Archive for the ‘Education’ Category


By John F. Di Leo –

Does society have an obligation to educate its young?

Of course. A society can only thrive if its people know how to be citizens, how to be workers, how to be members of the community. Raised in the wild, we might produce children of the “Lord of the Flies” variety, and we know what kind of adults such children become: just look at our inner cities.

So in every election, from local to national, we are reminded of the great cause of education. “It’s for the children!” we are told, with greater emphasis, higher pitch and louder volume as Election Day nears. Any complaint about methods, any argument about spending, is turned back on the challenger as an indictment: “You just don’t care about our children!”

The illogical and vicious arguments in such campaigns are a time-honored tradition for a reason. They work.

But are they fair?

What is Society?

Our fundamental problem is actually with the primary question itself. “Does society have an obligation to educate its young?”

It’s the same problem we have with every issue: should society provide Healthcare? Housing? Security? Food? Heat in the winter? Air conditioning in the summer?

The answer is Yes, of course, society should strive to enable every citizen to attain all these things and more. The question is how best to get there, and what method is both efficacious and moral. Just because we have a desired end does not mean that the means go without saying.

Our Founding Fathers studied the question. They studied the whole of human history… when the Framers met in 1787 to form our new government, they discussed and debated the relative positives and negatives of monarchy and democracy, republic and military dictatorship, the patriarchy of Rome and the feudal system of medieval Europe. They considered what was moral to enshrine in law, and what had been proven effective when tried in the past.

And upon such study – which predated the Constitutional Convention, by the way, as these thoughtful statesmen had been considering such issues for decades – they came to a simple conclusion, one that can be summarized in a few short words:

That government that governs least, governs best.

Contrary to the attacks of the statists – the modern Left – this is not a refusal to address the needs discussed above. Rather, it is a sober recognition that when government attempts to “provide” such needs directly, it must step on other liberties that are just as important or even more so, by overtaxing the population, and exerting undo controls upon the citizenry.

We have also seen that when government attempts to provide these needs directly anyway, it invariably does at least as much damage as it helps. Consider:

When government provides housing, the housing is overpriced and quickly degraded, so it’s a curse to its residents rather than a blessing (cf. Chicago’s Cabrini Green and Robert Taylor Homes).
When government provides food, it costs the earth and goes to waste, invariably failing at the effort to provide nutrition to the needy (cf. the ubiquitous stories of food stamps being used for alcohol or snacks or currency, and the very recent tales of Obama–inspired school lunch menus causing practically everything to be discarded in the trash).
When government provides healthcare, it commoditizes an art that differs from person to person, causing both a skyrocketing of costs and a plummeting of quality (cf. Great Britain’s National Health, and our own current, horrific experience with Obamacare).
Can we rationally expect government-provided education to be any different?
For these reasons, and in anticipation of such results, our Framers recognized that while Society has obligations, the Government is not – and should not be – directly responsible for providing many of those obligations.

In fact, Government is only a small part of Society, and our Framers believed it should be the smallest part – critical, even in some things strong and empowering – but still the smallest part of Society.

Our Society is in fact a mixture of individuals, businesses, charities and other nonprofit associations, and government. Government itself can even be broken up into national, state, and local.

And even when we remind ourselves of the 10th Amendment, we tend to forget its true meaning: it’s not just that the federal government must often retreat so that state and local governments move in, it’s mostly that all governments must often retreat from the field, in recognition that the private sector can and should address the issue, rather than government at all.

So when we agree that “Society has an obligation,” we must consider what part of that obligation each component bears. Perhaps that obligation is best assigned to the government; perhaps to the churches and charities, perhaps to the business community. And perhaps it is best assigned to the individual.

As always, it is wise to take a cue from the experience of the Founding Era:

Education in the Days of our Founders

There were basically three education options in the Founding Era:

Homeschooling: Parents taught their children, either alone or in groups; they bought or borrowed books for their children to read, assigned them copying assignments and other homework, and apprenticed them to professionals such as surveyors or merchants, to learn a trade and have a natural job ready for them upon matriculation.

The Little Red Schoolhouse: Parents sent their children to a little school, run by the local church or by a local businessman. It was either funded by parish donations or the tuition charged by the entrepreneur running the school.

The Private Tutor: In a huge and expanding country, there were always rural areas that could never support a school… for these, parents could contract out with a local tutor, an entrepreneur who’d spend a few hours a week with your child, loaning him books, giving assignments. And if you were unsatisfied with your child’s progress, it was easy enough to just change tutors by signing on with a different one (compare that to the difficulty of changing your child’s school today!).

These were our options in the Founding Era.

Did they work? Well, let’s consider:

Our third president, Thomas Jefferson, author of the Declaration of Independence, was educated by private tutors. Our second president, John Adams, diplomat to England, France, and Holland before his vice-presidency and presidency, attended the local parish schools. And our very first president, George Washington, among the most successful businessmen in the country and the architect of our War of Independence, was homeschooled.

Yes, I’d say it worked.

Modern American Education

So how did we get from this effective system to the unbelievably costly system we have today?

Impatience. It really comes down to impatience.

In a growing country, there were bound to be areas where the little red school houses and private tutors didn’t show up at the exact same time as population growth needed them… there were bound to be areas where most of the people were too poor to hire even inexpensive tutors or buy books. Private funding of libraries developed, and generous parishioners funded heavily subsidized education for other parishioners’ children…

But not all at the same time, not all the same year, so there were the cries for fairness and equality of opportunity – and these certainly are reasonable cries.

So government got involved. And by the middle of the 20th century, the vast majority of children in America were attending government-run schools, which could have better biology and chemistry and physics laboratory classrooms than any private tutor or one-room schoolhouse could dream of… not to mention beautiful theaters, and huge gymnasiums, and Olympic-size swimming pools. Oh, with government dollars came incredible benefits, with which no tutor or homeschool option could compete.

And as a result, the Catholic schools and Protestant schools and Jewish schools shrank… even as the nation grew more affluent, more and more people could no longer afford to pay for private schools, not when the government schools were “already free” – paid for in our property taxes, sales taxes, and state income taxes.

Government, however, works as it always does: whatever it produces costs a lot more than it has to, and grows a lot bigger than it needs to. So the public schools have lots of administrators (the little red schoolhouse of old had none); they have lots of buses and parking lots and football stadiums and tennis courts. Nothing against any of this, of course, but it adds cost. And none these things have anything to do with education.

So perhaps to make up for that, the schools started paying teachers more. “It’s fair, they deserve to be paid better!” And for many, it’s true – there are so many wonderful teachers, amid the bad, mediocre, and burned out ones – so from the 1970s to the present we have seen an explosion of pay for teachers, from severe underpayment before to … well, they’re not all overpaid, but as a group, public school employees are certainly paid more than we can afford.

Remember, there was once a trade-off: if you become a teacher, you’ll be paid less than a normal private sector job could offer, but you’ll have a shorter workday, most days, and you’ll get summers off, and lots of vacation days and breaks, and a pension. And if you’re good, there’s such marvelous job satisfaction! For millions of teachers, such a trade-off was always worth it.

But with the modern effort to increase pay, most states didn’t take back the summer vacation or multiple holidays; we’re now trying to pay them as high a salary as the private sector pays a 40-hour-week, 50-week-a-year professional. The math for this just doesn’t work, especially in a country that has imported 20 or 30 million new residents and students in a generation, hardly any of whom can afford to contribute to these school districts’ operations as taxpayers.

And it’s no longer remotely fair to the non-teaching taxpayers who must fund this unsustainable equation.

