By Kelvin Smythe
Series against the scientific management system, and for a curriculum- and collaboratively-driven one (Number 2 in this series)
In February, ’09, I flicked through the often useful NZCER magazine Curriculum Matters (4: 2008) to see if there was anything of interest. Jim Neyland’s name caught my attention: ‘A name from which good vibrations emanated’, I reflected.
The article began with the usual academic stretching, then into it.
Jim writes: ‘We are inclined these days to believe – if we listen too attentively to the voice of authority – that the seminal question in personal and educational aspiration is: Am I there yet? Have I met the objective? Have I reached the standard? Have I followed the protocol? Have I found my true self?’
‘A less shrinking aspiration requires a different seminal question: How far can I go? What is the extent of my reach? Where could this idea lead? What is the farthest extremity of my capacity to love? What more can I do to make the world a better place?’
‘How far can you go? There is only one way to find out: you must go too far. The call “It is only those who go too far who know how far they can go” should be written in crimson over the lintel of every classroom.’
I was impressed, of course, with the message, but also taken with the poeticism of the choice of crimson, and the specificity in the reference to ‘lintel’.
‘It is a truth’ Jim continues, ‘that comforts when we do go too far. It is also a truth that calls us forward, beyond timidity’s threshold. [Notice how neatly he completes the lintel imagery – this boy can write.]
‘It asks us to be more, to live more, to discover more, to refuse to accept either a prepackaged, settled, and bounded world, or a prepackaged, settled, and bounded self. Going too far is not an error of judgement, or a cause for disapproval. It is an educational necessity, in the same way that sniffing the wind is a canine necessity. [Here we have what I found to be a characteristic of his writing: the use of colourful analogies. Not all of them come off – I’m not sure this one does – but their use makes his writing full of surprises, always interesting and, anyway, their daring are consistent with the theme central to all his thinking and writing.]
Then Jim plants his feet and delivers:
‘This writing’, he declares, ‘boils down to the assertion that there is in modern education a powerful tide of influence, largely unconscious that is shaping the form and direction of the curriculum. Furthermore, and crucially, this is to the detriment of both education and the individual. As a result of this unconscious tidal force, things like the outcomes-led curriculum, the scientific management of education, assessment systems, and much else besides seem to the western mind set to be good and proper in education. Their rightness is seen to be, as it were, unquestionable … In fact, these so-called best practices are seen to be, at least potentially, anti-educational and personally damaging.’
Here was, I recognised, somebody who had a feeling for children, teachers, and learning; somebody whose writing and thinking formed a bridge between the classroom and the university. This was somebody to cherish.
I sent him an e-mail.
22. 02. 2009
I have always liked your writing and you remain in good writing fettle. I have quoted in my writing a very powerful sentence or two from your latest article in Curriculum Matters.
If you’re interested, you’ll find the posting on my web site. It is called: ‘Beyond reason: the argument for the holistic’.
Keep up the good work.
23. 02. 2009
I was feeling a bit despondent today. Your kindness in writing to me has bucked me up no end. Many thanks for taking the trouble to read some of my scribblings. I hold you in very high regard and am humbled by your generosity. I shall consult your web site immediately.
I’ve just read your article. It is such a relief to see that others are pushing in this direction. When I wrote that article I toyed with not submitting it to the journal because I was beginning to feel like a lone voice, and because I was beginning to feel that people writing from the philosophical perspective are a dying breed. You invited me to keep up the stirring. As it happens I have been tossing up whether or not to raise some uncomfortable issues at our next staff meeting that broadly touch on the issues you raise. You helped to make up my mind. I’ve put it on the agenda.
Many thanks again
I’ve read your web item more carefully. I can definitely see that you and I are fighting on the same side.
I have taken the liberty of sending you the Introduction to my latest book [Rediscovering the spirit of education after scientific management. Manuscript submitted for publication.] It will give you more of a sense of how I’m approaching the problem. You will see that you and I both use Dickens in a similar way! [A reference to Gradgrind from Hard Times.]
Only look if you want to and have the time.
I’m currently trying to find a publisher.
On a related issue: I also gave a short speech to our school of education meeting on Friday raising the issue of whether PBRF is damaging to the quality of teacher education.
I will read your introduction with great interest.
I am currently reading Clive James’s Cultural Amnesia.
Yes – the PBRF is sending all the wrong messages.
