hero

American Legion connects students with local officials during County Government Day

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Veterans recently teamed up with the American Legion to introduce high school students to the intimate workings of county government, an annual tradition that connects students with public officials in their community.

John Brehm, director of Veterans Affairs for Scotts Bluff and Banner counties, worked with the American Legion to bring in high school civics students from Scottsbluff, Gering, Mitchell and Morrill into county courthouses and government buildings for introductions in March, the Scottsbluff Star-Herald reports.

The day-long field trip dubbed County Government Day included a flag presentation and remarks from former American Legion state commander Beth Linn, as well as a mock trial with county Judge Kris Mickey.

“Your local government is the foundation of this country,” Linn said. “Whatever happens at your local government affects you for the rest of your life and affects what happens at the regional level.”

Research at the Institute for Advanced Studies in Culture suggests the importance of this kind of hands on informal education in local civics. Experience is always the best teacher. Case studies consistently show, states Institute for Advanced Studies in Culture leaders James Hunter and Ryan Olson, “the importance of the informal articulation of a moral culture through the example of teachers and other adults in the school community.”

“We know that these guys are our future and we’ve got to get them educated,” Beth Linn told the news site. “We’re a non-partisan organization. We don’t care whichever way they vote, they just need to know the basics so they can be educated.”

Scottsbluff High School social studies teacher Matt Parsley told the Star-Herald the event offers a lot more than simply an opportunity for his American government students to gain valuable real life experience with county officials.

“I also think there’s a patriotic side to it, that they understand service,” he said. “I think they gain some respect for the Legion and those who have served in the military.”

Mitchell junior Hunter Lenley said he learned a lot at the County Government Day, particularly during a presentation by a local probation officer.

“He did a really good job of explaining everything,” Lenley said. “I really didn’t understand how probation and all that works, but he really explained how the states of probation goes.”

Teachers and principals working to strengthen moral and citizenship formation in their students can find information and strategies at the UK’s The Jubilee Centre.  In The Jubilee Centre’s own words, the following illustrates how the Centre views it work.  “The Jubilee Centre is a pioneering interdisciplinary research centre on character, virtues and values in the interest of human flourishing.  The Centre is a leading informant on policy and practice through its extensive range of projects contributes to a renewal of character virtues in both individuals and society.”

Student robotics team helps Iraq War veteran develop prosthetic hand

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Students on the Beyer High School robotics team wanted to make a difference, and an Iraq War veteran from Stockton is grateful for their efforts.

The Modesto, California students recently presented Jose Jauregui with a prosthetic hand they designed from scratch with the goal of helping the veteran to play softball again. Jauregui lost his left hand during an explosion in Iraq in 2005, and a doctor familiar with the robotics team’s work connected him with the students, KCRA reports.

The team wanted to design a hand that was strong enough to catch a ball and lean enough to fit inside a baseball glove, but their first 3-D printed hand didn’t quite fit the bill. With their second iteration, Jauregui managed to play catch with students in April.

“Going into it we didn’t know much, it was hard to figure everything out, which is why we had to go through a second attempt, making sure that the numbers were right,” junior Mark Wright told CBS Sacramento.

Students are still working to finalize their design, but Jauregui said he’s looking forward to doing a lot of things he couldn’t before. “I think, it would be amazing, this is just the beginning really,” he said. “It’s advancing so fast.”

“I think it’s really cool that they’re involved in stuff like this. It looks hard to do and really time consuming,” Jauregui told KCRA. “I appreciate that they’re doing this for me. Hopefully, we get a lot of use out of this.”

Moral development researcher Jeffrey Guhin suggests that sometimes there is a tension between self-actualization and compassion. Jeffrey Guhin, writing in The Content of Their Character, concludes, “Compassion only makes sense to the degree that it is a means to self-actualizing.” Here the concrete nature of assisting Jose Jauregui with a hand clearly connected the dots.

Freshman Danielle Haubrich said she’s already learned a valuable lesson.

“It’s almost indescribable being able to see that you’re making a change,” she said, “not only for someone, but also to change the community in the process.”

Haubrich told Fox 40 she hopes the project will inspire others “to overcome these limitations by using science, technology, engineering, 3D printing, to make themselves these prosthetics.”

Jauregui and the robotics team aren’t the only ones who recognize the potential.

