K–12: Ten Lies Teachers Tell You

By Bruce Deitrick Price series #7

May 4, 2020

Hopefully, no one will forget our debt to Rudolf Flesch.  He was a great man with a great mind.

Almost forty years ago, Flesch published Why Johnny STILL Can’t Read, wherein he continued his crusade against Whole Word (AKA Whole Language, Sight-Words, and other aliases).  In this book, Flesch attacked the Education Establishment and its counterfeit merchandise in a unique way.  He pointed out that all the things the professors assert most loudly and proudly are nothing but alibis — a polite way of saying lies.

Has there ever been a field, in all of human history, that could be best defined by its alibis and lies?  And not just a few of them.  There are ten big ones.  Identifying and illuminating them are where Flesch’s genius shone.

Our Education Establishment, in its dedication to falsity, is almost superhuman.  After all these years, these people are still pushing the same inferior theories and methods.  Their gimmicks are disproven by almost all research and experience.  These faux reading experts can do nothing but build a case on lies.

The Education Establishment tells these lies because its partisans know that the public wants desperately to believe they are true.  The educrats are happy to let you have your illusions, as these are the intellectual basis for their dumbing down of America.

The first lie is “Everything Is Hunky-Dory.”  Isn’t that comforting and reassuring?  Parents with kids who can hardly read a word are naturally worried and nervous.  Teachers, in many different ways, are trained to say everything is perfect, your child is on track to be a lifelong reader, don’t worry.

The next lie is “We Do Teach Phonics.”  The context here is that parents hear how other schools teach reading and ask teachers, What about phonics?  Sometimes the teachers will claim that phonics doesn’t work.  But the parents might know more than the teachers.  Then it’s simpler to say, Of course we teach phonics.  The professors might concoct debased versions of phonics (e.g., intrinsic or analytic), or they cripple phonics with counterproductive details, so children get phonics in name only.

Another way to undermine the claimed superiority of phonics is to say, “No One Method Is Best.”  Probably this lie has been uttered billions of times because it’s handy in so many situations.  If parents have a good argument for anything, the teacher dismisses it by creating a promiscuous justification for everything else.

The next lie is used like a flamethrower throughout the reading wars.  Professors of education disdainfully sneer that phonics is a moot point, as “English Isn’t Phonetic.”  Flesch did his own calculations and concluded that English is about 97% phonetic.  Other experts suggest similar or higher numbers.  But every English word, even if irregular, is still phonetic.  You would need a word like XY4Z, pronounced “sailboat,” to have genuinely non-phonetic language.  English has nothing like that, and the professors know it.

Notice, by the way, how simple and comforting these ten lies are.  They are all in the great tradition of “the check is in the mail” and “I’ll still love you in the morning.”  There’s no way to look at the verbiage and know whether it’s a lie.  You have to depend on the speaker’s honesty.  Good luck in K–12.

This next one is sick: “Word Calling Isn’t Reading.”  A version of this claims that when children read successfully what’s on the page, it’s not reading; it’s only “barking at print.”  In other words, your kid, the best reader in his class, is only a dog.  Reading words quickly off the page is precisely the first step toward real literacy.  That’s why the professors try to stop it with this silly sophistry.  Note that if adults read a paragraph by Hegel or Heidegger, they might not be able to explain precisely what the gnarly philosophers mean.  Don’t make a sophistry out of less than perfect comprehension.

Your Child Isn’t Ready” is what school officials tell parents if a child is less than literate.  This tricks the parents into backing off and waiting a few years.  A simple lie buys time, maybe several years during which the child might learn nothing at all.

“Your Child Is Disabled” means there is some problem in the kid’s brain, not in the school’s approach.  Again, this lie buys time, provides an endless alibi for malpractice, and takes everyone’s mind off the real instructional problems in our elementary schools.  For example, a diagnosis of dyslexia is the all-purpose explanation for bad readers.  As the Church Lady says, “How convenient.”

“It’s the Parents’ Fault.”  As soon as Sight-Words were introduced and children began to falter, psychiatrists came up with convoluted ways to blame the parents — obviously, they were irresponsible, alcoholic, fighting in the home, abusing the children, not preparing a wholesome home environment, not treating the medical problems which children most likely have, ad nauseam.

“Too Much TV” is a common excuse.  Flesch decided that many kids are watching TV not because they really want to, but because nobody taught them how to read. 

“We Now Teach All Children” suggested a racist explanation for schools failing.  School officials point out that lots of minorities are in the schools now, and they can’t handle real literacy, so averages will fall. 

The ten alibis/lies are still the essence of how the Education Establishment created an artificial reading crisis.  Happily, it’s easy to fix.  Get rid of Sight-Words.  Make phonics the default method for reading instruction.

Bruce Deitrick Price’s new book is Saving K–12: What happened to our public schools? How do we fix them?  Price deconstructs educational methods at Improve-Education.org.

The only Pulitzer the 1619 Project deserved was for fiction

Number 6 in our series on “the Indoctrination of our Public Schools.”

May 04, 2020  Opinion

Pulitzer malpractice: Apparently, willful error can now win you the most elite prize in journalism. Mike Vitelli/BFA.com for The New York Times

As it was designed to do, The New York Times’ woefully mistaken 1619 Project just won a Pulitzer Prize. Worse, the award for commentary actually went to Nichole Hannah-Jones for her essay introducing the series — that is, to the article that brought the most sustained criticism from historians across the spectrum for its naked errors of fact.

