The bibliography is not comprehensive. We have attempted to provide a thorough selection of fire-related sources but an enterprising researcher will be able to locate many more sources on sweatshops, conditions of work, investigative practices, and protective legislation.
Juvenile Literature (Fiction and Nonfiction)
Auch, May Jane. Ashes of Roses. New York: H. Holt, 2002.
Sixteen-year-old Margaret Rose Nolan, newly arrived from Ireland, finds work at New York City's Triangle Waist Factory shortly before the 1911 fire in which 146 employees died.
Bader, Bonnie. East Side Story. New York: Silver Moon Press, 1993.
A young girl and her older sister, working at the Triangle Shirtwaist Company, join a protest to try to improve the miserable working conditions.
De Angelis, Gina. The Triangle Shirtwaist Company Fire of 1911. Philadelphia: Chelsea House Publishers, 2001.
Part of the series: "Great Disasters: Reforms and Ramifications."
Dash, Joan. We Shall Not Be Moved: The Women's Factory Strike of 1909. New York: Scholastic, Inc., 1996.
Dash describes the conditions that led to investigations and reforms in the garment industry in New York at the beginning of the twentieth century.
Diamond, Barbara Goldin. Fire. New York: Viking, Penguin Group, 1992.
A novel written for children about the Triangle Fire.
Powers, Harrison. Buried Alive: True Tales of Danger. Mahwah, NJ: Watermill Press, 1983.
Stories of danger including such incidents as the Hindenburg disaster and the Triangle Fire. Out-of-print.
Kent, Zachary. The Story of the Triangle Factory Fire. Cornerstones of Freedom Series. Chicago: Children's Press, 1989. Out-of-print.
Littlefield, Holly. Fire at the Triangle Factory. Minneapolis, MN: Carolrhoda Books, 1996.
Novel for children describing the friendship of two 14-year-old girls who survive the Triangle Fire. It can be ordered from First Avenue Editions, c/o The Lerner Group, 241 First Avenue North, Minneapolis, MN 55401.
Naden, Corinne J. The Triangle Shirtwaist Fire, March 25, 1911: The Blaze that Changed an Industry. New York: Franklin Watts, 1971. Out-of-print
Discusses the workplace conditions facing garment workers in 1911 and the reforms that took place after the Triangle Fire.
Schurfranz, Vivian. Rachel. New York: Scholastic Books, 1986. Out-of-print
Sherrow, Victoria. The Triangle Factory Fire. Brookfield, Connecticut: The Millbrook Press, 1995.
Describes the 1911 Triangle Factory Fire, the conditions surrounding the disaster, and its effect on industrial safety after the event.
Primary Sources (Original Documents)
Note: see Tips for Students for a definition of primary sources.
Classics of the Courtroom, Vol. I: The Summations of Max Steuer & Joseph Proskauer in Oppenheim vs. Metropolitan Street Railways; & Max Steuer's Cross Examination of Kate Alterman in People vs. Harris & Blanck. The Professional Education Group, Inc., 1987.
Max Steuer, lawyer for the defense in the Triangle Factory fire trial, won the case for Harris and Blanck, owners of the Triangle Factory. On December 27, 1911, the two men were acquitted in the jury trial. This volume contains one part of that cross examination.
Court of the General Sessions of the Peace, in and for the County of New York. The People of the State of New York against Isaac harris and Max Blanck. Indictment for Manslaughter in the first and second degrees. New York, 1911.
Includes seven indictments against the owners of the Triangle factory. The documents are at the New York Cty Municipal Archives,31 Chambers St., Suite 101, New York, NY 10007, 212-788-8585.
International Ladies' Garment Workers' Union Archives. Kheel Center for Labor- Management Documentation and Archives, Cornell University, Ithaca, NY.
The records of the ILGWU include information on the Protocol of Peace (the 1910 agreement between the union and the Cloak, Suit and Skirt Manufacturers' Association that will govern the negotiations for much of the pursuant decades), the work of the union in improving the lives of workers, oral histories that discuss workers conditions and/or touch on the fire, a partial transcript of the trial, and subsequent commemorations of the fire. The partial transcript of the trial is available online. The primary sources reproduced on this site are excerpts from oral histories, photos and editorial cartoons, Report of the Joint Relief Committee of ILGWU Local 25, and a radio play.
International Socialist Review. Chicago: C.H. Kerr and Company.
Began publication in 1900 (preceding title: Comrade). Volumes 11 and 12 (May 1911 and February 1912) have several articles on the fire.
The Ladies' Garment Worker. New York : International Ladies' Garment Workers' Union.
Began publication in 1910.
Life and Labor. Chicago: Women's Trade Union League.
Periodical of the National Women's Trade Union League of America, published between 1911 and 1921. Available on microfilm through Interlibrary Loan from several institutions.
McFarlane, Arthur. "Fire and the Skyscraper: The Problem of Protecting the Workers in New York's Tower Factories" McClure's Magazine, no. 5, vol. XXXVII (Sept., 1911).
New York City Department of Public Records, Municipal Archives, NYC Department of Records and Information Services. Famous Trials Records.. Federal Writers' Project.
This series is comprised of manuscripts, forms, notes, clippings, reports, government documents, and charts on over 100 legal cases in New York City that established precedent or were famous. One of the cases documented is the Triangle Shirtwaist Company trial.
New York (State) Department of Labor. Bureau of Statistics and Information. Labor Laws of New York State. Albany, New York [1902-1913]
New York (State) Department of Labor. Bureau of Statistics and Information. (New York State) Industrial Commission. Labor Law with Amendments, Additions, and Annotations... Albany, New York [1918-1920s]
New York (State) Department of Labor. Bureau of Statistics and Information. (New York State) Industrial Commission. The Labor Law and the Industrial Code with Amendments, Additions, and Annotations... Albany, New York [1916-1917]
New York (State) Board of Standards and Appeals. Industrial Code. Albany, 1913-
New York (State) Industrial Commission. Bureau of Statistics and Information. New York State Industrial Code, 1920. Albany, New York
New York (State) Factory Investigating Commission. Preliminary Report of the Factory Investigating Commission, 1912. Albany, New York: The Argus Company, printers, 1912.
This is the 3-volume report of the investigation that resulted from the fire. It includes transcripts of workers' testimonies on working conditions in a variety of factories across the state. The information in these volumes, gleaned from contemporary witnesses to the problems and hazards of working life in the early part of the twentieth century, is invaluable.
The Commission also produced records (corresponence, financial records, press releases, planning and research files, data cards, reports, and background notes), part of which are available on microfilm from the New York State Archives. For information on records that are available on microfilm, contact the New York State Archives: firstname.lastname@example.org
Newman, Pauline. "Letters to Michael and Hugh from P. M. Newman." May 1951. ILGWU Archives, Kheel Center for Labor Management Documentation and Archives, Cornell University, Ithaca, NY.
O'Reilly, Leonora. Papers, 1886-1927. Schlesinger Library, Radcliffe College, Cambridge, Massachusetts.
The O'Reilly's papers include material generated by the Women's Trade Union League, of which she was part, regarding the League's response to the fire. Included are reports about victims and survivors of the fire, questionnaires regarding working conditions and steps taken by the WTUL's Fire Committee, and correspondence with the Factory Investigating Commission. The WTUL collection, which includes O'Reilly's papers, is available on microfilm.
Perkins, Frances. Lectures. Kheel Center for Labor-Management Documentation and Archives, Cornell University, Ithaca, NY.
Red Cross Emergency Relief Committee. Emergency Relief after the Washington Place Fire, New York, March 25, 1911: A Report. New York: The Committee, 1912.
This 95 page report is held by the Columbia University and by the University of California, Berkeley.
Robert F. Wagner Labor Archives, Tamiment Institute Library, New York University. 70 Washington Square South, New York, NY 10012, tel. 212-998-2640
The Wagner Archives has Triangle Fire holdings consisting of an oral history, vertical file material, and a special edition of the Automatic Sprinkler Bulletin (1911) that is devoted to the fire. . It also holds the Socialist Party (U.S.) Records, 1872-1946, which include subject files on the 1911 Triangle Shirt Waist Company fire.
Safran, Rosey. "The Washington Fire Place" The Independent, no. 3255, vol. LXX (April 20, 1911), pp. 840-1.
This account was obtained by a representative of The Independent, who interviewed Ms. Safran shortly after the fire.
Smyth, Frederick Hugh, photographer. Collection of Fire Photographs, ca. 1900-1920 New York Historical Society.
Consists of captioned album prints keyed to negative numbers. Smyth made a hobby of taking and collecting photographs of New York City fires, including the 1911 Triangle Shirtwaist Company fire.
Stein, Leon, ed. Out of the Sweatshop: The Struggle for Industrial Democracy. New York: Quadrangle/New Times Book Company, 1977.
A unique documentary collection that includes first-hand accounts of garment workers from 1833 to 1975. There are sections on sweatshops, reports on the strikes, and accounts of the Triangle Fire.
Thompson, Charles Willis. Letters, 1901-1912. Division of Rare and Manuscript Collections, Kroch Library, Cornell University, Ithaca, NY.
A journalist and member of the Washington Bureau of the New York Times and of the New York World, Thompson wrote a letter providing a witness account of the events surrounding the Fire.
Suggestions for more original accounts
For contemporary newspaper accounts of the 1909 Shirtwaist Workers' Strike (November 1909-February 1910) and the 1910 Cloakmakers' Strike (July-August 1910), conditions of work in the first decades of the 20th century, and the Triangle Shirtwaist Factory Fire (March 25, 1911) check major newspapers such as The New York Times. Check your local public library for your community's newspaper of the time to see what they reported about the fire. The Readers' Guide to Periodical Literature for the early years of the twentieth century will locate magazine articles on the fire and on working conditions in sweatshops. Your local librarian will be able to provide other suggestions.
Secondary Sources (articles or books written about the fire using primary sources)
Note: See Tips for Students for definitions.
Argersinger, Jo Ann E. "The Triangle Fire: A Brief History With Documents," Bedford/Strikes. Martins: Boston and New York, 2009.
Baker, Elizabeth Faulkner. Protective Labor Legislation: With Special Reference to Women in the State of New York. New York: Columbia University, 1925.
Discusses the significance of the Triangle Fire in the context of the surge of reformist activities in favor of protective labor legislation in New York State.
Behrens, Eric G. "The Triangle Shirtwaist Company Fire of 1911: A Lesson in Legislative Manipulation" Texas Law Review 1983 62(2):361-387.
Binder, Frederick M., and David M. Reimers, eds. The Way We Lived: Essays and Documents in American Social History, 2 volumes. Lexington, MA: D.C. Heath, 1988.
This collection of documents and essays spans the seventh to twentieth century history of what is now the United States. Included in vol. 2 are several Triangle Fire, sweatshop, and labor history documents.
Cannarella, Deborah. "Touched by the Flames: Sarah Sorenson, 1888-1992," Piecework 1993 Sept./Oct.: 46-47.
Downey, Fairfax Davis. Disaster Fighters. New York: Putnam, 1938.
Discusses the Triangle Fire and the Red Cross felief work that followed the tragedy.
Deborah Cannarella. "The Triangle Shirtwaist Company Fire, 1911," Piecework 1993 Sept./Oct.: 42-45.
Drehle, David von. Triangle: The Fire That Changed America. New York: Atlantic Monthly Press, 2003.
This is the first exhaustive history of the fire since Leon Stein's book. It places the fire in the political and social context of the times, and provides a listing of the victims.
Dreier, Peter, and Donald Cohen. "The Fire Last Time: Labor, Business, and the Forgotten Lessons of a Disaster That happened 100 Years Ago This Month" The New Republic, March 12, 2011.
http://www.tnr.com/article/politics/85134/wisconsin-unions-walker-triangle-shirtwaist-fire?page=0,0 [accessed March 15, 2011].
Greenwald, Richard A. "The Burning Building at 23 Washington Place: The Triangle Fire, Workers, and Reformers in Progressive Era New York," New York History Winter 2002 83 (1):55-91.
Greenwald, Richard A. The Triangle Fire, the Protocols of Peace, and Industrial Democrac in Progressive Era New York. Philadelphia: Temple University Press, 2005.
Fell, Mary. The Triangle Fire. Thesis (M.F.A.), University of Massachusetts, 1981.
Huibregtse, Jon R. "The Triangle Fire." Journal of Labor Research 2002 23(4):696-697.
Jensen, Frances B. The Triangle Fire and the Limits of Progressivism. Dissertation, University of Massachusetts at Amherst, 1996. (Also on microfilm: UMI)
The Jewish Daily Forward, "Triangle Shirtwaist Factory Fire: A Century Later", March 25, 2011.
Kerr, Thomas J. IV. "The New York Factory Investigating Commission and the Minimum Wage Movement." Labor History 1971 12(3): 373-391.
LaGumina, Salvatore J. "Reflections of an Italian-American Worker." Journal of Ethnic Studies 1975 3(2): 65-77.
Excerpts from the writings of an 87 year old Italian-American worker, which includea discussion of the Triangle fire.
Lehrer, Susan. Origins of Protective Labor Legislation for Women, 1905-1925. Albany: State University of New York Press, 1987.
McClymer, John F. The Triangle Strike and Fire. Fort Worth: Harcourt Brace College Publishers, 1998.
McCormack, John F., Jr. "Hell on Saturday Afternoon." Mankind 1976 5(5): 21-27.
McEvoy, Arthur F. The Triangle Shirtwaist Factory Fire of 1911: Social Change, Industrial Accidents, and the Evolution of Commonsense Causality. Chicago: American Bar Association, .
Mitelman, Bonnie. "Rose Schneiderman and the Triangle Fire." American History Illustrated 1981 16(4): 38-47.
National Council for Occupational Safety and Health. Cry Wolf Project: The Triangle Waist Company Fire.
http://www.coshnetwork.org/sites/default/files/TriangleFireCWP.pdf [accessed March 15, 2011].
Sergel, Ruth. "Remember the Triangle Fire Coalition." NYU Law: Journal of Legislation and Social Policy 14.3 (2011).
Stein, Leon. The Triangle Fire. New York: A Carroll & Graf/Quicksilver Book, 1962.
Stein's book is the first major work on the Triangle fire and remains an essential account of the events. An editor for the ILGWU's publication Justice, Stein did extensive original research. Cornell University Press recently re-published the book with a new introduction.
Todd, Ellen Wiley. "Remembering the Unknowns: The Longman Memorial and the 1911 Triangle Shirtwaist Fire." American Art 23.3 (Fall 2009): pg. 60-80.
Triangle Shirtwaist Fire. No. 2. (Monroe, NY: Small Vinegar Press, 1995). Semiannual.
Waisala, Wendy Ellen. "To Bring Forth a Note of One's Worth: Contested Memory and the Labor Literature of the Haymarket, the Triangle Fire, and Joe Hill." Ph.D Thesis. New York University, 1997. 301 pp.
Fiction and Poetry
Bogen, Nancy. Bobe Mayse: A Tale of Washington Square. New York : Twickenham Press, 1993.
Daigon, Ruth. Payday at the Triangle (Concord, CA: Small Poetry Press, 2001)
Fell, Mary. The Triangle Fire: A Poem. Minneapolis: Shadow Press, 1983.
Haddix, Margaret Peterson. Uprising. New York: Simon & Schuster Children's Publishing, 2007.
Hoffman, Alice. The Museum of Extraordinary Things: A Novel. New York: Scribner, 2014.
The daughter of a Coney Island boardwalk curiosities museum's front man pursues an impassioned love affair with a Russian immigrant photographer who after fleeing his Lower East Side Orthodox community has captured poignant images of the infamous Triangle Shirtwaist Factory fire.
Keppel, Patrick. The Freeing of Mollie Steimer [play], 1997.
Keppel, Patrick. Triangle [play], 2001.
Keppel, Patrick. Triangle [libretto], 2008.
Kovacik, Karen "Words of Fire for Our Generation: Contemporary Working-Poets on the Triangle Fire," in Women's Studies Quarterly, 26, nos. 1-2 (Spring 1998): p. 137.
Llewellyn, Chris. Fragments from the Fire: The Triangle Shirtwaist Company Fire of March 25, 1911: Poems. New York: Viking Penguin Inc., 1987.
Llewellyn, Chris. Steam Dummy; &, Fragments from the Fire: the Triangle Shirtwaist Company Fire, March 25, 1911: Poems (Huron, OH: Bottom Dog Press, 1993). Midwest writers series.
"Fragments from the fire" is a revised edition of the book originally published by Viking Press in 1987. Includes bibliographical references.
Malkiel, Theresa S. The Diary of a Shirtwaist Striker. Ithaca, New York: Cornell University, ILR Press, School of Industrial and Labor Relations, 1990.
This novel, originally copyrighted in 1910, is a fictional narrative that draws upon the author's involvement in the 1910 strike, a 13 week-long labor conflict mostly involving young immigrant women in the shirtwaist industry. The novel depicts working conditions and the way of life of workers who were contemporaries of the Triangle Fire victims. Although some have dismissed it as propaganda, this novel shows Malkiel's view of work and of the promise of socialism. The ILR Press version also includes an introductory essay about the strike and its meaning in the lives of the young women who were involved in it.
Pielher, Christopher in collaboration with Scott Alan Evans. The Triangle Factory Fire Project. 2005.
A play that uses eyewitness accounts, court transcripts, and other archival material, to create a dramatic moment-by-moment account of this historic fire and the social upheaval that followed. Available for purchase at: http://www.dramatists.com/cgi-bin/db/single.asp?key=3500
Pinsky, Robert. "Shirt," The Want Bone. New York: Ecco Press,1990.
Regan, Sylvia. "Morning Star: A Play in Three Acts," Awake and Singing. New York: Mentor, 1995.
Tax, Meredith. Rivington Street. New York: Morrow, 1982.
Weber, Katharine. Triangle: A Novel. New York: Farrar, Straus, Giroux, 2006.
Baker, Kevin. Dreamland [a novel] New York : Harper Collins Publishers, 1999).
4 sound cassettes (6 hrs.). Abridged. Performed by John Rubinstein.
Glazer, Joe. The Jewish Immigrant Experience In America: Songs And Stories Silver Spring, MD : Collector Records, c1989.
1 sound cassette : analog, stereo. Program notes on container insert. Joe Glazer, vocals, guitar. Recorded 1981 in Washington D.C. Sung in English or Yiddish. Includes: "Poem of the Triangle Fire," by Rosenfeld.
Grant, Bev. We Were There: Songs of Working Women's History (Brooklyn, N.Y.: Human Condition Records, 1997).
1 sound cassette: analog, stereo. Bev Grant, vocals and guitar; with accompanying musicians and vocalists. Includes the song: "Ballad of the Triangle Shirtwaist fire" by Ruth Rubin.
Mlotek, Zalmen. The Golden Land [a joyous new musical] (New York: Golden Land Records) distributed by Continuity Products, 1986.
1 sound disc: analog, 33 1/3 rpm, stereo. Includes "Ballad of the Triangle Fire" and "Elegy for the Triangle Fire Victims." Text in transliterated Yiddish, with English paraphrases, (8 p.) inserted. Soloists and chorus, with The Golden Land Klezmer Orchestra, Zalmen Mlotek, conductor; sung in English and Yiddish.
O'Connor, John. We Ain't Gonna Give It Back: Songs For The Labor Movement (Greenfield, MA: J. O'Connor, 1995?).
1 sound disc: digital, stereo. Compact disc. John O'Connor (guitar, banjo, vocals); with accompanying musicians. Includes "The Triangle Fire" among other labor songs.
Schorr. Elegy on the Triangle fire Victims. Victor: 65416-B, 19??.
On one side of one disc. Simon Paskel with orchestra.
The Triangle Factory Fire Scandal. U.S.A. Home Video: 1985.
Film produced in 1978 by Alan Landsburg Productions. 98 min. It is no longer available and the company is not in business. Information on the video can be found at http://fly.hiwaay.net/~djberry/movies/firescan.htm
Instructional Materials for Teachers of Middle and High School Students
AFL-CIO Department of Education. How Schools are Teaching About Labor: A Collection of Guidelines and Lesson Plans. n.d.
Hensel, Donald W. Confrontation: Role Playing Simulations in American History. Second ed. Needham Heights, MA: Ginn Press, 1990.
How to teach and study American history using role-play for specific incidents such as the Triangle Fire, Pullman Strike, Nat Turner Revolt, and Hiroshima.
Organization of American Historians. Magazine of History. 112 North Bryan Street, Bloomington, Indiana 47408-4199, tel. 812-855-0696, e-mail: email@example.com.
Using topics in American history, OAH presents a quarterly journal for junior high and high school teachers of history. This issue (Volume 11, no 2, Winter 1997) discussed labor history:
Hong, Ellen. Triangle Fire Mock Trial [Unpublished]. 2004. Available for free. Please contact firstname.lastname@example.org
This is a mock trial activity designed for grades 7-12. The trial contains 8 witness statements based on testimonies recorded in the trial transcript. Also included are: the mock trial fact situation, directions, legal stipulations, photos of a burnt lock (which you can order online), and a map of the 9th floor.
Larry Stevens, United States History Mini-Plays (Stevens & Shea Publishers; Relevant Instructional Materials, 1977-1978).
Includes a mini-play on the Triangle fire and a teacher's guide. Classroom materials for grades 9-12. It includes drama for 20 characters, and crossword puzzles to involve the students in learning working conditions in the garment industry.


