There are days in this insane world when one is completely uplifted with the gift of life. This marvelous teacher will be a beacon of light across the years for her students. She will be remembered. ~ Ed.
It’s the second year in a row I’ve brought a white dress to school and my students have filled it with their artwork. This is one of my favorite things to do in my class! #thewearyteacher
This is something I’d seen on Pinterest a few years ago and I fell in love with the idea. I think every teacher should do this! It’s a great project and an even better keepsake.
One of the only photo’s in existence of Lincoln at Gettysburg before delivering his address
I don’t know what the name Gettysburg conjures up in your mind, if anything, but in my mind I get an overwhelming sense of sadness at the loss suffered by the Confederacy; for Gettysburg, along with the fall of Vicksburg probably turned the tide, which had been decidedly in favor of the Confederate Army, and eventually led to Lee’s surrender at Appomattox.
But it is not the town of Gettysburg, nor the battle which saw over 50,000 men die that I wish to talk about; it is the speech given by Abraham Lincoln after the battle that I wish to discuss. I can’t speak for most of the younger generations, whose history teachers have eliminated, or distorted much of our nation’s history, but anyone over 40 probably could tell you where the words, ‘Four score and seven years ago…‘ come from; Lincoln’s Gettysburg Address. Continue reading →
Well, we are now into February–the beginning of Black History Month, which should end sometime around the latter part of Spring. Yesterday was Abraham Lincoln’s birthday, with all the attendant legends and myths posing as history that always accompany that. As always we will be fed all the historical bovine fertilizer that goes along with that notable event.
This brief commentary would normally have been posted on the “Great Emancipator’s” birthday. I roughed it out the previous evening, only to discover that, when I went to print it off, the printer attached to my computer had suddenly developed a case of IDS (ink deficiency syndrome). Having been able to obtain another print cartridge late on the day of his birth I am now posting this, but the date on it will be tomorrow, the 13th. In this case a day doesn’t make that much difference, seeing that we all have already been treated to 150 plus years of historic swill. Continue reading →
The mark of an advanced civilization is the rule of law, with the highest being the rule of law that protects life, liberty and property. Based upon this standard, the Confederate States of America embodied an advanced Christian civilization.
Accepting this truism goes a long way in understanding why the Confederacy has been demonized to the point of eradicating it from historical memory, as the current campaign against Confederate monuments and memorials make clear. However, it should be understood that the attacks against the Confederacy are battles in the larger war against liberty, property, and, if need be, the lives of individuals. It goes without saying that the above mentioned rule of law is disdained by those preferring the rule of men; a rule designed to curtail the liberty and expropriate property of individuals to the benefit of the ruling class. Continue reading →
The following column was originally posted by Kettle Moraine Publications on October 3, 2012. It is quite probable that any embedded links may no longer be active. By republishing these columns from our archives, we hope to establish and focus on the pattern of our declining education system ~ Ed.
Parents and teachers have a daunting responsibility. And one of their responsibilities is to promote critical thinking in the children entrusted to their care. This entails guiding children through careful consideration of all the facets of a reality or issue. This critical endeavor, therefore, requires, in age-appropriate fashion, that the entire picture be provided. Such is not what seems to have happened recently in a civics presentation at Mary Ellen Henderson Middle School in Falls Church City, Va. And, for all we know, this may not be an uncommon occurrence in many of our schools. Continue reading →
The following column was originally posted by Kettle Moraine Publications on October 1, 2012. It is quite probable that embedded links may no longer be active. ~ Ed.
It is generally agreed that John Dewey (1859-1952) is the Father of American Education and the Greatest American Educator Ever.
The problem with the labels is that John Dewey, albeit a genius, was not an educator in the sense that most people use this word. He was not interested in teaching as most people understand that term, as for example in the statement “I teach French.”
Dewey was not primarily concerned with teaching new information. He was concerned with inculcating new attitudes. Continue reading →
Minnesota public school forcing KINDERGARTEN students to study ‘WHITE privilege’
The city of Edina has changed the way it approaches public education, putting social justice above learning. The results will shock you.