The project’s central conceit is that “out of slavery grew nearly everything that has truly made America exceptional: its economic might, its industrial power, its electoral system.” Hannah-Jones even argued that the main reason American Revolution was fought to preserve slavery — a claim so contrary to the truth that the Times eventually corrected that part of her essay, though only to add two words: Now it says “some of” the founders fought chiefly for that reason.

It’s still not true — and the experts she consulted told her so. Leslie M. Harris, a black history prof at Northwestern, says she warned Hannah-Jones: “Far from being fought to preserve slavery, the Revolutionary War became a primary disrupter of slavery in the North American Colonies.”

Apparently, willful error can now win you the most elite prize in journalism.

Nor was that her only distortion. Hannah-Jones also claims that President Abraham Lincoln “opposed black equality.” As part of The Post’s weeklong Twisted History series on the 1619 Project, historian Allen Guelzo pointed out that that Lincoln called for black voting rights and was hailed by Frederick Douglass as “emphatically the colored man’s president.”

But Hannah-Jones’ project barely mentions Douglass — a giant of 19th century America — or other great black freedom fighters. Even the Rev. Martin Luther King Jr. and the entire civil-rights movement get short shrift because they contradict her thesis.

Slavery and Jim Crow are tremendous stains on America’s history. But Hannah-Jones took it far beyond that, insisting that they are the nation’s essence. That’s why the country’s top US history scholars — Princeton’s Sean Wilentz and James McPherson, Brown’s Gordon Wood, CUNY’s James Oakes — united to denounce Hannah-Jones’ core claims.   Too bad the Pulitzer committee now thinks that facts are irrelevant to journalism.                                            New York Post (Original link)

The Toxic Influence of Progressive Education Schools on K-12 Curricula

This is post # 5 in this series

By Chuck Rogér

In the 1960s, America’s education schools began conditioning teachers to peddle impossible social and economic theories to captive human sponges in K-12 classrooms.  Since then, teachers taken in by progressive indoctrination have been planting fallacies in students’ minds using a pernicious device: the “deconstruction” of reality.

Deconstruction aims to disassemble traditional Western culture and replace that culture with a collectivist utopia operated under rules set by the deconstructors.  Between Inauguration Day 2009 and the January 2011 GOP House takeover, a congressional wrecking crew led by President Barack Obama did an amazing amount of deconstructing.

The ouster of much of the wrecking crew in last November’s election was a small step toward stopping America’s descent into a utopian hell.  But it is the 2008 election of a full-bore statist and the statist’s still decent approval rating which suggest that too many Americans embrace socialist-collectivist promises.  Such naïveté and ignorance of socialism’s miserable track record are stunning.

Though naïveté will always afflict some people, ignorance can be corrected by objective education and heightened awareness.  One thing is certain.  The nonstop flow of pre-primed, left-indoctrinated university graduates must be stopped, which means that the K-12 education system which feeds the universities must be rehabilitated.

Cleaning up K-12 requires understanding how schools devolved into left-wing ideology centers.

Starting in the 1960s, academics took heightened interest in Italian Marxist Antonio Gramsci’s cultural Marxism.  Members of the political class glommed onto the resulting “social justice,” affirmative action, “diversity,” multiculturalism, political correctness, and other malignancies spawned by cultural Marxism.  Progressive politicians came to view society as a hodge-podge of racial, ethnic, gender-based, and now also sexual orientation-based groups locked in zero-sum combat with Western whites.

Generally speaking, cultural Marxism’s indoctrinees have learned to view morality and knowledge as “constructs” and social and economic power as commodities to be transferred from “oppressor” to “oppressed.”  Progressives routinely label minorities as oppressed and anything that benefits minorities as moral. Such thinking dominates the Democrat party platform.

In embracing Western middle class deconstruction, universities took a radical left turn.  To ruinous effect, the radicalism gradually descended below freshman level.  Cultural Marxism entered high school, then middle school, and now infests elementary schools as well as preschools.  One illustration of the use of anti-wealth, anti-American fallacies in K-12 classrooms is the showing of the virulently anti-capitalist video, The Story of Stuff.  The video presents baseless, hysterical vitriol as fact.  For instance, schoolchildren are told that:

… extraction … is a fancy word for natural resource exploitation, which is a fancy word for trashing the planet. What this looks like is we chop down trees, we blow up mountains to get the metals inside, we use up all the water and we wipe out the animals.

Thousands of schools and churches have the video, while “hundreds of teachers” have required students to view the propaganda on the Internet.  Googling the phrase, “The Story of Stuff,” nets 2.2 million hits, and though the web buzzes with concern over exposing schoolchildren to the video’s venomous distortions, interspersed amid the alarm is a shocking amount of gushing praise.

What motivates such praise?  What motivates teachers to bias students against capitalism?  Answers lie within education schools which influence K-12 teachers and curricula.

University of Arkansas researcher Sandra Stotsky found that education schools push “evidence-free theories” to influence curriculum development.  One theory, “constructivism,” argues that children learn best by constructing class topics and methods in ways which leverage the children’s personal experiences.  The notion “feels” seductive, but contains no factual basis.

