Magna Res Est Vocis Et Silentii Temperamentum – A Valuable Lesson Indeed!

Detective 4The proverbs of Seneca the younger provide the title and the lesson for consideration, “The great thing is to know when to speak and when to keep quiet.”  I make this statement and write on this lesson, not because I am good at knowing when to speak and when to stay silent, but in the hopes of learning more perfectly when to speak and when to talk.  In reviewing my K-12 report cards, the ones my parents had to sign, the most frequent comment is knowing when to shut up, closely followed by “Does not play well with others.”  The latter is a badge of honor; I have never played well with others!

But, knowing when to speak and when not to speak is a challenge, and in observing people, I find I might not be the only person afflicted with a lack of knowledge on this topic.  My wife is a perfect example of someone who knows when to speak and when to stay silent.  She has mastered the art of saying the exact word in season someone needs to hear and claims manners and discernment have honed her abilities.

Charles de Lint is quoted on educating children, saying in part, “Teach them to learn how to see and ask questions.”  The greatest teachers I can recall easily are those who taught me to either perceive differently or how to ask questions.  Long have I desired to return these lessons and remain enthusiastic about finding the opportunities to teach.  I often quote and consider the lessons taught by Henry Chester, who said, “Enthusiasm is the greatest asset in the world.  It beats money, power, and influence.  It is nothing more or less than faith in action.”  While appearing paradoxical, enthusiasm and learning when to speak and stay silent are anything but contradictory, and this is the point and the lesson for your consideration.Pin on Why Volkalize?

Why do we speak?

Of all the questions asked me in my K-12 journey, the number one question has to be an iteration of the following: “Why are you talking?”  I never could understand when to shut up.  Worse, there were plenty of times when my refusal to shut up would worsen the punishment, even though I considered the teacher’s actions immoral, unethical, or plain wrong.  For example, in 12th grade, Mr. Moro’s class, Camden-Rockport High School, Camden, Maine.  I had been a student of this school for a grand total of 1 day; this was the second class on my second day.  My first meeting with Mr. Moro, who, very clearly stated, “This is his classroom, his castle, and in his castle, he was king and demanded respect.  To which I firmly replied, NO!  He sent me to the principal’s office and said I would not return until he had a parent/teacher conference.  Being emancipated, I told him he would have to speak with me, and he could fax me!  I still have no idea what a senior class advisor is or what they do, but apparently, I had to appease Mr. Moro if I wanted to graduate.

Quotes About Listening And Speaking. QuotesGramWhy was I speaking in this incident; I was not going to be pushed or bullied by what I considered at the time a pompous moron.  I needed to change how I perceived Mr. Moro as a person.  I graduated high school, Mr. Moro never became a friend, but we did learn how to get along with each other.  Yes, I ate some crow and had to chip away at my ego.  After graduating and traveling to Advanced Individual Training for the US Army, I got a nice letter from Mr. Moro.  One of the reasons we speak is we feel put upon and do not know how to extricate ourselves, or in my case, extricate my foot from my mouth.Are you an active listener ….or do you just hear? | Psychoeducation in Psychotherapy ...

Another reason we speak is a desire to say something, but how often have we opened our mouths without forming the thought entirely, and our mouth is running way faster than our brains, common sense, and self-preservation?  In my case, way too often.  Several comedians call this an older person’s disease, not having the brain mouth filter, common sense, or good social skills to know when to say something and when to listen.  One of the reasons I love old people is explicitly derived from this truthfulness and lack of filter.

When my mother-in-law fell and had to be placed in a nursing home, long-term care facility, I made some great friends in her facility.  Not a single filter anywhere to be found.  One older lady, her name regrettably escapes me, had family who would come and tell her the filthiest jokes on the weekend.  During the week, I would visit my mother-in-law and slip her a couple of clean jokes, dad jokes, and just plain funny jokes.  One day I told her a joke about passing gas in church after a bean supper the night before.  She laughed so hard; I thought I had injured her.  I came back the next day and learned she had told the entire staff this joke, and she told me she had laughed so hard so peed herself.Raji Lukkoor Quote: "Respond; don't react. Listen; don't talk. Think; don't assume." (9 ...

