In his free time James Madison, fourth President of the United States and the man who basically wrote the Constitution, was a hardcore chess addict. This was his real passion. He played against people like Benjamin Franklin, who thought so highly of his game that Franklin gifted him a chess set carved from ivory. Madison treated chess as his escape from the stress of running a country.
Here's the part people forget: Madison was tiny. He is the smallest President in American history, standing about 5 foot 4 and weighing around 100 pounds. So picture the physically smallest man to ever hold the office, quietly out-thinking everyone across a chessboard.
He was also low-key obsessed with ice cream. Madison loved it so much he had a two-story ice house built underneath a temple on his Montpelier estate just so he could keep eating ice cream all summer long. His wife Dolley made it the hit dessert of White House parties, and she was so beloved she inspired the term "first lady" that we still use today.
And when he finally retired, his big hobby was nerdy experimental farming. He was inventing crop and soil methods so far ahead of his time that they didn't catch on for another hundred years.
So the real James Madison: the smallest man to ever be President, crushing people at chess with a gifted ivory set, secretly building an underground ice cream vault, and quietly farming a century into the future.
That's a founding father.
Four musket balls tore through George Washington's coat at the Battle of Monongahela. Two horses were shot dead beneath him. He rode back and forth across the worst of the fighting rallying broken men, and when the smoke cleared he did not have a single scratch on him. An Indian chief later said he ordered his men to fire at Washington again and again, then stopped, certain the Great Spirit was shielding him.
He was 23 years old. He wrote to his brother a few days later, almost puzzled by it, and said he had been protected beyond all human expectation by the miraculous care of Providence.
And here is the part people forget. That was not the one time. That was the pattern.
At Princeton he rode his horse to within thirty yards of the British line and told his men to hold as the muskets opened up. An officer who was there covered his eyes because he was sure he was about to watch the general die. When he looked again Washington was still sitting tall in the saddle, waving his hat, completely unharmed. For eight years of war he stood where the fighting was heaviest and the bullets simply refused to find him. His enemies started to talk about it. His own soldiers started to believe it.
He was not being reckless. He just never seemed to believe it was his time.
This is the thread that runs through nearly every great man in history. They lived like the date had already been written and no enemy on earth could move it up by a single hour.
Caesar stood on the bank of the Rubicon, looked at everything he was about to risk, and said the die is already cast. Then he walked into it.
Cromwell rode into battle after battle convinced the outcome had been settled long before either army woke up that morning, and he fought like a man who had nothing left to fear because the ending was not his to decide.
Andrew Jackson stood on the Capitol steps while a man walked up and pulled a pistol on him at point blank range. It misfired. The man drew a second pistol. That one misfired too. The odds of both failing were so small that people argued about it for years. Jackson just raised his cane and went after the man himself.
Stonewall Jackson would ride calmly through a storm of gunfire while everyone around him flinched, and when someone finally asked how he stayed so steady he said it plainly. My religious belief teaches me to feel as safe in battle as in bed. God has already fixed the time of my death, so I do not trouble myself about it. I am always ready, no matter when it comes.
That was the whole secret. Not that they loved danger. Not that they did not feel fear. They simply believed their steps were already numbered by a hand higher than any king, and a man who truly believes that walks through fire like it is a hallway.
You cannot kill a man before his work is done.
And when you line their lives up side by side, the escapes, the misfires, the bullets that passed through the coat but never the man, it gets very hard to call all of it luck.
If anyone doubts that Ben Franklin was a man of faith at the end of his life, read what he said at the close of the Constitutional Convention in 1787. GOD BLESS AMERICA!
“The manner in which the whole of this business had been conducted was such a miracle in human affairs, that if I had not been in the midst of it, and seen all the movements, I could not have comprehended how it was effected. I had no doubt of our finally succeeding in this war by the blessing of God. This is the greatest revolution the world has ever seen....I have lived a long time; and the longer I live, the more convincing proofs I see of this truth, that God governs in the affairs of men! If it had not been for the justice of our cause, and the consequent interposition of Providence in which we had faith, we must have been ruined. If I had ever before been an atheist, I should now have been convinced of the being and government of a Deity. It is He who abases the proud and favors the humble! May we never forget his goodness to us, and may our future conduct manifest our gratitude.” --Benjamin Franklin
Dear Federal Education and Civil Rights Leaders,
As responsibility for programs serving Deaf and Hard of Hearing students is reassigned within the federal government, I urge your agency to recognize that Deaf education is not simply a special education issue. It is fundamentally a civil rights issue involving language, communication, and equal access to education.
For many Deaf children, the greatest barrier is not hearing loss itself, but the lack of full access to language and communication. Hearing children acquire language naturally through constant exposure in their homes, schools, and communities. Many Deaf children do not receive that same access, particularly when educational programs prioritize speech development without ensuring that a child has a fully accessible language.
American Sign Language (ASL) is the natural language of the American Deaf community and is the only fully accessible language available to many Deaf children. While various signed systems exist to represent English, they are not languages in their own right and often depend upon proficiency in spoken English. For many Deaf students, ASL provides the direct, complete, and accessible language foundation necessary for cognitive, social, emotional, and academic development.
Federal policy should recognize that language access means access to a complete language, not merely access to communication supports or manually coded versions of English.
I also urge your agency to recognize the important role of residential schools for the Deaf. Too often, residential placements are viewed as restrictive simply because they are separate from neighborhood schools. However, for many Deaf students, residential schools provide the least restrictive environment because they offer direct access to language, peers, teachers, role models, extracurricular activities, and school life without the constant communication barriers present in many mainstream settings.
A Deaf child who spends the school day relying on interpreters, struggling to follow group discussions, eating lunch alone, and lacking meaningful communication with peers may be physically included but educationally and socially isolated. In contrast, a residential school for the Deaf may provide direct communication throughout the day, opportunities for leadership, social belonging, and full participation in academic and extracurricular activities.
The Individuals with Disabilities Education Act requires that placement decisions consider a child's language and communication needs. For Deaf students, this analysis should include:
• Access to a fully accessible language. • Opportunities for direct communication with peers and staff. • Social and emotional well-being. • Academic achievement and language development. • The student's ability to participate fully in school life.
Residential schools for the Deaf should not be treated as placements of last resort. For many students, they are the most appropriate educational environment and the setting most capable of providing meaningful access to education.
As federal responsibilities are transferred, I respectfully request that your agency:
1. Recognize language access as a civil right.
2. Protect the right of Deaf children to acquire and use American Sign Language when appropriate.
3. Ensure that educational programs are evaluated based on actual access and outcomes rather than placement labels.
4. Preserve strong enforcement of communication access requirements.
5. Support a full continuum of placement options, including residential schools for the Deaf.
6. Consider language deprivation and communication isolation as significant educational concerns.
7. Ensure that Deaf students have opportunities for direct communication, not merely mediated communication through interpreters or technology. (Cont.)