Monday, September 30, 2019

The Elements of Color by Johannes Itten

https://monoskop.org/images/4/46/Itten_Johannes_The_Elements_of_Color.pdf



The Elements of Color
by Johannes Itten

Color Theory Terms and Definitions
Color - Element of art derived from reflected light.  We see color because light waves are reflected from objects to your eyes.
Color wheel - color spectrum bent into a circle.
Primary colors - The most basic colors on the color wheel, red, yellow and blue. These colors cannot be made by mixing.
Secondary colors - colors that are made by mixing two primary colors together. Orange, green and violet (purple).
Tertiary colors - colors that are made by mixing a primary color with a secondary color.
Hue - the name of the color.
Intensity - the brightness or dullness of a color. DO NOT CONFUSE WITH VALUE.
Color value - the darkness or lightness of a color. Ex pink is a tint of red.
Tints - are created by adding white to color.
Shades - are created by adding black to a color.
Optical color - color that people actually perceive- also called local color.
Arbitrary color - colors were chosen by the artist to express feelings or mood.


The element of Design: Color

Of all the Elements of Design, color is probably the most challenging to understand. We have to learn a little science to fully understand the nature of color. Color has three main properties: hue, value, and intensity.

What is color?

Color originates from a light source, that is either view directly or as reflected light. Daylight or white light contains light waves for all colors. There is no color without light! The absence of light in complete darkness or black. The mixture of all visible light is white light. White light is made up of all the colors in the rainbow. Water droplets in the air act like a prism do when light passes through. It organizes random color light waves into the order of their wavelength. We see that organized pattern as a rainbow. These colors are always in the same order and are called the Color Spectrum. When organized in order around a circle; the color spectrum is called a Color Wheel.

Color Wheel

How do we see color?

to see color, there must be light and there must also be color receptors, such as eyes. We see colored light or light reflected off objects. So why do we see some things like red and other things like blue? The answer is that when light waves strike an object they are either absorbed or reflected by the object. The reflected light waves mixed in varying proportions are what we see as different colors.

Primary Colors

The three primary colors are Red, Yellow, and Blue
The primary colors are Red, Yellow and Blue in the art world. They are considered primary colors because they cannot be made from mixing other colors but they may be mixed to make most other colors. Black and white can also be added to create additional colors.
 
   
 
 
 
  
 

 
 
 

Secondary Colors

Secondary colors are; Green, Orange, and Violet (or Purple). they are the colors that result in mixing two of the Primary colors together in equal amounts
Secondary colors are made by mixing two primary colors together
 

Intermediate Colors

Intermediate colors are made by mixing a primary color with one of its two adjacent secondary colors. An adjacent color is one the is next to the color in the color spectrum. Another way to remember this is to mix a primary with only one of the secondary colors that it has in it. For example, yellow is used to make secondary colors green and orange, so only green and orange can be mixed with yellow to get an intermediate color. Each primary color had two secondary color choices that may be mixed to produce an intermediate color.
 

Properties of Color

1. Hue: Hue is the name of pure color, such as red, blue, or yellow.
2. Value: Value is the lightness or darkness of a hue (color). The value of a hue can be changed by adding black or white. Light values of colors are called tints. Darker values of colors are called shades.
3. Intensity: Intensity is the brightness or dullness of a hue (color). Pure hues are high-intensity colors. Dull hues are low-intensity colors. The intensity of the color is changed by adding varying amounts of its complementary color. For example, to make a bright green duller a little bit of red could be added to it.
Warm colors: Warm colors are colors that remind us of warm things: they are red, yellow and orange.
Cool colors: Cool colors remind us of things we associate with cold or coolness. they are blue, violet and green.

Sunday, September 29, 2019

Physics on the Playground home School Lesson Plan

https://www.scholastic.com/teachers/articles/teaching-content/physics-playground/

Physics on the Playground

Invite students outdoors to take a closer look at the science behind the fun with these hands-on activities. Encourage them to predict, observe, and draw conclusions along the way.
If you want students to record their predictions and observations along the way, provide notebooks or paper and writing implements for each student before beginning the activities.

Swinging Forces

Materials Needed:
  • Access to at least one swing
  • Plain, white paper, one piece per student
  • Pencils, pens, or markers
Science Concept: What makes a swing swing? When someone pushes you on the swing, they increase your kinetic energy. The push acts as an external force that propels you to swing forward. Another way to get height on a swing is to simultaneously pump your legs and rock forward and back. Pumping your legs increases your potential energy, and leaning forward raises your center of gravity slightly — all of which get you to swing higher and higher. Meanwhile, the pull of gravity, which draws all objects to Earth, works to pull the swing toward the ground on its downward trajectory.
Try This: After explaining these concepts, ask a student volunteer to sit on a swing, without pumping, and another student to give him or her a few solid pushes. Have the rest of the class stand safely to one side and observe.
Questions: Ask students to watch the swing action at three key points: the two peaks of the motion and the lowest point. Next, challenge them to draw a diagram of the three points and identify at each point the force that controls the movement. Kinetic energy is the middle part of the swinging when the swing is approaching its peak on either side. Potential energy is the peak of the swinging on either side when the swing is temporarily still. When the swing falls from either peak to the ground, the force of gravity is acting upon it.

Slip Sliding Away: Friction Comparison

Materials Needed:
  • Access to at least one slide
  • Assorted materials to slide on, such as carpet scraps, cardboard, plastic bags, different fabrics, and rubber mats
Science Concept: Without gravity pulling downward and powering the ride, slides really wouldn’t slide. But another force is usually working against gravity to slow down the fun: friction.
Try This: Challenge students to minimize friction for the fastest, smoothest ride down the slide. Provide a variety of materials for them to sit on, such as carpet scraps, cardboard, plastic bags, fabrics, and a rubber mat.
Questions: Ask students to predict which materials, including their own clothing, will create the least amount of friction. Next, ask pairs to test the materials by having one student slide down and another time the ride until the slider´s feet touch the ground. Which of the materials creates the fastest ride? Why?

Air Resistance Test

Materials Needed:
  • Access to climbing equipment or chairs (for students to stand on)
  • Plain, white paper, one piece per student and two pieces for the demonstration
Science Concept: Air resistance — the push of air against a moving object — can have a surprising effect on gravity.
Try This: Tell students that a bowling ball and a feather will fall at the same speed — if nothing is in the way of their fall. What does get in their way? Invisible air! Hold up two identical pieces of paper, and crumple one into a ball.
Questions: Ask students to predict which one will fall faster. Then have student pairs investigate by dropping twice pieces of paper — one flat and one crumpled — at the same time from a high place on the playground. Ask students: If the pieces weigh the same, why does one fall faster? The answer is air resistance: more air pushes back against the larger surface area of the flat piece, slowing its fall.

Stronger Than Gravity

Materials Needed:
  • Tennis ball
  • Medium-sized bucket
Science Concept: Is there any force that can defy gravity? According to Newton’s First Law of Motion, an object at rest stays at rest and an object in motion stays in motion unless it is acted upon by an unbalanced force. Objects, in essence, resist changes to their state of motion. This force of resistance is called inertia.
Try This: To demonstrate inertia for students, place a tennis ball (or other light, harmless object) into a plastic bucket. Ask students what will happen when you turn the bucket upside down. The ball will fall out because the force of gravity acts upon it. Now say you will show them a force that can actually defy gravity, called inertia. Have students each take turns holding the bucket and swinging it around in a vertical circle so that the object stays in on each swing. Explain that this force is the same force they feel pushing them to one side when riding in a car or on a bike that takes a sharp curve.

Seesaw Lever Lift

Materials Needed:
  • Access to at least one seesaw
  • Heavy objects for students to practice lifting, such as big dictionaries or plastic bins
Science Concept: It is easy to lift a piece of paper or a feather, but could you lift a sack of rocks? When you try to lift something heavy, gravity pulls against it. The more mass that you are trying to lift, the harder the pull. People have learned to outsmart gravity by using simple machines such as levers.
Try This: For this two-part activity, you’ll need a heavy object that students can safely lift — such as a big dictionary — and a seesaw, which will act as a lever.
Questions: First, ask pairs of students to predict which will require more force: lifting the object up into the air with their hands or lifting it by using a lever. Have pairs test their predictions. The students should place the object on the lowered end of a seesaw and push down on the other end. They should discover that using a lever to raise an object requires less force than directly lifting the object. Next, challenge students to test, and then answer, why it matters where you sit on the seesaw. What happens if you sit close to the center?

