On Watch

One spring I road to Weber State with Herb Patrick and Mr. Smith. As is often the case with Marines, my companions fell to talking about their days of service. I admit I encouraged them; it didn’t take much.

With the humility that truly great men display, Mr. Smith told a simple story. His ship had received a new rescue boat, and it was necessary for the sailors and officers who were to man it to practice its operation and use. They lowered the boat behind the ship and crew members entered the water to simulate the rescue. I pictured them struggling with the unfamiliar equipment, falling into the sea, splashing and diving about the boat, laughing and larking; as I have seen many young men do. It took a long time for the sailors to master their skills, to get the system down, a long time in the sea. Where was Paul Smith, where was our Marine? High above, out of the fun, he was standing guard, rifle in hand, watching for sharks. As I listened to my hero tell his story, I realized that Mr. Smith has never left that deck.

For the past thirty years, he has kept his eye on Layton High, standing ready for the sharks. For twenty five years I have trained and larked in the boisterous sea that is life at Layton High. Long or short, all our service has been the same, we lucky ones, who splash and laugh and learn. All that time, everyday, most often unobserved, Mr. Smith stood watch and shot the sharks. He never sought for glory; but strong and true our hero, our principal, made everything possible.

Mr. Smith, thank you for the long watch, the constant vigilance, the courageous action, and the personal sacrifice that made all the joy, the learning, the teaching, and the living possible; that made Layton High.

In the days of the ancient Roman Lancers, a swordsman who survived the arena and lived long enough to retire, was awarded a symbolic wooden sword, a rudis; given as a token of discharge from service, signifying his release from slavery to freedom.
.

This is a simple piece of wood, rudely but loving carved by a former Lancer. See it as a symbol, and as a symbol it is worth what it stands for. Let it stand for the years you stood watch, for the accomplishments of the hundreds of teachers and administrators, of the thousands of students. Let it stand for lives improved beyond words by your service, let it stand for our gratitude for all you have given in the years on watch, let it stand for Layton High.

Some Thoughts on Education

Those who can do, those who can’t teach, and those who can’t teach - teach teachers.

Last Tuesday, January 19th 2010, I attended a training day for high school teachers in Davis County.

In the PowerPoint slide show and movie-clip-fest, billed as a rip-off of late night T V, these claims flashed up onto the screen:

There are 1.3 billion Chinese,

There are .3 billion Americans,

Therefore: there are more honor students in China than there are students in America.

Now how did they make that leap of logic? What data was presented to give any justification in making such a claim? How does one know there are any honor students in China? We surely can’t trust the Chinese on that one, nor do I think we can trust those who make such unreasoned and illogical claims. This bit of tomfoolery illustrates the flaw in putting one’s faith in anything that appears scientific, but which, in truth, is based on irrelevant or intentionally deceptive statistics

This pseudo- scientific approach continued to concern me as I listened to the lecture presented as the Keynote Address by Ako Kambon. Kambon was a great speaker, who delivered an interesting and truly thought provoking sixty minutes talk; what he said so well did indeed get me thinking.

Kambon’s premise was that we (teachers) are dealing with a different student today than what students once were. Referencing a Michigan University study he claimed that the five top influences on students had shifted and changed since the 1950’s. He gave no explanation of the M. U. study or how or on what basis it came to its conclusions. I have found that, in academia, when researchers begin with an assumption, they are usually able to find evidence to support their beliefs. Here are the claims Kambon expected us to accept on faith, faith in M. U.

In the 1950’s, the top five major influences on students were, in descending order of import:

Home

School

Church

Peers

TV;

by the 1980’s the order had become:

Home

Peers

T V

School

Church.

But then, in the 1990’s, Kambon claimed, there was a major shift. The order of influence became:

Peers

T V

Home/Media

School,

with church dropping off the chart, down to number 10.

By the 2000’s, according to M. U., there was nothing left in the top five but media:

Media (influential in this order):

Videos (TV and Games)

Internet

Computers

Movies

Network TV

First, I challenge these claims. I make no claim to any proper scientific study, but then I don’t believe M. U.’s figures were properly gathered either. Let’s use a little reason, which is what scientists are supposed to do. Consider that school and church are examples of peers, and the family is also a place to interact with peers and much more. M. U.’s divisions of society and influence groups are arbitrary at best, and separating the influence of one group from the other impossible.

Second, Time spent using media does not necessarily equate to influence. How does one compare hours staring at a T V, surfing the net, or downloading music, to a few minutes of interaction with someone who loves you, or a week hiking in the mountains with your “church” leaders and friends.

The study seems to assume that students are mindless automatons, into which morals, attitudes, ambitions, and beliefs can be injected by flashy pictures and rap music. Kids are thinking human beings who can reason for themselves, who recognize right and wrong, and for that matter, can discern quality of information, no matter what the quantity.

One is forced to wonder what group of “students” was used to come to the assumptions M. U. grabbed, and how they determined how much influence a given source had on that group.

I provide an anecdotal challenge: When I related the M. U. claims to my seventeen year old, he scoffed at them. His family life is not typical, but he immediately asserted that family was most important to him. He spends a great deal of time listening to his I-Pod, mostly while snowboarding or climbing, (challenging physical activates requiring much time and effort, any such activates were not even mentioned by Kambon’s reference to the M. U. study) but my student does not seem to be unduly influenced by this media. My boy also does his home work and learns well in his classes. He is planning for his future and looking forward to building a life based on meaningful employment and interests that have very little to do with the media.

Also from my experience: I spend all summer ( nine plus weeks each year) surrounded by students who have pretty much forsaken the media to immerse themselves in service to others, building values, forming friendships, and experiencing nature, (again a powerful influence not even mentioned by Kambon).

By this time in Kambon’s lecture, I was already skeptical. However, his descriptions of corporal punishments administered by his parents had kept my attention. He then made his big shift, his call for action.

His turned his lecture to “Things to Know about Media Impact on the Classroom”. Five things that the influence of the Media had wrought on school.

His foundational assertion was that students could not learn by lecture, the foremost method of presenting information in high school. It didn’t seem to faze Kambon that his condemnation of lecturing was being delivered as a lecture. I find this too often to be the case with those who teach teachers. It is, “do as I say, not as I do.”

He led off with some declarations: (There was a PowerPoint, I think.)

1. Students have a shortened attention span.

2. Students are accustomed to being entertained.

3. Students have remote controls in their heads.

4. Students are accustomed to receiving information faster than we are accustomed to give it.

5. Students are now visual learners.

To his assertions I answer:

1. [Short attention spans] Teach students to and give them opportunity to practice developing longer attentions spans. Don’t take them as they are and adjust down to that stage of ability; drag them up to a better and more rewarding level of learning capacity.

2. [Entertaining] Accustom students to accomplishment, to the satisfaction that comes from doing the difficult and growing. Don’t teach down to them, lift them up. Success is better than fun.

3. [Remote control on the brain] Fine, teach students to keep control. Just because they can turn learning on and off at will does not mean they will. Force them to pay attention and keep their “finger” off the switch.

4. [Faster than I can deliver] First, I don’t really know what this means, secondly if it means what I think it does, that students can learn faster than I can teach; I don’t believe it. Nothing in my experience has led me to believe that pacing should be dictated by what students think they want, nor that repetition, drill, and practice are anything by beneficial to students. Ask any of them who are on a successful athletic team, play an instrument, draw, or snowboard.

