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John Wesley Powell and State Expansion

Powell Survey, Colorado River, 1871

The concept of the welfare state edged into the American consciousness and into American institutions more through the scientific bureaus of government than by any other way, and more through the problems raised by the public domain than through any other problems, and more through the labors of John Wesley Powell than through any other man. In its origins it probably owes nothing to Marx, and it was certainly not the abominable invention of Franklin Delano Roosevelt and the Brain Trust. It began as public information and extended gradually into a degree of control and paternalism increased by every national crisis and every stemp of the increasing concentration of power in Washington. The welfare state was present in embryo in Joseph Henry's Weather Bureau in the eighteen-fifties. It moved a long step in the passage of what Henry Adams called America's "first modern act of legislation," when the King and Hayden Surveys were established in 1867. . . . it would assume almost its contemporary look in the trust-busting and conservation activities of Theodore Roosevelt at the dawn of the next century. But what Powell and the earlier Adams and Theodore Roosevelt thought of as the logical development of American society, especially in the West, was by no means universally palatable by 1890 -- or by 1953. It looked dangerous; it repealed the long habit of a wide-open continent; it recanted a faith.

-- Wallace Stegner, Beyond the Hundredth Meridian: John Wesley Powell and the Second Opening of the West (Lincoln, Neb.: Bison Books, 1982 [orig. pub. 1953]), 334.

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Ellenton, South Carolina

Ellenton, SC, 1950

IT - IS - HARD - TO
UNDERSTAND - WHY
OUR - TOWN - MUST
BE - DESTROYED - TO
MAKE - A - BOMB - THAT
WILL - DESTROY - SOMEONE
ELSE'S TOWN - THAT -THEY
LOVE - AS - MUCH - AS - WE - LOVE
OURS -- BUT - WE - FEEL - THAT
THEY - PICKED - NOT JUST
THE - BEST - SPOT - IN - THE - U.S.
BUT - IN - THE - WORLD

WE LOVE THESE
DEAR - HEARTS
AND GENTLE PEOPLE
WHO LIVE
IN OUR
HOME TOWN

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Chicago Teacher Man

Chicago Teacher Man

Usually when I teach, my door is unlocked. Kids know that if they are running late, they should just walk in quietly, get to work, and I'll deal with it later.

Once in a while, I accidentally leave the door locked, and a late kid will just stand there. Eventually, someone will tell me, "There's someone at the door." When too busy to run over there, I say, "Give 'em the finger."

Invariably, three or four kids flip the bird, and I'm left shouting, "No! Wrong finger! The one-minute finger. Give 'em the one-minute finger!"

It's usually funny. The kids laugh. I pretend I was misunderstood. And life goes on. Unless . . . if it's an adult at the door. Like today . . . a very serious special-education teacher came knocking to check up on a student. Let's just say she was not amused about having the middle finger flashed at her by several of my kids. Of course I thought it was hilarious. But then it got me wondering:

  • Why are some adults so damn serious around teenagers? Is it even possible?
  • Why do special-ed teachers think they can barge in during the middle of class and expect me to answer their specific questions about one student when I have a whole class to deal with?
  • Will I ever get tired of telling my kids to "give 'em the finger"? Will I ever grow up?

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