Body Balancing

Materials Needed:
  • Access to an empty wall or side of a building
Science Concept: An object’s center of gravity, or center of mass, is the point where the object is perfectly balanced on all sides and the weight of the object appears concentrated. Each person has a center of gravity.
Try This: Ask students to form pairs and observe one another from the side as each tries to lean forward, keeping their legs straight, and touch the ground in front of his or her toes. Ask them to observe how the body changes to stay in balance — when one part moves forward, another part leans back.
Questions: Ask the students to predict answers for the following questions, then test their answers: What would happen if you tried to touch your toes with your heels pressed against the wall? Have students try it against the wall of the school. Is it impossible? Explain that one’s body can’t move its center of mass too far to one side without losing balance. What if two students leaned against each other? Can students identify where the pair’s center of gravity is?

The Best Ride Ever

Materials Needed:
  • Plain, white paper, one piece per student
  • Pencils, pens, or markers
Use the following questions to get the students thinking:
  1. Can you think of a way to make our playground more fun?
  2. What kind of rides and equipment would you like to see?
  3. How can you use physics to create the best ride ever?
Now ask your students to design the best ride ever! Challenge the students to choose one piece of playground equipment and brainstorm ways to improve it or invent an entirely new piece of equipment. Invite students to sketch their designs on paper, adding descriptions of what each invention does and explaining why it is the best ride ever. Remind students to use as many physics words in their descriptions as possible!

Saturday, September 28, 2019

Pendulum Inquiry - Wrecking Balls lesson plan



Pendulum Inquiry - Wrecking Balls


LESSON CONTENT

  • Lesson Plan Template: 
    Learning Cycle (5E Model)
  • Learning Objectives: What will students know and be able to do as a result of this lesson?

    The students will:
    • understand that changes can occur when variables are manipulated or changed within an investigation.
    • recognize and explain the need for repeated experimental trials.
    • identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects.
    • use problem-solving skills (brainstorming, testing, lateral thinking, trial, and error) to design a pendulum/wrecking ball that will complete each task outlined in the class challenge.
    • record results and procedures to document their progress throughout the lesson.
  • Prior Knowledge: What prior knowledge should students have for this lesson?

    Students should:
    • have knowledge of forces (gravity, friction, pushes and pulls).
    • recognize that energy has the ability to cause motion or create change.
    • be able identify familiar forces that affect how objects move.
    • be able to identify scenarios whereby gravity is overcome.
    • know about balanced and unbalanced forces.
    • know about gravity and friction and how they affect motion.
  • Guiding Questions: What are the guiding questions for this lesson?

    1. What causes objects to move or be set in motion?
    2. If traveling in a car with no seat belt, what would happen to you if someone suddenly slammed on the brakes? Why would this occur?
    3. When two objects collide what happens?
    4. Can a pendulum move an object at rest? How? Have you ever seen that happen? Explain.
  • Engage: What object, event, or questions will the teacher use to trigger the students' curiosity and engage them in the concepts?

    1. Engage the students with the video LG&E Building vs. Wrecking Ball.
    2. Ask students, "Could a wrecking ball like the one we just saw in the video be considered a pendulum? Explain your thinking."
      Possible response: Yes, because it is swinging from a fixed point.
    3. Explain that a wrecking ball is indeed a pendulum.
    4. Discovery questions:
      • "How might Newton's Second Law of Motion apply to a wrecking ball? Law #2: If a force acts on an object, the object moves in the direction of that force." 
        Possible response: When a wrecking ball slams into the concrete or bricks of a building it will move the concrete or bricks in the direction of the wrecking ball until the force of gravity pulls the material to the ground.
      • "How might Newton's Third Law of Motion apply to a wrecking ball? Law #3: For every action, there is an equal and opposite reaction."
        Possible response: When a wrecking ball hits a building it will cause materials in the building to smash, move and fall to the ground due to gravity.
      • "So when a wrecking ball hits an object, according to Newton's Laws of Motion, what should be the result?"
        Possible response: Destruction!
    5. Introduce the vocabulary for the lesson. Use the attached Wrecking_Ball_Vocab.docx sheet to access all learners.
      • Balanced forces: two forces acting in opposite directions on an object, and equal in size.
      • Unbalanced forces: two forces acting on an object are not equal in size. Can cause motion of an object, for example a wrecking ball.
      • Gravity: the force that tries to pull two objects toward one another.
      • Friction: a force that holds back the movement of a sliding object. Only occurs with solid objects.
      • Air resistance: the friction exerted on an object moving through the air.
    6. Project the attached vocabulary support document on the class document camera. A term, definition and picture example is provided for each vocabulary word. Students can copy this into their science journals if they are used or a separate sheet of paper. Encourage students to come up with their own picture examples. To challenge students the teacher can keep the picture example column covered until students discuss their own examples.
    7. Explain to students that they will use their understanding of pendulums and these vocabulary words to help them design their own wrecking balls in the next phase of the lesson.
  • Explore: What will the students do to explore the concepts and skills being developed through the lesson?

    Each engineering team will require a set of the following materials: 3 large washers, length of string that can be measured to 15 cm, yard stick, unsharpened pencil, protractor, sticker or other marker to serve as the fixed starting point for each test, attached recording sheet-one per student.
    1. Assign students to engineer teams of 2-3 for the "Testing" phase of the lesson. Pass out materials to each group. Tell students they may not touch the materials until all directions are given and understood.
      • Note: The pendulums from the previous lesson would work well for this lesson as and save on time and materials. They match the design described below.
    2. Explain to students that they will be designing a pendulum/wrecking ball to test for performing the task of moving and/or knocking down a "building" the greatest distance. Students will be allowed to manipulate set variables to achieve a pendulum design they feel will move their building the greatest distance.
    3. Next, introduce the challenge so students understand the end goal of the lesson. However, this phase will be focused on the students testing with the wrecking balls and materials in order to determine the preferred specifications to accomplish the challenge goal.
      • Challenge Activity: The Wreck-It Right construction company is looking to hire a team of engineers to design new and effective wrecking balls for their company. Wreck-It Right needs to ensure they are hiring the right engineering team for the job. They have posed a challenge for all the engineers in your community to compete in. The engineering teams' mission will be to design a pendulum/wrecking ball that will move a "building" over the greatest distance from a fixed starting point. The engineering teams will have time to conduct trials in order to determine the specification for the most effective final product for on-site testing. The top three designs will be hired by the company to handle all of their destruction and demolition needs. Use your knowledge of pendulums, mass and gravity to design your pendulum/wrecking ball. Good luck, engineering teams, and good designing.
    4. Review the goals for the challenge:
      1. Determine the specifications for the wrecking ball that will move/knock the building the greatest distance from the fixed measuring point.
      2. Students are restricted to changing only the variables on the attached Student_Recording_Sheet.docx.
    5. Changes to variables for this lesson should be limited to the following:
      • degrees (angle) from the center point of the pendulum
      • string length
      • mass of the bob
    Pendulum Design:
    Tie one end of a string measuring 15 cm to a large washer and the other end to an unsharpened pencil. The pencil will be the fixed point, and also used to lengthen or shorten the string by twisting the pencil to wrap the string around it. Demonstrate to the engineering teams how to design this type of pendulum, pointing out the parts (bob/mass, string, fixed point).
    The teacher should actually build his/her own as an example for construction as well as other examples throughout the lesson.