5. [Visual learners only] Then cure them of this. How sad it will be if students, conditioned by computer, T.V., and movie screens, cannot learn to read a book or listen to a lecture. Why do we allow them to limit their lives based on the power of a bunch of profit driven multinational companies. Free them to learn on their own in any way made available to them.

Some years ago I saw a cartoon movie about a little robot left stranded on earth after all human life had escaped environmental disaster in a space ship. The film, titled Wally, presents a space ship computer that takes over the lives of the humans it was meant to protect by reducing them to fat, lazy, slugs that can do nothing but float from one meal to the next. Mr. Kambon seemed to want the same for our students.

Kambon rushed to his conclusion: Five to-do’s to save our teaching.

1. Give mental breaks.

2. Don’t be boring

3. Realize that our students are either channel surfing of turned off.

4. Use today’s technology to communicate to students.

5. He never got to five – “the bell rang”.

In retrospect, I critique Mr. Kambon’s action steps as follows.

1. [Mental breaks] Rather than giving mental breaks, a good teacher should increase the mental strength of his students so they don’t break down so often.

2. [Boring] Learning to play the violin is boring, learning to draw, or speak Chinese, or do a back flip on the snowboard may well be boring, but the thrill of real accomplishment that comes from doing hard things after tedious, repetitious, yes – even boring work until one is the master, is truly exhilarating. This is a joy that can never be obtained by those who will not pay the price of tedious effort. Let’s help our students overcome boredom by showing them what is beyond, by giving them the pleasure of learning.

3. [Turned off or channel surfing] Accept this fact, but don’t go off the air. Demand they work or fail. Require them to prove they are tuned in, and let them taste the reward of paying attention. Students must learn that they are the ones responsible for learning. The way to success is to help the student to make the right choice of channels based on long term goals not momentary stimulation.

4. [Today’s technology] Sure, use it, but remember this, students love to be read to, and once given the skill, to read. Students love to be told stories, and students love to write and create on their own as well. Just because teachers have new tools in their kits does not mean we should abandon the tried-and-true. Help students to learn that there is no movie, no video game, no cell-phone app, which can surpass their own mind and imagination.

5. [Nothing] This seems to me to be a fitting summary of all the rest of the lecture.


I left the room conflicted, perhaps concerned; I was an unabashed, and therefore perhaps an “evil” lecturer. I wondered if I were a dangerous dinosaur; dooming my students to failure in their contest against the Chinese.

I headed down the long hall to the library to attend my first “break out” session. It was a student panel discussion on Post Secondary Preparation conducted by Teena Carper, one of our school councilors. Ten to twelve students participated; addressing a room full of teachers, and one administrator. Half of these kids were current high school students taking advance placement or college equivalency courses, the other half were recent high school graduates attending local colleges or universities. They spoke to what teachers and high schools needed to do to prepare students.

Teachers must teach skills – especially better note taking and writing skills.

Teachers must have enthusiasm – “Don’t hate what you do”.

Teachers must come to class prepared to teach.

Teachers must be approachable.

Teachers should not give free time – that’s wasting time.

Teachers must provide classes that prepare students for college. Teach students in a college style class which will prepare students for college. Lecture is what “they” do in college, so teach students how to deal with lectures and give them experience with them.

Teachers must require students to write papers.

Teachers must push all students into more challenging classes. By challenging classes these students meant college prep classes, classes where they were expected to work hard and deal with boring and tedious work in order to learn things that will help them succeed in their future lives.

Teachers must not teach “test specific”, rather, teach students how to learn for themselves.

Teachers must take their job seriously so students can.

Teachers must encourage students to know more about what is going on in the world.

Teachers must tell students why they are learning.

Students should be excited to attend because the class is a place for learning, not a push over.

I left the student panel validated; determined to continue to do my best to be a teacher, not an entertainer or media conduit. I wonder how much money Ako Kambon charged the district to deliver his lecture. More than these students or Ms. Carper did I’m sure. I felt they earned more than he. They surely earned my respect. Kambon was entertaining; especially the line about giving kids “time-out” by knocking them out. But then, I probably won’t try that suggestion of his either.

I attended two more sessions, one on drugs in our schools, one on the state retirement program. It is always comforting to contemplate the number of years my students will be supporting me in my next adventure.

All-in-all, it was a very profitable morning. I am glad that I had teachers who taught me to question every lecture. I appreciate Davis School District for going to the trouble to provide quality presenters, and a wealth of information. I have continued to think about the materials given and grown from the mental effort they inspired. I am grateful to Ako Kambon for stimulating my determination to be a better teacher by doubting the things he presented in his truly challenging lecture.

My View

It was painful to read today’s Standard-Examiner’s editorial attacking Mr. Smith. More than the content, the oft repeated and never substantiated accusations and redundant slurs, I was frustrated by the lack of reason and justice on display in the paper’s view. The Standard may have more readers than the Agora, but that does not mean the paper’s words are reasonable or just.

The editorial begins in a bold print accusation that Mr. “Smith Abused His Office”. What they never do is explain how they came to this leap of logic.

Consider:

1. Justice demands that a man is innocent until proven guilty – the paper’s first paragraph begins “Even if no criminal charges are filed”, and then opine a condemnation of Mr. Smith for something for which neither they nor anyone else has offered any reasonable proof. How unjust!

2. In the second paragraph, the Standard calls the Russian Club an “egregious example of abuse.” I ask why – to make such an accusation they ought to be able to give some reason. They claim $38,000 dollars is “way too much money for a public school’s incidental use fund.” Before this can be a reasonable claim, they must ask and answer these questions: What makes the Standard Examiner an expert on such funds? What is an appropriate amount of money for such a fund? Tell us for what such money should be used. Ask why it might be needed. What do other schools use their incidental funds, however named, for? The paper should ask how much other schools have stashed away and how they use their monies? Could they suggest a suitable name for a incidental account? I think the State of Utah calls theirs a “Rainy Day fund”; my mother got our family through on “pin money”.

3. The Standard quotes Christopher Williams, the district community relations director, as explaining that “other schools’ discretionary funds are garnered through direct donations or soda and candy machine revenues.” Here are some more questions the Standard could ask: Where did Layton High’s discretionary funds come from? Doesn’t the Standard think it would be fair to look into this before they tacitly excuse every other school for raising money to serve their school’s needs, while condemning Mr. Smith for doing the same thing? How much is in each and every other “discretionary fund” throughout the district? Does the amount determine the level of “abuse of office?” Is it OK to abuse one’s office “a little”? What standard accounting procedures were abused by Mr. Smith? Are the “same ones” abused everywhere else?

The attack on the “Russian Club” needs reasoned support. By asking these questions and finding the answers the Standard could give evidence and reason for their claim, but for now they have done no such thing. Until they do, I, based on twenty-five years of eyewitness experience, choose to accept that the money was a carefully gathered, fully accounted for fund that benefited teaching.

