I. Is for Intention.

I is for Intentions.

What is the Intention of stories like Aesop or Alice in Wonderland? "Intention is- “purpose, design, aim or object; will, wish, desire, that which is intended," I have heard interpretations of Alice in Wonderland’s Caterpillar and the Hooka. huqqah "small box, vessel" (through which the smoke is drawn), related to huqq "a hollow place." Extended in Urdu to the whole apparatus. Eytemonline. Although Lewis Carroll is rumored to have used smoking apparatus’ it is still a rumor. I.School would like to turn attention to data and statistics to the intentions of Tobacco Industry. In their own words. Warnings of smoking is still advertising. Aimed, like a children’s book, for kids.

 In Their Own Words: Tobacco Industry Quotes On Marketing To Kids

see also, Their Own Words: Tobacco Industry Quotes on Nicotine

FACT: The cigarette companies spent over $5 billion in 1996 on advertising and promotion campaigns -- almost $14 million every day.

Federal Trade Commission, "1998 Federal Trade Commission Report to Congress for 1996, Pursuant to the Federal Cigarette Labeling and Advertising Act," 1998.

 FACT: Teens are more likely to be influenced to smoke by cigarette advertising than they are by peer pressure.

"Influence of Tobacco Marketing and Exposure to Smokers on Adolescent Susceptibility to Smoking, " Journal of the National Cancer Institute, Ocotber 1995.

 FACT: Marlboro, the most heavility advertised brand, constitutes almost 60% of the youth market but only 25% of the adult market.

Centers for Disease control and Prevention, "Changs in the Cigarette Brand Preference of Adolescent Smokers, U.S., 1989-1993," Morbidity and Mortality Weekly Report, August 1994

 In public statements, however, tobacco executives claim that they do not market to kids. Recently released internal tobacco-industry documents tell a different story. These quotes below show that tobacco ads affect kids and that the tobacco companies consider children to be their next generation of customers.

 "Evidence is now available to indicate that the 14-to-18 year old group is an increasing segment of the smoking population. RJR-T must soon establish a successful new brand in this market if our position in the industry is to be maintained over the long term."

Planned Assumptions and Forecast for the Period 1977-1986 for RJ Reynolds Tobacco Company," stamped "SECRET," March 15, 1976.

 "Realistically, if our Company is to survive and prosper, over the long term, we must get our share of the youth market. In my opinion, this will require new brands tailored to the youth market."

Claude Teague, RJR, "Research Planning Memorandum on Some Thoughts About New Brands of Cigarettes for the Youth Market," February 2, 1973.

 "For legal reasons, we have been unable to directly survey smokers under 18 years of age (as will be shown most smokers begin smoking regularly and select a usual brand at or before the age of 18).... Over 50% of men smokers start smoking fairly regularly before the age of 18...."

D.W. Tredennick, RJ Reynolds, July 3, 1974

 "But it must also be true that influential young smokers.... have made brand selections based on product characteristics or advertising and promotion communication."

D.W. Tredennick, RJ Reynolds, July 3, 1974

 "If it was legal to sell to 'em, we'd be glad to. But it's not.

Walker Merryman, Tobacco Institute, WHCS-TV, Portland, Maine, August 5, 1992, in a discussion about tobacco use among youth.

   

 [source: Campaign for Tobacco-Free Kids, phone: 202.296.5469]

If one tobacco company can influence and target kids in the 1970’s, then what influence do other industries have on kids in 2025?

Math Framework

NAEP Math Framework Cuz, the more ya know-

2024/2026

Number Properties and Operation (including computation and understanding of number concepts)

  • Quantitatively Order; Order continuous quantities- interest in Space, area, volume and Time.

  • Number Sense; Estimation; Comfort- “is a major expectation by 4th Grade” NAEP. i) Order rational or irrational numbers, including very large and very small real numbers. (Page 20 NAEP Math Framework 2026). A) Add and subtract- strategic decomposing and composing.

  • Order of number and Operations PEMDAS; Reasoning  trends. Solve real world problems.

  • Ratios and proportional reasoning  Apply basic properties of operations; Use proportions to solve problems (including rates of change and per capital problems)  (pg 22)

Measurement (including use of instruments, application of processes, and concepts of area and volume)

  • Measuring physical attributes- compare world quantitatively; domain of whole numbers; Compare objects with respect to a given attribute, such as length, area, capacity, time, or temperature.

  • Systems of Measurement; Connection to measuring is vital to mapping space and time; c) Estimate measure in another system- Kilometer to mile; US dollars to Canadian dollars, Fahrenheit to Celsius. (Pg. 26)

  • Measurement in triangles to solve problems consistently using Sine, Cosine and Tangent as ratios of sides in a right triangle; Interpret Pythagorean theorem; Pi,

Geometry (including spatial reasoning and applying geometric properties)

  • Dimension and Shape- Land measurement; practical of rules- by 4th grade “expected to be familiar with a library of simple figures in space and plane.

  • Transformation of figures and preservation of properties; Mirrors historical development

  • Relationship between geometric figures; Preservation of properties to solve real-world problems. Analyze properties.

  • Position, direction- logical implications and conclusion regarding ratio. f) fin an equation of a circle given its center and radius and , given an equation of a circle, find its radius.)

Data Analysis, Statistics and Probability (including graphical displays)

  • Data representation include conversations the entire process of collecting, organizing, summarizing and interpreting data.

  • Characteristics of data sets; Interpret (mean, median, mode, range and standard deviation) Compare. Approximate trends; Predict; f) Recognize or explain how an argument based on data might confuse correlation with causation.

  • Experiments and Samples; Identify bias; Evaluate characteristics of experiments;

  • Probability- determine whether two events are independent or dependent; Using assumption, randomness, unfamiliar contexts, predict events. h) Determine the probability of independent and dependent events. *objectives that proved opportunities for questions in mathematical literacy. j) Interpret and apply probability concepts to practical situations, including odds of success or failure in simple lotteries or games of chance; K) use the binomial theorem to solve problems.

