Category Archives: Education

Robert Oscar Lopez on the screeching lunatics escaping from the asylm….

Here’s a scary read on academia at American thinker, “The Academy’s Hypersensitive Hissy Fits”, by Robert Oscar Lopez, with lines like:

“Nowadays, it seems that the entire American professoriate has been transformed from medieval monks doing cloistered research, into a mob of screeching lunatics escaping the asylum at midnight and running through the streets in their nightgowns, howling at ghosts at every turn.”

Read more: http://www.americanthinker.com/2013/10/the_academys_hypersensitive_hissy_fits.html#ixzz2i9nl3H9D
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Minta’s Insightful Metaphor

An astute poster, Ms. Minta Marie Morze, commented:

It is the United States that is a house divided—America, itself, is a body of ideas that awaits the reawakening that can only come through the efforts of individuals who value it. It is like the effort that was involved in building one of the great cathedrals of Europe, requiring devoted labor and a farseeing vision. (And, as a metaphorical statement, compare the magnificent cathedrals of Europe with the one recently built near me in Los Angeles by Progressive minds—the Cathedral of Our Lady of the Angels.)

Here’s a quick link to the LA cathedral mentioned.  Since this morning seems to be one of my quoting others days (much more inspiring, by far, than some of my own drivel), I’d like to jot down a few more quotes worth considering.   Taping up quotes –  on bulletin boards, in my locker as a teen, on my refrigerator and even cross stitching a quote for my husband to hang in his office years ago –  turned into a lifelong habit.  Ms Minta hit on the problem in America, it’s not only our politics which is divided, it’s our failure to strive for something higher and heaping praise on something much less, in most aspects of our lives.

The quote, which  my husband asked me to cross stitch and he framed, mattered to him as a leader in the US Army:

“Rank does not confer privilege or give power.  It imposes responsibility.”   – Peter Drucker

For me, being of a more daydreaming nature, the following two quotes keep me striving, no matter how many obstacles lie up ahead.

I am only one.
But still I am one.
I cannot do everything.
But still I can do something.
And because I cannot do everything
I will not refuse to do the something that I can do.

– Edward Everett Hale

For the cause that lacks assistance.
For the wrong that needs assistance.
For the future in the distance.

– George Linneaus Banks

Have a nice day everyone:-)

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The Dunlap Broadside Copy

dunlap_broadside

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July 3, 2013 · 10:21 am

Pledge to read the Declaration of Independence

Hillsdale College started a pledge drive to encourage Americans to read the Declaration aloud with their family and friends this 4th of July (announcement here).  Hillsdale College offers many interesting free online history courses to build on your understanding of our American heritage.  I’ve been working my way through the History 101 series (Western Heritage- From the Book of Genesis to John Locke) and each lecture is an hour or so and definitely worth your time.  It put the advances of western civilization in a logical timeline, so you can begin to see that our American ideological underpinnings come from a lengthy history of man’s, sometimes faltering, but relentless nonetheless, steps forward in the  quest for individual freedom. (Info here).

Here’s a copy of the Declaration of Independence from the Our Documents website (here):

