A Little Knowledge, Part One – Secession and Superiority

Secession Map

In the Election of 1860, despite almost unanimous opposition from southern states, Abraham Lincoln was elected. Between the announcement of his victory (it took a little longer to tally everything back then) and his inauguration in early March, seven southern states announced they were leaving the Union.

From Georgia’s declaration of secession:

The people of Georgia having dissolved their political connection with the Government of the United States of America, present to their confederates and the world the causes which have led to the separation. For the last ten years we have had numerous and serious causes of complaint against our non-slave-holding confederate States with reference to the subject of African slavery. They have endeavored to weaken our security, to disturb our domestic peace and tranquility, and persistently refused to comply with their express constitutional obligations to us in reference to that property…

A brief history of the rise, progress, and policy of anti-slavery and the political organization into whose hands the administration of the Federal Government has been committed will fully justify the pronounced verdict of the people of Georgia. The party of Lincoln, called the Republican party, under its present name and organization, is of recent origin. It is admitted to be an anti-slavery party… anti-slavery is its mission and its purpose…

From Mississippi’s:

In the momentous step which our State has taken of dissolving its connection with the government of which we so long formed a part, it is but just that we should declare the prominent reasons which have induced our course. 

Our position is thoroughly identified with the institution of slavery – the greatest material interest of the world. Its labor supplies the product which constitutes by far the largest and most important portions of commerce of the earth. These products are peculiar to the climate verging on the tropical regions, and by an imperious law of nature, none but the black race can bear exposure to the tropical sun. These products have become necessities of the world, and a blow at slavery is a blow at commerce and civilization. That blow has been long aimed at the institution, and was at the point of reaching its consummation. There was no choice left us but submission to the mandates of abolition, or a dissolution of the Union, whose principles had been subverted to work out our ruin.

They all pretty much go like this. The format consciously echoes the Declaration of Independence – the basic proclamation followed by a list of complaints explaining their decision to bail.

Slavery ChainsBased on these documents, produced by the Southern states for the explicit purpose of proclaiming to the world the causes of their secession, the main issues seemed to be (1) slavery, (2) slavery, and – in some cases – (3) slavery. 

South Carolina took the lead as they always did when racial equity needed to be crushed:

But an increasing hostility on the part of the non-slaveholding States to the Institution of slavery has led to a disregard of their obligations… {The northern} States… have enacted laws which either nullify the Acts of Congress, or render useless any attempt to execute them… Thus the constitutional compact has been deliberately broken…

Those {non-slaveholding} States have assumed the right of deciding upon the propriety of our domestic institutions*; and have denied the rights of property** established in fifteen of the States and recognized by the Constitution; they have denounced as sinful the institution of Slavery***; they have permitted the open establishment among them of societies, whose avowed object is to disturb the peace****… They have encouraged and assisted thousands of our slaves to leave their homes; and those who remain, have been incited by emissaries, books and pictures to servile insurrection. 

*i.e. ‘slavery’
**i.e. ‘slaves’
***i.e. ‘Slavery’ – oh wait, it says it that time, doesn’t it? My bad.
****i.e., abolitionists 

South Carolina was upset that the North allowed so much discussion of things which threatened their way of life and went against their beliefs. They listed as one of their central reasons for trying to break the country their collective outrage that other states weren’t doing enough to stifle debate.

Their little white feelings were hurt and their dominant role in the world inconvenienced. Poor things. 

Seriously, it goes on for several pages like that.

Lincoln ThoughtfulWas Lincoln’s election really such a threat to their way of life? Maybe. Not according to Lincoln, it wasn’t, but the new Republican Party openly advocated for restrictions on slavery – particularly in terms of limiting its expansion. Perhaps that was a debate worth having, in the context of the times.

But the time for debate and compromise, it seems, was over. The writing was on the wall, and the South feared that reason and decency would no longer produce the outcome they wished. So, they circumvented both and tried to change the rules. They chose theatrics over the much more difficult path of introspection.

…those who remain, have been incited by emissaries, books and pictures to servile insurrection.

Slavery was not simply about physical bondage, as central as that was. It required a type of brainwashing and systemic manipulation so that the slave remained perpetually hopeless, and largely helpless. They were kept ignorant of all but the most basic skills or concepts. Slave-owners – the same ones who would soon rebel based on their right not to be bossed around – were forbidden by law from teaching their slaves to read, allowing them to learn to swim, or otherwise expanding their horizons beyond what was absolutely necessary. 

