Photographs by Jeff Brown

Until a couple of years ago, Lucy Calkins was, to many American teachers and parents, a minor deity. Thousands of U.S. schools used her curriculum, called Units of Study, to teach children to read and write. Two decades ago, her guiding principles—that children learn best when they love reading, and that teachers should try to inspire that love—became a centerpiece of the curriculum in New York City’s public schools. Her approach spread through an institute she founded at Columbia University’s Teachers College, and traveled further still via teaching materials from her publisher. Many teachers don’t refer to Units of Study by name. They simply say they are “teaching Lucy.”

But now, at the age of 72, Calkins faces the destruction of everything she has worked for. A 2020 report by a nonprofit described Units of Study as “beautifully crafted” but “unlikely to lead to literacy success for all of America’s public schoolchildren.” The criticism became impossible to ignore two years later, when the American Public Media podcast Sold a Story: How Teaching Kids to Read Went So Wrong accused Calkins of being one of the reasons so many American children struggle to read. (The National Assessment of Educational Progress—a test administered by the Department of Education—found in 2022 that roughly one-third of fourth and eighth graders are unable to read at the “basic” level for their age.)

In Sold a Story, the reporter Emily Hanford argued that teachers had fallen for a single, unscientific idea—and that its persistence was holding back American literacy. The idea was that “beginning readers don’t have to sound out words.” That meant teachers were no longer encouraging early learners to use phonics to decode a new word—to say cuh-ah-tuh for “cat,” and so on. Instead, children were expected to figure out the word from the first letter, context clues, or nearby illustrations. But this “cueing” system was not working for large numbers of children, leaving them floundering and frustrated. The result was a reading crisis in America.

The podcast said that “a company and four of its top authors” had sold this “wrong idea” to teachers and politicians. The company was the educational publisher Heinemann, and the authors included the New Zealander Marie Clay, the American duo Irene Fountas and Gay Su Pinnell, and Calkins. The podcast devoted an entire episode, “The Superstar,” to Calkins. In it, Hanford wondered if Calkins was wedded to a “romantic” notion of literacy, where children would fall in love with books and would then somehow, magically, learn to read. Calkins could not see that her system failed poorer children, Hanford argued, because she was “influenced by privilege”; she had written, for instance, that children might learn about the alphabet by picking out letters from their surroundings, such as “the monogram letters on their bath towels.”

In Hanford’s view, it was no surprise if Calkins’s method worked fine for wealthier kids, many of whom arrive at school already starting to read. If they struggled, they could always turn to private tutors, who might give the phonics lessons that their schools were neglecting to provide. But kids without access to private tutors needed to be drilled in phonics, Hanford argued. She backed up her claims by referencing neurological research into how children learn to read—gesturing to a body of evidence known as “the science of reading.” That research demonstrated the importance of regular, explicit phonics instruction, she said, and ran contrary to how American reading teachers were being trained.

Since the podcast aired, “teaching Lucy” has fallen out of fashion. Calkins’s critics say that her refusal to acknowledge the importance of phonics has tainted not just Units of Study—a reading and writing program that stretches up to eighth grade—but her entire educational philosophy, known as “balanced literacy.” Forty states and the District of Columbia have passed laws or implemented policies promoting the science of reading in the past decade, according to Education Week, and publishers are racing to adjust their offerings to embrace that philosophy.

Somehow, the wider debate over how to teach reading has become a referendum on Calkins herself. In September 2023, Teachers College announced that it would dissolve the reading-and-writing-education center that she had founded there. Anti-Lucy sentiment has proliferated, particularly in the city that once championed her methods: Last year, David Banks, then the chancellor of New York City public schools, likened educators who used balanced literacy to lemmings: “We all march right off the side of the mountain,” he said. The New Yorker has described Calkins’s approach as “literacy by vibes,” and in an editorial, the New York Post described her initiative as “a disaster” that had been “imposed on generations of American children.” The headline declared that it had “Ruined Countless Lives.” When the celebrated Harvard cognitive psychologist Steven Pinker shared an article about Calkins on X, he bemoaned “the scandal of ed schools that promote reading quackery.” Queen Lucy has been dethroned.

“I mean, I can say it—it was a little bit like 9/11,” Calkins told me when we spoke at her home this summer. On that day in 2001, she had been driving into New York City, and “literally, I was on the West Side Highway and I saw the plane crash into the tower. Your mind can’t even comprehend what’s happening.” Two decades later, the suggestion that she had harmed children’s learning felt like the same kind of gut punch.

Calkins now concedes that some of the problems identified in Sold a Story were real. But she says that she had followed the research, and was trying to rectify issues even before the podcast debuted: She released her first dedicated phonics units in 2018, and later published a series of “decodable books”—simplified stories that students can easily sound out. Still, she has not managed to satisfy her critics, and on the third day we spent together, she admitted to feeling despondent. “What surprises me is that I feel as if I’ve done it all,” she told me. (Heinemann, Calkins’s publisher, has claimed that the Sold a Story podcast “radically oversimplifies and misrepresents complex literacy issues.”)

The backlash against Calkins strikes some onlookers, even those who are not paid-up Lucy partisans, as unfair. “She wouldn’t have been my choice for the picture on the ‘wanted’ poster,” James Cunningham, a professor emeritus of literacy studies at the University of North Carolina at Chapel Hill, told me. Indeed, over the course of several days spent with Calkins, and many more hours talking with people on all sides of this debate, I came to see her downfall as part of a larger story about the competing currents in American education and the universal desire for an easy, off-the-shelf solution to the country’s reading problems.

The question now is whether Calkins is so much a part of the problem that she cannot be part of the solution. “I’m going to figure this out,” she remembered thinking. “And I’m going to clarify it or I’m going to write some more or speak or do something or, or—fix it.” But can she? Can anyone?

On the last day of the school year in Oceanside, a well-to-do town on Long Island, everyone was just delighted to see Lucy Calkins. The young Yale-educated principal of Fulton Avenue School 8, Frank Zangari, greeted her warmly, and at the end of one lesson, a teacher asked for a selfie.

The lessons I saw stressed the importance of self-expression and empathy with other viewpoints; a group of sixth graders told me about the books they had read that year, which explored being poor in India and growing up Black in 1960s America. In every class, I watched Calkins speak to children with a mixture of intense attention and straightforward challenge; she got down on the floor with a group learning about orcas and frogs and peppered them with questions about how animals breathe. “Could you talk a minute about the writer’s craft?” she asked the sixth graders studying poetry. “Be more specific. Give examples,” she told a fourth grader struggling to write a memoir.

