“Have To” History: A Wall Of Education

H2H Wall of Education CoverIt’s dangerous to start pushing a book when I haven’t seen the physical final product yet. I learned last time that no matter how many weird formatting issues, overlooked typos, and random nude shots you’re POSITIVE you’ve resolved, there are always a few more waiting to be discovered once you’ve started promoting the thing and your entire sense of self-worth is on the line. 

And yet, I’m pretty happy this one is finally “live,” no matter what minor edits may be necessary down the road. I’m sharing the Author’s Intro with you here by way of a teaser so you’ll get SO intrigued and engaged that you simply have to know more, whatever the cost or personal risk involved. Besides, haul around a volume like this for a few days and everyone will assume you are a DEEP, DEEP THINKER. It’s THAT good. 

“Have To” History: A Wall Of Education – What the Supreme Court Really Says (and What It Really Doesn’t) About the Separation of Church and State in Education

When I published “Have To” History: Landmark Supreme Court Cases a few years ago, I added a brief “Afterword” explaining how I came to find myself so fascinated with the decisions of the nation’s highest court over the years and what I hoped to accomplish by doing my own overview of 45 or so of the most important cases one should know as a student, citizen, or wanna-be intellectual elitist. What I didn’t add is that the book I initially set out to write was this one. It was simply too big of a task at the time, besides which I couldn’t actually figure out if anyone would want to read it or not. (That’s not the only reason to write, of course, but it’s certainly a consideration – at least for me.)

So, I chose to instead focus on something that would easily serve a wide variety of readers wanting or needing to know more about multiple cases but lacking the time or motivation to get too academic about the whole thing. Presumably there are folks out there relieved to let me boil things down for them so they can get on with their lives.

This book is far less general. I’ve tried to summarize and contextualize the most important and interesting cases in the history of the Supreme Court related to church-state issues in education. It’s an endlessly complex and fascinating topic, and I’ve done my best to present each case fairly while retaining some of the passion I feel along the way. I won’t claim this is an entirely “balanced” treatment, but I’ve made every effort to be historically and intellectually honest within the limits of my own convictions (which will no doubt be easily discernible to attentive readers).

There are so many ways to approach almost any topic related to the Supreme Court or its cases. I’ve tried to avoid getting bogged down in procedural matters or terminology unless essential to a specific case. Similarly, I’ve shied away from extended explorations of originalism vs. the “living constitution” approach, judicial activism vs. judicial restraint, etc., although each will pop up in relation to specific cases or written opinions here and there. As a long-time history teacher, I’m a bit more susceptible to contextual rabbit holes, but I’ve tried to keep the focus narrow enough to remain useful for the average reader. Maybe even engaging.

The tricky thing about that, of course, is that the historical roots of the First Amendment and the twin religion clauses with which it begins are undeniably relevant to how they have been and should be understood and applied. As I once told students, there are two things we must always remember about the study of history. First, people throughout time and across the globe were in almost every important way just like us. Let’s not overly idealize, demonize, or otherwise mythologize them. Second, the lives and perceptions of people in other times and places throughout history were nothing like ours (in many important ways, at least). There’s no point claiming we can ever fully understand how they felt or why, or what they thought their words and actions truly meant.

Yes, these are essentially opposites. That doesn’t mean either one is incorrect.

Did our Founders and Framers believe in absolute separation of church and state? Not in the modern sense of the phrase, no – not most of them, anyway. For a full generation after the ratification of the Constitution and the Bill of Rights, the original states wrestled with how to best delineate an ideal relationship between church and state. Those pushing for less establishment (as understood at the time) largely did so out of the conviction that greater separation was best for true religion to flourish, and that only faith untainted by politics could provide the foundational morality essential for the republic to survive. Those favoring freer exercise of religion, or even various mechanisms allowing some state support of select institutions, wanted very much the same thing and for very similar reasons.

What most agreed on during debates over the Bill of Rights and throughout that first critical generation of new Americans was that religious division and strife were to be avoided – if not at all costs, then at something pretty close. Many recognized that they lived in an age of not only massive political revolution but of a potentially new approach to faith and humanity in general, and while it may not be clear what things should look like, they had plenty of examples of what hadn’t worked or wasn’t working. The age-old debate about original intent vs. changing circumstances is thus particularly problematic when it comes to church-state relations since it’s not at all clear the folks signing off on the original rhetoric were all that clear what it meant in practice even at the time – let alone a century or two later.

Did most of our Founders and Framers speak and write from a nominally Christian paradigm? It certainly seems so, yes. Before we get too excited about emulating this in the 21st century, however, we should keep in mind that it even the most tolerant among them were seriously uncomfortable with Catholics and largely excluded Jews and Muslims from the mix when speaking lofty thoughts about the role of religion in American life. Atheists simply weren’t included in the conversation as real Americans, and the only reason the Baptists were tolerated at all was that at least they weren’t Atheists.

In other words, it’s one thing to explore the context and expressed intentions behind our founding documents; it’s another to embrace their specific implementation and interpretation on the day they were first committed to parchment. Like Socrates, Hippocrates, or Hendrix, sometimes it’s the spirit of the thing more than the details of the moment that matter most.

There’s one other issue I figure I should at least address up front in hopes it will make me sound profound and thoughtful…

How does a nation of diverse backgrounds, races, religions, languages, political ideologies, and lifestyles hold together? If the U.S. was to some extent built on a rejection of “the old ways” – the biases and bondages considered normal across most of the civilized world for many centuries – what do we embrace in their place?

We love talking about America’s “great melting pot,” but implicit in this analogy is the idea that ingredients are intended to become more or less indistinguishable – to end up tasting all the same. Most of us would defend individuality and cohesiveness (or “domestic tranquility,” if you prefer) in equal measure, but these two things actually pull against one another – sometimes dramatically. Like freedom and security they may both be worth defending, but doing so requires we first recognize that neither naturally compliments the other.