The shocking thing about slave revolts isn’t that they happened – it’s that there were so few of them. Most resistance was covert, cultural – playing dumb, breaking things, maintaining an identity bewildering to white slave-owners. 

The Underground Railroad was pretty amazing, but the total numbers carried to freedom were miniscule compared to the size of the institution. And yet…

…incited by emissaries, books and pictures…

Do you feel the past reaching out to you through that line? I got goosie-bumps. 

Reading Free“We don’t like the thinking prompted by your teachers, your books, your visuals. We don’t appreciate you complicating their world or ours by introducing problematic ideas. Ignorance is bliss, buddy – our version of reality is good enough, despite its apparent inability to withstand the slightest scrutiny.”

See? I coulda been a Southerner.

The problem with education is that it gets people thinking. The problem with thinking is that they don’t always think what we want them to. And, in the South’s defense, sometimes a little knowledge IS a dangerous thing – we’ll look at that in Part Two.

The South understood the dangers of expanded thinking. As lovers of tradition – and of being in charge – they had little taste for new or threatening ideas. They codified narrow-mindedness as a virtue and framed the ignorance of those in bondage as a mercy. 

Turns out the human race is pretty good at legal, intellectual, and moral contortions when it’s time to rationalize something we really really want to be true. 

South Rising Again

After the War – which they lost – the South continued to fight against dangerous levels of education for others. They also began denying their own explicitly stated causes for trying to leave in the first place. When you feel strongly enough that your cause is just, reality is just one more adversity to nobly overcome for the greater good.

That’s Part Three.

My goal throughout is to avoid directly referencing Representative Dan Fisher and his ilk – not even once – no matter how analogous the issues involved.

Oops!

OK – just once, then.

RELATED POST: A Little Knowledge, Part Two – Forever Unfit

RELATED POST: A Little Knowledge, Part Three – Liar, Liar, Pants on Fire

Top 10 Reasons America Is Exceptional

Christine CapeAs the kerfuffle surrounding Oklahoma’s sudden desire to de-thinkerize APUSH started making headlines this past week, NPR made a visit to the classroom of Christine Custred of Edmond, OK. The audio and transcript of the resulting piece is worth a listen and a read if you haven’t already done so.

One of the central issues, of course, is the belief by some on the right that the new APUSH course outline doesn’t sufficiently emphasize American Exceptionalism – the belief we are unique and awesome in ways others can only long for. Everyone wants to either be us or blow us up – either way, must be because we’re awesome.

Custred managed one of my favorite understated rebuffs of this century when she slid in this bit:

In most places in the world, you’ll be hauled off by some kind of Gestapo if you criticize the country and/or government, and that is exceptional that we can do that.

A few days later, still apparently fuming over state efforts to make our kids LESS prepared to function outside the Dollar General or local feed store, she posted this to her Facebook page. It is reprinted with permission here.

TOP TEN REASONS AMERICA IS EXCEPTIONAL 

1. Separation of church and state. Our Founding Fathers ensured this for us. A cursory knowledge of history and current world governments (and the Puritans) enlightens us to why this us so very important. 

2. The Zenger trial led the way for the 1st amendment which allows Americans to safely criticize their government. 

3. As a result of our free speech, history teachers can teach all of American History (the good, the bad, and the ugly). Try doing that in North Korea. Wait, don’t. 

4. America educates all of its citizens. Simply AMAZING. 

5. America has a very sad and tragic history with regard to civil rights and the mistreatment of ethnic and racial minorities. But because of our 1st amendment (again, thank you Founding Fathers) demonstrations and criticism led to significant changes. We still have gains to make on this front but we now have an African American president. Really think about that. 

6. Students in America will learn about that sad and tragic history. 

7. There is a shop that sells cupcakes across the street from my school. They haven’t gone out of business. It seems crazy that someone would pay $4.00 for a cupcake. You go free market and the American Dream. 

8. Anthropologie 

9. My daughters can go to school without fear of being shot in the face. They can achieve and aim for things that would never have been available to them 100 years ago or currently in many countries of the world. The same goes for your daughters. 

