FLORIDA: Governor DeSantis Announces ‘Stop WOKE Act’ Against CRT in Schools, Workplace thumbnail

FLORIDA: Governor DeSantis Announces ‘Stop WOKE Act’ Against CRT in Schools, Workplace

By The Geller Report

Newsweek reports Florida Governor Ron DeSantis alleged that critical race theory (CRT) and equity training have become cottage industries, suggesting that experts who provide professional guidance to schools and businesses on racial inequities are making a lucrative living off of their work.

“This has become a cottage industry—the CRT. There’s people making huge amounts of money,” DeSantis said at a Wednesday press conference. “They basically will get tens of thousands of dollars to go in and do a training, sometimes in schools, sometimes in business, basically saying ‘Okay, pay me $50,000 so I can teach your employees how racist capitalism is.’”

“This issue is that you have these whole cottage industries of these consultants that will come and they’ll go into a school district or they’ll go to a business or they’ll go to colleges and universities and they bring a lot of this into those institutions and they call it ‘equity,’” he added. “Just understand when you hear ‘equity’ used that it’s just an ability for people to smuggle in their ideology.”

This week, the governor introduced his new Stop W.O.K.E. (Wrongs Against Our Kids and Employees) Act, which seeks to defund schools in Florida that hire and utilize CRT consultants.

DeSantis Announces ‘Stop WOKE Act’ Against CRT in Schools, Workplace

By: Caleb Parke, Dec 15, 2021

Florida Gov. Ron DeSantis (R) announced the “Stop W.O.K.E. Act” Wednesday “taking a stand against critical race theory in our schools and in the workplace.”

Alongside Lt. Gov. Jeanette Núñez and Commissioner of Education Richard Corcoran, he introduced the new piece of legislation: “Stop Wrongs Against Our Kids and Employees Act.”

“I view the wokeness as a form of cultural Marxism,” DeSantis said. “They really want to tear at the fabric of our society and our culture.”

The bill would allow parents the right to sue if they think their kids are being taught CRT.

“Our legislation will defend any money for K-12 going to CRT consultants,” DeSantis said. “No taxpayer dollars should be used to teach our kids to hate our country or hate each other.”

The conservative governor referenced the Left’s attempts to erase U.S. history and topple statues of Founding Fathers and other figures.

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EDITORS NOTE: This Geller Report column is republished with permission. ©All rights reserved.

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Hillsdale’s Imprimis: The Way Out thumbnail

Hillsdale’s Imprimis: The Way Out

By Larry P. Arnn

The following is adapted from a speech delivered at a Hillsdale College reception in Overland Park, Kansas, on November 18, 2021.

Here are two questions pertinent to our times: (1) How would you reduce the greatest free republic in history to despotism in a short time? and (2) How would you stop that from happening? The answer to the first question has been provided in these last two disastrous years. The answer to the second has begun to emerge in recent months. Both are worthy of study.

Reducing a Great Republic to Despotism

To establish despotism in a nation like ours, you might begin, if you were smart, by building a bureaucracy of great complexity that commands a large percentage of the resources of the nation. You might give it rule-making powers, distributed across many agencies and centers inside the cabinet departments of government, as well as in 20 or more “independent” agencies—meaning independent of elected officials, and thus independent of the people.

This much has been done. It would require a doctoral thesis to list all the ways that rules are made in our federal government today, which would make for boring reading. The truth is that very few people not directly involved know how all this works. Although civics education is practically banned in America, most people still know what the Congress is and how its members are elected. But how many know how the Centers for Disease Control (CDC) came to be, under what authority it operates, and who is its head? Here is a clue: it is not Anthony Fauci.

Admittedly, this new kind of bureaucratic government would take—has taken—decades to erect, especially in the face of the resistance of the Constitution of the United States, which its very existence violates. But once it has been erected, things can happen very fast.

What, for example, if a new virus proliferates around the world? There have been procedures for dealing with such viruses for a long time. They begin with isolating the sick and protecting the vulnerable. But suddenly we have new procedures that attempt to isolate everybody. This is commanded by the CDC, an element of this bureaucratic structure, and by a maze of federal and state authorities, all of which see the benefit to themselves in getting involved. The result is that large sections of our economy were closed for months at a time, and citizens placed under the equivalent of house arrest. This has not happened before. The cost of it, and not just in monetary terms, is beyond calculation.

To set up a despotism capable of pulling this off you would need the media’s help. Those controlling the media today are trained in the same universities that invented the bureaucratic state, the same universities the senior bureaucrats attended. The media would need to be willing to suppress, for example, the fact that 50,000 doctors, scientists, and medical researchers signed the Great Barrington Declaration. That document reminds people that you cannot suppress a widely disseminated contagious virus through shutdowns and mass isolation, and that if you try, you will work immeasurable destruction of new kinds—unemployment, bankruptcy, depression, suicide, multiplying public debt, broken supply chains, and increases of other serious health problems. Some of the signatories to this Declaration come from the most distinguished universities in the world, but never mind: their views do not fit the narrative propagated by the powerful. They have been effectively cancelled, ignored by the media and suppressed by Big Tech.

You would need some help from business, too. As far as influence is concerned, “business” is dominated by large institutions—those comprising big business—whose leaders are also educated in the same universities that conceived bureaucratic government and trained the bureaucrats and media heads. This provides a ground of agreement between big business and the bureaucratic state. Anyway, agree or not, businesses are vulnerable to regulation, and to mitigate the risk of regulatory harm they play the game: they send lobbyists to Washington, make political contributions, hire armies of lawyers. If you are big enough to play the game, there are plenty of advantages to be won. If you are not big enough to play the game—well, in that case you are on your own.

Amidst the unprecedented lockdowns, imagine there comes an election, a time for the people to say if they approve of the new way of governing and of this vast, unprecedented intrusion into their lives. Then let us say that in several states the election rules and practices are altered by their executive branches—the people in charge of enforcing the law—on their own, without approval by their legislatures. Say this brazen violation of the separation of powers takes place in the name of the pandemic. One does not need to know what percentage of votes in the final tally were affected to see that this is fishy. No sensible person would place control of the election process in one party—any party—or in one branch—any branch—of the government, alone. In some crucial states, that was done.

Finally, to sustain this new kind of government, you would need to work on education. You might build a system of centralized influence, if not control, over every classroom in the land. You might require certification of the teachers with a bias toward the schools of education that train them in the approved way. These schools, poor but obedient cousins of the elite universities, are always up on the latest methods of “delivery” of instruction (we do not call it teaching anymore). These new methods do not require much actual knowledge, which can be supplied from above.

As far as content, you might set up a system of textbook adoption that guarantees to publishers a massive and captive market but requires them to submit proposed books to committees of “experts,” subject of course to political pressures. You might build a standard approved curriculum on the assumption that everything changes—even history, even principles. You might use this curriculum to lay the ground for holding everything old, everything previously thought high and noble, in contempt.

Doing this, incidentally, deprives the student of the motive to learn anything out of fashion today. It is a preparation not for a life of knowing and thinking, but for a life of compliance and conformity.

This is by no means an exhaustive account of what it would take to build a thoroughgoing tyranny—for further instruction, read Book Five of Aristotle’s Politics or George Orwell’s 1984. But it gives an idea of a mighty system, a system that seems unassailable, a system combining the powers of government and commerce, of education and communication. Money and power in such a system would accrue to the same hands. The people who benefit from the system would be the ruling class. Others would be frustrated. And such a system would tend to get worse, because the exercise of unchecked power does not bring out the best in people.

Any elaborate system of government must have a justification, and the justification of this one cannot simply be that those in the ruling class are entitled on the basis of their superiority. That argument went away with the divine right of kings. No, for the current ruling class, the justification is science. The claim of bureaucratic rule is a claim of expertise—of technical or scientific knowledge about everything. Listen to Fauci on Face the Nation, dismissing his critics in Congress as backward reactionaries. When those critics disagree with him, Fauci said recently, “They’re really criticizing science because I represent science. That’s dangerous.”

The problem with this kind of thinking was pointed out by a young Winston Churchill in a letter to the writer H.G. Wells in 1901. Churchill wrote:

Nothing would be more fatal than for the government of states to get into the hands of the experts. Expert knowledge is limited knowledge: and the unlimited ignorance of the plain man who knows only what hurts is a safer guide, than any vigorous direction of a specialised character. Why should you assume that all except doctors, engineers, etc. are drones or worse? . . . If the Ruler is to be an expert in anything he should be an expert in everything; and that is plainly impossible.

Churchill goes on to argue that practical judgment is the capacity necessary to making decisions. And practical judgment, he writes in many places, is something that everyone is capable of to varying degrees. Everyone, then, is equipped to guide his own life in the things that concern mainly himself.

Another thing about the experts is that they are not really engaged in the search for truth. Instead, the powerful among them suppress the obvious fact that there is wide disagreement among the experts. There always is.

God save us from falling completely into the hands of experts. But God has given us the wherewithal to save ourselves from that. So let us move to the second question posed above.

How to Defeat a Rising Despotism

In answering the second question, I will tell two stories that are suggestive…..

*****

Continue reading this article from Hillsdale College at Imprimis.

Larry P. Arnn is the twelfth president of Hillsdale College. He received his B.A. from Arkansas State University and his M.A. and Ph.D. in government from the Claremont Graduate School. From 1977 to 1980, he also studied at the London School of Economics and at Worcester College, Oxford University, where he served as director of research for Martin Gilbert, the official biographer of Winston Churchill. From 1985 until his appointment as president of Hillsdale College in 2000, he was president of the Claremont Institute for the Study of Statesmanship and Political Philosophy. From October 2020 to January 2021, he served as co-chair of the President’s Advisory 1776 Commission. He is the author of several books, including The Founders’ Key: The Divine and Natural Connection Between the Declaration and the Constitution and Churchill’s Trial: Winston Churchill and the Salvation of Free Government.

The 1619 Project Means Never Having to Say You’re Sorry thumbnail

The 1619 Project Means Never Having to Say You’re Sorry

By Phillip W. Magness

When Nikole Hannah-Jones published the 1619 Project in August 2019, it initially came under an unfair line of attack from historians who took issue with aspects of its discussion of Abraham Lincoln. Hannah-Jones had correctly identified Lincoln as a supporter of black colonization – a common 19th-century “solution” to slavery that involved coupling emancipation with the resettlement of the freedmen abroad in locations such as Liberia or Central America.

Lincoln’s speeches and writings contain dozens of unambiguous endorsements of colonization, which he intended to subsidize through the US government, albeit on a voluntary basis for the freedmen colonists. Though misguided in its aims, Lincoln’s brand of colonization was also motivated by his antislavery beliefs and specifically the notion that resettlement abroad would permit African-Americans an opportunity to enjoy the rights and freedoms that were denied to them in the United States. Nonetheless, Lincoln’s colonizationism has long been a sore spot for Lincoln scholars due to the complexities it introduces to the “Great Emancipator” political iconography. Several generations of historians have put their pens to work seeking a way to give Honest Abe an out where colonization is concerned. Most contend that Lincoln abandoned the scheme mid-presidency, reading an active repudiation into his public silence on the measure in the final year of the Civil War. Others even put forth the theory that Lincoln only advocated colonization as a political ruse – a “lullaby” to coax public opinion closer to the Emancipation Proclamation.

Reality is much more straightforward. In addition to being a sincere antislavery man, Lincoln was also a sincere colonizationist who meant what he said when he espoused this position. A substantial body of my own work on the Civil War-era investigates this exact question, conclusively showing that Lincoln continued to pursue colonization schemes through diplomatic channels well beyond the Emancipation Proclamation, and likely into the last months of his presidency. When Nikole Hannah-Jones made similar claims in 2019, she was drawing directly on my work as a historian of that subject.

