". . .What we have loved
Others will love, and we will show them how."

                                              William Wordsworth


General Information about Place-Based Education

Sunday, January 01, 2006

Why should you join us at the Place-Based Learning Conference?

One reason is that you’ll get a chance to hear the professional techniques of some of Montana’s best teachers. The Heritage Project’s demonstration site directors regularly prepare their students to deliver stirring academic performances before large audiences at our annual Youth Heritage Festival at the state capitol. Here are a few of the things these teachers will tell you:

You’ll also have a chance to hear what nationally acclaimed educators have to say about place-based approaches to teaching:

You’ll even get to hear some of Montana’s own leaders in education and writing:

And if that isn’t enough, you might come for the music. Montana’s widely known musical group, Dublin Gulch--named for a Butte landscape–will offer a concert of the Butte Irish music they’ve been gathering and performing for many years.

Lodging is available at the Red Lion in Butte. More economical dorm rooms may also be booked. Most sessions will be held on the campus of Montana Tech.

Posted by David Hume
on 01/01 at 10:41 AM
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© 2006 Montana Heritage Project

Tuesday, December 13, 2005

Essential Questions for the Conference

What might we restore?

How do we cross to safety?

What should we refuse to part with?

What should we let go?

I could give all to Time except - except
What I myself have held. But why declare
The things forbidden that while the Customs slept
I have crossed to Safety with? For I am There
And what I would not part with I have kept.
                  "I Could Give All to Time," Robert Frost

Posted by Michael L Umphrey
on 12/13 at 05:51 AM
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© 2005 Montana Heritage Project

Tuesday, December 20, 2005

The Gift of Stories

Alcestis “Cooky” Oberg has an article about life stories as priceless gifts in USA Today. She makes a point that heritage teachers encounter over and over again--when students encounter stories from their families and communities, they also learn important lessons about how to live that aren’t easy to teach into today’s diverse and divided schools. She notes that the story her godfather gave to his grandson is full of important understandings:

His grandson is not going to find on television the tale of becoming the man of the family at 16 years old either, as my godfather did. He financially supported his mother and sister after his father died during the Depression, while putting himself through Northwestern University on athletic scholarships and odd jobs. He kept 50 cents in his pocket for emergencies and sent everything else home. Self-sacrifice and responsibility for others are not part of the manly role model that is taught in movie chase scenes and shoot-’em-ups, or by celebrity misbehavers and cheaters.

It’s the truth of the stories told that make them so important:

Our kids need to know real things about life besides the lame fantasies they get on television: the life we lived, the good and bad choices we made, the lessons we learned, what we’d do if we had it to do over again. In short, whether role model or cautionary tale, the real story of our lives is the best thing we can give kids because it’s true, and they’ll learn from it.

Oberg suggests that adults begin writing their stories as gifts to younger family members:

Whether housewife or doctor, truck driver or engineer, lawyer or lineman, we all have stories to tell — great stories. Perhaps we could write, record, or videotape these stories for our youngsters in installments over the years — something for them to look forward to during the holidays. They hardly know us or know what’s important in life anymore, amid today’s noise and clutter.

We will better understand education’s historic role as the means through which succeeding and overlapping generations find what they most need in each other--the young need wisdom and the old need acts of regeneration--as this simple idea is recognized to be as profound as it really is.

Here are a couple examples of what’s possible: http://www.montanaheritageproject.org/index.php/home/more/my-omas-story/ and http://www.montanaheritageproject.org/index.php/home/more/songs-of-hope-music-in-libby-montana-during-the-great-depression/.

Posted by Michael L Umphrey
on 12/20 at 02:35 PM
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© 2005 Montana Heritage Project

Friday, November 18, 2005

Lessons from Leading without Power

Mr. McNamar at the Daily Grind lists eight parallels between good families and good classrooms. These include such things as teaching clear and concrete values:  “In a world with shifting values, the classroom should be firm--a place where students know from day to day, what is expected.”

Useful advice for those who approach teaching as a way of helping young people see that an important reason for education, as for life itself, is to make the places we find ourselves into better places (and learning and telling the stories of all the ordinary heroes who find ways to do that).