10. An average girl from the great state of Minnesota, who was told by her high school counselor that a community college was her only option (remember that Thomas Legierski and Marie Legierski?) can become an advocate for education.

Feel free to share your lists as well, if you prefer. Personally, I’m having a hard time topping this one.

 

A Student Defends AP

I don’t know what they’re teaching kids these days. Give them a little learnin’ and they think they’re supposed to go out and spout their thinkin’ about everything.

This was sent to me by a former student who I managed not to completely ruin during her brief time in my world. She initiated the discussion, although I confess once I read the letter I got a lil’ tingly teacher feeling. She’s mailed it out – OLD SCHOOL HARD COPY – to relevant legislators.

*sniff* These are the ones Whitney wanted us to teach well so they could lead the way and such. Megan will be ruling a world of her choice soon – I’m glad she’s using her powers for good and not evil.

Well, so far.

Printed with permission.

~~~~~~~

19 February 2015

Dear Oklahoma Representatives and Senators:

I cannot recall a day where I have not been proud to call myself a Union Redskin – a student of Union High School in Tulsa, Oklahoma. In elementary school, my teachers would try to give me extra work to challenge me because I always finished my work before everyone else. They always told me I would go on to do great things, that they could not wait to see the person I would grow to become in high school and beyond.

That time is now. In just three short months, I will be graduating as a Salutatorian of one of the top public high schools in Oklahoma with a weighted GPA of 4.939 and an unweighted GPA of 4.00. In addition to that, I have been named a National Merit Finalist, occupied a student leadership role of great significance in the Union High School Marching Band, and earned community service recognition by serving over 300 hours during high school. Just like they said they would, my elementary school teachers have watched me grow up and mature into a bright, successful young woman. They have come to support me at my awards ceremonies and musical performances. That same dedication of teachers to their students is seen throughout all grades at Union Public Schools, and I am beyond grateful to be taught by such loving, caring people.

Those supportive teachers are the foremost reason that I have a desire and drive to succeed in school. They prepared me for high school. When I got to high school, my 9th grade pre-AP US Government/Oklahoma History teacher Dallas Koehn realized from the start that I had a drive to succeed. He pushed me to my limits and taught me what learning is really supposed to be like. He taught me to think outside the box, to form my own opinions about things. He especially prepared me to take Advanced Placement United States History (APUSH) as a sophomore. This began my tenure of AP classes at Union; totaling 8 classes in grades 10-12, they are the reason why I am now Salutatorian of my graduating class, ranked 18 out of 1080.

This high class rank is what gives me an advantage when applying for selective universities, like my top choice, Washington University in St. Louis. I will pursue Electrical Engineering at Wash U in fall 2015, where I will certainly need to think independently and manage my time wisely.

AP CLASSES HAVE TAUGHT ME HOW TO THINK INDEPENDENTLY AND MANAGE MY TIME WISELY.

So you see, the presence of AP classes in my high school career  DIRECTLY  INFLUENCES  my life in college and beyond in a series of intertwined ways! If I did not have the ability to take APUSH as a sophomore, or any AP classes for that matter, I would not be able to achieve and live out my American Dream of going to my top choice college to study Engineering, music, business, and anything else that might fit my fancy. Knowledge is a beautiful thing, and I desire more than anything to expand my horizons of knowledge in community with other passionate individuals like myself. That’s my dream.

And really, isn’t that what American Exceptionalism is all about? Raising new generations to find their own American Dream and give them the tools to pursue it?  If you take away AP classes, you will be denying future generations their right to live out their passions. Please, Oklahoma Representatives and Senators, DO NOT rid Oklahoma of Advanced Placement classes.

Sincerely,

Megan Harju
Union High School
Tulsa, OK

Harju Letter

Examination Day – Fisher/Brecheen Edition

Examination Day ThreeIn February 1958, Henry Slesar took a carefuly look into the future and saw the ideal educational system envisioned by Senator Brecheen and Representative Fisher from Oklahoma’s future. He recorded his observations, but was unable to get them published until he labeled them ‘fiction’ and submitted them to the relatively new Playboy magazine – an irony he was likely unable to fully appreciate at the time.

