David Wilson's Blog

A biblical perspective on waiting

“Now when the people saw that Moses delayed coming down from the mountain, the people gathered together to Aaron, and said to him, ‘Come, make us gods that shall go before us; for as for this Moses, the man who brought us up out of the land of Egypt, we do not know what has become of him.’”–Exodus 32:1 (New King James Version)
Do you remember the biblical story of how the people of Israel grew tired of waiting when Moses was atop Mount Sinai receiving the Ten Commandments?
We could learn a lot from how they dealt with such an experience, because they provided a perfect example of exactly what not to do.   
Israel’s time of waiting evolved into something very troubling.
It became a time of delay, a time of impatience, a time of worry and fear, a time of panic, a time of acting in ignorance, a time of being gullible, and a time of looking to leaders instead of to God Himself.
As soon as “Moses delayed coming down from the mountain,” the people began handling everything wrong.
They became impatient.
Professional football wide receiver Cam Phillips, who played for the XFL’s Houston Roughnecks, recently used some wise words on social media that summed up what patience is all about.
“Patience is not the ability to wait,” he wrote on Twitter, “but the ability to keep a good attitude while waiting.”
So true.
Any time we end up in one of life’s holding patterns, we should not only maintain the proper demeanor, but also make sure we’re doing the right things. If we are unwise or hasty, our actions themselves will serve as evidence that we’ve stopped being patient.
And that’s counterproductive.
It might help if we can think of waiting as a God-appointed opportunity to prepare for whatever comes next.
But if we instead become impatient, we may follow a pathway that leads to worry, fear, and foolish decisions.
In fact, worrying itself is foolish, because it imagines the worst possible thing that might happen, and then fears that it actually will happen.
Our minds don’t need to go there.
But they often do, and once we’ve embraced worry, a sense of apprehension and panic may not be far behind.
Worry is based upon what we imagine about the future, while calmness is characterized, in part, by focusing only on the things we know for sure.
When we are calm, we can make decisions based upon facts and information. When we are unsettled, we will make decisions even when we don’t have facts and information.
To look at it another way, times of worry, fear, and panic are often accompanied by a time of ignorance. In Exodus 32:1 the people admitted, “…as for this Moses … we do not know what has become of him.”
Not knowing can be hard.
And when we don’t know, we are less likely to be discerning, and more likely to be gullible.
Psalms 19:7 speaks against being simple-minded: “The testimony of the Lord is sure, making wise the simple.”
In the Hebrew language, having a simple mind is akin to foolishly leaving the door open to one’s home, allowing anything or anyone to come in at any time.
In the same way, a simple minded person allows harmful thoughts and destructive emotions to waltz right in.
We should carefully guard our minds against this, as foolish advice and evil suggestions are always right at the door.
With an unguarded mind we may—like the people of Israel—put trust in a person instead of in God, and once that is done, we may seek after things that we know in our own heart are not the right way to go.
When we allow our minds to be gripped by such troublesome influences, our time of waiting—a time that could have been one of reflection, prayer, growth, and productivity—is instead an unnerving time of chaos and confusion.
In Israel’s entire time at the foot of Mount Sinai in Exodus 32:1, we don’t see any mention of prayer. Yet prayer would have been the perfect prescription at any point along the way.
Prayer quiets the mind and nourishes the soul, and puts the focus back on God, where it should have been all along.
Now would be a good time for that.­­__________
David Wilson is the author of Growing Up With Pro Football and Learning Every Day, and the co-author of If You Can Deal With Parking, You can Deal With Anything.  Ordering info: https://amazon.com/author/dwilsonnotes   You may see more articles at DWilsonNotes.com.  

The coronavirus scare ended what appeared to be a very pr...

The coronavirus scare ended what appeared to be a very promising XFL 2020 season but the league should thrive in 2021. One of the great things about the XFL is in it's timing. Games are played in the spring, after the Super Bowl and before summer.
Defender linebacker Jonathan Celestinsignals fourth down in a March 8 home
game.Because it is a slow time in the sports calendar (beginning before March Madness and before Major League Baseball's opening day) it fills a real void and meets a real need.
I was hooked for a lot of reasons, but the big question is, what did the XFL have that really resonated with you?

