Andrew David Holt: The Tennessee Educator Who Was A Tireless Champion for Public Education

One of the most distinguished educators in the state of Tennessee was Andrew David Holt, a public school teacher who was also a tireless champion for public education in his state.

Andrew was born on December 4, 1904, in Milan, Tennessee, the son of two schoolteachers. His childhood was like that of most small-town boys of that time, centered on home, school, and church. His father was a strict disciplinarian, but young Andy was a mischievous youngster. He had an irrepressible sense of humor and engaged in the usual schoolboy antics. Young Andy was very interested in music; he played the trombone in the Milan High School Band and traveled to Europe with the Glee Club.

After his graduation from Milan High School, Andrew enrolled in Emory University. Following his college graduation in 1927, he became an elementary school teacher in West Tennessee, first in Milan, where he taught grades five through eight, and then in Humboldt, where he taught high school. He also served as a coach, a school principal, and a school superintendent.

After ten years of teaching, Andrew joined the faculty of West Tennessee State Teachers College, now known as the University of Memphis, where he served first as the principal of the Training School, then as the director of teacher training, and then as a professor of educational administration. While working in Memphis, Andrew enrolled in a graduate program at Teachers College of Columbia University, where he earned his Ph.D degree in 1937. After receiving his Ph.D., Andrew garnered a position as the executive secretary of the Tennessee Education Association (TEA). In this role, he recruited new members, kept teachers informed of legislative issues, spoke to community groups about the need for additional support for schools, and lobbied the state legislature for additional funds.

When World War II broke out, Andrew took a leave of absence from the TEA to serve with the Army Services Forces in Washington, DC. He was responsible for organizing pre-induction training programs for high school students that were designed to prepare them for induction if called upon. When the war was over, Andrew returned to the TEA. While there, he developed a friendship with the governor and the state commissioner of education, and due to these friendships he was able to negotiate a teacher retirement plan and a statewide sales tax to help finance public education.

In 1949 Andrew became the president of the National Education Association, after having been elected first vice president in 1948. In 1950, he became the executive assistant to Cloide Brehm, the president of Tennessee University. In 1953 he moved on to become the university’s vice president, and after Brehm’s retirement in 1959, the university’s trustees appointed him to the position of university president, where he served until 1970. During Andrew’s tenure as president, the institution’s enrollment increased threefold, and the faculty and staff doubled in number. Eight new buildings were built on the university’s flagship campus in Knoxville. The university budget and state government funding for its support both increased fourfold.

Andrew Holt passed away in Knoxville, Tennessee, on August 7, 1987. Following his passing, the school’s administration building, completed in 1973, was named Andy Holt Tower, and a street on the university’s Knoxville campus, Andy Holt Avenue, was named in his honor.

Andrew David Holt: a true chalkboard champion.

Alexander Kerr Craig: Teacher, Civil War Veteram, and Congressman

Many times talented educators serve their country valiantly, and also distinguish themselves in the political arena. Such is the case with Alexander Kerr Craig, a remarkable teacher from Claysville, Pennsylvania, who is also a Civil War veteran, and was elected to the US House of Representatives.

Alexander Craig was born near the town of Claysville, Pennsylvania, on February 1, 1828. As a young boy, he attended local common schools and was also  educated by a private tutor. He was an excellent student. At the age of sixteen, he became a teacher, conducting classes during the winter months and subsequently working as a principal in Claysville public schools. He also studied law.

In February, 1865, after the Civil War broke out, Alexander enlisted in the Eighty-seventh Regiment, Pennsylvania Volunteer Infantry. After the completion of his service, he returned to Claysville, where he resumed his career as an educator by serving as school director and justice of the peace.
Alexander was elected as a Democrat to the 52nd US Congress, where he served until he passed away July 29, 1892, at the age of 64. He is buried in Claysville Cemetery.

Educator Joseph Aull of Missouri Also Served in His State's House of Representatives

Many individuals who serve their communities as admirable politicians have first established themselves in the profession of teaching. Such is the case of Joseph Aull, an exceptional educator from Missouri who was elected four times to his state's House of Representatives.

Joseph Aull was born on July 14, 1948, in Kansas City, Missouri. Following his 1966 graduation from Lexington High School in Lexington, Missouri, he enrolled in Westminster College in Fulton,  Missouri, where he earned his bachelor's degree in 1970. Joe then enrolled in Central Missouri State University, where he completed the requirements for his Masters in Education in 1975 and earned  certification as an Education Specialist in 1987.

Joe worked diligently as an educator for 34 years in the Lexington and Marshall school districts, serving in a variety of positions including classroom teacher, coach, principal, and school district superintendent. He also served as the president of the Missouri State High School Activities Association (MSHSAA).

This accomplished educator was first elected to the Missouri House of Representatives in November, 2004, defeating Republican Kevin Begley. Representative Aull was re-elected when he ran unopposed in 2006, 2008, and 2010. Term limits prevented him from running again in 2012. While in the Missouri House, Joe served on the Joint Committee on Education, and the Committees for Elementary and Secondary Education, Agriculture Policy, Emerging Issues in Animal Agriculture, and Rural Development.

