I can only suspect the difficult chore of gaining support from his community who already pay taxes, particularly in these difficult economic times. Tom Hull has overcome the idea of value in our society that has been so overwhelmingly focused on money and brought to light the truly fundamental measures of what is important and worthy. So many of these kind of efforts have been shuttered, stilted, and severely limited to a singular and myopic gauge--the almighty 'green.' In this instance, the notion of value and the desperate need for young people to have some sense of self not tied directly to money, is dramatically offset by a man willing to bring his creative juices to bear on promoting programs and opportunities for young people that our whole society will benefit from for generations to come.
The notion that a man can be dedicated to a purpose other than making money is suspect in our society. Particularly if that purpose needs our support. When we are asked to give a dollar, lend a hand, or speak out in support of something intrinsically important there is a hesitation, a question that arises as to the "value" of such an endeavor (of course measured in resource--namely money). In the case of the shop teacher, his efforts cannot be measured in the fiscal cycle so fondly touted by the media and the economist. Rather, his efforts can only be measured in the hearts and minds of his students, their parents, friends of family, future spouses, employers, sons and daughters to come, and the communities they will life in and the lives these young students will touch for years to come. In other words, the measure is paltry when considering the money it takes to keep this shop program open (tongue-in-cheek bit of irony).
On another level, a man or woman supporting something that does not immediately benefit them personally is suspected of having ulterior motives. There must be something wrong with this person if they choose to do something that does not include making lots of money. The surprising thing about this perspective is that it is one typically held by an aloof population, the newspaper readers and the shock-radio listeners (of which we are all guilty to some degree or another). Those who actually know Mr. Shop Teacher, know the profound importance he has in the lives of the young students studying with him. They support him, give money and time when needed. Meanwhile, in the next town over, the next street over, this very same person is held in doubt. Decisions are made and lives impacted because there is And here is the problem.
The relationship our society has with money contains a clear disconnect between the fact of life and the perceived capital that is available. There is an abstraction that exists between money and reality that causes separation and isolation, allowing the segregating forces at work in our society to insidiously find their way into our collective psyche. We often make choices radically opposed to our best interest. The ability to choose when and how we expend our efforts and resources based on a well founded understanding of self and place in the cosmos is successfully assaulted every day by those separating forces that we are often not fully aware of. This is not to say that economic interests are of little importance, rather I am suggesting that an uninformed population (again, all of us) makes for an easy victim of these isolating influences. For example, a young man of 22 is often encouraged to purchase a brand new car or truck to the tune of $40+ thousand dollars while that same young man is harried over the expense of an education, and is railed against as terrible burden. On the one hand, the resources spent on the vehicle depreciate dramatically each and every day. In the mean time, those same resources spent on an education do nothing but increase in value for the life of the individual AND the community he lives in. In the end, the educated young man will likely purchase a vehicle, however, he is likely to purchase one that he actually can use, at a reasonable price, and when he can properly afford it. The economy continues, but its detrimental aspects are mitigated to some degree. This is only one aspect of a responsible education.
I know that there are many who discount the idea that an education is of any real benefit. I would argue that those people with the desire to learn, and the encouragement to do so, are better able to be creative and adaptable members of our community. Malcolm Gladwell's recent book, "Outliers" suggests that there is a clear association with families of modest income, education, and subsequent success when those younger members are encouraged to learn. Naturally, education comes in many forms, University is not the only place to learn. Travel, work, sports, apprenticeship, and more are just some of the ways in which young people are encouraged to learn about the world.
There is an old axiom oft found on bumper stickers, "If you think education is expensive, try ignorance." There are a myriad of opportunities to help young people learn, grow, gain experience, and know themselves. And, by virtue of an informed and creative population, those opportunities help each of us in many and subtle ways. To see an "up" to the shop teacher in a motorcycle magazine is just one reminder of the importance of making something of those opportunities. The creative part is to find our own way.
http://www.gladwell.com/outliers/index.html
http://www.marshfield.coos-bay.k12.or.us/alumni/ScholarshipNewsletters/Fall%20o7%20Final%20Insert%20Scholarship%20Newsletter%20Pg%205.pdf
