An American-born daughter chronicles the history of her mother's family, Ukrainian Jews whose community faced the horror of pogroms in the early 1900s and who emigrated to the United States in search of a better life
With the rise of teacher stressors, new and changing state standards, and high-stakes testing, it is more important than ever to remind literacy teachers and teacher-librarians about the reason that brought them to this profession: the love of story. The Gift of Story: Exploring the Affective Side of the Reading Life, by John Schu (affectionately known as Mr. Schu all over reading communities), invites readers to consider literacy beyond its academic benefits and explore how universal truths found in stories can change us, inspire us, connect us to others, answer our deepest questions, and even help us heal along the way. Using his experience as a teacher, librarian, book lover, and story ambassador, Mr. Schu asks readers to reflect on what it means to share their hearts through stories and how it can connect us to individuals and learning communities. The Gift of Story is presented through a study of five affective elements: Healer, Inspiration, Clarifier, Compassion, and Connector. Along the way, readers will encounter insightful contributions from educators, children's writers, and illustrators, as well as recommendations for sharing the gift of story with learning communities including: treasured book suggestions that stir reflection, engaging tips for celebrating literacy, and heart-growing applications to lift classroom and library practices. Celebrate the way we define and imagine ourselves through literacy by using stories to connect to others, build and strengthen community, and honor the children we were called to teach.
What lesson will America draw from the present Great War? Must she see the heads of her own children at the foot of the guillotine to realize that it will cut, or will she accept the evidence of the thousands which have lain there before? Will she heed the lesson of all time, that national unpreparedness means national downfall, or will she profit from the experience and misfortunes of others and take those needed measures of preparedness which prudence and wisdom dictate. In a word, will she draw any valuable lessons from the Great War? This is the question which is so often asked. As yet there is no answer. It is the question uppermost in the minds of all those who are intelligently interested in our country's welfare and safety. It is the question which vitally concerns all of us, as it concerns the defense and possibly the very existence of our nation. The answer must be "Preparedness." If we are to live, preparedness to oppose the force of wrong with the strength of right. Will it be? That's the question! Or will America drift on blind to the lessons of the world tragedy, heedless of consequences, concerned with the accumulation of wealth, satiated with a sense of moral worth which the world does not so fully recognize, planning to capture the commerce of the warring nations, and expecting at the same time to retain their friendship and regard. Let us hope that, in the light of what is, and as a preparation against what may be, the answer will be characteristic of a great people, peaceful but prudent and foreseeing; that it will be thorough, carefully thought-out preparedness; preparedness against war. A preparedness which if it is to be lasting and secure must be founded upon the moral organization of our people; an organization which will create and keep alive in the heart of every citizen a sense not only of obligation for service to the nation in time of war or trouble, but also of obligation to so prepare himself as to render this service effective. An organization which will recognize that the basic principle upon which a free democracy or representative government rests, and must rest, if they are to survive the day of stress and trouble, is, that with manhood suffrage goes manhood obligation for service, not necessarily with arms in hand, but for service somewhere in that great complex mass which constitutes the organization of a nation's might and resources for defense; organization which will make us think in terms of the nation and not those of city, State, or personal interest; organization which will result in all performing service for the nation with singleness of purpose in a common cause—preparedness for defense: preparedness to discharge our plain duty whatever it may be. Such service will make for national solidarity, the doing away with petty distinctions of class and creed, and fuse the various elements of this people into one homogeneous mass of real Americans, and leave us a better and a stronger people. Once such a moral organization is accomplished, the remaining organization will be simple. This will include an organization of transportation, on land and sea, and of communications. An organization of the nation's industrial resources so that the energy of its great manufacturing plants may be promptly turned into making what they can best make to supply the military needs of the nation. By military needs we mean all the complex requirements of a nation engaged in war, requirements which are, many of them, requirements of peace as well as of war. It will also include a thorough organization of the country's chemical resources and the development thereof, so that we may be as little dependent as possible upon materials from oversea. At present many important and essential elements come from oversea nations and would not be available in case of loss of sea control.
I WAS born in Detroit, Michigan, on February 4, 1902. My father was practicing law in Little Falls, Minnesota, at the time. When I was less than two months old my parents took me to their farm, on the western banks of the Mississippi River two miles south of Little Falls. My father, Charles A. Lindbergh, was born in Stockholm, Sweden, January 20, 1860, the son of Ola and Louisa Manson. His father (who changed his name to Lindbergh after reaching America) was a member of the Swedish Parliament and had at one time been Secretary to the King. About 1860 my grandfather with his family embarked on a ship bound for America, and settled near Sauk Center, Minnesota, where he took up a homestead and built his first home in America—a log cabin. It was here that my father spent his early life. The Rev. C. S. Harrison, writing for the Minnesota Historical Society, gives an account of the activities of my grandfather during the early days in Minnesota. There were very few schools in Minnesota at that time, and my father’s boyhood days were spent mostly in hunting and fishing. His education consisted largely of home study with an occasional short term at country schools. He was educated at Grove Lake Academy, Minnesota, and graduated from the law school at the University of Michigan, Ann Arbor, with an LL.B. degree. He began his law practice in Little Falls where he served as County Attorney. He later became interested in politics, and was elected to the 60th Congress in 1906 to represent the Sixth District of Minnesota at Washington, a capacity in which he served for ten years.