Such has been the nature of society since its beginnings. Most political scientists and historians will tell you that the foundation of civilization is the “social contract.” While definitions vary, the basic idea is that at some point people with absolute freedom (think running naked in the woods with a pointy stick in one hand and a dead squirrel in the other) came together and agreed that each would sacrifice a degree of personal freedom for the good of the whole. This is not done from altruism; each member is part of that whole that shares in the benefit. The birth of agriculture allowed specialization and diversification so that while some people still grew food or hunted game, others could focus on arts, crafts, warfare, architecture, philosophy, or entertainment.

In modern times this means we can all have different jobs and simply buy the stuff we need to live – food, shelter, streaming services, etc. It also means that I’ll sit at a red light for what feels like hours even when no one else is at the intersection because I expect you to do the same – and both of us consequently feel safer going through that intersection once the light is green. Freedom and society are not natural allies. It makes sense that trying to maintain both of them in such a large, diverse nation would prove problematic from time to time.

One institution with the potential to offer some sort of national bonding in the 21st century is public education. I’m not suggesting it’s the only answer or even the best at it in practice, but I will insist it should be pretty high on the priority list. Whatever else education can or should do for our national experiment to survive, it must help us do a better job of understanding each other and the issues confronting us as a people – whether scientific, cultural, ethical, political, economic, or anything else. It should offer us the tools necessary to succeed collectively as well as individually, and to embrace our differences without necessarily sacrificing our own sense of self or our collective understanding of right and wrong.

And yeah, it would be ideal if we all emerged a little better at reading, writing, math, science, and history while we’re at it.

The chapters can be read in order, straight through, which creates something of a natural narrative along the way. Or, if you prefer, you can refer to Appendix A for a general clumping by subject matter and hunt down the cases of most interest to you at the moment. The major chapters are numbered, and the “Worth A Look” cases inserted more or less chronologically among them. I’ve included edited excerpts of majority opinions, as well as a number of concurrences and dissents, which you can read, browse, or skip as you see fit. I respectfully suggest, however, that despite all the gravitas and history-shaping rhetoric, most make for a pretty good read. You were smart enough to buy this book; you can handle a little jurisprudential exfoliating. I’ve done my best to maintain intellectual and legal accuracy while at times taking liberties with the formatting and endless footnoting and internal citations and such in order to maintain flow and clarity. Appendix B has a list of some of my favorite books and resources in case you find yourself interested in learning a bit more or arguing with me about how badly I’ve misunderstood or distorted everything important about America.

Speaking of which, I’d love to hear your thoughts or opinions if you find yourself so inclined. You can find me at bluecerealeducation.com or email me anytime at [email protected]. Happy reading.

Barbed Wire (from “Have To” History)

Stuff You Don’t Really Want To Know (But For Some Reason Have To) About… Barbed Wire

Three Big Things:

1. Barbed wire became the fencing of choice in the west after the Civil War. It was relatively cheap, withstood a wide range of conditions, and held back the biggest, most stubborn livestock.

2. Barbed wire favored homesteaders moving west, who tended to be small farmers. It threatened, and eventually helped destroy, the mythical “open range” and cowboy culture.

3. Barbed wire is rarely asked about specifically in history standards; it’s central to a wide variety of stuff that is, however.

Introduction

Kansas Barbed Wire MuseumThere are barbed wire museums in nearly a dozen different states. That’s right – museums devoted exclusively (or at least primarily) to the origins and impact of pokey wires in all its many varieties. The Oklahoma Cowboy Museum boasts over 8,000 varieties of prickly steel yarn, while the Devil’s Rope Museum in McLean, Texas, promises “everything you want to know about barbed wire and fencing tools.” There are several collections in and around DeKalb, Illinois, the birthplace of barbed wire, but it’s the Kansas Barbed Wire Museum which makes the grandest claims and boasts the most extensive curated exploration of this marvelous innovation.

It’s fencing. Made of wire. What’s the big deal?

Expansion, Technology, and Conflict

American history is largely a tale of expansion. Many of our best conflicts have resulted (at least in part) from our eternal need to expand and renovate. As “Schoolhouse Rock” waxed so rhapsodically:

Elbow room, elbow room, got to, got to get us some elbow room. It’s the west or bust; in God we trust – there’s a new land out there… There were plenty of fights to win land rights, but the West was meant to be; it was our Manifest Destiny!

Prior to the Civil War, westward expansion was at least somewhat limited by resistance from northeastern businessmen (who didn’t want their cheap immigrant labor to have other options) and southern plantation owners (who didn’t want competition from new farmers). During the Civil War, the southern states lost a great deal of influence, what with having “left the Union” and started a war and all. Lincoln’s Republicans were able to push through the famed Homestead Act of 1862. This wasn’t the first offering of its sort, but it was arguably the most important. Almost anyone could get a chunk of land out west at minimal cost as long as they were willing to go live on it and improve it. After the war, Americans once again upped their expansion mojo and the country began (or rather, resumed) sprawling westward.

Barbed Wire FarmerIn the meantime, demand for beef was rising. Soldiers insisted on eating from time to time and all that meat has to come from somewhere. After the war, a prosperous and victorious North wanted steak for dinner. Creative cross-breeding eventually produced a fairly hearty steer which was nevertheless edible – the Texas Longhorn. Railroads connecting the west to markets in the northeast didn’t quite reach Texas, so the age of the great cattle drives was born. Despite its eternal popularity in TV and movie westerns, the era of “git along little doggie” was really only about two decades long – from the 1850s to mid-1870s. By the 1910s… nothing.

The culture of cattle ranching required easy access to grazing and water. In both law and custom, cowboys could drive their herds pretty much anywhere they liked as long as they used a little basic courtesy. This wasn’t just “how they did things” – it was an entrenched ethical and legal reality on par with any other “natural right.” Life, liberty, and the open range were God-given and self-evident.

The settlers who began showing up to partake of all those nifty government land offers had slightly different unalienable truths lodged in their hearts and minds. They’d been marinated since birth in the sacramental wine of private property rights and the obligation of every good American to defend those rights, preferably against savages but against cowboys as well if necessary. It didn’t take long for these disparate American ideals to begin chafing against one another in the most unpleasant ways.

Going On The Fence-ive

Farmers knew in the core of their being that they had every right to their 160 acres, wherever it happened to be; ranchers knew in the core of theirs that limiting others’ access to water or grazing was both tyrannical and tacky. Farming homesteaders needed better fences.

