On Institutional Advancement

In this latest ground-breaking essay--part of the series exploring innovative change in contemporary pedagogy--I turn from purely academic matters to the important issue of raising funds. Readers are encouraged to distribute this seminal brainstorm widely.
______________________________________________

                            ON INSTITUTIONAL ADVANCEMENT

Let us imagine that you find a family living in a dilapidated old house. The roof leaks; the windows are cracked; the carpets are threadbare; the furnace is erratic, often providing much heat in warm weather and little heat when it is cold. The stone walls are crumbling.

Let us also imagine that you—Mr. Hastings van Rensselaer Plutocrat—are wealthy and altruistic. You wish to assist this family. You leave your mansion in Palm Desert, California, and go to them. You smilingly announce that you are going to help them. You will construct in their yard a marble fountain that will send a beautiful spray of water fifty feet into the air; further, you will hang upon their living room wall—over the cracks—a genuine Gobelin tapestry depicting colorful scenes of medieval pageantry.

In proper recognition of your generosity, a fine bronze plaque will be affixed to the fountain designating it the Plutocrat Water Display and the tapestry will appropriately bear a small label: “Gift of H. van R. Plutocrat, 2013.” Your benevolence will be fittingly acknowledged at a public ceremony where you will be hailed as a modern Maecenas, a philanthropist extraordinaire. 

How happy this family will surely be! Even as they sit in their cold, drafty living room watching the rain drip into the buckets placed under the holes in the roof, they will hardly be able to stifle their cries of joy as they admire the intricate weaving of the tapestry and marvel at the loveliness of the fountain.

If this seems like an absurd flight of fancy, I have to suggest that, unfortunately, it is not. It is analogous to what can happen when a combination of generosity, self-esteem, and misplaced priorities, facilitated by faulty fund-raising policies, are brought to bear on an impoverished institution—such as, to choose a random example, a tuition-driven boarding school.

Would it not make more sense, if, before adorning a shack with golden gables, one first repaired the walls? If the roof leaks, should the construction of a magnificent garage be the first priority? When the heating system is antique and undependable, one might replace it before installing a jacuzzi, might one not? Should one not water the lily before gilding it?

Surely it does not strain credulity to assert that institutional advancement implies that the institution must have a sound infrastructure before more buildings are built and comparative frills added. That is common sense. Why then is it not done?

One reason may be that some potential philanthropists feel that to endow a grand building, to construct a statue, to equip rooms with huge tables that the users of those rooms neither want nor need, is preferable to repairing a heating system or tuck-pointing a crumbling wall, because building, constructing, and equipping offer more opportunities for recognition than repairing and replacing. Perhaps such people feel that little prestige attaches to renovating bathrooms or laying carpets, to fixing roofs or caulking windows. After all, the pharaohs are remembered for pyramids, not for sewers.

I suggest that it is the function of Development Departments not to take the easy way out by abetting such erroneous notions and soliciting money for secondary things, but to grasp the nettle and tell potential donors what is really needed. If Lorenzo the Magnificent, class of ’53, announces he will finance an air-conditioned, twenty-lane bowling alley, it is the job of the Institutional Advancement experts to tell him (politely but firmly) that the institution does not need such a thing, but does need—to invent an exaggerated, unlikely example—to prevent a dormitory that has visible cracks in its outer walls and whose windows are out of plumb from continuing its slow but steady descent into a ravine, so would he kindly write a check for these much-needed repairs to an already-existing structure even though it is not named after him?     

So, wealthy, public-spirited alumni: when your alma mater needs shoes and a dress, do not give her a feather boa. When she huddles in the cold, do not give her a painting of a fireplace. When her house is falling down, do not offer to build her a tanning salon next door.

And advancement officials: take the bull by the horns and insist that you have a strong, well-built cart before you get a horse, or a white elephant, to pull it. Repair the infrastructure before adding to the superstructure. 