Constructivist theory recklessly assumes that racial, ethnic, gender-based, and sexual orientation-based subgroups learn what’s truly important by absorbing teacher-led dissection of Western middle class knowledge and values.  Constructivism holds that after such cleansing, the subgroups should be qualified to select study topics of their choosing.  The method aligns with the equally baseless views of early progressive education theorist John Dewey, who wanted children to specify “relevant [classroom] material.”[1]

Related to constructivism, “reader response theory” teaches students to ignore authors’ actual words and assign preferred meanings to written works.  Children are conditioned to believe that truth is relative to individual or tribal experience.  Ayn Rand captured the tribalistic aspect of minority exploitation in her essay, “Global Balkanization.”[2]  Rand observed that government “manufactures pressure groups,” especially ethnic groups.

The profiteers are those group leaders who discover suddenly that they can exploit the helplessness, the fear, the frustration of their “ethnic” brothers, organize them into a group, present demands to the government-and deliver the vote.

By encouraging minorities to resist socioeconomic assimilation, progressive politicians maintain a nationwide nursery of government-dependent adults from which to draw lifelong votes…and income.  Progressive teachers steer students toward a strange-brew mindset of anti-assimilation, collectivism, diversity, and we-are-the-world-ness.

Stotsky points out that the “evidence-free” education school theory of “social justice” alleges that minority children learn best when encouraged to embrace grievances against middle class whites.  Social justice-indoctrinated teachers instill resentment in “non-dominant” (minority) children and guilt in “dominant” (white) children.  Judging by the abundance of guilt-ridden white Americans, the tactic is working its magic well.

Social justice education deemphasizes knowledge retention and the development of traditionally productive skills.  The theory’s fanatical adherents maintain that teaching American history to blacks and Hispanics is oppressive.  It’s also oppressive to force blacks to “think like whites.”  “Diversity consultant” Glenn Singleton teaches that blacks must be excused from developing “annoying white characteristics, such as being ‘task-oriented’ and ‘intellectual.'”  Together, government dependency and social justice education have fashioned a super-progressivism turbo-charged by cultural Marxism.  Stunted black academic achievement and disintegration of the black family are but two of the many devastating results.

In truth, disintegration of not only the black family but of wholesome tradition itself begins in preschool, as discussed in my introductory analysis of Soviet psychologist Lev Vygotsky’s influence on early childhood curricula.  A study by Stanford education professor David Labaree frames the scope of disfiguration of America’s education curricula.  Education schools fit “solidly in the progressive camp.”  Teachers are conditioned to “integrate the disciplines,” use “socially relevant themes,” and push morally relativistic versions of “community, cooperation, tolerance, justice, and democratic equality” in ways that make the concepts appear noble, indeed innocent.

But there is no innocence in the effects of the progressive conditioning of teachers.  More K-12 students than ever are now being manipulated through lesson plans warped into platforms for moralizing against capitalism, the white middle class, and America.  The deconstruction of American society is proceeding.  The ghosts of Gramsci, Dewey, and Vygotsky are probably smiling.

A physicist and former high tech executive, Chuck Rogér invites you to visit his website, www.chuckroger.com.  E-mail Chuck at swampcactus@chuckroger.com.

[1] John Dewey, The School and Society and The Child and the Curriculum, BN Publishing, 2008, p. 94.

[2] Ayn Rand, “Global Balkanization,” in Return of the Primitive, 1999, p.198.

The Morning Briefing: Defund the Leftist Public Education Indoctrination Mills


Indoctrination Isn’t Education

The happiest of Fridays to you, dear Kruiser Morning Briefing readers. Let’s #TGIF the heck out of this thing.

The riots and protests that have been raging on, with activists demanding that American cities defund their police forces, are being carried out by a generation of American youth who have been indoctrinated with anti-American notions that were mostly planted in public schools. They were given the ability to grow even larger if the young person went to college. But the genesis of the problem is to be found in a public education system that is funded by American taxpayers of varying ideologies but controlled by radical leftist teachers’ unions.

While I have never been one to view anything as an existential crisis, I’ve more and more come to believe that the upcoming presidential election will be a watershed moment for the United States. If Joe Biden wins, it will be the complete triumph of decades of public education indoctrination. The drift of so many young Americans toward socialism and anti-American sentiment is the direct result not being taught real American history while being fed a leftist line that seeks to rewrite and/or whitewash much of what made this country great.

In the current public education environment, children are taught more about climate-change nonsense than they are about the founding fathers. Public education really isn’t education anymore, it’s more of a leftist catechism class.

The fact that we’re having conversations about defunding police is a strong argument for having a conversation about defunding the Dept. of Education.

Leftists go insane even if cuts to the Dept. of Education’s budget are suggested. It’s as if American children will no longer be able to read if the federal education overlords aren’t the executive producers of the show. Most don’t know that the Dept. of Education is a relatively new cabinet-level department, having been made one by Jimmy Carter in 1979.

It would be difficult for even the most ardent leftist to make the case that public education in America was suffering before that. We did, after all, manage to get to the moon without the help of Common Core math.

The public education indoctrination mills are currently embracing The New York Times‘ a historical “1619 Project,” which is so historically inaccurate it’s been thrashed by leftist academics. On Thursday, Sen. Tom Cotton took a step in the right direction and filed a bill that would defund any public schools that tried to indoctrinate students with this trash.

It’s not enough. Serious discussions about slashing the Dept. of Education’s $64 billion annual budget are in order.

The notion that federal-level involvement is integral to properly funding schools is absurd.

I was educated before the Dept. of Education existed. I went to six years of public school and six years of Catholic school, so I have a good background for comparing things. I can unequivocally say that I got a better education in the Catholic schools. Still, I had some good public school teachers.