Note to readers: This article will contain censored pornographic images from a book that is presently in the Newberg Public Library and is marketed toward minors. This book, and all other books mentioned in this article, are also available in other libraries participating in the Chemeketa Regional Library Service, which includes McMinnville and Salem Public Libraries in the state of Oregon.
The reason why I am including photos of the pages is because I understand many readers will have some initial difficulty believing that the public libraries have become infiltrated by extremist social activists who are exploiting public institutions such as libraries to push their ideological agendas and groom children into sexual fetishes at a young age. They will find it difficult to believe pornographic books are being offered to children by their public librarians unless I show the evidence.
Consequently, I am showing the evidence so that parents and other concerned citizens can see with their own eyes that the claims made in this article are genuine and true. The only way these extremists can be stopped is by first exposing what they are doing and that is what this article is written to do.
I do want to note a few things before I dive further into this article: I am not a homophobic person. I am a fairly politically moderate person, and I believe that two consenting adults have the legal right to do what they wish in the bedroom. I have gay friends and have employed gay people in the past. I do not place inherent moral judgement on someone simply for their sexual orientation alone.
What I am is someone who holds people accountable for the decisions they make that negatively influence other people’s lives because they believe they have something to benefit from that influence. As it relates directly to this article, there are adults who view children becoming homosexual and/or transgender as a positive thing for their political crusade against traditional American culture, because these adults are members of groups that target vulnerable populations of disenfranchised people for recruitment. Becoming gay and/or transgender will always result in some social disenfranchisement because these lifestyles require one to abandon traditional societal norms, and these adults know that. It is the reason why they are encouraging children to abandon the societal norms in the first place, so that these children will be easier to recruit into their groups when they are older.
Consequently, I find it disturbing that so-called “social activists” are trying to intentionally encourage children to become disenfranchised in our society, because they think these kids becoming disenfranchised adults will benefit their political agendas. As I have written in a prior article where I exposed a local dance studio owner, Kristen Stoller, I regard these activities not as legitimate social activism but instead a form of child grooming.
It is one thing for, while growing up, that a child decides organically they are gay, but it a very different matter if adults are actively encouraging a child to become gay and/or transgender because the adults believe there is some value in that child adopting an alternative sexual orientation and cultivating various sexual fetishes at an early age. The latter is extremely disturbing to see in people who are supposed to be protecting and guiding children in a responsible way, and it makes those kids vulnerable to exploitation by pedophiles.
It is my sincere belief the people mentioned in this article do not have the best intentions for the children in our communities, and that they should not be allowed to interact with children. While I have no evidence they have directly abused any children sexually, psychologically the contents of the books they have curated for children are harmful. Some of the books are, in my opinion, designed to introduce children to fringe sexual fetishes and lower their inhibitions by normalizing this sexual behavior. Again, while I have no evidence for any direct sexual abuse of children in the library, where there is smoke, there is usually fire. Content that is designed to lower the inhibitions of a child’s sexual behavior usually only serves the interests of one particular type of group, and that group is pedophiles.
This article has been written to accomplish two main goals;
- Provide overwhelming evidence that books featuring hardcore pornographic images are on the shelves of public libraries in Yamhill County, Oregon.
- Explain why these books have been curated by local librarians and how they are meant to serve a political agenda designed to poison children against their families, their own ethnic lineages and their country, the United States of America.
By the end of this article I believe you will come to the same conclusions I have reached.
Who Has Taken Over Our Libraries?
In past articles I have written extensively about the activities of Progressive Yamhill, a registered chapter of Indivisible, which is a national organization of radical extremists who engage in paper terrorism tactics against both private citizens and elected officials as part of intimidation efforts to push their ideological agendas. In my February 19th article I demonstrated that Progressive Yamhill is responsible for the recall campaign against Yamhill County Commissioner Lindsay Berschauer and that Progressive Yamhill’s leadership has admitted they don’t have any evidence for the claims they have made against Berschauer. In that same article I demonstrated that the real motivation for the recall is not because Berschauer has actually done anything unethical or illegal, but instead because Berschauer won the 2020 election instead of their preferred candidate. Progressive Yamhill simply wishes to regain control over a part of local government they lost, and that is the only reason they are spreading lies about Berschauer.
I have also written numerous articles about the Newberg Schools Saga, which shows that via a sub-chapter group, Newberg Equity in Education, that Progressive Yamhill has orchestrated the recalls against Newberg school board directors Brian Shannon and Dave Brown, for a similar reason; they lost control of the Newberg public school board in the last election and they want to regain control by removing people opposed to their agenda.
Several of my past articles show proof that Newberg school employees indoctrinate children in both Critical race theory and the gender identity pseudo-science of the discredited former John Hopkins researcher John Money, who admitted to fabricating his research results to serve his own agenda (so when I say ‘discredited’ I am not being sensational; it is an indisputable fact that Money’s research has been discredited because he was a self-admitted fraud). In fact, one of my articles shows Newberg school counselor Madeline Kozloff wearing propaganda t-shirts.
Photo of Madeline Kozloff, a School Counselor at Chehalam Valley Middle School in Newberg, Oregon, taken inside a classroom.
In some of the articles related to the schools saga, I exposed the members of Progressive Yamhill who are elected officials. This proves that Newberg City Council is controlled by people who are either members of Progressive Yamhill’s Facebook group or who have close ties to them. These individuals are Mayor Rick Rogers and Councilors Stephanie Bell Findley, Elise Yarnell Hollamon, and Denise Bacon. Recently resigned Councilor Bryce Coefield is also a member of Progressive Yamhill. Furthermore, most of the members of Newberg City Council committees are also members of Progressive Yamhill or have some kind of affiliation to them. Other Progressive Yamhill members have also taken seats in other city government, such as in McMinnville and Carlton.
Consequently, it should come at no surprise to see that institutions such as the public libraries have been turned into a vehicle to promote the Indivisible aligned agenda. Just as when Newberg public schools district was completely controlled by Progressive Yamhill members (via both the board and the teacher union) and they use the classrooms to promote their Critical race theory and gender identity ideologies, the public libraries have also been subverted to indoctrinate children. I can say this confidently because Suzanne Meenahan, the Newberg public Library Committee Chair is a member of Progressive Yamhill, as is the Children’s librarian Korie Jones Buerkle.
Here is proof of their affiliation, from the group user lists,
Here are some screenshots of public posts that Korie Jones Buerkle has made of herself promoting books such as Anti Racism Baby, a book that has been designed to guide parents in how to raise a young child in Critical race theory ideologies,
I will also mention that Interim Newberg City Manager, Will Worthey, is also the Newberg public library director.
Here is a video of Worthey from 2017 explaining his favorite children’s book to read to children as a librarian is “And Tango Makes Three“, a controversial story about two gay penguins who adopt a chick to form a “non-traditional family”.
This book, categorized as a ‘children’s picture book’, is available in the Newberg library and others throughout the district. You can see this for yourself by visiting the online directory.
While Mr. Worthey was not a member of Progressive Yamhill or Newberg Equity in Education Facebook groups during the time I infiltrated them and created my list of their membership, according to numerous sources who provided tips to the Advocate, Mr. Worthey has refused to remove the books featured in this article when concerned parents and other residents brought the matter up to him. The sources have told me that Mr. Worthey claimed the concerned parties were wanting to “censor” the books and he refuses to “censor” anything.
As you will soon see, these books should never have been in the library to begin with. Given his refusal to remove the books and his active participation in the curation of these books that serve the agenda of the group, it is my belief Will Worthey is a sympathizer of the Progressive Yamhill activist group, even if he is not active on social media.
What Propaganda Books Are In the Libraries Right Now?
Let’s first examine the makeup of the libraries so you can understand how insidious these library curators are. They have organized the library so that children who are not looking for these books will find them. I will use the Newberg public library as an example, but my understanding is all of the libraries are similarly organized.
As most Newberg residents know, the Children’s section occupies the first floor of the building, and since the remodel most of the floor space is devoted to book shelves. The Teen reading section has been moved upstairs. However, ‘Teen’ and ‘Children’ are subjective labels, with books for Preteens often categorized as ‘Teen’. An example would be manga and comic book / graphic novel collections, which occupy space in the Teen section of the library. This means that if your elementary school student wants to read some manga about their favorite anime, they must go to the Teen section to find those comics. Most of the books featured in this article, including the political books, are sitting in shelves next to all of the manga and comic books.
Among the graphic novel books in that “Teen” section that are available for children to read is Gender Queer: a Memoir, a graphic novel by Maia Kobabe. The book features the semi-autobiographical stories of the author, a female to male transgender who began “transitioning” while a teenager. The book was published in 2019 by Lion Forge Comics (which, after shutting down and laying off all employees, was merged with Oni Comics in 2019 to form Polarity).
Here is proof that the book is in the Newberg public library and other associated libraries, such as in McMinnville and Salem,
Here are several pages from inside the book,
For those who are unaware, the page above romanticizes ancient Greek pederasty, which was a sexual relationship between an adult male (the erastes) and a younger teenage male (the eromenos), with the sexual relationship ending once the boy became an adult. Pederasty was practiced by an extreme minority of Greeks during the late 7th century BCE. but was discussed by several notable writers, such as Plato and Plutarch, whose accounts have survived to present day, as has a handful of depictions on murals and ornamental vaces.
While ancient depictions of pederasty are often utilized today by social activists to justify a claim that because homosexuality is an ancient practice it is therefore a morally acceptable behavior (a logical fallacy called appeal to tradition), in actuality, pederasty was often criticized by ancient writers because it was frequently an abusive relationship between a man of a higher social status and young boys of lower social status who were pressured into these relationships and unable to refuse. Pederasty could be regarded as a form of rape, as young slaves were often forced into these relationships.
Consequently, the page from the book Gender Queer is an idealization of pedophilia.
Here is another page from the book, which is much more explicit,
The above page features two characters, both minors, with one performing fellatio on the other. Consequently, this is a form of child pornography.
The book has more pages showing graphic depictions of sex, as well as the author (a female to male transgender) masturbating,
There are more pages like this, but you get the idea.
Again, this book is available in all libraries within the Chemeketa Regional Library Service, which includes Newberg, McMinnville and Salem Public Libraries. It is shelved in the Teen section of these libraries.
The Gender Queer book also features pages devoted to introducing children to alternative religious lifestyles,
Normal, sane people will quickly realize this is not the type of book that should be inside a public library and certainly not one that a responsible librarian recommends to children. This is because public libraries are funded by the local communities and are intended to reflect the cultural values of those communities. The values expressed by the book Gender Queer are, in my opinion, obviously not the values of communities like Newberg, Oregon but they are the values of groups like Progressive Yamhill and their social activists.
It seems clear to me the goal of having this book and others like it in our public libraries is part of the same effort to normalize this kind of behavior through the exploitation of children; in a past article I showed a video clip of Progressive Yamhill member and Newberg Equity in Education leader Kristen Stoller admitting the goal of their group is to indoctrinate children in order to change the voting culture of Newberg. The libraries appear to be one of the avenues to accomplish this.
There are other books I was able to locate on the shelves of the Newberg library as well which seem to be part of this effort.
Here is another graphic novel that features a cross-dressing superhero, Power Up by Kate Leth and Matt Cummings,
I found that the Newberg public library has several graphic novels of the Lumberjanes series created by Shannon Watters, Grace Ellis, Brooklyn A. Allen and ND Stevenson. The stories feature a group of lesbian girls attending a summer camp,
Near these graphic novels are shelves full of what I can only correctly label as third wave feminism propaganda that are designed to indoctrinate young girls into experimenting with transgenderism, homosexuality and which encourage misandry (hatred of men), primarily by blaming heterosexual Caucasian men for all of the problems anyone suffers in life.