So school districts – whether consciously or unconsciously – are bankrupting their states. It’s as simple as that.

Some states have been sensible – Wisconsin under Governor Scott Walker has been a role model for revising the laws to make public education affordable again. But other states have just kicked the can down the road for decades; Illinois, for example, has the “most underwater” teacher pension system in the country.

As the taxes climb higher and higher to fund this behemoth, the people who should be able to save the system by taking their kids out of this costly government system simply cannot do so; paying five, ten, even fifteen thousand dollars a year or more in property taxes, mostly for our schools, most of us certainly cannot pay private school tuition too.

Post hoc, ergo propter hoc. Our public school system has become the classic poster child of the vicious circle.

The Solutions of the Future

The amazing thing is, now should be the perfect time to cut costs out of K-12 education!

With modern computing, every student has the equivalent of a physics and math lab in his hands, on a laptop computer or touchscreen, for just a few hundred dollars.
With the advent of freely available public domain classics, students can read the Great Books on their computers, even if they’re a hundred miles from the nearest library, even if they can’t afford to put the physical books on their shelves.
With a $50 or $75/month internet connection, and either that same laptop or a smart TV or desktop monitor, teachers can handle not just classes of 15 or 20, but 25 or 30, or even more, by talking on YouTube, Facetime, Skype, Webex or GoToMeeting.
There is simply no need to build massive multimillion dollar schools anymore… or establish school bus networks or lunch programs for them all. If a district wants it, and can afford it, they certainly have the option, but it’s no longer necessary. Technology has solved the challenge. Even the poorest child in the poorest district could get government funding for a cheap computer and an internet connection, and learn from the best teachers online even if he or she lived in an inner city tenement (yes, this is happening already, today… ever hear of Khan Academy?)

Why should kids in Chicago, New York, Detroit or Los Angeles risk their lives walking or riding a bus to the government-funded gang recruitment centers that we call inner city public schools today? They could stay home and learn in the safety of their apartments.

In fact, considering the savings to the taxpayers by such a move, government could provide far better welfare – better targeted, better spent – to help get them out of those dangerous neighborhoods sooner rather than later… if only we could pull the plug on these old-fashioned school buildings and move into the future.

But we can’t, because the existing public school system is a weight that simply cannot be turned on a dime, as much as we need it to.

Think of everything you’ve been warned about massive container ships and hundred-boxcar freight trains: the physics of the matter require advance warning before they can be stopped or turned; it’s much like that here. Everything in our system is structured to support this massive school system; the prospect of it being transformed, to be leaner and more efficient, is simply anathema to the bureaucracy, the teachers’ union, the already-deep indebtedness of every district.

Imagine a society in which our best teachers could be accessed by all students, nationwide, through youtube accounts. Imagine a society in which poor students didn’t have to risk their lives walking through gang-infested neighborhoods to get to school. Imagine a society in which students could shut their doors and give full attention to the lectures on their screens, without the distractions of spitball firing, pen flinging, even molestation and drug deals in the back of the classroom.

But this isn’t on the horizon, because it takes every penny the state can squeeze, and more, just to pay the lifetime obligations already promised to the existing staff.

Where exactly will the innovations hit first? Which states, which districts, which children will benefit first from such tools as web-based learning, absolute safety from the dangers of gang-run schools, and access to the best teachers?

Well, this much is certain: before we can move forward, we first must pay for our past and our present… and in too many states, we can’t even do that.

We need fiscal management, in our school districts, our counties, and our state capitals, to fund existing obligations without further bankrupting our citizens, so that we can again experiment, as we once did, and find the cost-effective solutions that will educate the millions who are currently left behind, undereducated and endangered by the morally and financially bankrupt system we have.

It all begins with Election Day… and the choice of school board members who think of the future, trustees who think of the children and the taxpayers, the local employers and local needs… trustees who will not be mouthpieces for the teachers’ unions and the Democratic Party. And that’s the job of the voters.

Can it be done? Certainly.

But first, we need the electorate to kick out the old guard in most of our school boards… and pick instead the people who will get us out of debt and give us a chance to move forward. No wiser investment for future generations is possible, after a century of profligate spending by teachers’ union puppets, until we first get ourselves out of hock.

Copyright 2017 John F. Di Leo

Falwell says Trump administration has tapped him to lead a higher-ed panel


The Trump administration has asked Liberty University President Jerry Falwell Jr. to lead a panel on reform of higher education regulations, the leader of the evangelical Christian school said Tuesday.

“In the Department of Education, there’s too much intrusion into the independent accreditation,” Falwell told The Washington Post in a telephone interview. “There’s too much intrusion into the operation of universities and colleges. I’ve got a whole list of concerns. It mainly has to do with deregulation.”

Falwell’s latest connection with the Trump team was first reported by the Chronicle of Higher Education.

The Liberty president was an early endorser of Trump during the Republican primaries in 2016 and a steadfast supporter during the general election, including when Trump faced withering criticism over his crude remarks about women and sex on a 2005 videotape that surfaced in October. Some within the Liberty community were critical of Falwell’s support of Trump, saying at the time that his endorsement risked linking the school too closely to a divisive politician.

After the election, Falwell said that he had discussions with Trump about the job of education secretary. The nomination ultimately went to Betsy DeVos, a billionaire from Michigan who supports charter schools and taxpayer-funded vouchers to help pay for private school.

Falwell, son of the late television preacher the Rev. Jerry Falwell, has overseen major growth at Liberty during the past decade. The school now has more than 80,000 students, the majority of them enrolled in online courses. He also has drawn attention for urging students and faculty to obtain permits to carry concealed guns, a position that he says will make the campus a safer place.

There is significant support among college and university presidents for deregulation, in general. Many chafed at the Obama administration’s efforts to increase federal oversight of higher education in various matters, ranging from how schools respond to sexual violence reports to how they prepare graduates for gainful employment with minimal debt burdens. However, some consumer advocates say that the heightened federal scrutiny has benefited students, providing them with more assurance that their investment in higher education will pay off. Others point out that the government must be assured that billions of dollars a year in federal education funding is not misspent.

The chancellor of Vanderbilt University, Nicholas Zeppos, co-chaired a task force that concluded in 2015 that federal education regulations are “unnecessarily voluminous” and that compliance is “inordinately costly.” That report drew a degree of bipartisan support from lawmakers on Capitol Hill. But it did not appear to have much influence with the Obama administration.

Now, with Trump in the White House, a new deregulation push seems about to start.

“We think many regulations published in the last decade need to be rolled back,” Falwell said. “I’ve got notebooks full of material from professors, from heads of accrediting bodies, from people in the financial aid department who have seen problems first-hand.” Falwell said he wants to support DeVos, assuming she will soon be confirmed by the Senate. He said the task force he will lead will be a presidential task force. Further details on when it would be convened, who would participate and exactly how the task force would work were unavailable.

Conception to birth -- visualized

Common Core Forcing Marxism/Nazism on America’s Children

Common Core 3The comparison of Nazism and Common Core (CC) are uncanny
Common Core Forcing Marxism/Nazism on America’s Children

By Sher Zieve
Recently, I met a remarkable woman who has accomplished an extraordinary work in her mission toward educating the American people of a clear and present danger to their children and the methods by which said danger can be stopped. This lady’s accomplishments speak for themselves.