In fact, Hannah-Jones stated as much in a series of now-deleted comments as some of the other historian-critics questioned her claims about Lincoln and colonization.

On November 22, 2019 she tweeted out a link to my co-authored 2011 book on the subject, Colonization After Emancipation: Lincoln and the Movement for Black Resettlement.

Three days later, Hannah-Jones wrote, “For instance, recent scholarship shows Lincoln did not abandon colonization at Emancipation but worked on it until he was assassinated.” In another comment, she criticized historian James McPherson’s “dated scholarship on Lincoln ending his efforts to colonize black people at Emancipation” (McPherson is one of the main proponents of the above-mentioned “lullaby” thesis). Quite the contrary, Hannah-Jones continued, “recent scholarship shows [Lincoln] continued these efforts until his death.”

In both cases, the “recent scholarship” that she referred to was my own work, which I summarized in a series of articles in 2012 and 2013 for Hannah-Jones’s own employer, the New York Times.

There were certain interpretive differences between my work and the 1619 Project on this point – for example, Hannah-Jones understated the extent to which antislavery motives shaped Lincoln’s support for the measure, which he saw as a pathway to wean the country away from the brutal plantation system. But the historical evidence of Lincoln’s deep connections to colonization was clear, and at least on that point the 1619 Project got it right.

That is, until Hannah-Jones realized that the historian she was citing was also an outspoken critic of other aspects of the 1619 Project.

“What are the credentials, exactly of Phil Magness?” Hannah-Jones fumed in another now-deleted comment after she realized that I had offered a less-than-favorable assessment of her project’s other historical claims, and particularly its error-riddled essay on the economics of slavery by Matthew Desmond. Her fury intensified in January 2020 after Alex Lichtenstein published a lengthy defense of the 1619 Project against his historian critics, attempting to invoke his authority as the editor of the American Historical Review to arbitrate the disputes over its claims about slavery in the Revolutionary through Civil War eras. At the time I pointed out that Lichtenstein – a 20th-century historian – was not an expert in the antebellum United States, and was thus not qualified to assume the role of historical judge and jury on specialist claims about that era. Hannah-Jones snapped back, “Lol. You aren’t a specialist in that era either yet that didn’t stop you.”

Setting aside the fact that only a few weeks prior Hannah-Jones herself had been explicitly touting my work on Lincoln’s colonization projects to justify her own claims in the 1619 Project, I’ll simply note that I’ve authored over two dozen scholarly works on slavery and the Civil War era. This includes my aforementioned book, the chapter on colonization in the Essential Civil War Curriculum, as well as multiple peer-reviewed articles on slavery in the U.S. and broader Atlantic world. Hannah-Jones, by contrast, has no known original scholarship to her name of any kind on slavery or this period of American history.

At first, I chalked this bizarre exchange up to Hannah-Jones’s increasingly unprofessional approach to defending the 1619 Project. Instead of responding to substantive and factual critiques of her work, Hannah-Jones began directing personal abuse and insults at her critics.

When James McPherson offered his own less-than-flattering take on Hannah-Jones’s work in November 2019, she responded dismissively: “Who considers him preeminent? I don’t.” McPherson is a Pulitzer Prize-winning historian of the Civil War, and author of what is widely considered the standard single-volume treatment of the subject, Battle Cry of Freedom.In December 2019, McPherson joined distinguished scholars Gordon Wood, Sean Wilentz, Victoria Bynum, and James Oakes in questioning Hannah-Jones’s attempts to recast the American Revolution as a fight to preserve slavery. Rather than answer them, she dismissed the group as a whole by labeling them “white historians.”

Hannah-Jones saved her most brazenly abusive attacks though for African-American critics of the 1619 Project, such as Columbia University professor John McWhorter and journalist Coleman Hughes. When McWhorter, Hughes, and other African-American scholars launched a competitor 1776 Project in February 2020 through the Robert Woodson Center, Hannah-Jones lashed out on Twitter by posting photos of herself making derogatory gestures at her black interlocutors. Although she later deleted the tweets at the apparent request of her employer, Hannah-Jones made Hughes, in particular, a focus of her continued verbal abuse. “That Ivy League education certainly didn’t do you any favors,” she wrote in another comment to Hughes in August 2020. “Next time screenshot me and don’t quote text me because I’d rather not read your drivel. I tried to find something to quote tweet in that profoundly mediocre 1776 Project essay you wrote, but alas, nothing was worthy.”

It comes with little surprise, then, that my own experiences with Hannah-Jones followed a similar course after she realized that I was the author of the works on black colonization that she had previously been citing. Rather than engage with the evidence surrounding the disputed claims of her work, Hannah-Jones’s first impulse is to insult, attack, and dismiss the critic as “unqualified” to evaluate her work. Only historians that she cherry-picks to affirm her preconceived position, such as the University of South Carolina’s Woody Holton, are permitted under her credential-touting games.

Except in the case of Lincoln and colonization, Hannah-Jones even went so far as to modify her previous historical claims in order to avoid having to cite and credit a 1619 Project critic. As a result, I have the unusual distinction of having fallen from Hannah-Jones’ grace after she previously invoked my scholarship to support her work back in 2019. When an extended version of the 1619 Project came out in book form in November 2021, Hannah-Jones had not only excised substantial portions of her previous arguments about Lincoln – she cast about and found a new source to justify her revised interpretation on Lincoln.

The 1619 Project book now states only that Lincoln supported “colonization schemes as late as 1862,” and further implies that Lincoln abandoned the program after he issued the Emancipation Proclamation on January 1, 1863. Hannah-Jones’s new source for this revised claim appeared in footnote 38 of her essay: a 2016 popular press book entitled Stamped From the Beginning by Critical Race Theory activist Ibram X. Kendi.

Hannah-Jones’s new version of Lincoln’s colonization initiative is unambiguously wrong as a matter of history. One of the many discoveries I made while researching this subject was a colonization agreement that Lincoln signed on June 15, 1863 with the colonial government of British Honduras, or modern-day Belize. This document resides in the National Archives of Belize where I discovered it in 2011, and was previously unknown to any historian.

But as a broader matter of principle, Hannah-Jones’s behavior illustrates the absence of basic scholarly integrity from her approach to writing history. Rather than following the evidence where it leads, Hannah-Jones picks and chooses bits and pieces of her arguments from a secondary literature based on whether it conforms to her preconceived political narrative. She approaches citations as a tool by which she can reward other scholars who affirm that narrative. And if a previously-cited scholar runs afoul of Hannah-Jones, she is perfectly willing to alter the “history” presented in the 1619 Project in ways that excise the offending work and replace it with a completely different narrative – provided that its author flatters Hannah-Jones’s own personal politics and ambitions in the process.

*****

This article was published on December 11, 2021, and is reproduced with permission from AIER, American Institute for Economic Research.

QUESTION: Is it time to reinstate universal IQ testing for every student in America? thumbnail

QUESTION: Is it time to reinstate universal IQ testing for every student in America?

By Dr. Rich Swier

One of our readers named Janine posted the following comment to one of our columns:

I grew up in the 70s. One day all the black husbands and fathers of the family i grew up with just left. They went to just hang out with their friends, or do drugs or violence. My dad was the only father and husband left on our street before we moved to rural area. He did his best to help the other families like cutting their grass and fixing cars and helping the mothers and children with food. They did just leave. The father not allowed in the home restrictions was only 5 years during the 60s and ended in 1968. You can check the history. A black woman petitioned to end those restrictions. The only thing black men has ever petition for is to have access to white women during the same time. You have listened to black men lies. They are only with black women for as long as it benefit[s] them. When they make more money, they partner with white and other women, who are not black. The black race is in the condition solely because of black men, not welfare, not white people or any women; Just like other people are in the condition they are in because of the men of their people.

I never knew they stop giving IQ test[s] in school. Maybe you don’t know when they’re being administered. That is how they place students in advance classes or special Ed. They must be tested.

After reading her comment I felt compelled to write about Intelligent Quotient (IQ) testing and their impact on children in America.

Multiple IQ tests are still available and used, however they are not universally given to every student. Parents can request an official IQ test for their child from a licensed psychologist or a school psychologist. Click here to learn where someone can request to take an Official Intelligence Test.

In a February 8th, 1984 Education Week column titled “Court Finds I.Q. Tests Racially Biased for Black Pupils’ Placement” Susan G. Foster wrote:

In what some are terming a landmark decision, a three-judge panel of the U.S. Court of Appeals for the Ninth Circuit late last month upheld a lower-court ruling that prohibits California school districts from using iq tests to evaluate black students for placement in special-education classes on the grounds that the tests are culturally biased.

In a Washington Post July 6th, 1987 article titled “IQ Tests Restricted by Race Jay Mathews noted:

Unbeknownst to her [Mary Amaya the mother of then 14-year old Demond Crawford] and most other Californians, a lengthy national debate over intelligence tests in public schools had just ended in the nation’s most populous state, and the anti-test forces had won.

Henceforth, no black child in California could be given a state-administered intelligence test, no matter how severe the student’s academic problems. Such tests were racially and culturally biased, U.S. District Court Judge Robert F. Peckham had ruled in 1979. After losing in the 9th U.S. Circuit Court of Appeals last year, the state agreed not to give any of the 17 banned IQ (intelligence quotient) tests to blacks. [Emphasis added]

Read more.

What is the Larry P. v. Riles case and how did it fundamentally transform IQ testing?

According to Disability Rights California:

The Larry P. v. Riles (Larry P.) case was filed in 1971 when five African-American children who had been placed in special education classes for the “educable mentally retarded” (EMR) in the San Francisco Unified School District filed suit in the Federal District Court of Northern California claiming that they had been wrongly placed in the EMR classes based on their performance on intelligence tests that were racially biased and discriminatory.  [Larry P. v. Riles, 495 F. Supp. 926 (N.D. Cal. 1979).] The suit also claimed that a disproportionate total number of African-American students were placed in EMR classes compared to the number of African-American students in the school system.

The Court decided in favor of the students, and the District was prohibited from using IQ tests to identify or place African-American students in EMR-type classes. The Decision was upheld on appeal in 1984.  [Larry P. v. Riles, 793 F.2d 969 (9th Cir. 1984).] The Court expanded its ruling in the case by banning the use of IQ testing for all African-American students who have been referred for special education services.

The federal district court case of Crawford v. Honig prompted a reexamination of the rights of multicultural children in special education.  This case has challenged the Larry P. ruling banning the use of IQ tests for African-American children and has, preliminarily, resulted in three African-American children being allowed to take IQ tests because their parents wish to have them do so. After the Ninth Circuit Court of Appeals affirmed Crawford, CDE issued a Legal Advisory in October 1994, continuing the directive which banned IQ testing. [See Crawford v. Honig, 37 F.3d 485 (9th Cir. 1994).]

QUESTION: Was this decision the right one for multicultural children in California and beyond?

Should IQ Testing be required of all students in America?

I received an email linking to a 2014 op-ed published on American Renaissance titled “Ten Percent is Not Enough.” The op-ed states:

The black/white experiment has failed.

[ … ]

Some argue it’s a problem of “culture,” as if culture creates people’s behavior instead of the other way around. Others blame “white privilege.” But since 1965, when the elites opened America’s doors to the Third World, immigrants from Asia and India–people who are not white, not rich, and not “connected”–have quietly succeeded. While the children of these people are winning spelling bees and getting top scores on the SAT, black “youths” are committing half the country’s violent crime–crime, which includes viciously punching random white people on the street for the thrill of it, that has nothing to do with poverty.

The experiment has failed. Not because of culture, or white privilege, or racism. The fundamental problem is that white people and black people are different. They differ intellectually and temperamentally. These differences result in permanent social incompatibility.

Read more.

Is there a “permanent social incompatibility” between blacks and other ethnicities? Are blacks different intellectually and temperamentally?