It reminds of a story (not apocryphal) from an Irish airline in the early ’50s which was so hard-up that to save on uniforms an advertisement read: ‘Pilot vacancy – must have a commercial pilot’s licence and be around 6 ft 3 in tall.’
Very best wishes
02. 03. 2009
I’m also reading James’s book (simultaneously with a great pile of others).
10. 03. 2009
I’ve just read your latest. [‘Talk to Tokoroa schools: Getting the best out of the curriculum, and the context’.] Thank you on behalf of education in NZ for the work you are doing here.
Yes – something needs to be done about the distorted and untenable nature of the advisory service.
Thank-you for your response.
I am very concerned about the hierarchy of value within the advisers, leading to the literacy and numeracy ones, lording it over, say, the arts’ ones. Also concerned about the high stakes post-contract testing by the literacy advisers resulting in some unusual practices. It’s contributing to an ideological corruption of pedagogy which is rife throughout the system.
07. 04. 2009
Your three part series argues that Hattie has ‘shaped’ the presentation of his recently announced research ‘to appeal to conservative politicians’; that he has ‘had long term plans to develop a performance pay regime’; that his analysis is ‘skewed’, as is the research he bases it on.
The actual posting begins: ‘The main argument of this posting is that Hattie’s research findings are an education lemon for teachers but a career bonanza for Hattie.
You then analyse some of his writings and announcements to support queries about Hattie’s research, plans, and motivations.
You say of performance pay that its ‘imposition … onto the education system, though voluntary for individual teachers, will be another set of performance standards; another layer of unrealistic expectations; another instrument for review office application (though indirectly); another flurry of academics (of the wrong sort) within schools; another source of teaching division (schools are co-operative exercises); another layer of bureaucracy; and another diversion from the kind of leadership and help teachers really need.’
All I can say is well done. I’m saving the piece to read in depth over the Easter Break.
08. 04. 2009
Being in touch with you has been a highlight of the year for me. Have a good break.
09 04. 2009
I read your piece last night. You make some very significant points. I will try to ensure others take note of them.
30. 06. 2009
Out of office: automatic reply
I have retired on medical grounds due to the sudden onset of a life threatening illness. My home e-mail address is: firstname.lastname@example.org
04. 07. 2009
The auto-e-mail tells me you are seriously ill, but because I don't know anybody to ask, I don't know how things are going, so I'm not quite sure the tone to adopt.
I put out a couple of postings and didn't hear from you: I thought that's strange, oh well! You might be overseas. I hope you are all right. Well, you weren't and I'm upset about it.
Getting to know you has been one of the rewards and great satisfaction of the web site: two old battlers sharing gins at the 19th. That article you wrote that prompted me to write to you was one of the most lyrical I have ever read on education. No-one could write that and not understand teaching, and love teachers.
I miss you not being at the other end of my computer.
If and when you can, put me in the picture.
Very, very best wishes
05. 07. 2009
Thanks for your concerned e-mail and kind words.
Life has thrown me (and Tricia, and Kate and Anna) an unexpected and unwelcome challenge: brain cancer, with an average life expectancy of one year. A few last several years, a fewer still do even better; so hope is not entirely dashed. The medical profession unflinchingly dish out the grim statistics. But they leaven it with a hint of optimism: every cancer is unique, every cancer sufferer is unique, anything could happen, live one day at a time.
The initial diagnosis, needless to say, was a shock. I’m over that now. I’m basically cheerful, and I haven’t lost my sense of humour or my enjoyment of the absurd. In short, I’m in as good a form as one can be under the circumstances.
I’m 14 days into chemo- and radiation-therapy. And I’m feeling better for it (increased fatigue so far being the only unwanted side-effect). I can tell the treatment is having an impact on the tumour. It has been psychologically good for me finally to get onto the front foot as it were and fight back against the cancer (well, the medical profession is doing the fighting, I’m just grateful they’ve finally begun). So I have a new focus: fight this thing, be optimistic, live more often in the moment, try and be a survivor. It’s not at all clear what is entailed in these latter attitudes and dispositions, and it is not at all clear how one marries these with the rather grim statistics which face people with my kind of tumour.