Posted by Michael L Umphrey
on 11/18 at 12:12 PM
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© 2005 Montana Heritage Project

Thursday, November 17, 2005

Lessons from Vine Deloria, Jr.

Sunday Vine Deloria Jr, a Sioux Indian, passed away following complications from an aortic aneurysm.

From the LA Times obituary:

Vine was a great leader and writer, probably the most influential American Indian of the past century — one of the most influential Americans, period,” said Charles Wilkinson, of the University of Colorado School of Law at Boulder and an Indian law expert. Deloria wrote more than 20 books, but it was his first in 1969, “Custer Died for Your Sins,” that brought him to the nation’s attention. In 2002, Wilkinson called it “perhaps the single most influential book ever written on Indian affairs” and described it as “at once fiery and humorous, uplifting and sharply critical.”

Deloria was an articulate, outspoken, and often controversial figure. Though it’s not his best-known work, I think some of his insights on education are valuable to consider regardless of the ethnic backgrounds of the students you work with. The following passage is from Power and Place which he published in 2001 with Daniel Wildcat.

“It is instructive to move away from Western educational values and theories and survey the educational practices of the old Indians. Not only does one get a sense of emotional stability, which indeed might be simply the act of nostalgia, but viewing the way the old people educated themselves and their young gives a person the sense that education is more than the process of imparting and receiving information. Indeed it is the very purpose of human society…

...Education in the traditional setting occurs by examples and not as a process of indoctrination. That is to say, elders are the best living examples of what the end product of education and life experiences should be. We sometimes forget that life is exceedingly hard and that none of us accomplishes everything we could possibly do or even many of the things we intended to do. The elder exemplifies both the good and bad experiences of life, and in witnessing their failures as much as their successes we are cushioned in our despair of disappointment and bolstered in our exuberance of success.

...We share our failures and successes so we know who we are and so that we have confidence when we do things…”

We can always continue to do more to build on the knowledge and experiences students already have, acknowledge where they come from and what they already know, and enlist the help of those at home who have been the first, and often times remain the most influential, teachers. 

Posted by Christa Umphrey
on 11/17 at 08:02 PM
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© 2005 Montana Heritage Project

Wednesday, November 16, 2005

Thoughtful and Responsible Student Blogging

Happenings in Africa and New Jersey are intersecting in interesting ways for teachers this past week.

In Tunis, 170 countries and more than 20,000 delegates are taking part in the UN’s largest ever summit. The delegates are looking into ways to use information communication technologies to help improve living standards in some of the world’s poorest nations. A key aim is connect all the villages of the world to the internet by 2015. “There is a tremendous yearning, not for technology per se, but for what technology can make possible,” said Kofi Annan, UN secretary General, urging delegates to take action.

As the rest of the world strives for ways to allow more than the current 14% of citizens access to the global online community, here in the U.S. 62% of us are busy on the net. I think it’s highly likely that the percentage is even higher among our teens, so high that while the rest of the world is trying to figure out how to get their countries online, we have organizations (from educational to corporate) hard at work developing ways to restrict and monitor our students’ access.

Of course educators need to be concerned for our students’ safety, but recently the internet (and blogs specifically) are making mainstream news not because of all the innovative ways teachers are using them but for being banned completely, as happened last month in Pope John XXIII Regional High School in Sparta, New Jersey. At a school assembly the Roman Catholic school’s 900 students were told they must delete personal blog sites such as MySpace.com and Xanga.com or risk suspension. “The Internet is a forum with unrestricted global access,” a spokeswoman for the diocese explained. “For minors to be vulnerable in that forum is not acceptable.”

A few days later blogs were in the news again when threats on MySpace.com basically shut down another New Jersey high school after threats were posted. The school district is looking for the website to be held accountable and one of the teens was arrested.

Is this where our country is headed when in comes to teens and technology? The internet does give young people more power. It lets them express their own thoughts and ideas. It allows them to find other people who think like they do. And many who don’t. Scary yes, but important, too.

