Tenth Period | America’s Response to Crisis: What We Can Learn from the Past and How To Look Ahead

0:02 hello and welcome to a bit of a strange edition of the Bill of Rights Institute’s 10th period webinar series my name is Kirk Higgins I’m the senior content manager for the Bill of Rights Institute and my name is Rachel Davison Humphries I’m the director of outreach at the Bill of Rights Institute and we hope that you are all staying healthy and well during this covin 19 pandemic

0:25 we very much appreciate you all joining us and we hope today to take a look at how Americans have dealt with crises in the past using the current crises as a lens through which to view that and ultimately we really hope that we can be there for you through this difficult time on both in providing resources and also maybe in a bit of an escape and in thinking about things in new ways so

0:48 we’re gonna start off by thinking a little bit about what American responses to crisis mean so we are in a very global society right now and we’re hearing a lot of stories from a lot of different countries where cultures and responses vary widely and so we’re seeing and your students are seeing lots of different options for how to respond

1:10 play out not only overseas but actually here across the United States Kansas is doing very different things than New York which are doing very different things in California which are doing very different things than Washington DC which is doing different things than Virginia and so one of the places that I always go and I think about this multitude and when I think about American response is one of my favorite

1:33 books in on American history which is Alexis de Tocqueville democracy in America so in democracy of democracy America was this fantastic very very prescient text written in 1835 by a Frenchman who had to come to the United States to study our prison system and its effectiveness and over the course of his I think was 8 to 12 weeks I don’t quite remember how long he was in the

1:54 United States he visited all different levels of society and observed and brought back what he saw as the future for effectively France as it transitioned into democracy and he he was not always a fan of product institutions he himself was an aristocrat so he’s pretty critical of

2:16 what democracy does in terms of certain kinds of culture but one of the things that he absolutely recognized in American culture was this idea that Americans rally around problems in their communities and so in this in this quote from democracy in America

2:37 he says the inhabitant of the United States learns from birth that he must depend on himself in the struggle against the ills and difficulties of life he looks upon the social Authority only with a defiant and uneasy eye and calls upon that power only when he cannot do without it this begins to be noticed as early as school where children even in their games submit to

2:58 their own rules and punish their own infractions the same spirit is found in all actions of social life the obstruction occurs on a public road the way is interrupted traffic stops the neighbors get together as a deliberative body and out of this improvised assembly they will come an executive power that will remedy the situation the difficulty before the idea of an authority predated

3:19 that I that in anyone’s imagination so if it is a matter of pleasure the Americans will associate to give you more splendor in order to the festival and they also do this with intellectual enemies in the United States they associate for the purposes of public security commerce industry pleasure morality religion there is nothing that

3:40 human will despairs of achieving by the free action of the collective power of individuals and so whenever there’s a crisis there’s this great quote that goes around for mr. Rogers to look for the helpers and my mind the the the the joy that I’m able to find and the kind of beauty that I’m able to see is to see

4:02 all of the people trying to help and that happens in every every example of a crisis in the United States and so that’s what we’re gonna talk about today and I think I think that’s a really powerful message too because as educators oftentimes we’re observing the world around us and trying to make sense

4:22 of it right in working with our students to make sense of those I think Tok Bill’s words here are really good lens to do that right because he positions it in a way that it’s it’s saying look at the organizations that are around us and so I think we see two kinds of reactions I think we’ll touch on both of these a little bit today but when we see that the macro reactions right so we see our our governors and

4:43 elected officials on both the federal the national and state levels talking to us about what the response is of the government at the same time we’re seeing wonderful examples of people delivering food to the elderly or of people going to blood bank sort of people donating time in whatever ways they can or or in

5:04 in restaurants and things selling non-essential goods that they now don’t need because they’re just doing delivery or takeout and I think it’s the constellation of all those things that make a bet sort of a very real world display of civics in action right I mean it’s all those levels I think it’s a great time to look at civil society and

5:25 see it as a way that’s a lot more than voting and serving on juries and doing those things that we often relate as our civic you know our civic mindedness right I mean it’s simple society is looking out for one another and I think this is a very human moment it’s very much at a moment for us to reflect on not only what it means to be a part of those communities but what it really means to be a human being think about

5:45 what it means that we value and I think that throughout American history we’ve responded to these things I think it’s important to keep in mind that history gives us solace in the sense that we are we are not alone in going through these crises and that these crises occur over time and this is not unfortunately gonna