This was problematic, given the realities of flora on the Great Plains. There’s a reason it’s not called the “Great Forest,” the “Big Ol’ Woods,” or “Trees-a-Palooza.” Even when settlers could find wood, it’s windy on the Plains. Also, it rains sometimes. Or snows. Pretty much every season was brutal on wooden fences in one way or another. Some tried rocks, but the difficulty with that system is self-evident. Others build boundaries out of the same sod they used for their homes – but again with the rain. Plus, the creatures fences were primarily intended to keep out weren’t particularly intimidated by wooden posts or boards. Humans could kick them down or pull them up. Cattle just knocked them over and went about their business.

Barbed wire changed all of that. There are competing accounts of its origins, but the first versions were patented in 1867 and being mass produced less than a decade later. There were dozens (and eventually hundreds, then thousands) of varieties, but most came down to thin, sturdy steel wire with intermittent “barbs” – ridges, spikes, or other pointy metal shapes – firmly embedded along the wire. Barbed wire was relatively inexpensive and easy to put up. Wind had zero impact on the thin steel wires; rain and snow had even less. Animals, on the other hand, quickly learned not to test this new devil’s rope. The barbs were painful enough to discourage pushing through or knocking over this new anathema, but unlikely to do real damage to most livestock.

Barbed Wire TypesThis nasty little innovation shifted the balance of power in the west considerably. Pretty much anyone could easily stake out and claim any section of land they wished, whether they legally owned it or not. Sure, you could sneak in and cut the wires, but unlike wooden fences they could be repaired and replaced just as quickly. You could try to go over, under, or through, but the wire itself discouraged this by its very nature. Barbed wire wasn’t the only reason homesteaders and private property took over the west, but it was arguably the deciding factor. As to cattle drives, yes, the railroads finally reached Texas. There were also a few brutal winters in the 1880s which killed tons of livestock. While less dramatic, there’s no denying the impact of wave after wave of desperate settlers now armed with the ability to slice the frontier into private little homesteads defended by cheap, durable, pokey wire fence.

How Do I Remember This?

If you’ve endured any version of Oklahoma!, you probably remember the hootenanny in which the ensemble sings that “the farmer and the cowman should be frieeeends!” (If not, you can YouTube it right now. I’ll wait.) Imagine this particular number concluding with the “farmer” contingency busting out a large role of barbed wire (with wooden posts already attached every few feet) and wrapping up the cowmen en massse, who then remain cut off from the festivities until they die. (The rest of the ensemble, of course, continues singing “territory folks should stick together; territory folks should all be pals!”, seemingly oblivious to the plight of the filthy, outdated cowpokes rapidly losing both relevance and consciousness just off stage.)

What You’re Most Likely To Be Asked

It’s unlikely you’ll be asked about barbed wire specifically, or at least not in isolation. Typically it comes up in prompts or multiple choice questions asking about factors that led to or assisted with the settling if the West in the latter half of the 19th century. It goes nicely with “expanding railroads,” the aforementioned Homestead Act (1862), and all the usual “opportunity and fresh start” stuff. (If you’re doing short answers or essays, you should probably reference U.S. pacification (i.e., death or imprisonment) of the remaining native population as well.)

Indiana U.S. History Standards, for example, wants students to “examine the political, economic, social, and cultural development of the United States during the period from1870 to 1900” and “{a}nalyze the factors associated with the development of the West and how these factors affected the lives of those who settled there…”

Kansas is less specific, filtering their entire History, Government, and Social Studies curriculum through five rather provocative overarching standards instead. Number #5 proffers that “{r}elationships among people, places, ideas, and environments are dynamic. People, places, ideas, and environments experience change, activity, progress, or regression. All relationships are in a constant state of adjustment. These adjustments may also result in additional change, activity, progress, or regression… The interaction of a single relationship between individuals, communities, and/or their environment impacts to some degree all other relationships. Dynamic relationships involve circumstances which often create shifts in priorities, leading to tension and adjustments toward progress.” Honestly, it practically begs for a curriculum built around barbed wire.

APSUH wants students to be familiar with “{t}echnological advances, large-scale production methods, and the opening of new markets encouraged the rise of industrial capitalism in the United States” (KC-6.1).  Obviously, this is primarily concerned with the Second Industrial Revolution, but that makes it all the cooler when you can work in something relevant from a bit further west to supplement the essentials. Besides, nestled under this is KC 6.2: “The migrations that accompanied industrialization transformed both urban and rural areas of the United States and caused dramatic social and cultural change… Larger numbers of migrants moved to the West in search of land and economic opportunity, frequently provoking competition and violent conflict.”

In short, barbed wire is an excellent specific detail to work into almost any short essay related to westward expansion after the war, particularly if the prompt involves the conflict between homesteaders and the Plains Indians or between homesteaders (largely farmers) and cattlemen. It’s also a powerful example of technology changing how and where people live, impacting the environment as well as the economy – literally reshaping everything else that was possible (or not) wherever it was utilized.

Bonus Points: How To Sound Like You Know More Than You Do

Smart StudentThere’s no substitute for actual historical details and legitimate reasoning, but sometimes we want to dangle something a bit more profound out there and hope it catches the teacher’s imagination. The trick is not to push it further than you can back up with actual thought and substance – let them be thrilled at the potential you’re showing, not dismayed by your grandiose nonsense.

Barbed wire makes a wonderful metaphor for the clash between raw capitalism (as represented by private property – albeit ironically, given the level of government facilitation involved) and society as a collective body. This can be explored through the conflicts between (mostly) white settlers and the Native American populations they displaced OR via the dissonance between homesteaders (icons of the American Dream) and cowboys (equally powerful representations of American ideals). If you want to sound particularly thoughtful, acknowledge the inherent complexities in either conflict as suggested by the nature of the fence itself. Barbed wire need not be fatal. It discourages and antagonizes; it doesn’t dismember or destroy. Only when you run into it full speed – or insist on challenging it repeatedly – is it truly destructive. That kind of thing.