    Pencil image from OpenClipArt.com; diagram designed in Paint
    1. Let all engineering teams construct the same pendulum with the materials provided for testing and reference. All students should design a pendulum with one large washer on one end and a string length of 15 cm.
    2. Explain to students that they are going to use their pendulums as wrecking balls to perform a specific challenge task.
    3. Demonstrate how to measure the degree of angle from the center with a protractor with the teacher pendulum:
      • Turn the protractor so that the straight side is in line or parallel with the pencil (the pencil and protractor should both be horizontal).
      • As the students pull back on the pendulum bob, they can measure the degrees from the center by reading where the string crosses the protractor and record it.
      • For an example of this, see Figure H in the Simple Pendulum experiment from Loren Winters' AP Physics B Online.
    4. Tell students that they will work in engineering teams to design a pendulum/wrecking ball that will be able to move a "building" the greatest distance (cm). Students should consider degrees from the center, string length, and mass of the bob as they create their designs, but it is important they understand they will be changing these variables independently of one another. Engineering teams should only be changing one variable at a time as they test their wrecking balls.
    5. Have groups decide upon and assign roles:
      1. pendulum holder (the student who will hold the pendulum for the tests)
      2. variable controller (the student who will control, monitor, and change the variables for the tests)
      3. building measurement taker and recorder (the student who will use the yard stick to measure the distance the building moved after being knocked by the pendulum and record the results for their team members to record later)
    6. During the testing phase, students will be testing their wrecking balls, which have been constructed with the given materials, and changing variables to determine the best design for moving/knocking down the "building" the greatest distance from a fixed starting point.
    7. Students will repeat their trials four times, using a yardstick to measure the distance (in cm) traveled by the building and recording the results for each trial on the attached Student Recording Sheet.
      • Students will find the average distance traveled (rounded to nearest whole cm) and record their results and conclusions for discussion on their recording sheets.
      • The measurement taker should be measuring a straight line from the fixed starting point to the final resting place of the building for each test swing. The teacher may need to demonstrate this to ensure that students are measuring accurately.
    8. The attached student recording sheet designates the variables to be changed for each round of tests for the students. The attachment is a Word document and can be adjusted, so if you feel that your particular students would benefit from the freedom to select which variables to change, you can easily adjust the recording sheet for students to do so.
      • Note: The teacher should be cautioned that students can easily begin changing too many variables at once, and the validity of their investigation will break down quickly. For this reason, the variables to be changed during the testing have been chosen for the students. Students will use the results of experiments with these pre-determined variables to decide what wrecking ball design will produce the best pendulum for moving the test-site building and adjust their pendulums accordingly.
    Prior to tests:
    The engineering teams should decide where they will conduct their tests, on the floor or a desk. They will place the sticker or other marker in a place where there will be plenty of room for the wrecking ball and building to move. This will be the fixed measuring point where they will place the building for each test. Additionally, teams should position the pencil directly over this fixed measuring point for each test to avoid accidentally introducing another variable and ensure that their tests are consistent. Students should take their building movement measurements in a straight line from the fixed measuring point to the final resting place of their building. Directions for creating the building are provided below. Each student can make his/her own building to keep students engaged. Student teams should choose one team member's building to conduct their tests.
    For the angle tests:
    1. Engineering teams will test the best release angle for their wrecking ball. The only variable they will change for this test will either be adjusting the angle to 40 or 60 degrees as the teacher has already demonstrated.
    2. The length of the pendulum at this point should be the original length of the string 15 cm, minus the amount used to tie to the washer and pencil.
    3. There should also only be one washer tied to the string at this point.
    4. Students will conduct their tests for both angles, measuring the distance the building is knocked/moved each time.
    5. From the averaged results, the teams will determine the most effective release angle for their wrecking ball. This will be the release angle they will use for the remaining two variable tests. For example, if a team determined that 60 degrees was the more effective release angle, they would use this angle when they test bob mass and string length.
    For the string length tests:
    1. Students will test each string length by twisting the fixed point (pencil) to lengthen or shorten the string.
    2. Students should use the yard stick to ensure that the string length measures 12 or 8 cm.
    3. A small piece of tape can be given so the students can secure the string on the pencil to maintain the correct length. Make sure the tape does not impede the swinging of the wrecking ball.
    4. Students will conduct their tests, and then analyze their results to determine which string length moved the building the greatest distance. This will be the string length they will keep and use to test the mass of the bob. For example, if a team determined that 60 degrees and 12 cm produced the best results, these would be the specifications they would use to test the bob mass.
    For the bob tests:
    1. Students will conduct tests to determine the best bob mass for their wrecking ball.
    2. They will start with the original washer, and tie a second washer to the first. They should tie the washers side-by-side; attaching the washers underneath one another would actually change the length of the pendulum, which would affect the validity of their tests.
    3. The students will conduct their tests with two washers, and then do the same with three.
    4. The teams will use their results to determine the most effective bob mass.
    Full-class trials
    1. Now teams will use all of their results to design wrecking balls with the specifications that produced the most effective results during their tests. For example, if test results for a team determined that a release angle of 60 degrees, a string length of 12 cm, and a bob mass of two washers produced the best results, this will be the pendulum specifications this team of students will use to conduct their trials at the class testing site.
      • Note: Although this will be group work, each student should complete their own recording sheet. The team recorder can write down results as the teams test with their wrecking balls and the rest of the group may copy it from the recorders sheet after all tests are conducted.
    2. As the students are testing, the teacher should be circulating among teams to monitor and assist as needed. After teams have completed a few tests, the teacher may pose the following questions to the class:
      • "How has changing one variable affected the distance the building traveled?"
      • "Did the building travel a farther or shorter distance or was there no change? Explain these results."
    3. Once all testing is complete, students should make sure they have filled in their individual student recording sheets. They may copy from their team recorder. Make sure students also complete the concluding statement on their recording sheet and circle the specifications they will be using for their wrecking balls at the class test site. Encourage students to use the new vocabulary for the lesson in their conclusions and explanations.
    Teacher note: Although students are changing the same sets of variables in this lesson, each group will have their own ideas for the "best" or most effective combination of these variables to perform the task. As students test their wrecking balls and record class totals, good discussion may take place to explain why or why not some designs worked better than others. Additionally, if students choose the same designs with the same variables, discussion can take place as to why that particular combination of variables worked so effectively. This will allow students to reflect on their decision making process and further analyze their results.
    Directions for creating "buildings" for the wrecking balls to knock down:
    1. A week or so before conducting this lesson, the teacher should instruct students to save their empty school milk cartons after lunch.
    2. To keep students invested in the lesson and engaged, each student may make his/her own "building."
    3. Ensure the milk cartons are thoroughly washed of all milk residue and dry them out for at least a day prior to decorating them.
    4. After the milk cartons are washed and dried, the teacher should staple them closed at the top using one staple.
    5. To incorporate an art element into the lesson, the students can use tempera paint to paint their milk cartons to resemble a building of their design. Encourage students to be as creative as they wish.
    6. Allow the buildings to dry before using them in the challenge activity.
    7. As students are testing, buildings may need to be swapped out with those designed by other team members in the event that the first building becomes damaged. Swap buildings as needed, as the only significant difference between buildings will be the designs.







LG&E Building vs. Wrecking Ball... - SafeShare.tvtv

https://safeshare.tv/x/olaxrCNyuq



  • Explain: What will the students and teacher do so students have opportunities to clarify their ideas, reach a conclusion or generalization, and communicate what they know to others?

    1. The teacher will construct the class testing site. This should be a place where the class can easily gather around to view each others results. Each engineering team will take turns testing their wrecking ball at this site while the rest of the engineering teams observe.
    2. To construct the class test site for the challenge activity, the teacher should place a sticker or marker on a desk or the ground to designate the fixed measuring point. The teacher can use one of the student buildings or make one specifically for class tests. Swap out the buildings as needed.
    3. Review the challenge: The Wreck-It Right construction company is looking to hire a team of engineers to design new and effective wrecking balls for their company. Wreck-It Right needs to ensure they are hiring the right engineering team for the job. They have posed a challenge for all the engineers in your community to compete in. The engineering teams' mission will be to design a pendulum/wrecking ball that will move a "building" over the greatest distance from a fixed starting point. The engineering teams will have time to conduct trials in order to determine the specification for the most effective final product for on-site testing. The top three designs will be hired by the company to handle all of their destruction and demolition needs. Use your knowledge of pendulums, mass and gravity to design your pendulum/wrecking ball. Good luck, engineering teams, and good designing.
    4. Review the goals for the challenge:
      • Determine the specifications for the wrecking ball that will move/knock the building the greatest distance from the fixed measuring point.
      • Students are restricted to changing only the variables on the attached student recording sheet.
    5. Each engineering team will demonstrate their pendulum/wrecking ball design to the class and complete swings swings at the target. Each engineering team will record their results at the test site on the last table of the attached student recording sheet. The average distance (in cm) will be their final score.
    6. As the teams complete their testing and determine their official number, the teacher will record it on the board so that all students may keep track of which three teams are in the running to be hired by Wreck-It Right Construction!
    7. After all teams have completed their swings and results have been recorded, determine the three teams that were able to design the wrecking ball that could move the test building the greatest distance. This will be the three teams with the highest averages.
  • Elaborate: What will the students do to apply their conceptual understanding and skills to solve a problem, make a decision, perform a task, or make sense of new knowledge?

