A nifty case study of the tangled trail—from policy idea to law—of the bill that established the National and Community Service Trust Act of 1993, the program known as AmeriCorps. Waldman, a national correspondent for Newsweek, decided to adapt the magazine's ``inside story'' approach to presidential races and apply it to an examination of one campaign promise. He chose national service because he thought it typified Clinton's vision and tested his ``expansive idealism and aggressive pragmatism.'' Waldman's thorough narrative of the un-pretty process profiles policy aides, lobbyists, and bureaucrats to show how pressure and politics, more than logic, shaped the final bill. The centrist Democratic Leadership Council (which Clinton helped found) had long advocated a required national service that would be a civilian analogue of the military draft. But candidate Clinton sugared the plan by proposing a service corps made up of volunteers who would receive college-tuition aid. The mix of service and reward, of community obligation and governmental activism, stirred campaign audiences, but the proposal got little scrutiny. Clinton wanted a $9.4 billion program over five years, but he ended up with a $1.5 billion program over three years after the bill went through a Mixmaster of interests, including banks, students, unions, and veterans. Congressional debate, the author notes, focused on whether loans should be directed through universities rather than on the more complex issue of how long students should make percentage-of-income repayments. Nor was another vital Clinton interest—the role of national service in fostering diversity- -debated. Waldman deplores the follies involved but still finds the proposal a rare, even noble, federal endeavor. A more lively tale of early Clintonism than some of the recent overviews.
Pub Date: Jan. 1, 1995
ISBN: 0-670-85300-3
Page Count: 320
Publisher: Viking
Review Posted Online: May 19, 2010
Kirkus Reviews Issue: Nov. 1, 1994
BOOK REVIEW
BOOK REVIEW
An endearing and lively account of what one teacher encountered in a year with a private nursery school ``class from hell'' on Manhattan's educationally progressive Upper West Side. A preschool teacher for 20 years, Wollman had decided to keep a detailed journal of a recent school year before she knew that her class of 13 three- and four-year-olds would have more than its share of problems. True, there was an unusual number of unruly and immature children (one youngster was still in diapers). But affecting the behavior of the class even more was a procession of tragic events, including deaths and illnesses in almost every child's family, putting extraordinary demands on Wollman and her assistant, Cathy. For, as Wollman says, ``preschool teachers do a lot more than play games and bandage scraped knees.'' They socialize and civilize, give the children a safe place to learn how to identify emotions and express them verbally, and work (carefully) with parents to detect and correct problems. The children come to life: Harris, who struggles to overcome the scars left by a babysitter who hit and screamed at him; Jeremy, who's blaming himself for the baby sibling who died at birth; Sharon, who had a difficult ear operation early in the school year; and the other ten enchanting, frustrating, bright youngsters (names are changed). Though Wollman is often exhausted, troubled, and challenged by her charges, nevertheless, year's end finds the class and its teachers a tightly knit, productive group and the parents rightly grateful to have found a nurturing haven for their children. Wollman writes, ``[We] felt victorious...We had enriched the lives of thirteen families who would never be the same.'' A year's adventures in the world of collage, cubbies, and time-out, told with wit and humanity. (Author tour)
Pub Date: Oct. 1, 1994
ISBN: 0-684-19665-4
Page Count: 280
Publisher: Scribner
Review Posted Online: May 19, 2010
Kirkus Reviews Issue: Aug. 15, 1994
Eschewing hand-wringing and political rhetoric for close, critical observation, freelance journalist Traub (Too Good to Be True, 1990) delineates a unique—and uniquely representative- -institution: New York's City College. Traub spent a year observing classes at City College's Gothic Revival campus, which sits atop a hill in Harlem. Founded in 1849 as an egalitarian experiment, tuition-free City College came into its own when the great turn-of-the-century tide of Jewish migration provided it with cohorts of driven students. Their legendary successes—a record number of Nobelists and intellectuals such as Irving Howe—made it a beacon of educational possibility for the nation. A confluence of social and political upheavals, however, brought radical changes in the 1960s, key among them guaranteed admission for graduates of New York City high schools to the City University of New York, of which City College is a part. An exploration of the drastic results of this ``open admissions'' policy constitutes the main part of Traub's book. After limning the ideological conflicts that still continue among the faculty and in the press, he introduces us to its ramifications in City College's classrooms. We meet a range of teachers, from dedicated idealists, struggling to reach woefully under-prepared students while maintaining some semblance of academic standards, to the controversial Afrocentrist professor Leonard Jeffries, whose authoritarian anti-intellectualism Traub exposes as he captures the human, even tragic dimension of Jeffries's sway over uninformed followers. Empathetic portraits of City College students stand at the book's center. Many flounder in remedial courses; difficult family situations and looming financial disaster burden most; the dedication of contemporary immigrants provides some hope. But Traub's ultimate accomplishment is to reveal the consequences for one legendary college of the inadequacy of our urban high schools and vocational training, and our general devaluation of learning. The crisis continues—and as goes New York's City on a hill, so goes the nation. Exemplary reportage, essential for all those debating the future of American college education.
Pub Date: Oct. 1, 1994
ISBN: 0-201-62227-0
Page Count: 384
Publisher: Addison-Wesley
Review Posted Online: May 19, 2010
Kirkus Reviews Issue: Aug. 15, 1994
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