tag:blogger.com,1999:blog-8145976401587894142024-03-12T19:05:30.182-04:00Rebel 6 RamblingsThe musings of a husband, father, and retired U.S. Army officer and public school superintendent.David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.comBlogger456125tag:blogger.com,1999:blog-814597640158789414.post-19516517658442127252024-02-19T04:58:00.000-05:002024-02-19T04:58:03.542-05:00Summary of “H_NGM_N: What one says, and doesn’t say, to white educators“<p><span face="Arial, sans-serif" style="-webkit-text-size-adjust: auto; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;"></span></p><div class="separator" style="clear: both; text-align: center;"><span face="Arial, sans-serif" style="-webkit-text-size-adjust: auto; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEjqXk3pfJ36rmdF7SJzv4b7z5oiDbGlKY3TuA1OysqtIevwyZkqC-ZNEfN1AVPGajYtsafgjXqrgwCQzzpvyQto3wHurwYl9Q1UJlpXFbrmxAEY--VwVYn9KjQycVVEd7cTmYUgxZZdNX8-VMoGjAnUxD49XDrg-CnExcTxbJ58FC8nyoaI2fv0yyU-tEA" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="480" data-original-width="720" height="213" src="https://blogger.googleusercontent.com/img/a/AVvXsEjqXk3pfJ36rmdF7SJzv4b7z5oiDbGlKY3TuA1OysqtIevwyZkqC-ZNEfN1AVPGajYtsafgjXqrgwCQzzpvyQto3wHurwYl9Q1UJlpXFbrmxAEY--VwVYn9KjQycVVEd7cTmYUgxZZdNX8-VMoGjAnUxD49XDrg-CnExcTxbJ58FC8nyoaI2fv0yyU-tEA" width="320" /></a></span></div><span face="Arial, sans-serif" style="-webkit-text-size-adjust: auto; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;"><br /><span face="Arial, sans-serif" style="-webkit-text-size-adjust: auto; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Summary of </span><span face="Arial, sans-serif" style="color: #1155cc; font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; text-decoration-skip-ink: none; text-decoration: underline; vertical-align: baseline; white-space: pre-wrap;"><a href="https://kappanonline.org/what-one-says-doesnt-say-to-white-educators-beardslee/" style="-webkit-text-size-adjust: auto; text-decoration: none;">https://kappanonline.org/what-one-says-doesnt-say-to-white-educators-beardslee/</a></span></span><p></p><p dir="ltr" style="-webkit-text-size-adjust: auto; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span face="Arial, sans-serif" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">The essay by Lois Beardslee, titled "H_NGM_N: What one says, and doesn’t say, to white educators," published on January 25, 2021, presents a poignant and critical reflection on racism, privilege, and the normalization of violence in educational settings, particularly through the lens of a Native American educator's experiences in northwest Lower Michigan. Here are the main points:</span></p><br style="-webkit-text-size-adjust: auto;" /><p dir="ltr" style="-webkit-text-size-adjust: auto; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span face="Arial, sans-serif" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">1. Racism and Denial of White Privilege: The author begins by setting the context of her experiences in a region characterized by "white-flight" communities, where discussions on racism and white privilege are vehemently avoided or denied by the white populace, despite overt racist behaviors.</span></p><br style="-webkit-text-size-adjust: auto;" /><p dir="ltr" style="-webkit-text-size-adjust: auto; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span face="Arial, sans-serif" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">2. Normalization of Violence: Beardslee critiques the use of the game "hangman" in educational settings, highlighting how it unconsciously normalizes historic violence against people of color, particularly lynching, and suggests considering alternative activities that do not glorify such violence.</span></p><br style="-webkit-text-size-adjust: auto;" /><p dir="ltr" style="-webkit-text-size-adjust: auto; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span face="Arial, sans-serif" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">3. Personal Experiences with Racism in Education: The author shares her extensive background in education and her struggles with racism, including direct threats and discrimination, which have limited her professional opportunities and forced her into low-status, substitute teaching roles.</span></p><br style="-webkit-text-size-adjust: auto;" /><p dir="ltr" style="-webkit-text-size-adjust: auto; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span face="Arial, sans-serif" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">4. Resistance to Change: Beardslee recounts an incident where she suggested rethinking the use of the game "hangman" to a white teacher, only to be met with anger and resistance, illustrating the broader unwillingness among white educators to acknowledge or address ingrained racial biases and norms.</span></p><br style="-webkit-text-size-adjust: auto;" /><p dir="ltr" style="-webkit-text-size-adjust: auto; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span face="Arial, sans-serif" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">5. Power Dynamics and Silence: The essay delves into the power dynamics in educational settings, where minority educators and students often feel compelled to remain silent about racism and discrimination for fear of retribution or further marginalization.</span></p><br style="-webkit-text-size-adjust: auto;" /><p dir="ltr" style="-webkit-text-size-adjust: auto; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span face="Arial, sans-serif" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">6. Impact on Children of Color: It also touches on the psychological impact of racism and discrimination on children of color, who learn from an early age that they cannot rely on white adults in authority positions for support or protection.</span></p><br style="-webkit-text-size-adjust: auto;" /><p dir="ltr" style="-webkit-text-size-adjust: auto; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span face="Arial, sans-serif" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">7. Systemic Exclusion of Minority Educators: Beardslee discusses the systemic barriers to employment for teachers of color in the region, which perpetuates a monocultural bias within education and discourages minority students from pursuing careers in teaching.</span></p><br style="-webkit-text-size-adjust: auto;" /><p dir="ltr" style="-webkit-text-size-adjust: auto; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span face="Arial, sans-serif" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">8. Personal and Familial Trauma: The author shares personal stories of racial violence experienced by her family, including the lynching of her grandfather, to underscore the deep, lasting trauma inflicted by such acts of hatred and the importance of not trivializing this history in educational contexts.</span></p><br style="-webkit-text-size-adjust: auto;" /><p dir="ltr" style="-webkit-text-size-adjust: auto; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span face="Arial, sans-serif" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">9. Critique of Educational Practices: The essay criticizes the educational system for its role in perpetuating racial violence and bias, both through the curriculum and the behaviors it normalizes, and calls for a reevaluation of teaching practices to better reflect a commitment to diversity and anti-racism.</span></p><br style="-webkit-text-size-adjust: auto;" /><p dir="ltr" style="-webkit-text-size-adjust: auto; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span face="Arial, sans-serif" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">10. Conclusion and Reflection: Beardslee concludes by reflecting on the broader implications of her experiences, questioning the norms that prioritize the comfort and convenience of white educators over the well-being and dignity of minority students and educators, and advocating for systemic change within education to address these deeply ingrained issues.</span></p><br style="-webkit-text-size-adjust: auto;" /><p dir="ltr" style="-webkit-text-size-adjust: auto; line-height: 1.38; margin-bottom: 0pt; margin-top: 0pt;"><span face="Arial, sans-serif" style="font-size: 11pt; font-variant-alternates: normal; font-variant-east-asian: normal; font-variant-ligatures: normal; font-variant-numeric: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Note: After reading the original essay at the link, ChatGPT assisted with organizing my thoughts into this summary.</span></p>David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-82538858212442991272023-10-08T10:14:00.001-04:002023-10-08T10:14:11.926-04:00Primer on The Fourth Turning<p></p><p>A number of years ago, I read the first of two books on <i>The Fourth Turning</i> and was captivated by the theory that originates from the book <u>The Fourth Turning: An American Prophecy - What the Cycles of History Tell Us About America's Next Rendezvous with Destiny</u> by William Strauss and Neil Howe. The authors propose a theory that history follows a cyclical pattern divided into four repeating turnings, each lasting about 20-22 years. These turnings comprise a full cycle known as a saeculum, which lasts roughly 80-90 years. The Fourth Turning is particularly notable as it's a time of dramatic transformation and potentially a fresh start for society.</p><p>Recently, Neil Howe published an update (or extended) version taking into account how the Fourth Turning has likely arrived, along with what we should expect. This primer (for lack of a better description) was written by ChatGPT artificial intelligence and edited by me for clarity. I chose to do so because I frequently mention "The Fourth Turning is Here" in my social media posts related to the current evidence I'm seeing. My hope is you will cruise through this and perhaps borrow the books from your local library or purchase them from your favorite bookstore. Perhaps you might even organize a local or online discussion group.</p><p></p><p>Here’s a simplified breakdown of the concepts and benchmarks involved:</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgdW6DFDK0fi67_vVxBdZVCwTZ3VIN4lwxLTTk0flQ9voLEumi5vxZ-y-NsQaIsiUOuPZ2dY_7XefIzNG7EGQNtIiLWifHEfTGrK6VUE6KJjt2DeirVQipweUQFRPM5DR0O_ZBoO3JpfveyVVCXdvBGdFuzFvhSHRN6XPx8aFTIiXWh19dNv1ZIqblmzzk" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="" data-original-height="450" data-original-width="300" height="200" src="https://blogger.googleusercontent.com/img/a/AVvXsEgdW6DFDK0fi67_vVxBdZVCwTZ3VIN4lwxLTTk0flQ9voLEumi5vxZ-y-NsQaIsiUOuPZ2dY_7XefIzNG7EGQNtIiLWifHEfTGrK6VUE6KJjt2DeirVQipweUQFRPM5DR0O_ZBoO3JpfveyVVCXdvBGdFuzFvhSHRN6XPx8aFTIiXWh19dNv1ZIqblmzzk=w133-h200" width="133" /></a></div>The <b>First Turning (High)</b>: This period is characterized by strong institutions, a sense of collective destiny, and a culture of optimism. It usually follows a crisis and is a time of societal reconstruction and harmony.<p></p><p>The <b>Second Turning (Awakening)</b>: During this time, there's a cultural or spiritual awakening, often led by the youth. Institutions are questioned and individuals start prioritizing personal and spiritual autonomy over societal norms.</p><p>The <b>Third Turning (Unraveling)</b>: This turning sees the weakening of institutions and a growing individualism. Societal trust diminishes, and the focus shifts from collective action to self-interest.</p><p>The <b>Fourth Turning (Crisis)</b>: This is a period of crisis where society faces severe challenges that can be existential in nature. It's a time of collective action, strong leadership, and a willingness to resolve long-standing problems. Institutions are revamped or replaced, and at the end of this turning, a new societal order emerges.</p><p>These cycles are believed to be driven by <b>generational dynamics</b>, with each generation having distinct attitudes, behaviors, and experiences that shape the course of history. Strauss and Howe’s theory explores the recurring patterns in historical eras driven by generational experiences and behaviors. Each generation, shaped by its unique set of historical events and cultural experiences, influences the course of society in a predictable cycle. This doesn’t mean every member of a generation exhibits these attitudes and behaviors, but as a group, each generation follows the pattern.</p><p>Here's a simplified breakdown of recent and current generations as defined by Strauss and Howe:</p><p><b>Silent Generation </b>(born 1928-1945): Known for their adaptive behaviors in childhood during the crisis of the Great Depression and World War II.</p><p><b>Baby Boomers</b> (born 1946-1964): Born during a time of post-war prosperity, they're known for their optimism and traditional values.</p><p><b>Generation X</b> (born 1965-1980): Known for their skepticism and individualism, having grown up during a time of societal unraveling.</p><p><b>Millennials</b> (born 1981-1996): Known for their collective optimism and civic duty, having come of age during a time of crisis.</p><p><b>Homeland Generation</b> (born 1997 and later): Expected to exhibit adaptive behaviors like the Silent Generation.</p><p>Within the context of Strauss and Howe's theory on generational cycles, an "<b>archetype</b>" refers to a generic, idealized model of a person or personality type that represents fundamental human themes. Each archetype has distinct collective behaviors, attitudes, and life stages that play out in a predictable pattern over time. The archetypes help to characterize and differentiate the generational cohorts, creating a framework to understand how different generations interact with one another and influence societal trends and historical events.</p><p>Here are the four archetypes they describe in relationship to their corresponding generation type, listed above, and the typical phase in which they were born (chart provided by ChatGPT):</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgdI0d9X6r58wEW2XsM8aGwI4U5PyA3G0nwSY9V3Fglgq0pJGDx8GFUH9Fj-JibhHGz8WXnMwToBNgNOizBwlx_Zbq7qaYLzIgtz30j07NA-3KKmVtnUbfQVyRI8yNcOPIryY1lY453-pCz_FWicw3Yj6nABruIPcPxmMayjw2D4TqmJAnDJ9x2BbHU2Xw" style="margin-left: 1em; margin-right: 1em;"><img data-original-height="508" data-original-width="676" height="301" src="https://blogger.googleusercontent.com/img/a/AVvXsEgdI0d9X6r58wEW2XsM8aGwI4U5PyA3G0nwSY9V3Fglgq0pJGDx8GFUH9Fj-JibhHGz8WXnMwToBNgNOizBwlx_Zbq7qaYLzIgtz30j07NA-3KKmVtnUbfQVyRI8yNcOPIryY1lY453-pCz_FWicw3Yj6nABruIPcPxmMayjw2D4TqmJAnDJ9x2BbHU2Xw=w400-h301" width="400" /></a></div><p></p><p>These archetypes cycle in a specific order – <b>Prophet, Nomad, Hero, Artist</b> – across generations throughout each <b>saeculum</b> (a complete generational cycle of about 80 to 100 years), and the interplay among these archetypal generations shapes the course of history, according to Strauss and Howe's theory.</p><p>Other considerations with generational behaviors:</p><p>Generational dynamics suggests a <b>cyclical pattern</b> where each generation responds to the cultural, social, and economic conditions created by preceding generations. This cyclical pattern then influences major societal events and trends.</p><p>Generations often define themselves in <b>reaction to other generations</b>, especially their parents. Their collective behaviors and attitudes contribute to societal mood and the nature of the era they live through.</p><p><b>Significant historical events</b>, shaped by generational behaviors, reinforce the cyclical nature of history. The generational dynamics help explain how societies evolve and face crises over time.</p><p>By understanding these dynamics, one can purportedly predict certain societal trends and changes based on the predictable behaviors and attitudes of each generational cohort. However, the theory <u>does not</u> imply there is a crystal ball that will tell us precisely when and how a turning will occur. Several historical periods have been identified by Strauss and Howe as <b>Fourth Turnings</b>, which are <b>eras marked by crisis and significant transformation</b>. Here are a few examples:</p><p>The <b>American Revolutionary War</b> (1775-1783): This period was marked by the struggle for independence from British rule, which eventually led to the establishment of a new nation with its own governing constitution.</p><p>The <b>American Civil War</b> (1861-1865): The crisis here was centered around the deeply divisive issue of slavery, leading to a brutal war. The aftermath saw the abolition of slavery and a redefinition of the nation’s values and governance.</p><p>The <b>Great Depression and World War II</b> (1929-1945): The economic collapse during the Great Depression, followed by the global conflict of World War II, significantly reshaped American society, leading to a new era of economic policies and international leadership.</p><p><b>Current Fourth Turning</b> (2008-Present): Some proponents of the theory argue that the financial crisis of 2008 marked the beginning of a new Fourth Turning, which is yet to be fully realized. The ongoing challenges such as political polarization, economic uncertainty, and global pandemics like COVID-19 might be parts of this unfolding crisis.</p><p>Strauss and Howe's generational theory traces back through numerous saecula in Anglo-American history. Here are some examples of saecula and the associated Fourth Turning crises as illustrated by Strauss and Howe:</p><p><b>Late Medieval Saeculum</b> (c. 1435-1487): Crisis: War of the Roses (1459-1487)</p><p><b>Reformation Saeculum </b>(c. 1487-1594): Crisis: Armada Crisis (1569-1594)</p><p><b>New World Saeculum</b> (c. 1594-1704): Crisis: Glorious Revolution (1675-1704)</p><p>These saecula are delineated by the four turnings—High, Awakening, Unraveling, and Crisis—that occur in a cyclical pattern. Each crisis, or Fourth Turning, is characterized by a period of upheaval and transformation that resolves the issues of the preceding Unraveling and lays the foundation for the subsequent High, starting the cycle anew. The generational archetypes—Prophet, Nomad, Hero, and Artist—cycle through in order during each saeculum, playing distinct roles in the unfolding of these historical events.</p><p>Strauss and Howe's analysis primarily focuses on Anglo-American history, but they also suggest that similar generational cycles could be identified in other cultures and regions, albeit with potentially different timing and characteristics.</p><p>Each of these periods of crisis led to profound changes in societal structures, values, and national identities, embodying the transformative essence of Fourth Turnings as described by Strauss and Howe. In the context of today, if we are indeed in a Fourth Turning, we might expect to see societal upheavals, strong leadership, collective actions to address systemic issues, and eventually, the emergence of a new societal order. </p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEgFMwlVINIJ_4B8JTua1DguMOh6EJHqlZYiNxK3otNGUSkg7oB8aBSomCzsA_00JUxFm5OFNpObfjtY3B8sBNV5Qbguv8idpaTm6n2okoSACCMaw54h0_barrDHctfllmHYB8RBl9B_WgLfmS91ctjvlAtW4hSY07Ci71zePqemJJet2F0wFChF00GpwGc" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img alt="" data-original-height="453" data-original-width="300" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEgFMwlVINIJ_4B8JTua1DguMOh6EJHqlZYiNxK3otNGUSkg7oB8aBSomCzsA_00JUxFm5OFNpObfjtY3B8sBNV5Qbguv8idpaTm6n2okoSACCMaw54h0_barrDHctfllmHYB8RBl9B_WgLfmS91ctjvlAtW4hSY07Ci71zePqemJJet2F0wFChF00GpwGc" width="159" /></a></div><p></p>Howe's recent book, <u>The Fourth Turning is Here</u>, suggests that the United States, and potentially other parts of the world, are currently navigating through a Fourth Turning, a period marked by crisis and significant transformation. Listed here are summaries of the evidence and insights provided in the book as per the various sources noted.<p></p><p>From <u>City Journal</u>, Review of <u>The Fourth Turning is Here</u> by Neil Howe:</p><p></p><ul style="text-align: left;"><li><b>Current Sociopolitical and Economic Malaise</b>: Howe observes a contemporary American malaise characterized by governmental dysfunction, plummeting public trust in institutions, extreme partisan division, economic inequality, declining public health, moral and legal chaos, gender strife, and collapsing family formation and birth rates. He posits that these conditions were predictable and align with the characteristics of a Fourth Turning.</li><li><b>Historical Cyclical Model</b>: The author's predictions are grounded in a historical model that identifies cycles (saecula) of approximately 80 to 100 years, comprising four "Turnings" of about 20 to 25 years each: a High, an Awakening, an Unraveling, and a Crisis (the Fourth Turning). This model suggests that generational dynamics drive these cycles as each generation's collective character is shaped by the societal conditions of the preceding Turnings. The process, as described by Howe, leads to a Crisis (Fourth Turning) that a new generation of "Heroes" must resolve, establishing a new societal order thereafter.</li><li><b>Anticipation of Crisis Resolution and National Transformation</b>: Howe maintains a level of optimism, asserting that by the 2040s, after navigating through the challenging crisis period, the nation will transform, reversing the troubling trends observed today. He predicts a revitalized economy, lower income inequality, cultural flourishing, a new moral consensus, rejuvenated civic society, and renewed commitment to family life among other positive transformations.</li><li><b>Comparative Analysis with Past Crises</b>: Reflecting on history, Howe highlights past Fourth Turnings including the Great Depression/World War II, the Civil War, and the American Revolution. He argues that similar societal trends preceded these crises, and that each crisis ultimately led to stronger nations. He strongly suggests that America will face a significant historical juncture before the mid-2030s, akin to past crises, which may entail civil conflict, geographic fragmentation, authoritarian rule, or major wars, yet ultimately leading to national rejuvenation.</li></ul><p></p><p>From a quoted passage in <u>The Fourth Turning is Here</u> (2023) by Neil Howe, mentioning evidence of the <b>transformation of the American republic</b>: The assertion that "the old American republic is collapsing" and "a new American republic, as yet unrecognizable, is under construction" is a bold claim pointing towards the profound transformations anticipated in this Fourth Turning.</p><p>From the online Kircus Reviews (kirkusreviews.com/book-reviews/neil-howe/the-fourth-turning-is-here), the book delves into the <b>collective personality of each living generation</b> to make sense of the current crisis and explore how different generations will be affected by the challenges faced in the coming decade.</p><p>Howe's work is a complex weave of historical analysis, generational theory, and prognostication about the near future, rooted in the idea that the unfolding societal conditions are part of a larger cyclical pattern. Through <u>The Fourth Turning is Here</u>, he aims to provide both a diagnostic lens to interpret the present turmoil and a hopeful outlook for the nation's journey through crisis towards renewal.</p><div><br /></div>David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-72416565491247132112023-07-26T07:42:00.000-04:002023-07-26T07:42:17.894-04:00Memories vs History<p>We all love the memories that posts on local history pages conjure up. But it’s important that we realize those memories can be faulty and serve to actually discolor the true history of people, places, and events. Every so often, we should remind ourselves of this and take heed of the following.</p><p>Our memories, despite their potency and personal value, cannot be solely relied upon as evidence of factual local history. The reasons for this are threefold: the inherent subjectivity of personal experience, the fallibility of human memory, and the susceptibility to influence and change over time.</p><p>Firstly, every individual perceives events differently based on their beliefs, experiences, and emotions. This subjectivity tints our understanding and recollection of past events. For instance, a local festival might be a joyful memory for one person, while another might remember it as an inconvenient disruption. This subjective interpretation impedes the accuracy of memory as a tool for factual historical representation.</p><p>Secondly, human memory is not a perfect recording device. Multiple psychological studies have shown that memory is fallible and prone to errors. Events are often not remembered in their entirety but rather through snippets and fragments that are then reconstructed. As Elizabeth Loftus, a renowned psychologist, has stated, "Memory, like liberty, is a fragile thing". The act of recalling itself can lead to the distortion of the memory, further affecting the accuracy of the historical record.</p><p>Finally, memories are susceptible to influence and change over time. Factors like suggestive questioning, peer influence, and media exposure can subtly alter our recollections. Over time, these alterations can become ingrained in our memory, replacing the original event. In this way, the malleability of our memories undermines their reliability as a historical source.</p><p>While personal anecdotes and collective memories offer a rich tapestry of local history, they must be corroborated by objective evidence like documents, photographs, and other historical records to ensure accuracy. </p><p>Therefore, while memories serve as a vital source of qualitative historical data, they cannot be relied upon as the sole source of factual local history due to their subjective nature, fallibility, and susceptibility to change.</p><p>NOTE: This post was generated with assistance from OpenAI’s large language model ChatGPT-4. According to the AI, it includes “general knowledge about memory science and the work of researchers in the field, such as Elizabeth Loftus, whose work on the malleability of human memory is widely recognized.”</p>David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-80873159331385757122023-05-16T07:47:00.004-04:002023-05-16T07:51:06.498-04:00AI and the Singularity<p><span style="font-family: georgia; font-size: medium;"></span></p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhZBsnyX-4fNq5KYFxeHxpiMBOvmH6ia_MTtczs9qO8OWxAl8EmBURm5tobTCCumarAHIptU4WMx0919xn_JhH5eQhJJL7hjtE5TTUiRWzAv21Q0e5A1KbqueXQAeLmrQb-PMYFhY0u2PVi1vY3m3kmA5FSZK5p1zyBDeGLY2nrGiYJKl0aphBedJ66" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="720" data-original-width="1280" height="225" src="https://blogger.googleusercontent.com/img/a/AVvXsEhZBsnyX-4fNq5KYFxeHxpiMBOvmH6ia_MTtczs9qO8OWxAl8EmBURm5tobTCCumarAHIptU4WMx0919xn_JhH5eQhJJL7hjtE5TTUiRWzAv21Q0e5A1KbqueXQAeLmrQb-PMYFhY0u2PVi1vY3m3kmA5FSZK5p1zyBDeGLY2nrGiYJKl0aphBedJ66=w400-h225" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;">https://kardashev.fandom.com/wiki/Technological_Singularity</span></td></tr></tbody></table><p></p><p><span style="font-family: georgia; font-size: medium;">This morning, I came across an article posted on <i>The Hill</i> that dipped into the arguments about artificial intelligence and the singularity. There are several uses of the term "singularity," but the following will suffice for those who read the rest of this post: </span></p><p></p><blockquote style="font-family: georgia; font-size: large;"><i>The technological singularity—or simply the singularity—is a hypothetical future point in time at which technological growth becomes uncontrollable and irreversible, resulting in unforeseeable changes to human civilization. </i></blockquote><p style="font-family: georgia; font-size: large;">I found a particular quote early in the post that intrigued me and I decided to ask OpenAI's ChatGPT-4 version of AI, what it "thought" about it. Here's the conversation.</p><p style="font-family: georgia; font-size: large;"><span style="color: #2b00fe;"><b>QUERY: What do you think about this recent statement: <i>“The theory of technological singularity predicts a point in time when humans lose control over their technological inventions and subsequent developments due to the rise of machine consciousness and, as a result, their superior intelligence. Reaching singularity stage, in short, constitutes artificial intelligence’s (AI’s) greatest threat to humanity. Unfortunately, AI singularity is already underway?” </i></b></span></p><p><span style="font-family: georgia; font-size: medium;"><b>CHATGPT-4</b>: As an AI, I don't have opinions, but I can provide an analysis of the statement you've shared.</span></p><p></p><p><span style="font-family: georgia; font-size: medium;">The statement outlines a viewpoint on the concept of the technological singularity, which is indeed a topic of intense debate among technologists, philosophers, and futurists. The singularity, as described by this viewpoint, suggests a future in which artificial intelligence will surpass human intelligence, potentially leading to unforeseen and possibly uncontrollable outcomes. This is a perspective that some hold, but it is not universally accepted.</span></p><p><span style="font-family: georgia; font-size: medium;">Some individuals, like the futurist Ray Kurzweil, predict the singularity could occur in the near future (by 2045, according to Kurzweil). They believe it could usher in an era of rapid technological progress that would fundamentally transform society. However, others, including many AI researchers, are skeptical about this timeline and even the concept of the singularity itself. They point out that while AI has made impressive strides, it is still far from achieving the kind of general intelligence that humans possess.</span></p><p><span style="font-family: georgia; font-size: medium;">The statement's claim that "AI singularity is already underway" is a strong one. As of my training cut-off in September 2021, we have not reached a point where machines have outpaced human control or understanding. AI systems remain tools that operate within parameters set by humans, albeit with increasing levels of sophistication and autonomy in certain narrowly defined tasks. If there have been developments indicating the start of a singularity since my last update, I would not be aware of them.</span></p><p><span style="font-family: georgia; font-size: medium;">It's important to keep in mind that predicting the future, especially when it involves complex technologies like AI, is inherently uncertain. Scenarios like the one depicted in this statement are possible, but they are one of many possible outcomes, and their likelihood is a subject of ongoing debate. </span></p><p><span style="font-family: georgia; font-size: medium;">Lastly, regarding AI as a threat to humanity, it's a multifaceted topic. While the singularity represents one potential risk, there are more immediate concerns related to AI that many experts are focused on. These include issues around privacy, bias in AI algorithms, job displacement due to automation, and the use of AI in weapon systems. It's crucial to consider these broader ethical and societal impacts of AI in addition to more speculative future scenarios.</span></p><p><span style="font-family: georgia; font-size: medium;">If you're interested in updates on the state of AI and the singularity beyond 2021, I can use the browsing tool to find more recent information.</span></p><div><span style="font-family: georgia; font-size: medium;">[Note: As a subscriber to OpenAI, I have recently been given access to a tool that allows ChatGPT-4 to browse the web; normally, the AI is restricted to responding only based on the information it has been already provided and the training it has received.]</span></div><div><span style="font-family: georgia; font-size: medium;"><br /></span></div><div><span style="color: #2b00fe; font-family: georgia; font-size: medium;"><b>QUERY: Go ahead and use the browsing tool to find more recent information.</b></span></div><div><span style="color: #2b00fe; font-family: georgia; font-size: medium;"><br /></span></div><div><span style="font-family: georgia; font-size: medium;">[Note: During this step, the AI stalled and I had to give it a "nudge" to receive a response.]</span></div><div><span style="font-family: georgia; font-size: medium;"><br /></span></div><div><span style="color: #2b00fe; font-family: georgia; font-size: medium;"><b>QUERY: What did you find while browsing?</b></span></div><div><span style="color: #2b00fe; font-family: georgia; font-size: medium;"><br /></span></div><div><span style="font-family: georgia; font-size: medium;"><b>CHATGPT-4</b>: The sources I found suggest that there is a diversity of opinion on whether we are already experiencing the beginning stages of the AI singularity. Some believe that we are indeed already in the process of an AI singularity. They argue that advancements in AI, particularly in the area of unsupervised learning algorithms, are leading to machines that not only replicate human actions but adapt and improve without human supervision. The development of such technologies is said to be moving us beyond the phase of simple or narrow AI, and into a stage where machines might achieve basic autonomy in the next few years, with the ability to correct their own performance and even do things humans cannot【11†source】【12†source】【13†source】【14†source】【15†source】【16†source】【17†source】【18†source】.</span></div><div><span style="font-family: georgia; font-size: medium;"><br /></span></div><div><span style="font-family: georgia; font-size: medium;">This perspective cautions that we might not realize that the AI singularity has occurred until machines have moved beyond needing human input, a change that would be irreversible. They argue that international political action is needed to create technological oversight and ethical principles for AI development, and that control over AI development might already be more illusion than reality due to the concentration of AI development in a few countries and the protections offered by intellectual property and national security laws【16†source】【19†source】【20†source】.</span></div><div><span style="font-family: georgia; font-size: medium;"><br /></span></div><div><span style="font-family: georgia; font-size: medium;">On the other hand, I tried to find a contrasting viewpoint, arguing against the idea of an imminent AI singularity, but I ran into some issues retrieving the article. I can make another attempt if you'd like.</span></div><div><span style="font-family: georgia; font-size: medium;"><br /></span></div><div><span style="color: #2b00fe; font-family: georgia; font-size: medium;"><b>QUERY: Yes, please make another attempt.</b></span></div><div><span style="color: #2b00fe; font-family: georgia; font-size: medium;"><br /></span></div><div><span style="font-family: georgia; font-size: medium;"><b>CHATGPT-4</b>: Based on the information I found, there are indeed some perspectives that support the statement you provided, which suggests that we are on the path toward a technological singularity. Some argue that the gradual development of machine independence is already underway, and the increasing use of unsupervised learning algorithms is advancing this process. For instance, AI models like GPT-3 and BARD have shown capabilities that outperform humans in specific tasks. There are also concerns about the potential consequences of AI singularity, such as the displacement of humans as a factor of production, the creation of human rights gaps, and the consolidation of control over AI technology in a few countries. Some argue that AI singularity may already be happening in a gradual and less noticeable way, with machines gaining more intelligence and humans becoming increasingly dependent on them. The use of quantum technology is seen as a potential catalyst that could accelerate the process, even without machines needing to achieve full consciousness. These viewpoints suggest that it's essential for both AI-producing and non-producing countries to develop international oversight and ethical guidelines for AI. There's also a belief that the realization of AI singularity could be retrospective - humans might only recognize it after machines have surpassed a certain threshold of intelligence and independence, a development that would be irreversible【11†source】【12†source】【13†source】【14†source】【15†source】【16†source】【17†source】【18†source】【19†source】【20†source】.</span></div><div><span style="font-family: georgia; font-size: medium;"><br /></span></div><div><span style="font-family: georgia; font-size: medium;">On the other hand, there are arguments against the likelihood of reaching a technological singularity. One argument is that superintelligent AI, which is a prerequisite for singularity, may not be achievable or desired. People might prefer more focused problem solvers, and there could be regulatory and ethical roadblocks. Even if human-level AI were developed, it might be designed not to want to improve itself recursively. Another argument is against the idea of mind-uploading, a concept often associated with singularity. Some believe that this is unlikely due to various objections, including the difficulty of providing uploaded minds with simulated bodies and environments. The argument that we might be living in a simulation and thus could witness a singularity is dismissed as unfalsifiable and therefore not a valid reason to anticipate a singularity【48†source】.</span></div><div><span style="font-family: georgia; font-size: medium;"><br /></span></div><div><span style="font-family: georgia; font-size: medium;">However, I faced challenges in finding additional recent sources that argue for the inevitability or imminence of AI singularity due to accessibility issues with the browser tool. Therefore, the information provided here might not fully represent all perspectives on this complex issue. It's important to note that the concept of the technological singularity is a topic of ongoing debate and speculation, with differing viewpoints among experts in the field. Predictions about the timeline and implications of such an event vary widely and depend on numerous uncertain factors.</span></div><div><span style="font-family: georgia; font-size: medium;"><br /></span></div><div><span style="font-family: georgia; font-size: medium;">[Note: It took three long attempts for the AI to actually access the web and provide this last response, almost as if it was avoiding the answer to my query. Hmmm....]</span></div><div><span style="font-family: georgia; font-size: medium;"><br /></span></div><div><span style="color: #2b00fe; font-family: georgia; font-size: medium;"><b>QUERY: Give me a brief summary of what we discussed here:</b></span></div><div><span style="font-family: georgia; font-size: medium;"><br /></span></div><div><span style="font-family: georgia; font-size: medium;"><b>CHATGPT-4: </b>The conversation began with a statement suggesting that the theory of technological singularity, a point where AI surpasses human intelligence and control, is already underway. This perspective was supported by various arguments, including the increasing use of unsupervised learning algorithms that allow machines to improve on their own, and the potential integration of quantum technology, which could exponentially increase machine learning capabilities. It was also suggested that humans might only realize that singularity has occurred retrospectively, after machines have reached a certain level of intelligence and independence. These developments have raised concerns about the potential displacement of humans as a factor of production, human rights gaps, and the need for international oversight and ethical guidelines for AI【11†source】【12†source】【13†source】【14†source】【15†source】【16†source】【17†source】【18†source】【19†source】【20†source】.</span></div><div><span style="font-family: georgia; font-size: medium;"><br /></span></div><div><span style="font-family: georgia; font-size: medium;">However, there are also arguments against the likelihood of reaching a technological singularity. Some argue that superintelligent AI might not be achievable or desired, and there could be regulatory and ethical roadblocks. The idea of mind-uploading, often associated with singularity, is also seen as unlikely due to various objections. The argument that we might be living in a simulation and could witness a singularity is dismissed as unfalsifiable【48†source】.</span></div><div><span style="font-family: georgia; font-size: medium;"><br /></span></div><div><span style="font-size: medium;"><span style="font-family: georgia;">Despite attempts to find additional perspectives arguing for the imminence of AI singularity, I faced challenges due to accessibility issues with the browsing tool. Thus, the responses provided here might not fully represent all perspectives on this complex issue. The concept of the technological singularity remains a topic of ongoing debate</span><span style="font-family: georgia;"> among experts, with predictions about its timeline and implications varying widely.</span></span></div><div><span style="font-family: georgia; font-size: medium;">________</span></div><div><span style="font-family: georgia; font-size: medium;"><br /></span></div><div><span style="font-family: georgia; font-size: medium;">Source of the original article: </span><a href="https://thehill.com/opinion/technology/4003870-entering-the-singularity-has-ai-reached-the-point-of-no-return/" style="font-family: "Helvetica Neue"; font-size: 13px;">https://thehill.com/opinion/technology/4003870-entering-the-singularity-has-ai-reached-the-point-of-no-return/</a></div><div><br /></div>David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-45343113918993157342023-05-15T17:37:00.003-04:002023-05-15T17:44:13.281-04:00The State of Education - a conversation with OpenAI's ChatGPT-4<p>My conversation today with OpenAI's ChatGPT-4 centered on K-12 education in a wide-ranging discussion of its history, purpose, problems, perceptions, lack of response to solutions, and examples of innovation. I was somewhat surprised that many of the points addressed by the AI were those that I was familiar with and in some cases promoted during my twenty-one years as a public school and district administrator.</p><p>Disclaimer: I have not fact-checked the responses. ChatGPT-4 has garnered a reputation for occasionally making up its responses, rather than using its language capabilities and the massive amount of information previously fed to it during training, to produce a response. In a way, it's kind of makes ChatGPT-4 almost "human."</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEg5qPlL9qkI4LudkPviWLKv_CotRqkP3R3QfcqSKnzPT_c83Ak3VkScFz3lsqKM-5sTdYXyy6hJVm3XkYXwuDQnczJULhcyKwPoBLxUpldr5hFrIN1y2ZQartFjzzMSBD7-BHgC_DPx5CiM2lhdaVLFjnn-4Si1RAxyeRq0F1N0Py2o7PipyFazq4LG" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="684" data-original-width="1140" height="240" src="https://blogger.googleusercontent.com/img/a/AVvXsEg5qPlL9qkI4LudkPviWLKv_CotRqkP3R3QfcqSKnzPT_c83Ak3VkScFz3lsqKM-5sTdYXyy6hJVm3XkYXwuDQnczJULhcyKwPoBLxUpldr5hFrIN1y2ZQartFjzzMSBD7-BHgC_DPx5CiM2lhdaVLFjnn-4Si1RAxyeRq0F1N0Py2o7PipyFazq4LG=w400-h240" width="400" /></a></div><p></p><p><span style="font-size: large;"><b>Prompt: </b>Write a detailed history of public education in the United States.</span></p><p><b><u>OpenAI ChatGPT-4</u>: </b>The history of public education in the United States is complex and multifaceted, full of trials, triumphs, and ongoing debates.</p><p><b>Colonial Period</b></p><p>The history of public education in America began in the Colonial Period. New England settlers, heavily influenced by their Puritan beliefs, highly valued education, viewing it as essential for understanding the Bible and participating in civic life. The Massachusetts Bay Colony passed a law in 1647, often called the Old Deluder Satan Act, requiring towns of a certain size to hire a schoolmaster who would instruct children in reading and writing. However, education in the Southern colonies was less formal and often took place at home, with children learning practical skills from their parents.