Archives for category: History

What I learned from this article, among other things, is that the “Spanish flu,” which caused 50 million deaths around the world in 1918, did not start in Spain. The author argues that it actually started in Kansas and was brought to Europe by American troops who had come to make the world “safe for democracy.” And one other thing: the author, John M. Barry of Tulane, believes that Woodrow Wilson did not die of a stroke while at the Paris Peace Conference, but of the influenza.

This was no ordinary flu. It was deadly and devastating. The first wave was bad. The second wave was even worse.

For a fascinating look at the 1918 pandemic, read this article. It was written in 1917.

Denis Smith wrote the following, to commemorate a date that is notorious to those of us who recall the Kent State Massacre, when the Ohio National Guard opened fire on unarmed college student protesters:

May 4, 2020, marks the 50th anniversary of the deaths of four students at Kent State University. The shootings by a contingent of the Ohio National Guard, which were ordered into the city by Ohio Governor James Rhodes, were in response to rioting that took place on the campus in protest to the escalation of the Vietnam War and the destruction of the campus ROTC building.

At the time, many people felt that Rhodes inflamed the situation when he said that the students were worse than the “Brown Shirts” of the Hitler era. Rhodes, who holds the distinction of being one of only seven four-term governors in the history of this nation, is still a divisive figure a half-century after the Kent State Massacre, where in addition to the four dead, nine other students were also severely wounded and one paralyzed.

In December 1982, a 6 foot- 6 inch tall bronze statue of Rhodes was dedicated on the grounds of the State Capitol in Columbus. It didn’t take long for the statue to be vandalized and hit by a car in 1983, according to Wiki. It was later moved and placed in front of the entrance of the Rhodes State Office Tower, where it remains.

Which brings me to this nugget.

We relocated to the Columbus area five years after the statue was dedicated. In the early 1990s, someone told me that there was a legend about some type of secret message that was contained inside the bronze statute. After Rhodes’ death in 2011, that rumor was confirmed.

Here is an excerpt from the Columbus Monthly Magazine of November 2019:

A Bronze Bombshell

“When James Rhodes died in 2001, a longtime Capitol Square rumor was confirmed. It turned out that the 700-pound bronze effigy of the four-term governor in front of the Rhodes Tower includes a hidden tribute to the four students killed at Kent State University in May 1970.

“There is in fact a message engraved into the bronze on the inside of the statue that makes a statement about the Kent State shootings and the victims,” Ron Dewey, former owner of Studio Foundry in Cleveland, told the defunct Columbus alternative weekly The Other Paper, declining to reveal exactly what the message said. —Dave Ghose”

As we commemorate the 50th anniversary of Kent State, I for one would love to know what the sculptor Gary Ross engraved on the inside of the statue. Wouldn’t you?

If there is an update to this story from six months ago, I would love to know further details. How many folks would be itching to write the story about hidden hieroglyphics inside this statue?

Denis Smith posted this on his Facebook page. You can see the statue of Governor Rhodes there.

The National Center for Education Statistics released NAEP scores in history and geography, which declined, and in civics, which were flat.

Secretary of Education Betsy DeVos went into her customary rant against public schools, but the real culprit is a failed federal policy of high-stakes testing narrowly focused on reading and math. If DeVos were able to produce data to demonstrate that scores on the same tests were rising for the same demographic groups in charter schools and voucher schools, she might be able to make an intelligent point, but all she has is her ideological hatred of public schools.

After nearly 20 years of federal policies of high-stakes testing, punitive accountability, and federal funding of school choice, the results are in. The “reforms” mandated by No Child Left Behind, Race to the Top, the Every Student Succeeds Act, as well as the federally-endorsed (Gates-funded) Common Core, have had no benefit for American students.

Enough!

When the ESSA comes up for reauthorization, it should be revised. The standardized testing mandate should be eliminated. The original name—the Elementary and Secondary Education Act—should replace the fanciful and delusional title (NCLB, ESSA), since we now know that the promise of “no child left behind” was fake, as was the claim that “every student succeeds” by complying with federally mandated testing.

Restore also the original purpose of the act in 1965: EQUITY. That is, financial help for the schools that enroll the poorest children, so they can have small classes, experienced teachers, a full curriculum including the arts and recess, a school nurse, a library and librarian, a psychologist and social worker.

