Confessions of a Book Junkie

I offered an implied complaint last week, when I posted this picture of my itty bitty closet.

I must confess though, that my lack of clothes storage is not because we live in a small house...or because the house contains inadequate closet-space.

No, it's really because this:

And this:

And this:

And these:

Don't provide enough book storage for me, so I was forced to commandeer these spaces...which just happen to be our two largest closets:

So now you know. Hey, we all have our priorities.

It's That Time Again

Time For:

Hearth fires

Fleece throws

Good port

Miles Davis' Love Songs

&

Great books

Ahhh...life is good!

The Case for Grammar

Learning the rules of grammar constitutes more than rote memorization which students will remember 6 months from now. It's more than terminology and definitions which we no longer recall. Richard Mitchell explains as well, or better, than anyone, the necessity for extensive instruction in English Grammar. He argues, rightly, that there exists an inseparable connection between the structure of language and the structure of thought.

Even if I don't remember the definition of an appositive, but was required at some point to understand what it was and to practice using it correctly, then a logical connection between word and function remains. Though I may not rehearse the rule or definition as I speak or write (just as I don't rehearse the rules of phonics as I spell or read...it has become second nature), the very process by which I form thoughts has been shaped by my instruction in grammar.

Since I claim that Mr. Mitchell explains it better than anyone else, I'll let him speak for himself:

People who have learned even a little about how English works have all heard about modifiers. They know that a modifier is something that tells us something about something, and that there are many kinds of modifiers, some with tricky names. The way we teach things like this, as though they were subject to arbitrary rules like the rules of basketball, is so stupid and tedious that most people block out modifiers as soon as possible. The English system of modification, however, does not exist in a set of paltry rules that do what they can, and fail, to describe some very elaborate operations not simply of the language but of the mind. To say that an adjective modifies a noun is worth nothing unless we see that sticking adjectives on nouns is the outward equivalent of some mysterious inward process that goes on in the mind. It's not entirely absurd to think that somewhere in the past of mankind someone, for the first time, did in his mind the equivalent of putting an adjective to a noun, and saw, not only a relationship, but this special relationship between two things of different kinds. That moment was more important to our history than the flight of the Wright brothers. In sum, all the seemingly complicated kinds of modification in English are just ways of thinking and seeing how things go with each other or reflect each other. Modifiers in our language are not aids to understanding relationships; they are the ways to understand relationships. A mistake in this matter either comes from or causes a clouded mind. Usually it's both.

Just think what happens in the mind of the person who knows the difference between restrictive and nonrestrictive clauses. Anyone who understands the distinction is on the brink of seeing the difference between simple fact and elaborative detail and may well begin to make judgments about the logic of such relationships. He may start bothering his head about the difference between things essential and accidental, a disorder that often leads to the discovery of tautologies. Furthermore, anyone who sees the difference between restrictive and nonrestrictive clauses is likely to understand why modifiers should be close to the things they modify and thus begin to develop a sense of the way in which ideas grow from one another. From that, it's not a long way to detecting non sequiturs and unstated premises and even false analogies.

Unfortunately, we just don't know how to teach skillful reading and writing without developing many undesirable and socially destructive side effects. Should we raise up a generation of literate Americans, very little of the America that we know would survive. We depend on a steady background level of ignorance and stupidity. A skillful reader, for instance, cannot be depended upon to buy this aftershave rather than some other because he is always weighing and considering statements that just weren't meant to be weighed and considered.

The next thing you know, they'll start listening very carefully to the words and sentences of the politicians, and they'll decide there isn't one of them worth voting for anywhere on the ballot. There's no knowing where this will end. (Less Than Words Can Say pp. 150-154)

Those final two paragraphs have more to do with his explanation of why we choose not to teach English grammar today, but they're too much fun to leave out. But the primary point to catch, is that the grammatical structure of language is directly related to the clear, logical structure of thinking. Neither one can be fully acquired apart from the other.

Dazed & Confused

Last week, Grant finally got his opportunity to start a game at Quarterback...cool. Way to make your momma proud, Son.

But he didn't even last a full quarter...NOT cool. Not proud.