The other ripe, faux-profound approach is to discuss barbed wire as representative of the larger impact of many varieties of technological progress. You can resist the change, fight against it, etc., but just as the winds and rains pass right on through without obvious impact, technological change does what it’s going to do, with or without our cooperation. We can seize it and utilize it to our own ends or let it pass us by… but pushing back against it usually just leaves us cut up and wincing a bit from the results.

Teacher Evaluations (Hammers & Nails)

Reality TV MontageThere’s a difference between caring how well you’re actually doing your job and caring how well you do on official evaluations. Ideally, the two at least overlap – like a Venn Diagram or pop and hip-hop. That’s not always a given, however. In practice, it’s often more like the relationship between reality and reality TV.

I know a teacher I’ll call Mr. Lutum. Mr. Lutum has been teaching forever – long enough that he began to fear he’d grown a bit stale. After some soul searching and a few months of crippling doubt and despair, he decided that if he were going to continue teaching, he at least needed a fresh start and a serious change of scenery.

He took a position in a high poverty, majority-minority district in the building people only work at until they have enough seniority to go elsewhere. Lutum figured he’d put his lofty rhetoric and progressive ideals to the test and see if he actually had the chops to work with kids who are nothing like himself – hopefully without becoming either cynical or patronizing. It was around this time I met Mr. Lutum at a local workshop and we began staying in touch – first just talking teacher talk, and eventually carrying on about other things.

We’re both in northern Indiana, and both of us moved here from other states. One thing we’d noticed is that in ultra-conservative states, the official solution to almost any problem is “punish them more.” If that doesn’t work, “punish them harder” or “punish those around them” pretty much exhausts the limits of legislative imaginations. None of that restorative-nurturing-touchy-feely nonsense here! All problems are nails – poverty, mental health, crime, poor schools, crumbling infrastructure, general malaise and despair. Fortunately, the state has a big hammer and uses it regularly and gleefully.

In their defense, they genuinely believe this demonstrates their concern over social ills and the like. It’s WJWD.

Local governments – right down to school boards and building administrators – have learned that, as middlemen of sorts, they have two basic options. They can become hammers themselves… or end up nails. The practical result of this is that in the local public schools, “accountability” and “high standards” have little to do with figuring out what works, and much to do with demonstrating that bent nails will not be tolerated. (Or straightened.)  

The community is poor, families are broken, the economy is a mess, and relationships between parents and schools, citizens and police, business and society, are largely dysfunctional and periodically hostile. The state is criticized for not doing more to help local schools, who are in turn criticized for not doing more to revolutionize the lives and circumstances of each and every child within their boundaries via grammar worksheets and basic math skills. By way of showing their true commitment to educational progress, the schools shut down for standardized testing nearly every month for at least a few days.  

In their defense, most schools are reacting to state mandates, threats, and demands. Because there are so many things they can’t control – home lives, poverty, culture, lack of interest, a global pandemic – they’ve doubled down on the things they can, which brings us to one of their favorite categories of nails – teachers in low-performing districts. “It’s time to accountability you with some high expectations, beehatch. It would take forever to get to know you and your classrooms, explore the dynamics of your interactions with kids or the systemic challenges you face which prevent you from accomplishing more. What we can do, however, is mandate this pretty impressive rubric to judge your classroom performance based on a 30-minute observation by someone desperate to stay a hammer twice a year.”

Teacher Evaluation RubricTeacher evaluation rubrics usually involve detailed sub-categories cascading for pages under ranking columns with names like “Excellent,” “Adequate,” “Could Be Better,” “My God You Suck,” and “Not Observed.” These are laid out in a giant spreadsheet or in an iPad app with descriptions of where a teacher might land on each measured characteristic.

For example, “Lesson Organization”:

EXCELLENT:  Lesson is clearly laid out with pre-teaching or connection to previously learned materials, new content or skills, and formative or informative assessment to determine the extent to which students have mastered the new material. Instructor demonstrates effective differentiation and connects content and skills to students’ lives, learning styles, and future endeavors in meaningful ways throughout the lesson. Teacher has clear plans for students who excel quickly, who understand adequately, who struggle with the material, or who remain unaware or detached and implements each of these strategies with the appropriate students simultaneously.

ADEQUATE: Randomly insert the word “somewhat” into previous description so the distinction sounds quantitatively meaningful.

COULD BE BETTER: Replace “somewhat” with “rarely” but nod severely as you do to demonstrate thoughtful concern.

MY GOD YOU SUCK: Teacher is moderately conscious and may or may not have traces of drool working its way dramatically down their chin. There is little or no pre-teaching or connection to prior learning and teacher doesn’t appear to know students’ names, personal histories, family stories, emotional issues. Plus, I’d swear there were at least two kids playing on their phones which she totally ignored! Remediation consists primarily of discouraged sighs and instructions to “look, just give me something, OK?” before teacher crawls under desk and weeps in despair.

Teacher StressHere’s the other thing: it doesn’t matter if there’s a pandemic or if every teacher in the building is a Mr. Miyagi, Dewey Finn, or John Keating. “High expectations” means a percentage of them have to be scored harshly because “high expectations.” It’s like a college course being graded on a curve and there were going to be 3 ‘A’s, 10 ‘B’s, 12 ‘C’s, 10 ‘D’s, and 3 ‘F’s no matter how well or poorly individuals might actually do. Oh, and your grade for the entire course is based solely on page 3 of one of the 12 essays you’re required to do that semester.

Last year was Lutum’s first year at this particular school, and – as was somewhat expected – the learning curve was steep. It’s one thing to know the culture and dynamics of a building are quite different than what you’ve experienced before and another to manage those dynamics effectively. As the latest newcomer, he was an unknown quantity and thus had zero credibility in the eyes of most students. He was regularly challenged both directly and indirectly and had to up his game a bit with classroom management and personal interactions. Then came time for formal administrator observations and his first evaluation.

“I normally don’t care about that kind of thing,” he told me. “I’ve always believed that if I’m doing what I think is best for my kids, things like state tests or administrative paperwork either take care of themselves or simply have to be endured. I was a little uncomfortable this time, however, partly because I knew things weren’t going all that well in class, but also because my supervising administrator had shown little interest in getting to know me (or any of the other teachers) beyond periodically walking the halls to make sure we were on duty during passing periods and that our doors were locked during class.”

