Wow!  There has been so much going on over here at TommyMom, that we’ve not revisited the “Perky Paradox” in quite awhile; which is a profile in CORE and Love of Learning years based on my own upbringing.  Visiting CORE frequently is vital to a strong and stable Leadership Education as you will see…We’re now well into the high school years.  I’ve honestly spared you grim details in between…trust me.

I confess that there could be other possible subliminal reasons for “not coming here” in awhile.

And for me, they are scary.

Because I’m such a shallow individual now in certain areas of my life…

Some people, in spite of Leadership Education tend to digress…

Or they’re heavily influenced by their CORE and Love Of Learning friends.

I say this tongue in cheek…

but not really.

SEVERAL of you posted comments and concerns about the “upstairs bedroom” photo…

And whether or not our friendship was immediately null and void because of this disclosure.

The answer is…N-O.

But while DeDe was “racey” and quite a “looker”…

I, on the other hand, at this point in my life, was…

“The Amish Cheerleader.”

I’m the one on the far right…

You didn’t know that the Amish sent their young to secular institutions so that they could experience “getting out more”, did you?

My boys HOWL at this picture.

I actually think it secretly frightens them.

My youngest once brought it to me and wanted to know why, if I was a cheerleader, they didn’t take my picture with these nice girls, too?!

At this point in time, driving an hour to work daily had taken its toll on my dad…

( remember this is Washington, not California, folks!)…

and we had finally moved to the community where the church was located.

And lived next door…

In this house.

It was quite an adjustment.

Nearly Gilligan’s Island…

“No phones, no lights, no motor cars, not a singly luxury!”

I would’ve felt like Robinson Crusoe, except for one thing…

By this time, I was hooked on country life and its benefits!

There were many weekends, on a Friday night…

when we still lived “in town”…

that my dad would make the drive for me to “stay the night with DeDe.”

His infinite wisdom had paid off.

The city slicker was STILL quite inept at farm life…

but I LOVED to be there!

I can only recall one time, in all of our 11 year tenure at this church..

when DeDe came to stay the night with ME.

She had a standing commitment…

to this milk cow that was the “love of her life” for many many years.

And she had to milk…

Faithfully…

At 5 and 5.

A.M. …and P.M.

but the P.M. wasn’t quite as traumatic or inconceivable.

Or she had to pay her dad to do it.

And she wasn’t about to commit to that!

She had 4-H duties…

and bills to pay.

Pretty much by the time she was 10!

Her dad was one of the smart ones, too.

Now the reason that DeDe…

And her mother…

And three sisters…

were a paradox, was because of this…

Trust me when I say…

Manure pile by day…

Prom Queen over and over and over again by night!

The gowns were profuse!

By this time, the English Tudor palace house had been constructed “across the street”…

On the “other 80 acres.”

This girl, to the Amish cheerleader was a “woman of the world!’

She could muck barns by day…

milking twice in there as referenced…

jug the milk, sell it to locals, and be in the shower and ready for a date…

faster than you could say “Green Acres.”

And date she did.

Constantly.

Miss Social Butterfly.

She was attending the local high school…

While I was in a private church school that resembled a military academy!

The school district was one of the first nationally, trying out year round education in our area…

it was a new concept with no track record.

After much debate and contemplation…

My dad, along with input from my brother and I, decided that it would be best for us to attend a private school.

For two years.

They were long years, believe me.

At this point, I would like to highlight yet some more of the seeming “quirks’ in this relationship…

We were being educated in two totally different methodologies…

Wouldn’t that tend to cramp the friendship?

It brought us closer together.

We shared a common worldview…

and tons of time together, going about daily business…

minus a television and equally mindless activities.

And we didn’t know the difference…

or feel especially “deprived.”

All involving a tremendous work ethic and consistency.

Well, DeDe’s incredible work ethic…

and my “nose-in-yet-another-book” consistency.

But make no mistake…

it was making indelible impressions and lasting habits.

Watch CORE closely..

for “out of it spring the issues of life.”

to be continued…

Kay Emerson is one of the most gracious, delightful people that I have had the pleasure of meeting.  She has invented a math manipulative that will blow your socks off!  Today, we are going to talk with her about why the Zillio is revolutionary, how it can not only benefit your children but you as well, and take a sneak peek into her presentation for the FATJEF, April 24, 2010 in Rancho Cucamonga, CA.

I so encourage you to go over to www.zilliogames.com, where you can see the zillio in action, “test drive” a game for yourself, and download tutorials, games and suggestions for interactive use.  The support system for this product is nothing short of amazing, and it was MADE for Leadership Education!

Hello, Kay!  I’m so sorry that I’m late today for our appointment!  I was counting citrus for a wedding that I’m attending this weekend with my 8-year-old and lost track of the time.  He was counting by twos today!

It’s not a problem, Teri.  Let’s just dive right in together, okay?

You are always so gracious, and again, I apologize.  Can we begin with you explaining why you developed this math manipulative?

I’d be delighted! When I was in school, I did well in math.  I took Calculus in high school and went on to even more advanced math in college, but there was always this nagging feeling that I knew I wasn’t comprehending the “what” and the “why” of what I was doing.

When I was working in classrooms, it occurred to me that both students and many of their teachers didn’t know how math concepts related to one another. Many of the 3rd and 4th graders could perform the math, but there was no meaning behind it.  I wanted to come up with something that would be fun, challenging and help to develop a numbers sense.  While I was taking upper level math courses in college, at times I wanted to raise my hand and request that they show me the concept in clay!  Of course, I fully understood that with many math concepts this wouldn’t even be possible.  I also knew that I could DO the math, but I wanted to get my mind around it with a concrete illustration.

I also wanted to design with the goal in mind that I could come up with something that would address the whole child; not just as a student, but as an emotional, learning being.  I wanted to encourage the development of risk taking skills, acknowledge the pleasure of accomplishment and reinforce the teaching of critical thinking and reasoning skills as well as computational skills.

Consequently, the games are designed for a wide range of skills.  Youngsters that can barely add, can play games at the same time as kids that are factoring and have mastery of multiplication.

Alright, Kay, I can feel myself beginning to sweat already! What if you were a person that had horrible experiences with math and crummy teachers?

Teri, I would like to address several things here for a couple of minutes, okay?

The Zillio can be a little intimidating initially because it can do a lot.  It’s a lot like a Cuisinart, really.  A Cuisinart can chop carrots and other vegetables or it can build a gourmet meal.