Things had been going along just fine, until he called a play, then on the snap, everyone went left and he went right. Maybe the guys misunderstood, I thought. Better yet, maybe it was supposed to be a "trick" play and somebody screwed it up. On the next play, it happened again! Grant ran to the sideline to talk to his coach (as he often does) and next thing we know....the kid was benched! C'mon already. So he made a mistake...or two. Give 'im another chance!

After about 10 minutes of watching the boy pace on the sidelines...I sent in my better half to do some investigatin'. Turns out, after being swung and slung to the ground like a child's plaything a few plays earlier, he had sustained a concussion. The boy was dazed and confused...he'd call a play but then couldn't make his body do what it was supposed to do. Thankfully, he recognized something was weird and told his coach he was dizzy and couldn't see real well. Oh, dear.

The joys of football. One more game to go....

Oi-Vay!!

I am not blogging until this mess is cleaned up! Yes, this is my house as of Tuesday afternoon. The Mother-in-Law arrives tomorrow...

Family Room: Junk I hauled to 2 parties to help out...everything from the back of the station wagon which will NOT be transferred to the newer car...shopping for Riesa that has to be returned...bedspreads I bought that have to be returned:

Front Room: More junk from the parties...All the mess from going through Fall/Winter clothes, trying them on, ironing them and changing them out.

Some day I'll have a closet big enough that this will become unnecessary! In the meantime, this is my clothes closet:

The Kitchen: Cook, run out the door...cook, run out the door...cook, run out the door... Oh, and throw everything that has to be dealt with later on my desk...

Ahhhh...then there's the basement. More "deal-with-it-later" stuff:

These last 3 are of my "craft room," which is where everything gets stuffed when company comes over. Alas, I can't even walk into the room...I have to CLIMB!! This is a serious project all by itself!

Oi-Vay!!

No "Busy Work": Part 1

In order to avoid time-wasting, pointless activities in the classroom, I commend to you a set of questions that I used when generating daily lesson plans. A beginning-of-the-year lecture by my previous headmaster led to formulation of these questions.

Do today's lessons and assignments:

Equip the students with any Tools?

Teach or refine necessary Skills?

Build the Worldview Framework?

Convey & foster Love of Learning?

Tools are those overarching means which must be at every students' disposal in order for them to do the job of learning anything. There are 3 essential tools: Language, Critical Thinking, and Communication.

The tool of language encompasses all aspects of words: reading, handwriting, vocabulary, etc.

Critical thinking is the ability to observe, analyze and evaluate anything: physical matter, words, ideas, etc.

The tool of communication equips our students to listen and respond carefully, whether in written words, spoken words, or actions taken.

Skills provide the effective means for our students to use the tools. Therefore, every skill we teach should directly relate to developing one or more of the three tools. In determining what skills need to be taught, it is helpful to start from the end and work backwards.

At what level of efficiency and dexterity do we want our graduating Seniors to use the tool of language? We want them to read and comprehend advanced literature, speak and write with clarity and grace, and listen carefully and thoughtfully. Then what skills must they master in order to arrive at that destination?

With the tool of critical thinking we desire that the students observe carefully with all their senses, that they analyze by parsing, (words, sentences, arguments, ideas, plants, rocks, wars...everything can be broken down into smaller parts in order to understand it more thoroughly!!), and evaluate wisely, making sound judgments and decisions about that which they have observed and analyzed. What skills do they need to accomplish that?

With the tool of communication we may expect our students to write persuasively and engagingly, with coherence, perspicuity (that was for you, Joanie!), mature structure and eloquent style. We want them to articulate confidently and gracefully with finely-tuned words, phrases and ideas. Think about what it takes to get them there.

When we think these things through, we more easily eliminate wasteful and superfluous activity. We need never resort to busy-work in order to fill the day and to appear that we are accomplishing something!

I'll talk about Worldview and Love of Learning next time.

Decisions! Decisions!

When I have nothing intelligent to say (which may be all the time...but sometimes I think I have something intelligent to say!), I journal about "fluff" in hopes of not losing my regular visitors. So, get ready for fluff:

I drive a 1997 station wagon that I really like (in spite of its beat-up appearance), but my husband insists she's on her last leg. I know he's right and she is rapidly becoming a Money Pit, so it's definitely time to make a change, but it's not easy to go pick out a car when you're already satisfied with what you have.