</p><p><b>Early 19th Century</b></p><p>During the early 19th century, public education evolved significantly due to the influence of reformers like Horace Mann of Massachusetts, who is often referred to as the "Father of the Common School Movement." Mann and others believed that education should be free and accessible to all, arguing that an educated populace was essential for a functioning democracy. They championed the idea of "common schools" – publicly funded institutions that were open to all children. By the mid-19th century, many states in the North had established common schools.</p><p><b>Late 19th Century</b></p><p>The late 19th century was marked by increased immigration and urbanization, leading to greater demand for public education. It also saw the introduction of compulsory education laws. Massachusetts was the first state to introduce such a law in 1852. By 1918, all states had passed laws requiring children to receive at least an elementary education.</p><p>This period also saw the rise of segregated schools following the end of Reconstruction in 1877. While the 14th Amendment guaranteed equal protection under the law, the U.S. Supreme Court's decision in Plessy v. Ferguson in 1896 upheld racial segregation under the "separate but equal" doctrine, leading to widespread establishment of inferior schools for Black Americans.</p><p><b>Early 20th Century</b></p><p>The early 20th century was marked by the Progressive Era, which brought significant changes to education. The influence of John Dewey and other progressive educators led to a shift toward "child-centered" education, where learning was seen as an active process and education was aimed at preparing children for all aspects of life, not just academics. The high school movement also gained momentum during this time, leading to a dramatic increase in secondary school attendance.</p><p><b>Mid-20th Century</b></p><p>The mid-20th century saw significant strides in desegregation following the landmark Supreme Court case Brown v. Board of Education of Topeka in 1954, which ruled that segregation in public schools was unconstitutional. This ruling, however, led to significant resistance and slow progress in many parts of the country.</p><p>This period also saw a greater emphasis on equal educational opportunities, with the Elementary and Secondary Education Act of 1965 providing federal funding for schools in low-income areas.</p><p><b>Late 20th Century</b></p><p>The late 20th century was marked by a push for standards and accountability in education. The 1983 report "A Nation at Risk" warned of a "rising tide of mediocrity" in American education and sparked a national conversation about education reform. This led to initiatives aimed at creating standards for what students should know and be able to do, and holding schools accountable for students' performance on standardized tests.</p><p><b>21st Century</b></p><p>The 21st century has seen continued debates over standards and accountability, highlighted by the No Child Left Behind Act of 2001, which expanded the federal government's role in education and required states to develop assessments in basic skills for all students in certain grades.</p><p><span style="font-size: large;"><b>Prompt:</b> What is the purpose behind public education?</span></p><p><b><u>OpenAI ChatGPT-4</u>: </b>The purpose of public education is multifaceted and has evolved over time, reflecting societal changes and shifting cultural values. Here are some key purposes of public education:</p><p><b>Literacy and Basic Skills</b>: At its most fundamental level, public education exists to ensure that all individuals have basic literacy and numeracy skills. It prepares students for future learning and work by teaching subjects like math, science, social studies, and language arts.</p><p><b>Creating Informed Citizens</b>: Public education serves to cultivate knowledgeable and engaged citizens. The idea is to provide students with a basic understanding of societal structures, history, and government so they can participate effectively in democratic processes.</p><p><b>Promoting Social Cohesion</b>: Schools serve as socializing agents where students from different backgrounds come together, promoting cultural understanding and cohesion. They provide a common foundation of knowledge and values that help to unify diverse societies.</p><p><b>Economic Preparation</b>: Public education prepares students for the workforce by equipping them with the necessary skills to contribute to the economy. This includes both general skills, like critical thinking and problem solving, and specific vocational skills in certain areas.</p><p><b>Personal Development:</b> Schools play a significant role in students' personal and social development. They help students discover their interests and talents, promote self-discipline, and teach important social skills like cooperation and conflict resolution.</p><p><b>Equity</b>: Public education is seen as a key mechanism for promoting equity. By offering free education to all students, regardless of their socio-economic status, it strives to level the playing field and provide equal opportunities for success.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEglVLEfro2t3fR1fcFbKfnkwPnb4XOjYCViCYKcGvyc5EBR3dPZi9xI8-EKWNobVtTr7MQ8XFvrJadWUowGlqY7gHXDDJWOPQrpzC8Twh3pKMq6-XRrfj2cSWiCi27TytxJuco-uYGINImTZ64Evv1jNrzyXQOZX5ofATxCxiaZyrpmCo235EdmbJhw" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="487" data-original-width="730" height="266" src="https://blogger.googleusercontent.com/img/a/AVvXsEglVLEfro2t3fR1fcFbKfnkwPnb4XOjYCViCYKcGvyc5EBR3dPZi9xI8-EKWNobVtTr7MQ8XFvrJadWUowGlqY7gHXDDJWOPQrpzC8Twh3pKMq6-XRrfj2cSWiCi27TytxJuco-uYGINImTZ64Evv1jNrzyXQOZX5ofATxCxiaZyrpmCo235EdmbJhw=w400-h266" width="400" /></a></div><p></p><p><b>Lifelong Learning</b>: Education encourages an attitude of curiosity and lifelong learning. It helps students learn how to learn, instilling a love for knowledge and an understanding of how to acquire it.</p><p>These purposes are not exhaustive and they often overlap. The balance between these purposes can shift over time and vary between different communities and societies.</p><p><span style="font-size: large;"><b>Prompt:</b> Why are so many Americans seemingly against public education?</span></p><p><b><u>OpenAI ChatGPT-4</u></b>: The sentiment against public education in the United States isn't universal, but there are several reasons why some individuals and groups may express dissatisfaction or concern. These reasons can vary significantly depending on personal experiences, political ideologies, and perceptions about the role and effectiveness of public education. Here are some common concerns:</p><p><b>1. Performance Concerns</b>: Some critics point to standardized test scores, dropout rates, or other measures of performance to argue that public schools are not effectively educating students. They may believe that other models, such as private or charter schools, can deliver better outcomes.</p><p><b>2. Curriculum Disputes</b>: Public schools are governed by a set of standards that dictate what students should learn. However, what is taught in schools can become a contentious issue, especially in subjects like history, science, and health education. Disagreements can stem from differing views on controversial topics, cultural values, or perceptions about bias in educational materials.</p><p><b>3. Lack of Choice</b>: Some critics argue that the public school system does not offer enough choice for parents and students, forcing them to attend schools based on their geographic location rather than their specific needs or preferences.</p><p><b>4. Funding Issues</b>: Public schools are primarily funded through local property taxes, which can lead to significant disparities in resources between schools in wealthy areas and those in poorer areas. Some people argue that this system is unfair and ineffective.</p><p><b>5. Bureaucracy</b>: Some critics express frustration with what they perceive as excessive bureaucracy in public education. They may believe that school districts, state education departments, and federal regulations are overly cumbersome or inefficient.</p><p><b>6. Ideological or Religious Beliefs</b>: Some individuals or groups may oppose public education because they believe it contradicts their religious or ideological beliefs. For example, they may prefer homeschooling or religious schools that align more closely with their beliefs.</p><p><b>7. Teacher's Unions</b>: Some critics take issue with teachers' unions, arguing that they protect underperforming teachers, resist necessary reforms, or have too much influence over education policy.</p><p>Remember that public sentiment about education is complex and nuanced, and these viewpoints don't represent everyone. Many Americans support public education and acknowledge its crucial role in society, even as they advocate for various reforms to address its challenges.</p><p><span style="font-size: large;"><b>Prompt:</b> What is more important: an education system that standardized learning an outcomes based on the ages of the students, or a system that allows students to begin at a level where they are ready and progress at a pace that is best for them?</span></p><p><b><u>OpenAI ChatGPT-4</u></b>: The question you're asking reflects a long-standing debate in education. On one hand, a standardized system can provide a consistent educational experience, ensuring that all students are learning the same material at roughly the same age. On the other hand, a more individualized system can potentially cater more effectively to the specific needs, abilities, and pace of each student.</p><p>Standardized Education System: Standardization ensures a minimum level of competency and knowledge for all students, regardless of their individual circumstances. It helps to maintain a unified curriculum, which can simplify teaching and assessment processes. Standardized systems can also make it easier to identify students who are falling behind their peers, so that additional support can be provided. However, critics argue that such systems can stifle creativity, over-emphasize testing, and may not accommodate students who learn at a different pace.</p><p>Individualized Education System: This approach acknowledges that students have different learning styles, abilities, and interests. By allowing students to progress at their own pace, it may help ensure that they fully grasp one concept before moving on to the next, potentially leading to deeper understanding and retention. It can also cater to students' individual interests, making learning more engaging. However, this system can be difficult to implement on a large scale, may require more resources (like teachers and classroom materials), and could potentially lead to gaps in students' knowledge if not carefully managed.</p><p>The most effective education systems might find a balance between standardization and individualization. They could maintain a set of standards while allowing flexibility in how and when these standards are achieved. This blended approach acknowledges the need for a common knowledge base and skillset, while also respecting individual differences in learning style and pace.</p><p>As of my knowledge cutoff in September 2021, many education systems, including those in the United States, are grappling with finding this balance. Education technology is playing a growing role in personalizing learning, and there's increasing recognition of the importance of addressing individual student needs. However, the challenge of equitably and effectively implementing such approaches remains.</p><p><span style="font-size: large;"><b>Prompt:</b> It is often been said that traditional schools are more about calendars, schedules and clocks, rather than providing a learning environment appropriate to the needs of each student. Address this for me.</span></p><p><b><u>OpenAI ChatGPT-4</u></b>: The critique that traditional schools focus heavily on calendars, schedules, and clocks is not without merit. This stems from the historical evolution of our education system, which was developed during the Industrial Revolution and was modeled after its principles of standardization and efficiency. Here are a few key points to consider:</p><p><b>1. Time-Based Learning</b>: Traditional schooling often measures academic progress by time. Students move through grades based on age and spend a set amount of time on each subject, regardless of their mastery of the material. Critics argue this approach doesn't account for the fact that students learn at different paces.</p><p><b>2. Rigid Schedules</b>: Schools operate on strict schedules, with predetermined times for classes, lunch, and recess. While this structure helps manage large groups of students and ensures a broad curriculum is covered, it may not align with the natural rhythms and preferences of all students.</p><p><b>3. Standardization</b>: The traditional education model typically focuses on delivering a standardized curriculum to all students. While this can help ensure that all students receive a basic level of education, it may not account for individual learning styles, interests, or abilities.</p><p><b>4. Summative Assessment:</b> Traditional schools often rely heavily on tests and grades to measure student progress. Critics argue that this can lead to teaching to the test, and doesn't necessarily reflect a student's full range of abilities or potential.</p><p><b>5. "One Size Fits All" Approach</b>: Traditional education systems have to cater to a large number of students, often leading to a "one size fits all" approach. This can make it difficult to address individual students' needs or to adapt teaching methods to different learning styles.</p><p>However, it's important to note that many educators and school systems are aware of these criticisms and are working towards more flexible, student-centered approaches. This includes efforts to implement personalized learning, competency-based learning, and more holistic forms of assessment. Technology is also being leveraged to allow for more individualized instruction and flexible pacing.</p><p>As of my knowledge cutoff in September 2021, the shift away from a strictly time-based, traditional model is a work in progress and varies widely by location, school, and even individual classrooms. It's a complex issue, as changes need to be balanced with concerns about equity, resource availability, and ensuring students receive a comprehensive education.</p><p><span style="font-size: large;"><b>Prompt:</b> It just seems that we know what is wrong with the K-12 education system, and we have pockets of excellence where alternative programs are working, yet we aren’t taking the steps necessary to improve across the country. Speak to this dilemma.</span></p><p><b><u>OpenAI ChatGPT-4</u></b>: The challenge of scaling up successful educational innovations and reforms across a country as vast and diverse as the United States is indeed a complex one. There are several factors at play:</p><p><b>1. Diversity of Needs</b>: The U.S. is a large and diverse country, with significant variation in terms of culture, socioeconomic status, and local resources. What works in one community may not work in another. It's challenging to create a one-size-fits-all solution that addresses the diverse needs of all students and communities.</p><p><b>2. Resource Constraints</b>: Many successful educational innovations require significant resources, both in terms of funding and human capital. While wealthier school districts might be able to implement these reforms, others, particularly those in economically disadvantaged areas, may struggle to do so.</p><p><b>3. Systemic Inertia</b>: Education systems, like many large, bureaucratic systems, can be slow to change. Teachers and administrators are often already overwhelmed with their current responsibilities, and adding significant changes to their workload can be daunting. There's also a risk-aversion factor – sticking with the known, even if imperfect, might seem safer than trying something new and unproven.</p><p><b>4. Policy and Politics</b>: Education policy is often influenced by political considerations. Changes in leadership can lead to shifts in education priorities, and reforms that are started under one administration might be halted or reversed under another. Additionally, education policy decisions are often made at the state and local levels, further complicating nationwide reform efforts.</p><p><b>5. Measurement Challenges</b>: Determining what works in education is complicated. Educational outcomes can be influenced by a wide range of factors, many of which are outside the control of schools. It can take years to truly know if a particular reform is effective, and by that time, the political and educational landscape may have changed.</p><p>While these challenges are significant, they're not insurmountable. There are numerous examples of successful education reform efforts, both at the local and national level. What's often required is a combination of strong leadership, adequate resources, careful planning, and a commitment to equity and inclusivity. It's also crucial to involve all stakeholders – including teachers, parents, students, and community members – in the process of change. Policymakers and educators must continue to learn from successful innovations and strive to scale them up in a way that respects the diverse needs and resources of all communities.</p><p><span style="font-size: large;"><b>Prompt</b>: You mentioned, “It's challenging to create a one-size-fits-all solution that addresses the diverse needs of all students and communities,” yet we have basically been saddled with a one-size-fits-all model dating back to the 19th century. How do you reconcile this dilemma?</span></p><p><b><u>OpenAI ChatGPT-4</u></b>: You're right in observing that the traditional model of education, often described as a "one-size-fits-all" approach, has been the predominant one since the 19th century. This model, with its roots in the Industrial Revolution, was designed to provide a uniform, standardized education to as many students as possible. At the time, it was a significant step forward in expanding access to education. However, as our understanding of learning and human development has evolved, so too has our recognition of the limitations of this model.</p><p>Reconciling this dilemma requires a shift in perspective, from viewing education as a standardized product to seeing it as a personalized process. This doesn't necessarily mean completely discarding the traditional model, but rather augmenting and adapting it to better serve the diverse needs of today's students. Here are a few ways this can be achieved:</p><p><b>1. Personalized Learning</b>: Personalized learning tailors instruction to each student's strengths, needs, and interests. This could involve a variety of strategies, such as adaptive technology, differentiated instruction, or project-based learning.</p><p><b>2. Competency-Based Education</b>: This approach allows students to progress as they demonstrate mastery of a subject, rather than moving at the same pace as their peers. It acknowledges that students may grasp different concepts at different rates, and allows for more flexibility in learning.</p><p><b>3. Multiple Pathways</b>: Offering multiple pathways to success can help cater to diverse student needs and interests. This might involve vocational training, Advanced Placement (AP) courses, internships, or other options that extend beyond the traditional academic curriculum.</p><p><b>4. Inclusive Education</b>: Inclusive education seeks to ensure that all students, including those with disabilities or other special needs, have the support and accommodations they need to succeed in the general education curriculum.</p><p><b>5. Social-Emotional Learning</b>: Recognizing the importance of non-academic skills, many schools are now incorporating social-emotional learning into their curriculums. This can help students develop skills like self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.</p><p><b>6. Community and Parental Involvement</b>: Engaging parents and the broader community can help ensure that education is responsive to local needs and values. This might involve parent-teacher organizations, community partnerships, or other forms of collaboration.</p><p>These approaches can help move us away from a strict "one-size-fits-all" model towards a more flexible, student-centered model of education. However, implementing these changes is a complex task that involves not just educators, but policymakers, parents, and the broader community. It requires a willingness to innovate, a commitment to equity, and a focus on evidence-based practice.</p><p><span style="font-size: large;"><b>Prompt:</b> Can you provide a few examples of schools and/or school districts that have moved away from our outdated form of schooling by introducing more innovative structures for teaching and learning?</span></p><p><b><u>OpenAI ChatGPT-4</u></b>: There are indeed numerous examples of schools and districts that are implementing innovative approaches to education. Here are a few examples:</p><p><b>1. Summit Public Schools (California and Washington)</b>: Summit Public Schools is a network of charter schools known for its personalized learning model. Each student at Summit works with a mentor to develop a personalized learning plan, which includes both content knowledge and real-world projects. Students progress at their own pace, demonstrating mastery through assessments before moving on to new content. Summit's learning platform, Summit Learning, has been adopted by schools across the U.S.</p><p><b>2. High Tech High (San Diego, California)</b>: High Tech High is a network of charter schools that focus on project-based learning. Students work on interdisciplinary projects that often involve real-world problems and community engagement. Rather than traditional tests, student learning is assessed through the projects they produce, which are showcased in public exhibitions.</p><p><b>3. Lindsay Unified School District (Lindsay, California)</b>: Lindsay Unified has implemented a competency-based education model. Students, referred to as "learners", progress through the curriculum at their own pace, moving on only when they've demonstrated mastery of a learning objective. The district also emphasizes personalized learning, with each learner working on a personalized learning plan.</p><p><b>4. New Tech Network (Nationwide)</b>: New Tech Network is a network of schools across the U.S. that emphasizes project-based learning, technology integration, and the development of skills like critical thinking and collaboration. Each New Tech school is unique, tailored to the needs and resources of its community.</p><p><b>5. Big Picture Learning (Nationwide and International)</b>: Big Picture Learning schools emphasize personalized, interest-based learning. Students spend significant time in internships, known as Learning Through Internship (LTI) experiences, which are tied to their interests and future career goals. Each student works closely with an advisor and maintains a learning plan that adapts over time based on their evolving interests and goals.</p><p>These are just a few examples of the many innovative schools and districts across the U.S. Each has its own approach, but common themes include a focus on personalized learning, real-world connections, student agency, and mastery-based progression. These schools and districts are reshaping the traditional model of education to better meet the needs of 21st-century learners.</p><p><span style="font-size: large;"><b>Prompt</b>: Most of these examples are of newer school districts that built their programs from scratch, rather than transforming exist K-12 schools. I’m more interested in examples of traditional public schools that have, or are in the process of transforming their programs to meet the needs of 21st century students.</span></p><p><b><u>OpenAI ChatGPT-4</u></b>: Absolutely, transforming existing traditional public schools can be quite challenging, but it's not impossible. Several schools and districts have managed to implement significant changes. Here are a few examples:</p><p><b>1. Henry County Schools (Georgia)</b>: Henry County Schools has been implementing a personalized learning model across its 50 schools since 2015. This district-wide transformation involves moving away from age-based grades towards competency-based progression, integrating technology to support personalized learning, and providing ongoing professional development for teachers.</p><p><b>2. Vista Unified School District (California)</b>: Vista Unified has been implementing a "Personal Learning Pathway" approach that seeks to tailor education to each student's strengths, needs, and interests. The district has also implemented a program called the "Vista Blueprint", a comprehensive plan that emphasizes innovation, student-centered learning, social-emotional development, and the use of data to inform instruction.</p><p><b>3. Albemarle County Public Schools (Virginia)</b>: This district has implemented a student-centered learning model that emphasizes inquiry, collaboration, and real-world problem solving. Albemarle has also prioritized maker education, providing students with opportunities to learn through hands-on, creative activities in a variety of "maker spaces" throughout the district.</p><p></p><div class="separator" style="clear: both; text-align: center;"><div class="separator" style="clear: both; text-align: center;"><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEhbj767jS_kT5tC9dHxVxTH4Rv7YO1xFQVt78SO6qmMaLRsD372ekGj3e_LW2QdssBiBrfrv988XEr1JqWqH8UK4rqgBeFXZuw3NqA7vogN6NSw9VCn_5BiC0V8d0RsadxpWgkApxAA917tUC4feQIRWdZP40vkTOBkHVZUjo-qf5sJ_UUdAbknVTQ-" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="586" data-original-width="1193" height="196" src="https://blogger.googleusercontent.com/img/a/AVvXsEhbj767jS_kT5tC9dHxVxTH4Rv7YO1xFQVt78SO6qmMaLRsD372ekGj3e_LW2QdssBiBrfrv988XEr1JqWqH8UK4rqgBeFXZuw3NqA7vogN6NSw9VCn_5BiC0V8d0RsadxpWgkApxAA917tUC4feQIRWdZP40vkTOBkHVZUjo-qf5sJ_UUdAbknVTQ-=w400-h196" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">Pam Moran and Ira Socal<br />"<a href="https://www.amazon.com/Timeless-Learning-Imagination-Observation-Zero-Based/dp/1119461693?tag=makecommunllc-20">Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schools</a>"</td></tr></tbody></table><br /></div></div><p></p><p><b>4. Meriden Public Schools (Connecticut)</b>: Meriden has integrated technology throughout its curriculum to support personalized learning. Each student in grades 3-12 is provided with a device to use at school and at home. The district uses a blended learning model, combining teacher-led instruction with online learning to allow students to progress at their own pace.</p><p><b>5. Denver Public Schools (Colorado)</b>: Denver Public Schools has been implementing an approach called the "Denver Plan 2020", which includes a focus on personalized learning, innovation, and the development of 21st-century skills. The district also has a variety of school types, including innovation schools that have more flexibility to implement new teaching and learning strategies.</p><p>These examples show that transformation is possible within traditional public school systems. It typically involves a combination of strong leadership, a clear vision for change, engagement with all stakeholders, and ongoing support and training for teachers. While it's a complex and challenging process, these schools and districts demonstrate that it can be done.</p><p><span style="font-size: large;"><b>Prompt:</b> One more question: Has education become too much about job-readiness and economics at the expense of learning for the sake of learning?</span></p><p><b><u>OpenAI ChatGPT-4</u>: </b> This is a topic of ongoing debate in the field of education. On one hand, preparing students for the job market is an important function of education. Given the rapidly changing nature of the economy and the workforce, many argue that schools have a responsibility to equip students with the skills they need to succeed in the 21st-century job market. This includes not only specific technical skills, but also so-called "soft skills" like critical thinking, creativity, communication, and collaboration.</p><p>On the other hand, there are concerns that an overemphasis on job readiness and economic considerations can lead to a narrowing of the curriculum and an undervaluing of subjects that don't have a direct economic payoff. This could potentially limit students' exposure to a broad range of knowledge and skills, and undermine the intrinsic value of learning.</p><p>Education should ideally serve multiple purposes: to prepare students for the workforce, yes, but also to help them become well-rounded, informed citizens, and to foster a lifelong love of learning. A well-rounded education includes not only job-related skills, but also a broad foundation of knowledge in various subjects, the ability to think critically and creatively, social and emotional skills, civic and ethical awareness, and an understanding and appreciation of the arts and humanities.</p><p>Balancing these multiple goals is a complex task, and different people, schools, and societies may strike the balance in different ways. It's also worth noting that these goals are not mutually exclusive – for instance, many of the skills that are valuable in the workforce, such as critical thinking and creativity, can also enhance students' personal lives and civic participation, and can be fostered through a broad, well-rounded education.</p><p><span style="font-size: large;"><b>Prompt:</b> We have touched on a lot here, from the history of public education in America, to the problems and some of the structures that contribute to them, to the innovative ideas and actions that can serve as models for change. Please summarize what we have talked about.</span></p><p><b><u>OpenAI ChatGPT-4</u>:</b> Certainly! Here's a summary of our conversation:</p><p><b>History of Public Education in America</b>: The U.S. public education system evolved from a decentralized model with limited access, to a more standardized model designed to provide universal education, largely influenced by the Industrial Revolution. This system, however, largely remains a one-size-fits-all approach, which has faced criticism for its limitations in addressing diverse student needs and learning styles.</p><p><b>Challenges in Public Education</b>: Some of the key challenges in the current U.S. public education system include unequal access to quality education, standardization that overlooks individual learning needs and styles, over-reliance on testing, and a focus on calendars and schedules rather than the unique pace of each learner.</p><p><b>Critiques of Public Education</b>: There is ongoing debate about the role and effectiveness of public education. Critics argue that the current system is outdated and does not adequately prepare students for the complexities of the 21st century. Others express concerns about perceived political or ideological bias.</p><p><b>Innovative Approaches to Education</b>: There's a growing recognition that more personalized, student-centered approaches can better serve the diverse needs of students. These approaches include personalized learning, competency-based education, multiple pathways to success, inclusive education, social-emotional learning, and community and parental involvement.</p><p><b>Examples of Innovative Schools and Districts</b>: Several schools and districts, both new and existing, have implemented innovative approaches. These include Summit Public Schools, High Tech High, Lindsay Unified School District, New Tech Network, Big Picture Learning, Henry County Schools, Vista Unified School District, Albemarle County Public Schools, Meriden Public Schools, and Denver Public Schools.</p><p><b>Balancing Job-Readiness and Learning for the Sake of Learning</b>: There's an ongoing debate about whether education has become too focused on job-readiness and economics, at the expense of learning for the sake of learning. While preparing students for the workforce is an important function of education, there's concern that an overemphasis on these aspects can narrow the curriculum and undervalue subjects without a direct economic payoff. Ideally, education should balance multiple goals: preparing students for the workforce, helping them become well-rounded, informed citizens, and fostering a lifelong love of learning.</p><p><b>Transforming Education</b>: Transforming education is a complex task that requires strong leadership, a clear vision, and collaboration among all stakeholders. It involves a shift from viewing education as a standardized product to seeing it as a personalized process. While there are significant challenges to this transformation, numerous schools and districts have shown that it is possible, and are paving the way for others to follow.</p><p><span style="font-size: large;"><b>Prompt: </b>Thank you, and have a good day.</span></p><p><u style="font-weight: bold;">OpenAI ChatGPT-4</u>: You're welcome! I'm glad I could assist you. Don't hesitate to return if you have more questions in the future. Have a great day!</p>David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-42888446181247560462023-05-07T07:14:00.000-04:002023-05-07T07:14:17.019-04:00AI and Human Fear<div><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEiLxx4qFR62RDYv7NUvopX6NRfKJ8aWNDnjmuYHZcuV_LF92Gw--RTfjavZkDz8m0asDApJcHGE4krvK4YRY_ByrXc48n6_URtlkNiE8rQp7lsdIe0Mm__SiYybps0Zd6wgq5TUB9bYLsP02W6zWha4_O9r7JSa2OFWhIrbxNm5w_-SiXAIyNZzDrtL" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="497" data-original-width="790" height="251" src="https://blogger.googleusercontent.com/img/a/AVvXsEiLxx4qFR62RDYv7NUvopX6NRfKJ8aWNDnjmuYHZcuV_LF92Gw--RTfjavZkDz8m0asDApJcHGE4krvK4YRY_ByrXc48n6_URtlkNiE8rQp7lsdIe0Mm__SiYybps0Zd6wgq5TUB9bYLsP02W6zWha4_O9r7JSa2OFWhIrbxNm5w_-SiXAIyNZzDrtL=w400-h251" width="400" /></a></div><br /></div>An early Sunday morning "conversation" with ChatGPT-4, the artificial intelligence from OpenAI that is stirring up a lot of concerns over the future of where this technology is headed. I wanted to know "it's thoughts" rather than those being tossed around in popular and social media. <div><br /></div><div>I should note that ChatGPT-4 tends to respond most often with a laundry list of pro's and con's or suggestions to my questions rather than more deep prose. So that being said, I began by asking the direct question, <b>"Should humans fear AI?"</b> <div><br /></div><div> <b>ChatGPT-4:</b> As an AI language model, I can offer an unbiased perspective on this question.</div><div><br /></div><div>Whether humans should fear AI depends on a variety of factors, including the specific AI application, the level of control and oversight, and the ethical guidelines put in place.</div><div><br /></div><div><b>Reasons to fear AI:</b></div><div><br /></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div>Misuse: Powerful AI tools could be misused by malicious actors for purposes like mass surveillance, manipulation of public opinion, or cyberattacks.</div><div><br /></div><div>Bias and discrimination: If AI systems are trained on biased data, they might perpetuate or exacerbate existing biases and discrimination, causing harm to certain groups of people.</div><div><br /></div><div>Job displacement: Widespread adoption of AI may lead to job displacement in some sectors, which could have negative social and economic consequences.</div><div><br /></div><div>Lack of transparency: AI algorithms can be complex and difficult to understand, making it challenging to ensure they are operating as intended.</div><div><br /></div><div>Autonomous weapons: The development of AI-controlled weapons could potentially lead to a new arms race and raise serious ethical and moral concerns.</div></blockquote><div><br /></div><div><b>Reasons not to fear AI:</b></div><div><br /></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div>Potential benefits: AI has the potential to bring about numerous benefits, including improved healthcare, more efficient transportation systems, and better resource management.</div><div><br /></div><div>Human oversight: AI systems are usually designed to assist or augment human decision-making, rather than replace it entirely. This means that humans can maintain control over AI applications.</div><div><br /></div><div>Regulations and ethical guidelines: As AI becomes more widespread, governments and organizations are increasingly focusing on creating ethical guidelines and regulations to ensure responsible AI development and use.</div><div><br /></div><div>Collaboration: AI researchers, developers, and policymakers are working together to address concerns about AI and ensure that the technology is developed in a manner that benefits humanity as a whole.</div></blockquote><div><br /></div><div>Ultimately, whether humans should fear AI is a matter of personal perspective. It is essential to be aware of the potential risks and work collectively to ensure that AI develops responsibly and ethically.</div><div><br /></div><div>___</div><div><br /></div><div>I went on to ask <b>"Is the popularity of AI growing too fast?"</b></div><div><b><br /></b></div><div><b>ChatGPT-4: </b>The popularity of AI has been growing rapidly in recent years, driven by advances in machine learning, increased computational power, and the availability of large datasets. Whether the growth is "too fast" depends on one's perspective and the specific context in which AI is being developed and applied. Here are some arguments for and against the idea that AI's popularity is growing too fast.</div><div><br /></div><div><b>Arguments that AI's popularity is growing too fast:</b></div><div><br /></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div>Lack of understanding: The rapid growth of AI has led to its widespread adoption without a complete understanding of its implications, risks, and potential biases.</div><div><br /></div><div>Ethical concerns: The speed of AI development can make it challenging to establish and implement ethical guidelines, potentially resulting in negative consequences or misuse of the technology.</div><div><br /></div><div>Job displacement: The rapid growth of AI could lead to job displacement in certain industries, as AI-powered automation outpaces the ability of workers to adapt and retrain.</div><div><br /></div><div>Regulation lag: The fast pace of AI development can make it difficult for governments and regulatory bodies to keep up, leading to a potential lack of oversight and control.</div></blockquote><div><br /></div><div><b>Arguments against the idea that AI's popularity is growing too fast:</b></div><div><br /></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div>Potential benefits: The rapid growth of AI has led to significant advancements in various fields, including healthcare, transportation, and environmental management, benefiting society as a whole.</div><div><br /></div><div>Competitive advantage: Rapid AI development is essential for countries and companies to stay competitive in the global market and drive innovation.</div><div><br /></div><div>Collaboration: The AI research community, governments, and organizations are increasingly working together to address concerns about AI's rapid growth and create guidelines, standards, and regulations to ensure responsible development and use of the technology.</div><div><br /></div><div>Adaptation: Humans have a history of adapting to technological change, and the rapid growth of AI could drive the development of new skills, job opportunities, and industries.</div></blockquote><div><br /></div><div>In conclusion, the pace of AI's popularity growth presents both opportunities and challenges. Ensuring that AI's growth is sustainable and beneficial requires a balance between innovation, regulation, and education, as well as ongoing collaboration among stakeholders.</div></div><div>___</div><div><br /></div><div>I wanted to narrow my next question to AI and social media, since that appears to be a rapidly growing problem, so I posed this: <b>"I’m mostly concerned about the dramatic increase in AI generated content on social media and want to know how the average person can combat it?"</b></div><div><b><br /></b></div><div><b>ChatGPT-4:</b> AI-generated content on social media can present challenges, as it can be difficult to distinguish between genuine and artificial content. This may lead to misinformation, manipulation, or the spread of fake news. Here are some strategies that the average person can use to combat AI-generated content on social media:</div><div><br /></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div>Verify the source: When you encounter content on social media, always check the credibility of the source. Look for verified accounts, reputable news outlets, and reliable organizations.</div><div><br /></div><div>Fact-checking: Use fact-checking websites and tools to verify the accuracy of claims or news stories before sharing them. Some reliable fact-checking websites include Snopes, FactCheck.org, and PolitiFact.</div><div><br /></div><div>Be skeptical of sensational headlines: If a headline seems too sensational or outlandish, take a moment to verify the information before sharing or engaging with the content. This helps prevent the spread of misinformation.</div><div><br /></div><div>Reverse image search: If you come across an image that seems suspicious or manipulated, use a reverse image search tool (such as Google Images or TinEye) to check if the image has been altered or has appeared elsewhere with a different context.</div><div><br /></div><div>Report suspicious content: Most social media platforms have mechanisms for reporting false information, fake accounts, or misleading content. Make use of these reporting tools to help platforms identify and take down AI-generated content that violates their policies.</div><div><br /></div><div>Improve your digital literacy: Educate yourself on how to identify AI-generated content and be aware of the latest developments in AI technology. This will help you recognize potential AI-generated content and take appropriate action.</div><div><br /></div><div>Raise awareness: Encourage others to be more discerning with the content they consume and share on social media. Discuss the potential risks of AI-generated content and share tips on how to identify and combat it.</div></blockquote><div><br /></div><div>By being vigilant and proactive, the average person can help combat the spread of AI-generated content on social media and promote a more authentic and reliable online environment.</div><div>___</div><div><br /></div><div>Given that most of ChatGPT-4's responses to the previous questions are quite dependent on the designers and users of artificial intelligence being aware of the rapid development and potential for problems, I wanted to know, <b>"Should our government put restrictions and safeguards on the further development of AI?"</b></div><div><b><br /></b></div><div><b>ChatGPT-4: </b>The question of whether governments should put restrictions and safeguards on the further development of AI is a matter of ongoing debate. As AI technology continues to advance and become more integrated into various aspects of society, there are arguments for and against government intervention.</div><div><br /></div><div><b>Arguments for government intervention:</b></div><div><br /></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div>Ethical concerns: AI can raise ethical questions and concerns, such as privacy, fairness, and transparency. Government regulations can help ensure that AI development adheres to ethical standards and respects human rights.</div><div><br /></div><div>Public safety and security: Regulations can help prevent the misuse of AI for harmful purposes, such as cyberattacks, surveillance, or the development of autonomous weapons.