He titled this lil’ prophecy “Examination Day.” You probably read it in middle school, although I suspect it’s destined for the ‘banned’ list soon.

Examination Day (Henry Slesar)

The Jordans never spoke of the exam, not until their son, Dickie, was twelve years old. It was on his birthday that Mrs. Jordan first mentioned the subject in his presence, and the anxious manner of her speech caused her husband to answer sharply.

‘Forget about it,’ he said. ‘He’ll do alright.’

They were at the breakfast table, and the boy looked up from his plate curiously. He was an alert-eyed youngster, with flat blond hair and a quick, nervous manner. He didn’t understand what the sudden tension was about, but he did know that today was his birthday, and he wanted harmony above all. Somewhere in the apartment there were wrapped, beribboned packages waiting to be opened, and in the tiny wall-kitchen, something warm and sweet was being prepared in the automatic stove. He wanted the day to be happy, and the moistness of his mother’s eyes, the scowl on his father’s face, spoiled the mood of fluttering expectation with which he had greeted the morning.

‘What exam?’ he asked.

His mother looked at the tablecloth. ‘It’s just a sort of Government intelligence test they give children at the age of twelve. You’ll be getting it next week. It’s nothing to worry about.’

‘You mean a test like in school?’

‘Something like that,’ his father said, getting up from the table. ‘Go read your comic books, Dickie.’

The boy rose and wandered towards that part of the room that had been ‘his’ corner since infancy. He fingered the topmost comic of the stack, but seemed uninterested in the colourful squares of fast-paced action. He wandered towards the window, and peered gloomily at the veil of mist that shrouded the glass.

‘Why did it have to rain today?’ he said. ‘Why couldn’t it rain tomorrow?’

His father, now slumped into an armchair with the Government newspaper, rattled the sheets in vexation. ‘Because it just did, that’s all. Rain makes the grass grow.’

‘Why, Dad?’

‘Because it does, that’s all.’

Dickie puckered his brow. ‘What makes it green, though? The grass?’

‘Nobody knows,’ his father snapped, then immediately regretted his abruptness.

Later in the day, it was birthday time again. His mother beamed as she handed over the gaily–coloured packages, and even his father managed a grin and a rumple-of-the-hair. He kissed his mother and shook hands gravely with his father. Then the birthday cake was brought forth, and the ceremonies concluded.

‘Dad,’ he said, ‘how far away is the sun?’

‘Five thousand miles,’ his father said.

*******

Examination Day FourDickie sat at the breakfast table and again saw moisture in his mother’s eyes. He didn’t connect her tears with the exam until his father suddenly brought the subject to light again.

“Well, Dickie,” he said, with a manly frown, “you’ve got an appointment today.”

“I know Dad. I hope —”

“Now, it’s nothing to worry about. Thousands of children take this test every day. The Government wants to know how smart you are, Dickie. That’s all there is to it.”

“I get good marks in school,” he said hesitantly.

“This is different. This is a — special kind of test. They give you this stuff to drink, you see, and then you go into a room where there’s a sort of machine —”

“What stuff to drink?” Dickie said.

“It’s nothing. It tastes like peppermint. It’s just to make sure you answer the questions truthfully. Not that the Government thinks you won’t tell the truth, but it makes sure.”

Dickie’s face showed puzzlement, and a touch of fright. He looked at his mother, and she composed her face into a misty smile.

“Everything will be all right,” she said.

“Of course it will,” his father agreed. “You’re a good boy, Dickie; you’ll make out fine. Then we’ll come home and celebrate. All right?”

“Yes sir,” Dickie said.

*******

Examination Day OneThey entered the Government Educational Building fifteen minutes before the appointed hour. They crossed the marble floors of the great pillared lobby, passed beneath an archway and entered an automatic lift that brought them to the fourth floor.

There was a young man wearing an insignia-less tunic, seated at a polished desk in front of Room 404. He held a clipboard in his hand, and he checked the list down to the Js and permitted the Jordans to enter.

The room was as cold and official as a courtroom, with long benches flanking metal tables. There were several fathers and sons already there, and a thin-lipped woman with cropped black hair was passing out sheets of paper.

Mr. Jordan filled out the form, and returned it to the clerk. Then he told Dickie: “It won’t be long now. When they call your name, you just go through the doorway at the end of the room.” He indicated the portal with his finger.

A concealed loudspeaker crackled and called off the first name. Dickie saw a boy leave his father’s side reluctantly and walk slowly towards the door.