Lutum was scheduled to be observed during his 2nd period – a class of about 25 freshmen. Halfway through 1st period, an announcement came over the intercom to dismiss all band students for dress rehearsal in preparation to some contest they were attending that weekend. That meant that the 8 – 9 students most likely to participate (or to even know what was going on) were leaving. Normally, Lutum would have changed what he did in class that day to reflect the change of circumstances – try to keep it meaningful for those who remained – but the evaluation rubric doesn’t have a category for “what’s best for the kids actually present.” He’d have to plow ahead and get those boxes checked, students be damned.

Eval StopwatchIt didn’t go well. He was marked down for things like insufficient connections to prior knowledge – despite the evaluating administrator arriving 10 minutes after the lesson started and the kids not actually having much in the way of applicable prior knowledge. Two kids were doing other things on their iPads which he couldn’t see but the administrator could, meaning he lacked “awareness.” Other than that, it was lots of blank stares and hostile body language. (Also, the kids didn’t seem that glad to be there either.)

He spent the next few weeks trying to assemble documentation to get him up to a score that prevented a required “plan of improvement” and vowed to do better in the Spring, knowing he’d not see or hear from his administrator before it was time to schedule the next evaluation.

Then the pandemic hit.

Evaluations last fall were based on his Canvas page, and again he was slammed for things like insufficient differentiation – meaning, I guess, that his prerecorded online lessons didn’t adapt throughout each period to the individual needs and responses of the students who weren’t doing them. He asked his evaluating administrator about this and he was at least sympathetic. “Hey, look – I have to be able to document it to give you ‘Adequate’, and I’m not seeing it. If you can show me something that qualifies, I’d love to change it.

Again he spent a few weeks trying to nudge the score up past “please don’t fire me” and began wondering why he gave up the easy gig in Michigan where everybody loved him and he had tenure.

Since Spring Break, Lutum has had 8 – 10 in person students each period (while still expected to keep up with virtual learning for the rest.) Last week was the first time this year he was scheduled to be observed in person. He made sure there were no extra band rehearsals or major sporting events scheduled and spent the two weeks beforehand trying to establish some classroom dynamics as students began wandering randomly back from virtual learning to in person school. He chose the period right before lunch when students were awake enough to participate but weren’t as hyper as they got after whatever fights broke out at lunch.

A few days beforehand, his evaluator emailed that he couldn’t make it that hour – could they do 1st period? Not wanting to seem insecure or unprepared, Lutum agreed.

Mr. Woodman Trading CardThe day before the visit, the building principal came on the intercom and announced that tardies were out of control and that teachers were to lock their doors when the bell rang – no exceptions. Those students would report to detention for the rest of the period. (1st period, unsurprisingly, has more tardies than any other hour.) That announcement was followed by a list of all the busses running late that day. There were always at least 3 – 4; that day Mr. Lutum estimates it was more like 7.

It had been a few weeks since they’d covered “irony” in class, but maybe that should have been the lesson he’d prepared for observations. Once again, he wasn’t going to have enough students to demonstrate anything on the checklist. Well, maybe Brittney. She’s always there early. Nice kid. Clueless, of course, but enthusiastic. Yeah, allusions and metaphors will go great with just her. The breakout groups activity would be particularly impressive, and her first chance to be group leader. Of herself.

He could have tried to reschedule, but why? Hammers need nails. They have no use for screws, widgets, duct tape, or clamps. At some point the nail has to either stop trying to pull away and accept its fate or figure out how to become a hammer – something Mr. Lutum was unwilling to do.

“Bring it on,” he told me. “I figure no one else is lined up begging for this job. Let’s get the part over with so I can get back to trying to figure out how to help the kids actually in front of me, and if they want to start a paperwork trail to fire me, so be it.”

I guess a single nail sticking up does look a bit like a middle finger. And I’m OK with that.

Postscript: It went fine. Ludum had 5 kids show up and found out later when they saw an administrator in the room most had assumed they were in trouble of some sort. They didn’t have great answers but they upped their game considerably and tried to look attentive (and not like nails). He’d forgotten to tell them what was happening that day and had no idea they’d be panicked by a principal visit. Turns out he’s still learning a few things about his new school.

Hammer & Nails

RELATED POST: Teacher Tired

RELATED POST: 5 Bad Assumptions Behind ‘Education Reform’

RELATED POST: RetainingBaby Teachers (A Tale Of Ms. Hope)

What’s In A Blaine?

I’ve written about the Blaine Amendment before in the context of Oklahoma GOP shenanigans a few years back. This time around, I’m looking to go a bit ‘bigger picture’ and give it a brief chapter in “It Followed Her To School One Day,” which might actually be finished before summer. Below is the first draft of that chapter.

The final product will be tighter (this one’s too long) and less ranty-ravee about things.While I’m not going for detached and boring in the book, I will shoot for something a bit more balanced and accessible to the average reader. This is not an ethical decision so much as capitalistic lust. I mean, let’s be honest – conservative dollars spend the same as liberal dollars, and they have WAY more of them, so no sense alientating them right out of the gate. Keep it subtle, so they can be offended and horrified after it’s too late to return it.

Here with you, however, my Eleven Faithful Followers, I can share my unfiltered wisdom with spices and color intact. 

What’s In A Blaine?

Blaine GatorsWhile it was not always mentioned by name, several major decisions of the Court in the early 21st century very much involved the history and potential future of the “Blaine Amendment.” Blaine is a general label applied to various provisions in 37 different state constitutions limiting or prohibiting the use of state funds to support religious organizations or sectarian activity. The precise wording and application vary from state to state, and 13 states don’t have one at all. Most Blaine Amendments are actually sections or clauses in their respective state constitutions and not “amendments” at all, but the term has proven persistent. Plus, it’s used in the singular (collectively) or plural more or less interchangeably – so that’s kinda fun.

The term dates back to Representative James Blaine of Maine, who pushed for a national amendment along those lines during the presidency of Ulysses S. Grant. The movement failed at the federal level, but the idea was picked up by numerous states in subsequent years – some voluntarily, and some as a requirement for entering the Union as the nation continued to expand. While innocuous enough as written, these various Blaine Amendments have something of a rocky historical past. “Non-sectarian” in the 19th century was often used euphemistically to promote anti-Catholic bias. (If Protestant was normal and proper, then “sectarian” was by implication any deviation from that – with emphasis on “deviant.”)

