Tag Archives: education

CALIFORNIA EDUCATIONAL GROUP INSISTS BLACK CULTURE DOES NOT INCLUDE WORKING HARD AND BEING ON TIME

By Kevin “Coach” Collins

Of course this group is based in San Francisco – where else?

If this were 1915 rather than 2015, the positions taken by the Pacific Educational Group (PEG) would be properly attributed to the Klu Klux Klan. Even today if any “unapproved of” group said these things the media would ride in with their keyboards blazing to destroy anyone who even whispered what this liberal think tank is saying out loud.

PEG uses what it calls Courageous Conversations to say the things it does; but it’s still idiotic. PEG tells teachers that Blacks are, “…less likely to respond to fundamental ideas like working hard to achieve success, or being on time for school or work…”

PEG is infecting the thinking of government school, K- 12 teachers with the idea that teaching Black youngsters to be responsible and prepared to join our workforce is essentially a waste of time. This means that PEG is supporting the idea that our government schools are really operating to provide cushy “no responsibility” jobs for unionized Democrat voting teachers.

Various government school systems around the country have paid PEG millions of dollars to be given a free pass – absolution as it were – from the responsibility for seeing that Black kids learn anything useful in their classrooms.

Not at all surprising is that in recent years the Baltimore County Public School System paid PEG $427,000 to be told that they can’t teach Blacks how to fit into the greater society.

A review of the lavish manner in which Baltimore schools are funded begs the question, “And why not?” With a student population that is 83% Black and an institutional position endorsing the notion that teaching for a future in the greater (read White) society is not possible, the job of a Baltimore teacher has been reduced by the bigotry of low expectations to marching in place until retirement.

On average just 16 students fill a Baltimore classroom. The ratio of staff to pupils is just 8.3 for every 1 student.

The City of Baltimore spends an eye popping $15,483 on each of these students which places it second in the country trailing only New York City’s jaw dropping $19,770.

Across the board, Baltimore’s schools are far better equipped than most “White” schools. They have modern theaters, Olympic sized swimming pools, free musical instruments and “free” lots of other stuff.
Why then would Baltimore’s schools, that are populated by Black students and run by Black staff, want to pay PEG for its advice to not bother teaching its kids that being on time for work is essential to future success? Unions? Democrats? Low expectation bigotry?

Sources:
http://www.pacificeducationalgroup.com/pages/about
http://eagnews.org/school-districts-spending-millions-on-white-privilege-training-for-employees/
http://conservative-headlines.com/2015/04/baltimore-public-schools-are-lavishly-over-funded/

The real casualties in the war on poverty

by George Spelvin,  staff writer

“Blacks are different” is a generalization being made by a long time public defender who goes by a pseudonym in order to speak freely and protect himself and his family from danger. “My experience has…taught me that blacks are different by almost any measure [from] all other people,” says the public defender using the pen name Michael Smith.(1) “I have no explanation for why this is, but crime has racial patterns.”  While blacks commit many violent crimes, they commit “very few sex crimes,” the author of this outstanding report says. Crime patterns he has noticed break down into Hispanics committing mainly DUIs and sexual assault on children offenses. “The handful of whites I see commit all kinds of crimes,” says Smith, but in all of his many years as a public defender in a large Southern city, he has only represented THREE Asians, one of the being half black.
 
The most telling statement from this courtroom weary man has to do with why blacks are so different from all of the other defendants he has represented.  An “inability to see things from someone else’s perspective helps explain why there are so many black criminals.”(2) When Defender Smith questioned one black robbery suspect about how one of the women he and two other blacks robbed at gun point may have felt, the young male said, “What do I care? She ain’t me. . .she ain’t kin. . .Don’t even know her.”  This sentence is perhaps the most revealing in the entire essay: “They (blacks) do not understand the pain they are inflicting on others.”  Any parent out there should quickly recognize this as being a characteristic of a very young child who himself is in a world of hurt!
 
But the long essay by Smith delves even deeper into the sociological and psychological reasons black males are so prevalent in crime stats.  The writer says growing up without a father is a huge reason for the uncontrollable crime wave now strangling America, especially our inner cities. He said that often an appearance in court is the only time a young black male sees the man who fathered him. And that often happens because the public defender’s office has sought out the older man. Apparently, growing up WITHOUT DAD is a mitigating factor which helps get a serious offense reduced to a lesser charge. The public defender employees often have to dress their accused, even to the point of having in their offices plenty of shirts, suits, ties, proper clothing, as those accused simply do not know how to dress themselves appropriately.
 
