Here is the introductory segment to the preface to the HistoryAtOurHouse edition by yours truly:  “Anyone wishing to learn history in America today faces an almost insurmountable challenge. Modern history texts – even those intended for children – impede the reader with vast quantities of non-essential information. They abound with biased content (religious, multicultural, politicized, or otherwise subjective) while omitting, or at least de-emphasizing, many of the most indispensable facts that render the story of the past intelligible. Consequently, students find themselves unable to grasp the “big picture” when it comes to human history, and thus lack the foundational awareness required to appreciate the deeper meaning and relevance of its component narratives.“(Continue reading here…)

For any adult learners who would like to learn American history, I naturally recommend my own course on American history as part of the “First History for Adults” series.  But for those who have a limited budget, there is no better place to start than with this book!

Also Available from Fingerhut Press!

Fingerhut Press’s first book, published last year, was “A Short History of Ancient Times” by Philip Van Ness Myers. This is a reprint of a book originally published in 1922, and the book more than any other that helped me to create the ancient history curriculum for HistoryAtOurHouse.  I especially recommend it for junior high and high school students who want the perfect narrative supplement to the HistoryAtOurHouse program and to adult learners who want to supplement the “A First History for Adults” lectures.  You can learn more about it and order a copy here.

Since the inception of the History At Our House program, I have also been eager to expand the range of products that I offer to encompass the entire range of curriculum needs for individuals and families trying to cope with life during this Dark Age of education.

So I’m very excited to have created a partnership with composer and music scholar M. Zachary Johnson to create Music At Our House! This music appreciation and history course will make musical theory and history accessible to students of all ages.  It will be offered to students from elementary grades to high school, and to adults as well.  Here’s Mr. Johnson’s video introduction to the class.  Please check out www.MusicAtOurHouse.com for syllabi, and for more information about classes, which will start in January!

But How Bad is It?

• Is America now stuck in a “Great Recession”?
• Will there by a “Double Dip”?
• Can the government do anything to help, or will every step it takes only make the situation worse…

If the November elections change the composition of Congress, will it make any difference?  Which party is actually worse for the economy?  Will lower taxes make a difference?  Can the defunding of Obamacare make a difference?  What are the real unemployment and inflation figures?  Is a “trade war” with China looming, and what would the consequences be? Why is the price of gold skyrocketing? Is it just another “bubble” or a leading indicator of a major change in the world economy?

If you are trying to make sense of the economic news around you, and you are worried that major changes are coming, but you’re not sure just what…

To Defend Your Life and Values,

Get the Economic Situation into Focus Now!

Dear PHR Reader,

On September 25th and October 30th, I offered two exclusive sessions of a new one-day course to past Powell History clients.  The new course is called the “Powell History Crash Course on the Coming Crash.“

In this four-hour lecture session, I explained the reasons why I have concluded that the American economy has been irreparably damaged by a long-running trend in political economics punctuated by the Bush/Greenspan and Obama/Bernanke administrations, and why an economic collapse is imminent — i.e. likely to happen in just the next few years, and even possibly before the end of this year.

The Powell History Crash Course on the Coming Crash is the product of intensive research I have conducted into the economic situation — integrated into a Powell History framework.  It is a unique presentation of readily graspable fundamental economic concepts, integrated into an accessible presentation of American history, informed by Objectivist philosophical analysis. The result is a lecture that I proudly propose as being the best way to get the current economic situation into focus.

Yaron Brook on the Coming Crash:
“There is a real possibility that in our lifetime we will live through a depression worse than the 1930s and…the world as we know it ending. I think that is a real possibility. And the debt…is the financial cause of that, unless something is done.” –Yaron Brook, Director of the Ayn Rand Institute (Ford Hall Forum – May 20, 2010)

The Powell History Crash Course on the Coming Crash includes an essentialized presentation of America’s two fundamental story arcs,  international politics, and political economics, using the unique Powell History integration method of periodization.  In this segment we’ll talk about the “missing right” and nineteenth century, and it’s connection to the pivotal “Era of the Industrial Problem” that set America’s economic trajectory for the twentieth century. We’ll also discuss the unprecedented wealth creation of the twentieth century, but why the “Hank Rearden Effect” has been masking a fundamental decline that now entails a fall.  Naturally, a key point of focus will be on the Great Depression — the other great Crash — and its connection to our present predicament.

