Re-building Eden - The Great Utopian Cockup

John Taylor Gatto continues to offer his perspective of the elements of contemporary society and religion and elucidates the conflicting notions supporting present-day ideologies of education. It is a fascinating read for students of the modern school system. In determining a first-line of defense of "Western Values", we must come to understand the philosophical and moral precepts underlying our belief systems, both Christian and non-Christian alike. Gatto presents an historical view, not from a religious, rather from a rational perspective.

If we have any realistic notion of opposing the utopia-building ideas underpinning the present objectives of the globalist NEA's educational philosophy, we must come to know our own strengths and weaknesses. I think too, it will require a synthesis of old and new ideas; understanding the historical skein of the last 200 years is the key to opposing all radical ideologies currently focussed on de-humanizing our children, and thus our society-at-large.

Because it's Sunday, and the air here on the high plains is crisp and glorious, I'll begin with the hope-full end of Gatto's insightful essay,

"Against School"

How public education cripples our kids, and why

By John Taylor Gatto

John Taylor Gatto is a former New York State and New York City Teacher of the Year and the author, most recently, of The Underground History of American Education. He was a participant in the Harper's Magazine forum "School on a Hill," which appeared in the September 2003 issue.

Mr. Gatto:

...Now for the good news. Once you understand the logic behind modern schooling, its tricks and traps are fairly easy to avoid. School trains children to be employees and consumers; teach your own to be leaders and adventurers. School trains children to obey reflexively; teach your own to think critically and independently. Well-schooled kids have a low threshold for boredom; help your own to develop an inner life so that they'll never be bored. Urge them to take on the serious material, the grown-up material, in history, literature, philosophy, music, art, economics, theology - all the stuff schoolteachers know well enough to avoid. Challenge your kids with plenty of solitude so that they can learn to enjoy their own company, to conduct inner dialogues. Well-schooled people are conditioned to dread being alone, and they seek constant companionship through the TV, the computer, the cell phone, and through shallow friendships quickly acquired and quickly abandoned. Your children should have a more meaningful life, and they can.

First, though, we must wake up to what our schools really are: laboratories of experimentation on young minds, drill centers for the habits and attitudes that corporate society demands. Mandatory education serves children only incidentally; its real purpose is to turn them into servants. Don't let your own have their childhoods extended, not even for a day. If David Farragut could take command of a captured British warship as a pre-teen, if Thomas Edison could publish a broadsheet at the age of twelve, if Ben Franklin could apprentice himself to a printer at the same age (then put himself through a course of study that would choke a Yale senior today), there's no telling what your own kids could do. After a long life, and thirty years in the public school trenches, I've concluded that genius is as common as dirt. We suppress our genius only because we haven't yet figured out how to manage a population of educated men and women. The solution, I think, is simple and glorious. Let them manage themselves. read the rest

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Consent of the Governed

This is a picture, as I am sure you are aware, of the White House. The President of the United States lives there. There have been many men who occupied this dwelling - all at the pleasure of the American people. The President is just a man. He puts his pants on the same way I do - one leg at a time. He is not omnipotent. He is subject to the same laws as any sovereign citizen. He has taken an oath to uphold the Constitution, and he swore to do this with his hand on the Bible. We must remember that.

We must come to understand, and understand it well, that we are losing our freedom. Our inalienable rights, as proclaimed in the declaration of Independence, are about to be taken away. This hasn't happened overnight - no, it has been accomplished under a cloak of darkness and secrecy. We have become too complacent, too trusting of our so-called leaders in Washington, DC. We are being sold out, as we hunker down in our little worlds, hoping this will prove to be unwarranted fears.

When I took stock of the perilous state of the union, I decided to go to war. I thought, as long as I can fight, I will fight. The first order of war is to understand the enemy - his plans, his goals, his strategy and tactics - and foremost, his objective. What does he want? Why does he want it? How does he plan to achieve his objective? How may we defeat the enemy?

His objective, simply stated, is power. Power to rule the world by decree, using whatever force necessary. Their method is salesmanship. But in order for a sale to be consummated, the buyer and seller must consent to the terms. If we do not consent, there is no sale.

Take a look around you. Do you have any confidence in the direction in which America is heading? Do you feel you can make a substantive contribution to keep America, America? You are not helpless. You hold something vital to the enemy's success: your willingness to follow.

If you need inspiration, go back and read, online, Thoreau's Civil Disobedience.

As I have said before, I got to the dance late. But not too late, I can still make a difference. There is time yet to defeat the enemy. The enemy must have a willing populace to achieve their goal, because willingness to march to their drummer's cadence is a key component of their takeover. That is the enemy's Achilles' Heel. But if our nation is turned over to the UN-based New World Order, then we are going to be in a pickle. Because a global government does not need our consent.

We are sovereign citizens with inalienable rights. As President Calvin Coolidge said:

If all men are created equal, that is final. If they are endowed with inalienable rights, that is final. If governments derive their just powers from the consent of the governed, that is final.

We must suck it up, and learn how to first mentally, withdraw our consent to a government which does not listen, and secondly withhold power from the government. There are ways to do this. Their power is absolutely dependent on our willingness to follow. Never, never forget that.

Do not let them have your children, to implant in their young, impressionable minds distorted, corrupt, decadent values. The State does not intend to educate your children to become strong, independent thinkers. They will not educate them, but they will teach them - how to be little drones, never questioning anything. They are doing it now, today. Find another way to teach your children - almost any alternative is preferable. So you don't do it perfectly. So what? Life is an excellent teacher. Guide them. That is what they really need, want from you, anyway. Trust that it will work out.

If we do not give them such easy access to our children, they will lose. They must have access to the children - to inculcate a mindless obedience. Remember that.

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This is a book review by Nathanael Blake, a columnist at Human Events.com. The author of the book, Ralph de Toledano, was an old warrior for American freedom, whose contribution to American liberty as a whistle-blower, news analyst, author, and first and foremost, a newspaperman is immeasurable.

Cry Havoc!
by Nathanael Blake — 05-15-2007

Recently a court in Pennsylvania ruled that two young children have three legal parents: their birth mother, her former partner in a lesbian civil union, and the man who donated sperm to his lesbian friend. The donor was active in the children’s lives, and when the lesbian couple broke up, a nasty custody and child-support battle ensued, with the result that all three adults involved have been declared legal parents. This is part of a trend; City Journal has a long and fascinating article on related phenomena here.

Families provide a support structure for individuals. When families become impermanent and indefinable, the support structure vanishes, and the individual turns elsewhere. Formerly such unfortunates (the widows and orphans of scripture) would turn to church and community, but when family and social breakdown is widespread, individuals look to the government for help, since the layers of society between the citizen and the state have been removed. Autonomous individuality removes the extra-legal bonds between people, leaving nothing between the cold power of the state and the naked citizen; no gentle drapery of custom, no robe of tradition, no clothing of family and community. If the family is amorphous and evanescent then civil society will collapse, leaving only law as our relations to others are contractual, not customary.

Reducing family to a state-sponsored contract between individuals is to reverse the proper order of human being. The state exists for families, not the other way around. The family is not a creation of the state, but a precondition of it. And while it might sound a nice sentiment to say (as so many do) that a family can be made of anything, the necessary implication is that family means nothing. A term with infinite mutability is meaningless.

