Whose values?


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An independent, nonpartisan, educational website responding to a growing disrespect for the democratic process and dedicated to promoting Christian principles, limited government, economic freedom and individual responsibility.


School Board Elections

Some voters think electing a teacher to their School Board, or even a professor at the local college, is a good decision.  One recent candidate obviously thought coming from a long family line of teachers some how better qualified him for the Board.  He proudly claimed both his wife's and his family qualified him.  He claimed his wife, his mother and father, his brother, his uncle, grandfather and mother-in-law.  WOW -- What BS!  You can bet your money, and -- well -- you are betting your money, that this kind of candidate is going to represent teachers.

But WHO are school board members suppose to represent?

Should board members be elected to represent teachers? NO! Teachers have plenty of representation from their shear numbers, from administration, from unions, from the media, from public support and from a majority of politicians as they pander.

But WHO are school board members suppose to represent?

Some voters think that since the school is suppose to be "all about the students," that every aspect of the school is about the kids.  This misguided belief also causes them to reject candidates who don't have children currently enrolled.  Have you noticed how so many board members leave office after their own kids are out of school?  Are they cowering to this social prejudice or are they just that selfish?

But WHO are school board members suppose to represent?

Should board members be elected to represent students?  Yes, but only to a degree.  Students are represented by their parents and board members should represent students only as surrogates of the students' parents.  Unfortunately, many board members and their policies regularly undermine parents, but that is an issue for another time.

But WHO are school board members suppose to represent?

School Board members should represent constituents ... all of them!!!  This is their legal and moral obligation.  But who is a constituent?  First and foremost, they must live in the school district!  And live means to reside -- not just have a residence that can then be used to Brazenly Steal tuition .  They must be legally able to vote, whether they do or not.  This includes parents and non-parents, big land owners and small land owners, the popular "talking heads" and the quiet citizen.  EVERY CITIZEN WITHIN THE DISTRICT 18 and over, whether they voted or not, is that board members constituent.  Citizens have NO OTHER real voice within this system.

Much of what is wrong in the district is a direct result of school Board Schemers who fraudulently represent every group except  those who empowered them -- their constituents.  When these schemers are not advancing their own family and friends, they are ignorantly Beguiled by the Superintendent.  One example of this lack of proper representation is seen in the fact that, by and large, this district is still socially and economically conservative, but you would not know that by the Boards policy and actions.

Elect someone who PROMISES to represent YOU -- then DEMAND they do!

NEO-NAZI Behaving Schools?

Mudville Public Schools behavior is all too common among government schools who ignore the law, the Education Code, and use Bullying, Strong-arm tactics against parents and students when it suits them.  Mudvilles checkered past will continue to be chronicled here, but since "misery like company," the miserable behavior of Mudvilles neighbors will not be ignored either.

The Texas Home School Coalition Association legally defends families who are threatened or attacked by the overwhelming force of the Government School.  THSC know the law and the Education Code and are fearless in facing down Bullying School districts.
Contact them at http://www.thsc.org or call
(806) 744-4441

The THSC Association Letter to Seguin ISD


February 24, 2006


Mr. Steve Hudson

F.C. Weinert Elementary School

1111 N. Bruns

Seguin, Texas 78155


Dear Mr.  Hudson,


I am writing on behalf of Mr. T___ U________, a member of our Association.  Mr. and Mrs. U________ gave written notice of the withdrawal of their child via certified mail on February18, and your office signed for that letter on February 21, 2006.  According to the Mr. U________, you contacted him on his cell phone on Monday February 20, at which time you told him that the law required him to make a personal appearance at the school and sign withdrawal papers.  According to Mr. U________, you also called him again the next day and angrily insisted, once more, that he must come to your office and sign the forms, in spite of the fact that he told you they had sent a certified letter noting the withdrawal and your office signed for it that day.  You threatened to send a truant officer to his home and take legal action; in fact, Ms. Teresa Cuevas did go to their home and left a warning for truancy of their child. 


Mr. Hudson, you are mistaken; the law does not require a parent to make an appearance or sign district withdrawal forms.  According to the Commissioner of Education, it is not necessary for a parent to complete school forms if they have given written notice of withdrawal, nor is it required by law.  Mr. U________ has given written notice of the withdrawal of his child and has cooperated with your requests as recommended by the Texas Education Agency.  Please remove his child from the rolls of your school immediately.  Failure to do so or any further action by you or the school district against Mr. and Mrs. U________ or their child, will expose you and Seguin ISD to legal liability. 




Tim Lambert


Enclosure: Commissioner Letter


cc:  Mr. T___ U________; Ms. Teresa Cuevas; Dr. Irene Garza, Superintendent, Seguin ISD; Dr. Shirley J. Neeley, Commissioner of Education; Mr. Robert Scott, Chief Deputy Commissioner of Education; State Senator Jeff Wentworth; State Representative Edmund Kuempel; Texas home schoolers

Competition works

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 us.]

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 make.

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 possibilities:

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 for every caring parent.

The Real Evil of Evolutionary Humanism

Written by Linda Kimball
Friday, November 11, 2005


In 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 possible.”  He 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 growing”  (Zionism versus Bolshevism).


This 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.  It appears as though certain Enlightenment thinkers—Darwin, Marx, Hegel, Saint-Simon, 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 Ring, holds 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'' and said it is sadistically anti-human and anti-childhood.  It is intrinsically evil.


In 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 Zedung, Pol Pot, Kim Il-Sung, Kim Jong-Il, and Fidel Castro, there runs interconnecting rivers of human blood.   One hundred million lives were consumed in the demonic quest for the creation of a New Man.


