The Role Of Education

“No act of virtue can be great if it is not followed by advantage for others. So, no matter how much time you spend fasting, no matter how much you sleep on a hard floor and eat ashes and sigh continually, if you do no good to others, you do nothing great. . . Francis suggests that even more than candy or alcohol, we fast from indifference towards others.” Pope Francis

Our current system of education has been reformed over and over throughout the centuries however the language has remained the same. As more reforms are made, further separations of criteria that have nothing to do with student, teacher, or even school success, create the necessity for standardization so that it appears that everyone is receiving their “fair share” of whatever pot they are committed to addressing.

Without knowing and understanding how “government” works it is impossible to understand why the educational failure of our children is necessary in order for LEA’s to survive their budget process. As with any municipal endeavor, failure fuels funding, deficit spending is in effect even when it means the educational failure of our children which carries with it the disparities of poverty.

To provide an excellent education to ALL children in America means to remove the power of profiteers and place that power in the hands of the people where it belongs.

To provide an excellent education to ALL children in America means to empower every American with the knowledge and understanding of their rights and responsibilities as Americans to take an active role in their government as representatives of the people who are the government.

To provide an excellent education to ALL children in America means to move from a “police state” to a “state of peace” where citizens take pride in their communities and work together with “peace” officers to keep their neighborhoods safe.

To provide an excellent education to ALL children in America means to return control of America to the people.

When we educate our children to respect themselves they learn to respect others.

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Waste Not Want Not


New Education Initiative Replaces K-12 Curriculum With Single Standardized Test

On February 19, 2015, The Onion reported: “WASHINGTON—Citing the need to measure student achievement as its top priority, the U.S. Department of Education launched a new initiative Thursday to replace the nation’s entire K-12 curriculum with a single standardized test. . .

“By administering one uniform test to our nation’s 50 million students, we can ensure that every child is evaluated by the exact same standard, regardless of background, age, or grade level,” said Education Secretary Arne Duncan, explaining that students will be able to take the test at any time between age 5 and 18. “It’s absolutely crucial for us to know where our kids stand, and eliminating the teaching model will provide us with the most affordable and efficient means of measuring student proficiency.”

Once again, until the Federal government Constitutionally guarantees every child in America the right to a free and public excellent education, they have no right to mandate testing.

Secretary Duncan wants to eliminate the “teaching model”, in favor of the testing model.

This is simply another distraction from the necessity to change the language of education by concentrating on insuring the profits of Pearson. 50 million tests multiplied by the cost of each test, $15.00, equals huge profits for Pearson though the test will only be given once a year.

Because there is a backlash against testing and Pearson is paid per student for taking their tests, should nationwide testing be abandoned altogether in favor of teacher, or even LEA created evaluations, Pearson would stand to loose billions in educational dollars. Placating the public by agreeing to test our children once a year to see if they are on track to becoming a “middle class” member of their working force is not “the most affordable and efficient means of measuring student proficiency” it simply insures the profits of the “hedgehogs”.

Our children are not exactly the same at any age or on any level and they should not be standardized to become so.

Our children deserve a system of education that concentrates on their gifts and talents.

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How Does Your Garden Grow?

“Mary, Mary, quite contrary”
By Mother Goose
Mary, Mary, quite contrary
How does your garden grow?
With silver bells and cockleshells
And pretty maids all in a row.

Mary was contrary meaning that she was different than the other girls who sat nicely in rows as they were told.

Mother Goose used rhyme and song to teach children and adults life lessons that were better known as “common sense”.

Books were written, not to entertain, but to educate.

History tells us that the elite were the only ones that could afford the knowledge contained within books because books had to be hand scribed prior to the invention of the printing press.

Technology changed the relationship between the elite and the poor because now the poor had equal access to the knowledge contained within a book. It was necessary for the elite to advance with technology in order to maintain their power structure.

