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John Logan Chipman

From Wikipedia, the free encyclopedia

John Logan Chipman
Member of the U.S. House of Representatives
from Michigan's 1st district
In office
March 4, 1887 – August 17, 1893
Preceded byWilliam C. Maybury
Succeeded byLevi T. Griffin
Member of the Michigan House of Representatives
In office
Personal details
Born(1830-06-05)June 5, 1830
Detroit, Michigan, U.S.
DiedAugust 17, 1893(1893-08-17) (aged 63)
Detroit, Michigan, U.S.
Resting placeElmwood Cemetery
Detroit, Michigan
Political partyDemocratic
Spouse(s)Elizabeth Sha-wa-na Chipman
RelationsNathaniel Chipman
ChildrenHenry Chipman
Charlotte Chipman
Alma materUniversity of Michigan

John Logan Chipman (June 5, 1830 – August 17, 1893) was a politician from the U.S. state of Michigan who was most notable for his service as a United States Representative from 1887 until his death.

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Translator: Alina Siluyanova Reviewer: Denise RQ Hello everyone. My name is Samantha Lobato. I'm 17 years old, and I just graduated from CEC Middle College of Denver on this very stage. (Cheers) (Applause) I know this may be a challenge, but let's think back and close our eyes and think about school. Think about your favorite teacher. How did it feel to be in their classroom? What did you like? Open your eyes. When I think about school, I think about my bed and two chapters of my life. And in the first chapter, I spent a lot of time in bed because in the morning before school I would lay there staring at the ceiling, going, "Ugh! I don't want to go to school." But I'd drive myself out of the bed anyway. I felt this way because growing up as a child with a disability was tough. My self-confidence was super low. I believed people when they told me that I was disabled, or that I couldn't do certain things. I believed them when they told me I could never function like everyone else, that I would never be "normal". But one teacher made all of the difference. I was told, "Disability is physical; ability is in the mind." This transitioned me into the second chapter when I would wake up in the morning, jump out of my bed and be ready for school because I was excited to go. Because mentally, I can do whatever my classmates did. This new-found confidence made me able to give a speech to 1,200 people, for the Denver Public Schools (DPS) Foundation Gala. 1,200 people. I never thought I'd be able to do that. I've had many successes in my life, but I've faced many challenges as well. But when I think about what made me keep going, it was my teachers in the classroom. You have faced many challenges in your life. But together we face one gigantic challenge. China has more honor students than America has students. Every 26 seconds, someone drops out of high school. That's a total of 18 students during the duration of my talk. And compared to 20 other industrial countries, our graduation rate is number 20. Now, when I think about my generation's future, I think about the challenges that I faced in my life. What made me never want to give up? Believe it or not, there is a characteristic trait called grit, and it is defined by never giving up. Grit is perseverance and passion for long-term goals. Everyone in this room has grit, every student in America has grit because they have overcome challenges and pursued their goals when they could have easily just given up. Now, with all the emphasis on assessment, who has teaching grit? Who is telling students that when they overcome a divorce in their family, or substance abuse, or violence, or bullying, or homelessness, or teen pregnancy that we have grit? Grit is fundamental in every American classroom because every student has it, and it needs to be utilized. Instead of my generation being known as the generation with cell phones in our hands, our minds on Facebook, I want us to be known as the generation with grit. Lilia Roman has grit. She was an undocumented student who wasn't sure if she wanted to go to college, but one teacher made her believe that she was a leader because they took her feedback and used it. This made Lilia want to keep going. She was a recipient of one of Comcast's largest scholarships, and is now going to the New Mexico Highlands. She has grit. Esmeralda Aguilar has grit. When she asked the Secretary of Education, Arne Duncan, "What is the one thing students can do to improve American educational system?" he replied, "Students know what is working in the classroom and what isn't working in the classroom before anyone else." We are in the classrooms every single day. We know what is working for us. We know how we learn. And Jesse Soto has grit and the ability by using his voice to change how a teacher thinks. Taylor Betts was a math teacher, award-winning. One day she had a really difficult lesson, she wasn't sure how to give it without giving her students the solution. So she went to some fellow math teachers, they gave her some solutions that didn't quite worked for her; she went to some coaches, still couldn't really find anything. So she went to her class, and she told the students, "I don't know how to give you this lesson without just giving you the answer. Jessie Soto raised his hand and said, "No, Miss Betts, don't give us the answer, we can figure it out." Within a 45-minute class period, they found out not one, but two solid solutions that worked. This made Miss Betts have a breakthrough. She realized that although she was the expert on teaching, her students were the experts on learning. Now, if it wasn't for Jessie Soto raising his hand, she would have never had that breakthrough. The American education system now needs a breakthrough. And in order for that to happen, we need all the experts at the table. We need the experts on teaching, but, most importantly, we need to add the student voice, the experts on learning. Because they know what works for them. They know what motivates them, and by asking them, we cut out all the guessing games, or "Are we doing this right?", "Is this the best thing for our students?" Work with us, not for us. Student voice is a tool for great teachers. And all this evening we've been talking about risks and rewards. There are a lot of risks when we think about utilizing student voice. But the rewards outshine that, because when we do, we have the ability to change a student's life. I was changed by a teacher. And now I want to became a teacher, so that I can utilize my students as active partners in the schools. Someone once said, "Give peace a chance." If we are to do this, we have to start in every single class of America to use our students's voice, to utilize their grit, and to show them, while using their skills, they can be the future to reinnovate and create a world that works for them. Thank you. (Applause)


