The Hoggatteer Experience - THE HOGGATTEER REVOLUTION

CWTI: Horse and Carriage, Fife and Drum

8/31/2022

The simplicity of a horse and carriage. The romance of the pristine carriage. The driver removing his hat in salutation to people on the curb. The clip clopping of the hooves on the pavement. The jingle of the tack.

There is something about the presence of a moving piece to the setting that makes it stand out. This is not just a static building, but it is an animated representation of what things may have looked and sounded like in the 18th Century.

We may want to imagine what things were like, but we cannot do so if there are no moving parts in the scenery.

The simplicity of a fife and drum. The piercing melodies and solid beats fill the air with the sounds of Revolution. This music is iconic, and when I hear it, I am transported to a singular time in our history. I know there are times when a dozen or more will join together to make this sound fuller, and I do wish I had been able to hear the full ensemble.

As another nod to authenticity, Colonial Williamsburg begins training the fifes and drums during junior high and they go on to other things once they graduate from high school.

CWTI: Walkin' the Dog in the Rain

8/30/2022

One of my favorite moments during the week at Colonial Williamsburg came when I was alone on Duke of Gloucester (DoG) Street, with a light rain falling, thunder in the distance, and lightning on the horizon. I'm also pretty fond of the photos I caught along the way. It was awesome to hear the rain bouncing off of the umbrella and smell the minerals in the soil as they were amplified by the water. I was very pleased to catch the lightning picture below.

The reflections of the lights in the wet pavement brought out a new look for the famous Duke of Gloucester Street. Being in that historic location, virtually alone, was a peaceful moment. The reflections gave me the opportunity to reflect on my life, as well...and what a great life it is.

CWTI: Duke of Gloucester

8/29/2022

The focal property at Colonial Williamsburg is, of course, Duke of Gloucester, the mile-long main street that runs the length of the historic district. There is no motorized, modern traffic on this street, but unfortunately, visitors can still hear traffic noise from adjacent thoroughfares. Outside of that, fortunately, there are many things to distract one from the 21st Century.

The buildings here are originals or reproductions of 18th Century glory. These taverns, trades shops, and houses are authentic in every manner possible.

The Ludwell-Paradise House (below left) was the first to be restored.

Nearby is the courthouse (brick building below right) and the stocks (also below right, with the Peyton Randolph House in the background).

There is a specific air of authenticity in this space, and yet, I cannot imagine it during its heyday. I have to wonder how manicured the lawns and gardens were in the 1700s. I wonder how clean these things were when they were originally in use. How did this place smell? What did it sound like?

I know it did not have pavement down the center. In fact, many people still remember when the street was gravel and before that, dirt. Those modifications have probably saved some of the cleaning from dust and mud.

Still, there are layers of seashells in the gardens and some sidewalks. These demonstrate the original methods of using the shells to walk on. I thought the shells would crunch and break, but they are surprisingly resilient.

Some of these structures are also privately owned and lived in as residences. They are certainly beautiful, but this is probably the strictest HOA in the country. While I would love to own a piece of the 18th Century, I don't think I would feel comfortable being on display.

It's interesting to me that there could be crowds of people on Duke of Gloucester, but if timed correctly, photos could still be taken without the pollution of 21st Century images. One of my favorite things to do is photograph angles and focus lines that others don't see.

CWTI: Teaching with Archaeology

8/28/2022

The Bruton Heights School is a historically black school off to one side of the main historic district at Colonial Williamsburg. It was also the site of one of our workshop-classes during the Colonial Williamsburg Teacher Institute in July.

I wandered into the small museum display inside the school for a few minutes during break time and discovered some of the artifacts are from my own lifetime, including a yearbook, photos, and trophies from my own birth year and high school graduation year.

The facility was nicely renovated to house offices and classrooms. For our purposes, one large room served as the location of a workshop about archaeology. Our leader for the day was the intern who accompanied us for some of the week's activities.

She began by defining archaeology, which was simple enough, but when she began drawing concentric circles on the white board, I came to an unexpected realization. Those circles conveyed an important message - that there is more to archaeology than finding treasures belonging to famous people.