    1. To close the lesson, the teacher should bring the students back to whole group. The teacher should now facilitate a class discussion about why the students believe the three engineering teams had the most effective design. Encourage students to reflect on their own results and that of their classmates. Students should have their recording sheets to reference. Discuss differences in specifications and how they may have helped or hindered results. Perhaps one group used too much weight, or used too long of a string.
    2. Also discuss what other variables could be changed that were not in this particular lesson and how they might affect the distance the object traveled, such as building size, shape or weight. Encourage students to use the new vocabulary for the lesson in their conclusions and explanations.
    Conduct the Summative Assessment:
    The teacher can have the students answer the following journal prompts in their science journals if they are used, or a separate sheet of paper if they are not. Student responses to these journal prompts will either demonstrate a mastery of the aligned standards and the student's ability to articulate what they've learned in the lesson, or indicate that further practice needs to take place with these skills. Encourage students to use vocabulary in their responses.
    Journal Questions:
    1. How did changing each variable affect the distance the object traveled? Why do you think this occurred?
    2. After watching all of the pendulum/wrecking ball demonstrations, what would you have changed about your design?
  • Summative Assessment

    The teacher can have the students answer the following journal prompts in their science journals if they are used, or a separate sheet of paper if they are not. Student responses to these journal prompts will either demonstrate a mastery of the aligned standards and the students' ability to articulate what they've learned in the lesson, or an indication that further practice needs to take place with these skills.
    Journal Questions:
    1. How did changing each variable affect the distance the object traveled? Why do you think this occurred?
    2. After watching all of the pendulum/wrecking ball demonstrations what things would you have changed about your design?
  • Formative Assessment

    This lesson outlines pendulum investigations for students to explore in a hands-on manner to investigate the effects of gravity, mass and energy transfer. As these are investigations for the students to explore the workings of pendulums they may not require a large working knowledge of them before conducting this lesson. By asking the guiding questions for the lesson, however, the teacher can determine what current prior knowledge the students possess for gravity and forces that act on falling objects. If students have a limited understanding of concepts related to these questions, some simple demonstrations of dropping objects and observing/discussing the results will build this understanding. Additionally, the Pendulum Inquiry lesson prior to this one was designed for the specific purpose of building students' background knowledge.
    1. How does the force of gravity affect a falling object?
    2. Can we drop an object and have it not hit the floor? How?
    3. When an object is tied to a string and dropped what will occur? What forces are acting on the dropped mass?
    4. What causes objects to move or be set in motion?
    5. If traveling in a car with no seat belt, what would happen to you if someone suddenly slammed on the brakes? Why would this occur?
    6. When two objects collide what happens?
    7. Can a pendulum move an object at rest? How? Have you ever seen that happen? Explain.
    8. Why is it important to change only one variable at a time in an experiment or investigation?
  • Feedback to Students

    1. Students will receive feedback while completing the activities outlined in the Explore and Elaborate sections. The teacher will circulate the room and ask questions checking for understanding. Ask questions such as:
      • Are there any other ways that would work? Why or why not?
      • What do you notice about the angle at which you drop the pendulum? String length? Bob mass?
      • What are the results?
    2. Throughout the lesson, students will be able to monitor their own progress; they will immediately know if they are designing a working pendulum because it will either move the mass appropriately based on the challenge guidelines or not.

ACCOMMODATIONS & RECOMMENDATIONS


  • Accommodations:
    • Students will work with partners or in mixed ability groups to construct their wrecking balls and assist with completing the attached recording sheets. Students needing assistance completing their recording sheets can dictate to a peer.
    • The attached vocabulary sheet can be copied and pasted into student journals rather than students copying by hand.
    • Technology and visuals are used for varying exceptionalities through the use of the digital resource provided in the engage and explore sections.
    • Students requiring an extra challenge may determine their own variables to change during the wrecking ball testing phase of the lesson.

  • Extensions:
    As an optional extension, have students respond to the following journal prompt: How could we change or expand this experiment? Explain your thinking.

  • Suggested Technology: Document Camera, Computer for Presenter, Internet Connection, Speakers/Headphones, Adobe Flash Player

  • Special Materials Needed:
    Summative Assessment:
    • Science journal or separate sheet of paper
    Engage:
    • Video link: http://safeshare.tv/w/olaxrCNyuq
    • Vocabulary attachment: one copy to project or copies for students that require additional assistance
    • Science journals
    Explore - per engineering team:
    • 3 large washers
    • length of string that can be measured to 15 cm
    • yard stick
    • unsharpened pencil
    • protractor
    • sticker or other marker to serve as the fixed starting point for each test
    • attached recording sheet, one per student
    • pencils to write with
    • Model buildings; see instructions provided in the Explore section
    Elaborate:
    • Class test site, see directions in Elaborate section
    • Student recording sheet
    Explain:
    • Science journals
    Extension (optional):
    • Science journals

SOURCE AND ACCESS INFORMATIO

Friday, September 27, 2019

Civil Disobedience By Henry David Thoreau 1849

Civil Disobedience
By Henry David Thoreau
1849
I heartily accept the motto, "That government is best which governs least"; and I should like to see it acted up to more rapidly and systematically. Carried out, it finally amounts to this, which also I believe- "That government is best which governs not at all"; and when men are prepared for it, that will be the kind of government which they will have. Government is at best but an expedient; but most governments are usually, and all governments are sometimes, inexpedient. The objections which have been brought against a standing army, and they are many and weighty, and deserve to prevail, may also at last be brought against a standing government. The standing army is only an arm of the standing government. The government itself, which is only the mode which the people have chosen to execute their will, is equally liable to be abused and perverted before the people can act through it. Witness the present Mexican war, the work of comparatively a few individuals using the standing government as their tool; for, in the outset, the people would not have consented to this measure.

This American government- what is it but a tradition, though a recent one, endeavoring to transmit itself unimpaired to posterity, but each instant losing some of its integrity? It has not the vitality and force of a single living man; for a single man can bend it to his will. It is a sort of wooden gun to the people themselves. But it is not the less necessary for this; for the people must have some complicated machinery or other, and hear its din, to satisfy that idea of government which they have. Governments show thus how successfully men can be imposed on, even impose on themselves, for their own advantage. It is excellent, we must all allow. Yet this government never of itself furthered any enterprise, but by the alacrity with which it got out of its way. It does not keep the country free. It does not settle the West. It does not educate. The character inherent in the American people has done all that has been accomplished; and it would have done somewhat more, if the government had not sometimes got in its way. For government is an expedient by which men would fain succeed in letting one another alone; and, as has been said, when it is most expedient, the governed are most let alone by it. Trade and commerce, if they were not made of india-rubber, would never manage to bounce over the obstacles which legislators are continually putting in their way; and, if one were to judge these men wholly by the effects of their actions and not partly by their intentions, they would deserve to be classed and punished with those mischievous persons who put obstructions on the railroads.

But, to speak practically and as a citizen, unlike those who call themselves no-government men, I ask for, not at once no government, but at once a better government. Let every man make known what kind of government would command his respect, and that will be one step toward obtaining it.

After all, the practical reason why, when the power is once in the hands of the people, a majority are permitted, and for a long period continue, to rule is not because they are most likely to be in the right, nor because this seems fairest to the minority, but because they are physically the strongest. But a government in which the majority rule in all cases cannot be based on justice, even as far as men understand it. Can there not be a government in which majorities do not virtually decide right and wrong, but conscience?- in which majorities decide only those questions to which the rule of expediency is applicable? Must the citizen ever for a moment, or in the least degree, resign his conscience to the legislation? Why has every man a conscience, then? I think that we should be men first, and subjects afterward. It is not desirable to cultivate a respect for the law, so much as for the right. The only obligation which I have a right to assume is to do at any time what I think right. It is truly enough said that a corporation has no conscience; but a corporation of conscientious men is a corporation with a conscience. Law never made men a whit more just; and, by means of their respect for it, even the well-disposed are daily made the agents of injustice. A common and natural result of an undue respect for law is, that you may see a file of soldiers, colonel, captain, corporal, privates, powder-monkeys, and all, marching in admirable order over hill and dale to the wars, against their wills, ay, against their common sense and consciences, which makes it very steep marching indeed, and produces a palpitation of the heart. They have no doubt that it is a damnable business in which they are concerned; they are all peaceably inclined. Now, what are they? Men at all? or small movable forts and magazines, at the service of some unscrupulous man in power? Visit the Navy-Yard, and behold a marine, such a man as an American government can make, or such as it can make a man with its black arts- a mere shadow and reminiscence of humanity, a man laid out alive and standing, and already, as one may say, buried under arms with funeral accompaniments, though it may be,

"Not a drum was heard, not a funeral note,
As his corse to the rampart we hurried;

Not a soldier discharged his farewell shot

O'er the grave where our hero we buried."