I recommend that you let children take the lead and you act as the resource.  Starting with games is a great way to begin. Children accept information as a given and begin playing without having to “have it all figured out” in advance.  There is a game that we play often that seems very simple.  In fact, when kids begin to play “Sunken Treasure” they often say, “This is really dumb.”   However, about halfway through the game, the adults that are always cast as the “Pirates” in this particular scenario, start to win everything!  The kids immediately switch to “Hey, this isn’t fair!” The adults always respond, “Of course it isn’t!  We’re PIRATES!”  We always play it multiple times, and the kids begin to pick up on the patterns of intentional misdirection in the game and begin naturally using very advanced critical thinking skills.

Contrast that with 15 teachers in a problem solving workshop.  They tried to think the entire game through before they made a move, so it actually took them longer to solve any of the problems, because they weren’t experiencing it as they went along!

It’s funny, because when you play Monopoly, you don’t troubleshoot why houses are green and hotels are red!  You just play the game!  I heard a great illustration about the digital age.  It was stated that children are digital natives, while most adults are digital immigrants.  I think that the same can be true for math concepts that the Zillio teaches.  Children “just do it”, while adults do mental translations based on earlier educational experiences.

A major university in Chicago just did a study and the highest level of math anxiety is within elementary education.

Are you serious?

Very.  They have now shown that because children pattern on gender during the K-2 grade experience, they tend to pick up the anxiety of the teacher where math is concerned as well.  This is, unfortunately, very prevalent in young girls.  They follow the teacher.

Some of the testimonials and endorsements on your website are simply amazing where the success of  the Zillio is concerned.

Games are one of the most successful ways to teach math and math patterns.  When we go through and work adding and then fractions, we can move fluidly into algebraic notation, because they can see the patterning.  Use once, use many.  Once you learn how to apply something to integers, it’s a small thing to have them move into fractions and have that same success.

You are coming to the FATJEF in April.  Would you care to share with us some of the concepts that you will be covering there?

Well, I would like to start off by playing a game that fits a 6-11 yr-old age range, and then will segue way into a game that would be appropriate for 15 yr olds.  As we play the game, we’re going to talk about how different children at different stages of development play games, how to observe where they are and how to gently direct them next.

The workshop will also include discussion of how to make the games work collaboratively as well as competitively; along with how to modify them for your specific learners needs.

From games, we will move into a lesson on fractions and how we can look at meaning; equivalency and operations with concrete examples.

One of the strengths of middle school age students that have Zillio experience, is the ability to understand the strengths, power and fluidity of algebraic types of equations, because we’ve done our job by laying the foundation early on.

I am starting to relax, Kay, and am looking forward to this workshop!  Can you address the people that can’t attend and what can be done for folks wanting “long distance” support?

Tutorials are included with each Zillio, but we offer tremendous telephone support, so if you hit a snag in any scenario, with any child or learning environment, we are here and would love to help you.  We can go “mountain to mountain” by helping you to step through exercises over the phone with us on one Zillio, and you on yours.  We also show you where you can go on the website for our tailored support materials.  We can’t always anticipate people’s needs, and acknowledge that we don’t always hit the mark, but we are willing to adjust and rework where necessary so that your needs are met.

For example. we were working with a Professor at the University of Florida in a seminar that she was teaching highlighting a Special Education Curriculum.  All of the teachers were humming along in their workbooks, but came to equivalent fractions and hit a snag.  None of them were confident in the directions and how to implement them.  We spent 10 minutes on the phone, and they all went out and taught it with great success!

Sixty percent of our people have an initial “what do I do with this thing?!” reaction, but once we play and interact, it all turns out!

Well, I have one that I purchased from you at the CHN, and I can honestly say that my kids have figured out some things so intuitively that I am amazed!  I think that my own math stigma will be greatly helped by attending your workshop at the FATJEF.  I can honestly say that you have such a calm, reassuring presence about you, it makes me WANT to tackle some of the things that scare me.

Teri, you make people feel so good about what they do.  There are days when you wonder why you’re doing what you’re doing, but today, I’m feeling pretty good about it! Anyone can use the Zillio along with their children and recover what they’ve lost in translation or the classroom.  It’s all about experiencing and understanding.

Awww!  Thank you, Kay!  I can’t wait for you to come and I AM attending your workshop.

I am always excited to be a part of anything that helps people to feel comfortable with what they can offer and bring to the “party!’

The pleasure is honestly all mine, Miss Kay.  I sincerely thank you for your time and look forward to seeing you.

If you are a mom with Core or Love of Learning Phase children, sit tight, read up and start asking yourself what you can do to embrace what the future holds.

If you have scholar age youth, I hope you glean inspiration and thought provoking insight.

Regardless of where you are, who you are, or what your station in life currently is, know this…

These are some GREAT young people that give me HOPE in the future!

I firmly believe that we are in good hands, and LOVE the organic approach to the Thomas Jefferson Education process!

If you’re one of the AWESOME scholar age youth in these photos…

Yes!, “You’re REALLY on here today!”

And from me…

the moderator and facilitator of TommyMom…

Know one thing…

YOU ROCK!

The assignment was to research and argue the Dred Scott Decision from both sides of the spectrum.

This involved…

Studying both good and bad forms…

Logic and how it works…

Writing a brief.

Studying what constitutes citizenship…

What it means to be a birthright citizen…

Small group discussion…

Viewing selected YouTube videos…

Discussing what you saw from every possible angle.

Going to the Law Library…

Finding out how to use the resources there to obtain information.

And here we go!…

The big day has arrived.

Selection was deliberate and carefully considered in case more than one scholar age youth from a family was participating…

They were placed on opposing sides.

Openings always consist of a prayer and the Pledge of Allegiance.

The “Supreme Court Justices” entered the courtroom and the trial began.

You listened to opposing counsel and formulated your rebuttal, knowing that you were both being timed.

An unexpected twist for both sides…

the justices begin to insert questions and interact based on the briefs that they had been given.

Presenting counsel was allowed to seek assistance from within their team…

from individuals that had specialized in specific areas of research that were being challenged.

Those individuals were permitted to present based on their findings as well.

Then the Justices took a recess in order to come to their decision.

The courtroom waited…

The verdict was given, after the Justices returned…

The call was given, “All rise!”…

The Marshall announced the Justices…

And in this particular case…

Dred Scott won, based on the arguments presented!

And now for the bigger question…

“It’s been a grueling month!…Can we go back to being friends?!”

