website responding to a growing disrespect for the democratic process
and dedicated to promoting Christian principles, limited government,
economic freedom and individual
18 Reasons Why Doctors and Lawyers Homeschool Their Children
by Kathleen Berchelmann, M.D. on March 25, 2013
I’m going public today with a secret I’ve kept for a
year—my husband and I are homeschooling our children. I
never dreamed we would become homeschoolers. I wanted my kids
integrated and socialized. I wanted their eyes opened to the
realities of the world. I wanted the values we taught at home put
to the test in the real world. But necessity drove me to consider
homeschooling for my 2nd and 4th graders, and so I timidly attended a
home school parent meeting last spring. Surprisingly it was full
of doctors, lawyers, former public school teachers, and other
professionals. These were not the stay-at-home-moms in long
skirts that I expected. The face of homeschooling is
changing. We are not all religious extremists or farmers, and our
kids are not all overachieving academic nerds without social skills.
An estimated 2.04 million k12 children are home educated in the United
States, a 75% increase since 1999. Although currently only
4% of all K12 students nationwide are educated at home, experts are
predicting an exponential boom in homeschooling in the next 5-10
years. Most states even provide free online public schools, known
as virtual schools or virtual homeschools for K12 students. An
information site called College@Home provides some useful information.
For a year I was afraid to tell any of my work colleagues that we were
homeschooling. People would stereotype me as a right-wing
kook. My boss might assume that I couldn’t possibly be
committed to an academic medical career. I wasn’t sure I
could homeschool my kids well. I feared the whole year would be
an academic failure and emotional nightmare. I was so unsure
about this homeschooling experiment that I even kept a spare school
uniform in case I had to send my kids back to school at the last moment.
This week our kids are finishing their standardized curriculum and we
will spend the rest of the school year doing enrichment
activities. Alas, I think we can call this success.
We’ve had our kids in both public and private schools, but
homeschooling has turned out to be the best option for our
family. Here are 18 reasons why we have joined America’s
fastest growing educational trend:
1) We spend less time homeschooling each
day than we used to spend driving. With four kids in four
locations last year (including a newborn at home), school drop-off and
pick-up took four hours, on a good day. We’d get home at
about 4:30 and still have homework, music practice, sports, chores,
dinner and bath to fit into the 4 hours before bed. Now we spend
about four hours per day homeschooling, instead of four hours in the
2) We can’t afford private
education. Even on a doctor’s salary, private education has
become unaffordable, especially for larger families. Which choice
would you make: save for college, save for retirement, or pay private
school tuition? Few families can afford for all three, and most
can only afford one. As educational debts loom larger for each
successive generation, this financial crunch will only get worse.
3) Our kids are excelling academically as
homeschoolers. Homeschooling allows us to enrich our
children’s strengths and supplement their weaknesses. The
kids’ education moves as fast or as slow as required for that
particular subject area. They are not pigeon-holed and tracked as
gifted, average, or special needs.
4) Homeschooling is not hard, and
it’s fun! We bought a “box curriculum” from a
major homeschool vendor, and all the books and the day-by-day
curriculum checklist came in the mail. We have a lot of fun
supplementing material through YouTube and online educational sites
like Dreambox, Khan Academy, and others. Our kids do about half
of their math online.
5) Use whatever public school services
you like. Need speech therapy, the gifted program, or remedial
academics? Homeschooled kids are still eligible for all these
services. Some homeschoolers come into public school daily for
“specials” like art, music, PE, or the school play.
Your kids can even join high school sports teams once they are old
enough. Our kids are still in sports and scouts sponsored by
their old schools.
6) I like parenting more, by far.
As a mom of school-aged kids, I felt like my role as parent had been
diminished to mini-van driver, schedule-keeper, cook and
disciplinarian. And there was no mercy from the schools–
six minutes late for pickup and they’d be calling my husband at
work, unpaid 5 cent library fine and they’d withhold my
child’s report card. Every day I’d unpack a pile of
crinkled notice papers from three backpacks and hope that I
didn’t miss the next permission slip. I was not born,
raised and educated to spend my days like this. Now, I love being
7) Our family spends our best hours of
each day together. We were giving away our kids during their best
hours, when they were rested and happy, and getting them back when they
were tired, grumpy and hungry. I dreaded each evening, when the
fighting and screaming never seemed to end, and my job was to push them
through homework, extracurriculars, and music practice. Now, our
kids have happy time together each day. At recess time, the kids
are actually excited about playing with each other!
8) We yell at our kids less.
Homeschooling forces us as parents to maintain a loving authority in
the household. We stopped spanking our kids. You
can’t get your kids to write essays or complete a large set of
math problems if you don’t have their respect and
obedience. Spanking and corporal punishment establish fear, not
effective, loving obedience.
9) Our kids have time for creative play
and unique interests. Once my kids entered school, they seemed to
stop making up their own creative play together. They
didn’t have time for creative play during their busy
evenings. Now they build forts and crazy contraptions, play dance
parties, and pursue their own unique interests. My eight-year-old
has taken up computer programming and taught himself how to play the
organ. My six-year-old is learning to cook.
10) We are able to work on the kids’ behavior and
work ethic throughout the day. My son’s poor work effort at
school was nearly impossible to address. The teachers
didn’t have time to make my son repeat work they felt was average
quality. We wouldn’t see the work until days after it was
completed. Finally, we’ve been able to push him to his full
11) Get rid of bad habits, fast. Dirty clothes
dropped on the floor? They used to stay there all day. Now
there is no recess until they are cleaned up. I never really had
the time to implement most behavioral techniques when my kids were in
school. I knew what I needed to do to get my kindergartner to
dress herself, but it was easier to dress her myself then deal with the
school complaining that she was improperly dressed or late. Now,
if she takes too long to get dressed, she misses out on free play time.
12) Be the master of your own schedule. Homeschooling
provides a great deal of family flexibility, which is a tremendous
asset for our busy family. For example, we save a lot of money on plane
tickets because we have the flexibility to fly almost any day of the
week. Zoos, children’s museums, libraries, parks, etc., are
far less busy on weekdays as they are on weekends. Scheduling
anything is eons easier—doctor’s appointments, piano
lessons, vacations, etc.
13) Younger children learn from older siblings. For
larger families like ours, even toddlers are learning during school
time. Our four year old sits at the same table during school time as
our six and eight year old. He wants to do his worksheet,
too. Some of that math and phonics work rubs off on him, and
he’s learning how to read. When chore time comes, he asks,
“What are my chores?” And our one-year-old recently
tried to clean a toilet.
14) Save money. Committing to homeschooling requires
at least one parent at home for most of each day. Although you
may lose an income with this commitment, you save (a lot) of money
since younger children don’t need daycare and older children
don’t need private school. We also save a lot of money on
gas now that we drive less. Many homeschooling parents still work
part-time. We pull off homeschooling because I work nights and my
husband works part-time from home as an independent IT developer.
I know many families homeschooling on family incomes of 40-60K.
Homeschoolers save tax payers money, too. According to The
National Home Education Research Institute, homeschoolers saved the
taxpayers $16 billion in 2006.
15) Teach your kids practical life skills.
Homeschooled kids learn parenting skills, cooking, budgeting, home
maintenance, and time management every day. Time management
skills are learned out of necessity. Our kids have to keep their
own schedules and budget their own time. If they waste time, they
have less time for play and their own special interests. We use
old smart phones with alarms to help teach time management. Our
kids help with younger siblings while under our direct
supervision. What better way is there to learn parenting? I
learned to write a fake grocery budget once as a home economics
exercise. My kids write real grocery budgets and help me shop.
16) Better socialization, less unhealthy peer pressure and
bullying. Our kids no longer beg for video games we don’t
want them to have or clothes we don’t like, or junky snacks they
saw at school. One of our children struggled socially in school,
and his schoolmates were ruthlessly mean. Despite a school
anti-bullying policy and our best efforts to work with the teacher,
nothing changed. Last year he played alone on the playground
everyday. Now he’s organizing playground games at our
homeschool co-op, and he’s smiling again. No one has ever
said an unkind word to him at our co-op, because every child is there
with his or her own parent. Our kids have plenty of time with
friends, but without the unhealthy peer pressure and bullying.
Research continues to show that homeschooled kids do well
socially. Our kids have no shortage of time with
friends—each week they attend homeschool co-op, scouts, sports,
dance, choir, piano, religious education and have plenty of time to
play with neighborhood friends. Add in the birthday parties and
homeschool field trips, and we find ourselves having to decline
activities so that we can get our homeschooling done!
17) Sleep! A research study by National Jewish Health
released in March, 2013 showed that homeschooled students get more
sleep than their peers who attend school. The result may be that
homeschooled kids are better prepared to learn. Parents get more
sleep, too! Now we don’t have to get up early to meet a bus
schedule, prepare sack lunches, etc. Our mornings are great times
together to snuggle with our children and talk about our plans for the
day. No more “Hurry up and get your shoes on or
you’ll be late for school!”
18) Teach kids your own values. According to the
national center for education statistics, 36% of homeschooling families
were primarily motivated by a desire to provide religious or moral
instruction. Our family is not part of this 36%– we never
objected to any values taught in either our public or private
schools. Nevertheless, we’ve really enjoyed building our
own traditions and living out our family values in a way that
wasn’t possible before homeschooling. For example we make
Halloween a little holiday without too much decadence, but we spend an
entire week celebrating Easter. When our kids were in school, the
Halloween parties went on for 2 weeks and they had a Halloween vacation
from school. In contrast, they didn’t get any time off for
Easter, and there were no Easter celebrations or even decorations at
Homeschooling isn’t right for every family or every child.
I can’t even predict what the future holds for our
family—will we continue homeschooling through high school?
I don’t know. But for now, we’ve found a way for our
family to be very happy growing and learning together.
Thank you to the more than 200,000 of you that have taken the time to read my thoughts on homeschooling.
Many people have asked me how we do it, how my husband and I both hold down jobs and homeschool our kids at the same time.
Every homeschooling family has their own unique time management plan to
balance employment, schooling, household needs, and rest time.
For our family, this has been a work in progress over several years.