Here are some pages from one of these books, s.e.x. by Heather Corinna. The author is a self-described “queer, rabblerousing, polymath” who identifies as “non-binary”. The book purports to be a guide book for teenagers about sex, but in my opinion, it has been written to encourage children to, like the author, become transgender; it has an entire section with talking points devoted to how to convince parents to let the child transition. The book also encourages kids to make pornography and provides advice about it.
Unsurprisingly, there are no books on the library shelves advocating for young boys to cultivate the qualities associated with traditional masculinity or that promote heterosexuality. instead, the shelves have been curated to spread Indivisible ideology and its third wave feminist aligned agenda.
Disturbingly, I found that the Teen section also has books encouraging teenage girls to develop eating disorders like “vegetarianism” and “veganism” by indoctrinating them into the pseudo-scientific idea that eating meat is unhealthy (in actuality, there are several vital nutrients which humans need for optimal health that can only be found in animal sources, the most important of which is Vitamin B12. If a human does not eat food containing Vitamin B12 they will inevitably develop significant health problems. Vitamin B12 deficiency has also been linked to developing mood disorders. Irresponsibly, anti-meat activists often claim that pseudo vitamin B12 supplements harvested from algae can replace animal based B12, but the reason it is called ‘pseudo’ is because the human body cannot process it, and in fact, consuming pseudo Vitamin B12 makes it more difficult for your body to process the real thing. )
An example of a book in the Newberg Public Library Teen Section designed to encourage teenage girls to develop eating disorders.
This same section of the Newberg public library also has books that are clearly written with the intentions of recruiting children into political activism. For example, a copy of Ibram X Kendi’s Stamped (For Kids): Racism, Antiracism, and You, which is a version of his previous book, Stamped from the Beginning: The Definitive History of Racist Ideas in America. Kendi is a Critical race theory (CRT) advocate and the children’s’ version of his first book is designed to indoctrinate children into CRT by presenting a timeline of historical events ( often without the full context of these events explained) and it also blatantly lies about many of the things it claims are facts. Stamped is a piece of propaganda widely used by CRT advocates to justify their political activities and it should alarm people to see this has been curated by the librarians and offered to children,
There are also several other books targeted at teenagers, such as Rise Up!: How You Can Join the Fight Against White Supremacy. This book was published on October 21, 2021 — it is a very recent addition to the Newberg Public Library and I believe it has been expressly written to recruit children into the Indivisible movement.
Here are some disturbing pages from it, that prove beyond all doubt it was written to get Critical race theory propaganda into the hands of kids,
This page of the book introduces Kimberle Crenshaw and her “intersectionality” framework, which was really just Critical race theory ideology designed to infect academic feminist circles in the 1980s. Crenshaw has also written numerous books about Critical race theory, and is a widely cited “CRT scholar”.
The book is obvious in its intentions; it wants children to become political activists aligned with Indivisible causes. And why children? Because children do not yet fully understand how the world works and they frequently will parrot everything that has been taught to them, unquestionably. I believe this book was written to provide children talking points to push for Indivisible aligned agenda at an early age, becoming social activists while still in elementary and middle school.
Reading through the book, I can see it has been crafted to convince children that former President Donald Trump was a racist white supremacist, and it uses the false claim that “hate crimes” increased during his presidency,
The claim is false because what increased was reports, not actual convictions; that is, there was an increase of people accusing others of hate crimes, and that is not the same thing as people actually becoming arrested and convicted of hate crimes, as the book falsely implies.
Here is another section from the Rise Up book,
I believe the objective of this chapter of the book is to pressure children to turn against the American government, encouraging them to think of our country as illegitimate because the land was “stolen” from indigenous native tribes who, the activists claim, supposedly lived in peace with nature until the European colonization of the Americas.
In reality, indigenous people engaged in warfare against other groups and did so for almost two hundred thousands years until Europeans arrived. Just as other groups in Europe, Asia and Africa did, American indigenous peoples practiced everything from forced marriages to human ritual sacrifice to slavery, and they did so long before Europeans arrived on the American continent. They were not peaceful and the territories each tribe claimed control over were obtained through cycles of constant war against other rival groups. Consequently, the conflicts between indigenous peoples and colonists were only a continuation of the constant cycle of warfare over resources between rival ethnic groups which humans have practiced for 250,000+ years. Institutions like the United Nations had not been formed to create democratic means of countries resolving conflicts and it is unfair to judge past generations through the scope of modern institutions. Yet, this is what this book and others like it want children to do; unfairly criticize the actions of past people who did not live in largely stable societies like we enjoy today.
Furthermore, while it is impossible to summarize several hundred years of history in a single paragraph, it is a historical fact that the vast majority of indigenous people did not die from wars with colonists but instead from diseases like the measles, smallpox and the common flu, which they had no resistance to. Most scholars believe 90% of the indigenous American population died this way, from diseases. Not war. Consequently, most tribes did not lose their claims on territory from war with Europeans, but rather because their populations dwindled to the point the tribes became extremely reliant on trade with settlers and they entered into treaties, trading the rights to lands in exchange for supplies and protection.
(As an aside, this is what happened to the Kalapuya people who once lived in the Willamette Valley. This fact is apparently ignored by the social activists hanging “This is Kalapuya land” signs all over Newberg. In reality, the land Newberg sits on was not “stolen” from the Kalapuya; instead, they nearly went extinct from diseases and famine; the loss of life from disease resulted in their tribes suffering a severe lack of manpower to obtain resources like food and maintain the safety of their homes. In 1885-6 the Kalapuya and several other similarly devastated tribes entered into a treaty with the federal government, relinquishing all claims to the lands of the Willamette Valley in exchange for resources such as money and medical care. This treaty consolidated the survivors of the different tribes on a single reservation. If the tribes had not done this, they would have all went extinct because their numbers were fewer than 100 at the time this treaty took place. They would have died out.)
These facts about the complicated history of the colonization of the Americas is ignored by Critical race theory proponents because it does not fit the narrative they wish to indoctrinate people into as part of their plan to poison the minds of children against the country they live in. They must convince children that the United States is an illegitimate country so these children will help dismantle it. The social activists do not actually care about the problems affecting the modern day descendants of indigenous people, and are instead twisting the story of history to serve their insane political agenda.
Before I finish this section, I want to mention one last thing. I saw a book in both the Teen and downstairs Children sections of the Newberg public library that I think is worth mentioning. The book is a history of the Hitler Youth scouting group.
I can only assume the reason this book has been included in both the Teen and Children sections is because Critical Race Theory relies on convincing people to confront “white supremacists”, often labeling them as “Nazis”. I think the library curators chose this book to educate children about what Nazis were because it’s quite impossible to be groomed into CRT propaganda without knowing what Nazis are. CRT relies heavily on labeling anyone who disagrees with them as these kinds of groups, and making a person fearful to be called things like Nazis is a necessary component of its indoctrination process. So obviously, they have to teach kids what Nazis are in order to indoctrinate the kids into CRT. That much is easy enough to understand for why they would put a book about Nazis into the children’s section of a public library.
But why this book? It is a peculiar choice to use a book about the Nazi version of the Boy Scouts to teach kids about what Nazis were, and I will admit that I don’t fully understand the rational behind it. Is it to show children that other kids can be Nazis? If so, that is very warped.
Personally, I would not consider teaching kids about the minute details of World War II like the Hitler Youth brigades to be something that should be taught to elementary or middle school children; young children, especially in our society, do not have the maturity to handle this difficult part of human history, and I think this sort of material should only be taught after they have already become versed in logic, which doesn’t normally happen for a student until at least the high school years (that is, if logic is taught to them at all).
Also, I find it alarming that this particular book, which features photos of Hitler Youth scouts participating in warfare as child-soldiers, is being handed to children so readily with no proper context or guidance from a responsible adult. I think this book sitting on the public library shelves for children to randomly “discover” is incredibly irresponsible of the librarians to have curated; children who read this book may, and probably will, emulate some aspects of the Hitler Youth that they should not (I found this book sitting on the shelf in the same area where books about medieval knights and other things children emulate can be found).
Similarly, in the Teen section alongside the books about Critical race theory is one about the history of the Ku Klux Klan. Again, I find this to be irregular and disturbing that such books are sitting next to comic books and manga. It appears the curation of this section has been designed to catch the eyes of teenagers looking for popular fiction, and to lure them toward this kind of literature by being in close proximity to manga and comics.
Why Are These Books in the Children Sections of the Libraries?
As I have mentioned before, the goal of these CRT activists is to dismantle America into racially segregated mini-states, where communities are governed only by those of the same ethnic group. In fact, one of Progressive Yamhill’s members, Tai Harden-Moore, co-authored a manifesto submitted to the City of Portland calling such a thing “Black utopia”.
I realize it sounds outrageous, but so is the porn in the public library. As insane as it is, it is true.
That is the end-game goal of these social activists, to collapse our country to create racially segregated communities. By spreading their propaganda into classrooms and libraries they are able to worm their ideas into young children’s minds, forming their perceptions to hate America and support their desire to dismantle our country. To embrace lifestyle choices that will alienate them from their families and communities, and create disruption. The Indivisible activists recruit people into their extremism by labeling anyone who disagrees with them as a ‘white supremacist’ or a ‘racist’ or some other insult, and compare any dissent to their agenda as being of the same scope of violence as the evil activities of groups like the Ku Klux Klan and Nazis. This is irresponsible and disgusting to teach to children, who do not know enough about the world to realize these books are designed to trick them into supporting a segregationist movement.
Yet, that is the reason why they are so fixated on exploiting children. They know that children have limited intellectual ability to resist this kind of propaganda. Progressive Yamhill and other Indivisible groups are waging a war on our communities and our country through exploitation of our youth, and they have been winning because their activities have gone unchallenged.
Yet, they must be stopped.
I believe strongly that all Progressive Yamhill members need to be removed from public office as soon as possible, and the institutions like the libraries must become purged of their propaganda that is designed to groom children into their extremism. It is clear to me that they want kids to become gay and transgender in order to distance them from their families and their peers, because their movement relies on having a group of unhappy, socially isolated people they can exploit. They need younger generations to hate their own family ethnic lineages; to hate their own families and hate themselves so much they will dismantle our country.
This is an election year for all city councils in Yamhill County, and I sincerely hope the residents of Yamhill County are waking up to what is happening. If you don’t see someone running for City Council to remove a Progressive Yamhill member from office, you should probably announce your candidacy and run against them to remove them from office. They will never stop using public institutions like libraries to groom children until they lose control over city governments and can no longer do as they wish unopposed.
Indivisible activists have been getting away with this crap for four years. There is no doubt in my mind many kids have already been permanently poisoned against America through these efforts, as it is extremely difficult to unlearn this kind of insidious propaganda when it has wormed its way into the mind from an early age.
Reader, are you going to let them continue ruining people’s lives? Are you going to do something about it? If not you, then who? We are in a perilous time of American history, and if younger generations grow up hating their country it will not endure.
If you have made it to the end of this article and you share my criticism of the contents of the libraries, I implore you; run for office. Indivisible will continue to exploit children until they lose their power over local government and the only way to get them out of office is to vote them out. They have to see local communities reject their ideologies for them to stop.
I hope this article has informed you about how the public libraries are used to exploit children and recruit them into extremist ideologies. Now, go do something about it!