As the rest of the world comes on-line, if we as teachers try to screen everything first and make all the decisions about what students will see, learn and experience, we are going to fail. And more importantly, we are not going to be giving students the tools a good education demands. When it comes to the internet we need to help them learn to do the same things we have always done with whatever we are studying: think critically, filter appropriately, and develop an honest, informed and responsible voice to present their own ideas.

As a teacher I am always searching for an audience that is real and in some way consequential to my students. Blogging can provide this, but not if we don’t allow anyone to read the words we hope our students are carefully crafting.

In pondering the expanding assortment of software cropping up to make blogging safer for students Will Richardson shares an experience I think many of us who’ve had students use the internet could echo:

When I first had my students blogging four years ago, their blogs were open to the world. Nothing but good things came of it. They met people from Spain and Japan and Canada and all over the states who shared their ideas and questions and knowledge. It didn’t happen often that someone we didn’t know chimed in with a comment, but when it did happen, we all shared in a positive experience. Were we lucky? Maybe. But I think that by and large people are good, and it was nice to have that borne out in that class.

As more people from around the world begin to have access to the internet, they are going to find our students there. Young people already have so many examples of how the internet can be used poorly, we have a responsibility to step in and expose them to better alternatives. They are going to be out on the internet regardless of what is happening in school. Our students are already leaders in the field about which those 20,000 delegates in Tunis are meeting. What a wonderful opportunity we have to step in and help them to fulfill this role well. 

Posted by Christa Umphrey
on 11/16 at 11:43 PM
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© 2005 Montana Heritage Project

Monday, November 14, 2005

Podcasting and Place

Podcasting makes it possible for anyone with a tape recorder, a computer, and a website to run a radio “station.” It also makes it easy for listerers to listen to what they want to listen to while they’re driving, rather than putting up with commercials and DJ banter. So far, the selection for people living in places such as Montana has not been great, but that will change. My IPOD failed last week, and I was distraught at having to drive all the way from Helena with nothing but a radio to listen to.

New West announced today they they have partnered with the Billings non-profit organization MusEco to bring two podcasts to their website. They’ll be posting the weekly Montana Muse program and the monthly Waste Not Want Not: Conserving the Last Best Place. People will be able to listen to them at their computers or download them to listen to on an MP3 player.  Both shows are currently broadcast on Yellowstone Public Radio (which I can’t get where I live).

I’m particularly interested in Montana Muse, hosted by Scott Prinzing. This hour-long features music and entertainment by Montana artists. I hope they make time for a few readings by Montana poets. Waste Not Want Not, hosted by Kris Princing, focuses on environmental issues in Montana and Wyoming.

Links to the podcasts will be posted on the ”Intelligencer” sections New West, on the left-hand column of the Bozeman and Missoula pages.

I’m quite excited about the possibilities of turning some of those oral histories students have collected into 15 minute “radio documentaries” that can be placed on websites where they can be heard by anyone at any time. These new tools make developing robust local cultures both possible and important.

Posted by Michael L Umphrey
on 11/14 at 04:34 PM
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© 2005 Montana Heritage Project

New West is the Same Old

New West, the most interesting journalistic venture in Montana, is featured in Online Journalism Review. Mark Glaser wonders whether the online publication can become profitable given its liberal tone in a geographic region that “votes solidly GOP.”

I look at the site regularly and quite often find something I’m glad to read.

But rarely do I find anything that seems important. But then, I live by choice in a town of about 800 people on an Indian Reservation, where talk about bike paths, expensive coffee, new music albums, and other issues in the lifestyle of the New West don’t resonate much. The New West seems a very old place indeed.

I live with a beautiful wife in a garden I planted myself where I am visited often by thirteen grandchildren. On my computer I find the complete works of Yeats, the histories of Thucydides, news reports from Iraq and Jerusalem, and MP3 recordings of scriptures. I read in the Missoulian that Montana is the fourth worst state in the union in terms of teen deaths from accidents, murder, and suicide, and the expert notes that this is bad for economic development, because businesses won’t want to relocate here.

There’s an important story there, but I don’t expect to read it in the old media, including the online stuff.

