptive defense against violence and terrorism, at home and abroad.
C.MANN
Connections between corporations and politicians, and between media and the corporations that own them.
SI MURREY-INSKEEP
More in-depth coverage of baseball games.
FRANCIS JOHANNES
More showing of pro-soccer, not only on satellite.
GABE MURREY-INSKEEP
More war coverage.
PAUL PATTON
Bush’s misrepresentation of intelligence information to argue for war with Iraq.
ROSE MARSHACK
NEWS.
ANNE AND SARAH PHILLIPS, VIJAY SINGH
Facts! Alternative viewpoints! Anything not fear based, aka Michael Moore and Bowling for Columbine.

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Libraries and the USA Patriot Act

On August 19, Attorney General Ashcroft began a national tour to defend the USA PATRIOT  Act. The complex 342 page law, passed less than 7 weeks after the events of September 11, 2001, gives law enforcement wide authority to monitor citizens. It also expands  governmental powers under the Foreign Intelligence Surveillance Act (FISA) of 1978,
breaking down barriers between foreign and domestic surveillance.
Section 215 of the law allows agents to obtain a search warrant without having to demonstrate “probable cause” or the existence of specific facts to support belief that crime has been committed or that items are evidence of crime. An agent needs only to claim he or she believes the records requested may be related to terrorism or intelligence activities.
Once a search warrant is served–i.e, a business is asked to provide information–that business
may not tell anyone about the warrant, not even the person about whom information was requested.
Authorities may find out what someone has purchased at a bookstore, what a person checked
out from the library or how an individual may have used the Internet at their local public library–all in the name of preventing terrorism. Librarians themselves may not know that records are being used since many libraries’ records are kept on computers managed by others–by a city manager or a campus computing center, for example. Under the USA PATRIOT Act, law enforcement officials are less accountable for their actions, library records are more vulnerable and domestic and international issues become blurred.
Librarians see the USA PATRIOT Act as an attack on fundamental beliefs of the profession.
The Act unnecessarily lowers the legal standard for obtaining patron records, records that are deemed confidential under the law of 48 states. Illinois law, for example, states “The registration and circulation records of a library are confidential information. Except pursuant to a court order, no person shall publish or make any information contained in such records available to the public.” The law also exempts patron records from Freedom of Information Act (FOIA) requests.
Using library circulation records as a way to hunt terrorists assumes the questionable connection between what someone reads and how one acts. It would be foolish, for example, to assume the millions of readers of Tom Clancy novels of the recent The Last Jihad are reading these a manual for terrorism. The greater danger is that readers will be nervous to inquire about politics, history or current events, lest their intellectual curiosity make them suspects in terrorist investigations. A librarian, Jamie LaRue, tells the story of his own search for information shortly after 9/11/01. To try to understand  what was happening and why, LaRue went to various websites about terrorism, Osama Bin Laden and even to
pornography sites, after reading on CNN that terrorists were hiding instructions in such places. He reflected afterward that just such a search would make him a prime candidate to be investigated as a potential terrorist.
The Freedom to Read statement of the American Library Association begins “The freedom to read is essential to our democracy…We, as citizens devoted to reading and as librarians
and publishers responsible for disseminating ideas, wish to assert the public interest in the preservation of the freedom to read.” It has been adopted by a number of other groups
including the American Association of University Professors, the American Society of Newspaper Editors, the Anti-Defamation League of B’nai B’rith and the National PTA. The
statement concludes, “We do not state these propositions in the comfortable belief that what people read is unimportant.
We believe rather that what people read is deeply important; that ideas can be dangerous; but that the suppression of ideas is fatal to a democratic society. Freedom itself is a dangerous way of life, but it is ours.”
Libraries also worry they may become the target of a court order requiring the library to cooperate in the monitoring of a user’s electronic communications. Under Section 216 of the
PATRIOT Act, libraries that provide access to the Internet and email service to patrons may be required to monitor a user’s electronic communications sent through the library’s computers or network. Because computers in libraries are often the only source of Internet access for the poor, librarians also worry that surveillance under the USA PATRIOT Act may differentially affect the poor. Librarians have become activists in fighting provisions of
the USA PATRIOT Act. Some have put signs in their libraries, warning users of these provisions. Santa Cruz Public Library, for example, posts the following:
WARNING: Although the Santa Cruz Library makes every effort to protect your privacy, under the federal USA PATRIOT Act (Public Law 107- 56), records of the books and other
materials you borrow from this library may be obtained by federal agents. That federal law prohibits library workers from informing you if federal agents have obtained records about
you. Questions about this policy should be directed to Attorney General John Ashcroft, Department of Justice, Washington, D.C. 20530.
A website provides suggestions of signs libraries might use warn patrons while “respecting” the gag rule that prevents staff from informing a user if the FBI has asked for the user’s library records. For example, The FBI has not been here (watch closely to see if this sign is removed).
Librarians and the American Library Association have been active in informing the public about the USA PATRIOT Act and in working on legislation to overturn some of its provisions.
In a recent survey by the Library Research Center at the University of Illinois, 20 percent of public librarians said that if law enforcement asked for information about one of their users they probably or definitely would violate the gag order by notifying someone of the request.
Public opposition to the USA PATRIOT Act grows. To date 152 communities and 3 states (Alaska, Hawaii and Vermont) have passed legislation opposing the USA PATRIOT Act as a
threat to the civil rights of the residents of their communities.
On March 6, 2003, Democratic Representative Bernie Sanders has proposed the “Freedom to Read Protection Act” – HR 1157. It would return to pre-PATRIOT Act standards the standards for the FBI to obtain FISA court orders and warrants to investigate library patrons and bookstore customers. In July, the House of Representatives approved (309-118) a Republican sponsored amendment to the Sanders’ bill to block the Justice Department
from using any federal funds for broad searches.
Other legislation includes the Surveillance Oversight and Disclosure Act (HR 2429) that would require regular disclosure to Congress by the Attorney General about authority he has granted under the USA PATRIOT Act.
On July 30, 2003 the American Civil Liberties Union filed suit on behalf of six advocacy and
community groups from across the country whose members and clients believe they are currently the targets of investigations because of their ethnicity, religion and political associations.
The lawsuit names Attorney General John Ashcroft and FBI Director Robert Mueller as the
defendants. In a report, Unpatriotic Acts issued at the same time, the ACLU stated that Section
215 of the PATRIOT Act violates constitutional protections against unreasonable searches and seizures as well as the rights to freedom of speech and association.
The opposition is having an effect on the Attorney General’s office. On August 19, Ashcroft began a public relations tour–not speaking to the public, but to law enforcement agents. Ashcroft is insisting on the importance of the USA PATRIOT Act and he minimizes the threats to civil liberties caused by enforcement. The PR campaign includes a Department of Justice website called “Preserving Life and Liberty”    (http://www.lifeandliberty.gov/) with a header of a section of the Declaration of Independence. Among the assertions on the website is that the USA PATRIOT Act makes “only modest, incremental changes in the law. Congress simply took existing legal principles and retrofitted them to preserve the lives and liberty of the American people from the challenges posed by a global terrorist network.” It mercifully does not have an attached audio file of the Star Spangled Banner.
Websites maintained by the American Library Association (www.ala.org), Bernie Sanders (http://bernie.house.gov/) and the ACLU (http://www.aclu.org/ ) provide rich and up-to-date information about opposition to the USA PATRIOT Act.