Society had changed and now everyone wanted to be educated as it was seen as a means of becoming a member of the elite class. The elite had to begin to change the importance of knowledge into something more manageable, money. The class system would no longer be dependent upon knowledge, understanding, and “common sense”, something everyone could now attain, but wealth, something the working class could never attain enough of to challenge the elitists since they already controlled most of the economy of the world at that time and to the present.

Once the demand for public education became widespread it was necessary to begin to change the system of education that the working class received. A public school system based on educating children, using the Bible as its main source of instruction, relying upon the child’s environment to create a curriculum necessary to know and understand how to become successful, had to be manipulated, especially after the Civil Rights movement.

Mother Goose is no longer taught.

We must change our current system of education back to its original intent, to provide a free and public education to America’s children.

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Peace First – Then Security

Peace: A state of tranquillity or quiet; freedom from civil disturbance; a state of security or order within a community provided for by law or custom

Security: The state of being protected or safe from harm; things done to make people or places safe.

Though the difference between these two concepts is minimal, having peace involves a state of security, that does not necessarily mean that having security will lead to peace.

The biggest difference between the two definitions is the state of tranquility or quiet that exists in peace, feeling secure within the self, provided for by conscience, protected from harm by the power of the positive energy generated from that state of peace.

When we change the language of education to concentrate on discovering, developing, and directing the gifts and talents of All children in the United States we will make good on the promise to our posterity of freedom and justice for all.

When we provide every child in America an excellent, free and public education, delivered by dedicated, knowledgeable, caring educators who know and understand that every child is gifted and talented with the ability to become an integral part of the positive direction of our nation, we will begin to realize the strong, successful nation that our forefathers set in place.

Providing every child in America with an experiential education that respects every culture for its contributions to our nation allows children to respect the cultures of others while learning to respect their own culture, history, and relevance to the advance of mankind.

Creating neighborhood schools strengthens neighborhoods which strengthens communities, strengthening cities, states, and our nation by truly becoming united in the excellent education of every child in every school in every local community in every state in the union.

Changing the language of education means changing the fabric of America, discarding the worn, reform model and replacing it with a new child-centered model that creates the inner peace that will guide the direction of what we must do to make people or places, like schools, safe.

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From The Federal Register

Transparent: able to be seen through; easy to notice or understand honest and open; not secretive

Promoting Private Sector Cybersecurity Information Sharing

“By the authority vested in me as President by the Constitution and the laws of the United States of America, it is hereby ordered as follows:
Section 1. Policy. In order to address cyber threats to public health and safety, national security, and economic security of the United States, private companies, nonprofit organizations, executive departments and agencies (agencies), and other entities must be able to share information related to cybersecurity risks and incidents and collaborate to respond in as close to real time as possible.”

We are moving into a period of time when it is possible, through the use of technology, to look directly into the homes of individuals without their knowledge under the guise of security.

When we, as a nation, become honorable in our intent to bring peace and unity to our nation and the world, cyber security will not be a national risk because we will have nothing to hide.

Cyber threats such as revealing the illicit bank records of elected officials, uncovering national secrets, covert operations, and other indiscretions that should not take place in a transparent government, should not be blocked by presidential decree but exposed to reveal the destructive nature of our current system of government.

When we become the transparent government we should be, there will be no worries about cyber threats since honesty can be challenged but not threatened.

When we change the language of education and concentrate on the gifts and talents of our children we will change the direction of our nation by turning towards the security of being a nation built upon the strength of its citizens to deal righteously with each other and our world.

When we change the language of education we will change the attitude of the people towards themselves and others so that love and respect will guide our actions making cyber security an unnecessary concern.

Our children deserve to live in a world secured by peace.

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Love And Respect Trump Hate And Disrespect

The call to change the language of education legislation has been declared a must since the days of the civil rights movement.

We have tried through tolerance and through violence to change the system without changing the language and fifty years later we are still mired in the muck of institutionalized racism despite all the policy produced to alleviate it.

We must, as a nation, recognize and understand the words of Dr. Martin Luther King, “Injustice anywhere is a threat to justice everywhere. The ultimate tragedy is not the oppression and cruelty by the bad people but the silence over that by the good people.”