6:09 be the last crises but nor is it the first one that’s ever struck us either and I think knowing that we are in community with all those other Americans who have struggled through difficult times like these it can give us some support and and help us to better understand what it is that’s unfolding around us even as there’s so much uncertainty absolutely well the first

6:30 one I think we’re going to talk about is the one that comes to mind most often especially for history teachers which is the influenza epidemic of 1918 quite you kind of position us in history when it comes to this epidemic that occurred 1918-1919 sure so I think this epidemic stands out for a lot of people for a number of reasons

6:50 but not least of which is that it’s fairly modern I mean a hundred years ago isn’t it seems a whole a long time ago I think too many of our students but yeah absolutely certainly yeah at this time of sort of truncated time but but a hundred years ago is really at the dawn of what we would call the modern age right or maybe

7:11 even getting close to the postmodern age don’t ask me how that they come up with these terms but but 1918 is a time that that that society looks a lot more like it does now than it did even a hundred years before that right and so I think we were at a point where we were understanding and identifying these pandemics a lot more readily that information was speeding around the world a lot more quickly facilitated by

7:33 advancements in technology and that has allowed us to see it as more of a distinct thing but most importantly it was a horrific horrific aliy deadly and horrific aliy disruptive disease that came on top of a horrific elite destructive war being the first world war and many of the problems that resulted from the Spanish influenza were

7:56 directly as a result of the devastation that had been wrought by the first world war both in what medical care and supplies were available and in what systems were in place but also in how the war affected the movements of people and and how it affected who was sick and where they were which accentuated the spread right so people who were ill were

8:18 being more readily identified if they were in in units as soldiers those people moved to the the back were ordinarily they would stay home they’re already out in public now they’re being placed in very crowded areas where there’s even more people who are all being taken care of at the same time that really accentuated this sprint so so it was a horrific deadly disease but we can also learn a lot I think from

8:40 looking at how it is that the nation and responded and Rachel’s pulled a great document here for us to take a look at that yeah so I as you know if you know anything about the Bill of Rights Institute were a bit of nerds we love diving into the primary sources and and and seeing what we can draw out of it I find this document fascinating so I’m gonna lean in a little bit because it’s kind of small on my screen but so this

9:01 document is the it comes from the federal government on September 26 1918 and it is a document that gives the the suggested actions for the public in the face of this this disease and it says so

9:23 it the present epidemic is plays a disease plainly called influenza but the term Spanish influenza has been applied because of its recent prevalence in Spain sound familiar influenza occurs every year in the United States but it’s more contagious during an epidemic and pneumonia is a more frequent complication so then it

9:44 gives a list of suggested actions so fresh air and Sun try and kill the germ in just a few minutes the disease is is spread by the moist secretions of the nose and throat an infected person so protect yourself from infection keep well and do not get hysterical over the epidemic I love early 19th century exhortation

10:06 but what I would do with this document is say possibly give this document to students and then go to the CDC guidelines for what they could do because this next set of guidelines sounds very familiar I protect yourself from infection so avoid being sprayed in the eyes and throat secretions of others beware of those who are coughing and sneezing

10:27 avoid crowded street cars walk to the office as possible keep out of crowds avoid theatres moving picture shows and other places of public assembly do not trouble by railroad except when absolutely necessary we could substitute an airplane do not drink from glasses or cops which have been used by others until they’ve been thoroughly washed you can do much to lessen the danger to

10:48 yourself by keeping in good physical condition avoid closed stuffy important events or related rooms but and insist upon fresh air but avoid disagreeable drafts it’s simple nourishing foods and drink plenty of water secure at least seven hours sleep avoid physical fatigue do not sleep or sit around in damp clothing keep the feet

11:09 dry so I again this is a document that came out in 1918 comparing and contrasting to the document that came out as part of the CDC guidelines could be a really interesting activity so it says practically the great danger from influenza is pneumonia which we hear now that practically the great danger of

11:30 coded 19 is the lung the diminished lung capacity and which tends to follow in a considerable percentage of the cases so for the protection of others if you are really sick stay at home and remain there until the fever is over a day in bed at the very beginning may also serve you may also save you from serious complications later on if you become ill