The answer can be found in a study done in 1994. Richard J. Herrnstein and Charles Murray in their seminal book on cognitive ability The Bell Curve: Intelligence and Class Structure in American Life state,

“The question is how to redistribute in ways that increase the chances for people at the bottom of society to take control of their lives, to be engaged meaningfully in their communities, and to find valued places for themselves.”

Herrnstein and Murray found,

Ethnic differences in higher education, occupations, and wages are strikingly diminished after controlling for IQ. Often they vanish. In this sense, America has equalized these central indicators of social success.

Herrnstein and Murray asked,

“What are the odds that a black or Latino with an IQ of 103 – the average IQ of all high school graduates – completed high school? The answer is that a youngster from either minority group had a higher probability of graduating from high school than a white, if all of them had IQs of 103: The odds were 93 percent and 91 percent for blacks and Latinos respectively, compared to 89 percent for whites.

Herrnstein and Murray concluded:

  • We have tried to point out that a small segment of the population accounts for such a large proportion of those [social] problems. To the extent that the [social] problems of this small segment are susceptible to social-engineering solutions at all, should be highly targeted.
  • The vast majority of Americans can run their own lives just fine, and [public] policy should above all be constructed so that it permits them to do so.
  • Much of the policy toward the disadvantaged starts from the premise that interventions can make up for genetic or environmental disadvantages, and that premise is overly optimistic.
  • Cognitive ability, so desperately denied for so long, can best be handled – can only be handled – by a return to individualism.
  • Cognitive partitioning will continue. It cannot be stopped, because the forces driving it cannot be stopped.
  • Americans can choose to preserve a society in which every citizen has access to the central satisfactions of life. Its people can, through an interweaving of choice and responsibility, create valued places for themselves in their worlds.

Herrnstein and Murray found,

Inequality of endowments, including intelligence, is a reality.

[ … ]

Trying to pretend that inequality does not really exist has led to disaster. Trying to eradicate inequality with artificially manufactured outcomes has led to disaster. It is time for America once again to try living with inequality, as life is lived: understanding that each human being has strengths and weaknesses, qualities to admire and qualities we do not admire, competencies and in-competencies,  assets and debits; that the success of each human life is not measured externally but internally; that of all the rewards we can confer on each other, the most precious is a place as a valued fellow citizen.

Finally, Herrnstein and Murray wrote,

“Of all the uncomfortable topics we have explored, a pair of the most uncomfortable ones are that a society with a higher mean IQ is also likely to be a society with fewer social ills and brighter economic prospects, and that the most effective way to raise the IQ of a society is for smarter women to have higher birth rates than duller women.

Shocking words in 1994 and indeed even more so today. Is it time to have a national public debate on cognitive abilities?

The key factor in setting goals is IQ. Is it time to reintroduce IQ testing for all students?

RELATED VIDEO: Demographic Bomb: Demography is Destiny

©Dr. Rich Swier. All rights reserved.

WATCH: USC Viterbi ‘Diversity Senator’ openly supports Hamas, calls for killing of all Zionists thumbnail

WATCH: USC Viterbi ‘Diversity Senator’ openly supports Hamas, calls for killing of all Zionists

By Robert Spencer

Once again we see how “diversity” means tolerance of an astonishing level of hatred and incitement to violence. Thanks to Canary Mission for uncovering this.

The Jews in the Qur’an are called the strongest of all people in enmity toward the Muslims (5:82); they fabricate things and falsely ascribe them to Allah (2:79; 3:75, 3:181); they claim that Allah’s power is limited (5:64); they love to listen to lies (5:41); they disobey Allah and never observe his commands (5:13). They are disputing and quarreling (2:247); hiding the truth and misleading people (3:78); staging rebellion against the prophets and rejecting their guidance (2:55); being hypocritical (2:14, 2:44); giving preference to their own interests over the teachings of Muhammad (2:87); wishing evil for people and trying to mislead them (2:109); feeling pain when others are happy or fortunate (3:120); being arrogant about their being Allah’s beloved people (5:18); devouring people’s wealth by subterfuge (4:161); slandering the true religion and being cursed by Allah (4:46); killing the prophets (2:61); being merciless and heartless (2:74); never keeping their promises or fulfilling their words (2:100); being unrestrained in committing sins (5:79); being cowardly (59:13-14); being miserly (4:53); being transformed into apes and pigs for breaking the Sabbath (2:63-65; 5:59-60; 7:166); and more. They are under Allah’s curse (9:30), and Muslims should wage war against them and subjugate them under Islamic hegemony (9:29).

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EDITORS NOTE: This Jihad Watch column is republished with permission. ©All rights reserved.

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Time to Move On School Choice

By Thomas C. Patterson

Teachers’ unions appear to have run into a buzz saw. On October 25, American Federation of Teachers (AFT) President Randi Weingarten tweeted enthusiastic support for a Washington Post article titled “Parents claim they have the right to shape their kids’ school curriculum. They don’t.“

By November 6, Her message had drastically changed. “Parents have to be involved in their kid’s education. They must have a voice. At the same time, we have to teach kids how to – not what to think.“ Sure, Randi.

In the interval, there had been a reality shock: the Virginia governor’s election, this time with an electorate that had wised up. Parents had been appalled when they remotely observed the overtly racist curriculum their children were being taught and then shocked at the blowback, including being charged with “white supremacy”, when they protested.

Moreover, they now realized the unions were responsible for the damaging school Covid shutdowns. Weingarten herself pressured legislatures and school districts into closures. Unions influenced the Biden CDC into adding new and impossible conditions for reopening. They threatened outright strikes if school districts tried to re-open for the 20-2021 school year.

Voters were not amused. When Terry McAuliffe vowed “I don’t think parents should be telling schools what they should teach“, the damage was done. Polls showed challenger Glenn Youngkin gaining 15-17 points among parents in the last weeks of the campaign. Education-oriented voters swung from favoring McAuliffe by 33 points to a nine-point Youngkin advantage.

Weingarten’s response was that the reports had all been a massive misunderstanding, that it was actually the teachers’ unions that had tried to re-open the schools. Her pathetic gaslighting attempts were ignored.

The longtime symbiotic relationship between the teachers’ unions and the Democrats may be fraying. They both earn the other’s loyalty. According to OpenSecrets, 99.72% of the AFT contributions in 2020 went to Democrats. Fully 97% of AFT donations have gone to Democrats since 1990.

In Virginia, McAuliffe bagged $1 million from the unions. AFT ran ads for McAuliffe and Weingarten personally stumped for him.

Their money isn’t wasted. As governor, McAuliffe had vetoed nine school choice bills. This year, he affirmed on CNN “I will never allow [school choice] as governor”. Nationwide, Democrats have been able to stymie the movement for universal school choice in spite of growing majorities in favor.

The Democrats are in a sticky situation now. According to RealClearOpinion research, voters’ support for school choice surged from 64% to 74% in just the last year. Another poll showed 78% approve of Education Savings Accounts, the most comprehensive method for funding parental choice directly.

Voters have expressed particular contempt for politicians (and educators) who send their own children to private schools but deny the same privilege to less fortunate children. 62% of voters said they would be less likely to vote for such a hypocrite.

Terry McAuliffe, for one, got the message. The veto king sent his five children to private schools. When asked about it on NBC this year, his verbatim quote was “Chuck, we have a great school system in Virginia. Dorothy and I have raised our five children“. You’ve gotta love it.

Democrats are stuck with a policy that is not only morally and educationally wrong but is a political loser. Advocates for children and parents should seize the opportunity to not only win some elections but to fundamentally reform the structure of education in America into a system that serves students and parents, not bureaucracies.

Teachers’ unions must be publicly held accountable. These organizations which relentlessly pound a “for the children“ theme have a wretched record of not promoting their educational interests.

In the 1960s, when the unions first rose to influence, about $3000 ( inflation-adjusted) dollars were spent per student. Today that number is over $13,000. Yet academic achievement and the ethnic gap have stubbornly failed to improve.

Not all of the spending increase has gone to teacher salaries and not all of the fault for academic failure is theirs. But as the dominant influence in education policy for the last half-century, unions must bear major responsibility for the dismal outcomes.

Parents’ rights advocates: take heart. This is our time.

*****

Thomas C. Patterson, MD is a retired Emergency Medicine physician, Arizona state Senator and Arizona Senate Majority Leader in the ’90s. He is a former Chairman, Goldwater Institute

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Arizona High School Halts Transgender Spirit Week After Outcry From Parents

By Spencer Lindquist

A public records request revealed that parents at Estrella Foothills High School in Goodyear, Ariz., successfully halted a Transgender Awareness Week that aimed to push left-wing gender theory on the school community.

The week originally included a variety of different activities, including wearing name tags with students’ pronouns, wearing rainbow colors to celebrate the LGBT movement, and another day on which students were instructed to wear blue, white, and pink, the colors of the transgender flag. The spirit week was being hosted by Estrella Foothill High School’s Coexist club.

The club also made an Instagram post encouraging students to donate to the National Center for Transgender Equality, a far-left organization that advocates for boys to be able to use girls’ restrooms in schools, a policy that threatens the safety of young women.

Courtney Ratkus is the sponsor of the Coexist club and a teacher who proposed the spirit day to principal Kimberly Heinz in an email, also explaining the themes behind each day.

She also advertised the week to students in an email. While advertising Monday’s theme of “Make Yourself Known” where students are supposed to put their pronouns on a name tag, Ratkus noted that “Nametags will be provided to you by your first hour teacher.” In an email to staff, Ratkus explains the spirit week and encourages them to take part.

Ratkus teaches English Language Arts at the high school, and has been vocal about her social and political beliefs online. In an archived Instagram story entitled “Be Kind,” Ratkus reposted a tweet on Independence Day saying “I would say happy 4th of July, but all countries matter.”

She also wrote on Instagram that “you’re killing people by refusing to wear a mask. Just f****** wear the mask” and shared a post that accused Donald Trump supporters of  supporting “racism, homophobia, sexual assault, xenophobia, ignorance, misogyny,” and “fascism.”

Documents gathered from the public records request reveal that parents and students were able to successfully stop the spirit week after the first day.  One parent condemned the push for a “radical sexual lifestyle” in an email to district administrators before warning that if the push continues, he will “be forced to withdraw my children and the funding that your school relies on.”

Another parent told administrators that “my children go to school to learn and be educated about core subjects, not people’s sexuality,” going on to request that the spirit week be canceled.

Amid these and a flurry of other critical emails, principal Kimberly Heinz canceled the spirit week after the first day, telling parents in a mass email that “our administrative team met this afternoon and have made the decision that we will not move forward with the remaining awareness days this week.”She continued to say “we will be working … to help put into effect clearer policies, procedures, and timelines for a more effective vetting process for student club requests such as this week.”

This victory for students and parents is another example of communities taking on left-wing pushes in K-12 government-run schools just as they have in Loudoun County and other locations across the country.

Neither Ratkus nor Heinz responded to a request for comment.

*****

This article was published on December 10, 2021, and is reprinted with permission from The Federalist.

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Creating a School You Love, Part 1

By Tamara Fromm

If 2020 and 2021 have you rethinking your child’s education path, you are not alone. The world is out of order and the public school system is facing extraordinary challenges in education. Luckily, you have options, lots of them. Homeschooling is one of those great options and parents are taking that leap, joining the largest boom in homeschooling history and creating schools they love.

So where do you start? Well, if this was 2010 I’d tell you to take your time, do some research, attend the summer homeschool convention and pray over it. Today’s parents don’t have that kind of time. They want their child out of government school and they want them out now. Between school closures, masks mandates, vaccine mandates, 1619, CRT, gender fluidity, and more, parents are simply pulling their child from government school, taking funding from the school in the process, and figuring out how to homeschool in record time.

