I recently had the amazing opportunity to present at a teacher's convention. This particular convention included Christian educators from all over the Great Lakes Region. I presented about World War I and about teaching history with a Biblical worldview. I think I'm supposed to be all calm and professional about it, but can I just say -- THAT WAS SO MUCH FUN!!! I got to talk to teachers and talk about nerdy history stuff and it was just the best! Okay, back to sounding like a calm adult. I would relish any other opportunities to speak to groups in the future should the opportunity arise. 
   Although my presentations weren't specifically about reading books, I had stacks of books to recommend at each. I see immense benefits in students reading across a broad spectrum of genres and topics. Reading allows students to take their education into their own hands and study what they are interested in. Because we all differ so much in personality, it is always difficult if not impossible to find books that please everyone. When teaching 6th-grade reading, I used a method that I learned from Donalyn Miller in The Book Whisper. I assigned a total of 36 books for my students to read throughout the school year. I know this sounds daunting, but here's how it worked. 

• 36 books worked out to one book per week. I didn't assign books, but rather genres. Students had to read 3 fantasy, 3 science-fiction, 6 books of the Bible, 3 realistic fiction, 4 non-fiction, 3 historical fiction, 3 classics, 2 traditional literature, 2 mystery, 2 poetry, and 5 of the genre of their choice. 
• Students were given time to read during class multiple times each week. This would not give them all the necessary time to do the reading, but it significantly helped. During this time I would read with them. Sitting there quietly absorbed in whatever book I was reading, I modeled reading behavior. Sometimes I would be angry with what I was reading, sometimes I would look sleepy and have to move to focus my attention, and sometimes I would read quickly with concern. Then we would talk about how we felt about what we read. I would not quiz them about it, but more as a discussion using the language we of literature. "Did you get to the inciting moment yet? The climax of that book comes so late in the story! Isn't she the BEST antagonist!?"
• After reading a book, students would turn in a reading response, not a report. Based on their responses I could generally tell whether or not they had read the book. We also discussed and read our books in class so if a student was without a book or had nothing to report it became clear that they were not reading. They would turn in their reading responses and I would either pass them with a seal (the animal) stamp (the seal of approval) or ask them to redo it with a "You Shall Not Pass" and Gandalf stamp. I created my own responses for Bible reading and altered a few that I found on line. My favorite pre-made responses were these available on Teachers-Pay-Teachers.
• Each student received a reading notebook to keep track of their reading and notes. This was checked and graded each quarter.
• After finishing a book, students wrote the book's title on a strip of construction paper and made a chain that circled the classroom. 

​       There are places for book studies and I'm not denying the benefits of reading together as a class. My classes read short stories together and did book studies that included The Lord of the Flies, Midsummer's Night Dream, and Macbeth. The advantage of letting the students choose their books is that they will like reading more if they are interested in what they are reading. Non-fiction is a huge category and includes a history of football, Undefeated, or a funny history of our language, Much Ado About English, or a historical thriller like Chasing Lincoln's Killer. Motivation to learn grows as students read about things they find interesting.
    I used this method for three years and saw immense success. Pitfalls could arise so it's important for each teacher using this program to consider the definition of success that best matches their goals. My goal was to encourage literacy and get students reading. I had some students that only managed to read 5 or 10 books. I saw this as a win. As long as they noted everything and turned it in they at least got a C grade. (By the way, a C is and is acceptable. I'll write about that another day.) 
     I also allowed and even encouraged students to read graphic novels. Nathan Hale writes fantastic graphic novels in the historical fiction genre. Some graphic novels, such as Snow White, have little to no words but tell a compelling story. I would talk with students and make sure they understood the symbolism and picked up on the literary devices the author employed in the illustrations. Learning to "read" pictures is a very powerful tool especially in this day when images are king.  
       For my class, success equaled books consumed. And did my students consume books! During the 2015-16 school year, I had 52 students and we read over 1,400 books. Below, you can see a picture of our book chain. So that's how I taught reading. I got to read and learn with the students and we all grew. Maybe it isn't for every classroom, but I can't imagine my life without this experience.
​       What was your classroom reading experience like as a middle school and high school student? Comment below and let me know. 

       Today's wonder word isn't unusual or rarely used like spanghew or defenestration, but it is one one of my favorite words so I'll get right to it. 