The Standard’s opinion piece makes claims about $4,000 raised from graduation ticket sales. Here are some questions they should ask and answer before they can make any just or reasonable charge:

1. Where did the $4,000 number come from? If the money was never deposited, how did the Standard or the district auditor come up with that number? What is the wording in the audit? Who collected the money? Who was supposed to deposit it? Is there any reasonable explanation for why such a deposit was not made? [I will suggest one – it was put in another account.] The district is capable of questioning those responsible for making the deposit; the district is capable of checking the books to see where the money ended up. The Standard should reasonably and justly ask for and report these facts as part of any truthful presentation.

2. If bonuses were given to anyone, how much were they for? Neither the Standard nor the district audit gives evidence that $4,000 was awarded to anyone. Were records kept of bonuses given? What had the employees done to deserve such so called bonuses? Are bonuses for otherwise uncompensated services proper use of “discretionary” funds? Did those who received the bonuses provide necessary support for the successful graduation ceremony desired by the patrons of Layton High? Do other bosses give their employees bonuses? Do bosses who give bonuses always deserve to be fired?

The Standard gives no reason for claiming any amount of money was misappropriated. The editors need to ask and answer basic questions. That is how truth is obtained and justice done. Printing unsubstantiated claims, even identified as opinion, is unreasonable, unjust, and irresponsible.

Maybe the Standard could ask its readers to imagine what they would do to a boss who gave them a bonus after they had put in many uncompensated hours of service. They did suggest another hypothetical.

Then the Standard makes a claim that rotating principals would somehow solve problems. Perhaps they could give some reason for such a claim based on some supportive evidence or argument.

Having given no evidence that Mr. Smith showed any lack of judgment; the Standard opines that he “placed his personal judgment above the specific school district policy.” They give no substantiated example of such “personal judgment” and cite no “specific district policy. This is unjust; it is an example of wrong!

The editors repeat the unsubstantiated claims, but reiteration is not reason.

They do make passing mention of the many in the community who support Mr. Smith. Reason would tell us that his supporters, the people who work with and for him, know far more about his character and this issue than the paper’s seemingly cursory investigation has provided to them.

The paper is correct in implying that nothing in their attack “outweighs all the positive contributions to the education of our youth that [Mr.] Smith has made during his long career.”

The editorial board ends their view with the claim that this fiasco should serve “as a cautionary tale to public official in similar positions of responsibility.” And indeed it should. We should all be afraid that baseless accusations can be used as weapons against our character. All citizens of a free society should be concerned when their news sources fail to ask any questions, find any facts, or demonstrate any reason in launching an editorial attack on those who remain innocent until they are proven guilty.

I hope the Standard-Examiner will take caution from these arguments, and re-earn the public trust by reasoned and just action.

I'm Proud of My Principal

Mr. Smith came back to Layton High just over a week ago. I am sure it was difficult. It’s always hard to come back even from summer break when everyone has been gone together. But to return when everyone else has stayed behind is painful; not knowing how one fits in, wondering what’s being thought and said.

I am aware of the comfort having Mr. Smith presence behind his desk has brought to most at our school. I have received a steady stream of visitors; colleagues, who have never been to my room, stopping by to celebrate the return of our boss. But there came more twisted reports in the newspapers, the release of the audit, and fruitless waiting for the promised support by those who have the public ear and know the truth.

Still, Mr. Smith brought our faculty together last Wednesday, as no one else could, spoke wisely and well, and left the room to a standing ovation of grateful supporters.

The weekend brought more articles in the paper: vague references to possible probes and investigations; unknown, unnamed malcontents sifting again and again through a tiny pile of trash; seeming to work hard to ignore the mountain of good that forty years of service has built. Perhaps, I thought, Mr. Smith is left again to wonder where he stands.

It took courage to be back at his desk yesterday morning, but he was there, and about the school, an example to all who face our own struggles. I don’t know what excellence of character brought Mr. Smith to be the principal at Layton High; but I am sure he has drawn on that reservoir as he has put the bitterness of the few into perspective by the long view of a life of service.

I don’t know what Michael did to become an arch-angel; I don’t know what excellence of character brought him to command the armies that stood against Satan, but the challenges of the last week have reminded me of Milton’s Paradise Lost. Book Six is a play by play of the war in heaven. In one of many battles; armed with God’s own sword; Michael cuts Satan in two:

“. . . but the sword
Of Michael, from the armoury of God,
Was given him temper’d so, that neither keen
Nor solid might resist that edge: it met
The sword of Satan with steep force to smite
Descending, and in half cut sheer; nor stay’d
But with swift wheel reverse, deep ent’ring shar’d
All the right side: then Satan first knew pain,
And writh’d him to and fro convolv’d; so sore
The griding sword with discontinuous wound
Pass’d through him; but th’ethereal substance clos’d
Not long divisible. . .”

Satan’s minions carry his broken body off the field. The next day, the devil is back, stronger than ever; armed with evil artillery:

“ . . . Immediate in a flame,
But soon obscur’d with smoke, all heaven appear’d,
From those deep-throated engines belch’d, whose roar
Embowel’d with outrageous noise the air,
And all her entrails tore, disgorging foul
Their devilish glut . . .”

And Michael goes forth again to face the beast with faith in his ultimate victory.

Long ago I discussed this story with a friend of mine who was serving a mission for his church. He wrote back the lesson he gained from it; explaining that “although evil can never be destroyed, it can always be defeated.”

I see the same example in Mr. Smith’s dedication and willingness to be and serve at Layton High. He continues the support and the example to all that teach and learn there.

Like the guns of the “fallen host”, the newspapers send out their noise and disgorged foulness. A friend of mine, Jeff Curtis, – speaking from the community view point – dealt with the blasts from the press.

The weakness of their presentation, he pointed out, proved they were trying to make something out of nothing. His pointed out that they are not asking the right questions. 1) Where did the money come from? 2) On what was the money spent? 3) Who knew about the funds? 4) Is Layton the only school at which such funds are garnered?

Surely, Jeff argued, being a high school principal must be one of the most difficult jobs in the world; facing the endless agendas of parents, students, teachers, and staff; dealing with the expectations and hungry needs of the district and the demands of the community; doing what is right in an environment rife with conflicting opinions and muddled goals.

This is the job Mr. Smith loves, the job he has done so well for thirty years, the job he did so scores of teachers could teach. And this is the challenge he returns to for the last month of his career, ready, once more to defeat the undestroyable foe. The promises made to Mr. Smith have been unfulfilled, modified, or broken; his determination to go on demonstrates his quality.

Not even Michael faced the Advisory alone. I visited with him for a minute in his office on Monday morning. I wondered if he knew how much support, what strong and determined allies, he has in this fight. I thought about it all day, and late last night, I decided the time had come to go looking for the “host of heaven”.

This morning, with my wife’s help, I made some blue ribbon twists, and headed for the high school. It was my plan to give them to the teachers and staff who supported Mr. Smith. I was nervous. I didn’t know who, or how many, would want to declare themselves in this fight. It didn’t help that the first friend I approached demonstrated some apprehension at wearing his convictions on his shirt. Soon, however, things began to look up. Again and again my question, “would you like to wear a ribbon that says, ‘I’m proud of my principal.’” was answered by an enthusiastic yes. I started out timidly, a few ribbons and pins in my pocket; soon I was giving away my own ribbon and heading back to stock up again and again. By the beginning of class I had run through all the ribbons we had put together. I called home and by lunch I had a fresh supply, many more than my first stash. By the end of the day, my pockets emptied, I had to give my own ribbon away four more times. I heard many positive and heartening things as I approached the great people I work with. I saw their genuine pleasure in supporting Mr. Smith, and listened to their wise and studied defense of his character and gratitude for his leadership and service. My spirits, beaten down by the forces arrayed against the truth, were soaring, buoyed by the sure knowledge that many recognized that truth.