Four years ago, after I had my third child, I started working all night
shifts as a hospital-based pediatrician. This schedule
allowed me to be home with my babies and available for school pick-up
for my older children. When we were expecting our fourth child,
my husband resigned his full-time job a large company in St. Louis so
that he could start his own business as an independent IT developer,
and so that he could be more committed to our family life. Once
we had the flexibility of my husband’s self-employment,
homeschooling became a real option for our family.
We complete our core homeschool curriculum on Monday, Tuesdays and
Thursdays. On Wednesdays our kids attend a home-school co-op, and
on Fridays we take field trips, do special activities, and complete any
I sleep (with earplugs!) the mornings after my overnight shifts.
My husband does the homeschooling on the mornings when I am
sleeping. On the mornings when I am awake, I do the
teaching. My husband and I split the teaching about 50/50.
We try to make sure that at any given time one parent is employed and
one is teaching/parenting/running the home. The baby usually
takes a nap in the afternoon while my older kids do independent reading
and online math, and so we can usually fit in 1-2 hours of personal
time or work then. Any employment work or housework that is left
we do after the kids go to bed.
Now that we homeschool, everything has become a team effort in our
house. Both my husband and I teach, do housework, and make
money. Everyone does chores. Walking in each other’s
shoes each day has made us more compassionate towards each other.
We are less likely to criticize each other when things don’t go
right, and we’ve learned to be better communicators. This
is, perhaps, my favorite part of homeschooling, that our family is
What the Pilgrims Can Teach Our Children About Free Market Economics
A Thanksgiving Day Commentary
from David McAlvany
Four hundred years ago, America’s spiritual founders made a big
mistake—a nearly fatal experiment with communism. But the lessons they
learned are something for which we can truly be thankful.
Long before Adam Smith penned The Wealth of Nations, his
primer on the division of labor, productivity, and free markets, Pilgrim
Governor William Bradford gave his own take on the relationship between
private property, virtue, and the family.
In his book, Of Plymouth Plantation, Bradford describes a
disastrous two-year experiment in communal living that resulted in
slothful men, displaced women, and disrespect between the generations.
The viability of the colony was threatened. The Pilgrims eventually
abandoned the system in favor of a market-based economy rooted in
private property ownership, but only after they made the conscious
decision to switch economic platforms.
The story begins with the 1620 arrival of the Pilgrims in
Massachusetts Bay Harbor: The conditions are brutal. The weather is
relentless. Food is scarce. The danger from the natives is real. To
survive, they need to build an economy that is sustainable. They adopt
and implement a system of communal living, described in their July 1620
The practical reality meant that food would be held and distributed
in common. There would be no division of labor. Private property
ownership was forbidden. The first priority of family members was to
serve the community rather than their own families. Even the women were
required to wash clothing and prepare meals for the community.
For some, this might sound like the formula for a Marxist utopia—a
Pilgrim kibbutz in which charity, goodwill, and prosperity abound.
But there is a resounding economic lesson from history—Communism is
self-destructive. It is unsustainable. It is toxic to the human spirit.
Efforts by the state to limit property ownership and to dictate the
exchange of goods and services in the market inevitably result in both
financial and moral decline.
Like all experiments in collectivism, this one failed miserably—so
miserably that by 1623 the impoverished colony was on the verge of
famine and extinction.
That might have been the end of the story. Arguably, there might not
even be an America as we think of it today, or a Thanksgiving Day
celebration, but for one thing—redirection. The Pilgrims identified
their error and changed their economic policies.
Looking back on their economic disaster, Bradford could see that the
root problem was arrogance. When governments restrict private property
ownership, they are being “wiser than God.”
This flawed economic model had a direct impact on virtues that are
vital to the success of the family, including self-government, hard
work, and respect for elders.
Even the virtuous Pilgrims began to wonder why they as individuals
should have to break their backs for somebody else’s benefit. Wives did
not want to work for husbands other than their own. Men had little
incentive to lead their individual families to economic success:
The Pilgrim’s response to economic failure is a message to our generation:
* They did not quit.
* They identified the issues, made the self-conscious decision to reject wrong thinking, and they changed.
* Their answer to the problem was to implement private property
ownership, simple principles of limited government, and economic
These new policies resulted in prosperity. Bradford explains that
“this had very good success, for it made all hands very industrious, so
as much more corn was planted than otherwise would have been by any
means the Governor or any other could use, and saved him a great deal of
trouble, and gave far better content.”
The rejection of communist practices by the Pilgrim fathers was one
of the most dramatic shifts of economic policy by a local government in
American history. William Bradford and the Separatist leaders made a
bold decision that few politicians of our present generation would
make—the self-conscious choice to change economic platforms.
The importance of private property is enshrined in two of the Ten
Commandments (don’t steal and don’t covet others’ possessions), and is
fundamental to the virtue and success of a well-ordered society. The
God-given incentive for men to enjoy the “fruit of their own labors” is
strong. The potential that hard work today can produce a stable family
economy tomorrow motivates. These are economic principles for which we
can be thankful.
This Thanksgiving, take a moment and thank God for the Pilgrims’ legacy of economic freedom. Remember that America had an
experiment in communism. It failed. There is no need to repeat it.
Remember also that economic failure can be reversed when men are willing
to make courageous changes.
-David S. McAlvany
It's "BUSINESS" AS
Progressive/Liberal "Gang" deliver promised S. O. S.
(Same Old S***)
After what they
think was an election mandate,
is it any wonder they believe a 59.8% win was a
of Approval" for their nefarious past actions?
from the "Terminator," they'll; "Be Bach" with:
- MORE WASTE!
- MORE CRIME!
- MORE RAISES!
- MORE HIRING!
- MORE Blame Shifting
And after another Beguiling
Superintendent or two -- or three [since
longevity for them here is
tenuous], we will all "Be Bach!" . . . We'll "Be Bach" to
as they explain again
time will be different, if we will just pass another little
WASTE & MORE CRIME!
Even local "rags
are finding it increasingly difficult to run their typical
crimes committed by our "Gang". A January 24, 2007 article reported
continued "resentment toward board
for expenditures of taxpayer funds." That's not surprising since a
recent audit documented this administrations' continued cheating and
favoritism. Not content they ran us over a million dollars in the hole,
they continue. The audit determined that $80,000.00 was spent in "violation of the Texas Education
Code," besides the fact that "purchase
orders for 15 of the 26 disbursements examined did not comply with the
district purchasing policy." But ... what's $80,000.00 among friends and relatives?
Our latest "crusader" to join that Board of Sell-outs
percent of the vouchers did not follow policy" and also said; "I have
seen people lose their jobs over these things in the private sector."
he was quick to add; "he was not
suggesting anyone involved in the current situation be fired." At least
one citizen with a backbone showed up
but was shouted down by the president of this B
impletons. This BS
"leader" was more concerned about "Robert" and his "Rules"
the legitimate concerns of a taxpayer. SO WHAT ELSE IS NEW? We Have Become A LAUGHING STOCK
In This Region!
The electrons had barely stopped moving
voting machines election night when one of the gang leaders
the Progressive/Liberals told the
newspaper [published 10/1]; "While
we don't feel that we're fully staffed ... we can at least hold on
where we are ... At least, for now, we can preserve all of the
extracurriculars that are so important to our district."
Superintendent told us when she wanted to appear
frugal while courting our vote, that her; "Reductions ...
reducing ... staff." and again on the same page, her "Reductions [bold
emphasis hers] ... include 2 1/2 paraprofessional positions." But
that's why she is just another Beguiling
She wasted no time hiring
again and didn't tell her gang leaders.
http://www.nisd.us/Employment [misspellings are
property of a government education and your tax dollars at work]
Years College Preferred/Bilingual Required
Title 1 Math Lab
Years College Preferred
Assignement will share time on Elem. Campus
Years College Preferred
Parents and Grandparents:
School today is NOT what
WAKE UP TO THE TRUTH! If you love your young people, start your search
for the truth by simply reading the textbooks they are forced
study. Surely, this is not asking too much.
Brian Fisher, President and CEO of Coral Ridge Ministries
writes;"Thanks to the American Civil Liberties Union (ACLU) and modern
revisionists, the faith of the Pilgrims is disappearing from our
textbooks . . . and being erased from our national consciousness."
Want proof? New York University professor Paul C. Vitz studied 90 of
the most used public school history textbooks. He found up to 30 pages
devoted to the Pilgrims, yet not a word about their devout faith in
God. The Mayflower Compact ... began with these words—
the name of God, Amen.” They wrote of making their voyage
“for the Glory of God, and Advancement of the Christian
Faith….” Vitz writes; “It is
common in these
books to treat Thanksgiving without explaining to whom the Pilgrims
gave thanks,” One textbook even described
Thanksgiving as a
time “when the Pilgrims gave thanks to the Indians.”
Public government schools are NOT educating our young people, but are mis
them. They are propagandizing their young minds with "politically
correct" half-truths, fairytale theories, censored history and
hedonistic debauchery. The mention of "God", let alone "Jesus" is
increasingly being treated as the most offensive words, yet vile
profanity booms from cars in the parking lots, regularly escapes the
headphones of IPods and even "screams" off the pages of their assigned
reading! The Bible, itself being one of the oldest and best
documented history books, is never seen, having been banned by these
"book burners" decades ago.
It is of little wonder that one of our own, Dr. J. Randall Price,
wrote; "... at one of our nation's largest secular universities ... I
had students who had grown up in a public education system without
access to the Bible, and they were amazed that during each class their
instructor could stand before them with a Bible in one hand and an
archaeology textbook in the other. In my opinion, their amazement came
from their growing realization that the Bible was real history,
attestable by hard facts that attend every other historical subject."
To those who already know these truths, I ask: "WHAT ARE YOU AFRAID
OF?" Jesus often told us; "FEAR
Do not be afraid to speak up, act up and LOOK UP, for your "help comes
from the LORD, the Maker of heaven and earth." Psalm 121:2.
control of 90% of all schools should not be
“Big Brother’s ideas about what and how
children should be
taught are not always those of mom and dad. Americans differ on
same-sex marriage and evolution, on the importance of sports and the
value of phonics, on the right to bear arms and the reverence due the
Confederate flag. Some parents are committed secularists; others are
devout believers... Americans hold disparate opinions on everything
from the truth of the Bible to the meaning of the First Amendment...
