Showing posts with label teaching. Show all posts
Showing posts with label teaching. Show all posts

Friday, February 10, 2023

1831

 

__________ 

“Aunt Hannah punished the scholars with the pudding-stick.” 

Lucy Larcom

__________


Romance in the style of 1831.


“None but madmen would run the hazard.” 

May 20: On this date, George W. Myers, the printer of the Gambier Observer, an Ohio newspaper, offers a copy of an argument first put forward, I believe, in generally the same form, in 1814. 

We quote at length from the words of Noah Worcester: 

    We regard with horror the custom of the ancient heathens in offering their children a sacrifice to idols. We are shocked with the customs of the Hindoos in prostrating themselves before the car of an idol to be crushed to death; in burning women alive on the funeral piles of their husbands; in casting their children, a monthly sacrifice, into the Ganges to be drowned. We read with astonishment of the sacrifices made in Papal crusades, and in Mahometan and Hindoo pilgrimages. But that which is fashionable and popular in any country is esteemed right and honorable, whatever may be its nature in the views of men better informed.

 

    But while we look back, with a mixture of wonder, indignation and pity, on many of the customs of former ages, are we careful to inquire whether some customs which we deem honorable are not the effects of popular delusion? Is it not a fact that one of the most horrid customs of savage men is now popular in every nation in Christendom? What custom of the most barbarous nations is more repugnant to the feelings of piety, humanity and justice, than that of deciding controversies between nations by the edge of the sword, by powder and ball, or the point of the bayonet? What other savage custom has occasioned half the desolation and misery to the human race? …

 

    A war between two nations is generally produced by the influence of a small number of ambitious and unprincipled individuals; while the greater part of the nation has no hand in the business until war is proclaimed.

 

    A vast majority of every civilized nation have an aversion to war; such an aversion that it requires much effort and management, to work up their passions so far, that they are willing personally to engage in such hazardous and bloody conflicts. The more any people are civilized and christianized, the greater is their aversion to war, and the more powerful exertions are necessary to excite what is called the war spirit. Were it not for the influence of a few ambitious or revengeful men, an offensive war could not be undertaken with any prospect of success, except when the mass of the people are either uncivilized or slaves. If, then, as great exertions should be made to excite a just abhorrence of war, as have often been made to excite a war spirit, we may be very certain that rulers would find little encouragement to engage in any war, which is not strictly defensive. And as soon as offensive wars shall cease, defensive wars will of course be unknown. …

 

    To sacrifice human beings to false notions of national honor, or to the ambition or avarice of rulers, is no better than to offer them to Moloch, or any other heathen deity. As soon as the eyes of the people can be opened to see that war is the effect of delusion, it will then become as unpopular as any other heathenish mode of human sacrifice. …

 

    “Duelling [sic] is indeed a horrible practice; but war is as much more horrible as it is more desolating and ruinous. As to the principles on which war is practiced, it has no advantage of duelling. It is in fact national duelling, attended generally with this dishonorable circumstance, that those who give and accept the challenge, call together a multitude of seconds, and then have not the magnanimity, first to risk their own lives, but they involve their seconds in a bloody contest, while they themselves stand remote from danger, as spectators, or at most as directors of the awful combat.

 

… [I]t will be pleaded, that no substitute for war can be devised, which will insure to a nation a redress of wrongs. In reply, we may ask, is it common for a nation to obtain a redress of wrongs by war? As to redress, do not the wars of nations resemble boxing at a tavern, when both the combatants receive a terrible bruising, then drink a mug of flip together, and make peace; each, however, bearing for a long time the marks of his folly and madness? A redress of wrongs by war is so uncommon, that unless revenge is redress, and multiplied injuries satisfaction, we should suppose that none but madmen would run the hazard.

