Wednesday, September 2, 2015

The Reality of Organic Evolution 

Since one of the crucial aspects of living systems is that they have the capacity to evolve, an understanding of the basic processes of evolution itself is necessary. Few subjects are more crucial to our understanding of the world, and few subjects require greater clarification. There is a great deal of confusion surrounding the concept of evolution. Because of the resistance of religious authorities (and certain others who are mistrustful of science) in many parts of the world, or because many people simply lack an education in the sciences, there are many humans who do not accept the tenets of evolutionary thought. Many of these people are outrightly dismissive of the idea itself, saying that organic evolution is “just a theory”, unmindful of the fact that the words hypothesis and theory are not synonyms. As we will see in Science, in a later volume, a theory is a set of interrelated propositions that, taken together, describe the characteristics and processes of a given phenomenon. All such propositions are based on either empirical or deductive evidence, or both, and are, by definition, facts in the human frame of reference. Quantum mechanics, relativity, plate tectonics, and heliocentrism are all theories. Organic evolution is an established fact, as fully proven and as completely demonstrated as the fact that the Earth orbits the Sun. Although scientists sometimes disagree about the details of this process, virtually all scientists (with extremely few exceptions) agree that the process itself is real, and is supported by massive amounts of evidence. It is by means of organic evolution that the earliest life forms ultimately gave rise, after an inconceivable number of steps and an incomprehensible length of time, to the genus Homo. We cannot assume, however, that the “objective” of organic evolution was the bringing forth of the human species.

The genetic make-up of an organism is known as its genotype. The physical traits of an organism, its structure, physiology, and biochemical composition, are known as its phenotype and are the product of its genotype. Evolution changes the distribution of genotypes present in a population of organisms. These changes, over time, are expressed as phenotypic changes. The change in a population’s genotypes affects its ability to successfully reproduce. So bearing these basic facts in mind, what are the chief methods by which evolution proceeds?

Natural Selection. The core of evolutionary ideas. Natural selection is concerned with those conditions which lead a species to be either reproductively successful or unsuccessful. What do we mean by reproductive success? In order to be reproductively successful, the members of a species must survive long enough in a given environment to reach reproductive maturity, and when they do, they must reproduce and give rise to fertile offspring similarly capable of surviving. Not all members of a population need to reproduce, but a certain number of them obviously must do so. Two factors above all drive the outcome of this process:

1.   The DNA which determines the physical traits of a species, when reproduced, does not always reproduce with total accuracy. Errors in reproduction, or recombination, are known as mutations. (See below.) Such errors can have only three possible outcomes. First, a mutation may be neutral, and have no effect on the reproductive success of the species. Second, the mutation can be harmful, meaning it lessens the ability of the species to reproduce. Third, the mutation may be beneficial, meaning it enhances the ability of the species to reproduce. (To be perfectly accurate, there are mutations which appear to have negative consequences but which act more broadly to ensure reproductive success.) And how can we judge whether a mutation is neutral, harmful, or beneficial? We have to consider the species in the context of its environment.

2.   All species exist in a particular physical environment. If that environment undergoes significant changes, it will affect the ability of animals or plants to survive long enough to reproduce, and will make certain mutations crucially important.  An example which was of particular importance to us was the rapidity with which the forest environments of our tree-dwelling ancestors changed. Mutations which would be neutral in a stable environment, such as a gene for color vision, would become beneficial in an environment in which new and deadly predators were now common. If color vision gives an animal the ability to detect such predators and take action to evade them, the chances of the animal surviving to reproductive maturity are significantly improved—as are the odds that the gene for color vision will be reproduced. This is the essence of natural selection. What is being “selected” (unconsciously) is genetic material. Natural selection alters the genetic characteristics of a given population when those alterations prove to be beneficial to the reproductive success of that species. If the genetic characteristics of the species do not change rapidly enough to deal with extreme environmental changes, the outcome is grim: extinction. The vast majority, more than 99%, of all species that have ever lived on the Earth are now extinct, but many of them have left modern day descendants. The earliest mammals and primates are all gone, but we are their inheritors.

Natural selection is therefore a deeply interactive process involving all of the variables that affect a population’s genetic composition and the environment in which the population lives. It is not “random” in the sense that it follows no rules, because the rules that govern this process have largely been elucidated, but it is random in the sense that changes in genetic material or the physical environment in which that material exists cannot be predicted. The process of natural selection is driven by…

Selection pressures. Selection pressures (sometimes called selective pressures) are those aspects of the natural environment that, unconsciously and without direction, tend to demand of those animal and plant species living in that environment the ability to conform themselves to the conditions of the environment. In regard to this, a key principle needs to be emphasized once again: if an environment changes extremely rapidly, the results are usually disastrous for those species that have evolved a high degree of specialization for that environment. On the other hand, species having, for whatever reason, greater biological “flexibility”, stand to gain. The massive reptilians that dominated the Earth until 65 million years ago were excellently adapted to a comparatively warm (although perhaps already cooling) environment. When that environment changed with jarring suddenness, their highly specialized adaptations were no longer suitable. The selection pressures, in other words, had radically changed. The mammalians, smaller but more adaptable, were given a tremendous competitive boost from the wiping out of the large dinosaurs. Selection pressures, therefore, are aspects of the natural environment that favor animals and plants that can meet them—and which mercilessly eliminate those that can’t. The forest environment in which our primate ancestors evolved was filled with particularly sharp selection pressures, ones which tested their abilities to the utmost, and winnowed out those who failed the test.  

A great many variables, therefore, influence natural selection. The net result of this phenomenon is life forms that come in an amazing array of sizes, colors, shapes, internal structures, and configurations, living in an astonishing range of habitats. The changes that brought these life forms about are examples of the inherent gradualism of evolution.40 This is not to say that all evolutionary change occurs at one, rigidly determined pace, nor is it to say that there cannot be long periods of relatively little change followed by periods of relatively greater change. But it does indicate that large evolutionary change is brought about by the accumulation of small changes, yet another example of emergence in nature.41

In one perspective, life forms can be thought of as packages that carry genes, genes whose “job” it is to see that they are reproduced. This job can be accomplished in a tremendous variety of different ways. I call the process of natural selection driven by selection pressures by a simple and stark name: The Law of Whatever Works. Whatever works does not have to be especially efficient, attractive, or appealing. As long as some of the life forms in a population succeed in perpetuating their genetic material, that’s all that is required. The life form may be lethal to other animals (as are the Anopheles mosquitoes that transmit malaria), it may be one that (to human eyes) is disgusting or repellent in appearance, it may use methods of reproduction that are very inefficient and time-consuming (such as the reproductive cycle of penguins), it may exist in environments that to humans appear harsh or extreme. None of this is important. There is only one criterion of biological “success”. The species must continue in some way. Nothing else matters.