With her slim frame, brown bob, and no-nonsense affect, she reminded me of Nancy Pelosi. “I can’t retire; I don’t have any hobbies,” I overheard her saying to someone later.

School 8 showed the strengths of Calkins’s approach—which is presumably why she had suggested we visit it together. But it also hinted at the downsides. For generations in American public education, there has been a push and pull between two broad camps—one in which teachers are encouraged to directly impart skills and information, and a more progressive one in which children are thought to learn best through firsthand experience. When it comes to reading, the latter approach dominates universities’ education programs and resonates with many teachers; helping children see themselves as readers and writers feels more emotionally satisfying than drilling them on diphthongs and trigraphs.

This tension between the traditionalists and the progressives runs through decades of wrangling over standardized tests and through most of the major curricular controversies in recent memory. Longtime educators tick off the various flash points like Civil War battlefields: outcome-based education, No Child Left Behind, the Common Core. Every time, the pendulum went one way and then the other. “I started teaching elementary school in 1964,” says P. David Pearson, a former dean at the Berkeley School of Education, in California. “And then I went to grad school in, like, ’67, and there’s been a back-to-the-basics swing about every 10 years in the U.S., consistently.”

The progressives’ primary insight is that lessons focused on repetitive instruction and simplified text extracts can be boring for students and teachers alike, and that many children respond more enthusiastically to discovering their own interests. “We’re talking about an approach that treats kids as competent, intellectual meaning makers, versus kids who just need to learn the code,” Maren Aukerman, a professor at the University of Calgary, told me. But opponents see that approach as nebulous and undirected.

My time at School 8 was clearly intended to demonstrate that Units of Study is not hippie nonsense, but a rigorous curriculum that can succeed with the right teachers. “There’s no question in my mind that the philosophy works, but in order to implement it, it takes a lot of work,” Phyllis Harrington, the district superintendent, told me.

School 8 is a happy school with great results. However, while the school uses Calkins’s writing units for all grades, it uses her reading units only from the third grade on. For first and second grades, the school uses Fundations, which is marketed as “a proven approach to Structured Literacy that is aligned with the science of reading.” In other words, it’s a phonics program.

Calkins’s upbringing was financially comfortable but psychologically tough. Both of her parents were doctors, and her father eventually chaired the department of medicine at the University at Buffalo. Calkins’s mother was “the most important, wonderful person in my life, but really brutal,” she told me. If a bed wasn’t made, her mother ripped off the sheets. If a coat wasn’t hung up, her mother dropped it into the basement. When the young Lucy bit her fingernails, her mother tied dancing gloves onto her hands. When she scratched the mosquito bites on her legs, her mother made her wear thick pantyhose at the height of summer.

The nine Calkins children raised sheep and chickens themselves. Her memories of childhood are of horseback riding in the cold, endless hand-me-downs, and little tolerance for bad behavior.

That is why, Calkins told me, “nothing that Emily Hanford has said grates on me more than the damn monogrammed towels.” But she knows that the charge of being privileged and out of touch has stuck. Her friends had warned her about letting me into her home in Dobbs Ferry, a pretty suburb of New York, and I could see why. Her house is idyllic—at the end of a long private drive, shaded by old trees, with a grand piano in the hallway and a Maine-coon cat patrolling the wooden floors. Calkins has profited handsomely from textbook sales and training fees, and in the eyes of some people, that is suspicious. (“Money is the last thing I ever think about,” she told me.)

She became interested in reading and writing because she babysat for the children of the literacy pioneer Donald Graves, whose philosophy can be summarized by one of his most widely cited phrases: “Children want to write.” Even at a young age, she believed in exhaustively prepared fun. “I would plan a bagful of things I would bring over there; I was the best babysitter you could ever have,” she said. “We would do crafts projects, and drama, you know, and I would keep the kids busy all day.”

When Calkins was 14, Graves sent her to be a counselor at a summer camp in rural Maine. She remembers two kids in particular, Sophie and Charlie. Sophie was “so tough and surly, and a kind of overweight, insecure, tough kid,” but she opened up when Calkins took her horseback riding and then asked her to write about it. Charlie loved airplanes, and so she asked him to write about those. The experience cemented her lifelong belief that children should read and write as a form of self-expression.

After graduating from Williams College in 1973, she enrolled in a program in Connecticut that trained teachers to work in disadvantaged districts. She read everything about teaching methods she could find, and traveled to England, where a progressive education revolution was in full swing.

Calkins returned to America determined to spread this empowering philosophy. She earned a doctorate at NYU, and, in 1986, published a book called The Art of Teaching Writing. Later, she expanded her purview to reading instruction.

At the time, the zeitgeist favored an approach known as “whole language.” This advocated independent reading of full books and suggested that children should identify words from context clues rather than arduously sounding them out. Progressives loved it, because it emphasized playfulness and agency. But in practice, whole language had obvious flaws: Some children do appear to pick up reading easily, but many benefit from focused, direct instruction.

This approach influenced Calkins as she developed her teaching philosophy. “Lucy Calkins sides, in most particulars, with the proponents of ‘whole language,’ ” The New York Times reported in 1997. Her heavyweight 2001 book, The Art of Teaching Reading, has only a single chapter on phonics in primary grades; it does note, however, that “researchers emphasize how important it is for children to develop phonemic awareness in kindergarten.”

The author Natalie Wexler has described Calkins’s resulting approach, balanced literacy, as an attempt to create a “peace treaty” in the reading wars: Phonics, yes, if you must, but also writing workshops and independent reading with commercial children’s books, rather than the stuffier grade-level decodable texts and approved extracts. (Defenders of the former method argue that using full books is more cost-efficient, because they can be bought cheaply and used by multiple students.) “If we make our children believe that reading has more to do with matching letters and sounds than with developing relationships with characters like Babar, Madeline, Charlotte, and Ramona,” Calkins wrote, “we do more harm than good.”

Sentences like that are why critics saw balanced literacy as a branding exercise designed to rehabilitate old methods. “It was a strategic rebadging of whole language,” Pamela Snow, a cognitive-psychology professor at La Trobe University, in Australia, told me. Even many of Calkins’s defenders concede that she was too slow to embrace phonics as the evidence for its effectiveness grew. “I think she should have reacted earlier,” Pearson, the former Berkeley dean, told me, but he added: “Once she changed, they were still beating her for what she did eight years ago, not what she was doing last month.”