Here is the report from Politico Morning Education:

MANY STUDENTS ARE STRUGGLING’: Average scores for eighth-graders on the Nation’s Report Card declined in U.S. history and geography between 2014 and 2018 while scores in civics remained flat, according to the National Center for Education Statistics. The results follow disappointing scores for math and reading released in October.

— “The results provided here indicate that many students are struggling to understand and explain the importance of civic participation, how American government functions, the historical significance of events, and the need to grasp and apply core geographic concepts,” stated Peggy G. Carr, the associate commissioner of assessment at NCES, which runs the National Assessment of Educational Progress, or NAEP, known as The Nation’s Report Card.

— The digitally based assessments were administered from January to March 2018 to a nationally representative sample of eighth-graders from about 780 schools. The results are available at nationsreportcard.gov. They will be discussed at a livestreamed event, beginning at 1:30 p.m.

— Education Secretary Betsy DeVos, in a statement, said “America’s antiquated approach to education is creating a generation of future leaders who will not have a foundational understanding of what makes this country exceptional. We cannot continue to excuse this problem away. Instead, we need to fundamentally rethink education in America

Open the link to find links to the NAEP reports.

Joy Hakim wrote a successful American history book titled A History of Us, which was pUblished by Oxford University Press, not the big textbook corporations, because it was written as factual stories, not by a checklist. She also wrote The Story of Science, which was published by the Smithsonian, for the same reason.

When you read her books and compare them to the lifeless textbooks that students are required to read, you will understand the power of story. History and science are intrinsically fascinating. The textbooks make them dull.

Joy has started writing online lessons, also in story form, about history and science. Students will think of them as good stories, that happen to be factual.

Here are her first two lessons.

Garrison Keillor tells this story at “The Writer’s Almanac”:

On this date in 1915, the woman known as “Typhoid Mary” was put into quarantine in a cottage in the Bronx. Her name was Mary Mallon, and she was a large and fiery Irish-American woman about 40 years old. She worked as a cook in and around New York City, and every household she worked in seemed to suffer an outbreak of typhoid fever. Typhoid is caused by a form of Salmonella bacteria, and is usually spread by contact with human or animal waste. It was common on battlefields — it may have killed more than 200,000 soldiers during the Civil War — and in poor and unsanitary housing conditions, but it was rarely seen in the wealthy households like the ones where Mallon worked.

The first outbreak associated with Typhoid Mary occurred in 1900, in Mamaroneck, New York. She had been cooking for a family for about two weeks when they started to become ill. The same thing happened the following year, when she took a series of jobs in Manhattan and Long Island. She helped take care of the sick, not realizing that her presence was probably making them worse.

In 1906, a doctor named George Soper noticed this strange pattern of outbreaks in wealthy homes. He went to interview each of the families, and found that they had all hired the same cook, but she never left a forwarding address when she moved on to other employment. He finally tracked her down after several cases in a Park Avenue penthouse, so he interviewed her. She didn’t take it well, and swore at him, and threatened him with a meat cleaver when he asked her to provide a stool sample. He finally called in the police and had her arrested.

Urine and stool samples were taken from Mallon by force, and doctors discovered that her gall bladder was shedding great numbers of typhoid bacteria. She admitted that she never washed her hands when cooking, but she didn’t see the point, as she was healthy. No one had ever heard of a healthy carrier of typhoid before, and she refused to believe that she was in any way sick. They wanted to take out her gall bladder, and she refused. They demanded that she give up cooking, and she refused to do that too. They confined her for a while and put her to work as a laundress for the Riverside Hospital, and in 1910 — after she promised to give up cooking and only work as a laundress — she was released. It wasn’t long before she changed her name to Mary Brown and took a job as a cook. For the next five years, she stayed one step ahead of the doctors and the law, spreading disease and death in her wake, until they caught up with her on Long Island. Authorities placed her in quarantine on North Brother Island in the Bronx for the rest of her life, and she died of pneumonia in 1938.

The following appeared today in Garrison Keillor’s free daily “Writer’s Almanac”:

It was on this day in 1775 that the lawyer Patrick Henry spoke at the Second Virginia Convention in Richmond, a meeting of American colonial leaders that included George Washington and Thomas Jefferson. The four-day assembly turned into a fierce debate about whether or not to raise a militia and arm Virginia in the fight against the British. On the topic, Patrick Henry delivered a famous speech that probably included the line “Give me liberty or give me death!” At least, some people thought he did.