For decades, the public schools of Edina, Minnesota, were the gold standard among the state’s school districts. Edina is an upscale suburb of Minneapolis, but virtually overnight, its reputation has changed. Academic rigor is unraveling, high school reading and math test scores are sliding, and students increasingly fear bullying and persecution. Continue reading →
Sandwiched between preschool and first grade, kindergarteners often start school at very different stages of development depending on their exposure to preschool, home environments and biology. For states adopting Common Core, the standards apply to kindergarten, laying out what students should be able to do by the end of the grade.* Kindergartners are expected to know basic phonics and word recognition as well as read beginner texts, skills some childhood development experts argue are developmentally inappropriate. Continue reading →
In 1917 Lyon Gardiner Tyler picked up a copy of the New York Times and grew angry. What so incensed Tyler was an editorial suggesting that Southern slaveowners were akin to the Hohenzollern autocrats then plaguing the world. The editorial insisted that slaveowners were arbitrary and oppressive and that they had sought to extend slavery. When the North and the Republican Party resisted, the South declared war, characterizing it as defensive, just as the Hohenzollerns described their aggression as defensive in nature. Tyler responded that it was Abraham Lincoln who more closely resembled Prussian militarists in his grotesque flaunting of the Constitution while offering the excuse that necessity forced him to act in a dictatorial manner. Eleven years later, Tyler was provoked again when the Virginia House of Delegates decided to honor Lincoln’s birthday by adjourning, for Tyler contended that Lincoln was no hero and did not merit the honor. Continue reading →
A few years after General Lee accepted the presidency of the then Washington College, I was sent to be entered in the preparatory department, along with an older brother who was to enter college. The morning after we reached Lexington we repaired to the office of General Lee, situated in the college building, for the purpose of matriculation and receiving instructions as to the duties devolving upon us as students. I entered the office with reverential awe, expecting to see the great warrior, whose fame then encircled the civilized globe, as I had pictured him in my own imagination. General Lee was alone, looking over a paper. He arose as we entered, and received us with a quiet, gentlemanly dignity that was so natural and easy and kind that the feeling of awe left me at the threshold of his door. General Lee had but one manner in his intercourse with men. It was the same to the peasant as to the prince, and the student was received with the easy courtliness that would have been bestowed on the greatest imperial dignitary of Europe. Continue reading →
In a recent Washington Postarticle, author Sarah Hamaker described how many young adults no longer know how to do simple, basic skills:
Colleges and employers alike are reporting that young people can’t do life’s most basic tasks. With all of our emphasis on academics and what it takes to get into college, essential life skills, such as how to do laundry, balance a checking account or cook a meal, have been overlooked. Continue reading →
Many who will read this are already aware of how our current crop of “historians”–so called, view the War of Northern Aggression. However, some who read it may not be all that aware, and so this is written for those unaware ones who still labor under the naive delusion that the War was fought over slavery and that communism did not rear its ugly head in America until at least the 1930s. Well, it did rear its ugly head in the 30s–but it was the 1830s, not the 1930s. By the 1930s communism was already well established here. It’s just that no one bothered to inform the American public.
I spend considerable time on the internet scrounging around for information in those areas that concern me, and one of those areas is the record of communist and socialist infiltration in this country, both in the 19th and 20th centuries. Continue reading →
November 6, 2015 ~ Last week the Nation’s Report Card announced that no more than 40% of America’s 4th and 8th graders are proficient in reading and math. Those are scary numbers, but the numbers for writing are even more frightening: only 27% of American 8th and 12th graders attained proficiency.
I recently dug up a 1908 curriculum manual in the Minnesota Historical Society archives. It provided instructions on everything from teacher deportment to recommended literature lists for various grades. As a book lover, I was especially interested in the latter!
With the exception of a few textbook-like anthologies, the chart below lists the recommended reading material for Minnesota 7th and 8th graders in 1908: Continue reading →
One of the problems we have today is we don’t teach about our government much at all and virtually nothing about the Constitution and the Bill of rights.
These courses, what little that is taught, are taught usually in high school. After the Revolutionary War we began teaching the history of our nation in early elementary school. Noah Webster stated: “Every child in America should be acquainted with his own country. He should read books that furnish him with ideas that will be useful to him in life and practice. As soon as he opens his lips, he should rehearse the history of his own country.” We were teaching catacisims out of the Constitution in 1828 to elemenatary students that Justices on the Supreme Court today couldn’t answer. Continue reading →
Some years back, I decided I had to quit the teaching profession to which I had dedicated half my life. The modern academy, I felt, was so far gone that restoration was no longer possible. Indeed, I now believe that complete collapse is the only hope for the future, but as Woody Allen said about death, I’d rather not be there when it happens.
Three reasons determined my course of action. For one thing, administration had come to deal less with academic issues and more with rules of conduct and punitive codes of behavior, as if it were a policing body rather than an arm of the teaching profession. Continue reading →
George Mason considered a bill of rights so important that he refused to sign the Constitution and led the opposition to its ratification without one.
George Mason, “the father of the Bill of Rights.”
Mason wrote the Virginia Declaration of Rights, which Clinton Rossiter called “among the world’s most memorable triumphs in applied political theory,” which The Declaration of Independence echoed a few weeks later. Charles Maynes wrote that,
Mason’s revolutionary step was…reversing, in writing and in a supreme governmental document, the traditional relationship between citizen and state. Throughout history it had been the citizen who owed duties to the state, which in turn might bestow certain rights on the citizen…Mason argued that the state had to observe certain citizens’ rights that could not be violated under any circumstances. Mason thus set the United States apart from past constitutional practices. Continue reading →
“44% of Millennials would prefer to live under a socialist system than a capitalist one. This is more than a little puzzling at a time when socialism has proved a catastrophic failure in its remaining strongholds in Venezuela, North Korea and Cuba.“
While at a gathering of friends several months ago, I stopped to chat for a few minutes with a twelve-year-old boy whom I’ll call Davy.
Although the youngest in a family of all girls, I knew Davy was all boy. He liked guns and animals and all manner of typical boy subjects. Because of this, I was delighted to see that he was sitting there reading a book, an activity that doesn’t seem to be a popular pastime with most of the male sex. Continue reading →