For the first decades of her career, Calkins was an influential thinker among progressive educators, writing books for teachers. In 2003, though, Joel Klein, then the chancellor of the New York City public schools, suddenly mandated her workshop approach in virtually all of the city’s elementary schools, alongside a separate, much smaller, phonics program. An article in the Times suggested that some saw Klein as “an unwitting captive of the city’s liberal consensus,” but Klein brushed aside the criticisms of balanced literacy. “I don’t believe curriculums are the key to education,” he said. “I believe teachers are.” Now everybody in the city’s public schools would be “teaching Lucy.”

As other districts followed New York’s lead, Units of Study became one of the most popular curricula in the United States. This led, inevitably, to backlash. A philosophy had become a product—an extremely popular and financially successful one. “Once upon a time there was a thoughtful educator who raised some interesting questions about how children were traditionally taught to read and write, and proposed some innovative changes,” the author Barbara Feinberg wrote in 2007. “But as she became famous, critical debate largely ceased: her word became law. Over time, some of her methods became dogmatic and extreme, yet her influence continued to grow.”

You wouldn’t know it from listening to her fiercest detractors, but Calkins has, in fact, continuously updated Units of Study. Unlike Irene Fountas and Gay Su Pinnell, who have stayed quiet during the latest furor and quietly reissued their curriculum with more emphasis on phonics last year, Calkins has even taken on her critics directly. In 2019—the year after she added the dedicated phonics texts to Units of Study—she published an eight-page document called “No One Gets to Own the Term ‘The Science of Reading,’ ” which referred dismissively to “phonics-centric people” and “the new hype about phonics.” This tone drove her opponents mad: Now that Calkins had been forced to adapt, she wanted to decide what the science of reading was?

“Her document is not about the science that I know; it is about Lucy Calkins,” wrote the cognitive neuroscientist Mark Seidenberg, one of the critics interviewed in Sold a Story. “The purpose of the document is to protect her brand, her market share, and her standing among her many followers.”

Talking with Calkins herself, it was hard to nail down to what extent she felt that the criticisms of her earlier work were justified. When I asked her how she was thinking about phonics in the 2000s, she told me: “Every school has a phonics program. And I would always talk about the phonics programs.” She added that she brought phonics specialists to Columbia’s Teachers College several times a year to help train aspiring educators. (James Cunningham, at UNC Chapel Hill, backed this up, telling me, “She was certainly not wearing a sandwich billboard around: DON’T TEACH PHONICS.”)

But still, I asked Calkins, would it be fair to say that phonics wasn’t your bag?

“I felt like phonics was something that you have the phonics experts teach.”

So where does this characterization of you being hostile toward phonics come from?

“Hopefully, you understand I’m not stupid. You would have to be stupid to not teach a 5-year-old phonics.”

But some people didn’t, did they? They were heavily into context and cueing.

“I’ve never heard of a kindergarten teacher who doesn’t teach phonics,” Calkins replied.

Because this is America, the reading debate has become a culture war. When Sold a Story came along in 2022, it resonated with a variety of audiences, including center-left education reformers and parents of children with learning disabilities. But it also galvanized political conservatives. Calkins’s Units of Study was already under attack from the right: In 2021, an article in the Manhattan Institute’s City Journal titled “Units of Indoctrination” had criticized the curriculum, alleging that the way it teaches students to analyze texts “amounts to little more than radical proselytization through literature.”

The podcast was released at an anxious time for American education. During the coronavirus pandemic, many schools—particularly in blue states—were closed for months at a time. Masking in classrooms made it harder for children to lip-read what their teachers were saying. Test scores fell, and have only recently begun to recover.

“Parents had, for a period of time, a front-row seat based on Zoom school,” Annie Ward, a recently retired assistant superintendent in Mamaroneck, New York, told me. She wondered if that fueled a desire for a “back to basics” approach. “If I’m a parent, I want to know the teacher is teaching and my kid is sitting there soaking it up, and I don’t want this loosey-goosey” stuff.

Disgruntled parents quickly gathered online. Moms for Liberty, a right-wing group that started out by opposing school closures and mask mandates, began lobbying state legislators to change school curricula as well. The reading wars began to merge with other controversies, such as how hard schools should push diversity-and-inclusion programs. (The Moms for Liberty website recommends Sold a Story on its resources page.) “We’re failing kids everyday, and Moms for Liberty is calling it out,” a co-founder, Tiffany Justice, told Education Week in October of last year. “The idea that there’s more emphasis placed on diversity in the classroom, rather than teaching kids to read, is alarming at best. That’s criminal.”

Ward’s district was not “teaching Lucy,” but using its own bespoke balanced-literacy curriculum. In the aftermath of the pandemic, Ward told me, the district had several “contentious” meetings, including one in January 2023 where “we had ringers”—attendees who were not parents or community members, but instead seemed to be activists from outside the district. “None of us in the room recognized these people.” That had never happened before.

I had met Ward at a dinner organized by Calkins at her home, which is also the headquarters of Mossflower—the successor to the center that Calkins used to lead at Teachers College. The evening demonstrated that Calkins still has star power. On short notice, she had managed to assemble half a dozen superintendents, assistant superintendents, and principals from New York districts.

“Any kind of disruption like this has you think very carefully about what you’re doing,” Edgar McIntosh, an assistant superintendent in Scarsdale, told me. But he, like several others, was frustrated by the debate. During his time as an elementary-school teacher, he had discovered that some children could decode words—the basic skill developed by phonics—but struggled with their meaning. He worried that parents’ clamor for more phonics might come at the expense of teachers’ attention to fluency and comprehension. Raymond Sanchez, the superintendent of Tarrytown’s school district, said principals should be able to explain how they were adding more phonics or decodable texts to existing programs, rather than having “to throw everything out and find a series that has a sticker that says ‘science of reading’ on it.”

This, to me, is the key to the anti-Lucy puzzle. Hanford’s reporting was thorough and necessary, but its conclusion—that whole language or balanced literacy would be replaced by a shifting, research-based movement—is hard to reconcile with how American education actually works. The science of reading started as a neutral description of a set of principles, but it has now become a brand name, another off-the-shelf solution to America’s educational problems. The answer to those problems might not be to swap out one commercial curriculum package for another—but that’s what the system is set up to enable.

