Letter Submission

To submit a letter to the editor, please email us at This email address is being protected from spambots. You need JavaScript enabled to view it.. Letters must contain the author's name, hometown (state as well, if not in New Hampshire) and phone number, but the number will not be published. We do not run anonymous letters. Local issues get priority, as do local writers. We encourage writers to keep letters to no more than 400 words, but will accept longer letters to be run on a space-available basis. Editors reserve the right to edit letters for spelling, grammar, punctuation, excessive length and unsuitable content.


I highly encourage Laconia to include music classes in school day

To The Daily Sun,

An open letter to Laconia School Superintendent Phil McCormack:

I write to you today on behalf of the New Hampshire Music Educators Association, which represents over 400 music educators, collegiate members, and the many communities in which we work.

I implore you to reconsider the value of music education to your students, school district, and community. It is imperative that a comprehensive and sequential music education be offered to all K-12 students.

Music education has a demonstrable positive impact on learning and has been shown to transcend socioeconomic levels. A study published in the Journal of Research for Music Education, found that students in high-quality school music programs score higher on standardized tests compared to students in schools with deficient music education programs, regardless of the socioeconomic level of the school or school district.

Studies showing the link between engagement in music and academic achievement are a small part of a much bigger picture. Music shapes the way our students understand themselves and the world around them. It fosters many 21st century skills, such as creativity, collaboration, communication, and critical thinking. These skills are in high demand for today's work force and will significantly improve a person's day-to-day interactions within their community.

Beyond test scores, music education holds inherent benefits by supporting emotional awareness, reflective learning, process orientation, decision-making skills, and grit. These inherent benefits are the attributes of a broader-minded education and are what will set our students apart in the modem working world.

The enumeration of music as a well-rounded subject, replacing the core academic subject language from NCLB, clearly articulates that music should be a part of every child's education, no matter their personal circumstance. Moving music classes outside of the school day limits access to the curriculum, devalues music and the arts as a part of a well-rounded education, and creates unnecessary conflict between the music program and after-school activities.

I highly encourage you to include all music classes as a part of the school day to ensure all K-12 students receive a comprehensive and sequential music education. In doing so you will hold true to your school district's mission of "Ensuring success with every student, every day, every way!''

Sean Meagher, Chair

Council for Advocacy & Membership Outreach

N.H. Music Educators Association

  • Category: Letters
  • Hits: 509

Michael Barone - It's 1910 again?

What's your benchmark? What is the historical era with which you compare life in contemporary America?

For many astute commentators on various points of the political spectrum, it is postwar America, the two decades after the United States and its allies won World War II and before Lyndon Johnson sent half a million U.S. troops to Vietnam.

Conservatives look back fondly on postwar America's high marriage rates and stable families, few divorces and out-of-wedlock births, low crime rates and widely shared cultural values celebrated in classic movies and television sitcoms that almost everyone watched. Liberals look back fondly on postwar America's high income equality and labor union membership, its low rates of unemployment and rising education levels, its high marginal tax rates and its high rates of social mobility.

Neither side embraces the whole package. No one today wants to go back to legally mandated and violently enforced racial segregation. Very few Americans today want to return to stigmatizing homosexuality.

But some things have been lost. Books like libertarian Charles Murray's "Coming Apart" or liberal Robert Putnam's "Our Kids," which lament the family instability and economic stagnation of today's downscale America, inspire a nostalgia for a time widely seen as the American norm.

But was it really the norm? Postwar America was the result of unique circumstances — economic dominance when competitor nations were devastated, cultural uniformity that followed from a universal popular culture and the common experience of military service (16 million Americans served in the wartime military; the proportional equivalent today would be 38 million).

So let me offer a different benchmark: the America of 1910 or some other year before the outbreak of World War I in 1914.

I started thinking about that on a recent weekend sightseeing tour of lower Manhattan. It's become a kind of outdoor museum, with few cars on the street and with dozens of tourists eyeing the massive buildings — the columned stock exchange, JPMorgan's austere headquarters, the massive Equitable Building and the 60-story Woolworth Building looming over lower Broadway — with their marble gleaming as it must have when they were newly built 100 or so years ago.

The America of 1910 was a lot more like today's America than you might think. The economy was growing, but fitfully. Disruptive technology was threatening old industries, creating new jobs but eliminating many others.

Income inequality was much greater than today, and living conditions more disparate. Electricity was common in cities but unavailable on the farms where half of Americans lived. John D. Rockefeller and Henry Ford were billionaires at a time when average annual incomes were below $1,000.

It was an America even more culturally divided than we are today. Within a mile or so of Wall Street lived hundreds of thousands of Jewish and Italian immigrants in the world's most crowded neighborhoods. Immigration as a percentage of pre-existing population between the opening of Ellis Island in 1892 and the outbreak of World War I in 1914 was three times the level of 1982-2007.

The South was in many ways a separate and underdeveloped country, still estranged half a century after the Civil War, with income levels one-quarter those of New York. Even as 30 million Europeans crossed the ocean to America, only 1 million Southern whites and 1 million blacks moved North despite the promise of much higher wages.

Marriage rates were lower than in postwar America, and many young people dropped by the wayside. Alcohol consumption was much higher than today; prostitution, female and male, was common. People didn't like to talk about these things, but you get hints about them in the novels of Frank Norris and Theodore Dreiser.

The Americans of 1910 faced terrorism and globalization, too. Anarchists murdered President William McKinley in 1901 and set off a bomb that killed dozens next to J.P. Morgan's 23 Wall Street in 1920. This America was interlaced with the global economy and, with its growing economic and demographic might, risked being drawn into any world war.

So, America in 1910, with nearly 100 million people, was in important ways less like the postwar America of 150 million than like today's America of 300 million. Studying how Americans handled — or mishandled — similar challenges may prove more fruitful than yearning to restore the unique and non-replicable America of Charles Murray's, Robert Putnam's and my youth.

(Syndicated columnist Michael Barone is senior political analyst for The Washington Examiner, is a resident fellow at the American Enterprise Institute, a Fox News Channel contributor and co-author of The Almanac of American Politics.)

  • Category: Letters
  • Hits: 403