Posted by Michael L Umphrey
on 11/14 at 12:45 AM
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© 2005 Montana Heritage Project

Sunday, November 13, 2005



Registration Closed

Posted by Michael L Umphrey
on 11/13 at 02:53 PM
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© 2005 Montana Heritage Project

Friday, November 04, 2005

Lodging Information

We have arranged two lodging options

Option 1: The Red Lion Hotel

We’ve reserved a block of rooms in the Red Lion Hotel (formerly the Warbonnet Inn) at the junction of Interstate 15/90 and Harrison Avenue at state conference rates:

Single and double - $63 per night, plus tax.

To book a room at the Red Lion Hotel for any of the nights of June 18, 19, or 20, please call 406-494-7800 or 800-443-1806. You are booking within the Montana Heritage Project/Individual block of rooms.

Rooms not reserved prior to June 1 will be released.

Option 2: Montana Tech (The University of Montana) Centennial Hall

We’ve also reserved a block of rooms in this new, well-appointed dorm. Rates are as follows:

Double room - $12.70 night per person
Single room - $17.60 per night per person
Suite single - $20.60 per night per person

Tech will provide linens for an additional $2.50 per person or you can supply your own.

To book a room in the “Montana Heritage Project” block for any of the nights of June 18, 19, or 20, please call: 406-496-4425. The Residence Life Office staff will make reservations for you and explain payment options.

Rooms not reserved prior to June 9 will be released.

Posted by Marcella Sherfy
on 11/04 at 02:11 PM
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© 2005 Montana Heritage Project

Monday, September 12, 2005

Conference poster available

To order a 22 x 28 poster for the 2006 place-based learning conference, please send $12 to cover shipping and handling costs to the Montana Heritage Project office in St. Ignatius.

The poster features a photograph of students in Jeff Gruber’s classes at Libby High School visiting the site of the Houghton Creek Fire.

Posted by Michael L Umphrey
on 09/12 at 02:16 PM
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© 2005 Montana Heritage Project

Wednesday, August 31, 2005

Students to read place-based essays at Book Festival

The Next Generation of Montana Writers

2005 Montana Committee for the Humanities Festival of the Book
Saturday morning, September 24, 2005 9:30 Session

The Montana Committee for the Humanities has long been an important partner for the Heritage Project, and Executive Director Mark Sherouse has been a reliable source of wisdom and assistance whenever needed. He’s been a valuable member of the Executive Committee that governs us. So we’re grateful for the chance to extend this partnership by featuring a few of our high school writers at the Committee’s Festival of the Book, which is one the cultural high points in Montana each year.

Three high school writers from the Montana Heritage Project will read essays they wrote this past year based on inquiries into local culture.

Britney Maddox, Ronan High School, “ My Oma’s Story.” Britney’s essay was crafted from an oral history interview with her grandmother Else, her “Oma,” in which Else recounted the horrors of her childhood in Romania, Germany, and Poland during World War II.

Cassandra VandenBos, Simms High School, “Paving for Prosperity?” Cassie studied and will read her findings about how improvements to Highway 200 impacted the Sun River Valley through the 20th century.

Claire Stanfill, Bigfork High School, “Their Legacy Living Through Letters.” Bob and Ginny Reed donated their Vietnam-era home front-to-military front correspondence to the Bigfork Heritage Project. Claire will read her analytical summary of the content and value of the letters to us and to the Reeds.

Former Montana Heritage Project teacher and University of Montana English-graduate student Christa Umphrey will introduce this session and these students.

Each year, the Montana Heritage Project holds a Youth Heritage Festival at the Capitol in Helena, where the best student scholars from around the state present their research and writing to the State of Montana, to be preserved at the Montana Historical Society. The Project was initiated by the Library of Congress with support from the Liz Claiborne and Art Ortenberg Foundation and has received nationwide recognition for the caliber of student research and writing it generates. 

Posted by Michael L Umphrey
on 08/31 at 11:16 AM
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© 2005 Montana Heritage Project

Thursday, August 25, 2005

School Growth by Consolidation

The opening day of the new consolidated school of Chester, Joplin, and Inverness make the front page of the regional paper today.  School consolidation is still rare enough in Montana for it to be big news.  With the dwindling rural Montana population, it may not stay that way. 