So…

I had the privilege of asking these young people for insights into what they had gleaned from this process…

Would you care to hear?

‘I really appreciated the real life experience.  It is very different from just reading about something and processing it on that level.’…

‘The benefits of developing the ability to exercise and practice serious teamwork were amazing.  Knowing how to work well with others is invaluable.’…

‘The power of persuasion is, well, …POWERFUL!’…

‘I learned to not let up on the resources that you get from research, because even if it may not look like you’re going to need them at the time…you might.’…

‘In the future, it would be beneficial to study even harder for better application.’…

‘It is very difficult to argue from a perspective that you have absolutely no real point of reference for ! Try as I might, I can’t fathom human slavery on this level; and trying to place myself in a position to have this frame of reference was nearly impossible.  It made me that much more grateful for the price that has been paid for my personal freedom.’

From a “Justice” ( M-O-M)…

‘I came in with the perspective of looking at how these kids could’ve been better prepared.  As I watched how the other two justices operated, I learned a great deal from them both. I then began to look at how I could have prepared better, based on the information in my brief, so that I could’ve been more effective in my delivery and content as well.’ ( Hmmm…could this be “You, Not Them” in action?!?)

From the mentor…

‘I think that I could’ve been far better prepared myself ‘…

‘I would be really interested to see them participate in a simulation again with a more relevant case…

although the citizenship issues were very relevant and the amount of knowledge that they gained from choosing this case

and studying what constitutes citizenship, was invaluable.’

‘I think all in all, they learned some tremendous skills and abilities from going through this process.’

‘To listen to their small group discussion, leading up to this trial was very fulfilling.’

As TommyMom, I will second that.  I couldn’t believe their ability to discuss the different angles of this case..

that seemed somewhat boring and irrelevant on many levels when I was in school!

Did they have fun?

They would tell you yes!

Was it difficult?

Again, yes.

Worth it for what they gained?

Absolutely.

Mission accomplished!…
So, what have you gleaned from this?

Anything you need to research or work on?

What holds you back from this activity in your Leadership Education community?

We’d love to hear, so please share!

I asked our mentor extraordinaire, Dr. Shanon Brooks of ReValue America and Face To Face With Greatness, to give us some insight into the simulation process and what the benefits of this activity are.

He graciously supplied the following information.

If you don’t have scholar aged youth, now is definitely the time for “You, Not Them” application!

Read on, and feel free to leave a comment about what you learned!

You’ll be glad you did!

Simulations: The Secret Weapon of Leadership Education

Compiled by Shanon Brooks

A significant amount of my time in the navy was spent in a simulator.  Our lives depended on being skilled in maneuvering our mammoth 560 ft submarine in the dark depths of the Atlantic Ocean.  The high level of proficiency and coordinated efforts of the crew was integral to successfully diving and surfacing and underwater deployments that could last as long as 6 weeks.  These skills were honed by hundreds of hours simulating these maneuvers over and over again.

A key component of Leadership Education is Simulations. Similar to my experience in the navy, academic simulations hone critical thinking and speaking skills that are difficult to acquire anywhere else. Participation in such activities are critical to the development of all future leaders.

The legacy of using simulations in American Liberal Arts education extends back to the famous professor of the College of William and Mary; George Wythe.

Wythe’s study of jurisprudence prompted him to revive the practices of “readings” and “mootings,” which had not been used at the famous English Inns of Courts since the 1600s. One of Wythe’s students, John Brown of Staunton, who was later to become one of Kentucky’s first two U.S. Senators, has left an account of Wythe’s innovations:

Mr. Wythe, ever attentive to the improvement of his pupils, founded two institutions for that purpose, the first in a Moot Court, held monthly or oftener in the place formerly   occupied by the Gen. Court in the Capitol. Mr. Wythe and the other professors sit as judges. Our audience consists of the most respectable of the Citizens, before whom we      plead causes given out by Mr. Wythe. He has [also] formed us into a Legislative Body, consisting of about 40 members. Mr. Wythe is Speaker to the House and takes all          possible pains to instruct us in the Rules of Parliament. We meet every Saturday and take under our consideration those Bills drawn up by the Committee appointed to revise the laws, then we debate and alter (I will not say amend) with the greatest freedom. I take an active part in these Institutions and hope thereby to rub off that natural bashfulness which at present is extremely prejudicial to me. These exercises serve not only as best amusement after severer studies, but are very useful and attended with many important advantages.

Wythe’s chief aim as an educator was to train his students for leadership. In a letter to his friend John Adams in 1785, Wythe wrote that his purpose was to “form such characters as may be fit to succeed those which have been ornamental and useful in the national councils of America.” “Mr. Wythe’s School”—both in his study and in the Wren Building at the College of William and Mary—produced a generation of lawyers, judges, ministers, teachers, and statesmen who helped fill the need for leadership in the young nation.

Simulations allow for vicarious decision-making and problem-solving experience in areas such as government, business, even home and family without the risks commonly associated with inexperience.

But the root purpose of simulations is to teach the student how to exercise imagination and vision, cardinal hallmarks of every great leader and statesman.

Simulations can consist of mock congresses, moot courts, business planning, model UN and various other fictional and real scenarios where students take on roles and work individually and in teams to identify and solve problems.

Scenarios are developed from historical, current and possible future events.

Simulations should be held regularly, with the interim used in research, negotiation and planning.

In addition to the skills of researching, writing, communicating and working in teams, simulations help future leaders to prepare for, manage and rally during actual events.

All students will benefit from hours of simulation experience.

Sources:

1.   William Munford, quoted in: Alonzo Thomas Dill, George Wythe: Teacher of

Liberty (Williamsburg: Virginia Independence Bicentennial Commission,

1979), p. 43.

2.   Forrest McDonald, The Formation of the American Republic (Baltimore:

Penguin Books, 1965), p. 158.

3.   The Rev. Andrew Burnaby, quoted in Dill, p. 7. I am indebted to Dill’s George

Wythe: Teacher of Liberty, op. cit., ref. 1, for much of the information in this

article.

4.   Colonial Williamsburg Official Guidebook (Williamsburg: The Colonial

Williamsburg Foundation, 1972, 7th ed.), p. 90.

5.   Charles S. Sydnor, American Revolutionaries in the Making (New York: The

Free Press, 1965), p. 51.

6.   Tucker later authored the first American textbook on jurisprudence. See Park

Rouse, Jr., Virginia: The English Heritage in America (New York: Hastings

House Pub., 1966), p. 108.