Today's Words: Curious, Curiosity, Curiously 
       Curious: Three syllables. Pronounced [kyoor-ee-uhs] Adjective. Defined by the OAD as eager to know or learn something
       Curiosity: Five syllables. Pronounced [kyoo r-ee-os-i-tee] Noun. Defined by the OAD as strong desire to know or learn something
       Curiously: Four syllables. Pronounced [kyoo-ee-uhs-lee] Adverb. The adverb form of curious. 

       Curiosity is often associated with the young because children tend to ask a lot of questions. Sometimes parents bemoan this as a frustration because the timing of the questions can be frustrating. In our house, bedtime always seems to produce deep theological questions. Instead of looking at children's questions as frustrating, we should recognize that curiosity is a powerful thing. Albert Einstein said, "I have no special talent. I am only passionately curious." I would argue that he was particularly talented, but I think the point he was trying to make is the curiosity drives learning and growth and he had a lot of curiosity. 
       Why is curiosity so important? Well, without it we accept our life as it is. That is not to say that curiosity breeds discontentment. Curiosity asks questions and seeks answers about how the world works rather than lamenting over one's current state.  Alice's curiosity is what leads her though Wonderland. Had she been scared or disinterested she might have curled up in a ball of terror instead of continuing to explore. Curiosity encourages contentment because it occupies the mind with thinking and removes boredom. I've noticed that people (kids and adults) who are easily bored are often not very curious individuals. Curiosity gives the mind a place to go when the body is stuck in one place. Why is grass green? Why are there so many people working in this restaurant's kitchen? Who buys all the Spam at the grocery store? Why do birds move like that?
       Curiosity breeds wonder and wonder is a fantastic feeling. After reading Quackery, a book about the history of medicine, not only was I more curious about the history of medicine I was also left with a sense of wonder that any of us have survived to the year 2019. After reading Consider the Fork, I was left curious about the history of other household objects and in  wonder of the simple innovations that make my life what it is. In How Children Succeed, Paul Tough argues that curiosity is a powerful motivator and an indicator of future success. High marks on report cards indicate an ability to follow directions (which is good) but a strong sense of curiosity is an indicator of future success (even better). 
       Experts in listening and conversation will state all kinds of ways to engage in stimulating conversation. They will tell you to mirror your counterpart's body language and nod to let them know you're listening and a bunch more things to remember, but really, if you're curious about what you're hearing and you are paying attention you will listen well without all the steps. (Here's a great TED Talk to that effect.) 
       So my challenge for you on this day is to live curiously. Live eager to know or learn something. In a conversation with someone who has strong opinions you disagree with? Find out WHY they hold those strong opinions. At a restaurant where your food taking too long to come up? Look at the restaurant design and try to understand the designers choices. On a long car ride? Ask questions about the lives of those you are with. A curious life is always growing and always moving forward. 
       

       One last book recommendation for today is A Curious Mind by Brian Grazer and Charles Fishman. Grazer makes the case that his successes in life have a great deal to do with his curiosity and passion to learn new things from interesting people.