I’m feeling physically the best I’ve felt since diagnosis. I’m standing and walking well (which requires good motor control in the left leg—something I’ve not always had over recent times). Importantly, this enables me to shower in the morning unaided. I am playing a little saxophone each day (which requires a good level of motor control in the left hand which I’ve only recently regained. I am touch-typing this email (something I could not do a week ago). More usefully, I can take lids of jars, peel potatoes, and so on. So I’m able to make more of a contribution around the home. Unfortunately, there is a small blot: I’m having occasional seizures. These are mild, but their consequences are not. They mean that I cannot go out unaccompanied, and even with company I need to avoid certain potentially awkward situations. But my oncologist seems cautiously hopeful that eventually we will get these under control with drugs. I hope he is correct. Swine flu, together with my weakened immune system, requires me to take a cautious approach to crowded places, such as picture theatres, so this has added to my somewhat excessively home-based existence for the moment.
In the meantime, I’m trying to figure out how to live well, given my uncertain future. Needless to say I’ve been into the books to see what others have to say. I’ve found what I consider to be a lot of poorly thought out nonsense, and I’ve found elsewhere the germs of what I think might be some important ideas. I’ve set it my task to figure out a better philosophy for dealing with my type of situation than those I’m currently aware of in written form. This is the sort of challenge I enjoy—wrestling with ideas, and turning them into something practical, useful and life-affirming. One of the ideas I’m finding appealing, for instance, is the idea of taking a contemptuously defiant attitude to what fate has dished out to me. There is something I like about holding fate with an attitude of contempt—rather than accepting it, for instance, or worse, pretending to accept it. Part of the appeal of defiance is its near relationship with ironic humour. Anyway, early days on all this.
Of course, I’m not the only one having to find ways of dealing with the consequences of the tumour. This has been a massive shock to Tricia, and to Kate and Anna too. All I can say is that we appear to be doing the best we can under the circumstances. We are supported strongly by the love of family and friends. This is keeping us going.
16. 07. 2009
Thank-you for taking the time to give me a good account of where you are. Is Tricia your wife and are Kate and Anna your daughters? When you disappeared from the radar I hoped it was because of an overseas conference at which you were delivering one of your out-of-left-field addresses. But no such luck. From what you wrote, it seems to me, you are also saying that there were signs that you sensed something was not quite right. Or was it a complete surprise?
I have been reading about Keats in the book of essays by Clive James. Which prompted James to talk about those with something to offer being cut short. You must be feeling that your contribution is being affected, too. Had you fully explored the jazz and mathematics parallel? Or might you continue further. By the way, again, James loved Ellington; James liked his jazz to hold together in a swingy way.
It occurred to me that a bit like the way I wrote-up Elwyn on networkonnet. I might do an overview of your ideas. It would not be written as though you weren't there, or weren't going to add to your opus. And remember Elwyn is still alive – yes that surprised me. One problem with such a project is my weakness in maths; however it is the underlying philosophy that I would be interested in. What do you think?
Meanwhile, my thoughts are very much with you.
22. 07. 2009
Many thanks for taking the time to reply at such length. I have just been in a ‘hunker down’ period while I undergo the radiation and chemo. In a couple of weeks I will be out the other side of this, for better or worse. It is a worrying time. If the radiation and chemo work well I have perhaps a year or two before the inevitable decline to death. If they don’t work, the decline will be much sooner. Needless to say this is an unsettling time for us.
Yes Tricia is my wife of 30 plus years, and Kate (19) and Anna (17) our daughters.
I have been battling the encroaching scientific management of education at VUW for a number of years. I originally fought its appearance in schools, but it started to creep into university education (mainly through the PBRF). Usually I enjoy such battles over what is good in education. But recently I was feeling defeated, fatigued, stressed, and so on. I even had dizzy periods. Not characteristic of me. I’ve battled NZQA, Lockwood Smith, and others without stress in the past. Now I know what the problem was. Yes, I’m an out-of-left-field sort too. I’m mainly talking another language to the mainstream. That is why I was so delighted to discover you and your work. Hey, I’m not alone! There is a fellow traveller out there.
I’m happy for you to do whatever you feel fit with my ideas. Maths was my starting point. But I used maths as the paradigm case. If I could show that scientific management would not work for the most organized of all subjects (maths), then logically it could not work for any subject. So I argued that maths is humanistic in its deepest essence, etc, and could not be codified and made subject to prediction and control through a mechanistic education. As a matter of interest, the book I wrote (as yet unpublished) last year (I believe I sent you the Introduction) contains almost no reference to mathematics. It is mainly about scientific management, and my alternative, which is what I call an ‘ethical’ approach to education.
Thank you for keeping me in your thoughts.