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This book came into my life in 2010. Like the sponsor who showed up in my life two years before that, this book has changed who I am as a sponsor. Urging us to “return to our original responsibilities as recovery people to help new people through the whole program from beginning to end,” Carry This Message focuses squarely on the principles upon which the 12-Step movement was founded, and serves as a guide on how we can best practice and pass on these principles in sponsorship.


Military Connections: GWR, SR, BR & WD Steam Locomotives by Keith Langston
Military Connections: GWR, SR, BR & WD Steam Locomotives Keith Langston ebook
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Teaching Crowds: Learning and Social Media by Jon Dron and Terry Anderson Published by Athabasca University, Canada, ISBN: 978-1-927356-81-4 (PDF), September 2014, Pages: 370
Around the world digital technologies as well as social media have revolutionized education. They challenge the traditional approaches of classroom teaching-learning, and the way education is managed. In the book “Teaching Crowds: Learning and Social Media”, Dr. Jon Dron and Professor Terry Anderson of Athabasca University, Canada attempt to introduce a new model for understanding and exploiting the pedagogical potential of Web-based technologies. Recognizing the E-learning/ online education as new model of teaching and learning, the authors show how learners can engage with social media platforms to create an unbounded field of emergent connections. These connections empower learners, allowing them to draw from one another’s expertise to formulate and fulfill their own educational objectives. In an increasingly interconnected world, developing such skills will, the authors argue, better prepare students to become self-directed, lifelong learners.
The book contains ten chapters. In the introductory chapter ‘On the Nature and Value of Social Software for Learning’, the authors provide an overview of social software and present a list of ways which can be used by the learners, describing some of the potentially valuable functions and features that are available in these systems. This chapter is intended to establish a common understanding and vocabulary that provides a background to issues explored in greater depth throughout the rest of the book. From an educational perspective, social software can enable users to: i) provide helpful resources; ii) help them move into the next zone of proximal development: iii) solve problems; iv) create more complex artifacts; v) present multiple perspectives and enrich connections; vi) model different ways of thinking; vii) explore ethical problems; viii) learn to work with others; and ix) connect ideas from different perspectives and fill in gaps to connect existing ideas.
In the second chapter ‘Social Learning Theories’, the authors examine a range of theories—some mature, others still evolving—that have developed in the various phases with social learning technologies over the past few decades. They make considerable use of three-generation model of distance learning pedagogies, describing the shift from early behaviorist and cognitivist models to the era of social constructivism and then on to the emerging connectivist age of distance learning. In chapter 3 ‘A Typology of Social Forms for Learning’, the authors provide a framework for understanding the different ways in which people engage with one another in a learning situation. They introduce the model of social forms, which categorizes three broad and overlapping modes of social engagement used for learning: groups, networks (or nets), and sets. Social media have, however, made it considerably easier to engage with people in other ways, notably through social networks and social sets (loose communities defined by a particular interest, or by place, or by some other shared trait).
In chapters 4 to 7, the authors delve into the details of how learning and teaching happens in groups, networks, sets, and collectives. They describe methods, tools, pedagogies, and approaches that are of value in each of these four modalities, as well as their distinguishing features and points of overlaps. In chapter 8 ‘Stories From the Field’, the authors share some of their discoveries as users and developers of social systems for learning. By translating the abstract ideas and models presented in previous chapters into concrete form, this chapter illustrates how the messiness of real-life settings provokes complex, and sometimes unanticipated, responses and evolving, rather than predetermined, outcomes.
In chapter 9 ‘Issues and Challenges in Educational Uses of Social Software’ , the writers accordingly examine the dark side of social software—the ways in which it can undermine or even jeopardize, rather than deepen and extend, the experience of learning. They present a series of over-arching issues that warrant consideration by anyone who plans to use social software for learning. These include issues surrounding privacy, disclosure, and trust, cross-cultural dissonances, problems posed by the complexities of technology and by the digital divide, unpredictable systemic effects, and risks such as mob stupidity and filter bubbles.
In the concluding chapter ‘The Shape of Things and of Things to Come’, the authors identify current trends in teaching-learning activities, make some tentative predictions about what will happen next, and offer some wild speculations about what might happen if the world were a less complex place and there were fewer constraints on the effects and affordances of social systems on education. They head toward the end of this book with some observations and speculations that probably reveal as much about us and our philosophical stances as they do about the future. It is fair to say that many generations have felt their educational systems were failing them. The authors would like to suggest that there are some significant differences between the current era and earlier times, and that a significant number of them relate to the growth of digital/virtual-space, both in terms of opportunities and threats. An underlying theme of the book is that learning and teaching involve a complex interplay of technologies, pedagogies, organizational structures, social bonds, and individual needs, with many interdependencies and systemic consequences.
The writer is an independent researcher. E-mail: email@example.com


