Monday, March 03, 2014

Common Core: Public Education or is it Indoctrination? (Part 3)

What the Common Core Will Do to Colleges
Peter Wood
24 March 2014
Changes in the SAT, announced on March 5 by the College Board, adjust the test to the ongoing decline in the nation's public schools. The new test lightens vocabulary and math and eliminates the penalty for bad guessing. The new SAT grows out of and accommodates the Common Core State Standards, the controversial set of K-12 standards adopted by 45 states and the District of Columbia.
The Common Core's standards amount to an assault on the college curriculum. That's because colleges will have to adapt to what the Common Core teaches—and what it fails to teach. It teaches a mechanical way of reading that is poorly suited to literature, philosophy, history, and the rest of the liberal arts. It also fails to teach the math students need to begin a college-level curriculum in the sciences.
The Common Core has aroused a broad-based and sometimes furious reaction among Americans across the political spectrum. The furor, however, isn't yet focused on what the Common Core does to a college education. Rather, the complaints focus on the immediate harm to students and to schools. The arguments against Common Core have proliferated almost beyond counting, but the short version is something like this:
The Race to the Middle. The Common Core promises higher academic standards in the nation's schools. In some cases it will deliver on that promise, but in other cases, the Common Core actually lowers standards. The whole thing is an experiment in social leveling.
Goodbye Local Control. The Common Core transfers a lot of power over the nation's schools from local districts and state governments to the federal government. The transfer is deceptive and probably illegal. The deception comes from the Common Core being sold as "voluntarily" adopted by the states. The illegality comes from statutory law that prohibits the federal government's involvement in creating school curricula.
Big Brother. The Common Core is designed to collect and aggregate an immense amount of data on individual students' academic performance. Critics worry that this will eventuate in detailed federal files on everyone who attends school.
Other objections focus on the Common Core's utilitarian goals. Common Core emphasizes "informational texts" at the expense of literature, promotes out-of-context reading, and significantly lowers expectations for students in math. The Common Core is designed to expedite the way students work, and it minimizes just about everything else schools might be expected to do, such as develop creativity, foster a fullness of mind, and strengthen character.
Common Core was sold to the states as a way to make students "college ready." The sales pitch was that our nation's schools do a mediocre to poor job prepping students for the next leg of the journey to adulthood--the leg that will take them through Chem 101, English Lit, or whatever college "first years" now take.
Like all good sales pitches, this one was grounded in truth. Our schools don't do an especially good job at preparing students for college. As anyone (including me) who has taught freshmen at a "selective" college or university can attest, a great many students arrive at college with no capacity to write a short essay. Many cannot reliably compose even a grammatical sentence. Their knowledge of history and literature is generally many steps below what students twenty years ago brought with them, and twenty years ago was a big step down from twenty years before that. Preparation in mathematics and basic science has plummeted even further.
That said, each semester a handful of students would turn out to be capable and disciplined writers who were pretty well-informed on the things we college teachers used to be able to take for granted. Some are from elite academies or exceptional public schools. But a growing number are homeschooled.
So when Common Core's proponents announced that they were serious about remaking our public schools into places where students would graduate "college ready," the American public was primed to say, "It's about time."
Ready or Not
But a good sales pitch isn't the same as a good product. As we have gotten to see the Common Core up close, it looks less and less likely to yield "college ready students" in the way we hoped.
The Common Core will in all likelihood improve education for some students. How many, what percentage, where, at what cost, and with what drawbacks? The whole thing has been rushed into place so quickly that no one really knows. But a few things have become clear:
Locking In Mediocrity. The Obama administration's way of fast-tracking the Common Core through state approval was the $4.35 billion "Race to the Top." To qualify to get into the competition for these funds, states had to agree in advance that students who complete a Common Core curriculum would be admitted to public colleges and universities as full-fledged students. Such students will be exempt from having to take remedial courses because, after all, the state has pre-certified them as "college ready." What part of "college ready" do those professors not understand? If the students aren't "ready" to write college essays, so much the worse for college essays.
I doubt that the bureaucrats and state legislators who approved this stipulation gave a moment's thought to what this arrangement really means. Thanks to various "preference" programs in college admissions—for racial minorities principally but also for athletes and other "special interests"—colleges admit many students who are mismatched to the prevailing level of academic rigor. The usual recourse for these students has been an effort to repair the gaps in their learning through remedial courses, which are usually non-credit courses, i.e. they don't count towards graduation. They are on-ramps for students who are not yet ready for freshman courses.