The mass of men serve the state thus, not as men mainly, but as machines, with their bodies. They are the standing army, and the militia, jailers, constables, posse comitatus, etc. In most cases there is no free exercise whatever of the judgment or of the moral sense; but they put themselves on a level with wood and earth and stones; and wooden men can perhaps be manufactured that will serve the purpose as well. Such command no more respect than men of straw or a lump of dirt. They have the same sort of worth only as horses and dogs. Yet such as these even are commonly esteemed good citizens. Others- as most legislators, politicians, lawyers, ministers, and office-holders- serve the state chiefly with their heads; and, as they rarely make any moral distinctions, they are as likely to serve the devil, without intending it, as God. A very few- as heroes, patriots, martyrs, reformers in the great sense, and men- serve the state with their consciences also, and so necessarily resist it for the most part; and they are commonly treated as enemies by it. A wise man will only be useful as a man, and will not submit to be "clay," and "stop a hole to keep the wind away," but leave that office to his dust at least:

"I am too high-born to be propertied,

To be a secondary at control,

Or useful serving-man and instrument

To any sovereign state throughout the world."



He who gives himself entirely to his fellow-men appears to them useless and selfish; but he who gives himself partially to them is pronounced a benefactor and philanthropist.

How does it become a man to behave toward this American government today? I answer, that he cannot without disgrace be associated with it. I cannot for an instant recognize that political organization as my government which is the slave's government also.

All men recognize the right of revolution; that is, the right to refuse allegiance to, and to resist, the government, when its tyranny or its inefficiency are great and unendurable. But almost all say that such is not the case now. But such was the case, they think, in the Revolution Of '75. If one were to tell me that this was a bad government because it taxed certain foreign commodities brought to its ports, it is most probable that I should not make an ado about it, for I can do without them. All machines have their friction; and possibly this does enough good to counterbalance the evil. At any rate, it is a great evil to make a stir about it. But when the friction comes to have its machine, and oppression and robbery are organized, I say, let us not have such a machine any longer. In other words, when a sixth of the population of a nation which has undertaken to be the refuge of liberty are slaves, and a whole country is unjustly overrun and conquered by a foreign army, and subjected to military law, I think that it is not too soon for honest men to rebel and revolutionize. What makes this duty the more urgent is the fact that the country so overrun is not our own, but ours is the invading army.

Paley, a common authority with many on moral questions, in his chapter on the "Duty of Submission to Civil Government," resolves all civil obligation into expediency; and he proceeds to say that "so long as the interest of the whole society requires it, that is, so long as the established government cannot be resisted or changed without public inconveniency, it is the will of God... that the established government be obeyed- and no longer. This principle being admitted, the justice of every particular case of resistance is reduced to a computation of the quantity of the danger and grievance on the one side, and of the probability and expense of redressing it on the other." Of this, he says, every man shall judge for himself. But Paley appears never to have contemplated those cases to which the rule of expediency does not apply, in which a people, as well as an individual, must do justice, cost what it may. If I have unjustly wrested a plank from a drowning man, I must restore it to him though I drown myself. This, according to Paley, would be inconvenient. But he that would save his life, in such a case, shall lose it. This people must cease to hold slaves, and to make war on Mexico, though it cost them their existence as a people.

In their practice, nations agree with Paley; but does any one think that Massachusetts does exactly what is right at the present crisis?

"A drab of state, a cloth-o'-silver slut,

To have her train borne up, and her soul trail in the dirt."



Practically speaking, the opponents to a reform in Massachusetts are not a hundred thousand politicians at the South, but a hundred thousand merchants and farmers here, who are more interested in commerce and agriculture than they are in humanity, and are not prepared to do justice to the slave and to Mexico, cost what it may. I quarrel not with far-off foes, but with those who, near at home, cooperate with, and do the bidding of those far away, and without whom the latter would be harmless. We are accustomed to say, that the mass of men are unprepared; but improvement is slow, because the few are not materially wiser or better than the many. It is not so important that many should be as good as you, as that there be some absolute goodness somewhere; for that will leaven the whole lump. There are thousands who are in opinion opposed to slavery and to the war, who yet in effect do nothing to put an end to them; who, esteeming themselves children of Washington and Franklin, sit down with their hands in their pockets, and say that they know not what to do, and do nothing; who even postpone the question of freedom to the question of free trade, and quietly read the prices-current along with the latest advices from Mexico, after dinner, and, it may be, fall asleep over them both. What is the price-current of an honest man and patriot today? They hesitate, and they regret, and sometimes they petition; but they do nothing in earnest and with effect. They will wait, well disposed, for others to remedy the evil, that they may no longer have it to regret. At most, they give only a cheap vote, and a feeble countenance and God-speed, to the right, as it goes by them. There are nine hundred and ninety-nine patrons of virtue to one virtuous man. But it is easier to deal with the real possessor of a thing than with the temporary guardian of it.

All voting is a sort of gaming, like checkers or backgammon, with a slight moral tinge to it, a playing with right and wrong, with moral questions; and betting naturally accompanies it. The character of the voters is not staked. I cast my vote, perchance, as I think right; but I am not vitally concerned that that right should prevail. I am willing to leave it to the majority. Its obligation, therefore, never exceeds that of expediency. Even voting for the right is doing nothing for it. It is only expressing to men feebly your desire that it should prevail. A wise man will not leave the right to the mercy of chance, nor wish it to prevail through the power of the majority. There is but little virtue in the action of masses of men. When the majority shall at length vote for the abolition of slavery, it will be because they are indifferent to slavery, or because there is but little slavery left to be abolished by their vote. They will then be the only slaves. Only his vote can hasten the abolition of slavery who asserts his own freedom by his vote.

I hear of a convention to be held at Baltimore, or elsewhere, for the selection of a candidate for the Presidency, made up chiefly of editors, and men who are politicians by profession; but I think, what is it to any independent, intelligent, and respectable man what decision they may come to? Shall we not have the advantage of his wisdom and honesty, nevertheless? Can we not count upon some independent votes? Are there not many individuals in the country who do not attend conventions? But no: I find that the respectable man, so called, has immediately drifted from his position, and despairs of his country, when his country has more reason to despair of him. He forthwith adopts one of the candidates thus selected as the only available one, thus proving that he is himself available for any purposes of the demagogue. His vote is of no more worth than that of any unprincipled foreigner or hireling native, who may have been bought. O for a man who is a man, and, as my neighbor says, has a bone in his back which you cannot pass your hand through! Our statistics are at fault: the population has been returned too large. How many men are there to a square thousand miles in this country? Hardly one. Does not America offer any inducement for men to settle here? The American has dwindled into an Odd Fellow-one who may be known by the development of his organ of gregariousness, and a manifest lack of intellect and cheerful self-reliance; whose first and chief concern, on coming into the world, is to see that the almshouses are in good repair; and, before yet he has lawfully donned the virile garb, to collect a fund for the support of the widows and orphans that may be; who, in short, ventures to live only by the aid of the Mutual Insurance company, which has promised to bury him decently.

It is not a man's duty, as a matter of course, to devote himself to the eradication of any, even the most enormous, wrong; he may still properly have other concerns to engage him; but it is his duty, at least, to wash his hands of it, and, if he gives it no thought longer, not to give it practically his support. If I devote myself to other pursuits and contemplations, I must first see, at least, that I do not pursue them sitting upon another man's shoulders. I must get off him first, that he may pursue his contemplations too. See what gross inconsistency is tolerated. I have heard some of my townsmen say, "I should like to have them order me out to help put down an insurrection of the slaves, or to march to Mexico;- see if I would go"; and yet these very men have each, directly by their allegiance, and so indirectly, at least, by their money, furnished a substitute. The soldier is applauded who refuses to serve in an unjust war by those who do not refuse to sustain the unjust government which makes the war; is applauded by those whose own act and authority he disregards and sets at naught; as if the state were penitent to that degree that it differed one to scourge it while it sinned, but not to that degree that it left off sinning for a moment. Thus, under the name of Order and Civil Government, we are all made at last to pay homage to and support our own meanness. After the first blush of sin comes its indifference; and from immoral it becomes, as it were, unmoral, and not quite unnecessary to that life which we have made.

The broadest and most prevalent error requires the most disinterested virtue to sustain it. The slight reproach to which the virtue of patriotism is commonly liable, the noble are most likely to incur. Those who, while they disapprove of the character and measures of a government, yield to it their allegiance and support are undoubtedly its most conscientious supporters, and so frequently the most serious obstacles to reform. Some are petitioning the State to dissolve the Union, to disregard the requisitions of the President. Why do they not dissolve it themselves- the union between themselves and the State- and refuse to pay their quota into its treasury? Do not they stand in the same relation to the State that the State does to the Union? And have not the same reasons prevented the State from resisting the Union which have prevented them from resisting the State?