Early life

Chipman was born in Detroit, Michigan, and attended the public schools of Detroit and the University of Michigan at Ann Arbor, 1843-1845. He engaged in the Lake Superior region as explorer for the Montreal Mining Co. in 1846 and was assistant clerk of the Michigan House of Representatives in 1853. He studied law and admitted to the bar in 1854, practicing in the Lake Superior region.[1]

Political career

Chipman returned to Detroit and was city attorney from 1857 to 1860. In 1865 and 1866, he was a member of the Michigan House of Representatives representing the First District of Wayne County. In 1866, he ran as the Democratic candidate for the United States House of Representatives from Michigan's 1st congressional district, losing in the general election to Republican incumbent Fernando C. Beaman.[2]

Attorney of the police board of Detroit from 1867 to 1879, Chipman was elected judge of the superior court of Detroit on May 1, 1879. He was reelected in 1885 and served until he resigned in 1887.

Elected as a Democrat in 1886 to the Fiftieth Congress and re-elected to the three succeeding Congresses, Chipman served as United States Representative for the first district of the state of Michigan from March 4, 1887, until his death.


Chipman died of pneumonia in Detroit, Wayne County, Michigan, on August 17, 1893 (age 63 years, 73 days).[3] He is interred at Elmwood Cemetery, Detroit, Michigan.

Family life

The grandson of Nathaniel Chipman, a U.S. Senator from Vermont, Chipman was the son of Henry and Martha Logan Chipman. He married Elizabeth Sha-wa-na, a woman of American Indian descent, and they had two children, Henry and Charlotte.[4]

See also


  1. ^ Congressional Serial Set. U.S. Government Printing Office, 1895 - United States. pp. 10–11.
  2. ^ Reed, George Irving. Bench and Bar of Michigan: A Volume of History and Biography. Century publishing and engraving Company. p. 398.
  3. ^ "Congressman Chipman Dead". The Weekly Wisconsin. August 19, 1893. p. 8. Retrieved May 17, 2015 – via open access
  4. ^ "John Logan Chipman". 1997-2014 Retrieved 20 March 2014.

External links

U.S. House of Representatives
Preceded by
William C. Maybury
Member of the U.S. House of Representatives
from Michigan's 1st congressional district

March 4, 1887 – August 17, 1893
Succeeded by
Levi T. Griffin
This page was last edited on 17 April 2019, at 14:44
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