       So, back to the bus. In just the few minutes it's taken to type this, almost 50 people have climbed on and off the bus. A docent inside tells the story of that December day in Alabama and points out the seat that Parks refused to give up. The children inside excitedly vie to sit in the exact spot then skip off happy that they've experienced a part of history. There's even a Scandinavian tour group with professional film equipment filming about it. I have no idea what they are saying but it’s interesting to watch them explore the history of our country. 
       In my research about American women, I've come across Rosa Parks several times. Each time I've read that she is brave because she sat.  When I read this it's felt like something has been missing. There were several people before Parks who were arrested for refusing to give up their seats which made me wonder what was different about their story. They sat. Why don't their names go down in history? 
       Oddly enough the answer came when I was reading the book The Power of Habit: Why We Do What We Do in Life and Business. In the chapter referring to habits of societies, Duhigg explains that Parks was a unique individual because of her character and her community involvement. "Parks' many friendships and affiliations cut across the city's racial and economic lines. She was the secretary of the local NAACP chapter, attended the Methodist church, and helped oversee a youth organization at the Lutheran church near her home. She spent some weekends volunteering at a shelter, others with a botanical club, and on Wednesday nights often joined a group of women who knit blankets for a local hospital. She volunteered dressmaking services to poor families and provided last-minute gown alterations for wealthy white debutantes." He goes on to connect the facts and mentions that the previous riders who refused to move were arrested, but nothing came of it because they were unknowns, yet when Rosa Parks was arrested it caused a ripple through the community. She had invested her time in the community and that community came to her support. 
       But all that community doesn’t explain my discomfort with celebrating Rosa Parks for "sitting." Duhigg, after detailing Parks' community involvement, explained that the former leader of the Montgomery NAACP and a white lawyer named Clifford Durr bailed her out of jail. Community leaders had been looking for a case to challenge bus segregation and with Parks' sterling reputation they believed they had found a worthy cause to take to the courts. Parks' husband was initially opposed to the idea because he knew the danger she was putting herself in. Her husband's warning, "The white folks will kill you, Rosa," was not an empty worry. Threats of violence and death were common for those who dared to alter the status quo, but despite the possible danger, Parks allowed her case to be the rally point for the protests and the boycott. Both she and her husband lost their jobs and received multiple death threats. Yet, she didn't give in and she allowed her case to move through the courts. Eventually, they moved to Detroit hoping to start over after losing so much. 
       There! There it is! Now, I am beginning to understand what was so remarkable about her. She shouldn't be remembered as a woman who sat. She should be remembered for 1.) Her kindness and community involvement. 2.) Refusing to move despite knowing the possibility of arrest or physical violence. (I was told by the docent that the bus drivers often carried clubs or guns to enforce the rules.) 3.) Standing and allowing her arrest to be used in the court case that changed a city and became a major event in the Civil Rights Movement despite the costs. Too often we relegate people's stories to a paragraph and forget that their lives are as complicated and as deep as our own. 
       Rosa Parks' story is one of compassion, community, and courage. She didn't receive the notoriety she has today until much later in her life. In our culture of instant gratification, it is important to share that standing up for something and being remembered rarely happens for those who don't have a depth of character. We need to remember that standing for what you believe in is not easy and will likely not lead to fame and success, but doing something because you believe it is the right thing to do may just change the world. 

Rosa Parks visited the Greenfield Village in 1992. These photos are of her at the Mattox House.

        Last week in my post about summer break, I emphasized that school does not have a monopoly on learning. Summer can be all about the best kind of learning. The kind of learning that expands the mind. The kind of learning that leads to interesting places and people. The kind of learning I hope Logan will continue with for the rest of his life. 
       There are two parts of our summer bucket list this year. I want to visit some interesting places and try some fun things with Logan, but I also want to work organizing some areas in the house, improving math skills, and  strengthening language skills. When considering academic work over summer break, I like to think of it as bonus time. We had too much homework for me to add on more during the school year so summer is the perfect time to learn a few things that will help with next year. I also want to play some fun games that teach as we play such as the periodic table battleship and the Pringles ring.
       The second part of the list is all about the go. I'm currently obsessed with my National Park Passport book and I want to collect several stamps available in our area. Detroit is part of the Motor Cities National Historic Area so several museums offer the National Park Passport stamp. On the list below, the areas with the available stamp have the green letters next to them identifying what they are. (Key below). Will we make it to all these places? Absolutely not, but we will have fun trying and often we get to them during days off school and weekends.
       Without further ado, here is the Gies 2019 Summer Bucket List. 

Visit Niagara Falls
Visit Theodore Roosevelt Inaugural NHS
Take piano lessons
Visit Whiting Forest
Clean out guest room closet
Visit River Raisin NBP
Visit Derek 
Study Men and Women in the Word with She/He Reads Truth
Learn about the law of diminishing returns with ice cream
Visit Cranbrook Gardens
Go to a baseball game
Make milkshakes
Host a class party
Day camp at the Henry Ford
Visit Stahls Automotive Foundation NHA
Ride bikes to downtown Rochester
Family game night
Pick Blueberries
Visit the Edsel Ford House and Gardens NHA
Play the license plate game
Visit Cambridge Junction Historic State Park NHA
Build an egg drop
Visit the Detroit Zoo
Read and complete Big Life Journal
Visit the Toledo Zoo with Fougeres
Watch fireworks
Family movie night
Visit Caseville
Star gaze
Memorize the definitions for the parts of speech
Visit Sleeping Bear Sand Dunes NL
Jackson Pollock Painting
Visit Yankee Air Museum NHA
Play periodic table battleship
Visit the GM Renaissance Center NHA
Build a LEGO fortress
Visit Meadowbrook Hall NHA
Visit Michigan Military Technical & Historical Society NHA
Make a Pringles Ring
Nerf Games
Plant giant sunflowers
Read a biography of Bob Ross
Finish London puzzle
Visit the Detroit Historical Museum NHA
Finish toy puzzle
Visit the Detroit Institute of Arts NHA
​Memorize times tables
Read Treasure Island