Just Another Bubble?

Is the soaring price of gold a sign of “uncertainty”?

If you’re not certain, you should get the economic

situation into focus before it’s too late!

Peter Schiff  on the Coming Crash:

Tragically, in the current political climate the truth must be faced: “We are not going to let our economy restructure. We are going to destroy it. We are going to drive it into the ground. We are going to wipe out everybody…[Those] are the politics…That is why I remain so negative on my outlook on the United States.” –Peter Schiff, Economist and Noted Forecaster (Schiff Report, August 17, 2010)

The key issue for America is what economist Marc Faber refers to as “total debt in the system.”  The past ten years have witnessed an unprecedented “credit expansion” accompanied by massive fiscal deficits and bailouts.

In the second segment of the course, we will look at how the government has succeeded in masking the real debt problem.  We’ll discuss the insidious scheme I refer to as the “separation of figures” that makes it difficult for Americans to grasp and proactively address the full extent of their indebtedness.

“Whether the consumer or the government does the borrowing is really unimportant because, in the end, it is the taxpayer that will receive the bill.”  –Michael Pento, Senior Economist for Euro-Pacific Capital (Capitalism Magazine, Sep.20, 2010)

To reveal the disaster of America’s pragmatist-socialist “pyramid scheme” we will properly integrate the figures of private, corporate, municipal, state, and federal debt (including sovereign debt), and “unfunded liabilities” for a complete picture to explain why America has become a “credit addicted” society, and why — despite being the world’s political and economic superpower — only two very painful options remain to repair the problem: a second and worse Great Depression, or a hyperinflationary collapse, with the latter being more likely.

Ever since America intervened in the World Wars and the Bretton Woods system was instituted, America has been the policeman and the banker of the world.  While America will continue to play a leading role in world affairs, it’s place as the dominant power will be severely diminished by the coming economic disruption — whatever form it takes.

Already, the US Dollar has tacitly been rejected as the world’s “reserve currency,” with a basket of international currencies and gold now gradually taking its place. A new era is already underway, with Americans, sadly, being the only ones not to see it.  In the new political-economic landscape, there will be eight major poles, with China — a rapidly growing economic colossus — as the main counterbalance to America.

All the other major players want to see America fall from its status, and they are positioning themselves to work together to create a new “balance of power.”  The situation that is emerging will be to world history what the previous Era of the Balance of Power was to Europe in the 17th and 18th centuries: volatile, dynamic, and dangerous for all. Will we have any real allies?  When the world’s exporters stop accepting devalued American dollars, what then?

What will the final “bailout” of America look like, how soon is it coming, and how will it affect your life and values?

In a speech given October 5th, Federal Reserve Chairman Ben Bernanke provided a shockingly frank appraisal of the state of the economy for someone in his position.  (Of course, it was not given any coverage in the media.)  Bernanke’s warning? An “increasingly large cost of servicing a growing national debt means that the adjustments, when they come, could be sharp and disruptive….the threat to our economy is real and growing.“  Read more here.  As usual, Bernanke cannot grasp the full severity of the crisis even as it looms over him, but if even he can see a growing threat, then how bad is it really? If you don’t have a clear answer in mind already, you need to get the economic situation into focus now!

On Saturday, November 27, at 12 Noon (Central Time) I will be offering a repeat session of the Crash Course — with updates on the trajectory of the situation over the past month — including the election and the Fed’s latest moves.   This upcoming session has limited openings, since it has already been offered to those returning Powell History clients who couldn’t make the first sessions.  There are still places available for PHR readers.  But this will be the last session offered in 2010.   If you miss this live session, you will have to wait until January 2011 for the recordings.

If you are interested in this November 27 session, a four-hour presentation (including Q&A) which is $129 for PHR Readers, simply sent me an e-mail to scott@powellhistory.com with “November 27″ in the title.

Again, this will be the last live session of the Crash Course in 2010.  In January 2011, the Crash Course will be made available as a digital recording for $149.    Not only do you pay less for the live session, but you get a two month head start by taking the live session!

