Monday, January 31, 2005

Twas a Mucousful Monday....


                                Reader Discretion Advised  

This entry contains subject matter that may offend some readers.  It is not recommended for those with weak stomachs or who have just eaten.  Also not advised for individuals who work with children or have many or those who've just had a crappy day at work.      


Boy oh boy, today was fun at work.  We had 14 kids there and when I arrived, there were 5 staff members.  So they sent one down to the 4's room.  She looked thrilled, too... lol.  I chuckled under my breath, but by the end of the day, I bet she was the one laughing.  

I'm not sure who it was exactly that turned on the faucet on the noses, but damn... they didn't miss anyone (including me).  And maybe if I wasn't the only one who gave a damn if the stuff dried and encrusted onto the noses of the babies, I wouldn't be complaining.  Maybe it's an unspoken newbie hazing I'm getting......  

At least all of them didn't have the thick green gobs shooting out, but a few did~ewww.  Ya really should've warned me, Nae, dear... lol......  I'd rather change crappy diapers.  No...really, I would. 

So, I was chasing down kids, one after one, all day.    Now, if there is an upside to booger patrol, it is that all but one kid is quite used to having their noses preyed upon.  I was using tissues (Kleenex to us plain folk ;) at first, but then found a wet paper towel to be more thorough and probably more soothing by the end of the day.  They used baby wipes--I never used those on Grace's face because I thought it would dry her skin out.  So, I refrained.   

Regular Asst #2 wasn't there, but #1 was back from vacation (speckled-girl was covering for her), and #2's sister filled in.  Then #1 left at 12:30 for the day, then sub#2 left at 1:00 for lunch and left at 2:30 for the day.  Asst. #4 came in at 2:30 while Mrs. Lead left at 3:30, leaving #4 and I alone with 13 kids at that point.  They sent another sub down~oh, let me tell you...  

This obviously late-in-pregnancy teenage girl just sat there the entire two hours she was there.... why f'in bother... from now on she's known as 'clueless'?  Hurricane Kennady was body slamming her much smaller counterparts, then pulling the famous 'body-crusher' move...and clueless just sat there-5 feet away from her!  Granted, she normally works with the they grow up!  

Of note, when Mrs. Lead left, #4 looked to me to tell her what to do.  She actually works there only 3 less hours a week than I do.... I find that amusing, but I really like her a lot~ we may become friends, actually.    She's living on her own for the first time, getting ready to attend college.  Her family wants her to go to a more recognized school, but she wants to attend a local 2-year college, to get a feel for it. 

I told her to trust her gut.  And my story, of course...why does it seem I always have a story?...ending in "if I could do it all again..."  She seemed interested.  Then today, I find out she like beads  :)  I am a bead freak!So I must share some of my treasures and ideas... trust me, its the only time during my day where adult conversation takes place....  

The best part is my last 3 kids all left before 6:00... YEA!  So, I wasn't that late for the parenting class.  Which is pretty interesting... I'll post some of the topics here when I get my thoughts together.  I think only two of us are single mothers, and her daughter is in Grace's class.  She's ok.  Then there's a cute, pregnant with #3 girl I sat next to tonight- I like her, we're two pretty honest moms  :)  I am learning things though, which is always a good thing....  

Gracie has school tomorrow and I have to talk to Mrs. Teacher about her bringing things home that don't belong to her.  It stopped for awhile, then started again about the time I got my job.  But I don't know if the two are related since she was doing it before.  So, I will go and get her from class now and make sure what she has in there is hers.   

She even lied to me last week.  She showed me a 'Lizzie McGuire' barrette so I asked where she got it.  She started to say from school, but she changed, (mid sch even....) and said yard-sale!  Poor child is just like me..... yet she remains the 'Princess' and I the 'Queen'   :)    She won't be getting away with much with me on watch....  

And so one of my loveys doesn't get all gooey (or does) with all my work and kids nonsense.  Hey Brian, you should see Hurricane Kennady's mom, Typhoon.  You'd like to smack the behind on that donkey, for sure!  She gots a unyun to peel, babe  :)  

Have a nice night......  


Sunday, January 30, 2005

Sunday Scribble...

 Okay, okay... I know I have been AWOL for a few days, but frankly nothing's going on worth mentioning.  Grace's cold has dug in deep and I'm beginning to show signs of the same~yeah, I'm on it.  But all my efforts have yet to knock hers out....  

I found this Home-school Curriculum site that listed what kids should know by the end of a school year.  It has Preschool to High School requirements listed.  It is very informative.  Of course, requirements vary by state-with some not having any rules to some with very strict ones.  

Grace is on track with Preschool knowledge, even already having some for Kindergarten (this site includes Pre-K in Pre-school), so I feel great about that.  She's very intelligent.  But where I'm concerned is with things like coloring with crayons,  or drawing people (It is typical of children to first draw people with big heads and stick bodies with arms, and legs-if a kid includes hands and feet, that is considered advanced.)  

Grace has no desire to use crayons or markers, even if I am coloring with her-she scribbles a few lines and is done.  I love to color.  I have these abstract black and white prints I get-a habit picked up from Aunt Zombie-and color them with markers or colored pencils.... Grace loves to watch me color them, but she won't even do those.  

Now, honestly-I could give two cents on a rat's ass if she ever picks up a crayon and likes it.  But apparently, the school system would condemn her to remedial classes for the slower motivated kids.  So, what's more important?  That she can color in a picture or draw me in all my stick figure glory or that she knows the presidents on the money, or that she can put a 25 piece puzzle together in 10 minutes without help, or knowing 15 of 50 states, or that she can read all of 'Go, Dog, Go :::winks to Stacy::: and recognizes words other places?  

Well, I know you guys know, so its a rhetorical question, but I think we're focused on the wrong things anyway.  All these standardized tests to see where the kids are and hardly much time spent actually teaching them what they need to know.  Hey.... I'm not blaming teachers in any way, its not their faults the system is what it is.   

So, if my choice is between sending her to public school and home-schooling her, I opt for the second.  My brother and Wayne have suggested sending her for the early grades, like through the 4th or 5th, It's an option, though I'll need to see how things are then.  

We have 'Magnet Schools' here and I guess Wayne spent some time with his 2nd daughter, Alicia-a Junior in HS, at her school's competition-she attends one, apparently.  She sounds like an awesome kid and the fact that this program keeps her focused on academics at college level, she is being looked at for scholarships... YEA!  Wayne watched her a lot when she was younger, I've known her since she was about 7, but haven't seen her in years now.... He sounds so proud of her and what he instilled in her as a child, she remembers still.  

The 'Magnet School' idea may be good, but I don't know.... I have to think on it.  I'm pretty sure I can rule out a private school, unless she's really advanced for her age, then she would have a shot at financial assistance or scholarship...   