*IN CONGRESS, July 4, 1776.* *The unanimous Declaration of the thirteen united States of America,* When in the Course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another, and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature’s God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation. We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.–That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, –That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security.–Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world. He has refused his Assent to Laws, the most wholesome and necessary for the public good. He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them. He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only. He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their public Records, for the sole purpose of fatiguing them into compliance with his measures. He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people. He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the Legislative powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within. He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands. He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary powers. He has made Judges dependent on his Will alone, for the tenure of their offices, and the amount and payment of their salaries. He has erected a multitude of New Offices, and sent hither swarms of Officers to harrass our people, and eat out their substance. He has kept among us, in times of peace, Standing Armies without the Consent of our legislatures. He has affected to render the Military independent of and superior to the Civil power. He has combined with others to subject us to a jurisdiction foreign to our constitution, and unacknowledged by our laws; giving his Assent to their Acts of pretended Legislation: For Quartering large bodies of armed troops among us: For protecting them, by a mock Trial, from punishment for any Murders which they should commit on the Inhabitants of these States: For cutting off our Trade with all parts of the world: For imposing Taxes on us without our Consent: For depriving us in many cases, of the benefits of Trial by Jury: For transporting us beyond Seas to be tried for pretended offences For abolishing the free System of English Laws in a neighbouring Province, establishing therein an Arbitrary government, and enlarging its Boundaries so as to render it at once an example and fit instrument for introducing the same absolute rule into these Colonies: For taking away our Charters, abolishing our most valuable Laws, and altering fundamentally the Forms of our Governments: For suspending our own Legislatures, and declaring themselves invested with power to legislate for us in all cases whatsoever. He has abdicated Government here, by declaring us out of his Protection and waging War against us. He has plundered our seas, ravaged our Coasts, burnt our towns, and destroyed the lives of our people. He is at this time transporting large Armies of foreign Mercenaries to compleat the works of death, desolation and tyranny, already begun with circumstances of Cruelty & perfidy scarcely paralleled in the most barbarous ages, and totally unworthy the Head of a civilized nation. He has constrained our fellow Citizens taken Captive on the high Seas to bear Arms against their Country, to become the executioners of their friends and Brethren, or to fall themselves by their Hands. He has excited domestic insurrections amongst us, and has endeavoured to bring on the inhabitants of our frontiers, the merciless Indian Savages, whose known rule of warfare, is an undistinguished destruction of all ages, sexes and conditions. In every stage of these Oppressions We have Petitioned for Redress in the most humble terms: Our repeated Petitions have been answered only by repeated injury. A Prince whose character is thus marked by every act which may define a Tyrant, is unfit to be the ruler of a free people. Nor have We been wanting in attentions to our Brittish brethren. We have warned them from time to time of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity, and we have conjured them by the ties of our common kindred to disavow these usurpations, which, would inevitably interrupt our connections and correspondence. They too have been deaf to the voice of justice and of consanguinity. We must, therefore, acquiesce in the necessity, which denounces our Separation, and hold them, as we hold the rest of mankind, Enemies in War, in Peace Friends. We, therefore, the Representatives of the united States of America, in General Congress, Assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the Name, and by Authority of the good People of these Colonies, solemnly publish and declare, That these United Colonies are, and of Right ought to be Free and Independent States; that they are Absolved from all Allegiance to the British Crown, and that all political connection between them and the State of Great Britain, is and ought to be totally dissolved; and that as Free and Independent States, they have full Power to levy War, conclude Peace, contract Alliances, establish Commerce, and to do all other Acts and Things which Independent States may of right do. And for the support of this Declaration, with a firm reliance on the protection of divine Providence, we mutually pledge to each other our Lives, our Fortunes and our sacred Honor. ———————————————————————— /The 56 signatures on the Declaration appear in the positions indicated:/ *Column 1* *Georgia:* Button Gwinnett Lyman Hall George Walton *Column 2* *North Carolina:* William Hooper Joseph Hewes John Penn *South Carolina:* Edward Rutledge Thomas Heyward, Jr. Thomas Lynch, Jr. Arthur Middleton *Column 3* *Massachusetts:* John Hancock *Maryland:* Samuel Chase William Paca Thomas Stone Charles Carroll of Carrollton *Virginia:* George Wythe Richard Henry Lee Thomas Jefferson Benjamin Harrison Thomas Nelson, Jr. Francis Lightfoot Lee Carter Braxton *Column 4* *Pennsylvania:* Robert Morris Benjamin Rush Benjamin Franklin John Morton George Clymer James Smith George Taylor James Wilson George Ross *Delaware:* Caesar Rodney George Read Thomas McKean *Column 5* *New York:* William Floyd Philip Livingston Francis Lewis Lewis Morris *New Jersey:* Richard Stockton John Witherspoon Francis Hopkinson John Hart Abraham Clark *Column 6* *New Hampshire:* Josiah Bartlett William Whipple *Massachusetts:* Samuel Adams John Adams Robert Treat Paine Elbridge Gerry *Rhode Island:* Stephen Hopkins William Ellery *Connecticut:* Roger Sherman Samuel Huntington William Williams Oliver Wolcott *New Hampshire:* Matthew Thornton * Page URL: * http://www.ourdocuments.gov/doc.php?doc=2&page=transcript *U.S. National Archives & Records Administration* 700 Pennsylvania Avenue NW, Washington, DC 20408 • 1-86-NARA-NARA • 1-866-272-6272

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A few thoughts about the Lewis and Clark Expedition

Since this blog can be about whatever I want it to be, I’ve decided to toss in plenty of links to American history that I hope some of you will find interesting.  A few months ago I came across this article (here) in the American Thinker.   After you read it, you’ll see it fits in perfectly with  Gladius Maximus’ theme in “Gimme A Knife“, except Lewis and Clark really did take the original survival sabbatical in the Rocky Mountains.   In our cream puff culture, where roughing it consists of being without your cellphone at the ready,  it might be a good reminder to take a moment and read just a few of their journal entries. A quick internet search will turn up many sites.  I like  this one (here) from the University of Nebraska, which has been  put together nicely and contains the full text of the journals, plenty of images, and some multimedia options too.  Here is the link to Lewis and Clark: The National Bicentennial Exhibition, another nicely put together site.  Hopefully,  most of  us remember the purpose for their expedition, but for good measure I’ll toss in the link to a site I’ve liked for years” Our Documents: 100 Milestone Documents from the National Archives”  (here) , to see the actual  Louisiana Purchase Treaty (1803).

In recent decades so much hot air has been expended over how to teach history and just about every other subject.  Truly discouraging battles continue to be waged over textbooks, where politically charged combatants wrestle over every single entry.  The Texas textbook fights have garnered national media attention.   With so much information available, it seems to me that instead of fighting over whether to include this or that historical figure and how many lines get devoted to each, the time might be better spent teaching kids how to explore history – it should be a journey, or an expedition into uncharted territory not a political mud-wrestling match.   Just look at a few of the entries in the Lewis and Clark journals, where they charted maps and terrain features, they drew pictures of the flora and fauna, talked to the natives, they wrote as many detailed entries as their harsh conditions allowed.  They did this so that they could come back and share it with others.  This is what education should be – sharing knowledge.