Gail Dahling-Hench, the assistant superintendent in Madison, Connecticut, has experienced this pressure firsthand. Her district’s schools don’t “teach Lucy” but instead follow a bespoke local curriculum that, she says, uses classroom elements associated with balanced literacy, such as the workshop model of students studying together in small groups, while also emphasizing phonics. That didn’t stop them from running afoul of the new science-of-reading laws.

In 2021, Connecticut passed a “Right to Read” law mandating that schools choose a K–3 curriculum from an approved list of options that are considered compliant with the science of reading. Afterward, Dahling-Hench’s district was denied a waiver to keep using its own curriculum. (Eighty-five districts and charter schools in Connecticut applied for a waiver, but only 17 were successful.) “I think they got wrapped around the axle of thinking that programs deliver instruction, and not teachers,” she told me.

Dahling-Hench said the state gave her no useful explanation for its decision—nor has it outlined the penalties for noncompliance. She has decided to stick with the bespoke curriculum, because she thinks it’s working. According to test scores released a few days after our conversation, her district is among the best-performing in the state.

Keeping the current curriculum also avoids the cost of preparing teachers and administrators to use a new one—a transition that would be expensive even for a tiny district like hers, with just five schools. “It can look like $150,000 to $800,000 depending on which program you’re looking at, but that’s a onetime cost,” Dahling-Hench said. Then you need to factor in annual costs, such as new workbooks.

You can’t understand this controversy without appreciating the sums involved. Refreshing a curriculum can cost a state millions of dollars. People on both sides will therefore suggest that their opponents are motivated by money—either saving their favored curriculum to keep the profits flowing, or getting rich through selling school boards an entirely new one. Talking with teachers and researchers, I heard widespread frustration with America’s commercial approach to literacy education. Politicians and bureaucrats tend to love the idea of a packaged solution—Buy this and make all your problems go away!—but the perfect curriculum does not exist.

“If you gave me any curriculum, I could find ways to improve it,” Aukerman, at the University of Calgary, told me. She thinks that when a teaching method falls out of fashion, its champions are often personally vilified, regardless of their good faith or expertise. In the case of Lucy Calkins and balanced literacy, Aukerman said, “If it weren’t her, it would be someone else.”

Jeff Brown for The Atlantic

One obvious question about the science of reading is, well … what is it? The evidence for some kind of explicit phonics instruction is compelling, and states such as Mississippi, which has adopted early screening to identify children who struggle to read—and which holds back third graders if necessary—appear to be improving their test scores. Beyond that, though, things get messy.

Dig into this subject, and you can find frontline teachers and credentialed professors who contest every part of the consensus. And I mean every part: Some academics don’t even think there’s a reading crisis at all.

American schools might be ditching Units of Study, but balanced literacy still has its defenders. A 2022 analysis in England, which mandates phonics, found that systematic reviews “do not support a synthetic phonics orientation to the teaching of reading; they suggest that a balanced-instruction approach is most likely to be successful.”

The data on the effects of specific methods can be conflicting and confusing, which is not unusual for education studies, or psychological research more generally. I feel sorry for any well-intentioned superintendent or state legislator trying to make sense of it all. One of the classrooms at Oceanside School 8 had a wall display devoted to “growth mindset,” a fashionable intervention that encourages children to believe that instead of their intelligence and ability being fixed, they can learn and evolve. Hoping to improve test scores, many schools have spent thousands of dollars each implementing “growth mindset” lessons, which proponents once argued should be a “national education priority.” (Some proponents also hoped, earnestly, that the approach could help bring peace to the Middle East.) But in the two decades since growth mindset first became ubiquitous, the lofty claims made about its promise have come down to earth.

Keeping up with all of this is more than any teacher—more than any school board, even—can reasonably be expected to do. After I got in touch with her, Emily Hanford sent me seven emails with links to studies and background reading; I left Calkins’s house loaded down with units of her curricula for younger students. More followed in the mail.

Even the most modest pronouncements about what’s happening in American schools are difficult to verify, because of the sheer number of districts, teachers, and pupils involved. In Sold a Story, Hanford suggested that some schools were succeeding with Units of Study only because parents hired personal tutors for their children. But corroborating this with data is impossible. “I haven’t figured out a way to quantify it, except in a very strong anecdotal way,” Hanford told me.

Some teachers love “teaching Lucy,” and others hate it. Is one group delusional? And if so, which one? Jenna and Christina, who have both taught kindergarten in New York using Units of Study, told me that the curriculum was too invested in the idea of children as “readers” and “writers” without giving them the basic skills needed to read and write. (They asked to be identified only by their first names in case of professional reprisals.) “It’s a piece of shit,” Christina said. She added: “We’re expecting them to apply skills that we haven’t taught them and that they aren’t coming to school with. I’ve been trying to express that there’s a problem and I get called negative.” Jenna had resorted to a covert strategy, secretly teaching phonics for up to 90 minutes a day instead of the brief lessons she was instructed to provide.

But for every Jenna or Christina, there’s a Latasha Holt. After a decade as a third- and fourth-grade teacher in Arkansas, Holt is now an associate professor of elementary literacy at the University of Louisiana at Lafayette, where she has watched from the sidelines as the tide turned against Calkins. “The dismantling of this thing, it got to me, because I had taught under Units of Study,” she told me. “I’ve used it, and I knew how good it was. I had lived it; I’ve seen it work; I knew it was good for kids.”

Aubrey Kinat is a third-grade teacher in Texas who recently left her position at a public school because it decided to drop Units of Study. (The school now uses another curriculum, which was deemed to align better with the science of reading.) Suddenly, she was pushed away from full novels and toward approved excerpts, and her lessons became much more heavily scripted. “I felt like I was talking so much,” she told me. “It took the joy out of it.”

For many school boards facing newly politicized parents who came out of the pandemic with strong opinions, ditching Lucy has had the happy side effect of giving adults much more control over what children read. Calkins and some of her dinner guests had suggested that this might be the true reason for the animus around independent reading. “I do start to wonder if this really is about wanting to move everybody towards textbooks,” Calkins said.

Eighteen months after her series launched, Hanford returned in April 2024 with two follow-up episodes of Sold a Story, which took a less polemical tone. Unsurprisingly so: Calkins had lost, and she had won.

The science of reading is the new consensus in education, and its advocates are the new establishment. It is now on the hook for the curriculum changes that it prompted—and for America’s reading performance more generally. That is an uncomfortable position for those who care more about research than about winning political fights.