In America, the hour is late—the forces seeking to destroy the family have conquered much. The schools have led the way in this, promulgating doctrines designed to destroy our society, militating against belief in the transcendent and the customs and taboos that are necessary to keep a society from barbarism. Multiculturalism, the official creed of the educational system, seeks to destroy the loyalties and bonds of culture and country. Educators believe it is their raison d’etre to challenge and criticize Western culture, not transmit it to their pupils.

How, conservatives wonder, did it come down to this? In his final book, Cry Havoc!: The Great American Bring-Down and How it Happened, Ralph de Toledano, the late great conservative journalist and polemicist, provides part of the answer: it was a communist plot.

This answer may seem a relic left over from the fringes of the Cold War, something from a John Birch Society pamphlet. If so, it’s got some odd supporters. William F. Buckley, Jr., who helmed National Review when it wrote the Birchers out of the conservative movement, gave the book an enthusiastic blurb.

Cry Havoc! doesn’t peddle crackpot theories about Ike being a closet commie. Rather, de Toledano explains how the Communist International founded and guided the Frankfurt School, and how the neo-Marxism/neo-Freudianism it preached came to dominate the American academy and elites, and hence much of American culture.

The attitudes and ideas the Frankfurt school and its pupils and allies spread among the intellectuals have seeped deep in American culture. A man who cheats on his wife, divorces her and neglects his children is not a conscious student of neo-Freudianism or neo-Marxism, but those ideologies have enabled his actions. Anti-family ideas among the cognoscenti are simplified and broadcast by the schools and media, producing an anti-family culture.

The neo-Marxists didn’t look to the economic theories of Marx, but to his earlier, more destructive impulses. They didn’t want to abolish capital, they wanted to abolish society. In this book de Toledano provides the history of the aims, origins, rise and dominance of these intellectual barbarians.

Years before he had inflicted the unscientific maunderings of Das Kapital and the dogmas of dialectical materialism on a long-suffering world, Marx called for what had to be accomplished—the ‘ruthless destruction of everything existing.’ That destruction would wipe out religion, the family, morality, the free interplay of men and economic forces, human relationships, and everything that made Western civilization…

So in 1922, the conspiracy was hatched at the Marx-Engels Institute in Moscow by Karl Radek, a power in the Politburo and the representative of Lenin, Felix Djerzhinski, head of the Soviet secret police, Georg Lukas, cultural commissar of the short-lived Hungarian Bolshevik revolution, and Willi Muenzenberg, the Comintern’s organizational genius. The seemingly modest instrument was the Institute of Social Research, planted in the prestigious Frankfurt University, and dedicated to neo-Marxism… ‘We will take over the intellectuals,’ Willi Muenzenberg boasted. ‘We will make America stink.’

To a great extent, the conspiracy succeeded, and de Toledano recounts in brutal detail how the cluster of intellectuals around the Institute of Social Research became the powerful group known as the Frankfurt School. It began in Germany, where the Institute, led by Theodore Adorno had a connection to almost every debasement of art and culture, but it did not end there. Its outreaches into Britain compromised the intelligence services of that country, but the greatest harm came when the Frankfurt School decamped to America, courtesy of John Dewey and Columbia University.

From Columbia, it methodically began to blast the minds of America’s educators, and through them America’s future. “John Dewey’s sponsorship gave the Institute a lock on Teacher’s College—the foremost educational institution in the U.S. The influence of Teacher’s College, in fact, reached out across the country, as its graduates filled more that 60 percent of all teaching and educational and administrative posts in the country.”

That is power, and de Toledano chronicles how the likes of Adorno, Herbert Marcuse, Wilhelm Reich, Kurt Lewin, and Max Horkheimer used it to pervert America. The author overreaches at times—Dewey would have been a poisonous influence even if he had never heard of the Frankfurt School—by stretching to involve the Frankfurt School in almost every nefarious intellectual project. There was no shortage of intellectual decay and subversion in the 20th century, far more than any one group could be responsible for. Still, the Frankfurt School was a major player in the corruption of the intellectuals, and de Toledano has provided a valuable account of how this came about.

The writing is largely superb, with only a few slips. The opening is too much of a standard conservative culture-warrior screed, and there is an embarrassing goof midway through the book where he uses the same unflattering phrase to describe both Karl Mark and Kurt Lewin in their dealings with women. Though accurate in both cases, that’s the sort of error editors should catch. But a few hiccups aside, this was a superb, extremely informative read.

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Remember:

"We hold these truths to be self-evident, that all men are created 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 instituted among Men, deriving their just powers from the consent of the governed...."

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Teaching Your Own Children

It is obvious to me that we need an alternative to the government-funded and state-sponsored system of educating our children. In previous posts (here's one) I have provided many urgent reasons for getting the children away from the UN-tainted schools. But assuming that this is an agenda that Americans are willing to fight for, what are the alternatives? This is an open-ended question, one which will need very, very care-ful examination.

I am of the opinion that the schools cannot be fixed, do not want to be fixed - therefore, we must look outside the schools for solutions, for educational goals. Private schools are a luxury, usually only available to special groups, Christian faith-based, Jewish, and maybe ones I don't even know about. It is a small percentage of families who can afford that route, excellent though it may be. It is certainly preferable to public schools. But private schools, or community-run schools are do-able, if parents are willing to to work toward that goal. [I inadvertently forgot to mention secular private schools, which also abound in the U.S. - but which are, unfortunately available only to people of means, plus a small number of children on scholarships]

I frankly admit that my efforts to date have been mainly to reach out to homeschooling parents, give encouragement, and point out reasons to stay the course. But I don't want to preach to the choir, either. Homeschoolers know more than I ever will about what is good for their children, what works, what doesn't. My job is certainly not to educate them. My reasons for supporting homeschooling as an alternative to state-run schools is purely personal: I looked into the future, and saw a horror story, see it still, unfolding in America. If we don't fight for freedom, we will lose our freedom. Our children must be able to think, reflect, discriminate, and reason their way through the maze of socialized insanity our government is creating. Minimally, I would want that for the young ones, just for their own security, their own worth as human beings.

The Dewey-based "progressive" secular humanist policies that have been carefully put in place over the last 50 years most certainly have no room for free-thinkers in their classrooms. And that's the problem. School children are being inculcated with a collectivist mentality, a socialized personality. That is unacceptable. Period. This is war, folks. And you better get that right.

Nor do I know anything about homeschooling, per se. What I have is experience teaching a wide range of subjects. My take on teaching another human being is fairly simple: know a little more than the one you are teaching. That's usually enough to get the job done. If it's not enough, then look together for a solution.

The other qualities one might possess will be taught indirectly. I don't think you can "teach" someone how to be a good, moral, law-abiding person. You can only be who you are; the good, and bad qualities will be assimilated, or not. I don't think we have any control over what goes into a person's being, but we can expose them to good impressions: good ideas, good art, good literature, good music, good friends (probably the most important). How they turn out is between them and God. Incidentally, this notion of mine was a source of unending conflict between my (teenage)self and my fundamental Southern Baptist parents. They wanted a bit more control over the ideas I held than I was willing to give. For what it's worth, I think we are all equal in the eyes of God, who loves us all. It is up to each of us to consciously find our way back to Him. We are either moving closer to that Ocean of Love, or we are moving away from it. In the realm of being, there is no standing still. Whether that is good news or bad depends on the direction you feel you are moving. Sometimes I don't know, and that's when I need to take stock.

I will continue to support homeschooling , and pass along to you what I find that seems useful. You can read more here, and here.