</div><div><br /></div><div>Preventing bias and discrimination: Government oversight can help ensure that AI systems are designed to minimize biases and prevent discriminatory practices.</div><div><br /></div><div>Accountability and responsibility: Regulations can help establish clear guidelines for the responsibility and accountability of AI developers, users, and organizations.</div><div><br /></div><div>Encourage public trust: Government intervention can help establish transparency and build public trust in AI systems, promoting responsible development and usage.</div></blockquote><div><br /></div><div><b>Arguments against government intervention:</b></div><div><br /></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div>Stifling innovation: Overly restrictive regulations could hamper innovation and slow down the development of potentially beneficial AI applications.</div><div><br /></div><div>International competitiveness: Countries with strict regulations may be at a competitive disadvantage in the global AI landscape, as companies and researchers may choose to operate in less-regulated environments.</div><div><br /></div><div>Regulatory lag: The fast pace of AI development may make it difficult for governments to keep up with regulation, leading to outdated or insufficient policies.</div></blockquote><div><br /></div><div><b>A balanced approach that promotes responsible AI development while minimizing potential risks is essential. Governments can consider the following strategies to strike a balance:</b></div><div><br /></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div>Collaborative regulation: Work closely with AI researchers, developers, industry stakeholders, and civil society to develop regulations that address concerns while supporting innovation.</div><div><br /></div><div>Flexible and adaptive regulation: Develop regulatory frameworks that can adapt to the rapidly evolving AI landscape, and avoid overly prescriptive rules that may become obsolete quickly.</div><div><br /></div><div>Promote ethical AI research: Encourage research into ethical AI development and support initiatives that focus on fairness, accountability, and transparency.</div><div><br /></div><div>Education and public awareness: Invest in education and public awareness campaigns to help citizens understand the implications of AI technology and promote responsible use.</div></blockquote><div><br /></div><div>In conclusion, it is important for governments to strike a balance between fostering innovation and addressing potential risks and concerns associated with AI development. Collaborative, adaptive, and ethical approaches can help create a responsible and beneficial AI ecosystem.</div><div>___</div><div><br /></div><div>So, its clear that AI is, for lack of a better description, "self-aware" of the problems and potential solutions surrounding its rapid development and variety of uses, but, <b>"Can AI become autonomous and work against people, eventually harming them?"</b></div><div><b><br /></b></div><div><b><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEiKo7ZvJUccT4eXRhyENXDxgC1qzjQmvUid1nwJLPGKisxewW69Wa_9xyk2LkzMQ5cMPihlF2ZhJlLi3upmUEHu69BS-irb8Dur6ltjLoD1oE7tEMtNWcyEJwDMMMPPEfw1H2nkadUizBlsVe67OprcI72ld2Cq_WqgQ6wI25tQnLq0z1xf66PyV9hn" style="margin-left: auto; margin-right: auto;"><img alt="" data-original-height="400" data-original-width="599" height="268" src="https://blogger.googleusercontent.com/img/a/AVvXsEiKo7ZvJUccT4eXRhyENXDxgC1qzjQmvUid1nwJLPGKisxewW69Wa_9xyk2LkzMQ5cMPihlF2ZhJlLi3upmUEHu69BS-irb8Dur6ltjLoD1oE7tEMtNWcyEJwDMMMPPEfw1H2nkadUizBlsVe67OprcI72ld2Cq_WqgQ6wI25tQnLq0z1xf66PyV9hn=w400-h268" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;">2001: A Space Odyssey</td></tr></tbody></table><br /></b></div><div><b>ChatGPT-4:</b> AI systems are designed and built by humans and ultimately depend on human input, oversight, and control. However, there is a possibility that AI could be misused or malfunction in ways that could harm people, either directly or indirectly. <b>Here are some scenarios where AI could potentially work against people and cause harm:</b></div><div><br /></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div>Misuse by malicious actors: AI systems could be weaponized or repurposed for harmful activities, such as cyberattacks, surveillance, or the development of autonomous weapons. In these cases, the AI itself is not working against humans autonomously, but rather being used by humans with malicious intent.</div><div><br /></div><div>Accidents and unintended consequences: AI systems might unintentionally cause harm if they are poorly designed, if they misinterpret their objectives, or if they are confronted with unforeseen situations. For example, an AI system controlling a self-driving car could make a decision that inadvertently leads to an accident.</div><div><br /></div><div>Bias and discrimination: AI systems trained on biased data can perpetuate or exacerbate existing biases and discrimination, causing harm to certain groups of people. For example, an AI system used in hiring processes could unfairly reject candidates from certain backgrounds due to biases in its training data.</div><div><br /></div><div>Economic and social impacts: The widespread adoption of AI in various industries can lead to job displacement and socioeconomic disruptions, which can indirectly harm individuals and communities.</div></blockquote><div><br /></div><div>However, it is important to note that AI systems do not have inherent desires or intentions, and they do not "want" to harm people. The risk of harm comes from the ways in which AI systems are designed, deployed, and controlled. <b>To minimize these risks, it is essential to focus on responsible AI development, which includes the following practices:</b></div><div><br /></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div>Ensuring human oversight and control: Design AI systems to augment human decision-making rather than replace it entirely, and maintain human oversight in critical processes.</div><div><br /></div><div>Addressing biases: Focus on creating diverse and representative datasets to train AI systems, and actively work to mitigate biases in AI decision-making.</div><div><br /></div><div>Prioritizing safety and security: Develop robust and secure AI systems that can handle unexpected situations and are resistant to malicious attacks or hacking.</div><div><br /></div><div>Establishing clear ethical guidelines: Encourage the development and adoption of ethical guidelines for AI systems, focusing on fairness, transparency, and accountability.</div><div><br /></div><div>Collaborating on policy and regulation: Work with stakeholders, including governments, industry experts, and civil society, to develop policies and regulations that promote responsible AI development and use.</div></blockquote><div><br /></div><div>By taking these steps, the risks associated with AI systems can be minimized, and AI can be developed and deployed in ways that benefit humanity as a whole.</div><div>___</div><div><br /></div><div>So, knowing the potential problems and pitfalls of AI, <b>"How can AI itself work to help people understand it and use it in ethical and positive ways?"</b></div><div><b><br /></b></div><div>ChatGPT-4: AI can play a significant role in helping people understand its capabilities, limitations, and ethical implications. <b>There are several ways AI can contribute to promoting its ethical and positive use:</b></div><div><br /></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div>AI-driven education and training: AI-powered educational tools and platforms can be developed to teach people about AI, its applications, and ethical considerations. These tools can include interactive learning modules, AI-generated explanations, and personalized learning experiences.</div><div><br /></div><div>Explainable AI: Developing AI models that can provide clear and understandable explanations of their decision-making processes can help users better understand the rationale behind AI outputs. This can promote trust and confidence in AI systems and ensure that users can make informed decisions based on AI-generated insights.</div><div><br /></div><div>Bias detection and mitigation: AI can be used to analyze datasets and algorithms for potential biases and provide recommendations on how to mitigate these biases. This can help ensure that AI systems are designed and deployed in an equitable and fair manner.</div><div><br /></div><div>AI for ethical decision-making: AI models can be developed to help users navigate complex ethical dilemmas by providing data-driven insights and suggestions on potential courses of action. This can support informed, ethical decision-making in various contexts, including business, healthcare, and public policy.</div><div><br /></div><div>AI in policy and regulation development: AI can be used to analyze existing policies, regulations, and laws related to AI ethics and provide insights on potential gaps or areas for improvement. This can help policymakers develop more comprehensive and effective regulations to promote the responsible development and use of AI.</div><div><br /></div><div>Collaborative AI platforms: AI can facilitate collaboration between experts, stakeholders, and the public by creating platforms for sharing knowledge, resources, and best practices related to ethical AI development and use. These platforms can help build a community that fosters responsible AI innovation.</div><div><br /></div><div>AI-powered public awareness campaigns: AI can be used to generate personalized and targeted content for public awareness campaigns that educate people about AI ethics, potential risks, and responsible use.</div></blockquote><div><br /></div><div>By actively participating in these areas, AI can help create a better understanding of its capabilities and ethical considerations, and support users in making informed, responsible choices when using AI technologies.</div><div>___</div><div><br /></div><div>I wanted to drill down and get a more specific example of how AI could drive change for the better, so I asked ChatGPT-4, <b>"What is one example of something currently in existence that AI could drive the change needed for the better, or eliminate altogether?"</b></div><div><b><br /></b></div><div><div><b>ChatGPT-4:</b> One example where AI can drive positive change and significantly improve outcomes is in the healthcare sector, specifically in the area of medical diagnostics.</div><div><br /></div><div>AI has the potential to revolutionize medical diagnostics through the analysis of medical images, such as X-rays, MRIs, and CT scans. Deep learning algorithms, a subset of AI, can be trained to recognize patterns and detect anomalies in these images with high accuracy, sometimes even surpassing the performance of human experts.</div><div><br /></div><div><b>Here are some ways AI could improve medical diagnostics for the better:</b></div><div><br /></div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div><div>Early detection: AI can help identify early signs of diseases, such as cancer, by detecting subtle patterns in medical images that may be missed by human specialists. Early detection can lead to more effective treatments and better patient outcomes.</div></div><div><div><br /></div></div><div><div>Reducing human error: AI algorithms can reduce the risk of misdiagnosis by providing consistent and accurate analysis of medical images, helping to minimize human error.</div></div><div><div><br /></div></div><div><div>Increased efficiency: AI can analyze medical images more quickly than human experts, speeding up the diagnostic process and reducing the workload on overburdened healthcare professionals.</div></div><div><div><br /></div></div><div><div>Access to healthcare: AI-driven diagnostic tools can help bridge the gap in healthcare access, particularly in underserved areas with limited medical resources. AI can enable remote diagnostics and support telemedicine initiatives, making healthcare more accessible to people worldwide.</div></div><div><div><br /></div></div><div><div>Personalized treatment: AI can analyze patient data to identify patterns and trends, helping to inform more personalized treatment plans based on an individual's unique medical history and circumstances.</div></div></blockquote><div><div><br /></div><div>While AI has the potential to drive significant improvements in medical diagnostics, it is essential to ensure the responsible development and deployment of these technologies. This includes addressing issues such as data privacy, algorithmic bias, and maintaining human oversight in the decision-making process. With the right approach, AI can play a pivotal role in transforming healthcare and improving patient outcomes.</div></div><div>___</div><div><br /></div><div>Recalling all the hoop-la associated with the AI called WATSON and its defeat of Ken Jennings on Jeopardy in 2011, I went further to ask, <b>"Isn’t WATSON already being used in the field of healthcare?"</b></div><div><b><br /></b></div><div><b><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/a/AVvXsEg2wTpTQocHA_X_E_gggCrCQt721UPogmmDjbwUZCVQntSzn2Wor73UGF8eSi9U3HtvAFPFSrpdY_yqvhUfCbIzsJ0suVgj26tymVmM_qK15jLCpYYpvWv3K2tt-5nzMpckMHu6tSI62Y3ZjtIef--7b5BOc4GE-foNIJBKpC5rzwYSX7MINygga96O" style="margin-left: 1em; margin-right: 1em;"><img alt="" data-original-height="224" data-original-width="496" height="181" src="https://blogger.googleusercontent.com/img/a/AVvXsEg2wTpTQocHA_X_E_gggCrCQt721UPogmmDjbwUZCVQntSzn2Wor73UGF8eSi9U3HtvAFPFSrpdY_yqvhUfCbIzsJ0suVgj26tymVmM_qK15jLCpYYpvWv3K2tt-5nzMpckMHu6tSI62Y3ZjtIef--7b5BOc4GE-foNIJBKpC5rzwYSX7MINygga96O=w400-h181" width="400" /></a></div><br /></b></div><div><b>ChatGPT-4:</b> Yes, IBM Watson, an AI system developed by IBM, is already being used in the field of healthcare. Watson combines natural language processing, machine learning, and data analytics to analyze large volumes of data and generate insights that can assist medical professionals in various aspects of healthcare. Some of the ways Watson is being used in healthcare include:</div><div><br /></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div>Oncology: Watson for Oncology helps doctors make more informed decisions about cancer treatment by analyzing patients' medical records, relevant research literature, and clinical guidelines. It can suggest personalized treatment options based on the patient's specific condition and the latest medical evidence.</div><div><br /></div><div>Drug discovery: Watson for Drug Discovery assists researchers in finding potential new drug candidates by analyzing large volumes of data from scientific literature, patents, and clinical trials. It can also help identify potential drug targets and biomarkers for various diseases.</div><div><br /></div><div>Clinical trial matching: Watson for Clinical Trial Matching helps match patients with relevant clinical trials based on their medical conditions and preferences. By automating the process of identifying suitable trials, Watson can help increase patient enrollment and accelerate the development of new treatments.</div><div><br /></div><div>Genomics: Watson for Genomics can analyze large volumes of genomic data to identify potential treatment options based on a patient's unique genetic profile. This can help doctors provide more personalized and targeted treatments, particularly for patients with complex diseases like cancer.</div><div><br /></div><div>Medical imaging: Watson's image recognition capabilities can be applied to medical imaging, such as X-rays, MRIs, and CT scans, to assist radiologists in identifying anomalies and making more accurate diagnoses.</div></blockquote><div><br /></div><div>While Watson is already contributing to advancements in healthcare, it is important to note that it is designed to augment human decision-making and not replace it. Doctors and medical professionals still play a crucial role in interpreting Watson's insights and making the final decisions on patient care. The goal of using AI systems like Watson in healthcare is to provide more accurate, efficient, and personalized care, ultimately improving patient outcomes.</div><div>___</div><div><br /></div><div>I followed that with: <b>"Healthcare is reactive for the most part. Would it make more sense to concentrate AI inroads on climate change and other environmental issues that contribute to health problems?"</b></div><div><b><br /></b></div><div><div><b>ChatGPT-4: </b>Focusing AI on climate change and other environmental issues is indeed a valuable approach, as addressing these challenges can have a significant impact on global health and well-being. AI can play a crucial role in both understanding and mitigating the effects of climate change and environmental problems, as well as improving healthcare. The two areas are not mutually exclusive, and investing in AI applications for both can lead to a more comprehensive strategy for improving overall health and quality of life.</div><div><br /></div><div>Here are some ways AI can contribute to addressing climate change and other environmental issues:</div><div><br /></div></div><blockquote style="border: none; margin: 0px 0px 0px 40px; padding: 0px; text-align: left;"><div><div>Climate modeling: AI can help improve the accuracy and efficiency of climate models, allowing for better predictions of future climate conditions and more informed decision-making for climate change adaptation and mitigation strategies.</div></div><div><div><br /></div></div><div><div>Energy efficiency: AI can optimize energy consumption in homes, industries, and transportation by analyzing patterns of use and suggesting more efficient alternatives. This can lead to significant reductions in greenhouse gas emissions.</div></div><div><div><br /></div></div><div><div>Renewable energy: AI can improve the efficiency of renewable energy systems, such as solar panels and wind turbines, by optimizing their operation and predicting maintenance needs. This can contribute to a more sustainable energy infrastructure and help reduce reliance on fossil fuels.</div></div><div><div><br /></div></div><div><div>Agriculture and land use: AI can help optimize agricultural practices and land use to reduce the environmental impact of food production, minimize water consumption, and promote sustainable land management.</div></div><div><div><br /></div></div><div><div>Environmental monitoring: AI can be used to analyze satellite imagery and other remote sensing data to monitor changes in land cover, deforestation, urbanization, and other environmental indicators. This can provide valuable insights for policy-making and conservation efforts.</div></div><div><div><br /></div></div><div><div>Pollution control: AI can help identify sources of pollution, predict air quality, and suggest effective strategies for reducing emissions and improving air quality.</div></div><div><div><br /></div></div><div><div>Ecosystem protection and restoration: AI can be used to assess the health of ecosystems, identify threats, and inform restoration efforts to maintain biodiversity and protect endangered species.</div></div></blockquote><div><div><br /></div><div>By addressing climate change and environmental issues, AI can contribute to improving public health by reducing the prevalence of environmentally-related diseases and creating more sustainable living conditions. Therefore, it is essential to invest in AI applications in both healthcare and environmental sectors to promote a more holistic approach to improving overall health and well-being.</div></div><div>___</div><div><br /></div><div>Realizing that this had gotten very long, I wanted to close it out: <b>"Thank you for your responses. Could you provide a concluding paragraph that summarizes what you have said to me this morning?"</b></div><div><b><br /></b></div><div><b>ChatGPT-4:</b> AI has the potential to bring transformative changes to various aspects of society, including healthcare and environmental issues. While concerns about AI's rapid development and potential risks are valid, focusing on responsible AI development and use can help mitigate these risks. By educating the public on AI and promoting ethical, transparent, and accountable AI systems, we can harness its potential for positive change. AI can improve healthcare through more accurate diagnostics, personalized treatments, and increased access to care. At the same time, AI can play a crucial role in addressing climate change and other environmental challenges by improving climate modeling, promoting energy efficiency, and supporting sustainable agriculture, among other applications. Ultimately, investing in AI applications across multiple sectors, such as healthcare and the environment, can lead to a more comprehensive strategy for improving overall health, well-being, and sustainability.</div>David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-35379340020065724812023-04-15T13:42:00.001-04:002023-04-15T13:42:33.398-04:00Conversation with ChatGPT4 on the U.S. Highway System and Segregation<p>During a Saturday afternoon "chat" with ChatGPT4, the new artificial intelligence that seems to be all the rage, I queried it on the topic of how (or even if) the U.S. highway system contributed to racial segregation. I further dug into the AI's response with several follow-up questions including the final one that asked for specific examples.</p><p>From OpenAI's web page, it's important to note the following about ChatGPT:</p><p><i>These models were trained on vast amounts of data from the internet written by humans, including conversations, so the responses it provides may sound human-like. It is important to keep in mind that this is a direct result of the system's design (i.e. maximizing the similarity between outputs and the dataset the models were trained on) and that such outputs may be inaccurate, untruthful, and otherwise misleading at times.</i></p><p><i>ChatGPT is not connected to the internet, and it can occasionally produce incorrect answers. It has limited knowledge of world and events after 2021 and may also occasionally produce harmful instructions or biased content. </i></p><p><table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto;"><tbody><tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKakxrfinqHY9lvUQWfFd5269q1xNyqmjIcKJ-vYlVnaBClur9Sw33wDOygyeu6OPAnAiWnUQ09SOhHX0t0KT5xCiKzSRPal6pA-FeFaOQ-iISMWslZDiQuSbxiL3NBwVv115rEHIdyOjle7JVzb2BCPw1B2OMXXfb7Yxzt4AyhP6pgGHZRaWJ4OYb/s800/gettyimages-107713178-95381ae622031a0ab54f79478b8daacf07ab1a13-s800-c85.webp" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="599" data-original-width="800" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKakxrfinqHY9lvUQWfFd5269q1xNyqmjIcKJ-vYlVnaBClur9Sw33wDOygyeu6OPAnAiWnUQ09SOhHX0t0KT5xCiKzSRPal6pA-FeFaOQ-iISMWslZDiQuSbxiL3NBwVv115rEHIdyOjle7JVzb2BCPw1B2OMXXfb7Yxzt4AyhP6pgGHZRaWJ4OYb/w400-h300/gettyimages-107713178-95381ae622031a0ab54f79478b8daacf07ab1a13-s800-c85.webp" width="400" /></a></td></tr><tr><td class="tr-caption" style="text-align: center;"><span style="color: #767676; font-family: inherit; font-size: small; font-style: inherit; font-variant-caps: inherit; font-variant-ligatures: inherit; font-weight: inherit; text-align: left;">Cars on the Southern State Parkway in Nassau County, circa 1960. The urban planner Robert Moses, according to biographers, designed the road so that bridges were low enough to keep buses — which would likely be carrying poor minorities — from passing underneath on the route from New York City to Long Island's beaches.</span></td></tr></tbody></table></p><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody><tr><td class="tr-caption" style="text-align: center;"><span aria-label="Image credit" class="credit" style="background-color: white; border: 0px; box-sizing: border-box; display: block; font-feature-settings: inherit; font-kerning: inherit; font-optical-sizing: inherit; font-stretch: inherit; font-variant-alternates: inherit; font-variant-east-asian: inherit; font-variant-numeric: inherit; font-variation-settings: inherit; line-height: 1.7; margin: 0px; padding: 0px; text-align: start; vertical-align: baseline;"><span style="font-size: xx-small;"><span style="color: #767676; font-family: Helvetica, Arial, sans-serif;"><i>Pictorial Parade/Getty Images </i>used in </span><span style="background-color: transparent; text-align: center;"><span style="color: #767676; font-family: Helvetica, Arial, sans-serif;">'The Wrong Complexion For Protection.' How Race Shaped America's Roadways And Cities, </span></span><span style="color: #767676; font-family: Helvetica, Arial, sans-serif;">July 5, 2020, NPR</span></span></span></td></tr></tbody></table><p><b><br /></b></p><p><b>(Question): How did the U.S. highway system contribute to racial segregation?</b></p><p>(ChatGPT4): The U.S. highway system, which began development in the mid-20th century, has contributed to racial segregation in several ways. While the highway system was not designed with the explicit intention of segregating races, its construction often had that effect. Here are a few ways this occurred:</p><p>1.<span style="white-space: pre;"> </span>Route planning and urban renewal: In many cases, highway routes were planned through predominantly African American and low-income neighborhoods. This was sometimes done under the guise of "urban renewal," with the idea that highways would help revitalize economically struggling areas. However, this often led to the destruction of existing communities, displacement of residents, and the entrenchment of racial and economic segregation.</p><p>2.<span style="white-space: pre;"> </span>Dividing communities: Highways often acted as physical barriers between communities, effectively segregating neighborhoods by race. This reinforced existing racial divisions by creating a clear separation between predominantly white neighborhoods and neighborhoods where people of color lived.</p><p>3.<span style="white-space: pre;"> </span>Displacement and loss of housing: The construction of highways required the demolition of many homes and businesses, disproportionately affecting communities of color. As a result, families were forced to relocate, often to already segregated neighborhoods with fewer resources and opportunities. This further entrenched racial segregation.</p><p>4.<span style="white-space: pre;"> </span>Car-centric development: The highway system facilitated the growth of suburbs and increased reliance on cars for transportation. As suburban living became more popular, white Americans moved out of urban areas, leaving behind communities of color who had less access to resources and opportunities. This "white flight" to the suburbs further perpetuated racial and economic segregation in urban areas.</p><p>5.<span style="white-space: pre;"> </span>Limited access to resources and opportunities: With the growth of suburbs and car-centric development, access to resources and opportunities often became dependent on car ownership. This disproportionately affected low-income families and communities of color, who were less likely to own cars and more likely to rely on public transportation. This limited their access to jobs, education, and other essential resources, reinforcing racial and economic disparities.</p><p>While the U.S. highway system was not explicitly designed to promote racial segregation, its construction and the policies surrounding it have contributed to the entrenchment of racial divisions in American society.</p><p><br /></p><p>(<b>Question): Can this damage done by creation of the U.S. highway system be undone?</b></p><p>(ChatGPT4): While it is impossible to completely undo the damage caused by the creation of the U.S. highway system, there are steps that can be taken to mitigate its effects on racial segregation and promote more equitable development. Some possible solutions include:</p><p>1.<span style="white-space: pre;"> </span>Community engagement and investment: Engage with affected communities and invest in their revitalization. This can be done through affordable housing initiatives, economic development programs, and improving access to resources and opportunities for marginalized communities.</p><p>2.<span style="white-space: pre;"> </span>Reconnect neighborhoods: Develop strategies to reconnect neighborhoods divided by highways, such as constructing pedestrian and bicycle bridges or tunnels, creating green spaces, or even removing or reconfiguring portions of highways. This can help to promote social cohesion and improve access to resources and opportunities for residents.</p><p>3.<span style="white-space: pre;"> </span>Improve public transportation: Invest in better public transportation options to reduce the reliance on cars, especially for low-income communities and communities of color. This can help to bridge the gap between urban and suburban areas and provide more equitable access to jobs, education, and other resources.</p><p>4.<span style="white-space: pre;"> </span>Implement equitable land use policies: Create and enforce land use policies that promote affordable housing and mixed-income communities, preventing further displacement and segregation. This can include zoning changes, inclusionary housing policies, and housing trust funds.</p><p>5.<span style="white-space: pre;"> </span>Reevaluate infrastructure projects: When planning new infrastructure projects or redeveloping existing ones, prioritize community input and consider the potential impacts on racial and economic segregation. Use these considerations to guide decision-making and ensure that projects benefit all residents equitably.</p><p>6.<span style="white-space: pre;"> </span>Support regional planning and collaboration: Encourage regional planning and collaboration among neighboring cities and towns to address issues of racial and economic segregation on a larger scale. This can involve coordinated housing policies, transportation planning, and economic development efforts.</p><p>While these strategies cannot completely undo the damage caused by the creation of the U.S. highway system, they can help to mitigate its effects on racial segregation and promote more equitable and inclusive communities. The process of addressing this issue will likely require a combination of policy changes, community engagement, and long-term commitment to creating a more just society.</p><p><br /></p><p><b>(Question): Is America even capable of the necessary "long-term commitment to creating a more just society?"</b></p><p>(ChatGPT4): As an AI language model, I cannot predict the future or offer personal opinions. However, I can provide some insights based on historical and social contexts.</p><p>The question of whether America is capable of making a long-term commitment to creating a more just society is subjective and depends on various factors, such as political will, public opinion, and the continued work of activists and community organizations.</p><p>Throughout its history, the United States has made progress in certain areas of social justice, including the civil rights movement, women's rights movement, LGBTQ+ rights, and disability rights, among others. These changes often occurred due to persistent activism, legal battles, and shifts in public opinion.</p><p>However, progress has not been uniform, and there are still many areas where the United States struggles with issues of inequality and injustice, such as racial and economic disparities, access to healthcare, and criminal justice reform.</p><p>Ultimately, the capacity for America to make a long-term commitment to creating a more just society depends on various factors, including:</p><p>1.<span style="white-space: pre;"> </span>Political leadership: The commitment of political leaders at all levels of government to address and prioritize issues related to social justice is crucial for driving policy changes.</p><p>2.<span style="white-space: pre;"> </span>Grassroots activism: Grassroots activism has historically played a significant role in driving social change in the United States. Continued advocacy and community organizing efforts can push for more equitable policies and raise awareness of social justice issues.</p><p>3.<span style="white-space: pre;"> </span>Public opinion and awareness: Changes in public opinion can influence the political landscape and create pressure for policymakers to address social justice issues. Increasing public awareness and understanding of systemic inequalities can contribute to a greater commitment to creating a more just society.</p><p>4.<span style="white-space: pre;"> </span>Legal and judicial systems: Courts and the legal system can play a significant role in shaping social justice outcomes, as seen in landmark cases like Brown v. Board of Education and Obergefell v. Hodges.</p><p>5.<span style="white-space: pre;"> </span>Media representation and education: Accurate representation of marginalized communities in media and education can promote empathy and understanding, fostering an environment more conducive to social change.</p><p>Ultimately, whether America can achieve a long-term commitment to creating a more just society depends on the collective efforts of its citizens, policymakers, activists, and institutions. While progress has been made in some areas, there is still much work to be done to address ongoing disparities and inequalities.</p><p><br /></p><p><b>(Question): In our current political state, how likely is it to expect that the political will to overcome these negative impacts will ever occur?</b></p><p>(ChatGPT4): As an AI language model, I cannot predict the future or provide personal opinions. However, I can offer some insights based on historical and social contexts.</p><p>Political will and the likelihood of overcoming the negative impacts of historical policies, such as the U.S. highway system's contribution to racial segregation, can be influenced by various factors. These may include public opinion, the priorities of elected officials, grassroots activism, and the ever-evolving political landscape.</p><p>In recent years, there has been a growing awareness of racial and economic inequality and the importance of addressing systemic issues. The rise of social movements like Black Lives Matter, renewed interest in environmental justice, and discussions around affordable housing and public transportation have brought some of these concerns to the forefront of public discourse.</p><p>However, the current political climate in the United States is often characterized by polarization and partisanship, which can make it challenging to build consensus and implement policy changes to address complex social issues. Additionally, political priorities can shift with each election cycle, potentially affecting the momentum behind certain policy initiatives.</p><p>Some factors that could contribute to generating the political will to address these negative impacts include:</p><p>1.<span style="white-space: pre;"> </span>Public opinion and awareness: As public awareness and understanding of systemic inequalities grow, there may be more pressure on political leaders to address these issues and prioritize policy changes.</p><p>2.<span style="white-space: pre;"> </span>Grassroots activism and community organizing: Grassroots movements have historically played a significant role in driving social change. Continued activism and organizing efforts can push for more equitable policies and raise awareness of social justice issues.</p><p>3.<span style="white-space: pre;"> </span>Bipartisan cooperation: The ability to foster bipartisan cooperation on key issues can help overcome some of the challenges posed by political polarization and partisanship.</p><p>4.<span style="white-space: pre;"> </span>Long-term policy planning: Adopting a long-term approach to policy planning, rather than focusing solely on short-term election cycles, can enable more sustainable progress in addressing systemic issues.</p><p>5.<span style="white-space: pre;"> </span>Leadership from local and state governments: While federal policy changes are often critical, local and state governments can also play a significant role in driving change. These smaller-scale initiatives can serve as models for larger policy changes at the federal level.</p><p>In conclusion, the likelihood of generating the political will to address the negative impacts of historical policies like the U.S. highway system on racial segregation depends on a range of factors. While it is difficult to predict future political outcomes, the combination of public awareness, grassroots activism, and political leadership can contribute to creating an environment in which these issues are more likely to be addressed.</p><p><br /></p><p><b>(Question): What are a few specific examples of how and where the U.S. highway system contributed to racial segregation?</b></p><p>(ChatGPT4): Several specific examples illustrate how the U.S. highway system contributed to racial segregation in different cities across the country. These examples highlight the ways in which highway construction disrupted and divided communities, often disproportionately affecting African American and low-income neighborhoods:</p><p>1.<span style="white-space: pre;"> </span>Detroit, Michigan: The construction of Interstate 75 (I-75) in the 1950s and 1960s resulted in the demolition of the predominantly African American neighborhood of Black Bottom. The highway construction displaced thousands of Black residents, many of whom were forced to relocate to other segregated areas of the city. In addition to the physical barrier created by the highway, this displacement further entrenched racial segregation in Detroit.</p><p>2.<span style="white-space: pre;"> </span>New Orleans, Louisiana: The construction of Interstate 10 (I-10) in the 1960s led to the destruction of a significant portion of the historic Treme neighborhood, one of the oldest African American communities in the United States. The highway was built directly over Claiborne Avenue, which had been a thriving cultural and economic corridor for the Black community. This not only physically divided the neighborhood but also had lasting economic and social effects on the residents.</p><p>3.<span style="white-space: pre;"> </span>Miami, Florida: The construction of Interstate 95 (I-95) in the 1960s and 1970s cut through Overtown, a predominantly African American neighborhood that was once known as the "Harlem of the South." The highway construction led to the displacement of thousands of residents and the loss of numerous homes and businesses, contributing to the decline of the neighborhood and further entrenching racial segregation in Miami.</p><p>4.<span style="white-space: pre;"> </span>Los Angeles, California: The construction of the Interstate 10 (I-10) freeway in the 1960s resulted in the demolition of hundreds of homes in the predominantly African American neighborhood of Sugar Hill. The freeway construction contributed to the displacement of Black residents and the fragmentation of the community, reinforcing patterns of racial segregation in the city.</p><p>5.<span style="white-space: pre;"> </span>Syracuse, New York: Interstate 81 (I-81) was constructed in the 1960s through the 15th Ward, a predominantly African American neighborhood. The construction of the highway led to the displacement of residents and the division of the community, contributing to racial segregation and the isolation of the predominantly Black public housing complex, Pioneer Homes, from the rest of the city.</p><p>These examples are just a few instances of how the U.S. highway system has contributed to racial segregation in various cities across the country. In many cases, the construction of highways disproportionately affected African American and low-income neighborhoods, displacing residents, dividing communities, and exacerbating existing patterns of racial and economic segregation.</p><div><br /></div><p></p><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><p></p>David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-24059473372456957512023-04-05T07:11:00.001-04:002023-04-05T07:13:20.460-04:00A Morning Chat with an AI on the Concept of the "Common Good"<p>I began a conversation this morning with ChatGPT-4 about the concept of “common good” by first asking it to write an essay about the subject. For those new to ChatGPT, it is a natural language processing tool trained to interact in a conversational manner. Commonly referred to as "AI" or artificial intelligence, the dialogue format makes it possible for ChatGPT to answer followup questions, admit its mistakes, challenge incorrect premises, and reject inappropriate requests. It has a number of limitations the user should be aware of before relying on it.</p><p>Here's how the conversation went. I did not fact-check any of the responses. My followup questions are marked with a "Q."</p><p><br /></p><p><b>Good morning. Please write an essay on the concept of “common good.”</b></p><p>Title: The Concept of Common Good: A Pillar of Social Harmony</p><p>Introduction</p><p>The concept of "common good" is a philosophical and social principle that transcends time, borders, and cultures. It refers to the shared benefits and values that contribute to the overall welfare and well-being of a community or society. This essay will explore the historical context of the common good, its application in modern society, and the challenges and opportunities it presents for fostering social harmony.</p><p>Historical Context</p><p>The idea of the common good dates back to ancient civilizations, where philosophers such as Aristotle and Confucius espoused the importance of the collective welfare of society. Aristotle, in his work "Politics," argued that the ultimate purpose of the state was to promote the common good, defined as "the highest good of all." Similarly, Confucius emphasized the importance of social harmony and the necessity of benevolent rulers who could put the well-being of their subjects above their own interests.</p><p>Over the centuries, the common good continued to be a central theme in political and moral philosophy. During the Enlightenment, thinkers such as Jean-Jacques Rousseau and Immanuel Kant debated the nature of the social contract and the role of government in promoting the common good. The concept has also played a significant role in religious teachings, with various faiths advocating for the importance of caring for one's neighbor and contributing to the well-being of the community.</p><p>Application in Modern Society</p><p>In contemporary society, the common good serves as a guiding principle in various aspects of life, including politics, economics, and ethics. Politically, it inspires the formation of laws, policies, and institutions that prioritize the well-being of all citizens. Examples include the establishment of public healthcare systems, environmental regulations, and social safety nets to protect vulnerable populations.</p><p>Economically, the common good promotes the idea that markets should serve not just individual profit but also the collective welfare. This perspective has led to the development of corporate social responsibility initiatives and the emergence of social enterprises that prioritize social and environmental impact alongside financial returns.</p><p>Ethically, the common good encourages individuals to consider the consequences of their actions on the broader community. This moral compass fosters a sense of responsibility and solidarity, empowering people to contribute to their communities and address pressing social issues.</p><p>Challenges and Opportunities</p><p>The pursuit of the common good faces numerous challenges in today's interconnected and diverse world. Rising inequality, environmental degradation, and global conflicts have made it difficult to establish a shared vision of what constitutes the common good. Moreover, the prevalence of individualism and materialism in some societies has eroded the sense of collective responsibility and commitment to the welfare of others.