Scott Powell
Creator and Teacher, A First History for Adults and HistoryAtOurHouse

No matter where you live, no matter what you’re doing now, you might be directly involved in creating a second Renaissance by teaching history to the fast-growing community of American homeschoolers, if you become the first “Powell History Apprentice!”

HistoryAtOurHouse, the Powell History program for homeschoolers is now used in nearly 200 households across America, and it is doubling in size each year! Live classes in all levels of the program (lower elementary, upper elementary, junior high, and high school) will be full in the 2010-11 school year, with a substantial waiting list already forming. There is no limit to how big HistoryAtOurHouse can get, except that I, Scott Powell, the creator and teacher of the program, can only teach so many classes! In order to become the top secular history curriculum for homeschoolers in America, and in order not to have to turn away hundreds of students every year, HistoryAtOurHouse will have to grow.

In order to make that happen, HistoryAtOurHouse needs student teachers now.

What kind of student teachers am I looking for?

The ideal candidate to become a Powell History Apprentice is a student of Ayn Rand’s philosophy of Objectivism with a special interest in history. The minimum qualifications for candidates in terms of philosophical background consist of  having read Ayn Rand’s fiction works The Fountainhead and Atlas Shrugged, and Ayn Rand’s non-fiction works,  including at least Philosophy: Who Needs It, Capitalism: The Unknown Ideal, and Introduction to Objectivist Epistemology. Candidates who have taken or are taking classes in the Ayn Rand Institute’s Objectivist Academic Center are especially welcome.

Candidates need not be in academia, nor must candidates be history majors, or have history degrees. Indeed, candidates need not have any specialized historical knowledge to apply.  I did not learn anything that made HistoryAtOurHouse possible in college, and I place no special value on the type of training currently emphasized in universities.  I’d be just as inclined to accept a computing major as a history major.  In fact, a student of Objectivism with a professional background in information systems would be welcome, since HistoryAtOurHouse is an Internet-based program, and computing expertise would definitely be an asset for any candidate.  If you think you don’t fit “inside the box” for teaching history, don’t worry.  HistoryAtOurHouse is all about breaking the box.

One thing that is key, however, for becoming a HistoryAtOurHouse teacher is a basic grasp of Objectivist epistemology.  In particular, candidates need a good understanding of Ayn Rand’s groundbreaking theory of concepts. The unique pedagogical methods employed by Powell History are rooted in Ayn Rand’s theory of knowledge, and any teacher with the program will have to be able grasp the program’s design on a theoretical level.

Another element that is key is a teaching personality.  This is not something that can be obtained through training; you either have it, or you don’t.   Benevolence is one component.  Charisma is one component.  A good sense of humor is another.  A love of children is yet another.  If you instinctively feel that would like to teach kids, and that you would be good at it, then even if you don’t have any experience, you may still be right for the job.

But what about history?  How can you be a HistoryAtOurHouse teacher without being an expert in history?

You can’t.

That’s why I’m looking for student teachers.

All candidates for the position of Powell History Apprentice will learn history from me, regardless of prior education or professional background.

Qualifying Powell History student teachers will receive free access to the entire Powell History series A First History for Adults, which they will be required to complete as the first step in qualifying to become the Powell History Apprentice.  From there, student teachers will be required to read multiple classic history texts, i.e. books written about a hundred years ago.  (Don’t worry, these are nothing like modern textbooks.)  Then, during the 2010-11 school year, student teachers will be required to attend or audit at least two levels of the HistoryAtOurHouse program.  Assuming multiple candidates are able to continue beyond this stage of the preparation, various student teacher assignments, including the teaching of live classes, will be used to determine which candidates are ultimately suited to becoming HistoryAtOurHouse teachers.

Do you think you’re ready to try?

There is no comparable career path available to students of Objectivism at this time.  No other teaching opportunity can offer you a chance to learn history the Powell History way.  No brick and mortar school will let you learn and teach history from the comfort of your own home, or, indeed from anywhere in the world! (Candidates need not be based in the United States.) No other institution in the world shares the Powell History mission and is positioned to expand into the nearly unlimited homeschooling market like Powell History.

This is a unique opportunity to make a difference in the world of education.