Christina Michas is the Founder and Leader of the Palm Springs Patriots Coalition and President, Eagle Forum Palm Springs. Prior to getting involved in politics and issues facing our nation, Christina was the Owner of a Design and Development Business. Christina felt the calling to stop her business, completely, and get involved in saving her country. This led to her becoming involved in politics and their attendant issues full time. As a result, in February, 2009 she founded the Palm Springs Patriots Coalition. Since then, Christina has been involved in many organizations and events, while continuing to work with her group to educate and activate people in her community. She has worked diligently with her local officials to bring positive changes to local area cities. She was the VP of Marketing for Consumers Power Alliance (CPA), a coalition of groups dedicated to stopping Smart Meter Installations in California. Through the work of CPA, they won the right for all Californian’s to opt out of Wireless Smart Meters.

Christina is the recipient of the 2010 Salvatori Award from the Heritage Foundation for her instrumental work in the Tea Party Movement. Christina is also a producer for Breaking News Journal. Today Christina is the Co-founder of a newly formed Coalition called CURE (Citizens United for Responsible Education) to join in the fight to stop the Common Core Curriculum Standards of a Government led take over of our education system. She has been on numerous local and national radio shows in the effort to educate and activate citizens and to encourage all to get involved. As Christina states, “It is time for all of us to step up and take personal responsibility for what is happening in our nation”, to become our own representatives and to stop looking to Politicians to fix the problems. Christina is a Greek American and is strong believer in the Lord from which she draws her strength. This enables her to look at current events objectively through the prism of the Bible and end time prophecy.

The Interview
Sher: Christina, thanks so much for being here with me, today. You are doing an extraordinary job of bringing the truth about what is happening in the government public school system in the USA…and it isn’t pretty. During his brutal reign in Russia, in which he established the Soviet Union or USSR, created the Secret Police, established Siberian prison camps, killed thousands of peasants when they did not work as hard as the ruling Communist elites demanded or if they questioned anything these same Communists did, Vladimir Lenin also, said: “Give me four years to teach the children and the seed I have sown will never be uprooted.” He was referring to the Luciferian Communist Party’s child education—aka indoctrination—system. “Common Core” appears to have all of the earmarks of the old USSR’s programming system for children with several new innovative and chilling twists. It is also firmly tied to Agenda 21—the land-grabbing and human suppression and depopulation program.

Would you give us a brief synopsis of what Common Core is, and why it is so dangerous to our children and to us all?

Christina: Common Core is a Nationalized Federal government takeover of our Education system which of course is against the law, as the Federal Government is not allowed to set any educational curriculum standards—a right reserved to the States. Least of all do they have the power to create a one size fits all complete take over of education on all levels. This is a States rights issue. The Federal Government has standardized the education curriculum that will apply to all public schools, charter schools, private schools, Christian schools and homeschooling. No one is safe from this new mandate. Common Core Standards are being mandated and implemented by the Federal Government via organizations such as National Governors Association, Achieve, and the Council of Chief State School Officers (CCSSO).

What makes common core so dangerous to our children and us is becoming more evident each day. First of all, it is a one size fits all, education takeover. So, let’s say your child has a learning disorder. He or she will be left behind, as CC has no provision for helping those that can’t keep up.

The comparison of Nazism and Common Core (CC) are uncanny. One such comparison is that Nazism had Leaders and Master Teachers in the National Socialists Teachers League that visited schools and kept data files on Teachers. The Obama Administration funded 10,000 Master Teachers (MT’S) to train Teachers on CC and the MT’s will keep data files on students and Teachers. Students were taught to spy on parents and teachers. CC will have students as young as 5 participating in the evaluation of Teachers. In Nazism, the curriculum was rewritten to provide a Nazi (government) approved curriculum.. Common Core curriculum is being rewritten to provide a global approved curriculum.

Nazism kept huge data files on students and teachers and Common Core will data mine the students with over 400 different data points on each child, their family and teachers from pre-kindergarten to workforce…And one final comparison is Nazism had strong Teachers’ Unions (NSTL). We have but to look at how powerful the Teacher’s unions are in our country and only growing stronger in power and influence under this current Obama Administration’s unholy alliance with them at America’s expense and the expense of the education of our children.. The quality of the educational standards of our children has suffered at the hands of these Teachers’ Unions. Common Core is no different.

Our children will suffer at the hand of a government controlled education system. They will no longer be able to have dreams and goals but only those that the government wishes them to have (UNESCO –A21). If this isn’t Nazism, Communism, Marxism and all the “ism’s”, I don’t know what is. The worst part is they are lying to parents and teachers about what Common Core really is and the effects it will have. Teachers don’t even realize that their jobs are in jeopardy for, if they do not conform, they will be removed.. But, then again, were not the people of Russia, Germany etc. all deceived until it was too late??

You asked why it is dangerous? In addition to the above, according to the Dept. of Education’s own document, Grit, Tenacity and Perseverance, they outline the data mining methods that will be used on the children. fMRI’s will be used through their computers to scan the child to see how they react to different stimuli (pg. 32)…On page 44 of the same document, they show the different technologies that will be used such as Facial Expression Camera’s that will be on the computer, Posture Analysis Seats, Pressure Mouse and Wireless Skin Conductance Sensors.. All of these methods, along with the other data they will collect on families, religious affiliations, voting affiliations, health records, whether or not families own guns etc. are just a few of the data points they want to collect from the children. Children will be encouraged to spy and report on what their families do at home…Sounds like one of the famous “ism’s” to me. Big Brother will know everything about how you and your children live, work and play… None of the technology being used has been tested to see what effects, if any, it will have on the children. And, if that is not enough, the Master Teachers will be instructing the Teachers to not teach our nations framework or any form of nationalism. Instead they will be trained to be “good global, sustainable citizens” prepared for a global world not our proud heritage as we were taught. They will become a “managed work force” for the New World Order…Many will be forced to choose a career path by 9 years old based on the data mined on each child.. Children will be separated based on how their data is analyzed to see if they will comply or be rebellious and will be placed into groups accordingly…Communist China has this method. The Chinese government decides what “career” you will have.. No longer will a child be able to strive to achieve his or her own goals.. They will be “managed.”

Children will no longer be taught the usual math, literature, history or social studies. The curriculum, as designed, will change how children learn as much of our history has been distorted or eliminated by the authors of Common Core.. Teachers will teach to the test only.. They say that it is to the child’s benefit not to teach them critical thinking and problem solving, but rather to memorize desired information; teaching to tests only.. It will be the dumbing down of our children.

Many of our states currently have superior curriculum to CC but it will be discarded in favor of the inferior CC Curriculum.. California is one State believe it or not.. The adoption of Common Core Curriculum Standards will be substantially identical across all states, “a one size fits all” and does not address the unique individuality of each child. It is teaching children all the same thing at the same time regardless of their developmental or language differences.

These are just a few examples of what Common Core is and why it is dangerous for our children and us. Many corporations are lining up at the gravy trough as they will be poised to make a bundle especially the tech industries.. Microsoft, Google, AT&T, and many others are signed on along with Exxon Mobile, Walmart, General Electric, Warren Buffet, and George Soros. William Ayres of the Weather Underground Terrorist organization along with his good friend, Linda Darling Hammond, both far left radicals; Bill and Melinda Gates Foundation; Jeb Bush is a strong proponent.

Mark Tucker, President of the National Center on Education and the Economy is another radical from the Clinton era and was instrumental in the development of this plan. His plan in a letter to Hillary Clinton in Nov. 1992 lays out his goal to “remold the entire American system” into a seamless web that literally extends from cradle to grave” and is the same system for everyone (Common Core). Tucker’s plan would change the mission of the schools from teaching children academic basics and knowledge to training them to serve the global economy in jobs selected by workforce boards. Hence all the corporate involvement.