Fans on Twitter readily share their views.
Jones143 is a true fan that went all out purchasing XFL gear, and he said he likes the newness of the game: "New rules, the kickoff, and extra points. I like the team jerseys, logos, and the look.  It's just quick and fun. You don't get bored."
Others Tweeted similar sentiments:
"I love the unknown.... Unheard of players putting up yards and touchdowns is exciting."
"The NFL has the best athletes, but it has become stale in recent years. The XFL, however, is anything but stale. Sideline interviews of players and coaches--even during the game--that's good stuff."
"XFL is back and the crowd is fun!"
"I love the fact that it's ... [not] on small networks where you have to find the channel or streaming sites."
"I love football... I love the underdog aspect of the league."
"I love the access the television broadcasts provide; it makes you feel like you're on the sideline."
__________
David Wilson is the author of Growing Up With Pro Football and Learning Every Day. Ordering info is at: https://amazon.com/author/dwilsonnotes     You may see more articles at DWilsonNotes.com.  

XFL: More good than bad

Now that the first week of XFL play is over, we can evaluate.
I saw a lot of good things, but I also saw some things that I would change. But that doesn't mean it's bad. It just means that everyone is entitled to his or her opinion.
BattleHawk uniforms get good grade.Here's a rundown, from my perspective.

THE GOOD: Overall, I enjoyed it. The product was exciting. It had big plays. The league has innovation in both the playbook and the rule book. It has--for crying out loud--a three-point try after a touchdown if you choose to go for it. 
I like how they described the new league on the XFL website: "We’re evolving things just a bit. Less stall, more ball is how we describe it: a fast-paced game with fewer play stoppages." As a fan, I'm not going anywhere.  I'll stick with a league that has that kind of philosophy.
THE BAD - It does not have--and may never have--a level of fan interest anywhere close to that of the long-established NFL, but then, we knew that going in. The good thing about the XFL is that it doesn't appear it is trying to be the NFL, choosing instead to be it's own man. I mean, it's own league.  And you've got to respect that.
Another drawback is that we know that practically every player on the field would bolt to the NFL is he were given half of a chance. Virtually no one seems to be looking at the XFL as a place to play out an entire career.
But for some, the XFL is the ceiling, and that's not bad. There will always be plenty of XFL guys playing their hearts out, knowing that the NFL notices good performances.  For those who come to accept the fact that the larger league may never come calling, well, they just might stick with their team and their newfound camaraderie, and play with pride and excellence over the long haul.
And I'll tune in for that as well.
THE UGLY - Some of the uniforms--oh my--where do I begin?  Let's start at the top.  I say the DC Defenders have the best threads in the league. The red and white with some lighting bolt action gets an A for it's simplicity. The St. Louis BattleHawks get an A-minus, and the Houston Roughnecks get a B-plus.  I like what all three of those teams are sporting on the field.  Everyone else's colors are just so-so, or--in the case of of the Los Angeles Wildcats and the Seattle Dragons--literally hard for me to watch. Some color schemes don't go together. You may love what the Dragons and the Wildcats look like, because the matter is entirely subjective. What does not work for me just might for you.
THE QUESTIONABLE - Team mascots were selected wisely, for the most part.  I'm good with Defenders, Renegades, Guardians, and BattleHawks.  I'm okay with Vipers and Wildcats.  I'm not quite okay with Roughnecks (unless we're going in to a seedy establishment); nor am I okay with Dragons (because it's not The Lord of the Rings).  But lest you say I'm too harsh, I can live with any of the names.  I kind of half-way expected to have nicknames such as Smashers, Badgers, and Bruisers.  I would have been cool with that.
And finally, I question some of the geography.  I'm sure the league and the owners selected the sites for each franchise based upon the best information they had and the best opportunities available, but for me--a person on the outside looking in--I would think it would have been good to go in to an area that does not have NFL football.  Locating the BattleHawks in St. Louis, for instance, made very good sense to me.
But some other choices raise question marks. The Wildcats could have San Diego all to themselves, but they're in Los Angeles instead.  The Seattle Dragons could have been located in Portland, or maybe in Oakland. I would have put the Renegades in San Antonio instead of in Dallas; and I would have considered having the Vipers in Orlando instead of Tampa Bay.
But I'll give the XFL the benefit of the doubt when it comes to business decisions and geographic placement. They're off to a good start, and I'm looking forward to the weekend.__________
David Wilson has written two books: Growing Up With Pro Football, and Learning Every Day. Ordering info is at: https://amazon.com/author/dwilsonnotes

