The year Mary Ruth Tolbert turned eight years of age the world she lived in and depended upon collapsed.
For the third time.
What she remembered of that awful year was that she was determined to make of herself someone who mattered.
She would spend the rest of her life defining who that person was to be.
|The Biography Of Mary Ruth Tolbert|
|Format: 6×9 — Soft Cover Edition – 370 pages
130 images ( 90 color ), maps and paintings
Academic Bibliography — Historical Footnotes
|Inside I Hear Music
Did You Say Indians?
|New! Timeline index ( 1770 – 2015 )
Library of Congress Control Number: 2014915929
| America’s Revolution
Mount Oval National Historic
Site at Grenadier Squaw Village
|Read An Excerpt ⇒||Mary Tolbert’s Trip To Williamson|
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Mary Ruth Tolbert lived a life of immense challenge. Some of those challenges were systemic – like being born female in a male dominated era.
Others were extrinsic, or even self-inflicted. Nearly all achievers are confronted by challenges of time and place – imposed by force of history, upbringing, or demands laid upon one by authority figures. When it came to challenges, most real, some imagined, Mary Tolbert hit the jackpot.
Most lives are defined to some degree by temporal concordance – i.e. the thrust of history during one’s lifetime filtered and conformed by social norms, community values and family hierarchy.
The biographical narrative that follows rests upon a unique historic foundation arising from a transcendent shift in American culture that began to consciously evolve. Following her retirement, Mary Tolbert left Columbus for her family farm five miles south of Circleville, Ohio.
Decades later she remembered being thrilled to be home at last – to take up her role as Mount Oval’s Queen Bee in residence. It was time to enjoy all that was hers; to adulate over what she had achieved; to take dominion over that which was hers.
For the remainder of that summer, Mary Tolbert was ecstatically happy. Still the 1980s were not happy times for Tolbert. By fall she came to see herself as chief cook and bottle washer in a world devoid of either challenge or purpose.
There were no students to hang upon her every word, or parse her every nuance. Nor were there any ego-driven men anxious to do her in, or discredit her work, or suggest she was a fish in the wrong ocean.
What does a woman of papers, books and ideas do to stave off boredom? To find challenge? To make life interesting again?
The Ohio State University School
The Definitive History Of America’s Most Famous School
Image Of Excellence reports a neglected chapter in the history of the College of Education and The Ohio State University.
Although Ohio State’s University School was an integral part of John Dewey’s progressive movement in education, it was equally a product of societal forces, changing cultural values, and political ambitions.
Appraisal of the Dewey-Bode era at Ohio State therefore requires that we look beyond Dewey’s legacy and examine what happened at Ohio State against the social and cultural background of a conflicted era.
In the fall of 1928, having been carefully recruited by Arps, Laura Zirbes enthusiastically accepted an associate professorship at Ohio State. Eager to keep her Ph.D. from getting between her and the children she loved to work with, Zirbes set about organizing an experimental elementary school for the summer of 1929. It, too, was a huge success, encouraging Zirbes to continue it for another ten years. Perhaps more important, however, was her ability to get the College to approve her plan to develop an experimental elementary school that fall.
For all practical purposes, Zirbes’ directorship of the OSU laboratory school, albeit inadequately funded and somewhat of a distant appendage, is prima facie evidence of her important role in establishing the elementary grades of the University School that would follow. In many ways, the success of the Dalton School experiment helped to pave the way for Zirbes’ experimental school and Dean Arps’ determination to have a real University School as well.
As with the Dalton demonstration school, Zirbes’ little elementary school also settled in at the nearby Indianola School—a facility operated by the Columbus Public Schools. Working at Indianola was made all the easier by its being just a scant two blocks from Arps Hall. Zirbes’ fledgling elementary school gave her a much needed opportunity to keep her hands and mind involved in the realities of day-to-day teaching. Not only did the little school provide her both pleasure and challenge, it also engaged the College in practicing what it was preaching.
Once her summer school was in place, Zirbes began to chafe at the restrictions placed on experimentation by the Columbus school administration. Undaunted, she charged ahead by starting yet another school, this one a privately funded one at 47 East Frambes that was entirely under her direction and control. How could this be, some might wonder today?
The answer is both simple and illustrative of Zirbes’ determination to march to the beat of a different drummer. For unlike many of the men she worked with, Zirbes was a risk-taker—a quality that made it possible for her to seize opportunity with bold action, very often totally on her own recognizance. When asked about this quality in later life, Zirbes would say only, “I don’t think the Lord intended me to be a cog.”