Upon leaving political service, Joseph Aull accepted a position with Wentworth Military Academy and College, a private high school and two-year college, as their high school principal and vice president of academic affairs. The institution is located in Lexington, Missouri. Joe's father, Bill Aull, graduated from Wentworth in 1935.

Joe Aull and his wife, Candee, are the parents of five children.

Chalkboard Champion, Women's Suffragist, and Peace Activist Katherine Devereux Blake

Chalkboad champion Katerhine Devereux Blake was born in Manhattan, New York, on July 10, 1858. She was the daughter of well-known pioneer suffragist, newspaper correspondent, and novelist Lillie Devereux Blake.

Katherine earned her college degree in 1876 from what later became Hunter College. Following her graduation, she began her career as a public school teacher in New York City. In 1894 she was appointed the principal of the Girls Department of Public School 6. This school was renamed the Lillie Devereux School in 1916. Katherine served PS 6 as its principal for 34 years, until her retirement in 1927.

Throughout her career as an educator, Katherine Blake used her influence to champion causes that benefited both teachers and students. She promoted improvements in classroom lighting and sanitation, the reform of school textbooks, and night school for women. In addition, she was actively involved in the National Education Association (NEA). She served on a number of committees that promoted teacher benefits, good relationships between public schools and the NEA, and the election of women to the New York Board of Education. Katherine was one of nineteen teachers selected to accompany Dr. John Dewey on his official visit to Russia in 1928.

Not only was Katherine Blake an outstanding educator, but she was also a journalist, a suffragist, and an active peace activist. During her summer vacations from 1911-1919, she campaigned for women’s suffrage in California, New York, Montana, North Dakota, Minnesota, West Virginia, New Jersey, and Connecticut. In New York, she was the leader of nearly 15,000 teachers who worked for women’s suffrage. In the 1915 parade sponsored by the Woman Suffrage Association, Katherine marched at the front of nearly 500 teachers.

Katherine Blake was also an active and outspoken peace activist. She was a member of the Ford Peace Expedition in 1915-1916, and she also served as the New York Chair of the Women’s International League for Peace and Freedom. She was the chief spokesperson for the Disarmament Caravan, which toured 9,000 miles in 1931 to carry a disarmament petition to President Herbert Hoover and to the International Disarmament Conference in Geneva. The petition was comprised of nearly seven million signatures. Katherine went to Geneva repeatedly to attend the League of Nations Assembly as a newspaper correspondent, and in 1938 she traveled abroad to study refugee problems.

This remarkable woman and chalkboard champion passed away on February 2, 1950, in St. Louis, Missouri.

Helping Your Student from Iraq

When assisting an Iraqi student in an American school, it is helpful to consider the student’s cultural perspectives. According to the Hofstede Scale, Iraqis exhibit an extremely high preference for hierarchical order and centralization. Iraqi culture is classified as a collectivist society, with loyalty to the group being of paramount importance, and it is a strongly masculine culture that emphasizes competition and achievement. Iraqi citizens typically exhibit a high avoidance of ambiguity and a strong concern for the establishment of absolute Truth. They usually prefer short-term rewards to long-term rewards, and emphasize work rather than leisure activities. Furthermore, unlike American society, Iraqi cultural norms emphasize considerable restraint and a preference for rigid codes for belief and behavior (Hofstede, 1980).

If the student is a recent immigrant to the United States, consider what they left behind. Besides a familiarity with their own language, cultural customs, traditions, foods, clothing, music, art, religious practices, and so on, this student would have left behind a life dominated by considerable social turmoil, random violence, political corruption, and the demolition of its infrastructure. In addition, the general health of the population has declined due to the destruction of hospitals and either the flight or the execution of most of the country’s medical personnel. To a large degree, this chaos is a direct result of the 2003 Gulf War and subsequent US military activity (Lefko, 2014).

In 1982, Iraq was lauded by UNESCO for eliminating illiteracy within its borders and for developing an educational system considered one of the best in the region (Lefko, 2014). Since then, educational opportunity, and therefore literacy, has steadily declined. Many schools were damaged or destroyed, leaving behind deplorable building conditions and extremely limited resources such as textbooks and classroom supplies. In the face of never-ending war and insecurity, many parents kept their children at home out of fear for their safety, and large numbers of these children went to work to help support their families. By 2007, Education International estimated the literacy rate in Iraq had fallen to 65%, with just 54% of the women and 74% of the men receiving a basic education (Lefko, 2014).

Knowledge of these basic circumstances becomes the basis for recognizing the instructional needs of the Iraqi student and for guiding the instructional practices of the culturally-sensitive teacher. In general, the teacher librarian should work conscientiously to build trust with the student. Be aware of the student’s heightened need for personal safety, and be particularly observant of any possible health issues. Recognize that there may be gaps in the student’s knowledge base which could be a reflection of the disruption of his or her formal education.