The project also received honors at the Idaho Regional FIRST Robotics Competition in April, according to the news site.

Teachers and principals working to strengthen moral and citizenship formation in their students can find information and strategies at the UK’s The Jubilee Centre. In The Jubilee Centre’s own words, the following illustrates how they view their work.  “The Jubilee Centre is a pioneering interdisciplinary research centre on character, virtues and values in the interest of human flourishing.  The Centre is a leading informant on policy and practice through its extensive range of projects contributes to a renewal of character virtues in both individuals and societies.

‘Most patriotic school in America’ cultivates a culture of service to God and country

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“Academics at the Institute for Advanced Studies in Culture make a distinction between “thick” and “thin” cultures of moral endowments. “Thin” tend to be generic and abstract, around which there is little disagreement. In contrast, “thick” moral cultures are concrete, bounded in traditions, and the lived experiences of particular communities. This is best illustrated by observing a thick moral community such as Staten Island’s St. Adalbert School.

Principal Diane Hesterhagen proudly describes St. Adalbert as “the most patriotic school in America,” and for good reason.

From the moment students walk into the school building in Elm Park, they’re immersed in a culture that centers squarely on service to God and country, with messages and activities that help students put those concepts into action on a daily basis, Silive.

“We include awareness of veterans’ issues into daily life, not just one or two days a year. It’s every day here,” Hesterhagen said.

Pride in America and service to others is “in these kids’ blood,” she said. “We form them in their faith and cultivate a sense of patriotism and citizenship.”

The school itself is filled with reminders – banners proclaiming “Stars and Stripes Forever,” “United We Stand” and “God Bless America” line the hallways, alongside displays honoring the men and women who sacrificed their lives in the U.S. military.

One display pays special tribute to Father Vincent Capodanno, a U.S. Navy chaplain and Medal of Honor recipient who lived near the school and was killed in Vietnam in 1967. Another bulletin board highlights U.S. Army Staff Sgt. Michael Ollis, a New Dorp resident who died shielding another soldier from a suicide bomber in Afghanistan in 2013.

The message “St. Adalbert salutes our veterans” and an American flag is printed on the front of all student uniforms. On the back the shirts read “Land of the free because of the brave.”

“It’s important for the kids to know that war is not always like the way it’s portrayed in movies,” Hesterhagen said. “Everyone doesn’t always come home, and sad things happen.”

Student projects involve a “white table ceremony” to honor military service members missing in action or captured as prisoners of war. St. Adalbert’s roughly 220 students also take fieldtrips to a memorial at the Manor Road Armory to place American flags on the gravesites of area veterans.

Local veterans also play an important role, visiting students in the classroom and for special events, including an ice cream social in May to kick off the Memorial Day weekend. The focus on service extends to police, as well, with an annual Police Day that allows students to learn about safety over lunch with officers.

This is what a “thick” moral community looks like.

Teachers and principals intent on strengthening moral and character formation of students in their school will find information and support at the UK’s Jubilee Centre.

Tributes pour in for Aaron Feis, who shielded students during Florida massacre

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Some folks believe Aaron Feis embodied “love in its purest form.”

Others described the assistant football coach at Marjory Stoneman Douglas High School as a “gentle giant,” and “a humble, sweet person who loved his school and would do anything for the kids,” the Miami Herald reports.

Hundreds of students, family, community members, and public officials attended a funeral service last month to honor the 37-year-old fixture at Stoneman Douglas who selfishly shielded students from gunfire during the recent deadly school shooting in Parkland, Florida.

Feis, a 1999 Stoneman Douglas graduate, started work at the school as a custodian, and was later promoted to security guard. A physically imposing man, with a bald head and fiery red beard, Feis patrolled the school grounds in a golf cart, greeting the school’s 3,200 students as they arrived and departed each day, the Herald reports.

But Feis’s appearance belied his tender and loyal nature, and many students and others at his service reflected on how he impacted their lives well before the February 14 shooting that ended his life, and the lives of 16 other students and staff.

Witnesses report Feis bolted toward the gunfire and draped himself over two students to act as a human shield during the melee, a final selfless act many said defined his selfless character.

“Coach Feis was more than just my coach or a security guard, because I saw him more than I saw my own parents every day,” Stoneman Douglas grad Johnathan Sevog told the Herald. “I’d see him from 8 a.m. till 9, 9:30 p.m. every day and he was such a mentor and even father figure for me cause he just taught me so much.”