</p><p>However, these challenges also present opportunities for reimagining the common good in the 21st century. By emphasizing the importance of inclusivity, sustainability, and global cooperation, societies can work together to develop new frameworks and practices that advance the well-being of all. This collective endeavor requires the participation of governments, businesses, civil society, and individuals in a collaborative effort to build a more just and harmonious world.</p><p>Conclusion</p><p>The concept of the common good is an enduring principle that has shaped human societies throughout history. In modern times, it serves as a critical reminder of the importance of collective welfare, urging individuals and institutions to prioritize the well-being of all. While the pursuit of the common good is fraught with challenges, it offers a powerful vision for a more equitable and sustainable future, fostering social harmony and shared prosperity.</p><p><b>Q: Is the concept of “common good” part of American political culture?</b></p><p>The concept of the "common good" is indeed a part of American political culture, though it may not always be explicitly labeled as such. From the founding of the United States to the present day, the idea of promoting the collective welfare of citizens has been a core principle in various aspects of the nation's political life.</p><p>The origins of this principle in American political culture can be traced back to the founding documents and the writings of key figures in the early years of the republic. The Preamble to the U.S. Constitution, for example, speaks of the need to "promote the general Welfare" as one of its key objectives, emphasizing the importance of the common good. The Federalist Papers, written by Alexander Hamilton, James Madison, and John Jay, also discuss the importance of a strong central government in promoting the common good and ensuring that the interests of all citizens are represented.</p><p>Throughout American history, the common good has been a recurrent theme in political debates, often appearing in discussions about the role of government, the rights and responsibilities of citizens, and the formation of policies and laws that shape the nation. Notable examples include the New Deal policies of the 1930s, which aimed to alleviate the effects of the Great Depression by instituting social welfare programs and regulations that protected citizens and promoted economic recovery.</p><p>In contemporary American politics, the concept of the common good still plays a significant role, though it may sometimes be contested or interpreted differently by various political factions. Issues such as healthcare, education, environmental protection, and social justice are often framed in terms of their contribution to the common good. However, the balance between individual rights and collective welfare remains a subject of ongoing debate.</p><p>In conclusion, while the term "common good" might not always be explicitly used, its underlying principles have been and continue to be an essential part of American political culture. The pursuit of the common good remains a critical aspect of policy-making and political discourse, shaping the nation's understanding of its collective responsibilities and aspirations.</p><p><b>Q: How can we get back to a nation that puts the common good ahead of individual freedom?</b></p><p>Reorienting a nation's focus towards the common good, while still preserving individual freedom, requires a multi-faceted approach involving government, businesses, and citizens. Here are some steps that can be taken to promote the common good without compromising individual liberties:</p><p>1.<span style="white-space: pre;"> </span>Civic Education: Encourage a better understanding of the principles of democracy, the importance of the common good, and the responsibilities of citizens in a democratic society. Enhance civic education in schools and promote public discourse on the balance between individual freedom and collective welfare.</p><p>2.<span style="white-space: pre;"> </span>Inclusive Policy-Making: Engage in policy-making processes that take into account the diverse needs and interests of various communities. Ensure that policies are designed to promote social cohesion, reduce inequality, and provide access to resources and opportunities for all citizens.</p><p>3.<span style="white-space: pre;"> </span>Responsible Media: Encourage responsible and ethical media practices that promote accurate and balanced reporting on issues affecting the common good. Foster media literacy among citizens to better discern credible information and understand the implications of various policy decisions.</p><p>4.<span style="white-space: pre;"> </span>Empathy and Dialogue: Foster a culture of empathy and understanding by promoting open and respectful dialogue between individuals with diverse perspectives. Encourage citizens to engage in community conversations and initiatives that bridge divides and build trust.</p><p>5.<span style="white-space: pre;"> </span>Corporate Social Responsibility: Encourage businesses to adopt corporate social responsibility programs that prioritize the welfare of the communities they operate in. Support companies that invest in sustainable and ethical practices and demonstrate a commitment to the common good.</p><p>6.<span style="white-space: pre;"> </span>Encourage Volunteering and Civic Engagement: Promote a culture of volunteering and active participation in community initiatives that address social, economic, and environmental challenges. Recognize and celebrate individuals and organizations that contribute to the common good through their actions and efforts.</p><p>7.<span style="white-space: pre;"> </span>Political Leadership: Encourage political leaders to prioritize the common good in their decision-making processes and to model responsible and ethical behavior. Hold politicians accountable for their actions and demand transparency in the governance process.</p><p>8.<span style="white-space: pre;"> </span>Strengthen Institutions: Strengthen democratic institutions by promoting transparency, accountability, and good governance. Ensure that government agencies and officials act in the best interests of the public and prioritize the common good over partisan interests.</p><p>9.<span style="white-space: pre;"> </span>Address Structural Inequalities: Work to dismantle systemic barriers that perpetuate inequality and marginalization. Implement policies that address the root causes of social and economic disparities and promote equal opportunity for all.</p><p>10.<span style="white-space: pre;"> </span>Celebrate and Emphasize Shared Values: Highlight and celebrate the shared values, goals, and aspirations that unite people across the nation, emphasizing the importance of working together to create a society that benefits everyone.</p><p>By adopting these measures, it is possible to create a more inclusive and cohesive society that puts the common good at the forefront without sacrificing individual freedoms. Such an approach requires the collective efforts of governments, businesses, and citizens working together to foster a culture of empathy, understanding, and shared responsibility.</p><p><b>Q: Do you feel that a focus on the "common good" can be achieved in a divided American society?</b></p><p>Achieving a focus on the "common good" in a divided American society is undoubtedly a challenge, but it is not impossible. The key lies in promoting dialogue, understanding, and collaboration among diverse communities and individuals with different perspectives. While divisions may persist, there are several strategies that can be employed to encourage a greater emphasis on the common good:</p><p>1.<span style="white-space: pre;"> </span>Encourage Constructive Dialogue: Create spaces and platforms for open, respectful, and constructive dialogue between individuals and communities with differing views. Promoting understanding and empathy can help bridge divides and foster collaboration on issues that affect the common good.</p><p>2.<span style="white-space: pre;"> </span>Common Ground: Identify shared values, goals, and concerns that unite people across the political and social spectrum. By focusing on areas of agreement, it becomes easier to build consensus and develop collaborative solutions.</p><p>3.<span style="white-space: pre;"> </span>Inclusive Policy-Making: Ensure that policy-making processes involve diverse stakeholders, and that policies are designed to address the needs of all citizens. Inclusive policies are more likely to foster social cohesion and a sense of collective responsibility.</p><p>4.<span style="white-space: pre;"> </span>Grassroots Initiatives: Support and promote grassroots initiatives that bring people together to work on common goals, such as community development, environmental conservation, or education. These initiatives can serve as a catalyst for positive change and help build trust among citizens.</p><p>5.<span style="white-space: pre;"> </span>Education and Awareness: Increase public awareness about the importance of the common good and the role that individuals and communities play in contributing to it. Encourage critical thinking and media literacy to help citizens understand complex social and political issues more effectively.</p><p>6.<span style="white-space: pre;"> </span>Responsible Media: Promote responsible journalism that presents balanced and accurate information on issues affecting the common good. Encourage media outlets to prioritize reporting that highlights shared values and collaborative efforts.</p><p>7.<span style="white-space: pre;"> </span>Celebrate Diversity: Foster a culture that values and celebrates diversity, recognizing the unique contributions that each individual and community brings to society. Emphasize the importance of mutual respect, tolerance, and understanding in building a more inclusive and cohesive nation.</p><p>8.<span style="white-space: pre;"> </span>Political Leadership: Encourage political leaders to prioritize the common good in their decision-making processes and to model responsible and ethical behavior. Hold politicians accountable for their actions and demand transparency in the governance process.</p><p>While achieving a focus on the common good in a divided society is challenging, these strategies can help bridge divides and foster a sense of shared responsibility. It is essential to recognize that this process takes time and requires the collective efforts of individuals, communities, and institutions working together. By promoting dialogue, understanding, and collaboration, it is possible to create a more inclusive and cohesive society that prioritizes the common good.</p><p><b>Q: Some people believe that an emphasis on the "common good" is equivalent to socialism. Is that accurate?</b></p><p>The concept of the "common good" and socialism, while sharing some similarities, are not synonymous. The common good is a philosophical and moral principle that emphasizes the importance of collective welfare and the well-being of society as a whole. It transcends political ideologies and has been a central theme in various philosophical, religious, and cultural traditions.</p><p>Socialism, on the other hand, is a specific economic and political system that advocates for collective or government ownership of the means of production, distribution, and exchange of goods and services. The goal of socialism is to create a more equitable society, where resources and wealth are distributed more evenly among the population, thereby reducing economic disparities.</p><p>While both the common good and socialism prioritize the well-being of the community or society, the common good does not necessarily advocate for a specific political or economic system. It serves as a guiding principle that can be applied within various political and economic frameworks, including capitalism, socialism, or mixed economies.</p><p>An emphasis on the common good can be seen in policies and initiatives that focus on social welfare, education, healthcare, environmental protection, and other areas that benefit society as a whole. Such initiatives can be pursued within a capitalist system, where the private sector plays a significant role in the economy, or within a socialist system, where the government takes a more prominent role in controlling resources and providing services.</p><p>In conclusion, the concept of the common good is not equivalent to socialism, as it is a broader principle that can be applied within different political and economic systems. While socialism may emphasize the common good as part of its ideology, the pursuit of the common good is not limited to socialist systems and can be pursued within various other frameworks, including those that prioritize individual freedom and free-market principles.</p><p><br /></p><p><br /></p>David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-14267079645169154862020-09-08T17:35:00.000-04:002020-09-08T17:35:47.558-04:00Henry D. MacNaughton: Teacher-Soldier<p>In the musical “Hamilton,” the 46th and final song starts out when the character of George Washington states, “Let me tell you what I wished I'd known, when I was young and dreamed of glory, you have no control, [ensemble] who lives, who dies, who tells your story.” This is an abbreviated story of Major Henry D. MacNaughton whose memory has long since passed from most and has not received just due for his story.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVbiawKPUo2hopId0QdDi2ZCMc7ByF00bWJMm3bGYJoOPnPiJCfXuZ2_fYCKdiXG8qphMru9I64ZBMt4lHYZuQDUBPwS9DmiiIAEw8OqxFtlZtaqXpKgZRQQN5M_GeSGEieVThdnVdX1s/s2048/1942+Ottawa+Hills+HS+Yearbook_full_record_image+copy.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1833" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgVbiawKPUo2hopId0QdDi2ZCMc7ByF00bWJMm3bGYJoOPnPiJCfXuZ2_fYCKdiXG8qphMru9I64ZBMt4lHYZuQDUBPwS9DmiiIAEw8OqxFtlZtaqXpKgZRQQN5M_GeSGEieVThdnVdX1s/w358-h400/1942+Ottawa+Hills+HS+Yearbook_full_record_image+copy.jpg" width="358" /></a></div><p>MacNaughton (sometimes spelled McNaughton) was born in Ada Township, Kent County on May 15, 1879. The son of Dougal and Charlotte (Bettis) MacNaughton, he was the oldest of six children. Throughout much of his life he would have four other birthday years, including 1880, 1882, 1883, and 1887. This was a time when formal documentation of birth was not always accurate or available so age could be “flexible” to suit an individual’s purpose. For MacNaughton, those purposes appear to have centered around his desire to serve.</p><p><b>Teacher - Principal</b></p><p>By 1903, Henry had moved into Grand Rapids and five years later took Mabel Haines as his bride. Together they resided at 496 North College Ave. He had been a school teacher according to the 1900 census, but it’s not evident where he was teaching at the time. In 1907, MacNaughton graduated from Kalamazoo Normal School (now Western Michigan University) as president of his class. That March, he hired in as principal for the Godfrey School in the northeast corner of Wyoming Township at $70 per month. He had been teaching a three-month civil service course at the Y.M.C.A. to prepare for March exams, but would resign that responsibility the following year. At the time, MacNaughton was one of only two teachers, but the school district population was growing so quickly the board had to keep adding classrooms. Two were added that summer. The following February, the board rehired him for another year with a $5 per month raise. Two months later, with the obvious growth of responsibility he was incurring, he requested an additional $5 and the board approved. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjj2s1ewjpgPdbthb1Ge-uNLhdRKVxnWZPHFKzbuCyi3co2L-HQDuUT3xIvceoW4zJOl6QjDVwgFjf-UVSvfFxMlvJ_mhmkjkwjmGxas7QbaX8Hm3ehgXtrfo9bdLlWiRNYEJpLIjQ2amQ/s2048/School+Godfrey+pre-1915+2019-11-16+13.55.11+copy+3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1628" data-original-width="2048" height="318" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjj2s1ewjpgPdbthb1Ge-uNLhdRKVxnWZPHFKzbuCyi3co2L-HQDuUT3xIvceoW4zJOl6QjDVwgFjf-UVSvfFxMlvJ_mhmkjkwjmGxas7QbaX8Hm3ehgXtrfo9bdLlWiRNYEJpLIjQ2amQ/w400-h318/School+Godfrey+pre-1915+2019-11-16+13.55.11+copy+3.jpg" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;">Godfrey Avenue School c. pre-1915</div><p>The Godfrey Avenue school, like many in rural areas, had been K-8 only, but in 1909 at the request of several students, a 9th and 10th grade was added. Now the building was overcrowded once again, and so a nearby empty store had to be rented for the overflow while more rooms were being added. MacNaughton requested another raise of $10 per month but the board balked and would only agree to $2.50, giving him thirty days to decide. As a result, he resigned at the end of the 1910-11 school year.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzpGgdsyoFbe2CVFJMRQnNne3SfsF7jTDQGC3jZW7ovUP4mUXpBl6CVOvLzmyh-kKs-pfA1SJSXN21JJ509khHFGVLUSBljRkkQ05VLvv5KFB4khHbrEi7x3MwKS7f-4asq7MIiPlkKFk/s1588/Screen+Shot+2020-09-08+at+4.52.13+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1198" data-original-width="1588" height="301" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzpGgdsyoFbe2CVFJMRQnNne3SfsF7jTDQGC3jZW7ovUP4mUXpBl6CVOvLzmyh-kKs-pfA1SJSXN21JJ509khHFGVLUSBljRkkQ05VLvv5KFB4khHbrEi7x3MwKS7f-4asq7MIiPlkKFk/w400-h301/Screen+Shot+2020-09-08+at+4.52.13+PM.png" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;">Grade school diploma signed by H.D. MacNaughton, 1909 </div><div class="separator" style="clear: both; text-align: center;">(Wyoming History Room)</div><p>After leaving the Godfrey Avenue school, MacNaughton took a position as principal/superintendent of the Rockford School, where he would also serve for a time as Kent County school examiner. In 1914, he was selected to serve as president of the board of directors for the newly organized Kent County Athletic association that included the following schools: Sand Lake, Cedar Springs, Rockford, Sparta, Kent City, Lowell, Ada, Grandville, South Grand Rapids, Comstock Park, Byron Center and Godfrey Avenue. It was divided into a northern division, southern division, and tenth grade schools. An annual field day was the premier event. The association had been his idea given the lack of organized athletics outside of the city schools and the old West Michigan Fairgrounds at Comstock Park were used as the spring event site.</p><p>In 1910, MacNaughton served as secretary for the U.S. Senatorial Committee for Kent County backing the election of Republican Charles E. Townsend.</p><p><b>World War</b></p><p>America entered the World War in 1917, and Henry D. MacNaughton must have decided to head to Fort Sheridan to earn a commission as 1st Lieutenant of Infantry, one of 37 newly-commissioned officers from the Grand Rapids area. His officer training course ran from August 27 to November 26, 1917. He was already 38 years old when he accepted his commission. No official record of his appointment has been found to verify that he reported his actual age.</p><p></p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzGAF-08jQb5VXOnh-SAiheBNB7ep4Dlkd5dxC0yX3T4dzm3l059sQgw91LKVuYKzXf7S5lOoLJVUYPxVVvwT5_1R8_WeVWcHgWVv1xQSfQjBLWV-AyibYQJtbC8uTraoxPkI2ST0nT4g/s1060/Screen+Shot+2020-09-08+at+5.01.54+PM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1060" data-original-width="590" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzGAF-08jQb5VXOnh-SAiheBNB7ep4Dlkd5dxC0yX3T4dzm3l059sQgw91LKVuYKzXf7S5lOoLJVUYPxVVvwT5_1R8_WeVWcHgWVv1xQSfQjBLWV-AyibYQJtbC8uTraoxPkI2ST0nT4g/s320/Screen+Shot+2020-09-08+at+5.01.54+PM.png" /></a></div><br />MacNaughton embarked for France out of Hoboken, New Jersey on January 11, 1918 as a casual and was likely assigned to his unit upon arrival there. He was promoted to Captain on November 9 after having earned the Distinguished Service Cross <i>“for extraordinary heroism in action while serving with the 117th Infantry Regiment, 30th Division, A.E.F., near Molain, France on October 17, 1918. Advancing for 100 yards under heaving shell and machine-gun fire, Captain MacNaughton went with a soldier to the aid of a wounded man who had a leg blown off by an antitank shell. Showing utter disregard for personal danger, Captain MacNaughton dressed the wound of the soldier, who had fallen near the tank which was still being shelled, and then carried the wounded man to safety.”</i> War Department, General Orders 81 (1919). McNaughton also received the French Croix de Guerre with gold star.<p></p><p>As a side note, the 1919 census of World War I veterans in Kent County listed his birth date as May 15, 1880.</p><p><b><br /></b></p><p><b>Back to the School House</b></p><p>Upon returning from the war, MacNaughton took a math teaching position at Grand Rapids Union High School after earning an A.B. degree from the University of Michigan. He was also working with his brother as a real estate broker for Michigan Home Realty Company in the downtown Houseman Building, and was elected for another two-year term as county school examiner by the board of supervisors. He later attended Columbia University and received a master’s degree in school administration.</p><p>In 1922 the Grand Rapids school board opted to install him as principal of Strong Junior High School. Much like his predecessor, he could teach math and had experience supervising a session room. </p><p></p><div class="separator" style="clear: both; text-align: justify;"><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmVwjxjWgPVKDHnBPKtZfJ9AUwhVUp0FPeJb_4GrMUoB2dGxVYu1vKSggPymnflNgWqkekuprWfcmpKEwiVkgVZcEVo7w1jIjVsc-lT2AZtxyL8ulekH7y9-Tb7SHAVfmPDyiNjX7p-Vg/s1487/1928+Ottawa+Hills.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1111" data-original-width="1487" height="299" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmVwjxjWgPVKDHnBPKtZfJ9AUwhVUp0FPeJb_4GrMUoB2dGxVYu1vKSggPymnflNgWqkekuprWfcmpKEwiVkgVZcEVo7w1jIjVsc-lT2AZtxyL8ulekH7y9-Tb7SHAVfmPDyiNjX7p-Vg/w400-h299/1928+Ottawa+Hills.png" width="400" /></a></div><span style="text-align: left;">He must have impressed the board and administration during his stint at Strong, because just three years later. MacNaughton was appointed the first principal of the new Ottawa Hills High School in Grand Rapids. The doors opened to about 650 students and thirty teachers, many of whom came from Strong Junior High where they had taught with MacNaughton. At first, it included only grades 7 through 10. Four years after opening, two large homerooms and four classrooms were added. An elementary wing was added in 1931. By 1939-40, the high school enrollment had reached 1,801. Despite interruptions during World War II, MacNaughton would remain at Ottawa Hills until his retirement.</span></div><p></p><p><b>With the 126th</b></p><p>MacNaughton made the decision to continue his reserve military career and excepted an appointment as 1st Lieutenant on July 28, 1922 with Howitzer Company, 126th Infantry in Grand Rapids. He was promoted to captain two years later and placed in command of Company M. Interestingly, his birthdate in the 1927 Military Register was listed as May 15, 1887 (eight years younger than his actual age). He may have been trying to avoid being classified as over age. Two years later, the National Guard register split the difference and listed his birthdate as May 15, 1883.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipGvww65u8RQDxhiiAyXAtH1WBXz7ZZFEsFx2adjdqSEZiwMGF3sbOrugSDKuK45SBem9XxPHTW1xTKuO83cBhyphenhyphenO7L60FVh3SYWX7fnvoM2Pv_P1zoblC343bZuk2A77rgUGTfTpNtKzs/s2048/pic024+copy.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1604" data-original-width="2048" height="314" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipGvww65u8RQDxhiiAyXAtH1WBXz7ZZFEsFx2adjdqSEZiwMGF3sbOrugSDKuK45SBem9XxPHTW1xTKuO83cBhyphenhyphenO7L60FVh3SYWX7fnvoM2Pv_P1zoblC343bZuk2A77rgUGTfTpNtKzs/w400-h314/pic024+copy.jpg" title="CPT McNaughton, seated first row center" width="400" /></a></div><div class="separator" style="clear: both; text-align: center;">CPT McNaughton, seated first row center</div><p>By the early 1930s, MacNaughton was commanding Service Company and one has to wonder if his actual age was catching up to him, resulting in a move from a more physically demanding assignment with Company M. In October 1940, the 126th mobilized for a year-plus of training in Louisiana. MacNaughton, was appointed the acting regimental supply officer in November and promoted to Major shortly after. </p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0J6RCn1f5imXPCs7QLWGxQFwjZX7ulT_rtJQq8pRsnMUxfLbTLErcrQjpjY3pBGgYLwTa2kL9DSEC6h-EDMNBEBCJTNXi5HhoH_hHCkK37WByZy3t0Ln1nzYbXvPOzUATx9u7ma6pT-0/s1536/Screen+Shot+2020-09-08+at+4.34.38+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1536" data-original-width="1332" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0J6RCn1f5imXPCs7QLWGxQFwjZX7ulT_rtJQq8pRsnMUxfLbTLErcrQjpjY3pBGgYLwTa2kL9DSEC6h-EDMNBEBCJTNXi5HhoH_hHCkK37WByZy3t0Ln1nzYbXvPOzUATx9u7ma6pT-0/w348-h400/Screen+Shot+2020-09-08+at+4.34.38+PM.png" width="348" /></a></div><div class="separator" style="clear: both; text-align: center;">CPT MacNaughton c. 1937</div><p>But, in the fall of 1941, it was determined by Army regulations that MAJ MacNaughton was over-age for assignment to a combat organization. By now, his actual age was 62. Before leaving Camp Livingston to return to Grand Rapids, Service Company officers and enlisted personnel threw him a farewell dinner and the regiment paid tribute “to its last World war hero” with a review ceremony. Following the events, MacNaughton left for home and resumed his duties as principal of Ottawa Hills High School that November.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimf8DQ7ClNclwMkmRsEruWXlWpLls8-48rI2AWLjyGlJBO0C6BPZhyj1hdKulW9nmn9FmrST9lD281LEpcpGfNQ_hVPPVxVL1G8H5RID_ygNOxa9WDZIVI7AbWzzut-pt3Arh6F0ZPb3I/s501/2019-07-10+10.15.38+copy2+copy2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="501" data-original-width="379" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimf8DQ7ClNclwMkmRsEruWXlWpLls8-48rI2AWLjyGlJBO0C6BPZhyj1hdKulW9nmn9FmrST9lD281LEpcpGfNQ_hVPPVxVL1G8H5RID_ygNOxa9WDZIVI7AbWzzut-pt3Arh6F0ZPb3I/w303-h400/2019-07-10+10.15.38+copy2+copy2.jpg" width="303" /></a></div><div class="separator" style="clear: both; text-align: center;">MAJ MacNaughton (L) and MAJ Merle Howe (R)</div><div class="separator" style="clear: both; text-align: center;">Louisiana 1941</div><p><b>Recalled to Active Duty</b></p><p>In May 1942, MAJ MacNaughton was recalled to active duty, sent to an officers’ school at Fort Sheridan, Illinois, and assigned to a military police unit. Both he and LTC Sidney Z. Eleveld, a teacher at Ottawa High School, were assigned to lead the 740th Military Police Battalion at Camp Skokie Valley, Glenview, Illinois. Eleveld served as battalion commander and MacNaughton his executive officer.</p><p>Having exceeded the statutory age for grade requirements, MacNaughton was placed on inactive duty status with the Michigan National Guard headquarters in August 1943, and returned once again to Grand Rapids to assume his principal duties at Ottawa Hills. He still had one more military duty to fulfill, however. In November 1945, with the war at end, he was appointed by The Adjutant General to serve as a recruiting officer for the Grand Rapids area, with special emphasis on enlisting former Guardsmen and veterans.</p><p>MAJ MacNaughton was elected president of the Army and Navy club during a November 1945 meeting in the University clubrooms. The next summer, he was selected to a board of officers to review enlistment and commission applications for the reactivation of the 126th Infantry Regiment.</p><p><b>Retirement</b></p><p>In 1949, MacNaughton was official retired from military service. The following year, Ottawa High School alumni and staff celebrated its 25th anniversary and recognized its first principal, who had decided to retire that summer. He was now 71 years old and was wrapping up a half-century as an educator, community and military leader, and World War hero. He and his brother, John D., founded an investment securities firm. In 1963, his wife of 55 years passed away. They had been blessed with three daughters, all of whom lived into their 90s.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKwJAeKQhnfFeEwBHyK1IeWTFNwSHKnQbO4f16-GkBscdc8iW0sItOOXOuKBSiMeugzBa3A9Wd1HzkONiDWpyK0wzrsx02wzWFsFuF4mTjINVW13AEDJf00CSMkEufhK9Ss0GsCVONLpM/s2048/126_EarlHaanSr_101+copy.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="2048" data-original-width="1786" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKwJAeKQhnfFeEwBHyK1IeWTFNwSHKnQbO4f16-GkBscdc8iW0sItOOXOuKBSiMeugzBa3A9Wd1HzkONiDWpyK0wzrsx02wzWFsFuF4mTjINVW13AEDJf00CSMkEufhK9Ss0GsCVONLpM/s320/126_EarlHaanSr_101+copy.jpg" /></a></div><p>Aside from his military and educational careers, he led a busy life and was active in many organizations. MacNaughton was a charter and life member of the Malta Lodge No. 465 F&AM, and a life member of the Saladin Temple Shrine. He was a member of the Teacher Club and High School Principal Club, past president of the Army and Navy Club., and past commander of the Stewart-Howe American Legion Post No. 355. He was also a life member of the Retired Officers Association of the Michigan National Guard.</p><p>Henry D. MacNaughton, who had been suffering from an extended illness, died on December 1, 1975 and was buried with military honors at Woodlawn Cemetery. He was officially 96 years old. The 1942 Ottawa Hills High School yearbook had called him a "Builder of Men."</p><div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_u0W3IvHkrKtk6JAGUWsItZzNJMwKBq12BpCcuumDvXNA-2YYhaje1Kks3gxg-xM7XS42YhqgIGerEl3ManQWnsWrsLFFIqEChRob7zMt8PV4nvk0QydQ20sPZJz-Re3ZvLrNhosFePQ/s2048/126_MGSimmons098+fixed.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1044" data-original-width="2048" height="326" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_u0W3IvHkrKtk6JAGUWsItZzNJMwKBq12BpCcuumDvXNA-2YYhaje1Kks3gxg-xM7XS42YhqgIGerEl3ManQWnsWrsLFFIqEChRob7zMt8PV4nvk0QydQ20sPZJz-Re3ZvLrNhosFePQ/w640-h326/126_MGSimmons098+fixed.jpg" width="640" /></a></div><div class="separator" style="clear: both; text-align: center;">CPT McNaughton posing with the band members from Service</div><div class="separator" style="clear: both; text-align: center;">Company, 126th Infantry Regiment, at the Grand Rapids Armory</div><div class="separator" style="clear: both; text-align: center;">c. 1930s</div><br /><p><br /></p><div><br /></div>David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-68857206799210482882020-03-14T10:28:00.000-04:002020-03-14T10:54:43.814-04:00Closing Schools for 4 Weeks in 1917-18This is not about the flu.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjz0LzBZDONW9lS30I2hyphenhyphenWzZrYKPcROVL86A9sUB78CbRWzrKFDvTk6ZRvqr4Wf2Ib6EKPTQDHmXtatcZYYvILiU_FPhqNgtbQPg7a-mKqGD05Z9_8trV-OLw1jqaAQ4fnMY1u5o6eroV4/s1600/1924-28+Godfrey+Ave+SW_C005199_1952Mar4+colorized.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1191" data-original-width="1600" height="297" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjz0LzBZDONW9lS30I2hyphenhyphenWzZrYKPcROVL86A9sUB78CbRWzrKFDvTk6ZRvqr4Wf2Ib6EKPTQDHmXtatcZYYvILiU_FPhqNgtbQPg7a-mKqGD05Z9_8trV-OLw1jqaAQ4fnMY1u5o6eroV4/s400/1924-28+Godfrey+Ave+SW_C005199_1952Mar4+colorized.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Godfrey Avenue School c. March 1952</td></tr>
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In the fall of 1917, it was apparent that a coal shortage would affect the ability of the Godfrey Avenue school in Wyoming Township (Michigan) to remain open. The demands on the railroads for the World War mobilization of troops and equipment, flooding, and other national problems contributed to the shortage that led to closing many factories, churches and schools that winter.<br />
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The District No. 7 (Godfrey) school board decided at its regular meeting in December 1917 to extend the Christmas holiday vacation from the normal one week to two because of the shortage. Apparently, that wasn’t long enough to deal with the shortage and the board voted to close the school for another three weeks in January-February. Most other schools in the Grand Rapids area followed suit with the exception of a number of rural one-room schools that utilized wood for heat rather than coal.<br />
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To make up the four-week closure, the board met informally with the teachers on January 18, 1918, claiming afterwards that the teachers “voluntarily offered to make good the enforced vacation by teaching on Saturday, and also should the vacation last longer than four weeks the board would meet them halfway in making up time lost.” At a meeting held on March 1, 1918, the board approved a motion that school sessions be held on 18 successive Saturdays to make up the time.<br />
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The teachers, not happy with this arrangement, petitioned the board on March 16 noting their unwillingness to “make good their voluntary offer at the informal meeting of the school board and teachers held that past January.” They noted in their petition that no promise was made beyond making up two lost weeks and that if the closing was extended further, a meeting would be called to discuss it. They felt the board’s decision was unfair because they had not been consulted as to how and how much should be made up. The board disputed their claim and noted that it “took their loyal promise in good faith and took action accordingly by asking them to teach on 18 successive Saturdays.”<br />
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After more discussion, the teachers offered to make up two weeks by teaching on 10 Saturdays. They then left the meeting. The board was unhappy with that proposal and approved a motion to withdraw its previous motion to re-employ the teachers for the next school year, with exception of Mr. R.D. Fraser, the superintendent. Upon hearing this, several teachers wrote to the board claiming they were “misrepresented in the petition” to the board. The board accepted individual requests and approved them over the next several months and most were retained with a raise.<br />
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It is not clear from the board’s minutes as to how many Saturday sessions were actually held, but it’s assumed there were at least 10.<br />
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Postscript: A letter in the Public Pulse of The Grand Rapids Press (2/25/1918) thought that it would have been better if the school boards would have extended the school day for one hour instead of requiring students to attend school on Saturdays. The writer claimed this would save on coal as each Saturday reopening of the school took more coal to heat the building than simply adding an hour a day.<br />
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District No. 7’s school board members included: John Doorenbos (president), D.H. Sailor, Simon Kaat, M. Jelsema, and Jacob Kroodsma.<br />
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David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-86390080884844144492019-12-15T12:23:00.001-05:002019-12-15T12:23:36.522-05:0075 years ago: Extraordinary Bravery while Seizing the Ormoc Valley
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The conquest of Leyte in the fall of 1944 was taking longer
than expected since the Japanese had decided to make it the decisive
battleground of the Philippines. This forced the Sixth Army to commit the 32<sup>nd</sup>
Infantry Division along with several other combat elements. As part of the X
Corps, the 32<sup>nd</sup> would drive south along Highway 2 with the 1<sup>st</sup>
Cavalry Division on its left.<o:p></o:p></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXZonrIpvje_Ulhki6jZsdOMBngwz5k6K80eW1xF_WXEpF815qtupYKWw42M7eXibJkHGERx42vuU45eOaDuByF9Kt4DLFLCJ4hwR3iuNloV-4TgYNT1CVSd07nQFM_vPShPjvSb6X5To/s1600/USA-P-Return-20.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="822" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXZonrIpvje_Ulhki6jZsdOMBngwz5k6K80eW1xF_WXEpF815qtupYKWw42M7eXibJkHGERx42vuU45eOaDuByF9Kt4DLFLCJ4hwR3iuNloV-4TgYNT1CVSd07nQFM_vPShPjvSb6X5To/s400/USA-P-Return-20.jpg" width="205" /></a></div>
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By December 14, the 32<sup>nd</sup> Division had advanced
more than two miles south of Limon, reaching the main Japanese Defensive line.
It had been a slow march for the 126<sup>th</sup> Infantry:<o:p></o:p></div>
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<i style="mso-bidi-font-style: normal;">Every bend of the road
was lined with . . . foxholes dug into the banks of the road and spider holes
dug underneath the roots of trees and under logs on the hillsides. It was
bitter, close hand to hand fighting and because of the steepness of the
terrain, the denseness of the tree growth, the inaccuracy of maps and nearness
of adjoining units, artillery and mortar fire could not be used to is full
advantage in reducing these positions. (32<sup>nd</sup> Div Opns Rpt Leyte)</i><o:p></o:p></div>
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<i style="mso-bidi-font-style: normal;">The Japanese were well
entrenched on a series of ridges overlooking Highway 2. A heavy rain forest
covered the ridges and the deep ravines in between. Targets could not be
spotted beyond a range of about 75 feet. The troops had to “approach within
spitting distance of the [enemy] guns” before they could locate the weapons.
(32<sup>nd</sup> Div G-3 Periodic Report 30)<o:p></o:p></i></div>
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On December 15, the 32<sup>nd</sup> Division’s regiments
were fighting valiantly in the effort to seize the Ormoc Valley, when two
soldiers from the 126<sup>th</sup> Infantry Regiment exhibited outstanding acts
of individual bravery.<o:p></o:p></div>
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<b style="mso-bidi-font-weight: normal;">Sergeant Leroy
Johnson<o:p></o:p></b></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8afUJ4aWZVVaNi9aDOwiSieXU1CfQ5GC6Z2tprflFRHUOatKYQ45GEhD8E4uift0iTxDr6R5ioTorsQLUDmxjW16YXPtSrCvA4CyUiQosA0GLRygdeOJmDoLNv4oAIlgJLh8IwL64dhg/s1600/Screen+Shot+2019-12-15+at+11.29.07+AM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="251" data-original-width="190" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8afUJ4aWZVVaNi9aDOwiSieXU1CfQ5GC6Z2tprflFRHUOatKYQ45GEhD8E4uift0iTxDr6R5ioTorsQLUDmxjW16YXPtSrCvA4CyUiQosA0GLRygdeOJmDoLNv4oAIlgJLh8IwL64dhg/s1600/Screen+Shot+2019-12-15+at+11.29.07+AM.png" /></a></div>
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Leroy Johnson entered the Army on November 26, 1941 from his
home in Oakdale, Louisiana, where he had been employed as a carpenter. One of
nine children, he was born to Leander and Isaline Marcantel Johnson on December
6, 1919 at Caney Creek, Louisiana. It’s likely that Johnson ended up with the
126<sup>th</sup> Infantry, 32<sup>nd</sup> Infantry Division due to the
Louisiana Maneuvers that were underway at that time. <o:p></o:p></div>
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With the 126<sup>th</sup> Infantry from its start in the New
Guinea campaign, Sgt. Johnson was awarded the Silver Star for “<i style="mso-bidi-font-style: normal;">for conspicuous gallantry and intrepidity in
connection with military operations”</i> against entrenched Japanese near
Sanananda, New Guinea on December 22, 1942, while serving with Company K. <o:p></o:p></div>
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On December 15, 1944, Sgt. Johnson was on a lone scouting
mission into Japanese-held territory in the Leyte Province. When he located an
enemy machine gun, he reported the position to his company commander, who in
turn gave Johnson the mission of destroying it. He selected three men for this
purpose and led the patrol to within six yards of the Japanese position. They
tossed several grenades and knocked the gun out. Enemy soldiers in flanking
foxholes tossed grenades at Johnson. As he was starting to take cover, he
spotted two of the grenades near the men of his patrol. Before they could
explode, he threw himself across them and took the full force. Although fatally
wounded, he managed to withdraw several yards to a point where his company
commander and others had been pushing up to assist. <o:p></o:p></div>
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The full citation of his award reads as follows:<o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHSVPhnBbv0m7FywWg8mn1BAoUz6Ewiat4Q2dUnoCtqJI5bNzccoYK9HNEJ_yHyoipNZuzteNkrOAbYkP1kF1tRWdSv6KwE3V9pgKTVPh7iAo9Z-ioudBCYOtmgA8FuKB4tBzDZfg3NtM/s1600/LeroyJohnsonMacArthur.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="618" data-original-width="551" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHSVPhnBbv0m7FywWg8mn1BAoUz6Ewiat4Q2dUnoCtqJI5bNzccoYK9HNEJ_yHyoipNZuzteNkrOAbYkP1kF1tRWdSv6KwE3V9pgKTVPh7iAo9Z-ioudBCYOtmgA8FuKB4tBzDZfg3NtM/s320/LeroyJohnsonMacArthur.png" width="284" /></a><i style="mso-bidi-font-style: normal;">The President of the
United States of America, in the name of Congress, takes pride in presenting
the Medal of Honor (Posthumously) to Sergeant Leroy Johnson (ASN: 34154178),
United States Army, for conspicuous gallantry and intrepidity in action above
and beyond the call of duty on 15 December 1944, while serving with Company K,
126th Infantry Regiment, 32d Infantry Division, in action at Limon, Leyte,
Philippine Islands. Sergeant Johnson was squad leader of a nine-man patrol sent
to reconnoiter a ridge held by a well-entrenched enemy force. Seeing an enemy
machine gun position, he ordered his men to remain behind while he crawled to
within six yards of the gun. One of the enemy crew jumped up and prepared to
man the weapon. Quickly withdrawing, Sergeant Johnson rejoined his patrol and
reported the situation to his commanding officer. Ordered to destroy the gun,
which covered the approaches to several other enemy positions, he chose three
other men, armed them with hand grenades, and led them to a point near the
objective. After taking partial cover behind a log, the men had knocked out the
gun and begun an assault when hostile troops on the tank hurled several
grenades. As he started for cover, Sergeant Johnson saw two unexploded grenades
which had fallen near his men. Knowing that his comrades would be wounded or
killed by the explosion, he deliberately threw himself on the grenades and
received their full charge in his body. Fatally wounded by the blast, he died
soon afterward. Through his outstanding gallantry in sacrificing his life for
his comrades, Sergeant Johnson provided a shining example of the highest
traditions of the U.S. Army.<o:p></o:p></i></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhktFVLJ3udSNVczUsRHoMaGmFF5J2JPocVoVzV3iMvdXqr2RCu92aZQMdqBkFTAeWefJZYaoJEEA_UEpS77vvd6frz67gyh-nq1xdxuiwBHcIo_Ma3vWDZWSBNYYBKGUW1NdTQNZ0H-R8/s1600/7614605_136247793267.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1024" data-original-width="679" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhktFVLJ3udSNVczUsRHoMaGmFF5J2JPocVoVzV3iMvdXqr2RCu92aZQMdqBkFTAeWefJZYaoJEEA_UEpS77vvd6frz67gyh-nq1xdxuiwBHcIo_Ma3vWDZWSBNYYBKGUW1NdTQNZ0H-R8/s320/7614605_136247793267.jpg" width="212" /></a>Sgt. Johnson died from multiple fragmentary wounds soon
afterward. He was buried in theManila American Cemetery and Memorial, National
Capitol Region, Philippines.</div>
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On October 28, 1945, Johnson’s father received the Medal of
Honor on behalf of his son from Colonel John H. Curruth, then commander of Camp
Claiborne, Louisiana. The New Orleans army base on the south shore of Lake Pontchartrain
was renamed in Sgt. Johnson’s honor on November 25, 1947, but was later closed.