Deciding to homeschool is likely the biggest hurdle you will face in your homeschool journey. Crazy as that sounds it’s true. The decision is overwhelmeing and full of change. Spouses need to be on board, exes need to be on board, there are finances to consider, jobs to schedule around and every fear you never thought of before has likely led to sleepless nights. Thirteen years ago, I spent three months considering it, reading books, enchanted with The Pioneer Woman’s blog on homeschooling before I even told my husband what I was thinking. It took another three months before I had the guts to tell the grandparents!

What fears might keep you up at night? Will my child learn from me, will they have friends, what about school photos, will they have homecoming dances and prom, will they get into college, will I hate it, will I screw up my child, what they will miss not being in a traditional school, will my child be socialized, and how will I explain this to my family and friends to name a few. Let me put those fears to rest. My children are thriving. My high schoolers are well educated and in their 3rd semester at University; they started last fall when they were 15 and 14 years old. They both hold down a regular job. They are enrolled in club sports as well as high school sports and both are accomplished musicians and singers. They attend dances, football games, date, drive, and see their friends regularly. Given the number of families I have mentored and my own experience, I know you can homeschool and think of all you and your family will gain when you do.

The gains I see in my own school reassure me every year that we made the right decision for our family 12 years ago. For starters, I gain time; the time I would spend in the car simply running drop off and pick up is enough time to school all subjects for early elementary! I get to be my child’s number one influence; they learn to function in a civilized society from me, they are not over-socialized day in and day out, and they have a healthy amount of downtime. We have gained control of our schedule; taking vacations when fit into our lives and we avoid crowds, evening sports no longer feel like a chore because they are part of our school day, and evenings with NO HOMEWORK! Enough said.

So if homeschooling is for you, take the first step. Research the homeschool laws in your state. Depending on the state you live in this could be simple with low regulation meaning no notice is needed or subjects are not mandated. Every state is different and some have more complex laws with high regulation; for example, quarterly reporting, attendance recording, or home visits. Curious where your state lands on the regulation scale? The HSLDA (Home School Legal Defense Association) website is full of valuable information and breaks down homeschool laws and requirements by state https://hslda.org/legal/. In Arizona, a low regulation state, your first step is to submit your affidavit to the county superintendent’s office. For Maricopa County visit https://schoolsup.org/homeschool.

The great thing about deciding to homeschool is that you can change your mind at any time. Take it year by year, figure it out as you go, and find what makes schooling tick for your children. My homeschool currently enrolls children kindergarten to 11th grade equivocal. My school has evolved over the years and just like parenting, I’m not the same homeschool mama I was that first year. I no longer have a homeschool room dedicated to all things learning as I quickly learned I’m a Kitchen Table Homeschooler; we work school along our day in the main area of our home. Also, I now school year-round rather than following the traditional August to May school year. In addition, as life changed with moves and babies, we have been able to adjusted our schooling routine around those changes. Our school looks differnet from year to year and sometimes from one day to the next. My children, husband, and I are happy, grateful every day for the decision we made all those years ago, and together, we created a school we love.

Part 2 will focus on the four main homeschool styles, typical time commitment based on grades and ages, and curriculum options. Other parts could include Co-ops, micro-schools, creative scheduling, costing (include Education Savings Accounts or ESAs), special needs students, park dates and social enhancement…and more. Also, questions could be submitted which could spark topics for future articles. You can find Runaway Mama on Facebook @RunawayMama4 and email questions to contact@RunawayMama.com.

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Racial Equity Committee Co-Chair Resigns After Doxxing Parents And Leaving Profane Voicemail

By The Daily Caller

  • The co-chair of a racial equity committee at a Texas school district resigned Wednesday after admitting she had doxxed parents who opposed her policies and left one a profane voicemail, Fox News reported.
  • While Norma Garcia-Lopez was co-chair of the Fort Worth Independent School District’s (FWISD) school board Racial Equity Committee, she shared parent information and encouraged others to call parents out for opposing mask mandates, Fox News reported. Garcia-Lopez shared the phone number and home address of one parent, Jennifer Treger, in addition to the employer, work email address and phone number of another parent, Kerri Rehmeyer.
  • “But they [school board] don’t care what happened to the parents of nine children in Fort Worth ISD, that’s the biggest issue right there,” Hollie Plemons, a mother of three in the FWISD school district told the Daily Caller News Foundation. “So she’s gone, she’s gonna show back up someplace else, she’s not out of this. She’s just not on this committee, and that’s good, but it doesn’t solve the issue that the board doesn’t feel she was wrong.”

The co-chair of a racial equity committee at a Texas school district resigned Wednesday after admitting she had doxxed parents who opposed her policies and left one a profane voicemail, Fox News reported.

While Norma Garcia-Lopez was co-chair of the Fort Worth Independent School District’s (FWISD) school board Racial Equity Committee, she shared parent information and encouraged others to call parents out for opposing mask mandates, Fox News reported. Garcia-Lopez shared the phone number and home address of one parent, Jennifer Treger, in addition to the employer, work email address and phone number of another parent, Kerri Rehmeyer.

“It’s astounding what the ‘White Privilege’ power from Tanglewood has vs a whole diverse community that cares for the well being of others,” Garcia-Lopez wrote publicly, according to Fox News. “These are their names: Jennifer Treger, Todd Daniel, Kerri Rehmeyer and a coward Jane Doe. Internet do your thang,” Garcia-Lopez wrote. Jane Doe has since been identified as Hollie Plemons, a mother of three in the FWISD school district.

Garcia-Lopez announced Wednesday that she was resigning from her position because she “cannot allow the vile and relentless attacks on me by white supremacists to distract from or overshadow the continued pursuit of equity in FWISD,” according to an email she wrote, obtained by Fox New from a school board member.

“I am writing to inform [FWISD] that it has become necessary for me to resign from my volunteer positions with the District, including as a member and co-chair of the Racial Equity Committee and as a member of the Redistricting Committee,” Garcia-Lopez wrote in the email, Fox News reported. “Every student in FWISD deserves equity and respect. That is my passion and reason for serving on those committees,” the email said.

BREAKING REPORT: Texas school board’s ‘equity’ co-chair Norma Garcia-Lopez RESIGNS AFTER DOXXING WHITE PARENTS and leaving foul-mouthed voicemails when they sued over mask mandate…

— Chuck Callesto (@ChuckCallesto) December 9, 2021

Garcia-Lopez admitted to releasing the personal information of and leaving a profane voicemail for Rehmeyer, who along with others, sued FWISD to block its COVID-19 mask mandate and obtained a temporary injunction in August, Fox News reported.

“F— you, you stupid b—-. F— you with your White privilege, not caring about the well-being of others, f— you,” Garcia-Lopez said in the voicemail, Fox News reported. Garcia-Lopez claimed that Rehmeyer, along with other parents, “sent a lynch mob to attack me,” aiming to “silence me from advocating for equity.”

“Some people consider my actions doxxing,” Garcia-Lopez said, according to the Fort Worth Star-Telegram. “It’s not doxxing when you expose someone who filed a public motion in a public court of law that impacts public school children.”

“They definitely need to be called out,” Garcia-Lopez wrote after releasing parents’ personal information, Fox News reported. The FWISD’s Racial Equity Committee defended Garcia-Lopez’s actions last week and Garcia Lopez denied she had doxed parents.

“My message contained harsh language — no threats,” Garcia-Lopez said, according to the Fort Worth Star-Telegram. “Some people find my choice of words in that message offensive. But what’s really offensive is that four white parents could hold so much power.”

Rehmeyer argued that Garcia-Lopez’s actions were wrong, arguing that she “told people to go after us, said where I worked,” Fox News reported. “I received 17 voicemails at work from one person” and “had a previous client who said she hoped that I died,” Rehmeyer said.

Rehmeyer also told Fox News that some of the parents’ businesses received negative reviews online from people who “don’t even try to pretend that they were clients.”

Treger said her focus has always been on informing and protecting the families in her school district, calling it “disheartening that some people feel the discussion around masks should be tied to race.”

“The color of one’s skin plays no part in my belief that families should have the option to choose whether they mask their children or not,” she said in a statement to the Daily Caller News Foundation. “Sharing personal information publicly with ill intent was hurtful to many in our community. We should all be able to disagree and still remain respectful of one another’s opinions.”

“Ultimately, we are relieved to hear that Norma Garcia-Lopez will no longer hold positions of influence in Fort Worth ISD, but we are disappointed by the complete lack of action by the Board of Trustees,” Rehmeyer told Fox News.

Rehmeyer said she thinks the school district “will continue to ignore” the concerns of parents and that the school district trustees “haven’t bothered to notify us she resigned,” Fox News reported.

Plemons told the DCNF it is great that Garcia-Lopez has resigned, “but it’s more telling that our school district didn’t do anything about it, our Board of Trustees didn’t do anything about it and two of our Board of Trustees expressed their sorrow for what happened to Norma.”

“But they don’t care what happened to the parents of nine children in Fort Worth ISD, that’s the biggest issue right there,” Plemons said. “So she’s gone, she’s gonna show back up someplace else, she’s not out of this. She’s just not on this committee, and that’s good, but it doesn’t solve the issue that the board doesn’t feel she was wrong.”

Garcia-Lopez is a community member, but not an employee of the District, district spokeswomen Claudia Garibay told the DCNF in a statement. “She has voluntarily relinquished her position as co-chair of the Racial Equity Committee,” the statement said.

Garcia-Lopez could not be reached for comment.

COLUMN BY

KENDALL TIETZ

Education reporter.

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EDITORS NOTE: This Daily Caller column is republished with permission. ©All rights reserved. Content created by The Daily Caller News Foundation is available without charge to any eligible news publisher that can provide a large audience. For licensing opportunities of our original content, please contact licensing@dailycallernewsfoundation.org.

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VIDEO: Want to get teacher unions mad? This should do it.

By Martin Mawyer

There’s been a lot of serious discussion about putting cameras in public school classrooms.

Several months ago, the chairman of our organization, David Carroll, suggested that Christian Action Network join and promote this ambitious campaign. Quite frankly, I was a bit hesitant at first.

I liked the idea, don’t get me wrong. Putting power back into the hands of parents, rather than liberal school officials and teachers, sounded great to me. But the more I thought about it, the less enthused I became.

Who would pay for it? Who really wants to go head-to-head with powerful, wealthy and vindictive teacher unions? What would the cost be – in both time and money – to promote such a demanding campaign?

My mind quickly descended into other rabbit trail obstacles, such as the need to get a whole sleuth of conservative groups, legislators, and academia to jump on board.

Still, I did some grunt work.

I found that putting cameras in public school classrooms was easier than I had imagined. In fact, it could almost be done with a flip of a switch.

But is it a good idea? In our latest episode of “Shout Out Patriots,” we put that question to the task.

Outraged parents are demanding public schools have classroom cameras to monitor what’s being taught to their children.  Opponents claim it’s a violation of privacy rights, for both teachers and students. Our team examines those arguments, and others, one by one.

Martin Mawyer, president of Christian Action Network, joins Pastor Jason Binder and several other guests to debate, argue and scrutinize classroom cameras. Are they nothing but nuisance, evil-spying nanny cams? Or are they the eyes and ears of mama bears wanting to protect their precious cubs from teachers gone woke?

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Teacher’s Union Official’s Facebook Post Says People With Religious Vaccine Exemptions Deserve To Die

By The Daily Caller

Suggests GOP Commit Mass Murder


A National Education Association (NEA) Board of Directors member and English teacher at a Pennsylvania high school posted to Facebook that she thought unvaccinated individuals with religious exemptions deserved to die, according to a screenshot of the post obtained by the social media account Libs of Tik Tok.

Mollie Paige Mumau took to Facebook to condemn all individuals who have not been vaccinated due to religious exemptions, accusing this group of “hiding behind religious exemptions because they don’t want anybody to tell them what to do,” according to a screenshot of her post. Mumau said religious exemptions to the COVID-19 vaccine are “such BS” because “people tell you what to do all the time and you do it.”