“It was so tragic losing him because I know how good of a man he was and I know how much he did for everybody, not only me,” he said. “He was honestly something special. It may not seem like he did much, because he was just a security guard and football coach, but he touched more lives . . . than most people do in their whole life.”

Elliott Bonner, a Stoneman Douglas coach and security guard who worked with Feis for years, said “he knew he was making a difference.”

“He was like a life coach,” he said. “We tried to teach kids about life after Douglas, life in the real world.”

Broward County Sheriff Scott Israel also shared his experience coaching alongside Feis while his sons attended Stoneman Douglas.

“Head coaches have come and gone but what’s the one constant? Big Feis. Kids would do more for Feis because they never wanted to let him down,” Israel said.

Student Brandon Corona told the Herald that Feis spent countless hours creating highlight videos for players and sending them to colleges, driving the bus for several sports, and giving kids rides home.

When Feis cut Corona from the JV football team, he was “embarrassed and hurt,” but Feis “took me aside and said, ‘I don’t see that you believe in yourself yet, but when you do you’ll be starting for me next year,’” Corona said.  “He had a vision for me that I didn’t have,” Corona said.

Custodians, security guards, assistant football coaches, and other school staff are often overlooked in the role that they play in inspiring and forming strong character in students, but research from the School Cultures and Student Formation Project shows it can be significant.

Researchers working with the Institute for Advanced Studies in Culture examined the dynamic in a wide variety of American high schools and published the findings in The Content of Their Character.

“What these case studies . . . consistently show is the importance of the informal articulation of a moral culture through the example of teachers and other adults in the school community,” editors James Davison Hunter and Ryan S. Olson wrote. “As a rule, students want their teachers to think well of them and respect them, and they recognize teachers as role models as they do other adults, such as coaches, administrators, and parents.”

On February 14, Feis transformed his role from respected mentor to hero with what one mourner described as an “act of bravery toward the students who saw evil in its purest form and then saw love in its purest form from Mr. Feis.”

“Aaron Feis has been a hero to many people for a long time,” former coach Mike Verden said at the recent service. “The beauty of Feb. 14 is how the world gets to know him.”

Super Bowl MVP Nick Foles talks character

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Nick Foles led the Philadelphia Eagles to their first Super Bowl victory this month after spending years as a backup quarterback, becoming one of the most unlikely Super Bowl MVPs in National Football League history.

Despite legendary Patriots quarterback Tom Brady’s 500-yard passing performance in Super Bowl LII, Foles’ steady play—and his own reception for a touchdown—helped guide the Eagles to a 41–33 victory on February 4. The next day, Foles’ comments to the press not only highlighted an important message for youngsters, but the reason he deserves to take home the NFL’s top honor.

NBC Sports Philly’s Reuben Frank posed the question: “You had kind of a unique journey (to get here.) What would you like people to take from your journey the last few years (and) be inspired by?” Foles, who spent the last six years in the NFL moving from the Eagles to the Rams to the Chiefs and back to the Eagles, didn’t hesitate.

“I think the big thing is don’t be afraid to fail,” Foles said, according to The News Tribune. “I think in our society today—Instagram and Twitter—it’s a highlight reel. It’s all good things. And then you look at it, you think, like, ‘Wow,’ when you have a rough day or your life’s not as good as that, you’re failing. Failure’s a part of life. That’s a part of building character and growing,” he said. “Like, without failure, who would you be? I wouldn’t be up here if I hadn’t fallen thousands of times, made mistakes. We’re all human. We all have weaknesses.”

Life’s struggles, Foles said, are an opportunity. “. . . I think throughout this, just being able to share that (failure) and be transparent, I know when I listen to people speak and they share their weaknesses, I’m listening, because (it) resonates,” he said. “So I’m not perfect. I’m not Superman. I might be in the NFL, and we might’ve just won the Super Bowl, but, hey, we still have daily struggles. I still have daily struggles. But that’s where my faith comes in. That’s where my family comes in. And I think when you look at a struggle in your life,” Foles said, “just know that that’s just an opportunity for your character to grow.”

Foles’ sage advice echoes the findings of a recent study in character formation in American high schools published in The Content of Their Character.

