Political Science

 

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We were in the midst of text book adoption some years ago when an unexpected snag brought the process to a screeching halt. 

The Social Studies Departments across our district were asked to preview an array of textbooks in the Fall of 1994. Publishers had generously provided sample texts, and we had spent hours perusing different volumes, passing our professional preferences to our Social Studies Coordinator.

Government teachers decided unanimously that they would replace their current text with the same title they had used for some years. They agreed to adopt the newest edition of Magruders American Government; a trusty standard, and the hands-down favorite of 12th grade teachers across the country. Our instructors had ready-made units, lessons, speakers, ancillary materials,, film clips, debate resolutions, etc . . . and only required the newer books with updated factual information. And their task look like a done deal, but it wasn’t.

When presented with the teachers choice the Board of Trustees suddenly balked, viscerally unhappy with the recommendation, and for a reason no one could have predicted.

A tradition in Magruders American Government is placing a photo of the current first lady inside the front cover of the text. Lord, it might still have been Mamie Eisenhower in the tattered old volumes we were replacing. Prentice-Hall, smelling an easy sale, had shipped samples of the new edition, which sent the undertaking careening off the rails. The inside photo was of serving First Lady, Hillary Clinton, and these board members lost their minds.

I taught AP American History at that time, and thought nothing of reordering Thomas Bailey’s American Pageant, another classic. We had used this text for some time, and simply needed an updated edition. However, in light of the fiasco over Magruders, I too, found my text in the crosshairs.

Wearing an understanding, sympathetic expression the district coordinator said I had to prepare a defense of Pageant too, highlighting the merits of the book over others on the market. (Fair was fair, if one book was attacked for fallacious reasons, attack the rest—better optics). And it wasn’t that I minded writing the virtues of the book, I liked Pageant, but I did mind the time the effort took from my classroom. Plus, it was so annoying that I had to jump because Mrs. Clinton had the audacity to be the new First Lady, and our board thought the end days had commenced.

The Trump era has been in the making for quite some time. The politics of 2018 was clearly taking shape as early as the 1994. 

Mixed Emotions

This is a reprint of an earlier post.

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It’s been uncomfortable to watch the media coverage from Louisiana about the removal of General Robert E Lee’s statue in New Orleans. As a life-long student of the Civil War the idea of removing reminders of our nation’s past somehow feels misguided. At the same time, with a strong background in African American history, I fully grasp the righteous indignation of having to see that relic where I live and work. Robert E. Lee’s prominence as the Confederate commander, and the South’s aim to make war rather than risk Yankee abolitionism places the General right in the crosshairs of modern sensibilities. Still, appropriating the past to wage modern political warfare feels equally amiss.

Robert Edward Lee was a consummate gentlemen, a Virginia Cavalier of the highest order. So reserved and deliberate in his career was Lee, that he is one of the few cadets who graduated West Point without a single demerit. Married to a descendent of George and Martha Washington, Mary Anna Randolph Custis, Lee added stature to his already esteemed pedigree. (The Lee-Custis Mansion, “Arlington House” is situated at the top of Arlington National Cemetery. And yes, this General was a slave holder, however he appears to have found the institution distasteful).

When hostilities opened in April of 1861, the War Department tapped Lee first to lead Union forces, so prized were his leadership qualities. But the General declined, stating he could never fire a gun in anger against his fellow countryman, meaning Virginians.

On the battlefield Lee was tough to whip, but he also wasn’t perfect, despite his army’s thinking him so. Eventually, after four years of bloody fighting, low on fighting men and supplies–facing insurmountable odds against General Grant, the Confederate Commander surrendered at Appomattox Courthouse, Virginia.

Meeting Lee face-to-face for the first time to negotiate surrender terms, Ulysses Grant became a little star-struck himself in the presence of the General, blurting out something about seeing Lee once during the Mexican War.

After speaking with General Grant, in a letter addressed to his surrendering troops Lee instructed, By the terms of the agreement Officers and men can return to their homes. . .

But Robert E. Lee’s story doesn’t end there.

Despite outraged Northern cries to arrest and jail all Confederate leaders, no one had the nerve to apprehend Lee. And that’s saying a lot considering the hysteria following Lincoln’s assassination, and assassin John Wilkes Booth’s Southern roots. The former general remained a free man, taking an administrative position at Washington College, now Washington and Lee University, in Lexington, Virginia. It was in Lexington that exhausted Lee died in 1870, and was  buried.