Mumau appeared to refer to a specific person in her comment, writing “he and his ilk deserve whatever comes their way, including losing jobs, getting sick, and perhaps dying from this virus. But in the meantime, he’s going to put all the people around him in danger.”

Pennsylvania teacher writes on FB that people who have religious exemptions should die from the virus or be shot pic.twitter.com/vF28M2QcP4

— Libs of Tik Tok (@libsoftiktok) December 6, 2021

“I don’t know why the GOP doesn’t just take those guns they profess to love so much and just start shooting all of their constituents who think this way,” Mumau wrote. “It would be quicker and ultimately safer than putting me and my friends and family at risk.”

General McLane School District (GMSD) confirmed to the Daily Caller News Foundation that it does employ a woman named Mollie Mumau at General McLane High School, according to Sarah Grabski, director of communications and administrative services for GMSD. Grabski said the district could not legally discuss any personnel actions right now but that Mumau is not currently in its buildings.

“The district is aware of a potentially inappropriate social media comment by a staff member,” GMSD said. “The district will investigate the matter and act accordingly. In all situations, the district’s utmost concern is the safety of our students and staff.”

The NEA did not respond to the DCNF’s request for comment.

COLUMN BY

KENDALL TIETZ

Education reporter.

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EDITORS NOTE: This Daily Caller News column is republished with permission. ©All rights reserved. Content created by The Daily Caller News Foundation is available without charge to any eligible news publisher that can provide a large audience. For licensing opportunities of our original content, please contact licensing@dailycallernewsfoundation.org.

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Biden Will Eventually Cancel College Debt, And So Enrich The Squad

By Rod Thomson

Tax-sucking Congressional socialists continue to pressure kinda sorta President Biden to cancel at least $50,000 in student debt via executive order. Despite the enormous strain other Democrat policies have had on hard-working American families, this bailout to college grads will almost assuredly happen because this presidential anomaly’s handlers cannot or do not want to stand up to the radical left for long.

There are endless problems with this, which were well hashed out when Sen. Bernie Sanders made this college grad bailout a hallmark of his campaign.

First, the fairness issue. Millions of Americans over many generations, myself and wife included, paid off student debt from college over the years. And now this crop of entitled college kids want a bailout, even as a college degree has diminishing value — and no real value in several degree areas.

Second, the $1.6 trillion price tag is just another completely irresponsible load of national debt on a system that may not be far from buckling from already existing astronomical debt.

But there is also a little known element: Many of the most outspoken proponents of canceling student debt themselves have substantial college debt. They would directly benefit financially from their vote. If there was such a thing as a conflict of interest in Congress, this would be at the top of the list. But such unabashed corruption is simply accepted in D.C.

Make no mistake, every dollar of this debt will fall to the federal government, which is eventually paid by American taxpayers.

As members of Congress, these folks pull down $174,000 in taxpayer money, plus gold-plated benefits that literally no other Americans get. And now they also want taxpayers such as coal miners, convenience store clerks, maids, lawn service guys, roofers, road workers, pavers, pool installers, along with bankers, lawyers, doctors and business owners, to pay off their college debt. In fact, they want to force them to.

It’s all pretty unconscionable on a moral level, but also the sheer chutzpah of socialists who supposedly want to help the little guys by spreading the wealth, demanding the little guys help pay off debts they can clearly afford to pay off themselves. A $174,000 annual salary makes them 5 percenters, making more than 95 percent of Americans — who they want to pay off their debt. This puts the lie to the whole schtick. Like every socialist ever in power, they simply want more for themselves.

And it’s right out there in plain sight. For instance, Democrat Rep. Rashida Tlaib owes $70,000 in college debt for her law degree and is one of the biggest proponents for Biden to sign away $50,000 with an executive order, as many, such as Senate President Chuck Schumer and Sen. Elizabeth Warren along with a bundle of others, say he has the authority to do so. (Obviously Constitutional authority is not what they are referring to.)

To blunt the obvious corruption in her position, Tlaib struggles up onto her self-righteous high horse and claims she didn’t become a lawyer to make money or buy “bougie cars,” but she went into the nonprofit world and worked as a lawyer for the good of the community. For that oh-so noble reason, her debts should be forgiven. (Probably should point out that many non-profits make more than most business owners or average lawyers, so, ah, no.)

But it is classic socialist philosophy: Individuals are not responsible for the consequences of their actions, which parenthetically is why they favor releasing criminals based on skin color and not actions. They want the communal whole, via government, to pay for their consequences.

It’s not just Tlaib. Rep. Alexandria Ocasio-Cortez and Rep. Ilhan Omar both have substantial college debt and are vocal proponents of wiping out all college debt. There may be others. Since that is not going to happen in Congress, they favor Biden’s pen.

Two-face socialist authoritarians just being true to themselves.

EDITORS NOTE: This The Revolutionary Act column is republished with permission. ©All rights reserved. Like us on Instagram and Like Rod’s new Youtube channel.

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Why in the World Are Democrats Preferred on the Issue of Education?

By Bruce Bialosky

While watching the election returns in Virginia, the analysts — you know those people with those slick boards which move pictures with the flick of a finger — were talking about what a shock it was that a Republican was favored on the issue of education. At this time in America, why would anyone favor the Democrats on this issue?

Did anyone happen to notice that once public employee unions were legalized back in the 1960’s, the cost of public education soared in this country while the quality of said education plummeted? A scientific theory, of which subject teachers are completely inept, would tell you that the two are not necessarily cause and effect. An honest person would state there are other factors involved. Is it a coincidence that these things happened simultaneously? I think not.

The country’s largest city which operates the country’s most populated school system has an (outgoing) mayor who has been an ardent enemy of charter schools. These are the same charter schools that have thousands vying for limited spots via lottery to get their children into schools not controlled by the mayor and his teacher union supporters. The same charter schools that enable minority students to perform at levels that far exceed the performance of their public schools’ counterparts. Yet for some reason, the perception is that Democrats are better on the issue of education. What is wrong with this picture?

In California, the teachers’ unions make a tremendous effort to get the legislature to crush charter schools. They lie about the performance of the charter schools to enhance the performance of the public schools to no avail. While the leaders wail about white supremacy, the performance of the black and brown students under their guidance is atrocious.

The Democrats like to say you should never let a crisis go to waste. In Virginia’s case, it backfired on them. I and many other critics of teachers’ unions and the current public-school systems seemed to get nowhere with middle-class and upper-middle class parents. Parents were too busy working and just getting through their days trying to provide a safe and healthy home for their children. We could write and speak and scream at the top of our lungs about the gross injustices being done to minority children. But if their school district was hiding the damage and their kids were getting a “good” education, they ignored the plight of others or were just too overwhelmed with their lives to take on the task of fighting the system.

Then we came upon a pandemic. Their kids were stuck at home and their teachers refused to show up to teach even after being vaccinated. Parents began to see not only the poor education being foisted upon their children but the poor education foisted upon all children –particularly in urban districts. They saw advanced education programs being canceled as racist because too many white or Asian kids were in the programs and not enough black or brown kids. They did not see the sense of that. They came to realize if the black or brown kid received a vapid education it was harmful to all of us down the line. They saw the schools were focused on issues other than math and English and science and history. If history was being taught, the values with which they were raised that made this country great were being trashed. Immigrant parents saw their kids being told that those things they cherished about America and caused them to fight so hard to become an American were bad or dangerous. The parents saw that their world was not being turned upside down. It already was.

Democrat elected officials who were funded by public employee unions that owned the politicians were the catalyst. The parents realized the people they trusted were cheating on them behind their backs. The funds from bond issues they were told to vote for and did so religiously were being wasted. Bright new schools were not the cure. The sickness was inside the schools. That means the curriculum, the school boards, the administration and, yes, the teachers who went along with all of it.

The other political party had been telling them that they cared. They argued for charter schools and parental choice and vouchers so parents could make the choice of a better way. The other party stood up and waved their hand and said we are still here. We still want to help. We still believe a public education monopoly has failed us. They reminded parents there is a reason the public-school establishment argues against the competition. When competition happens, the establishment loses, and the kids win. They reminded parents that they not only have a say in their child’s education, but they should also actively participate in the process.

Many black and brown parents have already realized the establishment and their political allies have left them in the dust. Now white parents have woken up to that reality. They have realized the Democrats are owned by the teachers’ unions serving them instead of their kids.

We have a breakthrough. Republicans should grasp that opportunity and press it to the wall. Not because it is a political opportunity. It is the right thing to do. It is not throwing money at a dysfunctional system. It is improving the outcomes for all our children. Republicans are the party of education. It just took a pandemic for many parents to wake up on the issue.

*****

This article was published on December 6, 2021, in FlashReport and reproduced with the permission of the author.

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The Covid, Climate Alliance

By Joe Bastardi

Maybe it is all just a big Coincidence — Covid and Climate.

I have 2 chapters in my book on this matter. The book was written in March and April of 2020 so it predates the evolution of what you see

(btw it is available here and it is stocking stuffer size, sort of).  Keep hawking it, as unlike some things one writes where they are current, then in the past, this book is just as current now as when it was written)

In any case, I have to question whether this is all a  coincidence.

Think about it. What does Marxism seek to do? It is a top-down authoritarian form of governance where control of the free will and freedom of the individual is a must. This force’s dependence on the state, and in the spiritual aspect, forces a person to choose between that dependence and one’s religious belief.

So what are you seeing here? Covid policy is a tactic to control. The Virus is GOING TO NATURALLY MUTATE TO GET AROUND ANY TYPE OF ARTIFICIAL RESISTANCE. Nature does that all the time. But think what the reaction, no matter what the intention, has done. It forced a sense of fear and almost blind reliance, and outsourcing of one’s freedom, to someone who will take care of you. The age-old question of is it better to be safe or strong enough to resist a threat comes to mind. Those seeking safety first will trust someone else rather than themselves. How else can you explain an almost blind allegiance to someone who has not actively treated a patient in a practice for over 30 years, over doctors on the front lines offering suggestings on how to stop this? Dr Fauci, who is now floating the trial balloon of renewed lockdowns. Right in time for the holidays.

They want to talk math and science right? Okay. Tested positives are near 50 million. It is hugely telling that the people pushing a vaccine have not set up antibody testing stations around the country with the availability of testing or vaccination sites, You can get the shot anywhere, but you can’t tell if you have Covid antibodies in the same ratio, It is common knowledge now that natural immunity ( and for goodness sakes.  This should be intuitive)Why isn’t the French vaccine available here? It uses the tried and true method of prevention, stimulating your body to create its own antibodies and then becoming more mutation resistant.

Nature is a stronger and longer defense against COVID. So why would you not want to get an actual count of people with antibodies?, rather than a tested count? THAT MAKES NO SENSE. And it is baffling how people don’t see that.  Or don’t ask why vaccines like the one above are not available.  Dr  Fauci says it spread 5x faster than flu. By HIS IDEA the whole country should have had it by now. But no matter let’s take how many people have been vaccinated. It is over 230,000,000 million, You have 50 million immune and if the vax is so powerful that it is our patriotic duty to get it, even though there is a risk.

Now given the recent surge, if all this vax talk was true, then how is it we are seeing such a surge with so many fewer people that are supposedly the ones that are responsible. There are only 50 million “unprotected”. Something is wrong here with what we are being told. My suspicion is what many of us know, the man-made vax simply fades. And a lot of vaxed people are walking around not understanding that they are likely no better off than an unvaxed person and certainly not better off than someone that had covid ( of which I believe there are many more). They are actually at risk from a false sense of security.