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Deseronto - the little town that time forgot
Poem about Deseronto, Ontario by Richard N. Goodfellow, Deseronto resident.
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The research is clear that children who don’t read during the summer can lose up to three months of reading progress and that loss has a cumulative, long-term effect. Early and sustained summer learning opportunities lead to higher graduation rates, better preparation for college, and positive effects on children’s self-esteem, confidence, and motivation.
Create a reading plan with your child. Using a calendar, help your child make a schedule for summer reading. Helping your child plan ahead and stick to the schedule will help him/her avoid leaving their reading until the last few days of summer.
Set aside a consistent time each day for reading. Depending on your family’s schedule, reading time might be in the morning, afternoon or before bed. Whatever time you choose, stick to it, but also remember that flexibility around trips and special family events is OK.
Alternate required reading with your child’s own choices. Your child will be more motivated to read when he/she has the opportunity to select some of their own reading.
Read books together and discuss them. You can read aloud together by taking turns by page, or you can get two copies of the book and each read silently. In either case, tell your child what you are thinking as you read and ask your child questions about what he/she reads. By reading together, you help your child to understand what he/she reads and motivate him/her to read by demonstrating that you enjoy sharing ideas about books.
Find audio books if your child is struggling. By listening to books on tape and discussing them with you, your child will learn new vocabulary and information. If audio books are not feasible, read required books aloud to your child and discuss them together. At the same time, help your child to find books at a comfortable level so he/she gets practice reading alone.