At the end of the day, I stuck my head in Mr. Smith’s office. It was heartening to see our leader, not only at his desk, but with that desk piled with work and chores, service to Layton High.

I hope others will find ways to support Mr. Smith in the days to come. If you need some ribbons come and see me.

Binding the Book - Very Basic Art Lessons

I should have done a “play-by-play” of building the book. I actually sewed the signatures during the Caesar / Cicero Debate Tournament. Two days of keeping kids quiet and myself busy.



Once the text block was together, we added the endbands to protect the pages and the binding. My daughter Alison did most of the sewing; I cheered her on.

As you can see; I left the back cords long and frayed the fibers. These were pasted onto the binding boards along with the hinges and covered with oak-tag to strengthen the spine and to give a smother flow around the spine.

Once the boards were dried I covered the spine with rather heavy black cloth and the rest of the cover with a textured, brown paper I had found.

I placed a cord along the top of a spine to create a protective ridge. It is probably not practical for a book to be kept on a shelf, but seems to be a good idea for a table top book.

Here are some inside views

Placing the ear and the muscles of the face.

Hands – front and back.

To a Marine

I feel that the hardest thing a teacher must do is see the students they have sought to serve go off to war. I received an e-mail from a Marine. I present it here, along with my answer, for your consideration. This hero reminds me of the frightening responsibility of being a teacher. I pray I can be worthy of such a position of trust.

“ Hi Mr. C. In case you don't remember me, I use to be a student in your class back in 2005/2006. I joined the Marines a couple months after graduation. I used to stop by sometimes to have small talks with you. Anyway, the purpose for this quick brief message is that I deploy to Afghanistan in March. And I wanted to know your personal opinion on the war. Do you think it is going to be won? Maybe lost? Or maybe stay a stalemate? After deploying to Iraq and seeing with my own eyes a conflict that has been won where many people said it wouldn't, I think "with time," Operation Enduring Freedom could end up a success. But I need a professional opinion like your own, instead of a truck drivers opinion like myself.”

Dear Marine,

I write with the greatest respect and gratitude. Thank you for your service in Iraq, and now the great price you pay for my freedom and the safety of all those I love. I pray for your safety and success. Please take care of yourself.

I have thought long and hard about your questions. I am humbled and a bit apprehensive in addressing you. You are the one whose experience and sacrifice have earned you the right to address this topic. Still, I will do my best to give you my opinion.

The first thing I want to say, something I am quite sure you know, is that our greatest allies in this struggle are Muslims. It is painful to observe the suffering that many must endure; Iraqis, Afghans, Pakistanis, and many others whose precious lives are lost on the very brink of happiness and success; sacrificing so much that their peoples, their families, and their religion can be free of fanaticism, hate, and fear.

You ask my opinion on the war in Afghanistan. I see it as an important part of a much greater clash between reason and ignorance. The study of history reveals how evil men feed their lust for power by exploiting ignorance and the superstition and hate it brings. We see this in the invading hordes that have swept the world since ancient times, we witness it again in the race driven exploitation of 18th and 19th century imperialism, we are brought face to face with it in an examination of the abominations of Nazism, and finally we experienced it in the compounded genocides, mass murders, and near global destruction, perpetrated in the effort to establish world wide communism.

All these evils were in the end defeated by reason. Civilization has, for the most part, stayed the tide of barbarian invasions; racism as justification for slavery and rapacious exploitation is discredited by all thinking people; Nazism has become a caricature of evil and communism a laughingstock. But it must be remembered that in all these cases it took the sacrifice of soldiers to make it possible for reason to prevail. I was impressed with President Obama’s speech at the Noble Awards in which he said, “A non-violent movement could not have halted Hitler’s armies. Negotiations cannot convince al Qaeda’s leaders to lay down their arms.”

I agree with President Obama. Only the Marines can provide the space for reason. There are two kinds of war – just and unjust. One does not consider the gun of a police officer, acting in the defense of innocence, as equivalent to the weapon of a murderer.

You asked me if I think the war will be won – I do, I believe that the right will prevail. I believe that men are by nature good, and when they are given the chance to think straight, they will reject the rancor of fanaticism. But it will not be easy, and your service is of infinite worth. Without the security you and your fellows provide, ignorance will grow and once more threaten to engulf the world. Please hold on.

Could the war “maybe be lost”? Yes, if America falters in its resolve to hold back those who would drown, in ignorance, the light of reason and truth. I fear those, safe within the borders of America, who seek their own power, preying upon the ignorance of our own people. If the people are not taught the reason for the fight, they may well abandon it, spurred on by the false promise of peace employed by those who seek to dominate.

Maybe a stalemate? I do not think so. The enemies of truth and the reason it enables will not stop until they have won. This is a win or lose cause for right or for wrong. Ignorance will be destroyed or it will cover the world.

I have faith in the human soul, in man’s inborn love of truth, and his divine capacity to reason. I also know that only those with the courage and self-sacrificing charity to defend the right can give space for knowledge to be.

These are my opinions. This I know: I respect and appreciate you, you are my hero.

Thank you,

Wisdom and Justice

Mr. Smith will be returning to Layton High as its principal. I cannot provide any details, but am so glad to be able to share this great good news with all who read here.

I want to begin by saying that my gratitude for and confidence in Mr. Smith know no bounds.

Some years ago I directed the play A Few Good Men at Layton High. It is a story about Justice and Right and the Marine Corp. At one point in the dialoged, two attorneys argue over their support of Marines accused of crimes. One asks, “Why do you love them so much?” To which the other attorney replies, “Because they stand on a wall, and they say no one is going to hurt you tonight.”

I am just a school teacher. I stand in ah of the responsibilities of Administrators. I have always accepted that they should be paid more money than I; they truly earn the money. Many times as I passed through the office on some petty errand, I would see Mr. Smith facing the withering abuse spewed by an angry parent or the bitter disrespect of a spoiled child. (sometimes because of my mistakes) It was ironic indeed, to see the very people who Mr. Smith strives to help, abusing and threatening him. I would pick up my papers and go back to my class room to spend the day doing what I love. For twenty five years, I knew Mr. Smith had my back; Mr. Smith was on the wall for me.

As I have reviewed the information available to me on this situation I have been filled with compassion for Dr. Bowles. I am forced to consider the enormous challenges, the dangers, and the pitfalls he must face. I am most grateful for his courage and ability, his willingness to deal with difficult problems. I can state unequivocally, that Dr. Bowles is deserving of the greatest loyalty and support. He is a wise and man, and a great leader.

Enough people have been hurt. Now is the time to find a way to heal. The goal is still the same; the teaching of students. I am a class room teacher, Mr. Smith and Dr. Bowles are teachers too, in their words and deeds, and by making it possible for me and many other teachers to teach.