We're ready to grow and go!​

      Confession: I have been working on this post for a few days now. I planned to talk about the word hubris, and maybe I will someday, but after reading and writing for several hours, I have decided to go in a completely different direction. Has that ever happened to you? I thought I knew what I was writing about but as I studied and thought I realized that the material was diverging from my original thoughts. This feeling, though somewhat discombobulating (another great word), is what I love about learning. I was not incorrect in my original direction, but the opportunity to learn something new took me down an intriguing path. Come walk with me. 

      My grandfather was an artist by trade and along the way, he collected some interesting books about art. One of them is called Shepp's Photographs of the World. The copyright is listed as 1892. The good old days of 1892. Everything was better back then. Well, maybe not everything.  There were no antibiotics. The country treated people of color with the understanding that they were lesser citizens. The life expectancy was 48.4. But it was an exciting time. Things were looking good for the United States. Grover Cleveland was fighting the spoils system and we were had not yet fought in the Spanish-American War so there was no need to, "Remember the Maine." The country was healing from the Civil War and figuring out a new path as a united nation. Rapid changes in the world filled people with wonder and optimism. The Bessemer process had revolutionized the steel making process and railroads were connecting people in ways that had previously seemed unimaginable. The publication date is almost the end of the Gilded Age, which I just learned because I Googled it, was named that because it looked like a Golden Age, but things underneath were less than perfect. (Thank you Mark Twain and Charles Dudley Warner for that excellent description.) Side note: I had learned that it was the Gilded Age but never grasped the meaning behind the term. Interesting.

Today's Word: Limn
One syllable. Pronounced [lim]. verb. Defined in the OAD as to depict or describe someone or something in painting or words. As I said, this word wasn't my first choice to write about, but as I was writing about Shepp's Photographs of the World I was quoting from the preface and came across this word which I had never taken the time to look up. Let me continue with my explanation about the book and you'll see the word come up in context. 

       My favorite part of Shepp's Photographs of the World is the preface. Most of the book is photographs of monuments, cities, and natural landmarks. There are some photos of famous works of art. The premise as explained in the preface is that few people will ever be able to travel around the world and see all the wonders it has to offer and even if they can travel, they won't make it to all the places to see all the things. 
        ". . . a trip around the world, in the literal sense, would reveal to the traveler only a portion of its scenes of interest. Many of its greatest wonders lie off the line of circumnavigation and require to be reached by special journeys. To really see the world, one must explore it, seeking out spots to the north and south at every stage of the voyage " They mention that a newspaper reporter outdid "Mr. Phineas Fogg's famous flying voyage of eighty days," but continue on saying that a trip at this pace leaves little time for any sightseeing. The preface continues, "Fortunately for the public, the perfection of the art of photography . . . have rendered it possible to bring the whole world home to anyone's door in a manner heretofore unknown. The panorama of the world has been limned by the sun to such an extent that there is no longer an excuse for our remaining in ignorance of its most inaccessible or remote marvels. We can surround ourselves, in our own homes, with the scenes which intrepid and adventurous explorers have taken for us, often at the cost of their lives, and visit the great historic sites, the centers of strange civilizations, as well as the habitations of barbarous and savage tribes, without moving from our own firesides."
       Since first reading it, I've loved the part where it says "the perfection of the art of photography" because this is 1892. Photography was far from perfected. But today I noticed that word limned and I realized that they are saying that the sun has allowed for the depictions of these great places. The sun. Because photography is light [photo] writing [graph]. Aaaaahhhhhh!!! Isn't that so cool!?!?!
       Looking through the book I see recognizable monuments, but the descriptions are no longer accurate. For example, on page 159 the Eiffel Tower is described as "being the loftiest monument in the world." In the photo of the Arch de Triumph, there is no Tomb of the Unknown Soldier because that wasn't built until the Great War. The Brooklyn Bridge is described as "by far the largest suspension bridge yet constructed". 
       After perusing the pages and exploring from my house, I remember the admonishment in the preface to the readers of 1892 that there is no longer an excuse for remaining ignorant of the world around them because photography made the world accessible. If the 1892 audience has no excuse where does that leave the 2019 audience? I don't believe that photography or cinematography have been perfected, but they are beyond impressive. Most of us have access to the world at our fingertips. (If you have access to Google Earth then this is you.) There are also excellent documentaries and shows about the world that allow us so much access to the incredible and awe-inspiring. So as I close today, I give you (and myself) the same admonishment the author gave in 1892 - Surround yourselves with scenes which intrepid and adventurous explorers have taken for you. Visit the great historic sites, the centers of strange civilizations, as well as the habitations of barbarous and savage tribes, without moving from your own home. Travel is wonderful and I encourage it, but a lack of funds to travel does not limit the amount you can expose yourself to the magnificent world around you. 