Teachers have a moral and legal obligation to be there for students

This column ran in Northwest Arkansas newspapers on April 18, 2018
You will rarely see me criticize teachers.
I worked as an educator for 27 years and needless to say, I am extremely sympathetic.
It’s not an easy job.
But I must confess, when the news broke on April 3 about teachers walking out of their schools in at least three states, I was furious.
I immediately concluded that they had no right to leave their classrooms.
No legal right. No moral right.
Each one had a contract with the school district for the school year. They agreed to be there and do their job.
Furthermore, I cannot respect a decision that neglects the education of children.
The students needed to be in school and they needed the guidance of their teachers.
And they needed to be learning.
Every day.
But someone might say, “You don’t understand what the teachers are dealing with—“
Wrong.
I understand better than most what the teachers are dealing with. I’ve been through it myself. And I’ve seen others try their best to teach through the difficulties. I’ve seen it up close.
But someone else might say, “These are extenuating circumstances. If the teachers don’t take a stand things will never have a chance to improve in the schools.”
Wrong again.
The only way for any school to improve is for every teacher and every principal to be there every day working hard to help kids.
“But,” someone might say, “with things so bad, what is a teacher to do?”
I’m glad you asked.
If it is as bad as some teachers say (and in some cases I know that it is) there is a very practical option in place.
Once a teacher reaches the end of the contract, he or she has every right to leave and go teach in another school district.
If that isn’t going to work, then he or she can leave the teaching profession altogether.
This is America. It is perfectly legal to leave a position once your contractual obligations are done.
So if you are an educator and you want to make a political point, fine.
Do it at the end of the school year, and then tell anyone who will listen exactly why you left.
Again, this is America.
Tell everyone in town that the school has trouble, and that the pay isn’t very good, and that upgrades in the building are needed, and that there aren’t enough school supplies, and that student conduct is getting worse every year.
Tell them everything.
But before you do, at least have the decency to be there for the students and help each of them prepare for the next grade.
It’s what you signed up for.
And then, once the school year is complete and you go teach elsewhere or you leave the profession entirely, no one is going to blame you.  You can simply say that you can’t do it any more or that you are tired of trying or that you feel you can do more good somewhere else.
You can walk out of the situation with your head high and with the respect that the profession deserves.
But don’t walk out during the school year.
There are simply too many young people who need you.__________
David Wilson, EdD, is a former high school principal and is the communications director for the Transit and Parking Department at the University of Arkansas. His book, Learning Every Day, is available on Amazon. You may e-mail him at ledauthor@gmail.com. 

Insights from school leaders

The following column ran in Northwest Arkansas newspapers on April 25, 2018
My time as an educator was extremely rewarding, enriching, and eye-opening.
At every stop along the way, I had the privilege of working under a supervisor or supervisors who taught me a lot about life in general and about education in particular.
The following paragraphs have some good nuggets of wisdom that I learned from each. It is good stuff to consider, whether you are an educator or whether you just want to be a big help wherever you work.
During my first position as an administrator, my immediate supervisor was a lady just a couple of years older than me, and she made a great impact upon my life and on my career because of her encouragement.
“I rely on you more than you know,” she told me more than once. And she would often add, “I don’t know what we would do without you.”
It wasn’t hard at all for me to be loyal to a boss like that.
Another supervisor once said, “Some students learn in spite of their teacher; some students learn because of their teacher.”
Let that one soak in.
Another administrator I worked for said something that I remember was very favorable about some of the new teachers on the staff.
“Students like the new teachers,” he said, “because the new teachers are trying something different, and sometimes they are doing something that is new and fun. The kids like that.”
Still another boss I had used to direct some penetrating questions to the staff.
“Are we making decisions,” he asked, “based upon what is best for students or what’s most convenient for adults?”
I hate to admit it, but in many schools there are often some major decisions made that are based upon what is most convenient for the adults in the building.
The same supervisor also was known to say, “We can’t just teach, test, and hope for the best.” He was a big believer in providing support and guidance for students all along the way.
Still another asked more than once about how a grade is determined.
“Are we giving a grade based upon behavior,” he would ask, “or are we giving a grade based upon what a student has learned?”
Again, I hate to say it, but in some situations in schools, students lose points or grades based upon what they may have done or what they may have failed to do.
Incidentally, I’m not an attorney, but if a child’s grade is lowered based upon factors having nothing to do with academic performance, that could be fertile soil in which the seeds of a lawsuit may be planted.
I don’t like the idea of anyone suing a school, but it is what it is.
Another supervisor who taught me a great deal was a person who had a tremendous understanding of how instruction should take place in classrooms today.
He taught us that we should not simply give tests as a way to collect numbers for the gradebook.
Instead, he said, assessment of tests and assignments should help the teacher make adjustments in his or her instruction.
“Assessment must drive instruction,” he used to say.
And finally, I got to learn a lot from a boss that I only worked with for one year.
But I paid attention and I remember what he would say.
As a principal, he made it clear that he believed strongly in providing what teachers needed, and he also believed strongly in making sure that nothing would interfere with them doing their job.
In addition, he stated on more than one occasion that the principals had to set the tone in school.
“We’ve got to be the voice of calm and reason,” he would say.
You may not have been counting, but altogether, I’ve just quoted seven different school administrators.
And you know what?  If any faculty took their advice to heart, it would improve their school tremendously.
Guaranteed.__________
David Wilson, EdD, is a former high school principal and is the communications director for the Transit and Parking Department at the University of Arkansas. His book, Learning Every Day, is available on Amazon. You may e-mail him at ledauthor@gmail.com. 

