I did another batch today, which requires looking at old files and seeing if I should put them in my Google drive folder. I found a letter I wrote in October, 2005, as a "Letter to the Editor" which I hoped the Chicago Tribune would publish. I was going to post it here, but decided to look first, to see if I had posted it in 2005.
Yes. I did, on November 3, 2005. So I'm going to share what I wrote then:
---- start Nov. 2005 article ----
On Tuesday, Nov. 1, I attended a meeting at the Federal Reserve Bank in Chicago, where more than 200 people were given information that showed the "State of Latino Chicago". This highlighted the huge contribution Latinos are making to the Chicago area economy, and the need for more programs to help Latino youth move through school and into careers. On Nov. 2nd I attended a meeting at the Union League Club of Chicago where the No Child Left Behind law was discussed. At the same time a lunch was being held where others were focusing on ways to build better schools.
What these meetings had in common is that they were not connected to each other with an internet strategy that would have enabled participants from all three meetings to connect with each other, and with the speakers. They also did not have a strategy for engagement, that would increase the number of people personally involved in long-term efforts that help kids in poverty move to careers.
In September, people from the Connect for Kids group in Washington, DC helped me develop a letter to the editor that illustrated the role of tutoring/mentoring as a civic engagement strategy. I met Connect for Kids through internet networking and this is an example of what's possible when such networking is a strategic goal of people who host face-to-face meetings.
I sent my letter to the Chicago Tribune in mid October and it has not been published. So here it is for you to read:
--------------
What you can do to end Poverty, by Daniel F. Bassill
Alicia and Marquita were in elementary school when I first met them 15 years ago. They were normal kids, except they lived in the Cabrini-Green neighborhood of Chicago, where the role models and life experiences were anything but what normal kids in most parts of America grow up with. The Cabrini Green neighborhood has a high concentration of poverty, many people living on welfare, and strong street gang involvement. This is the neighborhood that shocked the nation in 1992 when 7-year old Dantrell Davis was shot and killed while walking to school. It’s a neighborhood where more than 40% of the kids drop out of high school before graduation, and where many who do graduate never move on to college and careers.
Today, Marquita has graduated from college and Alicia will do the same next year.
What happened to take these girls off the path toward poverty, and place them on a different path toward college and careers? The answer is simple, but powerful. They were able to participate in a comprehensive volunteer-based tutor/mentor program that connected them with adults who mentored them, helped with school work, talked about options and choices, and just plain cared. In elementary school they were able to participate in a program hosted by the Montgomery Ward Corporation in Chicago. After 6th grade they were able to transition to the Cabrini Connections tutor/mentor program, which has supported them for the past 12 years. This year they have become part of the adult tutor/mentor corps, and are now volunteering to help other Cabrini Green children move through school and into college then careers.
In the aftermath of Katrina, people in Chicago and across the nation are asking what we can do about poverty. I’m not a teacher by training and I don’t have special skills. I started mentoring a fourth grade boy living in Cabrini-Green in 1973 and became leader of a volunteer-based program in 1975. Thus I have 30 years of experience in recruiting volunteers and connecting them with inner-city kids. While I did not have much experience when I started, my understanding of the issues and my commitment to volunteer-based tutoring/mentoring has continued to grow with each passing year. I’ve learned the difference between being poor and being poor without hope.
I’ve also learned how tutoring/mentoring can be one of the best strategies for civic-engagement, workforce development and education reform. Long-term programs connect youth and adults from both sides of the economic and social divide in a long-term process of service and learning. This leads to a better understanding of poverty, and a stronger commitment to do what is needed to provide paths to hope and opportunity for kids who need extra support to succeed in school, move to college and find help in starting jobs and careers.
I would like every adult who is not living in poverty to become personally involved in helping build and sustain long-term tutor/mentor programs in every neighborhood where concentrated poverty is the largest obstacle to succeeding in school and moving to jobs and careers. That is how we are going to improve our schools, reduce youth violence, lower the costs of the juvenile justice system and meet the workforce needs of the 21st century.
The way to get everyone involved is for people from every walk of life – business, churches, hospitals and universities – to step up as leaders and make children living in low-wage families a priority. Businesses can use their intranets to provide information about where tutor/mentor programs are needed, and ways to contact existing programs. They can use their advertising to encourage employees and customers to volunteer in programs throughout the Chicago region. Universities can encourage their students to talk with local children about what college is like, and can develop research and teaching programs that connect students and alumni with training resources and tutor/mentor programs throughout the country. Every organization can use its website to publicize volunteer opportunities and to increase the number of people who are learning ways to become involved in tutor/mentor programs. The ways to take action are as endless as the numbers of children in need.
Such a leadership strategy needs to guide volunteers and donors to all neighborhoods where there are high concentrations of poverty, not just to the few brand name programs in highly visible neighborhoods. If we increase the number of people who are willing to commit time, talent and dollars to efforts that help end poverty, we will reduce dependency on government and build programs that last more than a few years.
No business would be successful if it advertised sometimes, and sometimes not. Children take a long time to grow up, and they will only be successful if adults like us get personally involved, stay involved, develop an understanding of poverty, and grow into leaders who bring in new volunteers to do the same. We’re building a system of support for this type of involvement. We call it the Tutor/Mentor Connection. You can find us and similar support networks that operate in other cities by using Internet search tools like www.Google.com .
By the time you read this, the media will probably be turning its attention away from poverty and to the next "hot" issue. But that doesn’t mean we have to turn our attention away from the children who need us.
---- end 2005 article ----
I'm pleased to report that in 2024 Alicia and Marquita are both doing well. I'm connected to them on Facebook, along with many other alumni from the tutor/mentor programs I led since 1975. I'm seeing many now report on their own kids, or grandkids, finishing high school and college. And, I'm seeing many starting new families.