Contact me, Scott Powell, at scott@powellhistory.com to seize it.  Be sure to introduce yourself, and tell me why this opportunity excites you.  In addition, please attach your resume and one sample of your writing.

I look forward to finding out if you have what it takes to become the Powell History Apprentice!

–Scott Powell
Creator and Teacher, HistoryAtOurHouse

Fingerhut Press has just published its first book “A Short History of Ancient Times” by Philip Van Ness Myers.  This is a reprint of a book originally published in 1922, and is first installment in a new History At Our House Series of books for homeschoolers and lifelong learners.  You can learn more about it and order a copy here.

Here is the preface to the HistoryAtOurHouse edition:

Anyone wishing to learn history in America today faces an almost insurmountable challenge.  Modern history texts – even those intended for children – impede the reader with vast quantities of non-essential information.  They abound with biased content (religious, multicultural, politicized, or otherwise subjective) while omitting, or at least deemphasizing, many of the most indispensable facts that render the story of the past intelligible.  Consequently, students find themselves unable to grasp the “big picture” when it comes to human history, and thus lack the foundational awareness required to appreciate the deeper meaning and relevance of its component narratives.

The tragic result for American culture is widespread and growing historical ignorance, and even disdain for history.

An explanation of the causes of the current debacle in historical pedagogy is beyond the scope of this preface.  It is enough for the reader to know that A Short History of Ancient Times is different.

This book was written in a time when historians still believed that the average educated person could and should learn the basic outline of history, and that learning that outline was a necessary step in becoming a “historically-minded” adult.  To facilitate the learning process, historians wrote short, accessible narratives, whose greatest virtue was that they stripped away all the minutiae and interpretive controversies that cloud the story of the past to reveal its straightforward, causal, fundamental progression of events.

I can honestly say that I could not have grasped the basic outline of history without the help of P.V.N. Myers.   I am thrilled that homeschoolers will have this resource at their disposal to help them salvage history education in America.

Scott Powell
Creator and Teacher, www.HistoryAtOurHouse.com

Mr. Powell is the creator of the acclaimed adults history program on the history of Western civilization entitled A First History for Adults^TM.  He is also the creator and teacher of the HistoryAtOurHouse secular homeschooling curriculum for students from 2nd to 12th grade.

This single lecture event is entitled “A Tale of Two Cities: The Story of the Athenian Democracy and the Roman Republic“.

In this two-hour presentation, Mr. Powell will give a narrative overview of the rise of these two governments, with the purpose of elucidating the key political concepts “democracy” and “republic.”  The purpose of this history lesson is to draw on these original and dramatic classical examples to help audience members better understand the distinction between the two forms of government, and — most importantly — to provide audience members with the intellectual ammunition to defend a correct view of the American system of government, which the Founding Fathers deliberately crafted as a republic, and not a democracy.

First, the story of the rise of the Athenian democracy will help students understand the correct definition of the term  “democracy”, which is so often misrepresented by modern politicians.  The evolution of this government from monarchy to aristocracy to timocracy, and later to tyranny (in the ancient Greek sense) and finally democracy, will illustrate a straightforward progression in the distribution of power.  However, the basic failure of the Athenians to repudiate the idea that a government may rightly initiate force against its own citizens is also seen through various important cases, culminating in the infamous trial of Socrates, which so aptly demonstrates the totalitarian potential of unlimited majority rule.

The story of the rise of the Roman Republic provides an excellent contrast to the failure of the Athenian system.  In Rome, the repudiation of monarchy was likewise followed by the establishment of an aristocracy.  But at this point, the story of Rome’s progress deviated significantly from that of its Greek counterpart.  In Rome, a decisively original premise was injected into the political system — the (implicit) political concept of individual rights — leading to the development of institutions that have no parallel in history…until the development of the American government.

The lecture will begin at 10:00 AM, Saturday, January 30, and will be followed by a Northwest Objectivist club social.  For details, please contact Northwest Objectivist club leader Rachel Miner at rachelminer@mac.com.

Objectivist clubs or social groups interested in hosting Mr. Powell’s lecture can contact him at: scott@powellhistory.com.

• Give yourself or someone you love the gift of history!
• Buy as many as you like, and pile on the savings!

• American History – 30 lectures, normally $399 – now only $239! (You save $160!!)  See the American History homepage for details.