11:52 don’t try to keep on with your work fight the disease rationally and do not become unduly alarmed so little words of advice from the 1918 flu pandemic and we should say if you’re interested in looking at this document or any of the other resources that we mentioned they all will be below in the description of the video that you’re watching in

12:13 addition to that you know as we’re going through all of this if there’s any resources that we can provide to you the educators please let us know on any of our social media outlets that we’re on Twitter or Facebook @br Institute and also on Instagram or here on YouTube we’re here chatting with you now so if you have any resources that you would like to see you know like us to put

12:34 together please reach out but looking at this document a few things strike me so one that is a government document I think is is just really interesting right so how is it that the government is trying to solve this problem or this crisis and so it’s giving very practical good clear instructions on how to try to limit the spread but I also think it’s

12:56 not you know what it’s not trying to do is is either diminish or or exaggerate what’s happening it’s very much a matter of fact kind of telling of of what’s going on and what you as an individual can do to prepare it and so even than that though that is focusing on the individual and what you can do and what your responsibilities are is remember this community I think are really interesting

13:17 and could be fun to explore with students so the next the next document is actually also on the Spanish flu it is a really again if you want something that that’s really accessible to students to give them kind of an overview this is a Smithsonian magazine article from 2017 which takes the

13:38 history of the the Spanish flu lays it out very clearly but also brings it into common context looking at other epidemics throughout history so this would be a great article to share with your students from Smithsonian there where again it talks about if this was in 2017 the author was was saying that

13:58 that more pain that more epidemics could could come forward and that there would be less glamorous measures Nomos non-pharmaceutical invention interventions like hand-washing telecommuting covering cost staying home and sick instead of going to work and if the pandemic is severe enough widespread school closings and possibly more extreme controls the hope is that layering such actions one on top of them

14:19 another will reduce the impact of an outbreak on public health and on resources in today’s just-in-time economy but the effectiveness of such interventions will depend on public compliance and the public will have to trust what is being told and I think again even that paragraph having a discussion on that paragraph having students analyze what they’ve been seeing what their experience has been in

14:39 relation to this but the other thing that this does is because this document is this document is from 2017 so much of the sense of uncertainty comes from the fact that this is a culturally our first time experiencing this right we have no context in which to place ourselves when it comes to what our response should be and I find find solace in this that

15:02 we’re doing everything we should be doing this this this author and those he quotes in 2017 was like this is what happens if something happens and there’s a bit of solace in that idea for me personally that we are being cared for in the way that we should be and and

15:22 that are our into our non-pharmaceutical interventions are the one that are suggested and have always been suggested and the reasons are clear for why we’re doing these things yeah I think it’s really interesting Rachel’s wondering what you thought of that passage about public trust right

15:44 because I think I think this this hits on something that Tocqueville was talking about but you know in the lead up to this much of the conversation about politics the United States has to do it with partisanship right or or has to do with you know differing debates about approaches on things I mean now we find ourselves at a moment where that

16:06 public trust you get bold it and underline it right I mean we’re relying on that and I wonder I wonder just thinking about Tocqueville to what what it says about us as a nation and us as a community that ostensibly there is a lot of public trust being shared right now and I think I think one of the reasons that that’s the case so there are layers

16:28 of Association within any within any person’s community right you have lots of different ways that you are associating and lots of different groups that you’re a part of and you have different levels of trust with all those different groups we see this with our one of our favorite statistics when we talk about partisanship is is the approval rating for senators or for

16:48 Congress’s the the the rate at which different representatives get reelected the re-election rates so approval ratings are gonna be really low but reelection rates are gonna be really high and so that means that it’s like culturally it’s my guys doing my guy and gal is doing what I want them to it’s

17:09 all the rest of them right and so the cost of your own close association and a distrust of associations that are further afield and I feel like we’re seeing that just on this huge scale right right we I live in I live in Washington DC Mayor Muriel Bowser is my mayor right like she sends out a tweet telling us

17:30 what to do I feel a very strong sense of trust in that she knows what she is what what her what the what the situation is for her and for up for mice I do not feel that same sense of trust for California I don’t know what’s going on in California I have lots of family in California and I love California

17:50 dearly I visit regularly but I think that that one of the complexities of any sort of you know like the attempt at uniformity in the United States is that we are such a diverse nation and I think that that having that perspective is