With parents so often in boisterous disagreement, why should children
be locked into a one-size-fits-all, government-knows-best model of
education? Nobody would want the government to run 90 percent of the
nation’s entertainment industry. Nobody thinks that 90
percent of all
housing should be owned by the state... Yet the government’s
90 percent of the nation’s schools leaves most Americans
unconcerned... In a society founded on political and economic liberty,
government schools should have no place... Education is too important
to be left to the government.” —Jeff Jacoby
We encourage our children to continue their education and go
college. All of their teachers and coaches continually do the same. Everyone
encouraging them that going to college will help them live a successful
and happy life. But just like the B.S.
here, most of us have no clue about what is going on there.
Award-winning filmmaker Evan Coyne Maloney's new documentary film,
Indoctrinate U, reveals the ugly truths about academia that you won't
see in glossy admissions brochures:
- Speech codes.
- Sensitivity training.
- Enforced political conformity.
- Hostility to religion.
- Violations of freedom of speech and conscience.
- Kangaroo courts.
We usually associate such things with the repressive regimes of North
Korea, China, Cuba, and the former Soviet Union. But instead, this
assault on free thought is taking place all over America -- right now
-- on our nation's campuses.
Hard-hitting and humorous, the film tells the story of how, in the name
of education, schools from coast to coast ruthlessly compel conformity
of thought. By exposing the dirty little secrets of higher education,
this film has the potential to force the kind of change academics have
long pretended they don't need to make.
You can help to bring about this change by watching the movie trailer
and signing up for a screening in your area.
Watch the trailer and sign up to help bring a screening of Indoctrinate
U to your home town now.
learning] what is
“It is almost a
miracle that modern
teaching methods have not yet entirely strangled the holy curiosity of
inquiry.” —Albert Einstein
If you teach a child to read, write and
numbers, train him in character, and give him a love of learning, he
could then educate himself. Reading, writing, and working with numbers
are the tools of learning. Character is important because a lazy child
will not put out the effort to educate himself; a proud child will not
see the need to seek further learning. The love of learning is
for the young person to be motivated. - Lyndsay
Lambert of Texas Home
School Coalition Association
[Thirteen or fourteen years of daily influence over
your children by the government school and they are not capable
of teaching them how to study, let alone a love of learning.
class on "Studying" is offered!]
by Walter E.Williams
Nearly two years ago, U.S. News & World Report came out with a
story titled "Educators Implicated in Atlanta Cheating Scandal." It
reported that "for 10 years, hundreds of Atlanta public school teachers
and principals changed answers on state tests in one of the largest
cheating scandals in U.S. history." More than three-quarters of the 56
Atlanta schools investigated had cheated on the National Assessment of
Educational Progress test, sometimes called the national report card.
Cheating orders came from school administrators and included brazen
acts such as teachers reading answers aloud during the test and erasing
incorrect answers. One teacher told a colleague, "I had to give your
kids, or your students, the answers because they're dumb as hell."
Atlanta's not alone. There have been investigations, reports and
charges of teacher-assisted cheating in other cities, such as
Philadelphia, Houston, New York, Detroit, Baltimore, Los Angeles and
Recently, The Atlanta Journal-Constitution's blog carried a story
titled "A new cheating scandal: Aspiring teachers hiring ringers."
According to the story, for at least 15 years, teachers in Arkansas,
Mississippi and Tennessee paid Clarence Mumford, who's now under
indictment, between $1,500 and $3,000 to send someone else to take
their Praxis exam, which is used for K-12 teacher certification in 40
states. Sandra Stotsky, an education professor at the University of
Arkansas, said, "(Praxis I) is an easy test for anyone who has
completed high school but has nothing to do with college-level ability
or scores." She added, "The test is far too undemanding for a
prospective teacher. ... The fact that these people hired somebody to
take an easy test of their skills suggests that these prospective
teachers were probably so academically weak it is questionable whether
they would have been suitable teachers."
Here's a practice Praxis I math question: Which of the following is
equal to a quarter-million -- 40,000, 250,000, 2,500,000, 1/4,000,000
or 4/1,000,000? The test taker is asked to click on the correct answer.
A practice writing skills question is to identify the error in the
following sentence: "The club members agreed that each would contribute
ten days of voluntary work annually each year at the local hospital."
The test taker is supposed to point out that "annually each year" is
CNN broke this cheating story last July, but the story hasn't gotten
much national press since then. In an article for NewsBusters, titled
"Months-Old, Three-State Teacher Certification Test Cheating Scandal
Gets Major AP Story -- on a Slow News Weekend" (11/25/12), Tom Blumer
quotes speculation by the blog "educationrealist": "I will be extremely
surprised if it does not turn out that most if not all of the teachers
who bought themselves a test grade are black. (I am also betting that
the actual testers are white, but am not as certain. It just seems that
if black people were taking the test and guaranteeing passage, the fees
would be higher.)"
There's some basis in fact for the speculation that it's mostly black
teachers buying grades, and that includes former Steelers wide receiver
Cedrick Wilson, who's been indicted for fraud. According to a study
titled "Differences in Passing Rates on Praxis I Tests by
Race/Ethnicity Group" (March 2011), the percentages of blacks who
passed the Praxis I reading, writing and mathematics tests on their
first try were 41, 44 and 37, respectively. For white test takers, the
respective percentages were 82, 80 and 78.
This test-taking fraud is merely the tip of a much larger iceberg. It
highlights the educational fraud being perpetrated on blacks during
their K-12 education. Four or five years of college -- even majoring in
education, an undemanding subject -- cannot make up for those 13 years
of rotten education. Then they're given a college degree that is
fraudulent, seeing as some have difficulty passing a test that
shouldn't be challenging to even a 12th-grader. Here's my question: If
they manage to get through the mockery of teacher certification, at
what schools do you think they will teach?
The Role of 'Educators'
By Thomas Sowell
January 8, 2013
Many years ago, as a young man, I read a very interesting book about
the rise of the Communists to power in China. In the last chapter, the
author tried to explain why and how this had happened.
Among the factors he cited were the country's educators. That struck me
as odd, and not very plausible, at the time. But the passing years have
made that seem less and less odd, and more and more plausible. Today, I
see our own educators playing a similar role in creating a mindset that
undermines American society.
Schools were once thought of as places where a society's knowledge and
experience were passed on to the younger generation. But, about a
hundred years ago, Professor John Dewey of Columbia University came up
with a very different conception of education -- one that has spread
through American schools of education, and even influenced education in
John Dewey saw the role of the teacher, not as a transmitter of a
society's culture to the young, but as an agent of change -- someone
strategically placed, with an opportunity to condition students to want
a different kind of society.
A century later, we are seeing schools across America indoctrinating
students to believe in all sorts of politically correct notions. The
history that is taught in too many of our schools is a history that
emphasizes everything that has gone bad, or can be made to look bad, in
America -- and that gives little, if any, attention to the great
achievements of this country.
If you think that is an exaggeration, get a copy of "A People's History
of the United States" by Howard Zinn and read it. As someone who used
to read translations of official Communist newspapers in the days of
the Soviet Union, I know that those papers' attempts to degrade the
United States did not sink quite as low as Howard Zinn's book.
That book has sold millions of copies, poisoning the minds of millions
of students in schools and colleges against their own country. But this
book is one of many things that enable teachers to think of themselves
as "agents of change," without having the slightest accountability for
whether that change turns out to be for the better or for the worse --
or, indeed, utterly catastrophic.
This misuse of schools to undermine one's own society is not something
confined to the United States or even to our own time. It is common in
Western countries for educators, the media and the intelligentsia in
general, to single out Western civilization for special condemnation
for sins that have been common to the human race, in all parts of the
world, for thousands of years.
Meanwhile, all sorts of fictitious virtues are attributed to
non-Western societies, and their worst crimes are often passed over in
silence, or at least shrugged off by saying some such thing as "Who are
we to judge?"
Even in the face of mortal dangers, political correctness forbids us to
use words like "terrorist" when the approved euphemism is "militant."
Milder terms such as "illegal alien" likewise cannot pass the political
correctness test, so it must be replaced by another euphemism,
Some think that we must tiptoe around in our own country, lest some
foreigners living here or visiting here be offended by the sight of an
American flag or a Christmas tree in some institutions.
In France between the two World Wars, the teachers' union decided that
schools should replace patriotism with internationalism and pacifism.
Books that told the story of the heroic defense of French soldiers
against the German invaders at Verdun in 1916, despite suffering
massive casualties, were replaced by books that spoke impartially about
the suffering of all soldiers -- both French and German -- at Verdun.
Germany invaded France again in 1940, and this time the world was
shocked when the French surrendered after just 6 weeks of fighting --
especially since military experts expected France to win. But two
decades of undermining French patriotism and morale had done their work.
American schools today are similarly undermining American society as
one unworthy of defending, either domestically or internationally. If
there were nuclear attacks on American cities, how long would it take
for us to surrender, even if we had nuclear superiority -- but were not
as willing to die as our enemies were?
George Orwell’s ’1984′ New York City Schools Want to
Ban More than 50 ‘Loaded-Words’ from Tests
by Gary DeMar
March 31, 2012
Divorce. Dinosaurs, Birthdays. Religion. Halloween. Christmas. Television.
These are a few of the 50-plus words and references the New York City
Department of Education is hoping to ban from the city’s
As the story got out, one of the arguments about the banned list is
that it’s been going on for some time. This is the fifth year for
such a list in New York. It’s being done elsewhere as well.
California avoids the use of the word “weed” on tests and
Florida avoids phrases that use the words “Hurricane” or
“Wildfires.” We don’t want to traumatize the little
You may recall George Orwell’s dystopian novel 1984 and the
memory hole. The memory hole is a slot into which government officials
deposit politically inconvenient documents and records to be destroyed.
Over time, the memories of such things will be forgotten and minds will
1984’s protagonist Winston Smith, who works in the Ministry of
Truth, is routinely assigned the task of revising old newspaper
articles in order to serve the propaganda interests of the government.
Today, it’s about dinosaur, divorce, pepperoni, hurricanes,
birthdays, and television and tomorrow it will be constitution,
republic, law, morality, limited government, freedom, liberty God
— I forgot it’s already banned — right, wrong, good,
Most parents have no idea what their children are learning and not
learning in their local government schools. Our nation’s
government schools — yes, government schools — are
indoctrination factories where they learn to love Big Brother.