Adaptation. An adaptation is a physical characteristic of a life form that helps it thrive in a particular environment. It can be thought of, in a sense, as a biological “solution” to an environmental challenge. It is the end result of the natural selection process. Adaptations (for a time) enhance the reproductive prospects of a population of life forms. Evolution by natural selection is therefore also referred to as adaptive evolution. Adaptations are not just external physical traits. They can also be biochemical features, such as the evolution of different varieties of hemoglobin (the molecule that carries oxygen to cells).42 Are adaptations always perfect or elegant? Not at all. Natural selection, in “looking” unconsciously for whatever works, uses the available materials and does with them what it can, all without direction or purposefulness. If an adaptation helps ensure an animal or plant’s reproductive success, it gets reproduced more and more consistently. If the environment changes, the adaptation may rapidly become useless—or worse.

DNA Replication, Mutation. Although it is somewhat of an oversimplification, it can be said that bodies are built out of proteins. Proteins also regulate and maintain bodies. Different kinds of protein are used to build different kinds of structures in an animal’s body, and distinct kinds of protein perform the various regulatory functions as well. Gene expression is also regulated by proteins. There are 20 amino acids in life forms, and specific kinds of proteins are built out of specific sequences and arrangements  of amino acids. (Not all amino acids can be synthesized in the body; some must be ingested.) The “instructions” for building a protein are found in genes, which are simply segments of DNA located along the bodies of chromosomes, found within cells. Some proteins require several genes to assemble them. Conversely, certain single genes can produce several different kinds of protein. A sequence of nucleotides in a gene assembles a specific sequence of amino acids in a protein.43  

As you know, a DNA molecule consists of nitrogenous bases linked in pairs, with a surrounding structure of phosphate and sugar groups, all arranged in a double helical shape. The base adenine always links with thymine, and the base cytosine always links with guanine. (In RNA thymine is replaced by uracil.) A triplet of bases, called a codon, carries the “instructions” for the building of a particular amino acid. The DNA code for an amino acid is copied and the copy is a molecule known as messenger RNA, or simply mRNA. The copying process is known as transcription, and in eukaryotes takes place in the cell nucleus. The “information” carried by the mRNA is taken out of the nucleus to structures known as ribosomes. Ribosomes, which are constructed out of a different kind of RNA, (rRNA) are where the actual proteins are assembled by yet other forms of RNA (tRNAs). This second phase of the construction process is called translation.44 As long as the DNA of a cell reproduces properly, everything goes well within this process, and proteins are assembled according to plan.

But sometimes, there are problems. When a DNA molecule replicates, there are errors of copying that pop up from time to time, Most of these errors are corrected by enzymes that detect and repair these errors. But some of the errors slip through. These errors are the mutations mentioned in the description of natural selection above. The mutation can alter the coding of a protein, which results in the production of a different kind of protein altogether. Point mutations change a base in the DNA sequence to another kind of base. Certain kinds of point mutations change amino acids, and hence protein production. A more drastic kind of mutation, known as a frameshift mutation, inserts a base into a DNA sequence, knocking the whole sequence of base pairs out of position and producing a useless, non-functioning protein. Mutations can also involve a process known as transposition, in which a section of DNA can copy itself and insert itself into an existing gene, altering its function. Finally, whole chromosomes can become entangled with each other, causing a phenomenon called translocation. In translocation, chromosomes which have crossed each other’s path can swap genetic information equally or one can do all or most of the exchanging. In discussing evolution, it is the mutations that occur in gametes—sex cells—that are most crucial. These mutations, if they are of the right kind, can have phenotypic consequences. They can bring forth a new variation of a living thing, one not seen before.45 Mutations, therefore, are of crucial significance in evolution. The deep basis of natural selection is found in the process by which the genome of an individual is reproduced. It is the variability of genetic material that gives natural selection something from which to select. 

Genetic Drift. A very precise definition of evolution is that it is “a change in the proportion of alleles (different forms of a gene) in a population.”46 In a relatively small population, with a great deal of intergroup mating, certain alleles can be lost over time simply by random chance, and certain other alleles can rise to 100% frequency. This is a less powerful form of evolution, one that cannot produce complex adaptations. In fact, it can be disastrous, leading to high incidences of genetic disorders in isolated populations.47 There is a variation of the genetic drift theory known as the Neutral Drift Hypothesis. In the 1960s a Japanese biologist, Motoo Kimura, argued that random genetic changes take place with great frequency, and are not usually driven by natural selection. The overwhelming majority of such changes, according to Kimura, are neutral, and changes in the genetic characteristics of a given population can occur entirely by chance. Kimura is not rejecting the idea of natural selection at the levels of form and function. He is arguing that at the molecular level, however, the majority of mutations result purely from stochastic processes. Nor is he saying that such changes occur at a regular, constant rate. He does not exclude selection as one of the factors in molecular change. He is, however, saying that selection-driven changes at the molecular level are in the minority. Kimura’s work has been widely debated, and it is not universally accepted by any means, but he has definitely influenced the examination of genetic change.48

Synergy and Evolution. In the chapter Synergy and Feedback Loops we examined the way in which evolutionary development is driven by synergistic processes, as successful innovations make possible the greater and more widespread expression of these innovations. We examined the proposition that only when all the conditions necessary for the evolutionary development of a species are working in concert with each other can true novelty emerge. So evolution may properly be thought of as a natural process that by bringing together a host of variables produces an outcome that none of those variables operating in isolation can produce.