18:11 really hard and actually Tocqueville does this phenomenal job at the end I’m a big joke I’ll say and I did my undergraduate like thesis on him but there’s this beautiful moment at the end that you can’t see the diversity of a democracy because it’s too broad the only person who can see it or someone who would have the eyes of God is what he says in the very last chapter but

18:32 this idea that there needs to be public trust and I think that many people are trusting a lot of different institutions they’re also very much not trusting other institutions and so there’s a lot of a synchronicity in the trust economy right now and it’s all being exposed mostly on the internet yeah no I think

18:53 that’s I think that’s a really interesting thing to explore you know with with your students or with your children if you’re if you’re at home and you’re now working on educating you know your children in a new capacity or maybe in continuing in the capacity you have that but but I think that that idea that diversity and then you know we we talk about in terms of federalism right so

19:14 thinking about it from a founding perspective the federal system the federal government was established to allow for this sort of local control coming out of a sort of Montesquieu philosophy of how does he maintain a republic but the idea that that interests are best represented at a local level and I think that public trust is facilitated by that a local

19:35 connection right you you have more faith in your local leaders whether it’s the town that you’re living in or the state then then necessarily you do automatically maybe maybe in the national government maybe maybe that’s not the case for everyone but but there is something about that local connection does facilitate facilitate that

19:55 connection and there’s a ultra variety even in the United States and how feel about those levers of control right so yeah the culture of New York City especially post 9/11 is a very different culture than that of Kansas which is a very different culture than that of Chicago men which is a very different culture than that of southern Illinois

20:16 so I think that all of those all that plurality seems very chaotic especially when there’s such a deep conviction around what responses should be in terms of crisis yeah and that that can be very upsetting because your your your your experience

20:39 is that other people are not seeing or caring about the same things you are yeah that that goes to directions it can create some tension in culture but it can also help those rally around those values really clearly and see a lot of that especially right now with all these different organizations and community

21:01 initiatives coming up as people try and serve communities that reflect their values yeah yeah and it’s a very very localized way of seeing those responses and of having that trust and faith in community too is that you’re seeing those actions right and now I think we’re gonna turn to looking at something

21:23 on more of a national level so a different kind of crises altogether but but again I think that this day this this moment is an interesting time to reflect on how the nation has responded in the past for a couple of reasons one I think I think it can help all of us have a better connection and appreciation for what it was like to live through other crises none of these

21:44 things can be equivocated we we haven’t lived through others so we you know we don’t know what what different crises would have been like but you can at least have a better appreciation for uncertainty and for the challenges that are faced in not knowing what’s happening around you that I think lends to a really interesting way of investigating some of these some of

22:05 these questions and challenge um one of which was the Great Depression following the stock market crash in 1929 and one of the things that came from that Great Depression was it was an interesting moment where you had new forms of technology that allowed national leaders to reach into the homes quite literally of individuals in ways

22:27 that they could not beforehand so Franklin Delano Roosevelt the president at the time saw the opportunity for this and very much took advantage of that to to help reassure the nation at a time of extreme uncertainty through his fireside chats and so the Bill of Rights Institute actually has done a collection

22:49 of really excellent narratives called American portraits looking at different moments throughout American history which if you’re if you’re looking for resources to go through during this time with you giving your students or your own kids or whomever you may be with or just want to peruse them for your own interest we have a really good list of them on our website at resources dot

23:10 Bill of Rights Institute org and again we’ll have all these links there but one of them is on FDR’s fireside chats and sort of thinking about his approach to these I mean so we wanted to use a quick close read of one of these from April 14th of 1938 so this is much later into the Great Depression and on the eve of the outbreak of World War two in 1939 of

23:31 course America didn’t become fall till 1941 but the world was becoming a much more sort of place during this time and and to look at what words he used and how it is that he approached again this question of his appealing to humanity is trying to establish this public trust and what it was that the government was trying to do in in tackling this crisis not just from a policy perspective but

23:53 also from a communications perspective um so this first paragraph I just wanted to include because I found it you know Easter week is coming up that’s a week of Passover is coming there’s a lot of a lot of the major religious groups have important events that are coming up in our calendars and

24:13 so I found that interesting that that FDR puts forward this kind of exhortation of the very beginning his speech speaking to the fact that there’s an urgency to what I have to say and I hope that it will bring you peace in this time of reflection in our religious calendars but the next paragraph is actually the one I really wanted to to focus on and so that’s so