Posted by Renee Rasmussen
on 08/25 at 08:21 PM
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© 2005 Montana Heritage Project

Sunday, August 21, 2005

Love of place as an invitation to youth

When a community loses its memory its members no longer know one another. How can they know one another if they have forgotten or have never learned one another’s stories? If they do not know one another’s stories, how can they know whether or not to trust one another? People who do not trust one another do not help one another, and moreover they fear one another. [The work of local culture,” in What are people for? (San Francisco: North Point Press, 1990), p. 157]

Though Teaching 101 may be concerned with passing on information, teachers who don’t grow beyond such an understanding of their work miss the joys and the successes that can be found when they craft invitations for students to join them in making their communities the places they really want to live. Teachers who understand their work as an invitation across generations to share traditions, lifeways, and culture move beyond the classroom and stand in holy places. They understanding it’s not possible to teach what they aren’t committed to themselves. They act as tradition bearers, knowing that their traditions--including the great academic disciplines--need to be alive and lived in coherent ways for young people to hear them as true.

Kids are spookily adept at recognizing insincerity and hypocrisy, which is why we can’t teach them our principles except by struggling to live them.

When I taught in Fairfield, I quickly learned the stories of the community--the people who built the local volunteer ambulance, served as school administrators, supported local churches. What we studied in the classroom--Ralph Waldo Emerson, Shakespeare, Patrick Henry--didn’t seem unrelated to the ongoing work of trying to make of our town a humane space. The narrative environment of kids there included what we taught in the classroom, but it also included stories of people in the school and in the town, and the two sets of stories seemed in harmony at least much of the time. The kids in Fairfield were quite easy to teach, and they did well.

Later, I taught in a school in the western part of the state. What a difference! Many of the stories in the teachers lounge grew out of that witch’s brew of paranoia, cynicism, laziness, and pessimism that anyone who has taught in a poorly performing school knows well. Teachers openly mocked administrative memos to the students, yet still expected some level of obedience to their own directives. Students openly used derisive nicknames for the principal. Parents routinely criticized the teachers, and teachers routinely criticized parents. Many teachers had a quite adolescent understanding of governance. Most students could not hear, in that narrative environment, the intimations of a different world that is always present in great literature. It was a place that drew dull-witted and flatfooted performances out of teachers and students alike.

Lots of adolescents have trouble working for teachers they don’t like, and they need to work and do things to learn. Since the school was poorly governed, there were lots of contests between students and teachers, and everyone suffered. The place was poorly made.

In Fairfield, teachers seemed neither to exercise a lot of control or to avoid exercising control. They were able to stay focused on achieving harmony by developing principles for handling trouble and advancing their purposes. In other words, they were able to put much of their energy into placemaking. This, it so happens, is precisely the sort of environment adolescents need if they are to internalize the values of the adult community.

A great many people helped make Fairfield a good place. Loving the place and trying to make it better was not an incidental part of life there. And since it was a good place, it was relatively easy to be a good teacher there. Compared to the disordered school, the teenagers tended to be happy, energetic, and actively seeking ways to join society in helpful ways.

Posted by Michael L Umphrey
on 08/21 at 08:15 PM
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© 2005 Montana Heritage Project

Friday, August 19, 2005

Lions and cheetahs? Move over, Poppers

Part of the pleasure of living in the West is that people still talk about what sort of place it might become. The place does not seem--well, finished, in the way that Manhattan and Portland seem finished. It’s easy to dream in Montana of how we might like the world to become. Faced with the jammed and frantic reality of Fifth Avenue, only Donald Trump is likely to imagine having much impact on it.

The West has long enticed people with big dreams who are interested in placemaking. It is, as Stegner called it, “the native home of hope. In 1987 Deborah and Frank Popper imagined it all wild again. They suggested we could create a “buffalo commons” on the Great Plains, re-introducing wild bison.

Theirs was a controversial suggestion, and it stimulated a lot of thought and discussion. Obviously, any substantial change would create hardships for those who have it pretty good in the status quo. And yet, who does not wish to come over a hill into a wild prairie teeming with healthy herds of bison and flocks of waterfowl like those that were once here but that no one now alive has ever seen?