Some of the neuroscience underpinning Sold a Story was provided by Seidenberg, a professor emeritus at the University of Wisconsin at Madison. (He did not respond to an interview request.) Since the series aired, he has welcomed the move away from Units of Study, but he has also warned that “none of the other major commercial curricula that are currently available were based on the relevant science from the ground up.”

Because the usefulness of phonics is one of the few science-of-reading conclusions that is immediately comprehensible to laypeople, “phonics” has come to stand in for the whole philosophy. In a blog post last year, Seidenberg lamented that, on a recent Zoom call, a teacher had asked if they needed to keep teaching phonemic awareness once children were good readers. (The answer is no: Sounding out letters is what you do until the process becomes automatic.) Seidenberg now worried that the science of reading is “at risk of turning into a new pedagogical dogma.”

Hanford has also expressed ambivalence about the effects of Sold a Story. She compared the situation to the aftermath of No Child Left Behind, a George W. Bush–era federal education initiative that heavily promoted a literacy program called Reading First. “It became focused on products and programs,” Hanford told me, adding that the ethos turned into “get rid of whole language and buy something else.” However, she is glad that the importance of phonics—and the research backing it—is now more widely understood, because she thinks this can break the cycle of revolution and counterrevolution. She added that whenever she talks with lawmakers, she stresses the importance of continuing to listen to teachers.

What about her portrait of Calkins as rich, privileged, oblivious? Forget the monogrammed towels, I told Hanford; there is a more benign explanation for Calkins’s worldview: Everywhere she goes, she meets people, like the teachers and children in Oceanside, who are overjoyed to see her, and keen to tell her how much they love Units of Study.

But Hanford told me that she’d included the towels line because “the vast majority of teachers, especially elementary-school teachers, in America are white, middle-class women.” Many of these women, she thought, had enjoyed school themselves and didn’t intuitively know what it was like to struggle with learning to read and write.

Reporting this story, I was reminded again and again that education is both a mass phenomenon and a deeply personal one. People I spoke with would say things like Well, he’s never done any classroom research. She’s never been a teacher. They don’t understand things the way I do. The education professors would complain that the cognitive scientists didn’t understand the history of the reading wars, while the scientists would complain that the education professors didn’t understand the latest peer-reviewed research. Meanwhile, a teacher must command a class that includes students with dyslexia as well as those who find reading a breeze, and kids whose parents read to them every night alongside children who don’t speak English at home. At the same time, school boards and state legislators, faced with angry parents and a welter of conflicting testimony, must answer a simple question: Should we be “teaching Lucy,” or not?

No matter how painful the past few years have been, though, Calkins is determined to keep fighting for her legacy. At 72, she has both the energy to start over again at Mossflower and the pragmatism to have promised her estate to further the cause once she’s gone. She still has a “ferocious” drive, she told me, and a deep conviction in her methods, even as they evolve. She does not want “to pretend it’s a brand-new approach,” she said, “when in fact we’ve just been learning; we’re just incorporating more things that we’ve learned.”

But now that balanced literacy is as unfashionable as whole language, Calkins is trying to come up with a new name for her program. She thought she might try “comprehensive literacy”—or maybe “rebalancing literacy.” Whatever it takes for America to once again feel confident about “teaching Lucy.”

This article appears in the December 2024 print edition with the headline “Teaching Lucy.” When you buy a book using a link on this page, we receive a commission. Thank you for supporting The Atlantic.

Photographs by Jonno Rattman

Updated at 8:50 a.m. ET on November 3, 2024

An hour’s drive from downtown Pittsburgh is one of the most beautiful places in America—Fallingwater, the architect Frank Lloyd Wright’s late masterpiece. The house is a mass of right angles, in ochre and Cherokee red, perched above the Bear Run waterfall that provides the house its name.

Fallingwater was commissioned in 1934 by a couple, Edgar and Liliane Kaufmann, whose family had made its fortune from a brick-and-mortar business—a department store in Pittsburgh founded in 1871, when the city was flush with steel and glass money. Edgar became a generous patron of the arts in Pittsburgh and helped raise money for a local arena. Before he bought the Fallingwater site outright, the land had been leased to the store’s employee association, which allowed workers to spend their summers there.

Unlike today’s rich, many of whom make their money from ones and zeros, the Kaufmann family’s money came from a place and its people—the matrons of Pittsburgh who needed new pantyhose, the girls who met under the store’s ornate clock, the parents who took their children to see Santa. In the age before private jets, the Kaufmanns spent their leisure time near that place too. Fallingwater was built to be their summer retreat.

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Lately, though, Pennsylvania has been on the receiving end of a different display of wealth and power. Elon Musk has made Donald Trump’s return to the White House his personal cause. He has so far donated at least $119 million to his campaign group, America PAC, and has devoted considerable energy to campaigning in the state where he went to college. The South African–born Tesla magnate, who usually lives in Texas, set up what The New York Times described as a “war room” in Pittsburgh. He has held town-hall meetings in several counties across the state. He announced at a Trump event in Harrisburg that he would write $1 million checks to swing-state voters, in what the Philadelphia district attorney has described as an “illegal lottery scheme.” And Musk is presenting himself, to some skepticism, as a fan of both of the state’s NFL teams, the Philadelphia Eagles and the Pittsburgh Steelers.

Pennsylvania, which supported Democrats in six consecutive presidential elections before narrowly voting for Trump in 2016 and then returning to the Democrats in 2020, is widely expected to be the tipping-point state in the Electoral College next week. “Pennsylvania is caught in the middle of a realignment of the American electorate,” the polling analyst Josh Smithley, who runs the Pennsylvania Powered Substack, told me. The wealthier suburbs have been moving left as the rural areas “have been rocketing to the right, propelled by diminishing white working-class support for the Democratic Party.” The commonwealth is one of only six states in the country where more than 70 percent of current residents are homegrown. It is three-quarters white, and a third of its residents have a bachelor’s degree—lower than in neighboring Northeast Corridor states.  

At the moment, Musk is merely the wealthiest and most frenetic of the many political operatives showering Pennsylvanians with attention. If you found yourself caught in unexpected traffic there in October, it’s quite possible that a motorcade or rally roadblock was responsible. Every television ad break is stuffed with apocalyptic messaging from the two campaigns. Leaflets are slid under doors in quantities that would make environmentalists apoplectic.