      Yes, okay. It is very unprofessional and definitely not grammatically correct to use all those exclamation points but this is a whole month dedicated to reading. A whole month! Dedicated to reading and books!!!! That deserves the use of gratuitous exclamation points if ever anything did. Every March, reading month is celebrated in schools across the country. Why March? Well, it's because Ted Geisel, Dr. Seuss, was born on March 2, 1904, and he made significant strides in encouraging children to read. If you want to know more about his contributions I would recommend Dr. Seuss & Mr. Geisel by Judith Morgan and Neil Morgan. 
       Anyway, schools across America will be doing all kinds of different reading programs to encourage reading among the students. Being a dedicated reader, this is a topic near and dear to my heart. When I was a first year English teacher I required the reading of the text book and possibly one outside book, but other nothing in addition. I was often asked by parents, "How can I get my child to read?" As my teaching progressed and I grew as a teacher, reader, and learner, I discovered that motivating others to read was more about leading by example than finding clever external motivations. Here are some things I learned along the way and have helped me grow reading programs and encourage life long learners. 

• Read together. At home, instead of making your child go up to their room and read alone like a punishment, make reading something you do together, them with their reading material and you with yours. Sit with them for 20 or 30 minutes and read with them. A physical book, magazine, or newspaper is best so your child knows you aren't distracted and looking at something else on your phone or tablet. One of the best ways to encourage children to read is to model it for them. Parents get mad that their children don't want to read, but if the parent is unwilling to spend time reading themselves, it sends a very clear message, "Reading is for kids not for grown-ups." While teaching in Romeoville, I was inspired by the Book Whisperer, Donalyn Miller. Her methods challenge kids and teachers to read deeply together. She encourages teachers model reading in front of their students to show them what a reader looks like. I remember thinking as I lay on my couch during the summer that this was a great idea, but when I got to school and it was time for the students to read in class I looked over at my desk and was tempted to use this time to get some papers graded so I could go home early. I gulped hard, told the students we were going to read for 15 minutes and picked up my book. I will never forget the looks on their faces as they realized with surprise that I was going to read for pleasure along with them. As the year progressed, we talked about the books we were reading and I read as many of the books they recommended as I possibly could. Their behavior and interest in reading was always much better when I was reading along with them.  It was also better when I told them to be quiet so I could focus on my reading. If I said, "Be quiet! It's reading time and you are supposed to be working," the students would continue murmuring and distracting each other. Instead I would say, truthfully, "I really like this book and I'm at a good part. Can you be quiet so I can read?" Every time they would quiet down so as not to disturb me. I still use this method when I'm subbing. It is amazing how cooperative students can be when you tell them you are enjoying yourself in a book. They grow quiet with a reverenced hush and usually try to look in their own book for that kind of connection. During reading time I would allow my class to move to a comfortable spot and curl up with their book. Occasionally, they would mess around and I'm sure not everyone was engaged, but the majority of the class was and we read a LOT of books. That year my 52 students read over 1,000 books! 
• Be honest about reading. It is okay to admit to a student that there are some books they won't like. I was reading through a book once that I refused to abandon because I was so far into it, but it was just awful. As I read it in front of my students, I would happily shut it after the timer ended because I was so happy to be done for the day. They knew I didn't like the book, but was pushing myself to get through it. Sometimes, I would make faces if the part I was reading was upsetting or gross. The students would watch me and ask about what I had read that day, "What happened? Why are you upset?" Often, they would pick up the book and read it after I was finished. Being honest and telling them that not all reading is good is more likely to hook them than guilting them into thinking that all reading is equal and they should never dislike it. I remember one student who told me he hated reading. At the time he had a book on his desk which I knew he was enjoying. I said," What do you mean you hate reading? Aren't you enjoying that book?" He responded, "Yes, I like this, but this isn't a real book," and then he gestured toward his textbook and said, "I hate reading this stuff." I assured him that most all normal people hate reading text books because they weren't meant to be read for high interest reading. Sure, publishers try, but it's an uphill battle to make a textbook something that anyone would call fun to read. I also assured him that he would only have to read textbooks for a few more years. The pleasure book on his desk was the real deal. 
• Discuss the books you are reading with them. According to Jim Trelease in the Read Aloud Handbook, many students don't understand that reading is a lifelong pursuit. They are told to do it by teachers and parents, but don't always connect it with adults and pleasure. Partly because it is generally a solo activity done in seclusion and partly because they just don't think about it. Teacher's posting signs outside their classrooms or telling their students what they are currently reading can make a deep impact on students. It's a type of solidarity that shows the students that learning is a life long pursuit. It says to the students, "Reading for pleasure and personal growth are not only what we tell YOU to do. It is something WE are doing too." 
• Read aloud. Students and children can be influenced to become readers when they are read to regularly. Jim Trelease has a list of suggested read alouds here. My favorite read aloud for babies is The Big Red Barn by Margaret Wise Brown. The words put babies into a trance making it the perfect bedtime story. For preschoolers the best read aloud is The Monster at the End of this Book. I would read this book anytime anywhere. Maybe I'll post a video of me reading it. This is one that my mom read to me and I just adored. As kids get older their interests will drive their preferences, but all stories come alive when read by a dynamic reader. 