For if this is not done, the eventual fate of institutions which do not do it might well be that so famously depicted by Shelley:

I met a traveller from an antique land
Who said, “Two vast and trunkless legs of stone
Stand in the desert. Near them, on the sand,
Half-sunk, a shattered visage lies….

And on the pedestal these words appear --
‘My name is Ozymandias, king of kings:
Look on my works, ye Mighty, and despair!’
Nothing beside remains. Round the decay
Of that colossal wreck, boundless and bare,
The lone and level sands stretch far away.”

Maybe Ozymandias built an Arts Center when he really should have repaired his palace.

______________________________
For all those awaiting news of The Free Lands, I want to tell both of you that the book is completed and that I am awaiting the cover. If the artist finishes it on time, I am hopeful that Volume IV of Mercenaries will appear in November.

 

Well Hello!

Enjoy your time here, and remember: Taking Life Seriously is the First Step to Unhappiness.
-----------
NOTE TO TEACHERS (and any others associated with the educational profession, even administrators):  Of all the articles on this blog, An Innovative Boarding School Model gets by far the most hits. I am not sure why, but I suspect that some folks wind up here because the article has somehow infiltrated their Google search on Serious Educational Matters and they arrive expecting the usual sort of gibberish that overworked teachers are often forced to read instead of doing something worthwhile, like studying their subject or making lesson plans. For such lost souls, let me emphasize that the essays on education to be found here are humorous and satirical. (Actually, everything I write on education is also deadly serious, in its way; but at any rate, if you came here expecting a Scholarly Treatment of Best Practice or the latest Cutting-Edge Advances in Pedagogy, I apologize. But I do hope you'll read the essays anyway.)
PS - If you by chance need guidance on the current shibboleth, 21st CENTURY SKILLS, here is what you need to know: the most important 21st Century Skills are exactly the same as the most important 5th Century B.C. skills: thinking clearly, writing well, speaking well, and reading well.

Got it?

A Herculean Task

I have never been a fan of detective stories, except for those of Conan Doyle, but I recently became acquainted with the film series Agatha's Christie's Poirot. These 65 episodes (with five more to come) are excellent. David Suchet is Hercule Poirot. I highly recommend them.

Watching these fine productions led me to read some of Agatha Christie's stories. I will not be reading them all, but it was good to see how the author depicted her characters.

My fascination with the immortal Belgian detective led me to write my first piece of fan fiction: a  light-hearted detective story gently satirizing Hercule Poirot and his world.

I here present you with the opening of the story. If you would like to read it all--at 17 pages it's too long to post on a blog--you may find it at  https://www.fanfiction.net/s/9321353/1/The-Adventure-of-the-Surprising-Ending

I would welcome comments on The Adventure of the Surprising Ending.

              THE ADVENTURE OF THE SURPRISING ENDING

 On a bright, sunny morning in central London—very odd weather that many found disconcerting—the greatest detective in the world sat behind his large desk sipping his customary cup of tisane while perusing the Times.

The clock on the wall said 10:13:27 AM, Friday, May 28, 1937 A.D. (The detective, impatient with slipshod clocks that provide only partial information, had had this one custom made in Zurich.) He closed the paper, thinking that today’s lead article offered hope for the future: now that Mr. Chamberlain had become Prime Minister, maybe England would at last begin to take a firm line against Herr Hitler and Signor Mussolini. It was high time.

The door to the outer office opened as there entered a tall, lean, handsome gentleman of perhaps fifty years, attired in a neat grey suit and a regimental tie. This man by his very presence radiated all that was fine in the British upper-middle class: honesty, plain dealing, bravery, trustworthiness, dependability.

“Cheerioh, old bean! I say, what a simply spiffing morning, what?” he called out as he tripped on his own feet and went sprawling on his face. Fortunately the inch-thick pile of the fine mauve carpet prevented any injury.

The great detective contemplated this through his pince-nez and said, “Eh bien, mon pauvre Captain Waterloo, vous êtes bien maladroit comme usuel, n’est-ce pas? Please, arise and adjust your garments. Your cravat she has been much disorganized.”