Tucker’s plan was implemented in 3 laws and passed and signed by President Clinton in 1994. “The Goals 2000 Act”, “The School-to-Work Act” and the “Reauthorized Elementary and Secondary Education Act”.

Arne Duncan, Sec. of Education is a strong proponent with UNESCO. So are the Pearson Foundation and Gulen Foundation (Charter Schools in the US), just to name a few.

Sher: Which US States have already agreed to the Communist Common Core teaching methods and why do you believe they did so?

Christina: 46 States signed on to Common Core and RTTT Grants between Nov. 2009 and Jan. 2010. The States were given 2 months to comply or lose their grant monies. When will the States learn to say “no” to the dangling carrot of the Federal Government money bribes? States need to wake up and just say “no”! Now if a State wants to opt out of Common Core, it will have to go through the legislatures and governors, which is what should have happened in the first place. Most all states signed on without their legislatures knowledge or input and none of them actually “read the standards” as they were not yet developed but signed on, sight unseen. There are currently approximately 23 states that are in the process in one form or another of removing Common Core from their respective states.

Common Core was funded through the stimulus bill in 2009. What happened to those “shovel ready jobs”? Instead, we got “shoveled” a United Nations UNESCO global education agenda. The Tides Foundation in conjunction with UNESCO and Bill Gates of Microsoft had this program prepared prior to Obama’s election and once elected, the funding was incorporated into the Stimulus and funded without knowledge or consent of Congress as usual. Deception! The government created a Race to the Top Grant program that was used to coerce the States into signing onto this Curriculum sight unseen. If they did not agree to implement the Common Core Curriculum, the educations grant monies for the States was withheld. This was bribery by our Government to force the States to sign or lose grants for education. The Common Core was developed and implemented without State legislative authority and funded by Bill and Melinda Gates Foundation by at least $173 million dollars and still climbing. They claim it is a “State Led Initiative or Standard”. They Lie!! the States had no input or choice. They were coerced. Now that they have signed onto this Common Core Curriculum Standard, the States sadly abdicated their States rights to have local control of education.

Sher: I understand that teachers will now be renamed “facilitators” and that actual history will continue to be rewritten by the Common Core groups. In what other ways will classroom “facilitating” and children be trained to become the elites‘ ‘good new world order global citizens’?

Christina: They now have what they call “Master Teachers” that will be teaching the teachers on how to teach to Common Core.

At some point, teachers or “facilitators” will actually be irrelevant. They do not want Teachers force-feeding “education”. According to the Master Teacher’s presentation, they want a greater emphasis on development of the child’s voice vs the Teachers voice. Teachers or “Facilitators” are taught not to have an adherence to the text, as “Truth is relative”; that “history has no distinct truth”. Children will have no moral compass and no allegiance except to government. Of course, that is the goal to destroy the very fabric of our nation.. How do you change a society? Vladimir Lenin said, “Give me four years to teach children and the seeds I have sown will never be uprooted”. This is what is facing our children if we do not wake this nation up to the dangers of Common Core.

As per one Master Teacher who gave a presentation to Teachers said, “The teachers theme is to teach students that the Civic Mission of Schools are as guardians of Democracy and will promote a correlation between government and education. The key word here is Democracy. Communist nations are considered as democracies. The US is a democratic Republic. The collective is about “democracy” or “social justice, economic justice and redistribution, which is another way of saying Tyranny and Government Control.

They will teach a more Statist oriented education. As an example, for English Literature, required reading will be “informational texts” such as the EPA bills and regulations, the Affordable Healthcare Act etc. to promote the correlation of government and education. This is to teach children from an early age that they should look to “Big Brother” for their needs. Actual literature as we were taught will only be allowed if the States choose to implement under the provision that they can input 15% of the curriculum. Common Core is a copyrighted curriculum standard and cannot be changed or altered. It must be taught as is. They tell you that the States will be able to implement their own curriculum standards but that is a lie. Only 15% input is permitted.

This same MT discussed a parallel writing technique where students are encouraged to create division and class warfare in the classroom. Students love to argue in everything and to encourage this will enhance their ‘creative “ side; to be angry with parents; to encourage them and give them permission to be rude and nasty. Kids will love it and it will teach them “oppositional behavior”. It is all sick and designed to destroy the family unit.

Sher: Christina, how does Common Core ultimately tie into the Agenda 21 removal of all private property from human populations and the planned culling of multiple millions of us as Obama’s friend Bill Ayers suggested when he said in the 1970s that at least 25,000,000 Americans—alone—would have to be exterminated?

Christina: First of all, for those that are not familiar with Agenda 21, it is actually called the United Nations Agenda for the 21st Century. President H.W. Bush initially brought the UN Agenda into the US. He was the one that initially spoke those now infamous words, “New World Order.” The UN Treaty for this was never ratified by Congress so in 1993, President Bill Clinton signed an Executive Order creating the President’s Council on Sustainability Development (Sustainable America) dropped the UN Agenda into this order, thus incorporating Agenda 21 into our country and implementing a UN driven agenda through regulations and legislation bypassing Congress and the ratification of the UN treaty. Another deception foisted onto the American people!

UNESCO is the educational and sustainable division of the United Nations. They are tasked to facilitate partnerships through a work program approved by the United Nations Council on Sustainable Development. . In 2004, Bill Gates signed an agreement with UNESCO to further their agenda here in the US and globally. Common Core Educational Standards originate from UNESCO and are being implemented and promoted by the Progressive left in the US.
To tie Agenda 21 Sustainability movement into Common Core one has but to look at excerpts of the UNESCO Mission Statement: “It may be hoped that in time anybody will be able to persuade anybody of anything if he can catch the patient young and is provided by the State with money and equipment”

“There are thus two tasks for the Mass Media division of UNESCO, the one general, the other special. The special one is to enlist the press and the radio and the cinema to the fullest extent in the service of education, of science and learning, of art and culture. The general one is to see that these agencies are used to promote the growth of the “common outlook” shared by all nations and cultures.

Education should aim at destroying free will, so that, after pupils have left school, they shall be incapable, thought the rest of their lives, of thinking or acting otherwise than as their schoolmasters would have wished”…written by Johann Gottlieb Fichte, he goes on to state: “The social psychologist of the future will have a number of classes of school children on whom they will try different methods of producing an unshakable conviction that snow is black. When the technique has been perfected, every government that has been in charge of education for more than a generation will be able to control its “subjects” securely without the need of armies or policemen.”

Julian Huxley, a major player for UNESCO in 1945, served as its first Director. Huxley was also the VP of the Eugenics (meaning: a science that deals with the improvement of hereditary qualities in a series of generation of a race or breed, esp, by control of human mating and reproduction) Society from 1937 thru 1944. In 1947, he wrote: “Thus even though it is quite true that any radical eugenic policy will be for many years politically and psychologically impossible, it will be important for UNESCO to see that the eugenic problem is examined and that the public mind is informed of the issues at stake so that much that now is unthinkable may become thinkable.”

From reading these quotes and excerpts, we can see how Common Core ties into Agenda 21’s global goals for the New World Order. Control!! Control!!

The ultimate goal of UNESCO, via the nationalization of our education system is to create “ good global, sustainable citizens who will be “managed” by a Global Government.. The ultimate goal is to have a “managed citizenry”, a managed economy, and a managed environment once again returning to Mother Earth worship.

This is where eugenics and William (Bill) Ayers, ObamaCare, the Nationalization of our Economy, Energy, Health and Education systems comes into play.. Ayers is a major driver behind Common Core and sadly is a very radical Professor today that has had much influence on students thinking … He and other key players including the Clinton’s, Bushes’, Gore, Gates, Soros, Rockefeller, Warren Buffet, Obama and his minions, etc.. Understand that one cannot “manage” most of adult America today. The ultimate goal of these radicals from the UN, the US and other nations is to set up Internment or Re-education camps for those that will not comply with their sick agenda.. You either are “retrained” or you will have to be eliminated.