       So how will you celebrate reading month? I recommend curling up with a good book then telling someone about it. Here's your challenge. Take a photo of a book that you are currently reading and post it on social media. Tag me! I would love to be part of the reading fun. Let's fill our feeds with encouragements to keep reading and growing. Subscribers will receive a copy of the poster I made for school. Encourage the teachers in your school to post what they are currently reading. We laminated ours so they can be updated with dry erase markers. 
       Never stop learning, Friends! 

       While in Kennebunkport on a church trip as a high schooler, I purchased a funny puppet. It was Lowly Worm from the Richard Scarry stories. Lowly cracked me up and I was a impulsive kid with disposable funds. We had fun with him on the trip even posing him with sites as we drove across the country. After coming home Lowly went into a box that wasn't opened again until Logan was around two years old. ​

       It was love at first sight. Since Logan was two Lowly has been his favorite companion. Watching Logan cuddle wit his worm has been entertaining to say the least. Logan has stacks of Richard Scarry books which have increased his curiosity and reading skills. Over the years Lowly has become dirty and his cloth has worn thin. Last year, we found the Doll Hospital and Toy Solider Shop in Berkley and had scheduled to bring Lowly in for repairs, but it went out of business before we could have Lowly fixed. Logan was crushed. He was heartbroken about Lowly's seemingly irreversible condition. Jason searched the internet and found a shop out in California. For over year we've talked about sending Lowly out west, but Logan wouldn't hear of it. 
       Finally after much convincing and confirming that the nice lady who fixes children's beloved stuffed animals wouldn't do anything to hurt Lowly we have sent him off. 
       This morning my heart ached to see Logan so scared and afraid. He was worried about Lowly getting lost in transit. He's worried about the California wildfires. He worried about earthquakes. He's worried. So we prayed. We prayed that Lowly would return to us safe and sound. We prayed that he would come back good as new and last for many years to come. Then after we prayed, I prayed. I prayed that Logan's prayers would be answered. I know he's just a worm, but if anything happens I'm afraid of how it will impact Logan's faith. He is convinced that God will take care of Lowly, but life experience has taught me that things do not always go the way I want them to. God sometimes chooses not to answer with, "Yes," but how would Logan deal with that loss? 
       "Trust God," is excellent advise and I believe that is true, but it's also hard. God's way is best, but often there are trials associated with that trust. I remember what it was like to love my stuffed animal friends. I didn't have a house full of siblings or tons of friends. The bond I felt with my stuffed animals was strong enough that I still feel emotionally connected to them. As I pray for Logan, I know that it will be alright. Whatever happens. But that is hard. So tonight I find myself praying for a worm and his cross country journey. Lord, I believe, but help my unbelief.