All this drama over her not liking crayons....  

I certainly can't make her like them.  She loves to do everything else-paint, glue things, work with beads, playdoh..... :::sigh:::  maybe she's more hands on than visually stimulated.  I don't know.....  

Alright..... enough already..... I'm off to medicate myself  :)  


Thursday, January 27, 2005

Storm's Daily 3.....

Hey guys..... Storm's got a great new game going, called the Daily 3

The idea is to give your answers in song titles....   She asks a question and we pick 3 song titles to respond .   

Go play!  I think its fun......  


Wednesday, January 26, 2005

Wednesday wind-up....

Well, my work week is over~today was my Friday :)   

Today started out looking questionable as I walked into the room with Mrs. Lead, Assts. #2, and #3 (speckled no-talking girl), the kids having snack #1 and getting ready to watch a movie while sitting in their table seats.  I said hi and only Asst #2 and the kids said hi back.....  Oh well.  

So, we're just sitting there, watching Elmo (got bored), Barney (got bored), and a little of Nemo, when the door opens and in comes Mrs. Office Lady and this mean looking old guy, clipboard in hand.  Yep, a surprise visit from the Board of Health.  Oops.   

This guy was scowling and scary looking and I was waiting for some of the kids to burst out crying in fear, but mostly they sat too scared to move or make a sound.  But still, these are babies and even if one hates his job, he doesn't freak out the babies!  

Okay, since I have been there, which granted, isn't long, but they have never used the straps on the seats in the tables.  Violation.  Kennady, was in the play area by herself (there is no way she can get out) but she was alone. Violation.  When I asked where to put my stuff, they said to put it over on the window ledge/bookshelf, where their stuff was.  Okay I did that.  Violation.  They couldn't find the refrigerator thermometer at first, I don't know if it was on point or not, but I'm sure I'll find out.  Aye Dios Mio.....  

After being in another room, and talking to the Sub today (she works in older baby) and is #2's ex boyfriend's mom.  This room can be improved upon in a great way.  It needs more structure, so they can be transitioned into the 2's class, because the 2's class is much more coordinated.  Yet, I lack the credentials (on official paper) to make those improvements.   

I'm not sure when Mrs. Lead is planning on leaving either, or if she is, while she attends school.  I believe she may have mentioned it being an online course~but its veterinary assistant, so I have a hard time seeing how all the classes can be online.  I'm beginning to consider maybe looking into a teaching degree to take over.   

Of course, this idea is just starting to form, I have no idea what the requirements are, funding issues, etc.... I should have a lot of courses completed-all the basic credits should transfer, plus the emergency first aid stuff.  With all the experience I have, maybe test out of some things.... that would be cool  :)  

We had 14 kids today, and of course all the 'trouble makers' were there~I say that lovingly :::winks:::  Nothing we couldn't handle, but more fights than usual.  Mrs. Lead and #3, both left at noon for the day, so we had a substitute come in while the kids took their nap, and #2 and I went to lunch (an hour apart).  

The Sub left when I returned, leaving # 2 and I alone with all 14, putting us 6 kids over limit per caregiver...oops.  Good thing the BOH had already been there, huh?!  Then #4 came in, and she stayed until we were down to  4, the max.  But at least the last ones were all angels.   

I read books to them until their parents showed up.  I was told to give them buggy rides (they are big plastic strollers that seat 4 at a time), but #2 and #4 had already done that, so I made an executive decision and opted for books.  The 6 o'clocker, I took down to the office, her mom was already there, but downstairs getting her sister.   

It ended much better than it began......  


Tuesday, January 25, 2005

Two's for Tuesday....

Well, today I was initiated into the 2's room--I really like it a lot!  (Why is it when my daughter was 2, she was a little tyrant?)  All these kids were very well behaved.  Sure, we had a few arguments over toys but nothing like I expected.  

From the sound of it, most of these kids start here when they are 6 weeks old.  Everybody knows the kids because they grow up and move to different rooms.  Did I give the breakdown on the rooms?  

Well, there are two baby rooms-early (6 weeks-6 months) and an older baby (6 months -12 months), same goes for the toddler rooms (I am in the older toddler, 18 months-24 months range).  Then one class for two's, three's, and four's.  There are a lot of kids who attend on a regular basis.  

So, back to this morning... I worked from 7:30-11:30 with a lady named Cindy, this was her 2nd week about the blind leading the blind  :)  But we managed most nicely, I think.  Then another regular person came in, Angie, and she led the charge..wheww. 

I must say time goes by much faster in the 2 room  :)   They are much more interactive than the 1 year-olds.   Of course, I immediately had fans who refused to leave my side the whole time I was there.  Oh..and there is a Hispanic boy, named Adrian, who is just so cute it's ridiculous... he's my new found friend  :)  I was speaking Spanish to him as well as English.  He doesn't listen so well and I thought maybe he wasn't understanding too much of what was being said to him--but he didn't respond to Spanish, either, so maybe he's just stubborn.  But at least now I know there isn't any type of prejudice at the center as far as admittance goes....   

There's a set of twin girls, Ashleigh and Alleigh, who couldn't be more opposite of each other.  They are fraternal twins,so its easy to tell them apart too.  Alleigh is very talkative and social.  Ashleigh is quiet and independent.  They didn't even play with each other....  

A little blonde player named Charlie, was fine when I came in this morning, but quickly started coughing, his nose constantly running, and his temp spiked at 100 under his arm.  Poor baby went down fast, not wanting to play or eat, just be held and cuddled.  When his daddy came to pick him up, he started crying--I felt so bad for him.   

The handful of the room (other than Adrian at times) is Bryce.  Wow, it takes one eye on him all the time....don't turn your back or look away, because the second you do...he's up to something.    The rest of the kids were great.  They followed directions, listened very well, and played well together.  Makes me get how a structured routine does them well. 

I think any stay-home-mom would benefit from seeing the routine these kids have and trying to set one for themselves.  I definitely think kids would do better if they experienced going, part time, just to get out of the house.  If its financially feasible, of course.  

I will always believe that kids are better off at home with mom or dad as much as possible.  But once the kid is 2 or 3, I think it would actually be better for him/her to get used to going to school and learning in a social setting.  It has done wonders for Gracely, not too mention her Mommy :::winks:::  

Speaking of the girl, I need to go get her from school soon.  I didn't get to see her at all really yesterday.  When I got home last night, I went in and kissed her-she was sound asleep and didn't move an inch.  Today, she tells me "Mom, you forgot to come in and kiss me last night!", stomping her foot and sticking out that bottom lip, as she says it.  I had to laugh and then I told her I did, but she slept right through it.  I miss her tons when I'm not here......  

Have a great day......  