If you have never homeschooled before, John Holt, who was a teacher and author, can provide a broad range of reasons for doing so. To get things going I will give you some of his thoughts.

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The following interview took place in Seattle where John Holt was speaking at a homeschoolers' conference:

Question: What are some of the changes and challenges you see parents going through as they have gotten involved in home schooling?

Answer: The hardest one is learning to trust their children, learning that they don't have to make learning happen. Learning that you don't have to be stimulating them all the time. Parents start teaching their kids because they feel a strong sense of responsibility but they tend to sometimes feel more responsible than they really are. The hardest thing to do is learn to back off. There are surely millions of people in this country who are pretty indifferent to what their kids do, but they're not home schooling.

Home-schoolers ask questions like, "How can I be sure I'm giving my child enough?" I have to say, just the world out there as it is has plenty of food for thought. You don't have to make your life one long field trip or turn your home into a miniature of the Smithsonian or the Metropolitan Museum.

Children are better at thinking than we are for the most part. There are certain kinds of specialized thinking that we are better at than they are, but for the most part if we look at those components of the scientific method - observation, wondering, speculating, theorizing, testing theory - point for point they do this better than most of us. People who are as good as kids at doing this are usually distinguished scientists, geniuses, prize winners, and so forth. The old saying that children go to school to learn how to learn doesn't make sense. They're better at it than we are!

An excerpt from his book:

Teach Your Own: The John Holt Book of Homeschooling (revised 2003)

We can sum up very quickly what people need to teach their own children. First of all, they have to like them, enjoy their company, their physical presence, their energy, foolishness, and passion. They have to enjoy all their questions, and enjoy equally trying to answer those questions. They have to think of their children as friends. Indeed very close friends, have to feel happier when near and miss them when they are away. They have to trust them as people, respect their fragile dignity, treat them with courtesy, take them seriously. They have to feel in their own hearts some of their children's wonder, curiosity, and excitement about the world. And they have to have enough confidence in themselves, skepticism about experts, and willingness to be different than most people, to take on themselves the responsibility for their children's learning. But that is about all the parents need. Perhaps only a minority of parents has these qualities. Certainly some have more than others. Many will gain more as they know their children better; most of the people who have been teaching their children at home say that it has made them like them more, not less. In any case, these are not qualities that can be taught or learned in school, or measured with a test, or certified with a piece of paper.

- John Holt

Homeschool trackbacks:
sweet | salty
HS Blog - Homeschool Blog
lds-families.com
Here in the Bonny Glen

American Patriot trackbacks: The Anchoress, Joy in the Morning, Woman Honor Thyself
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Do Schools Kill Creativity?

I came across this 20 min. video last night. Very entertaining and instructive.

Sir Ken Robinson on Children (who grow up) and Creativity:

How to fire a teacher in NYC - An Algorithm for Sustainable Incompetence

John Stossel brought this up in his 20/20 "Stupid in America - How We Cheat Our Kids " Google Video, so, being somewhat nosey anyway, I poked around and found the chart...All I can say is, WOW.

Having lived in NYC for 33 years, I remember the many power plays that went on in City Hall. NYC politics is not a pretty sight. The mayors tend to be egotistically-driven Megalomaniacs. School Chancellors come and go, the schools stay the same: rotten, drug-filled havens for the grossly incompetent administrators, who were once teachers, but have now passed the ahem, rigors of administrative office duty.

Chancellors Joseph Fernandez, Cortinez, Harold Levy, Rudy Crew (the worst), a long line of incompetents in their own right - well, some were incompetent, and some simply wouldn't kiss the Pope's ring. And currently Joel Klein, with Bloomberg's blessings - his choice, actually.

So, if New York City has billions to spend, a technocrat Mayor dedicated to improving the schools, and a savvy Schools Chancellor, why aren't things improving? An entrenched bureaucracy, and a seemingly unbreakable Teachers Union, yes, but the real reason schools are so bad there? Nobody is accountable. Klein's hands, like the Mayor's, are tied. How bad is it?

Take a gander at this Algorithm for Incompetence.

83 Steps to Fire a N.Y. Teacher

Oh, and a teacher must take 66 "bureaucratic steps" over 105 days to suspend a disruptive student the Post notes, citing Common Good's new Over Ruled study.

NYC has a budget of billions and billions of dollars. Throw more money at it and the system simple absorbs it, like a giant amoeba. The principal of a school has virtually no control over what goes on in his school. The kids are out of control. And this has been going on for a long, long time.

Just one illustration from personal experience: Back in the mid-70's I had contracted for the use of a lecture room in a public school. Without going into detail, I was responsible for securing space and staffing an evening speaker event, not school related. I had used this particular school before, when I couldn't get the Red Cross facilities. On the night in question, there was one speaker, and 150 guests. About 5 minutes before the speaker was to arrive, a thunderous noise broke out overhead, in the room above the guests. Alarmed, I went to check it out, and discovered a high school basketball game had just started. I went to find the principal, explained the situation to him, expecting him to resolve it. What he said was, "I can't do anything about it." What do you mean, you can't do anything about it? It's your school isn't it? He gave a wistful smile at my ignorance, and said, "The head school custodian made the arrangements. I have no control over it." Come on, it's your school. "Nope, sorry, it's in our contract. I can't interfere." The custodian is in charge? "Sorry, I'd like to help, but my hands are tied."

So, with a little finesse, the speaker learned to work quickly - between fast breaks on the court. Sheesh, the principal has no say in what goes on in his school?

Another time, even earlier (this was early 70's) - I was scheduled to speak to some high school kids in a Queens high school. As soon as I arrived, one of the staff there pulled me aside and said, "Whatever you do, don't go into any of the men's rooms, you'll be mugged." Hmmm.

In the interim, the monopolistic NYC Teachers' Union has become even stronger.

So what's the answer? Ha. Many have tried to answer that and have been broken on the wheel of bureaucracy. Mayor Bloomberg just went up against the Teacher's Union, and lost. So it ain't gonna be easy.

But accountability would go a long way toward sorting out their myriad troubles. School vouchers would tie the money to the child . Let the parents choose functioning, accountable schools. I can hear the shrieks and groaning of the nincompoops, as their schools are - simply allowed to die of attrition. Hey, it's worth a shot.

For another look at the NY Board of Leftism Ed's Mad rassa Madness, Woman Honor Thyself has more info.

(Rotten) Public Schools in America

John Stossel doing what he does best: Shining the light in dark corners of the mind.



Ashley Anderson was a very bright, articulate sixteen-year-old, when in 2003, she wrote a revealing account what it was like to be a student in a public school. She also shines the light on failing public schools from inside the walls. Her (frustrating) seventh and eight grade experiences in a public school are contrasted with her experience when she was transfered to a private school. At the end of her story, she throws down the gauntlet to all Americans.

Read her story:
AMERICA'S FAILING PUBLIC SCHOOL SYSTEM
by Ashley Anderson

If you have never been to the News With Views website, check that out too.

Homeschooling and Socialization Skills

When I was growing up, homeschooling was not an option in my town. I went to public schools in the South, and though they had their drawbacks, the situation was vastly different back then (40's & 50's). For one thing, we went to segregated schools, Jesus was not a problem, and by 1954, Elvis was King. The teacher's colleges were not pumping out dehumanized, secular humanist teachers. The curricula was focused on the basics of science, math, English courses. Geography was about geology, in American history we learned about, well, American history. In our schools we were encouraged to strive for excellence, in sports as well as academics. Socialization was accomplished in our contact with our peers, sports, after-school and summer jobs, church, our families - in most instances, extended families, and dating. We celebrated 'sameness', rather than 'diversity'. I think we were fiercely individualistic sovereigns, but within the structure of a social contract. Though, being kids, we would have laughed at the notion.