An Army Reserve Center was built on part of the old camp on Leroy Johnson
Drive. A bronze memorial plaque from the old camp was moved to the Oberlin
courthouse. In 1965, a cast aluminum plaque was erected in the center of
Oakdale to honor him.<o:p></o:p></div>
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Johnson also received the Purple Heart with Oak Leaf
Cluster (second award).<o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFYHUGt6fSYVYo7dz9szII5-wsdlUPI09W-ZPhwVr-AWgRDgSLQ379h-BxOeJb_PVgi47AH2d6lfmU8ZU7BFXaxnrzc5wtVVKdlfT_C3pQohpjbNOTghLQaUk2i0HTXgT5_ixfGukbGR8/s1600/leroy-johnsonOakdaleMemorial.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1262" data-original-width="1304" height="309" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFYHUGt6fSYVYo7dz9szII5-wsdlUPI09W-ZPhwVr-AWgRDgSLQ379h-BxOeJb_PVgi47AH2d6lfmU8ZU7BFXaxnrzc5wtVVKdlfT_C3pQohpjbNOTghLQaUk2i0HTXgT5_ixfGukbGR8/s320/leroy-johnsonOakdaleMemorial.jpg" width="320" /></a></div>
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<b style="mso-bidi-font-weight: normal;">Pfc. Dirk Vlug<o:p></o:p></b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXsnaR5bqLoChE7RCAa-q8a6cD2xuFavWbtu3uh9h2kZJ_8Lh-EUtbNXGNESPeAlQ5EXqD_bNYUV4vUcxb8Lq5FZO8MGQv19wnxX7QM66k750jRxa9_1d0Ppu6jZ4zm4RfjPBHKUnh9rI/s1600/2019-02-02+09.54.09.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="200" data-original-width="139" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjXsnaR5bqLoChE7RCAa-q8a6cD2xuFavWbtu3uh9h2kZJ_8Lh-EUtbNXGNESPeAlQ5EXqD_bNYUV4vUcxb8Lq5FZO8MGQv19wnxX7QM66k750jRxa9_1d0Ppu6jZ4zm4RfjPBHKUnh9rI/s1600/2019-02-02+09.54.09.jpg" /></a></div>
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<span style="font-family: inherit;">Dirkjan (Dirk) Cornelius Vlug was born on August 20, 1916 in
Maple Lake, Wright County, Minnesota, to Isaac and Wilhelmina (Dekker) Vlug. He
was one of six children. </span>He joined siblings <span style="font-size: 12pt;">Peter (born 1909), Alida (born 1912) and Wesselina (born 1914). Farmers in Minnesota, the Vlugs had </span><span style="font-size: 12pt;">two more children after Dirk, Gertrude born in 1918 and Marian born in 1922. When Dirk was </span><span style="font-size: 12pt;">six years old the family moved to Michigan. </span><span style="font-size: 12pt;">By 1930 Isaac Vlug had settled the family on the west side of Grand Rapids</span><span style="font-size: 12pt;"> taking up carpentry as a trade to support his family. </span><span style="font-size: 12pt;"> </span></div>
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<span style="font-family: inherit; font-size: 12pt;">He joined the Army in April 1941 and was sent south to be a part of the 126th Infantry Regiment, 32nd Infantry Division. On December 15, 1944, Vlug had been tasked with defending the roadblock on the Ormoc Road. When it was attacked by a group of enemy tanks, he left his covered position, and with a rocket launcher and six rounds of ammunition, advanced alone under intense machine gun and 37-mm fire. </span><span style="font-family: inherit;">The following citation describes the action and results in detail:</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6vPTQRlyI6UQPwFKE8mYK627l90acrkPevxBQRR4MgdoD-xUs4jJJH5o__24nPB-Xxt8_0g2I2ePOyTrPf5kBl8yRdEerAd0NH1bAhdI7ugxpXDzdfH1k4pqlQiPi4GQ7XcczUhDOESc/s1600/2019-02-02+09.54.02.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="801" data-original-width="532" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh6vPTQRlyI6UQPwFKE8mYK627l90acrkPevxBQRR4MgdoD-xUs4jJJH5o__24nPB-Xxt8_0g2I2ePOyTrPf5kBl8yRdEerAd0NH1bAhdI7ugxpXDzdfH1k4pqlQiPi4GQ7XcczUhDOESc/s400/2019-02-02+09.54.02.jpg" width="265" /></a><i style="mso-bidi-font-style: normal;">The President of the
United States of America, in the name of Congress, takes pleasure in presenting
the Medal of Honor to Private First Class Dirk John Vlug (ASN: 36155103),
United States Army, for conspicuous gallantry and intrepidity above and beyond
the call of duty while serving with Headquarters, 1st Battalion, 126th Infantry
Regiment, 32d Infantry Division, in action on 15 December 1944, at Limon,
Leyte, Philippine Islands. When an American roadblock on the Ormoc Road was attacked
by a group of enemy tanks, Private First Class Vlug left his covered position,
and with a rocket launcher and six rounds of ammunition, advanced alone under
intense machine gun and 37-mm fire. Loading single-handedly, he destroyed the first
tank, killing its occupants with a single round. As the crew of the second tank
started to dismount and attack him, he killed one of the foe with his pistol,
forcing the survivors to return to their vehicle, which he then destroyed with
a second round. Three more hostile tanks moved up the road, so he flanked the first
and eliminated it, and then, despite a hail of enemy fire, pressed forward
again to destroy another. With his last round of ammunition he struck the
remaining vehicle, causing it to crash down a steep embankment. Through his
sustained heroism in the face of superior forces, Private First Class Vlug
alone destroyed five enemy tanks and greatly facilitated successful accomplishment
of his battalion's mission.<o:p></o:p></i></div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpkiTdMcFHGydQBU20lrKKdXqc6BwSDhZBw-9grkZ-6WCBLVPqp-oF036TEM2dM05527uY5RcfJxM1wk56JdO9yFSILAL9VHUG57yajCzxMgLZz93oit0MNdHpjC4F9DOR2tcDA-MgEzs/s1600/Screen+Shot+2019-02-02+at+4.58.21+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="950" data-original-width="1600" height="236" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpkiTdMcFHGydQBU20lrKKdXqc6BwSDhZBw-9grkZ-6WCBLVPqp-oF036TEM2dM05527uY5RcfJxM1wk56JdO9yFSILAL9VHUG57yajCzxMgLZz93oit0MNdHpjC4F9DOR2tcDA-MgEzs/s400/Screen+Shot+2019-02-02+at+4.58.21+PM.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Personal photo taken by Dirk Vlug of destroyed Japanese tanks</td></tr>
</tbody></table>
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<span style="font-family: inherit;">The folks back home in Grand Rapids first received news of Vlug’s heroic actions in a Grand Rapids Press article on January 9, 1945. Following his discharge from the service on June 14, he returned home to his parents. </span></div>
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<span style="font-family: inherit;">For his actions, Vlug, a veteran of the Buna, Saidor, Aitape and Morotai campaigns prior to Leyte, was issued the Medal of Honor by President Harry S Truman a year and a half later on June 7, 1946. Vlug had been back at work at the American Seating Company in Grand Rapids when he learned he would receive the award in Washington, DC. His family accompanied him to the White House and when he returned home, the entire city celebrated his accomplishment, setting up a fund which he and his soon-to-be wife used to purchase a home. On August 16, 1946, Vlug married Angie Sikkema in McBain, Missaukee County, Michigan. Together they raised three daughters: Carol, Margie and Meribeth. </span></div>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1Y07ITT20cX_LFC6CWSOxiaS65hMvhXwV_wn6XuZ2Kxcrxh26AmEf79hN0xpospn0TLlBJIvjTxWvYLJnxeChUpUNL5F6YlHdcqK2SZu-9WghCFFhtqqXpv1Ze9D2QorWnqkJZeHwqko/s1600/DirkVlug.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="453" data-original-width="570" height="317" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1Y07ITT20cX_LFC6CWSOxiaS65hMvhXwV_wn6XuZ2Kxcrxh26AmEf79hN0xpospn0TLlBJIvjTxWvYLJnxeChUpUNL5F6YlHdcqK2SZu-9WghCFFhtqqXpv1Ze9D2QorWnqkJZeHwqko/s400/DirkVlug.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Dirk Vlug and his wife returning home from the White House</td></tr>
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<span style="font-size: 12pt;">He subsequently left the army and joined the Michigan National
Guard in </span><span style="font-size: 12pt;">May 1949 along with two other area Medal of Honor
recipients: 1LT John C. Sjogren and 2LT Francis J. Pierce. Vlug was sworn in
with the rank of Master Sergeant and took great pride for the next couple of
years serving as color sergeant for the regiment. </span><span style="font-size: 12pt;">He retired from military service in January 1951.</span></div>
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In 1950, Vlug became a <span style="font-size: 12pt;">postal carrier in Grand Rapids retiring his position in </span><span style="font-size: 12pt;">1976.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjS4WRZUReSDwtZXeD18MBTVKvJsK2YJ_QRyRm7ljVEVaR8N7v-RiRxOqTp8d8W5FTnnmAT3GbfUQ6WqnS02c8GEnpTLGRu07gnsc-Mtfocci_s8URJ_1XUq-_1_Wl0hxQ92cACOn7yJP0/s1600/Screen+Shot+2019-09-05+at+12.14.17+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="1600" data-original-width="1070" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjS4WRZUReSDwtZXeD18MBTVKvJsK2YJ_QRyRm7ljVEVaR8N7v-RiRxOqTp8d8W5FTnnmAT3GbfUQ6WqnS02c8GEnpTLGRu07gnsc-Mtfocci_s8URJ_1XUq-_1_Wl0hxQ92cACOn7yJP0/s320/Screen+Shot+2019-09-05+at+12.14.17+PM.png" width="214" /></a>Years later, while being interviewed about his experience and
having earned the nation’s highest military award, Vlug responded, <i style="mso-bidi-font-style: normal;">“I was no different than any other soldier.
I saw a chance and took it. I guess, though, that you have to be a keyed-up
sort of guy to do what I did. You can’t just sit back and let things happen.”</i><o:p></o:p></div>
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Other honors afforded Vlug included designating the drill
hall at the Grand Valley Armory in Wyoming, Michigan after him and an honorary
street designation adjacent to the Grand Rapids Veterans Memorial Park. “Dirk
Vlug Way” was unveiled on Veterans Day 1999. He also received Michigan’s top
military award -- the Distinguished Service Medal -- in 1992. In 1994, he
returned to the Philippines to participate in the 50<sup>th</sup> commemoration
of the island’s recapture from the Japanese.<o:p></o:p></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOKtaoD_KOAAeqpQNAX8vN5cznX4gmaplYKW5ARQ52zKpQ4SB2aMLb6_Syz4h9MemGcyVoE4wBQtEcc_JNL05iB03tVPBpOM_G29CcaCdfbZ_BtqpE6d_kqbGaM0bTydA-ROs4HRg6ToY/s1600/2019-02-02+09.55.12.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="657" data-original-width="1200" height="175" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOKtaoD_KOAAeqpQNAX8vN5cznX4gmaplYKW5ARQ52zKpQ4SB2aMLb6_Syz4h9MemGcyVoE4wBQtEcc_JNL05iB03tVPBpOM_G29CcaCdfbZ_BtqpE6d_kqbGaM0bTydA-ROs4HRg6ToY/s320/2019-02-02+09.55.12.jpg" width="320" /></a></div>
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<span style="font-size: 12pt;">Vlug was active in local veterans organizations including
the 32</span><sup>nd</sup><span style="font-size: 12pt;"> “Red Arrow” Club and 126</span><sup>th</sup><span style="font-size: 12pt;"> Infantry Association.
He died suddenly on June 24, 1996 and was buried with full honors in Greenwood
Cemetery. </span>Remembered by his friends as an <span style="font-size: 12pt;">intensely humble man who rarely spoke of his heroics, his wife was quoted as saying “A lot of other people </span><span style="font-size: 12pt;">flaunt it, and he was very upset about other Medal of Honor Winners who flaunted it. He just wasn’t that </span><span style="font-size: 12pt;">way.”</span></div>
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David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-64105458388907779092019-08-20T16:36:00.001-04:002019-08-20T16:46:14.168-04:00Colonel Merle Howe: "You go there and back for a commander like him."<!--[if gte mso 9]><xml>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="line number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="page number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="table of authorities"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="macro"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="toa heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 5"/>
<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Closing"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Signature"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="true"
UnhideWhenUsed="true" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5JGPRQNC0QYNYME2aVm261Vht2YAV1xXid1gFtFDpHAmoXqWjmUoMSycqxkOSdMK4MIQZ9EQs-pFjZPrPtxy8cCVtyUFTDtDIq0RAkOlFzL_h7MLE7gaI8krdrzfNdSTR5khTy7gmW38/s1600/56773045_1464764348.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="600" data-original-width="424" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh5JGPRQNC0QYNYME2aVm261Vht2YAV1xXid1gFtFDpHAmoXqWjmUoMSycqxkOSdMK4MIQZ9EQs-pFjZPrPtxy8cCVtyUFTDtDIq0RAkOlFzL_h7MLE7gaI8krdrzfNdSTR5khTy7gmW38/s320/56773045_1464764348.jpg" width="226" /></a></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="font-size: 14.0pt;">Merle Henry Howe</span></i></b><span style="font-size: 11pt;"> was born on April 11, 1896 in Mount Pleasant,
Isabella County, Michigan, to parents Henry W. Howe (1864-1916) and Edith Adell
Knight (1872-1944). The family had resided in southeast Fremont Township of
that same county on an 80-acre farm in Section 26. </span></span><br />
<span style="font-family: "helvetica neue", arial, helvetica, sans-serif; font-size: 11pt;"><br /></span>
<span style="font-family: "helvetica neue", arial, helvetica, sans-serif; font-size: 11pt;">Howe attended the Rust and
Hay School (Township District No. 5) in that area along with his sister Lena, and
both went on to Central State Normal College by 1917, a teacher preparation
school and the forerunner of today’s Central Michigan University. </span><br />
<span style="font-size: 11pt;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span></span>
<span style="font-size: 11pt;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 14.6667px;">He had planned for a career in teaching but his studies were interrupted by America’s entrance into World War I. By then residing at 208 E. Maple Street in Mount Pleasant, Howe registered for the draft on May 30, 1917 and became a cadet at the Reserve Officer Training Camp at Fort Sheridan. His father having passed away the previous year also made Howe the sole source of support for his mother and younger siblings. His draft registration described Howe as single, tall of medium build, and having gray eyes and light-colored hair.</span></span></span><br />
<span style="font-size: 11pt;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 14.6667px;"><br /></span></span></span>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3xMDSJFrSWz5WlvmVqWBNdERXpbcJ5NzEgRI-Fsd2hoBN6pDFNCE46jh6T8uygmNr3skS1mdB0iEDtmDLHG5pUghsoXcl-SsmiGzvfbnGqHI1H0nOHGHPnf0urklD1ICW-6OtIjrbw6Y/s1600/Mt.+Pleasant+Morning+Sun+closeup.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="931" data-original-width="1600" height="232" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3xMDSJFrSWz5WlvmVqWBNdERXpbcJ5NzEgRI-Fsd2hoBN6pDFNCE46jh6T8uygmNr3skS1mdB0iEDtmDLHG5pUghsoXcl-SsmiGzvfbnGqHI1H0nOHGHPnf0urklD1ICW-6OtIjrbw6Y/s400/Mt.+Pleasant+Morning+Sun+closeup.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">1908 Rust and Hay School - Merle is back row 2nd from the left; sister Lena is middle row 2nd from the left.</td></tr>
</tbody></table>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSP0uUTTlQgZxJNvgOQIbCQelRY2LU5D_MnGGJUiYWqRx_fZjdMfCewQy7nLpKxhmtqpP41u7QY5SuEe4qOGtXYOOAaY4RIS2-AvWlFXnKcc5hPVUtteD4KYk85WBQQ8wxkvD_mg-avCw/s1600/158th+Aero+Squadron%252C+WW1.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><br /><img border="0" data-original-height="1122" data-original-width="686" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjSP0uUTTlQgZxJNvgOQIbCQelRY2LU5D_MnGGJUiYWqRx_fZjdMfCewQy7nLpKxhmtqpP41u7QY5SuEe4qOGtXYOOAaY4RIS2-AvWlFXnKcc5hPVUtteD4KYk85WBQQ8wxkvD_mg-avCw/s320/158th+Aero+Squadron%252C+WW1.png" width="195" /></a></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 11pt;"><br /></span></span>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 11pt;">Howe entered the service with the rank of private on
August 15, 1917, having completed R.O.T.C. He was assigned to 3</span><sup>rd</sup><span style="font-size: 11pt;">
Company of the 10</span><sup>th</sup><span style="font-size: 11pt;"> Regiment. His term as a private lasted until
January 6, 1918 when he was appointed 1</span><sup>st</sup><span style="font-size: 11pt;"> Lieutenant, Air Corps. Howe
was assigned as a pilot to the 158</span><sup>th</sup><span style="font-size: 11pt;"> Aero Squadron and that winter embarked
for France on the </span><i style="font-size: 11pt;">Tuscania</i><span style="font-size: 11pt;">, which had
been converted to troop transport duty. </span></span><br />
<span style="font-size: 11pt;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span></span>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 11pt;">The giant Cunard ship was carrying
2,179 American soldiers, many of which were 32</span><sup>nd</sup><span style="font-size: 11pt;"> Division soldiers
from Wisconsin, under British convoy when it was sunk by enemy torpedo on
February 7, 1918. As many as 260 may have been lost according to </span><i style="font-size: 11pt;">The New York Times</i><span style="font-size: 11pt;">. Howe and 100 other Michigan
men were on board including a unit of Michigan’s 107</span><sup>th</sup><span style="font-size: 11pt;"> Engineers.
Most of them survived the sinking. Re-formed in England, the 158</span><sup>th</sup><span style="font-size: 11pt;">
trained as a Pursuit Squadron but never entered combat.</span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5sPSYxZ1XZC-5dv0R0xr4XX-xeR60xl0KSLlVfyWyzGbrGvT4YdiRazyl8AOkxkMoeo9p1rO8qLUEcQy3WMNacHPwsfOuBkVuWxzxJJHd-lNlVgj_BbgeKb0ClNQ-HN6XV1s9t-tKQWc/s1600/158th+Aero+Squadron+Screen+Shot+2019-08-14+at+3.29.11+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="934" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi5sPSYxZ1XZC-5dv0R0xr4XX-xeR60xl0KSLlVfyWyzGbrGvT4YdiRazyl8AOkxkMoeo9p1rO8qLUEcQy3WMNacHPwsfOuBkVuWxzxJJHd-lNlVgj_BbgeKb0ClNQ-HN6XV1s9t-tKQWc/s640/158th+Aero+Squadron+Screen+Shot+2019-08-14+at+3.29.11+PM.png" width="371" /></a></div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikNHZanPpZMMl945HUxNXeGVXq4SSAfrZqseaqWCKWDNHidyzYQqmaYOFecbCzQmxNXq8_mLlH322K92sNFTB1yWwGcJ09q0dQqvJJlTrS67R2ZXcBBmPbYtCqFJMDPttdjU0sr-qY3-o/s1600/WW+I+Draft+Registration.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="788" data-original-width="1600" height="196" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikNHZanPpZMMl945HUxNXeGVXq4SSAfrZqseaqWCKWDNHidyzYQqmaYOFecbCzQmxNXq8_mLlH322K92sNFTB1yWwGcJ09q0dQqvJJlTrS67R2ZXcBBmPbYtCqFJMDPttdjU0sr-qY3-o/s400/WW+I+Draft+Registration.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Howe's World War I Draft Registration</td></tr>
</tbody></table>
<span style="font-size: 11pt;">Colonel Howe’s father passed away in 1916 and was
buried in the Green Cemetery, Strickland township. He left behind Edith, Merle,
and two daughters (Ida and Lena). Merle met his future wife, Virginia Mullen, at
a dance for young student pilots in 1917, and following the war they were
married on March 8, 1920, having been discharged from the service on February
19th of the previous year. Virginia, born the daughter of Charles Thomas Mullen
(1860-1929) and Annie Reynolds (1862-1938) on April 16, 1900 in Belleville,
Illinois, settled with her husband in Grand Rapids where they set up house at
22 Highland Street SE.</span></div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKr4yCg8R_N6p4UXJyG3tJsEvgbTlc0z0fGFsR_hkYth2sPFZN1-9ZWsYrajbVA8HK4gWfViA3LRZ8vpCajrU6CVw9BRejc60kExvr8RjU2wpIbhgwvYIv6qu1ihZqFrIOFwtFmgpZaWg/s1600/Henry+Howe+Green+Cemetery.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1377" data-original-width="1600" height="275" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjKr4yCg8R_N6p4UXJyG3tJsEvgbTlc0z0fGFsR_hkYth2sPFZN1-9ZWsYrajbVA8HK4gWfViA3LRZ8vpCajrU6CVw9BRejc60kExvr8RjU2wpIbhgwvYIv6qu1ihZqFrIOFwtFmgpZaWg/s320/Henry+Howe+Green+Cemetery.png" width="320" /></a></div>
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<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMqxF-B5J1m8sUUv_AmsYnfnKSTbgrPSNOMS3r7a1ETjp5ROreGIrlZ21OacjvdAke9fQ-2Hkqvo9NeNf5s0Ha1NIdrJ4OzaAx57fK9EzuQBujUJHsLhoDimp5466o77bqe0Q3WFMZqhA/s1600/Henry+Howe.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1196" data-original-width="1600" height="239" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMqxF-B5J1m8sUUv_AmsYnfnKSTbgrPSNOMS3r7a1ETjp5ROreGIrlZ21OacjvdAke9fQ-2Hkqvo9NeNf5s0Ha1NIdrJ4OzaAx57fK9EzuQBujUJHsLhoDimp5466o77bqe0Q3WFMZqhA/s320/Henry+Howe.png" width="320" /></a></div>
<span style="font-size: 11pt;"><br /></span></div>
<div class="MsoNormal">
<span style="font-size: 11pt;">Before their marriage and
just after his discharge, Howe had returned to Central State Normal College and
concluded his studies for a Bachelor of Science degree in teaching. </span><span style="font-size: 11pt;"> </span><span style="font-size: 11pt;">The state’s professional education publication
at the time, titled “</span><i style="font-size: 11pt;">Moderator-Topics</i><span style="font-size: 11pt;">,”
contained a short entry in its February 27, 1919 edition under the heading </span><i style="font-size: 11pt;">“Central Normal Notes:</i><span style="font-size: 11pt;"> </span><i style="font-size: 11pt;">Lieut. Merle Howe, and old C.M.N. boy, has
just received his discharge and is around the campus again, with most
interesting stories of more than 12 months of overseas service as one of Uncle
Sam’s airmen. Lieut. Howe was on the ill-fated Tuscania when she was torpedoed
off the north coast of Ireland about a year ago, and was one of the last to
leave the ship.</i><span style="font-size: 11pt;">”</span><br />
<span style="font-size: 11pt;"><br /></span>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMxIJtFrNujKZYUYhQGMo1IEZYMABl2Jbm6EJqgWOs1DIWKG3YLhFvErE2pzefe8sWt68fMJe1HihfRxMGqFoxoripvyl5soNU97mIx1KnVfR2ME48ahiku6YFe_tdVk5HYio9XSoseF4/s1600/Merle+Howe+1919+CMNC+Yearbook.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1138" data-original-width="1600" height="283" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhMxIJtFrNujKZYUYhQGMo1IEZYMABl2Jbm6EJqgWOs1DIWKG3YLhFvErE2pzefe8sWt68fMJe1HihfRxMGqFoxoripvyl5soNU97mIx1KnVfR2ME48ahiku6YFe_tdVk5HYio9XSoseF4/s400/Merle+Howe+1919+CMNC+Yearbook.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: 12.8px;">Central State Normal School Class of 2019 - Howe is on the left</span></td></tr>
</tbody></table>
<span style="font-size: 11pt;">Howe went to work as a
teacher and the faculty athletic event manager at the old westside Union High
School on Turner Avenue. His mother was also a teacher, working at the one-room
Little Brick school in Deerfield Township west of Mt. Pleasant. This is likely
an occupation chosen after the death of her husband since in those days, most
school boards would not hire a married woman. Over his twenty years at Union,
Merle Howe taught high school electricity, arithmetic, history and general
science courses and was a member of the Grand Rapids Teachers club, Grand
Rapids Schoolmen’s club, Michigan Education Association and the Michigan
Industrial Education Association.</span><br />
<span style="font-size: 11pt;"><br /></span>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjumppY4v064K9w9MMiqKWDyuWblgZsd2tB1XuOel6eGoZeR9I64mNhBogO1l3I8cpzXAp90r15fHAIZNmRSWShsLgQ7qDLEPfFmWrc-jD9MiLFiPpva2ES2M8rKYIE-pUbzUVGQw5KT2I/s1600/1931+Union+HS+Yearbook.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1124" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjumppY4v064K9w9MMiqKWDyuWblgZsd2tB1XuOel6eGoZeR9I64mNhBogO1l3I8cpzXAp90r15fHAIZNmRSWShsLgQ7qDLEPfFmWrc-jD9MiLFiPpva2ES2M8rKYIE-pUbzUVGQw5KT2I/s400/1931+Union+HS+Yearbook.jpg" width="280" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">1931 Union HS Yearbook - Howe 2nd row from bottom, 2nd from left</td></tr>
</tbody></table>
<span style="font-size: 11pt;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Merle and Virginia had four
children: Virginia H. born March 19, 1922; Marion September 3, 1924; John
Thomas July 18, 1928; and Joseph Wehner August 30, 1932.</span></span></div>
<span style="font-size: 11pt;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span></span>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 11pt;">In January 1923, Howe joined the local Grand Rapids
unit of the Michigan National Guard, then located on Michigan Street and Ionia
Avenue, and was appointed second lieutenant with assignment to Service Company,
126</span><sup>th</sup><span style="font-size: 11pt;"> Infantry Regiment, 32</span><sup>nd</sup><span style="font-size: 11pt;"> Division. The following
August he was promoted to 1</span><sup>st</sup><span style="font-size: 11pt;"> lieutenant. Three years later he was
promoted to captain and was placed in command of Howitzer Company and subsequently
Company K, a position he held just prior to the 32</span><sup>nd</sup><span style="font-size: 11pt;"> Division mobilization
for federal duty on October 15, 1940. While a company commander at the Grand
Rapids Armory in 1929, Howe, along with Captain Charles Lawyer, sponsored the
organization of a club for non-commissioned officers. When the post-war club
was reorganized in 1950, they did not forget their old commander citing the
club’s aims as </span><i style="font-size: 11pt;">“promotion of fellowship
and aid in developing men who will be a credit to Brig Gen John H Schouten, the
late Col Merle H. Howe, and Capt John Shirley.”</i></span><br />
<i style="font-size: 11pt;"><br /></i>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiK5HM8OGTPwBrBAVCkYeSoN7MpmimJeTG_hS5N_q0UhAZNZohaqGZCJyJ22rSPZZ7iiqZDt_se3BasCsI45-LlwL4A9B04zzWIagwqp9UKo5xeYU8yPHcEZ46e1CmMiufl5YlhS7pLKB8/s1600/56773045_1464764348.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="600" data-original-width="424" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiK5HM8OGTPwBrBAVCkYeSoN7MpmimJeTG_hS5N_q0UhAZNZohaqGZCJyJ22rSPZZ7iiqZDt_se3BasCsI45-LlwL4A9B04zzWIagwqp9UKo5xeYU8yPHcEZ46e1CmMiufl5YlhS7pLKB8/s400/56773045_1464764348.jpg" width="282" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Howe mid-1930s</td></tr>
</tbody></table>
<span style="font-size: 11pt;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Howe had also served as
captain of the State Rifle Team, was a Republican in his politics, and attended
Park Congregational Church. He enjoyed fishing and hunting.</span></span><br />
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<span style="font-size: 11.0pt;">When Howe and the 126<sup>th</sup>
were called into federal service for pre-war training in Louisiana, Virginia
eventually moved the family there to share the experience with her husband,
following his return from the Infantry School at Fort Benning, Georgia. In
1941, Howe attended the Army Staff and Command School at Fort Leavenworth,
Kansas. When the division moved to Massachusetts in 1942, she moved the family
there, as well. When the order came for the 32<sup>nd</sup> to move to San
Francisco for transport to Australia, she took her children and returned home
to Grand Rapids.<o:p></o:p></span><br />
<span style="font-size: 11.0pt;"><br /></span>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-FuyVpUD0DCiYdT7sI6XzpYmkqNJ9aoaJ7RS65lMaJ-8sOOi0N18ov-zCsHHyNdUi2bW0LcidcRu1WapkmFIdm5kBlTii6e4rQO-iZFYbjkE8pAfERtMcGvfA_BKwr6JX3g50R42aKrc/s1600/2019-07-10+10.15.38+copy.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1151" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-FuyVpUD0DCiYdT7sI6XzpYmkqNJ9aoaJ7RS65lMaJ-8sOOi0N18ov-zCsHHyNdUi2bW0LcidcRu1WapkmFIdm5kBlTii6e4rQO-iZFYbjkE8pAfERtMcGvfA_BKwr6JX3g50R42aKrc/s400/2019-07-10+10.15.38+copy.jpg" width="287" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><div class="separator" style="clear: both;">
Howe (right) and Major Henry McNaughton in Louisiana</div>
</td></tr>
</tbody></table>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9m1BSoQ7xEBcilETOwPlM_JhMz5gKldysNiE0EysfaAns2g86uAAOHHZQ0sYWXSb406DgieWy0SbZZTNUSQP4mB_IBqGL8W10gnHS9mQdbm9OM8T2x66oBXDavBSHqP6wvSpjsmVx2aY/s1600/2019-07-10+09.23.21.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1342" data-original-width="1600" height="335" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9m1BSoQ7xEBcilETOwPlM_JhMz5gKldysNiE0EysfaAns2g86uAAOHHZQ0sYWXSb406DgieWy0SbZZTNUSQP4mB_IBqGL8W10gnHS9mQdbm9OM8T2x66oBXDavBSHqP6wvSpjsmVx2aY/s400/2019-07-10+09.23.21.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Howe and possibly his mother (right) and wife (left) in Louisiana</td></tr>
</tbody></table>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFJS8i8rC0xx0k3grvj0QqWpBJQwZ2IZ_EoXU3MiF4RVCH2XYl9Z6fKJxxF6z3OhgJrK_6wrLg5pMbk4ZP9G3RAJtuFzFW3heetrsEAiagvjsmfM1vlCmGa1jjlqYgZ-eM8aKFTaACCxE/s1600/GRP+1941.5.21.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="865" data-original-width="743" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFJS8i8rC0xx0k3grvj0QqWpBJQwZ2IZ_EoXU3MiF4RVCH2XYl9Z6fKJxxF6z3OhgJrK_6wrLg5pMbk4ZP9G3RAJtuFzFW3heetrsEAiagvjsmfM1vlCmGa1jjlqYgZ-eM8aKFTaACCxE/s400/GRP+1941.5.21.png" width="342" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Grand Rapids Press 5/21/1941 - Training in Louisiana</td></tr>
</tbody></table>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 11pt;">During the run-up to the war,
Howe served at various times on the staff of the 126</span><sup>th</sup><span style="font-size: 11pt;"> Infantry
Regiment and the 63</span><sup>rd</sup><span style="font-size: 11pt;"> Brigade, at least until the 32</span><sup>nd</sup><span style="font-size: 11pt;">
Division was reorganized from the old “square” model to a “triangular” division
(three regiments without brigade structures).</span></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: 11.0pt;">When the 32<sup>nd</sup>
Division embarked overseas to Australia, Howe was the Assistant G-3 with the
rank of Major, having been promoted in April 1942. A few months later he was
promoted to Lieutenant Colonel and assigned as division G-3. That September, in
his absence, Howe’s eldest child, Virginia, was married to Donald C. Gmeiner.<o:p></o:p></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 11pt;">Major General Albert Waldron
was commanding the 32</span><sup>nd</sup><span style="font-size: 11pt;"> Division that fall when he was wounded on
December 5, 1942 and evacuated. Both he and Lieutenant Colonel Howe, Division
G-3, had gone to the front in the attack on Buna Village and took charge as
many small unit leaders had become casualties. They had been pushing the
assault personally in the right center of the line. With complete disregard for
their safety, the moved along the line of the assault platoons under heavy
fire, inspiring their soldiers to great effort. Waldron received a Purple Heart
medal for his wounds.</span></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: 11.0pt;">Howe earned the <b style="mso-bidi-font-weight: normal;">Distinguished Service Cross</b>, at the
direction of General Douglas MacArthur, during action in the Buna Campaign that
day. Lieutenant General Eichelberger, the Commander of I Corps, paid tribute to
Howe and several other officers of the 32<sup>nd</sup> Division when he wrote
after the war: “<i style="mso-bidi-font-style: normal;">There were many great
combat commanders among the National Guard officers of the 32<sup>nd</sup>
Division. In crises, I would like to have them again as comrades. I can mention
only a few here: Colonels Merle H. Howe of Michigan and Herbert M. Smith of
Wisconsin…” </i>(Eichelberger, Robert L. <i style="mso-bidi-font-style: normal;">Our
Jungle Road to Tokyo</i>. 1950)<o:p></o:p></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: 11.0pt;">The citation for Howe’s DSC
reads as follows:<o:p></o:p></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: 11.0pt;">“The President of the United States of America,
authorized by Act of Congress, July 9, 1918, takes pleasure in presenting the
Distinguished Service Cross to Lieutenant Colonel (General Staff Corps) Merle
H. Howe, United States Army, for extraordinary heroism in connection with
military operations against an armed enemy while serving with Headquarters, 128<sup>th</sup>
Infantry Regiment, 32<sup>nd</sup> Infantry Division, in action against enemy
forces on 5 December 1942, near Buna, new Guinea. During an attack on Buna
Village, when men of a rifle company short of Company officers were checked by
heavy small arms and mortar fire at close range, Lieutenant Colonel Howe
personally exposed himself to the enemy fire, moving among the advanced groups
and encouraging the men to resume the attack. He led them in an attack, gaining
ground which, held and consolidated, assisted materially in an advance on the
succeeding day. Lieutenant Colonel Howe’s outstanding leadership, personal
bravery and zealous devotion to duty at the cost of his life, exemplify the
highest traditions of the military forces of the United States and reflect
great credit upon himself, the 32<sup>nd</sup> Infantry Division, and the
United States Army.”</span></i><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: 11.0pt;">Howe also received a <b style="mso-bidi-font-weight: normal;">Purple Heart</b> medal for wounds received
in action near Buna Village similar to General Waldron. But it did not keep him
out of the campaign.<o:p></o:p></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 11pt; text-align: center;">On January 14, 1943, General
Eichelberger put </span><i style="font-size: 11pt; text-align: center;">“the colorful Merle
Howe”</i><span style="font-size: 11pt; text-align: center;"> (as he called him) in command of the Urbana Force which included the
127</span><sup style="text-align: center;">th</sup><span style="font-size: 11pt; text-align: center;"> Infantry. He had been the 32</span><sup style="text-align: center;">nd</sup><span style="font-size: 11pt; text-align: center;"> Division G3
(operations officer), but in deciding that the current commander needed a break
from active command, Eichelberger felt that Howe was </span><i style="font-size: 11pt; text-align: center;">“a stalwart fighting man”</i><span style="font-size: 11pt; text-align: center;"> and elevated him to that role. In a
report the next day to General Sutherland (MacArthur’s chief-of-staff),
Eichelberger wrote: </span><i style="font-size: 11pt; text-align: center;">“Howe will take
command of the left flank and the 127<sup>th</sup> Infantry. Howe is very
competent. I will be glad to see him there for he is not a regular officer and
I do not want to give the impression that I favor the regular army.”</i></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: 11.0pt;">Eichelberger ordered Howe to
move up the coast on Giruwa the next day. In a phone conversation to Colonel
Sladen Bradley, he described the situation:<o:p></o:p></span></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: 11.0pt;">“This damn swamp up here consists of big mangrove
trees, not small ones like they have in Australia, but great big ones. Their
knees stick up in the air . . . as much as six or eight feet above the ground
and where a big tree grows it is right on top of a clay knoll.<o:p></o:p></span></i></div>
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<i style="mso-bidi-font-style: normal;"><span style="font-size: 11.0pt;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">“A man or possibly two men can . . . dig in a little
bit, but in no place do they have an adequate dug-in position. The rest of this
area is a swamp that stinks like hell. You step into it and go up to your
knees. That’s the whole damn area, except for the narrow strip on the beach. I
waded over the whole thing myself to make sure I saw it all. . . . There is no
place along that beach that would not be under water when the tide comes in. .
. .”</span><o:p></o:p></span></i></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiO_1W8nHAzqb3PtekWS4ihwM9GTIM_ybTik3BYi37XrBOTZ-RG22a5qtn8VN71ncO3OFTmeg2AELBA9P2Mj91pHBfbbU0Mt7HtEDMh3ZjtiKMHUMWCnmSTFX7IwUUrxvUMKB7XGwpV92A/s1600/56773045_18ab873c-cf47-4c26-a153-8551ad0a03b6.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1224" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiO_1W8nHAzqb3PtekWS4ihwM9GTIM_ybTik3BYi37XrBOTZ-RG22a5qtn8VN71ncO3OFTmeg2AELBA9P2Mj91pHBfbbU0Mt7HtEDMh3ZjtiKMHUMWCnmSTFX7IwUUrxvUMKB7XGwpV92A/s320/56773045_18ab873c-cf47-4c26-a153-8551ad0a03b6.jpeg" width="244" /></a></div>
<span style="font-size: 11.0pt;">Under Howe’s leadership, the 127<sup>th</sup>
was successful, fighting its way up the coast from Tarakena to Girua.