The Healthcare Bill will take care of the “useless” senior population via “managed care”. The government will have free reign with the youth.. You cannot change a nation unless you change how it thinks and operates…Hence, the lesson learned from Lenin, Stalin, Marx et al, “get the children and you change generations”… I know this sounds insane, but sadly, it is a reality we are facing today.. Don’t take my word for it, do your research.. Just go to the United Nations and look at Agenda 21… do your own homework. Research the Sustainability Movement. There is no shortage of information available. This is a very real Agenda that is being thrust onto citizens here in America and across the globe.. The US stands in the way of ultimate implementation. Hence George Soros’s, Open Society, states: “we must have a managed decline of America in order to bring about the New World Order”… Do your research everyone.. This is very real and is happening at record speed.. The target is the US and our children. Hence the implementation of Common Core to achieve the mission goals of UNESCO stated above.

Agenda 21 is the UN’s vision for a centrally managed global society.. Agenda 21 has a plan for how you will live (as per Marx, “private property ownership must be eliminated”) where you will live (stack and pack communities; walkable communities, livable communities; “managed communities “under the guise of “sustainable and/or “smart growth”. Even the American Planning Assoc. is complicit in helping to implement this agenda via local planning, zoning, etc. in conjunction with ICLEI, another UN agency. Hence the removal of personal/private property via regulations).. how you commute (high speed rail and public transportation—cars a thing of the past); what you will eat (genetically modified foods –another unholy alliance with Monsanto and Archer Daniel Midland and others), and what you will learn or be taught (BINGO, COMMON CORE!).. And, even “who your God will be” –social justice anyone”…… When fully implemented, “Agenda 21 will have government involved in every aspect of life for every human on earth from cradle to grave.”

Global Warming was the vehicle invented to drive this Sustainable Agenda from the UN. Read, “Agenda 21: The Earth Summit Strategy to Save our Planet.. The goal is to save “Mother Earth”.

Quote from the Club of Rome (Gro Harlem Bruntland—previous President of Norway, the Bruntland Commission and all members of Club of Rome are huge supporter of eugenics. She worked with Al Gore on Climate Change Agenda) Indeed, the Rockefeller Foundation had population control, as it’s founding principle—all part of UN A-21.

One quote: “Agenda 21 proposes an array of actions which are intended to be implemented by ever person on earth.. it calls for specific changes in the activities of all people. It will require a profound reorientation of all human society, unlike anything the world has ever experienced—an unprecedented redeployment of human and financial resources.. The shift will demand that a concern for the environmental consequences of every human action be integrated into individual and collective decision making at every level.”

One last quote from Club of Rome: “the common enemy of humanity is man…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 fit the bill.. All these dangers are callused by human intervention and it is only through changed attitudes and behavior that they can be overcome.. The real enemy then, is humanity itself…”

These are not my words but the actual words and quotes from the sources themselves. We don’t have to speculate; we have but to read their words…Research for yourself. It is not difficult to see what their agenda is and how important it is for the people of this nation to wake up to the dangers facing our children and us.

I could go on and on about this, but I think you get the idea. If you go back over this article, based on the above from UNESCO and the UN Agenda 21 goals, you will be able to readily see how Common Core ties into A-21/ UNESCO’s ultimate goals and visions.. Controlled Education Curriculum; Data Mining; Master Teachers, technology to monitor children et al… Connect the dots for yourself.. It is not a “warm and fuzzy” agenda…. Not difficult to connect the dots.. It is being thrust on America via lies and deception by this Government to serve their global, utopian agenda of a One World Order.

Sher: What can people do to stop this insidious onslaught and destruction of our children?

Christina: We have formed a national Coalition called CURE, Citizens United for Responsible Education. They can go to our website or contact me directly and we can hook them up to people in their respective states so they can get involved. I have only scratched the surface here today. I encourage everyone to research Common Core and Agenda 21 as they are part and parcel of each other.. Find out what is happening in your states. Join our coalition.. I strongly encourage parents to get their children out of the Public Education system into Christian Schools, private schools or homeschooling.. be sure to ask if they are implementing Common Core.. and not Charter Schools either.. They are involved with CC as they are a public/pvt. funded partnership. We also have Gulen Charter Schools of which Gulen supports CC…There are numerous homeschooling Associations and organizations to research.. Be wary of Sylvan Learning Centers as their National Headquarters were contacted by our organization and found that they are complicit to Common Core curriculum standards. Be sure to ask!! We are working on developing alternatives for parents as they struggle to navigate this new paradigm,

Sher: Thanks so much for your insight, your excellent work and your time, Christina. To which website can people go to keep updated on all you and others are doing to stop Common Core?

Christina: Our website is: (Scheduled to go “live” by 5-12-2013) or one can reach me via email at:

Common Core Curriculum: A Look Behind the Curtain of Hidden Language

By Rachel Alexander , CP Op-Ed ContributorCommon Core 2

Conservatives are in an uproar over Common Core, an educational curriculum being forced upon the states by the Obama administration, which is scheduled to be mostly implemented this year in the 46 states that have adopted it. Common Core eliminates local control over K-12 curriculum in math and English, instead imposing a one-size-fits-all, top-down curriculum that will also apply to private schools and homeschoolers.
Superficially, it sounds good. It creates universal standards that supposedly educate all children for college. But along with the universal standards come a myriad of problems, which the administrators of Common Core are disingenuously denying. The American Principles Project released an analysis last year of Common Core, exposing the duplicitous language. Common Core describes itself as “internationally benchmarked,” “robust,” “aligned with college and work expectations,” “rigorous,” and “evidence-based.” None of this is true.
Common Core proponents claim that it is not a federal mandate, instead using language like “state-led” and “voluntary.” The Common Core website asserts, “The federal government was NOT involved in the development of the standards.” It states that Common Core is not a national curriculum, but “a clear set of shared goals and expectations for what knowledge and skills will help our students succeed.”
Diane Ravitch, a former assistant U.S. secretary of education who was appointed to office by both Clinton and George H.W. Bush, recently changed her mind about Common Cause. Ravitch now refutes claims by Obama and Common Core that the standards were created by the states and voluntarily adopted by them. She writes in The Washington Post, “They were developed by an organization called Achieve and the National Governors Association, both of which were generously funded by the Gates Foundation. There was minimal public engagement in the development of the Common Core. Their creation was neither grassroots nor did it emanate from the states.” Instead, Common Core is being driven by policymakers in D.C.
Common Core is set up in such a way that it can hardly be called voluntary. The Obama administration’s grant program offers “Race to the Top” federal educational grants – which come from stimulus funds – to states if their school systems adopt preferred Obama policies like Common Core. States that adopt Common Core receive higher “scoring” from the Obama administration in their grant applications. As a result of this coercion, only Nebraska, Alaska, Texas, Virginia and Minnesota have not adopted Common Core. Minnesota adopted the language arts standards but kept its own math standards.
There is no evidence that the curriculum works, and it will destroy innovation amongst the states. Ravitch writes, “We are a nation of guinea pigs, almost all trying an unknown new program at the same time…Would the Federal Drug Administration approve the use of a drug with no trials, no concern for possible harm or unintended consequences?” Jane Robbins, a senior fellow for the American Principles Project, writes, “Common Core has never been piloted. How can anyone say it is good for kids when it’s not in place anywhere?” In fact, the results are coming in and they are the opposite. A principal in the Midwest told Ravitch that “his school piloted the Common Core assessments and the failure rate rocketed upwards, especially among the students with the highest needs.”
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Stephanie Bell, a member of the Alabama State Board of Education, has been speaking up against the standards. She said the standards were founded on a flawed idea – which every child across America will “be on the same page at the same time.” She explains, “Every child is created, and I thank the Lord for this, we’re all created different,” she said. Sadly, schools superintendents and administrators are only being given one-sided information from the promoters of Common Core.
The curriculum replaces the classics with government propaganda. According to the American Principles Project, “They de-emphasize the study of classic literature in favor of reading so-called ‘informational texts,’ such as government documents, court opinions, and technical manuals.” Over half the reading materials in grades 6-12 are to consist of informational texts rather than classical literature. Historical texts like the Gettysburg Address are to be presented to students without context or explanation.
The math standards are equally dismal. Mathematics Professor R. James Milgram of Stanford University, the only mathematician on the Validation Committee, refused to sign off on the math standards, because they would put many students two years behind those of many high-achieving countries. For example, Algebra 1 would be taught in 9th grade, not 8th grade for many students, making calculus inaccessible to them in high school. The quality of the standards is low and not internationally benchmarked. Common Core denies this on its website as a “myth,” but Professor Milgram’s opposition contradicts this.
The Common Core website uses Orwellian language to deny that the curriculum tells teachers what to teach. The site claims that is a myth: “These standards will establish what students need to learn, but they will not dictate how teachers should teach.” This is like saying, teachers will be required to teach sex education and evolution, but they can choose whether to teach it using assignments, movies, class discussion or reading.
The bloated program is underfunded. Local school administrators have already started complaining that the grants aren’t enough to cover the requirements behind them. “We were spending a disproportionate amount of time following all the requirements,” said Mike Johnson, the superintendent of Bexley schools in Ohio, which turned down the last half of a $100,000, four-year grant this school year. “It was costing us far more than that to implement all of the mandates.”
Educators have expressed similar concerns for years about the costs of No Child Left Behind, a similar federal educational program that became law in 2002. In response, the Obama administration began offering waivers for states that could not afford to comply, moving them into the Elementary and Secondary Education Act instead. 44 states have requested waivers or been approved for one. It will be repeating an expensive history lesson to force another underfunded educational program on the states.
Common Core amasses large amounts of personal information about students. Michelle Malkin cites research by Joy Pullmann of the Heartland Institute, who discovered a report by the Department of Education revealing that Common Core’s data mining includes “using cameras to judge facial expressions, an electronic seat that judges posture, a pressure-sensitive computer mouse and a biometric wrap on kids’ wrists.”
Schoolteacher Chasidy Miroff notes the corrupt part about Common Core, “The creators of the Common Core standards have now taken jobs with testing companies which stand to make millions of dollars developing tests based on the standards they created.”
The only good news is Common Core will not have as much of an effect on the top, over-performing schools, which far exceed Common Core’s standards. If those children are already performing well in math, they will be supposedly allowed to take Algebra 1 in 8th grade instead of 9th grade. But this begs the question; if a state or local school district is making great advances lately in English and math, why change a good thing?
States and localities should be allowed to innovate and figure out what works best for their students. When Florida adopted the most favorable climate for charter schools in the country, allowing for innovation from school to school, student test scores increased dramatically. Education policy expert Matthew Ladner, who studied the effects of the legislation in Florida for the Goldwater Institute, concluded, “In 1999, when these reforms were enacted, nearly half of Florida fourth-graders scored ‘below basic’ on the NAEP reading test, meaning that they could not read at a basic level. But by 2007, less than a decade after the education reforms took effect, 70 percent of Florida’s fourth-graders scored basic or above. Florida’s Hispanic students now have the second-highest statewide reading scores in the nation, and African-Americans score fourth-highest, when compared with their peers.”
Six states have dropped out or are considering dropping out of Common Core. Nebraska has dropped out, and is conducting a study to compare its own educational standards to Common Core’s. The Kansas House Committee is currently considering a bill to withdraw. Last week, the Oklahoma House passed House Bill 1989, which would prohibit the sharing of minors’ school records without parental consent. Michelle Malkin notes that you can download a Common Core opt-out form to submit to your school district, courtesy of the group Truth in American Education.
Federal education mandates – whether disguised or not – don’t work because everyone is unique. When proponents resort to Orwellian language to hide the truth about them, you know they must be bad for America.


Who’s Behind the Common Core Curriculum?

Written by Sam BlumenfeldCommonCoreLogo-color2
Like so many education reform initiatives that seem to arise out of nowhere, the Common Core State Standards is another of these sweeping phantom movements that have gotten their impetus from a cadre of invisible human beings endowed with inordinate power to impose their ideas on everybody.

For example, the idea of collecting intimate personal data on public school students and teachers seems to have arisen spontaneously in the bowels of the National Center for Education Statistics in Washington. It required a small army of education psychologists to put together the data handbooks, which are periodically expanded to include more personal information.

Nobody knows who exactly authorized the creation of such a dossier on every student and teacher in American public schools, but the program exists and is being paid for by the taxpayer. And strange as it may seem, it arose seemingly out of nowhere, like a vampire, to suck the freedom out of the American people. Unlike Santa’s elves who work behind the scenes to bring happiness to children, these subterranean phantoms work overtime to find ways of making American children miserable.

The Common Core State Standards (CCSS) is another such vampire calculated not only to suck the freedom out of the American people, but also to suck out the brains of their children. And all of this is planned in the dark, away from the prying eyes of parents and writers like me. Ask any educator: “Who is the author of the Common Core Standards?” and they will not be able to tell you.

So I decided to look into the origin of the CCSS. It is said that it originated with the National Governors Association (NGA). When and where? At what meeting? At whose behest? The NGA’s Mission Statement says on its website:

The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Sounds wonderful. But why do we need it? Why are we re-inventing the wheel? Didn’t our public schools provide a decent education for the “greatest generation” when they were in school? That generation not only learned enough to win World War II but also enough to create the scientific foundation of our high-tech society. The only reason why we need the CCSS is because all of these graduate educationists need something to do to justify their degrees and the salaries that go with them. And of course the new curriculum will cost billions of dollars which will enable these vampires to live in the style to which they’ve become accustomed. By the way, if you object to my referring to these people as vampires, feel free to use your own designations.

The CCSS adds nothing to what we know about how to teach reading. It adds nothing to how we teach arithmetic and mathematics. It adds nothing to how we teach history, geography, and the “social studies.” In short, it is a fraud to get the American taxpayer to shell out big bucks for something that we already know how to do. Yes, science has greatly expanded, but it also expanded from 1850 to 1950 and didn’t require a different methodology from the scientific method developed by the great scientists of the past. We may have better equipment which students of science must learn to operate, but the scientific method has not changed.

And of course, the CCSS were made to be as complicated as possible so that no parent or normal human being could understand them. For example, there is something called “Common Core State Standards Official Identifiers and XML Representation.” It states:

As states, territories, the District of Columbia, and the Department of Defense Education Activity move from widespread adoption of the Common Core State Standards (CCSS) to implementation, there is a need to appropriately identify and link assets using a shared system of identifiers and a common XML representation. The Council of Chief State School Officers (CCSSO) and National Governors Association Center for Best Practices (NGA Center), working closely with the standards authors, have released an official, viable approach for publishing identifiers and XML designation to represent the standards, consistent with their adopted format, as outlined below.