Algebra (including expressions, equations, representations, and relationships)

  • Patterns, relation, and functions; recognize and describe in words of symbols, numerical and visual patterns.

  • Algebraic representations; f) Given a real-world situation, determine if a linear, quadratic, rational, exponential, logarithmic, or trigonometric function fits the situation.

  • Variables, expressions and operations b) Write algebraic expressions, equations, or inequalities to represent a situation.

  • Equations and inequalities; b) Determine the role of hypothesis, logical implications, and conclusions in algebraic arguments about equality and inequality; h) Solve quadratic equations with complex roots.

Note: This is a culmination of 2020 Math Framework and Current adjustments.

The problem of #2 Talk

There seems to be a point in serious educational conversations that get derailed. Detained. Conversations simply stop.

I call this a hostile, hostage conversation situation. HHCS-

Can we agree there are hierarchies? Top down business management systems.

Two areas dominate conversations. What we spend much of our time talking about is directed by top down business management systems.

What else is there to talk about? How about that Planet Parade? Cool HUGH!?

April

“April Showers Bring May Flowers.”

Question: What does that mean to you? Are you open to other interpretations?

Theme: April means “To open.” Color: Blue. Body part skill: Mouth.

Basic.

Thoughts Rain Showers? Sure. Rain brings water to ground making flowers grow and bloom. Excellent!

Proficient-

Now brain storm. Other meanings. Showers________, May_______ Flowers_______.

Example, Meteor Showers. Such as The Lyrid meteor shower which occurs between April 16-25 every year and will next peak in the early hours of April 22, 2025.

Mayflower- Ship? What do you tink you know about that? Proficiently.

I-Levels

Basic- Understanding of Aesop. Like lessons of behavior, talking and morality.

Proficient-

Uses basic understanding of lessons. Proficiently working on when to Open and Shut Door- Mouth.

Advanced:

Proficient use of closed time, door-mouth to Learn.

Open ideas as to other interpretations of words and events.

A Curiosity as to Meteor Showers and/or the Mayflower. Or May flowers.

*super advanced- did outside research.

**double super advanced- I student is even more curious.

What is said in open may be different than behind closed doors:

Companies Committed to Kids. Wiki

Sincerely, Alice

Thank You for the March Madness Adventure down the Rabbit Hole.

I read your books- Alice In Wonderland. Alice Through the Looking Glass.

I watched every Disney Movie about your story.

Enjoyed Alice’s Adventures in Wonderland with the Colorado Ballet.

Analyzed various interpretations of Lewis Carrolls’s interpretations; and subsequent Victorian Era, scandalous accusations that were more nightmarish than fairy tale.

Researched Archetypes of Alice- Similar to Dorthy’s Oz, and was introduced to

Inanna. An Ancient Myth about a girl going through a transformation, and asked: Who Are Youoooooo?

March Pre-requisite

“Nothing is as it appears to be.” Unknown (ironic)

Before I continue I.School’s 10 themes in 10 months, I’d like to at least attempt to explain. Lay some ground work of a few overall concepts. How about we call this “the 5 before 10” pre-requisite of I.school.

Video…

One: Motivational Distractions. Dilemma. How to motivate students feeling stuck in school. Give facts without debilitating overwhelm-etude. Goldilocks Lessons- not too soft, not too hard. Make lessons basic enough, but with infinite levels of personal possibilities. Appeal to anyone who has a genuine desire to learn. If you get this lesson, you pass. You are in.

  1. Here is what- Hierarchy- use of economic and political power systems (Triangle) Dilemma. How to get masses in public school to do what you want. (Trapezoid). X= Public Education + Social Media monopolies. Politics- enforce mandatory attendance from ages 5-18. Social Media is an escape from mandatory servatide.

  2. Possible solutions? School’s textbooks, curriculum, school board agendas regulate Information. Stories of Literature, and Quantites of math classes. Ages 5-18, Eight plus Hours a day. Media- Screens, audio- tells stories of literature (movies to music) and stories of Cultural Norms- how to behave- regulates information. And then copy-rights it. Owns it.

  3. Questions- Yes or no. Say two triangles- political and entertainment- hierarchies, have the same plan. Would said triangles want the Trapezoid-population to 1. get along with each other? 2. to think for themselves? 3. to be well rested and wide awake? 4. Chaos?

  4. Test. What do you talk about? Say 8 hours at school and 8 hours not. How much of those hours do you talk about School (tests, teachers, classes, school gossip); When not mentally in school what do you talk about? or spend your time? How much screen time talk is there? After the screens, what do we talk about? How much is then spent talking about the screens? (movies, news, media, tv….)

    1. Do conversations help us to get along?

    2. Do conversations help independent thinking or derivative dependent thoughts- we talk more about what other people talk about, rather than where it derived from?

    3. Does it keep students more In or De- pendent on hierarchies- (more or less?)

    4. Chaos. Y. Because from Triangle P and Triangle ai perspective, they have the right to govern, and Own. In-service.

  • Two: PpSSST! My newly invented acronym of (pssssst!) Personalized, or Private- Secret, School (for the) Self- Taught. (and hopefully self-explanatory). See, I’ve discovered a threshold of conversation. A block, a wall. Like the top of our trapezoid flattens, so do conversations. Any Talk Outside of Triangle P and Triangle AI, gets tackled. Example- Ever ask a teacher why we have to learn this stuff? Ever get a satisfactory answer? When asked of you “what are you going to do for the rest of your life, ever give a satisfactory answer without someone telling you what your future is. Flattens. Stops. End of story. Tackled in mid sentence. My personal example is- During a Faculty Meeting on Professional Development. Specifically “Concise Answers to Frequently Asked Questions About Professional Leaning Communities at Work.” Copyright. Book article placed before us educators.

    My verbal violation that led to a tackle and silence- benched in future faculty meetings- was this: I asked a question. (pause, see book title.) What is a PLC? Answer- read page 5 in the…

    “The official definition of a professional learning community is ‘an ongoing process in which educators work collaboratively in recurring styles of collective inquiry and action research to active better results for the students they serve’ (DuFour, DuFour, Eaker,& Many, 2020). More simply stated, the PLC process is a never-ending process in which educators commit to working together to ensure higher levels of learning for every student.” Best practices, proven, learning, applying… end of page.