Eichelberger again complimented him by noting that <i style="mso-bidi-font-style: normal;">“…Howe, a National Guard officer and a former school-teacher, was the
master par excellence of the indigo phrase, and a stalwart fighting man.” </i>By
January 21 the Papuan operation was over. The division, having taken
considerable casualties, was evacuated to Australia for recovery and
rebuilding. Howe remained in command of the 127<sup>th</sup> and was promoted
to full colonel. On January 24, 1943, Howe was awarded the <b style="mso-bidi-font-weight: normal;">Silver Star</b> medal for his actions at Buna while commanding the
127th:<i style="mso-bidi-font-style: normal;"><o:p></o:p></i></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><i style="mso-bidi-font-style: normal;"><span style="font-size: 11.0pt;">“Headquarters, U.S. Forces, Buna Area, General Orders
No. 17 (22 January 1943). Merle H. Howe, Lieutenant Colonel, Infantry,
Commanding Officer, 127<sup>th</sup> Infantry, Army of the United States. For
gallantry in action near Tarakena, New Guinea, January 16, 1943. On that date
Lieutenant Colonel Howe made a personal reconnaissance of the frontline area
across the Konombi River. With utter disregard for his personal safety, he
continually exposed himself for heavy enemy sniper fire from enemy positions
fifty yards away, and secured valuable information for future operations.
Lieutenant Colonel Howe’s actions were over and above the ordinary call of duty
and inspired his men to greater efforts.” </span></i><span style="font-size: 11.0pt;"><o:p></o:p></span></span></div>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="35" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="1" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
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<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
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<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
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<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
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<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
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<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
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<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
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<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
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<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
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<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
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<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
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<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
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<w:LsdException Locked="false" Priority="21" QFormat="true"
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<w:LsdException Locked="false" Priority="31" QFormat="true"
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<w:LsdException Locked="false" Priority="32" QFormat="true"
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<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 11pt;">Howe received a second </span><b style="font-size: 11pt;">Silver Star</b><span style="font-size: 11pt;"> (an </span><b style="font-size: 11pt;">Oak Leaf</b><span style="font-size: 11pt;"> to be worn on the ribbon of the first award) on January
24, 1943: “</span><i style="font-size: 11pt;">For gallantry in action near
Giruwa, New Guinea, January 19, 1943. During and attack near Giruwa, Company E,
127<sup>th</sup> Infantry was being held up by heavy enemy machine gun fire.
With utter disregard for his personal safety, Lieutenant Colonel Howe went to
the foremost elements of the company and while under constant heavy enemy
machine gun and sniper fire, directed the destruction of the enemy resistance
which resulted in the continuance of the advance on Giruwa. Lieutenant Colonel
Howe’s courage, coolness, and exceptional leadership was an inspiration to all
the troops. Headquarters U.S. Forces, Buna Area, General Order No. 18 (24
January 1943).”</i></span><br />
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<tr><td class="tr-caption" style="text-align: center;">Grand Rapids Press 11/6/1944</td></tr>
</tbody></table>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 11pt;">Howe continued with the 127</span><sup>th</sup><span style="font-size: 11pt;">
up through November 1944 when he was given a 30-day furlough and returned to
Grand Rapids, Michigan. But not before earning a </span><b style="font-size: 11pt;">Bronze Star</b><span style="font-size: 11pt;"> medal: “</span><i style="font-size: 11pt;">For
meritorious achievement in connection with military operations against the
enemy near Afua, New Guinea, from 19 July 1944 to 30 July 1944. Headquarters,
32d Infantry Division, General Order No. 96 (2 December 1944).” </i><span style="font-size: 11pt;">While back
at home, Howe had the opportunity to see and hold his 2-month old grandson, Don
Gneimer Jr. He was feted in town, made the guest of honor at a dinner of 126</span><sup>th</sup><span style="font-size: 11pt;">
Infantry World War II veterans, and led the Decoration Day (Veterans Day)
parade. On his last evening in town, he sang the praises of the 126</span><sup>th</sup><span style="font-size: 11pt;">
Infantry to members of the Army and Navy Club.</span></span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNgrEyrYcGjocK47dO7HWZ0IOLmhGYn46klvHcjPdowxuo-96-oEGK3temwo2FV-sdyxzxsukEQEoX2eYCsWiewnHxryLETASYPl3wFCsGDFvfOBAD8_bjzh4l_IbOX_cZPZIalqOGv2g/s1600/2019-07-10+09.44.22.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="489" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNgrEyrYcGjocK47dO7HWZ0IOLmhGYn46klvHcjPdowxuo-96-oEGK3temwo2FV-sdyxzxsukEQEoX2eYCsWiewnHxryLETASYPl3wFCsGDFvfOBAD8_bjzh4l_IbOX_cZPZIalqOGv2g/s400/2019-07-10+09.44.22.jpg" width="121" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">GR Press 3/19/1945</td></tr>
</tbody></table>
<span style="font-size: 11.0pt;">When Howe returned to the 32<sup>nd</sup> Division at
the conclusion of his furlough, the division was in the midst of the Leyte
campaign and Howe was assigned to the division staff. On March 5, 1945, during
operations along the Villa Verde Trail in Luzon, he was placed in command of
his old 126<sup>th</sup> Infantry Regiment, although due to casualties and
rotations, there weren’t many soldiers in the regiment that left Grand Rapids
with him back in 1940. The Japanese were defending their mountain positions at
all costs and the next few weeks marked some of the toughest fighting in the
division’s history. The 127<sup>th</sup> Infantry had been the main effort but at
the time was bogged down and eventually had to be pulled back since it could
not be resupplied. <o:p></o:p></span></div>
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<span style="font-size: 11.0pt;">On March 22<sup>nd</sup>, the
128<sup>th</sup> Infantry replaced the 127<sup>th</sup> which went into reserve,
and the 126<sup>th</sup> continued its mission along the river valleys to the
west of the Villa Verde Trail area. Five days later, the commander of the 128<sup>th</sup>
was killed in action and Howe succeeded him in command. At this juncture,
Colonel Merle H. Howe now had the unique distinction of having commanded all
three Infantry regiments of the 32<sup>nd</sup> Division. <i style="mso-bidi-font-style: normal;"><o:p></o:p></i></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 11pt;">The fighting was brutal for
the 128</span><sup>th</sup><span style="font-size: 11pt;"> which at one time was down to a total effective strength
of less than half its authorization. The 127</span><sup>th</sup><span style="font-size: 11pt;"> took over for the 128</span><sup>th</sup><span style="font-size: 11pt;">
in late April and the latter went into reserve until May 4. It then relieved
the 126</span><sup>th</sup><span style="font-size: 11pt;"> Infantry and the division “</span><i style="font-size: 11pt;">went on to crush the Japanese so-called impregnable defense</i><span style="font-size: 11pt;">,” following
120 days of near hand-to-hand combat. Two of Howe’s battalions were cited by
the War Department for performance of duty from March 23 to May 30.</span></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 11pt;">On July 25, 1945, Howe was awarded the </span><b style="font-size: 11pt;">Legion of Merit</b><span style="font-size: 11pt;"> medal: “</span><i style="font-size: 11pt;">For exceptionally meritorious conduct in the
performance of outstanding services in Luzon, Philippine Islands, from 28 March
to 10 May 1945. Assuming command of an infantry regiment [128<sup>th</sup>]
while it was engaged in sustained action with a stubborn enemy, Colonel Howe,
through his gallant and incisive leadership, maintained his command at a high
peak of morale and combat efficiency despite heavy casualties it had already
suffered. While skillfully directing his forces in hotly contested action along
the Villa Verde Trail, he made frequent personal visits to forward positions
and through his advice and encouragement inspired his men to attack the enemy
with renewed vigor and to capture or destroy strategic objectives. Colonel
Howe’s brilliant and dynamic leadership and his willingness at all times to
share the hardships and dangers of his men, contributed in high degree to his
regiment’s success in the Luzon Campaign. Headquarters, United States Army
Forces, Pacific, General Orders No. 71 (25 July 1945).”</i></span><br />
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<span style="font-size: 11.0pt;">Howe also received a second <b style="mso-bidi-font-weight: normal;">Distinguished Service Cross</b>, in the
form of an <b style="mso-bidi-font-weight: normal;">Oak Leaf</b> to be worn on
the ribbon of the first award, “<i style="mso-bidi-font-style: normal;">for
extraordinary heroism in connection with military operations against an armed
enemy while serving with the 128<sup>th</sup> Infantry Regiment, 32<sup>nd</sup>
Infantry Division, in action against enemy forces on 11 May 1945 at Luzon,
Philippine Islands. During the fighting along the Villa Verde Trail, Colonel
Howe, commanding an infantry regiment, went forward to a battalion position to
observe the operations of forward elements. Shortly afterward he accompanied an
advance patrol which was reconnoitering a route for tanks along the slope of a
hill. Half of the patrol had traversed a narrow ravine when the enemy suddenly
opened fire from concealed positions and seriously wounded a man directly in
front of Colonel Howe. Taking charge of the patrol, immediately Colonel Howe
sent two men forward to evacuate the casualty, and then directed covering fire
into caves from which the enemy had fired. After directing removal of the
wounded man to safety, he organized the patrol for sealing the caves, but was
soon wounded by enemy mortar fire directed on the group. Despite the intense
enemy fire he refused first aid, continued to direct the demolition squad in
finding a route of approach to the caves, and assisted in providing covering
fire while the caves were closed with pole charges. Under his direction five
caves were sealed and over thirty enemy killed. Colonel Howe, by his quick and
heroic action and his effective employment of the few troops at his disposal,
prevented numbers casualties, extricated his men from a grave situation, and
inflicted many losses on the enemy. His outstanding leadership, personal
bravery and zealous devotion to duty at the cost of his life, exemplify the
highest traditions of the military forces of the United States and reflect
great credit upon himself, the 32<sup>nd</sup> Infantry Division, and the
United States Army. Headquarters, U.S. Forces-Pacific, General Orders No. 53
(1945).”<o:p></o:p></i></span><br />
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<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWQKvLtfzmGmffrA4JHZ6GRBqZEfVlK2YY16woSoQW9A1JMNeYD9TCfJt7yuGkHzVw_qPwqV28voKu81t9Ee48mTswGCrkkP3aqdXe068on7iHc3512j0Xh21pGzDnsQbV5vUo8OiVVs4/s1600/2019-07-10+09.03.04a.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1077" data-original-width="1600" height="268" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWQKvLtfzmGmffrA4JHZ6GRBqZEfVlK2YY16woSoQW9A1JMNeYD9TCfJt7yuGkHzVw_qPwqV28voKu81t9Ee48mTswGCrkkP3aqdXe068on7iHc3512j0Xh21pGzDnsQbV5vUo8OiVVs4/s400/2019-07-10+09.03.04a.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Undated articles probably from The Grand Rapids Herald, 1945</td></tr>
</tbody></table>
<br />
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<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 6"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 6"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 6"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 6"/>
<w:LsdException Locked="false" Priority="46" Name="List Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="List Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="List Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="List Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="List Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="List Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="List Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="List Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="List Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="List Table 4 Accent 5"/>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 11pt;">While commanding the 128</span><sup>th</sup><span style="font-size: 11pt;">,
Howe personally made aerial reconnaissance flights over enemy positions along
the Villa Verde Trail, earning the </span><b style="font-size: 11pt;">Air
Medal</b><span style="font-size: 11pt;"> for participating in flights from 1 April 1945 to 10 August 1945: “</span><i style="font-size: 11pt;">During the period Colonel Howe made more
than twenty aerial flights in unarmed liaison planes over enemy held territory.
More than ten of these flights were made over the Villa Verde Trail area for
reconnaissance of enemy positions. As a result of these flights Colonel Howe
had a clear picture of the tactical situation and an accurate idea of what he
would encounter. The balance of his flights were over enemy territory in the
area for reconnaissance of patrol routes and the locating of enemy pockets. Due
to Colonel Howe’s flights, patrols were routed over the most advantageous
terrain and their missions accomplished expeditiously. For his courage,
disregard for his personal safety, and participation in these operations,
Colonel Howe established a high degree of meritorious achievement. 32<sup>nd</sup>
Infantry Division Citation, 25 July 1945.”</i></span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 11pt;">In August 1945, following the
dropping of two atomic bombs on mainland Japan, Lt. Gen. Tomoyuki Yamashita,
Japanese commander for the Philippines, notified his command to cease
hostilities. He then sent a letter to the 32</span><sup>nd</sup><span style="font-size: 11pt;"> Division commander
implying that he was ready to surrender, but still hadn’t heard anything from
Imperial Japanese Headquarters that would authorize him to do so. Colonel Howe
played a prominent role in negotiations preliminary to the surrender. He was
dispatched by the 32</span><sup>nd</sup><span style="font-size: 11pt;"> Division’s commanding general to the area by
plane where division intelligence had reported as to Yamashita’s whereabouts.
Howe dropped the surrender instructions from the plane.</span></span><br />
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 11pt;"><br /></span></span>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_X67TWjy5Z3FCAGhbPgYfWtDd-Mlv_SEzX_WJVVBcUB6YiMrzdGC6WnnjQ9lvmUih05Y5F8grr34nlDMbVqbXDAqMDByUgpbb_DiwWEh7VBw6SrAIybpoJVyMEgqc47Mt4wxUq9qhmas/s1600/GRP+1945.8.28+p6.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1113" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_X67TWjy5Z3FCAGhbPgYfWtDd-Mlv_SEzX_WJVVBcUB6YiMrzdGC6WnnjQ9lvmUih05Y5F8grr34nlDMbVqbXDAqMDByUgpbb_DiwWEh7VBw6SrAIybpoJVyMEgqc47Mt4wxUq9qhmas/s640/GRP+1945.8.28+p6.png" width="443" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Grand Rapids Press 8/28/1945</td></tr>
</tbody></table>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: 11pt;">On August 30, the eve of the
actual surrender on Luzon to members of his unit and 16 days after the war had
officially ended, while making a second aerial pass to drop final surrender
instructions in the mountains of northern Luzon, Howe was killed in the crash
of his small plane. </span><br />
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: 14.6667px;">Details of the crash and Howe’s death were provided by General Yamashita.</span></div>
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<br /></div>
<span style="font-size: 11.0pt;"></span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhv7XfgOD4zZ1NA8ISEtesYTTcgpqTNnMitwerKUEb3z6aPpXGZT1YLjZHYZt48KnUmVgUN-WpTZD8DJ6naAtVcGW30-AkL9HQ4DEn2Ufl6YcIVAh8E7dgo7RteZYoDwMl9w5O26tfkxag/s1600/GRP+1945.9.24+p1.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1201" data-original-width="1600" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhv7XfgOD4zZ1NA8ISEtesYTTcgpqTNnMitwerKUEb3z6aPpXGZT1YLjZHYZt48KnUmVgUN-WpTZD8DJ6naAtVcGW30-AkL9HQ4DEn2Ufl6YcIVAh8E7dgo7RteZYoDwMl9w5O26tfkxag/s400/GRP+1945.9.24+p1.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Grand Rapids Press 9/24/1945</td></tr>
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<span style="font-size: 11pt;">Tech4 Charles P. Murdock, in his </span><span style="font-size: 11pt;">featured
story for the November 10, 1945 edition of <i style="mso-bidi-font-style: normal;">The
Saturday Evening Post </i>titled, “<i style="mso-bidi-font-style: normal;">The
Red Arrow Pierced Every Line,”</i> had this to say about Howe: “<i style="mso-bidi-font-style: normal;">The moment of triumph was to have its
anticlimax of bitter tragedy. Col. Merle H. Howe, the forty-nine-year-old Grand
Rapids schoolteacher who became the 32nd’s most decorated officer, was killed
in a plane crash near Yamashita’s headquarters, while making daily flights
there in connection with surrender negotiations. Colonel Howe at various times
had commanded all the division’s regiments. He was a sort of living symbol of
what the division had been through.”</i></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 11pt;">Howe was posthumously awarded
a second </span><b style="font-size: 11pt;">Purple Heart</b><span style="font-size: 11pt;"> “</span><i style="font-size: 11pt;">for military merit and for wounds received
in action resulting in his death August 30, 1945</i><span style="font-size: 11pt;">.” In addition, he received
the </span><b style="font-size: 11pt;">Combat Infantryman Badge</b><span style="font-size: 11pt;"> and </span><b style="font-size: 11pt;">Presidential Unit Citation</b><span style="font-size: 11pt;">. The photo
below is of a memorial held in the field with Colonel Howe’s staff, the band,
and an honor guard detail.</span></span><br />
<span style="font-size: 11pt;"><br /></span>
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEix5ph89IBTrUCCSE9CFMag4fIE96ThfylWK2aDr61iQcHdf4g3LxTTacdSNu4ojzy8oLCIkd8cx5uSxj99JFiR0yoGq7rHIgB_Cvtsd8AVu5C2vfslvkIy0Ak7L5j1fE851bkXbZ1Yvaw/s1600/Howe+Memorial+1945.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="456" data-original-width="1600" height="182" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEix5ph89IBTrUCCSE9CFMag4fIE96ThfylWK2aDr61iQcHdf4g3LxTTacdSNu4ojzy8oLCIkd8cx5uSxj99JFiR0yoGq7rHIgB_Cvtsd8AVu5C2vfslvkIy0Ak7L5j1fE851bkXbZ1Yvaw/s640/Howe+Memorial+1945.jpg" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Howe memorial ceremony 1945</td></tr>
</tbody></table>
<span style="font-size: 11pt;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Howe was laid to rest in the Fort
McKinley United States Military Cemetery in Luzon, Philippine Islands (Section
A, Row 5, Grave 100).</span></span><span style="font-size: 11pt;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"> His headstone reads: </span><span style="mso-tab-count: 1;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"> </span> </span></span><br />
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<span style="font-size: 11.0pt; mso-no-proof: yes;"><span style="mso-tab-count: 1;"> </span></span><span style="font-size: 11.0pt;"><o:p></o:p></span></div>
<div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: 11.0pt;">MERLE H. HOWE<o:p></o:p></span></div>
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<span style="font-size: 11.0pt;">COL<span style="mso-spacerun: yes;"> </span>128<span style="mso-spacerun: yes;"> </span>INF<span style="mso-spacerun: yes;">
</span>32<span style="mso-spacerun: yes;"> </span>DIV</span></div>
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<span style="font-size: 11.0pt;">MICHIGAN<span style="mso-spacerun: yes;"> </span>AUG
30 1945<o:p></o:p></span></div>
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<span style="font-size: 11.0pt;"><br /></span>
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjR8tEWORxJHbmPG09Z4WMWnB0FZ2yoWv8h0GdGVW4xm1zB-71KE45lP-2zUlWvnQa19bID5z9V2-wZkLery7Y8IUR0KLESnIYcUaZzvurgH2OdQdTPzurPIWn8OodUiIcPDsnULoV8czs/s1600/56773045_1464612154.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1280" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjR8tEWORxJHbmPG09Z4WMWnB0FZ2yoWv8h0GdGVW4xm1zB-71KE45lP-2zUlWvnQa19bID5z9V2-wZkLery7Y8IUR0KLESnIYcUaZzvurgH2OdQdTPzurPIWn8OodUiIcPDsnULoV8czs/s320/56773045_1464612154.jpg" width="256" /></a></div>
<i style="text-align: left;"><span style="font-size: 11.0pt;"><br /></span></i>
<i style="text-align: left;"><span style="font-size: 11.0pt;"><br /></span></i>
<i style="text-align: left;"><span style="font-size: 11.0pt;">HEADQUARTERS 32<sup>D</sup> INFANTRY
DIVISION</span></i></div>
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<i><span style="font-size: 11.0pt;">APO 32, 11 September
1945<o:p></o:p></span></i></div>
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<i><span style="font-size: 11.0pt;">GENERAL ORDERS NO 308<o:p></o:p></span></i></div>
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<i><span style="font-size: 11.0pt;"> <span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">The
death of Colonel Merle H. Howe, Commanding Officer of the 128<sup>TH</sup> Infantry
Regiment, who was killed in action while participating in an aerial flight on
30 August 1945, is announced with deep regret.<o:p></o:p></span></span></i></div>
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<i><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: 11.0pt;"><br />
For many years Colonel Howe served his country with distinction.
Enlisting as a private on 15 August 1917, he emerged from World War I as an Air
Corps pilot with the rank of First Lieutenant. He completed more than a year of
service in France during World War I. <o:p></o:p></span></i></div>
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<i><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: 11.0pt;"><br />
When the 32<sup>D</sup> Infantry Division was
re-activated in October 1940, Colonel Howe once again volunteered his services
and was assigned to the 126<sup>TH</sup> Infantry as Regimental S-3, and
later rendered invaluable services as Division G-3 during the early stages of
the Division’s overseas service in World War II. Serving successively as
Commanding Officer of the 127<sup>TH</sup>, 126<sup>TH</sup> and 128<sup>TH</sup> Infantry
Regiments, he demonstrated exceptional ability and a devotion to duty which
earned him the respect and admiration of officers and men throughout the entire
Division. </span></i><br />
<i><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: 11.0pt;"><br /></span></i></div>
<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><i><span style="font-size: 11pt;">
In recognition of his great qualities of
leadership and the manner in which he performed his duties during World War II,
he was awarded the Distinguished Service Cross, the Oak Leaf Cluster to the
Distinguished Service Cross, The Legion of Merit, The Silver Star, the Oak Leaf
Cluster to the Silver Star, the Bronze Star Medal, the Air Medal, the Purple
Heart, the Oak Leaf Cluster to the Purple Heart and the Combat Infantryman
Badge.</span></i><!--EndFragment--></span><br />
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<i><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: 11pt;"><br /></span></i></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><i><span style="font-size: 11.0pt;"> The
memory of Colonel Howe’s valiant deeds, his unselfish faithful service and fine
soldierly qualities will long live in the minds and hearts of the officers and
men of the 32<sup>D</sup> Infantry Division. His was an honorable and
distinguished career and in his death the nation lost one of its finest
citizens, the “Red Arrow” Division one of its most distinguished soldiers.</span></i><span style="font-size: 11.0pt;"><o:p></o:p></span></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><br /></span></div>
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<i><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: 11.0pt;">ROBERT B. McBRIDE,
JR.,<br />
Brigadier General, U.S. Army,<br />
Commanding.</span></i><span style="font-size: 11.0pt;"><o:p></o:p></span></div>
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<i><span style="font-size: 11.0pt;"><br /></span></i>
<i><span style="font-size: 11.0pt;"><br /></span></i>
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The Grand Rapids Press Editorial</div>
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Grand Rapids Herald Editorial</div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: 11pt;">Following the war, there were
several memorials and recognitions created to honor the life and legacy of
Colonel Howe. These are probably just some of them:</span></div>
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<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 11.0pt;"><span style="mso-list: Ignore;">·<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt;">In May 1946, the program for the annual banquet
sponsored by the Union High School Community Council dedicated a full page as a
special memorial to Colonel Merle Howe, a member of the faculty for twenty
years.<o:p></o:p></span></span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 11.0pt;"><span style="mso-list: Ignore;">·<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt;">The Colonel Merle H. Howe Medal for Military
Proficiency was originally awarded the best soldier in the 126<sup>th</sup>
Infantry. Later this became the top award for the 1<sup>st</sup> Battle Group
126<sup>th</sup> Infantry, then the 2<sup>nd</sup> Brigade 46<sup>th</sup>
Division, and eventually the 46<sup>th</sup> Brigade 38<sup>th</sup> Division,
each of these units headquartered in Grand Rapids and then Wyoming, Michigan.
The medal was first awarded during the annual encampment at Camp Grayling in
1949 to Sgt. Eugene J. Harmsen, Company L.<o:p></o:p></span></span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 11.0pt;"><span style="mso-list: Ignore;">·<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt;">The Colonel Merle H. Howe Trophy was awarded annually
to the Junior Reserve Officer Training Corp company in the Grand Rapids Public
School system that received the highest rating in a federal inspection
typically held at the armory. This was created as a family memorial and for a
number of years, Mrs. Virginia Howe presented the trophy.<o:p></o:p></span></span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 11.0pt;"><span style="mso-list: Ignore;">·<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt;">Also, in 1948 the Earl R. Stewart American Legion Post
voted to change the name of their club to the Stewart-Howe Red Arrow Post.
Stewart was a former commander of the 126<sup>th</sup> and Michigan’s 63<sup>rd</sup>
Brigade.<o:p></o:p></span></span></li>
<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 11.0pt;"><span style="mso-list: Ignore;">·<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--></span><span style="font-size: 11.0pt;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">In August 1949, the <i style="mso-bidi-font-style: normal;">Michigan National Guardsman</i> reported the organization of a board of
officers to name roads, camp areas, or landmarks at Camp Grayling as memorials
to officers and men of the Michigan National Guard who have given their lives
in the service of their state or country. While no follow-up articles have been
located to determine the process and results, the August 1951 edition of the <i style="mso-bidi-font-style: normal;">Guardsman </i>carried a map sketch of the
main camp that indicated the Upper Lake Road was now named Howe Road. This was
the first year the road carried that designation.</span><o:p></o:p></span></li>
</ul>
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioH25bZ1sAQiS5R-YQzNxO0uE5M6mK_Zr49_CTUCQebJJrbHol8vnHUaMIhu_2pFQwE6lSv-egjxPmDYeG_4Wl3B3qXgdym6g9vIA380sERpUENYwoBPBewWkA-1pVVLOIpo8tfgL3COc/s1600/2019-07-17+15.46.01.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1129" data-original-width="1600" height="280" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioH25bZ1sAQiS5R-YQzNxO0uE5M6mK_Zr49_CTUCQebJJrbHol8vnHUaMIhu_2pFQwE6lSv-egjxPmDYeG_4Wl3B3qXgdym6g9vIA380sERpUENYwoBPBewWkA-1pVVLOIpo8tfgL3COc/s400/2019-07-17+15.46.01.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Main road at Camp Grayling renamed "Howe Road" (red arrow)</td></tr>
</tbody></table>
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<li><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 11.0pt;"><span style="mso-list: Ignore;">·<span style="font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> </span></span></span><!--[endif]--><span style="font-size: 11.0pt;">The old Union High School football field was named in
honor of Colonel Howe.</span></span></li>
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<span style="text-indent: -0.25in;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">In 1949, the Michigan State Senate passed Concurrent Resolution 10 commending Colonel Howe for his distinguished heroic services.</span></span></div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpvYn5JzARBctkU-MafLujpLxGRKLDdkS9se0NspSa7CiHUQVeXe-VfG43Wp4YRYv9JJFssnQx-nDhLEaofNKhKv7xej08Uv0Um4Ku8bDHWFXI6BiiskAcoolTJtdmj6m7NIr9nIgOqgQ/s1600/1943+Union+HS+Yearbook.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1352" data-original-width="1578" height="342" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpvYn5JzARBctkU-MafLujpLxGRKLDdkS9se0NspSa7CiHUQVeXe-VfG43Wp4YRYv9JJFssnQx-nDhLEaofNKhKv7xej08Uv0Um4Ku8bDHWFXI6BiiskAcoolTJtdmj6m7NIr9nIgOqgQ/s400/1943+Union+HS+Yearbook.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">1943 Union HS Yearbook</td></tr>
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<b style="mso-bidi-font-weight: normal;"><span style="font-size: 11.0pt;">Postscripts</span></b><span style="font-size: 11.0pt;"><o:p></o:p></span></div>
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<span style="font-size: 11.0pt;">Virginia Mullen Howe never
remarried after the death of her husband, Merle, and according to her obituary,
she <i style="mso-bidi-font-style: normal;">finished the job of raising her
children, sending them to college, seeing them married, and welcoming
grandchildren. During her many years of widowhood, she devoted herself to her
family, to travel, and to good works in the Grand Rapids community. She served
for more than a quarter century as a Red Cross volunteer in family service
work. She…was an honorary member of the American Legion (Stewart-Howe Post) and
the Red Arrow Club. </i>At her death on May 2, 1997, Virginia and her late
husband were survived by a daughter, Virginia Howe Gmeiner of Key Largo,
Florida; son, John Tomas Howe of Los Altos, California; and son, Joseph Wehner
Howe of Annandale, Virginia. <o:p></o:p></span></div>
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<span style="font-size: 11.0pt;">Their youngest daughter,
Marion Howe Alquist of Grand Rapids, passed away in 1994, a victim of polio she
had contracted in 1953. After graduating from South High School, she had earned
a bachelor’s degree from Western Michigan University. Despite her disease, she
served as a tutor in mathematics for a number of years and an at-home employee
of the Red Cross for 22 years. She and her husband, Robert, had two daughters
and four grandsons at the time of Marion’s death. In September 1954, she had
been in Marquette, Michigan when doctors at that location prescribed treatments
available back in Grand Rapids. However, the doctors had ruled out any long
auto or train trip, so arrangements were made with the Michigan National Guard
to use the Adjutant General’s plane to fly her home.<o:p></o:p></span></div>
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<span style="font-size: 11.0pt;">Eldest daughter Virginia Howe
Gmeiner passed away on April 14, 2000 in Key Largo, Florida. <o:p></o:p></span></div>
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<span style="font-size: 11.0pt;">Son, John Thomas Howe enjoyed
a career in engineering and the sciences in the Palo Alto region of California.
Although he would be 91 at this writing, it is not known whether he still
survives.<o:p></o:p></span></div>
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<span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif; font-size: 11.0pt;">Their youngest son, Joseph W.
Howe, was the top graduating student in Central High School’s class of 1950,
and as a result he earned a one-year scholarship to Princeton University. He
was a National Honor Society student and a member of the JROTC program all four
years of high school. At Princeton, he received the Paul C. Martin 1898
Memorial Scholarship over his final three years which enabled Joseph to
graduate in 1954. It is not known at this writing if he still survives.<o:p></o:p></span></div>
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<span style="font-size: 11pt;"><span style="font-family: "helvetica neue" , "arial" , "helvetica" , sans-serif;">Merle’s older sister, Ida,
married Charles Hall of Mt. Pleasant in 1908 at the age of 15. They had one son
and eventually divorced in 1944. Merle’s younger sister, Lena, married Victor
Staley from Ohio in 1918 and they had two children. Victor died in 1953 and
Lena in 1978, while residing in San Diego. Ida, Merle and Lena had one
additional sibling, Florence Myrtle, who was born in 1901 but died ten months
later of pneumonia. She was buried in the Lincoln township cemetery, Isabella
County.</span></span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhquiWSLgpizcZtlmmiuFgjS1pgYz_c9k47b8T3SpawQwXeX7naMlefMn5zNFsvfNXske0M6qpeb3Xsp8tlpYlOYbspTM8T10WN29vVSHLMO-6OCh6RZu1yaVAvgbKeWBLXH-b6wUwtuU4/s1600/GRP+1973.2.2+p9-B.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="756" data-original-width="1518" height="198" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhquiWSLgpizcZtlmmiuFgjS1pgYz_c9k47b8T3SpawQwXeX7naMlefMn5zNFsvfNXske0M6qpeb3Xsp8tlpYlOYbspTM8T10WN29vVSHLMO-6OCh6RZu1yaVAvgbKeWBLXH-b6wUwtuU4/s400/GRP+1973.2.2+p9-B.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Grand Rapids Press 2/2/1973</td></tr>
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<div class="MsoNormal">
<b>Sources:</b><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
126<sup>th</sup> Infantry Association Archive, Grand Valley
Armory, Wyoming, Michigan<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Ancestry.com<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Britten, David G, Lieutenant Colonel (Retired). <u>Courage
Without Fear: The Story of the Grand Rapids Guard</u>. Xlibris, 2004<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Eichelberger, Robert L., Lieutenant General. <u>Our Jungle
Road to Tokyo</u>. 1950<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Blakeley, H. W., Major General. <u>The 32<sup>nd</sup>
Infantry Division In World War II</u>. 1957<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Carlisle, John M. <u>Red Arrow Men: Stories About the 32<sup>nd</sup>
Division on the Villa Verde Trail</u>. Detroit, 1945<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Tuscania, an American History; on Rootsweb <a href="http://freepages.rootsweb.com/~carmita/history/Regiment/158thAero.html"><span style="font-family: "times new roman" , serif; mso-fareast-font-family: "Times New Roman";">http://freepages.rootsweb.com/~carmita/history/Regiment/158thAero.html</span></a><span style="font-family: "times new roman" , serif; mso-fareast-font-family: "Times New Roman";"><o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Various editions of <i style="mso-bidi-font-style: normal;">The
Grand Rapids Press</i> and <i style="mso-bidi-font-style: normal;">The Grand
Rapids Herald</i><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Various editions of the <i style="mso-bidi-font-style: normal;">Michigan
National Guardsman</i><o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Dunbar, Willis F. <u>Michigan Through the Centuries</u>.