The former officer was spared further contumely by the rapid entry of a lady in early middle age, her dark blonde hair tied in a severe bun, her not unattractive figure mostly concealed by her modest blue dress. She proffered a handful of mail. “The first delivery, Mr. Greycelles,” she said. “And there was a very urgent call from Viscount DeLuxe. He seemed to think he could speak to you at once, but I explained that you never accepted calls before 10:18½, after you finished your tisane. I told him you would return his call.”

“Quite right, my dear Miss Kumquat,” said her employer. “One must have order and method in one’s life or it becomes like the existence of the wild beasts of the field. Did his Grace hint at whatever petit problem troubles him?”

“He said that an explosion has destroyed the entire staff wing of Garrish Manor, his ancestral home, killing eleven retainers, including Mat Grubb, his Chief Gardener for forty years.”

“Ah, these trifles,” said Greycelles. “Call his Grace and ask if his senior under-gardener survived. If, as I suspect, he was not even there—probablement he said he had to make a sudden visit to a sick great-aunt or other superannuated relative—then voilà! Gardeners know all about fertilizer, a prominent component of which, the nitrate of aluminum, is most useful in the making of the objets explosif such as the bombs of time. As for motive, the man surely wished to supplant his senior, whose long tenure of office must have annoyed him.”

As the efficient secretary hurried to make the call, Capt. Waterloo, now seated on a sofa, exclaimed, “By Jove, Greycelles, aren’t you jumping to conclusions? I mean…”

The soigné detective raised a plump hand. “Doucement, mon vieux. Énée Greycelles, he leaps not to the conclusions rash. Did I not just read in the Times that a hundred pounds of fertilizer was stolen last week from a warehouse in Little Rotting, a village not far from Garrish Manor? Eh bien, the under-gardener took it for the construction of the bombe gigantesque used in the up-blowing of his so-hated rival the chief gardener. So now we have solved two cases. Remind Miss Kumquat to bill both Viscount DeLuxe and the Little Rotting constabulary. But now let us peruse the mail and discover if any real problems await us, mon ami.”

The mail apparently contained nothing unusual. The bill from the cleaners for £150—the detective always had a suit cleaned after wearing it once—and the confirmation that four pallets of the finest tisane were en route from Brussels, were routine, as were the advertisements from three manufacturers of moustache wax and eight clothing stores. But upon reaching the last item Greycelles exclaimed, “Tiens! Voyez, Waterloo, a coronet on this so-expensive envelope.” Hastily he ran his Damascus-steel letter opener under the edge and withdrew a magnificent sheet of paper. “Mon cher ami, we are bidden to see the Duke of Worcestershire at Daggerthrust House, his summer residence in Kent. His Grace recalls fondly how I found his missing cuff link two years ago and now has another matter about which he wishes to consult us.”

“A bit of all right, that,” said the captain. “I can run us down in my new Bugatti 57T. I’ve installed patent feeder gaskets on the supercharger and chromed the reverse valve injectors so the gidgit pump maximizes the superflow. Goes like smoke, old chap.”

The detective peered over his pince-nez. “I have no idea what you just said, but from your animation I infer that you can provide adequate transport to St. Anspeth-on-Sea-by-Marsh, the village where Daggerthrust House has its location. Excellent. We leave in three days. I shall have just time enough to groom my moustache.”

Before Greycelles and Waterloo left for lunch, Miss Kumquat reported that Viscount DeLuxe’s senior sub-gardener had been arrested and had confessed to both the bombing and the theft of the fertilizer. “His Lordship sends his undying thanks for your miraculous insight,” she said. “And the Little Rotting police are eternally grateful, especially since they had grown very tired of interrogating every tramp they could find.”

“Mais naturellment,” replied her chief. “But fail not to send the bills promptly.”