Back in those pre-Dept. of Education days public school teachers weren’t buying their own supplies. All that the Dept. of Education has introduced into the mix is the bloated inefficiency of the federal bureaucracy.

Public education is currently held hostage by the most evil organizations in America: teachers’ unions. The National Education Association is a nightmarish leftist political lobby that extorts money from all levels of government that are involved in education. The NEA’s primary mission is to make more money for the NEA, but it uses the “for the children” smokescreen to get its way.

The most powerful union in the far-left hellhole of California is the California Teachers Association. The status of the union and the politics of the state cannot be divorced from one another.

These unions are the people who control public education and they’re being funded mostly by the federal government.

Cut off their supply.

The New York Times agrees that there is a problem with public education, but they don’t think it’s the unions. They think it’s — drumroll please– white people.

When it comes to cabinet-level departments I would do away with, Education always tops the list. In the hands of its leftist union overlords all it does is turn out little future Soviets. The Dems hate Betsy DeVos so much because she isn’t in the unions’ pockets.

Let’s defund this anti-American boondoggle.

We’ll probably be able to get to Mars quicker if we do.

Op-Ed: U.S. civil unrest a reflection on public education—

  • Jul 6, 2020

A burned down building in Minneapolis following a night of rioting in response to the death of George Floyd.

Top of Form

Bottom of Form

“Give me just one generation of youth, and I’ll transform the whole world.”

– Vladimir Lenin

In the 1920s, Hitler’s Nazi Party targeted Germany’s youth to maturate their holocaustic movement. Their message misrepresented the party as a youth movement: dynamically resilient, futuristic and enterprising. Millions of young Germans were ushered into the world of Nazism in their classrooms. The system was purged of teachers unwilling to proselytize this doctrine. The Nazis seized control of public education for the sole purpose of creating a society Hitler could use to advance Nazism.

Not only did Hitler’s plan allow the Third Reich to indoctrinate impressionable children, but it helped remove them from the influence of the parents who opposed his hate regime. Hitler and his party knew families were cohesive groups and were an obstacle for him to accomplish his goals. Hitler adroitly used public education to destroy the family unit. By destroying family loyalty, he could make youths loyal to him. This is what the left has been doing for years in America with public education.

Since 1979, when Jimmy Carter created the Department of Education (DoED) to buy votes from the National Education Association (NEA), liberal politicians have leveraged this unholy alliance to their benefit. Progressives and socialists have taken positions at every level of public schooling and the NEA. Since state colleges and universities are stocked from this gene pool, they have locked down key positions as college professors, deans, and members of Boards of Regents around the nation.

“Now we can only teach what the Democrats allow us to teach.”

– David Byrd, Oakland, California teacher

Until Carter federalized education, public school and state college curriculum was developed and controlled by local school boards and states. Although leftists had infiltrated education for years, it was not until the election of Barack Obama that they succeeded in exterminating traditional education. In 2008, Arizona Gov. Janet Napolitano led a squadron of liberal educators, governors, politicians and corporate officers to literally rewrite public education methodology into the monster it is today.

This entourage developed what is now known as Common Core, aka the liberal education wish list.

Common Core was the mechanism the federal government needed to totally control education. Obama’s policy gurus required states to adopt Common Core to obtain funds from the DoED with delusive federal strings attached. All but five states took this provocative bait. This hammered the coffin shut on local education and allowed the teaching of new liberalism to all future generations.

Common Core erased or rewrote everything in history leftists didn’t like. This was funded by liberal elitists and influential leftists like George Soros. They disparaged the genuine cultural and political history of our republic to portray socialism superior to capitalism. Textbooks expunged events, left out or misrepresented facts, inserted new unimportant individuals, chastised our founder’s works, and criticized the Constitution as out of date and something politicians could change if they did not like it.

“Our public schools are designed as the great equalizers of our society.”

– Janet Napolitano

Common Core re-educated America’s youth by not only misrepresenting U.S. history, but by also glorifying the benefits of socialism. They eliminated civics courses, the concepts of free speech, religious freedom, and the importance of the Second Amendment. Students no longer learn about the importance of the Electoral College, the Declaration of Independence, and even our Constitution.

It is this demeaning of America that taught today’s students the U.S. is racist, violent, oppressive, homophobic, and is a white privileged society, that has led to the current civil unrest in the United States. When students are indoctrinated with leftist propaganda that every American institution is flawed and they do not have to show respect for our founding documents, and not taught who our real American heroes and villains are, they take the law into their own hands – and they run with it.

We’ve watched America’s cities burn, businesses looted. We’ve witnessed rioters destroy every piece of U.S. history they get their hands on. We saw the 54th Massachusetts monument to the black Union Civil War regiment vandalized. Humanitarian Paul Harris and abolitionist Matthias Baldwin got the same treatment in Philadelphia. The sacred Emancipation Proclamation Monument in Washington was only spared because of the National Guard. Toppling statues is a bad sign in our republic. It’s less a policy for police reform, and more of a riotous coup to initiate regime change and revolution!

When we see nonviolent protesters burning our flag, an act 30 years ago that created such outrage it spurred Congress to pass a law against it, today it doesn’t even get media coverage? And these revolutionary sentiments have been repeated by liberal politicians, reporters and corporate officers who support them. New York City Mayor Bill de Blasio said “250 years of American racism excuses violence.” In Fairfax, Virginia, a leftist official said, “Rioting is an integral part of our march towards progress.”

“Ah, don’t you tell me over and over again, we’re not on the eve of destruction.”

