Renaming Portland’s Lynch Schools: the abandonment of reason

lynch_school_1900

It’s not right. It’s not wise.

It’s just not fair to the students at Lynch Meadows, Lynch Wood and Lynch View elementary schools in Portland’s Centennial District.

The three schools are set to lose the “Lynch” in their names before the next school year because the District decided the name “Lynch” is an epithet.  Many newer families coming into the district associate the name with America’s violent racial history, Centennial Superintendent Paul Coakley told The Oregonian.

This is (supposedly) adult educators gone mad.

What’s next? Renaming public buildings with names such as White ( lacks tolerance of diversity), Young (implies ageism), Jackson (he owned slaves,, you know), Wilson (a president who re-segregated the federal civil service) or Johnson (President Andrew Johnson obstructed political and civil rights for blacks after the Civil War, contributing to failure of Reconstruction.)

The overly censorious policing of language in order to spare sensitive young minds does the children no good. Instead of protecting the delicate young souls, it lays the foundation for later insistence on trigger warnings, objections to micro-aggressions, the shouting down of controversial speakers, and the unfortunate spread of presentism, the tendency to interpret past events in terms of modern values and concepts.

The correct response by the Centennial School District was not to cater to misconceptions about the word by abolishing its use, but to educate the schoolchildren about the historical roots of the use of the Lynch name at the schools and the philanthropic spirit of the Lynch family, and, yes, that the word “lynch” in America is also associated with the killing of black people, often by racist organizations such as the Ku Klux Klan.

As Jeremy Montgomery, whose son attends Lynch View Elementary School, told KATU, education would be a better solution. “See, I didn’t even know that (the schools were named after a charitable family). If people were more open to that and knew that, I couldn’t see it being a problem at all,” he said.

Tom Singerhouse, who went to Lynch View more than 50 years ago, expressed a similar view to KATU, saying teachers should be teaching their students about the significance of the Lynch family.

Lynch Wood Elementary’s website already provides a history lesson about the school’s name. Take a look (below). It’s fascinating reading and would be a good basis for a valuable history lesson with the schools’ students. They’d certainly learn a lot more than they would from deleting “Lynch” from their school’s name.

____________________________________________________________________________________________

                        A History of Lynch Schools

A booklet produced by the Civic Leadership Class of 1964

The name “Lynch School” dates back to 1900 when a one room school was built on the present site of the Lynch School at S.E. 162nd Avenue and Division Street, says a website a reprint of a booklet produced by the Civic Leadership Class of 1964.

According to the booklet, on March 13, 1900, Patrick and Catherine Lynch donated one acre of ground located at Section Line Road (Division) and Barker Road (162nd Ave.) on which was built a new one room school pictured on the front of this booklet.

This is the origin of the name “Lynch.” The Lynch farm originally consisted of 160.3 acres granted to Patrick and Catherine Lynch on August 1, 1874, under the Homestead Act passed by Congress in 1862. The original deed granted the land to the Lynch family and was signed by Ulysses S. Grant, President of the United States. Although the property included land on both sides of Section Line Road, the farm home was located across Division Street in the vicinity of The Hut, a restaurant now situated at 167th and Division.

The deed to the property donated to the Lynch School District in 1900 describes the location of the survey markers marking the boundary of the property as being located three inches below the wheel ruts in the adjoining roads. The stone markers had chiseled grooves on the top side for identification purposes. The stone marking the corner of the property at S.E. Division 10″ x 15″ x 22″ set flat side down 3″ below surface of gravel in the north wheel rut of graveled Section Line Road and tamped firmly in place”.

The area around the Lynch School was entirely devoted to agriculture in the late 1800s and early 1900s. Threshing was a community undertaking and many boys missed school because they were needed at harvest time.

The original one room Lynch School which started with fifteen to twenty students increased in number until in 1914 there were about fifty students in the one room school. Some say there were as many as sixty for the one and only teacher. Some of the former students of those “good old days” say that the only way the teacher could handle all eight grades was to divide up her time so each class had a recitation period. She would start in the morning with the first grade, and would by afternoon, finally get around to the eighth grade.

Meanwhile, the rest of the classes were working on assigned work. Of course, some activities and classes were jointly carried on together, such as music, writing practice, and practicing for school plays. In 1915 a large multiple purpose room, which served as an auditorium and meeting place for community functions was built onto the existing one room school. Folding doors were extended during the day making it into two classrooms giving the school a grand total of three rooms.

The Lynch P.T.A. was first organized in 1917 and undertook as its main project, the serving of hot soup and chocolate at lunch time. Residents who remember those days, say it was prepared at the W.B. Steel home where the Big Dollar Shopping Center is now located. Several of the boys would be asked to go over and carry back the kettles of soup and cocoa along with a pail or two of water before lunch.

 

 

Oregon’s abandonment of higher education: it’s criminal

The Oregon Legislature should be declared a crime scene.

Oregon’s state universities are increasingly that in name only. Because of the Legislature’s calculated callousness or pure indifference in funding Oregon universities, young people across the state are facing soaring college loan debts and diminished opportunities for higher education.

The state is also sabotaging its goal of ensuring that 40 percent of all adult Oregonians have a bachelor’s degree or higher by 2025 and undermining the rationale for the state having a say in the operations of what are still called public universities.

SONY DSC

Governor John Kitzhaber says he deserves to be re-elected because he froze tuition at Oregon colleges.

Sure, for one year.

In June, the state Board of Higher Education approved a tuition freeze for in-state undergraduates for the 2014-2015 academic year.

But that was after steadily escalating tuition rates for in-state undergraduates, particularly after voters approved Measure 5 in 1990 and K-12 school funding shifted to the state, with a devastating impact on state support for higher education that has continued to today.

Over the past 15 years, tuition and fees at the University of Oregon, for example, leaped from $3810 for the 1999-2000 academic year to $9918 for the 2014-2015 academic year.

In other words, since the 1999-2000 academic year, tuition and fees for in-state undergraduates have increased 160 percent. You can’t duck the fact that this
substantially outpaced the 42.8 percent rate of inflation.

During that same period, the state’s share of the University of Oregon’s annual operating budget has been in steady retreat from 17.1 percent in 1999-2000 to 5.5 percent in 2013-2014. Extrapolating this trend, state investment will reach zero by 2022.

Coincident with the loss of state support has been an increase in out-of-state students. In the 2013-2014 academic year, non-residents, undergraduate and graduate, reached 46.5 percent of total enrollment.

The University cloaks the leap in out-of-state students as a well-intentioned effort to ensure diversity, but it’s really all about money. In 2014-2015, for example, while in-state students are paying $9918 in tuition and fees, out-of-state students are paying $30,888.

It could be argued that out-of-state students aren’t displacing in-state students, given that the number of undergraduate in-state students has increased about 20 percent since 1999-2000. The number of out-of-state students, however, mushroomed by 250 percent during the same period.

What that means is that the university is likely drawing fewer students from low-income Oregon families and competing more aggressively for students who can afford a more expensive education. In addition, as the state’s population has increased, it’s getting tougher for in-state students to get in.

Had the state not cut university funding so severely, it could have or kept tuition and fees down or accommodated more in-state students.

The pullback in state funding raises the question of why the state continues to impose its will on the universities in so many ways. “The defunding of public higher education by the states inevitably inaugurates a new conversation about who controls them and whose interests are to be served,” says Thomas Mortenson, senior scholar at The Pell Institute for the Study of Opportunity in Higher Education.

Indeed.

 

Originally published in the Hillsboro Argus, Oct. 28, 2013