Another student attacked by his own school
by Eugene Delgaudio
American school children are suffering the consequences of Obama’s
destructive agenda. This (alleged) president has made it blindingly
apparent that he will see the radical Homosexual Agenda passed at all
costs...and inevitably, this has leaked down to so many levels.
Especially grade schools.
Public and private school teachers have become dangerously aggressive
in their efforts to impose pro-homosexual curriculums and behavior on
their students. And they are emboldened precisely because they have
been told by the pro-homosexual establishment that the Homosexual
Classrooms Act is just over the horizon. They have been ordered to
pervert their classrooms and silence every single student who speaks
out in defense of the Family and real, moral values. And whats worse,
they know they have total immunity.
The radical Homosexual Lobby and their vast sea of funds make’s sure
that no teacher is ever punished for violating the First Amendment
rights of their students. The liberal media and the politicians keep
saying you and I are crazy for warning the nation about this, but it
keeps happening! The latest tragedy occurred in just the last few days.
15 year old Brandon Wegner of Shawano High School, Wisconsin, was asked
to write an article for his school paper. He was actually asked to
write in support of family values and explain the dangers of radical
homosexual adoption. And he did exactly that. He argued politely and
respectfully that homosexual couples are not properly equipped to raise
children, while pointing out that the vast majority of States have
voted against specialized homosexual “rights.” The reaction of his
teachers and school administrators was horrifying beyond belief.
Instead of being applauding for his bravery in speaking out, young
Brandon was dragged into the office of the Superintendant for hours
where he was subjected to a tyrannical interrogation...where he was
threatened with severe punishments...where he was insulted and bullied.
All this by adults who are charged with protecting and nurturing their
students. And his parents were never even notified!
It is outrageous that our children are the battlefield the radical
Homosexual Lobby is fighting over! (Alleged) President Obama has
already threatened to institute a limited form of the Gay Bill of
Special Rights by Executive decree -- it won’t be too long before he
tries the same thing with public schools.
Flunking the Citizenship Test
by columnist L. Brent Bozell
"Newsweek magazine recently announced
its disgust after it offered the government's official citizenship test
(the one we require immigrants to pass before being naturalized) to
38% of the sample failed.
65% couldn't figure out that the Constitution was penned and adopted at the Constitutional Convention;
63% couldn't identify how many justices were on the Supreme Court (nine);
73% couldn't identify that communism was what we opposed in the Cold War.
Current national leaders aren't so well known:
29% could not identify the current vice president (Joe Biden)
58% didn't identify the Speaker of the House (John Boehner)
Some public schools have used the citizenship test as a social-studies
project in civic knowledge. A daring principal could make passage of
the citizenship test a high-school graduation requirement. Promoting
better civic and historical knowledge is an important cause. But this
leads to a follow-up question for Newsweek and its media colleagues: Do
journalists see building civic knowledge as an important part of their
Editors' note: Way to go Public Schools! And...you
are NOT exempt 'Mudville' Public School. Two years into college one of
your Salutatorians admitted complete ignorance of what 'a Valley Forge'
was and further admitted no idea where Spain or Italy were. Imagine
that parents. Those you entrust your childs education have numerous
reasons and opportunities to cover both countries throughout 12 years,
be it in Geography, World History, American History, Texas History or a
dozen other areas. Let's see;
- In Geography, both countries have unique shapes, easily memorable by even 1st graders.
- From World History, Columbus was Italian and sailed for Spain.
[Unimportant detail compared to teaching unfounded propaganda that he
was an Indian hating racist?]
- Both were colonial powers
- From World and American History, two opportunities to learn Italy was heavily involved with us during both WWI & WWII.
- And again two opportunities to learn Spain, being neutral during both wars, which is important to know.
- Certainly American History taught our kids that we had our own war with Spain, and...
- Spain dominated most of this Western Hemisphere since about 1500 A.D. including...
- Spain is one of the 'Six Flags' that flew over Texas. Wasn't that covered in Texas History?
- Furthermore, 'Spanish heritage' issues are at the center of any study of Texas Government and...
- volatile Current Events.
What else do the kids not know? When the smartest kids at Mudville can
graduate that ignorant you don't blame the kids. Our public school is
no different than the rest. Its greatest claim may be that of
being the largest, local employer. [is that really a 'great'
claim?] Beyond that, has it indeed just become an expensive, glorified
babysitter? If so, we have allowed it.
Education: Free and Compulsory
by Murray N. Rothbard
Since each person is a unique
individual, it is clear that the best type of formal instruction is
that type which is suited to his own particular individuality. Each
child has a different intelligence, aptitudes, and interests.
Therefore, the best choice of pace, timing, variety, and manner, and of
the courses of instruction will differ widely from one child to
another. (p. 6-7)
It is obvious, therefore, that the best type of instruction is
individual instruction. A course where one teacher instructs one pupil
is clearly by far the best type of course. It is only under such
conditions that human potentialities can develop to their greatest
degree. It is clear that the formal school, characterized by classes in
which one teacher instructs many children, is an immensely inferior
system. . . . . . [I]t is evident that every school class must cast all
the instruction into one uniform mold. Regardless how the teacher
instructs, at what pace, timing, or variety, he is doing violence to
each and every one of the children. Any schooling involves misfitting
each child into a Procrustean bed of unsuitable uniformity. (p. 7)
What then shall we say of laws imposing compulsory schooling on every
child? . . . . . Whatever the standards that the government imposes for
instruction, injustice is done to all . . . . . Obviously, the worst
injustice is the prevention of parental teaching of their own
children. . . . . . The effect of the State's compulsory
schooling laws is not only to repress the growth of specialized, partly
individualized, private schools for the needs of various types of
children. It also prevents the education of the child by the people
who, in many respects, are best qualified -- his parents. . .
. . . . . . The key issue in the entire discussion is
simply this: shall the parent or the State be the overseer of the child? (p. 7-9)
Endnote/reference: Rothbard, Murray N. (1999; originally 1971 in
magazine The Individualist). Education: Free and compulsory. Auburn,
AL: Ludwig von Mises Institute.
Constitutional Crisis Looms
Alan"/AIP conference call
Tuesday, November 18, 2008
you very much. I thought what I would do this evening is just
minute or two and explain in a very simple way what I have been
involved with in the last couple of weeks. We have talked
about it a
little bit on the calls before. You’ll notice that
I lent my name to a
couple of the suits that are taking place to try to determine whether Barack Obama
is in fact a natural born citizen. And just so that there
would be no
misunderstanding—and I did try to make this clear in the
that we had issued about the case I got involved with in California—I
guess I am not, myself, having looked over all of the facts and
evidence and things that people have graciously sent to me and did in
the course of the last several weeks, I am not sure I am able to reach
a conclusion as to what the facts are.
what has appalled me, I guess, even as I have read the transcript of
court decisions and things like that that have been taken up to this
point, is the notion that somehow or another, step number one, citizens
don’t have standing to ask him, even though the Constitution
is a document that speaks for “we the
people.” When people go to the
polls to vote, presumably they have both an obligation to respect the
Constitution—I think in Florida, for instance, people
actually have to
take an oath to do so—and the expectation that it will be
Therefore, as a whole people, we have a critical interest in making
sure that the supreme
law of the land,
as expressed in the Constitution—which gives proper basis and
to our sovereign will as the people of the United States —be
And yet, there has been an almost casual assumption, including, I
think, the judge in the Berg case who was arguing things about the
electorate having made a choice, and so forth and so on, as
if any given instance of the majority overrides the Constitution.
And I find it kind of incongruous that you would have this kind of an
attitude coming from the bench, since the whole notion of judicial
which they constantly are exercising, is based on the idea that an
instance of majority will, whether it’s a legislature
deciding on a
law, or any other instance of a majority vote, that that instance of a
majority will does not override the Constitution
of the United States.
this is something that has been clear: that you have a duty to follow
the Constitution, that the judges, if they see in a law something that
conflicts with the Constitution, have to therefore follow the
Constitution, not the will of the majority as expressed through their
representatives, or even as directly expressed in some electoral
contest. No. Because, as Hamilton argued in
Federalist 78—and I want
to read this, because I think it is very
important—“A constitution is,
in fact, and must be regarded by the judges, as a fundamental
therefore belongs to them to ascertain its meaning, as well as the
meaning of any particular act proceeding from the legislative
there should happen to be an irreconcilable variance between the two,
that which has the superior obligation and validity ought, of course,
to be preferred; or, in other words, the Constitution ought to be
preferred to the statute, the intention of the people to the intention
of their agents.
Nor does this conclusion by any means suppose a superiority of the
judicial to the legislative power. It only supposes that the power of
the people is superior to both.”
And of course, in the Constitution
itself, by the authority of the people, a procedure is put down for amending
is, for changing its terms—and unless that procedure is
sovereign will of the people as expressed in the Constitution is the
supreme law and must be followed. That is so
simple. It is so clear.
So, in this particular case, the Constitution says that in order to be
eligible for the presidency, you’ve got to be a natural born
If, on account of the incompetence of the party system, or its
corruption, or whatever may be the reasoning, an individual happens to
win a presidential election who turns out not to be qualified, then the
Constitution still has to be followed. The idea that it does
think is a dangerous situation for the whole country, because it
suggests that somehow or another, on the basis of this or that majority
will, as expressed in this or that way, the Constitution becomes a dead
letter. And then you ask yourself, what becomes of the fundamental
rights, for instance, in the Bill
of Rights if the Constitution becomes a dead letter when a
given majority wants to run roughshod over the rights of a
if that attitude had been taken during the course of the argumentations
and struggles in the Civil Rights movement, in the women’s
movement, and in all kinds of things that have ultimately depended on
the assumption that there is an understanding of justice—as
in the Constitution, as expressed in our understanding of basic, unalienable rights—that
has to be followed, even by the majority?
order to maintain the Union, which allows us to go through elections
and sit back and say, “Well, we didn’t win this
time, but we’ll wait
for the next time,” what we are trusting in, what we are
credence to, what we are lending authority to is not the will of the
majority: it is the Constitution
of the United States.