– Barry McGuire

The DoED is responsible for this. This national display of disrespect for law and legitimate ways to remedy abuse and corruption have very little to do with the murder of George Floyd and everything to do with the quality and credibility of Common Core public education. We used to have a collection of books and foundational education materials that embellished ideas that entrenched a bedrock of values and principles. This developed strong character and knowledge in our youth.

“The only ones keeping Common Core afloat now are teacher unions and people like Bill Gates.”

– Linsey McGoey

Since 2008, the degrading of the U.S. and promoting of socialism in our schools has resulted in 51 percent of our youth preferring socialism to democracy. According to a recent Harris poll, 72 percent of the voters under 34 favor a government guaranteed income. Two thirds of the millennials believe America is a racist and sexist country and 40 percent think America is “the most unequal society in the world.” These recent Common Core grads have adopted the same illiterate worldview of those who hate America.

Adolf Hitler once said, “He alone, who owns the youth, gains the future.” Hitler conquered Germany by dividing the youth from their families and obligating them to turn in any family member who did not support the Third Reich. This is what the left has been doing since they sold Common Core to our states. And they used the nation’s largest public sector union, the NEA, to police and enforce it.

Education is about character and morality, which involves religion. Hitler banned religion in German schools to keep the youth subservient to him – just as we did with Common Core. We can’t mention religion or God without the risk of violating new liberalism. If we dare mention patriotism, we will be accused of nationalism. How long can America exist under Common Core’s liberalism before our republic meets the fate of Hitler’s Germany? Today’s riots validate we could be one election away.

“Whenever a vicious portion of a population shall be permitted to gather in bands of hundreds and thousands, and burn churches, ravage and rob provision stores, shoot editors, hang and burn the obnoxious persons at pleasure with impunity, this government cannot last.”

– Abraham Lincoln

Sad state of public schools

I have started a series of posts i hope some will take the time to read. These posts are from sources i find extremely interesting. They are not written by me, but they are very informative unless you are a liberal, socialist, communist, or anarchist. The first post is The Purpose of Government.

The list as they will appear.

The Purpose of Government published 7/30/20; The Riots in Portland Started in Public School; Op-Ed: U.S. civil unrest a reflection on public education; The Morning Briefing: Defund the Leftist Public Education Indoctrination Mills; The 1619 Project.

The Riots in Portland Started in Public School

By T.R. Clancy

Think of the rioting in Portland as our national Graduation Party.  The kids got permission to have an open house, and now it’s all gotten out of hand.  (Except when a traditional open house get out of hand, the police still show up.)

None of this should come as a shock.  The nightly attacks on statues, on a federal courthouse, and on police are the proof of Solomon’s injunction, “Train up a child in the way he should go: and when he is old[er], he will not depart from it.”  Solomon wanted children taught the fear of the Lord; but the principle applies no matter what you teach.

This is the moment that America’s teacher’s colleges, and the public-school systems fed by them, have been working toward since the 1960s.  That’s when the “education schools began conditioning teachers to peddle impossible social and economic theories to captive human sponges in K-12 classrooms,” as described here by Chuck Rogér:

[T]he “evidence-free” education school theory of “social justice” alleges that minority children learn best when encouraged to embrace grievances against middle class whites.  Social justice–indoctrinated teachers instill resentment in “non-dominant” (minority) children and guilt in “dominant” (white) children.  Judging by the abundance of guilt-ridden white Americans, the tactic is working its magic well.     

It’s even worse if you’ve been to college.

2017 poll suggested that a “majority of millennials would prefer to live in a socialist, communist or fascist nation rather than a capitalistic one.”  That makes slightly more sense when you see that only 33% of Millennials “were able to identify the correct definition of socialism.” 

Marion Smith, executive director of Victims of Communism Memorial Foundation, blames this preference for totalitarian systems on the “widespread historical illiteracy in American society regarding socialism and the systemic failure of our education system to teach students about the genocide, destruction, and misery caused by communism since the Bolshevik Revolution one hundred years ago.”     

Again, none of this should come as news to conservatives.  We revere history, and for decades we’ve been exercised by the left’s ceaseless revisionist propaganda.  It’s proof of leftists’ success that we’ve seen two generations of historical illiterates.  Studies have shown that 74% of Americans over 65 could correctly answer most of ten multiple-choice questions on American history taken from the U.S. Citizenship Test, but only 19% of those under 45 could pass.  Thirty-seven percent of test-takers believed that Benjamin Franklin invented the light bulb, “[t]welve percent incorrectly thought WWII General Dwight Eisenhower led troops in the Civil War,” and two percent thought the cause of the Cold War was climate change.  It helps explain why mobs think they’re fighting for racial justice when they deface statues of Columbus, Lincoln, and the memorial to the 54th Massachusetts Regiment.

Progressives have so masterfully imposed their anti-history that tens of millions of Americans never question the received doctrine that Republicans are the party of slavery and Jim Crow, that the problem with American public education is a lack of money, and that Democrat policies benefit blacks and poor people. 

The media play an obvious role in this, too.  “But the genesis of the problem,” says Stephen Kruiser at PJMedia, “is to be found in a public education system … controlled by radical leftist teachers’ unions.”  William Haupt III at The Center Square notes how, already since 2008, “[t]wo thirds of the millennials believe America is a racist and sexist country and 40 percent think America is ‘the most unequal society in the world.'”  Now a reported 3,500 classrooms across fifty states have adopted the New York Times’  own evidence-free1619 Project, so kids can learn that every accomplishment in America’s history came out of slavery.  This will further ensure that kids “unable to discern fact from fiction, will be subjected to a politicized, false history of their country.”