How can a man be satisfied to entertain an opinion merely, and enjoy it? Is there any enjoyment in it, if his opinion is that he is aggrieved? If you are cheated out of a single dollar by your neighbor, you do not rest satisfied with knowing that you are cheated, or with saying that you are cheated, or even with petitioning him to pay you your due; but you take effectual steps at once to obtain the full amount, and see that you are never cheated again. Action from principle, the perception and the performance of right, changes things and relations; it is essentially revolutionary, and does not consist wholly with anything which was. It not only divides States and churches, it divides families; ay, it divides the individual, separating the diabolical in him from the divine.

Unjust laws exist: shall we be content to obey them, or shall we endeavor to amend them, and obey them until we have succeeded, or shall we transgress them at once? Men generally, under such a government as this, think that they ought to wait until they have persuaded the majority to alter them. They think that, if they should resist, the remedy would be worse than the evil. But it is the fault of the government itself that the remedy is worse than the evil. It makes it worse. Why is it not more apt to anticipate and provide for reform? Why does it not cherish its wise minority? Why does it cry and resist before it is hurt? Why does it not encourage its citizens to be on the alert to point out its faults, and do better than it would have them? Why does it always crucify Christ, and excommunicate Copernicus and Luther, and pronounce Washington and Franklin rebels?

One would think, that a deliberate and practical denial of its authority was the only offence never contemplated by government; else, why has it not assigned its definite, its suitable and proportionate, penalty? If a man who has no property refuses but once to earn nine shillings for the State, he is put in prison for a period unlimited by any law that I know, and determined only by the discretion of those who placed him there; but if he should steal ninety times nine shillings from the State, he is soon permitted to go at large again.

If the injustice is part of the necessary friction of the machine of government, let it go, let it go: perchance it will wear smooth- certainly the machine will wear out. If the injustice has a spring, or a pulley, or a rope, or a crank, exclusively for itself, then perhaps you may consider whether the remedy will not be worse than the evil; but if it is of such a nature that it requires you to be the agent of injustice to another, then, I say, break the law. Let your life be a counter-friction to stop the machine. What I have to do is to see, at any rate, that I do not lend myself to the wrong which I condemn.

As for adopting the ways which the State has provided for remedying the evil, I know not of such ways. They take too much time, and a man's life will be gone. I have other affairs to attend to. I came into this world, not chiefly to make this a good place to live in, but to live in it, be it good or bad. A man has not everything to do, but something; and because he cannot do everything, it is not necessary that he should do something wrong. It is not my business to be petitioning the Governor or the Legislature any more than it is theirs to petition me; and if they should not bear my petition, what should I do then? But in this case the State has provided no way: its very Constitution is the evil. This may seem to be harsh and stubborn and unconciliatory; but it is to treat with the utmost kindness and consideration the only spirit that can appreciate or deserves it. So is an change for the better, like birth and death, which convulse the body.

I do not hesitate to say, that those who call themselves Abolitionists should at once effectually withdraw their support, both in person and property, from the government of Massachusetts, and not wait till they constitute a majority of one, before they suffer the right to prevail through them. I think that it is enough if they have God on their side, without waiting for that other one. Moreover, any man more right than his neighbors constitutes a majority of one already.

I meet this American government, or its representative, the State government, directly, and face to face, once a year- no more- in the person of its tax-gatherer; this is the only mode in which a man situated as I am necessarily meets it; and it then says distinctly, Recognize me; and the simplest, the most effectual, and, in the present posture of affairs, the indispensablest mode of treating with it on this head, of expressing your little satisfaction with and love for it, is to deny it then. My civil neighbor, the tax-gatherer, is the very man I have to deal with- for it is, after all, with men and not with parchment that I quarrel- and he has voluntarily chosen to be an agent of the government. How shall he ever know well what he is and does as an officer of the government, or as a man, until he is obliged to consider whether he shall treat me, his neighbor, for whom he has respect, as a neighbor and well-disposed man, or as a maniac and disturber of the peace, and see if he can get over this obstruction to his neighborliness without a ruder and more impetuous thought or speech corresponding with his action. I know this well, that if one thousand, if one hundred, if ten men whom I could name- if ten honest men only- ay, if one HONEST man, in this State of Massachusetts, ceasing to hold slaves, were actually to withdraw from this copartnership, and be locked up in the county jail therefor, it would be the abolition of slavery in America. For it matters not how small the beginning may seem to be: what is once well done is done forever. But we love better to talk about it: that we say is our mission, Reform keeps many scores of newspapers in its service, but not one man. If my esteemed neighbor, the State's ambassador, who will devote his days to the settlement of the question of human rights in the Council Chamber, instead of being threatened with the prisons of Carolina, were to sit down the prisoner of Massachusetts, that State which is so anxious to foist the sin of slavery upon her sister- though at present she can discover only an act of inhospitality to be the ground of a quarrel with her- the Legislature would not wholly waive the subject the following winter.

Under a government which imprisons any unjustly, the true place for a just man is also a prison. The proper place today, the only place which Massachusetts has provided for her freer and less desponding spirits, is in her prisons, to be put out and locked out of the State by her own act, as they have already put themselves out by their principles. It is there that the fugitive slave, and the Mexican prisoner on parole, and the Indian come to plead the wrongs of his race should find them; on that separate, but more free and honorable, ground, where the State places those who are not with her, but against her- the only house in a slave State in which a free man can abide with honor. If any think that their influence would be lost there, and their voices no longer afflict the ear of the State, that they would not be as an enemy within its walls, they do not know by how much truth is stronger than error, nor how much more eloquently and effectively he can combat injustice who has experienced a little in his own person. Cast your whole vote, not a strip of paper merely, but your whole influence. A minority is powerless while it conforms to the majority; it is not even a minority then; but it is irresistible when it clogs by its whole weight. If the alternative is to keep all just men in prison, or give up war and slavery, the State will not hesitate which to choose. If a thousand men were not to pay their tax-bills this year, that would not be a violent and bloody measure, as it would be to pay them, and enable the State to commit violence and shed innocent blood. This is, in fact, the definition of a peaceable revolution, if any such is possible. If the tax-gatherer, or any other public officer, asks me, as one has done, "But what shall I do?" my answer is, "If you really wish to do anything, resign your office." When the subject has refused allegiance, and the officer has resigned his office, then the revolution is accomplished. But even suppose blood should flow. Is there not a sort of blood shed when the conscience is wounded? Through this wound a man's real manhood and immortality flow out, and he bleeds to an everlasting death. I see this blood flowing now.

I have contemplated the imprisonment of the offender, rather than the seizure of his goods- though both will serve the same purpose- because they who assert the purest right, and consequently are most dangerous to a corrupt State, commonly have not spent much time in accumulating property. To such the State renders comparatively small service, and a slight tax is wont to appear exorbitant, particularly if they are obliged to earn it by special labor with their hands. If there were one who lived wholly without the use of money, the State itself would hesitate to demand it of him. But the rich man- not to make any invidious comparison- is always sold to the institution which makes him rich. Absolutely speaking, the more money, the less virtue; for money comes between a man and his objects, and obtains them for him; and it was certainly no great virtue to obtain it. It puts to rest many questions which he would otherwise be taxed to answer; while the only new question which it puts is the hard but superfluous one, how to spend it. Thus his moral ground is taken from under his feet. The opportunities of living are diminished in proportion as what are called the "means" are increased. The best thing a man can do for his culture when he is rich is to endeavor to carry out those schemes which he entertained when he was poor. Christ answered the Herodians according to their condition. "Show me the tribute-money," said he;- and one took a penny out of his pocket;- if you use money which has the image of Caesar on it, and which he has made current and valuable, that is, if you are men of the State, and gladly enjoy the advantages of Caesar's government, then pay him back some of his own when he demands it. "Render therefore to Caesar that which is Caesar's, and to God those things which are God's"- leaving them no wiser than before as to which was which; for they did not wish to know.