The Common Core, in a stroke, abolishes this option. If a college admits students who are mismatched, it will have no choice but to mainstream those students into regular courses.
Colleges could decide not to admit such students at all or admit them and watch them fail. But given higher education's steely commitment to using college admissions to advance its ideas of "social justice," most colleges will simply lower academic standards across the board. Note that this cannot stop with freshman year. Once a college injects "underprepared" (i.e. incompetent) students into mainstream introductory courses and adjusts those courses to avoid embarrassingly high failure rates, the consequences will propagate through all the subsequent courses.
Subterfuges will necessarily evolve. Colleges will create or expand "honors" programs for students who meet what were formerly the basic standards. Remedial courses will be relabeled as regular courses, even though everyone will know they are remedial. Untalented students will be shunted even more than they are now to soft majors in fields such as African-American studies, sociology, and women's studies.
But such subterfuges will be targets for severe criticism by the academic left on the grounds that they discriminate. The emergence too conspicuously of a two-tier system would be denounced as racist, classist, anti-immigrant, and so on. The only viable choice for most colleges and universities will be to dilute the curriculum. The Common Core is thus set to become a bulldozer aimed at leveling what remains of intellectual excellence in American higher education.
Remedial courses, I might add, have themselves become a blight in American higher education, but that's a topic for another day.
Locking Out Liberal Learning. The Common Core emphasizes how to glean information from the written word—and other media as well. The catchphrase that the Common Core uses for the written words that students will mine for information is "informational texts." Think of the recipe on the back of the soup can for turning soup into a tasty casserole. But not all "informational texts" present themselves as instructions. "Information" can be gleaned from all sorts of texts, including picture books, novels, poems, YouTube videos, works of history, and speeches by notables such as Abraham Lincoln.
The trouble is that if you see the written word as mainly a device for conveying information, you miss many other things that writing can do. It stirs emotions; it points to truths beyond itself; alternatively, it conveys lies; it may possess beauty or it may be ugly; it can cause us to ask questions that the text itself does not ask; it possesses implications; it belongs to and participates in a larger context; it taps into secret memories; it rallies us to public causes.
The Common Core slights all of these purposes. That is not to say it ignores them entirely. It gives some small space to mythology and literature—a space that retracts year by year as students progress through the Common Core.
Why should this matter? We should surely want students to be able to read recipes on soup cans and to extract important information from "texts." That's a useful skill. But it is a skill that, cultivated at the expense of a more well-rounded form of literacy, cuts students off from the foundation of a liberal education. Students who know how to read "informational texts," and to read every piece of writing as though it is an "informational text," are ill-prepared for Plato's Republic or Shakespeare's King Lear. Indeed, they are ill-prepared for Goodnight Moon.
This gap between how the Common Core teaches students to read and the kind of reading required in a liberal education is especially worrisome at a time when colleges have to a great extent abandoned their old core curricula. Students these days are lulled with the illusion that they can become "critical thinkers" by studying whatever catches their interest, rather than what their colleges have deemed the most important works. That whole do-it-yourself approach puts a premium on the capacity of college students to read with their eyes wide open and to get to places well beyond the "information" that a "text" lays out.
With the Common Core, we will have the worst of both worlds: students who come equipped to read mainly for information and college curricula designed for students equipped mainly for independent intellectual synthesis.
Watering Down Math. Common Core defers the teaching of algebra to the 9th grade. As a consequence, it will be difficult for schools to offer pre-calculus to students before they finish high school. There simply isn't enough time left in the curriculum to reach that level, and the Common Core poses other obstacles as well. Trigonometry is barely broached. Geometry follows an eccentric path. The result is that students who go to college hoping to study the physical sciences, computing, engineering, economics, and other math-heavy fields will be handicapped. Or they will have to scramble before they get to college to supplement what their high schools offer.
Some students will find their ways around these obstacles, but many won't, and that will leave colleges and universities with few good choices. The likeliest path will be to reduce the rigor of their science programs to accommodate students who have to spend their first year catching up on mathematics that used to be taught in high school.
Everybody acknowledges how important the STEM fields are for America's future—and few are more vocal about this than Bill Gates. One of the ironies of the Common Core is that its most lavish-spending advocate is contributing to the further erosion of our nation's strength in this area. Perhaps it is no wonder that Mr. Gates is also a major supporter of increasing the number of H-1B visas for foreign nationals who have expertise in science and engineering.
