The Book of the Week is “Kitchen Confidential” by Anthony Bourdain, published in 2000. This is the eloquent account of the author’s personal experiences as a worker in the restaurant business. He provides anecdotes on the people, their personalities, problems and the kinds of behind-the-scenes activities and events that restaurant patrons do not see. He describes one of his first kitchen jobs he held when he was a brash youth, and how his older coworkers put him in his place. Other forms of entertainment that culinary workers enjoy include the initiation rite of sending the new kitchen help on a fool’s errand, and playing practical jokes on the restaurant manager. Bourdain tells of his employment woes and others’. He also reveals culinary dangers (dirty little secrets) about which diners may not want to know. This book is educational for anyone wishing to enter the restaurant business as well.
The Book of the Week is “Leg the Spread” by Cari Lynn, published in 2004. The author interviewed several current and former commodities-futures traders, providing detailed descriptions of their days at the market in Chicago.
Some traders, employees of a broker-dealer, actually stood on the trading floor, yelling and waving paper from the time the market opened at 8am until mid-afternoon. Others traded online. They had good days and bad days.
One female who formerly made a large amount of money on the trading floor before becoming burnt out, had many bad days, both because the job itself was stressful, and because the vast majority of people around her– practically all men– were sexist. In many cases, the way for a female to get ahead besides having super luck, quick math skills and keen intuition about human behavior, was to sleep with one’s (male) boss.
Read the book to get a comprehensive, entertaining picture of the American commodities-futures market in the mid-single-digit 2000’s.
The Book of the Week is “The Tennis Partner” by Abraham Verghese, published in 1999. This is the autobiographical account of the relationship between a medical professor (the author) and an intern at a teaching hospital in the United States. The two play tennis against each other. At the time, they are each going through traumatic personal problems; the professor, the aftermath of a failed marriage that produced two sons, and the intern, a struggle to beat drug addiction. Verghese deftly describes these in engaging detail, throws in his perception of the playing styles of various professional tennis players, and recounts some interesting medical cases.
The Book of the Week is “True Story” by Michael Finkel. It is an unbelievable story about a journalist (the author) and a criminal. The journalist’s future looked bright at the start of the story.
Finkel was assigned to write an article on slavery in the cocoa plantations of West Africa. He discovered for himself from interviewing hundreds of people, that the said slavery was almost nonexistent. He was under pressure to write an honest story, but also one that would sell. He did not want to denigrate the community of media people who had been reporting the falsehood (knowingly or naively).
If he had written honestly, he would have had to explain that his fellow journalists had been lying. Besides that, the word “slavery” could provoke a boycott of West African cocoa, which would only increase the level of poverty. Half the world’s cocoa comes from West Africa.
Finkel ended up sabotaging himself by concocting a story about one poverty-stricken Malian boy (from Mali), a composite of several boys he had interviewed. He used the real name of one of the boys. When his story was printed, Save the Children complained that the story was inaccurate, and his cover was blown.
The story gets curiouser and curiouser as events unfold.
Around the same time, a criminal was fooling around in Cancun, posing as Finkel. The criminal, Christian Longo, knew only that Finkel was a journalist, and had stolen his name because he liked his stories. He had committed the most heinous crime of all just days before.
Read the book to experience the intrigue.
The Book of the Week is “The Vineyard” by Louisa Thomas Hargrave, published in 2003. It is a memoir about the first wine-grape farmers on Long Island in New York State.
In the early 1970’s, Louisa and her then-husband, Alex, wanted to grow grapes to make wine to sell. “I [Louisa] decided that having a vineyard wouldn’t take much time, so I enrolled in chemistry and calculus courses at the University of Rochester while we scouted for vineyard property.” They thought they would be able to spend more time with the children they planned to have, if they worked in the same place where they resided. Running a winery seemed to fit the bill. The endeavor turned out to be more difficult than they imagined. The Hargraves had never managed a vineyard before, let alone any business, but prior to plunging in, they “did their homework” the best they could, were passionate about wine and were willing to work hard.
They purchased a plot in Cutchogue on the North Fork of Long Island. Cabernet Sauvignon, Sauvignon Blanc, Pinot Noir and Chardonnay were the first grape varieties they planted. Fortunately for them, the soil was compatible with these high-quality varieties. They released their first wine in July 1977, from fruit picked in 1975, aged in barrels.
Louisa provides a detailed account of the numerous risks grape farmers and wine makers face; the birds, bugs and weather, to name a few. She also recounts problems her family encountered, including educating their daughter and son and dealing with legal tangles concerning their business. One particularly stressful episode involved fighting an extortion attempt by the New York State Department of Environmental Conservation.
Despite all the hardships, the Hagraves nurtured a successful vineyard because they possessed and/or acquired the passion, courage, focus, skills, talents and luck in sufficient amounts.
The Book of the Week is “John Purroy Mitchel, The Boy Mayor of New York” by Edwin R. Lewinson, published in 1965.
Previously a young attorney, co-Commissioner of Accounts and President of the Board of Aldermen in New York City, Mitchel was elected Mayor in 1913 on the Fusion Party ticket. However, he was inept as a politician because both his speech-making and political-machine-building skills were poor. Like Mayor John Lindsay, Mitchel had good intentions, but did not get much done. He was brutally honest and never took action for the purpose of gaining the popularity of his constituents.