We must adopt, as a nation, the respect that comes from loving our neighbor, and move beyond attitudes of black and white, good and bad, rich or poor, and begin to respect people for the choices they make and hold them accountable for their choices, regardless of any other mitigating circumstances.

America is the greatest social experiment of any time, calling all who are oppressed to the safety of our borders. We must stay true to our intent.

Freedom and justice for all means that every person in America, along with the cultural history they add to the diaspora that is America, is entitled to freedom and justice. It also means that every American is responsible for ensuring that freedom.

A united America must provide our children, our greatest resource, with an excellent education in order to realize and bring about the freedom and justice we all deserve, peacefully, by means of love and respect.

The States of America must become United in changing the language of education by removing the “bar” of achievement to allow every child in America to reach their highest heights.

We must change the language of education so that it concentrates on the gifts and talents of our children so that they know and understand that they have something wonderful to offer this world regardless of any perceived limitations.

Our children deserve to live in the America it was intended to be, free.

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A New Declaration – A New Independence

It is time that all of America come to the united conclusion that the language of education has, as the technology of the 1800’s, become obsolete. It can no longer suffice in establishing and maintaining the freedoms guaranteed by our nation.

We must change the language so that it reflects the respect for the cultural diaspora that is America.

Our historic vision must include all perspectives in order to come to an understanding of what is, what could be, and what should be in order to evolve as a human race.

When we change the language of education to concentrate on the gifts and talents of All children we will begin to see a shift in our society towards a human engagement without the segregation and dehumanization of technology interfering with interpersonal communication. Technology then becomes a tool that aids the spread of caring and compassion, respect, and love.

To change the language of education we must first educate those who would become our elected leaders to the problems inherent within the current system.

We have done that.

The next step is to bring those leaders forward at the local, state, and federal level.

We have not done that.

We must make sure that our elected leaders speak with our voice, regardless.

We are doing that.

Then we must be strong enough to tell them what we want.

We want a system of education that discovers, develops, and directs the gifts and talents of ALL children, delivered by dedicated and knowledgeable educators in a safe learning environment, in neighborhood schools communities that respect and role model a life long learning attitude by engaging students in their environment as well as providing positive cultural experiences outside of their prominent environment and experiences, towards becoming a knowledgeable, actively engaged citizen of these United States or something to that effect.

It is time we declare our independence from corporate “hedgehog” profiteering and begin to invest in our children, the future of our world.

Our children deserve to live in a world of respect, and love.

Join the Movement to Save Our Children!

From The Federal Register

These are the proposed changes to the Federal regulations regarding “School Improvement Grants” to states.

Public Comment: In response to our invitation in the NPR, 235 parties submitted comments on the proposed requirements.

Changes that were made as a result of the comments made:

Changes: We have modified the requirements in section II.B.1(b) to permit an SEA to submit to the Secretary for approval a State-determined model that meets the definition of “whole-school reform model” in section I.A.3 of the final requirements and that includes, at the SEA’s discretion, any other elements or strategies that the SEA determines will help improve student achievement.

Changes: As needed throughout the final requirements, we have replaced references to “whole-school reform strategy” with “whole-school reform model” and references to “strategy developer” with “whole-school reform model developer.”

Changes: We have modified the requirements for evidence of effectiveness for the evidence-based, whole-school reform model under section I.A.2(e)(1) to require that evidence of effectiveness include at least one study, rather than two studies, that meets the What Works Clearinghouse evidence standards and by requiring that if the study meets the What Works Clearinghouse evidence standards with reservations, it include a large sample and a multi-site sample as defined in 34 CFR 77.1.

Changes: We have removed paragraph (b)(2) of the definition of “whole-school reform model developer” and adding language to final paragraph (b) of the definition to clarify the process by which an SEA must determine that a whole-school reform model developer has a demonstrated record of success. We also have changed the proposed requirement that the individual or entity have a record of success in implementing the chosen strategy to allow the individual or entity to demonstrate a record of success in implementing any whole-school reform model.