Monday, January 24, 2005

15 little indians....

Man, Mondays at my new job suck!  We had 15 one year olds today!  And for the drama at my second day there...drum roll, please....... a possible case of lice was discovered on Friday!  What joy, and first time closing alone-getting to explain to all the parents.....can you say fun?  

There were some kids there today I didn't give the lowdown on, so here they are:  

Eli:  He's a quiet kid, he doesn't really have a favorite activity, he just goes with the flow.  He's also allergic to everything under the sun-one to watch.  But a real sweetie.  

Abigail:  Well, she's a little chunk, who says nothing-not one word.  She will smile if you smile at her.  But she is good by herself and in a group, and spends her day walking around playing with whatever toy she comes across.  

Joshua:  He's a match for Griffin for sure!  He loves the trucks and playing catch.  I wish Grif would've been there today to keep him busy.  Joshie is severely allergic to anything peanut, poor boy~hopefully he grows out of it--Can you imagine never eating a PBJ sandwich?  I lived off those when I was in grade school.  

Abbey:  She's a cutie, too.  Another snow white blonde baby who is always happy and smiling.  I just love those happy babies.  Abbey and Claire (the little genius) played together all day-it was sweet to watch..  

Ok, that being updated-onto today's report.  

Kennady, who I keep calling McKenzie~I have no idea why~is a little bully.  She's cute as hell, too-which makes it real hard to be mad at her.  She plays with no toys at all.  She hoards them all and won't letanyone else play.  When she isn't doing that, she's throwing her much-larger-than-all-but-2-kids-self on top of all the little ones!  She even has little bitty Caroline mocking her actions.....  It takes one of us with her all day, too.....  But like I said, I think she's way too mature for this room-she is bored.  

Ava, aka Squishy, started hitting me today.  I can't touch her without her crying-though I can always win her over in the end.  Each time I put her down, we have to start all over again.  But in time, she'll get used to me, I'm sure.  

Tyler or Ty-Ty turns 2 in February and will be moved to another room.  He plays by himself all day and exhibits different behaviors than his counterparts.  I venture to say he shows signs of autism with his rocking, fingers always moving, and touching textures like mad.  He's such a sweetie and his parents are very attentive, so I'm hoping they have checked into this.  

Claire is so intelligent for being one...I'm amazed.  She's so quiet and good, it's almost like she's not there at all.  She is also usually one of the last to get seated for snacks/lunch, etc, because she never causes any problems.  She can handle a total conversation on her own-with no translator needed :)  Heck, Gracie is 3 and I'm the only one who can get what she's saying half the time...  

The kids are the best part though.  My coworkers, now.... that's undecided yet.    From what I can tell, Mrs. Lead Teacher says very little, other than small talk nonsense stuff, to anyone.  She lets the other Assts. do whatever they please and rolls her eyes when they do or say something she doesn't care for, but never corrects or stops them. 

She attempted to read a book to all of the kids at one time.  These are 1-year-olds, they all wanted to get in close and point to pictures, but there were so many no one could see--so she put the book up.    Now call me insane, but wouldn't have been best for us to break these kids into smaller groups and each one of us read a book to 4 or 5 versus all 15?!  Guess I can see why Mrs. Lead is going into veterinary assistants programs.  Major burn out.  

 I guess some of the Assistant Teachers switch rooms, because there was a girl in the room today I don't know (still don't know her name).  She's going to college for nursing, and started talking about it with the other lead.  She (pretty much ignored me all day~and I'm cool with that) was mentioning something that I had experienced, so I put my two cents in and she rolled her eyes~ok speckled girl, what-eva!  So, she can kiss my backside for the duration.  

The other Asst. there full time she's friendly at least.  We seem to get along okay and much better once the Lead is out the door.  The last part timer came in for her 2 or 3 hour shift, and we get along great.  Which is good considering I am the last one to leave.  Of course, I got out at 5:56 tonight.   

My parenting class started tonight, too, so I went right from work to Grace's school and sat for 2 hours listening to the instructor and other parents share experiences.  I came in late and right in the middle of the whole 'introduce yourself and tell about your kid' routine. 

Totally caught off guard without having the chance to get my mind in order, I said my only real problem with Grace is that she won't sleep anywhere but in her own bed.  Then I spent the next 20 minutes agreeing with what the rest of the parents said their problems were.... 

Oh well, sure I'll get the opportunity to correct myself.   Tonight's topic was praise and rewards versus bribery.  It was fairly interesting.  I praise Gracie for good behavior/actions (of course, after she's done it, not before~that's a bribe).  Things like picking her toys up, doing her chores, and working during learning time, instead of playing, she has to do (she gets rewards when she does them on her own).  Most of the parents complaints were about siblings or sleeping, neither of which I deal.  Just keep telling myself it'll be an easy $200 when I'm done.  

Work asked me to come in tomorrow from 7:30 -11:30 am in the 2-year-old room.  I'm happy its only 4 hours~thanks Gracie for having to go to school  :)   It's been awhile since I've had to tell an employer 'no' and I used to be quite good at it, too.  Have to scrape the rust of my guns.... 

Actually, tonight, my back and legs hurt like I've climbed to the top of Stone Mountain (winks to Sie).  So, I'm off to attempt to get myself asleep before 1am.   Hopefully, I can recover before Wednesday and they won't ask me to work on Thursday~ Am I terrible or what?  

One more thing, as I was sitting with the kids for their lunch-- I looked around at them and got a little teary eyed thinking I don't even remember Grace being this age~I was that messed up in the head~ and I just realized what I missed.....  Sad, huh?  

Have a nice night people..........  


For laughs....

A man enters his favorite ritzy restaurant and while sitting at his regular table, he notices a gorgeous woman sitting all alone at a nearby table. He calls the waiter over and asks for their most expensive bottle of Merlot to be sent over to her, knowing that, if she accepts it, she is his.

The waiter gets the bottle and quickly brings it over to the woman, saying this is from the gentleman over there. She looks at the wine and sends a note over to the man. Her note reads:

"For me to accept this bottle, you need to have a Mercedes in your garage, a million dollars in the bank, and seven inches in your pants."

The man, after reading her note, chuckles, and sends a note of his own back to her. His note reads:

"Just so you know, I happen to have a Ferrari Testarosa, a BMW 850, and a Mercedes 600 SL, in my garage. I have over twenty five million dollars in the bank. But, not even for a woman as beautiful as you, would I cut three inches off. JUST SEND THE BOTTLE BACK."

It's Monday....  lighten up.....



Sunday, January 23, 2005

Death of a dream, and a Legend.....

It was a sad day in football for us as the Steelers got stomped by the Patriots.  It was a terrible game.  I don't know who New England is paying, but I hope its big bucks.    