You take away the authority of the Constitution, as expressed through
that transcendent will of the people, and what have you got in any
given instance of a majority vote? You’ve got a
majority imposing its
will on a minority that may or may not be willing to accept that
For the sake of what do the folks who lose the vote accept the
Well, for the sake of the Constitution, to which we all bear
allegiance. Once you have destroyed the notion that that
must be respected, you have introduced the country into a very
dangerous state, in which individuals who are disgruntled with the way
things are going and the way the majority decides, and the way
and that—,” they no longer say to themselves,
“Well, we are all part of
a Union, based on our commitment to the Constitution and its basic
respect for human rights that it represents,” no, that is no
binding. They are left to say, “The only thing that
binds us is force,
and therefore, if you come to force me to accept your will, then
oppose you by force, and we’ll see what
happens.” Do we want that in
this country? I think not.
guess it’s my hope that regardless of how the facts fall out,
interest in all of this ought to be to ascertain the fact. If
fact is in accordance with the Constitution, fine.
We’ll do what we
always do. We’ll accept the result, and
we’ll go on trying to build,
as we are building through this effort that Tom and others are
You start to work in political life, you build an alternative so that
people can, by the means provided for in the Constitution, continue to
work for the things that they believe in. I think that is
what we all
the other hand, if the facts are not in accordance with the
Constitution, then I would presume that those in authority would
understand it to be their obligation to follow the Constitution, so as
not to undermine the sense of its authority, the allegiance to that
authority, which I think at the end of the day has, in the course of
this country’s history, preserved us from the kind of turmoil
difficulties that often arise in other societies on account of
think that this is something that has been understood in America since
the very earliest years of the republic: that our commitment to and
allegiance to the Constitution is vitally important to the Union and
the peaceful work that we do together as citizens in the same
And I would sincerely hope that judges on the federal bench, or on the Supreme
or wherever it might be, will feel deeply their responsibility to this
tradition, and will not only make a decision that is in accord with the
facts, but will be seen to make it in accord with
Constitution, so that whatever comes out of this, it will affirm the
fact that we are still a people sovereign through this constitutional
instrument, and respecting that fact, rather than trying to move down a
road that, at the end of the day, would begin as majority tyranny, but
would end as some form of oligarchy, party dictatorship—call
you will, it would be the end of democratic self-government.
so, that is my thinking, as I have participated in this
effort. And I
think that the question has been raised, the facts are not clear, and
that those officials who have sworn allegiance to the Constitution owe
it to the Constitution and to the people of this country to deal with
this issue with integrity and expeditiously, so that we can clear the
air and get on with the great business of this country. So,
what I had to say tonight. Thank you.
MUST STAND UP NOW OR STEP DOWN
By Dr. Edwin Vieira, Jr., Ph.D., J.D.
October 29, 2008
America is facing potentially the gravest constitutional crisis in her
history. Barack Obama must either stand up in a public forum and prove,
with conclusive documentary evidence, that he is “a natural
Citizen” of the United States who has not renounced his
citizenship—or he must step down.... Because, pursuant to the
Constitution, only “a natural born Citizen, or a Citizen of
States at the time of the Adoption of th[e] Constitution, shall be
eligible to the Office of President” (Article II, Section 1,
Now that Obama’s citizenship has been seriously questioned,
of proof rests squarely on his shoulders. The “burden of
delegation of power to the United States * * * is upon those making the
claim.” Bute v. Illinois, 333 U.S. 640, 653 (1948)...
[T]he national disaster of having an outright usurper purportedly
“elected” as “President”...
[means] everyone in
America will be subjected to an individual posing as “the
President” but who constitutionally cannot be (and therefore
the President, [and] sets America on the course of judicially assisted
political suicide. If
Obama turns out to be nothing more than an
usurper who has fraudulently seized control of the Presidency,
will the Constitution have been egregiously flouted, but also this
whole country could be, likely will be, destroyed as a consequence.
[read the whole article here]
Obama is a counterfeit Alan Keyes
the language of liberty and equality for socialism
March 21, 2008
don't need Mr. Keyes lecturing me on Christianity. That's why I have a
pastor." — Barack Obama
In 2004, Ambassador Alan Keyes acceded to the persistent pleas of
Illinois Republicans to represent them in the U.S. Senate race against
Democrat Barack Obama, only after being informed of Obama's history of
callous disregard for innocent human life in blocking the legal
protection of babies who had survived abortion attempts in that state's
Dr. Keyes, more than anyone in the country, saw the dangers posed by
the rise of Barack Obama, and was willing to endure the obvious
ambushes that were set for him in the race, even though he knew there
was little prospect of electoral success, and that the personal costs
would be considerable. He knew that if he did not pick up the standard
and run to the sound of the guns, a pro-abortion woman was going to be
chosen by the GOP, and Barack Obama's evil record would never be
exposed, smoothing his path to power.
Like the Lincoln-Douglas debates of an earlier century, the Keyes-Obama
confrontations were of historic value. It's hard to imagine two men
more different in their character and philosophy. It's hard to imagine
two more disparate worldviews. And, it's hard to imagine how Alan
Keyes, a man with broad Reagan administration foreign policy and
national defense experience, could have rhetorically thrashed the
inexperienced Barack Obama any more thoroughly than he did.
But, as you know, with the help of an Obama-loving media and a
Republican establishment that was more in tune with the Democrats than
it was with the timeless American principles represented by Alan Keyes,
Barack Obama won the election handily, just as Douglas defeated Lincoln
so many years before. And, as expected, Obama's rise to power in the
days since has been swift, financed and promoted by the most radical
and powerful forces of socialism in America today, including George
In recent days we've observed the spectacle of presidential candidate
Barack Obama fighting for political survival in the wake of the
revelations of the racist America-hating "liberation theology" preached
from the pulpit of his church of twenty years. Never mind that
conservatives have known about and made known the nature of this
institution for a long time, but that it only became "news" when
friends of his primary opponent Hillary Clinton in the Democrat Media
decided it was time to make an issue of it.
In a speech that was splashed across every network and the pages of
every newspaper in the land, he employed every rhetorical tool and
talent available to him to try and defuse the scandal. If you were
foolish enough to believe some of the talking heads of television you'd
think the man was Jesus delivering the Sermon on the Mount, or at a
minimum Martin Luther King, Jr. preaching from the steps of the Lincoln
Memorial, instead of a politician trying to spin himself out of deep
In any case, Barack Obama is not Jesus or Reverend King. He's Joe
Biden. You see, Barack Obama is cribbing from the founding documents of
this republic, and the timeless statements of its actual statesmen,
even though it's obvious that his political philosophy has nothing to
do with the founding principles, and that his ideology would be
completely foreign and hateful to those great Americans who came before.
He even borrows from the Bible, though like virtually all modern
Democrats he twists the meaning of the eternal Word of God at his whim.
He's learned his lessons from Bill Clinton well.
He speaks of "we the people," while completely misunderstanding who the
men were that penned those words, and the words which followed.
He steals the constitutional theme of "a more perfect union," while
ignoring in every facet of his political life the rest of the words of
the Preamble, especially its closing statement of purpose: "To secure
the Blessings of Liberty to ourselves AND OUR POSTERITY." His support
for abortion-on-demand, and even infanticide, makes a mockery of the
spirit and the letter of our Constitution, as well as the founding
paragraph of our nation, found in the Declaration of Independence:
"We hold these truths to be self-evident, that all men are
equal, that they are endowed by their Creator with certain unalienable
Rights, that among these are Life, Liberty and the pursuit of
Happiness. — That to secure these rights, Governments are
You see, he doesn't even understand why human government exists, much
less how to unify all Americans in support of it.
He utters with his lips sweet-honeyed homage to "union," while tearing
down with both hands all possibility of unity, just as Stephen Douglas
and many of his contemporaries did. You see, without truth, without
adherence to God's laws and ways, without justice, without respect for
the lives and liberty of all of those who are created in God's image,
true unity cannot exist.
He decries the horrors of slavery, while exhibiting a total commitment
to the exact same spirit of injustice as the slaveholders of the
nineteenth century once did.
He speaks of liberty and justice, while showing that he has no
conception of the moral basis for either.
He praises those who have fought for freedom and equality over the
centuries, while dishonoring their memory with every action he takes in
the political arena.
And, in between, he spouts classic Marxist class warfare rhetoric,
which, while appealing to the base self-interest, jealously, and greed
of the ignorant, accomplishes nothing in its fulfillment but
destruction and division for all.
The "hope" he famously offers is a false hope, based in socialist
nonsense, flattery, crude political calculation and complete disregard
for the intrinsic value of each human life, in open defiance of the
moral principles held dear by those who founded and built this "one
nation under God."
The true language of liberty and equality has nothing to do, in its
spirit or substance, with the kind of virulent racialism advocated in
the Obamas' church, or with the failed Marxist vision embodied in
Obama's political philosophy and record.
Barack Obama gives strength to the very things that have been the most
destructive of the lives of blacks AND whites in this country. The
brutal aborting of a whole generation of helpless, innocent children.
The government-assisted destruction of the two-parent family. The
enslavement of a formerly free and sovereign people to an
overwhelmingly powerful and invasive federal government. The banishment
from the public square of the Creator, upon Whom our liberty entirely
If we truly care about our posterity, the political career of Barack
Obama, who thinks that life and liberty is only for those he
arbitrarily deems worthy of it, must be relegated along with all his
liberal fellow travelers to the same historical dustbin as their fellow
Democrat Stephen A. Douglas, who thought that the Union could survive
part slave and part free. That goes for those like John McCain who
falsely label themselves "Republicans," but act in the same way. They
have squandered any moral authority to lead.
If our goal is to bring about a truly "post-racial" America, one that
is based in genuine liberty and equality for all, we must do what the
people of Illinois failed to do in 2004 and what the Republican Party
has refused to do in 2008: elevate Alan Keyes to the position of
service to this country that God has obviously prepared him for.
Why? Because he's black? Not on your life. We should elect him because
he's quite simply the best man for the job.
Barack Obama falsely mimics via teleprompter what Alan Keyes, without a
single written note, so eloquently and powerfully speaks directly from
his heart and mind.
Alan Keyes, the great moral statesman of our day, has been foolishly
betrayed by the Republican Party which he has faithfully supported and
served throughout his adult life, and he is apparently about to leave
it. And so, the duty of "we the people," the sovereign citizens of the
United States, irrespective of political party, is to stand up and do
the hard work necessary to make sure he's on our presidential ballot
come November. We must go over the heads of the failed "leaders" and
elites of our time, and make sure that he takes the oath of office in
Better than anyone else, Alan Keyes knows what that sacred oath means.