Even 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.  It disguised itself as progressivism, liberalism, secular humanism, and then later as environmentalism, feminism, and a plethora of other social justice causes.


Soon, subversive stealth campaigns were launched.  One was for the purpose of perverting our language and to insert the word ''social'' into every conceivable area.  This was in order to plant the thought that ''social'' infuses everything with a positive content.


Another 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.


Civil rights and sexual liberation movements, which were social justice (communism) agendas in disguise, were launched.  They 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 kind of dynamite upon human norms and social institutions.  These effort were also, not incidentally, insidiously disguised attacks against childhood and childhood innocence.


Marching 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 they 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 and water?)   


Using the same process of reversal, they began to supplant human norms (traditional marriage, for instance) and man’s created condition (fixed 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.


The infiltration and infestation was a success.  The 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.


Mankind 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.  The intrinsically evil worldview had finally stepped out of the shadows and revealed an appalling goggle-eyed face of neo-paganism.


The stage had been set for the next phase of their plan to redeem the world from the evil of humankind.  The campaigns to debase humanity, to destroy social and human norms, and to eliminate the human plague organisms began apace.


Humans As Nonpersons and Plague Species


1.                  Saying homo sapiens are a ‘plague species,’ the London Zoo opened a new exhibit featuring--eight humans.  We 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 the planet’s ecosystem.”  (Human Beings: Plague Species; WorldNet Daily, 2005)

2.                  Human beings, as a species, have no more value than slugs.”  (Earth First! Journal editor John Daily)

3.                  To feed a starving child is to exacerbate the world population problem.” (Yale professor Lamont Cole)

4.                  The only hope for the world is to make sure there is not another United States.” (Michael Oppenheimer, Environmental Defense Fund)

5.                  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 National Park Service)

6.                  Nonpersons or 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


1.                  In 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 these dangers are caused by human intervention…the real enemy…is humanity itself.”  (The First Global Revolution, published by the Club of Rome)


Note: The Club of Rome bills itself as a global think tank.  It’s 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 evolutionary humanism.


2.                  In Guyana, within 2 years, it (DDT) had almost eliminated malaria…my chief quarrel with DDT…is that it has greatly added to the population problem.”  (Alexander King, former president of the Club of Rome)


Note:  In the 60’s, a group of depopulation environmentalists conspired to have DDT banned from being used to control mosquitoes and malaria.  The subsequent banning of DDT resulted in millions of deaths.  One source estimated the death total as 500 million.


3.                  I do not pretend that birth control is the only way in which population can be kept from increasing.  There are others…If a Black Death could be spread throughout the world once in every generation survivors could procreate…without making the world 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 international cohorts who have been preaching their gospel of ''salvation and redemption by sex'' (safe sex).  What they don’t want you to know is that it’s the environment (Gaia) that they are trying to save from the human plague.  Causing human weeds to become diseased, sterile, psychologically damaged, or to die is part of their scheme to redeem the world.


Ask yourselves why there has been no logical response to this plague.  Why, for instance, has there been no call to quarantine the infected?   And 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?  The 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.


Now 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 slippery-slope to committing demographic suicide.


How Many Should We Allow to Exist?



1.                  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)

2.                  The damage people cause is a function of demographics…One American burdens the earth much more than 20 Bangladeshes…In order to stabilize world population, we must eliminate 350,000 people per day.”  (Jacques Cousteau, the UNESCO Courier, Nov. 1991)

3.                  Cut the population by 90%”  (Dr. Sam Keen, Gorbachev Conference in San Francisco)


In speaking before the Commonwealth Club in San Francisco on Sept. 15, 2003, Michael Crichton told his audience, “certain human social structures…can’t be eliminated from society.  One of those…is religion.  Today it is said we live in a secular society in which…the best people, the most enlightened…do not believe in any religion.  But…you cannot eliminate religion from the psyche of mankind…suppress it in one form; it…re-emerges in another form.  Today, one of the most powerful religions in the Western World is environmentalism.”


Environmentalism (worshipping the creation) in conjunction with social Darwinism (the scientism that validates this lethal brew) and Chesterton’s ''theology of the demons''—these are the elements that comprise the most intrinsically evil religion ever known to mankind.  A 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 possible.”


Sources the Population Control Agenda, Stanley K. Monteith, MD

Intellectual Morons, Daniel J. Flynn

America’s Thirty Years War, Balint Vazsonyi

What We Can’t Not Know, J. Budziszewski

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.

We Have Ourselves to Blame for Education Problems

by Patrick J. Buchanan
Posted Dec 6, 2005

In his Inaugural Address in 1965, Lyndon 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 exhilarating results.

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 are failing

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 themselves.

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 nationally syndicated columnist and author of The Death of the West, The Great Betrayal, and A Republic, Not an Empire

Tests from the Past: Could 8th Graders Pass?
By Dr. John A. Sparks

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 at the turn of the century. That tells us something about what has happened to public elementary education over the last 100 years, modest NAEP gains notwithstanding.

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 eighth-grade 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, super—and use 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 “rote 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 City, Pennsylvania and a Fellow for Educational Policy with The Center for Vision & Values at the College. Contact him at jasparks@gcc.edu.

Local Control?