7.   Jefferson, quoted in Saul K. Padover, ed., Thomas Jefferson on

Democracy (New York: D. Appleton-Century Co., Inc., 1939), p. 91.

8.   Fawn Brodie, Thomas Jefferson: An Intimate History (New York: W. W.

Norton and Co., Inc., 1974), p. 62.

9.   Jack P. Greene, The Quest for Power (New York: W. W. Norton and Co., 1972,

first pub. in 1963 by the University of North Carolina Press) 528 pp.

10.   The mixed government theories are explained in detail in Gordon S.

Wood, The Creation of the American Republic, 1776-1787 (Chapel Hill:

University of North Carolina Press, 1969), see esp. pp. 197-255.

11.   Lyman H. Butterfield, et al., eds., Diary and Autobiography of John

Adams, 4 vols. (Cambridge, Mass., 1961), II, p. 230.

12.   Edmund Burke, quoted in Wallace Note-stein, The English People on the Eve

of Colonization (New York: Harper and Row, 1954), p. ix.

13.   John and Katherine Bakeless, Signers of the Declaration (Boston: Houghton

Mifflin Co., 1969), p. 99.

14.   Ashbel Green, “The Life of the Rev’d John Witherspoon, D.D., Ll.D., With a

Brief Review of His Writings; and a Summary Estimate of His Character and

Talents,” MS, New Jersey Historical Society, Newark, N.J., n.d., p. 106.

15.   George Wythe to John Adams, Dec. 5, 1785, quoted in Oscar L.

Shewmake, The Honorable George Wythe(n.p., 1954), p. 16.

16.   Forrest McDonald, We the People: The Economic Origins of the

Constitution (Chicago, Ill.: University of Chicago Press, 1958), p. 259

She is a fashion plate and a walking plethora of nearly extinct vocabulary, that is used in precisely the proper fashion…always.

She exudes energy and passion about life and…well, Shakespeare.

If you haven’t read him in years…or ever…

you simply can’t be around her for long without cracking open a volume of his complete works.

She joins us today for an interview about how to incorporate him into daily life from even the youngest age,  why his works are so important to life, and to give us a “sneak peek” of her presentation at the upcoming FATJEF, April 24, 2010 in Rancho Cucamonga, California.

Hel-lo, Mrs. Ward!…

Hello, Teri.  It is so kind of you to feature me today.

Well, I can’t wait!  You know how I adore you and appreciate your mentoring abilities.  In my book you are simply A-MAZING!  You could make a rock love Shakespeare!

I am curious to find out how you initially came to love him so.

I grew up in Florida, and began my acting career in high school; although it was a dream from childhood.  At sixteen, I received a complete works of Shakespeare for Christmas and that was it.  I read about the tragic heroine and lived and relived my life through her.

In my senior year of high school, I did a monologue of Lady MacBeth; and I won a contest that allowed me to go to Texas to perform at a college in Houston.

I enrolled at Auburn University where I double majored in theatre and communication.

I graduated early and began working professionally doing commercial and local theatre.

I then went to New York where I studied both at Playwrights Horizons off Broadway and Chekov Studios.

I got into the acting unions and I still belong.

That was very hard earned and I don’t intend to give it up.

I have a very understanding and supportive husband where this particular issue is concerned!

While in New York, I did dinner theatre, television, a cable television exercise program, and my all time favorite…

I danced in a turkey suit at La Guardia Airport while a brass band played on Thanksgiving Day!

I then went to graduate school at the University of Tennessee and acquired my MFA while there.

My post graduate work was done at the Royal National Theatre in London.

I had the privilege of working with some very high profile people in theatre while I was there and it was a lot of fun.

It was while I was a graduate student, that I developed an interest in theatre history and teaching; along with a love for scholarship and research.

My last “gig” before I decided that I needed to stay home and honor my call to motherhood, was with Mr. Bill Cosby on the 100th Anniversary of Jello!

You’re kidding, right?

No, I was the Champagne Jell-o girl ( that was the 100th Anniversary flavor), and Mr. Cosby, of course, was the spokesman.

Okay, I love him! How was he to work with?

He is a very genuinely nice man.  A real pleasure to work with.

Recently, I had the privilege of doing some work at the University of Nebraska for doctoral credit with the Folger Shakespeare Library.

I am currently being mentored by the most prolific author and Renaissance expert in America today, which is a distinct privilege.

I can’t tell you how fortunate I feel to have been given this opportunity.

May I ask you why you feel so passionately that Shakespeare is relevant and must be a priority in every home?

Well, there are two reasons.

Shakespeare has just recently become very marginalized and misunderstood.

Historically speaking, you need to realize that Shakespeare has always been a vital part of the American bookshelf.  Even in the colonies.

You could always find a volume of Shakespeare on the rudest pioneer shelf.  (That is a reference from de Tocqueville, by the way.)

He was integral to Washington, Lincoln and Jefferson.  John F. Kennedy’s wife, Jackie, quoted him right before his assassination.

The recent marginalization that I mentioned is due to the loss of ability on the part of individuals to use him for themselves.

Secondly, what we cognitively cloak our children in, affects their entire lives.

Shakespeare has been so perverted, that he is now used to promote agendas;

rather than allowing students to find the moral and cultural lessons that are there for the taking.

Can you share with us a little bit about what you will be offering at the FATJEF?

Well, this year I’m going to have some of the students perform so that parents and mentors can see what happens when the student is given the tools and the road map; and then is free to form opinions and ideas.

Shakespeare needs to use active methodologies in a hands on way.

I don’t mean to “whine”, but this can be difficult for parents and mentors who haven’t been taught the richness of Shakespeare themselves.

I know that you believe in total immersion very early on, and yet we could really benefit in a “how to” where this philosophy is concerned.

Care to share?

You know I would love to!

In Core and Love of Learning Phases, I really value exploration in a cross curriculum kind of way.

What does he say about honor, integrity, family, and friendships?

For my Core and Love of Learning Phases, I may start with a “Happy Birthday, Shakespeare!” party on April 23, which is his actual birthday.

Then, I would look in his plays for silly one liners and sayings, and we would practice those with one another.

I would play a game where everyone is given a highlighter and you’re to look for three words in a scene.

In this particular game, you’re actually reading and absorbing all of his words.

Dad and Mom can provide the commentary by reading aloud, while the kids act out what they are hearing.

You could fix and serve an Elizabethan treat of some kind and make a maypole.