And so, with God's help, let us strive to see him prevail over Obama
and the others just as Lincoln ultimately prevailed over Douglas.
That generation was willing to sacrifice everything to fulfill the
promise of the Declaration of Independence for all. Surely we can
muster the active will and the energy to restore it, and preserve it,
for the sake of our posterity.
America the Beautiful,
you used to
sweet land of
house is on
indulge their lusts,
God has said
of God's love
kept God in
earth is but
Heaven is His
voted in a
out the door,
soft to place
to kill a baby
God's not angry,
our land's a
will He wait
face our God,
then is left
for us to do,
who are His
His holy face
mend our evil
hear from Heaven;
forgive us of
then you will see,
but Holy God
“It is the greatest scam in history. I am amazed, appalled
and highly offended by it. Global Warming; It is a SCAM. Some dastardly
scientists with environmental and political motives manipulated long
term scientific data to create in allusion of rapid global warming.
Other scientists of the same environmental whacko type jumped into the
circle to support and broaden the ‘research’ to
further enhance the totally slanted, bogus global warming claims. Their
friends in government steered huge research grants their way to keep
the movement going. Soon they claimed to be a consensus... I do not
oppose environmentalism. I do not oppose the political positions of
either party. However, Global Warming, ie Climate Change, is not about
environmentalism or politics. It is not a religion. It is not something
you ‘believe in.’ It is science; the science of
meteorology. This is my field of life-long expertise. And I am telling
you Global Warming is a non-event, a manufactured crisis and a total
scam. I say this knowing you probably won’t believe a me, a
mere TV weatherman, challenging a Nobel Prize, Academy Award and Emmy
Award winning former Vice President of United States. So be it... There
is no run away climate change. The impact of humans on climate is not
catastrophic. Our planet is not in peril... In time, a decade or two,
the outrageous scam will be obvious. As the temperature rises, polar
ice cap melting, coastal flooding and super storm pattern all fail to
occur as predicted everyone will come to realize we have been duped.
The sky is not falling.”
and the decline of America
Posted: March 20, 2007 1:00
This past weekend, a friend of mine attended
his 13-year-old son's baseball
game. What he saw encapsulates a major reason many of us fear for the
future of America and the West.
son's team was winning 24-7 as the game entered the last inning. When
he looked up at the scoreboard, he noticed that the score read 0-0.
Naturally, he inquired as to what happened – was the
scoreboard perhaps broken? – and was told that the winning
team's coach asked the scoreboard keeper to change the score. He and
some of the parents were concerned that the boys on the losing team
order to ensure that the boys losing by a lopsided score would not feel
too bad, the score was changed.
is happening throughout America , compassion trumped all other values.
was the first value compassion trashed. In the name of compassion, the
adults in charge decided to lie. The score was not 0-0; it was 24-7.
was the second value compassion obliterated. It is unwise to the point
of imbecilic to believe that the losing boys were in any way helped by
changing the score. On the contrary, they learned lessons that will
hamper their ability to mature.
learned that someone will bail them out when they feel bad.
learned that they do not have to deal with disappointment in life.
Instead, someone in authority will take care of them. (This is how
reliance on the state for solving personal problems – the
worldview of the left – is formed early in life.)
learned that their feelings, not objective standards, are what society
deems most important.
learned that they are not responsible for their behavior. No matter how
poorly they perform, there will be no consequences – sort of
like tenure for university professors.
also learned to think in the feminine – with an emphasis on
feelings – rather than to cultivate their innate masculine
sense that winners win and losers learn to deal with it and move on to
the next game.
the same time, the boys on the winning team learned not to try their
best. Why bother?
character was the third value trumped by compassion. People build
character far more through handling defeat than through winning. The
human being grows up only when forced to deal with disappointment. We
remain children until the day we take full responsibility for our
lives. Our increasingly feelings-based society has created a pandemic
of immaturity in our society. And there are fewer and fewer
maturity-creating institutions in our society. Indeed, the opposite is
more often the case. Schools, for example, keep young people immature,
none more so than college, which serves primarily to postpone
fourth value that compassion denied here was fairness. It is remarkable
how often compassion-based liberals speak of "fairness" in formulating
social policy given how unfair so many of their policies are. It was
entirely unfair to the winning team to have their score expunged, all
their work denied. But for the compassion-first crowd, the winning team
is like "the rich" who earn "too much" and should therefore be
penalized with a higher tax rate;
the winning team scored "too many" runs to be allowed to keep them all.
in social policy almost always produces unfair results. Compassion for
murderers allows them to keep their lives after taking the life of
another. Compassion for minorities leads to affirmative action, which
means that individuals who are not members of a designated minority
will be treated unfairly. Compassion for immigrant children led to
bilingual education, which subsequently prevented most of those
children from advancing in American society.
as the primary determinant of behavior is effective in personal life.
In making public policy, it is a morally and socially destructive
guideline. In fact, it is so bad that thinking people must conclude
that its primary purpose is to enable policy-makers who are guided by
compassion to feel good about themselves.
Back the Schools?
by Tammy Drennan
just hammer public schools. Go in there and take them back."
- Finn Laursen, Christian Educators
Association International, quoted in an AP article in The Boston Herald, 9/2/06
them back from whom?
The government? Other parents? The taxpayers?
The teachers' unions?
The textbook publishers? The special interests?
The school boards?
The religious community?
see the problem. State schools, financed by the public at large, cannot
be taken "back" by any one group.
They don't belong to you or anyone else. They're up for grabs.
Hundreds, if not thousands, of interests, ranging from social to
religious to business, vie daily for their share of the public school
pie. The highest bidder wins and everyone else plays by his rules until
someone topples him from his perch and the rules change yet again.
real tragedy is that by turning education into a state function, we
have shot ourselves in the foot big-time.
By asking the state to educate our children and our neighbors to pay
for it, we have offered up our progeny to the public to do with as it
pleases. The results have taken some nasty turns over the years, and
now it's getting downright scary.
mistake was in granting the state control of our children to begin with.
The only way to rescind the grant is to take back our children. Taking
back our children is something we can do today - quite
Taking over the public schools is a battle of world war proportions in
which the main casualties would be the very children we purport to save.
sacrifice your children on the altar of "free" education.
Take them back and rise to the occasion. They're your children. Aren't
they worth your money as much as your love?
By John Stossel
John Stossel is co-anchor
of ABC News
"20/20" and author of "Give Me a Break."
[we suspect "Give me a break" is the New York equivalent of Don't BS
One exciting thing about the free market is that you can't predict what
the market will create. Big-government advocates tell you exactly what
will happen when their plans work (as if they actually would work!),
but we who trust the free market can only say that people will compete
and good ideas will win. We don't set out to make all your choices for
you, and, not being psychic, we can't predict what decisions you'll
Take education. Bureaucrats like to say, you will go to this school,
because we said so, and you will be taught according to this program,
because we said so and we know best. Those of us with confidence in
markets think you could do better deciding for yourself. Neither the
bureaucrats nor the freedom lovers can judge what's in your interest
better than you can. One big difference is, we know what we don't know,
while they think they know everything.
We do know that competition works. It works because it gives people the
chance to be creative. Educational experts, freed from the massive
regulations that snarl the public schools, can come up with new and
better ideas for teaching. Competition works because it gives people
incentives to produce -- it inspires them to work constantly at trying
to find better ways to please their customers. The bad producers lose
their jobs -- but the best ones gain new customers. Bad schools will
close and better schools will open.
And the better schools won't all be the same.
I can't tell you about all the wonderful schools that would appear if
students were able to bring their public funding to any school, public,
private, or religious. No one individual can begin to imagine what
competition would create. But because a few experiments in school
choice have been allowed, I can tell you about a few of the
Some schools now focus on technology, foreign languages, or music;
there are charter schools that operate as boarding schools. At the KIPP
charter schools, teachers must give kids their cell phone numbers, and
in the evening, every teacher is available to answer questions until 9
p.m. The students call "constantly," say teachers. KIPP kids are in
school until 5 p.m., some Saturdays and for weeks in the summer.
So many students want to get into charter schools like those, many have
to hold lotteries. The winners get a shot at a better future; the
losers are generally stuck with whatever the bureaucrats deign to give
them. Why should kids have to win their future possibilities in a
lottery? If school money were attached to individual students in the
form of vouchers, every parent could take their child to new schools.
This winter's Florida court ruling against school choice came after
former teacher Ruth Holmes Cameron brought a suit. "To say that
competition is going to improve education -- it's just not going to
work," she said. "You know, competition is not for children. It's not
for human beings, it's not for public education."
Why not? Would you keep going back to a restaurant that served you a
bad meal? Or a barber that gave you a bad haircut? Competition makes
everything better. Why would schools be different? In the few places
where vouchers have been allowed, like Milwaukee, the kids who used
vouchers did better, and those who stayed in the public schools were
not left behind.
How can that be? In 2001, Harvard economist Caroline Hoxby found that
Milwaukee's private school vouchers made the nearby public schools
(which were competing for the same students) change. "[Public] school
principals were allowed to have a lot more autonomy," she said, "They
counseled teachers out of teaching altogether who really weren't
performing or showing up on the job -- they put in new back to basics
curricula in some primary schools that really needed that so that
reading skills and math skills would go up." Test results at those
public schools went up by 7.1 percent in math, 8.4 percent in science,
and 3.0 percent in language. Scores went up in voucher schools, too.
Competition worked -- for human beings, and for public education.
The nontheistic religion of
secular evolutionary humanism is promoted
in every public
school. Contributing writer, Linda Kimball, provides the
following overview of this "theology of demons" that is essential reading
Real Evil of
Friday, November 11, 2005
1920, Winston Churchill spoke of a group of Enlightenment conspirators
who had produced a system of morals and philosophy “as
malevolent as Christianity was benevolent, which, if not arrested would
shatter irretrievably all that Christianity has rendered
observed that this malignant worldview “has
been the mainspring of every subversive movement during
the 19th century. This
worldwide conspiracy for the overthrow of civilization and the
reconstitution of society on the basis of arrested development, of
envious malevolence, and impossible equality has been steadily
malevolent system of warped morals and anti-human philosophy entered
into the world during the Enlightenment, where it seems as if another
Garden of Eden seduction occurred.
though certain Enlightenment thinkers—Darwin, Marx, Hegel,
and Rousseau among others, ate of the Tree of the Knowledge of Good and
Evil, and each man received certain ideas which, when combined with the
others, produced a malignancy-filled system of philosophy comparable to
a grimoire of goetia (black magic) which, like Sauron’s One
out for the bearer a seductive illusion of power, wealth, and glory. The
key to the power, according to the grimoire, is through the reversal of
human norms, natural law, and the social institutions so necessary for
the continuance of mankind. In
his book, The Everlasting Man, G.
