When Kumon Stands for the Common Core

Marquel, TPVs New York Times Reading and Writing Section correspondent, was practicing his high Cs when he stopped to drink a sip of coffee and inadvertently read Math Under Common Core Has Even Parents Stumbling. Parents feeling helpless when confronted with first-grade math work sheets are adding to the political debate about whether the Common Core (CC) is another way in which Washington is taking over people’s lives. But the CC was designed to remedy the gross deficiencies of the older generation who didn’t learn to read, write, count, nor do arithmetic, because they were subject to new methods of teaching which simply didn’t work.

Marquel thought about the complaints and realized it should be obvious that it is not the fault of the CC. If parents were having problem with ninth grade math, it might well be that such advanced subjects were being bolloxed by the CC. But having trouble with first grade math must be a sign of parental incompetence, not CC flaws. Surely the fault is not in their stars, but in their heads.

Marquel decided he had to speak to one of these complaining parents to find out what was bothering them. He found one of those interviewed by the Times in Cupertino, California. His name was Lem. His house could have used a new coat of paint, but they’d have to tear it down first. A car was parked at an angle on what passed for a front lawn. It seemed like an old Dodge Dart, but Marquel couldn’t believe that anybody could get one of them running.

“Lem,” I said, “how’s that car run?”

“She’s a beauty,” he said.

“What kind of mileage does it get?” I asked.

“She’ll go as fast as you drive her,” he answered.

“No, I mean how many miles per gallon does she get.” I explained.

“It’s an old car. It only gets miles per hour,” he said. I gave up on that approach.

“Tell me, Lem,” I said, “How far is Cupertino from here?”

“Thirty miles, I’m told,” he said.

“Well,” I continued, “tell me this. If you drive at sixty miles per hour, how long would it take you to get to Cupertino?”

“Whoah,” Lem said, “thinking time, eh? From here to Cupertino is about a beer, maybe two.”

“No, I was thinking more theoretically. And exactly.” I said. “If you go sixty miles per hour, and travel thirty miles, how long does it take?”

“There’s no way of telling.” He said. “Down by Gus’ Shell station, there’s always a traffic jam. It could take a while to get through that. Let’s put it this way. You should pack a sandwich or two just in case.”

“And a couple of beers,” I added.

“You’re right there,” Lem said, smiling.

“Lem,” I said. “How much is seven plus five?”

“Hmmm,” he said, obviously playing for time. He fidgeted and made a fist and finally came up with the right answer.

“Not bad,” I said. “Now tell me how much is nine plus four. But this time, no counting on your fingers.”

“You’re trying to trick me. You can’t do that without counting on your fingers.” said Lem.

“The Common Core can teach your children to do it in their heads.” I insisted.

He looked interested. And excited. Then said, “You don’t know my children. They’re good kids. But they’re not geniuses.”

“The Common Core can teach any kids, geniuses or not, how to do arithmetic in their heads.” I said. “What kind of reading do you do here?” I continued. “Books, magazines, newspapers, the funnies?”

“None of the above,” he said. “We watch TV and play games. They’re good for coordination. The new economy wants workers who know computers. I think my kids will be well prepared for that.”

“But they also want employees who read and reason well.” I said.

“You sure of that?” said Lem, shifting in his chair.

“Absolutely,” I said. “But the Common Core will teach them that too. It may be hard to follow all they do, if you don’t read yourself.”

He stared across the landscape.

“Lem,” I asked, “do you know how long Cupertino has been here?”

“Since before I arrived.” he said.

“I mean, in historical terms.” I said. “Do you know when it was settled by the Spanish?”

“You mean the Mexicans,” said Lem. “And it doesn’t matter, because they’re illegal.”

“No,” I corrected him, “I mean the Spanish. And in those days Mexicans would not have been illegal.”

“You mean Mexicans, not Spanish,” he said, “that I’m sure of.”

“Well,” I said, “not actually. The Spaniards colonized all this area and Mexico and Texas several hundred years ago. So Cupertino’s several hundred years old.”

“That’s what I told you,” he said with a grin. “Before I got here.”

“But it wasn’t until about 1840 that it became part of the United States,” I said, giving my best recollection of U.S. history. “Don’t you know any California history?”

“History is bunk.” he said.

“Do you know who first said that?” I asked.

“Gus,” he said, “down at the Shell station. He told me that.”

“Wrong,” I said. “He was quoting Henry Ford who said it first, and was probably wrong.”

“Well, it’s probably still bunk.” He insisted.

“But,” I added, “if you knew history, you’d know that Gus didn’t reach that conclusion by study, but was just quoting an old anti-semite from last century. Then you might have had some doubts about its accuracy. If your kids study the Common Core, it’s possible they might be able to teach Gus a thing or two some day.”

Lem smiled broadly. “That would be really cool. I’d like that.”

I was a bit angry at society having neglected this father’s education, endangering both his future, and that of his children as well. He deserved better, but luckily he did not know it.

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BY MARQUEL: When Kumon Stands for the Common Core