 

    Among the evil effects of war, a wanton undervaluing of human life ought to be mentioned. This effect may appear in various forms. When a war is declared for the redress of some wrong, in regard to property, if nothing but property be taken into consideration, the result is not commonly better, than spending five hundred dollars in a law-suit to recover a debt of ten. But when we come to estimate human lives against dollars and cents, how are we confounded! “All that a man hath will he give for his life.” Yet, by the custom of war, men are so deluded, that a ruler may give fifty or a hundred thousand lives, when only a trifling amount of property is in question, and when the probabilities are as ten to one against him, that even that small amount will not be secured by the contest. It must, however, again be remarked, that war-makers do not usually give their own lives, but the lives of others. How often has a war been declared with a prospect that not less than 50,000 lives must be sacrificed; and while the chief agent in making the war would not have given his own life, to secure to his nation every thing that he claimed from the other? And are rulers to be upheld in thus gambling away the lives of others, while they are careful to secure their own! If people in general could obtain just views of this species of gambling, rulers would not make offensive wars with impunity. How little do they consider the misery and wretchedness which they bring on those for whom they should exercise the kindness and care of a father! … War is in truth the most dreadful species of gambling. Rulers are the gamblers. The lives and property of their subjects are the things they put to hazard in the game; and he that is most successful in doing mischief, is considered as the best gamester. …

 

    Is it not then time for Christians to learn not to attach glory to guilt, or to praise actions which God will condemn? That Alexander [the Great] possessed talents worthy of admiration, will be admitted. But when such talents are prostituted to the vile purpose of military fame, by spreading destruction and misery through the world, a character is formed, which should be branded with everlasting infamy.

 

    And nothing, perhaps, short of commission of such atrocious deeds, can more endanger the welfare of community, than the applause given to successful military desperadoes. Murder and robbery are not the less criminal for being perpetrated by a king, or a mighty warrior. Nor will the applause of deluded mortals secure such monsters from the vengeance of heaven.

 

    Dr. Prideaux states, that in fifty battles fought by Caesar, he slew one million, one hundred and ninety-two thousand of his enemies. If to this number we add the loss of troops on his own side, and the slaughter of women and children on both sides, we shall probably have a total of two millions of human beings, sacrificed to the ambition of one man.

 

    If we assign an equal number to Alexander, and the same to Napoleon, which we probably may do with justice, then to three military characters, we may ascribe the untimely death of six millions of the human family: a number equal to the whole population of the United States, in the year 1800. Is it not then reasonable to believe that a greater number of human beings have been slain by the murderous custom of war, than the whole amount of the present population in the world? To what heathen deity was there ever offered such a multitude of human sacrifices, as have been offered to human ambition?

 

    In a century from this time, the nations of Christendom may consider human sacrifices made by war, in the same light they now view the ancient sacrifices to Moloch; or in the light of wanton and deliberate murder. …

 

    The following things will perhaps be generally admitted; that the Christian religion has abolished the practice of enslaving captives, and in several respects mitigated the evils of war, by introducing milder usages; that if the temper of our Saviour should universally prevail among men, wars must cease to the ends of the earth; that the scriptures give reason to hope such a time of peace will result from the influence of the Christian religion.

 

    If these views and expectations are well founded, does it not follow of course, that the spirit and custom of war is directly opposed to the principles and spirit of the gospel; that in proportion as the gospel has its proper effect on the minds of men, an aversion to war must be excited; and that it is the duty of every Christian to do all in his power to bring the custom into disrepute, and to effect its abolition?

 

    Let us now imagine we hear a soldier among these fighting Christians saying the Lord’s prayer. “Our Father,” says he: O, hardened wretch! can you call him Father, when you are just going to cut your brother's throat? “Hallowed be thy name:” how can the name of God be more impiously unhallowed than by mutual bloody murder among you, his sons? “Thy kingdom come:” do you pray for the coming of his kingdom, while you are endeavoring to establish an earthly despotism by the spilling of the blood of Gods sons and subjects? “Thy will be done on earth as it is in heaven:” His will in heaven is for peace, but you are now meditating war. Dare you say to your Father in heaven, “Give us this day our daily bread,” when you are going the next moment to burn your brother’s cornfields; and had rather lose the benefit of them yourself, than suffer him to enjoy them unmolested? With what face can you say, “Forgive us our trespasses as we forgive those who trespass against us,” when so far from forgiving your own brother, you are going, with all the haste you can, to murder him in cold blood, for an alleged trespass, which after all is but imaginary? Do you presume to deprecate danger of “temptation,” who, not without great danger to yourself, are doing all you can to force your brother into danger? Do you deserve to be delivered from evil, that is, from the evil being to whose impulse you submit yourself, and by whose spirit you are guided in contriving the greatest possible evil to your brother?