Leigh Estabrook is professor of Library and Information Science and of Sociology at UIUC. She currently directs the Library Research Center of the Graduate School of Library and Information Science and oversees a series of studies on the impact of the USA PATRIOT Act on libraries.

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Who Am I?

I am not rose petals, waterfall, childhood’s dream
I am not lullabies, tenderness, sweet summer rain
I am not the breath of babies, the taste of last year’s honey
I am not philosophy, magic, christmas morning
I am not art or poetry
No, not I
I am not Buddha, Krishna, God, or Allah
I am not Mary, Gandhi, Teresa, Lennon
I am not friend
I am not brother
I am not sister, father, mother, neighbor
I am not heart
I am not semen
I am not egg
I am not sun or moon or stars
I am not the wind upon your face
I am not warmth, compassion, courage
No, not I
I am not serenity
I am not laughter
I am not sunrise or the silver slippered moon
I am not you or she or he
I am not love or hope
I am not peace
I am bitter leaves, stagnant water, mother’s nightmare, father’s folly
I am screams and sirens, toxic rain of retribution
I am the stench of swollen corpses, the flyblown taste of this year’s slaughter
I am lying, deception, spikes of crucifixion
I am the song of suffering
I am Satan, Beelzebub,Wendigo, Legion
I am Attila, Charlemagne, Saddam, Bush
I am enemy
I am killer
I am destruction, disease, defiler, denouncer
I am the blackened soul
I am the evil seed
I am the poisoned womb
I am your darkest night, your darkest hour in your darkest day
I am the napalm flames dancing upon your face
I am hatred, cruelty, vengeance, fear
I am insanity
I am hopelessness
I am terror
I am guns and bombs and incinerated children
I am gas and tanks and fallen cities
I am ruin, pestilence, famine, and despair
Cold am I, dull,metal-barreled butcher heart
Feel my sweat ooze from your frozen flesh
Kiss my ashgray lips
I am plucked eyes, broken eardrums, splintered nostrils
I am numbness, the savor of dried blood and cracked bone
marrow
I spit on warmth, compassion, courage
I kick the face of your bliss
I strangle your sons, rape your daughters
I corrupt your spirit and break your heart, violate your home
I am the one who murders peace
Yes, yes, I
I am the one who hates what’s kind
I am the one who lies behind
I am the one who lies ahead
I am the one who craves what’s dead
Try to stop me if you can
Try to stop me who I am
I am the one who came before
I am the one who keeps death’s door
I am the one who makes tears pour
I am the pimp to Fortune’s whore
Ask, who am I?
My name is War