What stands out is the fact that the black defendants have gotten themselves into the criminal justice system in large part because America’s false sense of charity has created and fostered a four generational class of US citizens who even though “adult” by years, are stuck psychologically in a permanently induced state of early childhood development.  Our country’s damnable entitlement culture brought about by Democrat, liberal policies is enabled by a mainstream media that will not identify this dysfunction for what it really is. In other words, as a method of obtaining votes and control, for expiation of “white guilt,” for exploitation, for whatever.

We are allowing 13% of America to abuse themselves and all of the rest of us.  Why can’t we come out and say to black defendants that no longer will we enable them to go to jail, learn prison ways, which now often include indoctrination into the Hate America mantra of the Muslim prison movement and then get out only to go back in?  “What the media only hint at is another reality: recidivism…Black men are arrested and convicted over and over.  IT IS TYPICAL FOR A BLACK MAN TO HAVE FIVE FELONY CONVICTIONS BEFORE THE AGE OF 30!” (3)
 
When you consider an unbelievable statistic that was actually reported this week on CNN, namely that within two years of leaving the NFL, a staggering 78% of players are bankrupt and couple that with 76% of all US sports being black dominated, you have to ask WHY? Why are we letting our political, media and educational representatives destroy our culture, our children, our country, our American way of life? “The media report that although blacks are 12% of the population, they are 40% of prison populations.” (4)

It must be asked what we have gotten for LBJ’s (adjusted for inflation) TWENTY TRILLION dollars spent on the War on Poverty?  What we’ve gotten is a permanent class of violent, offending children without fathers, a 73% illegitimacy rate, a give-me you-owe-me culture of “She ain’t me” and a display of unfeeling cruelty from which we as a nation may never recover!

SOURCE:  (1) (2) (3) (4)  http://www.amren.com/features/2014/05/confessions-of-a-public-defender

School Daze via Socialized Education

by Jerry Todd,  staff writer

I’m sure glad our Kern County (Cal) Superintendent of Schools thinks Common Core is cool. I just don’t buy the line about all the decisions being made locally or that children can be okay with wrong answers. Until they know the basics – including knowing how to write cursive – an excellent exercise in character building and left-right brain interaction – they need time to grow straight and true as children should.

The other evening, I helped a 4th grader with a 4 equation, 4 unknown math problem designed to determine if “a” was a larger or smaller number than “d.”  I didn’t see any discussion of substitution in the text – maybe it’s just me. Maybe because I didn’t get this until high school it makes me a dinosaur. Maybe our little 4th grader is not being allowed to grow as her maturity allows.

It brought to mind Hillary Clinton’s long held view from her ERA days at Wellesley that children must be raised by the state as it is not fair for them to be raised in a family. It does “take a village” after all. Sadly, her village is not Bakersfield, but a one world government. She also wrote a thesis on Rules for Radicals’ Saul Alinsky – who dedicated his now well worn Obamaesque techniques to Lucifer!

Free of Common Core, I believe we can continue to be the most productive and inventive nation in the world. We won’t survive with standardized thinkers who will never know right from wrong or the cultural and religious basis of Western Civilization vs. ill-conceived directed reading.

Few people understand the tremendous contributions of Kern County to world oil, agriculture and aerospace. Much of it – fracking – horizontal boring – oil production – irrigated agriculture are under attack by groups funded by George Soros and supported by Democrats at state and federal levels. No community with its own challenges should be subject to waiting for a nod from some ignorant bureaucrat. Education and problem solving takes place in the midst of real world challenges.

Education is first a family responsibility – then the community – never the federal government – if for no other reason it costs 4 times as much to run education from a totalitarian “progressive” federal bureaucracy with its corrupt union cadre compared to our community turf. With the Internet, choices in education have expanded far beyond the leftist/jihadist doctrinaires that have taken over the process.

Sadly, the teachers’ colleges have inculcated Marxist, anti-Constitution/free enterprise ideologies into their common cores. We’ve been paying for it for some time with somewhat brainwashed administrators and teachers. It’s sad, because very few ever enter this field with nefarious intent. I’m surrounded by great teachers, including my wife.

This nation didn’t get where it is – in spite of 100 years of “progressive” attacks – by being under totalitarian rule.