When I converse with the freest of my neighbors, I perceive that, whatever they may say about the magnitude and seriousness of the question, and their regard for the public tranquillity, the long and the short of the matter is, that they cannot spare the protection of the existing government, and they dread the consequences to their property and families of disobedience to it. For my own part, I should not like to think that I ever rely on the protection of the State. But, if I deny the authority of the State when it presents its tax-bill, it will soon take and waste all my property, and so harass me and my children without end. This is hard. This makes it impossible for a man to live honestly, and at the same time comfortably, in outward respects. It will not be worth the while to accumulate property; that would be sure to go again. You must hire or squat somewhere, and raise but a small crop, and eat that soon. You must live within yourself, and depend upon yourself always tucked up and ready for a start, and not have many affairs. A man may grow rich in Turkey even, if he will be in all respects a good subject of the Turkish government. Confucius said: "If a state is governed by the principles of reason, poverty and misery are subjects of shame; if a state is not governed by the principles of reason, riches and honors are the subjects of shame." No: until I want the protection of Massachusetts to be extended to me in some distant Southern port, where my liberty is endangered, or until I am bent solely on building up an estate at home by peaceful enterprise, I can afford to refuse allegiance to Massachusetts, and her right to my property and life. It costs me less in every sense to incur the penalty of disobedience to the State than it would to obey. I should feel as if I were worth less in that case.

Some years ago, the State met me in behalf of the Church, and commanded me to pay a certain sum toward the support of a clergyman whose preaching my father attended, but never I myself. "Pay," it said, "or be locked up in the jail." I declined to pay. But, unfortunately, another man saw fit to pay it. I did not see why the schoolmaster should be taxed to support the priest, and not the priest the schoolmaster; for I was not the State's schoolmaster, but I supported myself by voluntary subscription. I did not see why the lyceum should not present its tax-bill, and have the State to back its demand, as well as the Church. However, at the request of the selectmen, I condescended to make some such statement as this in writing:- "Know all men by these presents, that I, Henry Thoreau, do not wish to be regarded as a member of any incorporated society which I have not joined." This I gave to the town clerk; and he has it. The State, having thus learned that I did not wish to be regarded as a member of that church, has never made a like demand on me since; though it said that it must adhere to its original presumption that time. If I had known how to name them, I should then have signed off in detail from all the societies which I never signed on to; but I did not know where to find a complete list.

I have paid no poll-tax for six years. I was put into a jail once on this account, for one night; and, as I stood considering the walls of solid stone, two or three feet thick, the door of wood and iron, a foot thick, and the iron grating which strained the light, I could not help being struck with the foolishness of that institution which treated me as if I were mere flesh and blood and bones, to be locked up. I wondered that it should have concluded at length that this was the best use it could put me to, and had never thought to avail itself of my services in some way. I saw that, if there was a wall of stone between me and my townsmen, there was a still more difficult one to climb or break through before they could get to be as free as I was. I did not for a moment feel confined, and the walls seemed a great waste of stone and mortar. I felt as if I alone of all my townsmen had paid my tax. They plainly did not know how to treat me, but behaved like persons who are underbred. In every threat and in every compliment there was a blunder; for they thought that my chief desire was to stand the other side of that stone wall. I could not but smile to see how industriously they locked the door on my meditations, which followed them out again without let or hindrance, and they were really all that was dangerous. As they could not reach me, they had resolved to punish my body; just as boys, if they cannot come at some person against whom they have a spite, will abuse his dog. I saw that the State was half-witted, that it was timid as a lone woman with her silver spoons, and that it did not know its friends from its foes, and I lost all my remaining respect for it, and pitied it.

Thus the State never intentionally confronts a man's sense, intellectual or moral, but only his body, his senses. It is not armed with superior wit or honesty, but with superior physical strength. I was not born to be forced. I will breathe after my own fashion. Let us see who is the strongest. What force has a multitude? They only can force me who obey a higher law than I. They force me to become like themselves. I do not hear of men being forced to have this way or that by masses of men. What sort of life were that to live? When I meet a government which says to me, "Your money or your life," why should I be in haste to give it my money? It may be in a great strait, and not know what to do: I cannot help that. It must help itself; do as I do. It is not worth the while to snivel about it. I am not responsible for the successful working of the machinery of society. I am not the son of the engineer. I perceive that, when an acorn and a chestnut fall side by side, the one does not remain inert to make way for the other, but both obey their own laws, and spring and grow and flourish as best they can, till one, perchance, overshadows and destroys the other. If a plant cannot live according to its nature, it dies; and so a man.

The night in prison was novel and interesting enough. The prisoners in their shirt-sleeves were enjoying a chat and the evening air in the doorway, when I entered. But the jailer said, "Come, boys, it is time to lock up"; and so they dispersed, and I heard the sound of their steps returning into the hollow apartments. My room-mate was introduced to me by the jailer as "a first-rate fellow and a clever man." When the door was locked, he showed me where to hang my hat, and how he managed matters there. The rooms were whitewashed once a month; and this one, at least, was the whitest, most simply furnished, and probably the neatest apartment in the town. He naturally wanted to know where I came from, and what brought me there; and, when I had told him, I asked him in my turn how he came there, presuming him to be an honest man, of course; and, as the world goes, I believe he was. "Why," said he, "they accuse me of burning a barn; but I never did it." As near as I could discover, he had probably gone to bed in a barn when drunk, and smoked his pipe there; and so a barn was burnt. He had the reputation of being a clever man, had been there some three months waiting for his trial to come on, and would have to wait as much longer; but he was quite domesticated and contented, since he got his board for nothing, and thought that he was well treated.

He occupied one window, and I the other; and I saw that if one stayed there long, his principal business would be to look out the window. I had soon read all the tracts that were left there, and examined where former prisoners had broken out, and where a grate had been sawed off, and heard the history of the various occupants of that room; for I found that even here there was a history and a gossip which never circulated beyond the walls of the jail. Probably this is the only house in the town where verses are composed, which are afterward printed in a circular form, but not published. I was shown quite a long list of verses which were composed by some young men who had been detected in an attempt to escape, who avenged themselves by singing them.

I pumped my fellow-prisoner as dry as I could, for fear I should never see him again; but at length he showed me which was my bed, and left me to blow out the lamp.

It was like travelling into a far country, such as I had never expected to behold, to lie there for one night. It seemed to me that I never had heard the town clock strike before, nor the evening sounds of the village; for we slept with the windows open, which were inside the grating. It was to see my native village in the light of the Middle Ages, and our Concord was turned into a Rhine stream, and visions of knights and castles passed before me. They were the voices of old burghers that I heard in the streets. I was an involuntary spectator and auditor of whatever was done and said in the kitchen of the adjacent village inn- a wholly new and rare experience to me. It was a closer view of my native town. I was fairly inside of it. I never had seen its institutions before. This is one of its peculiar institutions; for it is a shire town. I began to comprehend what its inhabitants were about.

In the morning, our breakfasts were put through the hole in the door, in small oblong-square tin pans, made to fit, and holding a pint of chocolate, with brown bread, and an iron spoon. When they called for the vessels again, I was green enough to return what bread I had left; but my comrade seized it, and said that I should lay that up for lunch or dinner. Soon after he was let out to work at haying in a neighboring field, whither he went every day, and would not be back till noon; so he bade me good-day, saying that he doubted if he should see me again.

When I came out of prison- for some one interfered, and paid that tax- I did not perceive that great changes had taken place on the common, such as he observed who went in a youth and emerged a tottering and gray-headed man; and yet a change had to my eyes come over the scene- the town, and State, and country- greater than any that mere time could effect. I saw yet more distinctly the State in which I lived. I saw to what extent the people among whom I lived could be trusted as good neighbors and friends; that their friendship was for summer weather only; that they did not greatly propose to do right; that they were a distinct race from me by their prejudices and superstitions, as the Chinamen and Malays are; that in their sacrifices to humanity they ran no risks, not even to their property; that after all they were not so noble but they treated the thief as he had treated them, and hoped, by a certain outward observance and a few prayers, and by walking in a particular straight though useless path from time to time, to save their souls. This may be to judge my neighbors harshly; for I believe that many of them are not aware that they have such an institution as the jail in their village.

It was formerly the custom in our village, when a poor debtor came out of jail, for his acquaintances to salute him, looking through their fingers, which were crossed to represent the grating of a jail window, "How do ye do?" My neighbors did not thus salute me, but first looked at me, and then at one another, as if I had returned from a long journey. I was put into jail as I was going to the shoemaker's to get a shoe which was mended. When I was let out the next morning, I proceeded to finish my errand, and, having put on my mended shoe, joined a huckleberry party, who were impatient to put themselves under my conduct; and in half an hour- for the horse was soon tackled- was in the midst of a huckleberry field, on one of our highest hills, two miles off, and then the State was nowhere to be seen.

This is the whole history of "My Prisons."