Writing about all kinds of things

A column that ran in Northwest Arkansas newspapers on October 18, 2017
by David Wilson
Dear Readers,

Thank you so much for reading in this space each week. I enjoy writing and I want to write well, but it means so much more if I know someone is getting something out of it on the other end.
Some of you occasionally e-mail me, and I appreciate the feedback. If you ever have an idea that should be explored or commented on, please let me know and I will consider it. 
In addition, if there is an issue or an event that is specific to Northwest Arkansas that you think someone should be writing about, I would welcome your suggestions on that as well.
My writing experience began when I was in grade school, when my teacher assigned it.
Call me a nerd if you want, but I usually enjoyed English class and I welcomed the opportunity to produce a paragraph or an essay when it was assigned.
I understand that many people did not relish the idea of writing anything in school and they still don’t want to write much as adults.
I get that. We are all different and we all have certain inclinations to excel in different ways.
But in my own experience, I wrote some things as a grade school student simply because I wanted to, things written outside of school that were in no way a classroom requirement.
In the fourth grade I became interested in history—in World War II in particular—and I started reading all I could about it in the library. For no particular reason, I began copying down facts about World War II from the World Book Encyclopedia. 
I was interested in it, and wanted to write it down and perhaps pass it on.
And I’ve always been that way. There is something inside of me that wants to organize thoughts for others to read and contemplate.
I’m not like some individuals, who can write for years in a journal or in a diary and never have anyone read it.
No, if I write something, it is definitely done with the intention of communicating to others. I want it to be read.
And that’s one reason that I have always been drawn to journalism. I like reaching other people through the written word.
I’m fond of a Bible verse in Luke 1:3, which could be a motto for any journalist who takes his or her job seriously.
If you look at several different Bible translations you can get the gist of what Luke 1:3 says. It goes like this:  “It seemed good to me also, having carefully investigated everything from the very first, to write unto you an orderly account.”
I think that is what journalists do. Or at the very least, it is what they should do.
Historians do that too, but journalists have much stricter deadlines with their work.
When I was a child the subject of World War II caught my attention, but it wasn’t the only thing. I also liked sports in general, just like a lot of young men do growing up, and football in particular.
And I wrote about it—stories about some of my favorite teams or players—and sometimes football stories that I just made up completely.
In the sixth and seventh and eighth grades, I created my own fictitious football league, and began making newspapers filled with game summaries and scores and stats and player features.
You can call me unique, or you can just say I was a kid who wanted to create and write.
I wrote detailed accounts of games, such as how the Fort Worth Green Hornets defeated the Jacksonville Comets 14-6 in a playoff game.
If you’ve never heard of those teams, it’s because you shouldn’t have. Quite simply, I made all of that stuff up when I was about 12 years old.
If we fast-forward to today, I’m still writing, but not much about fictitious football teams. I write mostly non-fiction, about any number of topics.
For instance, in August I wrote once about having a good perspective for work. In September I did a piece on how educators specific traits to do their jobs. Last week I wrote about football, and next week I am starting a series of columns about Martin Luther and the Protestant Reformation.
I’ve read tons of information about it, and I have found that the reformation in Europe 500 years ago was quite a fascinating event with implications for the world today.
If you enjoy it half as much as I have enjoyed researching it, you’ll appreciate it tremendously.
Stay tuned.__________
David Wilson, EdD, is a former high school principal and is the communications director for the Transit and Parking Department at the University of Arkansas. His book, Learning Every Day, is available on Amazon. You may e-mail him at ledauthor@gmail.com. 

