• Most importantly, one of you paid a visit that happened to be the 25,000th in this blog’s still-brief history. Now, I happened to talk with another blogger recently for whom this number would represent a good half-week’s worth of traffic. But I’m still amazed that anywhere near that number of people would want to read what I write, so thank you again for your support!
• Knowing that we were nearing that benchmark, I spent some time looking at the world of Pietist Schoolman readers: remarkably, nearly a quarter of you are not American.
• A much more impressive accomplishment this week: one of my graduate advisors won a Pulitzer prize.
• Reading Philippians 2:1-4 from two very different perspectives: witnessing a wedding, and lecturing on wars that pitted Christian against Christian.
• I started a new series reflecting on Confessing History, an intriguing collection of essays on the intersections of history and Christian faith (and, I hope, practice). (I also posted something at our department blog noting the ambivalence that some of the Confessing History contributors have towards graduate school.)
• In Israel, where Holocaust survivors are dying off at the rate of one per hour, historians are scrambling to collect as many oral histories as they can.
• The Smithsonian’s history blog, Past Imperfect, told how the British and their allies closed the “pigeon gap” in World War I. Be sure to keep reading to the end, where we get the story of Belgians who volunteered to parachute (in the infancy of that technology) behind German lines for the sole purpose of delivering homing pigeons.
• Frank Jacobs’ blog on geography and cartography is a guilty pleasure of mine, never guiltier than when he offered a tongue-in-cheek (I think…) warning of the revival of Luxembourgan power.
• A conservative (informed by Russell Kirk) take on the differences between the American and French Revolutions. (H/T American Creation)
• Joseph Knippenberg warned fellow parents of prospective college students (especially homeschoolers like himself) not think of themselves as “consumers” of higher education. Among other reasons: “If education is a marketplace in which there is consumer sovereignty, we can no longer make any authoritative claims about what constitutes an educated or cultivated person. All we can say is that the market demands this or that credential, recognizing (of course) that demands change over time.”
• A community college professor proposed what he thinks might be a new idea in academic publishing: “working books.”