We hear much about "local control" these days, particularly relating to school districts.  However, only the pitifully naive and some Big School "insiders" believe that most government schools, including Mudville's, is locally controlled.  The fact is, such little respect exists for our democratic process that prospective board members shouldn't dare think their election will put them in control of anything.  Even after campaigning on specific issues and receiving a mandate to carry them out, newly elected board members find themselves stonewalled, "trained," or run off if they don't "get in line."  This "Line" is not Bigger School buildings, though that is one result, but just Big School, sometimes known as Big Education--one of three Socialistic power seeking groups along with Big Labor and Big Government.  This "Line" is implemented and promoted by federal and state Departments of Education, institutes of higher learning, teachers unions, and a myriad of other groups.  This literal army deployes its' Battlefield Sergeants [Beguiling Superintendents] to keep the local "rabble" in line.  If board members should "get out of line," as we saw here for example, by asking "wrong" questions, they are attacked on all sides like from a pack of mad dogs.  Now, they are even being sent off to "obedience training," where they are meant to become Barking Sheepdogs, and join the rest of the pack.  Beguiling Supers themselves attend seminars to hone their technique for wrenching effective control away from those who are duly elected and legitimately have it.  This pack mentality infests board members and most hirelings who "toe the Line" of these Beguiling Supers and hides itself behind clichés like "School Spirit," "Support our Teachers," and our favorite; "For our Children."  Any school Board Simpleton, who "toes that Line" betrays our children by betraying the parents who placed them there.  Some hirelings regularly and shamelessly exploit our children in the classroom by propagandizing them with the Big School "Line," and have done so for years.  It is rare to impossible to find a student that hasn't also been trained to "toe that Line."

Every attempt, by school officials, to turn children against their parents is not only unprofessional, but immoral and despicable!  Local control?--don't you believe it for a second.  Oh, there's an elaborate theater production going on to give the appearance of local control, but all the Monday evenings board meetings and occational special meetings are but a ruse.  The most control any locals see these days in their local government school is maybe . . . a concession stand!

Control equals Power

If control over your local school and over your childs' mind and future by a heartless national conglomerate of self-serving powermongers isn't bad enough, hold onto your hat.  The United Nations wants control too.  It's amazing how a little ignorance, known as blind trust, and apathy from parents can have such far reaching, even international, results.  We post todays CATO Institute summit notice below--but first, our advice:

Take control of your own children's education.  They were given to you as a sacred trust from God and you are compelled to do it and do it right, by His standard; "Train up a child in the way he should go..." Proverbs 22:6.

This September's United Nations summit in New York will assess progress toward the goal of achieving universal basic education by 2015. Many people argue that the only way for children in poor countries to receive a basic education is through more international aid for public schools. That view, however, ignores the crucial role that private education can play, and is already playing, in serving the educational needs of the poor. As surprising as it may be, private schools today serve some of the poorest people on the planet. A CATO Institute conference September 8th however, includes the screening of a documentary film commissioned by BBC World exploring private schools in one of the poorest slums in Africa—Makoko in Lagos, Nigeria. The film, based on the research of Professor James Tooley, shows how 75 percent of the poorest children attend private schools that are better and cheaper to run than their public school counter-parts. Interviews with parents show clearly why they prefer private schools. Footage shot in the public schools and interviews with officials in charge reinforce the reasons for that preference.  Following the screening, Tooley will present the findings of a two-year global study of private schools for the poor.

Cato Institute
1000 Massachusetts Avenue, N.W. Washington D.C. 20001-5403
Phone (202) 842-0200 Fax (202) 842-3490

Naked truth Brings S

Being made to pay your taxes AND your neighbors?

Government school taxes are the lion's share of all taxes and those who have been entrusted with them here have proven themselves unworthy at best and possibly criminals, if we had prosecutors with backbone.  Those who take by threat of force want more and more without satisfaction.  We now have the highest tax rate in the area and they never stop talking and planning more Borrowing and Spending. They show little sense of responsibility to hard working taxpayers they oppress by their waste and misappropriation of tax revenue.  Instead, they've long made a habit of playing fast and loose with what they quickly come to believe is "their" money.  EASY COME -- EASY GO!  And Lately ... They expect us to pay our taxes AND part of the taxes of other districts!

He who oppresses the poor shows contempt for his Maker - Proverbs 14.31
The prejudice of racism is common here, but more common may be the prejudice of Social-Economic discrimination, i.e. prejudice AGAINST the POOR.  This type of prejudice may top the list here, as we have a bumper crop.  For years, many poor, Hispanic families with multi-generations of graduates from this school were told to GET OUT because they lived on the district's fringe, even though the board made sure that those "chosen" [and personal friends?] even outside the district, were allowed to stay and continue robbing tax payers.

The "Trust"ees and a succession of Beguiling Supers have, for some time now, wanted this district to grow and have actively worked to that end.  While putting on their hypocritical "Chicken Little, Sky is Falling" charade of blaming "uncontrolled growth", they've covertly worked to encourage this growth.

[Why have they worked to grow the school?  Three reasons from three groups we can identify:
Thankfully, all three groups combined are a very small minority of the eligible voters, but apathy among the majority has allowed these minority groups to often prevail.]

Because of past Boards' locally bred Social-Economic and Racial discrimination, they used to run some poor, usually Hispanic, families out of the school who lived on the border fringe, but  turned a collective blind eye to actual out of district middle-class, usually White students.  Many of these alleged to "live with grandma", or "cousin", or even their "step-mother from Hell" in order to steal an education paid for NOT by their actual neighbors. Most local people KNOW these facts as small communities have few secrets, and they would have been easily provable, but those Boards weren't interested. Such was their fiscal and moral irresponsibility.