Remembering Dietrich Bonhoeffer

FAITH
Column about Bonhoeffer that appeared in NW Arkansas newspapers on April 11, 2018

About 75 years ago—on April 5, 1943—Dietrich Bonhoeffer was arrested and imprisoned in Germany.
He was—in essence—jailed for following what he felt were his Christian convictions.
It was a troubling time in Germany.
Many of us have genuine, heartfelt religious beliefs but few of us, if any, have had to hold to those beliefs knowing that death as a very real possibility.
But Dr. Bonhoeffer did.
He was a German pastor and a theologian who believed strongly in a practical application of Christianity in life and he practiced what he preached, even during dangerous circumstances.
Bonhoeffer had grown up in Germany and was a young pastor and teacher when Adolf Hitler and the National Socialist (Nazi) Party took control.
He could have gone along quietly with everything, just as many German church members did at the time.
But instead, Bonhoeffer made it clear that what was happening in his country in the 1930s was morally wrong and completely incompatible with Christianity.
Author Eric Metaxas has written extensively about Bonhoeffer and explained his role in Germany during those difficult days.
“He [Bonhoeffer] had an innate sense,” Metaxas wrote, “that the National Socialists would lead Germans into far darker places than they had yet been, and he was one of the very few voices who spoke out against it.”
As we know from history, speaking out against Hitler and the Nazi regime was not a safe thing to do.
A Christian in America at that time could condemn what was happening in Germany and not fear any repercussions.
After all, it was relatively safe to speak out from the other side of the Atlantic.
But to do it in Germany, even when having the higher moral ground, wasn’t advisable.
Bonhoeffer’s courage is even more admirable when we realize that he could have safely lived through the war in the safety of the United States.
But his conscience wouldn’t allow it.
As a leader in the Confessing Church, his activities had already placed him under the watchful eye of the German authorities before World War II broke out, and some of his Christian friends arranged for him to come to America to teach and escape possible persecution.
Bonhoeffer came to the United States in the summer of 1939 but he soon concluded that he should be back in Germany.
After much prayer, he wrote in a letter that it was a mistake to come to America: “I must live through this difficult period of our national history with the Christian people of Germany. I will have no right to participate in the reconstruction of Christian life in Germany after the war if I do not share the trials of this time with my people.”
“In the end,” Metaxas wrote, “he really believed that God wanted him to go back, to stand with his people, come what may. He knew that danger and possibly death lay ahead, but he went nonetheless.”
Upon his return to Germany, Bonhoeffer ministered to others and, as discreetly as possible, became more and more involved in opposing the German government.
He and his colleagues worked quietly, knowing that the Nazi regime could come down upon them at any moment.
Eventually, Bonhoeffer was indirectly involved in an effort to remove Hitler by assassination.
Earlier in his life, Bonhoeffer’s Christian beliefs had prevented him from opposing any existing authority, but as he worked through the issues in his own heart and mind, he became more and more convinced that a Christian was obligated to do what he could to stop abuses of power and to oppose injustices against an innocent populace.
And when his actions were discovered it cost him his freedom, and eventually his life.
In April of 1945 he was hanged. Bonhoeffer had ministered to other prisoners during his captivity and was faithful to the end, calling death “the last station on the road to freedom.”
His death was one of millions that came at the hands of the Nazis in the 1930s and 40s. Twenty-eight days after Bonhoeffer’s execution, Germany surrendered.__________
David Wilson, EdD, is a former high school principal and is the communications director for the Transit and Parking Department at the University of Arkansas. His book, Learning Every Day, is available on Amazon. You may e-mail him at ledauthor@gmail.com. 

Wisdom from Dr. Martin Luther King, Jr.