And now the dreamers at Cornell have done the Poppers one better. A new article suggests that we should introduce elephants, lions, cheetahs and wild horses into the open spaces of the West. The authors speculate that ancient versions of these species were eradicated by human hunters 12,000 years ago, so populating the Great Plains with beasts from Africa would be a sort of restoration. Their suggestion is published in the August 18 issue of Nature.

Re-creating the pre-human environment of the Pleistocene--"Pleistocene re-wilding"--might be good for both the environment and the economy, they argue:

The African cheetah, a close relative of the American cheetah, has only a modest chance of persisting in the wild in the next century. Breeding programmes are not self-sustaining, but some of the 1,000 captive animals could be used in re-wilding. Free-roaming, managed cheetahs in the southwestern United States could save the fastest carnivore from extinction, restore what must have been strong interactions with pronghorn, and facilitate ecotourism as an economic alternative for ranchers .

Managed elephant populations could similarly benefit ranchers through grassland maintenance and ecotourism . Five species of proboscidians (mammoths, mastadons and gomphotheres) once roamed North America in the Late Pleistocene; today many of the remaining African and Asian elephants are in grave danger. Elephants inhibit woodland regeneration and promote grasslands, as Pleistocene proboscidians probably once did. With appropriate resources, captive US stock and some of the 16,000 domesticated elephants in Asia could be introduced to North America, where they might suppress the woody plants that threaten western grasslands. Fencing, which can be effective in reducing human-elephant conflict in Africa, would be the main economic cost.

Jackson Kuhl thinks it’s a stretch to call the introduction of exotic species from Africa a “re-introduction,” but he says he doesn’t really care because he lives in the East. Poor guy.

I think it’s a very good thing to imagine large changes in the way we do things, and then to think and talk our way through what the consequences would likely be. And there are ages beyond the Pleistocene. Though the plot was dopey, I loved the idea behind Jurassic Park. I’d like to see T-Rex coming around the bend on the Missouri Breaks.

Update:Tim Worstall, an Englishman living in Portugal, thinks that if “some 5% of the world’s population creates 25% of the world’s wealth and yet has the land left over to recreate an Edenic pre-human environment seems to indicate that there’s something to be said for the American model.”

Update 2: Steven Shay takes the idea seriously enough to think it won’t fly. He talks as people do at planning commission meetings--as though the meeting were in fact where the future was being decided. I’m distracted by my acquaintance with ranchers like Gene Leary near Harlowton who’s been running buffalo for years. There are bison all over the West and “African” safaris have been available in Texas for years. We know Ted Turner has 10,000 bison roaming over more than a million acres scattered through several states, and we have to wonder what the land will be used for at the growing number of “ranches” owned by such as Tom Brokaw and David Letterman. Herefords and Angus? Probably not.

And then there are the Blackfeet and other tribes. They have a land base, an openness to visions more Edenic than those most comfortable to families raised on cattle baron dreams, and the ability to take corporate action over the long term. How they dream of the West’s future is going to count mightily.

Update 3: Cornell graduate student C. Josh Donlan joins the fray from Slate. He likes the idea:

Sure, the costs and risks of bringing back the megafauna are significant—they include angry ranchers, scared passersby, and unanticipated effects on other plants and animals. But without rewilding, we settle forever for an American wilderness that is diminished compared with just 100 centuries ago. And in the event of global climate change that affects Africa in particular, or economic and political strife there, we risk the extinction of the world’s remaining bolson tortoises, camels, elephants, cheetahs, and lions.

I sent the Slate article to two friends with exensive experience in conservation efforts. The first:

The comment on the successful reintroduction of the horse is an excellent twist for rebutting the non-introductionists. I’m for exploring gene splicing to cause the large predators to prefer the top ten percent in the Dunn and Bradstreet list of the world’s richest people. It would add zest to their over-protected existence.

The second:

As Livy said: the more he sees the more he abominates.

Posted by Michael L Umphrey
on 08/19 at 09:22 AM
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