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This Month’s Poet in Print: Erskine Carter

Where are you from & what brings you here?
I was born in England, raised in Canada, and have lived in the US since 1974.
How long have you lived here?
I have lived in the Quad Cities for 16 years.
Any political work in your family of origin?
No.
Do you think of yourself as an activist?
Yes.
How do you find the courage to be an activist?
I don’t see it as courageous, but merely as what I do as an educator and a human being who opposes violence and oppression.
List five words you would use to describe yourself.
Enthusiastic, open, tolerant, teachable, imperfect.
How would your parents describe you?
Unpredictable, lucky to be alive.
List five words your friends would use to describe you.
Dependable, funny, difficult, easygoing, compromising.
How would you describe your “family”?
Idiosyncratic.
How would you describe your “community”?
Diversified and unaware of its potential for goodness.
What are you most proud of?
My three daughters.
What gives you hope for the future?
My three daughters.
Where do you see yourself in 5 or 10 years?
Teaching English, writing poetry, and trying to make some sense of the world.
What organizations are you involved in?
Social Action Connection. I help organize and participate in peace activities.
How do you choose where to focus your involvement?
I choose to do what I can do best, and that is organizing, participating, and writing.
What is your profession?
I am a very satisfied English professor.

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Do You Know Where Your Government Information Is?