FAITH

Originally printed in the April 4, 2018 issue of the Washington County Enterprise Courier:


On April 4, 1968 in Memphis, an assassin’s bullet brought an abrupt end to the life of Martin Luther King, Jr.
That was 50 years ago, and since that time, we have continued to grapple with how our society will exhibit Christian virtues in our dealings with one another.

 If we studied the speeches and the sermons delivered by Dr. King, and if we sought to apply what he taught in the spirit in which those messages were delivered, it would go a long way towards bringing about peaceful living during today’s tumultuous times.
Often after a prominent person is gone, people will seek to use him or her for their own purposes.
In the example of King, over the years there have always been people who have said what he would approve of or what he would not.
And in the process, they sometimes put words in the mouth of a person who can no longer communicate with us for himself.
It is far better to study what a person actually said, than to speculate on what he might say if he were with us today.
And in King’s case, the primary resources are there in great abundance.
In his “I have a dream” speech on August 28, 1963 in Washington, D.C., King inspired millions of Americans across the nation, and his words have continued to resonate throughout the last five decades.
“I have a dream,” he said, “that my four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.”
It is most appropriate for us to commemorate Dr. King’s legacy in our homes and in our schools.  What did he mean by the words “content of their character?”  How can we help our children and help each other understand the importance of that statement?
Many times today the public dialogue focuses on the color of skin, but has very little emphasis on the content of one’s character.
In addition, Dr. King should be remembered not only because he helped America move in the direction of social freedom for all, and not only because he emphasized the importance of a person’s character, but also because he taught how one should simply approach life.
His sermon entitled “Shattered Dreams” is a good example.
He began that message by saying that very few of us ever get to see life’s dreams fulfilled as we had imagined.
“The hopes of our childhood,” he said, “and the promises of our mature years, are unfinished symphonies.”
“Shattered dreams,” King said, “are a hallmark of our mortal life.”
He explained how to deal with shattered dreams, disappointments, interrupted plans, hardships, difficulties, and setbacks.
It was a message appropriate for the times and one that is still appropriate today, because it is grounded in real life and deals with issues that life may throw our way.
So how do we deal with such difficulty?
King said we can’t allow frustrations to make us bitter or resentful; nor can we withdraw in to our own world and become detached from everything else.
Responding wrongly to a shattered dream can poison one’s entire outlook.
“The answer,” he said, “lies in our willing acceptance of unwanted and unfortunate circumstances even as we still cling to a radiant hope…”
In short, when bad things happen or when life doesn’t go as we planned, King taught that we should be realistic and accepting.
He quoted from Jeremiah 10:19, which says, “…this is a grief and I must bear it.”
He said a person must look at it and ask how it can be transformed in to one of life’s assets.
“Almost anything that happens to us,” King said, “may be woven into the purposes of God.”
He said a person must respond to such situations the same way that he taught oppressed Americans to respond to injustice.
“Our most fruitful course,” King said, “is to stand firm with courageous determination, move forward nonviolently amid obstacles and setbacks, accept disappointments, and cling to hope.”
In short, be strong. And have faith. We all need to hear that at some point in life.
David Wilson, EdD, of Springdale, is a former high school principal and is the communications director for the Transit and Parking Department at the University of Arkansas. His book, Learning Every Day, is available on Amazon. You may email him at ledauthor@gmail.com.
https://amazon.com/author/dwilsonnotes