Like Mayor Mike Bloomberg, Mitchel’s economic concerns overrode all others, and his administration operated under a veil of secrecy. Mitchel rubbed shoulders with the Rockefellers, and thus acquired a reputation of favoring big-money interests. However, he wanted to keep the then-46 members on the Board of Education, rather than have the power to appoint only 9 members. If he had such power, those 9 men would be difficult to find, in that they would be “required to give all their time.” The only people who could afford to, were millionaires, “and they are the very worst type to put in control of the schools.” Further, “The tendency of mayors is to respect the aristocratic voice of the community and to forget the democratic.”
The irony of the Mitchel administration was that, although he was pro-education, he was more interested in saving money than providing New York City’s children with a decent education. The mayor was not a narcissist out to acquire power and appoint his cronies. Nevertheless, the Board of Estimate was a penny-pinching entity, and engaged in petty squabbles over money, with the Board of Education. Estimate refused to spend money to build much-needed schools. Mitchel wanted Estimate to control the wages of Education’s employees, which included teachers. Besides, during his entire time in office, Mitchel’s public relations was non-existent with teachers and parents.
In 1914, Mitchel and other city officials visited Gary, Indiana to observe an education experiment, and decided to introduce “The Gary Plan” to New York City’s schools. The Board of Estimate favored the plan because it saved money and saved school-building space. Not surprisingly, teachers and parents opposed the plan. Under the plan, students could opt to start learning a trade in middle school. The schools superintendent published a two-year progress report showing poor performance among students in the two “Gary” schools in New York City. The plan was abandoned in 1917, after 35 participating schools experienced negative results.
In 1917, Mitchel ran for re-election because he wanted New Yorkers to support the United States in World War I. He accused others of being unpatriotic if they did not support the war. He himself attended a military camp while still in his first term. When he lost the mayoral election to John Hylan, he joined the Air Force, which was at that time part of the U.S. Signal Corps, and was sent to San Diego, then to Louisiana for training. Although he was 38, he wanted to fight in the war.
In July 1918, Mitchel did not have his seatbelt fastened when he died in a solo-flight accident in Louisiana. More people paid their last respects to him than did people who attended New York’s 4th of July celebrations just a few days before. He was highly praised for his “bravery, patriotism, his integrity and his ability as a public official.” Mitchel Field, an airfield just finished on Long Island, was so named in his honor.
The Book of the Week is “Stand for the Best” by Thomas M. Bloch, published in 2008. Thomas M. Bloch is the son of the founder of H&R Block (“Block” in the tax-advisor chain is spelled with a “k” so people do not mispronounce the name). Bloch made a career change in mid-life, becoming a teacher.
Bloch taught at a Catholic school, then co-founded a charter school in a low-income area of Kansas City, with a super-rich friend of his. He approves of private money donations to schools, but admits he is an idealist when it comes to closing the racial achievement gap. The school founders experienced a long, frustrating learning curve, although they thought they knew what they were getting into. They started with middle-school students, but learned that starting with the early grades and adding older students later, would have been a better approach. For, students’ problems multiply as time goes on. In an urban area, in addition to a high dropout rate, gangs, drugs, and disruptive behavior, there may be multiple ethnic groups who must get acculturated.
Bloch relates the quote, “Our earth is degenerate in these latter days; bribery and corruption are common; children no longer obey their parents; and the end of the world is evidently approaching.” This is not just the lament of a modern teacher, but of an Assyrian sufficiently educated to write on a clay tablet, living in 2800 B.C., proving once again, that there is nothing new under the sun.
The Book of the Week is “The Merry Baker of Riga” by Boris Zemtzov, published in 2004. This book described the difficulties of operating a bakery in Riga, Latvia in the 1990’s (just after the fall of Communism).
Latvia used to be a Soviet territory. The half-American author was a businessman and part-owner of said bakery. Latvian culture was largely to blame for the poor profitability of the capitalist venture, which lasted only a few years. Language and sanitation were among the myriad problems Zemtzov encountered.
Whenever an employee had a birthday or there was an excuse for a celebratory social gathering (which was often), the consumption of alcohol ensured that nothing got done the whole afternoon. Alcohol consumption also played a part in a bad experience Zemtzov had with a contractor who was supposed to complete a renovation job in his home.
Nevertheless, Zemtzov described an aspect of Latvian culture that this American blogger found to be quite funny: on one’s birthday, one is woken up at the crack of dawn by his or her loved ones, is wished a happy birthday, and has a birthday gift shoved in his or her face.
In sum, this was an entertaining tale.
The Book of the Week is “The Woman Who Fell From the Sky” by Jennifer Steil, published in 2010. This is the personal account of an American journalist who went to Sana’a, the capital of Yemen, to lead a 3-week training program for Yemeni journalists at an English-language newspaper in 2005.
She fell in love with the country. The Yemeni publisher, with whom she had attended high school in the United States, invited her to become the editor of the paper for a year. She took him up on his offer.