At least I was satisfied until I started test-driving these other guys! I had no idea what I was missing out on! Here's what we've narrowed it down to:

2005 Dodge Durango / 8-passenger / V-8 Hemi

This baby definitely has the market on POWER! For that reason alone, it is my absolute favorite!! And in spite of its monstrous size, it drives small and turns on a dime. The Consumer Reports are less than favorable in one or two areas, though personal testimonies we've read are highly positive. It's also a bit of a gas hog...

2005 Chrysler Pacifica / 6-passenger / V-6

This little guy is pure luxury inside and carries a few extra amenities, but even though he has 3 rows of seating, he only holds 6, which is our minimum requirement. The 2005 seems like it may have some serious issues, according to Consumer Reports, but it sure offered a smooth, smooth drive.

2005 Honda Pilot / 8 passenger / V-6

This gal is only in the mix because of her reputation...well, and her super high rating with Consumer Reports...well, and her excellent MPG. But that's all. Apparently there are absolutely NO problems with her. I took her for a spin as well, and though she's not as powerful as the Dodge or as luxurious as the Chrysler, she still offered a pretty nice ride. The only downer is that in spite of higher mileage than the other two, she's pricier.

Hmmm...what to do? Power? Luxury? Or Practicality? Darn! I think I just answered my own question.

Playing Dress Up

For normal adults, there's only one legitimate time during the year to don a costume and pretend to be someone you're not. That would be...every Sunday? No, no...I'm just kidding, of course.

Now, even though it's considered legit, it's been 18 years since I've done it myself. So, what did I dress up as 18 years ago? Glad you asked...I just happen to have a photo on hand:

Can you tell which one is me? :-)

Jock or Poet?

I am finally sorting through the piles of papers, binders and books that my boys and I brought home from school last year. I put it off for two reasons: it is a very time consuming task and I had stacked all of it in baskets in my office, which made it easy to ignore.

One of the papers I found tonight and salvaged from the garbage bin, is a poem Grant wrote for Humanities class. It was supposed to follow a particular meter, although I don't know which one since it is irregular all the way through. In spite of that, I love this poem, because he wrote it as a memorial soon after Steve's friend, Shawn, lost his brief battle with cancer.

Away, away, away, he went

With the changing of the season

As winter turned to spring he went

And never will return again.

Away, away, away, he went

He will never be forgotten,

Forever loved, forever missed

But never will return again.

Away, away, away, he went

We fear not for his joy in heav'n

For the Lord our God hath promised us

That he will return again.

It's not the work of a Poet Laureate, but it's kinda cool for a barely 14-year-old to express his sentiments in that way.

That, in turn, reminded me of another poem he had written in 5th grade. His assignment was to imitate the style of some Indian poetry they had read. This is what he came up with (with a little help from our friend, Mr. Thesaurus!)

RAIN

I fall, I fall,

I, whose showers bestow plants and crops with life.

I fall, I fall,

I, whose vicious downpour distributes death.

I fall, I fall,

I, whose steady patter lulls infants to sleep.

I fall, I fall,

I, whose gray drizzle evokes melancholy contemplation.

I fall, I fall,

I, whose storms cleanse the air, yet muddy the ground.

I fall, I fall,

I, whose mists make flowers sparkle.

I still think it's beautiful every time I read it. Who says jocks have to be muscle heads? :-)

The Grinch

Thanks for voting...did YOU guess correctly?

"The unmitigated gall" is from The Grinch with Jim Carrey. This movie is hysterical no matter how many times I see it. And by the way, the quote should have read, "The IMPUDENCE...the audacity...." (not insolence). This is a long clip...10 minutes or so. Just watch from the beginning, 0:00 - 1:49 and from 4:42 - 6:25. Funny, funny stuff...or maybe I just have a juvenile, warped sense of humor.

Logic

In describing Formal Logic, I asserted that it is not concerned with truth. That can sound really confusing...how can an idea be logical if it is not true. Well, the "FORM" of the argument can be sound. For example:

All men are slobs.

Joe is a man. Therefore, Joe is a slob.

That, my friends, is a sound logical argument.

All men are slobs.

Rita is not a man. Therefore, Rita is not a slob.