05. 08. 2009
I’ve just gone into networkonnet for the first time in a long time. I can see that you have been busy again. And I have a lot to catch up on. As time and energy permit, I will read what you have been saying (with pleasure) over the coming days (weeks).
Thanks again for your efforts.
I’m having a period of more determination etc than previously (overall a more purposeful frame of mind). In particular, while a week or so ago, I was not motivated one way or the other to get my recently completed book published, I’m now going to give it a serious shot. I may have left it too late, but who knows. It is all finished, except for the formatting in the publisher’s style—and of course, the refereeing process. If anything kills the book at this stage, it will be the delay this causes.
05. 08. 2009
Always thinking of you. Good luck with the book.
I have downloaded some of your writing from the internet. I intend to do an overview of your contribution – so far. As time and energy permit could you send any papers you can spare (though I will take care of them) and perhaps even a book or two you have written.
Very best wishes
12. 08. 2009
Many thanks for your kindness.
Here is a loose-leaf copy of the book. I used it as a course reader with two courses during 2008. It pretty much captures and summarises much of my work over many years.
During my less ‘positive outlook’ moments since diagnosis, I was happy to forget about this project, and just write it off as one of those many things that would not occur.
But I’m in a different frame or mind now. So I’m planning to send it to SensePublishers ASAP. All I need to do in the meantime, I think, is format it in the SensePublishers’ style. And of course some colleagues need to be willing to write me a suitable recommendation assuring the publishers of the genuine quality of my scholarship.
12. 08. 2009
Terrific! Perusing it, and pondering it, will be refreshing.
13. 08. 2009
While I’m printing things off to send to you, I thought I’d send this by e-mail. It is the last paper I had accepted for publication prior to my diagnosis and early retirement on medical grounds. As is often the case with my papers, the maths’ stuff is not central (it is the ‘paradigm case’, the ‘hardest nut to crack’). You will see that in the latter (and end) part of the paper I’m dealing directly with the problem I think we in education are too timid to face: how is it that our education institutions, each filled with good and sincere people, can still do bad things, and how should we counteract that?
[The paper referred to was ‘Using Mathematical Ideas to Change the World’ accepted for publication for a forthcoming book (edited by Fiona Walls et al.), Teaching Mathematics to Change the World.
In this paper he describes how he wants a shift from the orthodox emphasis on facts and rules to one based on ideas and imagination; he wants a shift from what Wittgenstein described as the modern day superstition of the itch for certainty to learning as ideas-based. He saw mathematics as the most important learning area for this purpose because mathematics is widely and erroneously regarded as being purely factual. He illustrates the idea of changing the centre of gravity in mathematics from facts to ideas by pointing out that the mathematical line is an idea – several ideas, actually, including that the line is a set of points, and the idea that a line is a frozen trajectory – and not a fact.
He says, to face the problems that beset us, we need a willingness ‘to unsettle prejudices, frozen habits of thought, and unquestioned assumptions that ground our being in the world.’
‘We need constantly to make ourselves aware that many of the so-called immutable certainties are ideas not facts – they are human made, and can in principle be re-made.’ In association with this ‘we need the ability to imagine a new way of conceiving things, and a commitment to turn any worthwhile imaginings into an actuality.’
I particularly liked the part of his paper where, using the work of cognitive scientists, he discusses the way ideas are described as being, in a sense, physical. In other words, the way ideas are physically present as stable predilections as a consequence of the way our neural twigs and branches happen to have become grafted together. A change in an idea, as a result, leads to a physical change in our neuronal configuration.
He concludes: There is a name for the practice of presenting ideas as if they were fact: it is called indoctrination.]
22. 08. 2009
I have started to read your book and thoroughly enjoying it. Well done!
A book you must get out. It’s amazing how similar our positions are on school education.
You then add a lot more with your wide reading, your university pondering, and lively thinking.
I am jumping around the chapters, with Chapters 3 and 14 being particularly interesting.
Thinking of you.
By the way did you go to NZCER conferences? I’m amazed I didn't make contact with you earlier. I haven’t been for about 10 years, but before that went regularly.
Very best wishes
[In Chapter 3, Jim goes hunting for the word ‘assessment’ guided by the question: How does the concept of assessment function in society? He concentrated on books with a mathematics emphasis because ‘if you want to find the origin of a new idea you are likely to find it in mathematics’.