K. Chesterton described the
reversal process as the ''theology of demons''
said it is sadistically anti-human and anti-childhood.
is intrinsically evil.
its guise as communism, it unleashed a sadistic anti-human holocaust of
planetary dimensions. From
Hitler’s ovens to the killing fields of Lenin, Stalin, Mao
Pot, Kim Il-Sung, Kim Jong-Il, and Fidel Castro, there runs
interconnecting rivers of human blood.
hundred million lives were consumed in the demonic quest for the
creation of a New Man.
as rivers of blood still flowed from the earthly Hells created by
communists, communism itself began to shape-shift into something
seemingly innocuous in order to slither into and infect Christendom and
the very fortress of Christianity, the United States.
disguised itself as progressivism, liberalism, secular humanism, and
then later as environmentalism, feminism, and a plethora of other
social justice causes.
subversive stealth campaigns were launched.
was for the purpose of perverting our language and to insert the word
''social'' into every conceivable area.
was in order to plant the thought that ''social'' infuses everything
with a positive content.
was for the purpose of instilling a sense of guilt within Americans. Americans
found themselves being frequently reminded of both their individual
failures and of the evil perpetrated by their culture and nation. A
constantly expanding range of ''victims'' who had been ''unfairly''
treated and thus deserving of ''special'' treatment were paraded before
Americans to ensure that the conscience of Americans remained troubled.
rights and sexual liberation movements, which were social justice
(communism) agendas in disguise, were launched.
served two purposes: they
bulldozed our Rule of Law and individual rights in an effort to
supplant them with ''group rights.'' This has worked as a
dynamite upon human norms and social institutions.
effort were also, not incidentally, insidiously disguised attacks
against childhood and childhood innocence.
in unison with the other campaigns was one whose purpose was the
perversion of transcendent natural law and more specifically, the
all-important ''first principle'' articulated in our Declaration of
Independence: the inalienable right to life. By
the use of what J. Budziszewski (What We
Can’t Not Know)
termed ''black magic spells of imposture and unraveling'' (a reversal
process); shock troops of evil perverted the foundational principles of
right and wrong. Because
the new morals
created had an air of plausibility, Americans accepted them. Thus
they’ve successfully supplanted the sanctity of life
principle with an
ever-expanding range of ''new morals'' such as the ''sanctity of
choice'' (who wants a woman to die while giving birth?) and the
''sanctity of the environment'' (who doesn’t want clean air
the same process of reversal, they began to supplant human norms
(traditional marriage, for instance) and man’s created
gender as either male or female) with perverted ''new morals'' based in
notions of sexual orientation, consent, choice, and privacy. These
new morals, like the civil rights and sexual liberation movements, are
also disguised attacks upon children and childhood innocence.
infiltration and infestation was a success.
minds of Western Europeans and Americans had become sufficiently
darkened and disordered. Mankind
had been successfully conditioned to accept that his new place in the
scheme of life was no longer transcendent to the creation as taught by
Christianity, but below and in submission to it.
would henceforth be found guilty of existing, and through his
existence, be found guilty of causing hurricanes, tsunamis,
earthquakes, global warming, and other natural phenomenon.
intrinsically evil worldview had finally stepped out of the shadows and
revealed an appalling goggle-eyed face of neo-paganism.
stage had been set for the next phase of their plan to redeem the world
from the evil of humankind. The
debase humanity, to destroy social and human norms, and to eliminate
the human plague organisms began apace.
Humans As Nonpersons and Plague Species
“Saying homo sapiens
are a ‘plague species,’ the
London Zoo opened a new exhibit featuring--eight humans.
have set up this exhibit to highlight the spread of man as a plague
species and to communicate the importance of man’s place in
Species; WorldNet Daily, 2005)
“Human beings, as a
species, have no more value than
First! Journal editor
“To feed a starving
child is to exacerbate the world
population problem.” (Yale professor Lamont Cole)
“The only hope for the
world is to make sure there
is not another United States.” (Michael
“Until such time as
homo sapiens decide to rejoin
nature, (we) can only hope for the right virus to come along.” (David Graber, research
biologist with the
potential persons cannot be
wronged…because death does not deprive them of something
they value.” (John
Harris, Sir David Alliance professor of
bioethics, University of Manchester, England)
On the Elimination of Human Weeds and Other Schemes
searching for a new enemy to unite us, we came up with the idea that
pollution, the threat of global warming, water shortages, famine, and
the like would fill the bill. All
are caused by human intervention…the real
enemy…is humanity itself.” (The First Global
Revolution, published by the
The Club of Rome bills itself as a global think tank.
comprised of scientists, economists, businessmen, international high
civil servants, university presidents, members of parliament, heads of
state, and former heads of state from all five continents.
They describe themselves as people “who believe that
the future of humankind is not determined once and for all.” This is code for
Guyana, within 2 years, it (DDT) had almost eliminated
quarrel with DDT…is that it has greatly added to the
(Alexander King, former president of the Club
the 60’s, a group of depopulation environmentalists conspired
DDT banned from being used to control mosquitoes and malaria. The subsequent banning of
DDT resulted in
of deaths. One
source estimated the death
as 500 million.
“I do not pretend that
birth control is the only way
in which population can be kept from increasing.
are others…If a Black Death could be spread throughout the
in every generation survivors could procreate…without making
too full…the state of affairs might be unpleasant but what
of it? Really
high-minded people are indifferent to
suffering, especially that of others.” (Bertrand
Russell, The Impact of Science on Society)
Note: Although they’ve
not managed to spread a Black
Death, they have managed to ignite a worldwide conflagration of STDS
and AIDS. Keep
in mind that it’s progressives, liberals and their
cohorts who have been preaching their gospel of ''salvation and
redemption by sex'' (safe sex). What
want you to know is that it’s the environment (Gaia) that
trying to save from the human plague.
human weeds to become diseased, sterile, psychologically damaged, or to
die is part of their scheme to redeem the world.
yourselves why there has been no logical response to this plague. Why, for instance, has
there been no call to
quarantine the infected?
in the face of mounting death totals (468,000 dead from AIDs since
1981), why do they continue to teach your children to engage in the
very behaviors which they know to be the cause of death?
CDC (2002) reports that 16,000 deaths from AIDs occur annually. Another
40,000 new cases of infection occur within the same time frame. There
are 1 million cases of HIV, 31-50 million of herpes simplex, 24 million
of HPV, and 1 million cases of chronic hepatitis B.
connect the dots between the Aids and STDs devastations and the
486,000,000 surgically and chemically induced abortions between
1965-1996 (www.rockforlife.org). It would appear that
America is on a
to committing demographic suicide.
How Many Should We Allow to Exist?
“The total world
population should be no more than 2
billion rather than the current 5.6 billion.” (Cornell
University professor David Pimentel, speaking before the American
Assoc. for the Advancement of Science)
damage people cause is a function of demographics…One
the earth much more than 20 Bangladeshes…In order to
population, we must eliminate 350,000 people per day.”
(Jacques Cousteau, the UNESCO Courier, Nov. 1991)
“Cut the population by
Sam Keen, Gorbachev Conference in San Francisco)
speaking before the Commonwealth Club in San Francisco on Sept. 15,
2003, Michael Crichton told his audience, “certain
social structures…can’t be eliminated from society.
of those…is religion. Today
it is said we
in a secular society in which…the best people, the most
not believe in any religion. But…you
eliminate religion from the psyche of mankind…suppress it in
it…re-emerges in another form.
the most powerful religions in the Western World is
(worshipping the creation) in conjunction with social Darwinism (the
scientism that validates this lethal brew) and Chesterton’s
of the demons''—these are the elements that comprise the most
intrinsically evil religion ever known to mankind.
religious worldview which Stephane Courtois (The Black
Book of Communism)
condemned as a criminal ideology that attracts narcissists, diabolical
narcissists, and megalomaniac psychopaths such as Stalin.
And unless we can arrest it, as Churchill declared, it
will “shatter irretrievably all that
Christianity has rendered
Sources the Population Control Agenda,
Intellectual Morons, Daniel J. Flynn
America’s Thirty Years War,
What We Can’t Not Know, J.
The Everlasting Man, GK Chesterton
About the Writer:
Linda Kimball is a writer and author of numerous articles and essays on
culture, politics, and world view. Linda receives e-mail at LindyKimball@msn.com.
Ourselves to Blame for
Patrick J. Buchanan
Posted Dec 6, 2005
In his Inaugural Address in
Johnson, coming off one of the
great landslides, spread out the plans for his Great Society. It was
the heyday of liberalism, and those were days of hope. After civil
rights, education topped the agenda.
On April 11, at the grammar school he attended, LBJ signed the
Elementary and Secondary Education Act, the first federal education law
in U.S. history, focused on disadvantaged children.
And after 40 years and trillions of tax dollars plunged into public
education at all levels, how stands public education?
Well, it depends. Sam Dillon reports in Sunday's New York Times: "After
Tennessee tested its eighth-grade students in math this year, state
officials at a jubilant news conference called the results 'a cause for
celebration.' Eighty-seven percent of students performed at or above
the proficiency level."
Mississippi's fourth-graders did
even better at math, with 89 percent performing at or above proficiency
levels. Oklahoma, Alabama, Georgia, Texas and Alaska reported equally
Fly in the ointment: These were the
results of tests designed by state officials. On the national test
mandated by No Child Left Behind, only 22 percent of Tennessee's
eighth-graders passed, and only 18 percent of fourth-graders in
Mississippi could do fourth-grade arithmetic. By national standards,
four of every five kids in the Tennessee and Mississippi public schools
Inescapable conclusion: State official are
dumbing-down tests so even the slowest kids can pass, to keep the
federal dollars flowing in and federal sanctions from being imposed.