Covid is dangerous. It is a blight. But either the people that are pushing all this are  incompetent, or they are purposely hiding the examples above I gave

Why shut down frontline doctors aggressively treating this with therapeutics?   Why isn’t the more classic French Version available here? There are countless questions, and they get blocked with an aggressive campaign to isolate, demonize and destroy, the classic Marxist tactic.

Now to climate. FORCED ADHERENCE IS HERE. You are seeing it in the form of price rise. Biden has created the mess and now has decided we need to look at those evil energy companies for raising prices. There is a calculated step up. Arrogant elitists tell us we can afford an extra dollar a pound for turkeys. Meat prices rise, so more people have to figure out what else to eat. An energy secretary laughs at the problem on the video, saying she wished she had a magic wand to force the now all-powerful again OPEC to lower their prices. And so people, the poorest especially must react. Just like Covid, a form of class warfare and chaos develops.  Quite frankly I can not believe this is an accident. Nor do I believe Joe Biden hatched this. His history proves he is incapable of such things, but more than willing to adapt such things ( please just look at his record). However, those that wish to take down the freedoms of this country or who have written books supporting the redistribution of American wealth as the penalty for what we have done ( gee I wonder who THAT is) are smart enough and also are ENOUGH OF A LEADER, WHERE THEY WILL KEEP THEIR MOUTHS SHUT FOR THE BIGGER CAUSE, can do it. They use setbacks such as Trump’s rise to power to regroup and come on stronger. So for whatever reason, they have a Covid and Climate alliance, along with the other chaos they crave to gain control, that is the wave we are facing.

Can you see the link? ITS DECEPTION ( or put it this way, a designed plan to hide all pieces of the puzzle). We are told it is getting worse all the time, yet there is no time better for living on the planet than now. That is why life expectancy has surged. Because of that, Covid can claim more lives.  The argument that more people are dying is absurd. 1) of course more people are dying there are more living. 2) There should be more people dying from natural disasters ( which of course are now blamed on man) because more people are living in harm’s way. Yet this graphic blows all that out of the water without having to argue over the polar bears or whatever or listen to Bill Nye and Greta drop F-bombs.

So if it’s worse than ever how were there 28x more deaths with 1/4 the population of today in 1930? It’s flat out false to assert man’s influence is ruining life. The earth is greener than ever in the satellite era, more people are living longer, more people are living in disaster-prone areas, YET THE ATTRIBUTED AMOUNTS OF DEATH ARE DROPPING.

We are in big trouble as far as what this nation was founded on. That the population as a whole is so uncurious about things like this, and not only accept what they are told but become agents for the deception by trying to force what they are told on others who actually look at these things, is the biggest problem. The devil’s biggest tool is to drive wedges into what we love the best. Our families, our friends, our way of life. To destroy what God has given every person and is so wonderfully spoken in the words of the founders. Whether you think the whole thing is a fairy tale or not is your business, but the old adage the road to hell is paved with good intentions is backed up by Mencken’s ”the urge to save humanity is almost always a false front for the urge to rule” rings loud and true today. Whoever or whatever is behind all this, and perhaps it is just plain dumb luck, is capitalizing on it. Be it Covid, Climate, or whatever, there are just too many common links to ignore what is an almost otherworldly design to destroy the American experiment.  And no matter what the actual cause, the erosion of our foundations is evident. And we have no one to blame but ourselves. If the nation falls, it’s because we became comfortable and complacent rather than virtuous and vigilant.

I think Paul Harvey nailed it back in 1964.

*****

This article was published on November 29, 2021, and is reproduced with permission from CFACT, The Committee for a Constructive Tomorrow.

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Compulsory Schooling Laws Under Scrutiny in Michigan Following Deadly Tragedy

By Foundation for Economic Education (FEE)

The history of compulsory schooling laws says a lot about their true purpose.


In the wake of the devastating school shooting in Oxford, Michigan this week that claimed the lives of four teenagers and injured seven others, state board of education member Tom McMillin called for an end to Michigan’s compulsory schooling laws.

“Repeal compulsory schooling laws,” McMillin announced in a Facebook post on Thursday. “State needs to stop dictating terms of education of our kids,” he wrote.

The Associated Press reports that details have emerged indicating that the teen shooter’s parents—who on Friday were charged with involuntary manslaughter—met with school officials a few hours before the massacre, but the student remained at school.

“Should there have been different decisions made?” said Oakland County prosecutor Karen McDonald when asked about keeping the teen in school. “Probably they will come to that conclusion.”

McMillin, a Certified Public Accountant and former Michigan state representative who lives just 10 minutes away from Oxford, has long been in favor of eliminating compulsory schooling laws, but this week’s tragedy prompted him to come out publicly against the statutes for the first time.

“Oxford highlights that the mental health of kids often needs to be the total focus,” McMillin told me in an interview about his social media post. “School meetings with a troubled child, parents, and administrators need to not end with ‘we have to treat the child like all others.’ Parents should be able to get their kid out for a week, a month, a year. And open all kinds of alternative options of which parents can avail themselves,” he explained.

Compulsory schooling, or compulsory attendance, statutes date back to the 19th century, when Massachusetts enacted the first law of this kind in 1852. Horace Mann, then president of the Massachusetts state board of education who is considered to be the architect of the American public school system, was captivated by the Prussian model of education that hinged upon compulsion and standardization. Mann imported that model to the US, where widespread anti-immigrant sentiment in places such as Massachusetts made it easier to pass compulsory schooling laws.

In the first half of the 1800s, immigrants flocked to American cities seeking a better life and fleeing famine and oppression abroad. In 1847, for example, 37,000 Irish immigrants arrived in Boston, which at the time had a population of just over 100,000 people.[i] These Irish, mostly Catholic immigrants challenged the dominant Anglo-Saxon Protestant mores at the time, and were seen as threats to the social order. “Those now pouring in upon us, in masses of thousands upon thousands, are wholly of another kind in morals and intellect,” lamented the Massachusetts state legislature in 1848.[ii]

This xenophobia helped to spur the introduction of compulsory schooling laws, something that advocates of universal government schooling had been pushing for. In 1851, the editor of The Massachusetts Teacher, William Swan, articulated the widespread contempt for the state’s Irish Catholic immigrants. He wrote:

“In too many instances the parents are unfit guardians of their own children…Nothing can operate effectually here but stringent legislation, thoroughly carried out by an efficient police; the children must be gathered up and forced into school, and those who resist or impede this plan, whether parents or priests, must be held accountable and punished.”

One year later, Massachusetts passed the country’s first compulsory schooling statute which mandated school attendance under a legal threat of force. Soon, other states followed suit, with Mississippi the final holdout, passing its compulsory schooling law in 1918.

Prior to the passage of compulsory schooling laws, education was broadly defined and diversely offered. In the 17th century, early American colonies passed compulsory education laws that mandated cities and towns provide schools and teachers for those parents that wanted them, but parents were not compelled to send their children to these schools. Indeed, many of them did not. Homeschooling, apprenticeship programs for teens, and a wide assortment of public, private, and charity schools for the poor were ubiquitous in the country’s early years. Literacy rates reflected the success of these varied educational options, with historians estimating that three-quarters of the US population, including slaves, was literate at the time compulsory schooling laws began to emerge.[iii]

Eliminating compulsory schooling laws would remove the state’s authority and influence over education. Parents would be put back in charge of their children’s learning, choosing between a panoply of options supported by a bustling free market in education. New learning models would sprout, as entrepreneurs and educators rise to meet parent demand, free from the fetters of government oversight. Cities and towns could still be required to provide education services to parents that want them, just as they were prior to the passage of compulsory schooling laws, but parental choice would be paramount.

“Repealing compulsory schooling laws would enable complete and total parental education freedom to do whatever their child needs, without one glance back at truancy officers or any state statute,” said Michigan’s McMillin. “It would ‘allow’ parents to focus on exactly what their child needs, including mental health,” he added.

An xenophobic remnant of the 19th century, compulsory schooling statutes obstruct education innovation and hamper choice. More education officials should follow McMillin’s lead in calling for an end to these restrictive laws.

COLUMN BY

Kerry McDonald

Kerry McDonald is a Senior Education Fellow at FEE and author of Unschooled: Raising Curious, Well-Educated Children Outside the Conventional Classroom (Chicago Review Press, 2019). She is also an adjunct scholar at The Cato Institute and a regular Forbes contributor. Kerry has a B.A. in economics from Bowdoin College and an M.Ed. in education policy from Harvard University. She lives in Cambridge, Massachusetts with her husband and four children. You can sign up for her weekly newsletter on parenting and education here.

REFERENCES:

[i] David B. Tyack, The One Best System: A History of American Urban Education (Cambridge, MA: Harvard University Press, 1974), 30.

[ii] Paul E. Peterson, Saving Schools: From Horace Mann to Virtual Learning (Cambridge, MA: Belknap Press, 2010), 26.

[iii] Samuel Bowles and Herbert Gintis, “The Origins of Mass Public Education,” History of Education: Major Themes, Volume II: Education in Its Social Context, ed. Roy Lowe (London: RoutledgeFlamer, 2000), 78.

EDITORS NOTE: This FEE column is republished with permission. ©All rights reserved.

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The Long Cycles in Markets and Political Order

By Joakim Book

The best class I took in all my economics education was called “Cyclical Fluctuation,” taught by Dr. Susan Schroeder at USYD. It was a broad-scope class in the many heterodox ideas that economists have about what causes business cycles, and what makes the output, employment, and financial prosperity fluctuate so wildly around otherwise steady long-term trends.

One kind of explanation goes by the name of “long waves” – perhaps the most famous of which is Kondratieff waves, developed by the Soviet and Marxian economist Nikolai Kondratieff. Many other theories exist that try to account for fluctuations through long-dated cycles, identifying historical patterns over 50 or 100 years. I see these stories quite a lot: the historian Niall Ferguson had plenty of long-arc thinking in his latest book; and the generational theory by William Strauss and Neil Howe (The Fourth Turning), is all the rage in the crypto world.

Usually, cycle theories or long-wave patterns suffer from problems of overfitting past data – or pushing past events through vague-enough definitions such that almost anything goes. They lack nuance or don’t offer enough evidence. Personally, I always found it absurd that a world so unlike the past from which it came could be governed by motions in that (pre-industrial) past. If “it’s different this time,” there’s no point bothering with elaborate cycles; quite a lot of things are different, but not all. If indeed enough trends echo the past, there might be a future trajectory that an astute eye can detect.

Ray Dalio, the prolific writer and founder of Bridgewater Associates, one of the world’s largest and renowned hedge funds, has if not changed my mind, then at least massively shifted the needle on how I see cycle theories. Released today, his latest 500-page tome, Principles for Dealing with the Changing World Order: Why Nations Succeed and Fail, aims very high: analyzing five centuries of markets, currency collapses, and changes to the world financial and political order.

Dalio avoids most of the traps associated with cycle theories. Changing World Order is jam-packed with charts, showing long-run changes in major countries, often reaching back centuries. Population, real GDP per capita, asset returns (of various portfolios and the main asset classes), mortality from war or famine are all included. At the core of Dalio’s view on markets and politics lies a conviction that underlies all cycle theories (“Knowing how things have changed in the past leads me to consider the possibility that something similar might happen in the future”). But he also improves on that by observing that over the longer horizon, cycles and the rise-and-fall of empires notwithstanding, cycles operate on a trend that for reasons yet unclear continues upward – through pandemics, world wars, inflations, and natural disasters

He shows us the result of the indices of competitiveness, technology, or military strength that he uses to analyze the world and inform his investment decisions. He manages to do what many successful investors writing books about their investment lens fail at delivering something new and interesting without giving away precisely the secret sauce that fueled his success.