 

    May not wars usually be traced to one or more of the following causes: – the ambition of princes or governments, instigating them to increase their dominions, and bring other nations under their sway; jealousy at the prosperity and increasing influence of another nation; a love of military glory; a desire of retaliation or revenge for some real or imaginary affront; the anticipation of injury from another power?

 

    If our Creator be the God of Peace; our Redeemer the Prince of Peace; our Sanctifier the Spirit of Peace; and if our guide to heaven be the Gospel of Peace; is it not the imperious duty of all who profess to love God, to be the Sons of Peace?


*

July 4: Former President James Monroe passes away. (Presidents John Adams and Thomas Jefferson pass away on the same day in 1826.) 

    John Quincy Adams, Ammon says, appreciated what Mr. Monroe had done. “He saw in Monroe’s public service a lifetime dedicated to strengthening the nation and establishing it securely on republican principles.” (24/572)


*

LUCY LARCOM’S TALE, A New England Girlhood, tells of her life growing up in the 1830s. McMaster recommends it. 

    Like many books out of copyright, it is available online through the Gutenberg Project. 

    It might bear reading. I note this passage, where Larcom (she was born in 1824, and went on to become a teacher herself) describes attending school at the home of “Aunt Hannah.” Children of all ages are enrolled, so long as they can walk and talk and learn their letters. 

   Aunt Hannah used her kitchen or her sitting room for a schoolroom, as best suited her convenience. We were delighted observers of her culinary operations and other employments. If a baby’s head nodded, a little bed was made for it on a soft “comforter” in the corner, where it had its nap out undisturbed. But this did not often happen; there were so many interesting things going on that we seldom became sleepy.

 

    Aunt Hannah was very kind and motherly, but she kept us in fear of her ferule, which indicated to us a possibility of smarting palms. This ferule was shaped much like the stick with which she stirred her hasty pudding for dinner, – I thought it was the same, – and I found myself caught in a whirlwind of family laughter by reporting at home that “Aunt Hannah punished the scholars with the pudding-stick.”

 

    There was one colored boy in school, who did not sit on a bench, like the rest, but on a block of wood that looked like a backlog turned endwise. Aunt Hannah often called him a “blockhead,” and I supposed it was because he sat on that block. Sometimes, in his absence, a boy was made to sit in his place for punishment, for being a “blockhead” too, as I imagined. I hoped I should never be put there. Stupid little girls received a different treatment, – an occasional rap on the head with the teacher’s thimble; accompanied with a half-whispered, impatient ejaculation, which sounded very much like “Numskull!” I think this was a rare occurrence, however, for she was a good-natured, much-enduring woman.

 

NOTE TO TEACHERS: I wonder what students today would say about this kind of schooling. And what was that unfortunate young African American boy sitting on the block thinking?

 

    Larcom’s father died when she was young, leaving her mother to raise eight children by herself. The family moved to Lowell, Massachusetts and her mother started taking in boarders, girls working in the mills of the town. Lucy went to a real grammar school for the first time. 

    She explains, 

    For the first time in our lives, my little sister and I became pupils in a grammar school for both girls and boys, taught by a man. I was put with her into the sixth class, but was sent the very next day into the first. I did not belong in either, but somewhere between. And I was very uncomfortable in my promotion, for though the reading and spelling and grammar and geography were perfectly easy, I had never studied any thing but mental arithmetic, and did not know how to “do a sum.” We had to show, when called up to recite, a slateful of sums, “done” and “proved.” No explanations were ever asked of us.