At five minutes to eleven, they called the name of Jordan.

“Good luck, son,” his father said, without looking at him. “I’ll call for you when the test is over.”

Dickie walked to the door and turned the knob. The room inside was dim, and he could barely make out the features of the grey-tunicked attendant who greeted him.

“Sit down,” the man said softly. He indicated a high stool beside his desk. “Your name’s Richard Jordan?”

“Yes, sir.”

“Your classification number is 600-115. Drink this, Richard.”

He lifted a plastic cup from the desk and handed it to the boy. The liquid inside had the consistency of buttermilk, tasted only vaguely of the promised peppermint. Dickie downed it, and handed the man the empty cup.

He sat in silence, feeling drowsy, while the man wrote busily on a sheet of paper. Then the attendant looked at his watch, and rose to stand only inches from Dickie’s face. He unclipped a penlike object from the pocket of his tunic, and flashed a tiny light into the boy’s eyes.

“All right,” he said. “Come with me, Richard.”

He led Dickie to the end of the room, where a single wooden armchair faced a multi-dialled computing machine. There was a microphone on the left arm of the chair, and when the boy sat down, he found its pinpoint head conveniently at his mouth.

Examination Day Two“Now just relax, Richard. You’ll be asked some questions, and you think them over carefully. Then give your answers into the microphone. The machine will take care of the rest.”

“Yes, sir.”

“I’ll leave you alone now. Whenever you want to start, just say ‘ready’ into the microphone.”

“Yes, sir.”

The man squeezed his shoulder, and left.

Dickie said, “Ready.”

Lights appeared on the machine, and a mechanism whirred. A voice said: “Complete this sequence. One, four, seven, ten, …”

*******

Mr. and Mrs. Jordan were in the living room, not speaking, not even speculating.

It was almost four o’clock when the telephone rang. The woman tried to reach it first, but her husband was quicker.

“Mr. Jordan?”

The voice was clipped: a brisk, official voice.

“Yes, speaking.”

“This is the Government Educational Service. Your son, Richard M. Jordan, Classification 600-115 has completed the Government examination. We regret to inform you that his intelligence quotient has exceeded the Government regulation, according to Rule 84 Section 5 of the New Code.”

Across the room, the woman cried out, knowing nothing except the emotion she read on her husband’s face.

“You may specify by telephone,” the voice droned on, “whether you wish his body interred by the Government, or would you prefer a private burial place? The fee for Government burial is ten dollars.”

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Dan Fisher is SHOCKED at What’s In His Bill

Dunce Boy

NPR’s All Things Considered did a nice little 3 minute piece on the OK APUSH kerfuffle today, featuring our own Advanced Placement Heroine in Heels, Christine Custred:

You can listen to it here – and you should.

She was brilliant, of course. My favorite part was her subtle little play on ‘American exceptionalism’ as she celebrated our freedoms and our right to question even our own history, concluding, “THAT’s what’s really exceptional about America.” Well-played, Mrs. Custred.

They of course spoke with Rep. Dan Fisher who introduced HB1380. He is apparently in a perpetual state of shock and outrage.

Fisher claims to have heard from ‘a number of teachers’ who were concerned about the new framework?

A ‘number of teachers’? I call bullsh*t.  Please, all thee so concerned, make thyselves known. We will greet thee with welcome and hear thy concerns.

I think most likely he heard from ONE concerned teacher (which, to be fair, IS a number) whose AP review books are suddenly outdated due to the format changes, and who has discovered a new revenue stream fighting APUSH.  I suppose Rep. Fisher never claimed this many concerned teacher was from Oklahoma.

Confederate Flag“In the new framework, little if anything is even emphasized about the Declaration of Independence, or the Constituiton, or our War of Independence. The Founders are hardly even mentioned. In fact, there’s one sentence out of George Washingtons’s Farewell Address – and it’s basically spun negatively.”

Here, go knock yourself out with the APUSH Course Outline. At the risk of seeming rude, Rep. Fisher apparently can’t recognize thematic outlines covering the causes and primary events in American Independence unless there are coloring pages with eagle noises in the background.

It is technically true the outline does not contain a hero-by-hero list of the Founders; it is equally true that you can’t possibly read this outline as ignoring or neglecting the Founders unless you either genuinely don’t understand enough U.S. History to read it correctly (no shame in that – it’s an Advance Placement course, after all) or you refuse to acknowledge anything not accompanied by fireworks and some Sousa.