I also highly recommend Charles and Mary Lamb’s Shakespearean Tales for Children.

It is a wonderful book, that is applicable for all ages.

Because it was written mid-19th century, it is a classic work in its own right.  It isn’t fluff.

What you are aiming to do is to ignite passion and create a core desire for further study.

What about scholar age youth, or households with multiple phases present?

Well, I would definitely have scholar age youth participate in everything that I’ve already mentioned..

but now I would also have them begin to pull quotes line by line; to glean the understanding and also to search for application to life.

For example, in “A Midsummer Night’s Dream” was Shakespeare accurately quoting Athenian Law?

Was Eageus overbearing, or was he, as a father, protecting his daughter from what he knew to be inevitable?

We know historically that this play was performed in front of the Queen at a wedding, and that it’s about marriage, family, reconciliation and fidelity.

Where do you begin for “You, Not Them”?

First of all, don’t be intimidated by mis-teaching.

Get a good glossary/lexicon to explain the meanings of obscure words.

It is helpful to look at a timeline of world history so that you can see what inspired Shakespeare to write.

For example, the play “The Tempest” was written as he studied accounts of the founding of Jamestown.

These kinds of information are tremendously beneficial when studying his plays.

As you grow in your abilities, read other works and add criticisms.

He really is worthy of lifelong study…

and the more you study, the more you can add to that study.

It is an active methodology that should be in every home.

I can’t thank you enough for your commitment to the Leadership Education community, Angela.

I have worked with every form and level of education, and now with home educators for the last 9 years.

I dearly love working with and inspiring my students.

And inspire you do! I know that my sons feel privileged to just breathe your air!

Well, you’re very kind.   I appreciate you and your time, Teri.

I can’t tell you how much I also appreciate your example of motherhood and willingness to serve individuals that the world often sees as unlovely.

Your fourth son has literally changed students lives.  They adore him!  You are a powerful example of mission and priorities and I thank you.

I feel very privileged to mentor my students and share insights with them.

One last thing…

Don’t use an ugly picture of me or Leadership Education goes out the window and I’m coming after you!

Mrs. Ward, this isn’t even an issue…

There ISN’T an ugly picture of you!

Passionate? Yes.

Ugly?

Never.

photos are courtesy of Angela Ward’s “MacBeth” and “King Lear” performances. Her troupe will be performing “A Midsummer Night’s Dream” on May 13, 14, and 15th, 2010.  The performances are free and a schedule of locations will be available at the FATJEF.

Is there such a thing for a mom?!

We now resume our “shout out” for Love of Learning…

and the profile of Son #4 who’s in it.

And his obsession with LEGO…

which in turn, has spawned an obsession with all things oceanography related…

for now.

“Mom, Manta Rays come in several varieties.”

“Do you think that they are poisonous?”

“Well, I know that at least one variety is.”

“Do you remember Steve Irwin?”

“Yes.  He was the Crocodile Hunter.”

“Yes, and he was doing a special on Manta Rays and was stung.  That is how he died.”

“Son #4, I think that we should look up Manta Rays and get the information that we can.”

“You’ve talked about them a lot lately.”

“Okay!”

Can we sing a round of “God Bless America” for Google here?!  However, when possible…

I love to go to a book as a resource.

They are the backbone of knowledge and a concrete example to a young child.

Son #5: “No one ever asks what I would like to do.”

“Yes, we do.  A lot of the time.”

“Remember?”…give examples.

“Well, I think what I was trying to say then, is that I don’t WANT to study about dumb ole’ Manta Rays.”

“I think that it will be fun.  We can each take a turn reading so you can practice.”

“There will be big science words, though.” ( Still Son #5)

“I am here to help you.”

We go out to the library, which will be discussed in depth and featured later…promise…

for the top two books pictured here.

Right now, the library needs a priest, a canoe, a couple of camels and a lot of prayer to right itself…SIGH.

It’s definitely a work in progress and the focus of much rectifying at the time of this dialogue…

After we’ve made ourselves really comfortable…

and Son #5 has his arms locked in a seemingly permanent crossed position.

Mom: “Wow! I had no idea that there were this many varieties of Manta Rays in the world.  Would you look at that?”

#5 voice “from behind” and muttering…

“I’d really rather not.”

#4: “I’ll read.  Some of these words are big, Mom.”

“Told ya.” ( Do you need a number?!…5)

“Wow, Mom, those spotted ones must live on the bottom in the sand because of their coloring.”

“Yes, I think that you’re correct.  And look at this one, it says that he lives in the center of the ocean’s waters…

where the temperatures are best for his design features.”

“Hey, I can’t see.” #5 moves to where he can see….and adds:

“You know, I already know everything that there is to know about Manta Rays.”

Mom: “Really?”

“Yep.”

Son #4, who’s getting irritated asks, “Okay, how many species are there in all?”

Son #5 assumes deer in the headlights look.

Hey, Mom ( Sons #1-3) we’re leaving for music lessons and taking the car. #2, I’m still needing some help with my Dred Scott arguments, okay?

Mom to Son #5: ” I believe you were asked a question?  Speak into the microphone, Mr!”

Son #5 starts to giggle and then laugh.

Hysterically.

“Okay, ya got me! I don’t know everything…except that some of these are kinda funny looking and interesting.”

Mom: Can you draw me a picture of your favorite one when we’re finished?”

Son #4: ” I have something way better planned!” smiles.

Son #5: runs for colored pencils, paper…smiling.

Son #5: “Hey, Mom!’ yells as he’s coloring…

“Yes?”

“I think that I’m happy now!”

Son #4: “Wait until you see mine!”

Are you all ready?!…

Top side of a Manta Ray

underneath view…

You were expecting something else after the LEGO disclosure that started all of this?!

Better yet, here he is at dinner for Valentine’s Day the other night with his order!

Yes, there was a very detailed discussion of crabs…

their eyes, their claws, their joints, their predators, their food sources, their speed, agility, color, size variations…

you get the idea.

Here’s #5’s finished product…

apparently, if you look closely at the top of the paper…

the number of species was quite impactive…

that’s 300-456, in case you can’t make the numbers out.

Bet he doesn’t “know everything” again…

for at least a couple of days.

If you’ll excuse me…

the mentor is going to go and apply for a spot on either “Jeopardy” or “Who Wants to Be a Millionaire?”…

because I am a plethora of knowledge thanks to #1-#5.

Or, I may study up on schizophrenia…

bipolar disorder…

ADHD

multi-tasking for personal effectiveness…

or the side effects of Xanax.