The smallest circle represented the few souls that we recognize as the founders (Washington, Jefferson, and the like), but they tell only a portion of the story. We might pursue searching for the lives of broader and broader groups of people in order to get a better picture of their ways of life as well as the greater inner and physical struggles that folks underwent as a result of the economy and lifestyles in which they found themselves. Placing importance on all of the lives includes not only the policy makers, but also the families of the white landowners; not only the landowners, but also their families, including women and children; not only the families of white landowners, but also the Whites who did not own land; also the people who were not Protestant Christians, but people of other faiths; not only White Protestants, but also the Indians; not only White Protestant male landowners, but also the Enslaved. The list probably goes on and on, each time requiring a larger circle to be drawn to include more.

Archaeologists have learned that different area bring differing results, and the mystery of a dig site can be a very compelling thing. Before us lay a great cloth with brick patterns stamped in certain locations. Inside and outside of those locations were artifacts that should tell us a story. In this classroom simulation, the story was a true one, from an actual dig site at Colonial Williamsburg, and it was our jobs to decipher that story to the best of our abilities. We had a recording sheet to assist us.

As our group "dug" through the sediment in the well, indicated by the circle of bricks, we found broken pieces of pottery and other artifacts to let us know more about the people who lived here. Much of archaeology is speculation based on factual proof, and it can be quite a challenge to figure it all out. I found it compelling to see that when groups in other areas of the cloth reported their own findings and interpretations, our own interpretation changed (and vice versa). All of the areas of the cloth were related due to their proximity with one another.

While we were at the Bruton Heights School, our master teacher also presented this manner of investigating an image (left) and having students look at only one quadrant of the picture at a time and making observational comments about each quadrant. Just like the dig site, the conclusions being drawn were fluid and changed when other quadrants were revealed. A worksheet could be used for this evaluation as well.

These concepts are simple ones, and some of the methods I've implemented in the past really fit in. Our archaeological dig can work in this way, as well as our burial dig, our investigation of police evidence bags, and other projects really call on students to infer based on the facts of their findings, to draw conclusions based solely on the image or the items their are observing, and making predictions based on the evidence in a text or other primary source. This was one of those times that I received some confirmation that the tasks I have created fit within the teaching styles being presented in a workshop for teachers from across the nation.

CWTI: The Capitol

8/27/2022

I spent a few hours in and around the colonial capitol of Virginia during my stint in the Colonial Williamsburg Teacher Institute, this summer.

My first experience was the presentation of Cry Witch. In that presentation, we were presented with a trial based on the facts of history. I was surprised that members of the audience were invited to ask questions of the witnesses and the suspected witch. Presenters answered those questions based on their study of historical documents in the Grace Sherwood case. At the end, before learning of her actual fate, the audience cast votes to determine her sentence.

On the next evening, I attended Revolutionary Points of View. Surprisingly, this was the presentation that I enjoyed the most. It was also interactive, but in a different manner. On the way into the lantern-lit room, all attendees were handed a different piece of paper. The paper had a historical figure listed and a quote from that figure. At the appropriate time in the program, the floor was opened for us to present our quotes, which had varying opinions about whether or not the colonies should unite in opposition to the king of England.

My quote had something to do with my brother being killed by the Shawnee Indians. When someone else brought up the Shawnee as a reason we should not begin a revolution, I knew my line in favor of revolution would fit...and I delivered it with all the passion of the greatest Shakespearean actor at the Globe.

The presentation moved quickly, but it was very revealing: the textbooks reduce all of this history stuff to a page with a picture, but it wasn't that easy to make a decision. The vote in this location in real life had to be unanimous in order to pass, so even though our group overwhelmingly voted to support a call for a Declaration of Independence, it failed to pass.

Because of my presentation the night before, I was recruited for a special role in another presentation the next morning. I was given a colonial shirt to wear and a special place to sit inside the capitol. My extended role was that of Patrick Henry. My lines were short, but had great potential for drama:

Caesar had his Brutus, Charles I his Cromwell, and George III... [Henry was interrupted by cries from the opposition]… may profit by their example. If this be treason, make the most of it!

When others shouted Treason, I knew it was my chance to interrupt them. In an angry outburst, I said my line over their shouts: "If this be treason, make the most of it!"

It wasn't until later that the heaviness of that moment struck me: I had just delivered Patrick Henry's speech in the location where Patrick Henry delivered his speech. I realize the building was rebuilt on the original foundation, but the location is the same.

Later, I picked up a couple of souvenirs to remind me of that moment: a coaster with another of my lines.

Give me liberty or give me death!

