Sep 29, 2026

A Review of Thomas Carlyle, On Heroes, Hero-Worship, and the Heroic in History (Monee, IL: Printing and Distributed as a Work in the Public Domain, 2026; originally published in 1841)

On the very first page of this work (originally delivered as a series of lectures at early-mid19th century), Carlyle proclaims,

 

They were the leaders of men, these great ones;  the modellers, patterns,

and in a wide sense creators, of whatsoever the general mass of men

contrived to do or attain;  all things that we see standing accomplished

in the world are properly the outer material result, the practical realization

and embodiment, of Thoughts that dwell in the Great Men sent into the

world:  the soul of the whole world’s history, it may be justly considered,

were the history of these.

 

Thus did Thomas Carlyle offer the progenitor of the Great Man Theory of History, later to be counterposed by a view, notably held by the late 19th century social theorist Herbert Spencer, that change results not from the exertions and ideas of Great Men but from social evolution over the many centuries of humanity, producing the prevailing circumstances of life and the notable figures themselves at any given point in history.

 

Carlyle’s outline for his lectures, featuring certain oddities of punctuation, is as follows

 

I.  The Hero as Divinity.  Odin.  Paganism:  Scandinavian Myth

 

II.  The Hero as Prophet.  Mahomet.  Islam.

 

III.  The Hero as Poet.  Dante:  Shakespeare. 

 

IV.  The Hero as Priest.  Luther:  Reformation:  Knox.

 

V.  The Hero as Man of Letters.  Johnson. Rousseau, Burns. 

 

VI.  The Hero as King.  Cromwell, Napoleon:  Modern Revolutionism

 

 

I.  The Hero as Divinity.  Odin.  Paganism:  Scandinavian Myth

 

Carlyle names Odin as his first hero for discussion, finding in this god at the top of the Scandinavian mythological deities an eminence of towering sincerity, valor, and vigor who summed up the values of Norse society in the centuries prior to the Common Era.  Norse mythology is held by Carlyle to provide allegories for what was known about the Universe.  Before the development of monotheistic theologies, certain human beings were considered the embodiment of Divinity in Nature.  Over time, these human beings took on the status of gods, worshiped often via Edda (poetic chants) for their exalted characteristics and as benevolent forces of good who confronted the dark, hostile entities known as Jotun.

 

Carlyle is of the conviction that Odin originated as a human being who more than any other the Norse had known represented their most cherished qualities and thus became to them the highest deity in their pantheon.  Carlyle considers Norse mythology to offer a crude but noble recognition of Divinity in the universe, a fundamental recognition that in his view would later gain greater sophistication in the monotheistic religions, especially in Christianity.

 

II.  The Hero as Prophet.  Mahomet.  Islam.

 

Born six centuries after Jesus proclaimed the essential ideas of Christianity, Mahomet (the early-mid 19th century rendering of Muhammed) received revelation of the supreme greatness of Allah (God) during his secluded spiritual ponderings in the mountain wilderness at the age of forty.  Carlyle extols Mahomet as a paragon of the Prophet Hero who advances the spiritual understanding of his people.  Mahomet in the Carlyle view presented to the tribes of Arabia a crude form of Christianity that despite theological errors carried the human beings in the wild, desert expanses of his region to the east of Judeo-Christian Palestine to a level of Spiritual Truth surpassing the competing polytheisms that he had witnessed before his revelations.

 

Mohamed possessed the qualities of sincerity, courage, and spiritual vigor present in all heroes and only he among other humans at his time and place was able to embody the principles of a greater Truth and advance his society in the manner of Great Men.

 

III.  The Hero as Poet.  Dante:  Shakespeare. 

 

In Dante and Shakespeare, Carlyle finds poets able to penetrate to the mysteries of Life in the context of what Carlyle regarded as the most advanced societies theretofore witnessed on the globe.