Even the less extreme classrooms have long since abandoned patriotism and Western values in favor of “woke” lesson plans that reinforce the rottenness of America and the villainy of white people.  “Most children no longer extensively read the literary classics,” says Justin Haskins of The Heartland Institute.  “And when they are in history classrooms, they are often bombarded with left-wing historical revisionism that turns American heroes like George Washington into racist moral monsters.”

It’s damaging enough that pupils steeped in revisionist history grow up believing lies that make them hate their country and loathe themselves, but being denied access to the notable works of Western literature has unlinked generations from the past, depriving them of the common sensibilities that enabled even fierce opponents in our bloodiest struggle — like U.S. Grant and Robert E. Lee — to sit down with one another with the humility and respect proper from one broken member of Adam’s fallen race to another.

Bob Dylan, in his 2017 speech to the Nobel Committee, said of his formation as a young musician that he immersed himself so deeply in the language and themes of traditional folk music that when he started writing his own songs, “the folk lingo was the only vocabulary that I knew, and I used it.”

But I had something else as well. I had principles and sensibilities and an informed view of the world.  And I had had that for a while.  Learned it all in grammar school.  Don Quixote, Ivanhoe, Robinson Crusoe, Gulliver’s Travels, Tale of Two Cities, all the rest — typical grammar school reading that gave you a way of looking at life, an understanding of human nature, and a standard to measure things by.  I took all that with me when I started composing lyrics.  And the themes from those books worked their way into many of my songs, either knowingly or unintentionally.  I wanted to write songs unlike anything anybody ever heard, and these themes were fundamental.  

That Dylan would credit the ethical and imaginative foundation of his earliest creative work to his school days, where he “learned it all” from stories and authors esteemed, until recently, as classics of a common literary canon, is the harshest indictment of present-day public education I can imagine.  Is there any sign anywhere, in the implacable wrath of the BLM demagogues or the pitiless inquisitions of the woke, of the presence of rational principles, or a standard to measure things by, or an understanding, or even tolerance, of human nature?  

It’s the total incapacity for tolerance, the ease with which they howl for the shunning, shaming, firing, and even deaths of those they perceive as their moral inferiors, all without a shred of compassion or a particle of self-awareness, that are the marks of an intellectual and moral poverty hard for members of my generation to grasp.  But bear in mind that no one is simply born with principles and rational standards and a magnanimous view of humanity: these have to be learned.  (Not that they can’t be unlearned, as proved by the older generation of Democrats who have voluntarily abandoned those things.)

But at school, these younger generations were denied access to the literature and history from which they could have gradually absorbed the fundamental ideals of their own civilization.  It was denied because their teachers preferred force-feeding them banal social justice nostrums, or encouraging the hottest marginal lifestyles, or repeating appalling fables about “Western villains endlessly tying to the railroad tracks of history an equally crude roster of innocent victims ‘of color.'” 

At the moment, for some racial crime or other, the Orange County Democrats are pushing to remove John Wayne’s name and statue from the county airport.  John Loftus at NRO has come to the actor’s defense on the basis of the traditional virtues portrayed in Wayne’s roles as Ethan Edwards, Ringo Kid, and John T. Chance.  Included in those virtues is what Loftus calls the “Christian conception of mankind, which holds that we are fallen and flawed but capable of striving toward improvement and ultimately redemption.” 

Is there a better description of what’s missing from the souls of those unhinged women shrieking at cops in the front lines of the BLM riots, or the Orc swarms of Antifa kicking a prostrate victim?  Not only do they reject the possibility of their enemies’ redemption from America’s “original sin of racism,” but they’re insensible to their own need of redemption and mercy.  They don’t know about the much graver Original Sin of Adam that starts all of us out on the wrong side of history.  None of their textbooks mentioned anything about souls.

And to think that even those moral monsters Christopher Columbus and Stonewall Jackson could have taught them that.      

T.R. Clancy looks at the world from Dearborn, Michigan.  You can email him at trclancy@yahoo.com.

The Purpose of Government

By Sloan Oliver

Right now in Portland, Seattle, Chicago, and other cities across America, anarchists are rioting in the streets demanding change. That change is centered on the concept that the very existence of the United States is wrong; that somehow these rioters know better than did our Founding Fathers; and if they had been around 250 years ago, this would now be a land of “milk and honey” and not a land of injustice — so they claim. Are their claims valid? Let’s have a look.

Since everyone seems to have problems with government, ask yourself, why were governments established in the first place? Was it to provide housing for the poor, educate the young, build roads for trade, or to build aqueducts for water distribution? Of course, the answer is “no.” So, what is government’s purpose?

Governments were established to provide security, to provide for a common defense. During mankind’s prehistoric, nomadic days, it was family against family and tribe against tribe. The only way to protect your family, or your tribe, was to organize for the common defense. Once a large group gathers together, there must be some type of organized hierarchy or nothing gets accomplished. So, someone was designated the military leader, and that person usually became the tribe’s leader as well — because he was backed by those who did the fighting. The security that ensued from the “common defense” gave stability to society. It allowed tribes to develop civilizations that then built roads and bridges, educated the populace, developed commerce, etc. However, the #1 purpose of government, at all levels, is to provide security and to protect the populace — that’s why we tolerate the other inefficiencies of government. Without security, trade doesn’t develop because it will only be stolen. Without security, without protection, nothing else matters. 