THAT WAS THEN, but NOW, and for some years, our Board of Schemers fiscal irresponsibility has been tapped by several Beguiling Supers who only wanted to boost their personal resumes by growing this school.  They have turned their collective blind eye to nearly everyone.  It's no wonder that the out of district radio station and newspapers are always FOR our bond issues.  It costs them nothing and they've been using our school to dump troubled youth from their large neighboring school district for a long time.  It's cheaper for them and improves their dismal statistics.  Our Board of Schemers are happy to have any head to count in the morning.  They further pumped up student rolls, to give some sense of reality to their imagined "growth crisis" and to justify their building programs, by telling all employees, no matter where they pay their school taxes, to; "bring your kids here".  [Do they also extend that same "free" bonus, equal to about $7,000.00 per year per student, to employees of their Bus Service and all the district's OTHER suppliers, like air-conditioning, cafeteria food, accounting service, or even their janitorial supply companies, and if not, WHY NOT?  Is it legal to have inconsistent policies?  We're wondering when some greedy lawyer is going to talk an employee into filing suit or worse, a class action suit against such policies?  Take an actual employee who lived in and worked for the district with half a dozen kids who attended all 13 years.  This employee was denied the equivalent of $546,000.00 worth of "free" tuition employment bonuses that would have been part of his employment "package" if only the family lived outside the district.  The employees' only "crime" was living in and paying taxes to this district.  If a court ordered this district to recompense this employee and expanded that to include all similar employees, even going back just a few years, THE SCHOOL WOULD BE BANKRUPT -- IT WOULD SHUT THE SCHOOL DOWN!  Such is the continuing irresponsibility of these Blundering Simpletons.]

Emboldened by their success in growing the school which is their true motive yet always denied, they counted on public ignorance as usual.  The board then "secretly" played word games with policy writing to codify the means for even further growth of the district.  They nuanced the words "resident" and "residence" in order to give those who have a little money a tool to further rob those who have not.  Under the Board's "Residence" policy, you don't have to be a "Resident" to send your kids here.  You only have to buy or rent a Broken-down Shack , i.e. a "Residence"!  This has the added "benefit" that will attract usually White, but at least the economically middle class.  The poor can't afford extra expenses.  This furthers the Board's Social-Economic and Racially discriminatory policies.  There have even been some enrolled whose family acquired a "Residence" in the district but who are in reality a "Resident" of a different county.  They have further compounded their evil by commiting VOTER FRAUD by regularly voting in district elections.

Allegedly, this "issue" was addressed by "Trust"ees but, of course, it was given the ole Admit Nothing-Deny Everything "song and dance" so common from them.  Only when enough light is shown on this evil of constantly robbing taxpayers through their greed, waste and indulgence, might they "remember" that they work for us, and the Beguiling Super works for them -- they don't work for him.  Assuming of course that one day the Board does see this "light" and stops pumping up student rolls, one simple solution  is to commission someone to investigate and report ALL students who do not actually LIVE in the district.  Short term savings alone, realized from removing the out of district students, would more than cover costs.  Furthermore, we encourage a lucrative BOUNTY be payable to ANYONE [of any age] who first provides information that proves a student does not live in this district.  Echoes may not be heard in the halls, but this alleged "overcrowding problem" would be seen as the Big Story that it's always been.  Of course this should happen ONLY AFTER the Board quits deceiving those who elected them to EDUCATE THEIR CHILDREN.  The Board can begin to RESPONSIBLY CARRY OUT THE TRUST GIVEN THEM OVER OUR TAXES by re-writing this policy WITHOUT the word games.

We often get emails that unfortunately indicate a severe lack of understanding and basic common sense so we're sure to get a few now who will ask; "What's wrong with the Board giving a free education to whoever they want to?"  To this misguided soul let us inform you one universal truth about Taxation.  The citizens of the political district, known as constituents, who pay the tax should benefit!  It's really quite simple to understand; everyone lives and pays taxes in some district.  GO THERE!

We understand apathy from ignorance, but if you have now learned of the abuse of power and misappropriation of tax revenue, what will you do to set this right?  If you don't, Who has the greater sin?

"A society of sheep must in time beget a government of wolves." - Bertrand de Jouvenel
From: January 24, 2005


MUDVILLE -- "Trust"ees meet tonight in public hearing over the annexation of the remainder of one property into this district that we're told sits in three school districts.  A Peek in the recent local propaganda pages about this issue show how concerned some are about this communities' history of discrimination, and for good reason.  The "ignorant" poor have been made to believe that the "trust"tees and Beguiling Super have wrung their hands to the bone over this "complicated issue."  Don't BS us!  Whether a part of their 89 pound written policy "Bible" or not, the simple solution and what we understand was once the standard procedure in these cases had been to determine which district the master bedroom was in.  That was the district where your children could go.  We really don't understand what all the fuss is about.  If this family, or any family, really wants a Mudville "education", they can NOW just rent a Broken-down Shack and STEAL IT from us!  The Board of "Trust"ees have made it very easy to do.  [see follow up story:  GOVERNMENT SCHOOL OFFICIALS EXPOSED]

Do Bigoted Souls run Mudville?

Every Autumn in Mudville is time for Brisket Smoking at the annual Bar-B-Q Supper and in Texas, BBQ Beef and Sausage is no BS.  Once again though, beef is not the only "red" meat to be offered up in Mudville, and that is BS!  Year after year, the same goofy "injun" has been served up to the community as some kind of "de-facto" mascot, and we ask whether the use of this image is the result of Blind Stupidity, Bigoted Souls, or both?  Surely those responsible must know from the "old timers" or even a local web site that there is no "Injun" associated with the town name but rather the Christian scholar St. Jerome.  Or is this evidence of systemic racism in our community?  This unflattering clown like, stereotypical depiction of a "Red" Man Brings Shame on the community and should cause red faces on all whose conscience is not seared and whose heart is not hardened.  While only a couple hundred miles west, "paleface" will find himself the minority among Native Americans, we wonder if the belief that "there ain't no Indians around here" has emboldened those responsible, much like gossiping about someone after they leave the room?  We also wonder if they even know or care that last year the local government school had two Native American children registered and this year has one?  How has this made them feel?  Jesus said; 'Truly, I say to you, as you did it to one of the least of these my brethren, you did it to me."
racist flyer
Furthermore, we ask which of the 562 federally recognized Native American tribal governments did those responsible for this image obtain the rights to use it AND the cultural symbols it contains, or do they simply think they are entitled?  Do they think they have a special right to take and use anything from the Native American culture they want?  It has been suggested by one Native American that; "such a sense of entitlement to everything Native stems from the initial sense of discovery the first Europeans felt.  This entitlement assumes the right to just take what is indigenous, with complete disregard for Native peoples, in a manner in which the perpetrators would not think of doing so easily with other traditions.  It is only when one romanticizes and objectifies Native people that such appropriation can occur."  Let us hope we've seen the last of "ole Injun Joe."