The high school's curricula was presented in two streams: classical, which focused on languages, Latin classics, and American literature, and the other stream was concentrated science studies. We were allowed to choose between the two, just as long as we passed the core subjects. All in all, it was a pretty good school system. But see, that's just the thing: it wasn't "just a school system". The town, the churches, and the schools had a core understanding of what it meant to be an American and what it meant to be good, as well as bad. Our belief system was rooted in the Constitution and American history, which was further rooted in democratic ideals upon which our society rested. The spirit of the Declaration of Independence was celebrated, revered even. There was discipline and authority, and vandalism was very rare. Oh yeah, there was school-yard justice, too. You learned what was tolerable behavior, and what wasn't. In school, if we messed-up, we were punished. But we drew our sustenance from all the above mentioned. There was a fairness about life.

I personally was a very rebellious kid, often clashing with the authorities and my teachers, mostly about homework, which I detested. One of my teachers, a 'coach' who also taught something, I forget what, cheerfully told me I would never amount to anything, and was always on my case. Soon after opportunity presented itself, I lied about my age, joined the National Guard, signed up for three months active duty, went to Ft Jackson, SC, took Infantry Basic Training (and had my first contact with Blacks - my platoon sergeant was black, fought in WW11- and an awesome man), and came back at the end of summer just in time to start the eleventh grade. After that, the coach left me alone. Actually, I would recommend infantry basic training for any sixteen year old boy, especially if he's being picked on. It does give you an edge.

I might also mention, in passing, that there were no "gays" in our school, though there was a gay man in town, known simply as "Goose". We stayed away from him. Neither was there Ritalin, Prozac, or any other psychotropic or anti-depressant drugs. And no street drugs, other than alcohol, but I lived in a "dry" county, so alcohol was hard, though not impossible, to come by. Being normal kids, we sometimes managed to find alcohol. No pot though,- no hash, Angel Dust, LSD, ecstasy, coke, smack, crack, crank, no nothing. We were so fortunate.

I had occasion a few years ago, to substitute teach in a public school where I now live in Northern New Jersey. I showed up on the day a teacher went in for surgery, so I was asked to stay with the class (fourth grade) the remainder of the year, which I did. It was a very confusing scene I encountered. Almost total chaos: kids out of control, security guards to haul out the most persistent trouble-makers; my kids were afraid to go outside at lunch time, and asked me to sit with them in the cafeteria during lunch. Lunch, if you could call it that, was delivered by an outside vendor, and consisted of disgusting dry hamburgers, an apple, juice. I wouldn't have fed a dog what they were expected to eat. After awhile, they loosened-up and talked to me. They mostly just wanted to talk to an understanding adult who was willing to listen. Mostly, they need someone who will simply listen to them . Some of them shyly hinted at what it was like at home. Others airily gave up details which belied their fears.

Some of these children were from third-generation welfare families. Who knows how they will fare? Father in the wind, mother in jail, many of these kids are raised in foster homes or by their grandmothers, who are themselves sometimes addicted to drugs. Socialization? Some of these little guys are animals, even at the tender age of eleven and twelve. What's worse, many of the educators are unwilling to acknowledge anything wrong. The administration is too busy worrying about numbers to feed into the federal programs, lest they get into hot water, and lose their funding. I would not want my child to enter into such a school system, and in fact when my daughter was growing up, she went to private schools in NYC. Never-the-less, in the universities she became indoctrinated with the Leftist agenda of "never being right about anything", except to say that anyone who believes they are right about something, is wrong. Go figure.

How ironic that the "never be judgmental" mentality of the Left has become the most intolerant of any view in opposition to moral relativism. Gone is any notion of a social contract. Life is just an open-air fruit stand. Take what you like. Gone any shared views of good or bad or a vision of an ordered societal good. "In God we trust" has become not only obsolete, but a threat to the morass passing for moral justice these days.

So, you've got kids in preschool, wondering about their education. What to do? Pack them off to the public school system? - where the real focus is not on teaching subjects anymore, but rather, how to be a member of a New World Order, which happens to be a major goal of the NEA. Their goal is to inculcate an identity, not as a patriotic citizen of America, but to a global identity in which all values are relative, and encouraged to blossom into a rainbow of moral degeneracy. That means certain terms, like 'Mom' or 'Dad', or even 'family' must be deleted from their minds. For that to happen, the textbooks must be revised, with all such words elided. And the universities, the publishers, the reviewers of books, the NEA, the school boards, and the teachers are all on board with this agenda being pushed by the Rockefeller Foundation, the Ford, and Carnegie Foundations, and the various think-tanks who sit around, cooking up ways to take America down. Think they can't do it? Friends, they are doing it. Maybe you should look at the homeschooling option. There are many places to go for advice on how to succeed at homeschooling your kids. Why not look into it?

And yet today, when the word "homeschooling" comes up, the concern that many adults have is "But will they be socialized?" Ahem. Socialized into what? Today it is simply assumed that the public schools are the best place for children to receive socialization skills and good social temperment. Why not the family? There are factors necessary for a good home school environment. Here is where I turn to the experts: the homeschool parents...

- From the LouRockwell.com Home Page -

Homeschooling and the Myth of Socialization

by Manfred B. Zysk
December 16, 1999

One of the silliest and most annoying comments made to homeschooling parents is, "Aren't you concerned about how your child will be able to socialize with others?". What is being implied here is that the homeschooled child is some kind of introverted misfit who cannot relate to other people, children, and the outside world. In reality, most of the homeschooled children that I have known and met are not only outgoing, but polite and respectful, too. This is a sharp contrast to the public school children that I have known, who can't relate to adults and whose behavior is rude and inconsiderate. Realistically, there are some exceptions on both sides.

Isn't it interesting that amid all of the public school shootings over the past few years, the only comment that opponents of homeschooling can come up with is the red herring of "socialization"? You may have noticed, there haven't been shootings at private schools, or shootings inside of the homes of homeschooled children.

Opponents of homeschooling can't complain about average test scores, since homeschooled children consistently outscore public school children, so they instead make a problem that doesn't exist.

Who is responsible for creating this "socialization" problem? This myth has been perpetrated by sociologists, psychologists, public school administrators, the NEA (and local teacher's unions), etc., whenever they comment on homeschooling to the news media. These are the same people who give Ritalin (a very strong narcotic) and other drugs to schoolchildren, in place of discipline.

A family member asked my wife, "Aren't you concerned about his (our son's) socialization with other kids?". My wife gave this response: "Go to your local middle school, junior high, or high school, walk down the hallways, and tell me which behavior you see that you think our son should emulate." Good answer.

In order for children to become assimilated into society properly, it is important to have a variety of experiences and be exposed to differing opinions and views. This enables them to think for themselves and form their own opinions. This is exactly what public education does not want; public education is for the lowest common denominator and influencing all of the students to share the same views ("group-think") and thought-control through various means, including peer-pressure.

Homeschooling allows parents the freedom to associate with other interested parties, visit local businesses, museums, libraries, etc. as part of school, and to interact with people of all ages in the community. For example, my son goes on field trips with other homeschooling families in our community. He recently was able to visit an audiologist, a McDonald's restaurant (to see how they run their operation), and several other similar activities. He gets to meet and talk to people of different ages doing interesting (and sometimes not so interesting) occupations. He spends a lot of his free time with kids older and younger than himself, and adults from twenty to over ninety years old.