 

In his Divine Comedy, Dante provides a highly detailed and sophisticated, sustained metaphorical scheme for the essential conceptions in Christian Theology of late 13th century Europe.  Born an Florentine aristocrat who was exiled by opponents amid political struggles in Florence, Dante thereafter lived a patron-dependent peripatetic existence, ultimately drawing from his personal sorrows in articulating the path to salvation in proceeding from Inferno to Purgatorio to Paradiso.  For Carlyle, Dante was uniquely gifted in his ability to become the spokesperson of the Middle Ages, one who offered an unprecedentedly cohesive statement of life, death, and salvation of the core beliefs of medieval humanity.

 

Shakespeare, in Carlyle’s view was an even greater eminence than Dante for being able to overcome the type of sorrows that Dante retained and utilized for such powerful poetic formulations.  Shakespeare was the great intellect in the years hovering around 1600 C.E., a Bringer of Light to a darkness that he had overcome, a person of great virtue, an eminence of penetrating insight who articulated all human dilemmas and suggested courageous and spiritually apt responses to these vexations.  He possessed the unique ability of the Hero to move humanity forward as no other personage of his time could do.

 

 

IV.  The Hero as Priest.  Luther:  Reformation:  Knox

 

In Martin Luther and John Knox, Carlyle discerns the Hero who rises above circumstances of birth and seeming preference for the secluded life or the life away from public notability to become leaders impelled to confront systemic corruption on the part of those heading religious bureaucracies.

 

Born in 1483, Luther resisted familial pressure to study law after his friend Alexis was struck dead by lightning, causing Luther to ask searching questions about existence and his meaning within;  he became a monk.  Luther traveled to Rome for the first time in 1510, thinking that he would find in the Church leadership moral paragons;  instead, he found corruption, veniality, and hypocrisy rampant among those who were putatively ordained as moral exemplars.  Luther thenceforth began his life of opposition to the corruption of the Roman Catholic Church, culminating in his valorous confrontation with the powers of the Church at the 1517 Diet of Worms.  Luther followed in a tradition of Hus and Wycliff, by the power of his Heroism shaking the society of Europe with nonpareil courage and spiritual fortitude, so that the power of the Roman Catholic Church exercised for thirteen centuries would never recover singular dominance.  Those who decided to follow Luther’s exertions to let independent reading of the Bible guide spiritual action ultimately created multiple dominations opposing the singular grip of Rome.

 

Similarly, John Knox in his native Scotland and in England vigorously opposed the practices of the Anglican Church for being too close to the Catholicism that he abhorred.  He also criticized Queen Mary in a confrontational private audience, and railed against Puritan barons with whom he was allied for being religiously lenient toward the queen.      

 

Both Luther and Knox were Breakers of Idols who sought spiritual integrity in the unprecedented manner of the Hero, uniquely changing the course of history. 

 

 

V.  The Hero as Man of Letters.  Johnson. Rousseau, Burns.

 

Carlyle reveals a heightened regard for exemplary people of letters.  He spends quite a bit of time in this lecture reviewing the dramatic 15th century development of movable type and what that portended for the spread of the written word.  

 

Carlyle has great regard for Samuel Johnson, he of the huge, erudite dictionary and insightful essays of literary criticism.  Beyond Johnson’s magnificent literary talent, Carlyle asserts the status of Hero for his opposing the dominant Skepticism among intellectuals of the 19th century, serving instead as an articulate advocate for traditional Christian values and practices.  Able to spread this defense of Christian tradition to a wide audience via the wonder of affordable books, Johnson is viewed by Carlyle as having a priestly function that exceeds the power of the pulpit, magnifying his status as Hero.

 

Carlyle’s view of Jean Jacques Rousseau is much more constricted.  Carlyle regards Rousseau as egotistic, thriving on public admiration and resentful when not receiving what he calculates as his full measure;  Rousseau is also viewed by Carlyle as too emotional and many of his ideas not practicable.  Still, Carlyle asserts Rousseau as a heroic man of letters for his romantic vision of hope for human improvement that ran counter to intellectual Skepticism.