Baseball observations: Inspired at an SEC double-header

BASEBALLColumn in Northwest Arkansas newspapers - March 28, 2018by David WilsonArkansas junior catcher Zack Plunkett was not in the starting lineup for the Arkansas Razorbacks in the first game of a double-header at home against Kentucky on March 17. But he did make some noise as a pinch-hitter.Plunkett is a product of Texas and played for two years at TCU before transferring to Arkansas in 2017.He has seen a baseball crowd with plenty of TCU purple in it, but there was none of that at Baum Stadium in Fayetteville on March 17.The crowd was mostly Razorback red, dotted in a few places with folks wearing Kentucky Wildcat blue.And because it was St. Patrick's Day, there were several fans wearing green.The Hogs dominated the first game, belting their way to a five-homer, 14-2 win.One of those home runs came at the hands of Plunkett.He led off in the bottom of the eighth inning with Arkansas leading 13-1 and when he connected with the ball he sent it soaring over the left field wall, putting Arkansas up 14-1 to complete their scoring for the game.It was a nice exclamation mark towards the end of an impressive Razorback win.But his home run isn't what first got my attention. Heck, everyone was hitting home runs for Arkansas that day (five in the first game; five in the second).No, what caught my eye was something in between the games.About an hour after Plunkett's homer he was involved in a special exchange -- one of those interactions with young fans -- that helps make baseball the great game that it is.The teams were warming up for the second game of the double-header as the grounds crew worked on the infield.With about 12 minutes to go until the first pitch of the second game, Plunkett made his way from left field, where the Hogs were warming up, back towards the dugout.He jogged by the stands and several adoring youngsters were leaning over the wall extending their hands, perhaps wanting Plunkett to respond with a celebratory smack from his hand to theirs.Plunkett took the baseball he had been throwing around and slapped it in to a baseball glove that one of the young men was holding out.It looked like Plunkett intended to go on to the dugout without breaking stride, but others called to him for autographs and he came to a sudden stop.He signed a couple before joining his teammates for the twilight part of the double-header.The Arkansas offense came alive in that game too, powering their way to a 16-9 win over the Wildcats and completing a three-game sweep for the weekend.Twenty years from now the boys who interacted with Plunkett between games might be able to tell you about the double-header and the scores for both games that day.But more than likely they will remember their up-close-and-personal interaction with Plunkett as they leaned over the rail that separated the stands from the playing field.For someone like me watching games like those on March 17, the players are seen as talented college students who are doing the best that they can; and they have their entire lives ahead of them.In that respect, the college players are still kids themselves.On the other hand, for a young 10-year-old fan, the players who compete on the field are demigods to be admired and emulated; bigger-than-life stars that any young person can aspire to be.The dynamic is interesting. The young kids who are 10 years old want to be around the older kids who are 20.They want to talk to them, high five them and get their autographs.They want to be recognized by them and to identify with their team.I remember being a grade school student myself, being awe-struck if I were anywhere near an athlete who played on a big stage.The 10-year-old fans at Baum Stadium that day could certainly get excited about a great display of offensive power in the form of a good home run show, but they probably got more excited about one of their heroes letting them into his world.Even if it was just for a moment._________________________________________David Wilson, EdD, of Springdale, is a former high school principal and is the communications director for the Transit and Parking Department at the University of Arkansas. His book, Learning Every Day, is available on Amazon. https://www.amazon.com/author/dwilsonnotes

Hard classes can pay off

EDUCATION
Several years ago when I was growing up in Corning, in Northeast Arkansas, my parents encouraged me to take the most challenging high school classes, particularly in math.
Like any teenager I preferred the easiest courses, but as a junior and senior I took chemistry, advanced math, and advanced composition.
I sometimes struggled with the trigonometry and calculous, falling a few lessons behind those at the top of the class. I was mastering the content, but only after classmates had moved on to something else.
In the long run, however, I learned much more than if I had taken less-demanding math classes. And it paid off.
I tested out of taking some math and English in college, and a stronger ACT score brought in some scholarship money. In addition, in the fall of 1980 when my physical science professor at Ouachita Baptist University began going over chemical computations, I understood the math with no trouble at all.
In short, going through the difficult classes in high school was worth the struggle.
It is the time of year when high school students make plans about the coursework they will take for the next school year.
Would they benefit with challenging work the same way I and others have?
Research indicates that they would.
Tim R. Westerberg, educator and high school reformer, wrote in his book Becoming a Great High School that the most effective schools encourage students to get enrolled in demanding classes.
The most successful schools also convey a positive “we-expect-success attitude.”
When a student falls behind in high school, he or she may be required to take remedial coursework in college. And to make bad news even worse, some research shows that remedial classes are not always effective in making up the ground.
In fact, Ohio University professor Richard Vedder, quoted in a Bloomberg column in 2012, said college remediation courses are “a broken system.”
Clearly there is ample evidence that students are better served academically when they are challenged rather than coddled.
To get an easy A in a high school class looks good on the transcript, but to fight one’s way through a semester to get a C might provide benefits down the road.
It is easy to worry about grades, GPA, and class rank, but if one goes down a pathway that is more rigorous and more enriching, it can lead to more success later.
David Wilson, EdD, is a communications director and former high school principal. His book Learning Every Day is available on Amazon.com. You may email him at ledauthor@gmail.com.