The Preamble to the Constitution states that the Constitution was established “to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense (sic), to promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity.”

The “more perfect Union” was an attempt to move the colonies from the weak, ineffective, imperfect union under the Articles of Confederation (AC) to a better form of government. The AC had many problems, mostly centered on a lack of power to enforce laws. The colonies needed something “more perfect” to replace the

The worthy attempt by the Constitution to “establish Justice” should be self-evident. The Constitution recognized that we need a government that applies the laws equally to all citizens, regardless of race, color, creed or gender. Throughout our history that has not always been the case. Is that the fault of the Constitution? Or is it more likely that men (and women) are not perfect, never have been, and it is flawed individuals who unequally apply the Constitution and current laws to the immediate situation as they see fit?

The term “domestic Tranquility” refers to peace and order; the ability of citizens to be secure from harm, and for property to be safe from destruction. Tranquility centers on local governments establishing and enforcing laws that create good order and discipline in the community. This goes to the very heart of government which is to provide security and stability. Who would open a restaurant or a trade if security cannot be guaranteed? Or open a business if officials did nothing to lawbreakers? Answer — nobody. Right now, across the nation, Democrat mayors and governors are failing to provide domestic tranquility. Portland, Oregon has experienced 60 consecutive days of rioting in which large areas of downtown are occupied by anarchists who loot businesses and burn cars; people who interfere are beaten. Yet Portland’s Mayor Ted Wheeler does nothing. Actually, Wheeler supports the rioters in that he told the police to “stand down.” Wheeler even showed up to riot with them and was tear-gassed. The same thing is happening in Seattle, Chicago, and New York. Mayors in those cities have prioritized burning and looting over the domestic tranquility of its citizens. It’s a bizarre world when every single Democrat politician in major cities such as St. Louis, Oakland, Portland, Chicago, and Austin do nothing to prevent businesses from being destroyed. Chicago mayor Lori Lightfoot did nothing to the mob that injured 18 police officers protecting a statue of Columbus. Instead, she appeased the mob by having Columbus torn down. In St. Louis, a 300-person mob threatened a family with violence. The family flashed guns to keep the mob away; yet the St. Louis attorney general charged the couple with assault, and did nothing to the threatening mob. Domestic tranquility is trampled when laws are selectively enforced and when lawbreakers (i.e. criminals) are prioritized over the victims.

A regulated and disciplined police force is what insures our domestic tranquility. In what can only be described as domestic terrorism, a war is being waged against law enforcement. It’s unlike anything we’ve ever seen. Never before have elected officials (mayors, councilmen, aldermen, governors, etc.) been openly hostile to the law. In cities and states across the nation, police officers are screamed at, yelled at, beaten, and killed while officials in Chicago, NYC, Minneapolis, and St. Louis do nothing. Actually, they do worse than nothing — police are told to not enforce the laws. And rioters who get arrested are released with no bail, which only encourages and emboldens further lawlessness. I cannot imagine what citizens in those cities are thinking and experiencing when videos in city after city clearly show that laws are not being enforced, businesses are looted and burned, people are beaten and killed, and politicians do nothing to prevent the destruction.

Getting back to my original question about injustice, these riots have nothing to do with justice or injustice. As Rahm Emmanuel famously said, “never let a crisis go to waste.” This crisis is an attempt to destroy the country. If the Joe Biden anarchists are successful, what would replace the Constitution? Look at Cuba and Venezuela for your answer.

Any comments on the article?— I thought so. none

Just for laughs and giggles, this is the 666th post here at cracked-pot.




Thin-skinned Christians


The American church continues to give evidence of its ever-deteriorating state.  No longer can we, without rebuke, “equip the saints for the work of ministry, for building up the body of Christ” (Ephesians 4:12) that we might “no longer be children, tossed to and fro by the waves and carried about by every wind of doctrine, by human cunning, by craftiness in deceitful schemes” (4:14), but it’s though the visible church is eager to “not endure sound teaching, but having itching ears they will accumulate for themselves teachers to suit their own passions, 4 and will turn away from listening to the truth and wander off into myths” (2 Timothy 4:3-4).

Whether the above is the consequence or the cause of this woeful condition, the American church no longer practices church discipline, it exploits and abuses Christian judgment, and it has lost its grip on what it means to exhort, encourage, admonish, teach, correct, reproof, and build one another up in the faith in love founded on truth (Ephesians 4:15-16).

Instead, any constructive criticism given to other believers is seen as unrighteous judgment, hypocrisy, legalism, Phariseeism, or hatred.  Mostly, the response was favorable and it was understood that we a heart to honor and glorify Christ and to make Him known, despite the persecution we face

What has happened to the church? Instead of following Scripture to confront our brothers in sin (Galatians 6:1, James 5:20), professing Christians yell, “don’t judge me” or “we’re all sinners” or “don’t judge them because ‘we all fall short of the glory of God.’”  Yet, Paul was clear in his admonishment to the Corinthians after hearing about their handling of an adulterer in their assembly:

I wrote to you in my letter not to associate with sexually immoral people— 10 not at all meaning the sexually immoral of this world, or the greedy and swindlers, or idolaters, since then you would need to go out of the world. 11 But now I am writing to you not to associate with anyone who bears the name of brother if he is guilty of sexual immorality or greed, or is an idolater, reviler, drunkard, or swindler—not even to eat with such a one. 12 For what have I to do with judging outsiders? Is it not those inside the church whom you are to judge? 13 God judges those outside. “Purge the evil person from among you” (1 Corinthians 5:9-13).