Henry actually gave that persuasive line after the capitol was moved to Richmond, but it was iconic enough to be included in this presentation.

All in all, the performance was awesome. This was a show that is not presented any more due to the size of the cast necessary, but it was really interesting to follow the three "acts" of the show as it progressed from room to room in the capitol building.

Before another of the evening programs, To Hang a Pirate, we arrived a the capitol amidst a glorious sunset, and I snapped some really rich photos. Once again, I was in the right place at the right time as I was selected to "cross the bar" and sit in the jury area for the trial. That means I sat on the second row right up there with the lawyers and witnesses.

This performance followed the same format at the witch trial, but this time we were hearing evidence in an attempt to convict Israel Hands, Blackbeard's first mate. Once again, the floor was opened to anyone in the audience to ask questions of the witnesses, and after a while, we all voted. Our group voted for the pirate's guilt, but like the witch, the real story of Israel Hands ended with an interesting twist.

Finally, on the last morning of the institute, just hours from packing for the airport and returning home, we returned to the Capitol for one last exercise. This time, we were charged with delivering our own speeches. We could choose to persuade for the Patriot point of view or to discourage rebellion by taking the Loyalist point of view. If we wanted, we could even somehow express our undecidedness.

Like Voices of the Revolution, a statement was read that we would vote for or against. Then, in the same manner as that presentation from earlier in the week, the floor was opened for anyone to be recognized. We would speak to the Speaker. Out of our group of 19 teacher-participants, about 10 were given their turns to speak. These elementary teachers represented a variety of the king's colonial subjects as they presented their prepared paragraphs or poetry.

I waited for the right time to raise my hand, but that time had not yet arrived. It looked as if no one else was going to say anything. The Speaker was getting ready to gavel and call for the vote. But I was prepared. Just before she called it over and done, I raised my hand. I was going to be heard!

Thank you Madam Speaker. My name is Edward Pigg. I am listening to arguments on each side, today, attempting to make a decision about this resolution. I am a simple, Christian farmer with an even simpler speech. I thank you for honoring my presence in this hallowed hall. Please bear with me as I attempt eloquence.

My brothers…sisters:

We picture a whole, long line of Christians, queued up to enter the pearly gates of Heaven. We’re all there with our feet approaching a golden sidewalk. Every Christian in line for the attraction that has caught all of our eyes for a long time.

Let’s make this clear, we’re all in line. Brothers and sisters, we’re all getting ready for eternity. We’re all calling on the Savior. Great chants are beginning: “Lord, Lord”. We’re all so worship-filled, anticipating the glory of being in the presence of the Light of lights. We look forward to seeing some of that Light leaking through from the throne of God.

I'm sure my peers wondered where this speech was headed, but I knew I they were listening. I did not stutter over my words or over-rely on my prepared speech, and I had their full attention.

And Jesus starts plucking some of us out of the line, standing some of us to the side for another purpose, and we realize the hymns we sing are hopeful, but not representative of eternity’s reality.

Matthew 7:21: “Not everyone who says to Me, ‘Lord, Lord,’ will enter the kingdom of heaven, but the one who does the will of My Father who is in heaven will enter.”

And the pleading begins. Verse 22: Many will say to me in that day, Lord, Lord, have we not prophesied in thy name? and in thy name have cast out devils? and in thy name done many wonderful works?’”

The people listening to His sermon on the side of that mountain would have understood prophesying, exorcizing demons, and performing miracles, but we could just as well substitute some of the things that are done in this very colony, oft times in this very room, in the name of Jesus, today.

Does begging make a difference once we’re pulled out of the line? Do we think Jesus doesn’t already know what we have done “in His name”? No amount of pleading, no amount of getting on our knees and begging, no amount of tears, no amount of respectful praise at this point will change His decision to yank me out of that line and send me tumbling into another destination forever.

Verse 23 (a very climactic line in His sermon): “And then will I profess unto them, I never knew you: depart from me, ye that work iniquity.”

None had thought to bring Christianity into the scene, but I have no doubt that many in those days before the Declaration were thinking this way. The speech was already longer than any of the others, but I continued:

Who is He talking to? The people in the line to the pearly gate? No. Non-Christians who have already sat in torments awaiting the final day? No. In Matthew 7:23, Jesus speaks to Christians, believers, people who are praising Him. He’s talking to the ones He has pulled out of the line.