Another crop of students at Mudville's government school recently walked the "graduation" stage having failed the most basic subjects.  Like too many previous classes, they fail in fundamental areas like Good Citizenship anchored in American History; and they fail because they are not taught.  A student at the very top of the class could not identify Spain or Italy, two countries that loom large in America's history from Columbus to WWI and WWII.  The same student drew a complete blank about Valley Forge, which is kind of understandable since, for decades now, textbooks have increasingly been expunged of our Founding Fathers contributions.  All meaningful history of America's founding has been systematically censored because our ancestors made many references to God and the Bible, and the religion of Secular Humanism, promoted in all government schools, has no tolerance for any other.  Now we are advised that some History textbooks don't really begin until World War II ... but textbooks are only half the problem.  Mudville chooses, for example, to hire a liberal, pony-tailed "professor" who seems less qualified to teach American History than British History. Students' minds are regularly polluted there, and in many other classes, with trashy , rated "R" Hollywood movies [without parental permission of course] masquerading as "teaching aids", from a video library collection that rivals Block Buster.  Besides killing time and passifying the class, "Movie-Time" is also used to promote a leftist Hollywood view, that attacks the beliefs held by most parents. Our students here and in government schools across the country are being nurtured to embrace a liberal, "Blame America First" philosophy through revisionist history.

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 doing 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 history.

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 high 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 found that 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 achievements.

The 2001 report avoided anything quite that controversial. It did 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 understand 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 United 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 learn 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 freedom 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.

NO Oct. 5   MEANT   NO Dec. 6  [signs]
NO Oct 5
NO Dec6


  Tied 1-1   2 out of 3  [signs]
TIED 1-1
2 OUT OF 3

Some have questioned our use of roadside signs that are one or a few words each, and must be read in succession to understand the message.  This method was made popular by Burma Shave many years ago, before Interstates, when everyone drove the old 2-lane roads.  Burma Shave signs would be posted along those roads in farmers'  fields, about 100 feet apart. They were entertaining and  inspiration, including these examples:









**Burma Shave**










"Facts are stubborn things; and what ever may be our wishes, our inclinations, or the dictates of our passions, they can not alter the state of facts, and evidence."  President John Adams

Will our newly re-elected "guardians of the law" prosecute?

The Sheriff says; "I believe you are a law-abiding citizen who has worked hard for what you have.  I also believe you are tired of people who turn to crime as an easy way to make a living with little responsibility to society."  Does the Sheriff only have "beliefs" or will he uphold the law?

The County Attorney says; "she has fought against unethical practices and conflicts of interest by government agencies ... As your County Attorney, she believes protecting the public trust is her number one priority."  Using tax payers funds against them to steal an election that steals NINETEEN MILLION DOLLARS [$19,000,000.00] certainly qualifies for "unethical practices and conflicts of interest by government agencies."  The "public trust" of half the people of this area, and really everyone, has been trampled, so we are glad to know it is her "number one priority." 

We shall expect charges filed in the near future!

Texas Public Law states:
§ 255.003. Unlawful Use of Public Funds for Political Advertising
(a) An officer or employee of a political subdivision may not spend or authorize the spending of public funds for political advertising.
(b) This section does not apply to a communication that factually describes the purposes of a measure if the communication does not advocate passage or defeat of the measure.
(c) A person who violates this section commits an offense. An offense under this section is a Class A misdemeanor. Amended by Acts 1987, 70th Leg., ch. 899, § 1, eff. Sept. 1, 1987.

Every point of the law above has been violated by officers and employees during the campaign leading up to the December 6 election and as such, charges and convictions should follow, no matter how apparently small the crime looks, it is still a crime and the guilty ARE CRIMINALS!

Taking section "(b) This section does not apply to a communication that factually describes the purposes of a measure," we submit the following evidence.
evidence-lying chart
You will of course note the criminally altered enrollment for year "02-'03 given at 1,343.  The factual figure is 1,260 and no amount of "oops we goofed" is believable.  DON'T BS US! The Belligerent Socialites running the show have been spouting off about growth, growTH, GROWTH for many years, and many bond elections.  It has been the central "claimed" issue for decades.  THIS was NO goof!  The Borrow and Spend mindset knew what they were doing.  This "juiced up" criminal figure appears only in this expensive, 2-color, slick glossy flyer, criminally printed and mailed to all district  residents at taxpayer expense in school envelopes.  The factual 1,260 appears in all "Official" reports to the State of Texas including the Texas Education Agency, and even in a curiously similar looking chart on their website.  [If you care enough to study the facts, the T.E.A. link above provides a wealth of information that the Bolshevik Socialists don't want you to know.]