I’ll digress into a personal story from my childhood, yep, tracking back to the mountains of rural PA again.  I promise this will be a short detour.   I grew up in a large family and I remember when my parents (like many others of that generation) bought a set of World Book Encyclopedias (which is now in my possession) and we thought how great it was to not have to wait until we went to school to look stuff up.  Being the peculiar child I was, I embarked on trying to read my way through the entire set and I sure read through a large portion of it over the years.  We didn’t have any nearby libraries, except the school libraries, but for many reports and guidance on where to search,  I walked across the road to the parsonage of our church.  Our pastor’s wife, odd as this may seem, but such is the melting pot that is America, was a lovely, wise Jewish lady from a well-to-do family in New York City.  She told me many times about how she met our Protestant pastor and about her life in the city.  She graduated from Teachers College Columbia University in the early 1920s.  Naturally, which it has been my experience of pastors, my pastor and his wife loved to read and had a pretty amazing home library.  Strange as this may seem to kids today, we had to actually physically read through magazines to search for information for papers and  reports.  We didn’t have  search engines galore to type in a word and have almost everything you could ever want to know on that subject pop up in seconds.    This wonderful woman would direct us to sources and she opened up her home library and her carefully preserved collection of magazines to us,  time after time.  She instilled in me the importance of a liberal arts education, which to her was a classical liberal education.

Certainly, I failed at learning some of the things she tried to teach me, like an appreciation of opera and learning to play the piano.  However, the main thing I learned from her is education should be about lifting us up as a civilization, not about hurling the books back and forth at each other, as we argue over which items deserve to be wiped from the pages of history.  Several years ago,  I read Ron Chernow’s “Alexander Hamilton” (here), in which he explains Hamilton’s childhood in the Caribbean.   As an illegitimate child, Hamilton probably was denied an Anglican education.  He may have had tutors, but was likely mostly self-taught.  One can only marvel at how one with so little opportunity or advantage in life contributed so much to our Constitution, our banking system and he even served in the Continental Army (here) as an officer under General George Washington.  And in the next logical comparison, one can only marvel at how we, with so much, contribute so little to our  families, our communities and posterity.

Since I’ve darted about a bit here, I’ll end here with a quote, which is in a notebook that I started as a teenager (yes, I still have it).  Once again it is thanks to that wonderful Jewish lady, who loaned me her treasured copy of John Barlett’s, “Familiar Quotations”  (here), that I began to value other people’s words and she suggested I start a notebook.  I still jot down good quotes when I see them.    Where we have at our disposal the means to provide the finest education in the world to our children, why can’t we find the resolve to work together and share it and pass it on to our kids, so that they may all say:

“Life is my college.  May I graduate well and earn some honors”   – Louisa May Alcott

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Politicized Education

Victor Davis Hanson breaks down how universities operate (here).  In this article he dissects the anatomy of  the present day university and what he discovers is that underneath the still pristine shell, the guts have rotted out.  He lays out a pretty grim picture of the situation, which definitely explains why so many  of the college-educated wander out into the world filled to the brim with left-wing political indoctrination, but clueless on much else.

In 1910, Harvard’s president, Dr. Charles W. Eliot compiled a list of classic works of literature  that became known as “the five-foot shelf” (here)    He wanted to provide a guide whereby a persistent reader could acquire a fair understanding of the stream of  the world’s thinking from antiquity to the modern.  The goal was to provide the student with a sound  understanding of man’s progress.  All of the works on his list  are available for free, so it’s possible to build a sturdy foundation just by working through the list.  Various  publishers  sold versions of his collection and  Dr. Eliot gave speeches  promoting the idea that the average reader could acquire a sound “liberal education” by devoting just 15 minutes a day to reading  through these works.  We’d be in a better state, if today’s liberals actually did acquire a “classical liberal education”, but sadly most of  them don’t even know what  classical liberalism is and their brand of liberalism works to enslave the mind in rigid political ideology rather than open it up to differing viewpoints.  Our colleges turned into political hothouses over the past several decades, where we force into bloom exotic types of  political leftist ideology.

On another day, I’ll wade into the swamp of women’s studies and wrestle that alligator known as feminism, but for today suffice it say, allowing politics to pollute our educational system churns out more corrosive waste into society than that evil American industrial complex.  It’s eating away at the very fabric of Western civilization!

To fix the problem these slugs of academia  slither from academia to cushy government jobs,  leaving a trail of grotesque PC slime in their wake (here).  So, instead of moving back to teaching real history and great literature,  the new idea is to insist 70% of the texts used in school are “informational texts” rather than literature.  Was it Mark Steyn who quipped about  offering  extra credit to gifted students for tackling  The Patient Protection and Affordable Care Act  and hopefully America’s hope for the future, our best and brightest,  can explain it to the rest of us?    We’re now taking short-cuts to reach the end of American greatness.  Don’t worry, the kids won’t even notice…  they’re too busy texting “2MI” and BOOMS”.   CUL….

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