Today, #4 announced that he is going to look into the logistics of what it takes to build golf courses!

Beautiful.

to bring you a public service announcement!

Much of Leadership Education involves encouraging folks to get their FACE-in-a-BOOK!

TommyMom has just taken “the next step” and has ITS FACE-on-a-BOOK!

FACEBOOK, that is.

Tell your family, your friends, people you wished were your family or friends…or not.

Spread the word!

And sign up to be a part of TommyMom on the Networked Blogs on Facebook by going to TommyMom’s Fan Page.

Thanks in advance!

Today and Wednesday, we’re going to take some time to discuss ( yes, WE…leave a comment, please)…

what a Love of Learner often looks like.

Guess I’m feeling guilty that I’ve “neglected” this phase or something.

This is a phase where many a stalwart mentor can be prone to panic.

Because many of us thrive on being in control…

or at least the illusion thereof.

Son #4 is in Love of Learning.

Son#5 goes back and forth between Core and Love of Learning.

He has issues, if you recall, about being #5…

and not having control over anything or anyone.

So I am a firm believer that his form of control right now is to keep you guessing.

Back to #4.

He is definitely in total Love of Learning.

Many people are thrilled that their kids “are making progress.”

After all, we’ve moved from one Phase into the “next.”

At least that’s how many look at it.

Because we were mostly trained in a conveyor belt methodology…

so we’re looking for anything that “smacks of progress.”

However, Love of Learning is not for the faint of heart!

It takes tremendous faith and trust in the process of Leadership Education principles.

It can often be likened to a supersized superball in a room…

where the door is preferably closed, to assure at least minimal control.

It’s all over the board.

Allow me once again,to make myself vulnerable through an example of what is “all in a day”…

so that you can laugh at someone else’s expense…

rather than cry at your own.

If you’ve been through it…

or are “there” with me now.

This week’s look starts with this piece of information…

Son #4 is addicted to, obsessed/enamored with, in love with…

LEGOS.

They’re everywhere.

On counters…

In the cup holders of the car.

Next to wherever he “is”…

or has been.

If you’re really lucky…

they make their way into your instep…

in the middle of the night.

OUCH!

LEGO has just released a new line of sets in this theme…

For about a month now…

Here is the content of 2 in 3 conversations…

including, in italics many of the side conversations or distractions also going on…

“Mom?”

“Yes, son.”

“Have you heard of the Lost City of Atlantis?”

“Why yes, I have.”

“Do you think that it was real?”

“Well, it was actually based in Greek Mythology, which is…”

Son #3: “Did someone say Greek Mythology?  Man, I’m really getting into it.  It’s amazing stuff, very interesting”

“Well, Mom, do you personally think that the city was real?”

“Well…”

“Because I was on the LEGO website watching a neat video that they’ve made about it that goes with the new sets.”

“Mom, you do know that I’m going to need the car, right?” This is Son #1, with his eye line barely above an in-hand Great Book he’s reading…

“Why do you need the car, Son?”

“Remember, I told you…”

“What are you reading, Son?”

“Rabelais for a class with Dr. Brooks.  This guy is really odd.” Walks off while reading.

“Mom, would you like to watch the video on the LEGO website?  It’s only twenty minutes.”

“Sure.”

“Mom, I think that I would like to deep sea dive.”

“Deep sea divers have to have training.  I looked it up.”

“Did you know that when an octopus squirts ink he’s defending himself?”

“Son #1 watched a documentary with me on the life of Squid and Octopus species.”

Wanna bet?  He was probably reading Rabelais when you weren’t looking!  I know him!

“They just announced on the news that the aquarium has a male and female octopus that have mated.”

“They’re anxiously waiting for hundreds of babies!  I’m going to follow this story.”

“Hey, Mom, do you think that later this afternoon, you could work with me on my brief regarding the Dred Scott decision?”, asks Son #2.

Xanax, anyone?

to be continued…

Welcome back, Dr. Brooks.  You know as much as I love to tease you, I can honestly say that I love to be mentored by you as well….well, most of the time!  Your consistent, hard work over the years has certainly paid off.    When you begin to talk about history, it is interesting, engaging and thought provoking.  I know that many people ask, “Where do I begin?”

I also happen to know that the feeling of “overwhelm” is pretty daunting.  You are offering classes right now  that  are geared to busy people that would like to begin “somewhere.”  Would you mind telling us about them?

It used to be commonplace for a large portion of American households to own a set of Great Books.  This way, people could read and at least comprehend the great works of history; based on segments that were found in this wonderful set of literature.  Today, it is not at all uncommon, when you are fortunate to come upon a set, to be the first to actually crack the pages open.  It has been proven over and over again, that when people know history they are very difficult to enslave.

What we do in the Great Books Courses, is take a three week period of time, where the students read and then we discuss what we’ve read.  It really is beneficial because you have the opportunity to write a bit as well; but there isn’t the pressure of a full blown college commitment.  I invite you to research the Great Books a bit, as they are amazing.  They represent 3,000 years of continuous thought, took 8 years to produce and represent 400,000 man hours of research on each topic!

The idea is to take them volume by volume and study them together so that we all benefit from their wealth.

I know that for the $75.00 investment in each class, you simply can’t parallel the value.  My family has benefitted tremendously from this opportunity and continues to do so.  The non-threatening environment, group discussion and accessibility of you as the mentor, make them, in my personal opinion worth four or five times as much.

And you really don’t have the chance to get overwhelmed!  They’re three weeks in duration.  You can simply take the little break and move on to the next one!  Also, the intimate class size of 15 people is really rare.  You have a winner, that’s for sure.

Well, I appreciate that.  I love what I do and enjoy walking this path and process with the students.  It’s always beneficial to glean again and again from these works.

We so appreciate your willingness to do it.  Liberty and Freedom are depending on it.

Will you talk for a minute about why you feel community is so vitally important?

I would love to.  Right now, I’m covering the country on this very issue.  Sadly, our nation is in a decline.  No government agency or hall of government can fix this.  The people residing there no longer have the capacity and the world knowledge that is needed to solve our problems.  In fact, the only way to solve this problem, is to work on yourself, your marriage, your family, your community.  When community, which is a vital microcosm can work and be strengthened, it becomes the saving grace of a nation.  We, as a people, have got to stop looking to someone else to save us. From community, flow the qualified individuals to run our governments.  Until we start stepping up, it’s unrealistic to expect something better than the people to represent them!  After all, it’s from communities that these people come!