How disappointing to think we had it all tied in a tight parcel, only to realize that we have been practicing iniquity. Jesus has pulled us out of the line. We are no longer invited to take a fiery chariot ride through the skies with His holy angels.

How did He put it in verse 21? “Not everyone who says to Me, ‘Lord, Lord,’ will enter the kingdom of heaven, but the one who does the will of My Father who is in heaven will enter.”

And what, praytell, is Our Father’s will? Later in the tax collector’s account of the Gospel, the leaders ask our Savior His opinion on paying taxes. Do you know of His answer? He sayeth unto them, “Render therefore unto Caesar the things which are Caesar's; and unto God the things that are God's.”

It seems to me, gentle people, that the Christ has spoken on the issue at hand, here and in other passages of our holy writ. The true Patriot shall be submissive to his government. I am sorry to notice that our brothers are not submitting, but instead, are redoubling their efforts of insurrection - even in the name of Jesus Christ.

The voice may have broken and the chin may have quivered a bit as I rounded the corner and faced the final stretch. I wanted to portray Edward Pigg in such a way that everybody knew of his inner struggle.

I am frightened to notice that many in the church are sitting with their new friends and calling for open violence against our majestic king and parliament. Am I to maintain my steady attendance in the church alongside the advocates of rebellion? Or do I also rebel in opposition to Caesar? Do I not have a Scripture-bound obligation to submit to the king? How? How, I ask, can I kneel in communion with the family of God when the family of God is pulling me apart? Gentle persons, to be honest, I am torn. I am…torn.

Thank you, Madam Speaker.

When others ended their Patriot and Loyalist speeches, the crowd shouted Huzzah or hissed and booed. When my speech was quietly concluded, there was a pause in silence. The Speaker offered one more opportunity for the rest to say their peace. One of my new friends responded out of turn: "I think we're good. He needs a mic...to drop."

He told me afterward that no one would dare follow my speech. It was not my intention to stop the proceedings altogether, but it was quite the compliment. The rest of the morning, people asked me when I had prepared my speech, and some wondered if I had gotten it from somewhere on the internet.

Our group still voted to severe ties with Britain, and the Revolution would soon begin.

The times that I spent at the capitol are all in memory. It was fun and meaningful to the experience and brought things closer to my understanding than it had been before.

Periodic Names

8/26/2022

Mrs. Hoggatt did this activity during her first week of teaching. She had her students use the abbreviations for the elements of the period table to spell out their names. Simple project, yes, but these high school students seemed to enjoy the unique approach.

History Camp: Broadcasting Live from St. Louis

8/25/2022

Six weeks of summer. Students from all over the United States. History Camp Session Six officially wraps it up for this summer's National Parks Adventure.

For the final session, we boarded the virtual bus for a field trip to Gateway Arch National Park right here in Missouri. The amazing thing about the Arch is that it represents more than just St. Louis and more than Missouri: in fact, the Arch is all about American history. Specifically, it represents Westward Expansion and "Manifest Destiny". It represents the encroachment on Native lands. Here are the Louisiana Purchase, the Corps of Discovery, the Oregon and California Trails, the Dred Scott Decision, and Civil Rights. Here are the wildlife, the landmarks, and the people.

During this hour, we covered steamboats, Mound Builders, and the National Park Service Junior Ranger program. I also asked the rangers about the policy of giving special access (Read: free admission) to fourth graders and their families to all of the National Parks. It's not a rumor!

In these six weeks, we visited the Oklahoma City National Memorial and Museum, Denali National Preserve, Grant-Kohrs Ranch National Historic Site, Mammoth Cave National Park, George Washington Carver National Monument, and Gateway Arch National Park. We discussed impact, stewardship, resilience, courage, legacy, and vision.

I hope to have more opportunities to work with the Gilder Lehrman Institute of American History in the future, whether with projects like this one, or as a teacher-leader in some other capacity. I love getting to help students while learning more about our history ourselves.

CWTI: Jamestown Relics and Museum Displays

8/24/2022

The wonders of Jamestown continued as I explored the museum. It focuses on three groups of people - the Europeans, the Indians, and the Africans. There were too many things to spend a decent time on, so I just needed to make the most of my time. Like always, I wanted to find real artifacts and not recreated displays.

I wasn't looking for the display of items found at Roanoke, but there they were. Imagine the mystery surrounding that failed colony. Looking at these artifacts, one wonders if there is some clue as to the disappearance of the colonists there.