 

Similarly, Carlyle greatly admires Robert Burns for his passionate, piercing insight;  his graceful, laconic eloquence;  and his romantic sensibility, full of wonder at the mystical divinity of Nature.  The power of Burns’s poetry, spread via inexpensive collections to a diverse and geographically dispersed readership, elevates him to a unique personage, a Hero without whom life would not be the same.

 

The presence of these literary Heroes in an age in which letters literally had new power altered History in ways impossible without their singular presence.           

 

 

VI.  The Hero as King.  Cromwell, Napoleon:  Modern Revolutionism

 

Finally, Carlyle considers the Hero as King, by which he means a figure able to take control so as to calm societal turbulence, capturing the essence of demands for change while giving form to scattered notions and activity---  or by restoring order when events seem to have ranged out of control.

 

Carlyle especially admires Oliver Cromwell for his willingness to take responsibility for guiding the events of the English Civil War when Charles I proved recalcitrant in negotiations between the Royalists and the Parliamentarians.  Carlyle defends Cromwell’s assumption of the Protectorship as a necessary institutional response for establishing cohesion and asserting leadership to prevent destructive disorder.

 

As to Napoleon, Carlyle is less laudatory, regarding Napoleon as too personally ambitious and very literally imperial in his aspirations.  But in seeking to achieve the intrinsic purpose (liberty, equality, and fraternity) of the French Revolution by advancing political unity and articulating legal principles applicable to all citizens regardless of social position, Napoleon dramatically advanced government as unity of principle and procedure.

 

Thus does Carlyle celebrate as Heroes two unique personages who embraced the responsibility that others shirked, exhibiting leadership that changed their societies in ways not possible without their presence.

 

……………………………………………………………………….

 

Carlyle’s articulates his idea of the Hero in the context of his views of historical change and spiritual values.  He seeks to advance favorable societal change in ways that preserve enduring ethical principles.  He quarreled with established religions but maintained a keen sense of the mystical divinity of Nature and Life;  thus, he found Skepticism abhorrent.  He recoiled against social disorder but acknowledged the need for change when venerable institutions had become corrupted.  Carlyle  had faith that the Hero could guide those of more mundane intellect and degrees of courage in ways that would change society for the better and give citizens hope for the present and future---   and that the Hero was the moving force in history without whom the necessary change and the betterment of the human condition was not possible.

 

Sep 17, 2026

Minneapolis Public Schools Board of Education Directors May Finally Be on the Cusp of Addressing Building Usage and Other Issues Pertinent to the District’s Financial Dilemma; Then Attention Will Have to Focus on Providing a Knowledge-Intensive, Skill-Replete Education

On 29 November 2022, Minneapolis Public Schools (MPS) Board of Education Finance Committee members received a clear warning from Interim Supeintendent Rochelle Cox, Senior Finance Officer Ibrahima Diop, and Executive Budget Director Thom Roethke that MPS was facing a "fiscal crisis" that could reach catastrophic proportions if drastic budgetary changes were not made.

 

At the time, the approximately $960 million annual budget was balanced, in large measure due to  federal relief funds received during the Covid pandemic;  but those funds were slated to abate in 2024.  Cox and Finance Division officials warned that massive cuts would be necessary to avoid dangerous depletion of the general fund that would put the district into operating debt.  The Finance Division’s five-year financial projections indicated that even if enrollment decline could be reversed, expenses would greatly exceed revenue.  A fiscal cliff loomed;  doing nothing was "not an option";  Roethke said that maintaining the status quo in expenditures and revenue would find the district running out of money by the end of fiscal year 2025.