That is NOT a sound logical argument. Non sequitur.

Regardless of the truth of the first assertion that "all men are slobs," one argument follows logically while the other does not. The job of Formal Logic is simply to recognize and point out these type of fallacies.

Material Logic, on the other hand, begins with evaluating the truth of the original assumption, and only analyzes the validity of the argument after establishing the truth of the statements involved. Can it be proven as true that all men are slobs? If so, we proceed to evaluate the form. If not, it has failed on the basis of its content.

Make sense?

Classical Education: Hallmarks 5

One final hallmark of Classical Ed is its commitment to fostering the ability to logically and artfully communicate truth, AKA: Rhetoric.

This discipline incorporates all the others: familiarity with history and literature, competency with language, and clarity of thought aid our students in their quest to communicate well.

Since I have written extensively on this in the past, I'll refer you to all the posts titled "On Rhetoric" (put that in the search window above and you'll find them). Yes, it's one of those series I haven't completed, but I've said an awful lot...so check it out, if you're so inclined.

This concludes my "Hallmarks" portion of the series. In summary, CE places a long-term and weighty emphasis on the following:

History

Language

Literature

Logic

Rhetoric

Next: The Pitfalls

Classical Education: Hallmarks 4

Classical Education requires its students to study Logic. What does that mean? One simple definition states: Logic is the science and the art of reason.

Logic is a prerequisite to the study of philosophy and it has several branches. For many of us, our only educational exposure was in mathematics...whether we knew it or not, we were learning a form of Symbolic Logic.

Formal Logic teaches students to analyze the validity of the relationship between ideas, arguments, and conclusions. These are based on formulaic connections that can be signified with symbols. You know, this is really hard to explain in an understandable way! I've never tried to do this before and it's not easy! Anyway, Formal Logic is based not so much on truth of content, as consistency of thoughts and statements: students learn to recognize and construct both deductive and inductive arguments, as well as to identify fallacious reasoning. It's all about FORM.

Material Logic follows the teaching of Formal Logic on the educational spectrum, and is primarily concerned with Truth content. It applies the forms learned in Formal Logic, but goes further in evaluating the Truth of the statements and conclusions. It requires analyzing word-use, definitions, and truth-values. It's all about CONTENT and is very philosophical in nature.

Clear as mud? In case none of that makes sense, let me redeem this post by quoting 2 men worthy of being listened to. Our friend, Augustine of Hippo, in his On Christian Doctrine, says this:

...the validity of logical sequences is not a thing devised by men, but is observed and noted by them that they may be able to learn and teach it; for it exists eternally in the reason of things, and has its origin in God. For just as the man who narrates the order of events does not himself create that order; and as he who describes the situations of places, or the natures of animals, or roots, or minerals, does not describe arrangements of man; and as he who points out the stars and their movements does not point out anything that he himself or any other man has ordained; in the same way, he who says, "When the consequent is false, the antecedent must be false," also says what is most true; but he does not himself make it so, he only points out that it is so.

G.K. Chesterton says this:

Logic and truth ... have very little to do with each other. Logic is concerned merely with the fidelity and accuracy with which a certain process is performed, a process which can be performed with any materials, with any assumption. You can be as logical about griffins and basilisks as about sheep and pigs ... Logic, then, is not necessarily an instrument for finding out truth; on the contrary, truth is a necessary instrument for using logic--for using it, that is, for the discovery of further truth ... Briefly, you can only find truth with logic if you have already found truth without it.

So, if I made no sense, at least draw something from these wise men!

Classical Education: Hallmarks 3

In addition to intensified programs in History and Language, CE is also unique in its early and sustained attention to Literature. Real literature. Students do not read a select chapter here and there from the canon of great books in order to pique their interest. Instead, they devour book after book after book...and love it because they feel "grown up" and because we attempt to set before them the best of the best.

As is usually the case, there remain disputes about how this literature is best approached. Some suggest taking each piece nice and slow and evaluating every single literary, biblical, philosophical, philological, historical and symbolic aspect. Others advocate quantity: read, read, read...fast and furiously...they'll pick it up on all this stuff automatically over time.

I advocate something in the middle of these two extremes.