 

    The girl who sat next to me saw my distress, and offered to do my sums for me. I accepted her proposal, feeling, however, that I was a miserable cheat. But I was afraid of the master, who was tall and gaunt, and used to stalk across the schoolroom, right over the desk-tops, to find out if there was any mischief going on. Once, having caught a boy annoying a seat-mate with a pin, he punished the offender by pursuing him around the schoolroom, sticking a pin into his shoulder whenever he could overtake him. And he had a fearful leather strap, which was sometimes used even upon the shrinking palm of a little girl. If he should find out that I was a pretender and deceiver, as I knew that I was, I could not guess what might happen to me. He never did, however. I was left unmolested in the ignorance which I deserved. But I never liked the girl who did my sums, and I fancied she had a decided contempt for me.

 

    There was a friendly looking boy always sitting at the master's desk; they called him “the monitor.” It was his place to assist scholars who were in trouble about their lessons, but I was too bashful to speak to him, or to ask assistance of anybody. I think that nobody learned much under that regime, and the whole school system was soon after entirely reorganized.

 

* 

Nat Turner’s Revolt. 

August: On the topic of slavery, and on race in general, Doulgas Southall Freeman is hopeless. (I believe one modern critic has said he mentions Lee’s horse Traveler more often than slavery. 

    In describing Nat Turner’s Revolt, we have the following: 

    The force was able to cover sixty miles in twenty-four hours. It found, most fortunately, that the rising had been put down and that the Negroes had been scattered. Nearly sixty white people, however, had been slain. As a staff officer, Lee did not go to Southampton, but he was profoundly concerned over the outburst, and believed, on the basis of what he heard, that only the Negroes’ misunderstanding of the date of the rising prevented “much mischief.”

 

    The temper of some of the Negroes in tidewater Virginia was considered so menacing that five additional companies of artillery were brought to Fort Monroe and put on duty. This gave the fort a garrison of 680 men, no small part of the army of the United States. (22/29)



*

Slavery: “A positive good.”

JOHN C. CALHOUN reacts angrily to developments in Virginia and the dangers he now sees: 

“It is, indeed, high time for the people of the South to be roused to a sense of impending calamities — on an early and full knowledge of which their safety depends,” Calhoun wrote in an 1831 report to the South Carolina Legislature. “It is time that they should see and feel that . . . they are in a permanent and hopeless minority on the great and vital connected questions.”

 

    Slavery, he insists, is “a positive good,” that “forms the most solid and durable foundation on which to rear free and stable institutions.”


* 

    John Humphrey Noyes, 20, hears Charles Grandison Finley preach, near the end of what has been called “The Second Great Awakening.” “My heart was fixed on the millennium, and I resolved to live or die for it,” he recalled. He drops plans to study law and instead, studies divinity. 

    Finley believed in “Christian perfectionism,” arguing that it was possible for a believer to be free of sin in this lifetime.

 

Friday, April 20, 2018

Today a Student Broke My Heart


I retired from teaching in 2008 but I like to keep my finger on the pulse of education today.

Ugh, that cliché: “finger on the pulse.” 

If I was still working with students, I’d challenge any who used it to come up with something more original if they could.

And I know they could.



Even now, I enjoy looking at the posts and comments and seeing the passion for the job displayed by so many young educators on various Facebook pages. Today, I spotted this comment by Felicia Swanger on the Middle School Social Studies Teachers page. I asked to copy it to my blog and she gave the okay. 

Here is what she wrote:

Today a student broke my heart. My fifth period class was rowdy while I dealt with a personal problem in the hallway. This isn’t something I do often, but today was that day.

When I came back in, I read them the riot act. I was lecturing them on responsibility and taking things seriously and stopping the nonsense and foolishness, when I looked at those kids and changed tactics.