What these meetings had in common is that they were not connected to each other with an internet strategy that would have enabled participants from all three meetings to connect with each other, and with the speakers. They also did not have a strategy for engagement, that would increase the number of people personally involved in long-term efforts that help kids in poverty move to careers.
In September, people from the Connect for Kids group in Washington, DC helped me develop a letter to the editor that illustrated the role of tutoring/mentoring as a civic engagement strategy. I met Connect for Kids through internet networking and this is an example of what's possible when such networking is a strategic goal of people who host face-to-face meetings.
I sent my letter to the Chicago Tribune in mid October and it has not been published. So here it is for you to read:
--------------
What you can do to end Poverty, by Daniel F. Bassill
Alicia and Marquita were in elementary school when I first met them 15 years ago. They were normal kids, except they lived in the Cabrini-Green neighborhood of Chicago, where the role models and life experiences were anything but what normal kids in most parts of America grow up with. The Cabrini Green neighborhood has a high concentration of poverty, many people living on welfare, and strong street gang involvement. This is the neighborhood that shocked the nation in 1992 when 7-year old Dantrell Davis was shot and killed while walking to school. It’s a neighborhood where more than 40% of the kids drop out of high school before graduation, and where many who do graduate never move on to college and careers.
Today, Marquita has graduated from college and Alicia will do the same next year.
What happened to take these girls off the path toward poverty, and place them on a different path toward college and careers? The answer is simple, but powerful. They were able to participate in a comprehensive volunteer-based tutor/mentor program that connected them with adults who mentored them, helped with school work, talked about options and choices, and just plain cared. In elementary school they were able to participate in a program hosted by the Montgomery Ward Corporation in Chicago. After 6th grade they were able to transition to the Cabrini Connections tutor/mentor program, which has supported them for the past 12 years. This year they have become part of the adult tutor/mentor corps, and are now volunteering to help other Cabrini Green children move through school and into college then careers.
In the aftermath of Katrina, people in Chicago and across the nation are asking what we can do about poverty. I’m not a teacher by training and I don’t have special skills. I started mentoring a fourth grade boy living in Cabrini-Green in 1973 and became leader of a volunteer-based program in 1975. Thus I have 30 years of experience in recruiting volunteers and connecting them with inner-city kids. While I did not have much experience when I started, my understanding of the issues and my commitment to volunteer-based tutoring/mentoring has continued to grow with each passing year. I’ve learned the difference between being poor and being poor without hope.
I’ve also learned how tutoring/mentoring can be one of the best strategies for civic-engagement, workforce development and education reform. Long-term programs connect youth and adults from both sides of the economic and social divide in a long-term process of service and learning. This leads to a better understanding of poverty, and a stronger commitment to do what is needed to provide paths to hope and opportunity for kids who need extra support to succeed in school, move to college and find help in starting jobs and careers.
I would like every adult who is not living in poverty to become personally involved in helping build and sustain long-term tutor/mentor programs in every neighborhood where concentrated poverty is the largest obstacle to succeeding in school and moving to jobs and careers. That is how we are going to improve our schools, reduce youth violence, lower the costs of the juvenile justice system and meet the workforce needs of the 21st century.
The way to get everyone involved is for people from every walk of life – business, churches, hospitals and universities – to step up as leaders and make children living in low-wage families a priority. Businesses can use their intranets to provide information about where tutor/mentor programs are needed, and ways to contact existing programs. They can use their advertising to encourage employees and customers to volunteer in programs throughout the Chicago region. Universities can encourage their students to talk with local children about what college is like, and can develop research and teaching programs that connect students and alumni with training resources and tutor/mentor programs throughout the country. Every organization can use its website to publicize volunteer opportunities and to increase the number of people who are learning ways to become involved in tutor/mentor programs. The ways to take action are as endless as the numbers of children in need.
Such a leadership strategy needs to guide volunteers and donors to all neighborhoods where there are high concentrations of poverty, not just to the few brand name programs in highly visible neighborhoods. If we increase the number of people who are willing to commit time, talent and dollars to efforts that help end poverty, we will reduce dependency on government and build programs that last more than a few years.
No business would be successful if it advertised sometimes, and sometimes not. Children take a long time to grow up, and they will only be successful if adults like us get personally involved, stay involved, develop an understanding of poverty, and grow into leaders who bring in new volunteers to do the same. We’re building a system of support for this type of involvement. We call it the Tutor/Mentor Connection. You can find us and similar support networks that operate in other cities by using Internet search tools like www.Google.com .
By the time you read this, the media will probably be turning its attention away from poverty and to the next "hot" issue. But that doesn’t mean we have to turn our attention away from the children who need us.
---- end 2005 article ----
I'm pleased to report that in 2024 Alicia and Marquita are both doing well. I'm connected to them on Facebook, along with many other alumni from the tutor/mentor programs I led since 1975. I'm seeing many now report on their own kids, or grandkids, finishing high school and college. And, I'm seeing many starting new families.
I found another letter in my files today. I wrote it to university contacts in 2008. It included this paragraph, asking "What are all the things we need to do to assure that all youth in the city where your university is located, or where your students and alumni live, are starting jobs/careers by age 25/"
You can read that full letter here.
Imagine if students and faculty at various universities were looking at the documents in my archive, just as I am, and then were sharing them with others at their universities and where they alumni live and work.
Could we build a more consistent and innovative strategy to connect with kids and families in areas of persistent poverty with long-term support that helps them build jobs and careers so they can raise their own kids free of poverty?
I hope you'll share this and that another 65,000 people will view my article in April and every month after that. Maybe that will increase the number who follow me on social media.
Maybe it will also increase the number who go to this page and make a contribution to help me continue collecting and sharing this information.
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