Speciation. A species can be chiefly understood as a population whose members can successfully reproduce only with other members of the population. (There are indistinct boundaries between species that sometimes allow genetic flow to occur.)  By successfully reproduce, as we noted above, we mean give rise to fertile offspring who will be able to continue the process. Speciation occurs when a population has become genetically distinct from other populations descended from the same ancestral group. If a population has, through natural selection and genetic drift, lost “genetic contact” with another population over the centuries, it may lose the ability to produce fertile offspring with that population, or even to produce any offspring at all. Speciation is usually caused by populations living in distinct environments that call for distinct adaptations. Different physical features have different adaptational advantages in such environments. What “works” reproductively in one place might not “work” in another. Various species of baboon have evolved, for example, to adapt to widely divergent environments in Africa. Speciation may also be driven by the action of speciation genes, genes that contribute to reproductive isolation. Such genes are thought to vary in a purely stochastic (by random chance) manner and if favored by natural selection, to drive the process of speciation forward. This process is still not fully understood, but it is now being studied intensely.49

Convergence. Convergent evolution occurs when varieties of animals of different species, or even different classes or orders, become similar in appearance due to selection for certain traits that are advantageous in a given environment. The most spectacular example of convergence we have is found in the cetaceans, the mammalian order that includes whales, dolphins, and porpoises. Through relentless selection pressures, the successful members of the order have acquired extremely hydrodynamic bodies similar in key ways to those of the vertebrate fishes. But an examination of a cetacean skeleton will reveal a surprising fact: in their wonderfully effective fins there are vestigial limbs and digits, the remnants of their terrestrial ancestors.50

Parallelism. This is more properly called parallelophyly. As described by the eminent evolutionary biologist Ernst Mayr, this is “the independent emergence of the same character in two related lineages descended from the nearest common ancestor.”51 This phenomenon is seen clearly in the evolution of birds. It should be noted that every step in the parallel evolution of various species is not going to be identical, nor does it need to be. But the phenomenon has been carefully traced, and it is the process which is complementary to convergence.52

Stasis.  There are particular environments, such as areas of the world ocean, that are so isolated and stable that certain species of animals can occasionally survive in them essentially unchanged over many centuries. The discovery in 1938 of a coelacanth, a fish once thought to have died out with the dinosaurs, illustrates this phenomenon. Such environments are characterized by a lack of selection pressures. For example, there may be no predators in the region. Similarly, the region occupied by a species may be thermally stable or out of the migratory patterns of potentially disruptive animals. But for whatever reasons, certain areas of the Earth harbor these biological remnants of earlier eras.

There are many, many more aspects of evolution that we will touch on as we have need to, but these will suffice for now. Now it’s time for us to examine…

Misconceptions About Evolution

Misconceptions about evolution abound. There is great misunderstanding about the term “survival of the fittest”. Fittest does not necessarily mean biggest and strongest. Fitness  in this context refers to reproductive success. Most dinosaurs were huge and tremendously strong; the mosquitoes that existed along with them were small and easily crushed. Which one was more fit? The various mosquito species have an unconscious reproductive “strategy”. They reproduce in such vast numbers that even if 95% of their members die, they have plenty left to continue the lineage. In fact, as Jerry Coyne has pointed out, the “solutions” devised by natural selection aren’t ideal ones, so perhaps we should think in terms of survival of the fitter.53

Further, many people say that “I didn’t descend from monkeys”. Well, if those people are referring to the modern day prosimians, monkeys, and apes, they’re right. They didn’t. All of the modern primates, including humans, are descended from common ancestors, the founders of the primate order some 65,000,000 years ago (or perhaps longer). The ancestral primate groups evolved many branches, and eventually gave rise to the approximately 200 varieties of primate which exist in the modern world, one of which is us. As we will see in more detail later, the lines that were to become the modern chimpanzees and humans split from each other somewhere around 5-6 million ybp, and genetic information can be used to confirm this.

There are those who think the scientific community is deeply divided about whether evolution is a fact. Such is absolutely not the case. The vast majority of scientists are thoroughly convinced by the massive evidence in favor of evolution.54 And there are people who believe that the evidence for the reality of evolution is thin. Nothing could be farther from the truth. Virtually every area of the sciences gives irrefutable evidence for its major propositions and supports our estimates of the time frames in which it occurred. Here are just some examples:

-- In outer space, the Wilkinson Microwave Anisotropy Probe (WMAP) has examined the cosmic microwave background radiation, the aftermath of the Big Bang. This examination has allowed us to make an estimate of the age of the Universe, 13.83 billion years, that is accurate to within 1%.55 This utterly demolishes the preposterous arguments of those who contend the Universe is only a few thousand years old, and demonstrates that there was an enormous amount of time for nucleosynthesis to have occurred.

--Radiometric dating, based on the known decay rate of radioisotopes, has established reliable absolute dates for many, many samples of the Earth and the life forms fossilized within it. For example, Potassium-Argon dating (40K-40Ar) is used to reliably date fossil remains embedded in layers of solidified volcanic ash. G. Brent Dalrymple, perhaps the world’s foremost authority on the age of the Earth, has thoroughly explained why radiometric dating is accurate and has completely refuted the ludicrous contentions of “Young Earth Creationists” and their insistence that a “great flood” laid down all the layers of sedimentary rock in the geologic column:

There is also no doubt that the rocks now exposed on the surface of the Earth or accessible to scientists by drilling were deposited and emplaced over the geologic epochs, starting in the earliest Precambrian more than 3.8 billion years ago. There are more than 100,000 radiometric ages in the scientific literature that date rock formations and geologic events ranging in age from Holocene to earliest Precambrian. These data and all the accumulated knowledge from the science of geology show conclusively that the Earth we now see is the result of natural processes operating over vast periods and not the product of one or two worldwide catastrophic events.56

--Molecular evolutionists can measure the genetic “distance” between and among various kinds of organisms through an analysis of the sequences of nucleotides or amino acids in key macromolecules:

For example, in humans and chimpanzees the protein molecule called cytochrome-c, which serves a vital function in respiration within cells, consists of the same 104 amino acids in exactly the same order. [Emphasis added.] It differs, however, from the cytochrome-c of rhesus monkeys by 1 amino acid, from that of horses by 11 amino acids, and from that of tuna by 21 additional amino acids.57

The calculation of reliable genetic “distances” by such methods has allowed scientists to trace the phylogenies of numerous species. It has allowed geneticists to explain when various lines of animals diverged from one another as life forms evolved from the LUCA (although the existence of fossil evidence is often used to calibrate such measurements). And for those who deny any relationship between humans and chimpanzees: what are the odds that the amino acids in the cytochrome-c molecule of humans and chimpanzees ended up being identical to each other purely by coincidence?

--Paleontologists have uncovered a huge number of fossils which demonstrate transitions over time from one kind of animal to another. This documentation is very strong in the record of dinosaurs, and many transitional examples have been uncovered. Further, there are many examples of animals in the fossil record which suggest a biological relationship between reptilians and birds.58 

--In relation to transitional forms, in 2004 a fossil species named by scientists Tiktaalik roseae was discovered in the Canadian Arctic. Anatomically, it is absolutely a mixture of  fish and tetrapod (four-legged animal), exhibiting traits found in both groups, and it is almost exactly the age—375 million years old—that those who were looking for it predicted it would be.59 (We will examine this find further in the chapter The Animal Kingdom Begins to Colonize the Land.) This helps bury the absurd creationist argument that there are “no transitional varieties in the fossil record” even deeper than it already was. Even if Tiktaalik does not turn out to be the defining transitional animal, it gives us an excellent idea of what that animal was like.