I told them we were going to gain some focus and I started with a random kid and told him what I saw in him, all of the good things. Then I went to the next one, and so on. When I got to the fifth kid, his head was down and I said, “And you sell yourself short. You have told me several times that you want to quit school as soon as you can and have it behind you. You would rather be outside than sitting in this room, and that’s fine. Academic learning isn’t for everyone. But I want you to know that there are plenty of things you can do that you enjoy that can make you very successful”. We discussed his love of mechanics and I tried to show him that he did in fact have a functioning brain because he was good at things that the rest of us weren’t.

I went on with my discussions and told one little girl that she made the world better just by being in it, that her smile and happiness made people feel better and that she would be great with scared kids because she could put them at ease. 

The previous kid speaks up and says, “I wish I had had a teacher like that in 3rd grade when I moved schools. I was scared and lonely, and no one made me feel better.” That’s when this child’s light was extinguished. One careless teacher made him feel worthless for the next five years. I hope I lit his spark again today.

We have to be so careful with our actions and words. Our students are so important. They begin their journey 100% good and 100% curious and 100% accepting of others, and then the adults in their lives shape them. We let our stresses over testing mandates steal the joy from them.

We have let school become a place of worksheets and assessments at the elementary level where kids need to be fostering a love of discovery. The end result of a child’s education is not to score well on a test; it’s to gain the skills and knowledge necessary to be successful in life. Every child is capable of success. We just need to change our definition of what success looks like.


First, I wanted to copy her words because I love the way she addressed the children in her room, finding the good in each. I had served with the Marines before I became a teacher, myself, and I trust my old students would tell you, I could chastise the recalcitrant with the greatest of skill. Yet, my purpose was always the same as hers. I always wanted to put my teens on the right path, if they weren’t—and most were—and spent all my years in a classroom trying to do what she was doing this day. She was set on finding the good in her students, showing them it was there, if they didn’t realize, and bringing it out.

When I asked if I could post her words, I got a second, powerful but negative jolt.

She had this to say about her original post:

I think I have humpty-dumptied this week and decided that things need to change in education. I haven’t slept but one night this week because I decided to launch a crusade. Lol. I have sent a deeply heartfelt email to legislators in my state asking them to change our education practices and structure. I got generic responses, so I am taking it to social media next. It’s an awesome platform.

Sorry, for the long response, but even after seventeen years I remain passionate about this cause.


To be honest, after recovering from the jolt, I was almost relieved to read what she said. When I retired, I wondered if I was losing my mind. I already thought standardized testing was a curse. I told my last principal in my mind I felt teaching to the test was a form of “educational malpractice.”

She neither had a good response to offer, nor did she have a choice. She had to push us to teach to the test or risk losing her job.

I taught American history, myself, but I had a passion for books and tried to pass that on to my classes. I couldn’t work miracles with every student, of course. But I had more than enough success to make the effort worthwhile and convince me I was doing the Lord’s library work in getting teens to read more and read better books. Not long ago, I had lunch with one of my old students and she presented me three books she has come to love. The inscription in the first captures what I believe education is truly about, exactly what Ms. Swanger was trying to achieve with her kind words.



We all reach young people in our own meaningful and different ways. I taught with a great band instructor who turned teens into musicians who made music a career. Two colleagues took decent runners and transformed them into cross country stars. I taught with several English teachers who taught teens to find pure joy in writing and words. There’s no way to measure what these people did—but I believe they were doing something great. You can’t “measure” the solace Ms. Swanger provided to her students on just this one day; but that solace, that shot of well-timed kindness, may resonate down all the years of their lives. I could cite a hundred examples more from my career, of educators who made their marks in ways that will never show up on any standardized test.

I feel confident in saying Ms. Swanger could too. The more I believe that, the more I worry about what is happening in education today.

Last Friday, I was reading with Ellora, my four-year-old granddaughter. She’s just figuring out how to decode words, and I was giving pointers, when I remarked, “You know Papa used to be a teacher, right?”

“Papaukulele,” she replied, using a nonsense word she has coined, that never fails to spark my “outrage,” and provide her a laugh in turn.

Then it struck me.

