He had already generated a list of the students who owed books from
the previous school year. In essence, he wanted to withhold transportation
passes from students who owed books. Since the New York City Transit
Authority honored old passes or just let students onto buses and subways
during the first week of school, this did not seem to be a problem, as long
as the school made sure all students had their passes by the Transit Au-
thority’s cutoff date.
When most students were issued their passes, book delinquents (as
they were called then) were called to the dean’s office, given a list of
the books they owed, and told to return them. Because they owed books,
there was an “administrative delay” in issuing their transportation passes.
After a day or two, the plan was working well. Students were returning
books they owed not only from the previous year, but from their entire
time in the school. Some even tried to return overdue books from their
local libraries.
Then Principal Chen got an irate call from the superintendent: “Chen!
Are you withholding train passes from students who owe books?” After
hemming and hawing, he feebly mumbled something about “administra-
tive delays” but before he could finish, the superintendent said, “Don’t
give me any cock and bull stories. All students must have their passes by
the end of the day.” She hung up. Mr. Chen did as directed and learned
never to attempt to make excuses.
The next semester, every teacher was given a list of students who owed
books and told not to issue them any books for the semester until the stu-
dent gave them a “Book Account Cleared” slip. As books were usually
not distributed until one week into the semester, these book delinquents
had sufficient time to clear their accounts. This was almost as effective
as withholding transportation passes, and the school was able to reduce
its yearly unreturned book problem significantly. (See also chapter 7 for
other ways to encourage book return.)
This tale did not end here. Several years later, the New York Post sent
reporters outside schools on the first day of school. As students left their
buildings, the reporters asked them, “Where are your books?” The next
day’s headline screamed: “NYC Students Have No Books!” As usual, the
district, instead of giving an explanation, caved in to the sensationalism
and the word went out that every student in every school was to have a
book by the end of the day.
40 Chapter 4