What Else?
The Common Core will not make an appreciable number of students more "college ready." It may smooth the way, however, for more students to be admitted to college. President Obama and Michelle Obama have recently ratcheted up the campaign that Obama announced back in his first address to Congress in February 2009—to make America the nation with the highest percentage of college graduates. The pitch that "everyone should go to college" has been a favorite of American politicians for a long time. It is, on its face, silly. To achieve anything like it would require obliterating academic standards and wasting untold trillions of dollars. But the phrase somehow strokes the national ego.
The Common Core feeds this fantasy and the illusions buried within, namely, that a college degree is a ticket to personal prosperity and that having lots of people who have college degrees necessarily makes the nation more competitive in the global economy. For reference: the nation that currently has the greatest percentage of college degrees in its population is that economic powerhouse, Russia. Moreover, the nation with the strongest economy in Europe—Germany—has about half the percentage of college-degreed people as the United States does.
So the effort to grease the skids from public school to college is founded on a mistake. But it is a mistake that Americans somehow cherish and won't easily relinquish. We would go a lot further towards both a greater degree of personal prosperity and national competitiveness if we really did improve K-12 education—not with the idea of making our schools operate better as conveyor belts to our languishing higher education institutions, but with the idea of fostering a true spirit of educational achievement among students, parents, and teachers. I know. Easier said than done.
The task at hand, however, is to stop the Common Core before it can inflict more harm. The battle will probably be waged over the issues I listed earlier—the race to the middle, goodbye local control, big brother—during the races for public office in which the Common Core becomes an issue. But the Common Core is also an assault on higher education and as that becomes clear perhaps the strange coalition of opponents will grow stranger still. I await the rallies where Tea Party activists unite in uncommon cause with English and History profs.
Get To Know the Common Core Marketing Overlords

Mar 21, 2014
They're everywhere. Turn on Fox News, local news, Animal Planet, HGTV, The Family Channel or talk radio. Pro-Common Core commercials have been airing ad nauseam in a desperate attempt to persuade American families to support the beleaguered federal education standards/testing/technology racket. Who's funding these public relations pushes? D.C. lobbyists, entrenched politicians and Big Business interests.
The foundational myth of Common Core is that it's a "state-led" initiative with grassroots support that was crafted by local educators for the good of all of our children. But the cash and power behind the new ad campaign tell you all you need to know. For parents in the know, this will be a refresher course. But repeated lies must be countered with redoubled truths.
The Bipartisan Policy Center is one of the leading Common Core ad sponsors. It's a self-described nonprofit "think tank" founded by a pantheon of Beltway barnacles: former Senate Majority Leaders Howard Baker, Tom Daschle, Bob Dole and George Mitchell.
"Lobbying tank" would be more accurate. The BPC's "senior fellows" include K Street influence peddlers such as liberal Republican Robert Bennett, the big-spending Utah senator-turned-lobbyist booted from office by tea party conservatives; former Democratic Agriculture Secretary and House member-turned-lobbyist Dan Glickman; and liberal Democrat Byron Dorgan, the former North Dakota senator who crusaded as an anti-D.C. lobbying populist before retiring from office to work as, you guessed it, a D.C. lobbyist.
Jeb Bush's "Foundation for Excellence in Education" is also saturating the airwaves with ads trying to salvage Common Core in the face of truly bipartisan, truly grassroots opposition in his own home state of Florida. As I've reported previously, the former GOP governor's foundation is tied at the hip to the federally funded testing consortium called PARCC (Partnership for Assessment of Readiness for College and Careers), which pulled in $186 million through the Obama administration's Race to the Top program to develop Common Core tests.
One of the Bush foundation's top corporate sponsors is Pearson, the multibillion-dollar educational publishing and testing conglomerate. Pearson snagged $23 million in contracts to design the first wave of PARCC test items and $1 billion for overpriced, insecure Common Core iPads purchased by the Los Angeles Unified School District, and is leading the $13.4 billion edutech cash-in catalyzed by Common Core's technology mandates.
In December, you should know, the state of New York determined that Pearson's nonprofit foundation had abused the law by siphoning charitable assets to benefit its for-profit arm in order to curry favor with the Common Core-peddling Bill and Melinda Gates Foundation. Pearson paid a $7.7 million settlement after the attorney general concluded that the company's charitable
arm was marketing Common Core course material it believed could be sold by the for-profit side for "tens of millions of dollars." After being smoked out, the Pearson Foundation sold the courses to its corporate sibling for $15.1 million.