What I like the most is the metrics of the rise and fall of reserve currencies. The Dutch guilder, Europe’s dominant reserve currency after a century or more of Dutch economic outperformance, was overtaken by the pound sterling when Britain’s industrialization and military strength later surpassed the Dutch. In turn, it subsequently lost to the US dollar during the first half of the 20th century. A dominant currency observes Dalio, lags heavily the economic punch its economy packed in the past. 

We’ve only had three or four of these global monetary transitions, so it’s hard to assess Dalio’s claim that this is a universal pattern. And if so, what does it say about the renminbi? About currencies like bitcoin, which are unconnected to a nation-state?

To analyze markets, Dalio combines the money-credit focus of Ludwig von Mises with the macro-debt focus of Hyman Minsky: “Unless you understand how money and credit work, you can’t understand why the world changed as it did.” His turning points for the debt cycles are also distinctly Minskyiate: when income isn’t enough to service debt; when people’s excesses and decadence vastly exceed their ability to create tangible value; when fear and greed are rife, jealousy and domestic conflict imminent. To this, Changing World Order expertly adds the big-picture history of people like Ferguson, Deirdre McCloskey, and Jared Diamond. Halfway through, Dalio reveals his main role model: the British historian Paul Kennedy, whose door-stop-sized The Rise and Fall of the Great Powers is on the curriculum of every undergraduate history program.

We get lots of schematic cycles, so many that I quickly lost track. The money-capital markets-debt cycle is the one he’s most known for, to which he adds cycles about internal order (values, institutions, and conflicts within a country) and cycles for external order (military, trade wars, and technology differences between countries). These are all mapped out in a fairly detailed way, with a half-dozen stages and their relative components explicitly marked.

“Most investors,” Dalio writes, don’t look for history, “because they think history and old investment returns are largely irrelevant to them.” He soothes my initial skepticism of cycle theories with plenty of graphs showing smoothed lines that move in discernable wave-like fashion.

While his long cycles are stuck in a limited history, he offers an outstanding amount of real-world evidence for this thesis: asset returns, currency debasement against gold or consumer baskets, and the expansion of debt and financial markets.

Even if his main pattern of political and economic power is broadly correct – that innovativeness, competitiveness, and education leads to prosperity, which eventually lead to excesses and decadence, decline, and conflict – it’s not clear to me what to do with that. Spain in the 1500s, fueled by Potosí silver, withered away over a hundred years; the Roman decline similarly took centuries; the Russian tzar reign ended abruptly. How do we know which historical echo signals our immediate future?

The reader must overlook the occasional statements where Dalio slips into the mistakes of other cycle theories. Like most of them, Dalio is forced into making vague, trivial, or often meaningless claims – like “most cycles in history happen for basically the same reasons.” “All markets,” he adds “are primarily driven by just four determinants: growth, inflation, risk premiums, and discount rate.”

Or this, about the internal struggles and disorder cycle:

While the length of time spent in each of these stages can vary a lot, the evolution through them generally takes 100 years, give or take a lot and with big undulations within the cycle.

With a main pattern of a century, with “a lot” of fluctuation around the start and end-points, on top of “big undulation within the cycle,” almost anything seems to fit the pattern. And “after self-interest and self-survival, the quest for wealth and power is what most motivates individuals, families, companies, states, and countries.”

At a high enough level of abstraction, these statements are plausible – even undeniable – but it is unclear what they give us. Yes, they’re true; but also very diluted in meaning. History may rhyme, but the ways in which poets can play on words is almost infinite – so what does identifying a vague, broad, or imprecise pattern really give us?

I wasn’t overly fond of the parts dedicated to China – over one-fifth of the book. It makes sense as a case study of a rising power, and is very relevant considering the many brooding U.S-China conflicts over technology, trade, and geopolitics. It pays homage to Dalio’s belief that China is rising in the many indicator curves against the stagnating (and even declining) indicators he reports for Europe and the US. But those chapters are long, detailed, and hard to follow for those without intricate knowledge of China’s past.

To nitpick, I don’t like how he tweaks established terms for no apparent reason: “store of value” became “Storehold of wealth”; “exorbitant privilege” was replaced by “extraordinary privileged.” One unconventional phrasing is useful: describing bonds and other liabilities as debt assets and debt liabilities to emphasize their role in balance sheets for different economic agents.

It is a very rare country in a very rare century that didn’t have at least one boom/harmonious/prosperous period, so we should expect both. Yet, most people throughout history have thought (and still think today) that the future will look like a slightly modified version of the recent past. […] Because the swings between great and terrible times tend to be far apart, the future we encounter is likely to be very different from what most people expect. […]

No system of government, no economic system, no currency, and no empire lasts forever, yet almost everyone is surprised and ruined when they fail.

The big curveballs are the turning points of history – modern tools of finance, the machine age, inclusive societies, or the scientific method. We can’t anticipate them, yet per Dalio’s own cycle theory we should still try to identify them, understand them, and adapt. That conflict runs through Dalio’s impressive book but doesn’t detract much from a thesis that I found much more persuasive than I had anticipated: some historical patterns are real, wave-like, and operate over long horizons. With skill, data, and humility, we can uncover the likely prospects for our own times.

*****

This article was published on November 30, 2021, and is reproduced with permission from AIER, American Institute for Economic Research.

Judicial Watch Investigation: Yes, Virginia, Critical Race Theory is in Your Schools—and in Schools Across America thumbnail

Judicial Watch Investigation: Yes, Virginia, Critical Race Theory is in Your Schools—and in Schools Across America

By Judicial Watch

As parental concern mounted over racial indoctrination in local schools during the recent Virginia gubernatorial race, a mantra emerged from the Democrat camp and the media:  Critical Race Theory had “never been taught” in Virginia schools. That’s from then-Democratic candidate Terry McAuliffe, who in case anyone missed the point, added that the concerns about CRT were nothing but a “racist dog whistle.” The media agreed. Critical Race Theory is “not part of classroom teaching in Virginia,” reported the New York Times. Axios managing editor Margaret Talev said on CNN’s “Inside Politics, “let’s just say for the record in case anyone doesn’t know, they don’t teach Critical Race Theory to kids in kids’ K-12 schools. That’s not a thing anywhere in the country, including Virginia.” The claim was repeated elsewhere on CNN. It was dogma over at MSNBC.

Is CRT taught in Virginia schools? A Judicial Watch investigation provides the answer.

Critical Race Theory is the latest front in the decades-long war of the Left against American values. Imported from far-Left academics in American universities, its hard-edged identity politics portrays the United States as a country so steeped in white supremacy and racism that it must be destroyed to be saved.

Focusing on Northern Virginia’s Loudoun County, with more than 83,000 students and 5,700 teachers in the Loudoun County Public School district, Judicial Watch obtained 3,500 pages of records from the school system under the Virginia Freedom of Information Act. The documents reveal a district suffused with Critical Race Theory and under intense pressure from school administrators, outside consultants, and powerful state and national organizations.

CRT in Loudoun County public schools starts at the top, with pressure from school superintendents and the state’s Democratic Party leadership. In a July 2020 email to school board members, for example, then-Superintendent Eric Williams notes an upcoming education summit hosted by Governor Ralph Northam and featuring “educators and leaders from across the state to explore the implications of institutional racism in public education and raise state discourse and action around courageous teaching and leading, equity, and the principles of anti-racism.” Day Two of the summit, the memo notes, “is for Superintendent Teams, Administrators, School Board Members, and Division Level Equity Leads. Both days will include a keynote address by Dr. Bettina Love.” Dr. Love is a prominent CRT activist.

Copied on the memo is Nyah Hamlett, then-chief of staff to Williams and a key strategic adviser. Hamlett already had come under fire from school board members for blogging the CRT-related themes that “Restorative Justice, culturally responsive instructional frameworks, and anti-racist curriculum for educators, students, families, and caregivers are essential to authentic equity work.” In January, Hamlett left Loudoun County to become superintendent of the Chapel Hill-Carrboro City Schools system in North Carolina.

Also copied on the memo was Lottie Spurlock, director of equity for the Loudon County school system and a forceful advocate for CRT teachings. Virginia’s West Nova News reported that Spurlock’s “Equity Team has been part of the controversial push by LCPS Superintendent Eric Williams” on Critical Race Theory. In a move that later came under sharp criticism, LCPS paid more than $400,000 to an outside consultant, the Equity Collaborative, for staff development in CRT frameworks. The outside consultancy work would prove pivotal in advancing CRT in Loudoun County schools.

In 2019, the Equity Collaborative was paid $314,000  “for coaching and meetings,” West Nova News reported. Of  “the taxpayer funds spent on Critical Race Theory, $120,000 was spent on an eight-day assessment and $32,000 for a four-day plan and $10,000 for two days of work by Jamie Almanzán, the leader of The Equity Collaborative each month for a total of $90,000.” In 2020, the Equity Collaborative billed the school system another $100,000, the news site reported.

Other groups were pressing the CRT agenda as well. In a memo widely circulated to LCPS senior staff, the African American Superintendent’s Advisory Council issued a series of “recommendations on equity.” Much of the document, as in much of the debate among educators about CRT, includes well-meaning suggestions, such as sharper metrics to monitor student progress and learning differences.

But other recommendations are straight out of the CRT playbook. The Advisory Council recommendations included “incorporation of  racism, racial equity and social justice in the Standards of Learning;” creating a “score…related to school climate that includes indicators related to antiracism and culturally responsive and inclusive learning environments;” and in a project smacking of political re-education, “requirement for educator preparation programs to include programs of study and experiences that prepare teachers to be culturally responsive educators.”

In August 2020, the Loudoun County branch of the NAACP issued a “Call to Action to Combat Systemic Racism.” The main guests for the Zoom meeting would be senior members of the Loudoun County Public Schools system, including Superintendent Williams, Chief of Staff Hamlett, and Director of Equity Spurlock. The only problem was, nobody at the NAACP bothered to invite the Loudoun County guests in advance. We have “respectfully declined the invitation to attend after the NAACP declined to attend a Closed Session with the School Board to explain their proposals,” a draft letter from the LCPS to the NAACP noted.

In January, Superintendent Williams left Loudoun County to become head of a school district in Houston. He was replaced by Scott Ziegler, an assistant superintendent.

Ziegler got right to work. Recognizing the growing controversy over CRT—parents were taking a stand at school board meetings, media coverage had intensified, and social media was heating up with criticism—the new superintendent doubled down on racism as the central threat to Virginia education.

On March 19, in a widely shared email, Ziegler released an “Interim Superintendent Update: Rumors Concerning LCPS Equity Work.” He wrote that “misperceptions” were “being reported by certain media outlets and social media” and his update would “clarify” the record. The school system’s “equity priorities,” he noted, were “not an effort to indoctrinate students and staff into a particular [read: CRT] philosophy or theory.”

However, Ziegler noted, the 2019 Equity Collaborative assessment had “identified race as the most prevalent problem” inside Loudoun County public schools—a problem greater than “poverty, learning disabilities, academic expectations and discipline practices.” Think about that for a moment.

Ziegler defended staff training in a CRT framework. “The Equity Collaborative recommended professional development for staff in the area of recognizing the social and cultural differences in our diverse student body,” he wrote. “…The goal of this work was to raise the racial consciousness and equity literacy of LCPS’ staff…The professional development offered to LCPS employees…asks employees to examine their own personal biases and how they might affect student instruction and interactions with the community. Concepts such as white supremacy and systemic racism are discussed.”

Just don’t call it Critical Race Theory. “LCPS has not adopted Critical Race Theory as a framework for staff to adhere to,” Ziegler insisted. “Social media rumors that staff members have been disciplined or fired for not adhering to the tenets of Critical Race Theory or for refusing to teach this theory are not true.”

But the record is clear. Critical Race Theory in Virginia is promoted by the Democratic Party, by school superintendents, by influential senior staff, by outside consultants such as the Equity Collaborative, and by influential groups like the NAACP. Its radical political message permeates the Virginia educational system.