Robert E. Lee led by example, consciously moving on with his life after the surrender at Appomattox. He had performed his duty, as he saw it, and when it was no longer feasible, acquiesced. He was a man of honor. And from what I have learned regarding General Lee, he would have no problem with the removal of a statue he never wanted. Moreover, I don’t believe he would have any patience with the vulgar extremists usurping his name and reputation for their hateful agenda.

This current controversy isn’t about Robert E Lee at all. It’s about America in 2017.

Gail Chumbley is the author of the two part memoir, River of January and River of January: Figure Eight. Also available on Amazon.

I Want My GOP

This post originally appeared in early 2016. Cassandra award?

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A divided national party . . . voices of extreme rhetoric . . . an ugly, contentious primary season. Does this spell doom for two-party system?

Sounds modern, doesn’t it? But the year was 1860, and the party in question was founded by Thomas Jefferson, and shaped in the image of Andrew Jackson: The antebellum Democratic Party.

On the eve of Civil War, the future of the Union appeared in fatal doubt. Political leaders in the Deep South: South Carolina, Georgia, Alabama, Mississippi, and Florida had all but washed their hands of the centrally powerful United States. Adding to the precarious atmosphere, a faction of Democrats in the North promoted a policy to permit slavery into the western territories under the principle of Popular Sovereignty, or direct vote. Others voices in the northern branch of the Democratic Party believed the Southern States should depart the Union in peace. And these pro-secession advocates became the most worrisome threat for Senate leader, Stephen A. Douglas of Illinois, the leading Democratic candidate for the presidency in 1860.

Douglas found himself in a hell of a spot. He fervently burned to lead his party to the White House and save his nation, dangerously poised on the verge of civil war. As the principal heir to Senate leadership, Douglas had spent over twenty years in Congress working to stave off Southern secession, taking over when Kentucky Senator, Henry Clay, the “Great Compromiser” died. Clay had also spent most of his earlier career drawing up one concession after another in a noble attempt to preserve the nation. Eventually the effort wore him out, and Senator Douglas pick up the cause.

As far as Douglas was concerned, slavery wasn’t a moral issue, but a bump in the road. The issue could easily be decided by the good folks migrating west. Douglas believed if settlers didn’t want slavery, they would decline to establish laws necessary for supporting the “peculiar institution.” He was wrong—dead wrong. Slavery had, by 1860 become an issue impossible to solve. And it was here, underestimating the power of the slave issue, that the Illinois Senator imploded his party and his career.

The new Republican Party had formed six years earlier in Wisconsin, established on one central principle—slavery would not extend into the western territories, period. And this new party grew fast. Composed of splinter groups, this now fully unified party maintained that free labor was an integral component of free market capitalism. The presence of slavery in growing regions of the West would devalue free labor, and undermine future economic growth.

Now, don’t get me wrong, these Republicans did not sing Kumbaya or braid their hair. These men did not believe in equality between the races—they were not abolitionists. Economic principles drove their political platform, (Emancipation came later with the transformation of President Lincoln in the fire of war).

For Stephen Douglas the approaching 1860 election meant vindication for his support of popular sovereignty, and reward for his faithful political service. And Douglas was no political hack. He fully understood the solvency of the Union lay in the delicate art of sectional balance, and his ascendancy to the White House as a Democrat would go a long way to placate the Southern hotheads. But this Illinois Senator failed, once again, to fully comprehend the temper of the nation, or of his own party. The era of seeking middle ground had passed—America’s course had been set toward industrial modernity with no place for an antiquated, barbaric labor system.

Charleston, South Carolina, was selected as the site of the 1860 Democratic convention. Chaos immediately broke loose on the convention floor. While Southern Democrats demanded strict, exact language guaranteeing the extension of slavery in the territories, Northern Democrats and those from California and Oregon pushed for Douglas’ popular sovereignty. This tense deadlock forced the latter faction to walk out and reconvene in Baltimore where party business could move forward.

Southern Democrats moved on as well. In a separate Richmond, Virginia convention Southern Democrats nominated Kentuckian John C. Breckinridge.

In Baltimore, Douglas indeed gained the Democratic nomination, preserving his precious principle of local elections determining the western expansion of slavery. Bolting Democrats in Richmond went further adding an absolute protection of slavery to their platform. Middle ground vanished.