Editors James Davison Hunter and Ryan S. Olson, with the Institute of Advanced Studies in Culture, describe the faith and family context of Foley’s life—and the lives of students—as a moral ecology:

When social institutions—whether the family, peer relationships, youth organizations, the internet, religious congregations, entertainment, or popular culture—cluster together, they form a larger ecosystem of powerful cultural influences.

Hunter and Olson emphasize that “all social institutions rest upon distinctive ideals, beliefs, obligations, prohibitions, and commitments.”

The current generation of young NFL fans now have a new sports hero to celebrate, and his wisdom and humility are as worthy of admiration as his Super Bowl-winning performance.

CultureFeed contributor Jim Thompson founded the nonprofit Positive Coaching Alliance to cultivate honorable athletes like Foles. The Alliance offers a resource center to help coaches, parents, and school officials incorporate lessons on character to develop “Better Athletes, Better People” through youth and high school sports.

Heroism and villainy in the forge of shared convictions

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In a historical moment when public figures can be removed from organizations or offices because of an accusation of transgression, Frederick Hess and Brendan Bell invite educators to present heroes with their flaws and in all their complexity.

“Maybe we’re spending too much time talking about who the heroes are and far too little talking about what heroes actually do,” they write in U.S. News & World Report. “After all, it’s hard to talk about virtue when it seems like people are just born good. Heroes are far more instructive when it’s clear that their heroism is earned and that it comes with real costs, when it’s clear that they’ve had to overcome mistakes and missteps.”

Hess and Bell, of the American Enterprise Institute, believe that teaching students about both heroism and villainy forges a sense of shared purpose and common values. They remind us that much of the teaching of the ancient Greeks was rooted in tragedy and that the character flaws of such heroes as Odysseus and Achilles were inseparable from their heroism.

“After all, the most gripping and instructive accounts of iconic figures are those that depict their humanity, their indecision, and the price they paid along the way,” they write. Hess and Bell cite the moral complexity of such U.S. historical figures as Alexander Hamilton, Thomas Jefferson, Aaron Burr, Abraham Lincoln, Franklin Roosevelt, and Martin Luther King, Jr.

Learning about our history through heroes is a central—and fun—part of civic education. Presenting airbrushed figures and trashing flawed leaders both miss the point.

Sociologist James Davison Hunter, founder of the Institute for Advanced Studies in Culture, writes in The Tragedy of Moral Education in America: “Implicit in the word character is a story. It is a story about living for a purpose that is greater than the self. Though this purpose resides deeply within, its origins are outside the self, and so it beckons one forward, channeling one’s passions to mostly quiet acts of devotion, heroism, sacrifice, and achievement.” Without telling stories of complex and flawed heroes, we cannot learn how we might become complex and flawed heroes.

So go ahead, learn about some of our nation’s heroes and villians from the Bill of Rights Institute—and help students to see that they, and we, are complex people.

Alabama 5th-graders honor their heroes in a public ceremony

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Fifth-graders at Alabama’s Thompson Intermediate School are becoming Super Citizens by emulating local heroes who are making a difference in their community.

For 10 weeks, students participated in the Super Citizen program run by Liberty’s Legacy that focuses on promoting civics and character education, financial responsibility, and career readiness, an experience that culminated with an assembly in early November to honor heroes impacting their lives, according to the Shelby County Reporter.

“It’s important that we start to instill those values in them now, to take pride in themselves and in their communities, because they are the future. They will be the difference in this country,” said Liberty’s Legacy spokeswoman Kelli Dodd. “They focus on how our government works, how to make a budget, the history of the Statue of Liberty and what that means, as well.”

Students took turns at the recent ceremony explaining how adults in their lives have made a positive impact, and presented them with a miniature Statue of Liberty to give thanks.

Those honored included parents and grandparents, siblings, teachers, school staff, and others.

“There are so many walks of life that are being represented today,” said TIS Principal Brent Byars at the Nov. 3 event.

One student presented a statue to local meteorologist James Spann.

“Whenever there’s bad weather, he stays up all night to keep us aware of the weather,” the student said, according to the Reporter.

Dodd said the ceremony to honor real-life heroes is key to connecting the lessons from the Super Citizens program to everyday life.

“What’s really beautiful is that they’re taking all these lessons that can be kind of abstract and global and they personalize it and make them very tangible for them,” she said.

We can’t live without heroes.