An Innovative Boarding School Model

Another essay in my ground-breaking series on innovation in education.
-------------------------------------------
N.B.: If you are a teacher who has come here thinking you are about to enhance your knowledge of the very latest praxis, please first read NOTE TO TEACHERS in the July 12, 2013 post..  :-) 
--------------------------------------------
In the very competitive world of college-preparatory boarding schools it is essential that a school have a character, a distinctive personality, traits that distinguish it from similar institutions. At least two decades ago a highly-respected consultant told us that a “plain-vanilla” school—one that offered merely a traditional program of strong academics—would have a hard time selling itself to prospective customers. (Footnote 1)

It is also clear that, given the tremendous amount of thought and work that many fine schools have put into designing distinctive programs, it is becoming harder and harder to “think outside the box” because the box has become so large. Cutting-edge computer programs are common; unusual language programs—Chinese, Tagalog, Finnish, whatever—are jejune. (Even some public schools teach Mandarin, so plebeian has it become!) Transforming a school into a sports academy is hardly noteworthy (though still very tragic).

No, what is needed is something really progressive, truly innovative, authentically revolutionary.

And here it is: the non-residential boarding school (NORBS).

The advantages of such a school to the board of trustees or proprietor are obvious. There is no need for dormitories, athletic facilities, laboratories, a chapel, a large cafeteria, or more than a few classrooms. Outlay is limited to the upkeep of a couple of buildings and some teachers (the latter being, of course, an almost trivial expense). All the rest of the money can go to paying vast sums to administrators, as it should.

But how would such a school exist? Surely this is some silly fantasy? No, no, not at all. Now that the computer and its associated applications exist, now that we have the means of instant communication, the non-residential boarding school is quite possible. Let us describe its main features:

ACADEMICS

We do not propose the usual form of “distance learning” in which students listen to lectures or watch demonstrations randomly and at their own convenience. No. Each student will have a class schedule. At, let’s say, 9 AM, everyone in a given section of English III [or Language Arts III, for those schools that have gone over to the Dark Side] will stand before their computers with webcams trained on themselves. The teacher—or perhaps a dean—will inspect the class to insure that each student is in dress code, instructing those who are wrongly attired to go change and awarding demerits to repeat offenders.

The teacher will then teach the class. Students with questions will push a button to notify the teacher, who can respond as convenient.

The teacher will be in a normal classroom facing some sort of camera.(2)  It should be possible for the students to be displayed on a wall-sized array of screens. If this is not possible, a “virtual class” can be projected on the wall so the teacher has the illusion of speaking to real people. (Holographic projection of 3-D students at desks will be used when technology permits.)

If the class involves discussion, students can ‘text’ messages that will be displayed to everyone. If technology permits the use of microphones, so much the better. Skype should be useful.

At the end of class a virtual bell will ring out. Students then have five minutes to log in to their next class. Students with study halls will sit in front of their webcams with Kindles, iPads, Blackberries, Mulberries, or even with books, monitored by the study hall teacher.

EVALUATION

Possibly some readers are wondering how tests will be given in a NORBS. Let me happily inform the ignorant layman that the world of education is rapidly moving away from the “test.” The notion that evaluation basically means that a student studies something, learns it as best he can, and then demonstrates that knowledge on a timed written or oral exercise that is graded as to its quality, is becoming obsolete. Such “high-stakes tests”—and apparently all tests are such; I have yet to hear the term “low-stakes test”—are potentially damaging to self-esteem, unfair (being biased in favor of smart, industrious people), and generally icky. Indeed the whole notion that students should ‘know’ anything is almost passé among the pedagogical pioneers who are improving education every week. After all, one can surely look up any mere facts on Wikipedia.

Consequently we assume that—until the happy day when newborns receive bachelor’s degrees along with their birth certificates in a perfectly egalitarian society—the necessary ‘grading’ will be done on the basis of class participation, group participation, mastery of learning skills, class effort, sense-making, portfolios, concept checks, and self-evaluations using detailed rubrics for each category. (3) These can be submitted by e-mail.