To be fair, it wasn’t just Catholics who were suspect. Your average 19th century WASP didn’t think much of anyone or anything not brazenly Protestant, at least in form and rhetoric. Catholics, however, were a particularly prominent and successful example of dangerous foreign influences and cultish ideologies trying to strip “real Americans” of their only-recently-established eternal birthrights to the continent. They were in many ways the Muslims of their era – technically entitled to their beliefs, and most wanting the same basic things for their homes and families as everyone else, but still viewed with suspicion because obviously their religion meant their loyalties must truly lay elsewhere, far across the globe in places most Americans still can’t locate on maps. (Nor should they have to, given that anything not in America is by definition un-American and besides-who-prays-to-dead-people-that’s-so-weird-am-I-right?!?)

Needless to say, American Catholics were relieved when a generation or two later the nation realized the true enemies of freedom were immigrants, labor unions, and women who wanted to vote.

In any case, there’s history suggesting that these Blaine Amendments weren’t always so much about keeping schools secular as keeping them vaguely Protestant. Variations on the idea date back to the anti-immigrant, anti-Catholic Know-Nothing Party of the 1840s and 1850s.

Make America Know-Nothing Again

Know Nothing FlagThe Know-Nothings, who actually called themselves “The American Party,” were the MAGA of their day – slogan driven, easily triggered, and fiercely patriotic (as long as the nation they perpetually celebrated prioritized those who looked and thought as they did). They didn’t have a “dark web” or the chance to go giddy over secret Q-Anon symbols encoded in the evening news, but they did their best to be melodramatic nonetheless. When asked about their political druthers or anything related to the party itself, members were expected to go full Sgt. Schultz and claim to “know nothing” – hence the nickname.

The true irony of this self-inflicted moniker was, of course, entirely lost on them.  

The Know-Nothings as a political party vanished after the Civil War, but their toxic sentiments, like the smell of desperation and last night’s cigarettes, proved difficult to wash out of Uncle Sam’s sparkly coat. One of these sentiments was the desire to “protect” public schools (relatively new entities, even in the late 19th century) from pagans, atheists, “Muhammadans,” and of course, Catholics.

There was no federal Department of Education at the time, and state-level governments weren’t always overly concerned with how local districts were run. It wasn’t unusual for students to be required to read from the King James Bible, sing hymns, or pray, and teachers often taught through the lens of Protestant doctrine. Not surprisingly, Catholic Americans didn’t love paying taxes to support public schools that openly reviled their faith and forced their children to perform Protestant rituals. Some began pushing for equitable state support for Catholic-flavored schools as well – an idea Protestants found horrifying. What a vile betrayal of our freedom of religion! The First Amendment was supposed to build a wall protecting us from stuff like this!

Thus, the Blaine Amendments – at least in some cases. In others, history suggests a genuine effort to balance the roles of church and state to the benefit of society as a whole. That’s the trick with politics and history. People (especially politicians) claim all sorts of motivations for things, both good and bad, and there are often a combination of sentiments and goals all mushed together in any slice of legislation or political rhetoric. Sometimes later generations can tease out the underlying motivations with confidence (the Eleventh Amendment, the Oklahoma Land Run); other times historians are left to grapple with conflicting information and informed speculation in their efforts to address hows and whys (the Salem Witchcraft Trials, the endurance of “Deadliest Catch”).  

A century and some change later, most Americans’ opinions of the Blaine Amendment have little to do with its origins and more to do with their personal religious druthers and the extent to which they feel persecuted and downtrodden by the presence of other belief systems in the society around them. Nevertheless, the origins of these state provisions have become a primary focus of those wishing to overturn it. The argument is that these Blaine Amendments are expressions of religious bias and discrimination, something Protestants in this country have generally favored but must now modify based on shifting dynamics and a shared cause – “the enemy of my enemy is still a heretic, but whatever.”

Historical Motivations

The Supreme Court has not always been consistent when it comes to factoring in historical contexts. In its defense, as discussed above, it’s sometimes difficult to unravel the motivations or intentions behind legislation or specific constitutional verbiage. The Second Amendment, for example, was clearly written with the assumption there would be no standing army in the United States and that local militias were thus essential to “provide for the common defense.” The amendment has nevertheless entrenched itself in the American psyche and longstanding jurisprudence far beyond its original purpose. Whatever else might have been intended, it certainly never came anywhere close to “individuals should be allowed a reasonable variety of weapons for personal protection or hunting but nothing designed primarily to fight in wars like, say, a militia might use.” And yet, over time, the meaning has been allowed to evolve based on changing times. Lawyers and judges still shamelessly wrestle with each word and tortured comma as if they don’t know perfectly well what an incoherent mess it is. The text and practical application has become the priority; the history of the amendment is now merely a curiosity.

Trump Statue of LibertyMore recently, in 2018, the Supreme Court upheld then-President Trump’s “Muslim Ban” on travel from a half-dozen countries. Trump had promised a “Muslim Ban,” his agents fought for a “Muslim Ban,” and his supporters celebrated the proclamation of a “Muslim Ban” because it was about time we started banning those Muslims with a Muslim Ban that bans them darned Muslims! After backlash from the courts, however, the administration managed to tweak the language enough that it could conceivably be viewed by someone who’d missed all the kerfuffle as a valid national security measure that only coincidentally sorta looked a great deal like a Muslim Ban. (It probably helped that they crossed out the title “Muslim Ban” at the top and scribbled “Valid National Security Measure” in orange crayon.) It was this “Huh? A ‘Muslim Ban’? Who told you THAT?” version the Supreme Court chose to validate, treating the act’s obvious intent and recent history like mysteries lost to the ages and certainly of no relevance to this shiny new valid security measure before them.