So, Superbowl XXXVIIII is set as Philly attempts to win against the NFL's Mafia Team.  Oh, Sorry Sie, for the Falcons loss,  :(    I share your pain.....  

I don't really care who wins now, but my dislike for The Pats is strong enough that I'm jumping on the Eagles band wagon.  

Brian Dawkins  

Come on, you guys know you can't take another year of that damn Patriot Commercial...'Not today, not tomorrow, not next week....not in our house'...... anymore than I can!    

Thank God Nascar starts soon--  Go Newman #12....      

Another sad note, Johnny Carson died today at almost 80 years old, from emphysema.   He was a great, funny man with a bunch of laughs.......

(If you've never known a person who suffers from this disease, it is not a pretty sight and a terrible way to go.  If you want help to not smoke anymore, I suggest a trip to your local nursing home or hospital and see for yourselves) 

Sympathies with his family.....    


Images from AOL Sports

Saturday, January 22, 2005

Open letter to AOL....

Dear AOL:  

I'm sure by now there are a few thousand (or more) complaint letters flooding an in-box somewhere, waiting for attention.  Hence , I have opted to write an open letter, believing word of mouth will cause it to find it's way to the appropriate person(s).  

First, let me say I have always liked AOL as my internet service provider and recommend it frequently over the lower priced competitors.  I have made many good friends with AOL features, such as Journals and chat rooms.   

Actually, I am a journal addict at this point and when alerts go down, I miss things.  I do not appreciate that.  So, it saddens me to feel compelled to do this.  

I'm not sure what the problem is with the service lately.  If I'm not being disconnected for no reason; I'm getting bombarded with little pests and adware from the new 9.0 Security Edition, despite the firewall and spyware features enabled.   

I am not alone here.  I am reading many entries from folks dealing with the same issues.  Another thing, sometimes when I click on a link, AOL freezes and I have to restart--good thing I pay for unlimited service, huh?   

I didn't deal with it nearly as often with the previous version.  In fact, I was quite happy with the former.  Because I trust(ed) AOL to be the best, I downloaded 9.0 SE--knowing it would be better.  I was wrong.

Technical Support is okay and always are considerately patient with me in my frustrated state, but Rodney Phantagishgda doesn't quite know how to fix the problem, either.

I am well aware that sometimes new programs have bugs that need to be tweaked, so I'm patient in the fact the dedicated staff is working diligently to resolve this.  I only hope it is soon.   

The competition could reap many of the AOL members who are not as tolerant as I.   

Still in high regards,    


Catherine Hildebrand

'If' by Rudyard Kipling..

This poem I memorized in the 5th grade.  I didn't quite understand it then, but soon I found that any problems in everyday life can be seen in it's verses......  

I dedicate it to those who face struggles, decisions, and dilemmas.    


If you can keep your head when all about you  

Are losing theirs and blaming it on you;  

If you can trust yourself when all men doubt you,  

But make allowance for their doubting too;  

If you can wait and not be tired by waiting,  

Or being lied about, don't deal in lies,  

Or being hated, don't give way to hating,  

And yet don't look too good, nor talk too wise: 


If you can dream -- and not make dreams your master;

If you can think -- and not make thoughts your aim;

If you can meet with Triumph and Disaster

And treat those two imposters just the same;

If you can bear to hear the truth you've spoken

Twisted by knaves to make a trap for fools,

Or watch the things you gave your life to, broken,

And stoop and build 'em up with worn-out tools; 


If you can make one heap of all your winnings

And risk it on one turn of pitch-and-toss,

And lose, and start again at your beginnings

And never breathe a word about your loss;

If you can force your heart and nerve and sinew

To serve your turn long after they are gone,

And so hold on when there is nothing in you

Except the Will which says to them: "Hold on!"  


If you can talk with crowds and keep your virtue,

Or walk with kings -- nor lose the common touch,

If neither foes nor loving friends can hurt you,

If all men count with you, but none too much;

If you can fill the unforgiving minute

With sixty seconds' worth of distance run --

Yours is the Earth and everything that's in it,

And -- which is more -- you'll be a Man, my son! 


I hope some comfort can be found...... 


Friday, January 21, 2005

Fry day....

I should write something, but I'm bored and out of imagination for the day...  

I took Gracely to 'Pizza King', an Indiana establishment since 1956-according to their napkins :)  They have enclosed booths, like on a train car-it's very private.  Each booth has a (coin operated) TV/video games, an intercom to wait staff for requests, and the best part of all-they have a model train that brings the drinks to your table! 

It is really cool for Grace, being a train girl and all :::winks:::  She had her little face pressed so hard against the plexi-glass enclosure trying to see the train coming.  Once it stops at your table, you can open the door (a magnet released when the train stops on a lever) and remove the beverages~it is so neat.  

Of course, the rest of the time she was being a little snot- testing my patience.  I guess she's at that age now.  Lord, help me.  Maybe my Dad has the right idea of having all baby animals (including humans) in twos, so they can pick on and bug each  Nah, I'm happy with one and I'm sure hoping this is a phase of stepping out on independent feet.  

Did I tell you guys I signed up for a parenting class through Purdue U?  Well, I did.  Its the Early Childhood Education Dept sponsoring and I signed up through Gracie's preschool (where the classes are, too).  Now get this, I took a survey last week.  It took all of 30 minutes and they paid me $15.  I took a second survey tonight (2 hours!) and they paid me $45.  The classes are the next 8 Mondays (someone from Tag Lounge remind me of the Craft of the Week, please!--I totally spaced last weeks, I think~Sorry, Dana) from 6-8 pm.   

They provide dinner from 5-6 (I'll still be at work then..booo!), childcare for free, ready?.... they pay me $50 per class!!  Is that a deal or what?! 

I'm already a huge Purdue U fan anyway, but WOW, I'm in their corner all the way now :)  I get money to learn--unheard of!  I've been doing everything I can for some cash, shy of selling myself (though there were moments...), now I have a job and this little bit will help until my first check next Friday.  Yea!  

Oh, and Wayne is giving me $50, too (don't fall out of your chair,  Though I did ask him for it to get some things, I've been doing a lot of work for him lately, so I don't feel guilty about asking.  I still have a hard time saying the words, I started today with "How's your cash flow?  I know you're trying to pull this event off in March..blah, blah"  He said it wasn't so great, why?  So I told him I needed to borrow $50 (with him, my 'borrows' mean 'have', he knows).  Then I said never mind,  and we changed the conversation.    