Meanwhile, in public school, children are segregated by age, and have very little interaction with other adults, except their teacher(s). This environment only promotes alienation from different age groups, especially adults. This is beginning to look like the real socialization problem.

My wife and I like to bring our son with us when we are visiting with friends and other adults. How else will he learn to be an adult, if he never has contact with adults? He knows what kind of behavior we expect from him, and the consequences of his actions. He is often complimented on his good manners by friends and adults.

In conclusion, homeschooling parents choose to homeschool for a variety of reasons, but I have never heard any homeschooling parent say that the reason they want to homeschool is to isolate their child from all of society. But, it probably wouldn't be a bad idea for homeschooled children to stay away from public school administrators, the NEA members, sociologists, and others who cannot properly "socialize" with children.

Go to your local public school, walk down the hallways and see what behaviors you would want your child to emulate.

Manfred B. Zysk has been homeschooling for five years, with the help and dedication of his wife, Margaret Zysk. They work with other homeschoolers in Idaho.
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Family Times has this to say:

March/April 2002
Volume 10, No. 1

No Thank You, We Don’t Believe in Socialization!
by Lisa Russell

I can’t believe I am writing an article about socialization, The word makes my skin crawl. As homeschoolers, we are often accosted by people who assume that since we’re homeschooling, our kids won’t be “socialized.” The word has become such a catch phrase that it has entirely lost any meaning.

The first time I heard the word, I was attending a Catholic day school as a first grader.

Having been a 'reader' for almost 2 years, I found the phonics and reading lessons to be incredibly boring. Luckily the girl behind me felt the same way, and when we were done with our silly little worksheets, we would chat back and forth. I’ve never known two 6 yr. olds who could maintain a quiet conversation, so naturally a ruler-carrying nun interrupted us with a few strong raps on our desk. We were both asked to stay in at recess, and sit quietly in our desks for the entire 25 minutes, because "We are not here to socialize, young ladies."

Those words were repeated over and over throughout my education, by just about every teacher I’ve ever had. If we’re not there to socialize, then why were we there? I learned to read at home. If I finished my work early (which I always did), could I have gone home? If I were already familiar with the subject matter, would I have been excused from class that day? If schools weren’t made for socializing, then why on earth would anyone assume that homeschoolers were missing out?

As a society full of people whose childhood’s were spent waiting anxiously for recess time, and trying desperately to "socialize" with the kids in class; It is often difficult for people to have an image of a child whose social life is NOT based on school buddies. Do you ever remember sitting in class, and wanting desperately to speak to your friend? It’s kind of hard to concentrate on the lessons when you’re bouncing around trying not to talk. Have you ever had a teacher who rearranged the seats every now and then, to prevent talking, splitting up friends and 'talking corners.' Were you ever caught passing notes in class?

Read the rest.

Feminist Dupes

Today I was researching the SPP, hoping to get a Canadian's perspective, as they are being just as unwittingly sucked into the black hole of Fascist/Socialist New World Order conspirators, as US citizens are, and I came across this Canadian Blog. I think you will find this interesting and informative...Nancy Levant has also written a book called, The Cultural Devastation of American Women- The Strange and Frightening Decline of The American Female (and Her Dreadful Timing)

Elliot Lake News & Views

April 3, 2007

Feminist Dupes
Fact Vs Fiction

By Nancy Levant

"I received a note from a “feminist” who was quite disturbed with my opinions about “feminism.” Her arguments were dialectically predictable as she simply regurgitated the pat lines of the movement, but for the benefit of young women who grow up amidst the dialectic, I will respond with clarity."

"The one-world government scenario is dialectically based upon economics, environment, and equity – known as the Three E’s. The Three E’s involve global control of the common man’s labor and money, “sustainable” nature, and forcing all commoners into financial sameness. These same intentions are also documented in the U.N. Agenda 21 game plan for our “sustainable” environmental future."

"The feminist movement was crafted by the one-world political initiative and invented to create and sustain global depopulation goals. That is and remains the primary mission of the feminist movement."

"Women’s “rights” are disallowed definition by culture, religion, personal opinion, or any other social definition minus the feminist movement. In today’s world, we have no choices as women, whatsoever, but to agree to the think tank morality written and coded by this global movement. The feminist movement is no different than the global environmental movement, the global healthcare movement, the global education movement, or the global economy movement. All are social re-engineering tactics used to forward the take-over of all world governments, economies, and cultures, and to force all commoners into the custom-made livelihoods and service of corporate-based governors. According to this government, we have no choices but to accept them all."

"The “governors” are the world’s wealthiest industrialists and bankers. Their one-world government hands all power and control of people, land, water, food, human health, children and education, employment, militaries, and economic potential directly to themselves and their personal fortunes. Over and over and over again, when you tie corporate wealth and power to governing agencies, you have Fascism. However, the long-term goal of a one-world government has always been to bring Communism to fruition on a global scale. So, today, we see a hybrid Fascist-Communist system by Three E design, and it is bitterly obvious in every nation on the planet. Almost all global economies are crashing by design, and particularly America’s economy. Note that America’s elite pulled their investments out of the U.S. years ago."

"The feminist piece of the global puzzle deals specifically with depopulation through women’s “healthcare,” big pharma, and the “mental health” industrial complex. Women’s rights are now defined by the right to abort, the right to be drafted, and the right to take drugs that will render women and children incapable of bearing children. And just as many women worldwide earned the right to own property….that right has now fallen to other plans, which state that no “individual” may own private property."


"Also, one must note that the industrial and banking powers that be are mostly men – the men whose dynastic families created their one-world government of choice. And these same men also created the feminist movement in order to curb the tendencies of commoners to breed and out-number them billions to one. The feminist movement is based upon political lies and the control of reproduction. “Sustainable” nature is also based upon enforcing a remarkable decline in birth rates. I assure you this enforcement will not fall upon the world’s elite."

"Equally, and thanks to the help of the feminist movement, “mental health” has taken center stage in the lives of women and children in the United States. It is estimated that 25 million American women are now taking “anti-depressants.” In the 1980’s and 1990’s, it became chic to seek “therapy.” Women ran in droves to see “therapists” and to tell their social circles they were taking anti-depressants. The mental health complex has now arrived in every American school, and they are now arriving in America’s daycare centers. The main impetus for the mental health “advocates” is to screen and profile America’s families to see if they are religious, procreating, and if they are mainstreaming into new government citizens. All children who fall short are then redirected to the mental health industries, which then feed the big pharma complex, which 1) drugs children, and 2) determines who will be “fit” to reproduce in the future. Let us also wonder if the mass drugging of children – and new vaccines specifically targeted to pubescent female children – will not result in future “problems” with reproductive health."

"In today’s new world, women are also “checked” for mental health issues during and following pregnancy. In a nutshell of truth, women are profiled for the number of pregnancies, the health of pregnancies and babies, and genetically data based. This we are to call "liberation."

"Today’s “liberated” women are still raising children - many of which are raising children alone – and they are working one or two jobs to make end’s meet. Today’s “liberated” women are obsessed with weight, beauty, divorce, money, spending money, and careers to make money. They are far less concerned with their children, who are now raised in state-controlled (government) daycare centers, federally controlled (government) public schools, and state controlled (government) universities. In other words, the government is raising our children in ways that the government sees fit – the government of the world’s industrialists and world bankers. Your children are being raised by and into the new world order, while you are working to support the new world order rather than your children. Truth hurts, doesn’t it? Take a pill. You will feel much better – or, perhaps, nothing much at all."