And as far as assertions of “divine” or “intelligent” design go, anatomists and physiologists have uncovered numerous “design flaws” in the human body, and a great many features of our anatomy that are ancient in origin and which have been conserved across many species through time. (We will look at the various suboptimal “design” features of humans in a subsequent chapter.) [See the Addendum below.]

Few propositions in scientific history have been more thoroughly demonstrated than organic evolution. It is evolution that has driven life forward ever since the appearance of the first life forms, and it has produced the various life forms that permeate the surface of the Earth and the world ocean. And it is evolution that continues to operate in every corner of the biosphere, mindlessly hurling out the challenge it always has: adapt, reproduce, or die out. By its processes, it ultimately produced a life form that can study it and understand it. And the interesting thing is that were the process to start all over again from the beginning, there is no guarantee that that life form would ever come into existence again.

Life, as we have observed, is something that energy-matter is capable of doing in the right circumstances. When elements are arranged in a particular manner, they exhibit the properties we associate with life. It was the capacity of living things to undergo change that ultimately led to the emergence, from the fantastically complicated web of life, of our genus. The story of life’s emergence and evolution is still being pieced together, painstakingly and systematically. Not all questions have been resolved, by any means. But we must resist the temptation to assert that these questions cannot be answered, or that they can only be answered by invoking supernatural intervention. The appearance of life on our planet was, obviously, of the most central importance to us. And yet, in the scope of the Universe, it was not a particularly noteworthy or unique development. The advanced, consciousness-possessing life forms of the planet Earth may yet make their mark on the broader Universe, but as of yet they have not done so. They are, in fact, still struggling with their own incomplete understanding of themselves, and their failures to deal with their own tendencies and limitations may yet bring about their downfall.

ADDENDUM

The “Just Good Enough” Body


The human body is extraordinary in many ways, but it is still an example of the rough-and-ready processes of evolution, the “goal” of which is reproductive advantage. Structures and functions don’t have to be perfect—they just need to work. There are many features of the body that from a purely engineering standpoint are sub-optimal. The male urethra passes through the prostate gland, and as a consequence, urinary problems in older men are common. The female pelvis is just barely big enough to accommodate the large-brained infants of our species, and because of this childbirth can be a harrowingly painful ordeal. In reproduction, only about one-ten millionth of one per cent of all ejaculated sperm get anywhere near an ovum. Capillaries leak so much liquid that a parallel circulatory system is needed to get it back into the cardiovascular highway. The common passageway for air and food can cause a choking hazard. The proximity or even overlap of excretory and reproductive structures can lead to infection. Our own immune system can turn on us, causing untold suffering. The protection afforded by the skull and the vertebrae can be tragically incomplete. Knees and hips wear out simply from prolonged use. Perhaps 40% of all conceptions end in miscarriage. And we are vulnerable to a disturbingly long list of diseases—more than 100 types of cancer93, dozens of major heart and vascular conditions94, more than 40 major respiratory illnesses95, more than 100 autoimmune disorders96, and on and on. We learn a hard truth when we are young, and understand that truth more deeply every year we live—we are not built to last. No matter how lucky we are in avoiding injury, no matter how diligently we look after our health, we will deteriorate if we live long enough. The body—which is everything we are—will finally give out. So in the last chapter of this volume, we will consider the processes of aging and the length of the human lifespan, and seek to understand the finite and ephemeral nature of the lives we live on this planet.

NOTES:

Main Article

40.  Coyne, Why Evolution is True, p. 4
41.  Dawkins, The Blind Watchmaker, pp. 43-74
42.  Travis, Joseph, and David. N Reznick, “Adaptation” in Evolution: The First Four Billion Years, pp. 105-109
43.  Mark Ridley, Evolution, pp. 23-25
44.  Ridley, p. 25
45.  Ridley, pp. 27-30
46.  Coyne, p. 122
47.  Coyne, 122-124
48.  Kimura, Motoo, The Neutral Theory of Molecular Evolution, passim.
49.  Nosil, Patrik, and Schluter, Dolph, “The genes underlying the process of speciation” in Trends in Ecology and Evolution, 2011. http://ebio.colorado.edu/labs/nosil/files/2011/02/NosilSchluterTREE2011.pdf
51.  Mayr, What Evolution Is, pp. 225-226
53.  Coyne, p. 13.
54. Some years ago, in the United States, the National Center for Science Education began a project, somewhat tongue-in-cheek, to deflate claims by creationists that there were many scientists who are creationists. Called Project Steve, it has shown that there are more pro-evolution scientists named Steve than there are creationists of all names put together in the scientific community. And only about 1% of all scientists are named Steve (or some variation of that name, like Stephen).
57.  Francisco J. Ayala, “Molecular Evolution” in Evolution, First Four Billion Years, p. 136.
58.  Donald R. Prothero, Evolution: What the Fossils Say and Why It Matters, pp 249-268.

59.  Coyne, 35-37

Addendum:

93.  http://www.cancer.gov/cancertopics/types/alphalist
94.  http://www.hopkinsmedicine.org/heart_vascular_institute/conditions_treatments/conditions/index.html
95.  http://www.lung.org/lung-disease/list.html

96.  http://www.aarda.org/autoimmune-information/list-of-diseases/

Friday, August 28, 2015

It’s Your Show—Run It

Learning can’t take place in chaos or disorganization. It’s just that simple. Learning, one of the most difficult of all human activities, demands an orderly and sane environment. It requires focus, attention, and concentration.

I’ve always contended that the administration and faculty of a school can control any school, no matter how difficult, if the right leadership and procedures are in place. Discipline isn’t the most glamorous subject in teaching, but it’s one we can’t afford to overlook. And before you commit yourself to working for a school, you need to know how that school is run—or how it’s not.