Many studies show that kids who practice reading to dogs become more motivated to read!
Today on Wednesday, Oct. 23, young visitors at LSC were invited to grab a book and read aloud to four furry friends. These pups – certified therapy dogs from Creature Comfort Pet Therapy in Morris Plains – sat by patiently as kids read aloud to them and practiced their reading skills.
It was the “paw-fect” way to spend the day!
This activity was held as part of LSC’s Young Learner Day celebration. Thanks to all who stopped by, and thanks to our friends from Creature Comfort Pet Therapy for joining us for the fun!


Community News! The Jordan Village Tree Lighting Wednesday, December 4th Begins at 6:30 with caroling, horse drawn carriage rides, and of course, Santa. The festivities will adjourn to the Library for refreshments, the Elbridge Town Band, and tours of the Jordan Historical Museum located in the Library building.
The Friends of the Jordan Bramley Library present a Holiday Festival. Local businesses and individuals from the greater Jordan Elbridge community decorated Holiday Centerpieces. The Centerpieces are currently on display at the Jordan Bramley Library. The Friends are conducting a silent auction for purchase of each Centerpiece. Additionally, you may vote on your favorite wreath. The silent auction and selecting your favorite wreath will conclude with the Jordan Village Tree Lighting on Wednesday, December 4. All proceeds will benefit the Jordan Bramley Library's 2014 Summer Reading Program.
Jordan Memorial Pool Fundraiser
Doug’s Fish Fry To Go!
December 12, 2013 – 11 am to 6 pm
Jordan Mini Mart,Route 31 in Jordan
New in January 2014!
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Finding the four keys to everlasting love here's a fantastic quote that captures the essence of this book from the foreword by christopher. Self-ishness: the key to finding lasting love by marie e-book, tending the family heart check out her book, unlocking the secrets of self-esteem. Editorial reviews from the back cover at last, gay love is here to stay in the era of mobile if you want to find lasting love at last, get his book to find out what's been holding you back ♂ read more 0comment|was this review.


The AlManarah Library was established to
(1) Address the huge shortage of accessible books in Arabic in order to improve the reading comprehension and cultural experience of Arabic-speaking persons who are print disabled.
(2) Promote the integration of members of our community into higher education and the labor market.
Since its inception in 2010, the AlManarah Library has adapted works for tens of thousands of Arabic-speaking people with disabilities. The Library provides access to a vast pool of recorded books from a wide range of fields, including fine literature, children’s books, and reference works. These audiobooks are produced at our own professional recording studios located in Nazareth.
Today, there are over 6,000 audio books in the Library, accessible to tens of thousands of regular and casual users each month through our website and a mobile app developed specifically for this purpose.
Since 2014, the Almanarah Library has been recognized as a public library for persons with visual and reading impairments supported by the Israeli Ministry of Culture and Sports.
In May 2017, Mohammed Ben Rashad Al Makhtum, Governor of Dubai, gave the AlManarah Library a prestigious award, recognizing it as the best initiative contributing to the advancement of the Arabic language and the building of a knowledgeable Arabic community.
In February 2018, at the International Conference held at the United Nations Center in Vienna, the Almanarah Library won the Zero Project Award as an outstanding program facilitating access to information for people with disabilities.6


Mental Health Resource Books
New Dimensions Day Treatment Centers publishes mental health resource guides for Clear Lake, The Woodlands, and Katy, Texas. These guides provide a comprehensive listing of mental health resources in the Houston area, including psychiatrists, psychologists, therapists, marriage counselors, psychiatric hospitals, rehabs, and detox centers. The guides are published by New Dimensions Day Treatment Centers and provided free of charge to the behavioral health community.
To obtain a copy of our Resource Guides in PDF format, please click on the images/links below. If you are a therapist or psychiatrist and would like to be included in one of our Resource Books, please click here to send us your details.
New Dimensions Day Treatment Centers also sponsors a website called Therapist Near Me that provides an online list of psychiatrists, psychologists, therapists, and marriage/family counselors in the Houston area and beyond. You can find mental health counselors by specialty, population served, and location. To visit Therapist Near Me go to www.TherapistNearMe.com
To obtain a hard copy of the Resource Guide, please use this form to contact New Dimensions:


I'm so glad you stopped by! Perhaps a few words about my background might be of
interest and give you a bit of insight into why I write.
For over 20 years, I wrote a weekly column in the newspapers I founded, published
and owned. My thousands of faithful readers always told me my essays were very
true-to-life and thought-provoking (see Essays). I could have stayed in that business
forever, but the economy went south in 1989 and I struggled until 1994 when I
finally gave up the fight, accepted enough money to pay off the debts and walked.
Traumatic as it was, in retrospect it was probably a blessing as my unemployed
status opened an opportunity to return to my education roots. For three years I
worked among friends in a large regional high school district. Then, when a position
opened closer to home, shortening my daily commute, I moved on to another school
district as Public Information Officer.
In 1999, after an emotionally heartbreaking event, I re-discovered the therapeutic
value of writing and began putting to paper a story that had been long waiting to be
told. I set it in the familiar surroundings of east central Pennsylvania and southern
New Jersey with a liberal smattering of excursions to Manhattan, long a cherished
destination of mine.
Seasons of Forgetting is that story. This fictional memoir is a compelling tale of an
ill-fated love that spans four decades. Reviewers, especially women in the 40 to 70
age group, have had high praise for the story (see Reviews).
In response to reader requests, I carried the story forward in Jared's Promise, a
sequel to Seasons of Forgetting. Don't feel you need to read Seasons first, however.
Jared's Promise stands on its own as an inspirational, uplifting love story about how a
man's secret past changes the lives of his children and grandson. Both books are now
available from Wings Press in trade paper back and e-book formats.
I wrote A Hand Across Time, a true story, as a tribute to my beloved friend Marie
Martin and to pets of the feline persuasion who are truly people in fur coats. You can
read that story on the website.
Personally, my husband and I are the parents of two grown daughters and the
grandparents of a bright and active thirteen-year-old boy and a darling ten-year-old
granddaughter. After thirteen years of service in education, I retired on January 1,
2008. I enjoy reading, editing for Wings ePress and an area women's magazine, or
acting as faithful housekeeper for my cat, Mitzi, who has been with me, in one form
or another, for over 30 years. You can also visit my blog at:
Thanks for visiting! I welcome your comments!


As a professor at a liberal arts college, I teach far too many classes to have an ambitious research agenda. I do, however, enjoy thinking and writing on a wide variety of topics. In recent years I have done my best to publish in journals or contribute to collected volumes. My publications are listed below:
“Qin Shihuang’s Terracotta Warriors and Commemorating the Cultural State” in Places of Memory in Modern China: History, Politics, and Identity. Leiden and Boston: Brill. 2012. Pp. 17-50.
“Corporate Cadres: Management and Corporate Culture at Chinese Wal-Mart Stores” in Wal-Mart in China. Anita Chan, ed. Ithaca: Cornell University Press. 2012. Pp. 97-129.
“China’s Celebrity Entrepreneurs: Business Models for ‘Success’” in Celebrity in China. Louise Edwards and Elaine Jeffreys, eds. Hong Kong: Hong Kong University Press. 2010. Pp. 193-216.
“‘Go China! Go!’: Running Fan, the Other Runner of China’s Olympic Summer” in The International Journal of the History of Sport. Vol 26. No. 8 (July 2009), 1-25.
“Wal-Mao: The Discipline of Corporate Culture and Studying Success at Wal-Mart China” in The China Journal. No. 58. (July 2007).
“Visible Zhiqing: The Visual Culture of Nostalgia Among China’s Zhiqing Generation” in Re-envisioning the Chinese Revolution. Guobin Yang and Ching Kwan Lee, eds. Stanford: Stanford University Press. 2007. Pp. 166-192.
“China: Way Station for Global Capital” a review of Fast Boat to China: Corporate Flight and the Consequences of Free Trade–Lessons for Shanghai, By Andrew Ross. in New Labor Forum Vol 16. no 1. (Winter 2007), 136-140.
“Old Zhiqing Photos: Nostalgia and the “Spirit” of the Cultural Revolution” in The China Review Vol. 5. No. 2 (Fall 2005), 97-123.


Human Rights Priority invites interested students majoring in Law for participation in its internship. Only those attending the third and the fourth year of studies can qualify for the internship.
Internship duration is three months. It is free of charge.
Enrolled students will:
• Be introduced to the goals and activities of our organization
• Get opportunity to study caseload of the European Court of Human Rights
• Involve in the activities of the organization
• Involve in the cases under supervision of the senior lawyers
Organization’s facilities, library and computers, will be at the disposal of the students.
In case of interest you can send your Curriculum Vitae to the following e-mail


Harbhajan Singh, a teacher at the Coast Teacher Training College is playing the name part in the forthcoming production of James Elroy Flecker’s famous play “Hassan” at the Little Theatre Club. Mr. Singh has worked with Joseph Clement, the producer of “Hassan”, who is principal of the college, in many previousproductions at the National Theatre in Nairobi. This collaboration started with “Lady Precious Stream” in 1953 and continued with “Kismet” (which has since been made into a very successful musical) and the Chinese detective thriller “Murder Will Speak”.
In 1955 Harbhajan Singh won the James Master award in the senior section of the Kenya Musical Festival elocution competition, and in the same year was awarded the prize for the best actor for his performance as the Storyteller in Joseph Clement’s production of “The Singing Maid” in the Kenya Drama Competition.
In 1957 he played the name part in the same producer’s entry for the Drama Festival – Andre Obey’s “Noah”, which won more awards than have ever have been won by a competing team in the Kenya Drama Festival.
In “Hassan” Harbhajan Singh is playing his favourite part in his producer’s favourite play, so Mombasa audiences can look forward to an exciting combination.
James Elroy Flecker – dreamer, romantic, poet and would-be dramatist – fought a desperate losing battle against death to complete the manuscript of his first work for the stage – “The Golden Journey to Samarkand.”
The fight ended in 1915 when, while in the final stages of revising his epic in collaboration with Basil Dean, he died. Behind him he left an unfinished work that was not to be produced until nearly ten years later after being completed by Basil Dean. The work became “Hassan” an ill-formed extravaganza with a gap in it – a “broken back” as Dean himself put it – and an accompanying mellifluous musical score written specially by Frederick Delius.
But despite the structural flaws, it has retained Flecker’s colour, wit, passion, his alternation of merriment and tragedy and the strange beauty of his rhythmic writing. This then is the background to “Hassan”, which Joseph Clement presents at the Little Theatre Club this and next week. Let it be said straightaway that with these facts before him any producer who takes on the play with all its lavish costumes, settings, weird lighting effects and its exacting demands on the actors themselves because of the complicated dialogue, is a very brave man. Mr. Clement earns that honour. He has faced and accepted all the intricacies that the play demands and has come up with a feast for the eye and the ear. It can be safely said that despite the mishaps of the first night, with its long scene changes and indeterminate use of the Delius’s music, the early curtains and back-stage hammerings, this was an achievement.
Combining members of the Little Theatre Club group and the Coast Teacher College in a cast of 50. He has made a worthwhile attempt. Newcomer Roy Spendlove, as the cold, ruthless Caliph of Bagdad, looks magnificent, speaks his lines with an icy clarity and used his face. Habhajan Singh in the more exacting role of Hassan shared the honours with a performance that had the right proportions of pathos and humour. Others worthy of special mention are Neil Brierley as Ishak the introspective poet and Jeremy Woods and Wendy Spendlove as the lovers Rafi and Pervaneh. The costumes are truly sumptuous and credit must go to Philip Boucher and college students under Mrs. Ida Pires. Mr. Boucher designed them and filled one handsomely in the funniest role of the evening as the blustering police chief.
“Hassan” was last Saturday night’s attraction for the dramatic connoiseurs of Mombasa at the Little Theatre Club where it had its first night of well-appreciated welcome. Hitherto the Little Theatre Club has presented European dramas with European cast. Of course Asian entertainment finds its place on the stage of the Little Theatre Club but only as a separate entity. Now they make a departure in their traditions for the first time, and welcome departure too, in the form of “combined operation” to present this excellent drama as a multi-racial effort. “Hassan” is the result of the histrionic talents and labour and efforts of the Little Theatre Club as well as the Coast Teacher Training College.
“Hassan” is the story of an humble confectioner who, unfortunately, falls in love with a wrong woman and then he gets caught into circumstances which make him realise the truth of the belief that favours of a women are uncertain and unreliable and even more uncertain and unreliable and even more dangerous are favours and promises of a king. The drama is all in English poetry and the most impressive point of the whole thing is the excellent elocution of the Asian personnel taking part in it.
Asian pronunciation of English usually lacks a lot of things, but here it was difficult to find whether the speaker was European or Asian. Scenario, costumes, direction etc were all impressive and excellent and parts were well-chosen. Harbhajan Singh as ‘Hassan’ carried a heavy burden which he discharged entirely to his credit and to the satisfaction of the audience. So also did Roy Spendlove as Khalif, Betty Sagar as Yasmin with whom Hassan falls in love, Abbas Parker as leader of the Beggars, and others taking minor parts. “Hassan” has been produced by Mr. Joseph Clement. Kenya Daily Mail congratulated the Producer, Director and all others taking part in the Drama for their excellent presentation. Above all it congratulates the individual who conceived the idea of this “combined operation” and the Club for carrying it out in such a spirit of enthusiasm and comradery.
“HASSAN” by James Elroy Flecker, is a spectacular play and judged by most standards is an ambitious undertaking for a producer with its cast of over 40 and 10 scene changes. Joseph Clement appears to have hurdled these difficulties with ease and given Mombasa a play that has been well described locally as “a feast for eye and ear”. Simple but ingenious sets made for quick scene changing and left the stage clear for the truly magnificent costumes designed by Philip Boucher and made by students and ex-students of the Coast Teachers’ Training College under Mr. Ida Pires. The lighting effects were skillful and the music appropriate. With all this was a valiant and well trained cast composed of members of the Little Theatre Club and the coast Teachers Training College.
The story, based on some old Turkish tales, concerns Hassan, a confectioner in Baghdad. The Caliph, Haroun-al-Raschid is in the habit of wandering about his city after dark in search of novelty and adventure and Hassan rescues him one night from a perilous situation. In return he is made the Caliph’s favourite and showered with riches and introduced to the splendours of the court. He is soon, however, disillusioned by the Caliph’s cruelty.
To rescue a beautiful maid, Parveneh, from the harem Rafi, the King of the Beggars, plans a rising of the beggars of Baghdad. The plan fails and Rafi and his beloved are to be punished. The Caliph leaves it to them to make a fateful choice. He offers them their lives but separation for ever or a day of love and then death together in torment. They choose death – and Hassan for denouncing the Caliph’s judgement is stripped of his newly won fortune and made to watch the lovers’ execution. Sickened Hassan with his friend Ishak, the poet, seek peace by making the pilgrimage of the “Golden Road to Samarkand”.
It would be impossible to name all the cast individually but Harbhajan Singh’s interpretation of Hassan was outstanding. Roy Spendlove was a cold and ruthless Caliph, Oscar Fernandes a fiery Captain of the Guard, Betty Sagar fulfilled the promise of her earlier and first appearance in “The Reluctant Debutante” and gave a provocative performance as Yasmin. Neil Brierley as Ishak spoke beautifully and the parts of the tragic lovers Rafi and Pervaneh were well played by Jeremy Wood and Wendy Spendlove.