Along with the economy, Republican messaging here has focused on the border wall and crimes committed by immigrants. But Pennsylvania is also the home of one of the Democrats’ most intriguing—and most promising—pushbacks to this narrative. Folksy populists including Senator John Fetterman and vice-presidential candidate Tim Walz are peddling their own version of “beware of outsiders.” In their telling, however, the interlopers are predatory plutocrats—such as Musk—and carpetbagging candidates from out of state. During the Eagles game on October 27, a Democratic ad used a clip of Trump saying that “bad things happen in Philadelphia.” A narrator intoned, “They don’t like us. We don’t care. Because here’s the thing that people like Donald Trump don’t understand: We’re Philly. F***ing Philly.” Perhaps with a male audience in mind, the underlying visuals were ice-hockey players having a punch-up and Sylvester Stallone smacking someone in Rocky.

Both campaigns, then, are posing versions of the same question: Who are the real outsiders? Who are “they”?

Reading, Pennsylvania (Jonno Rattman for The Atlantic) Reading, Pennsylvania (Jonno Rattman for The Atlantic)

In the past several months, Trump has held more than a dozen rallies and roundtables in Pennsylvania—including the one in Butler where he was nearly assassinated, and a second at the same spot, where Musk joyfully gamboled behind him before formally delivering his endorsement.

The mid-October event I attended in Reading, a small city where two-thirds of the population is Latino or Hispanic, was more low-key. But waiting to get into Santander Arena, I realized something: This was the Eras Tour for Baby Boomers. The merch. The anticipation. The rituals. The playlist of uplifting bangers. The length.

In towns and cities that feel forgotten, these rallies create a sense of community and togetherness. Taylor Swift concerts have friendship bracelets; this crowd had red Make America Great Again hats. (The “dark MAGA” version popularized by Musk was not yet en vogue.) For the Eras Tour, a concertgoer might make their own copy of Swift’s green Folklore dress, or her T-shirt that says NOT A LOT GOING ON AT THE MOMENT. The slogans at the Reading event were infinitely varied, but most were at least mildly aggressive. IF YOU DON’T LIKE TRUMP, YOU WON’T LIKE ME read one woman’s T-shirt. The men were just as fired up. For months, I have been arguing to friends that the widespread, illicit use of muscle-building steroids—which can cause rage, paranoia, and mood swings—might explain some of the political currents among American men. I usually can’t prove it, but here a large man wore a sleeveless vest that read MAKE ANABOLICS GREAT AGAIN.

Behind me in line were a mother and her two daughters—very Swiftie-coded, except they wanted to talk about “how the economy went to shit when Biden got in,” as the elder daughter put it. The mother raised the specter of Trump’s family-separation policy—which The Atlantic has extensively chronicled—only to dismiss it as a myth. She liked Trump, she told me, because he was a businessman: “People say he went bankrupt, but I think that’s smart. Finding a loophole.” Not so smart for the people he owed money to, I observed. The conversation died.

Inside the arena, I got to chatting with 34-year-old Joshua Nash, from Lititz, in Lancaster County. He was sitting alone at the back of the arena wearing a giant foam hat that he had bought on Etsy for $20 and then put in the dryer to expand. He was both a very nice guy and (to me) an impenetrable bundle of contradictions. He would be voting for Trump, he said, despite describing himself as a pro-choice libertarian who was “more left-leaning on a lot of issues.” He worked for Tesla maintaining solar panels, “but I’m not big on the whole climate thing.” He had given up on the mainstream media because of its bias and had turned to X—before Community Notes, the social-media platform’s crowdsourced fact-checking program, repelled him too. “I just want the facts,” he told me.

The campy, carnivalesque atmosphere of Trump rallies—halfway between megachurch and WrestleMania—is hard to reconcile with the darkness of the sentiments expressed within them. How could anything be alarming, many of the former president’s supporters clearly think, about such a great day out? After all, like the Eras Tour, Trump’s rally circuit has created its own lore. At the front, you might see the “Front Row Joes,” who arrive hours early to bag the best spots in the arena, or Blake Marnell, also known as “Mr. Wall,” who wears an outfit printed with bricks meant to resemble Trump’s promised border barrier. Another regular is “Uncle Sam,” who comes decked out in candy-striped trousers and a stars-and-stripes bow tie. He leads the crowd in boos and cheers.

Trump feeds off his fans’ devotion, making them part of the show. In Reading, he praised the Front Row Joes while claiming that his events were so popular, they struggled to secure front-row seats, and then moved on to “the great Uncle Sam. I got to shake his hand. I have no idea who the hell he is. I got to shake his hand two weeks ago. He has the strongest handshake. I’m saying, ‘Man, that guy’s strong.’ Thank you, Uncle Sam. You’re great. Kamala flew to a fundraiser in San Francisco, a city she absolutely destroyed.”

Did you catch that curveball there? It wasn’t any less jarring in real time. Listening to Trump’s style of speaking—which he calls the “weave”—re-creates the experience of falling asleep during a TV program and missing a crucial plot point before jerking awake and wondering why the protagonist is now in Venice. Every time I zoned out for a few seconds, I was jolted back with phrases like “We defeated ISIS in four weeks” (huh?) and “We never have an empty seat” (fact-check: I was sitting near several hundred of them), or the assertion that Howard Stern is no longer popular, so “I dropped him like a dog.” You have to follow the thread closely. Or you just allow the waves of verbiage to wash over you as you listen for trigger words like the border and too big to rig.

Along U.S. Route 30 (Jonno Rattman for The Atlantic)

At his rally in Reading, Trump made several cracks about the “fake news” media, which had turned out in droves to record him from an elevated riser in the middle of the arena. “They are corrupt and they are the enemy of the people,” he said. “We give them the information and then they write the opposite, and it’s really disgusting.” A wave of booing. A man in the crowd shouted, “You suck!”

A few days later, at a rally for Vice President Kamala Harris in the windswept western city of Erie, Senator Fetterman emerged in a sweatshirt, shorts, and a yellow wool Steelers hat with a bobble that made him look like an oversize Smurf. During his short speech, Fetterman twice mentioned the media’s presence, and people actually cheered. (About a third of Democrats trust newspapers, compared with just 7 percent of Republicans, according to Gallup.) “The national media is here,” Fetterman told the audience. “Want to know why? Because you pick the president!”