He called back 15 minutes later and said he'd bring a check after work tonight, when he picked up some stuff I did.  Cool!  He may have felt guilty, he says he's been really sentimental here lately.  I told him its old age setting in  :)   What?!  He'll turn 50 next month and still parties like a college frat boy.......  He's aiight, he just fell in love with the wrong     

Shout out to Jaime, over at Chase~n~kids, for taking the #2 spot in this week's Editor's picks!  She's my most favorite Alaskan J~Lander  :)  If you haven't been by her place, I highly recommend partaking....  Next to Groovy, Mrs. #2 has me rolling on the floor with the antics of her family and work life.  Way to go, Jaime!  Most lavish praises your way, Love.....  

Ok, that about wraps up my day into evening.  I'm going to veg-out in a game or two and try to finish up a Cat House tale.  

Ya'll have a nice night now, ya hear?  


Wednesday, January 19, 2005

First day wrap up...

Hello friends and more thans   :)  

First day summary here...  

(Nae, except for the question-this is probably going to read like just another day at work for you~ and I'd so get it- if you went 'hell no, I don't want to hear about this!'  :::laughs:::)  

My day starts at 9, snack time preparations-filling up sippy cups with H2O, wiping hands of 12, 1-yr-olds and sitting them in one of two tables with six chairs sitting in a half circle in the middle of the table(Nae-you guys have these things?)  They are so cool and convenient, too.  I highly recommend a table like this for any parent of multiples or daycare.  My Grandma, Mom's mom, would've loved to have one of these when she took care of foster kids  :)  

Ok, the kids are all at, or in, the table, they get pretzels to eat and today we watched Kid Songs (it was the same one Gracely has, that she plays over and over, aren't I lucky).  Snack time lasts about 45 minutes to an hour.  Some kids, of course, were finished much sooner and just sat there or caused trouble.  Then, one by one diapers changed, hands wiped, and sent back into the corral to play.   

They play until 11, when its time to start lunches.  Each kid brings in their own food from home, which among one year olds can cause major conflict when the kid next to you is eating your food because its his favorite.  We get out all the lunch boxes and put each kids food where he/she is sitting, they get milk with lunch, and heat up any of those type foods.  

Once all the kids are seated and eating, we set up cots for nap-time.  Kids take about 30 to 45 minutes eating lunch. Then all are wiped down, yet again, diapered, yet again, and all are down on cots (about 8 actually asleep within seconds), all asleep but one by 12.  Honestly, these kids could lay down and take a nap much earlier--they are so tired!  Grace took two naps a that age still... ahhh, the good old days....  

I get back from lunch at 2:00, and 3 kids are still sleeping.  The rest are all back at the tables, 3 in one, and the other is full, reading books.  Once all the kids wake up (around 2:30) they get another snack at 3:15, animal crackers and water. 

That lasts until 4:00, when its diaper time, wipe hands, turn loose in corral to play....    Parents start coming around 4:30 and don't stop until 6:00, when I'm supposed to be leaving the office to my car... (and yes, Nae if you've made it this far, there is at least one parent who shows up precisely at 6:00 pm..... <stop laughing now, please>)  

The attendants:

Lead Teacher- much more friendly once we were alone.  She is currently looking into veterinary assistant courses, having had enough of early childhood education.  She is there from 7-3:30 daily, no lunch.  

Assistant #1- was out the door within 15 minutes of my arrival, a frequent occurrence from my perspective...  

Assistant #2- is very good with the kids for singing and playing, but is young and has no kids of her own... so sometimes her language and actions are something a parent would not want their child to know.  She takes lunch from 12-1.  

Assistant #3- Comes in (or came in today) from 2:30-5:30, she's a lot like #2.  

I am Assistant #4, I'm the ones who stays until the last child is out the door.  I was told at 5:55, to take any remaining kids and their stuff to the office and leave them there, so I could go home   :)  

Attendees breakdown:

1.  Griffin-this little dark blonde, blue-eyed chunk will melt you in a minute, but he's good for taking what he wants, when he wants it (hey, Brian-how long you been laying off laying? and where were you a year ago?) 

2.  Kaitlyn-brown wavy haired, blue-eyed little mama loves trucks and zooming with Griffin across the floor-she is the defender from all bullies!

3.  Tyler (Ty)- he's a little brown haired, eyes to match sweetie!  He attempts to play with Griffin, but Griffin usually mean to him.

4.  Emily- I call her Em, or Emmy-brown hair and blue eyes, you should see this child's hand and head gestures...if she could speak adult words, I'm sure she'd be standing in front a podium.  She's a petite little thing, too...

5.  Dawson- he was obviously not feeling well, leaning his head to one side and sticking his finger in his ear a sure sign of ear problem, poor guy.  He just laid around or cried most of the day.... there's enough of us, to accommodate a one on one with a sick or upset child.

6.  Kennady-a cutie, no doubt... she turns 2 in April and is honestly too mature to be in this room.  She's so bored she gets into trouble.  She has a brother about 4-6 years older that she wrestles with and sits on him at home, so she does it to these kids.... but her big blue eyes are full of wonder..

7.  Lily-I call her Lily-belle-she's got the number on everyone, always telling who took what from who, she loves to dance...  She's got these blue eyes that when you look in them, you get hypnotized.

8.  Donnie-he's a little shy one who loves playing with balls, toy ones that is.  I bet I rolled a ball to that boy for a total of 5 hours today, he was happy as a clam...

9.  Caroline-She's Emmy's twin, not really... but their bodies and hair are exactly the same.  She had a rough day today, being broken from her binkie.  She assumed the position up against a wall underneath the cubby where her binkie was stashed for the better part of the day.

10.  Ava- They call her 'Squishy'....she's a doll!  It seems she's recently recovered from the whole ear infections/tubes thing.  She's a happy-go-lucky girl, for sure with her strawberry blonde locks..

11. Claire- she's one of my favorites...She's already talking complete sentences, telling us she wanted to go to the show today.  She knows exactly what you're saying to her and responds with lots of details.

12. Grace- a cute little white haired, blue-eyed girlie.  We always have to put her hair up to keep it out of her eyes.  She looks at everyone with a disdained look, then the biggest smile.  

Those are the ones there today.  Some kids are part time and there on certain days.  

It's not so bad, but no way could I do this full time.....    


Tuesday, January 18, 2005

Tuesday tidbits....

Well, it is a whopping 9 degrees (F) outside, not including the wind chill.  It's supposed to drop a couple more inches of snow on us tonight, so we'll warm up overnight to around 33, high tomorrow of 37!    So, at least my first day on the job will be above freezing :)  

I tell Gracie I have to go to work tomorrow and she cries.  I tell her I'm only going to be gone during the day and I'll be back to put her to bed and she tells me she loves me and not to go.  

This may be harder than I thought....  

She's also catching yet another cold.  I started her on Airborne last night, it shortens the duration of the symptoms- and some PediaCare for her stuffy nose.  She has a cough.  She said her ear hurt, but it seems fine today...... So don't want to deal with earaches.   