I apologized to the nursing staff and armed them with a few choice dad jokes.  She did not want an apology, but she told me a story from her youth where the night before her church had hosted a community-wide bean supper, chili cookoff, raffle/silent auction, and how the next day’s sermon was cut short because the pastor could not stand the air in his church, which is when I began laughing hard enough to make me wonder if I was going to pee myself!  Worse, this was the day after serving baked beans for supper, and she and I listened to the chorus of frogs from the patients and kept falling out of our chairs laughing.Spalding, Laura - Kindergarten / Special Classes Schedule

Betty Eadie eloquently provides a caution for our words, “If we understood the power of our thoughts, we would guard them more closely.  If we understood the awesome power of our words, we would prefer silence to almost anything negative.  In our thoughts and words, we create our own weaknesses and our own strengths.  Our limitations and joys begin in our hearts.  We can always replace negative with positive.”  The next lesson on why we speak is that our brains are too full of words and need an outlet.  Yet, how much better would the world be if we filtered our thoughts, slowed our thinking, and kept our mouths shut?

Those who are free of resentful thoughts surely find peace.” – Buddha

The nearer a man comes to a calm mind, the closer he is to strength.” – Marcus Aurelius

If you want peace, stop fighting.  If you want peace of mind, stop fighting with your thoughts.” – Peter McWilliams

Listening Quotes | Listening Sayings | Listening Picture QuotesThree people from different periods of human history, all messaging a truth, thoughts do become things, and often the things our thoughts become are not what we wanted or desired.  More specifically, the thoughts became things because we expressed the thoughts that should have stayed silent in words.  In learning to control the post-traumatic stress disorder I suffer, the words of Peter McWilliams became the answer I needed and the balm in Gilead I sought.  I had to stop fighting my thoughts to be able to control the pernicious and repeated images, feelings, and constant reminiscing over a terrible incident from my service in the US Navy.  Every day remains a challenge to acknowledge the thoughts and let them go.  Every day it becomes easier to achieve.  There is hope!

Why do we listen?

Of all the questions I have never been asked, I hope to learn the lesson of controlling my thoughts so I may hear better.  I suffer from tinnitus, many times though the ability to listen does not reside in my ear where the tinnitus rings, but in my brain that is a ravaged wasteland of competing ideas, factions, and imaginations.  When the voices in my head go silent, I hear the birds in the trees, I hear voices of people around me, and I experience hearing.  The moment I begin speaking, I lose the ability to hear.Hearing Vs Listening Quotes. QuotesGram

Ken Kesey is quoted as saying, “See with your ears and hear with your eyes.”  What a remarkable idea.  One of the most momentous times I can ever recall occurred while onboard my ship, deep dark of night.  You know how dark night can get if you have ever been beyond the hundred-fathom curve.  I was an engineer on the mid-watch (0000-0400) and was roaming around topside between rounds, something I should not have been doing, but I needed fresh air and wanted to see if the stars really were more brilliant at sea.  On a night with no moon, deep dark, I saw the ship passing through the water with my ears.  I heard the waves; I heard the wind whistling through the ship’s rigging; I saw with my ears the stumbling of smokers going to and from the smoke deck—an experience like no other.  Why do we listen; to learn, to experience, and if we choose, to marvel!

In the 1990’s I had a screen saver called psychedelic.  When music was played, it changed colors according to the beat, and you had user interfaces where you could pick specific interpretations to display on the screen in colors, lines, and contrasts.  This was the first time I can remember visualizing sounds.  I had previously turned the stereo speakers to maximum and watched sound interface with the water in a fish tank, but this screen saver was the first time I can remember seeing sound displayed by a computer.  Since this screensaver, I have watched sound played in flames (SUPER COOL), watched water falling display shapes as heard through a computer, and synthesized (unique experience indeed).  I have used several computer programs that took that old screensaver’s concept and improved the display and synthesization.  Yet, I am still want to hear with my eyes and see if I can improve how I listen.Hearing And Listening Quotes & Sayings | Hearing And Listening Picture Quotes

Something was pointed out to me, the word silent has precisely the same letters as listen, but in the arrangement of those letters, the ability of one is lost or found.  I have learned that a silent mouth precedes a silent mind, and you need both to listen.  Yet, it is a rare moment indeed when my brain is silent.  My brain runs lyrics to songs, words I think I should have said, words I am preparing to speak, responses to questions, responses to other people’s opinions, facts, figures, fights, and the list goes on ad nauseum ad infinitum!  A book by Stephen Covey mentioned, “Most people do not listen with the intent to understand.  Most people listen with the intent to reply.”  Why do we listen; this is a valuable question to consider!