However, if the instructor is such a dinosaur as to wish to administer graded tests, the mechanics to construct online tests already exist on programs such as Moodle. (No one has yet discovered how to prevent cheating on such tests. The solution—using a method pioneered by Humpty-Dumpty in Through the Looking-Glass—is to redefine the word. “Cheating” can become “collaborative learning,” “research-based testing,” or some other comforting euphemism.)

ATHLETICS

Obviously it will not be possible for a NORBS to field sports teams in any traditional sense. This means that such schools will never enroll talented athletes. However, as it is absolutely unthinkable for any American high school not to have a competitive athletics component —indeed, such a lack could result in loss of accreditation if not charges of treason to the founding ideals of the Republic—we will enable our students to compete with other schools via video games. It will surely be possible to organize teams to play various sports using currently-available online games, and we can perhaps expand into nontraditional sports including MMORPGs and other over-the-airwaves competitions. Properly managed, they should offer as many chances for self-aggrandizement, bragging, misplacing priorities, and enabling parents to live vicariously through their children, as do traditional sports.

Basic physical fitness—which certainly is important—will be maintained by students running in place and doing pushups and jumping jacks in front of their webcams, supervised by “coaches” wearing T-shirts, with whistles around their necks.

OTHER MATTERS

Students will have ninety minutes of Evening Study Hall, Sunday through Thursday, monitored over a webcam by that day’s duty master.

At lights-out the school will ring a virtual bell on all cell phones to tell students to go to bed. Parents will have to be responsible for seeing that their children stay in bed and rise on time.

Parents will also have to feed their kids; but the school will send out menu suggestions weekly so that, in theory anyway, the student body can be offered identical food.

At Graduation, the seniors will sit in cap and gown before their computers so they can, like their contemporaries, listen to music by Edward Elgar, receive edifying advice from a commencement speaker, benefit from the Headmaster’s closing remarks, and hear their names called. Seniors will be e-mailed diplomas, which they can print out.

CONCLUSION

This pioneering essay has, of course, many lacunae, but readers cannot expect every loose end to be tied up in a few pages. Using this as a basis, others will fill in the blanks and proceed with the bold experiment. Surely the chance to offer to the public all the benefits of a college preparatory boarding school experience at a fraction of the cost of traditional on-campus education (4) and minimal infrastructure means this seminal essay will not lack enthusiasts!
-------------------------------------
1  A fictional account of this consultant’s message—but unfortunately not nearly as fictional as I wish it were—may be found in Chapters 5, 25, and 36 of my novel And Gladly Teach.

2  Throughout this monograph I am using generic terms when referring to technological devices. Since it is hardly worth a grown man’s time to try keeping up with the proliferation of neoteric words for computers, cell phones, hand-held devices, etc.—for all I know, the cell phone is by now called a celone and the hand-held computer a haheco—the more knowledgeable reader should simply substitute for my generic term the correct name of whatever meretricious gewgaw occupies this week’s headlines. Please do not shoot the pedagogue; he is doing his best.

3  I hope nobody expects me to define this verbiage. I do not know what most of these terms mean. I merely copied them from a memo sent out by a particularly progressive teacher earlier this year, confident that they embody cutting-edge pedagogy and the wave of the future.

4  A fraction of cost to the school is meant. Tuition will be kept in the $40,000 range.

Testing Kinesthetic Students: A Dynamic Approach

With the start of the academic year swiftly approaching, it is time for another of my seminal articles on progressive education. Others, perhaps, will follow. When these cutting-edge "best practices" come to a school near you, remember: you read about them here first. As always, I welcome reader response.
---------------------------------
In my previous monograph, Project 1812 [which you can find on this blog, July 2011], I suggested a method for insuring that kinesthetic high school students learn unforgettable lessons in history without the necessity of doing things for which they are not best suited, such as reading and writing. Here I propose a method for administering tests to kinesthetics.