To some extent, we must concern ourselves with the opinions of men, but we must not let the opinions of others be the determining factor for our actions. We cannot let those who seek to do so hurt the district, or school, or our students; they cannot hurt us. We must be practical, knowing that, on the level of the ideal, we have already won the argument.

In Need of Support

Last night I had a chance to speak with a representative of the DEA. During the conversation this representative said that he had been told by those in the district office that “They had not received a single letter of support for Mr. Smith from the faculty at Layton High.” From this, they (the district administration) construed that they would have no challenge in reassigning Mr. Smith. I was thunderstruck.

As explanation, but as no excuse, I offer the fact that the faculty at Layton High did not know Mr. Smith needed letters of support. We were told that the “leave of absence” was a routine district procedure related to a routine audit, and that Mr. Smith would be back by Christmas. All of us know that Mr. Smith is, to quote Board President Marian Storey from the Standard Examiner Article of last week, “an honest and decent man.” We also know more, we know he is a great man, the best of bosses, and the best of principals.

I know that 45 teachers signed a petition in support of Mr. Smith that was put together by Ms. Becky Erickson, a teacher at Layton High. This is a large majority of the faculty at Layton. This group signed in spite of the fact that knowledge of the petitions existence was passed strictly word-of-mouth through the school on the Friday morning it was presented to the superintendent. I am so grateful to Ms. Erickson for giving us this opportunity to express our support. I believe more would have signed had they known they could.

I am also aware that another petition, not supportive of Mr. Smith, was sent to the district office. I cannot imagine any of my colleagues who would sign such a thing. However some did. This presents a challenge. In this “post-modern” world, where Political Correctness demands that all things be treated as equal, and in the face of an often amoral attitude by those in power, opinion can be held, by some, as valid as fact. This is a culture in which the grumblings of malcontents can be given the same weight as the word of the finest teachers and the demonstrable and quantitative evidence of Mr. Smith excellence of performance.

We must remedy this.

All who value justice, which I have always defined as decision based on truth, must now write “in support of Mr. Smith.” By Monday the 4th of January, the P. O. Box at the district office must be overflowing with letters of support.

The address is:

Dr. W. Bryan Bowles, Superintendent
Davis County School District
P. O. Box 588
Farmington, UT 84025-0588


Below, I am posting my letter to “the district.” It is an adaptation of a letter I sent to Mr. Smith on October 13th. I felt he needed my support. It had never occurred to me that I would have to prove that support to the district, until now.


Dear Dr. Bowles,

When I first heard that Mr. Smith had been placed on administrative leave I was very concerned, but assurances from the administration that the practice of audit and leave were routine restored my hope and my spirits. I could only imagine the difficulty Mr. Smith had to face, but I drew strength from his example of courage and the quality of his character.

Dr. Bowles, I offer my support for Mr. Smith’s return as principal to Layton High. I cannot thank him enough for everything he has done for my family, my friends, my community, and for me. For twenty-five years I have enjoyed a life he made possible. I have always felt safe and supported in all my efforts, inspired to do my best by the faith he has put in me, and by the sure knowledge that he always “had my back.”

The night I heard of Mr. Smith’s administrative leave I was feeling very downcast, I went over to the Wal-Mart. I was stopped by a parent, who proceeded to tell me how I had influenced the lives of her four children. One has become a history teacher because of me. She told me, her whole family has been made better by my efforts. At the pharmacy desk, a former student smiled and waved as he answered my wife’s questions, and minutes later the young man at the self-check-out machine told me I had been his favorite teacher back in high school. This was one hour of one day of twenty five years of days in the life Mr. Smith has given me.

Day by day, my family’s dreams come true: my eldest son is a rocket scientist, my second a PhD candidate at BYU, my eldest daughter is the Associate Director of Special Collections at the University of Utah Library. Their dreams made possible, made real, by the opportunities Mr. Smith gave me.

That Sunday night, I spoke with a former student on the phone from his new $450,000 home near Washington D.C. That week he attended a prestigious awards ceremony in New York City, representing the Coast Guard and the State Department, where he serves as an officer and a lawyer. He thanked me for setting his feet on the path to such opportunity and adventure. He is only one of many wonderful people I would never have known but for Mr. Smith’s faith in me, and the support he has given me. I thank him for the gifts of gratitude I receive from my students every day.

When I contemplate the thousands of similar opportunities Mr. Smith has given to thousands of others, who, like me, have been blessed by his service and leadership, I am overwhelmed. He is the archetype of a great man. He is my hero.

When I was a young teacher, it hurt me that all my students did not like me. However, I came to consider those who did, and decided that what mattered most were those who did like me. As long as those whose opinions I valued, valued me, the scorn of all others was of only passing interest and no lasting impact. No matter who may challenge Mr. Smith, please know that I will always respect, admire, and appreciate him. I assure you, Dr. Bowles, that there is a LEGION of those who know the undeniable truth of Mr. Smith’s goodness.

With respect,

Delose Conner,
Teacher at Layton High

Address for L. Burk Larsen

Here is the correct address for our new board member, L. Burk Larsen.

L. Burk Larsen

1776 West 2475 North

Syracuse, UT 84075

Peaceably to Assemble

Congress shall make no law respecting … the right of the people peaceably to assemble, and to petition the government for a redress of grievances. (The 1st Amendment to the U. S. Constitution)

On the Davis School District's own Web Page, under the heading “General Duties of the Board of Education”, it states: “The Board has complete and final control over local school matters within the framework set by Utah State Legislature and Utah State Board of Education. The Board acts as a legislative body, determining general policies for programs, care, management, and finance of the district’s public schools.”

In short, in relationship to Layton High – they are our government and we have the right to PEACEABLY assemble to petition them.

Because of the wonderful support of those who have written and petitioned for help, the school board has agreed to consider Mr. Smith’s situation. This discussion will not be at the January 5th board meeting, but because of the efforts of so many, they will take action. There is no guarantee of a positive outcome, but we can have high hopes.

Therefore, this is a continuing call for everyone to continue to speak out and write letters encouraging the school board to act for justice. Let me stress that all of my contacts with members of the school board have been very positive. These people are not our “enemies”, they are our representatives and are willing to redress any just grievances.

I have been made aware of a group organizing to attend the next board meeting. All of us can peacefully and respectfully attend the board meeting on the 5th of January at the District Office Building, 45 E. State Street, in Farmington. Sometimes, silence can “speak” very powerfully. I suggest that all wear a blue lapel ribbon to show support and solidarity. If we can attend, show respect, and demonstrate our resolve to do things right, we will strengthen the board’s resolve to do the same.

A suggestion:

I have had great respect and confidence in the district and superintendent. I am hopeful that the superintendent is wise enough to see there is a way out of this difficulty.

At the Friday meeting the assistant superintendent told the faculty that he could have sent us an e-mail. I hope someone will suggest to the superintendent that he can send an e-mail to the Layton faculty on Monday the 4th of January. He can explain that upon reconsideration, it has been decided to allow Mr. Smith to remain the principal of Layton High until the end of this school year. The district will move forward with selecting his replacement and Mr. Smith will be on hand to facilitate the transition.

I wish someone could explain to the superintendent that such courageous and relatively simple action would increase the esteem in which he is held in the district and the Layton High community. Such wisdom would preempt the difficult and divisive course on which so many are now set and it would facilitate the teaching of students; the purpose for which school districts with their boards and superintendents, teachers, and principals exist.