I have mentioned this previously and repeat myself only for emphasis; all the musical talent, knowledge, and skill I possess can be poured into a thimble and never moisten the bottom.  I mention this because Linda Ronstadt said, “Ninety-Nine present of singing is listening and hearing, and so then one percent of it is singing.”  A thought I had never previously considered.  I love music and have an eclectic taste in music, but I hear not listen to music.  Music has never been an escape from reality but has often been a balm to my world-weary soul.  Music has been a tool, a weapon, and a shield, in the battles for knowledge, learning, and protecting myself from the words of others.  In the US Army, Basic Training music was the key to getting me to relax and shoot the M-16A2 sufficiently to qualify and eventually graduate basic training.  But, only now, when considering Lind Ronstadt’s quote, I realized I hear music, not listen to music.Humorous Listening Quotes. QuotesGram

Funny story, while my parents are hippies, my father is a professional musician but not a music teacher.  As a kid, music in our house was how food made it to the table, how my father retreated from the world’s cares, and often a weapon against my mother.  Yet, even coming from a home where music was a major part of daily life, I never learned to listen to music.  Have you ever heard reveille played on a tuba, French horn, clarinet, trombone, guitar, recorder, or flute?  If so, you know a little of what growing up in our house was like.  When 0400 came, whatever instrument my father was playing at the time became the instrument upon which reveille was played.

Knowledge Check!A song covered by a multitude of musicians originates with Paul Simon, “The Sound of Silence.”  The second link is to Disturbed’s cover of the Paul Simon song; I think this is the best version.  What are the sounds of silence?  Are they different for each person?  Does the sound of silence change with the environment, the weather, or humanity’s influence?  I once read a research report regarding the negative impact of listening to the sounds of New York City and how the city’s sound shortened the lives of those who constantly heard the city.  As we consider the lesson on learning when to speak and to discern when to stay silent, may we consider how to improve listening, moving from hearing to listening, and find joy in seeing with our ears and hearing with our eyes.

© Copyright 2022 – M. Dave Salisbury
The author holds no claims for the art used herein, the pictures were obtained in the public domain, and the intellectual property belongs to those who created the images.  Quoted materials remain the property of the original author.

Bigotry or Racism – Low Expectations For Thee Produce Problems for We!

Angry Wet ChickenA headline on YouTube today discussing the bigotry of low expectations in public schools has me fuming.  Having written multiple times about how it is racist, immoral, unethical, and illegal to treat people differently based upon the poverty of their parents, and in doing so hinder the potential of a learner, is criminal child abuse of the worst kind!  Yet, what do we find in the news, all but daily; lower expectations based upon poverty, race, religion, handicap, and so much more because of the inferior minds of the teachers and school boards.

What is Bigotry?

Knowledge Check!Bigotry is being obstinate and intolerantly devoted to one’s own opinion and prejudices; of course, bigotry also classifies one as believing in the characteristics of a bigot, but that is another discussion entirely.  A teacher or school board member holding onto the myth that a student’s race or “economic classification” restrains that student’s potential is a bigoted method of thinking that should have been stomped out of public schools in the 1940s or earlier.  However, as this blog has recorded, the public schools in America have been purposefully designed to create dullards, anti-scholars, and functional illiterates since the early days of the 1900s, courtesy of John Dewey.

What is Racism?

Bobblehead DollRacism is the adherence to the fundamental belief that race is the single most important determinant of human traits and capacities, that racial differences produce inferior and superior races, and harmony among people can be achieved through racial ranking.  Essentially, racism takes bigotry and hones and focuses bigotry on racial differences as the sole determinant between people.  What is not said, not implied, and not discussed is that bigotry and racism are extensions of each other; thus, to call low expectations bigotry is to name those holding low-expectations racists nicely!

Why Does the Difference Matter?

From the article, “The Soft Bigotry of Low Expectations… Through Mathematics Education,” on the Racial Equity Institute, LLC website, we find the following:

The phrase “the soft bigotry of low expectations” was coined by President George W. Bush in 2000 in a speech to the NAACP that marked the launching of the No Child Left Behind (NCLB) Act. Bush asserted discrimination is still a reality, even when it takes different forms. Instead of Jim Crow, there’s racial redlining and profiling. Instead of separate but equal, there is separate and forgotten” (George W. Bush’s Speech to the NAACP, 2000). After promising that his administration would enforce civil rights, Bush announced that he would be confronting “another form of bias: the soft bigotry of low expectations…” (George W. Bush’s Speech to the NAACP, 2000). He acknowledged that educational achievement gaps fall along socioeconomic and racial lines but evaded discussing any systemic causes of these gaps.”