The whole idea of testing is, of course, undergoing scrutiny and debate. It does not seem too far-fetched to suggest that in many schools—certainly in those progressive institutions that so rightly put a premium on innovation and creativity—the notion that students should periodically have to undergo exhausting, psychologically painful, and possibly humiliating ordeals in which they are expected to know things, and to demonstrate this knowledge by writing some of it down, will soon be as passé as slide projectors, mimeograph machines, and lectures, replaced by a portfolio system or a group project system or anything that will remove the necessity for schools to differentiate industriousness, ability, or intelligence, or award low grades to anyone.

However, until that happy day arrives, “traditional” testing will be a major component of high school classes. But how can such tests be made fairer for kinesthetic students, whose learning style makes laboriously studying famous people, notable events, crucial dates, and cause-and-effect relationships very difficult? An innovative pedagogy surely will not try to make these students overcome their weaknesses, but will take advantage of their strengths.

I propose the adoption of  Scavenger Tests  for the use of kinesthetics.

Students certified by the school psychologist, psychiatrist, “counselor,” astrologer—whatever functionary identifies some young persons as more comfortable using their hands than their heads—will be tested in a separate place. The teacher will distribute the test, which will be the same as that being administered somewhere else to the visual and verbal learners. However, the kinesthetics need not write anything on the test. Instead, the answers to the various questions will have been printed on little pieces of paper and hidden throughout the room: in books, behind classroom furniture, under the rug, inside light fixtures, etc. etc. The students will leap from their archaic, confining desks and scurry about to find these answers. When a student finds an answer, he will go to his desk and staple it next to the corresponding question. Think how much fun this will be for the kinesthetics: they can use the motion of their bodies and their tactile curiosity to complete the test without having more than a rudimentary knowledge of the subject being tested!

Tests of course vary in difficulty, from basic quizzes to final exams (in those reactionary schools that have not yet abolished such ghastly ordeals as final exams). The mechanics of a Scavenger Test do not vary, but the challenge can be enhanced by increasing the area in which the answers are hidden. Instead of only the classroom, answers can be secreted in corridors, on other floors, in bushes, flower beds and other campus shrubbery, in administrative offices, perhaps in a drawer in the Headmaster’s desk. The haptic learners should then have a really kinetic evaluational experience as they ransack the entire school to find them. (This can be a learning experience for the whole school community, too, which can live through a simulation of the sack of Jerusalem in 1099 or the Spanish Fury at Antwerp in 1576.)

Thus a Scavenger Test can be varied in its difficulty, from the basic “Easter Egg Hunt” model to a cataclysmic exercise that leaves the school looking like northern France in 1918.

*

The “basic” Scavenger Test presupposes that the number of answers is sufficient for all the students to get an A+ : i.e. if there are nine students being tested, nine copies of each of the answers will be hidden. But those schools interested in introducing an element of real-world competitiveness into testing—for seniors, perhaps, about to leave the loving, caring coddling of an innovative and creative private school for the reality outside—can easily simulate this by simply making fewer answers available than there are students. Imagine the enhanced excitement generated by telling several seniors, their competitiveness and aggression already honed to a razor’s edge by years of playing sports, that there is only one hidden answer to each ID question. The result should be exceedingly kinetic. And the mayhem may reduce the number of kinesthetics at the school—which, readers may recall, was also one purpose of Project 1812.

A CAUTIONARY TALE

Are you contemplating writing a novel? Do you long to see your name on the cover of a book published by some illustrious commercial enterprise? Have you succumbed to furor scribendi? That’s fine. You now have a worthwhile pastime to keep you busy. But before you start spending the advance you hope for, you might read this little article to learn (a) what might happen and (b) how long things can take.

Here is a chronology of the publishing (or non-publishing) of Storm Approaching.

2001 – June 26    Began writing novel
2002 – July 29    Finished writing novel
2004 – June          Finished editing and revising novel. (This could have taken less time, but I wrote the first drafts of Gold and Glory and Resolution before final edit of Storm Approaching.)