       One of my favorite shows growing up was the A-Team. The falsely accused Green Berets hid out in the Los Angles underground helping underdogs that were being oppressed. Often they would be overtaken and locked up by the bad guys or trapped by some scheme. (Inexplicably, they were always trapped with lots of power tools and fixable equipment.) The leader, Hannibal Smith, would devise a plan and the team would execute it. After achieving victory, he would always say, "I love it when  plan comes together." 
       As a learner, I love it when my reading combines to form a concrete and deeply understood idea. As silly as it seems, I get that satisfied feeling of everything coming together as it was planned to be. Today's word is an example of this coming together of ideas. 
       In my previous career as an English teacher, I was teaching Macbeth and discussing the concept of a tragic or fatal flaw. In Shakespeare's tragedies, the characters have a tragic flaw which is the ultimate cause of their destruction. In the plays we studied, the characters get what they want, but not in the way they saw it happening. Romeo and Juliet want to be together forever. They get that, but their togetherness is in death, not life. Macbeth is ambitious and wants to be above the rest as their leader. At the end of the play, he is raised up, but it is his head on a pike that is raised. As I was teaching this concept, a student said, "There's a word for that." Questioning her I said, "A word for what?" She said that there was a word for a tragic flaw, but she couldn't remember what it was. She had read it in The Fault in Our Stars by John Green. I had read the book myself and but had missed that part. Fortunately, she knew where it was mentioned in the story and I had a copy of the book on my Kindle. We looked it up and, sure enough, found it. The word was hamartia. 
       Around the same time, I purchased the book The Ology: Ancient Truths Ever New by Marty Machowski. It was recommended to me by a friend. The book teaches systematic theology to young children by breaking down the concepts into very understandable ideas with many illustrations. They call things "The Ology of of God" or "The Ology of Christ" instead of Theology or Christology. This helps kids understand and grasp the understanding that "ology" simply means "the study of." One of the "ologys" mentioned is "The ology of sin". I was looking up the actual name of this ology and discovered that it is Hamartiology. 
       At this point, it hit. Sin is our tragic flaw. When I looked up Hamartiology the sources said that in Hamartiology, hamartia is defined more as the missing of a mark, because sin keeps us from missing the mark of God's glory and perfection. (Romans 3:23) But I think that the tragic or fatal flaw definition also makes sense here. I brought this back to my class and we discussed the impact that sin has on us. Although mankind was created perfect in God's image, sin marred that perfection and became our tragic fatal flaw. 

Today's Word: Hamartia

Four syllables. Pronounced [hah-mahr-tee-uh]. Noun. Defined on dictionary.com as a tragic flaw. Today, I challenge you to contemplate your own tragic flaw. The sin that you cannot conquer on your own that only Christ can clean up for you. It can get overwhelming, but praise God that he didn't leave us without hope and offers us salvation from our hamartia. 

I would also like to mention that this discovery was made possible by three things. (1.) The Holy Spirit guiding and directing in my life. (2.) Reading a wide variety of books on a wide variety of topics and reading what the students in my classroom were reading at the time. (3.) A classroom that allowed for expression and curiosity. I allowed the student to question me and my limited knowledge regarding the word for a tragic flaw. I indulged the curiosity of the moment by stopping the lesson and searching for an answer. I came back to them with updates as I learned from The Ology. This all took time away from my original plans, but the impact was much greater than had we just moved on. Shortly after this, a student brought in a page from his Word-a-Day calendar. I still keep it hung on my wall to remind me of the lessons we learned and the joy I felt in teaching those students. 

       This post was published at exactly 11:00 Paris time which is 5:00 am here in Michigan. That is the exact time 100 years ago when men lay down their arms and the world celebrated the end of the War to End All Wars. ​The celebrations were massive as people felt hope and peace that had been missing for the previous four years. They longed for a period of peace and rest after years of anxiety and doubt.