An Update: There have been over 400 visits to the Agora this week, the two face book support groups I know of now boast over 200 members, and a call this morning to a friend on the school board assured me that they have received many letters. I have spoken with several supporters today, who were preparing to mail their letters today, and have met with people out in the community who are joining the effort. Our snowball needs to continue to roll. We all need to keep pushing.

A Progress Report

I have had contact with the Davis County School Board. They have been extremely respectful and demonstrated great concern for Mr. Smith and his cause.

I congratulate all of you who have acted with decision and courtesy to move Mr. Smith’s case forward in a positive way. I am absolutely confident we have been heard, and will receive a chance to present our arguments to those who can do something about them.

I am reminded of a line from the Declaration of Independence: “In every stage of these oppressions we have petitioned for redress in the most humble terms.” At this stage of our efforts I am 100% certain that HUMBLE PETITION is our best course. The Board is on the side of right, and Justice will prevail. It will be easier to advance Mr. Smith’s return with their support.

Some statistics might be heartening. I have received close to 300 visits to the Agora over the last three days. If a good percentage of these visits have resulted in letters to our School Board, we are surely making an impact. I am aware of two “face book” groups that have also taken up our crusade, and they are growing by the day.

I have communicated with the Smiths. They are heartened and grateful for all of your efforts in their behalf. Mrs. Sandra Smith spoke to all when she wrote, “No matter what happens to us now we will never forget what you have done and these incredible letters that are showing up.”

Some reflections:

In any “fight” there will be opposition. I have discussed before the pernicious rumors and the angry claims made by some against Mr. Smith. This is to be expected. I am aware that there have even been petitions circulated against him. This is to be accepted as part of any disagreement. Four thoughts come to my mind.

First – one cannot act decisively in leadership without offending some. Even as a teacher, as many will attest, I have angered some students. I determined long ago that one cannot base their actions on the whim of the mob or any attempt to gain favor. As a young teacher I wanted all my students to like me best, I soon found that my efforts in their service would anger many and stirred real enmity in some. I realized that I did not have to have the approval of all; I needed only to worry about the attitudes of those whose opinions mattered to me. If the people I respected, respected me, if the people I served were improved by my service, then I was doing what is right. What parent, struggling to do what is best for a beloved child, has not heard, “I hate you!” from the child they love and sacrificed for. A good parent goes on to do what is best for the child. I choose to be judged by the good I did for my students. I would rather be “hated” at the moments I forced them to work and appreciated by them years later when they understand the benefit of what I had forced them to do, than to be their buddy in the classroom, and despised in years to come, when they realized that I taught them nothing. It is the same with all good teachers, the same with a great principal.

Second – we are not involved in building some kind of majority vote, we are not campaigning to sway as many supporters as we can to force by quantity or volume any course of action. We are fighting for what is right and just. This is not a popularity contest, it is an appeal to reason, in the end it must come down to those who have right, reason, and justice on their side.

Third - we may have to deal with many rules and policies along the way to justice, but in the end the right must prevail. Cicero speaks of small “l” law and big “L” Law; laws that are simply the statutes of men as opposed to the Laws of nature and of God. In the end it cannot be emotion, anger, or passion, that determines justice, it must be the truth. The wrong shall fail the right prevail.

Last – In the claims and recriminations that result in this debate, one must step back and place on the scales of justice all the actions of Mr. Smith’s service. Please picture with me Athena’s scales held high above her blindfolded face. Pile with me on the one pan any mistakes Mr. Smith may have made, on the other, place the great deeds of goodness that are the result of his 40 years of service to the teaching of students. This examination of facts is also a function of Justice. If we do this, there will be no question of the rectitude of our position.

We Have Not Yet Begun to Fight

This evening, December 21st 2009, I contacted Mr. Smith. My concern was that I might be doing something which would bring him difficulty. I found that he is grateful for our efforts on his behalf, and he has kindly provided exculpatory information, some of which I will pass on at this time.

It is extremely painful to me that a man I respect so highly, whose leadership and character are above reproach, should have to answer slurs and rumors, but he does.

These ridiculous accusations include such preposterous claims as an affair with his secretary, stealing building materials, and taking school money for his own use. I am ashamed to repeat these lies, even in order to refute them. No one who knows Mr. Smith can have anything but scorn for such spurious claims. The first two lies are beneath contempt or comment, but to those who are ignorant of the truth Mr. Smith replies, “I have not taken any money from Layton High School, nor does this audit show that I have done so.”

It has also been alleged that Mr. Smith protected a teacher who was accused of improper teacher/student behavior. Mr. Smith replies that if there was such a relationship it would be a very serious charge and he would have dealt with it. Mr. Smith affirms that, “I have never knowingly nor would never shield a teacher who is or was wrong. To the best of my knowledge, without being able to check my files, I cannot recall any written complaints against [this teacher].”

This is the sum of the attack against Mr. Smith: innuendo, rumor, and lies. Even as there have been no charges brought against him, so there has been no reason given for removing Mr. Smith as the Principal of Layton High. In fact he has been offered the job of Vice Principal at Bountiful Jr. High. Is the district administration implying they are willing to employ reprobates at “that level”?

An audit was conducted. At the beginning of the audit, the teachers, students, and community were told that it was a routine procedure, and once it was completed Mr. Smith would return. The audit is complete and there have been no charges of wrong doing.

After months of digging, nothing which rises to anything more than misunderstandings.

My review of this information has been painful, but it has increased my resolve to bring our distress before the School Board. Over the past months the extent of financial wrong doing within the Davis School District has become painfully known to all. But there is something far more valuable than money at stake in the challenge Mr. Smith must face. His reputation has been damaged, not to those who know him, but to those who should know better. More importantly, the great fortune which, for decades, has been provided to the students of Layton High has been stolen. The teaching of students has been Mr. Smith’s greatest gift to our community. This treasure is threatened by this travesty. I continue to call upon all who can to implore the Davis County School Board to intervene. They are the only hope Justice has. Authority to administer personnel can be delegated to any hireling they choose, but the responsibility to protect the right, and to defend the teaching of students rests on the School Board and those who elected them.

What Mr. Smith wants, what Mr. Smith deserves, what the students and faculty at Layton High need, is for Mr. Smith to be given back to us for the remainder of this school year. Mr. Smith has already stated his intention to retire after this year. His return would allow calm and order to come back to Layton High. It would teach our students that right and justice are still respected, and that a School Board, elected by the community, can fulfill its responsibilities to represent their interests despite the difficulties of so doing.

Please find links below to letters of support for Mr. Smith.

Mons Peregrenus

Ask a Scientist

Emergency Alert

Emergency Alert:

Cheryl Werven has been replaced on the board by L. Burk Larsen. The address for Mr. Larsen is 1776 W. 2475 S. Syracuse, UT. 84075. Please send copies of your letters to him at that address.

The next school board meeting is on January 5th at 5:30 PM at the District Office in Farmington. I hope to be there and will try to apprise everyone of plans for that night.

Open Letter to the Davis County School Board and More

To Davis Board of Education

December 20, 2009
Dear Board Member:

I am writing you concerning Paul Smith, principal of Layton High. Friday, after school, representatives of the Davis School District office called the teachers of Layton High together and told them that our great principal, Paul Smith, would not be returning to our school. I felt absolutely helpless.