Plato 2What are these systemic causes for gaps?  The answer is relatively easy, simple, and straightforward, and no single piece of legislation will fix the problem until the 800#-Gorilla is addressed.  The Public School system was intentionally designed to mentally abuse children, classifying their potential by race, religion, color, sex, gender, handicap, socioeconomic status, and every other line of distinction.  All in an attempt to bring about the socialist utopia dreamed up by John Dewey in the late 1890s.

President Bush’s speech argued that school achievement gaps produce discrimination as if how a school works in one part of town creates the gaps and failures in another part of town.  Thus stealing resources from one school to deliver to another school would fix the discrimination gaps.  This is a glorified wealth redistribution scheme, and it has failed miserably!  It refused to discuss the reality in schools that the teachers and the school boards have attained power based upon discriminating upon race, gender, sex, socioeconomic status, and the intentional child abuse of the students.Plato 3

President Bush failed to understand that raising the bar will require destroying more than a century of ingrained thinking and training of teachers to abuse students.  Eradicating the discrimination will demand the rejection and destruction of the school board models, the Federal Hold on education, and placing states back in charge of the education in their states even if it means that each state has its own model of education.Angry Grizzly Bear

Regardless, the main problem in America’s schools is not the gender, sex, socioeconomic status, religion, etc., of the students, but the bigoted and racist minds of the teachers and school boards who would hinder students’ potential by setting low expectations for academic achievement.  I have worked with students across America; they are worth more than their teachers claim, can do more than their teachers think, and possess innate abilities, skills, talents, and raw potential.  But, without high expectations to aim at, the students fail themselves and live lives more diminutive than their worth and value, thinking they are stupid, dyslexic, unable to learn, and more.  All because the teachers and school board members set low expectations, refused to challenge the students’ own beliefs, and failed to do their jobs!

cropped-bird-of-prey.jpgWhen a school board, principal, and teacher fails to do their job, they commit child abuse in the most heinous and deceitful manner, and this abuse must cease forthwith!  As a new school year opens, let us challenge these low expectations, these abhorrent standards for performance, and these Neolithic ideas that should have died with John Dewey!

© 2021 M. Dave Salisbury
All Rights Reserved
The images used herein were obtained in the public domain; this author holds no copyright to the images displayed.

NO MORE BS: The Historical Roots of Progressive Education

Gears[Public Service notice: All quotations arrive from Paulo Lionni’s, “The Leipzig Connection.”]

Paulo Lionni. “The Leipzig Connection” points out some history of great importance to understanding K-12 education.  As American students left the U.S. for Germany to study under Wilhelm Wundt in Leipzig, they returned to America and either landed faculty jobs in psychology departments or branched out into education, specifically training K-12 teachers.  Each of these returning students wanted introspection to be measured, believed the human was an animal with no soul or divinity, and each of them left impressions upon teachers entering classrooms of K-12.

VirtueThe first of Wundt’s American students to return to the United States was G. Stanley Hall.  Hall became known for his intensive studies of child development, directly fostering the child study movement in America.  In 1904 Hall published his masterwork, the two-volume “Adolescence: Its Psychology and Its Relations to Physiology, Anthropology, Sociology, Sex, Crime, Religion, and Education,” welding experimental psychology to child education.  Never forget, many of these new K-12 Educators also crossed professional paths with John Dewey, who remained adamantly opposed to literate students.  Another name in early K-12 progressive education is Edward Lee Thorndike, who was fond of declaring, “Subjects such as arithmetic, language, and history include content that is intrinsically of little value.”

Progressive education is nothing but experimental psychology, renamed, remarketed, and reliving the experiments, over and over.  The ultimate example of Einstein’s definition of insanity repeats on every new generation of unsuspecting students.  The work of dumbing down students has been launched successfully at this point in history.