When a student is forced to slug through a book at a snail's pace, catching every minute detail, something of the literary cadence is lost, and it can even become drudgery. Besides, a good book demands to be read! Extensive evaluation is tortuous!

At the same time, a student will certainly not become adept at identifying figures of speech and description, or at evaluating the stature of a written work, simply by exposure. For instance, if you don't teach and point up examples of "Inclusion" your student will never recognize it on his own and a layer of the joy of reading will be lost to him. Thus with dozens of other literary techniques. Likewise, if they are not taught to identify ideas and worldviews behind the story, a layer of meaning and depth is left undiscovered.

I have found that, generally speaking, from the 3rd grade on, 8-10 books a school year is a reasonable number. To gain the most educational profit, yet not lose the momentum of the story by over-analyzing it, focus in on the particular literary strengths of the author.

For example, when my 5th graders read Where the Red Fern Grows, we talked about its worldview and studied vocabulary (as we do with every piece of literature), but our special focus was on Rawls' masterful use of imagery. His ability to paint a picture in the mind's eye is stunning, so recognizing and imitating these descriptions was prominent. However, when reading Johnny Tremain, plot, and historical setting were emphasized. With Amos Fortune, we focused on the ways that time and circumstance (setting) affect character development and growth; whereas with The Hobbit, we emphasized fantasy and symbolism.

This doesn't mean that we neglect other important aspects of these books, but we touch on some features cursorily, while lingering on those which are superior or which the student is in need of learning. You might be surprised how quickly they catch on and begin recognizing these elements even when you don't point it out. It becomes habitual for them to notice similes, metaphors, foreshadowing, worldview statements, etc. so that it carries over into their independent reading...and that is the goal!

Our aim is not to have students pass a test, or correctly define terms...for a few weeks. Our aim is to teach them to read with purpose and to impose sound evaluation and judgements on what they read 25 years from now! We are not teaching mere facts, but forming minds.

Practice is essential. "Studying" through a book necessarily slows you down and extracts at least a measure of delight; however, with lots of practice, students begin to almost unconsciously absorb the literary and worldview techniques in a book without losing momentum or joy. It becomes second nature to analyze and process as you go.

Time for Some Cam-PAIN-in'!

I mostly avoid the topic of politics because it "gets my dander up," so to speak, but my Daddy just sent me this short video that I thought was hilarious...partly because it makes fun of pretty much everyone!

ENJOY!!

Classical Education: Hallmarks 2

Another distinguishing feature of CE, is its very deliberate, intense study of language.

The tools used to foster skills in this area are Phonics & Spelling, English Grammar, Latin, Greek, Literature, Composition and Systematic Vocabulary Study. The primacy of language studies cannot be overemphasized! The student who has a vice-grip on language has the wide world at his disposal!

I have written extensively on these in the past, so I'll make a few remarks, then offer links to previous posts.

We lay the foundation for continuing growth in language, by teaching our students to read, and by reading to them extensively. It is essential that as they progress through Grammar school, we set before them challenging literature and vocabulary. Not that which is beyond their reach, but that which is outside their experience. The best way to cultivate mastery of the language, is to couple systematic instruction in spelling, vocabulary, and grammar, with copious amounts of intelligent talk and intelligent reading.

If our students are to be prepared to access primary-source historical documents, they must have at their disposal a substantial word-base, the inductive and deductive skills to ascertain the meaning of new words, and the grammatical proficiency to wade through lengthy, complex sentence structures - all of which enable them to comprehend and digest these works.

An excellent, aggressive classical education will incorporate all the necessary means to ensure its students have mastered the English language. Of course, I must mention that the study of Latin and Greek are extremely helpful in this regard. Not only because of the abundance of words we draw from them (in that case, roots study alone would be sufficient), but they offer greater insight into grammar and the structure of language than the study of English grammar alone provides.

If you're interested in reading more on these topics, follow the links below.

The Theology of Words

Copia: Lots of Words

Vocabulary Acquisition

Teaching Spelling

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Classical Education: Hallmarks 1B

Continuing from post "Hallmarks 1A" where I asserted: An unparalleled focus on history is one of the hallmarks of an excellent classical education.