Of course, when a Beguiling Super lies to the State and the T.E.A. it can get him in serious hot water... might even be a career ending dip.  But lying to the home folk?  That's been as safe as stealing candy from a baby whose narcissistic parents have abandoned it on the street corner.

Evidence of more criminal acts will be forthcoming, as we promised, and will further prove the willingness of some local B.S.ers to embrace evil.  It is EVIL, as well as un-American, un-Patriotic, immoral and un-Christian to stoop low enough to steal elections and rob neighbors.

The forceful confrontation of Evil is often what is needed to break through to very prideful people.  C.S. Lewis wrote; "...the utmost evil, is Pride. ... it was through Pride that the devil became the devil: Pride leads to every other vice: it is the complete anti-God state of mind. ... As long as you are proud you can not know God. ... For Pride is spiritual cancer: it eats up the very possibility of love, or contentment, or even common sense.  ... How is it that people who are quite obviously eaten up with Pride can say they believe in God ... ? ...I am afraid it means they are worshiping an imaginary God. ... I suppose it was of those people Christ was thinking when He said; 'I never knew you.'  And any of us may at any moment be in this death-trap."  Lastly, it should be reposted here: Evil deeds are done by evil people. 1Sa 24:13. Once you are convicted of that truth, there is hope. May we here at "DontBS.us" serve HIM to help convict your spirit.


Texas State Rep. Kuempel on BALLOT BOX STUFFING;
"I agree the possibility of abuse is dangerous."

The following is a recent exchange of  emails between our Texas State Representative, Edmund Kuempel, and one of our citizens on  the  ballot Box "Stuffing" issue raised by this site.

Honorable Rep. Kuempel,
The website, "www.DontBS.us" is reporting; "For some years
now, our school elections have been skewed by carrying the
ballot boxes around and setting them up at various "special"
events." Will you please inform me of, or direct me to,
where I can find the law and history of the legislative
process of this.
Thank you in advance.
I took a look at the website and would be curious to know in what school district this is occurring. I have never witnessed or heard of such a practice. Texas law is very specific in its requirements for polling times, dates and locations. The law on local school board elections is identical to that for all other state, county and local races. These requirements can all be found in Title 4. Texas Election Code. The Code can be found on the web at www.capitol.state.tx.us .
Edmund Kuempel

Honorable Rep. Kuempel,
I have searched out ... the Law on this subject. It appears to be in Title 7, Chapter 85 of the Election Code [below]. It looks like the website, "www.DontBS.us" nailed this one ... To answer your question, my family is in the Navarro I.S.D., and I have heard of this practice here for many years though I doubt, after reading the law, that the same practice is not being used in every school district in the state. I wonder if our State office holders foresaw how this would be used to manipulate particularly public school bond elections? How can it be considered fair and "above board" to give a group of voters known to be highly pro-bond [that is parents of school age, particularly younger, children] even MORE opportunities to vote when most of them already frequent the school/voting area many times during the early voting period?
I hope you will have time to answer my questions and share your thoughts
Thank you in advance.

    (a)  Except as provided by Subsection (d) or (e), one or more early voting polling places other than the main early voting polling place may be established by:

        (1)  the commissioners court, for an election in which the county clerk is the early voting clerk;  or
        (2)  the governing body of the political subdivision served by the authority ordering the election, for an election in which a person other than the county clerk is the early voting clerk.
    (b)  A polling place established under this section may be located, subject to Subsection (d), at any place in the territory served by the early voting clerk and may be located in any stationary structure as directed by the authority establishing the branch office.  The polling place may be located in a movable structure in the general election for state and county officers, general primary election, or runoff primary election.  Ropes or other suitable objects may be used at the polling place to ensure compliance with Section 62.004.  Persons who are not expressly permitted by law to be in a polling place shall be excluded from the polling place to the extent practicable.

Acts 1985, 69th Leg., ch. 211, § 1, eff. Jan. 1, 1986.  Amended by Acts 1991, 72nd Leg., ch. 203, § 1.11, 1.12;  Acts 1991, 72nd Leg., ch. 554, § 1, eff. Sept. 1, 1991;  Acts 1997, 75th Leg., ch. 1349, § 35, eff. Sept. 1, 1997;  Acts 1997, 75th Leg., ch. 1350, § 5, eff. Sept. 1, 1997;  Acts 1997, 75th Leg., ch. 1381, § 12, eff. Sept. 1, 1997.

  (a)  This section applies only to an election in which the territory served by the early voting clerk is situated in a county with a population under 100,000. In an election in which the territory served by the clerk is situated in more than one county, this section applies if the sum of the populations of the counties is under 100,000.

    (b)  Voting at a temporary branch polling place may be conducted on any one or more days and during any hours of the period for early voting by personal appearance, as determined by the authority establishing the branch.  The authority authorized under Section 85.006 to order early voting on a Saturday or Sunday may also order, in the manner prescribed by that section, early voting to be conducted on a Saturday or Sunday at any one or more of the temporary branch polling places.
    (c)  The schedules for conducting voting are not required to be uniform among the temporary branch polling places.

You are correct. That is the law on this issue, and I appreciate you calling it to my attention. You are the first person that has contacted me about additional voting places being a problem. After your last note, I contacted a local election administrator to gauge the extent of the problem. You are also correct that it is used most often by school districts, especially for bond elections. ...
We hesitate to absolutely forbid additional locations because the legislature is interested in giving as many people as possible the opportunity to vote. When done correctly it can be a legitimate practice, however, I agree the possibility of abuse is dangerous. I look for additional changes in the future to curb this practice. 
Again, I appreciate you calling this to my attention. I will certainly keep this on my radar screen.
Edmund Kuempel

DontBS.us says; The good people of Texas are very interested in "giving as many people as possible the opportunity to vote".  Maybe our legislators should consider having the ballot boxes carried door to door like the Fuller Brush salesman of old. Or maybe we could contract with the Jehovah Witnesses, who never seem to miss anyone.  It is shamefully obvious that our school districts are NOT interested in Justice. They are interested in "JUST US!"  They want as many Borrow and Spend people as possible to vote!  These Machiavellian Bandits and Snakes are only interested in "Kingdom Building,"  and to them, the "end justifies any means."