So now we know that there is such a body as “the standards authors,” who work closely with such bureaucratic organizations as the Council of Chief State School Officers and the National Governors Association Center for Best Practices. And to make sure that the Standards are being correctly implemented, we read the following in typical vampire language:

De-referenceable Uniform Resource Identifier (URIs) at the domain, e.g. or Matching the published identifiers, these dereferenceable URIs allow individuals and technology systems to validate the content of a standard by viewing the web page at the identifier’s uniform resource locator (URL). The NGA Center and CCSSO strongly recommend that remain the address of record for referring to standards.

What kind of human beings not only write such gobbledegook but also know what it means? And these educationists are among the well-paid elite who know how to make everything so complicated that only they are capable of understanding their own complexity. Here’s more:

Globally unique identifiers (GUIDs), e.g. A7D3275BC52147618D6CFEE43FB1A47E. These allow, when needed, to refer to standards in both disciplines in a common format without removing the differences in the published identifiers. GUIDs are unwieldy for human use, but they are necessarily complex to guarantee uniqueness, an important characteristic for databases, and are intended for use by computer systems. There is no need for educators to decode GUIDs.

Did you read that line, “GUIDS are unwieldy for human use, but they are necessarily complex to guarantee uniqueness”? These people are masters at creating complexity for its own sake. The more complex, the more difficult it is for normal human beings to know what in blazes they are talking about.

What is the National Governors Association for Best Practices? Here is what their website says:

The National Governors Association Center for Best Practices (NGA Center) develops innovative solutions to today’s most pressing public policy challenges and is the only research and development firm that directly serves the nation’s governors….

The mission of NGA Office of Federal Relations is to ensure governors’ views are represented in the shaping of federal policy. Policy positions, reflecting governors’ principles on priority issues, guide the association’s work to influence federal laws and regulations.

The initiative for the Common Core State Standards seems to have arisen from a speech NGA Chairman Governor Paul Patton, Democrat, of Kentucky gave at the NGA meeting on June 12, 2002, in which he said:

Governors are constantly searching for solutions that will help all schools succeed, but some schools require more help than others. The long-term goal for states is to improve overall system performance while closing persistent gaps in achievement between minority and non-minority students. Fortunately, there are places to look for guidance. Although some schools continue to struggle, some have responded successfully to state reform efforts and others have gone far in improving student performance and closing the achievement gap. Current research also suggests there are ways state policies can effectively stimulate and support school improvement.

How that was translated into the need for Common Core State Standards, is not very clear. The Executive Director of the NGA is Dan Crippen, a Washington policy bureaucrat who was director of the Congressional Budget Office from 1999 to 2002. The Director of the NGA Center for Best Practices is David Moore, formerly of the Congressional Budget Office. The Director of the Education Division is Richard Laine. His profile states:

Laine directs research, policy analysis, technical assistance and resource development for the Education Division in the areas of early childhood, K-12, and postsecondary education. The Education Division is working on a number of key policy issues relevant to governors’ efforts to develop and support the implementation of policy, including: birth to 3rd grade access, readiness and quality; the Common Core State Standards, STEM and related assessments; teacher and leader effectiveness; turning around low-performing schools; high school redesign; competency-based learning; charter schools; and postsecondary (higher education & workforce training) access, success & affordability. The Division is also working on policy issues related to bridging the system divides between the early childhood, K-12 and postsecondary systems.

Well now we know who’s in charge of the Common Core State Standards. What is Mr. Laine’s background?

Previous Positions: Director of Education, The Wallace Foundation; Director of Education Policy and Initiatives, Illinois Business Roundtable; Associate Superintendent for Policy, Planning and Resource Management, Illinois State Board of Education; Executive Director, Coalition for Educational Rights; Executive Secretary, Committee for Educational Rights; School Finance Analyst, Chicago Panel on Public School Policy and Finance; Associate Director, California Democratic Congressional Delegation.

Education: M.P.P., M.B.A. and Certificate of Advanced Study in Education Administration and Public Policy, University of Chicago; B.A., University of California — Santa Barbara.

Obviously, Mr. Laine is one of those invisible bureaucrats who create policies for the governors, few of whom ever read them. He was Associate Director of California’s Democratic Congressional Delegation, which includes some of the worst left-wing members of Congress. He’s also in charge of “birth to 3rd grade access,” which the National Education Association strongly favors. Among Mr. Laine’s staff is Albert Wat, whose expertise is Early Childhood Education. His profile states:

Wat provides state policymakers with analyses and information on promising practices and the latest research in early childhood education policy, from birth through third grade. His work focuses on preschool education systems and alignment of early childhood and early elementary practices and policies, including standards, assessments and data systems.

Previous Positions: Research Manager, Senior Research Associate and State Policy Analyst, The Pew Charitable Trusts, Pew Center on the States, Pre-K Now.

Education: Master of Arts in Education Policy Studies, The George Washington University; Nonprofit Management Executive Certificate, Georgetown University; Master of Arts in Education, with focus in Social Sciences in Education and Bachelor of Arts in Psychology, with Distinction, Stanford University.

Like so many Washington policy wonks, Mr. Wat has to justify his bureaucratic position by thinking up new ways to create costly education reform that no freedom- loving citizen wants. Note his and Mr. Laine’s interest in “birth to 3rd grade” education, an area traditionally left up to parents. But then the totalitarian mind wants control over everything and everybody.

In other words, the Common Core State Standards have no more legitimacy than the plans of your local village idiot to reform education. They are the thought emanations of those who have nothing better to do. Yet, they will cost the American taxpayer billions of dollars and make American public education more confusing than ever.

Here’s what kids will read under Common Core


A Slow Motion Revolution Gathers Speed

The Progressives in both parties may be the establishment now but they have always been and continue to be revolutionaries seeking to turn the American dream into a socialist nightmare.

Since the 1890s the Progressives have worked to change our American Experiment from a federal republic operating on democratic principles that recognized our God-given rights to life, liberty, and the pursuit of happiness into a democracy where the government grants rights and pursues its own happiness.

Inch by inch, step by step they have worked to change one aspect and then another until today the cacophony of minute changes has become a centrally-planned federally orchestrated symphony playing Hail to the Chief.

We have transitioned from federal republic into an imperial bureaucracy controlled by a Chicago raised Alinsky style outfit determined to reduce us to abject obedience.  This is the direct result of an education system captured by the Progressives delivering generations of uninformed voters and of the entitlement society delivering a near majority of citizens who get more than they give from the federal trough.

This should be no surprise to anyone.  A country once famous for the political engagement of its citizens has raised generations on the dictum that neither religion nor politics were the subject of polite debate.  The culture of media-hyped sports addiction and hedonistic indulgence has produced millions who know more about their favorite team or about the latest fashion than about their own government.

I don’t know about you but I’m so tired of being lectured by people who get their news from Leno, Colbert, or the Daily Show that I have all but stopped speaking of anything of substance with most people.  We have all developed ways to identify fellow patriots.  We listen for anyone to say anything that will give us an indication that here is another American who realizes where we are and from where we have fallen.  Then we have great conversations, comparing observations and trying to encourage each other that the United States as we have known it will survive four more years of America’s Chavez.

Often I wonder, are we just singing to the choir, lighting a candle in the dark, or sticking our thumb in the dyke?  Will our clandestine discussions on the fringes of a complacent society make any difference?  Or are we merely whistling in the wind as our beloved country changes forever into the dead letters of a living constitution?