The flesh-and-blood kind in our community inspire us in unique ways. In their actions, we see how to be kind, just, patient, and courageous. And as we admire them, we imitate them—slowly learning how our heroes’ character was forged by virtuous habits.

Community heroes have an influence on children that heroes on the silver screen may not—because we know them as real people, not the digitally-retouched version of reality.

Sociologist James Davison Hunter from the Institute for Advanced Studies in Culture at the University of Virginia explains the importance of character in his book The Death of Character:

History and philosophy both suggest to us that the flourishing of character rooted in elevated virtues is essential to justice in human affairs; its absence, a measure of corruption and a portent of social and political collapse, especially in a democracy. The importance of character is a part of the moral imagination we Americans have inherited, a sensibility reinforced by the lessons of history.

“The Super Citizen Program makes learning history, civics, character, financial literacy and career readiness exciting. Our immersive learning experiences teach students to become responsible, outstanding citizens,” according to the group’s website.

“Just imagine a generation of students who excel in teach-to-test subjects but have little knowledge of civics, character, financial responsibility and career readiness. Will math and science alone continue our nation’s progress? Our students deserve to learn these guiding lessons—as well as the great American Story that gives context to their important roles in our country’s future. We must teach them that they hold titles more important than ‘engineer,’ ‘scientist’ even . . . ‘president’ . . . That title is citizen.”

T.C. Williams student wins hero prize

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T.C. Williams High School student Ana Humphrey wanted to make a difference, and now she’s heralded as a hero.

The 16-year-old from Alexandria, VA, is one of 25 young people across North America recently named as a winner of the 2017 Gloria Barron Prize for Young Heroes, a distinction founded in 2001 by author T.A. Barron in honor of his mother.

“Nothing is more inspiring than stories about heroic people who have truly made a difference to the world,” Barron told The Connection. “That is the purpose of the Gloria Barron Prize: to shine the spotlight on these amazing young people so that their stories will inspire others.”

Humphrey’s story grew out of a hands-on life science class in 7th grade that involved work to restore a local wetland. It was a rewarding opportunity she wanted other students to experience, which compelled Humphrey to launch the Watershed Warriors Club.

The nonprofit pairs high schoolers with local 5th graders to promote environmental awareness through similar hands-on activities that incorporate science, technology, engineering, and math. Humphrey partnered with the National Park Service and the local Four Mile Run Conservancy, crafted lesson plans, and reached out to area elementary schools. Within three years, the group engaged nearly 300 mostly low-income, minority students at four elementary schools, and is now working to expand the program to other high schools.

“I now know, given the tools and experience, that students of all ages can become drivers of change in their community,” said Humphrey as she received the Barron Prize.

Without people like Humphrey who embody virtues, it’s almost impossible to embody them yourself. We can’t just say “work harder, be nicer.” We are inspired by people who have done good things despite great adversity.

“Character reflects the affirmation of our commitments to a larger community, the embrace of an ideal that attracts us, draws us, animates us, inspires us,” wrote James Davison Hunter in The Death of Character. Heroes demonstrate what can happen when a person lives for something beyond the self. Almost always we see that true heroism comes from a long obedience in the same direction.

Character is formed intentionally when students are led to think about their life’s purpose and goals through an exercise like this one from the Jubilee Centre for Character and Virtues.

Runner disqualifies himself to carry friend at state championship

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Riverton High School senior Sean Rausch spent years preparing for the Utah state cross country championship, but when the big day came he realized there’s something far more important.

“Our training plan, everything was geared toward state, so we wanted to win state for sure,” Rausch told Fox 13.

“This is my senior year,” he said. “This was obviously my last opportunity to race at state so this was obviously a big meet for me.”

Raush was competing at Salt Lake City’s Sugar House Park Oct. 18 when the teen came across his teammate, junior Blake Lewis, struggling to finish the race about 400 meters from the finish line. That’s where Lewis said he felt a sharp pain in his leg, though he initially tried to carry on.

“Then at like 300 it started really hurting and then 200 I just heard my bone snap,” Lewis told the news site.

His mother, Brooke Lewis, heard the snap, as well, and watched as her son collapsed in agony.

“I thought he stepped on a branch,” she said.

“It was excruciating,” Lewis said. “It was like no other pain I’ve felt.”