Fetterman’s speech attacked a series of Republican politicians whom he depicted as outsiders—disconnected elites. He roasted the vice-presidential nominee J. D. Vance for allegedly not wanting to go to Sheetz, the convenience-store chain whose headquarters are in Altoona, Pennsylvania. He mocked his former Senate rival, the Trump-endorsed television personality Mehmet Oz, whose campaign never recovered from the revelation that he ate crudités and lived in New Jersey. He urged the crowd to vote against the Republican Senate candidate Dave McCormick, who was born in Pennsylvania but spent his hedge-fund millions on a house in the tristate area. “You’re going to send that weirdo back to Connecticut,” Fetterman told the crowd.

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The signs and T-shirt slogans at the Erie rally tended to be less stern than twee. I saw a smattering of CHILDLESS CAT LADY and a lot of Brat green. During the warm-up, Team Harris entertained the crowd with a pair of DJs playing Boomer and Gen X hits: Welcome to America, where your night out can include both a sing-along to Abba’s “Dancing Queen” and a warning about the possible end of democracy. When Harris finally arrived onstage, to the sound of Beyoncé’s “Freedom,” her speech was tight, coherent … and clichéd. At one point, she asked the crowd: “Why are we not going back? Because we will move forward.” But you can’t say that Harris isn’t working for this: After the speech, she stuck around to fulfill a dozen selfie requests. At one point, I saw her literally kiss a baby.

The Democrats have placed a great deal of hope in the idea that Harris comes off as normal, compared with an opponent who rants and meanders, warning about enemies one minute and swaying along to “Ave Maria” the next (and the next, and the next …). This contrast captures what most people in the United Kingdom—where a majority of Conservative voters back Harris, never mind people on the left—don’t understand about America. How is this a close election, my fellow Britons wonder, when one candidate is incoherent and vain, the generals who know him best believe he’s a fascist, and his former vice president won’t endorse him? That message has not penetrated the MAGA media bubble, though: Time and again, I met Trump voters who thought that reelecting the former president would make America more respected abroad.

In Western Europe, many see America’s presidential election this year not as a battle between left and right, liberal and conservative, high and low taxes, but something more like a soccer game between a mid-ranking team and a herd of stampeding buffalo. Sure, the buffalo might win—but not by playing soccer.

Scenes along U.S. Route 30 (Jonno Rattman for The Atlantic)

The next day, I got up early and set my rental car’s navigation system for a destination that registered, ominously, as a green void on the screen. This was a farm outside Volant (population 126), where Tim Walz would be talking to the rare Democrats among a fiercely Trump-supporting demographic: Pennsylvania farmers.

The work ethic of farmers makes Goldman Sachs trainees look like quiet quitters, and the agricultural trade selects for no-nonsense pragmatists who are relentlessly cheerful even when they’ve been awake half the night with their arm up a cow. Accordingly, many people I met at the Volant rally didn’t define themselves as Democrats. They were just people who had identified a problem (Trump-related chaos) and a solution (voting for Harris). “I don’t think we’re radical at all,” Krissi Harp, from Neshannock Township, told me, sitting with her husband, Dan, and daughter, Aminah. “We’re just down the middle with everything … All of us voted straight blue this year, just because we have to get rid of this Trumpism to get back to normalcy.”

Danielle Bias, a 41-year-old from Ellwood City, told me she was the daughter and granddaughter of Republicans, and she had volunteered for Trump in 2016. “This will be the first time I cross the line, but this is the first time in history I feel we need to cross the line to protect our Constitution and to protect our democracy,” she said. Her husband— “a staunch Republican, a staunch gun owner”—had followed her, as well as her daughter. But not her 20-year-old son. “He believes a lot of the misinformation that is out there, unfortunately,” Bias said, such as the idea that the government controls the weather.

The Democratic plan to take Pennsylvania rests partly on nibbling away at the red vote in rural counties. The farm’s owner, Rick Telesz, is a former Trump supporter who flipped to Biden in 2020 and has since run for office as a Democrat. Telesz’s switch was brave in the middle of western Pennsylvania, Walz said in his speech, and as a result, Telesz would “probably get less than a five-finger wave” from his neighbors.

Walz is the breakout star of 2024, one of those politicians in whom you can sense the schtick—folksy midwestern dad who’s handy with a spark plug—but nevertheless get its appeal. He walked out to John Mellencamp’s “Small Town,” in which the singer expresses the hope that he will live and die in the place where he was born. Walz had dressed for the occasion in a beige baseball cap and red checked shirt, and he gave his speech surrounded by hay bales and gourds. “Dairy, pork, and turkeys—those are the three food groups in Minnesota,” he told the crowd, to indulgent laughter, in between outlining the Democrats’ plans to end “ambulance deserts,” protect rural pharmacies, and fund senior care through Medicare.

Walz also wanted to talk about place. He grew up in Minnesota, where each fall brought the opening of pheasant season, a ritual that bonded him, his father, and his late brother. “I can still remember it like it was yesterday,” he said. “Coffee brewing … The dogs are in the field. You’re on the land that’s been in your family for a long time, and you’re getting to participate in something that we all love so much—being with family, being on that land and hunting.”

Then Walz turned Trump’s most inflammatory argument around. Yes, the governor conceded, outsiders were coming into struggling communities and causing trouble. “Those outsiders have names,” he said. “They’re Donald Trump and J. D. Vance.” Why were groceries so expensive when farmers were still getting only $4.10 a bushel for corn and $10 for soybeans? Middlemen, Walz said—and venture capitalists like Vance. “I am proud of where I grew up,” he said. “I wouldn’t trade that for anything. And Senator Vance, he became a media darling. He wrote a book about the place he grew up, but the premise was trashing that place where he grew up rather than lifting it up. The guy’s a venture capitalist cosplaying like he’s a cowboy or something.”

A roadside stand off U.S. Route 30 sells Trump gear. (Jonno Rattman for The Atlantic)

On a sunny day at the Kitchen Kettle Village in Lancaster County, shoppers browsed among quilts, homemade relishes, and $25 T-shirts reading I ♥ INTERCOURSE in honor of a charming community nearby, whose sign presumably gets stolen quite often. Everyone I spoke with there was voting for Trump, and most cited the economy—specifically, inflation, which is immediately visible to voters as higher costs in stores. Among them was Ryan Santana, who was wearing a hat proclaiming him to be Ultra MAGA. He told me that money was tight—he was supporting his wife to be a stay-at-home mom to their young daughter on his salary as a plumbing technician—which he attributed to Biden’s policies. He also mentioned that he had moved from New York to Scranton to be surrounded by people who found his opinions unremarkable. “The left can do what they want,” he said. “Out in the country, we do what we want.”