A random selection of books from the ’60s and ’70s was scrutinised, but no reference to assessment was found except in a 743-page book (Curriculum Development) by Tanner and Tanner published in 1975 which has a sub-section heading: ‘Assessment and Accountability’. This sub-section carries a statement that a report by ‘the National Assessment of Educational Progress should become a bulwark of educational accountability’
The reference was a reference alone, but it became become a doleful harbinger for an education philosophy which now dominates to such an extent that many feel there is no alternative.
He describes how the Federal Government began an unprecedented incursion into the heart of education putting in place legislation based on the principles of scientific management. These principles encompass unambiguous outcomes; a theory of control; a system of auditing; and the provision for instrumentally-oriented research.
23. 08. 2009
You are very kind. Yes we are kindred spirits.
Did I mention that I’ve just signed a publication contract with SensePublishers? All I need to do is format it their way, and it will be printed promptly I believe.
I’m still planning to run you off a hard copy to send by conventional mail.
NZCER conferences. Not many. I should have done better.
I was seconded to the Curriculum Development Division of the old Department of Education during the mid-80s (Curriculum Review was in full flourish under Bill Renwick) I think it was there that I first heard of you and your ideas.
27. 08. 2009
Around Tuesday I'm putting out a posting which adds up to a stinging attack on Helen Timperley, qualitative research, academic commercial activities, national standards, and current directions. You and Ivan both get a couple of mentions. I want to make a real hit with this one. Could I give you an early look at it, then you write a few words of support if you feel the posting has value? Then I will quote you in the posting alert.
It is 16 pages but just breeze through it.
[I wrote the following about Jim’s approach to the basis for morality:
He addresses the central problem faced in education today: bureaucratic intervention in schools between principals and teachers, and between teachers and children. The issue is ethical: ethics for him starts from the immediate affective relationship between an individual and the individual being addressed; a relationship established before the individual speaks or acts. Ethics does not start from reasoning, or rules, or contracts – it starts from empathy. The other less immediate relationships an individual has to negotiate, necessarily requires more abstract relationships, but empathy should always retain primacy. That means the basis for our relationships should not be contractual or rule-bound but predicated on empathetic responsibility. The teacher (in this case) as the individual to promote good, carries the responsibility to do good for the child; to do good for the child the teacher needs to feel free to respond to the child, and to be relatively unencumbered by contracts, rules, bureaucratically induced fear, and asTTle. Think of the issues that face you now; and that are in the offing – and it is clear that the power of this approach to morality is strong and immediate.]
28. 08. 2009
I’m happy to do this. I’ll be away over the weekend and Monday, but will give this priority on Monday evening, or Tuesday morning at the latest.
01. 09. 2009
We arrived back from Auckland yesterday and Jim is extremely tired. He has slept a lot of today. He said he would look at the web site tomorrow and get back to you. I hope this is okay.
I’m very sorry for the delay. I feel I am letting the side down. This is an important fight and I want to play my part. But the truth is, my doctors are warning me to take more rest. Anyway my energy levels vary from day to day, so I have to take each day as it comes.
I have read you latest posting with gratitude and admiration. Gratitude because you continue to do battle with those who would diminish education to a caricature of its true self (frequently motivated by naked self-interest and the contract dollar). And admiration for the way you are able to get to the heart of the problem and articulate an alternative. And you write in a most engaging way.
I sometimes ask my students (with Sophocles’ Antigone in mind): ‘Is there any issue in education that you care about deeply and you believe threatens education fundamentally that you would be prepared to walk barefoot over broken glass (or sharp gravel) to see removed as a threat?’ For me, and I suspect for you, the issues you address in this posting (and in your coming address) constitute such an issue.
I fully endorse what you have written in this posting, and acknowledge that you have correctly represented my position in relation to my ongoing work on ethics as an alternative way of understanding the basis of education. Please feel free to refer to my forthcoming book (SensePublishers) Rediscovering the Spirit of Education after Scientific Management as one of my recent attempts to outline my position in an accessible way.
Best wishes for the address. And sorry, again, for not meeting your time frame. I will try to do better in the future.
04. 09. 2009
For goodness sake it’s terrific. Are you trying to break my heart?
05. 09. 2009
I’m talking at a principals’ conference in a couple of weeks on morality and being a principal. Using you and Ivan for the moral principles. Your stance complements Ivan’s principles beautifully.
23. 09. 2009
I’ve just read your latest talk to principals (dated 17 Sept). I think it is excellent. I cannot agree more. And you make your arguments in plain language with compelling anecdotes and equally compelling instances from your own experiences – powerful stuff.