She's supposed to go to school today and she wants to go.  This is where my dilemma starts because I'm the first one to complain when I see other runny-nosed kids at school.  She's not running a fever, either.  But she wants to go..... ahhh decisions, decisions...  

I'm hoping Dad taking her to dance class is going to be okay.  Gracie can get a little wild while waiting on her turn to do whatever....  Mrs. Ballet/Tap Teacher knows my rule-If Gracie doesn't pay attention or acts up to where the teacher or I need to intervene, no treat after dance class.  (Mrs. Ballet/Tap Teacher does not, however, like to enforce that rule--she says that's my job :)  So,Dad being the softie he is, will give in to her if she cries......

I'm gping to talk to her today to let her know if she sees a change in Gracely's behavior, we'll need to switch class days....

My nerves seem okay for starting a new place.  I guess the big test is the all-day factor.  I keep telling myself it is only two days, that's nothing.  If I was in the typical single parent household, I'd be working full-time at probably two jobs to pay bills and crap-so I should shut my pie hole and be happy.   

The down side is paychecks only come every two weeks, every job I've had-I've been paid this way.  Does anyone pay weekly anymore?!  I know they do because the job my brother just got, does.....   

My luck of the draw, I guess  :)  

Have a great day, J~Land....  


Monday, January 17, 2005

He'd be proud, part II


Brown v. Board of Education, 349 U.S. 294 (1955) (USSC+)

Reargued on the question of relief April 11-14, 1955

Opinion and judgments announced May 31, 1955



1. Racial discrimination in public education is unconstitutional, 347 U.S. 483 , 497, and all provisions of federal, state or local law requiring or permitting such discrimination must yield to this principle.

2. The judgments below (except that in the Delaware case) are reversed and the cases are remanded to the District Courts to take such proceedings and enter such orders and decrees consistent with this opinion as are necessary and proper to admit the parties to these cases to public schools on a racially nondiscriminatory basis with all deliberate speed.

(a) School authorities have the primary responsibility for elucidating, assessing and solving the varied local school problems which may require solution in fully implementing the governing constitutional principles.

(b) Courts will have to consider whether the action of school authorities constitutes good faith implementation of the governing constitutional principles.

(c) Because of their proximity to local conditions and the possible need for further hearings, the courts which originally heard these cases can best perform this judicial appraisal.

(d) In fashioning and effectuating the decrees, the courts will be guided by equitable principles -- characterized by a practical flexibility in shaping remedies and a facility for adjusting and reconciling public and private needs.

(e) At stake is the personal interest of the plaintiffs in admission to public schools as soon as practicable on a nondiscriminatory basis.

(f) Courts of equity may properly take into account the public interest in the elimination in a systematic and effective manner of a variety of obstacles in making the transition to school systems operated in accordance with the constitutional principles enunciated in 347 U.S. 483 , 497; but the vitality of these constitutional principles cannot be allowed to yield simply because of disagreement with them.

(g) While giving weight to these public and private considerations, the courts will require that the defendants make a prompt and reasonable start toward full compliance with the ruling of this Court.

(h) Once such a start has been made, the courts may find that additional time is necessary to carry out the ruling in an effective manner.

(i) The burden rests on the defendants to establish that additional time is necessary in the public interest and is consistent with good faith compliance at the earliest practicable date.

(j) The courts may consider problems related to administration, arising from the physical condition of the school plant, the school transportation system, personnel, revision of school districts and attendance areas into compact units to achieve a system of determining admission to the public schools on a nonracial basis, and revision of local laws and regulations which may be necessary in solving the foregoing problems.

(k) The courts will also consider the adequacy of any plans the defendants may propose to meet these problems and to effectuate a transition to a racially nondiscriminatory school system.

(l) During the period of transition, the courts will retain jurisdiction of these cases.

3. The judgment in the Delaware case, ordering the immediate admission of the plaintiffs to schools previously attended only by white children, is affirmed on the basis of the principles stated by this Court in its opinion, 347 U.S. 483 , but the case is remanded to the Supreme Court of Delaware for such further proceedings as that Court may deem necessary in the light of this opinion.


MR. CHIEF JUSTICE WARREN delivered the opinion of the Court.
These cases were decided on May 17, 1954. The opinions of that date, declaring the fundamental principle that racial discrimination in public education is unconstitutional, are incorporated herein by reference. All provisions of federal, state, or local law requiring or permitting such discrimination must yield to this principle. There remains for consideration the manner in which relief is to be accorded.

Because these cases arose under different local conditions and their disposition will involve a variety of local problems, we requested further argument on the question of relief. In view of the nationwide importance of the decision, we invited the Attorney General of the United States and the Attorneys General of all states requiring or permitting racial discrimination in public education to present their views on that question. The parties, the United States, and the States of Florida, North Carolina, Arkansas, Oklahoma, Maryland, and Texas filed briefs and participated in the oral argument.

These presentations were informative and helpful to the Court in its consideration of the complexities arising from the transition to a system of public education freed of racial discrimination. The presentations also demonstrated that substantial steps to eliminate racial discrimination in public schools have already been taken, not only in some of the communities in which these cases arose, but in some of the states appearing as amici curiae, and in other states as well. Substantial progress has been made in the District of Columbia and in the communities in Kansas and Delaware involved in this litigation. The defendants in the cases coming to us from South Carolina and Virginia are awaiting the decision of this Court concerning relief.

Full implementation of these constitutional principles may require solution of varied local school problems. School authorities have the primary responsibility for elucidating, assessing, and solving these problems; courts will have to consider whether the action of school authorities constitutes good faith implementation of the governing constitutional principles. Because of their proximity to local conditions and the possible need for further hearings, the courts which originally heard these cases can best perform this judicial appraisal. Accordingly, we believe it appropriate to remand the cases to those courts.

In fashioning and effectuating the decrees, the courts will be guided by equitable principles. Traditionally, equity has been characterized by a practical flexibility in shaping its remedies and by a facility for adjusting and reconciling public and private needs. These cases call for the exercise of these traditional attributes of equity power. At stake is the personal interest of the plaintiffs in admission to public schools as soon as practicable on a nondiscriminatory basis. To effectuate this interest may call for elimination of a variety of obstacles in making the transition to school systems operated in accordance with the constitutional principles set forth in our May 17, 1954, decision. Courts of equity may properly take into account the public interest in the elimination of such obstacles in a systematic and effective manner. But it should go without saying that the vitality of these constitutional principles cannot be allowed to yield simply because of disagreement with them.