You simply can’t blame the people in government today for poor performance.  They are nothing more than a reflection of us. We need to take the responsibility on ourselves and hold ourselves accountable for putting them in office.

Our communities have to to with everything.  We think of our society as disconnected from the state and federal governments.  When we feel that we are no longer responsible for keeping them from getting out of control, then that is ludicrous!  If every man or woman, in later life , would prepare themselves to be qualified to run or prepare to run for office; we would, at the very least, have a responsible electorate.

That is certainly a lot to think about.  Thank you.

Your keynote address at the Southern California Thomas Jefferson Education Forum, on April 24, 2010, is entitled Teens: Leaders of the New World.

Would you care to expound on this a bit?  I mean, we always hear that “everyone is going to grow up and take their place in society.”

And that statement, Teri, is a bunch of bunk!   Over the next 30 years, I believe that we’re going to be facing a world that none of us understand. It will be a world experiencing both a 4th and a 1st turning. That world has new rules, new requirements, and it will require completely different strategies.

I really firmly believe that the young people of today are the only ones that can lead in this new world.

The world that both we and our parents grew up in is fairly similar.  The world that our kids are growing up in, is completely different.

Subsequently, kids today are very different. I am seeing 20-somethings getting married, shirking concerns for designer labels, money, and material possessions.  They are embracing grounded value systems, family and quality relationships.

This new world to which I am referring, will be led by very specific young people that know who they are, and what they do as human beings.

Their focus is already geared that way rather than towards being some corporate robot.

I firmly believe that my job, for the rest of my life is to help these young people know how to lead into a 1st turning. In doing this, they will be able to give us what the Founders gave us during their first turning.  It will be a unique opportunity within the next 30 years, to establish the liberty and abundance that the founders gave us over 200 years ago.

That opportunity only comes along every 10-15 generations….and here we are.

Thank you for taking the time to be here with us for the past two “days.”  We are really looking forward to having you here again in Southern California.

I’m really looking forward to coming.  And Teri?

Yes, Dr. Brooks?

About the alien picture…

I’m really grateful for your influence, Shanon, but don’t press me…

Good bye for now, then.

Dr. Brooks?  I really don’t say this often enough…YOU HONESTLY “ROCK SOCKS”, my friend!  Thank you for your time!

Descriptions of breakouts are available there, and will also be available by the end of this week, here at Tommymom.com.  Don’t hesitate to register, and also remember that there is a concurrent youth conference.  The cost of a ticket includes lunch!

This is a great opportunity to hear Dr. Shanon Brooks, a pioneer in the Thomas Jefferson Leadership Education field.

We are privileged to begin a two part interview with him today, that will conclude on Friday.

No…I didn’t forget to announce the winners of the Valentine “Feel the Love” giveaway!  Read to the bottom to find out who the lucky recipients are!  And THANK YOU to each of you that took the time to leave comments…

Each and every one is read and appreciated.

Hey, Dr. Brooks!…Thanks so much for joining us here today.  It is always a privilege.  I promise…no alien shots.

Good!  I hope that photo is gone forever.

Let’s not get carried away, okay?  I don’t want to make promises that can’t be kept.

Great.

Seriously…( am I ever 100% serious with YOU, Dr. Brooks?!)  I want to know what brought YOU to Leadership Education?

Man, Teri, that’s actually a great question.  One that I’m not sure many people could answer.

It was an evolving process, actually.  In the late 1980’s, I was a college student in Phoenix, Arizona.  I had recently gotten out of the military and decided to go to school.  I was 28 at the time.  I was attending paralegal school and working for a law firm.  It was a fairly new job.

I was actually the “juice boy.”  I kept the refrigerator stocked, sharpened pencils, and was occasionally the receptionist.

In a pinch one day, they sent me downtown to the law library, loved what I brought back in the way of research, and this instantly became my new job!  It was great…

I got paid $10.00 an hour and they billed it out at $200.00 an hour!

During this time, I had a chance meeting with destiny.  I went to a meeting with Cleon Skousen.  It was amazing.

He was doing multiple meetings in Phoenix; I heard him that one night, and called in sick for the rest of the week so that I could follow him around!

This is where I got exposed to “The Making of America” and “The 5,000 Year Leap”

I became a volunteer for him. The position was actually called a shire.  I would go into homes, do adult education and cottage meetings on The 5,000 Year Leap.  Then I attended a 7 day seminar on “The Majesty of God’s Law”, which is now out of print.

One thing led to another, and around 1989, Youth for America was underway and Oliver DeMille was the director.  The next year, I became the director and Oliver became one of the top speakers.

It was at this time that I relocated and went to work for Cleon Skousen.  I actually worked for Bill Doughty and Cleon was in charge.  There was some great mentoring going on and I was very privileged at that time.  Cleon, Bill, Glen Kimber and the Reverend Don Sills all became my mentors.  We were working under Meadeau View Institute and the Center for Constitutional Studies. (ICE)

During this time, I was teaching like crazy and on the road all of the time.  I’m getting intense training, going to SUU full time, holding down a full time job, and working up at the conference center.

Bill offered to take me on the road, so I was going to school full time and on the road 15 days a month.

Oliver and I continued to do YFA together, and in 1992 made the decision to start a university. The semester we started, I was teaching at George Wythe and in my senior year at SUU!

This was 20 years ago.

Can you tell me what your favorite aspect of Leadership Education is?

That’s easy.  The Four Phases.  Any mentor equipped with the Four Phases, that knows them backwards and forwards, has permission to spend their time being inspired themselves.  In turn, this inspires the student, which allows you to then practice what Leadership Education is all about.

The Four Phases help you to know where a person is, and you can go from there.

If you don’t know the Phases and The Seven Keys, you don’t know what to do.

It is manipulative arts vs. cooperative arts as discussed by Mortimer Adler.

Will you give us an example?

Sure.

The manipulative arts are like a cobbler.  You need materials.  You take a hide, you cut it, you sew it, polish it…

you took natural resources and created a product that is a shoe.

The problem occurs when we take the manipulative arts and try to use them on people, when the purpose of education is for a person to reach their full potential.

The cooperative arts (those are The Seven Keys); can be likened to a farmer or a midwife.

They don’t mess with the nature of what is going on.

They spend all of their time fully understanding the nature and then they cooperate with it.

When kernels of corn are thrown into a hostile environment, some will die, some will be stomped into less than optimum soil, etc.