“I was on the website for this new restaurant and I’m never going there! Not ONE WORD about plates or silverware – they apparently don’t even have CHAIRS, based on my word search of their menu! I’m afraid children will STARVE if this restaurant is one of their options!”

Here’s the actual reference to Washington’s Farewell Address:

C. Although George Washington’s Farewell Address warned about the dangers of divisive political parties and permanent foreign alliances, European conflict and tensions with Britain and France fueled increasingly bitter partisan debates throughout the 1790.

I’m at a loss. For those of you who don’t teach American History, this Address is known for two things above all else – warning the new nation of foreign entanglements and the dangers of political parties. Whether you agree or disagree with George is not important – that’s what this speech was about, at least in terms of how it’s been taught for the past hundred years.

I don’t know why you would choose this as an example of something being spun negatively. It’s not simply that I don’t agree – it’s that I can’t figure a way in which you can even make that case. I mean, I have to assume he’s just lying out his ass to scare the ignorant, but I’m trying to be gracious and accept the possibility that he’s honestly trying and just isn’t capable of understanding the first little bit of anything he’s talking about.

Bear TomRep. Fisher is also “afraid students will leave public school with huge gaps in their knowledge.” Dear Gods of Irony – why do you hold back your swift justice?

But this was my favorite part, the last little hurt offended bit of the piece:

“But to mischaracterize it as an attempt to do away with the AP program, that we want to jerk the funding – it it it’s it’s (*chagrin-voice*) it’s just not… honest.”

Hear the pain in his voice over this cruel distortion of his humble efforts.

How? HOW COULD WE ATTACK HIM WITH SUCH LIES?!? Where would we even GET the idea?

STATE OF OKLAHOMA
1st Session of the 55th Legislature (2015)
HOUSE BILL 1380
By: Fisher

AS INTRODUCED

An Act relating to schools; directing the State Board of Education to adopt a certain United States History program and assessment; requiring United States History courses to include the study of certain documents; listing the documents; amending 70 O.S. 2011, Section 1210.703, which relates to financial incentives awarded to schools under the Oklahoma Advanced Placement Incentive Program; prohibiting the awarding of grants or expenditure of money for any Advanced Placement United States History course until certain conditions are met; providing for codification; providing an effective date; and declaring an emergency.

And later in the bill…

D. Beginning with the 2015-2016 school year, the Board shall not award any grants to school districts or make any expenditure of state funds as authorized pursuant to this section for equipment, instructional materials, course development, professional development or training, examination awards or examination scholarships for the Advanced Placement United States History course until the College Board changes the framework for the course and reverts back to the course framework and examination that were used prior to the 2014-2015 school year.

I’m speechless. This isn’t spin, or clever wordplay, or deception. He seems to have just… talked to NPR, did his best hurt and offended voice, and lied out his ass about the stated sole purpose of his own bill – not as interpreted by me or anyone else, but laid out explicitly in his own words. It opens the bill, and it closes the bill: “We’re taking away all your money unless you do what we want.”

Men in Black Kinda makes you wonder if he believes it while he’s saying it. His cohort in the Senate is Brecheen, that that fella’ can make ANYTHING mean ANYTHING and sell it to himself as he sells it to you.

I was a tiny bit chagrined NPR didn’t call him on it – “Um… dude, we read your damn bill. It’s RIGHT HERE.”

“But to mischaracterize it as an attempt to do away with the AP program, that we want to jerk the funding – it it it’s it’s (*chagrin-voice*) it’s just not… honest.”

I sincerely welcome any possible explanation of this other than that the man is openly, defiantly, utterly full of sh*t.

If I sound angry, it’s because I am. These are my students, my kids, that we’re not merely neglecting, not only once again abusing through testing or funding or outdated models of schooling – my elected officials are using MY tax dollars (and yours) to actively seek to REDUCE their chances of not sucking. They’re lying, evil, manipulative bastards who manage to feel victimized by the slightest light shone upon their insanity. They are everything I despise about our culture and our elected leadership.

No wonder they don’t want to talk about the negative stuff in our country and culture – it’s THEM.