Would I tell Ellora to go into teaching someday? I loved teaching every day of my career. But I don’t know if I would.

I took her to the park that afternoon and she had fun on the teeter-totters, balance ropes and Astroturf sliding hills. At one point we sat down on a large swing to rest. (She might not have needed the rest but I definitely did.)

A young mother made room for us both. She was watching her youngest scamper about and I started talking to her about raising kids and grandkids. She turned out to have been a teacher herself, I think she said for twelve years. Terry Hurt was her name and she said she’d taught in Texas, before leaving the classroom in 2005.

So I asked her the same question I ask every educator I meet. I’m like Rain Man, always posing the same query, always in a flat tone, hoping not to tip my opinion from the start. “Do you think all the standardized testing and focus on scores has helped education, hurt education, or had more or less a neutral effect?”

“Hurt,” Ms. Hurt answered almost as soon as the question was posed. “Does anyone ever say anything else?”

“Not really,” I laughed.

But what if this is no laughing matter? What if this is the existential question in U.S. education today?

If testing is hurting—as Ms. Hurt, Ms. Swanger and this old codger agree—what should we do?

Ms. Hurt told me her youngest would soon be going to school all day so she’s substituting and thinking about returning to the classroom full time.

“I went in to observe at my daughter’s school recently,” she told me, “but I’m not sure I could do what they’re asking young teachers to do today. It’s sad, too, because teaching was always my passion.”

Passion.

Thinks about that word. Can we measure passion for learning—and for imparting that passion to the young? I read what Ms. Swanger said. I thought about my response when reading with Ellora. I heard what Ms. Hurt thought. I’ve been asking the same question for more than a decade. I’ve heard hundreds of educators reply in the same way, in grocery stores, on the sidelines of soccer fields and seated at wedding receptions, too.

What if we’re doing real harm with our tunnel vision focus on testing? What if we’re selling our soul in return for transient scores? What if we’re ripping the heart out of our children’s educations? What if we’re all playing a small part in a tragedy not of our making—but a tragedy, nonetheless?


*

I think this might be the most profound statement about standardized testing I’ve seen in some time. It comes from a veteran educator, Jennifer Ballard Pinkowski, who taught Secondary English for several years. She has spent the last seven years working in Special Education:

Want to hate these tests even more? Watch students with Specific Learning Disabilities take them.

You see, these students still have to take the grade level tests their age indicates, not what the content they are learning on their IEP indicates. So they sit, hour after hour, frustrated, angry, discouraged, bitter, frightened, but sometimes, occasionally, still trying to do their best. It’s exhausting and heartbreaking and I hate it with the fire of a thousand suns. I hate the politicians who jam it down our throats every stinking year and claim it’s for the greater good. I hate the state education officials who buy into that garbage.

And I HATE having to inflict this pain on my students.

I wonder. How long is it going to be until teachers, administrators and support personnel all band together and say, “Enough is enough. We’re not doing this to young people anymore. Enough.”


I think if people like Ms. Swanger and Ms. Pinkowski—who clearly put children first—have had their fill, something is seriously, seriously, seriously wrong.


I pray Ellora's kindergarten teacher next year will try to do what Ms. Swanger did.
I don't believe my granddaughter's success in life will boil down to a few test scores at all.

Monday, July 4, 2016

Do You Know What the Declaration of Independence Means?

HAPPY BIRTHDAY, AMERICA. 

I don’t know about anyone else, but I am sitting here, mulling over the current state of American political discourse. I think we can all agree, it’s not necessarily on the same level we would have witnessed in 1776.

Then again: women can vote. African Americans are free. It’s not as bad as many people seem to believe.



*

Regardless, when I was still at work in a classroom, I was an ardent fan of the Declaration of Independence. I love the message the document sends, even if sometimes the messengers who spread it are flawed. 

What I wanted students to understand were the ideals at the core of the Declaration. These ideals still matter today.  

In my American history class, I expected students to be able to answer the six questions below, with answers to all six to be found in a short section of the document, only 84 words long. (See below.)