However, give those same kernels warmth, optimum light and water, a possible greenhouse, and nuture of a natural process…

The corn plant will naturally reach its full potential.

Our job is to understand the Phases and the Keys so well, that we can take whatever gets thrown at us and turn it into lemonade.

We are here to encourage and inspire, not to meddle and fix.

You need to know the phases and keys, so that you can know what the truth really is.

Wow.  You always have such a knack for bringing Leadership Education down to what really matters in a very organic, focused way.   This, in turn, leaves so much room for inspiration and epiphanies. Thanks.

On Friday, we’re going to hear more from Dr. Brooks about his keynote address for the FATJEF, “Teens: Leaders of the New World”, his classes tailored for busy, sometimes overwhelmed people, why the Great Books are…well, “Great” and why community is so vitally important.

I hope you’ll join us.  ~You’ll be glad you did!

The WINNERS of the Valentine’s “Feel The Love” contest are (drum roll, please…) Amy Maus and Tammie Blackmore!  (profuse applause!)

Amy is receiving a copy of TJEd for Teens, autographed by Dr. Brooks,( a noteworthy prize for any fortunate winner), and Tammie is receiving a  three flower design couture headband, created by Lisa of Modbaby.  This great contributor will be spotlighted next month in yet another giveaway, so stay tuned!   Keep those comments comin’!

by people who are just curious about what you’re doing…

and those that are attempting to do it “correctly.”

Age integration with relevance is something that many people struggle with.

Face it, we’re used to being with our peers…

all through the public or private school educational process.

Then BAM!…

We’re out in the “real world”…

where we get to work with people of all ages.

Regularly.

Because society is like that.

It isn’t into having us “line up at the office…”

Or “stay with those that are our age.”

These practices aren’t overly conducive to the “feel” of corporate America…

or day to day living.

I hope that by sharing this post with you today…

you’ll get a small glimpse of how our family has done it.

Not that we’re perfect models.

But we have had really good results.

Which is why I’m on here yacking with you precious people day after day.

I wish to high heaven that you’d choose to respond!

It’s really quite simple.

Go to the bottom of ANY post…

and where the “three little pictures” are…

to the right of them or below them…

is a tiny “comments” in red.

If you click on it…

it takes you to a box where you can leave your thoughts.

Then they will post.

Pretty elementary, huh?

In light of the fact no less that three people have inquired how to do this…

just this week…

I am extending the giveaways until Wednesday!

You can do it…

really.

Hope you’ve “felt the LOVE” this Valentine’s weekend!

A “Family Field Trip to the Lincoln Shrine” as seen through the eyes of TommyMom...

First, you find something really worthwhile to attend.

If you happen to live in Southern California…

the Lincoln Shrine would be one of those things.

And with Lincoln’s birthday being this past week…

coupled with the invitation to attend one of only two events held at the Shrine annually…

this would fall under the definition of “worthwhile” in our family.

Which means, “Head ‘em up, Move ‘em in…RAWHIDE!”…

Sorry, I’ll try to contain myself.

Got swept up in the moment there!

We’ve actually been to the Shrine twice this month.

We’re studying the Civil War this year…

And things that were going on in the world during that time period.

We use a great methodology…

that is a total hand-in-glove fit with Leadership Education.

More on that at the FATJEF with Karen Kindrick Cox.

We won’t discuss how trip #1…

nearly involved a ticket from local law enforcement for Son #3.

Surprise, surprise…

(More on that later.)

Every phase of learning can benefit from a trip such as this.

Knowing the phases and the Seven Keys would be most beneficial.

Having your students/”mentees” know and execute them as well…

is heaven!

Perhaps something to aspire to?…

Fairly soon?

If you don’t grasp those, you have little to aim for…

execution is frustrating and poor.

Here we go:

Scholar and above:  Note Civil War surgical techniques.  Contrast those with the current events in Haiti, and procedures being used there.

How do they compare?  Give specifics, please ( written or oral…just want to “know that you get it.”)

What does Libelous mean?  How would you use this word today, or would you at all?  Comparable adjective?

Do you think that Jefferson Davis was a traitor?  Why do you think he believed what he did and acted upon it?  Could you do the same?

Why is this sculpture so rare?  What is the controversy surrounding it?

It is said that Mary Todd Lincoln was “nuts.”

Many think that she suffered from undiagnosed bi-polar disorder.  What is it?  What do you think her “problem” was?

Could her mental issues, in your opinion, be tied to the deaths of multiple children?  Explain from your perspective.

Her one surviving son eventually institutionalized her for a time.  She never forgave him.

How does this line up with your personal worldview where your parents/family are concerned?

How about your core?  Your core book’s thoughts on honor, respect, tough times and issues?

What do you think you would do, if faced with this choice/personal hardship as an adult child?

Let’s look at “battle gear”, utensils, uniforms…

Converse with the reinactment troops present to gain insight into…

Indispensable gear…

battle strategies, different weaponry.

“Provisions, shelter.”

Love of Learning, Core…

“Meet” Mr. and Mrs. Lincoln…

“See” how he continues to affect even pop culture by watching “his episode” of Star Trek!

“How can YOU “Live Long and Prosper, baby?!”

Look!  Lincoln Logs!

And a cute little girl dressed in period costume to construct them with…GO #5!

Whoa, #4, you’re “thinkin’ it through!”

Nice.

Yes, I can “get a close up of it before someone wrecks it.”

Hardtack anyone?

Notice the “real deal”  in upper right corner, top shelf…why didn’t it ever mold?!?

What is it made of?

What is scurvy and what caused it?

How does hardtack taste?

N…

A-S…

T-Y.

Unanimous vote of where it belongs?

Great “deal breaker” discussion on what it takes to preserve/perpetuate freedom, sacrifices made, whether or not you could deny yourself a well rounded diet, clothing, other seeming “necessities” for the sake of freedom…

and on and on it goes!

Yep!  Just another…

Beautiful day…

In the “Leadership Education Neighborhood.”

this doesn’t even weigh in on the docent discussions, many of whom are veterans of at least one, if not multiple wars!

examples: Sherman’s March to the Sea: Was it a good strategy?  Who else in history parallels his philosophies?  Any of our other generals that you can think of, past or present?

What about the “necessity” of war?  What is it really like to “be there?”

Discussions on the virtues of our leaders during the Civil War…

What would it really take for Robert E. Lee to get through Westpoint without a demerit?  Is it even humanly possible from your perspective?

Life is good!

Hope you got somethin’!

Leave a comment!