Though a long shot, a third faction of the Democratic Party broke ranks calling themselves the “Constitutional Union Party.” I’m not sure what they stood for, but clearly it wasn’t support for Douglas or Breckinridge. Convening in Baltimore as well, in May of 1860, this coalition nominated John Bell of Tennessee.

So what can we make of this 1860 fiasco today, in 2016? If I could attempt a bit of divination I would suggest that the political party that can present the most united front will prevail in the general election. If current Republican candidates continue to employ such wide-ranging, and scorching tones to their rhetoric, and stubbornly defend the innocence of their loose talk, the party may run head long into oblivion, as did the Democrats of 1860. If the roaring factions, so loudly represented by each GOP aspirant goes too far, the fabric of unity will shred, crippling the Republican’s ability to field serious candidates in the future.

Looking at the past as prelude much is at stake for the unity of the GOP. In 1860 party divisions nearly destroyed the Democratic Party, and launched the nation into a bloody civil war. And though Republicans at that time elected our greatest Chief Executive, Abraham Lincoln, the Democrats suffered for decades, marginalized as the party of rebellion. And even the best lessons left by the past are still forgotten in the heat of passion by those who know better. The Democrats shattered their party unity once again a hundred years later, splintered by the Vietnam War, social unrest, and racial strife. This is truly a cautionary tale for today’s splintering Republican Party.

Zealots do not compromise, and leading GOP candidates are spouting some pretty divisive vitriol. Southern Democrats self righteously rejected the national party certain it no longer represented them, and ultimately silenced the party of Jefferson and Jackson for decades. The lesson is clear for today’s Republicans. By tolerating demagoguery, extremism, and reckless fear-mongering in their field of contenders, the RNC may indeed face a similar demise. Now its true that no party can be all things to all citizens, nor should hardened splinter groups run away with the party.

The American public demands measured and thoughtful candidates—and both parties are expected to provide candidates of merit and substance.

We deserve leaders worth following.

As Senator Stephen Douglas refused to recognize that the political skies were falling around him, and his party, the modern Republican Party must not.

Gail Chumbley is the author of River of January, and River of January: Figure Eight a two-part memoir. Available on Kindle

This Land Is Your Land

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Below is a letter that I recently sent to the Idaho Senate. The upper house of the legislature was considering a bill to provide vouchers for private education. My thoughts centered on the role public schools play in ensuring an American identity.

Good Morning,

My name is Gail Chumbley, and I am a retired teacher now living in Garden Valley. Those of us who spent our careers working with children know we always remain teachers, and why I write to you this morning.

Public schools were established in early America as a place where children learned the tools of literacy; reading, writing, and computing numbers. The thinking behind these first American schools was to prepare contributing members of society, insurance for the continuity of the community.  Enlightened self-interest guided public instruction, confident that the future rested in good, capable hands.

During the 19th and 20th Centuries schools spread across the growing nation to continue investing in the future, and curriculums added more courses that created citizenship. History provided a sense of belonging and common cause, while Civics added the structure of the political system, explaining the “how” of active participation. Students pledged the flag, sang patriotic songs, and shared in the remarkable story of our shared experiment in self-government.

Today this common foundation of America is crumbling. With so many choices for education, a crazy quilt of competing curriculums, home schooling, online classes, magnet schools, alternative schools, and private schools increasingly fray the fibers of our shared American experience. And this morning you have the option to approve another blow to all of us , vouchers for private schools.

HB590 has threatened not only legal problems, but ethical issues which concern not only our State but our Nation’s unity. Public schools have historically provided a vital link for students; our children find more that bind them together, than tear them apart. The growing exclusivity of “choice,” has had a dire outcome socially and economically.

As educators of America’s past have recognized, our kids deserve to learn what holds them together as a people, and in that understanding ensure Idaho’s and America’s future are left in steady hands.

Please vote no on HB590

Sincerely,

Gail Chumbley

Gail Chumbley is the author of the two-part memoir “River of January,” and “River of January: Figure Eight. Available at http://www.river-of-january, and at Amazon.com

So Simple, So Basic

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Social media platforms I’ve read lately insist  public schools no longer teach this particular lesson or that particular subject. And since I was a career history teacher, I want folks to understand that that isn’t necessarily the whole story. If your kids aren’t getting what you believe is important, the problem doesn’t lie in the public classroom. But before I delve into the obstacles, I’d like to describe a slice of my history course.