Also on display was a flack jacket from the 1500s, a cannon and a ducking chair from the 1600s. The ducking chair was used to try and punish people accused of witchcraft.

I was especially interested in the African area of the museum, but not as much for the displays. I was compelled to think more about the black family that was reading the displays. They didn't do anything to indicate so, but I wondered at how they saw the artifacts from a different point of view than I did.

If we're looking for ways to use the Jamestown experience in an elementary classroom, perhaps a quick look at the specialties of the inhabitants. How many of the men were carpenters, fishermen, blacksmiths, or preachers. This is easily charted in a math lesson and written about in an I Am poem. With a little creativity, a teacher can expand a historical lesson to include all the subjects. Students would thank any teacher who went the extra mile to do so.

CWTI: Jamestown Settlement

8/23/2022

Jamestown Settlement is a recreated version of the original Jamestowne. Research has been conducted, both on site of the original landing site and in England, to ensure that the construction of the recreation is accurate. The church structure here is not the brick structure at Historic Jamestowne (See previous reports.), but is more of a "second-pig" version of the building.

The building didn't mean very much to me until I thought about some context. This village is called Jamestown. The river it sits on is called James River. The fort is James Fort. All are named after a guy named James who was the king of England. That makes sense. But to stand in a church building in a place that honors King James is interesting because this was the man who made the Bible available to the masses. We still know that Bible as the King James version.

At the entrance to the area, there was a small patch of tobacco plants (above). This was my introduction to actual tobacco in the raw. Our guide invited us to touch the leaves, but warned us that they would feel sticky. That, it turns out, was an understatement. No one has every explained to me that tobacco plants are sticky (The stalks were even more so.), and later in the week, I heard that it is the tar in tobacco that makes them so. Anyone working in a tobacco field would have become sticky all over from handling these unusual plants. Anything in the air would have stuck to that person, making him dirty and grimy.

I wish I had more time to explore in this area, but there were original objects and displays to see in the air conditioned museum, and I am not sorry that I didn't miss those. Unfortunately, that means I didn't do a thorough job of photographing what these structures offer to visitors.

Quote: Challenge

8/22/2022

"A smooth sea never made a good sailor."
(Unknown)

CWTI: Avast!

8/21/2022

The original ships that carried men to Jamestown were named the Susan Constant, Godspeed, and Discovery. Those ships are long gone, but thanks to modern technology and the desire to portray a complete story, Jamestown Settlement has recreated the three ships in full scale. These sailing ships float in the sunshine and give visitors an accurate picture of their arrival.

When our group of 20 teachers arrived at the dock, they immediately put us to work. It seems there was a heavy pile of rope that needed to be loaded onto the smallest of the three - Discovery. Separating us into three groups our hosts taught us some of the language the crew had to know to safely operate the ropes and heft the load onto the deck of the ship.

"Avast" was a word that was oft-repeated. For all my life, I had figured this was a made up pirate word to get someone's attention, but little did I know it was a real word to get someone's attention. In fact, avast simply means "stop" or "pause", and methinks mayhaps we should use the word more often every day.

I was in the forward position on one of the three axes, and had the added tasks of making sure the rope was not moving too fast and keeping my fingers away from the rigging. It was interesting to see how the three rope teams had to work in tandem to complete the loading. It wasn't the least bit difficult for those of us pulling and letting out the rope, but for the person shouting the directions, this couple really be a tedious operation. A mistake in the instructions could easily cause serious injuries.

We would have enjoyed some more time with the ships, but we also needed to get to some shade as the day we were there, we were facing the sunshine blasting us in the faces with its full force.

For more on head to the 2022 Colonial Williamsburg Teacher Institute page.

CWTI: We Brake for Food

8/20/2022

Most of our meals were provided while we attended the Colonial Williamsburg Teacher Institute in July. I picked up breakfast sandwiches, bagels, eggs, and pastries in the hotel every morning, but lunches and dinners were usually kind of a mystery. I didn't get everything in photographs, but here are some highlights.

Our first lunch was at Jamestown Settlement. It was a large salad with enough ham and cheese to make a couple of sandwiches. Along with a cookie and a drink, it was surprisingly filling. For dinner on the first night, we had pizza and another cookie.