The teacher should also strive to incorporate strategies into the instructional program from all four stages of the culturally-responsive leadership scale: the contribution stage, the additive stage, the transformational stage, and the social action stage (Summers, 2010). Where possible, expose the Iraqi student to relevant reading materials about Iraqi culture in both print and electronic versions, and integrate additional resources such as images, music, movie clips, posters, art prints, databases, and web sites into the curriculum. With regards to language acquisition, attempt to secure some resources in the student’s native language and some in easy-to-understand English. Suggest works by Iraqi authors, and ask your school’s librarian to create visually appealing book displays of relevant books.

When designing lessons, keep the student’s cultural preferences in mind (Farmer, 2012). For the Iraqi student, collaborative learning activities would be welcome, but when assigning group work, use Kagan-style strategies that require each student be responsible for a clearly-defined task that contributes to the whole. Make sure learning objectives are explicit, especially if teaching a concept through games or play. Whenever possible, emphasize the structure of the learning task, even if there is flexibility with the outcome or finished product.

Working knowledgeably, responsively, and diligently, the culturally-sensitive teacher can help the Iraqi student navigate the American education system successfully.

Sources

Farmer, Dr. Lesley. (2012). “Culturally-Sensitive Learning Practices.” Educational Media and Technology Yearbook, Vol. 36, p. 161-172. Westport, CT: Greenwood.

Hofstede, Geert. (1980). Model of Cultural Dimensions. http://www.geert-hofstede.com/

Lefko, Claudia. (June 26, 2014). “The Human Narrative in Iraq Still Missing.” Common Dreams. http://www.commondreams.org/views/2014/06/26/human-narrative-iraq-still-missing

Summers, L. (2010). “Culturally-Responsive Leadership in School Libraries. Library Media Connection (Mar.), 10-13. http://www.librarymediaconnection.com/pdf/lmc/reviews_and_articles/featured_articles/Summers_March_April2010.pdf

Reflections on Heroes, and Twelve Teachers who Earned the Title

It seems to be a universal practice in classrooms to ask students to think about, talk about, and write about the topic of heroism. Teachers frequently ask, “Who are our heroes?” “What are the qualities of a hero?” “What actions are considered heroic?” Often, a common response to these questions is a hero is an individual who goes above and beyond the usual, the expected, or the required, and that a heroic act involves significant courage, risk, and sacrifice.

In my next book, Chalkboard Heroes, which will be available in about three months, you will find the stories of twelve courageous teachers in American history who took considerable risks and made substantial sacrifices. For example, there are the countless teachers who protect our country by serving in the armed forces and the National Guard. If the times call for it, they valiantly march off to war. Henry Alvin Cameron who fought in World War I and Francis Wayland Parker, a Civil War veteran, are but two of these soldier teachers. There are the social reformers, the chalkboard heroes who endanger their personal safety to bring about improved conditions and better lives for America’s disenfranchised citizens. Teachers like Dolores Huerta, the champion of migrant farm workers; Robert Parris Moses, the 1960’s civil rights activist; Prudence Crandall, who defied prevailing social convention to open a school for African American girls; Carrie Chapman Catt, the suffragist; and Zitkala Sa, who campaigned tirelessly for the constitutional rights of Native Americans. There are the courageous pioneers who take great risks to blaze a trail for others to follow. Educators like Christa McAuliffe, the first teacher in space; Willa Brown Chappell, the pioneer aviatrix who taught Tuskegee airmen to fly; Etta Schureman Jones, the Alaskan pioneer who landed in a POW camp in Japan during WWII; and Olive Mann Isbell, who immigrated to the West and established the first English school in California—while the Mexican American War raged all around her. And then there are the teachers who lay down their lives to protect the students whose safety has been entrusted to their care. Teachers like Dave Sanders, the chalkboard hero of Columbine High School.

These twelve are but a few of the countless heroic teachers in American history. Their stories are perhaps all the more remarkable when we consider that in our society, teaching is usually considered a safe profession, classrooms are typically considered safe places, teachers are not usually recognized as risk-takers. The accounts of the twelve chalkboard heroes presented here show us that these perceptions are not at all a reflection of reality.

Chalkboard Hero and Connecticut's Female State Hero: Prudence Crandall

In 1831, well-known and highly-respected schoolteacher Prudence Crandall opened a boarding school for young ladies in Canterbury, Connecticut. By the end of the first year, she had earned the praise of parents, community members, and students throughout New England. Then one day an African American student named Sarah Harris asked to be admitted to the academy. Sarah said she wanted to learn how to be a teacher so she could open her own school for black students. Prudence knew admitting an African American student would generate some resistance from her neighbors, but after some soul-searching, she decided her conscience would not allow her to refuse the request. Prudence had severely under-estimated the resistance. Figuring the complaint was that she was operating an integrated school, the intrepid teacher closed her academy for white girls and re-opened as an academy for "misses of color." That just made the situation worse, causing ripples all the way up to the U.S. Supreme Court and resulting in Prudence's brief incarceration in the local jail. Years later, this courageous stance caused her to be named the Female State Hero for Connecticut. Read the gripping account of this valiant teacher in the book The Forbidden Schoolhouse: The True and Dramatic Story of Prudence Crandall and Her Students by Suzanne Jurmain, available on amazon. I have also included a chapter about this heroic teacher in my soon-to-be-released second book, Chalkboard Heroes.