Other times, however, the motivation behind a law or government action suddenly matters, at least to interested parties. In cases involving holiday displays, moments of silence, or public installments of the Ten Commandments, the Court generally weighs the context and history of the legislation or decision-making and considers intent along with the actual text or result. The infamous “Lemon Test” begins by examining the purpose of a governmental action. The updated “endorsement test” first expressed by Justice Sandra Day O’Connor asks what a reasonable observer would perceive as the intentions of the government in a given situation – again bringing backstory into the foreground. In short, sometimes the history matters. (That’s why politicians have become so adept at signaling supporters as to what they’re really trying to accomplish with a particular piece of legislation while coating their official rhetoric in slippery nonsense; they don’t want their own words and true goals to be used to overturn pet projects.)

Despite the obvious benefits of this approach, it can be tricky business. As Justice Rehnquist expressed in his dissent in Stone v. Graham (1980), when enough legislators and constituents support something they believe has legitimate value and meets constitutional guidelines, it’s presumptuous for any court to step in years later and impugn their motivations in order to invalidate their choice

In other words, if something’s unconstitutional in its text and application, that’s one thing, but if it’s only unconstitutional because the courts know what people in the past were really up to, well… that’s potentially a bit more complicated. Which brings us back to the Blaine Amendment. Amendments. Whatever.

The dominant majority of WASP Americans in the late-19th century were certainly distrustful of Catholics (and Jews, and Chinese, and Freedmen, and transcendentalists, and DC Comics movie adaptations, and GMOs, and immunizations, and… you get the idea). It’s not universally clear that Blaine Amendments were solely the product of this bias, and states retained substantial wiggle room when it came to spending state funds on state interests through the end of the 20th century– with or without Blaine in the discussion. It was substantially weakened, however, by Zelman v. Simmons-Harris (2002), a landmark voucher case in which the Court determined that vouchers could be used at religious schools whether the state wanted them to or not. It seemed to be holding its own in Locke v. Davey (2004), however, when the court decided that the state of Washington was not violating the Free Exercise Clause by excluding theology majors from a state scholarship program.

Room For Playgrounds In The Joints

Only Mostly DeadThen, in 2017, a particularly conservative Court decided that the whole “wall of separation” thing was overblown. In Trinity Lutheran Church of Columbia, Inc. v. Comer (2017), the Court ruled that if the state was going to offer ANY public institutions financial support – in this case, new bouncy rubber “gravel” for their playgrounds – it had to include religious institutions in the mix no matter what the state constitution might say or the original program intend. Hence Trinity Lutheran, an overtly religious institution which proudly proclaimed that everything it did and every facility under its control was there to bring little children to Jesus, would receive the same check directly out of state funds as the public school playground down the street which was just there so kids had a safe place to play – or perhaps instead of it. Blaine was now clearly on life support but still taking up bed space.

In Espinoza v. Montana (2020), the Court danced about on Blaine’s grave and urinated on its tombstone – despite never quite declaring it dead. This was another “school choice” case in which the majority determined that states had no right to exclude religious schools with overtly religious missions from programs paid for with public tax dollars. While religious schools were “churches” for purposes of shielding them from most forms of government oversight, they were suddenly “schools” again when it was time for checks to go out, as long as some veneer of “parent choice” was involved in the mix. In Montana’s case, the mechanism was a “scholarship program” in which donors could contribute to “scholarship funds” in exchange for tax credits. The organizations running the “scholarships” would then award them to families to use at private schools of their choice.  

Unlike in Zelman v. Simmons-Harris, there was little discussion in the Court’s opinion regarding mechanisms for ensuring funds were equitable – that is, that they actually covered most of the cost of tuition at the private school where they were applied, making it possible for families of limited means to participate alongside those for whom the “scholarship” was simply a nice bonus. The Court expressed little concern with whether or not the institutions in question were focused on providing a quality education across the curriculum or simply promoting their own religious dogma, suggesting that it wasn’t really their place to distinguish between schools that happened to be religious and religious institutions that happened to call themselves schools. The roundabout “scholarships” and “tax credits” system was sufficient to eliminate the need for state oversight of such things in the name of the Establishment Clause, while the Free Exercise Clause meant any effort to limit the use of public funds based on religious status was outright verboten.

The state could either indirectly support everyone who wanted to play, whatever the actual results or applications of the funds, or cancel the program altogether.

And yes, this time the Court called out Blaine by name as it yanked out the IV and held the pillow over its face. It stopped short of declaring Blaine irrevocably deceased, but… let’s just say things aren’t looking too good overall for the whole “church-state separation” thing. Whether that’s a positive or a negative depends on how much you actually paid attention in history class.

RELATED POST – Worth A Look: Locke v. Davey (2004)

RELATED POST – To Sleep, Perchance To Sue

One Nation Mumbles God (Is the Pledge Constitutional?)

You’ve probably heard that I’m working on a follow-up to “Have To” History: Landmark Supreme Court Cases because I mention it every chance I get and won’t talk about anything else so why aren’t more of you buying my book do you hate truth and America? Along the way, I’m posting rough drafts and ramblings that may or may not make it into the final version (working title: “It Followed Her To School One Day…”)

The following is a case that started off as a one-page insert but keeps trying to grow beyond its word count. We’ll see how that goes.

FOLLOW UP: The “final” version of this post (the one that ended up in the book) can be found here.

One Nation Mumbles God

Worth A Look: Elk Grove Unified School District v. Newdow (2004)

The command to guard jealously and exercise rarely our power to make constitutional pronouncements requires strictest adherence when matters of great national significance are at stake. Even in cases concededly within our jurisdiction under Article III, we abide by a series of rules under which we have avoided passing upon a large part of all the constitutional questions pressed upon us for decision… Always we must balance the heavy obligation to exercise jurisdiction…  against the deeply rooted commitment not to pass on questions of constitutionality unless adjudication of the constitutional issue is necessary…

Consistent with these principles… {a} plaintiff must show that the conduct of which he complains has caused him to suffer an “injury in fact” that a favorable judgment will redress… Without such limitations… the courts would be called upon to decide abstract questions of wide public significance even though other governmental institutions may be more competent to address the questions and even though judicial intervention may be unnecessary to protect individual rights…

Thus, while rare instances arise in which it is necessary to answer a substantial federal question that transcends or exists apart from the family law issue, in general it is appropriate for the federal courts to leave delicate issues of domestic relations to the state courts.