Judicial Watch is the national leader in Freedom of Information Act litigation and reporting. Read our recent reports on CRT in Maryland here, in Rhode Island here, and at West Point here. In February, Judicial Watch filed a federal lawsuit on behalf of Massachusetts father David Flynn, who was fired from his public school teaching position for raising concerns about CRT in his daughter’s class curriculum; watch a video presentation of the case here. And to learn how to use the Freedom of Information Act and public records requests to explore CRT in your community, this video featuring Judicial Watch Senior Investigator William Marshall will tell you everything you need to know.

COLUMN BY

Micah Morrison

Micah Morrison is chief investigative reporter for Judicial Watch. Follow him on Twitter @micah_morrison. Tips: mmorrison@judicialwatch.org

Investigative Bulletin is published by Judicial Watch. Reprints and media inquiries: jfarrell@judicialwatch.org

EDITORS NOTE: This Judicial Watch column is republished with permission. ©All rights reserved.

There is a Big Difference Between R’s and D’s thumbnail

There is a Big Difference Between R’s and D’s

By Bruce Bialosky

Many people will jump in and say that there is no distinct difference between this country’s two political parties. If you take out the extremes of each party, you cannot slip a sheet of paper between the two. Yet there is a big difference in philosophy that divides the two parties that define what each believes and is at the heart of almost all respective actions. That was exemplified by an interaction I had on a matter that you would never guess would be so defining.

Over the past 50 years, I have participated in planning our class reunions. It is an interesting position for me because I came to Los Angeles as a high school sophomore and was not that involved in my high school’s activities. I was more involved in an outside religiously based organization. Over the years I became closer to many of my high school classmates and worked with the principal person who stayed in touch with the class and helped organize the reunions.

Some of my friends were afraid we would not have a real reunion for our 50th and contacted me to make sure it was at a nice place and properly planned. I stayed in touch with the person organizing the event. That person had asked me to take over after our 45th reunion but then decided to take it back a couple of years later.

When I called to make sure the 50th had a proper location, I was told a proper location was being narrowed down. Then I received a call. “You will not be happy to hear this, but we are not going to have a reunion next year (2022 is our 50th year). We will have to postpone it until 2023 because of COVID.” I responded that was nuts because first, that event is fourteen months from now; and second, that is not your decision to make. The class can decide.

Then the battle began between the two of us. The other person asserting the decision was made for everyone and myself asserting that these people are grownups; they can vote for themselves. I stated we have an email tree so let’s get the class’s input.

Finally, the other person acquiesced and offered a version of what we could send to the class. The suggestion: “Hi everyone… Yes, I know it’s been quite a while. Hope everyone is doing as well as possible considering what’s going on in the world these days. We all know that our 50th reunion is upon us…but due to that naughty Covid we will need to rethink things. We certainly can’t have an indoor reunion, and I’m not even sure that an outside event is a good thing either. Do you really want to chat with old friends while wearing a mask?”

“Anyhow… please send me your thoughts and ideas… on anything and everything that’s been on your mind.”

Does anything say your thoughts and ideas are not needed or wanted more than the above statement? When asking for their input this person had no interest in hearing what their thoughts were other than what is “predetermined.”

My reply: “That is so leading why don’t you just tell them what to think. These people are grownups. They don’t need your guidance.” I was asked what I would state. My reply:

As you know, next year will be our 50th reunion time. Please let us know whether you are intending to attend the event.

That is all one needs to say or should say. They will give you their thoughts. If they are concerned about attending because of COVID, they will say so.

Democrats believe they are better at making decisions for people and that the people need to have these decisions made for them. Republicans believe that people are perfectly capable of making decisions for themselves. If they need to seek counsel for deciding, they will do such through trusted advisors whether they be family, friends or professionals.

Over the years in areas where Democrats have been in charge, their strong-arm tactics of top-down decision-making have crippled the ability of many people to make decisions for themselves thus making them wards of the state which appears to be exactly what the Democrats want to accomplish.

Democrats consider themselves smarter than everyone else. They consider themselves enlightened intellectuals. As Thomas Sowell stated, “Intellectuals stay relevant to the decision-making process by convincing nonintellectuals that their own knowledge is inadequate.”

People are better off making their own decisions and taking responsibility for their own lives. There is a major difference between Republicans and Democrats that runs through almost every aspect of government.

*****

This article was published on November 28, 2021, in FlashReport, and is reprinted with permission from the author.

Whose Land Did Native Americans Steal Before Europeans Stole It From Them? thumbnail

Whose Land Did Native Americans Steal Before Europeans Stole It From Them?

By Rick Moran

We all know that history is not the left’s favorite subject. Many times, it’s just too inconvenient for their political narratives. Often, history has to be erased or submerged in order to achieve the “greater good” of creating a just and moral society.

In truth, it’s not much better on the right, although generally, the conservative take on American history is more nuanced. Christopher Columbus was an ass — a greedy, cruel, ambitious man who didn’t let anyone stand in his way to achieving riches and power, especially native people. But he was courageous enough to cross an unknown ocean in a rickety ship and with a mutinous crew.

Do his sins outweigh the good he’s done? Not our call. And certainly not the call of biased, cretinous leftists who don’t want to understand Columbus and only use his sins as illustrations in their little morality plays to condemn the entire “Age of Exploration.”

American history did not begin in 1492. There have been human beings residing in North America for at least 20,000 years and probably longer. But the people who crossed the Bering Sea land bridge from Asia to North America during the last Ice Age may not have been the first humans to arrive here. Recent DNA evidence shows that there have been several different migrations to North America with Native American tribes only being the most recent.

And that leads to the inescapable conclusion: the Native Americans who were present on the North American continent when Europeans arrived were not the same Native Americans who arrived 20,000 years ago. DNA evidence tracks the migration of one early American civilization — the Clovis people, so-called because the first tools and weapons were found in Clovis, New Mexico — and reveals that they thrived in both North and South America until about 8500 years ago…..

*****

Continue reading this article, published November 26, 2021 at PJ Media.

School CANCELS Event with Islamic Sex Slave Survivor Nadia Murad Saying It Would Offend Muslims thumbnail

School CANCELS Event with Islamic Sex Slave Survivor Nadia Murad Saying It Would Offend Muslims

By Pamela Geller

This is what we have been up against for well over a decade.

This is no different from what the Islamic State did to millions of girls and women.

  • The Toronto District School Board (TDSB) is not allowing its students to attend a book club meeting featuring author Nadia Murad
  • Murad’s book details how she escaped the Islamic State, where she was ripped from her home and sold into sexual slavery aged just 14 years old
  • The superintendent Helen Fisher said Muslim students would be offended and the book ‘promotes Islamophobia’
  • Book club founder and TDSB parent Tanya Lee said the book ‘has nothing to do with ordinary Muslims. (TDSB) should be aware of the difference’
  • The Board later issued an apology but still won’t let the students attend the event

By Shannon Thaler For Dailymail.Com, 26 November 2021:

A Canadian school has cancelled an event with ISIS survivor Nadia Murad, saying her visit would be offensive to Muslims and foster ‘Islamophobia’.

Murad was scheduled to sit down with students from the Toronto District School Board (TDSB) – the largest school Board in Canada with nearly 600 schools – to discuss her book The Last Girl: My Story Of Captivity in February 2022.

Murad’s graphic exposé detailed how she escaped the Islamic State, where she was ripped from her home and sold into sexual slavery aged just 14 years old, according to The Telegraph.

She uses the book to talk about how she was raped and tortured before finding her way to a refugee camp in Durhok, in northern Iraq, and then to Germany where she now lives.

The event was cancelled because Superintendent Helen Fisher (pictured) said said it would offend Muslim students and ‘promote Islamophobia’

Nadia Murad (pictured) wrote an exposé detailing how she escaped the Islamic State and was slated to discuss it at a book club event for the Toronto District School Board (TDSB). However, the event was cancelled because Superintendent Helen Fisher (right) said said it would offend Muslim students and ‘promote Islamophobia’

In her book (pictured), Murad talks about how she was raped and tortured before finding her way to a refugee camp in Durhok, in northern Iraq, and then to Germany where she now lives

In her book (pictured), Murad talks about how she was raped and tortured before finding her way to a refugee camp in Durhok, in northern Iraq, and then to Germany where she now lives

But before the event could happen the superintendent of the Board Helen Fisher said that her students would not participate.

She has since issued an apology but refused to allow her students to attend.

Fisher expressed that she believed the book would ‘promote Islamophobia’ and cited how offensive the book was to her Muslim students as her reason for cancelling the event.

The decision enraged TDSB parent Tanya Lee, who wrote an email to the superintendent about the decision.

Lee also founded the book club – called A Room Of Your Own Book Club – which allows teen girls aged 13 to 18 from secondary schools around the country to hear from female authors, and was hosting the event set to feature Murad.

‘This is what the Islamic State means. It is a terrorist organization. It has nothing to do with ordinary Muslims. The Toronto school board should be aware of the difference,’ she wrote, as reported by The Telegraph.

The next day Lee told the news site that Fisher sent her a copy of the school board’s policy on selecting fair, culturally-relevant reading materials, which a TDSB spokesperson said was ‘a misunderstanding’.

‘The equity department does not review and approve books for book clubs,’ they added.

The Board later issued a statement stating they ‘wanted to provide some clarification’.

‘An opinion that did not reflect the position of the Toronto District School Board was shared with the organizer of the book club prior to staff having an opportunity to read the books – something that is routinely done before giving them to students,’ it read.

The statement added that ‘staff are currently reading’ the book and the Board ‘sincerely apologizes to Ms Murad (who) has powerful stories to tell,’ adding that they ‘believe students would learn a great deal (from)’.

Murad was captured by the Islamic State aged 14 and went on to become a leading advocate for survivors of genocide and sexual violence, a Nobel Peace Prize Laureate and a UN Goodwill Ambassador (Murad pictured visiting her village for the first time after being captured by the Islamic State in 2017)

Murad was captured by the Islamic State aged 14 and went on to become a leading advocate for survivors of genocide and sexual violence, a Nobel Peace Prize Laureate and a UN Goodwill Ambassador (Murad pictured visiting her village for the first time after being captured by the Islamic State in 2017)

Murad became the first woman from Iraq to win the Nobel Peace Prize for her activism in speaking out against abuse and sexual violence (pictured during the award ceremony in 2018)

Murad is a leading advocate for survivors of genocide and sexual violence also became a Nobel Peace Prize Laureate and UN Goodwill Ambassador.

Lee, who opened the book club up to young girls from the UK, told The Telegraph: ‘The book club event for A Room Of Your Own Book Club with Nadia Murad will go ahead across Canada in February.

‘The TDSB has not committed to letting their students attend. This is unfortunate for all involved. A great loss to the students, community, and educators at the TDSB.’

However, this isn’t the first time Fisher banned a book from a book club event.

Back in October, A Room Of Your Own Book Club featured author and lawyer Marie Henein, who defended Canadian radio host Jian Ghomeshi while he was being faced with sexual assault charges.

Although Ghomeshi was acquitted on all charges in 2016, the TDSB sill refused to let its students attend the event.

In response, dozens of users took to Twitter to express their fiery discontent towards TDSB’s decision.

One user referred to when Holocaust survivors spoke to TDSB schools and sarcastically said: ‘I guess all the Holocaust survivors who have spoken at schools were promoting hatred of Germans – any response to your idiotic position on Nadia Murad???’

Meanwhile, another user said the school’s choice to cancel Murad’s event is ‘sad (because) she is being de-platformed’.

Yet another response said the decision is the ‘opposite’ of cancel culture, ‘where incompetent professionals face no consequences for bungling their jobs, because their errors are seen as being committed in the (nominal) service of social justice’.

EDITORS NOTE: This Geller Report column is republished with permission. ©All rights reserved.

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