Throughout my journey around Pennsylvania, I asked voters from both parties what they thought motivated the other side. Kathy Howley, 75, from Newcastle, told me at the Walz rally that her MAGA neighbors seemed to be regurgitating things they had heard on the news or online. “I try to present facts,” Howley said. “Why aren’t people listening to facts?” Many Trump voters, meanwhile, saw Democrats as spendthrifts, pouring money into their pet causes and special-interest groups, unwilling to tackle the border crisis in case they are called racist—or, more conspiratorially, because they think that migrants are future Democrats.

While out driving, I twice saw signs that read I’M VOTING FOR THE FELON. This was a mystery to me: Conservatives who in 2020 might have argued that “blue lives matter” and decried the slogan “Defund the police” as dangerous anarchy were now backing the candidate with a criminal record—and one who had fomented a riot after losing the last election. For those who planned to vote for Trump, however, January 6 was an overblown story—a protest that had gotten out of hand. “If he didn’t respect democracy, why would he run for office?” asked Johanna Williams, who served me coffee at a roadside café. When I pressed her, she conceded that Trump was no angel, but she believed he could change: “He does have a felony charge, but I still think that there is a little bit of good that he could do.” For the 20-year-old from rural Sandy Lake, stopping abortion was the biggest election issue. Even if a woman became pregnant from sexual assault, Williams believed, she should carry the pregnancy to term and give the baby to a couple who couldn’t have children.

I also met Williams’s mirror image. Rachel Prichard, a 31-year-old from Altoona, was one of those who snagged a selfie with Harris at the rally in Erie, which she proudly showed me on her phone as the arena emptied. She was voting Democratic for one reason: “women’s rights.” She had voted for Trump in 2016 “for a change,” and because she thought “he gave a voice to people who felt they didn’t have one.” Instead of helping, though, Trump had “taught them to yell the loudest.” Rachel had come to the arena with her mother, Susan, who had an even more intriguing voting history: She was a registered Republican who worried about high welfare spending and had voted for Trump twice, but she switched allegiance after the Supreme Court overturned Roe v. Wade.

The Prichards are part of a larger female drift toward the Democrats in this election cycle, prompted by the repeal of Roe. Many such women are unshowy and private, the type who turn out for door-knocking but would be reluctant to get up on a podium—the opposite of the male MAGA foghorns who now blight my timeline on X. If Harris outperforms the polls in Pennsylvania, and across the country, it will be in no small part because of these women.

Leaves blowing on the battlefield of Gettysburg, Pennsylvania (Jonno Rattman for The Atlantic) Gettysburg, Pennsylvania (Jonno Rattman for The Atlantic)

Fallingwater might be a relic of an era when the social contract seemed stronger, but another Pennsylvania landmark reminded me that Americans have endured polarization more bitter than today’s.

In Gettysburg, the statues of Union General George Gordon Meade and Confederate General Robert E. Lee stare at each other across the battlefield for eternity— although the solemnity is somewhat disrupted by a nearby statue of Union General Alexander Hays that appears to be lifting a sword toward a KFC across the road. A stone boundary at what’s known as High Water Mark—the farthest point reached by Confederate soldiers in the 1863 battle—has become a modest symbol of reconciliation. In 1938, the last few living veterans ceremonially shook hands across the wall.

I was visiting Gettysburg to understand how the country came apart, and how its politicians and ordinary citizens tried to mend it again. The Civil War pitted American against American in a conflict that left about 2.5 percent of the population dead. During three days of fighting at Gettysburg alone, more than 50,000 soldiers were killed or wounded. The Civil War still resonates today, sometimes in peculiar ways. In Reading, Trump had asked the crowd if it wanted Fort Liberty, in North Carolina, restored to its former name of Fort Bragg, after Confederate General Braxton Bragg. His listeners roared their approval—never mind that Pennsylvania fought for the Union.

The address that Abraham Lincoln gave when he dedicated the Union cemetery there is now remembered as one of the most poignant (and succinct) in American history. By some accounts, though, it flopped at the time. “He thought it was a failure,” William B. Styple, a Civil War historian who was signing books in the visitor center’s gift shop, told me. “There was no crowd reaction.” Only when Lincoln began to read accounts of the address in newspapers was he reassured that anyone would notice his plea “that government of the people, by the people, for the people, shall not perish from the earth.”

When I reached the cemetery where Lincoln spoke, a ranger named Jerry Warren pointed me to the grass that marks historians’ best guess for the precise spot. When I told him that I was there to write about the presidential election, he paused. “In the middle of a civil war,” he said, “Lincoln never mentioned us and them.”

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Now, I can’t quite believe that—the discrete categories of enemies and allies are sharply defined during wartime, as the blue and gray military caps in the gift shop made clear. But I see why Pennsylvanians might reject the suggestion that the gap between red and blue is unbridgeable. What I heard from many interviewees across the political spectrum was a more amorphous sense that something has gone amiss in the places they hold dear, and that nobody is stepping in to help. Perhaps a fairer way to see things is that many communities in Pennsylvania feel overlooked and underappreciated three years out of every four—and the role of a political party should be to identify the source of that malaise.

When I came back to Pittsburgh from Fallingwater, I got to talking with Bill Schwartz, a 55-year-old lifelong city resident who works the front desk at the Mansions on Fifth Hotel—another legacy of the city’s industrial golden age, built for the lawyer Willis McCook in 1905. Within a minute, he began to tell me about the diners and dime stores of his youth, now gone or replaced with vape shops and empty lots. (The Kaufmann family’s once-celebrated department store rebranded after Macy’s bought the chain in 2005. Its flagship location later closed.)

Schwartz, who is Black, lowered his voice as he recounted the racial slurs and insults that were shouted at him in the 1980s. But he fondly remembered the Gus Miller newsstand, dinners at Fat Angelo’s downtown, and nights at Essie’s Original Hot Dog Shop in Pittsburgh’s Oakland neighborhood, home of a gnarly stalagmite of carbs known as “O Fries.” “It was a great hangout spot,” he said—his version of the bar in Cheers. But after the pandemic, he wandered down there and discovered a load of guys in construction gear. They had already gutted the place down to its wooden beams.

Did anyone try to save the Original Hot Dog Shop? Schwartz sighed. “That would require rich people to care about where they came from.”