 

At that juncture in November, five newly elected board members--- Abdul Abdi (District 1), Collin Beachy (At-Large), Sondra Emerich (At-Large;  later to change their given name to Joiner), Faheema Feerayarre (District 3), and Lori Norvell (District 5)---  were due to join the MPS Board of Education in January 2023.   Kim Ellison, Board Chair at the time, observed that Senior Finance Officer Diop had been warning members about the looming financial crisis for years and that the issues must be addressed very soon to keep the district sustainable.

 

Interim Superintendent Cox and Diop conveyed to finance committee members that much of the financial dilemma was due to decreasing enrollment, which at the time had declined seventeen percent, from approximately 34,000 to 28,000 students, over five years.  Projections by Diop’s staff indicated that enrollment could decrease to 23,000 students by the 2027-2028 school year.

 

The key document presented at the November 2022 meeting stated that "MPS must address both the quality of its product as well as work with policymakers and city leaders to address factors outside of its control such as crime, housing prices and transportation issues, if it hopes to stabilize.”

 

Roethke emphasized that MPS spent $3,900 more on a per-student basis in general operating costs than the average spent by the state's 15 largest districts, largely due to Minneapolis's substantially lower student-to-teacher ratios compared with other districts.  The district’s relatively large number and small size of schools produced those lower ratios. "Other districts simply operate fewer, larger schools," Roethke commented.

 

Interim Superintendent Cox declared that as the next Board and long-term superintendent made the needed changes, they should do so in a way that focused on improved academic quality for the students of the Minneapolis Public Schools.

 

…………………………………………………………………………..

 

Three and a half years later, procrastinating MPS Board of Education directors and Superintendent Lisa Sayles-Adams may be finally poised to address building usage issues and other issues related to the district’s financial woes.

 

At the 15 September 2026 meeting of the Minneapolis Public Schools (MPS) Board of Education, the Superintendent Lisa Sayles- Adams administration presented three options for building usage that depending on the plan could close 9 to 16 schools.  Under any of these plans, most elementary school would have art, music, gym, reading, and math intervention specialists.  All middle school students  would have full programs of athletics and extra-curricular activities;  all high school students would have access to all classes needed to meet graduation requirements.

 

Each of the three plans would close the following schools  >>>>>  

 

>>>>>   Loring Elementary School

>>>>>    Pratt Elementary School

>>>>>   Kenny Elementary School

>>>>>   Bethune Arts Elementary School

>>>>>   Anwatin Middle School

 

Each of the three plans would move students from presently occupied buildings to continue programming in another school site  >>>>>  

 

>>>>>     Hmong International Academy (would shift culture and language magnet programming to Jenny Lind Elementary)

>>>>>     Heritage High School (Somali student program would shift to Edison High School

 >>>>>    FAIR School for Arts (would shift to North High School)

>>>>>     Longfellow Alternative High School (teen parent program would shift to North High School)

>>>>>     Wellstone International High School (program for immigrant students ages 18 to 22 still working toward English language mastery would shift to South High Schools.

        

Each of the three plans would consolidate these schools:

 

  • Lake Nokomis Keewaydin and Wenonah community schools would consolidate at the  Keewaydin campus
  • Lake Harriet Upper and Lower Elementary Schools would consolidate at the upper school campus
  • Hiawatha and Howe Elementary Schools would consolidate over time at the Howe campus, or they might be closed
  • Hale Elementary School and Field Elementary School would consolidate at the Hale Campus

 

Some plans would close these schools:

 

  • Cityview Elementary School
  • Webster Elementary School

 

(Note also that if Hiawatha and Howe do not merge, they would close.)

 

 

Former Minnesota Federation of Educators president Greta Callahan, now MPS Board of Education director for District 6, spoke vehemently against any school closures.  She complained that the decision had been made by seven central office staff without sufficient consultation with the community and that the presentation did not indicate how much money would be saved or how many families might leave the district;  and she said that the Board of Education directive to the Superintendent Lisa Sayles-Adams administration was not to bring a plan for closing schools but a plan rather for winning back the 47% of Minneapolis families of school aged children that do not select MPS over charter schools, private schools, and other districts.