One dinner was a special order. With a choice of steak, fish, or a vegetarian plate, most of us chose the steak. Another two meals were scheduled to be tavern meals, but due to an air conditioning issue at the tavern, the meals were served in the lodge convention rooms instead. One of these meals was a dense plateful of turkey, dressing, mashed potatoes, and a pea mixture. Another "tavern" meal was fried chicken and a vegetable medley. Each of the dinners had their own prepared dessert, as well. In a week when I should have lost weight, the sheer heftiness of the dinners did not allow for much of that.

In addition, for two of our lunches, we were able to use vouchers at a couple of the sandwich places along Duke of Gloucester Street. At the bakery, I had a cold-cut sandwiches, some chips, and a thick brownie. On a separate day, I got the chance to try a smoked chicken sandwich, more chips, and another thick brownie.

There were only a couple of meals that were not provided. I was able to fill in with some trail mix, as I did at the airport, as well. Only once did I make a food purchase on my own, picking up a $9 hamburger at The Precarious Beer Project on the first evening before reporting for orientation.

CWTI: From Jamestowne to Jamestown

8/19/2022

Climbing aboard the shuttle, our group was transported to the recreated Jamestown Settlement. This is just a short distance from the National Park at Historic Jamestowne. The obelisk here does not seem as regal, and we were told that it is not really symbolic of anything and is not a particular height for symbolic reasons.

Our guide took us into a yehakin, the structure built by local Indiana for the purpose of housing families within the tribe. Of course, the yehakin was constructed and furnished with all natural materials.

The importance of rope to the Indians was stressed, and we soon found ourselves making our own from yucca leaves. The rope made by the three men in our group was proclaimed to be "perfect" by our host. Nearby, we noticed a man burning a log, demonstrating the method for producing a dug-out canoe.

From here it was time to check out the three ships - full-sized and operational recreations of the original ships that carried colonists to Jamestown. I'll save those for the next report, so stay tuned.

Are you interested in seeing everything I have to report from the Colonial Williamsburg Teacher Institute?
Proceed to my page dedicated to giving a full report.

Off to University: It's Not Just for Kids

8/18/2022

Not everyone is 18 and starting college in another city; Yours Truly is also headed back to college...but not as a student. This time I will supervise students during their student-teaching experiences. This week, we firmed up the plan to pick up a couple of these students who are working in nearby schools, with the hopes of putting more on my roster in the spring.

That means putting on a coaching hat and helping these students improve in their respective schools before they head out to sign their own contracts for next year. My hope is to do good. The teaching program at Pittsburg State University is tops in the area. They try to give their students more real experiences. They encourage students to maintain a cycle of improvement and not just tick the boxes. They try not to give them too much government-red-tape-busy-work just to claim to have a more difficult program. In short, they're there to help and not overwhelm.

Several years ago, I sat in a student-teacher orientation meeting where professors told their teacher candidates not to have any kind of a life outside of their student-teaching experience. They were told to tell their families they would be out of commission for the duration of the semester. They were advised to quit any other jobs they had. And that, my friends is a program that think making things strenuous will get their student-teachers ready for their own classrooms in the future.

That is not the purpose of a college. A college should not be in the business of making things difficult and stressful for its students. Students are there to learn, not break their backs with an overbearing system. That's why I'm happy to start this additional side job with PSU. It just seems like the people there understand that as supervisors we're here to help the students learn and improve. When I went through the Master's program at PSU, I really appreciated the professors telling us, "You're teachers. You have real jobs. Our goal is not to kill you with endless assignments that distract you from your families and your jobs. We will treat you professionally and help you get better." It is the same message that I received when learning how the system works from the side of a supervisor, and I'm eager to get started. Hopefully, I can be a part of bridging any gaps these future teachers may have, and it allows me to connect with some of the schools in the area.

"First Boomer"

8/17/2022

As advertised, my daughter has begun a new adventure as a college student at the University of Oklahoma. She has spent a week getting to know other freshmen and rehearsing with the Pride of Oklahoma marching band. Monday saw the complete band in one place for the first time, and it was streamed on the Facebook for us all to watch. She is fifth from the left in the second row, playing the flute in a band that is known for its enormous sound. See what you think!

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December 2013
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December 2012
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Checks & Balances

Links to external sites
on the internet are for convenience only.

No endorsement or approval of any content, products, or services is intended.

Opinions on sites are not necessarily shared
by Mr. Hoggatt
(In fact, sometimes
Mr. Hoggatt doesn't agree with anyone.)

Lobbyist