For sophomores we began the year with the Age of Discovery. As part of this unit students mapped various Native Cultures, placing the Nootka in the Pacific Northwest, and the Seminole in the Florida peninsula. Southwestern natives lived in the desert, while the Onondaga hunted the forests of the Eastern Woodlands. From that beginning we shifted study to Europe, with the end of the Middle Ages. In the new emerging era, Columbus sailed to the Bahamas, and changed the world forever. By the end of the first semester, in December, America had defeated the British in the Revolutionary War, and a new government waited to take shape until the second semester began in January.

We covered it all. And did the same for the rest of the material, closing the school year with the Confederate defeat at Appomattox Courthouse, and the trials of Reconstruction. And that was only the sophomore course.

The story of America grows longer everyday, and that’s a good thing. It means we’re still here to record the narrative.

The drawbacks this truth presents? Curriculum writers, in the interest of limited time, have had to decide what information stays and what is cut. For example, pre-Columbian America, described above, was jettisoned in order to add events that followed the Civil War. In short, where we once studied Native Americans in depth, we now focus on the post-Civil War Native genocide. What a message this decisions has leveled on our students!

When I was hired in the 1980’s our school district had one high school. Today there are five traditional secondary schools, and also a scattering of smaller alternatives. The district didn’t just grow, it exploded. To cope with this massive influx of students, administrators reworked our teaching schedule into what is called a 4X4 block. Under this more economical system, teachers were assigned 25% more students and lost 25% of instruction time. We became even more restricted in what we could reasonably cover in the history curriculum. (I called it drive-by history.)

On the heels of this massive overcrowding, came the legal mandates established by No Child Left Behind. Students were now required to take benchmark tests measuring what they had learned up to that grade level. Adult proctors would pull random kids out of class, typically in the middle of a lesson, often leaving only one or two students remaining in their desks. These exams ate up two weeks during the first semester, and another two weeks in the Spring.

If that wasn’t enough, politicians, and district leaders began to publicly demonstrate a great deal of favoritism toward the hard sciences, especially in computer technology. So considering the addition of new historic events, overcrowded classrooms, tighter schedules, and mandatory exams, the last thing history education needed was an inherent bias toward the hard sciences.

Public education was born in Colonial New England to promote communal literacy. Later, Thomas Jefferson, insisted education was the vital foundation for the longevity of our Republic. Immigrant children attended public schools to learn how to be Americans, and first generation sons and daughters relished the opportunity to assimilate. In short, enlightened citizenship has been the aim of public education, especially in American history courses. So basic, so simple.

If indeed, history classes provide the metaphoric glue that holds our nation together, we are all in big trouble. And the threats come from many sides. When our public schools are no longer a priority, open to all, we are essentially smothering our shared past.

Teachers cannot manufacture more time, nor meet individual needs in overcrowded classrooms. And both of these factors are essential for a subject that is struggling to teach Americans about America.

As Napoleon lay dying in 1821, he confessed his own power hungry mistakes, when he  whispered, “They expected me to be another (George) Washington.” Bonaparte understood the powerful lessons of America’s story.

 

Gail Chumbley is the author of the two volume memoir, River of January and River of January: Figure Eight. Both available at http://www.river-of-january.com and at Amazon.com