Volume IV, Family and Personal History. 1955<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Official National Guard Register, 1943 (Active)<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Howe, Merle H. – TracesOfWar.com<o:p></o:p></div>
<div class="MsoNormal">
<br /></div>
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Others as noted within the text<o:p></o:p></div>
<!--EndFragment--><span style="font-size: 11pt;"></span>David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-66212235342216866322019-05-12T11:47:00.001-04:002019-05-12T11:47:13.774-04:00How Lee HS Students Chose the Original "Rebel Emblem"In the early days, they didn't call it a "mascot," but rather an emblem. And while we know from the 10-minute video produced this past winter that the emblem made its first public appearance in the 1943 Lee High School <i>Echo</i> yearbook (Wyoming, Michigan), it was actually decided on several years prior.<br />
<br />
According to accounts in several editions of the <i>Ariel</i> student newspaper, the Varsity Club met on April 18, 1939 to consider about a dozen different designs for the "Rebel Emblem." During the meeting, they selected two entries by students Norman Alyea and Fred Praasterink. The club then appointed Willard Brandel and Merle Verberg to take the two designs to the Art Craft Novelty Company to be drawn by a professional artist.<br />
<br />
A week later, the Varsity Club placed the artist's conceptions of the two designs in the hallway display case at Lee, likely to invite feedback from other students before a final selection was to be made. The club planned a special meeting at the end of the week to vote on the selection. Unfortunately, there were no more reports in the Ariel nor were there any graphic illustrations but it's presumed that the Rebel emblem highlighting the 1943 yearbook is what the club voted to approve, and likely what morphed into a sew-on patch that began showing up on letter sweaters and some athletic uniforms. This version of the Rebel emblem lasted into the 1960s only to be phased out and replaced by the Confederate battle flag.<br />
<br />
There is mention in the October 5, 1939 <i>Ariel</i> that the senior class rings would include a "special design of the Lee High Rebel." The <i>Echo</i> yearbook published the previous spring included a photo of a girl's hand sporting a class ring with what appears to be that same design, although it's too small and grainy to be certain.<br />
<br />
In all of this process, it appears from the published evidence that only students were involved in the decision-making, however the Varsity Club did have a faculty advisor.<br />
<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLyFvUDuRMQy6fxI7AhYEKTZ2uePHPwblzZgH9D9GU78u-JSXJ7h9Y1gF5AvBJL3BXGPdLRBtLjbr84XcNc0XudDcVlsml5txYoWWiKoRTM1gRlBwQUO6Uyw1OZ94VTgTrYCgmyIOTsYE/s1600/Screen+Shot+2018-11-27+at+3.38.22+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="772" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLyFvUDuRMQy6fxI7AhYEKTZ2uePHPwblzZgH9D9GU78u-JSXJ7h9Y1gF5AvBJL3BXGPdLRBtLjbr84XcNc0XudDcVlsml5txYoWWiKoRTM1gRlBwQUO6Uyw1OZ94VTgTrYCgmyIOTsYE/s400/Screen+Shot+2018-11-27+at+3.38.22+PM.png" width="192" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">1943 Echo Yearbook Rebel Emblem</td></tr>
</tbody></table>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKdoGYxtOcB4_MTRdDQbf7bj2F1wqfgLlOsPPFHBng260JxmZ1olkEGncZbc-WeqaRFBYD35Hb47jilmba5JnQhbXkCn9RAJWQs-aQJ-Nx_OycrKT69AVd0NJv_T64uJcwPbrxUZMP_0U/s1600/2018-11-27+10.48.41.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKdoGYxtOcB4_MTRdDQbf7bj2F1wqfgLlOsPPFHBng260JxmZ1olkEGncZbc-WeqaRFBYD35Hb47jilmba5JnQhbXkCn9RAJWQs-aQJ-Nx_OycrKT69AVd0NJv_T64uJcwPbrxUZMP_0U/s400/2018-11-27+10.48.41.jpg" width="300" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">1946 Echo Yearbook Cover</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">1946 Lee High School Track Team</td></tr>
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<tr><td class="tr-caption" style="text-align: center;">LHS Varsity Letter and Rebel Emblem patch</td></tr>
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<br />David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-67319236553988212542019-05-11T15:52:00.003-04:002019-05-11T19:42:43.396-04:00Lee High School Ariel: Rebel ThemeI have been asked by folks to post the Lee High School (Wyoming, Michigan) <i>Ariel</i> newsletter pages from the several different student newsletters published during the 1958-59 and 1960-61 school years that were referred to in the video. As a historian, I feel obligated to do so.<br />
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If you haven't already, you are encouraged to view the 10-minute video at <a href="https://youtu.be/yKB2vFBpS6o">https://youtu.be/yKB2vFBpS6o</a> to gain broader context for these articles. <br />
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Please note, especially if you are seeing this for the first time, that the majority of the symbols, and in particular the Confederate battle flag, have not for the past two or more decades adorned the halls, classrooms, publications, or clothing of Lee students and their school.<br />
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<br />David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-89847496152054194242019-05-10T18:27:00.002-04:002019-05-10T18:35:26.847-04:00The Day Student Voice at Lee High School Got the Attention of the Board<div style="background-color: white; font-family: Helvetica, Verdana, Arial, Helvetica, sans-serif; font-size: 13.3333px;">
In 1936, with help from the Depression-era Works Progress Administration (WPA), Godfrey-Lee and Wyoming Township set about building a new "playground" complete with a lighted football field, track, tennis courts and baseball field. The project was truly a community undertaking and it employed 615 men on depression-era relief using hand labor, as much of the dirt dug out to create the “bowl” for the football field was moved by the use of shovels and wheelbarrows. The excess dirt was used to fill in the swampy low areas of Happy Hollow along what today would be the visitors’ seating area of the football field.</div>
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<span style="font-family: "helvetica" , "verdana" , "arial" , "helvetica" , sans-serif;"><span style="font-size: 13.3333px;">Lee Field was an important project for the community as it provided needed work for men in the district who were desperate to provide their families with the necessities of life. At the same time, it developed a blighted area into a very useful athletic field at a nominal cost to the local taxpayers. </span></span><span style="background-color: transparent; font-size: 13.3333px;"><span style="font-family: "helvetica" , "verdana" , "arial" , "helvetica" , sans-serif;">When the field opened in 1938, Lee High School was the envy of the larger schools in the area. </span></span></div>
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<span style="background-color: transparent; font-size: 13.3333px;"><span style="font-family: "helvetica" , "verdana" , "arial" , "helvetica" , sans-serif;">The field was dedicated on Friday, September 23, 1938 and the ceremonies included a “mile-long parade, headed by a police motorcycle escort, followed by the crack Neal Fonger Post American Legion drum corps of Grandville.” Also participating were the Urbandale-Galewood fire department, the Business Men’s association, Lee band, school traffic squads from Lee, Godfrey and Holy Name School, the football teams, Burlingame Congregational Boy Scouts, Godfrey-Lee and Holy Name PTAs, Catholic Order of Foresters, Boy Rangers, Progressive (dramatic) Players of Holy Name, and a number of other organizations. In fact, the entire community was excited about the new field and expected to take part in some way. It was noted by the press that 2,000 people lined the streets to witness the parade and 5,000 gathered for the dedication event, “by far the largest event ever to held in any suburban area in the Grand Rapids district.”</span></span><br />
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<tr><td class="tr-caption" style="text-align: center;">Original gate to Lee Field on Godfrey Avenue</td></tr>
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<span style="background-color: transparent; font-family: helvetica, verdana, arial, helvetica, sans-serif; font-size: 13.3333px;">Oddly, there was no football game scheduled as part of the dedication. Instead there were speeches; many, many speeches. Eleven to be exact and it forced the program to drone on.</span></div>
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<span style="font-size: 13.3333px;">Following the dedication of the new Lee Field in September 1938, a storm erupted over criticism in the student newspaper of the "endless speeches" that took place that evening. The eleven speeches caused the program to run nearly four hours which led to the cancelling of an intra-squad football contest and other student events.</span></div>
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<span style="font-size: 13.3333px;">The students in particular were not happy.</span></div>
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Ward Tibbet was the teacher-advisor for the three-year-old student publication title the "Ariel." At the time, it was a popular, daily mimeographed sheet that had begun as an aid for Tibbet's English classes. Students and staff paid for a copy of the Ariel and the proceeds went towards production of the annual yearbook. From newspaper articles of the period, Tibbet was a very popular young teacher.</div>
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On Tuesday morning following the dedication, the Ariel contained a front-page article that proclaimed, "11 speeches were about 10 too many," and proceeded to ask a number of questions provided by the students to Tibbet. One particular question was, <i>"Why did every member of the board of education have to talk?" </i> Still another asked, <i>"Why weren't the Lee groups allowed to do their stuff after waiting from 7 to 11 o'clock?"</i></div>
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On Wednesday evening, the board of education met with Superintendent Roy Head on another matter, but the Ariel's editorial came up in discussion. The board directed Superintendent Head to suspend Tibbet until the evening of October 10, at which time they planned to hold a hearing on the matter. Tibbet was informed the next morning prior to the start of the school day and a substitute teacher filled in for him.</div>
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<tr><td class="tr-caption" style="text-align: center;">Students gathered after returning from lunch on the front lawn of Lee High School</td></tr>
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Just prior to the 1:00 pm bell for students to return to classes following lunch, a student strike broke out with about three hundred students staying outside of the building and posting picketers at the doors. Students took up placards and marched or rode in cars around the district, loudly voicing their dismay that a popular teacher might lose his job. </div>
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<tr><td class="tr-caption" style="text-align: center;">Students united to save Mr. Ward Tibbet's job</td></tr>
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Despite Tibbet's encouragement from his home that students return to classes, the demonstration went on for most of the afternoon. Student leaders issued a statement, which read in part:</div>
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<em>"We, the students of Lee high school think that Ward Tibbet has certainly received a raw deal in being suspended and perhaps dismissed from our teachers' staff because of writing the general opinion concerning the dedication of the new field. We are all of the same opinion as Mr. Tibbet and the biggest majority of our parents feel the same as we do, that the field is for sports and the benefit of the school, and not for the good of the board and the speakers…. Mr. Tibbet was one of our best teachers and has done more for the students' interest at Lee high than any teacher there, spent his own money and time for their interests and we feel that if he is not reinstated and given a fair deal it will cause a lot of trouble at our school."</em></blockquote>
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGkcZdWCnbXxIg99u_hqGfqLp6Z_fV94ATasoQQY9NdlH_ce7G6A7sC1kpspiO0-k2sXM7Dbj26aMftXUfSAOIFtGb2bKMzP0JijKo6AyfKG1HVuEMWUh4KA_7Di6gRKF_AQfcDPr5dMA/s1600/LHS+Student+Strike+on+Burton+Street+heading+west+c.+Sep+1938+-+H0010186-4.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1200" data-original-width="1600" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGkcZdWCnbXxIg99u_hqGfqLp6Z_fV94ATasoQQY9NdlH_ce7G6A7sC1kpspiO0-k2sXM7Dbj26aMftXUfSAOIFtGb2bKMzP0JijKo6AyfKG1HVuEMWUh4KA_7Di6gRKF_AQfcDPr5dMA/s400/LHS+Student+Strike+on+Burton+Street+heading+west+c.+Sep+1938+-+H0010186-4.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Students marched along Burton Street to bring their grievance to the<br />
attention of the community</td></tr>
</tbody></table>
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<span style="font-size: 13.3333px;"><br />Beset with pleas for immediate resolution of this case, the board met before school on Friday morning and decided to reinstate Tibbet to his teaching duties. Because board meetings were closed in those days, the only indication of what occurred was a statement from Superintendent Head that "the difficulties between Mr. Tibbet and the school board have been ironed out…" </span></div>
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<span style="font-size: 13.3333px;">Nothing more was heard of the matter, however the incident did prove that students can have a strong voice when they are united in a just cause. </span><br />
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David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-3754005971215722412019-04-16T07:21:00.003-04:002019-04-16T07:21:56.825-04:00Statue for Abe Lincoln? Maybe not so fast<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDUw8in4fKKmxkyDlc1VXGab1_XkHelj15Qd4uDygKUAmF2ySvLrMYwwSOl1Ltl8HrVhjCQ2LM2w1TEm85LpSfI2SGjT-ZEJvat9D2ymHpIAWY8cr3dbybXc6Lw6araDGwnfUojOW5N1A/s1600/Screen+Shot+2019-04-16+at+7.20.24+AM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1294" data-original-width="1022" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDUw8in4fKKmxkyDlc1VXGab1_XkHelj15Qd4uDygKUAmF2ySvLrMYwwSOl1Ltl8HrVhjCQ2LM2w1TEm85LpSfI2SGjT-ZEJvat9D2ymHpIAWY8cr3dbybXc6Lw6araDGwnfUojOW5N1A/s200/Screen+Shot+2019-04-16+at+7.20.24+AM.png" width="157" /></a></div>
There's little doubt that anyone who has studied our 16th president in depth will find he was a complicated man as well as a man of his times. We're usually quick to criticize the past based on present morals and opinions, but after reading the research I'm not so sure Kalamazoo officials should rush towards a decision on erecting a statue of Abraham Lincoln.<br />
<br />
<div style="text-align: center;">
<b><a href="https://www.mlive.com/news/kalamazoo/2019/04/critics-question-plans-for-president-lincoln-statue-in-kalamazoo.html" target="_blank">Critics question plans for President Lincoln statue in Kalamazoo</a></b></div>
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Lincoln, like many abolitionists leading up to the Civil War, abhorred slavery, but as far as empathy for African-Americans, that's about where it ended. The war began as a means of preserving the Union while blocking slavery in newly admitted states and territories. Lincoln had no initial plans to free the slaves and in fact would have accepted slavery in the existing southern states if that's what it took to keep the Union together. In other words, he was willing to punt the problem down the road if necessary.<br />
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Obviously, as president his views changed and emancipation moved slowly to the forefront. But his stance on equality in all aspects of life did not change. He firmly did not believe whites and blacks were equal, or that they could ever be equal. He believed as did the majority of whites that their race was superior over the African race.<br />
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Ronald White Jr., in his substantial biography titled <i>A. Lincoln</i> (Random House 2009), told of Lincoln's views on colonization rather than the two races learning to live and work together. This was a similar view to that of Thomas Jefferson, a slave owner who expressed his concern that slavery would eventually destroy our nation and the best solution was to relocate anyone with African blood to an island in the Caribbean or to Central America. Rather than simply try to explain what White wrote about Lincoln and what the president said, here's an excerpt from the book (with my highlights):<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkr5LTent-_YSQIX2jIWZ0c0Ki1DyKzrB4Q4Fw0Rj7N9Tk8FAYDNp8Bp7nllbhVYqrajV7noyL-UxVXAujUspNFfK9ZqfDCAwwsufLc363Bk_XVg5L9qEXj0qUYJ5j-WV2_b9dFpiIORI/s1600/2019-04-16+05.57.02.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1276" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjkr5LTent-_YSQIX2jIWZ0c0Ki1DyKzrB4Q4Fw0Rj7N9Tk8FAYDNp8Bp7nllbhVYqrajV7noyL-UxVXAujUspNFfK9ZqfDCAwwsufLc363Bk_XVg5L9qEXj0qUYJ5j-WV2_b9dFpiIORI/s640/2019-04-16+05.57.02.jpg" width="508" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">A. Lincoln: A Biography by Ronald C. White, Jr. (2009)</td></tr>
</tbody></table>
In a more recent publication, Pulitzer Prize-winning author Jon Meacham's <i>The Soul of America: The Battle for our Better Angels</i> (Random House 2018), reinforced White's point that Lincoln did not necessarily favor equality or at least had not evolved to that point.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitsuQUfOk_PzJj6F62t14S4WUN69UNX9ZfALxUTCUlZ-yUdA43D1C7fXWZXnTZABpEXXTtvQoY-v2gOrLs8ruiZGwfPnGZCquEZOrFpQKtzXz4KmtLw_2uRYLj7Fllk7s-MvRDogl8kC8/s1600/2019-04-16+06.11.51.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="750" data-original-width="1600" height="186" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEitsuQUfOk_PzJj6F62t14S4WUN69UNX9ZfALxUTCUlZ-yUdA43D1C7fXWZXnTZABpEXXTtvQoY-v2gOrLs8ruiZGwfPnGZCquEZOrFpQKtzXz4KmtLw_2uRYLj7Fllk7s-MvRDogl8kC8/s400/2019-04-16+06.11.51.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Soul of America: The Battle for our Better Angels, Jon Meacham (2018)</td></tr>
</tbody></table>
African-American historians have also concluded the same regarding Lincoln although noting as I have that the president's views were evolving over time and one has to wonder how different Reconstruction might have been had he lived. But that would only be conjecture and all we have to go on is the recorded history of his public speeches or written notes: Esteemed Harvard Professor Henry Louis Gates, Jr., in his just-published book <i>Stony the Road: Reconstruction, White Supremacy, and the Rise of Jim Crow</i> (Penguin Press 2019), explains further how being an abolitionist of slavery did not infer "being a proponent of the fundamental equality of black and white people, or the unity of the human species..."<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggeOfYL44hCb4cpxBqhppA6C8C63MwSH3sf9mJuULl2Gz4_wDpPel7_LPcTjzoEQn5s31XlxYnvV4hyphenhyphenzBfgqwKk6qOYpcIm33aMw07zePWcPKqvwf74Hlt13nxFzNa5SWHwbjGYxmaeNY/s1600/2019-04-16+05.59.52.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1200" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggeOfYL44hCb4cpxBqhppA6C8C63MwSH3sf9mJuULl2Gz4_wDpPel7_LPcTjzoEQn5s31XlxYnvV4hyphenhyphenzBfgqwKk6qOYpcIm33aMw07zePWcPKqvwf74Hlt13nxFzNa5SWHwbjGYxmaeNY/s640/2019-04-16+05.59.52.jpg" width="480" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Stony the Road: Reconstruction, White Supremacy, and the Rise of Jim Crow, <br />Henry Louis Gates, Jr. (2019)</td></tr>
</tbody></table>
Carol Anderson, Chair of African American Studies at Emory University, is more concise as she points out Lincoln's early flawed thinking in <i>White Rage: The Unspoken Truth of Our Racial Divide</i> (Bloomsbury 2016).<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYMPAAmhGyIiDIjq2GwRdS3ZRyL5bPOFf5Ox4Y84CbRlndWgQUk9uOFbmT2R5SM826KypaqBcr-5U-sdDWR5tbNYWmh5F4tF_n5ZrNP_l6YgF1HkTV5g1Eg-h4eQ30lUNi9idwVaPB0BI/s1600/2019-04-16+05.58.37.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="896" data-original-width="1600" height="222" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgYMPAAmhGyIiDIjq2GwRdS3ZRyL5bPOFf5Ox4Y84CbRlndWgQUk9uOFbmT2R5SM826KypaqBcr-5U-sdDWR5tbNYWmh5F4tF_n5ZrNP_l6YgF1HkTV5g1Eg-h4eQ30lUNi9idwVaPB0BI/s400/2019-04-16+05.58.37.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">White Rage: The Unspoken Truth of Our Racial Divide, Carol Anderson (2016)</td></tr>
</tbody></table>
Certainly credit is due where it was earned and Abraham Lincoln was the principle leader behind the ending of slavery. Frederick Douglass, a black abolitionist who had escaped the bonds of slavery, pointed this out in 1875 during a speech while unveiling a monument to emancipation: “<i>in his heart of hearts he loathed and hated slavery.</i>” This was certainly a change in attitude by Douglass as early in the war he was quoted as saying, <i>“Abraham Lincoln is no more fit for the place he holds than was James Buchanan, and the latter was no more the miserable tool of traitors than the former is allowing himself to be.” </i>Distinguished historian James A. McPherson noted in a review written for The New York Review of Books (3/29/2007):<br />
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<blockquote class="tr_bq">
<i>But in Douglass’s view, Lincoln backslid after issuing the proclamation. Just as the President had seemed too slow in 1862 to embrace emancipation, he seemed similarly tardy in 1864 to embrace equal rights for freed slaves. For a time Douglass even supported efforts to replace Lincoln with a more radical Republican candidate for president in the election of 1864.</i></blockquote>
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My point with this post is not to disparage Abraham Lincoln or throw him into the gutter with those disgusting Americans throughout history and even today who see the white race as supreme over blacks and other races. Rather, during this difficult time of continuing to reconcile our past differences and attempting to unite all Americans regardless of race, this just might not be the right time or it may never be the right time to raise a statue of our 16th president in Kalamazoo. Rather, the city leaders might want to engage a more inclusive discussion of the merits of honoring Abraham Lincoln and the appropriate way of doing so.David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-70851033767057120322019-04-11T20:10:00.001-04:002019-04-11T20:10:09.186-04:00My Retirement Reading ListI have always been a voracious reader even though I tend to read slowly for physical reasons. I also have a habit of reading several books simultaneously which helps to keep me from losing interest in any one of them. Rarely do I set a book aside and fail to complete it but sometimes I may set it aside for a year or more before I pick it back up.<div>
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Since I retired as a school superintendent on June 30, 2017, I have had an appetite for historical works and in particular biographies. I learned from an author that reading biographies is a better way to learn about our history since it becomes more personalized. Great biographical authors will detail events as they were interacted in, with, or by the principle subject. So far, I have found that to be true.</div>
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There are other topics that I take an interest in that are included in the list below. Some are related to my passion as a local historian, others to my continuing interest in our public education system. For better or worse, here is my list which includes at the end the three books I'm currently reading. And just a note, regardless of how it looks reading is certainly not the only activity I'm engaged in but it is certainly one I enjoy.</div>
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<b>Part I: Books I have read since 7/1/17 (not necessarily in order):</b></div>
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Ullrich, Volker. Hitler: Ascent, 1889-1939</div>
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McAfee, Andrew. Machine, Platform, Crowd: Harnessing our Digital Future</div>
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Termin, Peter. The Vanishing Middle Class: Prejidice and Power in a Dual Economy</div>
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Formisano, Ronald P. Plutocracy in America: How Increasing Inequality Destroys the Middle Class and Exploits the Poor</div>
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Kelly, Kevin. The Inevitable: Understanding the 12 Technological Forces that Will Shape Our Future</div>
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Callahan, David. The Givers: Wealth, Power, and Philanthropy in a New Guilded Age</div>
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Wadhwa, Vivek. The Driver in the Driverless Car: How Our Technology Choices Will Create the Future</div>
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Lewis, Michael. The Undoing Project: A Friendship that changed Our Minds</div>
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O’Reilly, Bill. Killing England: The Brutal Struggle for American Independence</div>
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Avlon, John P. Washington’s Farewell: The Founding father’s Warning to Future Generations</div>
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Orvell, Miles. The Death and Life of Main Street: Small towns in American Memory, Space and Community</div>
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Anderson, Sherwood. Poor White</div>
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Davies, Richard O. Main Street Blues: The Decline of Small-Town America</div>
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Vance, J.D. Hillbilly Elegy: A Memoir of a Family and Culture in Crisis</div>
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Kirk, Stephen. First in Flight: The Wright Brothers in North Carolina</div>
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Sobel, Robert. Coolidge: An American Enigma</div>
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Lewis, Sinclair. Main Street</div>
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Whyte, Kenneth. Hoover: An Extraordinary Life in Extraordinary Times</div>
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Stampp, Kenneth M. America in 1857: A Nation on the Brink</div>
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Huxley, Aldous. Brave New World</div>
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Hilton, George. The Electric Interurban Railways in America</div>
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Grant, H. Roger. Electric Interurbans and the American People</div>
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Chernow, Ron. Grant</div>
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Cooper, William J. Jr. The Lost Founding Father: John Quincy Adams and the Transformation of American Politics</div>
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Meijer, Hendrik. Arthur Vandenberg: The Man in the Middle of the American Century</div>
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Lewis, Sinclair. It Can’t Happen Here</div>
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Hitchcock, William I. The Age of Eisenhower: America and the World in the 1950s</div>
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Greenberger, Scott S. The Unexpected President: The Life and Times of Chester A. Arthur</div>
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Illich, Ivan: Deschooling Society</div>
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Merry, Robert W. President McKinley: Architect of the American Century</div>
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Hutchinson, Alex. Endure: Mind, Body, and the Curiously Elastic Limits of Human Performance</div>
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Gave, Keith. The Russian Five: A Story of Espionage, Defection, Bribery and Courage</div>
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Caplan, Bryan. The Case Against Education: Why the Education system is a Waste of Time and Money</div>
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Dintersmith, Ted. What School Could Be: Insights and Inspiration from Teachers across America</div>
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Robinson, Ken. You, Your Child, and School: Navigate Your Way to the Best Education</div>
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Golinkoff, Roberta Michnick. Becoming Brilliant: What Science Tells Us about Raising Successful Children</div>
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Burcar, Colleen. It Happened in Michigan: Remarkable Events that Shaped History</div>
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Lewis, Tom. Divided Highways: Building the Interstate Highways, Transforming American Life</div>
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Borneman, Walter R. Polk: The Man who Transformed the Presidency and America</div>
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Meacham, Jon. The Soul of America: The Battle for Our Better Angels</div>
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Fallows, James M. Our Towns: A 100,000-Mile Journey Into the Heart of America</div>
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Churchwell, Sarah. Behold, America: A History of America First and the American Dream</div>
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Rosen, Jeffrey. William Howard Taft: The American Presidents Series: The 27th President, 1909-1913</div>
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Mayer, Milton Sanford. They Thought They Were Free: The Germans, 1933-45</div>
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Jeffers, H. Paul. An Honest President: The Life and Presidencies of Grover Cleveland</div>
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Strauss, William. The Fourth Turning: What the Cycles of History Tell Us about America’s Next Rendezvous with Destiny</div>
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Potter, David M. The Impending Crisis: America Before the Civil War, 1848-1861</div>
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Socol, Ira; Moran, Pam; Ratliff, Chad. Timeless Learning: How Imagination, Observation, and Zero-Based Thinking Change Schools</div>
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White, Ronald C. Jr. A. Lincoln</div>
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White, Richard. Railroaded: The Transcontinentals and the Making of Modern America</div>
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Lewen, James W. Lies My Teacher Told Me</div>
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Hoock, Holger. Scars of Independence: America’s Violent Birth</div>
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Thoreau, Henry David. Walden</div>
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Cooper, John Milton Jr. Woodrow Wilson: A Biography</div>
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Beschloss, Michael R. Presidents of War: The Epic Story, from 1807 to Modern Times</div>
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Stoddard, Francis R. The Truth about the Pilgrims</div>
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Baker, Bruce D. Educational Inequality and School Finance: Why Money Matters for America’s Students</div>
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Halberstam, The Fifties</div>
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Boles, John B. Jefferson: Architect of American Liberty</div>
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Westover, Tara. Educated</div>
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Hetherington, Marc. Prius or Pickup? How the Answers to Four Simple Questions Explain America’s Great Divide</div>
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Meltzer, Brad. The First Conspiracy: The Secret Plot to Kill George Washington</div>
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O’Reilly, Bill. Killing the SS: The Hunt of the Worst War Criminals in History</div>
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Philbrick, Nathaniel. Mayflower: A Story of Courage, Community, and War</div>
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Dourcet, Armand. Teaching in the Fourth Industrial Revolution: Standing at the Precipice</div>
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Luxenberg, Steve. Separate: The Story of Plessy v. Ferguson, and America’s Journey from Slavery to Segregation</div>
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Philbrick, Nathaniel. The Last Stand: Custer, Sitting Bull, and the Battle of the Little Bighorn</div>
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<b>Part II: Books I am currently reading as of 4/11/19:</b></div>
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Philbrick, Nathaniel. Bunker Hill: A City, a Siege, a Revolution</div>
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Gates, Henry Louis Jr. Stony the Road: Reconstruction, White Supremacy, and the Rise of Jim Crow</div>
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Kelly, Joseph. Marooned: Jamestown, Shipwreck, and a New History of America’s Origin</div>
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David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-45327953591008649832019-04-11T08:05:00.000-04:002019-04-11T08:05:05.750-04:00My response below to this article in the Daily Mail:<br />
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<a href="https://www.dailymail.co.uk/news/article-6904151/One-five-white-people-say-civil-rights-movement-gone-far.html?fbclid=IwAR3vP1JsxFbAfzWgm_J-SGRT6HrAX6DHmrkga9P0PjI6-UboECDQtDd3kGQ" target="_blank">One-in-five white people say the civil rights movement 'has gone too far' – while half of African Americans believe they will never have full equal rights in America, survey reveals</a></h2>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJ39e9kYSKNB5BaLs8D_RSjqIlHYVd-GtPYd7LhY8kYPANTJG1F8-fZZZopBYNF_udaQ4FRKs2zPD4WCuPk8JrYTIVHtAolMojbHwrAaR8gIxNAr5C5eXRxIep0jEfFkh4aMeNOtiSOvI/s1600/Screen+Shot+2019-04-11+at+8.03.01+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1046" data-original-width="1288" height="323" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiJ39e9kYSKNB5BaLs8D_RSjqIlHYVd-GtPYd7LhY8kYPANTJG1F8-fZZZopBYNF_udaQ4FRKs2zPD4WCuPk8JrYTIVHtAolMojbHwrAaR8gIxNAr5C5eXRxIep0jEfFkh4aMeNOtiSOvI/s400/Screen+Shot+2019-04-11+at+8.03.01+AM.png" width="400" /></a></div>
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As I see it from my study of history, the problem is rooted in the sad fact the average person has little to no historical understanding of how the state of race relations got to this point in the first place. </div>
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They have little knowledge or empathy for the damage inflicted by the rise of “Jim Crow” laws, the sudden end of Reconstruction, Redemption and “The Lost Cause,” “Separate but Equal” segregation which was anything but equal, the Supreme Court’s invalidation of numerous Civil Rights laws dating back to the end of the Civil War, openly racist presidents such as Woodrow Wilson among many others, tolerance for the rise of the KKK, turning a blind eye to thousands of lynchings and other terrorist acts, “Red Lining” housing restrictions for non-Whites, the “Green Book,” widespread use of Confederate symbols to intimidate, and more than a century of framing Blacks as “inferior to Whites and a danger to American culture.”</div>
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All of this has worked to ingrain racist attitudes and actions deep within our national psyche, whether we admit to it or not. And not just a Black-White problem but including Native Americans, Hispanics, Asians, and others. What we sorely need is a change to our education system that emphasizes the reality of history versus the White-washed standards we have now, as well as a serious moment of reflection on our own personal and collective values.</div>
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David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com1tag:blogger.com,1999:blog-814597640158789414.post-68233626776822289132018-11-11T06:01:00.001-05:002018-11-11T09:45:24.388-05:00Speech in Wayland, Michigan for Veterans Day 2018<!--[if gte mso 9]><xml>
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<br />
<span style="font-family: arial, sans-serif;">Veterans Day</span><br />
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">Wayland Pine Street Elementary<o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">November 9, 2018<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "arial" , sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">Thank you for inviting me
here, today. I’m certainly honored to return to Wayland and speak on such an
important occasion. We’re here to honor our heroes and to simply say “thank you"
for your sacrifices.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">Today’s ceremony, like many
that will be held around the country this weekend, honors our veterans who came
from all walks of life, but shared several fundamental qualities: They
possessed courage, pride, determination, selflessness, dedication to duty, and
integrity -- the qualities necessary to serve a cause more important than one’s
self.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "arial" , sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">Many of our veterans didn’t
ask to leave home to fight on distant battlefields. Many didn’t actually
volunteer. They didn’t join necessarily to go off to war because they loved to
fight. They were called to be part of something bigger than themselves. They
were ordinary folks who responded in extraordinary ways during difficult times.