There was a problem with Henry’s speeches. They were charismatic and passionate, but afterward, no one could remember what he had said. Thomas Jefferson said of Henry: “When he had spoken in opposition to my opinion, had produced a great effect, and I myself had been highly delighted and moved, I have asked myself when he ceased: ‘What the devil has he said?’ I could never answer the inquiry.”

The speech wasn’t written down until 1816, by Henry’s biographer, William Wirt. Wirt talked to people who had been present at the speech and had them reconstruct it from their memories.

It was on this day in 2010 that President Barack Obama (books by this author) signed into law the Affordable Care Act, the most sweeping piece of federal legislation since Medicare was passed in 1965. Universal health care had long been a dream of the Democratic Party. The passage of the bill extended health care to almost 32 million Americans.

Today marks the first day in 1942 when the U.S. government began moving Japanese-Americans from their West Coast homes to internment camps. Between 110,000 and 120,000 people were forcibly relocated.

Some Japanese-American men were drafted into the War even as their families remained incarcerated. The camps remained open until 1945.

 

This post by Peter Greene appeared in Forbes, where he is now a regular contributor, explaining the real world of education to non-educators.

It is Greene’s perceptive review of SLAYING GOLIATH, which will be officially published on January 21.

To my delight, he describes this blog as “the Rick’s Cafe” of the Resistance to what is wrongly termed “reform,” but which I have renamed Disruption. Call it what it is.

He goes straight to the heart of the book:

This is the story of the last decade of public education in this country. It’s a far-ranging story that covers every corner of the nation and dozens of different issues. It’s the story of people with great power and people who would seem at first glance to have no power at all. Ravitch is telling a saga here that is broad in scope and rich in detail. Up until now, nobody has managed to capture the full breadth and depth of the battle over the next direction for U.S. public education, but Ravitch renders the complex and multi-character clear and comprehensible without sacrificing the full scope of what’s been happening.

Ravitch details how the folks she dubs the Disruptors first codified their ideas into law with No Child Left Behind and went on to push a vision of a test-and-punish regime, privately owned and operated schools, and circumventing democratic processes. The disruption movement has given us charter schools, high stakes testing, and the de-professionalization of teaching. It has used the real problems of inequity and underserved communities to justify false solutions….

Fans of education reform will undoubtedly disagree with some of Ravitch’s conclusions and analysis. That’s fine. What’s history without some debate. This book still provides the most complete, compact, detail-filled narrative of what has been happening to U.S. education since the Reagan administration release A Nation At Risk.

 

 

I have engaged in a heated exchange off line with people who are upset about taxing billionaires. They feel sure that taxing the 1% or the .00025% is a slippery slope, and soon enough we will all pay taxes so high that we will have to give up our homes.

This is a good time, I think, to revisit Franklin Delano Roosevelt’s 1944 State of the Union Address. FDR came from the landed gentry but he somehow developed an acute social conscience.

Here is an excerpt from that speech, in which he described the “second Bill of Rights,” what he called “an economic bill of rights.”

He said, as he looked forward to the day when the World War came to an end:

It is our duty now to begin to lay the plans and determine the strategy for the winning of a lasting peace and the establishment of an American standard of living higher than ever before known. We cannot be content, no matter how high that general standard of living may be, if some fraction of our people—whether it be one-third or one-fifth or one-tenth- is ill-fed, ill-clothed, ill housed, and insecure.

This Republic had its beginning, and grew to its present strength, under the protection of certain inalienable political rights—among them the right of free speech, free press, free worship, trial by jury, freedom from unreasonable searches and seizures. They were our rights to life and liberty.

As our Nation has grown in size and stature, however—as our industrial economy expanded—these political rights proved inadequate to assure us equality in the pursuit of happiness.

We have come to a clear realization of the fact that true individual freedom cannot exist without economic security and independence. “Necessitous men are not free men.” People who are hungry and out of a job are the stuff of which dictatorships are made.

In our day these economic truths have become accepted as self-evident. We have accepted, so to speak, a second Bill of Rights under which a new basis of security and prosperity can be established for all regardless of station, race, or creed.

Among these are:

  • The right to a useful and remunerative job in the industries or shops or farms or mines of the Nation;
  • The right to earn enough to provide adequate food and clothing and recreation;
  • The right of every farmer to raise and sell his products at a return which will give him and his family a decent living;
  • The right of every businessman, large and small, to trade in an atmosphere of freedom from unfair competition and domination by monopolies at home or abroad;
  • The right of every family to a decent home;
  • The right to adequate medical care and the opportunity to achieve and enjoy good health;
  • The right to adequate protection from the economic fears of old age, sickness, accident, and unemployment;
  • The right to a good education.