    So, after I asked “What is it?” read page 5. I then raised my hand and said: “I don’t get it.” I was sincere, but this statement got some chatter. Meeting moved on. Small groups, more indiscernible jargon- to me. I’m slow, but I want answers to frequently asked questions- like what is it?

    Inquisitive by nature, I started looking up authors, publishers, and the origin of PLC’s. Quietly, on my own but during collaboration. So the PLC coach pulls me aside and says I am going to be her new project. I later read Page 65 of the FAQ of the PLC’s. Titled “What if a teammate purposely, willingly, and consistently breaks team norms?”

    • If the violation persists the team leader should meet with the individual in an attempt to have that person recommit to the team and its norms.

    • Coach may-Opt for an intervention to seek and explanation for the behavior to articulate the concerns regarding behavior and ask to honor team norms.

    • Make it clear that any further violations will result in disciplinary action.

    • “Nothing will destroy the PLC process faster than unwillingness to address- behavior that violates the process.”

Check, Check, and Check. And just for the record, my record has always been unmarked by ANY Violations. And when my violation was asking a question.. in school. The response was chilling. “Should Collaboration Optional?” (page 71). I’ll tell you the answer. No. “Educators will be required to..collaborate.” Group work. No individuality. Also for the record, I place no blame on my colleagues-none- they are lovely. I DO see a bigger picture, but my voice is silenced by mandatory meetings and punishing response to Basic questions. So, PSSSSSST. I’d Keep I school to yourself. Or select a small- self chosen- safe- trusted collaborative team. Focus on meaningful conversations, then shut up. Or face verbal Violations. Like taking up more time and telling your story.

Three: Alice in Wonderland

A Motivational Distraction. Thematic Learning. Familiar subject. Educational Learning Standards. ELS? No, the NAEP- the National Assessment for Educational Progress- the Nations “Gold Standard.”

Math: Rabbit Hole. Circles. Radius. Diameter. Circumference.

Science: Reproduction. Rabbits.

Literature: Genre. Archetypes. (Names, Colors, Animals, Settings)

History: Victorian Era.

Four: Time

Fact- There are 24 Hours in a Day. 8+8+8+ 24 right? Let Us Say-

8- Hours For Sleep.

Null and Void- X that one out for now, Sleep has it’s own sacred stories.

8- Hours of Work. School, for the purposes of I.School

8- Play/ Recreation. “Fun.”

Imagine this- PSSSST, pretend I had a Magic Wand… I would grant I/U:

One Hour Every Day Times Three (sleep, work, play) =

Imagine. One Hour a day 3, sitting on a boat- a Planck, if you will- looking back over time. What would you do for one hour of free time every day, over time? What Action would you take every day if it meant a better or, I guess worser you- whatever that means? 7 Days a week, conditioning. Over a span of time. What future I… would U like? Which habits would you like to grow into, or not? Put a big Hat on- future U. Who are you? Now imagine this with variable scenarios. Adjust accordingly.

Five:

I don’t know what you want per se. And if it is ok with you, what I want- for you is- You (I) want to be (more) comfortable in your own skin, brain, emotional state (yes, all) and act on what will leave a (more) self-propelling legacy. Good memories. Or at least interesting ones.

What I hear is- people are lonely. I think kids are suffering in schools. I want to help. Come on down the Rabbit Hole with me.

Like Alice in Wonderland- One Hour a Day of - Wonder. What is outside the daily conversational Trapezoid? Oh the places we could go. Like disguise learning with learning. No? Back to the drawing board.

Base 10

Ten Themes in 10 Months. To Learn. Self-Learn. Base. Basics. What do you need today?

In the Mean Times- Let I.School serve you. A distraction. With Purpose and learning.

Snake March

I.School holiday lesson distraction: Think Green, Leprechaun’s, Ireland, Lucky charms and shamrocks. This is not the place for drinking, stereo types; nor talks of cartoonish superficial sometimes insulting- patronizing of the holiday, clearly guided by profiteers. Still,

It’s St. Patrick’s Day!

When St. Patrick drove the snakes out of Ireland! Except… Ireland had no snakes. And since Alice in Wonderland had no snakes. (Theme o’ the month of March!) Nope, no snakes in the book nor Disney’s depiction of Alice. Uh oh, Rabbit Hole… Rabbits, but no snakes.

Now that I thin about it, Disney has only one or two iconic snakes. Kaa, from the Jungle Book interpreted as, “a symbol of cold-blooded power, both physically and psychologically.” And, in Aladdin, Jafar’s Staff (Snakes name), transforms into a cobra during his fight with Aladdin. “The cobra has blood-red eyes, a yellow underbelly, and a black back. It also has a hood with a dark-red underside and two red dots on each side.” Translation. Snakes not good.  But back to St. Patricks Day!

History Chanel 9 Surprising Facts about St. Patrick’s Day.

Snakes have been used as symbols across cultures for thousands of years, representing both good and evil, rebirth, healing, and transformation. 

Meaning

  • Good and evil

    Snakes have represented the duality of good and evil, depending on the culture and time period. 

  • Rebirth and transformation

    Because snakes shed their skin, they are seen as symbols of rebirth, transformation, and immortality. 

  • Healing and fertility

    In ancient Greece, Egypt, and indigenous North America, snakes symbolized fertility, rebirth, renewal, and even immortality. 

  • Protection

    Snakes can also represent themes of protection. 

  • Examples in mythology

    • In Chinese mythology, Yanwei is a snake deity with a human head and a snake's body. 

    • In Asian mythology, the Naga is sometimes portrayed as a snake or dragon. In Buddhism, nagas are sometimes seen as guardians of the Dharma. 

    • In Christian tradition, snakes have been associated with lies, evil, and temptation. 