These changes in procedure have nothing to do with school or student achievement.

To continue reading the final requirements for receiving a SIG Grant from the government an LEA must be failing.

In short, our children’s educational failure fuels the federal funding of State Education Agencies which forces the failure of Local Education Agencies.

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The Progressive Lincoln

The New Lincoln School was acknowledged by the elitist as the proper way to educate children.

“Its predecessor was founded as Lincoln School in 1917 by the Rockefeller-funded General Education Board as “a pioneer experimental school for newer educational methods,” under the aegis of Columbia University’s Teachers College. In 1941 Teachers College merged Lincoln School with Horace Mann School, which it operated as a demonstration school. When Teachers College closed down the combined school in 1946, parents of Lincoln School enrollees established the New Lincoln School in 1948 to carry on the tradition of progressive, experimental education, concentrating on the individual child, offering an interdisciplinary core program as well as electives in elementary grades, and emphasizing the arts. . .

The New Lincoln School building had previously been the 110th Street Community Center. Today, the West 110th Street site is home to the Lincoln Correctional Facility, a minimum-security work-release center.” Wikipedia

It is interesting the elite left behind the legacy of their true intent.

“The curriculum revolved around “Core,” a theme around which social science and English instruction was structured. Field trips and class plays were integrated with Core. Core topics included the Dutch in New York, China, India, Japan, and American History. Some Core programs were linked to a grade, while others varied from year to year. Science and Math were taught more conventionally, though Math classes were smaller, broken down within groups by level.

Instruction was highly individualized, with individual exploration and small work groups greatly encouraged. . . Foreign language instruction, French and Spanish, began in the fifth grade. English grammar was not taught. . .

The arts were stressed. An extensive studio art program . . ceramics program, which featured kilns and a wide range of glazing materials . . . . Music was taught . . . Song lyrics were displayed with a slide projector against the wall during group singing, and the range of music ranged from folk and work songs to Broadway tunes. All students, regardless of gender, took Wood Shop and Home Economics. . . Wikipedia

The elite know how best to educate their children.

Our children deserve the same experiential education, not the common core.

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The Secret Is Out

Charlotte Thomson Iserbyt is an American freelance writer who served as the Senior Policy Advisor in the Office of Educational Research and Improvement, U.S. Department of Education, during the first term of U.S. President Ronald Reagan . . .

. . . She disclosed that in the early 1980s she had a chance to meet with Norman Dodd who had been the chief investigator for the United States House Select Committee to Investigate Tax-Exempt Foundations . . .

. . . she claims that Dodd discussed a ‘network’ of individuals including Carnegie who planned to bring about world peace by means of rapid changes in society. These changes would be brought about by involving the populace in various wars and military conflicts. . .

. . . She further claimed that Dodd had discussions with Rowan Gaither, the president of the Ford Foundation in which he revealed that directives from the President of the United States compelled foundations related to the Ford Foundation to direct their funding into bringing about the merger of the USA with the Soviet Union. . .

. . . She is known for writing the book The Deliberate Dumbing Down of America. The book reveals that changes gradually brought into the American public education system work to eliminate the influences of a child’s parents (religion, morals, national patriotism), and mold the child into a member of the proletariat in preparation for a socialist-collectivist world of the future. . .

. . . Her father and grandfather we members of the infamous Skull & Bones Society at Yale University in New Haven, Connecticut.” Wikipedia

We cannot continue to ignore the plan of the elite to capture and control the minds, hearts, and particularly the bodies of our children.

Though Iserbyt speaks out against the progressive education the elite provided their children at the New Lincoln School, it is the standardizing, dehumanizing curriculum that was planned for every other child in America that was and is so damaging.

Our children are unique, no one curriculum will address every child’s learning style or interest.

Our children deserve to be taught the way they learn best, by engaging their gifts and talents towards becoming knowledgeable and caring citizens.

Join the Movement to Save Our Children!

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