"Let me give the women of the West a clue – “liberation” means that you are free – free to think as you choose and free to create your life according to your efforts and your beliefs. I suggest to you that the “liberation” you have achieved through the misguidance of the feminist movement is false. I suggest that Westernized women are often miserable, overworked, and suffering due to separation from their children. Think of it this way – the feminist movement actually believed they could change the fundamental meaning and purpose of womanhood, biological and instinctual gendering, and that they could culturally remove children from mothers, and call it “liberation.” You are equally liberated to destroy any children that you don’t want. Wow. I guess that means that you have a great deal of power. Congratulations. It is far greater to be a drugged laborer than a mother. Let us thank the feminist movement for making this clear to us dim-witted females."

"If you are a woman in today’s new world, I suggest you read The Cultural Devastation of American Women. None of us have come unscathed through this new world culture, for it has been working on us for many, many decades. Once read, you will begin to decipher the facts from all the dialectic fiction. Read the other side for a change. Find out why you are, in fact, depressed and unhappy as contemporary women. Find out why your children are very much the same."

"And to the world’s feminists – I say this: You are the dumbest women who have ever walked the face of the Earth. Week by week, day by day, you are losing every right you thought you invented. You fell hook, line, and sinker into the dialectic, and you are nothing but dictator pawns to the larger mission of total control over people and freedom. What a shame when arrogance literally beats brains useless. What a crime and a shame when you brutally victimize the very people you claim to represent – much like all other destroyers of human freedom. The day will come when you and your brothers in crime will be fully understood for your true missions. The day will come when YOU finally comprehend what you actually stood for – the total denial of rights and freedom for all."

German Homeschooled Girl Forcefully Stolen From Family

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Think this can't happen in America?

It not only can happen, I predict it will happen. That is, if we don't get up off our asses and take back our country. The NEA has been described as the Trojan Horse of Socialism in America.The NEA is working hard to see that homeschooling is ultimately outlawed. Go check out their latest condescending thoughts at nea.org:

Or, simply google NEA + homeschooling, and you find articles like these:
The first article starts out:

"Home Schools Run By Well-Meaning Amateurs -
Schools With Good Teachers Are Best-Suited to Shape Young Minds"

...the NEA article goes on to say:

"This includes parents who home-school their children for reasons that may be linked to religious convictions. One Web site that I visited stated that the best way to combat our nation’s “ungodly” public schools was to remove students from them and teach them at home or at a Christian school."

And...that's a bad thing?

Funny, that's exactly the rational the Germans gave in the article below. Oh, that and: "she was diagnosed with "school phobia" and described as having too much devotion to her father and his beliefs. She was also criticized for showing unconditional solidarity with her family."

And you might also want to take note:

"Joel Thornton, president of the International Human Rights Group said: "There is fear in Germany when you challenge the government," explained Thornton.

German Homeschooler Accused of 'School Phobia,' Removed From Family

By Eva Cahen
CNSNews.com Correspondent
March 30, 2007

Paris, France (CNSNews.com) - Homeschooling advocates and religious freedom campaigners are outraged over a decision by German officials to force a teenager into a foster home after taking her from her family because she was being homeschooled.

Fifteen police[!] officers took 16-year-old Melissa Busekros from her family home in the Bavarian city of Erlangen last month and placed her in a psychiatric ward for evaluation.

According to published reports, she was diagnosed with "school phobia" and described as having too much devotion to her father and his beliefs. She was also criticized for showing unconditional solidarity with her family.

Youth welfare officials have now placed the teenager in a foster home in a secret location, and she is only allowed supervised visits with her family for one hour a week.

Germany has a compulsory education law, and school attendance is mandatory. German homeschooling advocates report that parents who teach their children at home have had to pay fines and in some cases have lost custody of their children.

Joerg Grosseluemern of the Network for Freedom in Education in Germany said Melissa's case is the worst he has ever seen. Officials probably resorted to the psychiatric ward to take her away from her parents, he alleged, because at 16, she is no longer obliged to attend school.

Grosseluemern said Germany's mandatory schooling law dates from the Third Reich when Adolf Hitler wanted the state to indoctrinate children in the Nazi philosophy.

"Today, politicians say homeschooling creates parallel societies,' he told Cybercast News Service. "They are afraid that parents who have their own views will isolate their children from the rest of the world and will live their lives isolated from society.

"But that is not happening in countries where many children are being homeschooled, like in the United States or Great Britain," Grosseluemern argued.

The Busekros family has five other children, but Melissa was the only one being homeschooled. Her parents decided to teach her at home in 2004, when her school wanted her to repeat seventh grade after getting poor grades.

Youth welfare authorities were unable to take action until recently, because she spent the following year studying in Australia. Although in Melissa's case, the family's motivation for homeschooling was based on disagreement with the school system, Joel Thornton, president of the International Human Rights Group, said that faith might also be a factor in German authorities' opposition to homeschooling.

"The primary movement in Germany that is homeschooling right now is religious-based and that may be part of the reason for the hostility," Thornton said.

Authorities may also have been confused, he said, because there is a Baptist church located on the bottom floor of the building where the family lives - though they do not belong to it.

Homeschooling is allowed throughout most of Europe, even if it is heavily regulated, but there is quite a bit of hostility against Evangelical churches, which are often viewed as sects, Thornton said.

In Melissa's case, most of the support for the family has come from German homeschooling advocates or international religious groups. German religious groups have mostly stayed out of the case, he said.

"There is fear in Germany when you challenge the government," explained Thornton. He noted, however, that the most important task was to reunite Melissa with her family.

"The long term fight is to legalize homeschooling in Germany - regulate it if you want but decriminalize it. The short term [fight], in this instance, is to get Melissa back to her family," Thornton said.

Other than the weekly visits, the family is not allowed to communicate with Melissa. According to the family, authorities refused to allow her to see letters of support sent to her from around the world, claiming they might be "dangerous."

The family is fighting to regain custody of their daughter and have filed a civil action against the government officials who took Melissa from her home - illegally, they claim.
..........................................

Am I worried? I am. I don't see outrage in America over what is happening right under our noses. And because it's not just happening in Germany...A world-wide socialist system combined with a Fascist/corporate rationale is playing out...and it's happening here in America, because we are allowing it it happen. Take a stand. Fight back. Educate yourself. Find others of like mind. Together we can make a difference.

If you are interested in why homeschooling is good (aside from the obvious reason of keeping your child out of the godless clutches of the NEA), you might check this website out. It's a portal to many, many websites devoted to homeschooling. Cheers.

Time To Circle The Wagons

I want to bring to your attention the nature of two different battle-fronts in which America is currently embroiled: and some thoughts on how they are inter-related.

One is the threatening encroachment of an Islamic Caliphate, of Muslim intolerance for anything non-Muslim, and their stated goal of world-wide Shari’a Law, which involves converting Dar al-Harb to Dar al-Islam - essentially, rolling up the infidel world like a giant cigar, smoking it, then putting down a new carpet, called Islam, in which the world under Shari’a Law would know peace as Muhammad envisioned. Jews die, Infidels suck hind-tit.