23. 11. 2009
Jim has received an email from a student who is interested in being involved in a project around Jim’s publications and ideas. His name is Simon McClellan and he has given me permission to send to send his details. Jim has asked me to forward you his details and the content of his email. We have told Simon you have a web site. It would be great if some e-mail dialogue might be developed between yourself and these ex-students. Jim has two other people who are also very interested in his work which he wishes to ask if they want to be put in contact.
Simon’s email is email@example.com
Below is the email Simon recently sent to Jim.
I have begun a conversation with two other students of Jim's on the continued persistence of Jim's ideas. There appear to be some of us who rather liked what he said through his work as a writer and teacher, and wish for others to share that. There may be someone
pre-eminent that Jim has identified who is willing to undertake the work required to catalogue and organise his papers. This is a large and extensive project that will take many years to undertake. Some of his students including myself are willing to become as familiar as possible with his thinking, and employ this in our future research.
To this end, I have proposed to work with another student on our experiences in 2007 whilst taking Jim's class. We intend to prepare some essential ideas that we then might record as a ‘live’ conversation between ourselves on video. Leah and I hope that this might become a visible sign of the way Jim affected us with his thinking. We hope that this represents the gift that we received through participating in his class.
From: Kelvin Smythe [mail to:firstname.lastname@example.org]
Sent: Monday, 30 November 2009 5:46 p.m.
Tricia has given me your e-mail address.
I think what you are going to do is excellent. You will know where I am coming from by looking at my web site www.networkonnet.co.nz
Simon – you are on the spot, so a lot is up to you, along with Tricia, of course.
His book is a culmination of his thinking, so his papers would probably only be of major significance if someone was doing a thesis on his life's work (which someone should do).
His thinking is fantastically relevant, which makes him considerably uncomfortable to many.
I will do anything anyone wants of me.
It is most frustrating to me that this excellent man and wonderful thinker is slipping away from me, just after I got to know him.
I will be down in March (speaking at a conference) so able to see Jim and you if that would be helpful.
Be in touch and do your best.
01. 12. 2009
Thank you for following up with Simon and for the kind words you have written about me.
14. 01. 2010
Christmas, I know, would have been terribly sad. I can only hope, though, you were well enough to feel that sadness.
I am doing two things about your work. I am doing a compilation of our correspondence. Two old warriors. Naturally, you and Tricia will have the final say-so. (I was going to wait till I finished but I found myself a bit overcome, so I e-mailed.)
Second, I'm doing a cherry picking of the main ideas in your book. The ideas are highly relevant to the current debate.
My first posting of the year had a powerful item by Ivan and signalled that my theme for the year (and for evermore) will be to attack the present-day philosophy of management. All going well, I look forward to seeing you in March.
My thoughts are with you. It is with trepidation about your well-being that I await the reply.
With deepest regards
16. 01. 2009
Christmas was actually a delight. We spent three days in Martinborough with the extended family. The weather was great and it was lovely to see the under 20s engaged in the kind of activities that Trish and I enjoyed at that age.
I am certainly feeling like an old warrior but am looking forward to seeing you in March.
I presume the Ivan you refer to is Ivan Snook, a man for whom I have had great admiration over the years. It’s a great honour to be associated with yourself and Ivan.
I am looking forward to seeing the compilation. Thank you for doing it.
My book is expected to be published by the middle of February.
P.S. I am adding this postscript to Jim’s dictated email because you deserve to know that Jim’s health is rapidly declining and he may not live to see his book published. I am hopeful he will, but signs are not good at this stage. He is now on a morphine pump.
27. 01. 2010
I am sad to tell you that our beloved Jim died today at 7.20 am. The celebration of his life will be held on Wednesday, 27 January, at 1pm at Old St Paul's Cathedral in Wellington.
His book will be available in the first two weeks of February at a price of $54.95 plus postage $3.00.
Tricia and daughters Kate and Anna
27. 01. 2010
Dear Tricia, Kate, and Anna
My thoughts are with you and my personal memories of Jim.
You all know I thought him terrific and was pleased I was able to tell him so, so often, in the short but intense time we communicated.
I will be coming down on for the funeral.
On Monday I will be putting up our correspondence on networkonnet.
The book and Jim’s works will be assiduously promoted on my website.
He will be honoured and remembered by primary teachers.