 

Callahan drew loud applause from most audience members, including the heavily represented organization, Minnesota Families for Public Schools.  

 

But At-Large Board Director Joyner Emerick countered that the administration had exactly fulfilled the Board’s directive and praised the potential for equitable distributions of resources under the plans. District 2 Director Sharon El-Amin commended the plans for the potential to improve academic results for Black and Brown students.  District 5 Director Lori Norvell Board member also indicated approval, agreeing with Emerick that the administration had fulfilled directives from the Board faithfully.   District 4 Director Adriana Cerrillo, along with Emerick attending the meeting virtually, commended the administration’s hard work but was less effusive in her praise than Emerick, El-Amin, and Norvell. 

District 3 Director Lisa Skjefte was absent. 

 

District 1 Director Abdul Abdi questioned if Edison High School had the infrastructure to serve Heritage High School students, expressing fear that they might seek other options.

 

At-Large Director and Board Chair Collin Beachy commended the superintendent and administration for their hard work and conveyed openness to the changes proposed;  but he wants a plan for measuring improved academic results, and he seeks to mitigate impact on teachers.

 

……………………………………………………….

……………………………………………………….

 

The MPS Board of Education is slated to vote on these proposals at the 10 November 2026 regular business meeting, after meetings for community input occur during a period encompassing 30 September through 9 October.

 

These meetings will in all likelihood be sham events in the mold of the highly controlled Superintendent Lisa Sayles-Adams “Listening Sessions” of spring 2024, after the Board decision to hire her on 1 December 2023 and after beginning her new post on 5 February.  So no one should be fooled that community opinion is going to be taken seriously.

 

But the Board should approve one of the plans, ideally ceasing to utilize 16 buildings now serving as school sites, thereby saving operating costs so as to more wisely utilize resources.

 

Thereafter, the focus must be on providing students with a knowledge-intensive, skill-replete education, necessitating the training of teachers capable of delivering such a curriculum.

 

Rochelle Cox would have, as long-term superintendent, long since induced the Board to act on the financial crisis about which she, Senior Finance Officer Diop, and Executive Directo Thom Roethke had warned.  And she would have moved forward with her Tutoring Triad interventions, online ACT preparation, and online high dosage tutoring.  She and then Senior Academic Officer Aimee Fearing would have continued to invite such proponents of broad knowledge for intrinsic value and improved reading ability as Natalie Wexler and then skillfully induced teachers to undergo the training necessary for the provision of a knowledge-intensive curriculum.

 

The process that denied to Cox and Fearing the opportunities to continue their promising initiatives was deeply corrupt.  The Superintendent Lisa Sayles-Adams administration has been deceitful and irresponsible in seeking to blame former Finance Division officials for the crisis about which they had warned and sought so skillfully to mitigate.  Sayles-Adams is an intellectual lightweight who somehow gained doctoral committee approval at Minnesota State University/Mankato for the worst dissertation that I have ever read, yet insists on staff and Board members addressing her as “Dr.”  Her administration has taken no action to improve academic quality, lacking the comprehension and courage to take necessary action.

 

In the aftermath of the Cox and staff presentation on MPS finances in November 2022, I analyzed building usage and published suggested closings and re-purposed buildings that closely resemble the plan presented at the 15 September 2026 meeting by the Sayles-Adams administration, while also continuing in Public Comments and on my blog and other platforms to expose the academic failure of the district.

 

The MPS Board of Education is at least three and a half two years too late in moving on the building usage and financial issues;  Sayles-Adams has moved too slowly on the building usage issues since her assumption of her position and she has irresponsibly blamed the district financial crisis on people who were confronting that crisis forthrightly.

 

The MPS Board of Education should approve one of the plans addressing building usage on 10 November.

