Fleeting Reflections Concerning the Life of a Prodigal Soldier

“Whereas it becomes us humbly to approach the throne of Almighty God, with gratitude and praise, for the wonders which his goodness has wrought in conducting our forefathers to this western world; for his protection to them and to their posterity, amidst difficulties and dangers; for raising us their children from deep distress, to be numbered among the nations of the earth; and for arming the hands of just and mighty Princes in our deliverance; and especially for that he hath been pleased to grant us the enjoyment of health and so to order the revolving seasons, that the earth hath produced her increase in abundance, blessing the labours of the husbandman, and spreading plenty through the land; that he hath prospered our arms and those of our ally, been a shield to our troops in the hour of danger, pointed their swords to victory, and led them in triumph over the bulwarks of the foe; that he hath gone with those who went out into the wilderness against the savage tribes; that he hath stayed the hand of the spoiler, and turned back his meditated destruction; that he hath prospered our commerce, and given success to those who sought the enemy on the face of the deep; and above all, that he hath diffused the glorious light of the gospel, whereby, through the merits of our gracious Redeemer, we may become the heirs of his eternal glory.”
Thomas Jefferson, The Papers of Thomas Jefferson, vol. 3, 18 June 1779 – 30 September 1780, ed. Julian P. Boyd. Princeton: Princeton University Press, 1951), 177–179.

Welcome to my humble blog where I struggle to pursue the good through the free exchange of ideas with aspirations of fostering human flourishing in accordance with God’s Word.

My name is Mr Graeme. As a Classical Christian School teacher, I have taught upper-level History, Geography, Economics, U.S. Government, and Moral Philosophy at the secondary school level, as well as university. Additionally, in the wee hours of the night, I assume the form of a political analyst and researcher for State representatives fighting the pervasive ideas of socialism. The illiberal ideas promulgated by that fallen and utopian ideology are a disease of the mind and soul, which must be fought to the last measure.

One must bear in mind, that human history is replete with humanity’s systematic, arbitrary abuse, and control of the coercive power of government by parties who think they are more suited to rule over the masses than the ordinary person. Historians writing hundreds of years from now might view the individual liberties that have existed for such a minuscule fraction of humanity’s population, for such a woefully brief period, as a historical novelty that naively attempted to defy human nature. These same historians might also notice with equal curiosity that such a time was only a transient spectacle before humanity succumbed to its natural state, the abuse of force by an arbitrary government controlled by those who know what is best for you.

I elected to make this career shift into the discipline of history after spending the majority of my life within the military and working as a private military contractor. As a humble ground pounder, I have experienced extensive combat service around the globe participating in the endless brush wars of the early twenty first century. From those bitter trials, I have gained a strong moral understanding of how contingent historical events and individual agency have affected our current polity. Moreover, my forthright study of our human saga has led me to conclude that the proper aim or telos of education is to infuse young minds with a sense of virtue and to equip them with the appropriate knowledge, so that, in the words of Jefferson, I “may teach them how to work out their own greatest happiness.”

“History is for human self-knowledge…the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has done and thus what man is.”
R.G. Collingwood, The Idea of History, J. Van Der Dussen, ed. (Oxford, UK: Clarendon Press, 1993), 10.

Within my classroom, I foster the development of independent thinking through arduous Socratic discussion, paradoxical inquiry, stressing objectivity, and challenging students to think beyond popular historical narratives. Moreover, I encourage my students to form a firm comprehension of how the various levels of personal virtue displayed by historical actors have shaped our world, so that they may absorb the moral lessons that are deeply embedded within the past. By taking these lessons to heart, my students are well on the path to becoming virtuous citizens, who think independently about complex ideas and act virtuously as they pursue the good in all things. Indeed, those who internalise the profound lessons of the past are less likely to engage in violence, vote for politicians who promote authoritarianism agendas, or legislation that restrains human flourishing. Thus, they are armed with a formidable set of intellectual focusing lens that prevents them from succumbing to an ideology that thrives on state violence.

This type of education maintains fidelity to the spirit of tempered and communal liberty as demonstrated by Founders’ of this nation. These great men and women ardently advanced the notion that it is prudent to educate young minds in accordance with a classical liberal arts curriculum that provides them with an academically sound foundation upon which they can pursue the good. Students taught in such a sensible manner will be ardent seekers and defenders of Truth. The knowledge that this type of education imparts, equips these young minds with core knowledge that enables them to mature as individuals and arms them with appropriate emotional controls so that capricious passions do not interfere with their ability to utilise moral reason. In the end, living one’s life in accordance with timeless principles permits them to flourish, and that is the noble aim of a life lived in accordance with God’s Word.

I hold a Bachelor of Arts in American History with a concentration in the Colonial Period (1607–1776) from Beloit College, where earned the distinction of summa cum laude. For my judicious historiography, I was awarded the prestigious Taylor Merrill Prize for excellence and mastery of multiple historical periods within the discipline of History. Additionally, I was presented Madison College’s Honours Society academic achievement accolade for my work on the genesis and current state of the Fourth Amendment. Currently, I hold a Master’s Degree in Curriculum and Instruction with a concentration in American History from Liberty University, were I graduated with distinction for my noteworthy historiography on the “nightmare world” of Loyalism.

When not absorbed deep within the pages of a historical text, writing overtly long historical explorations, or passionately advocating for our God given liberties, I can be found exploring the hinterlands of America and indulging in my passion for the wilderness of the West.