While giving weight to these public and private considerations, the courts will require that the defendants make a prompt and reasonable start toward full compliance with our May 17, 1954, ruling. Once such a start has been made, the courts may find that additional time is necessary to carry out the ruling in an effective manner. The burden rests upon the defendants to establish that such time is necessary in the public interest and is consistent with good faith compliance at the earliest practicable date. To that end, the courts may consider problems related to administration, arising from the physical condition of the school plant, the school transportation system, personnel, revision of school districts and attendance areas into compact units to achieve a system of determining admission to the public schools on a nonracial basis, and revision of local laws and regulations which may be necessary in solving the foregoing problems. They will also consider the adequacy of any plans the defendants may propose to meet these problems and to effectuate a transition to a racially nondiscriminatory school system. During this period of transition, the courts will retain jurisdiction of these cases.

The judgments below, except that, in the Delaware case, are accordingly reversed, and the cases are remanded to the District Courts to take such proceedings and enter such orders and decrees consistent with this opinion as are necessary and proper to admit to public schools on a racially nondiscriminatory basis with all deliberate speed the parties to these cases. The judgment in the Delaware case -- ordering the immediate admission of the plaintiffs to schools previously attended only by white children -- is affirmed on the basis of the principles stated in our May 17, 1954, opinion, but the case is remanded to the Supreme Court of Delaware for such further proceedings as that Court may deem necessary in light of this opinion.

It is so ordered.



In the 1930's. Charles Hamilton Houston, special counsel for the NAACP, instituted a strategy for challenging segregation in education through the courts. These major cases in the years before 1951, paved the way for Brown v. Board of Education.

Missouri ex rel. Gaines v. Canada (1938)
The University of Missouri refused to admit Lloyd Gaines to its law school because it believed the school was only for whites. It was common for the state to send black students to neighboring states for courses of study not offered in the black schools. Since Missouri did not have a separate and equal law school for African Americans, the U.S. Supreme Court ruled Gaines must be allowed to attend the University of Missouri Law School.

Sipuel v. Board of Regents of the University of Oklahoma (1948)
When Ada Lois Sipuel was denied entry to law school, the University set up a "class" overnight with 3 instructors, 3 classrooms, and separate access to the law library at the state capital. The U.S. Supreme Court ruled this was illegal, and she was finally allowed to enroll.

McLaurin v. Oklahoma State Regents for Higher Education (1950)
The U.S. Supreme Court ruled that George W. McLaurin, a student who was required to eat and study at separate tables, must be treated the same as white students. Chief Justice Fred Vinson said in the ruling that separate accommodations denied McLaurin "his personal and present rights to equal protection of the laws" under the 14th Amendment. Continuing, Vinson said "McLaurin must receive the same students of other races."

Sweatt v. Painter (1950)
This case was an important predecessor to Brown v. Board of Education, because the U.S. Supreme Court decided 9-0 that the "separate but equal" doctrine established in the Plessy case was unworkable and ultimately doomed.


What he'd be proud of....

.In Dr. King's honor, I am posting a different kind of entry.  One that I believe he would be happy to seen achieved and to see how, at least, our kids don't deal with segregation in school.  (Though I'm sure he'd be advocating for more funding, quality education, and higher wages for teachers)  

Just past noon on January 15, 1929, a son was born to the Reverend and Mrs. Martin Luther King in an upstairs bedroom of 501 Auburn Avenue, in Atlanta, Georgia. The couple named their first son after Rev. King, but he was simply called "M.L." by the family.   During the next 12 years, this fine two story Victorian home is where "M.L." would live with his parents, grandparents, siblings, aunts, uncles, and their boarders.

The home is located in the residential section of "Sweet Auburn", the center of black Atlanta. Two blocks west of the home is Ebenezer Baptist Church, the pastorate of Martin's grandfather and father. It was in these surroundings of home, church and neighborhood that "M.L." experienced his childhood.   Here, "M.L." learned about family and Christian love, segregation in the days of "Jim Crow" laws, diligence and tolerance.

It was to Ebenezer Baptist Church that Dr. Martin Luther King, Jr. would return in 1960. As co-pastor with his father,"Daddy King", Dr. King, Jr. would preach about love, equality, and non-violence.    

**This year marks the 50th anniversary of the Final Decision...... 

                 SUPREME COURT OF THE UNITED STATES          

         Brown v. Board of Education, 347 U.S. 483 (1954) (USSC+)
                                            Argued December 9, 1952

Reargued December 8, 1953

Decided May 17, 1954


Segregation of white and Negro children in the public schools of a State solely on the basis of race, pursuant to state laws permitting or requiring such segregation, denies to Negro children the equal protection of the laws guaranteed by the Fourteenth Amendment -- even though the physical facilities and other "tangible" factors of white and Negro schools may be equal.

(a) The history of the Fourteenth Amendment is inconclusive as to its intended effect on public education.

(b) The question presented in these cases must be determined not on the basis of conditions existing when the Fourteenth Amendment was adopted, but in the light of the full development of public education and its present place in American life throughout the Nation.

(c) Where a State has undertaken to provide an opportunity for an education in its public schools, such an opportunity is a right which must be made available to all on equal terms.

(d) Segregation of children in public schools solely on the basis of race deprives children of the minority group of equal educational opportunities, even though the physical facilities and other "tangible" factors may be equal.

(e) The "separate but equal" doctrine adopted in Plessy v. Ferguson, 163 U.S. 537, has no place in the field of public education.

(f) The cases are restored to the docket for further argument on specified questions relating to the forms of the decrees.


MR. CHIEF JUSTICE WARREN delivered the opinion of the Court.
These cases come to us from the States of Kansas, South Carolina, Virginia, and Delaware. They are premised on different facts and different local conditions, but a common legal question justifies their considerationtogether in this consolidated opinion.

In each of the cases, minors of the Negro race, through their legal representatives, seek the aid of the courts in obtaining admission to the public schools of their community on a nonsegregated basis. In each instance, they had been denied admission to schools attended by white children under laws requiring or permitting segregation according to race. This segregation was alleged to deprive the plaintiffs of the equal protection of the laws under the Fourteenth Amendment. In each of the cases other than the Delaware case, a three-judge federal district court denied relief to the plaintiffs on the so-called "separate but equal" doctrine announced by this Court in Plessy v. Ferguson, 163 U.S. 537. Under that doctrine, equality of treatment is accorded when the races are provided substantially equal facilities, even though these facilities be separate. In the Delaware case, the Supreme Court of Delaware adhered to that doctrine, but ordered that the plaintiffs be admitted to the white schools because of their superiority to the Negro schools.

The plaintiffs contend that segregated public schools are not "equal" and cannot be made "equal," and that hence they are deprived of the equal protection of the laws. Because of the obvious importance of the question presented, the Court took jurisdiction. Argument was heard in the 1952 Term, and reargument was heard this Term on certain questions propounded by the Court.