Then there's the U.S. Chamber of Commerce, which has joined the Clintonite-stocked Center for American Progress to promote Common Core and has earmarked more than $52 million on D.C. lobbying efforts.
Two D.C. trade associations, the National Governors Association and the Council of Chief State School Officers, continue to rubber-stamp Common Core propaganda. They are both recipients of tens of millions of dollars in Gates Foundation money. NGA employed Democratic education wonk Dane Linn to help shepherd through the standards; Linn now flacks for Common Core at the D.C.-based Business Roundtable lobbying shop, another leading sponsor of the ads now bombarding your TVs and radios.
Despite its misleading name, the NGA does not represent all of the nation's governors, holds only nonbinding resolution votes, and serves primarily as an "unelected, unrepresentative networking forum," as Heartland Institute scholar Joy Pullmann put it, with funding from both taxpayers and private corporations. NGA's Common Core standards writing meetings were convened in secret and are protected by confidentiality agreements.
Direct public input was nil. Of the 25 people in the NGA and CCSSO's two Common Core standards-writing "working groups," EdWeek blogger Anthony Cody reported in 2009, six were associated with the test-makers from the College Board, five were with fellow test-publishers ACT, and four were with Achieve Inc. Several had zero experience in standards writing.
Achieve Inc., you may recall from my previous work, is a Washington, D.C., nonprofit stocked with education lobbyists who've been working on federal standards schemes since the Clinton years. In fact, Achieve's president, Michael Cohen, is a veteran Clinton-era educrat who also used to direct education policy for the NGA. In addition to staffing the standards writing committee and acting as lead Common Core coordinating mouthpiece, Achieve Inc. is the "project management partner" of the Common Core-aligned, tax-subsidized PARCC testing conglomerate.
Who's behind Achieve? Reminder: The Bill and Melinda Gates Foundation has dumped $37 million into the group since 1999 to promote Common Core. According to a new analysis by former Georgia State University professor Jack Hassard, the Gates Foundation has now doled out an estimated total of $2.3 billion on Common Core-related grants to thousands of recipients in addition to NGA, CCSSO, the Foundation for Excellence in Education and Achieve.
As they prop up astroturfed front groups and agitprop, D.C.'s Common Core p.r. blitzers scoff at their critics as "black helicopter" theorists. Don't read their lips. Just follow the money. This bipartisan power grab is Washington-led and Washington-fed. It's not a conspiracy. It's elementary: All Common Core roads lead to K Street.
Educators Expose Dangers of Common Core National Education
Written by Alex Newman
Tuesday, 24 September 2013

A hard-hitting video just released by FreedomProject Education (FPE) exposes some of the myriad dangers to liberty and education stemming from Common Core, a deeply controversial scheme to nationalize education standards being pushed by the Obama administration and a coalition of its establishment allies. While only a little over an hour long, the presentation, led by two education experts, offers a concise explanation of the threat and is sure to outrage parents, regardless of political affiliation. Elements of Common Core are already in place across America, and the picture is not pretty.
From the start, leaders at FPE, an online K-12 school offering classical education rooted in Judeo-Christian values, have expressed strong opposition to Common Core and the federalization of schooling. The school boasts of its independence from government — and especially the radical effort to standardize all education by federal authorities and establishment-minded billionaires like Bill Gates. However, as the presenters point out early on in the video, most Americans have never even heard of Common Core. That must change, or the consequences for education, state and local governance, and even the future of America could be dire.
Dr. Duke Pesta, academic director at FPE and an English professor at the University of Wisconsin, compared the effort to impose Common Core and associated government schemes on the American people to a frog being boiled alive over time. It is slow, steady, but goes unnoticed until it is too late. He also said Common Core and related measures represent a “Trojan horse” being used for the implementation of numerous other big-government schemes — particularly the unprecedented gathering of personal information on America’s children and families by Washington, D.C.
“Yet another threat posed by Common Core is the absolute appropriation of Soviet ideology and propaganda in the constructing of Common Core and its implementation,” said Dr. Pesta, citing federal documents outlining elements of the schemes. “A year from now, a year and a half from now, it will be so entrenched in the schools that there can be no modifications.” And so, the opposition must get to work now.