The American church would be just fine if this Scripture was removed from the Bible – the church operates as if it doesn’t exist anyway.  But God commands we judge and confront professing Christians when they exhibit a worldly lifestyle, are in error, or have sinned (whether knowingly or unknowingly).  In fact, we see in the oft-abused Matthew 7 passage that it is after we have repented from our own sin, then we have authority and permission to confront our brothers (verse 5).  Verse 1 says nothing of never judging, but warns against judging unrighteously and hypocritically.

Instead of addressing the error of our brothers in love and humility, we are condemned for making any mention of their error – no matter how egregious.  The argument is that we are all on different paths and paces, and we should just let the Lord do His work in us, but we should never confront each other as that would be judging.  It’s pathetic, really.  Wimpy even.  This is not how God has designed for godly men and godly women to operate in the Body of Christ. The fact is, God uses us to help each other grow in sanctification!

We are exhorted to contend for the faith that was once delivered to us (Jude 1:3). We are exhorted to teach and defend sound doctrine (1 Timothy 1:4; 6:2-5, 20; 2 Timothy 4:3-5; Titus 2:1; 1 Peter 3:15).  We are commanded to confront our brothers in sin (Galatians 6:1; James 5:20; 1 Corinthians 5:9-13).    We are commanded to practice church discipline (Matthew 18:15-17; 1 Corinthians 5:5).

How is it, then, the American church hates these very things?  It is because liberalism, carnal christianity, and the repentant-less modern message has infected us.  Easy-believism is king.  Discernment is dead. Another “gospel” is being preached.  The God of the Bible is not acknowledged or worshiped. The church has conformed to the world and tolerates sin.  The church has replaced doctrine with emotions, the Gospel for “your best life now” or “God has a wonderful plan for your life.” No one wants to be accountable for their actions, and no one wants to be told they are in error.  Frankly, carnal people resist or hate truth.

The divide between the visible and invisible church is growing steadily.  The one is diving deeper into darkness, the other is rising higher into holiness.  God’s grace abounds in the Body of Christ, and we want nothing more than to be conformed to His likeness.  We increasingly hate sin, and love holiness.  We increasingly hate deception, and love truth.  When we are in error, we want nothing more than to be confronted so we can be corrected.

So, dear Christian, instead of putting up such a fuss when you see your brothers confronting the sin or error of their brothers, take a moment to thoroughly examine whether what they say is true.  Take heed,

Do your best to present yourself to God as one approved, a worker who has no need to be ashamed, rightly handling the word of truth (2 Timothy 2:15).

Humble yourself before the Lord, and consider you might be in error yourself for the way you react to Christian discipline and admonishment.  It is pride to think you already have it all figured out.  I know I don’t, which is why I must repent from my own pride constantly so I can continue to change that I would be conformed to my Lord and Savior. Open yourself up to correction, surround yourself with godly brothers and sisters who will correct you, and when corrected, repent.

My friends, love disciplines, love submits, love defends, and love obeys.  Love longs for the truth, and it flees from error.  Flee from the tentacles of American christianity and run to Christ, ever yielding to His lordship.  Why is this so important?  Because God tells us to

Keep a close watch on yourself and on the teaching. Persist in this, for by so doing you will save both yourself and your hearers (1 Timothy 4:16).

All of us, need to heed this exhortation, especially regarding matters of the Eternal Life.  We need to be sure that we are progressing in holiness, and we need to be sure our message (and practice/methodology) is lined up with God’s Word.

Don’t be a thin-skinned Christian, ask yourself, “Am I a Defensive Person?”  You just might be.  Repent.


Kairos Now




The Bible uses the word Kairos and its cognates 86 times in the New Testament (e.g., in Matthew 8:29; Luke 19:44; and Acts 24:25). The word often includes the idea of an opportunity or a suitable time for an action to take place. When we “seize the day (Carpe Diem)” we are taking advantage of the Kairos given to us. Kairos is related to the Greek word kara (“head”). A Kairos is a time when things “come to a head,” requiring decisive action.

Question: “Is the idea of a Kairos Moment / Kairos Circle biblical?”

Answer: The Kairos Circle, or the Learning Circle, is a learning tool used by some Christian groups to assess experience and promote personal improvement and lasting change. In a Christian context, the Kairos Circle is designed to aid discipleship by guiding an individual or small group through opportunities to learn life lessons.

Following the steps of the Kairos Circle can be beneficial, if it causes one to focus more on the Word of God. The Bible tells us to mediate on God’s Word (Psalm 1) and put it into practice (James 1:22). We should also learn lessons from the events in our lives. After hearing a sermon, for example, it is good to reflect on the message, discuss it with someone, think of applications, and then act on what was learned. The same thing is true for going on a mission trip, meeting a person in need, having a car accident, or finding a job.

Promoters of this discipleship tool point to Jesus’ first recorded sermon in Mark 1:15 as an example of a “Kairos Moment”: “The time has come. . . . The kingdom of God has come near. Repent and believe the good news!” When the people of Israel were confronted with Jesus’ life-changing message, they had an opportunity (a Kairos) and a responsibility to respond appropriately. Similarly, when Jesus called James and John to follow Him, they had a window of opportunity—would they leave all and follow Christ, or would they stay with their fish nets?

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