       100 ago less than 35% of the American population had electric lighting. Radio was not yet a mode of communication and people were wondering if cars could ever replace horses. Their lives seem so foreign to us, but in truth we have so much in common. We hate to see the hatred that tears our country apart. We fret and pray while watching fire destroy homes and land. We fear terror and violence. So much has changed and yet, so much hasn't. 
       Before the war, people had faith in humanity and the hope that through science and technology the world could see perfection. The war shattered that illusion. Men shot and killed each other over yards of land. They launched gas attacks and watched as men gagged and suffocated to death. After the war, many suffered from Shell Shock, or what we would call PTSD, but never received any kind of care or treatment. The world embraced the "Eat, drink, and be merry for tomorrow we die!" because there was no point to life. They lost hope. They lost faith.
       With all the reading I have been doing about World War I, it has been really difficult not to get depressed after reading about the atrocities and tragedies. For example - Look at the photo above. Look at those happy joyful people. In 1919, a pandemic flu will come through and 1/3 of the world's population becomes infected and another 50 million people will die. 50 million. What happened to all that hope? How can you find hope in the midst of that?
       But then a verse that we usually associate with Christmas came to mind and I have been meditating on it ever since. Isaiah 9:6, "For to us a child is born, to us a son is given, and the government will be on his shoulders. And he will be called Wonderful Counselor, Mighty God, Everlasting Father, Prince of Peace." If that doesn't fill you with hope than truly nothing will. People do nice things sometimes and I love that, but I don't place my hope in people. They will always fail you, but rather my hope is in Christ.
       The future is coming when War will cease and we will finally know peace. The Prince of Peace will reign and death will be no more. Isn't that something worth celebrating? 

       The poppy is the flower of remembrance. I owe a great debt of gratitude to the many men and women who have served and who are still serving in the military. Thank you for your service and the sacrifice. You sacrifice your comfort, your time, your family, and your lives to see that our nation is protected. Thank you. You are remembered and loved. 

​       I have always been interested in World War I. Usually, people rush over the first world war to get to the more popular and more easily understood second. I'm not sure what it is about World War I that grabs my attention and keeps it, but I find the stories captivating. The impact the war had on our culture is still deeply felt 100 years later. So that's where we are now. November 11, 2018, will mark the 100th anniversary of the armistice that ended the war. On that day there were great celebrations around the world. There was also sorrow in the countries that lost the war and that sorrow would only be compounded by the Treaty of Versailles.  
       Last year, my family discovered a packet of letters that had been collected and saved by my Great, Great Aunt Jessie. She was a school teacher who wrote to her former students who were serving in the war. I've been working to transpose these letters so they can be easily read and studied. (Follow this link to find out more about Jessie and the read the first letter.)
       To commemorate this 100 year anniversary I am currently immersing myself in all things World War I. I am reading about the Red Baron, Lawrence of Arabia, Edith Cavell, Alvin York, and so many others. A few weeks ago I posted about my love of history. When I talk with people who dislike history, I usually perceive that they were taught it from the wrong perspective. I am concerned with the education of anyone that doesn't include a broad study of history because of what that study provides the learner. According to John Green, "The opportunity of studying history is the opportunity to experience empathy." Experiencing empathy for people in the past is what gets my mind racing and my heart pounding. Those people were real. They loved and lost, were hungry and full, they celebrated and mourned. They felt sore and didn't always want to get out of bed in the morning. They worried about their children and loved their friends. Yes, we are all different but we are also all so similar. My favorite kind of history is the history that tells the story of a shared human experience.  By immersing myself in the war, I'm hoping to feel what it felt like to be there in the midst of the crowds celebrating the end of the war, anxious about when my loved ones would be returning home. 
       Over the next few weeks, I will be sharing the text of the letters and poems that were in that packet of Jessie's as well as some posts based on my reading. I am also so excited to be given the opportunity to share information with the students at the school I graduated from and where Logan currently attends. I've got my presentation created and my outfit picked out. (I'm super psyched about the outfit; I'll explain why later.) Now I'm working on getting visuals and preparing a display. 
       If you have any questions about the Great War, if you're looking for book recommendations, or if you would like to see the letters please let me know. 

       I love photos like these because you can see so much personality and emotion. The man on the far right of the large group of men looks like quite a character. Contrast him with the purposeful slouch of the man closest to him. I adore the smile of the man on the far right in the group three. My guess is the man in the middle said something funny right before the camera snapped the photo and he lost it. Remove the uniforms and replace them with modern clothing and both of these photos would look totally normal. Men working together. Men posing and laughing together. This is the shared experience of being human.