 

In the meantime, and with the distraction of the building usage matter out of the way, I will continue relentlessly to advocate for the changes necessary to provide knowledge-intensive, skill-replete education to children of all demographic descriptors

 

Minneapolis Public Schools Annual Cleaning and Maintenance Costs for Low-Enrollment Schools

School                          

Andersen United

Middle

School

Cleaning             >>>>>                  $422,677

Maintenance     >>>>>                 $825,648

Total                   >>>>>              $1,248,325

 

………………………………………………………………………


Anwatin

Middle

School

Cleaning             >>>>>                  $224,944

Maintenance     >>>>>                 $521,037

 

Total                   >>>>>                 $745,981

………………………………………………………………………

Bancroft

Elementary

School                  

Cleaning             >>>>>                  $216,687

Maintenance     >>>>>                 $377,156

 

Total                   >>>>>                 $593,843

 

………………………………………………………………………

 

Bethune Arts

Elementary

School

Cleaning             >>>>>                  $182,674

Maintenance     >>>>>                 $263,433

 

Total                   >>>>>                  $451,107


………………………………………………………………………

 

Bryn Mawr

Elementary

School 

Cleaning             >>>>>                  $217,004

Maintenance     >>>>>                 $364,436

Total                   >>>>>                 $581,440

………………………………………………………………………


Cityview

Middle

School

 

Cleaning             >>>>>                  $221,373

Maintenance     >>>>>                 $431,687

 

Total                   >>>>>                  $653,010 

………………………………………………………………………

Folwell

Elementary

School

Cleaning             >>>>>                  $223,838

Maintenance     >>>>>                 $499,233

Total                   >>>>>                  $723,071

………………………………………………………………………

Franklin

STEAM

Middle

School

Cleaning             >>>>>                  $222,102

Maintenance     >>>>>                 $446,569

 

Total                   >>>>>                  $668,671

………………………………………………………………………

Hall STEM

Academy

Cleaning             >>>>>                  $214,497

Maintenance     >>>>>                 $287,657

 

Total                   >>>>>                  $502,154


………………………………………………………………………

 

Hale

Elementary

School 

Cleaning             >>>>>                  $217,098

Maintenance     >>>>>                 $290,415

Total                   >>>>>                 $507,513

………………………………………………………………………

Nellie Stone Johnson

Elementary School

Cleaning             >>>>>                  $221,477

Maintenance     >>>>>                 $444,283

Total                   >>>>>                  $502,154

………………………………………………………………………

Hmong

International

Academy

Cleaning             >>>>>                  $220,322

Maintenance     >>>>>                 $437,690

Total                   >>>>>                  $658,012

………………………………………………………………………

Kenwood

Elementary

School

Cleaning             >>>>>                  $422,677

Maintenance     >>>>>                 $825,648

Total                   >>>>>              $1,248,325

………………………………………………………………………

Lucy Craft Laney

Elementary

School

Cleaning             >>>>>                  $219,083

Maintenance     >>>>>                 $387,042

Total                   >>>>>                 $606,125

………………………………………………………………………

Lyndale

Elementary

School

Cleaning             >>>>>                  $246,429

Maintenance     >>>>>                 $346,146

Total                   >>>>>                 $593,341

………………………………………………………………………

Northeast

Middle

School

Cleaning             >>>>>                  $293,312

Maintenance     >>>>>                 $825,648

Total                   >>>>>                  $616,912

………………………………………………………………………

North

High

School

Cleaning             >>>>>                  $498,522

Maintenance     >>>>>              $1,069,416

Total                   >>>>>              $1,567,938

………………………………………………………………………

Roosevelt

High

School

Cleaning             >>>>>                  $438,002

Maintenance     >>>>>              $1,089,953

Total                   >>>>>              $1,527,955


……………………………………………………………………

 

Sullivan

STEAM

PreK-8

School 

Cleaning             >>>>>                  $418,900

Maintenance     >>>>>                 $761,195

Total                   >>>>>              $1,180,325 

………………………………………………………………………


Grand Total for These 19 Buildings     >>>>>

 $16,028,707