However, because she was an American moving to a third-world country in the Middle East, she experienced culture shock. For Ms. Steil, one of the most frustrating aspects of the culture, is that it is mostly Muslim, and therefore, male-dominated.
Although she was required to wear the prescribed head-to-foot clothing, and could not have her name on the newspaper’s masthead with the official title of Editor (reserved only for men), as a foreigner she was considered a special, third categorization of person, and was treated almost as well as the men.
The newspaper, the Yemen Observer, was very liberal in that it employed female journalists. The females’ families were very liberal in allowing their daughters to pursue a career. However, the females were paid a fraction of the males’ wages, were looked down upon and subjected to a host of societal restrictions.
Unlike the men, the women were punctual, did not take smoking breaks, did not chew qat (a mild narcotic chewed like tobaccco that is the national drug and the center of all social life), and submitted their stories by deadline time, even though they had to leave the office earlier than the men, as they were not allowed on the street after sunset.
Ms. Steil had to teach the group not only journalism, but how to form coherent sentences in the English language. In the early going, she spent many, many hours re-writing and editing. She was extremely dedicated in that she worked around the clock, despite the various, serious problems hindering the publishing of the paper.
She quickly realized that disseminating print news whose quality met Western standards was out of the question. The publisher was unwilling to contribute resources to important areas, such as paying the workers competitively, reimbursing journalists for story-gathering related expenses and supplying them with press passes.
Ms. Steil was forced to engage in a power struggle with a male journalist who had been working there before she arrived. Her standing by her principles of journalistic integrity caused friction with the marketing and advertising department. She would not let her staff write “news” stories pushing goods or services, even if it brought more revenue to the paper.
Despite all of the problems, living in Yemen, with its other-worldly, frustrating culture (for an American such as she), was a life-changing experience for her. She was in love with the people, the food, the architecture and many other aspects of the country.
This book is a good primer on Yemeni culture and engagingly recounts one woman’s adventures in living and running a newspaper there.
The Book of the Week is “Who’s Teaching Your Children?” by Vivian Troen and Katherine C. Boles, published in 2003.
This book describes the ominous future of education in the United States. There is a dire teacher shortage which is slated only to get worse. A vicious cycle accounts for this trend. The authors ask, is it not a contradiction that parents demand quality teachers in their children’s schools but discourage their children from becoming teachers?
A large percentage of graduates who enter the teaching profession are not good students. The ones who are, take more lucrative, rewarding jobs. The teachers-to-be receive poor training. For the most part, during their careers, they are underpaid and underappreciated. No wonder the good students enter fields other than education.
Many teacher-training schools are for-profit institutions that need to fill seats to stay in business. Therefore, in order to attract customers (graduates) they need to make obtaining teaching certification sufficiently easy. “Grade inflation” (awarding higher grades than customers truly deserve in order to pass some customers who would otherwise fail) is one way they do so.
The authors present a scenario of their imagination, named, “The Millennium School.” It is an elementary school that doubles as a teacher-training school, with a structure completely different from the usual American school’s. It would be a small school with small classes, consisting of chief instructors “who supervise professional teachers, who supervise the teachers and associate teachers, who participate in supervising interns and instructional aides.”
Everyone on the team would be accountable for each child’s success or failure. The personnel would conduct classes and hold meetings as teams. The school would be linked to a college, which would allow the teacher-trainees to fulfill the student-teaching component of their training, in teams.
I think the authors make exaggerated claims of such a school’s possible success, although it is a nice idea. I like the team-teaching part. However, the whole point is that power is distributed among many educators– they are supposed to cooperate, share ideas, and be rewarded with higher pay, more responsibilities and supervisory duties when they display an interest in advancing their careers. However, to me, this smacks of a corporate ladder. Human nature is such that the ladder would spur competition rather than cooperation. That would defeat the whole goal.
In addition, a school is a different sort of entity because it is funded by taxpayers. The kinds of operations a private company might fund for itself would not be possible for a school, due to a limited budget. There is an exception to this situation– in certain areas of this country, schools receive private monies from wealthy donors, making distribution of resources hugely uneven among schools. As for the well-endowed schools, the funders are not educators, so they may have misguided notions of where to spend their money. The money might go toward additional standardized testing, resources that reward corporate partners and activities relating to public relations, rather than toward real improvement in education quality.
Further, the government supervises the school, so there are politics from above and within. The authors acknowledge the Millennium School model would necessarily be more expensive, but they argue that this model would eliminate many non-teaching positions, such as “curriculum coordinators, staff developers, teaching coaches,” etc. The resulting reduced payroll expenses would compensate for the raises received by the teachers and supervisors.
I think raises in pay would be extremely controversial– who would receive how much. Theoretically, employees who acquired additional experience would deserve more pay. However, the expedient way to measure the increase in education quality due to that increased experience, would probably be through standardized tests– another extremely controversial aspect of teaching.
I would suggest that various criteria be used to determine additional compensation for supervisors and teachers, that could include tests, as well as qualitative evaluations of supervisors, completed by teachers and trainees, and interviews with students. Although I give them an “A” for effort, the authors present too simplified a model of the ideal school.
This is an informative, yet depressing book.