    Historical significance

    Snakes are one of the oldest and most widespread mythological symbols.They have been associated with some of the oldest rituals known to humankind. AI

Historically, serpents and snakes represent fertility or a creative life force. As snakes shed their skin through sloughing, they are symbols of rebirth, transformation, immortality, and healing.

In the Epic of Gilgamesh, a snake steals the plant of immortality from Gilgamesh, symbolizing a loss of immortality and the inevitability of death, as he is bathing. 

Here's a more detailed explanation:

  • The Snake's Role:

    The snake acts as a "trickster figure," a symbol of deception and loss, mirroring similar symbolic roles in other narratives like the Garden of Eden story in the Bible. 

  • Gilgamesh's Quest:

    Gilgamesh, after journeying to the far reaches of the world, finally finds a plant that will restore youth and grant him immortality. 

  • The Stealing of the Plant:

    As Gilgamesh rests near an oasis, the snake, tempted by the plant, steals it from Gilgamesh and slithers away. 

  • The Significance of the Loss:

    Gilgamesh realizes that immortality is not meant for humans, and he accepts his mortality, finding solace in the legacy he leaves behind. 

Point is: By taking time and space to re-evaluate some traditions might be of interest in I.School. For living a deeper and more meaning-full, I. Life.

Your choice.

And in the Mean Time- some jokes:

How do you measure a snake?

Answer: “In inches, they don’t have feet.”

What do you call a snake who works for the government?

Answer: A civil serpent!

What do you call a cereal box full of snakes?

Answer: “Honey bunches of Nopes.”

What do you give a sick snake?

Answer: Asp-irin!

What is a snake's favorite dance?

Answer: The mamba!

What is a snake's favorite school subject?

Answer: Hisssstory!

What is another word for a python?

Answer: A mega-bite!

What kind of snake is completely different?

Answer: A Monty Python!

When will the little snake arrive?

Answer: I don’t know, but he won't be long.

Random: U.S. patent number 3,607,309, filed November 1, 1968 for “Marbits”

Can you guess what that might be? Mar Bits. Hints:

Category, guess- Snakes or Food?

L.C. The Leprechaun.

Click here for answer. Marbits.

For a lengthy explanation - about 5 hours total, and apparently well documented History of Ireland, (Ironically produced by the BBC). I will be spending some time (1 hour) learning about-

The Story of Ireland

I.School endorses good conversations regarding Holidays. Root for the Original Source, as close as you can, with skepticism.

March Proficient Pi

March Madness.

Alice in Wonderland inspired.

Pi Hole. Alice falling down.

Idea- Use the Theme of Alice in Wonderland, and connect it to Pi,

March 14th will be Pi Day. 3.14

Science Friday

Math- Radius, Diameter (Imperial vs. Metric System)

Teaching "Alice in Wonderland" in high school can be a great way to explore themes like identity, growing up, societal critique, and the power of imagination through the lens of a fantastical narrative, allowing for rich discussions about literary devices, symbolism, and the author's intentions while engaging students with its whimsical nature; it can be used to analyze elements like character development, surrealism, and the Victorian social commentary embedded within the story. 
Key aspects to focus on when teaching "Alice in Wonderland" in high school:

  • Coming-of-age themes:

    Discuss how Alice's journey through Wonderland can be seen as a metaphor for the challenges and uncertainties of adolescence, where she encounters confusing situations and must navigate unfamiliar societal rules represented by the strange characters she meets. 

  • Symbolism and Allegory:

    Analyze the symbolic meaning of objects like the shrinking potion, the Cheshire Cat's smile, the Mad Tea Party, and the Queen of Hearts, relating them to real-life situations and societal pressures. 

  • Literary Devices:

    Explore the use of literary devices like nonsense language, dreamlike imagery, and absurdity to create a unique and engaging narrative. 

  • Victorian Social Commentary:

    Discuss how the story reflects aspects of Victorian society, including class structures, gender roles, and anxieties about change, through the characters and their interactions. 

Potential activities for teaching "Alice in Wonderland":

  • Character analysis:

    Have students create character sketches of key figures like Alice, the White Rabbit, the Mad Hatter, and the Queen of Hearts, exploring their motivations and how they represent different aspects of society. 

  • Journaling and creative writing:

    Encourage students to write from Alice's perspective, describing their experiences in Wonderland and reflecting on the emotions and challenges she faces. 

  • Art projects:

    Students can create visual representations of scenes from the book, using techniques like collage, drawing, or painting to interpret the surreal imagery. 

  • Debate and discussion:

    Facilitate class discussions about the story's deeper meanings, exploring questions like "What does it mean to be 'mad'?" or "How does Alice's journey represent the process of growing up?" 

  • Dramatic interpretation:

    Students can perform scenes from the book, paying close attention to character development and the use of language. 

  • Research project:

    Encourage students to research the historical context of the book, including Lewis Carroll's life, Victorian era social norms, and the origins of the Alice stories. 
    Important considerations:

  • Adapting to different levels:

    Depending on the grade level, teachers can choose to focus on more basic themes like curiosity and imagination, or delve deeper into complex social commentary and literary analysis. 

  • Engaging visuals:

    Utilize illustrations from classic editions or film adaptations to enhance student understanding of the story's visual elements. 

  • Connecting to real-life experiences:

    Encourage students to draw parallels between the absurd situations in Wonderland and challenges they face in their own lives. 

AI Generative is experimental.

I.School

Read Alice in Wonderland.

Compare and contrast various interpretations.

Math: Pi. Hole.

March Math Imperial Madness

Subject: Math

Topic- The Metric vs. Imperial system of measurement.

I.School objective- get to the origin as to why we measure stuff and why it’s so confusing. A math mystery!

Okay, believe it or not this gets controversial. Patriots prefer Imperial over Metric. Period. Far be it for me to preach. Preferences vary, particularly proving that there is more to this story, So, lets get into it.

The metric system is a decimal-based system of measurement using units like meters, liters, and grams, while the imperial system uses units like feet, inches, pounds, and gallons, with most of the world using metric and the United States primarily using the imperial system; the key difference is that metric conversions are based on factors of 10, making calculations easier, whereas imperial conversions are often more complex and irregular. Well, thank you AI.