The way Ph.D. Education worked in the late 1800s through the early1900s; a doctoral student found a Ph.D. holder, mimicked them, and increased the original research by extending their research into future application.  Hence, the need to fully understand Dewey and his influence upon those who graduated as Ph.D. holders who went on to lead colleges, laboratories, and experiment on children in K-12 Education.  Dewey contended that the public schools must “take an active part in determining the social order of the future… according as the teachers align themselves with the newer forces making for social control of economic forces.” Further, Dewey insisted that “… learning occurred only through experience, that the stimulus-response mechanism was basic to learning, and that teachers were not instructors, but designers of learning experiences [Emphasis Mine].”

Detective 2The shift in defining education changed the teacher’s role in the classroom. The insistence upon modern psychology having a free reign in the K-12 classrooms meant that the students were always being experimented upon, measured, sensory gratification induced, and socialized into education, not taught.  I have read accounts of progressive education experiences from England in the early 1900s, where the learning experiences meant some kid got pummeled by a bully, and the bully and victim had to relate what they learned from the experience.  Unfortunately, the same tripe is occurring in today’s classrooms.  While substituting, I experienced continual class time interruptions for standardized tests, surveys, information-gathering research, etc. All examples of modern psychology’s influence still treating K-12 students as pieces of information to be harvested instead of minds needing education.  My K-12 years were spent taking standardized tests, one in the fall, one in the spring, a big one at fourth, eighth, and twelfth grades, not mentioning SAT, ACT, ASVAB, etc.

What does a designer of learning experiences look like in reality?

I substitute taught in 4-APA English classes and 4-English classes for a period of almost 90-days.  The “designed learning experiences” included helping students feel Hester Prynne’s castigation while reading “The Scarlet Letter.”  Except, most of the students assigned to read the book refused. Those who read the book carried the “classroom discussions,” and the discussions never really discussed the book, the social issues, or worked to draw interest.  Worse, the majority of the student’s time was spent on workbooks with tear-out pages, where I, as the teacher, could only answer questions about the materials in the books, not teach the materials.  My hands were tied about how, what, when, and where I could instruct.  If a good discussion was started in an APA class, that discussion could not be continued onto another class, and many questions were forced unanswered.  Leaving frustration, social animosity, and producing a monumental waste of time.

Theres moreI asked full-time teachers what they thought and was surprised that their frustrations were not more significant.  One particularly fine comment has stuck with me, “You either learn to live with frustration, or you get out of teaching.”  I am a third option kind of person; I want to change the system, save children’s potential, and keep the American Heritage alive for another generation.

Where does Teacher Frustration Originate?

One of Wundt’s assistants and a Ph.D. student was James Mc-Keen Cattell, who measured how adults read, then assumed children did not need phonics to sound out words but could read using whole word memorization.  Notice the logic problem here; the adults measured had learned how to read using phonics, then honed their skills over time.  Cattell wanted to skip the learning stage and the honing stage and have children jump into whole-word memorization without phonics’ building blocks.  Guess what happened; dyslexia was born.  Because the student never had a proper foundation to read, reading became a chore, a hassle, and a struggle.  The students in these progressive schools were handed an excuse, a disease, and reading comprehension standards, reading ability, and reading literacy dropped significantly.  Not to mention the literary arts, or the art of expression through language was lost entirely.

Detective 4Admittedly, the most basic and essential skill a child needs is the ability to read.  Reading is paramount in everything a person does; math, science, history, language, etc., all depend upon the ability to read well.  Yet, Cattell removed the learning and honing experiences in reading, and the world has been worse off.  But, to refuse whole-word memorization and teach phonics in a classroom is a sin comparable to eating your own child. Want an interesting fact, whole-word memorization, also known as sight-reading, has been confirmed through peer-reviewed research as not increasing literacy rates.  Since Dewey was adamantly opposed to literate students, the psychologists won, and phonics was replaced.

Bringing the conversation to Charles Darwin and Darwin’s cousin Francis Galton.  “Galton’s theories held that ‘a man’s natural abilities are derived by inheritance, under exactly the same limitations as are the form and physical features of the whole organic world.’” Cattell quickly absorbed Galton’s approach to Eugenics, selective breeding, and the measurement of intelligence based upon race, poverty, and genetics. Cattell was later to become the American leader in psychological testing, and in 1894 would administer the first battery of standardized psychological tests ever given to a large group of people.”

Wundt maintained that humans are animals, and animal breeding is connected to Eugenics; thus, humans breed through Eugenics.  Eugenics is the practice or advocacy of improving the human species by selectively mating people with specific desirable hereditary traits. It aims to reduce human suffering by “breeding out” disease, disabilities, and so-called undesirable characteristics from the human population.