24:36 he has this this is an incredible document it’s pretty long it’s about ten pages printed but there is a radio version so if you wanted to give students both this one and the radio version you could do that and it gets pretty nitty-gritty when it comes to some of the some of the economic economic theory that he’s working off of but I thought this paragraph was a

24:58 fascinating moment for conversation that could take his students in a lot of different directions because these making a lot of very bold statements which one could agree or not agree with so Kirk why don’t you read us through it sure so starting at the top history proves that dictatorships do not grow out of strong and successful governments

25:18 but out of weak and helpless governments if by democratic methods people get a government strong enough to protect them from fear and starvation their democracy succeeds but if they do not they grow impatient therefore the only sure bulwark of continuing Liberty is a government strong enough to protect interests of the people and a people strong enough and well enough informed to maintain its sovereign control over

25:40 its government we are a rich nation we can afford to pay for security and prosperity without having to sacrifice our liberties into the bargain so I a lot strikes me here I mean a lot of this – I think it is a part of a continued debate that’s still going on policy wise the United States which is to what level is the government responsible for four different

26:01 securities and different people but what really strikes me at this moment is thinking about what the line is between the government working to secure liberties and when the government is overly strong right and I think we’ve seen that play out very much during this time with debates about you know well our is shutting down these non-essential

26:23 businesses the right course is it just necessitated by by by the the horrendous nature of the COBE 19 pandemic where does that line where does that line fall right and that debate and that discussion I think will continue as this period of uncertainty extends I think

26:43 that will only grow more and more in intensity and I think it’s it’s helpful to keep in mind that that same question has been at the core of many debates and conversations beginning all the way back in 1787 into 1788 during the ratifying convention debates about what is the proper amount of power to be delegated

27:05 to the government and how all the government exercised that to the benefit of the common good right so we’re promoting the general welfare what does that really mean and how could we most effectively do that and here I think FDR is turning to this to talk about to talk with the American people and something that stands out to me he uses we right he’s not separating himself from the

27:27 people he’s talking we are connected together really reverencing almost back to the the We the People mentality that our government is our own we control it through elections and through being vigilant and in asking questions exactly like this one and in working to better understand that I think he’s he’s stepping into to speak to the American

27:49 people on their level to reassure them that that the American government or the the national government in this case is is trying to do what it thinks best in this situation right and what I find so also interesting about this paragraph is it’s very clear that he’s using rhetorical responses right so the question I would ask students is who is

28:12 he arguing against implicit in this argument is is another argument about the role of the power of government and its danger and so how is he responding to those concerns and then you could even again I don’t know how much time you have but you could even go back to the Federalists and anti-federalists and

28:32 look at the same concerns and arguments about the role of a strong government strong enough to protect people and what its risks and rewards are and there’s just so much in this paragraph for a free spawns or a or or or a seminar a simple discussion that you could do with your

28:53 students yeah and just to read a quick passage I have from from our American portrait narrative which which I think it just really struck me and I think it’s an interesting thing to do with students too regardless if you chose to look at this fireside chat or any of the I think nearly thirty that that FDR game while he was in office but we have a

29:14 passage about a novelist named Saul Bellow who remember rulers like to listen to a fireside chat he said he was walking on a Sunday evening in Chicago just as the Summer Sun was setting he rode drivers had pulled over parking bumper-to-bumper and turn on their radios to hear Roosevelt they rolled down their windows and opened their doors in any pedestrian who walked by

29:34 could hear his words you could follow the chat without missing a single word as you strolled by you felt joined to these unknown drivers men and women smoking their cigarettes in silence not so much considering the president’s words as affirming the righteousness of his tone and taking assurance from it and I think again that just shows you know I think there’s really interesting

29:55 ways to probe constitutional questions during this but there’s also interesting ways to take a step back and look at what the action was and how how Roosevelt’s actions here are bringing us together as a people and then looking at our own windows and seeing how it is that different things as they’re unfolding or highlighting you know some of the some of the best things that that communities had to offer and some of

30:16 those powerful instances of of what it means to be fellow human beings traveling you know during this challenging challenging time right and actually if we could go go straight to the next Tocqueville quote again that Tocqueville quote I think Kirk there there are a lot of historical moments and historical people like