(from the majority opinion by Justice John Paul Stevens – internal quotes and citations omitted for clarity)

The Court today erects a novel prudential standing principle in order to avoid reaching the merits of the constitutional claim. I dissent from that ruling. On the merits, I conclude that the Elk Grove Unified School District policy that requires teachers to lead willing students in reciting the Pledge of Allegiance, which includes the words “under God,” does not violate the Establishment Clause of the First Amendment…

Reciting the Pledge, or listening to others recite it, is a patriotic exercise, not a religious one; participants promise fidelity to our flag and our Nation, not to any particular God, faith, or church.

(from the opinion of Chief Justice William Rehnquist, concurring in the judgement)

There are no de minimis violations of the Constitution — no constitutional harms so slight that the courts are obliged to ignore them. Given the values that the Establishment Clause was meant to serve, however, I believe that government can… acknowledge or refer to the divine without offending the Constitution. This category of “ceremonial deism” most clearly encompasses such things as the national motto (“In God We Trust”), religious references in traditional patriotic songs such as The Star-Spangled Banner, and the words with which the Marshal of this Court opens each of its sessions (“God save the United States and this honorable Court”). 

These references are not minor trespasses upon the Establishment Clause to which I turn a blind eye. Instead, their history, character, and context prevent them from being constitutional violations at all.

(from the opinion of Justice Sandra Day O’Connor, concurring in the judgement)

Adherence to Lee {v. Weisman (1992) and other precedents established by this Court} would require us to strike down the Pledge policy, which, in most respects, poses more serious difficulties than the prayer at issue in Lee. A prayer at graduation is a one-time event, the graduating students are almost (if not already) adults, and their parents are usually present. By contrast, very young students, removed from the protection of their parents, are exposed to the Pledge each and every day…

I conclude that, as a matter of our precedent, the Pledge policy is unconstitutional. I believe, however, that Lee was wrongly decided. Lee depended on a notion of “coercion” that… has no basis in law or reason…

(from the opinion of Justice Clarence Thomas, concurring in the judgement)

Elk Grove v. Newdow involved an issue the Supreme Court has otherwise tried very hard to avoid: the inclusion of “under God” in the Pledge of Allegiance, at least in terms of its mandatory recitation in classrooms across the nation every school day. The Court had determined in West Virginia v. Barnette (1943) that students could not be required to stand and participate in the Pledge. Far more recently, however, in Lee v. Weisman (1992), the Court found state-sponsored prayer at graduation ceremonies – whether students actively participated or not – to be a violation of the Establishment Clause. By inserting religious dogma, however briefly, into an important educational ritual, the State was coercing students who wished to participate into choosing between silent acquiescence or the potential disruption and embarrassment of some form of overt protest.

Michael Newdow, an eccentric but sincere atheist, was convinced the daily conflation of patriotism with religious belief in his daughter’s elementary school classroom was at least equally inappropriate. He filed suit on behalf of both himself and his daughter, claiming among other things that this was a blatant violation of the Establishment Clause and he didn’t want his child subjected to it any longer.

General, brief references to the Almighty have been a part of innumerable American traditions since long before the First Amendment was an ink spot at the top of James Madison’s parchment. It has thus been difficult at times for the Court to reconcile the proverbial “wall of separation” with a history demonstrating that the authors of the sentiment obviously didn’t mean in everything. Unlike compromises over slavery or state vs. federal power, there’s no evidence the Framers willingly kicked this constitutional can down the road for their scions to sort out. They simply saw no conflict between a reasonable degree of religious acknowledgement in public life while shielding personal faith from the machinery of government.  

As the nation has evolved and the concept of “personal belief system” has expanded a bit beyond what could have been envisioned a few short centuries ago, this particular balance has proven trickier than expected. It doesn’t help that the religious majority hasn’t always shown itself to be overly accommodating or sympathetic to anyone outside the chosen few. Self-identifying as a spiritual “other” has often resulted in personal, professional, or physical harm, making governmental choices about even ceremonial prayers or displays a tad more problematic than a First Lady supporting one hockey team over another or the ceremonial naming of highways.

Supreme Court decisions sometimes have explosive potential, unfortunately. It matters what our government validates or who it marginalizes. Maybe it shouldn’t, but… it does.

The Ninth Circuit Court of Appeals agreed with Newdow and declared the use of the Pledge in public schools unconstitutional. Other federal courts had ruled differently in similar cases, setting up the exact sort of confusion that often prompts the Supremes to take up a subject they might otherwise prefer to circumvent. Once the details were officially before them, the majority found they had a very convenient out – Newdow was not the custodial parent of his daughter. While sharing custody in practice, the girl’s mother was the legal guardian and not thrilled with her daughter suddenly being in the headlines (not by name, but still!) for such a controversial reason. Besides, Mom was a church-goer, as was the daughter, and neither wanted to take this particular stand.

Thus the Court’s “aw, shucks!” opinion in which it somehow spun “no way we’re touching this” into “across the ages of jurisprudential magnanimity it has proven prudent for this hallowed body to shunneth the touching of grand slam breakfast issues such as these eggs with so much as the proverbial ten cubit pole.” In other words, the Court would not rule on the constitutional question involved because a majority was unpersuaded Newdow had standing to bring the complaint in the first place.

Technically, they may have been correct. Realistically, there were doubtless a number of relieved sighs. Maybe even cupcakes.  

Chief Justice Rehnquist, Justice O’Connor, and Justice Thomas concurred with the result, but not the reasoning. Each submitted a separate opinion suggesting that they’d be more than happy to declare a little patriotic Jesus here and there as perfectly acceptable, because… reasons. (With concurrences like that, who needs dissents?)

Despite the attempted pot-stirring by these three justices, the underlying issue remains foggy and unlikely to reach the Supreme Court again anytime soon. It is thus safe to keep stumbling and mumbling your way through the daily Pledge of Uh, Legions before the roughly 3-second “minute of silence.” Apparently this bit of generally unenthusiastic ceremony is constitutionally safe for now.

RELATED POST: “Have To” History (Thou Shalt Not Post…) – Stone v. Graham (1980)

RELATED POST: A Moment of Silence – Wallace v. Jaffree (1985)