• European History – 20 lectures, normally $349 – now only $209! (You save $140!) See the European history homepage for details.

• The Islamist Entanglement – 10 lectures, normally $249 – now only $149! (You save $100!) See the Islamist Entanglement homepage for details.

• Ancient History – 20 lectures, normally $349 – now only $209! (You save $140!) See the Ancient History homepage for details.

These specials are only available for the holidays, so don’t delay!

The most important inspiration in life comes from art. It is in art that we find concretized the abstract values that we cherish–the romantic passion and grandeur of Cyrano de Bergerac, the fatherly love and courage of Arthur Winslow, the independence and rationality of John Galt. It is in art that we find nourishment for the soul.

History can also transport us to a world apart. History shows us the real-life triumphs of the Athenians over the Persians, the real-life political gains of the Roman plebeains against the patricians, the true story of the birth of philosophy, art, science and history in Greece, the true story of the rise of modern technology and industry, and the true story of America’s heroic founding.

What is more, when these two great realms of inspiration come together, a powerful synergy can occur.  This is evident, for instance, to anyone who has seen Emmanuel Leutze’s famous Washington Crossing the Delaware, Daniel Chester French’s statue of Abraham Lincoln at the Lincoln Memorial, or Jean-Pierre Cortot’s The Soldier of Marathon Announcing the Victory.

What never ceases to amaze me, however, is just how much inspiration of this sort there is out there to be had. Though it was not my intention to write this piece as an accompaniment to Thanksgiving, it is entirely appropriate that I should be writing it at this time of year, because if I had to name the greatest value that I have recently discovered — which has given me irreplaceable emotional and intellectual fuel, and for which I am especially “thankful” this year — it is value of history integrated through visual art.

Along those lines, here is one of my favorite pieces:

Empress Theodora at the Colosseum, by Benjamin Constant

And I immediately fell in love with the curve–the curve that accentuates how the woman is laid back and her body has sunk down into the plush pillows.

Empress Theodora (Closeup), a.k.a. "The Curve"

There is also something very sensual about the woman herself.  I am reminded of Sargeant’s controversial Madame X.  Notice how they both have the bare shoulder and are both depicted in profile.  (More on that in a minute.)

Madame X, by John Singer Sargent

Obviously, since there is only one character in this image that’s where almost all of our attention is directed.  There are, however, a few additional elements that transform the image into what I would tentatively term a “narrative portrait”–a kind of half-way point between a portrait and a history painting, with the characteristics of both.

Evidently, the column is adorned with a golden wreath, which is symbolic of the emperor, so she is a member of the imperial family, most likely the empress.  (We know this from the title, of course, but I’m referring to approaching the image inductively, by which method we could still make that determination “visually,” as long as we have the least bit of knowledge of Roman icons.)

Beyond that, regarding the woman herself, she is evidently royalty.  The diadem is enough evidence of it, but the jewelry (bracelets, rings, earrings) all are indicative as well.  Her luxurious clothing, with gold accents, is somewhat revealing and ever so rich.

She is young, but not a girl.  She is slim, has smooth skin, and a “young” neck.  Her hands are delicate and smooth.

She is seated in a reclined, relaxed position on a kind of plush chaise or divan.  One hand rests on her outstretched left leg.  The other is draped over the top of the chaise, and is gently holding a flower.

Her eyes are almost closed.  She is looking downward, though not necessarily at anything in particular. Certainly, what she is not looking at is the spectacle for which she evidently has prime seating.

What is that spectacle?  A tiger is feasting on its victims in a stadium packed with crazed fans — a number of whom are reaching or gesturing excitedly from their seats towards the carnage below. (See here for a large version of the image.) The setting, evidently is gladiatorial games or simply the execution of criminals and/or Christians during Roman times.

The curtain, however, is drawn to separate her from the scene.  It is even weighted down by some kind of decorative object that is on the shelf next to her, beside the flower petals.

The key to the image is a precise integration of three things:

1) the woman’s separation from the Colosseum scene
2) her facial expression/look
3) the flower(s)

Evidently, as I’ve said, she’s not watching the spectacle.  What she is also not doing is looking at the flower(s).