Put crudely, state officials are colluding in a fraud to deceive
parents, kids and themselves about the progress, or lack of it, being
made by the public schools. They are like baseball officials who,
unhappy with the paltry production of home runs, lower the mound,
narrow the strike zone, create a new rabbit ball, bring in the left-
and right-field fences and look the other way at steroid use -- then
celebrate all the great hitters who beat Babe Ruth's record.
In four states -- Missouri, Wyoming, Maine and South Carolina -- state
test scores closely tracked federal scores. In South Carolina, which
sets world-class standards, 30 percent of the kids passed the feds'
eighth-grade math test, but only 23 percent passed the state test.
Apparently, educators in South Carolina don't believe in lying to
The ultimate test is how American kids stack up
in a world where leadership in math and science eventually translates
into military power and global dominance. In all recent world tests
where they have competed, the Chinese on the mainland, Hong Kong,
Singapore, Japan and Korea come in at or near the top, as Americans
bring up the rear. We may lie to ourselves about how well we are doing,
but the world will one day find us out.
The lying has been
going on a long time now. Between the mid-1960s and mid-1990s,
Americans wrung their hands at falling SAT scores of high school
seniors in math and English. Some educators wailed that the tests were
cruel, unfair and culturally biased. So, testing criteria were made
less rigorous and altered to make comparisons with earlier years more
difficult. Now, the SAT scores are no longer cause for concern.
"Humankind cannot stand too much reality," said T.S. Eliot. The reality
is that a vast acreage of U.S. public education is a wasteland.
"Rarely is the question asked: Is our children learning?" said George
Bush pungently in Florence, S.C., in the 2000 election. As we now know
-- and, in truth, have known for decades -- American children are not
learning as once they did. And the ethnic gaps in achievement that
existed 40 years ago persist up to today. Nothing has changed.
Why? Classrooms are far smaller. Teacher salaries are far higher.
School budgets are far larger. Where it cost $250 a year to educate a
child in Washington, D.C., in 1950, which probably translates into
$2,500 today, the per-capita cost of educating kids in Washington
schools is over $10,000. While that is among the highest in the nation,
Washington test scores remain among the lowest. We have Head Start and
school lunches, and every demand the reformers have made has been met.
The I.Q. tests have been thrown out, and the track system abolished.
Explanations for the failure are many. The collapse of the family. Kids
coming to school unmotivated and unprepared. Disruptions in the
classroom. Violence and drugs in the schoolyard. The lure of TV,
videogames and the street pulling kids away from desks, where
generations spent hours doing homework. But are these the explanation,
or excuses? Does it make any difference?
At the turn of the
millennium, pundits were saying that not only had the 20th century been
"the American Century," the 21st would be, as well. Brits were probably
saying the same thing back in 1900.
Great, indeed, is our capacity for self-deception.
Mr. Buchanan is a
syndicated columnist and author of The Death of the West,
Great Betrayal, and A
Republic, Not an Empire
from the Past: Could 8th Graders Pass?
By Dr. John A.
The most recent results of the National
Assessment of Educational Progress (NAEP) are available. NAEP is a test
administered nationwide to eighth graders among other grade levels.
Disputes have already erupted about what the scores mean. On thing is
certain, current eighth-graders would probably flunk the county
eighth-grade exam given in Kansas
turn of the century. That tells us something about what has happened to
public elementary education over the last 100 years, modest NAEP gains
You be the judge. The
following are just a few
of the questions from two different tests out of the past. In her
memoir, Small World Long Gone: A Family Record of an Era,
Avis Carlson records questions as they appeared on a public school
eighth grade diploma exam in Kansas in 1907. The second source is the
Saline County, Kansas eighth-grade graduation exam of April 13, 1895.
If a student wanted a Kansas
sheepskin, he or she had to pass these or similar tests of over 50
questions, essay in style, intended to take several hours to complete.
Ms. Carlson points out
that one of the opening
sections began with words pronounced by the administrator which the
students were expected to spell correctly. Among them were:abbreviated,
obscene, elucidation, assassination, and animosity. No creative
spelling here. In the same category students were told to divide
certain words into syllables and mark them diacritically. The words
were:profuse, retrieve, rigidity, defiance, priority, remittance, and
propagate. Furthermore, test-takers were instructed to indicate the
pronunciation and give the meaning of the following words:zenith,
deviated, coliseum, misconception, panegyric, Spartan, talisman, eerie,
triton and crypt. On the Saline, Kansas test candidates had to define
prefixes—bi, dis, mis, pre, semi, post, non, inter, mono,
them in connection with a word. It continued with the demand for
definitions of: alphabet, phonetic orthography, etymology, and
syllabication. How would typical modern eighth graders have handled
these so far?
Ms. Carlson says that
there were also questions
about geography concerning the location of rivers in the U.S.
and on other continents. There were questions about products produced
abroad and about the meaning and duties of Boards of Health. The Saline
test asked students to address essay questions like:What is
climate?What are the functions of the liver and kidneys?
Ms. Carlson says that
those sitting for the
part of the test in American History were called upon to explain what
they knew about the writings of Thomas Jefferson, give accounts about
colleges, printing and religion in the colonies prior to the American
Revolution, name the main campaigns and military leaders of the Civil
War, and identify the principal political questions which had been
advocated since the Civil War and the political party which advocated
them. The Saline test asked similar wide-ranging historical questions.
Students were required to: relate the causes and results of the
American Revolution, give an account of the discovery of America by
Columbus, and identify Whitney, Fulton, Bell, Lincoln, Penn and Howe.
That was not the end. There were questions about geography, math and
grammar besides, all demanding specific analysis and assessment in the
form of essays. Keep in mind that these questions were only a small
part of a larger test.
Today, most public
school districts would be
hesitant to administer this test to current eighth-graders and,
perhaps, even their high-schoolers for fear of embarrassing results.
Modern educators would likely complain that such tests were too
“content-oriented” and relied too heavily on
memorization.”Excuses would abound.
The glaring fact is
that twelve-year-old eighth
graders in Kansas 100 years ago were expected to take and pass these
tests. Public education then, costing much less per pupil than today,
gave students a mind well-provisioned with knowledge, vocabulary and
concepts. It provided the students with skills enabling them to compose
conceptual essays.It offered grammatical tools to help the students
analyze meaning. If such a K-8 education exists in the U.S. today,
cases of it are sadly rare.
Dr. John A. Sparks is Dean of
the Alva J. Calderwood School of Arts and Letters at Grove
City College, Grove
Pennsylvania and a
Educational Policy with The Center for Vision & Values
College. Contact him
What Are We
Teaching Our Kids?
by David Boaz
Can America's schools teach history?
The question ought
to be ridiculous -- of course they can. What do we pay them for?
History is as essential as reading and writing to a republic of free
citizens. America's schools have always taught America's history.
Unfortunately, there's a lot of evidence that our schools are
a poor job of it. Results of the 2001 National Assessment of
Educational Progress showed that 57 percent of high school seniors
scored below the "basic" level of history achievement. And "basic"
isn't impressive. The test-makers believe that students should achieve
the "proficient" level, but only 11 percent of seniors did.
So the schools can't seem to teach the basics of American
But they can teach some things -- when they want to.
For instance, the Washington Post
recently surveyed 76
teenagers in Maryland, Virginia, and the District of Columbia. It found
that only one-third could name a general from World War II, and only
half could name at least one battle. But two-thirds could describe how
the Japanese-Americans were sent to internment camps.
Tiffany Charles was typical. She got a B in history at her
school in Montgomery County, Maryland, one of the nation's
highest-rated school systems. She wasn't able to name a single general
or battle. Nor did she know who was president during World War II, nor
what year the war ended. She did, however, remember many details about
the camps. "We talked a lot about those concentration camps," she told Post
reporter Jay Mathews.
The NAEP showed something similar. In its 1994 survey, it
only 39 percent of fourth-graders knew who said, "This government
cannot endure half slave and half free" (Abraham Lincoln). And only 41
percent knew that the Pilgrims and Puritans came to America for
religious freedom. But 69 percent knew that Susan B. Anthony was famous
for helping women win the right to vote.
Only 47 percent of high school seniors knew that containing
communism was the most important goal of U.S. foreign policy between
1945 and 1990. But nearly 70 percent knew that infectious diseases
brought by European settlers were the major cause of death among
American Indians in the 1600s. One might suspect that our teachers are
more determined to teach feminist history and the sins of America and
its founders than the basic facts of American history and American
The 2001 report avoided anything quite that controversial. It
find, though, that only 36 percent of seniors could identify the
Progressive movement (which revolutionized American law and government
around 1900), while 68 percent could identify the Harlem Renaissance
(an African-American artistic and literary movement during the 1920s).
A republican form of government requires citizens who
their country's history and values. We can't decide where America is
going unless we know where it has come from. American voters need to
understand why people came to America and why they launched a
revolution. We need to know the values that our Founders proclaimed in
the Declaration of Independence and instituted in the Constitution.
Individual liberty and limited, constitutional government are the
fundamental values that have made our society prosperous and tolerant
and welcoming to people from all over the world.
Our government has not always lived up to those values. The
States at its founding was marred by the cruel and tyrannical
institution of slavery. Women were not treated as full human beings
under the law. The government has fought unnecessary wars, kept blacks
in a state of subjugation even after the abolition of slavery, and
indeed put Japanese-Americans in internment camps after Pearl Harbor.
Students should learn about those things. But they need to
them in the context of a free and successful society. Do the students
who learn about the camps also study why millions of immigrants
continue to flock to our shores? Do the teachers who make sure their
students know how European diseases killed many Indians also teach them
about the Bill of Rights and the threats that freedom has faced?
Students learn about the robber barons -- ask any high school
graduate, and that's likely to be the only thing he or she remembers
about the 50 years between the Civil War and World War I. But they
should also learn about the dynamic American economy that has brought
an unprecedented standard of living to almost 300 million people, and
about how those "robber barons" drove down the prices of food, energy,
and clothing to make them affordable to more people. The era of the
robber barons was the era of the oil well, the railroad, the telephone,
the phonograph, the copier, and the skyscraper.
Most Americans want their children to learn about American
and representative government. If the teachers in our public schools
don't want to teach those lessons, then parents should be free to put
their children into schools that reflect their values -- without having
to pay twice.