We have to admit that the Progressives have out maneuvered and out organized those dedicated to limited government.  They have turned the world upside down.  They captured the Corporations Once Known as the Main Stream Media turning them into a propaganda arm dedicated to suppressing the truth and giving the government party all the cover they need to do anything they want.  They radically empowered the federal bureaucracy ceding it powers granted to Congress to set policy and make law.  This red-tape machine has grown to become the largest organization in the world.  It is ever-expanding and filled with career people dedicated to enlarging their private kingdoms and increasing the power of the nomenclature at the expense of the people.

The courts have been packed, the banks have been bought off, and the unions use legally mandated dues to support candidates and policies their unwilling members don’t want.  Check and check-mate.  The situation has become so dire and the hour so late that it appears the only line of defense we have left between the USA and the USSA is a House of Representatives controlled by Progressive Republicans.

These Progressive Republicans want the same things as their Democrat counterparts: bigger government and more power even if they may want to drive us to the poor house a little slower.

There are a few younger ones who have been elected by the Tea Party such as Rand, Lee, and Cruz who are trying to make a difference.  At every step the Progressive establishment in their own party tries to ridicule them into toeing the party line of compromise and surrender.  The old bulls talk conservative to get elected then join hands across the aisles in a marriage of despotism with deceit.

The further we get from the puzzle factory in Washington one would think the closer we would get to our American heritage of government of the people, by the people, and for the people.  However, the same uninformed disengaged voters form the majority all the way down to the precinct level.  The community organizers have done their jobs very well.  Try to name a state that isn’t in debt.  Try to name a county that isn’t working to install Agenda 21, promote sustainability or cram its Master Plan down the throat of an unsuspecting public.  Try to name a city, town, or village that doesn’t have its good old boy network that manages to stay in power year after year.

Several years ago after an unsuccessful attempt to unseat an entrenched state senator from a gerrymandered district my wife and I decided to become involved on the local level to try and make a difference.  We spent several years battling Agenda 21 while watching the good old boys win by hook or by crook either ignoring or fooling the voters.  Maybe it’s because I grew up in Chicago and was raised on the milk of “You can’t fight City Hall?”  Maybe it’s because I have seen bribes work and honest petitions fall on deaf ears?  Maybe I’m just a cynic at heart?  Maybe it’s true that a pessimist is what an optimist calls a realist?

Although we shall not go gently into that good night it appears we are in the twilight of our Republic and about to enter the sunset of liberty and the dawn of an America with a living constitution, a herd mentality, and a cradle-to-grave welfare state.  If the bell has not tolled yet it is about to.  Even if the Obama Zombies don’t flock to the polls as directed and return Nancy Polosi as Speaker of the House so that a one party state can drive the final nail in Columbia’s coffin, the swelling debt will eventually bring collapse.  This is of course the end result of the Progressive’s long march towards the realization of the Cloward-Piven Strategy for forcing political change through orchestrated crisis.  After the collapse these social planners believe they can impose any type of system they want on a public clamoring for relief.

Ready or not here it comes………………………..

So what can we do now that it has been done?

First of all we have to educate ourselves about American History and the principles of limited government.  Principles which formed the cornerstone for our two century experiment with personal liberty, individual freedom, and economic opportunity so that we can educate future generations about who we were and what we hope someday to be once again.  We can’t teach what we don’t know.

Then we have to build a library of books and DVD’s that tell the story of America.  For books look for reading lists at Tea Party sites, also check out conservative media people such as Rush Limbaugh and Glenn Beck for suggested readings.  For DVD’s the History Channel has produced many great series on such things as the Revolution, the Constitution, the Founders, etc.  Individually or in local groups create an asset that our people can use to immerse themselves in the heritage of freedom.

Finally we need to stay engaged in the political process.  Become involved with likeminded people and figure out what, where, and when is the best place for you to spend our political capital.  None of us is as smart as all of us so if we all look for the way back to limited government eventually a spark will be ignited that will burn with the intensity of a thousand suns and a new chapter in freedom will begin.

Until that time do what you can do.  It is better to light one candle than to curse the darkness.

Keep the faith.  Keep the peace.  We shall overcome.

Dr. Owens teaches History, Political Science, and Religion.  He is the Historian of the Future @ © 2013 Robert R. Owens  Follow Dr. Robert Owens on Facebook or Twitter @ Drrobertowens / Edited by Dr. Rosalie Owens


Part 2 Protecting Against Mass Murder: A Workable Armed Security Plan

SchoolsThere are things that make schools particularly attractive targets for evil men or crazies who want to inflict harm on others or who want to hurt society: Schools contain large numbers of helpless children and a few adults who can pose no threat to an attacker; Being gun-free zones, schools guarantee that the will be no armed person in a school, with the possible exception of a school resource officer; and, once the slaughter starts, the attacker knows that it will take several minutes for the police to be called and to respond. The attacker also knows that if there is a single policeman assigned to the school, he could get rid of that threat to him by simply removing the officer or distracting him in some way; and even if the officer is not disabled the attacker would simply have to begin his attack in one of the more remote classrooms. For these reasons our children are like lambs in a slaughterhouse
The only real protection against a terrorist (and no matter their motive, the people who stage these attacks are terrorists) is to have numerous people in all parts of the school who can be first responders to an attack. The outcome at Sandy Hook Elementary School would have been very different had the first teacher who confronted the attacker, and the Principle who confronted him had done so with a gun.
Schools should be Attack Free Zones; meaning that if an unauthorized person enters a school they are considered a deadly threat and if they do not immediately surrender, they will be shot. This means that schools would have to have the ability to control all access to the school and to identify and control visitors or those on authorized business.
The two most rational objections to arming school personnel are 1) that they would create a confusing battlefield for police who respond- it would become difficult for the officers to identify the perpetrators as opposed to the armed school personnel; and, 2) School personnel are not trained in the needed skills and procedures. I think there is some valid concern on both points. However, if the arming of school personnel is done properly both these points become moot.
First the personnel would have to pass the normal gun ownership background checks, second, they would have to pass the concealed carry class, and third they would be required to be trained and sanctioned by the local police department, and would operate under direction of the police department as a reserve unit of the police. This takes away the concern about qualification.
There are probably several employees at most schools who are already competent marksmen and trained in gun safety. There are likely military veterans or reservists, concealed carry permit holders, reserve officers, or shooting hobbyist on the school staff. These people would be the obvious first class of trainees. The goal would be to have most employees, including administrators, teachers, classified staff, custodians, and bus drivers qualified and armed. Since the reasons schools are such enticing targets for evil or crazy people is because they know they will easily be able to do great harm, having this type of reserve protection would take away that primary attraction as a target.
The second valid concern is identification of school police reservists. First, since they are under the direction of the police, trained by them, and mingle face to face with officers they would be known by sight to the police. Second they would be provided with a recognizable police vest which they would don in the event of an attack anywhere on the school. The teachers in classrooms would lock down their classroom, direct the children to take cover, and then take a defensive position to stop the attacker from entering.
Teachers involved in other activities with students would move them to designated safe areas and take up a defensive position to protect the children. Administrators and other non-teaching personnel would don their vests and move quickly to the trouble area, firing on an attacker at the moment they are encountered.
The reserve officer school personnel would be organized into rank leadership based on competency and training and the senior officer (who might be a teacher or a janitor rather than an administrator) would assume command of the crises until a ranking police officer is on the scene.
Chances are, that in most cases based on this scenario by the time police arrived all school reservists would be “in uniform”’ the threat would be neutralized, and all arms would be holstered, avoiding the chaos envisioned by detractors.
Chances are good that this would prevent injury or loss of student life; or at the worst would limit the number of such casualties.
I will cover reestablishing a healthy American gun culture in Part 3.

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