Reargument was largely devoted to the circumstances surrounding the adoption of the Fourteenth Amendment in 1868. It covered exhaustively consideration of the Amendment in Congress, ratification by the states, then-existing practices in racial segregation, and the views of proponents and opponents of the Amendment. This discussion and our own investigation convince us that, although these sources cast some light, it is not enough to resolve the problem with which we are faced. At best, they are inconclusive. The most avid proponents of the post-War Amendments undoubtedly intended them to remove all legal distinctions among "all persons born or naturalized in the United States." Their opponents, just as certainly, were antagonistic to both the letter and the spirit of the Amendments and wished them to have the most limited effect. What others in Congress and the state legislatures had in mind cannot be determined with any degree of certainty.

An additional reason for the inconclusive nature of the Amendment's history with respect to segregated schools is the status of public education at that time. In the South, the movement toward free common schools, supported by general taxation, had not yet taken hold. Education of white children was largely in the hands of private groups. Education of Negroes was almost nonexistent, and practically all of the race were illiterate. In fact, any education of Negroes was forbidden by law in some states. Today, in contrast, many Negroes have achieved outstanding success in the arts and sciences, as well as in the business and professional world. It is true that public school education at the time of the Amendment had advanced further in the North, but the effect of the Amendment on Northern States was generally ignored in the congressional debates. Even in the North, the conditions of public education did not approximate those existing today. The curriculum was usually rudimentary; ungraded schools were common in rural areas; the school term was but three months a year in many states, and compulsory school attendance was virtually unknown. As a consequence, it is not surprising that there should be so little in the history of the Fourteenth Amendment relating to its intended effect on public education.

In the first cases in this Court construing the Fourteenth Amendment, decided shortly after its adoption, the Court interpreted it as proscribing all state-imposed discriminations against the Negro race. The doctrine of "separate but equal" did not make its appearance in this Court until 1896 in the case of Plessy v. Ferguson, supra, involving not education but transportation. American courts have since labored with the doctrine for over half a century. In this Court, there have been six cases involving the "separate but equal" doctrine in the field of public education. In Cumming v. County Board of Education, 175 U.S. 528, and Gong Lum v. Rice, 275 U.S. 78, the validity of the doctrine itself was not challenged. In more recent cases, all on the graduate school level, inequality was found in that specific benefits enjoyed by white students were denied to Negro students of the same educational qualifications. Missouri ex rel. Gaines v. Canada, 305 U.S. 337; Sipuel v. Oklahoma, 332 U.S. 631; Sweatt v. Painter, 339 U.S. 629; McLaurin v. Oklahoma State Regents, 339 U.S. 637. In none of these cases was it necessary to reexamine the doctrine to grant relief to the Negro plaintiff. And in Sweatt v. Painter, supra, the Court expressly reserved decision on the question whether Plessy v. Ferguson should be held inapplicable to public education.

In the instant cases, that question is directly presented. Here, unlike Sweatt v. Painter, there are findings below that the Negro and white schools involved have been equalized, or are being equalized, with respect to buildings, curricula, qualifications and salaries of teachers, and other "tangible" factors. Our decision, therefore, cannot turn on merely a comparison of these tangible factors in the Negro and white schools involved in each of the cases. We must look instead to the effect of segregation itself on public education.

In approaching this problem, we cannot turn the clock back to 1868, when the Amendment was adopted, or even to 1896, when Plessy v. Ferguson was written. We must consider public education in the light of its full development and its present place in American life throughout the Nation. Only in this way can it be determined if segregation in public schools deprives these plaintiffs of the equal protection of the laws.

Today, education is perhaps the most important function of state and local governments. Compulsory school attendance laws and the great expenditures for education both demonstrate our recognition of the importance of education to our democratic society. It is required in the performance of our most basic public responsibilities, even service in the armed forces. It is the very foundation of good citizenship. Today it is a principal instrument in awakening the child to cultural values, in preparing him for later professional training, and in helping him to adjust normally to his environment. In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity, where the state has undertaken to provide it, is a right which must be made available to all on equal terms.

We come then to the question presented: Does segregation of children in public schools solely on the basis of race, even though the physical facilities and other "tangible" factors may be equal, deprive the children of the minority group of equal educational opportunities? We believe that it does.

In Sweatt v. Painter, supra, in finding that a segregated law school for Negroes could not provide them equal educational opportunities, this Court relied in large part on "those qualities which are incapable of objective measurement but which make for greatness in a law school." In McLaurin v. Oklahoma State Regents, supra, the Court, in requiring that a Negro admitted to a white graduate school be treated like all other students, again resorted to intangible considerations: ". . . his ability to study, to engage in discussions and exchange views with other students, and, in general, to learn his profession." Such considerations apply with added force to children in grade and high schools. To separate them from others of similar age and qualifications solely because of their race generates a feeling of inferiority as to their status in the community that may affect their hearts and minds in a way unlikely ever to be undone. The effect of this separation on their educational opportunities was well stated by a finding in the Kansas case by a court which nevertheless felt compelled to rule against the Negro plaintiffs:

Segregation of white and colored children in public schools has a detrimental effect upon the colored children. The impact is greater when it has the sanction of the law, for the policy of separating the races is usually interpreted as denoting the inferiority of the negro group. A sense of inferiority affects the motivation of a child to learn. Segregation with the sanction of law, therefore, has a tendency to [retard] the educational and mental development of negro children and to deprive them of some of the benefits they would receive in a racial[ly] integrated school system.

Whatever may have been the extent of psychological knowledge at the time of Plessy v. Ferguson, this finding is amply supported by modern authority. Any language in Plessy v. Ferguson contrary to this finding is rejected.

We conclude that, in the field of public education, the doctrine of "separate but equal" has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs and others similarly situated for whom the actions have been brought are, by reason of the segregation complained of, deprived of the equal protection of the laws guaranteed by the Fourteenth Amendment. This disposition makes unnecessary any discussion whether such segregation also violates the Due Process Clause of the Fourteenth Amendment.

Because these are class actions, because of the wide applicability of this decision, and because of the great variety of local conditions, the formulation of decrees in these cases presents problems of considerable complexity. On reargument, the consideration of appropriate relief was necessarily subordinated to the primary question -- the constitutionality of segregation in public education. We have now announced that such segregation is a denial of the equal protection of the laws. In order that we may have the full assistance of the parties in formulating decrees, the cases will be restored to the docket, and the parties are requested to present further argument on Questions 4 and 5 previously propounded by the Court for the reargument this Term The Attorney General of the United States is again invited to participate. The Attorneys General of the states requiring or permitting segregation in public education will also be permitted to appear as amici curiae upon request to do so by September 15, 1954, and submission of briefs by October 1, 1954.

It is so ordered.