Imperial (adj.) having a commanding quality. Not to be confused with imperialism, a “a devotion for one specific interest group.”

Metric, from the word meter (n.) meaning “to measure.” As in the Prime Meridian. An imaginary line dividing the earth into eastern and western hemispheres. Sort of like the equator is an imaginary line dividing earth north and south. And because you gotta start somewhere, 0 (zero) degrees of separation begins in Greenwich, England.

In October 1884 the Greenwich Meridian was selected by delegates (forty-one delegates representing twenty-five nations) to the International Meridian Conference held in Washington, D.C., United States to be the common zero of longitude and standard of time reckoning throughout the world

So, what’s the problem? “The U.S. officially declared the metric system as its preferred system in 1975, but federal agencies have been slow to adopt it. Today, both systems are widely used in the United States.”

So, what’s the problem? The United States has not widely adopted the metric system because of a variety of factors, including cost, infrastructure, and history. 

And, because you gotta start somewhere, Let’s start with the Imperial mile.

Mile (n.) unit of linear measure in Great Britain, the U.S., and a few other countries, formerly used in most European countries before the metric system; Old English mil, from West Germanic *milja (source also of Middle Dutch mile, Dutch mijl, Old High German mila, German Meile), from Latin milia "thousands," plural of mille "a thousand" (neuter plural was mistaken in Germanic as a fem. singular), which is of unknown origin. Etymonline.

Also, mile was a unit of time, "about 20 minutes," roughly what was required to walk a mile. “A Mile-a-minute.”

The Mile stuck, but as for the rest of the Metric system? Those Federal Agencies slow to adopt it? Historically, “Some legislators were suspicious of metric as a "foreign" influence.”

All righty then. Now, let us simply explain the Imperial system of weights and measures; excuse me, the “United States customary units.” Starting with the origin of words.

  • Ounce- measurement of weight or time. Unica, One, unique, as in- ‘ounce upon a time.’ See inch; 1/2 of a pound in the Troy system, but in the avoirdupois oz, three inches or 7.5 seconds, where an oz of x contrasted or compared to a pound of y.

  • Inch- one half of a foot; from “island” taking over land little by little, “drive of force by small degrees.”

  • Inch- derived from Ell, forearm, ‘elbow’ anywhere from a foot and a half to two feet which is dependent on whose arm was used; and varied with interpretation. Shoulder to finger tip, or wrist?

  • Foot- original word is, “to dance;” to travel, ped- “foot” equaled 13.1” sort of. Measurements  varied in the 13th C.

  • Yard- 3 Feet or “the Ell of 45.” Originally yard/ yerd was“an enclosure, court or ship- yard. Yerd-land, yard of land, land yerd, varied in measure but often 30 acre or a quarter of a hide. Approximately 120 Acres.

  • Acre, “open field,”original meaning. In the United States, one acre of wheat yields about 40 bushels. 

  • Bushels- The US bushel is based on the Winchester bushel, which is about 3% smaller than the British imperial bushel. And one bushel of wheat weighs about 60 pounds.

  • Pound- Various definitions have been used; the most common today is the international avoirdupois pound, which is legally defined as exactly 0.45359237 kilograms, and which is divided into 16 avoirdupois ounces. The international standard symbol for the avoirdupois pound is lb; n alternative symbol (when there might otherwise be a risk of confusion with the pound-force) is lbm[3] (for most pound definitions), # (chiefly in the U.S.), and ℔or ″̶(specifically for the apothecaries' pound). There are 8.34 pounds in a Gallon.

  • Avoirdupois is a system of weights based on a pound of 16 ounces or 7,000 grains, widely used in English-speaking countries. (Except the US).

  • The US gallon is based on the Queen Anne wine gallon, which is about 17% smaller than the British imperial gallon. The UK uses imperial gallons, which are 4.54609 liter, and The British Imperial system measures its weight in Stones 1 Pound= 0.0714286 Stone.

  • A Stone in an English and British Imperial unit. Abbreviated “st.” And as the story goes- An ancient Brit was walking along the beach and stabbed his big toe on a bloody big stone, sholted “Stone the Crows!”so he took the stone home and weighed it, and it weighed exactly 14 pounds (lbs), so as he happened to have been in need of a stone at that time, that's what he decided to call it.

So there you have it. An arbitrary system of numbers. Historically, an avoirdupois, a heavy weight. Massive and cumbersome to understand at its basic level. Yet, what are kids studying in Math classes today? What happens if you ask why?

Well, now onto the Metric System. Not trying to sell it, I simply want to understand it. Knowledge is power.

Metric, 5 min video

  • Base units: Meter (length), liter (volume), gram (mass) 

  • Prefixes: Words like "kilo" (1000), "centi" (1/100), and "milli" (1/1000) are added to the base unit to indicate size 

  • Easy conversion: To convert between units, simply multiply or divide by 10, 100, or 1000 depending on the prefix used. 

Example:

1 kilometer = 1000 meters, 1 meter = 100 centimeters, and 1 gram = 1000 milligrams. 
_______________________________________________________________________

My point is this- Math is confusing, but only because we (many many) don’t understand it. (?) And we don’t understand it because, why? Is the math taught in schools today helping kids understand math (and finance) more? Or is the math being taught-confusing, thus creating generations of “I’m not good at math,” mentality. Contradicting the posters of “Math is F.U.N.” (Please forgive me math teachers!)  Math is Fun! but not by current mandated math curriculum. Big picture, is math helping kids or helping a specific interest group or groups?

And isn’t it almost cruelly ironic, that the US education system, so insistent on pushing standardization, rebels against global standardization of simple weights and measures?

Now you decide. I am choosing to learn the metric system (not necessarily like it), because I like to travel. It gives me an advantage. Simple. Base 10. I have 10 fingers and 10 toes.

Solution- take time to only understand what you need to know today, about math. Basics. Then tomorrow, build on that.