Brook Lewis told Fox 13 she was about to run out to her son when Rausch beat her to it. Hoisting Lewis on his back, Rausch disqualified himself from the biggest meet of his life to ensure his teammate wasn’t left behind.

“I put him on my shoulders and he was screaming the whole way, but I kept telling him, ‘We’re a family, we’re a team, and we’re all in this together,” Rausch said.

“He picked me up and brought me to the finish line and disqualified himself for something greater and it definitely made my day,” Lewis added.

Rausch carried his teammate to the end of the race, then let him down to help him cross the finish line. The teens later learned that a cyst in Lewis’ tibia burst during the race, according to the news site.

“As soon as I saw him, I gave him a big hug and told him he’s a hero to me,” Lewis said. “I’ve run thousands of miles with this guy, and like when someone picks you up you know that they love you, you know.”

Rausch shrugged it off.

“I’m not a hero,” he said, “I’m just Blake’s brother.”

He’s also a prime example of the type of person parents hope their children will become.

“The overwhelming majority of American parents (96 percent) say ‘strong moral character’ is very important, if not essential, to their children’s future,” according to “Culture of American Families,” a 2012 report by the Institute for Advanced Studies in Culture.

Parents know that character is destiny, and that “the choices we make reveal the true nature of our character.” Educational leaders can partner with parents in their goals by adopting an intentional focus on character and citizenship in their schools.

“You hope that your son would be that kind of kid, that your son would pick that person up and carry them in, and I’m just so grateful for Sean that he was that kid,” Brooke Lewis told Fox 13.

Daniel Scoggin on “Character is a ‘Yes'”

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If we follow the Greek etymology of the word character we find “a distinctive mark impressed, engraved, or otherwise formed.” The Greek word kharakter actually refers to the creation of coins: an “engraved mark” and also “instrument for marking.” We derive the modern word “character” from this literal meaning: a deep, etched impression. In reference to human nature, we could say the etched face of the soul.

From the classical perspective, the permanence of character was first about the excellence of the hero. Character is staying power under assault, the ability to stand firm, even under the most challenging of external pressure. For the Greeks, this especially applied to the horror of war. An engraved soul does not run away in battle. One thinks of the larger-than-life Greek warriors described in Homer’s Iliad—Ajax, Diomedes, Hector, and, of course, Achilles—who hold their ground under relentless onslaught and risk. Homer describes staying power as the greatest gift of all—an unequivocal gift from the gods.

In The Republic, Plato extends this staying power, this soul imprint, to the city-state and his concept of the guardians, those carefully chosen from among the citizens who are devoted to the polis and who can apply clear reasoning and cleave to a principle under intense pressure.

As one of the founders of Great Hearts, Dr. John X. Evans, puts it, the hero is that “great-souled person to whom people entrust their security and hope.” A hero can face and bear loss with magnanimity. As Aristotle says, “the beauty of the soul shines out when a man bears with composure one heavy mischance after another, not because he does not feel them, but because he is a man of high and heroic temper.” The hero has staying power.

So while the classical concept of character is about resolve and sacrifice, it is anything but rote obedience. The concept involves a choice, and it is no accident that we trace our understanding of character in Western Civilization back to the democracy of Athens and to the stories loved by the first free cities. Controlled behavior cannot be moral behavior if it removes the element of judgment. Character is free and liberal and, while habits of virtue are essential, forging character is different than training behavior. The question of the West—depicted beautifully in David’s Death of Socrates—is what does the free person do when confronted with the conflict between power and truth, between compulsion and conscience?

Character does not involve just saying “no” but saying “yes” to a larger truth or beauty that encompasses and surrounds the self. Character is a yes. Character involves the moral autonomy of the individual to make free decisions on behalf of what he or she loves, to make private decisions when no one is looking, to defer desire for something they find ultimately compelling. Simply put, character is when creeds have become life convictions, when integrity becomes freedom.

From the perspective of schooling, all sorts of challenges and pitfalls arise here. How can we ever hope or help our students forge an internal conviction that stands up under external pressure? How does one foster moral autonomy?  How do we make the objective, subjective? What part can we, as public educators, have in something as dire and mysterious as the forging of a hero?

At Great Hearts, the culture of our academies has created the intellectual and moral conditions that seek to answer these questions, and to launch each young man or woman on a search to find his or her durable character.

 

 

©2017 Advanced Studies in Culture

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