After 6th grade, when students have completed a chronological study of history from Creation to WWII (with an early emphasis on their own history...family, community, state, country, etc.), they're ready to start at the beginning and do it again. This time the focus is less on biography and story and concentrates instead on firming up the chronology, which is crucial to an accurate and thorough understanding of history!

Since students will complete this 2nd cycle in 2 years (7th-8th grades), obviously the teacher is not able to teach in great depth. The goal should be for each student to identify all the major eras and movements in history, know the primary ideas that emerged during those time frames, and be able to place prominent men and events accurately within those eras. "Men" would include political figures, theologians, artists, composers, philosphers, authors, religious leaders, scientists, etc. "Events" would include the rise and fall of kingdoms, battles, influential beliefs, technological advances, etc. We want our students to KNOW THE FLOW and begin to be familiar with the cultures from which these men and events sprang as well as the cultural changes to which they gave birth.

The display of a visual timeline and students' routine interaction with that timeline is essential. They should also be involved in creating their own...not dozens of little timelines, but a coherent whole. I can't stress enough that this image of the flow of time should be firmly planted and called forth in their minds in order for their 3rd trip through history to prove most beneficial. Remember, if you (the instructor) present an overwhelming amount of data, students will never retain it. The purpose of these 2 years is to cement that information which we want them to remember decades from now. Again, concentrate on the flow and where men and events fit rather than on exact dates. Only a few handfuls of dates need to be learned...students may not know the exact dates when Magellan sailed, but they should readily and precisely place him at the right place on a timeline (i.e. in the correct era, and correctly between surrounding events).

Once students master this flow of history, they are prepared to plunge head first into a third round with an in-depth emphasis on philosophy and ideas. The purpose is for students to recognize that every cultural expression - art, politics, wars, economics, literature, movies, etc. etc. etc. - are all outworkings of belief which either conform to or challenge the "zeitgeist." None of these are isolated events occurring in a vacuum. They are influenced by and exert influence on one another. When taken together, students not only gain a thorough understanding of and "feel" for a particular era but, as stated previously, they grasp the connection between belief and action...between ideas and their consequences.

I'll try to use another post later in the series to talk about resources that provide the necessary "content" for this type of history study. For now let this suffice: I recommend lots of age-appropriate biography, historical fiction and fine-art images for the 1st round, a solid text on Western Cilvilzation provides a pretty good summary of history for round 2 (even if you don't use the text itself with your students, it will help you determine the most significant events and people that should be highlighted!). And finally, primary sources should be your greatest resource during the 3rd round...speeches, essays, autobiographies, letters, historical documents (political and religious), along with the art, literature and music produced during the age being studied.

Just Do It

Somebody please tell me. Who started this crazy, juvenile, inexplicable trend of grown men who are unable to make up their minds? Was Michael Jordan the first big-time athlete who retired, then came out of retirement...multiple times? Or is he just the first one I'm old enough to remember? :-) At least he had the good sense to stay out of the game for a year or two before "deactivating" his retirement. So, maybe he was tired or losing his edge, only to discover after a time of rest that he still had "it." I'll give him the benefit of the doubt.

It seems, though, that this began what is now a routine, predictable pattern of athletes who "retire" from the game, in grand and flourishing fashion - cameras! families! proclamations of dedication to their kids! and tears! there must be tears! - only to announce, in similar grand and flourishing fashion, their return the following season...that is, at the close of off-season. Quite frankly, these men appear pitiful...at least in my eyes.

Can they find nothing worthy of their time outside The Sport? Is real life with a wife and kids just not enough? Are there no causes in their communities that would benefit from their active involvement? Do they possess no other skills that allow them to become contributing members of society? Or is it the absence of accolades and adulation that drives them back? Are they addicted to the spotlight? Or to the game itself? Perhaps their overblown egos tell them the game won't be the same without them? Maybe they're simply rash, inept decision makers. I don't know, but I'm sure a whole host of shrinks would love to dig into their psyches and figure it all out. Maybe they already have.

But the good news is: there are exceptions. Those who have resisted the pull to return to the game. What about those athletes who DO retire...and stay there? Like Ozzie Smith, or John Elway, or the best retiree ever...John Kruk. Talk about exiting in grand fashion...or memorable fashion anyway.