I have never declined paying the highway tax, because I am as desirous of being a good neighbor as I am of being a bad subject; and as for supporting schools, I am doing my part to educate my fellow-countrymen now. It is for no particular item in the tax-bill that I refuse to pay it. I simply wish to refuse allegiance to the State, to withdraw and stand aloof from it effectually. I do not care to trace the course of my dollar, if I could, till it buys a man or a musket to shoot one with- the dollar is innocent- but I am concerned to trace the effects of my allegiance. In fact, I quietly declare war with the State, after my fashion, though I will still make what use and get what advantage of her I can, as is usual in such cases.

If others pay the tax which is demanded of me, from a sympathy with the State, they do but what they have already done in their own case, or rather they abet injustice to a greater extent than the State requires. If they pay the tax from a mistaken interest in the individual taxed, to save his property, or prevent his going to jail, it is because they have not considered wisely how far they let their private feelings interfere with the public good.

This, then, is my position at present. But one cannot be too much on his guard in such a case, lest his action be biased by obstinacy or an undue regard for the opinions of men. Let him see that he does only what belongs to himself and to the hour.

I think sometimes, Why, this people mean well, they are only ignorant; they would do better if they knew how: why give your neighbors this pain to treat you as they are not inclined to? But I think again, This is no reason why I should do as they do, or permit others to suffer much greater pain of a different kind. Again, I sometimes say to myself, When many millions of men, without heat, without ill will, without personal feeling of any kind, demand of you a few shillings only, without the possibility, such is their constitution, of retracting or altering their present demand, and without the possibility, on your side, of appeal to any other millions, why expose yourself to this overwhelming brute force? You do not resist cold and hunger, the winds and the waves, thus obstinately; you quietly submit to a thousand similar necessities. You do not put your head into the fire. But just in proportion as I regard this as not wholly a brute force, but partly a human force, and consider that I have relations to those millions as to so many millions of men, and not of mere brute or inanimate things, I see that appeal is possible, first and instantaneously, from them to the Maker of them, and, secondly, from them to themselves. But if I put my head deliberately into the fire, there is no appeal to fire or to the Maker of fire, and I have only myself to blame. If I could convince myself that I have any right to be satisfied with men as they are, and to treat them accordingly, and not according, in some respects, to my requisitions and expectations of what they and I ought to be, then, like a good Mussulman and fatalist, I should endeavor to be satisfied with things as they are, and say it is the will of God. And, above all, there is this difference between resisting this and a purely brute or natural force, that I can resist this with some effect; but I cannot expect, like Orpheus, to change the nature of the rocks and trees and beasts.

I do not wish to quarrel with any man or nation. I do not wish to split hairs, to make fine distinctions, or set myself up as better than my neighbors. I seek rather, I may say, even an excuse for conforming to the laws of the land. I am but too ready to conform to them. Indeed, I have reason to suspect myself on this head; and each year, as the tax-gatherer comes round, I find myself disposed to review the acts and position of the general and State governments, and the spirit of the people, to discover a pretext for conformity.

"We must affect our country as our parents,

And if at any time we alienate

Our love or industry from doing it honor,

We must respect effects and teach the soul

Matter of conscience and religion,

And not desire of rule or benefit."



I believe that the State will soon be able to take all my work of this sort out of my hands, and then I shall be no better a patriot than my fellow-countrymen. Seen from a lower point of view, the Constitution, with all its faults, is very good; the law and the courts are very respectable; even this State and this American government are, in many respects, very admirable, and rare things, to be thankful for, such as a great many have described them; but seen from a point of view a little higher, they are what I have described them; seen from a higher still, and the highest, who shall say what they are, or that they are worth looking at or thinking of at all?

However, the government does not concern me much, and I shall bestow the fewest possible thoughts on it. It is not many moments that I live under a government, even in this world. If a man is thought-free, fancy-free, imagination-free, that which is not never for a long time appearing to be to him, unwise rulers or reformers cannot fatally interrupt him.

I know that most men think differently from myself; but those whose lives are by profession devoted to the study of these or kindred subjects content me as little as any. Statesmen and legislators, standing so completely within the institution, never distinctly and nakedly behold it. They speak of moving society, but have no resting-place without it. They may be men of a certain experience and discrimination, and have no doubt invented ingenious and even useful systems, for which we sincerely thank them; but all their wit and usefulness lie within certain not very wide limits. They are wont to forget that the world is not governed by policy and expediency. Webster never goes behind government, and so cannot speak with authority about it. His words are wisdom to those legislators who contemplate no essential reform in the existing government; but for thinkers, and those who legislate for all time, he never once glances at the subject. I know of those whose serene and wise speculations on this theme would soon reveal the limits of his mind's range and hospitality. Yet, compared with the cheap professions of most reformers, and the still cheaper wisdom and eloquence of politicians in general, his are almost the only sensible and valuable words, and we thank Heaven for him. Comparatively, he is always strong, original, and, above all, practical. Still, his quality is not wisdom, but prudence. The lawyer's truth is not Truth, but consistency or a consistent expediency. Truth is always in harmony with herself, and is not concerned chiefly to reveal the justice that may consist with wrong-doing. He well deserves to be called, as he has been called, the Defender of the Constitution. There are really no blows to be given by him but defensive ones. He is not a leader, but a follower. His leaders are the men of '87- "I have never made an effort," he says, "and never propose to make an effort; I have never countenanced an effort, and never mean to countenance an effort, to disturb the arrangement as originally made, by which the various States came into the Union." Still thinking of the sanction which the Constitution gives to slavery, he says, "Because it was a part of the original compact- let it stand." Notwithstanding his special acuteness and ability, he is unable to take a fact out of its merely political relations, and behold it as it lies absolutely to be disposed of by the intellect- what, for instance, it behooves a man to do here in America today with regard to slavery- but ventures, or is driven, to make some such desperate answer as the following, while professing to speak absolutely, and as a private man- from which what new and singular code of social duties might be inferred? "The manner," says he, "in which the governments of those States where slavery exists are to regulate it is for their own consideration, under their responsibility to their constituents, to the general laws of propriety, humanity, and justice, and to God. Associations formed elsewhere, springing from a feeling of humanity, or any other cause, have nothing whatever to do with it. They have never received any encouragement from me, and they never will."

They who know of no purer sources of truth, who have traced up its stream no higher, stand, and wisely stand, by the Bible and the Constitution, and drink at it there with reverence and humility; but they who behold where it comes trickling into this lake or that pool, gird up their loins once more, and continue their pilgrimage toward its fountain-head.

No man with a genius for legislation has appeared in America. They are rare in the history of the world. There are orators, politicians, and eloquent men, by the thousand; but the speaker has not yet opened his mouth to speak who is capable of settling the much-vexed questions of the day. We love eloquence for its own sake, and not for any truth which it may utter, or any heroism it may inspire. Our legislators have not yet learned the comparative value of free trade and of freedom, of union, and of rectitude, to a nation. They have no genius or talent for comparatively humble questions of taxation and finance, commerce and manufactures and agriculture. If we were left solely to the wordy wit of legislators in Congress for our guidance, uncorrected by the seasonable experience and the effectual complaints of the people, America would not long retain her rank among the nations. For eighteen hundred years, though perchance I have no right to say it, the New Testament has been written; yet where is the legislator who has wisdom and practical talent enough to avail himself of the light which it sheds on the science of legislation?

The authority of government, even such as I am willing to submit to- for I will cheerfully obey those who know and can do better than I, and in many things even those who neither know nor can do so well- is still an impure one: to be strictly just, it must have the sanction and consent of the governed. It can have no pure right over my person and property but what I concede to it. The progress from an absolute to a limited monarchy, from a limited monarchy to a democracy, is a progress toward a true respect for the individual. Even the Chinese philosopher was wise enough to regard the individual as the basis of the empire. Is a democracy, such as we know it, the last improvement possible in government? Is it not possible to take a step further towards recognizing and organizing the rights of man? There will never be a really free and enlightened State until the State comes to recognize the individual as a higher and independent power, from which all its own power and authority are derived, and treats him accordingly. I please myself with imagining a State at least which can afford to be just to all men, and to treat the individual with respect as a neighbor; which even would not think it inconsistent with its own repose if a few were to live aloof from it, not meddling with it, nor embraced by it, who fulfilled all the duties of neighbors and fellow-men. A State which bore this kind of fruit, and suffered it to drop off as fast as it ripened, would prepare the way for a still more perfect and glorious State, which also I have imagined, but not yet anywhere seen.

THE END