Why Bother?

Why, five years after Hurricane Katrina, would we still deliver supplies to New Orleans and hold a Mardi Gras Jazz Benefit to aid the city? Why bother with struggling Chicago schools? What's to be gained in the face of what seems like a 'losing cause?'

Perhaps that last statement is a good place to start. If people think that working with economically disadvantaged children, or those struggling in the inner city in some other way, is a losing cause then they don't really care about others. And if some students are 'losing,' in some manner, then it is incumbent upon those of us 'winning' to come to their assistance.

Those of us at Schools Count Corp take seriously the second word, 'count', in our company name. Every child counts and given a chance to make something of themselves many of these young people will make it.

At a minimum, most of us, at one time or another, needed someone to pull for us, to make a phone call or to put in a good word. More than likely, not withstanding our own hard work, we likely were the beneficiaries of a decent person helping us in more significant ways; lending us money, taking us into their homes, or providing us with a job. Let's face it, rare is it that we 'made it' completely on our own. If we have 'made it' on our own we certainly ought to be grateful to others for having 'made it.'

I, like many of our volunteers, have spent hundreds of hours with those children in need. The vast majority of them just need a chance, a boost of some sort. The look on their faces when they get a shinny new instrument, a backpack with supplies, or a new uniform, gives proof of an appreciative student. I have seen students give a better effort in class when they knew someone else was working with them side by side.

For those who still lament, 'why bother?' I have a simple answer...it isn't a bother! It is an honor and privilege for Schools Count Corp to be able to help others.

Thanks for all that you do and consider asking other to join in this endeavor.

Many thanks,
Dick Flesher