2004 – Sept.        Began agent search (103 query letters, 14.6% of which were successful, i.e. produced requests for a partial.)
2005 – April        Secured fine agent. He suggested some changes; made changes, including about 20 pp. of new material.

2005 – by October     Agent begins submissions to major publishers --Major publishers reject novel for various reasons; e.g. From Bantam: “This had an interesting premise and was indeed well written, but…” From Warner: “The plot is great and the pacing is good, but … the problem for me is the writing…”
Very helpful.

2006 – March      A “nibble” from a major publisher. First reader recommends book to Supreme Editor.

2006 – March through 2008 – August.  Nothing happens. Agent repeatedly tries to get Supreme Editor to read book. Editor does not read book. Or maybe does. Or maybe reads part of it. Nobody knows.

2008 – August    Agent gives up: Supreme Editor has maybe read book and did not like it and maybe will re-read it or maybe not. End of agented representation. Author decides to pay AuthorHouse to publish it since only alternative is burning the trilogy.

2009 – May         Storm Approaching published at author’s expense.

And now for the punch line:

2012 – March      Letter arrives from the Major Publisher (DAW). Excerpts below:  

“Thank you… for your patience… We apologize sincerely for the delay, and are attempting to address our backlog and change our procedures… Please know that, because of the significant positive attributes of your manuscript, which the first reader enjoyed, it did reach the desk of an editor… Unfortunately, the editor did not find the manuscript right for [Major Publisher]….
----------------------------------
So there it is: a final answer after just six years. I am a bit surprised that all the principals—the author, the first reader, the Supreme Editor, even the agent—are still alive. As a historian I find it very comforting that, in this age of instant this and instant that, some things—in fact the whole of conventional publishing, as far as I can tell—still proceed at a pace that would have been considered stately when Charles Dickens—or Alexander Pope, for that matter—was trying to burst into print. When Augustus said festina lente, was he thinking of the publishing industry?

Patience is a virtue, and maybe sometimes a vice. If you hope to publish a book through a Major Publisher, start writing it today. You’ll need all the time you’ve got. Oh: The Mercenaries trilogy is available, it’s just not in bookstores. Why not buy the first volume today? Don’t take your time…

Comments? Questions?     Leave them below, or at brnlbb@gmail.com

An "Aria of Revenge" a la Verdi

This bit of whimsy was inspired by listening to Count Stankar’s 3rd Act recitative and aria (“Disonorato io son!” and “Oh gioia inesprimibile”) in Stiffelio.

Argument: In Acts I & II, Count Ammazarlo, learning that Baron Scellerato said hello to Innocenza, the count’s daughter, without first having been properly introduced, considers all aspects of the outrage for almost a full minute before concluding that there is only one way (other than immediate suicide) to deal with such an insult. Accordingly, he accosts the baron at a party and, after hinting at his disapproval of the baron’s conduct by boxing his ears, spitting on his shoes, and pouring punch all over his doublet, he challenges him to a duel. The duel is duly fought (offstage), after which the Count appears on stage and sings:


Justice! Justice! I have found it! Halleluia! Praise the Lord!
Surely ‘twas the hand of Heaven that directed my sharp sword:
As we parried, thrust, recovered, as we fought with might and main
I soon chopped him into fragments that now decorate the plain.

Oh the remnants of his person have been scattered far and wide
Once my blade went in his liver and came out the other side.
So the honor of my family is restored to pristine state
Now that Baron Scellerato can be henceforth called “the late.”

My sweet daughter, Innocenza, I’ve protected all her life
For I’ve never met a man who could deserve to call her “wife.”
And a father has a duty to keep libertines in line.
(She is only fifty-seven and I’m only eighty-nine.)

In some countries family problems might be taken up in courts
With the lawyers and the judges scribbling stuff ‘bout pleas and torts—
But down here in fair Italia we despise mere feeble prose
And defend all slights to honor by just carving up our foes.


Count Ammazarlo then hastens to church to ask pardon for any recent peccadilloes.