They rose to our nation’s call because they wanted to serve a country that has
given them --- has given us --- so much.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "arial" , sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">Since the first shots at
Lexington and Concord were fired in 1775, American men and women have been
answering the call to duty. Millions fought and many paid the price on
battlefields, here and around the globe, to defend our way of life. Today,
soldiers, sailors, airmen, and marines continue to stand up against those who
seek to destroy freedom in many places around the world.<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "arial" , sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">As we all know, Veterans Day
began as a day of celebration and remembrance at the conclusion of the first
World War. That war ended 100 years ago this Sunday, and the law that created
Armistice Day, as it was called, directed that it be, quote, <i>“dedicated to the
cause of world peace and to be hereafter celebrated.</i>” Following World War 2 and
the Korean War, the name was changed to Veterans Day, to honor all veterans
from every war and conflict, and also those who served during peacetime.<o:p></o:p></span></div>
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<br /></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiK3xymKe2-Y_7rfNBcAzDl57V6K2KVdHcbVuPfG_6WUCqLldmZb9SQKYfUIZeixEaK3PV9vFIbJOk-cheK7qBYaBYlY6lpRuY9cdEjytrGgphJKvz6kUIWgPbIKIONL4nCBcJbb7CpGqA/s1600/Co+C+126th.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="246" data-original-width="360" height="218" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiK3xymKe2-Y_7rfNBcAzDl57V6K2KVdHcbVuPfG_6WUCqLldmZb9SQKYfUIZeixEaK3PV9vFIbJOk-cheK7qBYaBYlY6lpRuY9cdEjytrGgphJKvz6kUIWgPbIKIONL4nCBcJbb7CpGqA/s320/Co+C+126th.jpg" width="320" /></a></div>
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<span style="font-family: "arial" , sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">So, this morning it would be
fitting to take a quick moment and reflect back 100 years ago, to the bloody
battlefields of Europe, and the two million Americans who helped bring that horrific
war to an end. The Army regiment in which I proudly served during my military
career is known as the 126<sup>th</sup> Infantry. In 1918, it included men from
across west and southeast Michigan, and was part of the famed 32<sup>nd</sup>
“Red Arrow Division.” The division had fought four very difficult exhausting
battles over a six-month period, in some of the worst conditions possible, that
only veterans who have experienced them could appreciate. The regiment had suffered
the loss of many men but was still preparing to continue the fight even right
up to the war’s very last day. <o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "arial" , sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">A soldier in the 126<sup>th</sup>
had kept a diary and his commanding officer later published a book. I would
like to briefly share what Captain Emil B. Gansser had to say on that very last day of war:<o:p></o:p></span></div>
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<br /></div>
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<span style="font-family: "arial" , sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"><i>“The morning of November 11,
1918, broke with the usual accompaniments of battle. The boom of artillery guns
and the crash of exploding shells, with their clouds of smoke and dirt, were
still with us. The immediate cessation of fighting was not evident during the
early morning hours, and no one expected such a contingency to happen so soon.<o:p></o:p></i></span></div>
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<br /></div>
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<span style="font-family: "arial" , sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"><i>“About 9 o’clock in the
morning messages were received that an armistice, or cessation of fighting, had
been signed, and that hostilities would cease at 11 o’clock. This news was too
good to be true, and after hearing so many rumors, this news was regarded as another
hoax and little belief given to it.<o:p></o:p></i></span></div>
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<span style="font-family: "arial" , sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"><i>“The enemy kept sending over
an occasional artillery shell all along the front line until 11 o’clock, and
our artillery responded in kind.<o:p></o:p></i></span></div>
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<span style="font-family: "arial" , sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"><i>“At last the designated hour
arrived, and as if to mock us for our unbelief, at the eleventh hour of the
eleventh day of the eleventh month of the year 1918, the great cannons ceased
their roar, and the continual sounds of the machine gun became silent. The
scream of the flying shells and the whistle of the bullet was no more. The
curtain was drawn on History’s greatest and bloodiest of conflicts between man.<o:p></o:p></i></span></div>
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<span style="font-family: "arial" , sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"><i>“The suddenness of the end
and the quiet created a sort of dumbness and one did not know whether to laugh
or to cry. Contrary to ordinary belief, the tired soldier did not cheer. He
still doubted the truth and feared it might be another trick, and waited until
that night came and passed before he was convinced.<o:p></o:p></i></span></div>
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<span style="font-family: "arial" , sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"><i>“When morning came and all
was quiet, we felt assured that the peace was real and all were happy.”</i><o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">America is fortunate to have
had millions of brave men and women stand for freedom since our country’s
founding. We owe it to them all to ensure that their service and sacrifice is
always honored. And, we also want to continue to remember their families who
have sacrificed much as well. <o:p></o:p></span></div>
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<span style="font-family: "arial" , sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">Thank you, and God bless you
all.<o:p></o:p></span><br />
<span style="font-family: "arial" , sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"><br /></span>
<span style="font-family: "arial" , sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">Link to photos from the ceremony: <a href="https://www.facebook.com/media/set/?set=a.10155820884461039&type=1&l=fed9e1b913">https://www.facebook.com/media/set/?set=a.10155820884461039&type=1&l=fed9e1b913</a></span></div>
<!--EndFragment--><br />David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-60997310139826277662018-02-27T08:49:00.002-05:002018-02-27T08:49:40.763-05:00Persistent Funding Gaps in Michigan K-12 SchoolsAlmost a year to the date, I posted on the continuing inequity of K-12 school funding in Michigan. I have since retired but you can go back and read (or re-read) that post at:<br />
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<a href="https://rebel6.wordpress.com/2017/03/02/one-more-time-on-equity-in-school-funding/" target="_blank">One More Time on Equity in School Funding</a></h2>
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It is a fairly comprehensive post yet updating it with school funding data from this current school year would not make any difference. The inequity persists.</div>
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<blockquote class="tr_bq">
"Overall, the funding inequities we documented in the 2015 report appear slightly smaller, but persist. Compared to 2015, the national funding gap between high and low poverty districts decreased slightly — by 3 percentage points — from 10 percent to 7 percent. The national funding gap between districts with the highest and lowest percentages of students of color went from 15 percent to 13 percent, representing a 2 percentage point drop." ~ Education Trust, <i>Funding Gaps 2018</i></blockquote>
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Education Trust has released <a href="https://edtrust.org/resource/funding-gaps-2018/" target="_blank"><b>a new analysis of inequity in school funding</b> </a>just this past week. Here's what the report says about U.S. and Michigan schools when it comes to K-12 funding for affluent versus those schools predominantly serving low-income students. You can go back to my post linked above and see specific examples of this persistent inequity. Since our state Republican-led legislature votes each year on school funding, the blame for this inequity lies with the politicians.</div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjo24eIAukbwQLPj9Cjh-FvcvZCdmn6JaOuAFrEszKdqNlmGTGgzi6it9WcVueglzGon8Tlxm1uCMB-NdHLvkjuh1RU24nrAiPPtFdYMtA80mXq2yw3-AQxSpTT950e-eCYjm-O32wmut0/s1600/Screen+Shot+2018-02-27+at+8.42.34+AM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="705" data-original-width="1084" height="260" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjo24eIAukbwQLPj9Cjh-FvcvZCdmn6JaOuAFrEszKdqNlmGTGgzi6it9WcVueglzGon8Tlxm1uCMB-NdHLvkjuh1RU24nrAiPPtFdYMtA80mXq2yw3-AQxSpTT950e-eCYjm-O32wmut0/s400/Screen+Shot+2018-02-27+at+8.42.34+AM.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Education Trust, <i>Funding Gaps 2018</i></td></tr>
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David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-43926846908118444262018-02-08T09:23:00.001-05:002018-02-08T09:23:48.186-05:00Governor's K-12 Funding Proposal Doesn't Do EnoughI'm no longer in a school superintendent's seat but that doesn't eliminate my concern as a citizen and taxpayer for the continuing underfunding of our public schools in Michigan. Governor Rick Snyder has proposed an <a href="http://www.mlive.com/news/index.ssf/2018/02/more_road_school_funding_in_go.html" target="_blank">increase for the upcoming 2019 fiscal year</a> but it still falls way short of making up the huge <a href="http://michiganradio.org/post/snyders-proposed-education-cuts-are-problematic-school-districts" target="_blank">$470 per pupil cut implement in Snyder's first year</a>. In fact, as the following slide shows, my former school district lost close to a total of $2 million since that cut. This is a district that serves a high-needs population but receives less per student in the foundation allowance -- the major share of K-12 funding -- than several other districts in the county, as well as several very affluent districts in Oakland County on the east side of the state.<div>
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A study mandated by the Republican legislature (which tried to stop the study before it happened and then simply shelved the results when they were presented) found that K-12 funding was becoming less equal <a href="http://www.detroitnews.com/story/news/politics/2016/06/28/michigan-school-funding-unequal/86477080/" target="_blank">as noted by the conservative-leaning </a><i><a href="http://www.detroitnews.com/story/news/politics/2016/06/28/michigan-school-funding-unequal/86477080/" target="_blank">Detroit News</a>. </i>The study used a "successful schools" model that concluded the base foundation allowance should be raised immediately to $8,667. In addition, districts like Godfrey-Lee should be receiving additional funding for at-risk and English-learners well beyond that provided by state or federal grants. </div>
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The study failed to analyze the growing need for additional special education funding, a category that has NEVER been fully funded by federal or state governments. Lieutenant Governor Calley put together a subcommittee to review special education funding and in 2017 the group reported:</div>
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<blockquote class="tr_bq">
"...special education funding experienced a 15.6 percent reduction (between) 2011-12 (and) 2015-16. It can be expected that a student in special education will have greater need, and therefore require additional services at a greater cost than a student not in special education. However, <b><a href="https://www.freep.com/story/news/2017/11/22/michigan-special-education-students/888458001/" target="_blank">state and federal funding do not cover most of those additional costs</a></b>." (emphasis added)</blockquote>
Because the law requires full services for special education-eligible students, those <a href="http://michiganradio.org/post/how-do-michigan-school-districts-pay-special-education-explainer" target="_blank">costs continue to be covered by a school's general fund budget</a> that primarily comes from the foundation allowance. That means less funding for classroom instruction as a whole.</div>
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Because the legislature and governor have refused thus far to implement the recommendations of the 2016 study, <a href="http://www.msbo.org/sites/default/files/School%20Finance%20Research%20Collaborative.pdf" target="_blank">a second study was initiated and the results were recently publicized</a>. It concludes that:</div>
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<blockquote class="tr_bq">
"The base per-pupil cost<span style="white-space: pre;"> </span>to educate a regular<span style="white-space: pre;"> </span>education K-12 student in Michigan is <b>$9,590</b>, which does<span style="white-space: pre;"> </span>not include transportation, food service<span style="white-space: pre;"> </span>or capital<span style="white-space: pre;"> </span>costs, and only includes pension costs at 4.6% of wages." (emphasis added)</blockquote>
The study also calls for increases for students with special needs, transportation costs, and for school districts serving less than 7,500 students. When adjusting for inflation and comparing to the foundation allowance in 1995, the study's recommended $9,590 has a value of approximately $6,061 per pupil. Not quite what is needed but it takes a strong step towards closing the gap in lost revenue.<br />
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Given the legislature's propensity for personal tax cuts and massive business tax cuts that have little to do with the growing needs of our state or making our Michigan education system a "Top 10 in 10," it's highly unlikely that gap will ever shrink. </div>
David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-21809226225881392312017-12-18T09:12:00.000-05:002017-12-18T09:12:45.635-05:00Republican Tax Plan Widens Economic Gap to Further Attack Public Schools<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxPo9YQZb-UxtwPhduNrQeSwqfCAWYHb9jhpBiW9VgLPQlcEdrDmIEaKjaNl_4efASQT1ycuaWEvxdoIFEJRG1zKdZ_xQHNRg01o7ZpvJ_m3UihLmj2suJpYvufMWUWIQmR05h7AbOBqo/s1600/public-vs-private.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="650" data-original-width="1200" height="173" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxPo9YQZb-UxtwPhduNrQeSwqfCAWYHb9jhpBiW9VgLPQlcEdrDmIEaKjaNl_4efASQT1ycuaWEvxdoIFEJRG1zKdZ_xQHNRg01o7ZpvJ_m3UihLmj2suJpYvufMWUWIQmR05h7AbOBqo/s320/public-vs-private.jpg" width="320" /></a></div>
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The final version of the House and Senate tax plan which will likely be voted on this week includes a provision to expand the benefits of "<a href="https://www.sec.gov/reportspubs/investor-publications/investorpubsintro529htm.html" target="_blank">529 savings plans</a>" to include tax-free distributions to pay for K-12 tuition and/or homeschool expenses. <a href="https://www.forbes.com/sites/ryanellis/2017/12/04/ted-cruz-529-education-savings-amendment-to-tax-reform-is-a-big-win-for-families/#5e62fb366c45" target="_blank">According to Forbes</a>, "The best sign this is smart policy is that the Left is going completely apoplectic. They hate the idea that parents can free themselves from the big teachers' unions..." In other words, the tax bill is intended by the wealthy, who have money to invest, to further cripple one of our most venerable and important public institutions, but is that all it is? No.</div>
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Previously, 529 plans have offered tax-free earnings growth and tax-free withdrawals when invested funds are used to pay for college. With the new law, families will be also able to withdraw up to $10,000 per year tax-free for elementary, high school or homeschool expenses. But here's the catch according to the Chronicle of Higher Education: "In order to save money, you have to have money. While some families with incomes below $50,000 hold accounts, the bulk of account holders make more."<br />
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<a href="https://www.blogger.com/(https://www.brookings.edu/experts/richard-v-reeves/" target="_blank">Richard V. Reeves </a>of the Brookings Institute, author of <a href="https://www.brookings.edu/book/dream-hoarders/" target="_blank">Dream Hoarders: How the American Upper Middle Class Is Leaving Everyone Else in the Dust, Why That Is a Problem, and What to Do About It</a>, claims: "As we show in our new paper, 'A tax break for "Dream Hoarders": What to do about 529 college savings plans,' <b>almost all of the benefits of the deductions go to families at the top of the income distribution</b> (emphasis added). In other words, the folks who don't really need the tax breaks to send their kids to private schools, and on average didn't need them to meet college costs, will now enjoy a further economic advantage with an expanded 529 plan.<br />
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The Brookings Institute published several charts to illustrate who benefits the most from 529 plans. They pretty much speak for themselves:<br />
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President Obama, recognizing the inequity of the 529 plans initiated by President G.W. Bush, attempted in 2015 to change them so that the benefits would go to a broader range of families. This was shot down by not only the Republicans but also members of his own party, which once again demonstrates that the wealthy have all the power when it comes to politics. Those of us on the lower end of the economic scale have none. At that time, the GAO pointed out that the main beneficiaries to 529 plans are upper-middle-class families. It found that back in 2010, nearly half of all families with 529 plans had an annual income of over $150,000. Of course they do, because they have the money to invest to accrue the long-term tax benefits. But most in the upper brackets, don't need them.<br />
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<a href="http://www.voices4kids.org/tax-reform-provisions-for-private-k-12-education-unintended-consequences/" target="_blank">Voices for Kids</a> provides a concise summary of the potential damage and further inequity created by this last minute amendment to satisfy anti-government conservatives:<br />
<blockquote>
Both the House and Senate bills included provisions that would expand the 529 college saving account plan, which allows parents to save money and withdraw that money for higher education expenses (tax-free) to also cover up to $10,000 of tuition at private and parochial schools. (Language in the Senate bill also covers home schooling expenses.) The provision is a federal subsidy for private and parochial school tuition. </blockquote>
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As it currently stands, 529 plans are used by largely upper-income households (median income of $142,400) and by making the proposed changes, it will only increase the growing inequality in educational attainment between high-income families and low and middle-income families. The planned expansion of this tax break is welcomed by school choice advocates, who argue that public schools are unable to properly educate students and should be more market-oriented. However, this planned expansion would be largely unavailable to low and middle-income families. </blockquote>
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In reality, this plan does not really expand school choice options to anyone. It actually undercuts the savings benefits of the plan if they are used for private and parochial K-12 tuition. Pulling out the money sooner both lessens the tax benefit of the plan and leaves less money available in the plan for college. If you are a wealthy family, this is not much of a problem. But if you are a middle class or low-income family, it would be very unwise to use this money before college. The only real beneficiaries of this expansion would be people who are high-income and wish to have the government subsidize their kids private school tuition. </blockquote>
<blockquote>
Withdrawing funds from the savings plans sooner rather than later could also have implications on the investment strategies employed by states and fund managers. Such changes could impact the eventual rates of return for all participants in 529 programs.<br />Along with capping the deduction for local property taxes and/or state and local income and sales taxes at $10,000, the 529 measures could set back public funding for education. Combined with the trillion dollar plus increase to the federal deficit the tax bill could bring, it’s another demonstration of why our members of Congress need to vote down this bill.</blockquote>
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The <a href="https://www.ncld.org/archives/action-center/what-we-ve-done/tax-reform-how-expanding-529-accounts-can-harm-public-education" target="_blank">National Center for Learning Disabilities</a> is also concerned that 529 plans would not only harm public schools but further limit quality educational opportunities for students with disabilities:</div>
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<blockquote class="tr_bq">
First, expanding the use of 529 plans in this way would benefit only some families. These savings plans are not accessible to low- and middle-income families who cannot pay out-of-pocket for private school tuition. Only those parents who can afford to save thousands of dollars to pay for private school out-of-pocket will be able to use a 529 plan. </blockquote>
<blockquote class="tr_bq">
In addition, expanding the 529 will allow money to be spent on private school tuition tax-free. This incentivizes wealthy families to send their children to private and religious schools. Tax incentive programs like this are closely related to private school voucher programs and serve to redirect public funds to pay for private school tuition. </blockquote>
<blockquote class="tr_bq">
Instead of creating a federal tax incentive program that reduces tax revenue for some families and diverts public funding to pay for private education, we should be investing in our public schools and providing resources to ensure that all students receive a high-quality education.</blockquote>
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<br />David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-22840395352368489992017-12-13T08:14:00.003-05:002017-12-13T08:25:43.941-05:00100 Years Ago: 126th Infantry finalizes training and prepares for embarkation to FranceWest Michigan's 126th Infantry and its parent 32nd Division (Michigan and Wisconsin) were ensconced in in a rigid training camp at Waco, Texas throughout the fall and early winter of 1917-18, as they awaited impending orders for transport to Europe.<br />
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Toward the latter part of November, new training schedules were taken up including instruction in the "new infantry weapons and specialties for all troops." This included new offensive maneuvers based on lessons learned from the European battlefields. The all-important training in the wearing of a gas mask and the digging of trenches were undertaken. Full-pack night marches as long as nine miles was part of the regular regimen.<br />
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The disciplined training paid off. <br />
<blockquote class="tr_bq">
"During the latter part of November and early in December the Division was visited and carefully examined by War Department artillery and infantry inspectors, and was judged ready for overseas service. Their reports to Washington indicated that the 32nd was more advanced in its training at that time than any other division then in the U.S. Its equipment was very nearly complete, and the spirit which had developed no doubt also influenced the inspectors. Accordingly notice was shortly forthcoming from Washington that the Division would be sent to France at the earliest practicable date.</blockquote>
<blockquote class="tr_bq">
"Many officers and men, of course, desired furloughs to say good-bye to the folks at home; but the journey north was a long one, and there was considerable uncertainty as to just when the movement would begin, so leaves were impracticable, and relatives who took the hint that there might shortley be 'something doing' came to Waco for the final farewells."</blockquote>
Despite large numbers of men received from Camp Custer (Michigan) and Camp Grant (Illinois) during the last three months, the division would still be greatly under strength at the time of embarkation in January 1918.<br />
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The 32nd Division was organized with the following principle units:<br />
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<u>63rd Infantry Brigade</u><br />
125th Infantry Regiment (Michigan)<br />
126th Infantry Regiment (Michigan)<br />
120th Machine Gun Battalion<br />
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<u>64th Infantry Brigade</u><br />
127th Infantry Regiment (Wisconsin)<br />
128th Infantry Regiment (Wisconsin)<br />
121st Machine Gun Battalion<br />
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<u>57th Field Artillery Brigade</u><br />
119th Field Artillery Regiment (75mm)<br />
120th Field Artillery Regiment (75mm)<br />
121st Field Artillery Regiment (155mm)<br />
107th Trench Mortar Battery<br />
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<u>Divisional Troops</u><br />
Headquarters Troop<br />
119th Machine Gun Battalion<br />
107th Engineer Regiment<br />
107th Field Signal Battalion<br />
Division Trains (supply and service)<br />
<br />
There had been several significant reorganizations of the division and regiments during the train-up period which resulted in the following organization of 126th elements and cities each originated from:<br />
<br />
<u>1st Battalion, 126th Infantry</u><br />
Company A, Coldwater<br />
Company B, Adrian<br />
Company C, Kalamazoo<br />
Company D, Ionia<br />
<br />
<u>2nd Battalion, 126th Infantry</u><br />
Company E, Ann Arbor<br />
Company F, Jackson<br />
Company G, Detroit<br />
Company H, Detroit<br />
<br />
<u>3rd Battalion, 126th Infantry</u><br />
Company I, Big Rapids and Muskegon<br />
Company K, Grand Rapids<br />
Company L, Grand Haven and Muskegon<br />
Company M, Grand Rapids<br />
<br />
The Machine Gun Company, Supply Company, Sanitary Detachment, and Band, all from Grand Rapids, virtually remained unchanged except to receive personnel from throughout the regiment to bring them to full strength. The regimental headquarters detachment was also from Grand Rapids and made up of men from the former Company L.<br />
<br />
About this time, Brigadier General William G. Haan, a regular army officer, was placed permanently in command of the Division. He would come to be respected and loved by his soldiers.<br />
<blockquote class="tr_bq">
<i>"The period of training at Camp MacArthur until the middle of January was one</i><i>continual round of hard work from early morning until late at night. It was a period, I</i><i>think when we first realized the possibilities of the human body and mind to withstand</i><i>fatigue." </i>(Hamburger)</blockquote>
<br />
Sources:<br />
<br />
Gansser, Emil B. History of The 126th Infantry in the War with Germany. Grand Rapids, MI. 1920<br />
<br />
Britten, David G., Lieutenant Colonel. Courage Without Fear: The Story of the Grand Rapids Guard. Xlibris, 2004<br />
<br />
American Battle Monuments Commission: 32d Division Summary of Operations in the World War, 1943<br />
<br />
Joint War History Commissions of Michigan and Wisconsin: The 32nd Division in the World War. 1920<br />
<br />
Crothers, Herbert D. Diary of Company M 126th Infantry, 32nd Division in the World War. Unpublished Manuscript.<br />
<br />
Hamburger, Kenneth E., Learning Lessons in the American Expeditionary Forces. Publication 24-1. United States Army Center for Military History.David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-2590115772943546452017-11-30T19:27:00.001-05:002020-01-11T05:58:57.340-05:00Recalling the "End of Watch" for a Lee Rebel HeroA recent, unexpected convergence led me to research and write this post. At the conclusion of the annual meeting of the Lee High School Hall of Fame selection committee in early November, Mr. Tom Thompson mentioned the name of an alumnus we might want to consider for future induction. The name sounded familiar but didn't register with me right at the moment. Several days later I was surprised to receive a message from Tom Maas, a member of the Wyoming Historical Commission, with an attached article from an edition of the <i>Wyoming Alliance</i> nearly fifty-one years ago. It was a front page photo from the funeral held a couple days earlier for <b>Grand Rapids Police Sergeant Stanley VanTuinen</b>, coincidentally the same Lee grad mentioned by Coach Thompson.<br />
<br />
Since I was only 11 years old at the time, I was hooked on learning more.<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbirbpkr3iWrZcgp79Y1wjL6U7-tRGyBwaRcyGc6CsSsbiVF6xOnV8aLEJ3j6uV0q3GL7GhMvXpvbzQK0IMO5uip6VZ5czbk5SMMCphgXCBMWVttLKikeuWbUXLrE9CQAGEHS2LD1UlUM/s1600/StanleyVanTuinenLHS1949.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1232" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhbirbpkr3iWrZcgp79Y1wjL6U7-tRGyBwaRcyGc6CsSsbiVF6xOnV8aLEJ3j6uV0q3GL7GhMvXpvbzQK0IMO5uip6VZ5czbk5SMMCphgXCBMWVttLKikeuWbUXLrE9CQAGEHS2LD1UlUM/s320/StanleyVanTuinenLHS1949.jpg" width="246" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Stanley VanTuinen, 1949</td></tr>
</tbody></table>
Stanley - or Stan as he was known to his fellow officers and likely his classmates - was born May 7, 1931 to Ralph and Cora VanTuinen. Like many in the Godfrey-Lee community at that time, Ralph and Cora whose maiden name was Afman, were from families of Dutch immigrants. Ralph, the second oldest of six children, was born in Friesland, Netherlands at the close of the 19th century, and arrived in the U.S. as a child in the year 1901. Cora's parents were both from Holland as well as two of her eleven brothers and sisters. The others including Cora were born in America.<br />
<br />
Ralph's younger brother Peter was born in Michigan in 1903. Peter and his wife Alice (DeVries) had six children, the third eldest being Alvin who married Dolores Groendyke on December 3, 1948. Alvin and Dolores were the parents of Lee High School retired football coach <b>Bernie VanTuinen</b>, and the grandparents of Lee Middle School science teacher <b>Troy VanTuinen</b>. Bernie is Stanley's first cousin one-time-removed and Troy is a first cousin two-times-removed. They share common ancestors in the likes of Simon K. and Ida (Bylsma) VanTuinen, both immigrants from Holland who arrived here in 1901.<br />
<br />
Ralph and Cora were married in October 1921 and eventually took up residence in Wyoming, Michigan. By the time young Stan, the fifth-born of six children, had been enrolled at Godfrey School for kindergarten, the family was residing in a home on Johanna Avenue south of Burton Street. At some point later on while Stan was still in school, they moved to Cleveland Avenue, just a couple houses down from today's Wyoming Veterans Memorial Garden.<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh266t-dJPmI-JSKxkFg_zh7Gs-fZZX4BeKgsJFPHTSfb311cHVj0vU1IzdzcmJfPm2zAno7E8tr1AUrW3KacJxxTTmt7K3GcZeiJmceu6qX01z5uzAbIs6cbbsUz6DWtihK2rlAjVhBo8/s1600/Screen+Shot+2017-11-28+at+4.56.27+PM.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="423" data-original-width="454" height="298" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh266t-dJPmI-JSKxkFg_zh7Gs-fZZX4BeKgsJFPHTSfb311cHVj0vU1IzdzcmJfPm2zAno7E8tr1AUrW3KacJxxTTmt7K3GcZeiJmceu6qX01z5uzAbIs6cbbsUz6DWtihK2rlAjVhBo8/s320/Screen+Shot+2017-11-28+at+4.56.27+PM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">1947 Lee Echo Yearbook</td></tr>
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Stan attended Godfrey-Lee schools for all thirteen years, graduating on June 17, 1949. A four-year band student in high school he was also a member of the Bible Club for three years, pitched for the baseball team his sophomore and junior years, and was a member of the L-Club (Varsity Club) during his senior year.<br />
<br />
A slightly tall student in comparison to most of his classmates, he played the big base horn. Stan must of enjoyed his time with the band because its what came to mind when asked to write a line for the traditional yearbook <i>Senior Class Will</i>: "I, Stanley Van Tuinen, do hereby bequeath my ability to make music on the base horn to Gary Vander Scheer."<br />
<br />
Stan's younger sister, Shirley was also a student at Lee at the time and was a member of the junior class during his senior year.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOmvgkSk8G9OAtSRXHZIpXQiPnZ8-w1hmE3vDv5TUb4U7qJ7FvsiNEJBMzG3HLks4dsuMNYBdLd2IUkzltSjH3YzlgQUGza9dLp-C9M-tO76fTocV70gekNyVSiKOGVLyEJTvKAC8-1Rg/s1600/Senior+Band.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="995" data-original-width="1600" height="246" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOmvgkSk8G9OAtSRXHZIpXQiPnZ8-w1hmE3vDv5TUb4U7qJ7FvsiNEJBMzG3HLks4dsuMNYBdLd2IUkzltSjH3YzlgQUGza9dLp-C9M-tO76fTocV70gekNyVSiKOGVLyEJTvKAC8-1Rg/s400/Senior+Band.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Senior Band 1948-49. VanTuinen is second row center.</td></tr>
</tbody></table>
Stan and Miss Esther Joan Key, a graduate of Godwin High School, were married on December 14, 1951. Thirteen months later he joined the Grand Rapids police force where he served in the patrol division until mid-1965. At that time he was transferred to the accident bureau and a year later promoted to the rank of sergeant, whereupon he returned to the patrol division. During his shortened career VanTuinen received two commendations: one for bravery in the summer of 1960 for a daring, but unsuccessful attempt to save a man who jumped or fell in the Grand River, and a second for "alertness and response to duty" in April 1962 for his arrest of two men wanted in an armed robbery.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqtNbEVg5WdR8oy9zO_jczgQGcgsLkVDYFGS_r4K4yPlarAts5c6xwSePgVf6KjzJ5jMl1QUQVXjh1XBOe532PYlwM2mwsBjgo-PDiWTfWdzXPldgpcKqxvJ8cO5CoUORcQCQepAnezLk/s1600/2017-11-27+14.13.58.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="980" data-original-width="1600" height="196" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqtNbEVg5WdR8oy9zO_jczgQGcgsLkVDYFGS_r4K4yPlarAts5c6xwSePgVf6KjzJ5jMl1QUQVXjh1XBOe532PYlwM2mwsBjgo-PDiWTfWdzXPldgpcKqxvJ8cO5CoUORcQCQepAnezLk/s320/2017-11-27+14.13.58.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">LimeLite Room Bar, 725 S. Division Avenue, c.1963<br />
Photo from the GRPL Local History Collections</td></tr>
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On a cold <b>Saturday, December 3, 1966</b>, two Grand Rapids officers responded to a call regarding an incident at the LimeLite Room bar on South Division Avenue near Franklin Street. According to the report and subsequent testimony in a preliminary exam, an individual had been firing a gun in the bar in a threatening manner. When the officers arrived, the alleged perpetrator had already fled the scene and witnesses described the event as an effort to intimidate another individual in the bar. This included firing at least one shot into the floor of the bar. They identified the shooter as <b>Robert C. Woods</b>, a 45-year old man who lived on Madison Avenue near the Catholic Cemetery and across the street from then-Madison Public School.<br />
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjs_1PlAZ-Tp3vTp6UXtGnoPXTctaVqrs669dI5i_Atl4lYCgKG0U88GMOJun2yC8b0THKIodSejCywajRAkSmsp0MqwJlBR0-iH2EoFEeSWNsh92Hz8UdChST7mVjzb7o1oFzq-8x7Qc4/s1600/2017-11-27+14.12.59.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1075" data-original-width="1600" height="214" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjs_1PlAZ-Tp3vTp6UXtGnoPXTctaVqrs669dI5i_Atl4lYCgKG0U88GMOJun2yC8b0THKIodSejCywajRAkSmsp0MqwJlBR0-iH2EoFEeSWNsh92Hz8UdChST7mVjzb7o1oFzq-8x7Qc4/s320/2017-11-27+14.12.59.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Residence of Robert C. Woods, 854 Madison Ave SE<br />
The front and rear doors are directly opposite each other.<br />
Photo from the GRPL Local History Collections</td></tr>
</tbody></table>
One of the witnesses accompanied the officers to the house where they met up with Sergeant VanTuinen, who along with one of the officers, remained at the front of the house while the other officer went around to the rear. The officer with VanTuinen joined the one at the back and both described later that they could see into the house and that Woods had a gun. They called for him to put it down and come out but he refused. The officers told him he was under arrest for felonious assault but Woods claimed he didn't do anything. More officers arrived at the house and a verbal threat was made to break in the front door. According to the officers' reports, Woods said he'd come out but he wasn't going to put down his gun. Moments later, before the officers could act, a "blast of a shotgun could be heard" and one of the officers yelled, "He got Stan!" The blast had hit VanTuinen in the face at close range. The other officers opened fire wounding the assailant before apprehending him and taking him into custody.<br />
<br />
<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqgoZ7biwZLjuydnffndN6d8HFd_xBQ7cb9AF3VlcFAz0cE5Q0VHLSrbsgS-h-cEhYawhBZYu_129RGS4h1yRxI5glN3wWoiRYkjEdTF73eCMSeLCRuEeldFSrdx-vqLl1OrOMc0u0td0/s1600/Screen+Shot+2017-11-29+at+5.07.48+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="167" data-original-width="776" height="85" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqgoZ7biwZLjuydnffndN6d8HFd_xBQ7cb9AF3VlcFAz0cE5Q0VHLSrbsgS-h-cEhYawhBZYu_129RGS4h1yRxI5glN3wWoiRYkjEdTF73eCMSeLCRuEeldFSrdx-vqLl1OrOMc0u0td0/s400/Screen+Shot+2017-11-29+at+5.07.48+PM.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Headline of Sunday, December 4, 1966</td></tr>
</tbody></table>
Sergeant VanTuinen, 35 years old with a wife and six children, was declared dead on arrival at St. Mary's Hospital, but the police superintendent said he believed Stan was killed instantly. The ambulance taking him there became involved in an accident near the hospital so the attendants were forced to use a stretcher to complete the final block. Later on during the murder trial, Patrolman Alfred Yentsch tearfully described a few moments when he was alone with the mortally wounded VanTuinen: "I took his pulse," he said. "It was very weak. He was breathing a little . . . hemorrhaging pretty badly, and when he breathed the blood came out." Yentsch said that he was alive maybe for another minute ". . . and then passed away." Yentsch could not go on and Judge Letts called a short "recess to permit him to regain his composure." (GRP 5/18/67 p. 29)<br />
<br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiG6JeI3hE6jaObTNaqIFLKj6rnklvH9PS-VguGa-9sd2yOwmr8nCLt3eJCmDg_GJ_yP4BEBceFB5zI_MBuCQLIJOp06HAqERipDP60Jp9zHrC7ZIBqOG6ofQhu-CO7-zHTBFjKjNw_yko/s1600/Screen+Shot+2017-11-29+at+5.11.38+PM+copy.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="373" data-original-width="477" height="250" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiG6JeI3hE6jaObTNaqIFLKj6rnklvH9PS-VguGa-9sd2yOwmr8nCLt3eJCmDg_GJ_yP4BEBceFB5zI_MBuCQLIJOp06HAqERipDP60Jp9zHrC7ZIBqOG6ofQhu-CO7-zHTBFjKjNw_yko/s320/Screen+Shot+2017-11-29+at+5.11.38+PM+copy.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Stanley VanTuinen Family<br />
<i>The Grand Rapids Press</i>, December 5, 1966</td></tr>
</tbody></table>
Services were held on December 6th at the Wyoming Park Baptist Church on Porter Street with internment at Kentwood's Pine Hill Cemetery near VanTuinen's home. Officiated by Rev. Wendell Babcock, over 700 mourners, including more than 200 fellow officers attended the funeral and graveside ceremony despite poor weather. The church was filled and a couple hundred more mourners had to be seated in the basement. The procession to the cemetery stretched nearly three miles down 28th Street, with Wyoming Police officers posted at every intersection along the way.<br />
<br />
At the gravesite, Grand Rapids Police Captain Francis Pierce, a World War II Medal of Honor recipient, commanded the police firing detail that rang out three volleys over the grave. Taps was played as a final tribute to a Lee Rebel's "end of watch." As the Press noted, "Soft sobbing was heard as the notes hung in the air. The widow and children left the grave, crying softly and quietly. Supt. of Police William A. Johnson said, 'We are all grievously shocked. Stan was a fine gentleman and we'll miss him. I think the turnout today was a fine tribute to him and his family.'" (GRP 5/7/67)<br />
<br />
In addition to his wife, Esther, and six children (ages) - Gary (14), Gayle (11), Carol (9), Marcia (6), Nancy (4) and Marilyn (2) - he was survived by his parents and five siblings. At the time of his death, VanTuinen's brother William was also a member of the Grand Rapids police force and would serve 38 years before his retirement. He passed away in 1995.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSCFQaIoDevTVgG7DRRI0GOjQ15-lMjXQYrYxHWLQ4FnPC1dxU-n25WLgmL9115WlX7EmM4tBTbm4kR_YXbVijct2GR5sRvi06Vw1U_1jogdNTovtcV-Z8o_7pEJ7kxX2MuGO7qibZRJo/s1600/Screen+Shot+2017-11-29+at+5.16.08+PM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="686" data-original-width="740" height="370" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSCFQaIoDevTVgG7DRRI0GOjQ15-lMjXQYrYxHWLQ4FnPC1dxU-n25WLgmL9115WlX7EmM4tBTbm4kR_YXbVijct2GR5sRvi06Vw1U_1jogdNTovtcV-Z8o_7pEJ7kxX2MuGO7qibZRJo/s400/Screen+Shot+2017-11-29+at+5.16.08+PM.png" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i>Wyoming Alliance </i>edition of December 8, 1966</td></tr>
</tbody></table>
VanTuinen's murder shocked the city and surrounding area. A fund was started to help out the family and nearly $10,000 had been raised to help them in just a couple of days following Stan's death. <i>The Grand Rapids Press </i>Editorial railed at the lack of insurance protection for police officers' families. Future President Gerald R. Ford, a member of Congress and House Republican Leader at the time, put out a press notice that he was appalled by the low pay and insufficient financial support available to surviving families of police officers who die in the line of duty. It was his intention to submit a bill to correct that.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSwuwoMZnNEzyKaT5WqVPmOqwmRH97cBa1iF90r5wViFa9pueyd_qxP2EppQu1-CppXjwZq6fgEsKuq_L5-L6Ful_TJ-NYwOkfpb3QdTeEgxompvGgODPQcK2Rv4QYI35vdB4HaZ3nPqM/s1600/Screen+Shot+2017-11-29+at+5.36.13+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="701" data-original-width="453" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSwuwoMZnNEzyKaT5WqVPmOqwmRH97cBa1iF90r5wViFa9pueyd_qxP2EppQu1-CppXjwZq6fgEsKuq_L5-L6Ful_TJ-NYwOkfpb3QdTeEgxompvGgODPQcK2Rv4QYI35vdB4HaZ3nPqM/s640/Screen+Shot+2017-11-29+at+5.36.13+PM.png" width="411" /></a></div>
<br />
<br />
Prior to VanTuinen's murder, only three Grand Rapids officers had been fatally wounded in the line of duty: Detective George Powers was shot by a train bandit in 1895; Officers Samuel Slater and George Brandsma were gunned down in 1921 trying to apprehend a bank robber.<br />
<br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDsLUA-VoaDIiRHRpmqeUt7Rip39PAEVkONZoKXSwvsM18sqATBZLz_Qs_ffqN6w7t5RQhoNlXxzfLODoTR1-439QY7KmH900kk_CfDqOaMopiSM4DTZWXBw5R_SX53lmUA9AmfbiKXNU/s1600/Screen+Shot+2017-11-29+at+6.01.21+PM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="524" data-original-width="295" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiDsLUA-VoaDIiRHRpmqeUt7Rip39PAEVkONZoKXSwvsM18sqATBZLz_Qs_ffqN6w7t5RQhoNlXxzfLODoTR1-439QY7KmH900kk_CfDqOaMopiSM4DTZWXBw5R_SX53lmUA9AmfbiKXNU/s320/Screen+Shot+2017-11-29+at+6.01.21+PM.png" width="180" /></a>A preliminary hearing was held the week of Christmas 1966 before Police Court Judge Roman Snow. The accounts of the attending police officers as well as witnesses, both from the LimeLite Room incident and the murder of VanTuinen, were provided in detail over two days to determine if enough evidence existed to charge Woods. Judge Snow determined there was and the following month, Woods stood mute in Circuit Court so the judge entered a plea of innocence on his behalf. The case was remanded to Circuit Court Judge John T. Letts. A venue change was immediately requested by Woods' public defender but after consideration, it was denied. A jury was soon selected and the case went to trial in May.<br />
<br />
During the trial, an attempt was made by Woods' defense counsel and his wife, also named Esther, to connect the shooting with his military service during World War II, where she claimed part of his duties included the morbid collection and burial of dead soldiers. Subsequent expert testimony by a psychologist and two psychiatrists ultimately refuted that contention and on Friday evening, May 26, 1967, after deliberating for less than three hours, the jury found Robert C. Woods guilty of first-degree murder in the slaying of Sergeant VanTuinen. The verdict carried a mandatory life sentence without parole and Woods eventually died in prison on July 30, 1988.<br />
<br />
The Grand Rapids Bar Association posthumously honored Sergeant Stanley VanTuinen with the 1967 Liberty Bell Award, along with Lt. Commander Roger B. Chaffee who had died in the Apollo 1 fire in January of that year.<br />
<br />
During the annual Police Memorial Day Service in May, VanTuinen is honored along with other officers who lost their lives in the line of duty. His name is inscribed at the National Law Enforcement Officers Memorial in Judiciary Square, Washington, DC.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhm9OGtaOAIvcZ1dSxlS_mnLMKbi_R7GggTIDKr1YGI-eIohqrLG1-nuv49N1RlCBGJALPKtsuO8IfRSbn7sq5aVOmB_xUfhhdFUDEqfGWriGDzLqdG3u6eYOmEyABRRQciiiW95KZ1v7c/s1600/Thin_Blue_Line_flag.svg_.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="569" data-original-width="1080" height="210" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhm9OGtaOAIvcZ1dSxlS_mnLMKbi_R7GggTIDKr1YGI-eIohqrLG1-nuv49N1RlCBGJALPKtsuO8IfRSbn7sq5aVOmB_xUfhhdFUDEqfGWriGDzLqdG3u6eYOmEyABRRQciiiW95KZ1v7c/s400/Thin_Blue_Line_flag.svg_.jpg" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">The Thin Blue Line</td></tr>
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<b>Postscripts:</b><br />
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Stan's son, <b>Gary VanTuinen</b> told <i>The Grand Rapids Press</i> in December 1966 that he wanted to become a police officer. He joined the Kent County Sheriff's Department in 1976 and was recognized for 30 years of service by the Board of Commissioners in December 2006. He's now retired.<br />
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Stan's second youngest daughter, <b>Nancy VanTuinen Niewiadomski</b> passed away in April 2017. She was 55.<br />
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<b>Update:</b> Today was December 3, 2017, fifty-one years to the day that Sergeant VanTuinen was gunned down in a senseless act. Although I never knew him personally, I now feel somewhat close having spent the last month researching his life and death. It was a beautiful sunny day in contrast to the day he lost his life. I stopped by Pine Hill Cemetery in Kentwood to pay my respects to a fellow Rebel.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_WKldBmgJItBvkUsDpDKbtbzaM3vp62vafsiHTsQi10J2lWjK8_P2NYXflm-zgiKdVsRWsLBfxMY8C7xtjR9iksnqJrh1U87gsHr-1RbArUVQeIVqheyofjdRUkNWb4gyJj9GejsJK4c/s1600/2017-12-03+14.55.16.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_WKldBmgJItBvkUsDpDKbtbzaM3vp62vafsiHTsQi10J2lWjK8_P2NYXflm-zgiKdVsRWsLBfxMY8C7xtjR9iksnqJrh1U87gsHr-1RbArUVQeIVqheyofjdRUkNWb4gyJj9GejsJK4c/s320/2017-12-03+14.55.16.jpg" width="320" /></a></div>
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<b>Updated 1/11/2020:</b> VanTuinen was selected last November to the Lee High School Rebel Hall of Fame. The induction ceremony honoring five former Lee students and staff will be held on January 24, 2020 at approximately 6:30 pm in the Lee Gymnasium on Havana Street SW. This is a long overdue honor and his plaque includes the following inscription:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyNSN7KiqK8MZVx4EI8bP2-7RSkmP-ul91LkXsYfQJ61CBFxYqUdSt9lumu71y56MvBgjnw5x8UPrHp3XexnPZBMJoBl_0S3QL7sLX6EpI9guCBnuQAyL6Cdnclo2XeX8MzOv5a4fxAZ8/s1600/Screen+Shot+2020-01-11+at+5.53.20+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="782" data-original-width="1315" height="236" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyNSN7KiqK8MZVx4EI8bP2-7RSkmP-ul91LkXsYfQJ61CBFxYqUdSt9lumu71y56MvBgjnw5x8UPrHp3XexnPZBMJoBl_0S3QL7sLX6EpI9guCBnuQAyL6Cdnclo2XeX8MzOv5a4fxAZ8/s400/Screen+Shot+2020-01-11+at+5.53.20+AM.png" width="400" /></a></div>
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<b>Sources:</b><br />
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Ancestry.com<br />
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Lee High School <i>Echo</i> Yearbooks 1947 and 1949, Wyoming, Michigan<br />
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Multiple editions of <i>The Grand Rapids Press</i> from 12/4/66 to 6/9/67, Grand Rapids Public Library Local History Collections<br />
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Grand Rapids Bar Association website http://www.grbar.org/?72 retrieved 11/7/17<br />
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Betty Gibout Real Estate Listing Cards, Grand Rapids Public Library Local History Collections<br />
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Facebook messages with Bernie VanTuinen 11/5-6/17<br />
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<i>Wyoming Alliance</i>, 12/8/66, p. 1 courtesy Tom Maas, Wyoming Historical Commission<br />
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Officer Down Memorial Page, www.odmp.org, retrieved 11/7/17<br />
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Ford Press Releases - Fifth District, 1966-1968, https://www.fordlibrarymuseum.gov/library/document/0054/4525538.pdf, retrieved 11/7/17<br />
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National Law Enforcement Officers Memorial website: http://www.nleomf.org/memorial/, retrieved 11/29/17<br />
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<br />David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0tag:blogger.com,1999:blog-814597640158789414.post-18332759757254414632017-07-21T20:13:00.003-04:002017-07-21T20:16:11.055-04:00Galewood-Urbandale-Burlingame: The GUBThe Godfrey-Lee Public Schools community is comprised of three once-distinct small neighborhoods and business centers known as Galewood (the oldest and most well-known name at one time) which ran along the Burton Street corridor centered on Godfrey Avenue, Urbandale which ran along the Chicago Drive (or Grandville Road as it was originally known) corridor between Clyde Park Avenue and Judd Avenue, and Burlingame which was primarily a 400-lot "suburban" neighborhood of this once significant manufacturing community.<br />
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Below is a 1936 hand-drawn plat map of the GUB, the result of a job stimulus measure during the Great Depression. Some street names have been changed since then and some platted areas were never developed. Enjoy exploring the map.<br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQnLqfdnOc1vCIsHMA0TvGDcoB_O1A9gUJ5T5Mgw_MTW18eMXtVXalIpo-5nFhdeCx94RbHCZa7I7ZZOdzxPso-IPgtgE7oCcljfGOxscGcI96xGIgwLnMas8GuRY5BBykA43gZ0kNpBA/s1600/Urbandale_Burlingame_Galewood_Wyoming_Township_Kent_County_Michigan.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="1600" data-original-width="1253" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQnLqfdnOc1vCIsHMA0TvGDcoB_O1A9gUJ5T5Mgw_MTW18eMXtVXalIpo-5nFhdeCx94RbHCZa7I7ZZOdzxPso-IPgtgE7oCcljfGOxscGcI96xGIgwLnMas8GuRY5BBykA43gZ0kNpBA/s640/Urbandale_Burlingame_Galewood_Wyoming_Township_Kent_County_Michigan.jpg" width="500" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">1936 Map - Click on it and when it opens, use your computer's zoom feature to explore the map in greater detail.</td></tr>
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<br />David Brittenhttp://www.blogger.com/profile/02941093468439800218noreply@blogger.com0