A true fact, but unfortunately not widely-known, is that over 1300 US Government depository libraries exist for the public’s free use. The US Government is the world’s most prolific publisher, and depository libraries receive 1000s of government titles annually at no cost for the publications. Two important corollaries, these libraries are required to provide
direct access to electronic government information and databases on the Web, and to have specialists available to help anyone and everyone locate and utilize government documents
in all formats. Locally, the Government Documents Library at the University of Illinois Urbana-Champaign, is a designated Federal Depository. It is a community, as well as a
campus, resource. Its librarians are specialists and advocates, who help users access  government information. UIUC’s Law Library, although more selective in terms of its collection policies, is also a Federal Depository.
WHAT A DEPOSITORY LIBRARY HAS
Depository libraries include the obvious, such as a 1980 congressional hearing, “Effect of Iraqi-Iranian Conflict on U.S. Energy Policy,” or a 1998 congressional hearing, “Iraq:
Can Saddam Be Overthrown?” Even Frank Zappa’s congressional testimony on song lyrics may sound like standard fare. However, the range of subject matter which government
information encompasses may surprise the uninitiated, and its educational and instructional value in a land-grant university environment such as ours extends far beyond the campus.
Libraries continue to receive depository shipments of government documents in paper, and audio-visual materials, CD/DVDs, maps, microfiche, posters, videos, etc.; yet, the
passage of the Government Printing Office Electronic Information Access Enhancement Act of 1993 marked the beginning of the official trend towards a predominately digital Federal
Depository program. This initiative evolved into the present GPO Access site, a marvelous resource for tyros and technocrats alike, which has official information from all three
branches of the US Government. The possibility of relatively easy, unparalleled access to government information led to visions of “downloading democracy,” and increased awareness of US Government practices and programs. Then and now, Federal Depository librarians develop web sites for their local congressional districts and communities, and promote e-government resources through a myriad of access tools. Examine the Affirmative Action web site, created by Grace York, Documents Center, University Library, U of M, Ann Arbor, or The War with Iraq, a webliography, done by James Jacobs, Data, Government and GIS Services, UCSD Libraries. Or in your own virtual backyard, view Government  Information for a Changing World, the work of many, Government Documents Library, UIUC Library. The depository library system originated in the country’s oldest right-to-know laws. To many, an informed citizenry is fundamental to our vision of American democracy. Federal
Depositories, encompassing tangible and virtual government documents, also function as the “nation’s collective memory.”
These collections and services, combined with basic government information literacy skills, represent at least one major means of finding out what’s what, and holding our public servants, elected or otherwise, accountable.
THE ‘FUGITIVE’DOCUMENT
Throughout the country’s history, “fugitive” documents have existed. Although the web environment has given new meaning to the concept, fugitives are basically government
documents not cataloged in, nor distributed through, the Federal Depository Library Program. This would include, for example, a government agency fee-based electronic journal or database that was unavailable for free at a Federal Depository. Another example, Congressional Research Service reports, prepared specifically for Congress, are not distributed for free to Depository libraries. Three recent titles, Low Power FM
Radio Service: Regulatory and Congressional Issues, Substantive Due Process and a Right to Clone, or Patient Protection and Managed Care could conceivably be of interest to area
residents.
The meaning of “fugitive” took on another dimension in the aftermath of the devastation on September 11, 2001. On September 14, 2001, President George W. Bush issued  Proclamation 7463, declaring a national emergency by reason of the terrorist attacks. The vulnerability of electronic government publications, databases, and records did not originate with the 9/11 tragedy. However, the US Government’s procedural response to it in terms of openness precipitated the removal of thousands of important government documents and information resources from the Web. In many instances, these web-based editions were the only official depository copies disseminated. Between September 11, 2001, through mid-October, 2001, US Government agencies and the Executive Office of the President either immediately shut down or restricted access to electronic government information. The Federal Aviation Administration took away its enforcement files, which included information about security violations, and the Federal Energy Regulatory Commission removed publications that had detailed specifications for energy facilities. The Centers for Disease Control and its Agency for Toxic Substance and Disease Registry removed individual reports
from agency sites. A number of Department of Transportation agencies, including the Bureau of Transportation Statistics’ Geographic Information Services, the National Imagery and Mapping Agency, and the International Nuclear Safety Center, all removed maps or atlases from their web sites.
The list of agencies is long, and ranges from the Agency for Toxic Substances and Disease Registry to the US Geological Survey. Selected actions by some of the agencies may seem
justified. In many cases, it has been excessive. The Department of Energy eliminated over 15,500 reports from its DOE Information Bridge. These resources were part of the Federal
Depository Library Program electronic collection. The Environmental Protection Agency, excepting its own employees and contractors, and military, federal, and state employees, is
now allowing the public only limited and less flexible access to Envirofacts, which the agency describes as “your one-stop source for environmental information.” Although it is to be
expected that the Department of Defense would do a sweep of what it considers sensitive, accessible e-information, journalists, lawyers, librarians, and many Americans really,  wondered why the Department of Education, the Fish and Wildlife Service, and the Internal Revenue Service felt compelled to do so.
THE GOVERNMENT PRINTING OFFICE GETS INTO THE ACT
The Government Printing Office rarely asks Federal Depositories to remove paper or other  tangible format publications from the shelves. Since 1995, twenty tangible items, out of a total of 230,000 titles disseminated, have been recalled or withdrawn. In October, 2001, the Government Printing Office instructed libraries to “withdraw and destroy” US Geological Survey Open-File Report 99-248, Source-Area Characteristics of Large Public Surface-Water Supplies in the Conterminous United States: An Information Resource for Source-Water Assessment (1999). This official request was sent to 335 Federal Depositories holding a copy. Breaking this CD was not a natural act for us. This product, done in conjunction with the Environmental Protection Agency, was to assist the agency and states in meeting the  requirements of the Safe Drinking Water Act Amendments of 1996 by identifying selected characteristics of source-water areas for drinking water for fifty million people. In some areas, the FBI followed up to make sure the CD had been destroyed. A few individual depositories have been approached about removing other government titles.
AN ADMINISTRATION’S POLICY OF DENYING ACCESS
This trend was accompanied by a series of policy issuances that redefine open government  and access to government information. Most of these have been fairly widely discussed.
Attorney General John Ashcroft’s October 12, 2002 memorandum to federal department and agency heads on the Freedom of Information Act, essentially a reinterpretation of the act, began the trend. If agencies are able to identify any “sound legal basis” for withholding information, the Ashcroft Memorandum clearly states that they will be protected. The
USA Patriot Act, signed into law on October 26, 2001 by President Bush, and also his December 10, 2001, Administrative Order, empowering the Secretary of Health and Human Services Tommy Thompson, to classify the department’s information as “secret,” confirmed the direction the Administration was taking. Heretofore the department had no classified
documents. The result was many unclassified documents were removed from public view. The Department of Agriculture and the Environmental Protection Agency now have
“original classification authority” as well. In total, over 4,000 individuals at agencies have this type of authority.
On March 25, 2003, one year after White House Chief of Staff Andrew Card issued a   memorandum that contained guidelines for reviewing classified, reclassified and declassified, and also, “sensitive but unclassified” information, President Bush issued Executive Order 13292 – Further Amendment to Executive Order 12958, as Amended, Classified National Security Information. It “prescribes” a uniform system of classifying, safeguarding, and declassifying national security information. Foreign relations or foreign activities of the United States, including confidential sources and weapons of mass destruction are just two of the specific categories that could be restricted. It also provides new authority to reclassify
previously declassified documents. Congressional Research Service has prepared a comprehensive report on Executive Order 13292, entitled, “Sensitive But Unclassified” and Other Federal Security Control on Scientific and Technical Information:
History and Current Controversy. It points to problems, including the lack of a statutory definition, individual agency interpretation, and the potential expansion of the applicability
of the “sensitive but unclassified” label. The Office of Management and Budget is apparently developing guidelines. In light of increased secrecy and further limitations on egovernment
information, many activist groups, think tanks, organizations and professional associations, and individuals are speaking out, lobbying and campaigning, and challenging such restrictions in the courts and elsewhere. For example, the American Library Association adopted a resolution on Security and Access to Government Information at its June 2003 annual conference. Another group, The Reporters Committee for Freedom of the Press, has
released Homefront Confidential: How the War on Terrorism Affects Access to Information
and the Public’s Right to Know, 3rd ed., RCFP White Paper, March 2003 (see RCFP’s web
site).
On a related note, the Information Security Oversight Office’s fiscal year 2002 Report
to the President indicates that 23,745,329 classification actions – original and derivative
– occurred. This is 2,909,520 more than the previous fiscal year, a 12.2% increase. The
Department of Justice reported an increase of 39%. A dramatic jump occurred in fiscal year
2000, when the number of actions went from 8,038,592 in fiscal year 1999 to 22,965,363.
This represents an increase of 64.9%, and each successive year, the number has grown.
Stephen Aftergood describes the Bush Administration’s secrecy as an “empirical
fact,” and predicts, given the state of military affairs, that this pattern will continue and
expand (“The Bush Administration’s Suffocating Secrecy,” Forward, March 28, 2003).
Certain provisions of the Homeland Security Act of 2002, passed on November 22,
2002, create a broad exemption from the Freedom of Information Act. In response, on
March 12, 2003, Senator Patrick Leahy, Vermont, introduced the Restoration of Freedom
of Information Act of 2003, which would amend the Homeland Security Act. It
was referred to the Senate Committee on the Judiciary, and no further action has occurred
on the bill. On June 19, 2003, Representative Barney Frank, Massachusetts, and Mark
Udall, Colorado, introduced a similar bill, H.R. 2526, with the same title.
The National Defense Authorization Act for Fiscal Year 2004 harks back to another
age, as it would allow the Director of the National Security Agency, in coordination
with the Director of Central Intelligence, to exempt the agency’s operational files from
public disclosure requirements. As of July 22, 2003, it is in the process of being reported out
of committee.
A CALL TO ACTION AND TO VISIT THE LIBRARY
If this bothers you, find out where, when, and how US Government information is  disseminated, how it is organized, and read and use it. Whether you are attempting to understand the labyrinth of 1980s export controls vs. military items and technology sales to
Iraq, tracking the latest activities of the Department of Homeland Security, or planning
a visit to a national park, drop into your local depository library – virtual or otherwise.
Talk with your depository librarians.