The other battle-front concerns the current administration’s implementation of a pan-global plan to dissolve the borders and the sovereignty of the three countries of the United States, Canada and Mexico; that is, creating a North American Union purporting to achieve dominance on the world stage of commerce and trade.

The Security and Prosperity Partnership of North America was conceived and hatched by the Council on Foreign Relations, long considered to be a sort of shadow-government of the United States. The CFR dates back to 1921 and several successive presidential administrations have been covertly putting this proposal of a New World Order in place. Robert Pastor is currently the chief proponent and author of several books advocating a North American Union; a coalition of corporate-government agencies, conceptually similar to, and competing with the EU, winner-take-all. Whoever has the most marbles when he dies, wins. I guess.

Implementation is by stealth agenda, which is being advanced in an almost identical manner in which the European countries have seen their national sovereignties dissolve. There is no official Congressional participation. This is an end-run around the will of the American people. The global elitists want to run the world, and they don’t want the great unwashed mucking things up with things like “freedom”, and “liberty”, and “sovereignty”.

My introduction to all this insanity came as I began investigating the illegal immigration situation in America. I had no goal; I just wanted to discover the forces behind a seemingly mad immigration policy. When I discovered the SPP/Superhighway plot and it’s logical extension, the North American Union (NAU), I had part of my answer: the Bush administration hasn’t been enforcing current immigrant/border laws because it intends to dissolve the border post-haste. While investigating the desert around the Tucson/Phoenix area, I learned that it has been the residence of choice for Islamic terrorists since the 1980’s, and that the University of Arizona is pandering them. Each time I learned something new, I kept casting my net wider until the larger academic community came into focus.

There I learned from David Horowitz that the Leftists professors have hi-jacked the academic world, and that the NEA is full of secular humanists who are serving at the pleasure of Gramscian philanthropic foundations, such as Rockerfeller and Ford Foundations. It was in the foundations themselves that I saw the inter-connectedness of Socialist/Fascist policies. The Socialists need the Fascists to gather the money up - something which the Socialists themselves have never been able to do. The academic community is subservient to the vast wealth of the tax-free foundations.

The universities have come to rely on their money cows, and are thus beholden to them. So much for academic freedom and diversity of ideas. And our public school system is equally a disaster-by-design. Dumb ‘em down. Keep the parents, even the teachers out of the equation. I personally know of fine teachers who despair at the injustices the board of education hands down.

The Feds now have a tight grip on the educational processes. The Federal “No Child Left Behind” policy is part and parcel of a plot to keep our children bound by the cords of mediocrity. Keep them focused on meaningless testing, rather than educating our children. Thinkers are simply too dangerous, so they teach our children that they don’t need to think. Instead, they are taught what to think. It’s all part of the relative humanist’s plan to destroy family values. Destroy the family and people are so much easier to control. Phyllis Schlafly has written much about this, and about the collusion of the NEA with judicial branch of government. Activist judges. Activist feminist federal judges.

In a 1993 pamphlet to teachers, the NEA had this to say:

“Allegiance to a nation is the biggest stumbling block to the creation of international government. National boundaries and the concept of sovereignty must be abolished. The quickest way to do this is to condition the young to another and broader alliance. Opinion favorable to international government will be developed in the social studies curriculum in the public schools.”

I learned that our children are being taught never to offend anyone’s feelings (unless they are white), that gay is good, feminists need to be in power because men are the root of evil, Christianity sucks, two Mommies, or two daddies are just as good as a mother and father; that the ACLU is their friend in all things(especially decadent, gay sorts of things), and anyone who disagrees with NEA policies will be given further special sensitivity training, since the diversity training they get at the beginning of the year didn’t take. Parents have no say in the education of their children, nor do the teachers. They are left with no choice in the matter. Home school while you can. Oh, and if you are white, you are wrong by default. End of story. I could do a whole rant on this, but I won’t. There be treachery afoot, Gramscian ideas corrupting the liberal view of the world, and ideological intolerance contempt of a moral point of view. So much out of balance, and tilting to the left.

Investigation into school policies also revealed the true intentions of CAIR, which led me to the process of propagation of radical Islam by the Wahhabi Islamists, and the grand scheme of the Islamic Caliphate; and how the Leftist organizations in academia, politics and the MSM are providing the PC cultural climate in which the white, educated, middle-class are the skunks and anyone with a brownish tint to their skin have been granted a de facto Federal most-favored status, because they are or were somehow victims of discrimination. The Muslims have been quick to cash in on that agenda.

As I began to write about what I was discovering, I learned of The 910 Group, shortly after its inception, on the Gates of Vienna. I got hooked up with them, and have continued my investigation into the nefarious doings of organizations such as CAIR, the Muslim Brotherhood, et al of that stripe.

But the problem of illegal immigration continues to plague me, and my investigation into that reveals a much more sinister plot. When I go after a story, I like to get at the root of it, but damn, the more I pulled at the root of illegal immigration, the worse it got. I have spent the past six weeks digging into this whole “Brave New World” thing. And what I am finding is simply staggering to behold. Even if you discount all the conspiracy theories going around, and I do not discount them - not all of them, anyway - the sheer brazenness, the treacherousness of the pan-global plan to integrate the countries of the United States, Canada and Mexico into a New World Order, with no Congressional oversight, or discussion even - well, let’s just say, it has my full attention.

Our government under George W. Bush has been re-organized with the SPP as a national priority of the highest order, involving DHS, the State Department, the Justice Department, as well as other coordinating agencies doing the bidding of the afore-mentioned. This is not conjecture. Go to Judicial Watch, read. I will post more sources as an update to this post. (see update below)

I see two possibilities in America:

One, we step up, defeat and dismantle the global plan to take over the world, starting with hauling anyone who is involved in the SPP agenda before a Special Congressional Investigation, and uncover the true intent of this current administration regarding this whole sorry affair. Then take the steps to decommission this SPP/NAU project, and indict and convict anyone and everyone found guilty of high crimes and treason. This can all be accomplished by the power of the spoken word.

If we somehow manage to do that, we will have finally taken off our PC gloves, and will be in a position as a nation, to deal with the Leftists, and the Islamists. The Republic government will have prevailed, the will of the people restored. I am hopeful we can achieve victory mainly because the Bush administration has characteristically jumped the gun, and has also grossly under-estimated the will of the American people. Once we get the lid off this thing, the stink will be unbearable.

Two, we allow our country and its citizens to be sacrificed on the alter of the Global Elite Order of Wisdom and Beneficence, aka GREED. Then it’s good-night nurse. Democracy will simple vanish into the night. Our children will inherit a nightmare of unimaginable proportions.

You may not agree with my findings nor share my conclusions. But one thing is certain: America needs you. And the world needs America. The real America, not the rotting politicians and corporations - not the Save The World contingent, either. The world needs to see real Americans stand up and guide our country back to sanity. They need to see that good can triumph over evil. Maybe we all need to see it.

We will only see it, if we fight for it.

Cross-posted at The 910 Group Blog
Trackbacked at Woman Honor Thyself
Update: Here are a few sources on the SPP/NAU:

Council on Foreign Relations

Source Watch

World Net Daily

New American

UNC Dept. of Edu

Stop the SPP

The Eagle Forum Website

Do Society's Rights Trump Our Individual Rights?

Henry David Thoreau, one of America's true sons of individuality, didn't think so:

NAU NO WAY








"When will the world learn that a million men are of no importance compared with one man?"