The dangers to liberty and education are enormous, the presentation shows. Among other key threats from Common Core highlighted in the video is the complete federal takeover of education. The usurpation will result in a loss of state and local control — even input — over school materials and what children learn. The one-size-fits-all nature of the scheme, meanwhile, will bring education down to the lowest common denominator, even if one believes that the forces behind the effort are well-intentioned.
The mainstreaming of homosexuality, promiscuity, and other practices — even to young children — is an important component of the scheme as well, Dr. Pesta explained, citing numerous examples from the standards themselves. Indeed, under the guise of “health,” tax-funded abortion behemoth Planned Parenthood, founded by eugenicist Margaret Sanger, is involved in the development and promotion of national standards on “sexuality education.” If parents knew, they would be outraged, the presenters argued.
Also covered briefly in the presentation is how the United Nations, UNESCO, and Agenda 21 are all linked to Common Core. Even top Obama administration officials such as Education Secretary Arne Duncan have admitted to collaboration with the UN in the education field. Indeed, much of the national education scheme — especially the accompanying “Next Generation Science Standards” — teaches children to believe pseudo-environmentalist doctrines posing as science promoted by the UN and its allies worldwide.
Despite claims made by some proponents of Common Core, teachers and schools in jurisdictions that have signed up must comply with the entire program. As top attorneys for the U.S. Department of Education quoted in the presentation have warned, states will become little more than “administrative units” in the nationalized education scheme. That, of course, represents a direct affront to the U.S. Constitution and even statutes passed by Congress forbidding federal involvement in certain areas.
“The goal is to have every school in America teaching the same thing, every day, at the same
time,” says FPE Curriculum Director Mary Black, a veteran educator who has been teaching for four decades and sounding the alarm about Common Core for months in public seminars about the standards. “The standards themselves are written in a manner that will teach students what to think, not how to think… Most of the country hasn’t yet felt the iron grasp of Common Core, but it’s real and it is a threat.”
Also troubling, according to Black and Pesta, is the background behind the whole scheme and how it came to be. For one, it was created by private, unaccountable organizations — the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO). The entities also hold copyrights over the standards, ensuring that they cannot be changed except by the forces behind Common Core, the presentation explains.
The standards themselves, meanwhile, are largely the product of lobbyists and special interests with big money from places such as the controversial Bill and Melinda Gates Foundation and other establishment-linked institutions. Federally funded national test “consortia” are currently developing examinations to go along with Common Core. To “convince” state and local officials to sign up to the dubious standards, the expanded monitoring of students, and the national tests, the Obama administration used a combination of tax-funded bribes, waivers, and coercion, Pesta and Black continued.
Also alarming, the presentation argues, are the various parallels and links between Common Core and ObamaCare. The two education experts explore, for example, how the various programs' massive collections of information are linked, quoting, among other sources, sections of the “Affordable Care Act” itself. With the IRS also gathering huge amounts of information and the school biometric data gathering that is already going on in some places under various guises, the potential for abuses is frightening.
The presentation also cites documents from the U.S. Department of Education, which have since been apparently removed from government websites after sparking a public outcry, to show that
the surveillance and data-gathering aimed at children is beyond most people’s wild imaginations. Among other concerns, one federal document cited in the video outlines various “student affective sensors” that monitor students’ bio-physiological responses, including a “facial expression camera” and more. Some are already in use in federally funded education programs, according to the document.
Finally, aspects of Common Core are already in schools, the presentation explains, with the rest set to be implemented soon. The standards are being rolled out quickly in the 45 states that have adopted the whole scheme. Even states that have not signed on will be unable to escape all of the effects. Even though opposition is growing as awareness spreads, public officials across America often do not understand the full extent of the controversies and problems, Pesta explained.
The New American magazine also recently covered Common Core in an extensive cover-story package on the standards and the Orwellian data-mining. Separately, The New American online has been keeping up with recent developments: the emergence of major progressive forces and public educators joining with conservatives to stop the scheme, the arrest of a parent protesting the standards, and much more. New developments will be covered as they happen.
FPE is urging Americans to watch the video, get informed, and spread the word — homeschoolers and private schools will be affected, too. The presentation is absolutely shocking, and this written review provides only a brief snapshot of the wealth of information provided in the video. Working with state and local officials to stop the scheme before its roots spread too deep is entirely possible at this point, Pesta and Black explained. The consequences of doing nothing, however, are too serious to contemplate.