People - contact your Texas State Representative and Senator and let them know this abuse of democracy must not stand!  For this area: e-mail:EDMUND.KUEMPEL@house.state.tx.us  &  e-mail:jeff.wentworth@senate.state.tx.us


"...[M]uch to be regretted indeed would it be, were we to neglect the means and to depart from the road which Providence has pointed us to so plainly; I cannot believe it will ever come to pass." --George Washington

Does the saying, "Turning over in his grave come to mind"?  It SHOULD!

We have all had a hand in turning this great nation away from the clear path this "Father of our Nation" and his brave countrymen set it upon. Whether our hands are "on the wheel" of this mighty "ship" or we stand with them in our pockets, we are guilty! An honest study
(which is not possible with the lying textbooks pushed on our children) of these mighty men, our forefathers, make the best of us look like Bad Seeds!

What was President Washington saying by; "neglect the means?" At a minimum, he was referring to the process by which the people of this new nation would govern themselves into the future . . . ELECTION PROCESS!  We have neglected the process for sure with a shameful average of only 3% of the qualified voters actually deciding the outcome, and thereby running the school.  This writer cringes every time
, regardless of the outcome, to see their post-election marquee proclaim their belief that 3% equals "support and confidence" from the community. Though the recent numbers are rising, due largely to what we are calling ballot Box "Stuffing," the percentage is still dismal.

For some years now, our school elections have been skewed by carrying the ballot boxes around and setting them up at various "special" events. This has resulted in the biggest Borrow & Spend bond-letting [blood-letting] by government schools in Texas state history. Since the government school runs the election process, and invariably wants every Budget Sinking, Borrow & Spend, Big School  bond election to pass, where do you think these boxes show up? The elementary school award ceremonies and concerts are likely spots.  The manipulation of our treasured election process by these mere hirelings is SHAMEFUL! The REAL majority  will rarely vote themselves a tax increase, and these hirelings know it, so they have been "stuffing" ballot boxes to "steal" their victory.  Shame on You!

Already quite favorable to the idea of spending other people's money on their own children, who will be reaping the benefits the longest, most elementary school parents don't need convincing, JUST CONVENIENCE! And these hirelings know just how to provide it. If there is even a shred of conscience in the parent's mind, who could resist when little Johnny beams after being pinned with a blue ribbon, or Mary from the applause after her presentation? We will grant ignorance to some parents, though--as the police officer will tell you--ignorance is no excuse. Some of these parents are very young, and have lived with "convenience" elevated to near deity for their entire life. Maybe some think that THIS "convenience" is offered to every demographic group, but more likely, they just don't think!

The very FACT that this "convenience" is not made available and logistically cannot be made available to every group equally may be the "silver lining in this dark cloud" of  shameful election tactics. If you don't have a child in elementary school, just try to "crash the party" in order to cast your vote in one of these floating ballot boxes. Hopefully, brave patriots empowered by the immorality of this injustice, and an army of angry voters will soon confront this evil, and stop this abuse of our cherished democratic process. If not, what could we see next, the return of the poll tax?

I wish I had captured a local man's face on film when he first heard about this; a man who was born and raised in this district, and graduated from this school, and said he; "votes in every election."  This man who is normally quite reserved was visibly shocked and expressed first disbelief, and then betrayal.  And BETRAYAL is EXACTLY what this is. This goes way beyond neglecting the process that President Washington warned of; this is ballot Box Stuffing, and this is wrong!

So how did this evil come upon us? Two words come to mind. We're Busy, then Snoring. Shame on Us!

We think this BS also qualifies for Deceit and Voter Fraud, but unfortunately, there is more BS to report in those categories. Stay tuned . . .

If you are under 18 years of age, this site is NOT for you. This is an ADULT web site. No - you will never find porn or XXX material here. There is nothing adult about pornography, for that perversion reveals an arrested moral and spiritual development. None the less, this is a truly HARD CORE ADULT WEBSITE. We do hope your parents were wise enough to put filtering software on your computer, so our having included those words will cause this site to be blocked. Knowing that many government schools and libraries refuse to protect children with such software, and would rather sacrifice your innocence on their altar of "twisted rights.", we continue our warning.

For the same reason people cannot vote until they are 18, we again advise you to pass this web site up. Just like voting, this site will deal with serious political, social and moral issues. You may not fully understand the issues or find them simply boring. That's OK! Enjoy your youth! This should be a special time in your life; a gift from God - don't throw it away trying to "grow up" too fast. Many grown-ups spend much of their life trying to recapture what you have right now. It was the Lord Jesus who taught adults; "Unless you change and become like little children, you will never enter the Kingdom of Heaven."Mat. 18:3.  He told them, in the following sentence how to change; to humble themselves, to become trusting, lowly, loving, and forgiving, as a child.  Yes, this is how you were created by your loving Heavenly Father.

Should you fail to heed our warning, please remember that no one here and nothing posted here will ever be intended to harm you. Postings here are directed at ADULT behavior, or rather the misbehavior.  Sometimes adults, like children, do bad things. Sometimes ignorance is the reason, and like children, a lesson in truth and love is all that is needed. Other times, an adult does something so bad, or makes such a habit of bad things that public shame, the old-fashioned corrective, is needed. Neighbors used to be brave enough to help each other in this way, but now they just whisper and gossip and allow misbehavior to grow into illegal behavior. This IS NOT loving your neighbor as yourself. It will always be our highest purpose to help adults "change" so they may "enter the Kingdom of Heaven."