Do you value your freedom? Of course you do. No matter how much we disparage those outside our immediate value system, we still want the freedom to be and become who we are.... all under the good influences guiding our choices in life. And we want the same thing for our children, even if we don't have children of our own. And most of us want this freedom even for people with whom we disagree on most everything. I think that is because we do put a lot of stock in the higher influences guiding our lives. We may call it by different names, God, Spirit of the Universe, or even good music, books, good conversation. We rely on these influences, and we have faith (most of the time) in our choices. But most of all, we want the freedom to make good choices and bad choices. We want our children to grow up to be able to do the same.

But what if the ones in power in the world today don't want that for us? What if they have already decided they know what is good for the world, and are busily putting their plans into action, real action, backed by real money and power, and in fact are telling us (finally) what their vision of America is?

Let's say you come to the conclusion, based on what you read and see around you, that the SPP, the NAU, for example, are fascist (corporatism) based plans to relieve you of your freedom, in exchange for bondage for you, and liberty for the few in power. What do you do?

In my case, I became concerned about the unrelenting illegal immigration problem. They were destroying the desert where I wanted to retire. I began looking into it, and 8 months later, based on my research, I am stunned by what I have uncovered. Of course, there is always the chance that I am soft-brained and am imagining this. But I don't think so. There is simply too much evidence that our government has become usurped, through a long process of deceit, lies, and outright deception at the very highest levels of government.

So what can I do? First, I learned to use the internet, how to blog, etc. And I spent a long time reading, reading, left and right and in between. I am just one small voice. But there are many small voices just like mine. The first thing I did was to make a vow to speak the truth. About illegal immigration, about the hopeless state of public education, where parents have No rights, no real choices in the instruction of their children - are forced to sit quietly in despair as their children are exposed to poor instruction, to homosexual tolerance, to all kinds of tolerance. The individual is the smallest minority - Ayn Rand was right about that. But the rights of the individual are being denied even in K-12 schools.

I am just one of many. I have been hearing most of my life, that I am one vote, that my vote counts. No, I don't think so. That is another lie. Voting is just another way of deceiving us. The political parties don't matter. They just appear to be different, to stand for different things. America is being stolen from us, slowly, but surely. But the screws are about to get tightened. Our liberties are in deep, deep peril. I know I have to learn to think outside of the box.

My vote doesn't count, but my voice might make a difference.

"When will the world learn that a million men are of no importance compared with one man?"

I found some interesting quotes on Neal Boortz's website:

ON ABOLISHING INDIVIDUAL FREEDOM

"We can't be so fixated on our desire to preserve the rights of ordinary Americans ..." [President Bill Clinton, 'USA Today' March 11, 1993: Page 2A]

"Comrades! We must abolish the cult of the individual decisively, once and for all." [Nikita Khrushchev], February 25, 1956 20th Congress of the Communist Party

"We must stop thinking of the individual and start thinking about what is best for society." [Hillary Clinton, 1993]

"Fascist ethics begin ... with the acknowledgment that it is not the individual who confers a meaning upon society, but it is, instead, the existence of a human society which determines the human character of the individual. According to Fascism, a true, a great spiritual life cannot take place unless the State has risen to a position of pre-eminence in the world of man. The curtailment of liberty thus becomes justified at once, and this need of rising the State to its rightful position." [Mario Palmieri, "The Philosophy of Fascism" 1936]

ON EDUCATION
"Do we really think that a government-dominated education is going to produce citizens capable of dominating their government, as the education of a truly vigilant self-governing people requires?" [Alan Keyes]

And Be Sure To Watch This Little Feller...



Oh, and you might have missed this...New Orleans Cops illegally seize citizens's guns.

Republicans awaken from long sleep -take steps to repeal "No Child Left Behind" Law

GOP Bills Would Relax Test Requirements of 'No Child' Law

By Amit R. Paley
Washington Post Staff Writer
Friday, March 16, 2007; Page A06

Republican critics of the No Child Left Behind law flexed their growing muscle yesterday as 57 GOP lawmakers, including the national party chairman, endorsed legislation that would undermine President Bush's signature education initiative. House Minority Whip Roy Blunt (R-Mo.), who voted for the law in 2001, said he now opposes it because it has shifted control of public schools to the federal government in a more dramatic way than he ever imagined.

"The overwhelming intrusion of No Child Left Behind is too large to deal with unless you fundamentally change the legislation," Blunt said about the introduction of bills yesterday in the House and Senate. The bills would allow states to receive federal education aid even if they opt out of requirements to test all students in grades 3 through 8 and once in high school.

Sen. Mel Martinez (R-Fla.), chairman of the Republican National Committee and a former Bush Cabinet member, was one of the sponsors of the Senate legislation. Others included Jon Kyl (Ariz.), chairman of the Senate Republican Conference, who voted for the law in 2001, and Sam Brownback , a 2008 presidential hopeful, who also voted for it.

In an unusual show of bipartisan cooperation, Democrats and the White House attacked the GOP critics' legislation. "Rather than work with us in a constructive way to improve the law, this group of Republican lawmakers is trying to dismantle it," Rep. George Miller (D-Calif.), chairman of the House Education and Labor Committee, said in a statement. "Their irresponsible and unacceptable proposal would send billions of federal taxpayer dollars to the states with no accountability for how it is spent."

White House spokesman Scott Stanzel said that Bush supports giving states and school systems more flexibility but that the bills introduced yesterday would go too far. "We can't return to the time where there were no consequences for failing to educate children and accountability for federal education funding," Stanzel said.

The developments underscored the fluid situation in the Democratic-led Congress as opponents andproponents begin to debate renewal of the law. In 2001, Bush secured overwhelming bipartisan support for No Child Left Behind. Voting against the law were just 33 House Republicans, six House Democrats, three Senate Republicans and six Senate Democrats.Now the opposition appears to be growing.

The legislation announced yesterday is not expected to muster enough votes to become law. But it stakes out a position for critics who hope to gain enough leverage to force significant changes. Under the House version, states could opt out of the law's mandates through a referendum or through a decision made by a combination of state officials. The Senate version would allow states to opt out of some requirements through negotiations with the federal government. Both versions would allow states to use nearly all their federal education funding, except money designated for special education, for any educational purpose. That idea is likely to encounter fierce opposition from most Democrats and education groups.

The National Education Association, the nation's largest teachers union and a frequent critic of the law, said it could not support the legislation announced yesterday because it would allow states to ignore vital programs, possibly for such purposes as funding vouchers to subsidize private school tuition.

"Those sorts of thing, we don't believe, are in the interest of all kids," NEA President Reg Weaver said. Some key Republican supporters of No Child Left Behind, including House Minority Leader John A. Boehner (Ohio), declined to criticize the legislation introduced yesterday. Rep. Howard P. "Buck" McKeon (Calif.), ranking Republican on the Education and Labor Committee, called the legislation a "reminder that Republicans in Congress remain committed to the fundamental concepts of flexibility and choice in education."

Sen. Lamar Alexander (R-Tenn.), who supports reauthorization of the law, said he nonetheless shared the critics' "visceral reaction" to the expanding federal role in education.

"No Child Left Behind represents the high-water mark of federal involvement in the management of local schools," he said. "It runs against the historic grain of American education, and it's been tough to swallow for a great many people. For that reason, reauthorizing it will be challenging."

It's a bad piece of legislation. It has produced nothing but misery and paranoia into the process of education. Anytime you take the power to educate children out of local jurisdiction and put it into federal hands, it's a bad idea. Put education back into local and state hands. Now.