Sensing the Atmosphere of a School

As you interview for a position or simply scout a school out, look around and see what behaviors the kids and faculty are exhibiting. See what kinds of activities the kids can get away with. Specifically, look for these indicators:

--Does the school let the kids wear hats? Are any gang symbols displayed on these     hats?
--Is there evidence of vandalism (graffiti, etc.) on display?
--Are the lovebirds cuddling, hugging, and making out in the halls?
--Are kids running around in t-shirts that display sexually suggestive messages, drug references, or the logos of beer and hard liquor brands?
--Are the kids dressed in revealing or decidedly immodest clothing?
--Are acts of intimidation taking place with impunity?
-- Is profanity being tossed around freely?
--Are the teachers nowhere to be seen in the halls between classes?
--Is there a complete absence of deans or other supervisory figures to watch the kids?

If the answer to at least three of these questions is yes, you may need to reconsider your job application. (If you answer yes to all of these questions, run, don’t walk, to get out of there.) I know you need a job, but you don’t need a school that basically lets the kids run the show. If you are interviewed for a position at any school, you’d do well to ask about the disciplinary procedures and the degree to which teachers can expect the school’s support in maintaining order.

If you have accepted a position at a school, you should immerse yourself in…

Your School’s Disciplinary Procedures

Explaining the school’s disciplinary procedures to the new faculty members should be one of your administration’s first tasks during your orientation period. I happen to come from a school where the disciplinary procedures are very well laid out, and the school has a reputation for firmness. Your school might organize these matters like this:

Principals or Assistant Superintendents. They keep track of the general flow of discipline reports; sometimes they are called in to deal with particularly thorny problems. “Being sent to the Principal” is still a big deal in some schools.

The Head Dean or Chair of the Discipline Committee. This is the person who is ultimately responsible for supervising law and order in the school. (See Chapter 25.)

Deans. These folks are teachers who walk around the school before or after school and at selected times during the day. They also supervise common areas (like cafeterias) and run the detentions after school. They also generally supervise school activities.

Teachers: In charge of classrooms, of course, but also expected to watch the kids in the hallway between classes and come to the assistance of other teachers if the need arises.

In effect, the administration and the teachers in a well-run school form a cohesive and mutually supportive team. To put it more plainly, we all have our disciplinary roles, and we all watch each others’ backs.

An intelligently organized and well-run school lets the kids know the score right from the start. A school should have a handbook that lays out all the rules and regulations. If yours does, familiarize yourself with its provisions thoroughly. The act of giving kids a hard copy of the rules is important; if they violate one of them, they can’t argue they were never told about it. Some schools may even have student orientation assemblies at the start of the school year to remind the kids of what the behavioral expectations are.

Every school with which I’m familiar requires the kids to have an ID card. The possession of such a card is important, especially in these days of heightened awareness of school security. The ID (as you all remember from your own high school days) generally has a picture and the kid’s ID number and year in school. (It may have a bus route number as well.)  Some schools require that the ID card be displayed at all times, which I think is a pretty good idea. (People in the private sector generally do, so why not?)

A School’s Rules and the Philosophy Behind Them

A sensibly organized school generally adheres to rules similar to these:

--Students are expected to respect teachers and other school officials and comply with their (legal) orders. Any defiance of this is considered insubordination.
--Students are expected to conduct themselves responsibly when riding on the school’s transportation.
--Students should dress in an appropriate way for school. This, by the way, has been an area in which the courts have occasionally had to step in. Unless you are teaching at a private school, the kids can pretty much have their hair at any length and wear most items of clothing, within reason. But school administrations do have the right to prohibit clothing that would disrupt the atmosphere of the school, such as kids wearing clothing with obscenities written on it, and there are limits to the amount of skin a kid can display in school. Some schools with severe discipline problems have found it both necessary and beneficial to require school uniforms, which isn’t a bad idea.
-- Students are generally not allowed to eat or drink in areas other than the cafeteria. (In hot weather, a school might—and in my opinion, should—allow the kids to drink water in class.)
-- Students may not at any time possess any controlled substance, alcohol, or tobacco while on the school grounds. They can’t have non-controlled drugs (like aspirin) unless given specific permission. (Personally, however, some of the “zero tolerance” policies of certain schools are absurd. There are kids who have been suspended in the United States for possessing an asthma inhaler, which can be the difference between life and death. I hope your school is more rational than that.)
-- Students may not at any time possess a weapon of any kind, or ammunition for a weapon. (This is a big one.)
--Students may not engage in fighting on the school’s property. (A reasonable proviso here is allowing at least minimal self-defense if a kid is assaulted by another kid.)
--Students may not engage in public displays of physical affection, although different schools have different tolerances for this than others.
--Students must be on time to both school and to class.
--Students may not damage, deface, or destroy school property.
--Students cannot violate a teacher’s class rules and cannot disrupt either their own or any other class.
--Students may not bully, harass, intimidate, or otherwise threaten other students, verbally or physically. This of course includes all forms of sexual harassment.

And of course, all the usual laws that govern our conduct are in effect in the school as well. (By the way, kids do not have the same expectation of privacy that adults do in the area of searches and seizures. Their lockers can be searched at any time, for example. The lockers are the school’s property—not theirs.)

So why all the rules? Your kids will often complain about these restrictions, especially if your school is strict in enforcing them. Here’s what you need to tell them:

--The people of the community are paying for the school. They expect it to carry out its job. In order for a school to carry out its job, there have to be rules that limit everyone’s behavior.
--There are (500, 1000, 2000, 3000 or whatever) kids in this school. Would you really want to go to a school where there were no rules at all? (If you’ve ever read the book or seen the movie Lord of the Flies, this is a good analogy.) Who would run this place inside of three days time if the school didn’t enforce the rules?
--The school is legally obligated to protect your safety. Half the school’s rules are aimed at that objective alone.
--We’re trying to maintain a certain atmosphere here. This isn’t a party, this isn’t your home, this isn’t a social occasion. This is a place for education. We’re here to do something really important, and we need to have everyone focused on that.

You’d be surprised; the vast majority of kids accept this reasoning when it’s presented to them calmly and clearly. Communicate this to them: the rules aren’t here to hurt you or make your life harder—they’re here to protect you and provide an atmosphere where you can learn and get a diploma. And although they’d sooner watch C-Span than admit it, the average kid is grateful for a school that maintains a fair and disciplined atmosphere.

You’ll notice that I’ve emphasized the word fair in the previous paragraph. What are the elements of a truly fair school-wide disciplinary policy?