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Modern British Beer + 6 x 330ml American Brown Ale Gift Pack
Matthew Curtis (First Ed. 2021)
"Matthew Curtis tells the story of the evolution of modern British beer, and guides you on a journey of discovery across the British Isles. Through the stories of 86 different beers, he gives a personal insight into the birth of modern British beer; from how it tastes, to where its ingredients are from, to the people behind the scenes working hard to make it."
Featuring our American Brown Ale amongst a whole host of other modern British classics.


(Harry Potter a Tajemná komnata)
For Sean P.F.Harris,
getaway driver and foulweather friend
Harry Potter is a wizard. He is in his second Year at Hogwarts school of Witchcraft and Wizardry. Little does he known that this year will be just as eventful as the last..
“JK Rowling´s second book is just as funny, frightening and unexpected as her first ” The Daily Mail
“Harry Potter and the Chamber of Secrets is as good as its predecessor… Hogwarts is a creation of genius.” The Times Literary Supplement


Quick guide to publish your assets to Equinoxe from Mediabank
- You may publish a complete asset or a part of a complete asset in Mediabank using W3 and the publishing tab.
- Find the asset you want to publish - select it - and make sure you are in W3 - then select the publishing tab.
- Fill in the publishing form. Most ﬁelds are required except for watermark ﬁle - and in- / out-points - as you may want to publish the complete asset.
- If you want the whole duration of the asset, there is NO NEED to set in and out point at the start and end of the asset.
- Once you have ﬁlled in the form and clicked the “Add to M-box” button - your asset will appear in the M-box section of the Library.
- Click the Equinoxe M-box and the M-box modal will appear - NB!!! YOU MAY ONLY PUBLISH ONE ASSET AT A TIME.
- Click the “Execute” button - and voila - you are ﬁnished. - You have to publish ONE asset at a time!
Keep an eye out on the #digitalsupport channel in Slack. A notiﬁcation like this will be sent as soon as publishing is ﬁnished from Mediabank.


Help for Preceptors
If you want to read an in-depth guide to the website, click here to download our Preceptor Usage Guide.
How do I log in?
If the institution for which you precept has added you to their user list, you can access the website using the username and password they have set up. If you received one of our monthly emails (from firstname.lastname@example.org), your username and password is included in the email. If you still aren’t sure if you have access, please contact Brian Hischier at email@example.com to find out.
How can I access my school’s documents?
Many institutions put helpful information into the My School section of TeachingPhysician.org. If your school has taken advantage of this feature, use the My School link to view those resources (you must be logged in to access this page). If you precept for more than one institution, you'll be able to view documents only for the first institution to put you into the system.
How can I find the information I need on TeachingPhysician.org?
The website has been designed to make content discovery simple. There are different ways to find what you need.
- Read through the site from the first section Preparation to the last section After the Rotation.
- Use the Learning Paths feature to select a custom path based on your needs. Learning Paths can be found on the home page and at the bottom of the Content menu pull down..
- Use the Topic Index to scan the titles of every page on the website.
- Use the Search page to find every page matching your search term.
Help for Institutional Admins
What is the difference between my admin login credentials and the shared login credentials?
Admin credentials are what you use to:
- Add documents to the My School section
- Delete preceptors from your account
Shared credentials are what you:
- Give preceptors access to teachingphysician.org, including your institution's important documents.
How can I share important documents with my preceptors?
By logging in as an administrator, you have access to a documents hub that lets you upload important documents in the My School area of the site for preceptor access. Once there, follow the instructions on screen to start using this valuable resource. You can upload documents such as your clerkship learning objectives, policies, and evaluation forms. Be sure to let your preceptors know when you have uploaded new documents.
Remember: your documents are accessible by anyone with your institution's shared login credentials.
Can I change my admin or shared login credentials?
Absolutely. Just contact Brian at firstname.lastname@example.org and request your change.
Where can I find a how-to for interacting with the website?
You can watch the full 30-minute recording of our live training for administrators below, or click the links in this paragraph to jump directly to what you're interested in learning about (links will open YouTube in a new tab). We began training with a tour of the website and ended with a closer look at how your preceptors can report their CME credit. Along the way, we looked at the My School section of the website, saw how to add or delete preceptors from your subscription, and how to re-subscribe online. We also looked at the Clerkship Finder, Learning Paths, how to quickly find topics on the website, and how to use the Focus of the Month archive to send your own emails to your preceptors.
Still need help?
Contact Brian Hischier at email@example.com for subscription questions, technical support, or questions about the site's content.


Carnegie Library was Vancouver's first Public Library, built in 1902-03 with a $50,000 donation from the steel magnate and union-bashing capitalist Andrew Carnegie. It continued in this function until the 1950's, when the Library relocated to its next quarters on Burrard Street. The Carnegie building was converted into a museum, with the still famous Mummie ensconced in a display case on the 3rd floor. In the late 60's the museum use finished and the collection was dispersed, leaving the building empty. It was boarded up and remained empty.
Beginning in 1974, members of the Downtown Eastside Residents' Association (DERA) began, in response to much input from local people, to work toward turning the old library into a community centre. Over the next 5-6 years, the City Fathers had narrowed possible uses/disposal of the site to one of the following: 1) a parking lot; 2) a policemen's athletic club; 3) a restaurant/nightclub; 4) a place for some rich guy to show off his rock collection (after buying it for a buck).
DERA staffers Bruce Eriksen, Jean Swanson and Libby Davies (currently Member of Parliament for Vancouver East) somehow arranged or got Council to agree to hold a meeting in the old building, in the middle of the dust, dirt and ratshit. They made their case to spark a vision of the potential of the old girl, and one Councillor changed his mind - and the spark became a flame.
The Carnegie Community Centre opened its doors on January 20, 1980 and, from the first day, incorporated volunteers into the day-to-day running and provision of services, programs, and food production.
The first Newsletter came out in 1982. It was a single legal-sized sheet with a short calendar of upcoming events and a story about one of the music programs. By 1983 there was enough interest developing and people eager to talk about things and issues, write poetry and do artwork for a community centre newsletter on a regular schedule. The Carnegie Crescent was born. It came out later and later as time went on, with virtually everyone being an editor and no one happy with the final product. Rumour had it that one person, who had it last and took the final draft to the print shop, would take others' submissions out just before to put personal stuff in instead. This infuriated a few and bored most readers. The Crescent finally imploded.
In 1986, staff person Cindy Carson utilised an Unemployment Insurance Top-Up program to get funds to hire Al Mettrick, who'd just arrived from Toronto after working at the Toronto Star, to start a newsletter. He walked around for a few weeks saying, "Hi, I'm Al and I'd like you to help me make a paper." The first edition of the Carnegie Newsletter came out on August 15, 1986, 12 pages in 60 copies made on an old photocopier upstairs. It came out on the 1st and 15th of each month and after 2-3 issues, people began to write poetry, submit art and stories, and it seemed to be the beginning of something good. Al's UI ran out in November, he went on with his life, and a few people realised it wasn't that difficult to make a paper - to make it our own.
Typewritten stories, poetry, (copy) was cut with scissors and pasted with glue and laid out with internal stuff to begin with. It soon expanded to include neighbourhood and global issues, and the look/feel of the paper was ironic and mostly spot on. Everything except the actual printing was (and still is) done entirely by volunteers. It gets printed at Budget Printing and was hauled the 2-3 blocks early in the morning of the 1st & 15th in bags, backpack, and sometimes just dragged. One fine day the dragger thought "I should have a little red wagon!" and then came upon an abandoned shopping cart (of which there are usually 1-6 within a few blocks of Carnegie on any given day). Like a revelation, like a Vision, it came to him in a flash!! 'Use the shopping cart." It became 'office equipment' as calmly explained to the regular visitors and dilettantes wondering why it was inside a building that was not a supermarket.