Watch the video below, and then share it with others:
The Common Core Uber-Scam
It's here now
Half of Americans think that the train wreck known as Obamacare was defeated. Less than one out of ten have ever heard of Common Core. Common Core is the most psychotically destructive and intrusive alteration of the American educational system imaginable and now it's being presented as the law of the land. The details are nothing short of hair-rasing and even more hair-raising is how passive the school systems of America have been accepting it. Basically, they signed off on it sight unseen because it came with "free money".
The Most Dangerous Domestic Spying Program is Common Core
Posted by Joshua Cook
October 2013
Earlier this year, revelations about the Department of Justice spying on the Associated Press were quickly followed by revelations that the NSA was collecting phone data on all Verizon, and then all American cell phone, users. Edward Snowden’s whistleblowing drew yet more attention to the issue, and domestic surveillance programs have remained a top issue in people’s minds ever since.
While Americans focus on institutions like the CIA and NSA, though, programs are being implemented which would lead to a much more institutional way of tracking citizens. Obamacare is one of these, but Common Core Standards – the federal educational program – is the most eyebrow-raising.
Bill Gates was one of the leaders of Common Core, putting his personal money into its developments, unsurprising that much of this data mining will occur via
Microsoft’s Cloud system.
Even the Department of Education, though, admits that privacy is a concern, and that that some of the data gathered may be “of a sensitive nature.” The information collected will be more than sensitive; much of it will also be completely unrelated to education. Data collected will not only include grades, test scores, name, date of birth and social security number, it will also include parents’ political affiliations, individual or familial mental or psychological problems, beliefs religious practices and income.
In addition, all activities, as well as those deemed demeaning, self-incriminating or anti-social, will be stored in students’ school records. In other words, not only will permanently stored data reflect criminal activities, it will also reflect bullying or anything perceived as abnormal. The mere fact that the White House notes the program can be used to “automatically demonstrate proof of competency in a work setting” means such data is intended to affect students’ futures.
Perhaps even more alarming is the fact that data collection will also include critical appraisals of individuals with whom students have close family relationships. The Common Core program has been heavily scrutinized recently for the fact that its curriculum teaches young children to use
emotionally charged language to manipulate others and teaches students how to become community organizers and experts of the U.N.’s agenda 21.
Combined with this form of data collection, it’s easy to envision truly disturbing untruths and distortions making their way into the permanent record.
Like Common Core,
states were bribed with grant money from the federal government to implement data mining, and 47 states have now implemented some form of data mining from the educational system. Only 9 have implemented the full Common Core data mining program. Though there are restrictions which make storing data difficult on the federal level, states can easily store the data and allow the federal government to access it at its own discretion.
The government won’t be the only organization with access to the information. School administrators have full control over student files, and they can choose who to share information with. Theoretically, the information could be sold, perhaps withholding identifying information. In addition, schools can share records with any “school official” without parental consent. The term “school official,” however, includes private companies which have contracts with the school.
NSA data mining is troubling because it could lead to intensely negative outcomes, because it opens up new avenues for control, and because it is fundamentally wrong. Common Core data mining, tracking students with GPS devices however, is far, far scarier.
It gives the government the ability to completely control the futures of every student of public education, and that will soon extend to private and home schools. It provides a way to intimidate students – who already have a difficult time socially – into conforming to norms which are not only social, but also political and cultural.
Joshua Cook
Joshua Cook currently lives in Greenville, South Carolina. Joshua Cook's articles have also been cited on sites such as InfoWars,,,, DailyCaller and If you have any tips please email me at Like me on FB and follow me on Twitter.
Also See:
Common Core: Public Education or is it Indoctrination?
(Part 1)
02 April 2013
(Part 2)
23 October 2013
(Part 5)
22 November 2013
Your Children Don't Belong to You!
09 April 2013
Corporal Punishment in Schools!
29 January 2012
Agenda 21! The Death Knell of Liberty!
(Part 1)
02 March 2011
(Part 2)
22 January 2012
Socialism is Not Disappearing!
15 November 2011
Should We Have Prayer in Schools?
06 July 2011
Don't Blame the Teachers! Blame the Parents!
18 March 2011
Parents! What do You Know about Whole Child Education?
13 August 2010
Sex Education in Ontario Elementary Schools is Going Too Far!!
24 June 2010
Teaching Propaganda or American History?
25 April 2010
What Happened to Education?
30 August 2009
Homeschooling - What About It?
18 June 2009
Who Writes History?
23 July 2007