Ironic, that you will need to take time (math) to take time. Okay, that might be stretching it a bit. Now, this is about you. What do you need to know or learn? Metric, Imperial, or United States customary units. Not my place to preach. Simply provide information.

Take your time. Or someone else will. Time is money. Do you have either? Is it measurable?

Post Script: In Alice in Wonderland, can you guess which system is used in the book, linguistically (wording) in the late 1800’s? A time of Imperialism?

Relative History: In the United States, what event was happening in 1865?

Answer- the Civil War.

It was in the late 1800’s when the US began Public Schools. Compulsory, meaning required by law. What subjects do you think were first enforced Post Civil War, Reconstruction? What books do you think were used and why? Do you think states agreed on how history will be learned? Who do you think publishes text books, that states use to teach- English, math, history and science? Are they “owned” stories? What INtentions- governments; and business owners of publishing companies- might be present in curriculum? Would it be obvious?

Alice in Wonderland. A book of math and literary nonsense. Serves many purposes.

Distraction! Rabbits and Fibonacci. Want to guess what happens in March?

Alices' I Origin story

I. March (Word Wednesday)

This American Life: Origin Story

Theme: Alice in Wonderland; March Madness

Intro:"I've seen hatters before; the March Hare will be much the most interesting, and perhaps as this is May it won't be raving mad--at least not so mad as it was in March”. Says Alice.

Literature

Genre: Children’s Fantasy Fiction (historical fiction and nonfiction, poetry; Informational expositions, argumentation and procedural events.

Text Structure and Purpose: Irrational literary nonsense.

Authors Craft: In "Alice in Wonderland," Lewis Carroll employs a range of writing techniques including absurd logic, playful language, anthropomorphism, nonsensical dialogue, wordplay, dreamlike imagery, and a blend of the real and fantastical to create a surreal and whimsical world that challenges the reader's perception of reality, while often appearing as a children's story on the surface. 

Historical: Victorian England 1865-1890 (approximate for Alice)

Alice in Wonderland (Alice in Underworld). “Who are YOU?” said the Caterpillar.

This was not an encouraging opening for a conversation. Alice replied, rather shyly, “I–I hardly know, sir, just at present– at least I know who I WAS when I got up this morning, but I think I must have been changed several times since then.”

“What do you mean by that?” said the Caterpillar sternly. “Explain yourself!”

“I can’t explain MYSELF, I’m afraid, sir” said Alice, “because I’m not myself, you see.”

“I don’t see,” said the Caterpillar.

     White Rabbit- “I’m Late.” Many meanings over time.

Mad Hatter- “Mad” Question. What makes one mad?

Cheshire Cat- Faintly comes and goes. Trusted?

Blue Caterpillar- Transformation.

 *Red Queen of Hearts- All interpretations are consistently hostile. (see any image).

     “Eat Me” “Drink Me” confections- Changes size of Alice.

Little known but fun chapters include: The Mock Turtle, Gryphon, The Duchess, The King of Hearts,

Poetry: How doth the little crocodile (Carroll) and other Poems.

How doth the little crocodile
Improve his shining tail,
And pour the waters of the Nile
On every golden scale!

How cheerfully he seems to grin,
How neatly spreads his claws,
And welcomes little fishes in,
With gently smiling jaws!

Lyrical: Mock Turtle Soup (my favorite in the book) He’s sad because he used to be a “real turtle.”

As Alice left, the mock turtle was still crying and singing a song about turtle soup:

Beautiful Soup, so rich and green,
Waiting in a hot tureen!
Who for such dainties would not stoop?
Soup of the evening, beautiful Soup!
Soup of the evening, beautiful Soup!… Sooooooooooop.

*Important to note that the two main books are very different. Disney’s 1951 version is closer to the books than the 2016 and 2020 Tim Burton/ Disneys interpretations, which blends the two stories.

*Also important-all versions essentially leave out the close bond between Alice and her sister who is with her by the tree in the end and beginning of her journey. Older sister is reading a book without pictures (more grown up book), Alice falls asleep. Adventur-ers, and wakes up in the lap of her sister’s hand gently brushing away some leaves, which in Alices’ dream- were playing cards in her face. Her sister reminisces by the tree recalling her own dream adventure and transformation.

Although credited for Alice and her adventures in Wonderland (Underworld), Lewis Carroll’s inspiration may have come from older stories. Lewis Carroll deciphered his pen name from Charles Lutwidge Dodgson in ancient Latin, for example.

Similar themes appear in books such as the Wonderful Wizard of Oz 1902, which tells the story of Dorthy, another little girl in a blue dress who descends into travels confronting a wicked witch, a good witch, munchkins, a scarecrow, a woodsman, and a lion. She exposes Oz and returns to the farm believing it was all a dream.  Like Alice.

Alice and Dorthy’s adventures seem to follow an older theme, yet. Inanna, who descends into the underworld, meets her sister and is transformed after passing through 7 guarded gates; and three days later, appears different: At the first gate, The Descent of Inanna. 4000 BCE.

Inanna knocks gently.

A gatekeeper asks, “who are you and why have you come?”

She approaches the sixth gate feeling increasingly vulnerable. She knocks hesitantly. “My name is Inanna. And… I hardly remember what I came here for…”

Inanna is an ancient Mesopotamian myth story. The Epic of Gilgamesh meshes with Inanna.

I know the Epic of Gilgamesh, more. It is in most World History text books. Inanna is not mentioned. Her myth story however, seems to be re-written, re-Interpreted, repeatedly over time. In Gilgamesh, (and AI)

  • Inanna is described as “obsessive, petulant, passionate, and dangerous” 

  • Gilgamesh rejects Inanna's advances because she is known to have killed and tortured many of her previous lovers 

  • Inanna is associated with the planet Venus 

As for Alice in Wonderland, interpretations are essential for understanding. The story, the how (and the why, and the when) and its interpretation, says more about social, political and intellectual ideology of the time it’s re-written. It is also important because once the story is rewritten and interpreted with the intention of (think public schools and publishing companies), it then becomes property.