--Fair warning and information about the school’s rules disseminated to every student in clear and unambiguous terms.
--No favoritism; no prejudice. Popular kids who break the rules deserve no more consideration or leniency than anyone else. Even if a kid is a star athlete and it’s just before the big game, if he breaks the rules, he should get the punishment—including, if necessary, suspension from playing. By the same token, just because a kid is unpopular or short-fused doesn’t mean we should come down on him or her any harder than anyone else. Equal treatment for everyone!
--A chance for kids to defend themselves during any disciplinary procedures.
--Efficient notification of parents and a chance for them to have their input.
--Professionalism in the assigning of sanctions. Discipline should be imposed calmly and dispassionately, not in the heat of anger.
--Reasonable punishments for reasonable infractions.
--A chance for a kid to be considered “rehabilitated” and fully reintegrated into the school community.

Of immediate concern to you is your ability to maintain control of the classroom so as to keep the learning process moving forward. What state of mind is required to accomplish these formidable tasks?


The Attitude You Need to Have

--You’ve got to be determined. You’re there for a reason.
--You need to look and act strong and confident, even if you don’t feel it so much.
--You’ve got to set it in your mind that you have a job to do, and nothing is going to stand in your way of doing it.
--You have worth as a person. You have dignity. You have a strong sense of self.
--You are an adult. You deserve to be listened to and obeyed, and you won’t have it any other way.
--You are worthy of respect. You have earned your teaching position. You are proud of what you have achieved.
--You are in charge. You’re the boss in your room.

You might think I’m engaging in overkill here, but rest assured, I’m not. This is how you’ve got to think of yourself and the situation you’re in. Many young teachers find out the hard way that high school classes aren’t like the friendly, cooperative, academically rich classes of their junior and senior years at the university. Many of the kids in a high school class are indifferent or hostile and, as I’ve pointed out, not really very big on being there at all. Their lack of cooperation and their immaturity are jolting if you’re not prepared for it. (I sure wasn’t my first year.) So let’s look at what it takes to run the show at the classroom level.

In Your Classroom: The First Day of Class is Crucial

I can’t emphasize this enough. You have to take charge of your classroom from day one.  You’ve got to start strong. You need to be organized, efficient, and all business. You must have all the necessary handouts prepared and ready to distribute. You should have already practiced the pronunciation of the kids’ names for when you take roll the first time. (Some of the kids’ names are doozies, by the way, and you want to get these names as right as you can.) You will want to have a seating chart prepared. Above all, you must tolerate no indiscipline of any kind. If someone is talking while you are, or otherwise not being attentive, don’t ignore it. Stop and do something about it. A phrase like, “When I’m speaking I expect everyone to be quiet” or “Young man (woman), when I’m talking, you’re listening”, directed specifically at the offender, in a firm voice, sends a message. You’re not there to befriend the kids on the first day—you’re there to establish the goals and boundaries of the class.

What kinds of activities should comprise the first day of class?

1. Take roll. Insist on quiet as you do so.
2.  Assign seats.
3.  Introduce yourself. Be brief.
4.  Introduce the course; explain what the course’s goals are and what, in general, the class will be talking about this year (or this semester).
5.  Hand out the course syllabus and expectations guide. Go through the class’s rules and procedures item by item. Let there be no ambiguity whatsoever about your expectations. Let it be clear that you expect everyone to adhere to the class’s rules 100% of the time. Let it further be known that you will enforce the school’s rules and regulations to the letter.
6.  If necessary, distribute 4 x 6 note cards and on them have the kids write their name, their parents’ names, their parents’ home phone numbers, and the parents’ work phone numbers. This will send a definite message.
7.   If there is time, have the kids introduce themselves by name.
8.  Even better, if there is time, assign homework. Yes, assign homework on the first day of class. This also conveys a definite message: This teacher is in charge. This teacher means business.

Now I realize that this seems a little overly strict to some of you. I assure you, it isn’t. Later, when things in your classroom are running smoothly, you’ll be glad you started out strong.

A former Superintendent of mine had good advice for avoiding disciplinary problems in the classroom: A well-planned lesson is your best preventative measure against discipline problems. He was right. Have a definite goal and a definite method of getting there. It works wonders, as you’ll see.

Disruptions

Someone may have told you that you deal with disruptive students by ignoring their behavior, by not “reinforcing” them by calling attention to the disruption. This is so utterly and preposterously false that I don’t have words adequate to describe its absurdity. You deal with disruptive behavior by stepping on it immediately. You only have so much time in a period. Students who are being deliberately obnoxious are violating the rights of other students and you cannot—cannot—tolerate that and retain any professional integrity. You run the class because you are the only person in the room qualified to do so. Period.

Disruptions come in all forms. The most common ones are:
--Talking in class while the instructor is talking.
--Talking out of turn or when not called on. (Exception: calling out answers or comments that are pertinent to a discussion may be OK if not overdone.)
--Engaging in some annoying repetitive behavior (tapping, hitting an object, etc.) that interrupts the class’s work.
--Gestures or body language intended to provoke or amuse other kids.

You don’t have to make a federal case out of every minor noise a kid makes. But you do need to take action when someone is interrupting you or otherwise deflecting your class from its vital work. If you let disruptions go, they tend to worsen and spread. When a kid disrupts class, stop and look directly at them, and tell them in no uncertain terms to knock it off (if not exactly in those terms). They may resent it for a while. They’ll get over it.

Sleeping

As I indicated in Chapter 9, a lot of kids are tired all the time. However, you are not obligated to provide nap time for kids. A kid who’s sleeping in class is showing disrespect both to you and the rest of the class, and you can’t have that. Wake any sleeping kid up immediately. If the kid is a repeat offender, a phone call home would be a good idea. If the problem persists, use your school’s disciplinary procedures to get the kid’s attention. This will sound harsh, but a kid’s fatigue and lack of sleep are his or her problem—not yours. Don’t put up with it; if you do, other kids will start to regard your class as naptime as well.

Dealing With Fights

A fight in your class doesn’t simply erupt out of nowhere. A good teacher is cognizant of situations that threaten to get out of control and stops them before they reach critical mass. Sometimes, however, smoldering anger explodes right in front of you without warning, either in the halls (most commonly) or in the classroom. When it does, you need to think fast:

--If the kids fighting are physically small enough for you to break up by yourself, place yourself directly between them immediately and loudly demand an end to the fight.
--If the kids are too big for you to handle (and some high school kids are) get help immediately. Two or three other teachers may be necessary to restore order.
--If a weapon has been produced, call your school’s main office at once. Don’t try to be a hero. If a kid’s life is in immediate danger however, you may have to intervene. (I hope this never comes up for you, but it has on occasion in some schools.)
--Once a fight has been broken up, personally hand the combatants over to a dean or escort them to the school’s disciplinary office. The officials will take it from there.
--You will probably be asked to fill out a disciplinary report on the incident.
--If an injury has occurred to one of the kids, you may be asked to answer questions posed by a law enforcement officer or an attorney.
--And note this: fights between girls can be just as savage and bitter as those between boys. Don’t think you won’t need help in breaking up a female fight.