30:36 speeches that teachers could turn to in this moment we we were just kind of brainstorming some of our the top of our head the the Reagan’s speech during the Challenger disaster Bush’s speech at 9/11 what are some of what you’re thinking about even going across the

30:56 ocean and looking at Winston Churchill’s speeches both in May of 1940 when he first becomes Prime Minister and then also on June 4th of 1940 after the Dunkirk evacuation when Britain is very much on its own and is facing a long period of uncertainty those are very powerful I think again putting be able to investigate what what

31:19 those are like but then a little bit different tone another one that occurred to me was Lincoln’s first inaugural address which is a very different kind of crisis but it’s but Lincoln that particularly the final paragraph appeals to the sacred bonds of memory that bind us together and and then that passage is always very powerful to me because it it

31:39 speaks to the the often unspoken sometimes explicit you know connected history that all of us have in living in this nation together and that’s not as much of a common cultural past a hundred percent because we’re very diverse nation but there is a common cultural past in in the civic associations and in

32:01 the civic lives that we live that are bound together by the documents of the Declaration or our Constitution that create the society in which we live and there’s a very powerful sense of all of us being under those and being treated equally under the law and with equal dignity that allows us to have those shared moments and I think it’s a very powerful thing to reflect on now there’s

32:23 what binds us together and that’s the thing that I again I’ve been doing just in my own life is collecting amazing stories of individuals who are doing generous and supportive things right whether it’s the distillery is turning to making hand sanitizer or I have a

32:45 friend whose family owns a fabric wrapping paper company and they have gone to making making medical supplies and so I think that one of the there’s been a lot of discussion about how students can catalog their own experience in their moment and how teachers can support them cataloging this experience for themselves you know

33:07 in a kind of historical way one of the things that I’ve been doing is making sure that those stories of the individuals and associations the mutual aid the the small acts of generosity and community are uplifted and exposed and honored and supported and so I think that that’s the spirit of

33:30 the Tocqueville kind of understanding of what makes America special and unique and capable of weathering storms in our in our time yeah and I think it’s worth underscoring to the importance of the work of our educators at this moment to do because I think it’s I think it truly is times like these that it’s not I

33:51 think sometimes there’s a temptation to say oh well you know we can put aside education during these times of uncertainty because there’s more important things that need to go on but I think it’s precisely those in certain times when education becomes most important because it’s only through education that we begin to be able to make sense in process and work through these kinds of crises and challenges because life unfortunately is a very

34:13 uncertain thing there’s there’s a lot of bumps in the road for all of us in our own lives in our own ways I mean whether we’re living through you know a tragedy like this or were living through our own personal challenges the centrality of education the importance of of knowing our own history in our own past and knowing what it is to be a part of these

34:33 communities and how it is that we can best help promote the prosperity of others and help promote you know our communities and to work together as human beings and to study and think about these very difficult big questions I think now is now as much as ever is is an important time to think about and investigate these things and and is a is

34:56 a time in which we can really put into perspective what how how critical important these questions are how fortunate we are and many of the things that we have and how we can continue to grow and improve this as a society as well so this is where we turn to you all our listeners and viewers Bill of Rights

35:17 Institute has about thirty five hundred different activities and resources it’s really hard for us not being in the classroom not being in your community knowing what you need so if you could in your comments chats to us on Instagram Facebook Twitter and let us know what kinds of resources you’re looking for right now the more specific you could be the better we we will have our team answer every response

35:38 that that makes a request we are here for you and you’re doing you’re always doing some of the most important work in America I say that at every program that I that I do with the Bill of Rights Institute it’s just even more apparent now I think to society that you are doing some of the most difficult and most important work as we think about

36:00 how to create a sense of stability for a generation of young people through what we’re going through so thank you for everything you do thank you for giving us a little bit of your day we know that days blend together in weird ways right now and we’re here to support you so please reach out you have our emails or our social media comment

36:22 in this let us know how we can better support you right now absolutely we have we have lots of series of videos our homework help series if you haven’t seen that on YouTube but in addition to that all of our resources are available free and and for your use so if there’s different ways we can package them if there’s different ways that we can get

36:42 them to you with lower barriers than a PDF whatever we can do to help support you we are here to do that it’s so thank you as Rachel said for for joining us for a few minutes we really appreciate it we hope that that we can continue to be there to help you in whatever way we can’t be take care of yourselves in your

37:03 communities yeah thank you all stay healthy and safe and well