1. Government gets its power from ___.
2. If government does not work we have the right to ___.
3. Governments are set up to ___.
4. If government works as it should everyone will be treated ___.
5. Certain basic rights cannot be taken away from you by ___.
6. Government should leave you alone to enjoy ___.


IF it’s been a few years since you studied your history you may not recall that the Declaration is several pages long. Most of that length is filled with a list of grievances against Parliament and George III. 

If you’re a normal American (and admit it, you believe you are, no matter what anyone says at the family picnic) you have forgotten what those grievances were. Whereas you may still remember the lyrics to “Yellow Submarine” or be able to name the four starters on the defensive line of your favorite NFL team.

In my class, we began with a few specifics. When asked, Gary could immediately raise a hand and name the main author of the document (Thomas Jefferson). Eric or Renee would know the date and year of the document (July 4, 1776). Then I liked to add a few relevant details. I pointed out, for example, that Jefferson was a slave owner, hypocrisy never running far below the surface of politics. 

And there was that issue of his long-running sexual relationship with Sally Hemings. (For more detail, go to: Thomas Jeffersons Slave Son, Madison Hemings, Tells His Story.)






Then I might jokingly say to my class: “If you don’t know anything about the Declaration of Independence you shouldn’t be allowed to shoot off fire crackers on the Fourth! You shouldn’t get a hot dog, either.” 

“You should have to eat stewed prunes.”

*

OTHERWISE, I WAS DEADLY SERIOUS about imparting critical knowledge. So students were required to memorize the section below, which still matters today, which will always matter in human affairs:
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 abolish it, and to institute a new government.

To help my seventh and eighth grade students grasp what the Declaration was (and is) about, and aid a bit with memorization, I provided a copy of the section in two forms, one seen above.

In the version below, the words in capitals tended to confuse my young charges. So we started by defining these terms. Vicki or Joey might immediately see that “self-evident” meant “obvious.”

Rob (a star student in my fourth bell who I eventually nicknamed Mr. Dictionary, out of respect for his impressive facility with words) might offer, “It means ‘something proves itself.’”

So, we’d move along. 

Few of my charges could ever define “endowed.” I used the same joke every year. (You could have heard it if you stepped into my room in 1977 and again if you visited in 2007.)

“‘Endowed,” I explained, “means ‘granted at birth, born with.’ Some of us are endowed with great intelligence. Some of us are endowed with fantastic looks.” I would always fluff my hair at that point. Usually students would groan or hiss.

I never minded if, at that point, someone called me a wrinkled fossil. It kept class awake. It kept kids involved.

We worked our way through the passage: unalienable = can’t be taken away; secure = protect; consent = permission; abolish = get rid of.

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 ABOLISH it,                                        
and to INSTITUTE                                                        
a new government.


AS FOR THOSE SIX QUESTIONS, shown again for convenience, the answers to some came quickly. Maddy and Mara and Sadie all raised a hand to answer the first. Mara was quicker, and when called upon, supplied the word “people.” Brad was prompt in supplying an answer for four. “Equally,” he said.

1. Government gets its power from ___.
2. If government does not work we have the right to ___.
3. Governments are set up to ___.
4. If government works as it should everyone will be treated ___.
5. Certain basic rights cannot be taken away from you by ___.
6. Government should leave you alone to enjoy ___.


The answer to #2 also came fairly quickly every year, in every class. “Change the government,” Steve said.

Then #6: “To enjoy life, liberty and the pursuit of happiness?” Candace offered with a tinge of doubt.

Correct.

Number three always proved difficult. Eventually someone realized that Jefferson was saying government existed to protect our rights. 

Yes. Yes, YES. That’s a critical point.

But the greatest confusion came when we tried to answer #5. I’m afraid some politicians couldn’t answer it today. “The government,” some student would always try first.

Incorrect.

 “The president?” “Jefferson?”  “Congress?” others would suggest. You always had some poor devil who stuck up a hand and repeated: “The government?” 

No, no, no. And still no.