What is the problem with Eugenics?

Andragogy - LEARNWho determines “undesirable hereditary traits?”  Is poverty an undesirable hereditary trait?  If so, then which gene is the poverty gene?  Which race is “undesirable” and needs “bred out of the human genome?”  Which “disabilities” are “undesirable characteristics” dyslexia has been made a handicap, injuries that lead to handicaps are those “undesirable?”  Who chooses “selective mating?”  How are selective mating couples selected?  The abortion movement and Margaret Sanger are mentioned here due to the stress of Eugenics upon student education beliefs:

    • Continuous Issue (1973) – Roe v. Wade, 410 U.S. 113, was a landmark decision of the U.S. Supreme Court.  The Court ruled that the United States Constitution protects a pregnant woman’s liberty to choose to have an abortion without excessive government restriction.
        • A little history on this subject, the 1820s and 1830s abortions were common through the fourth month of pregnancy, and herbs, pills, and other home remedies were prevalent for use. Then, the physicians of America and the government stepped in to prevent poisoning and assert control over home remedies, midwives, and other medical opinion providers of the time.
        • New York was the first state to legalize or codify into law abortion as a public health measure to improve women’s lives. But the abortion industry had not begun targeting Black and minority communities.  The first women getting abortions mainstream were middle- or upper-class white married women.
        • Original feminists opposed abortion practices and wanted only voluntary motherhood through the “right of women to control sex with their husbands.”
        • The original laws banning abortion were enacted to humiliate women who had to discuss their bedroom affairs with the executive and judicial branch representatives.
        • Judges decided to outlaw abortion through judicial activism because it took the legislative branch too long to enact laws the special interest groups, e.g., the American Medical Association (AMA), wanted.
        • Judges then decided to make abortion on demand legal through judicial activism, because again, it was taking too long for the legislative branch to act and enact laws.
        • Thus, judicial activism and abortion have a long and sordid history of causing chaos in America since at least the 1840s. Hence, when a person discusses Roe v. Wade, they are only discussing the abortion on demand industry.

The other problem.

Based upon Wundt’s beliefs and teaching, propagated by Dewey and instilled in the beliefs that psychology and pedagogical education are inseparably connected, the reader arrives back at Thorndike.  Thorndike proposed making “the study of teaching scientific and practical.” This is his definition of the art of teaching: “…the art of giving and withholding stimuli with the result of producing or preventing certain responses.”  Thorndike believed, taught, and wrote about how children are nothing but animals, the same as chickens, cats, dogs, fish, etc., and through stimulation, responses can be programmed.

Behavior-ChangeFor example, a child is handed an assignment book.  Keeping the book clean and neat earns them a star, doing assignments earns them a star, being clean, and a myriad of other “socially accepted stimuli” will earn them stars, with the promise of a huge reward at the end of the year for those who collect the most stars.  Programmed behavior became integral in pedagogical instruction methods, not training the mind to independence, responsibility, and accountability.  Like Pavlov, Thorndike wanted to stimulate a programmed response, controlling remotely those who were deemed lesser.  Including anybody who disagreed with their aims, methods and was not converted to Wundtian methods.

The problem is apparent, to increase liberty, freedoms, and reduce government size; conservatives must focus on, and win, the battle for the classroom K-12.  But only if you believe that a human has a divine spark, a soul, and is held accountable to an entity higher than oneself.  Many good people have been duped by plasticized language and the tyranny spawned from modular language, where the psychologists and pedagogical education cross.  Worse, there are faithful acolytes who not only believe that a human has no soul but are willing to enforce breeding programs to rid the world of unwanted traits and genetic undesirability.  The sad but undeniable truth, K-12 pedagogical education warfare has been waged and, supposedly, won by the modern psychologists, who fought without an enemy.

3-direectional-balanceForward action is explicit, we must stand against the tyranny occurring in the classroom, rooting out the progressive education that was sold, and enslaved us, or our children will lose this precious country.  There is no third option here, we either win the classroom and remain a Republic, or we lose the classroom and lose the republic.  First, we must learn and raise our literacy rates.  Second, we educate our children and increase their literacy rates.  Third, we challenge, respectfully and legally, the actions of those on school boards.

Accept the challenge. … READ!

© 2021 M. Dave Salisbury
All Rights Reserved
The images used herein were obtained in the public domain; this author holds no copyright to the photos displayed.