Lastly, please know our thoughts and heart for children. Should someone tell you differently, they are ignorant or they lie. Love for children begins for many with the love of their own children. We agree with J.R. Miller who wrote: "God has so constituted us that in loving and caring for our own children the richest and best things in our own natures are drawn out. We best understand the feelings and affections of God toward us when we bend over our own child and see in our human parenthood a faint image of the divine Fatherhood. Their innocence exerts over us a purifying power. It is only when the children come that life becomes real, that parents begin to learn to live."

"Ah! what would the world be to us
If the children were no more?
We should dread the desert behind us
Worse than the dark before

"What the leaves are to the forest,
With light and air for food,
Ere their sweet and tender juices
Have been hardened into wood.-

"That to the world are children;
Through them it feels the glow
Of a brighter and sunnier climate
Than reaches the trunks below."

Apologies are extended to the good people who faithfully check this site for updates. Working people volunteer their time, energy and dollars, and will continue to do so to bring this Resource for Responsible Behavior to all. We appreciate the response so far, so keep up the good work all, and keep the faith. We may be having some trouble with e-mail. We are not sure yet, but we are working on it. Every e-mail will be answered, however short, unless it was vulgar. One e-mail demanded immediate proof of the charges below, and as we replied, proof will be posted. Utmost care must be taken to prevent evil doers from silencing Dont BS us. We do not have the multi-million dollar, taxpayer-funded backing that nurtures Mudville's B S propaganda mill, but we do have truth and time on our side. In all fairness--something "they" know not, between Mudville government school's multi-million dollar, taxpayer-funded backing of the Blood Sucking Task Force and fourteen months to hatch the Brazen Scheme--we could take a lifetime to expose the Big Secrets . . . but we won't.

Remember, patience is still a virtue!

Borrow & Spend Committee a disgrace to democracy
Lies, Deceit, Voter Fraud, Ballot box "stuffing," & criminal acts make for a shallow victory

POLICY NOTICE: It will be a policy of "DontBS.us" to follow Scriptural mandates for establishing facts, and most definitely for "outing" someone by name. From Deuteronomy 19:15 we read; "A matter must be established by two or three witnesses."  And our Lord Jesus said it again in Mat 18:16c; "every matter may be established by the testimony of two or three witnesses."

This policy is still required under our laws to bring a conviction in some cases, and is it really any surprise where the press got their "two sources" rule? Once again we see confirmation that our great nation, our laws, and traditions were built on Christian principles, and no amount of government school revisions or denial can ever change that truth.

With that said, we close with asking this question. Is there someone on the Board that shouldn't be there? Information has surfaced that would indicate as such, but has not been "established" yet, hence no name and only a question. If this is true, and it is not something that can be hidden, we ask you to do the right thing and step down. Dont BS us or the people with excuses, just do it. We really have no desire to cause you harm, but be assured, that if and when the allegation is "established," we will report it.

from December 25, 2003

MUDVILLE -- Recent actions of the B.S. committee, that was formed to thwart the majority will of the local electorate, is the inspiration behind "DontBS.us", a new website in the patriotic ".US" [pronounced; "dot U S"] domain. As a result of a growing disrespect for democracy and the democratic process, together with media that are complicit with their silence, and worse, giving their ENDORSEMENT together with thousands of dollars worth of free plugs to one side, "DontBS.us" is born. The timing at CHRISTmas is no coincidence. This is a gift to our community, and our country. The country that our Founding Fathers intended, as they codified Scripture within our laws. We further believe this site our duty to our Savior, who was never quiet or "kind" confronting evil.

The will to do evil exists in EVERY ONE of us. I repeat - EVERY ONE! Christians are not exempt. It is our choice to do it or not. Edmund Burke said; "Evil flourishes when good men and women stand by and do nothing." Too much evil has been done for this very reason, and shall be exposed to the light. Good men and women will speak out at "DontBS.us" We encourage all who have evil to document and want a venue to expose it to e-mail:Editor@DontBS.us. Together, God willing, we will make a difference and improve life for ourselves and our children.

This site will feature articles and opinions with viewpoints decidedly Christian, pro small government, fiscal and social conservatism . Facts and opinions will be posted, and every reasonable effort will be employed to prevent libel, remembering truth is a strong defense for libel. If we make an error in "fact", e-mail us the proof, and we will be glad to post a retraction and an apology. If your skin is thin, get out of the light and go to a dermatologist. If you get upset because your evil deeds are exposed, stop doing them! King David said; Evil deeds are done by evil people. 1Sa 24:13. Once you are convicted of that truth, there is hope. May we here at "DontBS.us" serve HIM to help convict your spirit.

"DontBS.us" will attempt to dispel BS wherever it is found, beginning with the BS committee, a true Christmas grinch.

Bad Santa - the Christmas Grinch

This is Bad Santa, the local Christmas grinch. His coat, once red, is turning purple, but no royalty flows in his blood line, though he acts the king for sure. Rumor has it he replaced his reindeer with a herd of purple Fat Cats. This Bad Santa may have eaten the cookies, we can't tell, but we do know his hand's been in the "cookie jar!" The evidence of that mischief is plain to see, and what will he do with the loot now? Use your imagination. Continuing on the subject of "plain to see", you will notice by the shadows, that this Bad Santa has NO shame, for he dumps his load of "dirty tricks" at high noon!