In the painful hours and days since, I have come to realize that I am not helpless, as a teacher in the Davis School District and a citizen of Davis County, I have you to represent and defend me.
I am asking you to please consider the following points: 1) We were told that we could not be told why Mr. Smith was being removed. 2) We were led to believe that he had been offered another administrative position in the district. 3) It was insinuated that he was not competent to run Layton High.

On the first point: That this ultimatum was delivered without justification or discussion at the last hour (actually after the last hour) of the last day of the year was deeply troubling. The people who know Mr. Smith and Layton High best were cut off from any involvement in or understanding of this decision. It was an attempt to render us powerless and force our acceptance of this injustice.

On the second point, if Mr. Smith is “worthy” to be an administrator on the Davis School District, he is worthy to be the Principal at Layton High. This “demotion” was recognized at once as a ploy to force his retirement and usurp the leadership of the high school.
On the third point: The district spokesman truly sounded foolish as he tried to imply that Mr. Smith, who has been Utah State Principal of the Year, a leader of the Utah State Activities Association, and the guiding force of Layton High for over thirty years is only qualified to be a Vice Principal at a Jr. High. Everyone in the room knew that there is not a better principal anywhere than Mr. Smith. That such innuendo could be mouthed by administrators, who have kept their jobs while millions of dollars have been stolen from under their noses over the past decades, was laughable.

We were given no other information. It was troubling that the Superintendent did not find time to meet with the teachers at Layton High; the people who have worked and benefited from Mr. Smith’s leadership and excellence for decades. It is distressing that the lives which have been blessed by his leadership, disrupted by his absence, and that will be greatly altered by his removal were neither consulted nor given the respect of an explanation.

At Layton High, the students are the great treasure we serve, but our job is to teach. Teaching is the purpose of the school and the district. Teaching is done by teachers, and the support of teachers must be the first job of a principal and a district. I am in my twenty-fifth year as a teacher at Layton High. Mr. Smith never forgot that my success was the best way to serve the students. I fear the district administration has forgotten this. I cannot fathom what would drive them to this irrational decision, and beg you, as the one who has the power to help me, to intervene and prevent this terrible injustice and grave mistake. Please either provide reasonable explanations for Mr. Smith’s removal or restore him to his position as our principal. I would be honored to speak at greater length if you need information. Please feel free to call me.


Teacher - Layton High



To the Agora:


The meeting with the assistant superintendent, mentioned in the letter above, left me angry and frustrated. Indeed I felt helpless. Saturday morning I visited with one of the members of the Davis County School Board. She told me she knew little about Mr. Smith’s situation. She indicated that the School Board didn’t have much involvement in personnel decisions. Surely, our elected school board is in charge of these decisions. If they delegate them to the superintendent and his assistants, the final responsibility, and ultimately the authority, still rests with the elected board members. I asked if I could be put on the agenda at the next board meeting. She said that the agenda was drawn up by the superintendent of the district and the president and vice president of the school board. I asked her if she would request that I be placed on the agenda. She said she would, however she did not seem very confident that it would happen. I asked if she could bring up items for discussion during board meeting, if so I would like to explain my feelings to her so she could share them with the board. She said she was only allowed to speak about things that were on the agenda.

I was very frustrated. I explained that I knew that Mr. Smith was a great principal, and it is obvious that those who were pushing him out have some agenda. How could they know so little about our school, and yet make such overpowering decisions regarding it? I reminded her of the many wonderful things Mr. Smith has done in the past, of the success he has led our school to. I told her how wonderful his support has been for my students and for myself over the many years I have worked for him. There were a thousand proofs of Mr. Smith’s quality I could have offered. I left feeling she would do her best to help me, but not confident that it would be enough.

Now I am calling on all who want to see justice done, and Mr. Smith returned to his position, to write directly to the Davis County School Board members. My letters are already in the mail. Below I provide the addresses of all members of the school board. Please give any arguments or testimonies in Mr. Smith support which you can think of.

Here are some thoughts you may consider:

1. The safety in which all Layton students study and grow, a gift of his wisdom and courageous involvement in the life of our school community.

2. The excellence of many programs offered at Layton High, a school with a broad mix of socio-economic patrons who all find opportunity and support. There is no racial tension, no class conflict, all student feel welcomed and supported because of Mr. Smith’s example and leadership.

3. The dedicated and hard working facility which he has selected, trained, and supported.

4. The “learning-first” attitude of Layton High.

5. The vast number of programs available: clubs, A.P. classes, athletic programs, the drama program, debate, music, the shops and science programs, the computer labs. The new library – on and on and on.

6. What ever problems the district can point to - these cannot outweigh the good that Mr. Smith has done.

7. As a teacher at Layton High I know of the unwavering support I have experienced from Mr. Smith. I know he has also supported the needs of students, parents, and the community.

8. There was never a task too difficult for Mr. Smith. He did not regard any program as trivial, but gave as enthusiastic and sincere support to the Anime club as he did to the football team or the school musical.

9. Most importantly Mr. Smith demanded the best from teachers in the service of students. He inspired by example, and demanded by his presence the best of all who work for him. Consider the vice principles who he has trained, at least two of whom are now principals themselves, Clive Dibble, and Dee Burton - now principal of Davis High.

10. It is unconscionable for a district administration, which for years failed to detect or prevent the recent textbook-purchasing scandal without resigning in disgrace, to attack the integrity of the district’s finest principal on any grounds.

We must act within the next week. The next Board Meeting will be the first week of January. Only by acting in this Christmas week can we have a substantial impact.

I am just a teacher, many who may read this have far greater accomplishments to there credit. Please understand that any service you may have received from my efforts were made possible by Mr. Smith’s leadership and support. Please send a letter of support for Mr. Smith to all of the Board members below. Please include your titles and credentials in the letters on the letterheads you send. If every one of the board members were to receive a flood of letters this week, surely it would embolden them to act. Otherwise they may remain in ignorance until it is too late.

When the assistant superintendent announced that Mr. Smith would not be returning to Layton High, he reminded me of the British Captain demanding that John Paul Jones surrender. As a History teacher, I was inspired to answer, “I have not yet begun to fight.” Please join me in this fight.

Mrs. Marian Storey

1370 N Hwy 89

Kaysville, Utah 84037

Mrs. Tamara Lowe

2466 W 650 N

West Point, Utah 84015

Ms. Barbara Smith

965 S 350 W

Bountiful, Utah 84010

Mr. James Clark

318 S 750 E

Bountiful, Utah 84010

Mr. Walt Bain

536 Woodland Dr

Farmington, Utah 84025

Mrs. Kathie Dalton

272 W Golden Ave

Layton, Utah 84041

L. Burk Larsen

1776 West 2475 South

Syracuse, UT 84075

Obama’s Nobel Peace Prize Speech – A Debate?

I found myself intrigued by Obama’s speech at the Nobel Awards. At first I didn’t know exactly why, and then it hit me. I was listening to a debate between President Bush and Jimmy Carter. It was Obama's mouth, but I heard two voices.

(Obama as President Bush) began by asserting that just war is the price of peace.