There are so many images that we could draw upon for the sake of comparison here, to come to a clear interpretation, but look at this one:

A Rose, by John White Alexander

In this image, the woman is obviously fixated on the flower.  This warm, intimate image depicts a moment of reminiscence, in which she is recalling the experiences that the flower evokes.

With the empress, however, the flower does not appear to have any special significance.  It is there, in her hand, but in the manner of a trinket.  It certainly does not command her attention.  She just holding it in her hand as an afterthought, or even almost as an affectation.

What then of her expression?  It is almost featureless.  Certainly, there are no strong emotions visible.  In another context, it might well be interpreted as introspective, but I can’t see how it can be that in this context.  We can imagine the screaming crowd, and the noise of the tiger, which are barely muffled by the barrier that separates her from it all.  She would have to be aware of it, unless she were able to make a conscious effort to focus on something else.  If she were staring at the flower, as the woman is in the other image, then she might be able to block it out. But she is not.

So what is comes down to is precisely that separation between the outer world, and her, luxurious, personal world.  She is a woman apart. Her imperial status gives her that luxury — the luxury of not having to watch what the rest of the world thinks is entertainment.  She might have to be there for show, as the empress, but she can achieve that modicum of seclusion that her status affords.

Well, what about the history?

Empress Theodora was the wife of Eastern Roman Emperor Justinian.  She was a notorious theatrical performer and courtesan, with whom Justinian is said to have fallen madly in love (more likely lust).  I think this is why she is depicted in the sensual manner that she is.

It is said that she was highly intelligent, even to the point of dominating her husband, who is known as an accomplished emperor (responsible for promulgating a famous legal code, for one thing) and defying him in many areas (such as his doctrinal position in theological controversies).

Regarding the historical Theodora, we might be inclined to believe that Constant wanted to say that she did not approve of the cruelty of the way death sentences were carried out in the arena.  But she is not depicted in the images as disapproving, just aloof.  My interpretation, historically is thus that Constant wanted simply to highlight her sensuality and her separation from the people, as a historical theme.  Those certainly are the dominant elements of the painting.  (Another way of looking at this might be to assume that Constant intends to show us how the Emperor viewed the Empress.  He places the viewer in the Emperor’s seat, thus giving us a sense of how Theodora dominated the Emperor’s attention.)

Either way, the image can provide a certain inspiration.

In particular, I am reminded when viewing this image of Ayn Rand’s statement concerning civilization, which she defined as the process of “setting man free from men.“ When I think of Empress Theodora, I think of an intelligent if damaged person, living in a culture that was crumbling.  She was able to separate herself from the men of her time.  Her world apart is a refuge afforded to her by her imperial status, which, thanks to the torturous progress of civilization since then, each of us can now attain in far more significant ways.

Naturally, political considerations will encroach upon our historical evaluation of this image, but if, in viewing it, we focus primarily on the contrast between the bankruptcy of the outside social world and the intimate values of one’s personal world, then we can derive the greatest enjoyment from it.  Indeed, the scene captures the very idea of maintaining A World Apart, which is so important to refueling one’s soul for each new round of intellectual warfare we embark upon to save our own.

Why History?, from “Secular Homeschooling,” Issue 4

From the article:

…Historical-mindedness is the ability to engage the past as a productive aspect of living in the present. It is the capacity to draw on history as an intellectual resource for living.

There is a big difference between having such a capacity and merely knowing a lot of facts. The most brilliant people are not those who retain everything, but those who have the instinctive ability to discard anything that isn’t relevant.

Regarding history, the real power lies not in piling up more facts, but in being able to see relationships between them. When one can grasp fundamental similarities between past and present, despite circumstantial differences, one can learn and apply the “lessons of history,” i.e. the principles applicable to all human life. If one can grasp the connection between the actions of people in the past, and the world that those actions produced, one can develop a proper appreciation for the man-made values around us… (read more)

The Importance of Memorizing History, from “Secular Homeschooling,” Issue 8

From the article:

…Memorization — the act of committing information to memory, so that it can later be recalled without referring to an external source — is crucial to all learning, including the creation of a useful body of historical knowledge. The purpose of memorizing facts in any area is to automatize foundational knowledge, and thereby to automate thinking… (read more)