“Sex Week” studies at America’s colleges have yet to reduce unemployment rate

 

by Suzanne Eovaldi

Sex Week and Spring Break are two phenomena happening each year on America’s college campuses for which struggling parents pay hard earned tuition dollars as alums glorify abject debauchery parading as the latest form of academia’s political correctness. The Sex Week displays at six major universities including Yale and my alma mater, the University of Illinois, held this past February in Champaign, leave me utterly speechless.  When an undergrad degree is now criticized as being little more than an eighth grade diploma, why on earth would we support such decadence, decay, and destruction of the coming generations which will be tasked with running our country?

Scott Greer, writer for the web site Campus Reform says of the U of Illinois sex week speakers: “A residence hall at the University of Illinois has invited Annie Sprinkle, a famous  porn star from the 1970’s and 80’s, to conduct a sex education week, which is set to culminate with an “Orgasm Workshop” Thursday night.  Sprinkle was planning to show the “students” her documentary featuring interviews with orgasm experts and present herself as a “poetic homage” to the big O.” (1)

The homosexual agenda is very popular in sex education seminars and curricula as described by authors Alan E. Sears and Craig Osten: ”  “Parents in Hayward, CA protested a school policy that allowed schoolteachers and staff to talk openly about their homosexual behavior with students during classroom instruction time without parental permission.”  But the Law entitled “The CA Student Safety and Violence Prevention Act of 2000″ relieves schools from having to inform parents about such lesson plans to their underage children. (2)

Required reading for every parent of college age students is the “Sex and God at Yale” book by Nathan Harden (3).  He gives a hard hitting expose of political correctness and academic freedom gone horribly wrong.  “An art student received departmental approval–before the ensuing media attention alerted the public and Yale alumni–for an art project in which she claimed to have used the blood and tissue from repeated self-induced miscarriages.”  A reviewer of Harden’s book comments: “What passes for culture is the completely hookup culture, drunken parties, and occasional suicide.”  Along with naked parties for coed entertainment, topics at sex week may include golden rain, SM apparatus with techniques, grooming, even the infamous hamster and concrete ER crisis an Illinois doctor and his assistants had to furiously work before the concrete hardened! The cutting edge science of human egg harvesting informs female students about the profits that can be had.

The reviewer of the Harden book points out that “Yale was founded for the sole purpose of spreading religious faith.”  (p. 226)

I emailed my journalism school and alumni contacts in Champaign this past week and cc’d my memo to the alumni club in Naples, FL.  Teaching college students how to have orgasms or find each other for gender driven sex events somehow does not compute in my mind with teaching them the English composition, American Literature quotations, and the 50’s journalism that I was privileged to have been taught.

SOURCES:  (1)  http://www.campusreform.org/blog/?ID=4607

(2) “The Homosexual Agenda in the Public Schools” by Alan E. Sears and Craig Osten, Broadman & Holman Publishers

(3) “Sex and God at Yale” by Nathan Harden at Amazon.com

A Letter to the Editor from a teacher who indoctrinates his students and understands life

by Craig Holland

Telling them how, not what, to think

How is it that when a person disagrees politically with a teacher, suddenly said teacher is “indoctrinating” students instead of teaching them?

OK, I admit it: I indoctrinated students. I indoctrinated them that their job was being a student. Instead of a check, they got paid every nine weeks with a report card. At the end of four years’ service, they got a “bonus”: a diploma. I indoctrinated them by telling them to consider their “paycheck” an investment account that, once earned, no one could take away from them. I told them a diploma didn’t make them an educated person, but it was evidence of perseverance, and was a step in their lifelong education in Reality 101.

I indoctrinated them to express themselves, both verbally and in their writing, in Standard English, not Ebonics or Spariglish. I indoctrinated them that subjects and verbs must agree, and that double negatives are not acceptable in English, even though they are in Spanish. I insisted that texting shorthand was not acceptable on written assignments, and stressed that! I didn’t give grades, they earned them. (How is it that “I earned an A,” but “the teacher ‘gave’ me an F”?)

I asked them, not necessarily rhetorically, what was going to happen when the Bank of Mom and Dad closes, as it will at some point. They looked at me like I had three heads. All in all, my job was not to tell them what to think, but how to think. Most of the time, I succeeded, and if that is indoctrination, then so be it.

Craig Holland

Bakersfield

NOTE: Some left-brained university in Connecticut referred to Bakersfield as “the most illiterate mid-sized city in the nation.” Nothing dumber than a “progressive” who refuses to understand free enterprise.

Jerry Todd