(Obama as Carter) countered by reading from his precut card by Hobbs – claiming a “dawn of history” when war was a disease or natural disaster, some kind of pre-moral phenomena.

Carter then makes a definitional argument; attempting to cast just war as: 1) a last resort, 2) in self-defense, and 3) required proportionality, insisting American troops in Afghanistan must have their hands tied like the hands of our troops in Vietnam. After all we must make “it” a fair fight for the Taliban.

President Bush counters by going directly to the cause of the wars in which America is justly involved; equating, Islamic extremism to Nazis aggression, and repudiates pacifism by reminding the world that, “A non-violent movement could not have halted Hitler’s armies. Negotiations cannot convince al Qaeda’s leaders to lay down their arms.” Thus, he recognizes the truth found in history and pays, albeit silent, tribute to the liberation of Iraq and Afghanistan. He then goes on to extol the virtues of American military strength and action throughout the past century. He notes the peace and prosperity victorious American armies brought to Germany, Korea, and the Balkans. He does not mention Japan or Iraq, nor does he point out that it was American military might that liberated Norway from Hitler and Quisling. It is the Bush Doctrine of creating peace and prosperity by the spread of freedom.

Then Carter is back. He invokes President Kennedy as the justification for an unusual and painfully relativist view of peace. According to Obama’s Carter voice, Kennedy says, “Let us focus on a more practical, more attainable peace, based not on a sudden revolution in human nature but on a gradual evolution in human institutions.” In what must be a negative counter plan, Obama’s Carter voice calls for a reinterpretation of the laws of nations and war. Wars justified, not by universal truths, not by the Natural Laws that have always determined right and wrong, but based on the opinions of men and states; by something called evolved human institutions. He is willing to bind America, not to natural laws, but to rules of conduct crafted by the likes of NATO and the UN.

Carter then retreats to the political talking point that got so much mileage in the Obama campaign, half truths and manipulation. There is the claim to have prohibited torture, closed Guantanamo, and brought America into compliance with the Geneva Convention.

He then fills the air with more hollow plans and promises. A litany of should-do’s albeit without a single how to: ending nuclear weapons, imposing respect for international law on the two remaining members of the Axis of Evil, and the end of genocide in Darfur, the Congo, and Burma.

Then President George Bush takes the podium. “In some countries failure to uphold human rights is excused by the false suggestion that these are Western principles, foreign to local cultures or stages of a nation’s development. . . Peace is unstable where citizens are denied the right to speak freely or worship as they please; choose their own leaders or assemble without fear.” He piles up the evidence:

1. “Only when Europe became free did it finally find peace.”

2. “America has never fought a war against a democracy.”

3. “Our closest friends are governments that protect the rights of their citizens.”

4. “Neither America’s interests – nor the world’s – are served by the denial of human aspirations.”

Carter comes back: He couples exhortation with painstaking diplomacy, hoping for open doors that will somehow lure repressive regimes down “new paths”.

Then it’s President Bush again; reminding us of real success in diplomacy: He credits President Nixon for lifting the Chinese from poverty and Ronald Regan’s efforts on arms control, (the Star Wars initiative) as empowering dissidents throughout Eastern Europe.

Carter then argues that the solution is access to food, clean water, and medicine which will somehow magically appear if we accept the Global Warming agenda. In order to condemn globalization he seems to lament the loss of racial purity, tribalism, and religious bigotry.

President Bush points out that it is false religion that is used to justify the murder of innocents.

Carter rebuts in to claim that Crusaders did the same.

Bush explains that at the heart of every major religion is the Golden Rule and closes with an appeal to “that spark of the divine that still stirs within each of our souls.”


My Ballot:

I give the round to Obama as President Bush:

1. Just War – President Bush wins with Universal Truth and reason that have always enabled men to tell the difference between just and unjust war, and just war is always justified. President Bush proves that America might has always championed the good. Carter loses both by his retreat to the “evil natural man” position and by claiming that some sort of manmade construct can define right and wrong. This is Marx, Mao, and Hitler talking.

2. U. S. Power v International action - President Bush wins by presenting real examples of American success while Carter’s reliance on international organizations has no support in history or logic.

3. On the Democrat Party talking points – President Bush wins on facts vs sophistry.

a) On the claim that Obama prohibits torture – so did President Bush.

b) On the claim that Obama closes Guantanamo Bay - pure sophistry, moving Guantanamo to Illinois does not close the prison. Moving and changing the name will make no difference to the Haters.

c) On the kowtow to the Geneva Convention. America has never violated the Geneva Convention!

4. Carter’s promises are not substantiated. They are wasted rhetoric, he provides no evidence of any doors to open or any way his dreams will do so even if there were.

5. President Bush’s evidence of the positive effects of America’s just wars are historically supported and irrefutable.

6. Carter retreats into the Global Warming farce but provides no support of climate change or any reasonable connection to it and peace. If there is no climate disaster, there is no value in pretending there is one.

7. President Bush’s condemnation of fanatical religion is based on fact.

8. Carter’s “the Crusaders did it too” is neither true nor relevant. The claims against the Crusaders, now popular in some circles, condemn the Taliban “Holy” Warriors, not the American Heroes who fight for justice.

9. President Bush wins with the Golden Rule – universally applicable, divinely reasonable, and factual.


Déjà vu for me: in the end the whole speech was high school forensics.

Some Figure Art from 2002

2000 found me looking for things to draw, for inspirations, for Masters to copy. I knew that copying the “Masters” has long been a method of art study, so I toured the Museum of Fine Arts at the University of Utah. I tired a sketch or two from some Greek fragments. Perhaps because they were my first, they didn’t please me. I could have been that being just pieces of people they didn’t click with me. I was excited about a small border detail on a painting by no less a master than Poussin. It was a comic head of Socrates. Here are a pair of sketches of it.

The world was still terrorized by 9/11 when I went to the LDS Conference Center to sketch from the Moroni Young's bronzes. They were willing to let me but assigned an elderly volunteer to sit with me. I did my best, althought I felt I was imposing on him. I took his name, and sent a copy of my sketch.

That winter I took a class in Figure Painting in Watercolor. I drove to an gallery and studio down South State in Salt Lake. Those were long, cold, and dark journeys, but I had a skilled teacher and made some progress. Thus began a long string of watercolors from models. I have a great stack of them made over the subsequent years. As I was mainly learning technique I didn’t mind that progress wasn’t overwhelming.

This is an effort from a photo. One does not always have a model, but I have plenty of photo albums.

In the fall of 2002, Kamille Cory opened her studio on 4th South, down town Salt Lake. She started holding figure drawing sessions once a week. I would attend them for several years. Here are some sketches from that first season.

There was a girl in the drawing sessions who was drawing a “comic” strip. She inspired me to try and develop a series of figures to tell stories with. It was my plan to create and master several figures. I copied Da Vichy’s man for a base line sketch, and worked on a head. The more I worked the more I realized I didn’t know enough about anatomy and drawing in general to pull off my dream. I do think the sketches show some promise.

The Whole Book is on the Blog

Very Basic Art Lessons is now all posted at the Agora. Lesson 20 below is the final installment. To see the entire book, in order, go to the Index and scroll down to Very Basic Art Lessons and take the posts as presented. Good luck, and study hard.

Very Basic Art Lessons - #20 - The Foot