All of these rights spell security. And after this war is won we must be prepared to move forward, in the implementation of these rights, to new goals of human happiness and well-being.

America’s own rightful place in the world depends in large part upon how fully these and similar rights have been carried into practice for our citizens. For unless there is security here at home there cannot be lasting peace in the world.

One of the great American industrialists of our day—a man who has rendered yeoman service to his country in this crisis-recently emphasized the grave dangers of “rightist reaction” in this Nation. All clear-thinking businessmen share his concern. Indeed, if such reaction should develop—if history were to repeat itself and we were to return to the so-called “normalcy” of the 1920’s—then it is certain that even though we shall have conquered our enemies on the battlefields abroad, we shall have yielded to the spirit of Fascism here at home.

I ask the Congress to explore the means for implementing this economic bill of rights- for it is definitely the responsibility of the Congress so to do. Many of these problems are already before committees of the Congress in the form of proposed legislation. I shall from time to time communicate with the Congress with respect to these and further proposals. In the event that no adequate program of progress is evolved, I am certain that the Nation will be conscious of the fact.

Our fighting men abroad- and their families at home- expect such a program and have the right to insist upon it. It is to their demands that this Government should pay heed rather than to the whining demands of selfish pressure groups who seek to feather their nests while young Americans are dying.

Today, in 2019, how many of those goals have been achieved? 

Robin Lithgow, former director of arts education for the Los Angeles public schools, has been researching the history of children’s theater, in particular, the boys’ acting companies that were popular in England.

This is Part 4 of her series. 

She begins:

If you’ve been on the edge of your seat waiting for this final post on the boys’ companies active in the Tudor Age, you are probably alone, and I need to hear from you! This is a shame, because if theatre historians Harold Newcomb Hillebrand and Charles William Wallace are correct, the Globe Theatre and Shakespeare would never have happened without them!

My first three posts on this subject covered the immense popularity at court of the Children of St. Paul’s and the Children of the Chapel (along with many others that came and went and entertained the aristocracy in the provinces) up through the last decade of Elizabeth’s reign. The third post chronicled their demise as a result of politics and the far more active men’s companies. Hillebrand and Wallace wrote their books early in the last century, and since then there has been almost total silence. Fortunately their books are exhaustive in their detail, and if you can get your hands on them, you might join me in appreciating the role that boy actors played in our rich history

The truth is, the last gasp of the boys’ companies during the reign of James I, while dazzling and controversial, was brief; and it was entirely different from what had gone before. Both the Children of the Chapel and St. Paul’s had a second flowering with the ascendance of a new monarch, but their new life was a life sustained by a different breath—the breath of commerce. Ambitious entrepreneurs banked on the nostalgia for the playful antics of the boys who cavorted through the courts of Henry VIII and Elizabeth I, and they took a huge gamble. They had investors, and they threw their money around rashly, hiring the best playwrights available. Samuel Daniel, John Day, George Chapman, Thomas Middleton, John  Marston, and Ben Johnson pocketed way more money writing for the boys than they did for the men, and their brilliant plays can still delight us; but the playful antics of the cavorting boy actors were not a good fit for them. Jacobean audiences had grown much more sophisticated, and they and demanded edgier and more dangerous fare than the children could manage.

 

Robin Lithgow, former director of arts education in Los Angeles, is researching the history of children’s theater.

This is Part 3 of Lithgow’s series on boy actors.

She begins:

If Charles William Wallace, in The Evolution of the English Drama up to Shakespeare, is to be believed, it was at Blackfriars Theatre, in the early 1580s, that the Golden Age of Elizabethan Theatre was launched. He makes a convincing argument which I will attempt to summarize here. It is perhaps an implausible leap to say that without the boys’ companies there would have been no Shakespeare, but let’s look at the evidence.

The wildly popular flourishing in the 16th century of the Children of the Chapel and, later, the Children of St. Paul’s and the Children of Windsor, had a lot to do with the youth of three monarchs. Youth craves entertainment, often the edgier the better, and Henry VIII, his son, Edward VI, and his daughter Elizabeth were all very young when they first ascended the thrown. All three of them loved the antics of the theatrical, satirical and often histrionic productions of the boys’ companies.