That Kid in Class

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This piece comes from a former student, Second Lieutenant. Cyrus Cappo, USA, West Point Class of 2017.
It is your right to be outraged, or offended, or annoyed by the anthem protests going on around the country today. And in these days of unprecedented access to the megaphone of social media it is your privilege to voice that outrage to estranged family members and friends from high school and coworkers and anyone else you happen to be Facebook friends with.
“It shows disrespect to the troops!” you might say through gritted teeth while furiously pounding on keys, your heart rate steadily increasing to unsafe levels about men who play sports silently and peacefully protesting their race’s treatment as second-class citizens and a President who reserves more fury for them than actual white supremacists and anti-semites. It would be your right to take such a bold and well-thought out stance, maybe even adding that this “the snowflakes have gone too far, I can’t even be safe from the tyranny of this PC culture watching a football game!”
But maybe, you my hypothetical example, could consider that standing for a flag that means many different things to many people isn’t actually what it takes to support your troops. And shockingly, neither is decorating for the Fourth of July, or sporting neat little patriotic bumper stickers and t-shirts, or even shaking a soldier’s hand to thank him or her for their service.
Bear with me, because I know this is a bit of a stretch, but just maybe supporting the troops means voting for politicians who don’t support never-ending wars without any clear objective, and that actually increase the rate of radicalization and terrorism at the low low cost of over 7000 American lives and the even lower cost of millions of middle eastern civilian lives, while simultaneously destabilizing multiple countries that allow for organizations like ISIS to gain power and a dictator like Assad to gas his own populace. That would be something I could be convinced to be outraged about. Maybe you could donate some of your time and money to organizations that are trying to prevent 22 veterans a day from killing themselves due to PTSD and the complete glut of financial and medical support that veterans receive, or if you own a business, you could even go out of your way to hire a veteran so they don’t become homeless as a thanks for their years of service. Maybe you could write a letter to a soldier who is deployed in the name of protecting, um, something something freedom, or send him or her a care package to make a day that could be their last a little less bleak.
But yikes, that would be hard and inconvenient and require some introspection and research and pure, unadulterated thought, and who has time for that, am I right? Much easier to voice outrage about football players exercising their right to protest, and using their platform of privilege to try and make the country a little bit more equal for all of us. Thank you for your tremendous sacrifice of not watching football this weekend, our country is better for it. Don’t forget to put the flag up and plan your cookout for Veterans Day, I look forward to seeing you the next time you shake my hand to thank me for my service.
Feel free to do any proofreading, this was written in bed and out of total frustration haha, I’m glad you liked it.
Cheers,
Cyrus

The Pitch

Long rows of rectangular tables, draped and decorated, filled the hall. Cellophane covered baskets, revealing festive gifts sat inches apart, attracting hopeful bids from the browsers wandering about the silent auction. Attendees seemed to understand the drill, strolling from basket to basket, pen in hand, increasing the previous bid. And the purpose behind this auction? The IEA Children’s Fund; a statewide account to help Idaho kids with food, clothing, supplies, shoes, and any other need disadvantaged students face.

I squeezed in between colorful, refugee-sewn bags and wallets, and a boxed WiFi yoga program, complete with a mat and ready-to-use internet software. My books sat displayed below eye level, requiring some adjustments to attract possible buyers.

Both “River of January,” and “River of January: Figure Eight” are rich with archival images. However, space limitations left the usual eye catchers tucked in a satchel, under my chair. Though dismayed at first, I remembered that the books have photo galleries inside, and my tactic instantly shifted. “Are you a reader?” I begin. And what’s cool about teachers is that 99.9% told me ‘yes.’ (Of course they are, we teachers are the champions of literacy.) Then I whipped out the photos in book one.

I begin . . . “River of January is a true story, a memoir, that I have written in a novelized style. Here is my main charter, a pilot, who won an air race in 1933. Here he is receiving the winning trophy from actress Helen Hayes at the premier of her newest movie, Night Flight co-starring Clark Gable.” (The listener looks mildly interested. I go on.)

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The girl in the middle, laughing, was his girlfriend, she was a pilot too. On the left is Amelia Earhart, the president of the female flying group called The 99’s.”  (I hear an audible WOW. We’re getting somewhere.)

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“And this girl is the other main character, and she was a show girl, dancer, and actress. The picture is a clip from a 1931 movie she appeared in called Women of All Nations. Not much of a film, but she had a closeup. Oh, that’s Bela Lugosi in the turban.” (Now I hear a ‘that’s amazing.’)

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“Yeah,” I agree. “And it’s only the first book. In book two, he ships out to the Pacific, and she becomes a professional ice skater in a Sonja Henie Ice Show.”

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(I reach for the second book, “Figure Eight.”). Here he is with the head of Eastern Airlines, Captain Eddie Rickenbacker. You know, the WWI flying ace?” Now they want to know the price, and would I take a debit card?

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“Would you like me to sign the books?” They would. And I thank the purchaser, and ask for feedback on Amazon.

What is nice is that all teachers share an innate sense of wonder. My natural fascination with the story easily connected to like-minded listeners among the professional educators circling that hall.

And that’s my pitch. I let the two main characters sell the memoir because they were nothing short of amazing.

Plus I , too, happily made a donation for each book sold to the IEA Children’s Fund.

 

Gail Chumbley is the author of the two-part memoir, “River of January” and “River of January: Figure Eight.” Both books are available at www.river-of-january.com, or on Amazon.