Dealing With Insubordination

Insubordination occurs whenever a kid refuses to comply with a lawful request on the part of a staff member. It also occurs when a kid insults or otherwise verbally abuses a staff member. The immediate imposition of a disciplinary referral may be warranted, as well as kicking the offending kid out of class. There is no reason on earth you should tolerate insubordination as long as what you have told a kid to do is legally defensible. Period.


When You Have to Remove a Kid From Class

Your options, depending on your school, may vary. Here are some common ones:

--Putting the kid in the hallway.
--Putting the kid in an office supervised by other teachers (but only if they consent to this).
--Escorting a kid to the Dean’s office. (This would be for big infractions.)

I favor putting a kid in the hall, isolated from other kids, if you need to remove them. When the opportunity arises, you chew the kid out for the infraction for which he or she has been removed in a one on one situation. Remember, as a general rule for dealing with problems, the old teacher saying is still valid: Praise in public, criticize in private.

And what do you say? Explain clearly why you’ve ejected the kid. And afterward, let him or her know how it is and how it’s going to be. Here are some examples:

-- “When you act like this, you get me angry and you force me to respond. And I will—every time.”
--“Your conduct isn’t going to be tolerated.”
--“I expect an apology from you before you set foot in my class again.”
-- “We have work to do and you’re disrupting it.”
--“You have one option: straighten up.”
-- “This is my show, young man [woman]. Things in my room are done my way, and that’s that.”
--“There will be detentions because of this; next time, there will be more.”


Common Punishments for Violations of School Rules

Referrals to Guidance Counselors; Warnings. This is the mildest form of giving a kid an official reprimand. This method is usually used for minor, low level, chronic misbehavior.

Detentions. The old classic of making a kid stay after school. If your school’s administration is on the ball, the students all know, beyond a shadow of a doubt the ways in which they can be assigned detentions. Typical offenses for which detentions can be assigned tend to fall into the following categories:

·        Failure to have identification.
·        Using obscenities, either written or verbal.
·        Eating in class.
·        Excessive tardiness to class.
·        Excessive incidence of being late for school.
·        Harassment; categories include physical, verbal, and/or sexual harassment.
·        Insubordination to a teacher or other school official.
·        Cheating
·        Disrupting class
·        Ditching class


 In-School Suspension. A student is compelled to spend a long, boring day working on schoolwork in an atmosphere of complete silence and isolation. Used for more serious offenses, such as fighting or deliberately damaging another kid’s property.

Out of School Suspension. Assigned for several days, this is the school equivalent of house arrest, although personally I think it’s more like a minor vacation for those on whom it’s imposed.

Expulsion. The most drastic of the school’s legal weapons, this requires (in my state at least) a hearing before the district’s Board of Education. Expulsions tend to be automatic for such infractions as possession of illegal or unauthorized drugs; possession of a weapon; repeated incidents of fighting or assault; physical attacks on members of the staff; and possession and transference of stolen property on school grounds. This is a pretty serious affair. The school has to arrange for some form of alternative schooling during the period of the expulsion.  (Some school districts maintain permanent schools for chronically disruptive and nasty kids.)



Really Bad Methods of Discipline

Hitting or otherwise manhandling a student. Corporal punishment is now widely forbidden or frowned upon. In addition to straight out punches, grabbing and shaking a kid, ramming them up against a wall, or otherwise inflicting bodily harm are forbidden. (Exception: self-defense.)

Swearing at a student. Kids can make you unbelievably furious at times, but you should avoid using obscenities when dealing with them.

Public humiliation. A school asks for legal trouble if it uses such methods (for example, having a kid stand outside in the rain for misbehavior, especially in clear view of other students.)

Working or exercising a kid into exhaustion. The risks of inflicting injury from doing so just aren’t worth the lesson taught.

From all we’ve discussed in this chapter, you might conclude that high school is a constant battleground. It isn’t. Most kids are good human beings, and a kid can make a mistake or screw up in class and still not be a bad person. Our discipline must be fair, consistent, calmly applied, and clearly explained. The procedures necessary to provide an orderly and safe environment for the kids may cause them to grumble—but in the end, most of them are grateful that we kept the school a sane place for them.


Thursday, August 6, 2015

REFLECTIONS ON HIROSHIMA AND NAGASAKI


[I originally wrote this on 6 August 1995, the fiftieth anniversary of the bombing of Hiroshima.]


Once you read accounts of what happened or see pictures of the victims, you can never again put them completely out of your memory. They grip the imagination and assault one's sensibilities in a way no other historical evidence can. The horrible suffering and destruction which occurred at Hiroshima and Nagasaki 50 years ago this month defy our powers of description. Over the last half century these events have become the most written about, analyzed, argued over, and discussed episodes of the entire Second World War. In recent weeks this subject has (naturally) been written about even more so. I do not pretend that I will add anything strikingly original to this discussion. But it's almost as if I am compelled to share my thoughts about the bombings. They powerfully symbolize the twentieth century, representing its violence, scientific and technological progress, political upheaval, and human tragedy. They have gripped me ever since, as a young teacher, I first showed gruesome photographic evidence of Hiroshima's bombing victims to my students. I wanted to explain to my kids what had happened to those people in the photos. I guess most of all I wanted to explain it to myself. 

We sometimes forget that the bombings of Hiroshima and Nagasaki occurred within a historical context of increasingly murderous brutality. Recent evidence has revealed that the Second World War cost the lives of more than 80 million people (not the 50-55 million commonly believed). The period immediately preceding the end of the war in the Pacific and East Asia was a particularly grim one. The battle for Iwo Jima had produced shocking losses on both sides; the battle for Okinawa had seen the slaughter of more than 200,000 people. In early 1945 the United States had embarked on a campaign to destroy Japan's cities by firebombing. On the night of March 9-10 1945 Tokyo was firebombed so severely that more than 100,000 people were burned alive or asphyxiated.Water in Tokyo's canals boiled; the crews of the low-flying B-29s which inflicted this bombing could actually smell their victims burning. Seen in this light, the bombings of Hiroshima and Nagasaki were simply further examples of what author Paul Fussell has called the main "theme" of the war: intensification. All wars are more costly than people think they're going to be at the start; the winning of the Second World War required means which would have been unthinkable in 1939. We also sometimes forget that the destruction of Hiroshima and Nagasaki did not produce the highest number of casualties of any events in the war. That tragic distinction belongs to the Battle of Stalingrad. (Leningrad, Warsaw, and Dresden had also suffered near-total destruction.) 