  • Public Domain: The original books "Alice's Adventures in Wonderland" and "Through the Looking-Glass" are in the public domain, meaning anyone can create works based on them. 

  • Disney's Ownership:

    Disney acquired the film rights to Lewis Carroll's story in 1938 and created the iconic animated film "Alice in Wonderland" (1951). 

  • Copyrighted Work:

    The Disney film, along with its characters, music, and artwork, are protected by copyright. 

  • Trademarks:

    Disney also holds trademarks for names like "Alice in Wonderland". 

  • Public Domain Reminder:

    It's important to note that while Disney can't prevent others from using the story itself, they can prevent others from making a film or other work that is substantially similar to their copyrighted work or uses their registered trademarks.

Which story do you know better? Books or Movie? What is the opportunity cost? Who owns the story of Alice?

Who ARE You? Who are your influencers? To what degree do stories have on you? What if that changed?

Whooooooo ARE, You?

This is my family’s Easter photo, circa 1972.Mom, brother, Bernie, and Vi. Never-mind the stripes and stoicism. Where is Ingrid? Original Mad Hatter? Following the white rabbit behind the hedges?

March Mad Rant

Irrational. Numbers, Irrational Alice. What is the connection?

Pi. Hole. Pi- Irrational ratio of a circles circumference to its diameter (di-two); (meter-metric system). Alice falls down a Rabbit Hole, where irrationality meets dream, two alternative realities. Irrational, talking rabbits, mad hatters, disappearing cats, card soldiers, and a mad Red Queen. “Falling down a rabbit hole,” is a saying. Meaning, things might get weird.

But first, some math.

Circles Quartered into Angles. Tri-Angles. (Trigonometry- the study of triangles).

360 degrees is in Full Turn. A Revolution. A Ration. Ray, Radius, means spoke of a wheel or a beam of light.

end of math.

Radius- in biology. Forearm bones/ Ulna rotates.

History- Lewis Carroll was inspired by 7 year old Alice Lidell to write Alice in Wonderland. I wonder if you want to continue reading this. Alice was one of three sisters. Lewis took a liking to Alice. He was fond of photography. Alice was abruptly taken from his care. Yea, it is as sorted as you might think. It remains a mystery, but the question is, who’s story was it?

Mystery, is that although Lewis Carroll is credited for Alice in Wonderland, there are parallel stories that pre-date Carroll himself. Humpy Dumpty, for example. In the Annotated Mother Goose, Martin Gardner claims that the poem, which first appeared in 1810 but was much older, had always been intended as a riddle to which the answer is: an egg. The OED gives two definitions of the term, though doubts that the two are related. The first, dating to 1698, is "a drink made with 'ale boiled with brandy.'" The second is the Humpty we're more familiar with now.

Point is, do you really know the story of Alice? Math? Language?

I.School, like dear Alice is an adventure you must make Alone. Take your time (or someone else will). Plan a course. Always have a plan. When in doubt, search for the Original source. Interpret for your self. Think, for yourself. Seek what NOT talked about. Seek Truth.

Dear Alice begins her “down the rabbit hole” sitting alongside her older sister who had a book, that did not have pictures, which bored Alice to sleep.

The End

My favorite part of the novel, Alice in Wonderland is the very end:

“Who cares for you?” said Alice, (she had grown to her full size by this time.) “You’re nothing but a pack of cards!”

At this the whole pack rose up into the air, and came flying down upon her: she gave a little scream, half of fright and half of anger, and tried to beat them off, and found herself lying on the bank, with her head in the lap of her sister, who was gently brushing away some dead leaves that had fluttered down from the trees upon her face.

“Wake up, Alice dear!” said her sister; “Why, what a long sleep you’ve had!”

“Oh, I’ve had such a curious dream!” said Alice, and she told her sister, as well as she could remember them, all these strange Adventures of hers that you have just been reading about; and when she had finished, her sister kissed her, and said, “It was a curious dream, dear, certainly: but now run in to your tea; it’s getting late.” So Alice got up and ran off, thinking while she ran, as well she might, what a wonderful dream it had been.

____________

But her sister sat still just as she left her, leaning her head on her hand, watching the setting sun, and thinking of little Alice and all her wonderful Adventures, till she too began dreaming after a fashion, and this was her dream:—

First, she dreamed of little Alice herself, and once again the tiny hands were clasped upon her knee, and the bright eager eyes were looking up into hers—she could hear the very tones of her voice, and see that queer little toss of her head to keep back the wandering hair that would always get into her eyes—and still as she listened, or seemed to listen, the whole place around her became alive with the strange creatures of her little sister’s dream.

The long grass rustled at her feet as the White Rabbit hurried by—the frightened Mouse splashed his way through the neighbouring pool—she could hear the rattle of the teacups as the March Hare and his friends shared their never-ending meal, and the shrill voice of the Queen ordering off her unfortunate guests to execution—once more the pig-baby was sneezing on the Duchess’s knee, while plates and dishes crashed around it—once more the shriek of the Gryphon, the squeaking of the Lizard’s slate-pencil, and the choking of the suppressed guinea-pigs, filled the air, mixed up with the distant sobs of the miserable Mock Turtle.

So she sat on, with closed eyes, and half believed herself in Wonderland, though she knew she had but to open them again, and all would change to dull reality—the grass would be only rustling in the wind, and the pool rippling to the waving of the reeds—the rattling teacups would change to tinkling sheep-bells, and the Queen’s shrill cries to the voice of the shepherd boy—and the sneeze of the baby, the shriek of the Gryphon, and all the other queer noises, would change (she knew) to the confused clamour of the busy farm-yard—while the lowing of the cattle in the distance would take the place of the Mock Turtle’s heavy sobs.

Lastly, she pictured to herself how this same little sister of hers would, in the after-time, be herself a grown woman; and how she would keep, through all her riper years, the simple and loving heart of her childhood: and how she would gather about her other little children, and make their eyes bright and eager with many a strange tale, perhaps even with the dream of Wonderland of long ago: and how she would feel with all their simple sorrows, and find a pleasure in all their simple joys, remembering her own child-life, and the happy summer days.