Finally, Jodi or James would realize what Jefferson was saying and respond, “Anyone. He means our basic rights can’t be taken away by anyone.” 

I would sometimes reach in my desk and pull out a candy bar from a large stash I kept and toss it to the teen who had answered. “Very good,” I’d say. “Jefferson was saying that God granted us our rights at birth and those rights cannot be taken away, not by anyone, not by government, not by other citizens.”


I don’t know: I think these ideas matter, on this day, July 4, and on every other day of our lives.


*

If I was still teaching today, I might use some of the following examples to illustrate how Jefferson’s words still resonate.

You could start by comparing Jefferson’s ideals with those of Adolf Hitler, who referred to groups he found inferior as “suitable beasts” to serve the Aryan race. You could focus on the Nazi leaders fundamentally different approach. In the interests of race purity, he once insisted, “A powerful national government can undertake and accept responsibility for great limitations on the freedom of the individual.”

Forget: “all men are created equal.” Hitler argued that Jews were “incurable tumors” and must be destroyed.

The case of Loving v. Virginia (allowing inter-racial marriage) always seemed to interest students. I read recently that 20% of U.S. weddings today involve mixed race couples. The case of the baker, who didn’t want to bake a cake for a gay marriage, might get every student talking. Did the baker’s pursuit of life, liberty and happiness interfere or outweigh the same pursuit by the gay couple? You could look at the recent Supreme Court decision in that case, and get student involved in discussing the 5-4 decision, Masterpiece Cakeshop v. Colorado Civil Rights Commission.

I liked to throw in the story of what happened to Japanese-Americans in 1942 and ask how it could have happened at all. How was it possible that 110,000 people, including 77,000 citizens of this country could be sent to prison camps? Clearly racism and dehumanization played a powerful role. If it was up to me, I’d introduce the matter of Muslim-Americans today and the anger they often face.

I’d bring up the Supreme Court decision, Obergfell v. Hodges, that established the right of gays to marry.

I’d let my students wrestle with such examples and to the largest extent possible keep my opinions to myself.

I’d let students do as much thinking as possible, let them decide exactly what the Declaration of Independence means, even today.  

If it's good enough for Abraham Lincoln,
it's good enough for me, and for all Americans.


 *

YOU KNOW, IF YOU’VE TAUGHT for more than a week, that not all students are going to sit down and memorize 84 words of anything. Still, I expected it to be done, and always put those six key questions on my American Revolution test, on the semester final, and on the final exam every year.

I always gave students a week to commit the piece to memory. On the day of the quiz I asked them to take out a sheet of paper and write the section above for a test worth 75 points. Some preferred to come back to my desk and quietly recite, which I was happy to allow.

I was a fanatic when it came to learning, I think you might say. I was happy every year that a large majority of students earned A’s or B’s on the first try. I gave those who had C’s or D’s an option to try again later. 

I wanted everyone to succeed.

Every year, fifteen or twenty students (out of 150 or 175) would complain: “I can’t learn this. It’s too long!”

Too bad, I replied, sympathetically.

I required all who failed to come in and try again during lunch. Let’s say I had twenty in a typical year who had to try again. Two or three wouldn’t show up. Another might have a hidden, pre-written copy in a book and try to slip it out. Three or four would fail again. Typically, most earned A’s and B’s with a smattering of C’s. I always gave kids the higher grade. I didn’t average them out.

As I said, I wanted everyone to succeedI told the three or four who failed again to return once more the next day. 

Then I steamed down the hall to the lunchroom to chase down the two or three who hadn’t shown up. These lucky youths were awarded detention after school and another chance to study and improve grades. 

By that time, I had often missed my entire lunch. 

I would buy four fresh-baked chocolate chip cookies from the lunch ladies and wolf them down as I headed back to my room, wiping the crumbs from my lips as I began the next class after lunch.

I loved teaching, by the way.


UPDATE (July 4, 2023): I might be a little afraid to teach this lesson today. The political climate seems charged. My sympathies to young teachers, everywhere.