So what made the atomic bombings so uniquely horrifying? I think it was the economy of effort (or so it seemed) that produced this sensation. In retrospect, after the elation over the war's end had subsided, what terrified thoughtful people about these events was the fact that it had only taken a single B-29 dropping a single bomb to produce the same kind of destruction produced by hundreds of B-29s dropping tens of thousands of conventional bombs. Mass killing had become easy, efficient, almost convenient. I think the fact that the bomb was based on physical principles which were little understood by the public also contributed to the unease which it produced in many people. It was as if some magical, demonic force had been harnessed, a force controlled at first only by the U.S. but later by our mortal enemies the Russians. People could understand ordinary bombs and artillery shells (while fearing them, of course) but how many people could really grasp a weapon which functioned by ramming pieces of metal together to liberate their nucleic energy? And radiation sickness had no precedent in the history of human violence. Who could understand death by subatomic particles? I think it was these factors which produced amazement and sober reflection in the minds of those who studied the effects of the atomic bombings. 

Naturally, an enormous part of the discussion surrounding Hiroshima and Nagasaki has been about whether the bombs should have been used at all and whether they brought about the end of the war. I think the willingness to use these devices on the Japanese is a good example of the dehumanization of the enemy which occurs in wartime. One of the more perverse effects war has on the human psyche is the severing of normal bonds between people. The Japanese hated us and we hated them. To most Americans the Japanese were things, objects, monsters, people who deserved anything we could dish out to them. And they had started it. Given this psychological position, the use of the bombs does not seem unusual. (We must assume the Japanese would have used them on us as well; they had their own nuclear program, and they had hardly shown any disposition to treat their enemies with mercy; just ask the survivors of Bataan, the former inmates of the POW camps in Thailand, or those who saw the massacres in Nanking or Manila.) Further, there was what might be called technological inertia involved in the decision to use the bomb. Billions of dollars and gigantic efforts had gone into the building of the bombs. (Those interested in the details of this effort should read The Making of the Atomic Bomb by Richard Rhodes for an exhaustive discussion.) There was therefore a constituency for their use. There were those who wanted to see what the bombs would do in an actual situation. While some of the scientists who developed the bombs had serious misgivings about their use (particularly Leo Szilard), there was enormous pressure not to waste all the money, time, and effort which had gone into their development. 

Of course, the key argument for the use of the bombs was to eliminate the need for an invasion of Japan. The sanguinary events on Iwo Jima and Okinawa had convinced many U.S. military planners that the actual invasion of Japan (to take place in two steps, one in November of 1945 and the second in March of 1946) would far surpass in bloodshed anything yet seen in the Pacific War. Accordingly, the Joint Chiefs of Staff advised President Truman that the use of the bomb was essential to forestall a nightmarish battle to the death with the suicidally-determined Japanese. But did the bombings actually bring the war to an end? I was recently fortunate enough to read an article by Murray Sayle in The New Yorker for 31 July which addresses this very point. According to Sayle, there is strong evidence, some of which has only recently come to light, that the collapse of Japanese peace overtures to the Soviet Union and the invasion of Manchuria by the USSR may have been the real straws that broke the camel's back. The prospect of a Soviet occupation of part of Japan and the overthrow by the Communists of Japan's monarchy was so dismaying to the Japanese leadership that Hirohito himself used these arguments specifically when explaining to Japan's armed forces the decision to surrender. Other sources document the fanatical resolve of many Japanese officers to continue the war even after the bombings (about which the Japanese general public had been told virtually nothing). The leaders of Japan's military had no regard whatever for the suffering of the ordinary Japanese; they could not have cared less. The idea that the bombs "shocked" them into surrender is therefore one which is difficult to support. It was perhaps a combination of circumstances—the collapse of Japan's economy, the hopelessness of the nation's position, the American possession of the atomic bombs, and the Soviet intervention—which finally tipped the balance to those in Japan's government who favored peace.


Should the bomb have been demonstrated rather than used on an actual target? Perhaps the fear that a failed demonstration would spur the Japanese to greater resistance precluded this option. Should the bomb have been used on a strictly military target (as General Marshall advocated)? Was the bomb used chiefly to frighten the Soviets? Would Japan have collapsed anyway without the use of the bombs? How many civilians would have died of conventional bombing and shelling or starvation in the process? No one can really answer these questions, many of which are still being argued vigorously. (The New York Times recently reviewed no less than four new volumes on the use of the bombs.) All that is beyond doubt is the suffering of those who were their victims . Even if the bombs were the sole factor in ending the war (which I do not believe) I still have a hard time approving of their use. (Yes, I know many veterans of the war believe the bombs spared their lives. After all, this is what they were told.) I guess my inability to support the bombings is based in part on the image I have of a small Japanese baby lying in a makeshift aid station in Hiroshima, horribly injured and in terrible agony. (This is from an actual photograph.) Try as I might to rationalize the necessity of this infant's suffering, I choke on the words. I cannot--! will not--pervert the English language by calling this child's pain good. Aside from my (useless) sorrow and pity, this picture elicits in me intense hatred (equally useless) toward the adults who exposed this baby (and everyone else in the two cities) to the horrors of the bomb. The people I hate are the ones who, in my view, are most morally culpable. They are the military leaders of World War II Japan who initiated the war and then, with insane stubbornness, refused to end it when it was clearly lost, thus exposing their people to an enemy both willing and able to inflict the most terrible destruction on them.

The wreckage was cleared away long ago. The survivors from both sides are old people now. Hiroshima and Nagasaki have become symbols, even though they are both very much living and functioning cities. The events of 6 and 9 August 1945 will continue to be debated for decades. They have come to represent the terrible twentieth century, when human life has so often meant so little, and war has become so indiscriminately destructive. Yes, I know that war wiped out whole nations and peoples in other ages, but we were supposed to be better. We were modern, we had humane values, our way of life rested on rational philosophies, we had cast off the barbarism of the past. Hiroshima and Nagasaki (and all the killing fields of this century) show us that the chief distinction between the killing perpetrated by our ancestors and that perpetrated by us is that we're a lot better at it. And in the final analysis, when we look at the events of August 1945 and consider all the factors which brought humanity to that particularly hellish crossroad, one question remains above all others:

My God, how did we come to this?