THE END.

I Wonder if some wholesome lessons to be learned got lost in translation. The interpretations of, interpretations of, built on derivative stories of, but what we think is the real story. And who has time to delve? And what might one find?

March Advanced

March

Theme: Alice in Wonderland

What you want: Distractions

White Rabbit- “I’m Late.” Many meanings over time.

To Scale: Time

Mad Hatter- “Mad” Question. What makes one mad?

Cheshire Cat- Faintly comes and goes.

Caterpillar- Transformation. Biology.

Red Queen of Hearts- Interpretations, compare and contrast.

“Eat Me” “Drink Me” confections- Changes size of Alice.

What is the overall theme of Alice? Does anything apply to you? Anyone you might know?

March Basics

March

Basics: Days of the Week. Basic: Colors. Green Focus.

Body Part to focus on: Feet. 10 Toes. Count. 1-10.

Base. 10.

Music Playlists focus on Grounding.

Shapes: Circles. Math: Geometry. Order of Operations. Social Studies: Geography.

Science: Biology, Life Sciences. Art: Drawing Dreams. Symbolism.

Literary Pic o’ the Month: Alice in Wonderland.

Activities- scrunch your toes up. make a fist of your feet. Distraction. No one will know what you are doing. You, however, will be focused. Grounded.

March 1-10 Distractions

I.School Students:

Get grounded in March.

  1. You are the most important person. You. the I. Are you listening?

  2. So what are you talking about? Does your language reflect #1? Adjust.

  3. Build on 1,2. Build something solid. (straws are superficially weak. Sticks hurt )

  4. Tell the truth. Even to yourself.

  5. You have the right to remain silent. Do that. And think about what you want.

  6. In Balance.

  7. Choose wisely.

  8. Strength is hard to come by. Find it.

  9. Seriously consider what you value. No joke.

  10. Now, what is your story? Are you sure?

Pre Test 1-10: Timed. Allow 10-15 seconds per topic.

List as many peoples representing the following topics- Purpose is to distract the student from intolerable realities.

LISTS OF 10

Scientists, Leaders, Explorers, Mathematicians, Authors, Producers, Composers, Entrepreneurs, Villains, Superheroes, Serial Killers, people on Money;

Cereal Boxes (characters), Food cartoon characters, Cartoon Characters, Sports mascots,

Comedians, musicians;

Now list 10 Fairy Tales.

What do you notice?

PSSST! Pretend secret school (4 the) self-taught never divulges answers.

March

Question: What are you “Marching” for? After Valentines Day and Groundhog Day, what grounds do you have to stand on? Who or what do you Love? New Year’s Resolutions need a re-boot? March.

Basic-

Use 5 senses to describe March. Test it daily.

Color of the Month: Green Music: Marching Band. Drums. (Do you have your playlist?)

Body Part: Feet. Daily, Weekly or Monthly focus on feet exercises. Stretch, bend, walk, run. Dance.

Texas beach. Shoes by step-mother; socks by student. My foot. My I.School tattoo #1. 5 dots. 2020-2025.

MARCH. Feet. Boots. Ground. Love. I.

Proficient:

History- Named after Mars, ancestor to Romulus and Remus.

Mystery- Julian and Gregorian calendars, March is the 3rd month. Historically, it was the “first sight of ground under the snow.” Thus the first month. Mars protected land.  Later, March refers to  Ireland, shamrocks, and St. Patrick- who drove the “snakes” out of Ireland. Allegory for converting folks through traditions and story telling.

Advanced:

Alice in Wonderland. The Novel.

Recall the story of Alice’s Adventures in Wonderland. And/or sequel, Through the Looking Glass.

Characters/scenes: Alice, Hole, Mad Hatter, White Rabbit/Hare. Time- “Late for an important date.” Red Queen, of Hearts. Also, Caterpillar, Cheshire Cat, pig. (What 3 or 4 characters can you imagine?)

Chain of Events: Order. Sequence.

Symbolism: Colors, Animals, settings,

Themes: Tea Party, Games, Riddles. Size changes, mood swings.

Behind the scenes:

Lewis Carroll: A BBC documentary from 2015, The Secret World of Lewis Carroll, critically examined Dodgson's relationship with Alice Liddell and her sisters. It explored the possibility that Dodgson's rift with the Liddell family (and his temporary suspension from the college) might have been caused by improper relations with their children, including Alice. Such as, nude photos, portraits and possible wedding proposals to 11 year old Alice) Wikiedia.

I-Levels of Understanding (assessment).

Basic: Recalls story of Alice falling down a hole. Weird characters (animals, colors, senes). Conclusion.

Proficient: Uses symbolism. Archetypes of characters, colors, animals, weird scenarios to make meaning out of the story. Inductive and Deductive reasoning. Higher thinking skills.

Advanced: Researches outside story (author). Has understanding of historical relevance. Applies Alice’s situation to self and others. Includes various comparative interpretations.

13.

Social Studies-

Folklore surrounding the number 13 appears in many cultures around the world: one theory is that this is due to the cultures employing lunar-solar calendars (there are approximately 12.41 lunations per solar year, and hence 12 "true months" plus a smaller, and often portentous, thirteenth month). This can be witnessed, for example, in the "Twelve Days of Christmas" of Western European tradition.

Some people consider 13 to be an unlucky number, but there is no evidence to support this. 

Triskaidekaphobia The fear of the number 13. People with triskaidekaphobia try to avoid things numbered 13. 

Math-

In mathematics the number 13 is a “happy number,” which is a number which eventually reaches 1, when replaced by the sum of the square of each digit. For instance, 13 is a happy number because 1 squared plus 3 squared equals 10; and 1 squared plus 0 squared equals 1.

Whether Superstition or Rationality, in I.School 13 is 1 (you) plus 3 (to build).

  1. What have you learned?

  2. (what are you talking about?)

  3. What are you building? (What is your motivation?)

Day by day.