As a result of her resourcefulness and determination, Zirbes created the Frambes Avenue elementary school almost entirely on her own—from “next to nothing.” For a teaching staff she recruited Orville Brim, Amy Bronsky and, of course, herself. Unfortunately, Zirbes experimentation at the Indianola school was restricted by the Columbus Public schools. Finding those restrictions unacceptable, Zirbes decided it was time to move on.
[wpecpp name=”Growing Up In University School” price=”39.95″ shipping=”6″ item_id=”1601″ qty=”1″ size=”3″ align=”center”]
An Autobiographical Look Inside
America’s Most Experimental Laboratory School
Growing up In University School is, in many ways, a new genre of book – a personal educational anthology. Although it has a solid historical foundation, this is not a history of University School. Nor is it a treatise on the school’s academic qualities or pedagogical methods. A great deal is known and has been written about University School and the twenty-nine other experimental, secondary schools.
Those interested in knowing how the school was organized, its pedagogical legacy, or its philosophical foundations will find a wealth of literature about the progressive era, its progenitors and its scholars in most college libraries. So, to put it in simple terms, this book is not about how the car was designed and assembled. It is about what it was like to ride in the car during a very long journey.
To some degree, this is the story of one child’s experiences at one of America’s premiere laboratory schools. But so is it, to a larger degree, about that student’s experiences during the experimental era in American education in the first half of the twentieth century. The realities of University School are not masked in this story – nor are the issues and problems of the American nation during times of turmoil and exhilaration.
6×9 Book – 340 pages – Copyright 2004
Unpublished — Movie Story Treatment
Stories of Real People and Real Places
In a Time of Mankind’s Voyages to the Final Frontier
StarShip adventures are timeless stories about mankind’s evolving mastery of time and space. These adventures could take place today, next year, or millenniums into the future. StarShip stories are futuristic in the sense that the StarShip era marks a time when mankind has learned to control its conflict-driven behavior while having gained the scientific insight required to exploit hidden exceptions in the time-space continuum.
Thus the StarShip era is a time of exploration, but not without limits. Although evidence of primordial life were discovered in the Solar System well before the StarShip Era, mankind continues to search for signs of intelligent life beyond the local star. Unfortunately, the mechanics of space, i.e. distances beyond human experience and the physical characteristics of time and space make significant exploration in the physical realm all but impossible.
Although the life expectancy of people in the StarShip era is nearly 200 years – the realities of time and space serve to keep mankind in a very small part of his own galaxy. Physical travel, even at interstellar speeds of up to 500 million miles per hour, limit mankind to places within 75 – 80 light years – and even then, the voyage takes nearly an entire lifetime to complete. Human life is too short, and the distances too great for mankind to explore much beyond his own neighborhood.
Our own galaxy, the Milky Way is nearly 100,000 light years across – and our nearest local galaxy, Andromeda, is nearly 2.6 million light years beyond – are distances far beyond the limitations of physical travel. Given that life spans will never be measured in the billions of years needed to physically explore the universe – scientists looked for ways to escape from the time-space continuum by exploiting the gravity exception which is not governed by the snail-like limits of the speed of lite.
StarShips are capable of exploiting the gravity exception, transition into the energy realm, and traverse the universe at speeds measured in the millions, even billions of times the speed of light. Persons aboard StarShips can move about the universe at will and become witnesses to sights beyond comprehension and imagination.
Traveling in the energy realm permits easy, safe and fast transit through space, matter, stars and even black holes – whose extreme centers of gravity are easily tapped by StarShips – even at great distances. Unfortunately, travel in the energy realm means that physical interaction does not exist.
So, while StarShips can travel to far flung galaxies, they cannot land on, or even orbit physical objects. It can fly around them, through them, or by them, but it cannot physically visit them. This means that StarShips have no useful value for discovering life, mining valuable resources, or even listening for radio signals which are effectively stationary at StarShip speeds.
StarShips were built to explore, to learn about the universe – and to take ordinary people on extraordinary voyages of adventure and discovery.
6×9 Book – 696 pages – Copyright 2006
Library of Congress Control Number: 2005937714
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In An America That Has Lost Confidence In Its Government, and Its News Media, Something Has to Change!
On October 15, 1958, veteran broadcaster Edward R. Murrow delivered his famous “wires and lights in a box” speech before attendees of the RTDNA. This was the night he spoke to his peers about the collapse of television news as a respectable instrument of journalism.
It was not Murrow’s only public utterance about the decline in his media, or American culture, for he earlier had spoken about the failures of CBS to fully develop its public service mandate.
Cassius was right,
“The fault, dear Brutus, is not in our stars, but in ourselves.”
Edward R. Murrow,
Speaking to the American People
March 9th, 1954