Advocate for no-fee, broad public access to government information with as few restrictionsas possible. It belongs to all of us.

Agencies Who Have Had Information Removed From Their Websites

• Agency of Toxic Substances and Disease Registry
• Bureau of Transportation Statistics: Geographic Information Services
• Center for Disease Control (CDC)
• Defense Technical Information Center (DTIC)
• Department of Defense
• Department of Education
• Department of Energy (DOE)
• DOE Information Bridge
• Department of Transportation
• Environmental Protection Agency
• Federal Aviation Administration
• Federal Energy Regulatory Commission
• Fish and Wildlife Service
• Food and Drug Administratio (FDA)
• Internal Revenue Service
• Los Alamos Laboratory
• National Archives and Records Administration (NARA)
• National Aeronautics and Space Administration (NASA)
• National Imagery and Mapping Agency (NIMA)
• National Institiute of the Humanities
• Nuclear Regulatory Commission
• U.S. Geological Survey (USGS) From The Working Report of the Task Force on Restriction on Access to Government Information

Mary Mallory has been a librarian for 32 years. For 23 of those years, she has been a government information specialist, serving as the Head of the Government Documents Library of the UIUC Library since November 1999. Mary has has worked as a librarian in Ann Arbor, Cambridge, MA, Manhattan, and CU.

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