Vol. 20, No. 2 - Spring 2004

Former students and colleagues share their memories about John Manning

by Rebecca Noran

John Manning makes an impression on everyone he meets. Throughout his career, Manning not only has been active in the college and organizations such as the International Reading Association, but he has worked throughout the country in the public schools and with students learning to teach.

He is currently involved in the Mississippi State Reading Initiative and the Minneapolis Public Schools First Year Teacher Project. Knowing Professor Manning would be too modest to be interviewed for an article in his honor, we’ve asked several former students, colleagues, and associates to give us their perspectives and memories of John Manning.

Louise Botko (B.S., ’65, elementary education) worked with Manning in her role as reading curriculum coordinator, North Area Minneapolis Public Schools, in the 1970s.

“One of the things that I really admire about John Manning is that he not only did research but he also was able to implement it, which teachers really appreciated. His attitude was, ‘Give me a group of kids, and I’ll teach.’ He was passionate about teaching children how to read.”

Annie Cooper (B.S., ’03, foundations of education; M.Ed./initial licensure student), was a student of John Manning’s in spring 2004. She plans to be a K–8 teacher.

“Dr. Manning is an amazing professor whose positive spirit and warmth is felt by all.”

Melvin Hoagland (Ph.D., ’76, educational administration) former north area superintendent for the Minneapolis Public Schools, worked with John Manning from 1967–80.

“Classroom teachers loved him. He taught some classes for teachers after school and on Saturday—they flocked around him. I often said that he was like a pied piper.”

Maythee Jensen Kantar (M.A., ’85, elementary education; Ph.D. ’90, curriculum), professor and chair, Department of Communication, Writing, and the Arts, Metropolitan State University, St. Paul

“Dr. Manning was always kind and respectful, putting the needs of students first, always trying to understand a situation from their point of view.”

Deborah Dillon, professor and chair, the college’s Department of Curriculum and Instruction

“John Manning has provided leadership in reading education at the international level and in Minnesota. John has given large amounts of time and expertise by working with teachers and children experiencing reading problems in schools across the state. It is amazing to see John walk into a classroom, begin a conversation with a student, and engage that youngster in reading and responding to texts. With equal ease John can talk with teachers, observe them teach, and offer skilled advice on teaching practices that might help them reach kids with reading problems. I personally value John’s optimism about kids, the teaching profession, and life.”

Verla Klassen (M.A., ’73, elementary education; Ph.D., ’84, education), teacher, Bethune Elementary; coordinates the college’s literacy practicum and student teacher visits to Bethune; teaches summer courses in the college

“One of the things that is so remarkable about John Manning is that he not only models for children, he models for those of us he is teaching and working with. He brings a lot of joy to the people he meets at the University and at every level.”

Alan Farstrup (Ph.D., ’77, reading curriculum and instruction), executive director, International Reading Association

“Dr. John Manning has dedicated his professional life to the improvement of reading instruction in public schools. He has been a superb mentor to an entire generation of graduate students, students who have gone on to provide leadership in their communities, schools, and universities. Truly, his contributions cannot be overestimated.”

Benji Kamrath (B.S., ’03, foundations of education; M.Ed./ initial licensure program student in elementary education; former U of M quarterback), student of Manning’s in 2003

“He’s probably one of the most kind individuals I’ve ever met. He was an excellent professor—everybody enjoyed his lectures. Another thing I really appreciate about Dr. Manning is that when we went to our practicum sites, he was always right there, every day, waiting for us and helping us out as we put those practices into good use with children.”

Alden Moe (B.S., ’63, elementary education; Ph.D., ’71, education/reading), Richard James Mertz Professor of Education and chair, Department of Education, Rollins College, Winter Park, Fla.

“He was excellent at conducting in-service demonstrations for classroom teachers and he wanted all his doctoral students to be able to do so as well. On the day of my demonstration, there were about 20 teachers ready to observe me teach a reading lesson to a group of six or seven students. One student, Warren (I will never forget his name), said, ‘I’m not going to the damned reading circle,’ and headed for the door. I brought him back to the table, sat him next to me, and, with some very good luck, taught the lesson. For Dr. Manning, this was all in a day’s work.”

Edward E. Paradis (B.S., ’63, elementary education; M.A., ’68, education; Ph.D., ’70, education), director of teacher education, University of Wyoming

“In my mind Professor Manning has no equal for working with public schools having the most difficulty. Few people understand the children, teachers, and principals of these schools. His life was spent in those schools and to this day he remains in them. He’s kind of a ‘tough love’ guy, but forever he stands beside those he loves.”

P. David Pearson (Ph.D., ’69, reading education; former member of the college’s faculty), dean of the Graduate School of Education, University of California, Berkeley

“I had the good fortune to be one of John Manning’s very first Ph.D. advisees at Minnesota (from 1966–69). John’s advisement was exemplary on many grounds, but two stand out in my mind. First, he helped me understand that educational research is hollow if it cannot be extended into schools where it can improve the professional knowledge of teachers and the achievement and opportunity of students. Second, he had the wisdom and generosity to make sure that when I wanted to tackle a topic or a problem that was not part of his portfolio, I got connected with other faculty in the college who could help me pursue that interest.”

Tom Post, math professor, the college’s Department of Curriculum and Instruction

“John has always impressed me as a person of the highest integrity. His ability to work effectively to craft leadership in the public schools and his dedication to his students has always be an inspiration to me. His Ph.D. students are literally a who’s who in reading education and have gone on to distinguish themselves in the profession.

“My son Colin was once a student in our program and is currently teaching in the Rosemount-Apple Valley District. He contends to this day that the most useful course that he took while he was here was the reading methods course offered by John. This despite the fact that he took his math methods course from me!”

Sumner Schachter (Ph.D., ’78, education), taught school for 13 years and is now an investment adviser in Glenwood Springs, Colorado

“John has had and still does have an incredible gift when it comes to educators—he has been able to put into words what we have in our hearts and souls. John’s appearance is always dramatic. I took a class from him in California and in those days he always wore white. There’s a question in everyone’s mind when you first meet him: How much substance is behind the show?

“I learned more from him in that one short course than I ever learned in four years of teaching and five years of college. John Manning is incredibly bright, untraditional, and probably widely underappreciated. Once he retires he’s probably irreplaceable, because that kind of teaching isn’t rewarded nowadays.”