Or...how about Andy Benes? Granted, he's not exactly Michael Jordan, Lance Armstrong or Brett Favre...but he did pitch successfully in the Majors for 14 years...and he went out on a fairly high note. And guess what? He found LIFE! He returned to college, is active with a local bank, and he rediscovered his family. Recently, when interviewed by McGraw Millhaven (550 KTRS) about his peripheral political involvement with the McCain campaign, he talked about life after baseball.

"Since I got done with baseball - I missed out on so much - and I'm gonna say it on your show: I was a bad husband and a bad dad, 'cause I was just never around. And I have really tried to pour my life into my wife and my kids, and be involved."

And you know what? It's not just empty radio talk. I've seen it. He drives carpool. He attends his high school daughter's softball games. And he shows up in shorts and a t-shirt, looking like every other dad...well, like a very large version of every other dad..., and sits on the hot, hard bleachers to watch his 7th grader play soccer. Living outside the spotlight as though nobody should know or care who he is. He's a dad...and one who is trying to expand his family.

"We have a 19-year-old gonna be 20 - and we're gonna be adopting a couple children less than, hopefully, 2-years-old, so we're gonna be 'The Great American Family.' We could have grandkids and kids the same age...isn't that awesome? [laughter]"

When McGraw [550's only host worth listening to, I might add...] asks whether or not he was really a bad husband, Andy replies: "I was just gone a lot. When you're involved...it doesn't matter if you're a baseball player or you collect garbage or you work for Ameren UE... you know...guys pour themselves into their jobs, and who suffers? Typically, it's our wives and our kids...the people that are most important, and I just really failed in that way. I was so consumed. There's so much pressure with baseball, and it's not important...it's a game...it's fun for the fans to go to...it's a great game, but it's not life or death and in the whole scheme of things...it's entertainment. But we put all that burden, and we get self-focused and anyway...I'm just really excited to be at home and involved with my kids' activities."

Aye, there's the rub. The man has perspective. "IT'S NOT IMPORTANT...IT'S A GAME...IT'S NOT LIFE OR DEATH...ITS' ENTERTAINMENT." Did you hear that Brett? Roger? All you middle-aged men who missed out on so much while you were soaking up the spotlight? It's O-K. There's is life after sports, but you gotta get out there and find it!

And for Pete's sake...when it's time to retire...please...JUST DO IT!

My Very Own "Joe"

I have had a fascination with football - and especially with good quarterbacks - since the first time I saw Joe Montana complete a pass. That was a VERY long time ago, but my romance with the game has never ended. Of necessity, it has been ignored to a great extent since the birth of my first child, but now, thanks to him, I may get to re-ignite the flame.

Grant has dreamed of playing football for at least the past 8 years of his life, but only now has the opportunity been granted him. He spent his summer in the weight room, trying with every ounce of his 130 lbs. to buff-up his skinny little frame so he'd at least have a chance to compete with all his teammates who have already been playing for years.

Did it pay off...all that work? Well, he's still rather scrawny, but he's got some serious biceps and rock-hard six-pack abs to show for it. And, in his team's first 2 games, he's gotten some decent playing time: at safety, slot back, and defensive back. (Sorry, April) He's done a pretty good job of mucking up a couple plays...for the other team that is. (And that's a good thing, girls!)

But yesterday...yes, let's talk about yesterday.

Yesterday...The Boy took some snaps at Quarterback. Oh, yeah. That's my boy. The first series didn't go so well. 1st down: The Boy opts to run it himself for an 11-yard gain and another 1st down. Cool. Didn't have the faintest idea he was capable of that. However, he and his comrades failed to convert to 1st down on the next 4 plays, allowing the opposition to take over with pretty good field position.

There he is - second from the left - waiting for his first snap.

BUT...his Coach generously decided to give him another shot. And it paid off. He led the team on a drive to the endzone. YEAH, BABEEE! I'd be remiss if I didn't point out that...this was their team's first offensive drive that resulted in a touchdown.

Maybe...just maybe...I have my very own Joe.

Disclaimer: Starting QB, Davis, is an incredible athlete and probably has more yardage than any player on the team. And probably more solid tackles as well! NO discredit to him whatsoever...I'm just havin' fun with My Boy!