The activity program was introduced, on an experimental basis, into the public schools of the City of New York in 1935. Several different descriptive terms have been applied to this variety of “Progressive” education since. It has been called the New Education and the Experience Curriculum but we are of the opinion that the essence of the educational changes implied are best signalized by the name initially used.
It was announced at the time that it would be applied only in the first three years of the elementary schools¾in nine schools, with three schools operating on the traditional curriculum used as controls. Results obtained were to be used, one against the other, in each group of schools. The plan adopted as announced was scientific.
However, shortly after the plan was put into operation changes occurred. The original plan as announced of nine schools of activity program type and three schools of traditional type was not followed. Newspaper notices told us that the activity program was spreading like wildfire throughout the school system. Before long we were informed that fifty schools had adopted this activity program. It had even extended to the junior high schools. The scientific approach was abandoned. The public was informed, through the press, largely by means of the School Page in one New York newspaper that the plan was being widely accepted and widely approved by superintendents, principals and teachers. It became apparent, within a relatively brief time, that the method used to introduce the plan into our public schools was simply a device to gain initial entry. The professional spirit was strained. (Read the complete transcript at the Metropolis Café)
Robert Chandler in his 2008 book SHADOW WORLD tells how Plato explained the differences between images and reality in their simplest and perhaps purest form some 2,400 years ago. He selected the shadows made by a fire in a cave to explain the difference between what we see and the reality surrounding us in the sunlight outside the cave. Shadows are only imitations of really living things, the Greek philosopher observed. The shadows on the wall of the cave present the appearance of material things, not their true nature.
From the beginning premise, doubtlessly drawn from his own observations, Plato takes a second step, which helps us to understand deception in the modern world. If one held people as prisoners in a cave, Plato surmised, with chains preventing them from turning their bodies and heads, the fires behind and above them at some distance would cast shadows on the wall. Since restraints would hold the prisoners in place, the shadows could be used to manipulate and shape their perceptions, which would naturally lead to a phenomenon in which the images cast on the cave wall would become truth in the eye of the beholder. “To them,” Plato concluded, “the truth would be literally nothing but the shadows of the images.” As a result, the prisoners, once in the world of sunlight outside the cave, would find that they believe the “shadows of the images” more than the living creatures and actual things in the world around them. Continue reading
… so students can change their grades, opt out of group work and only hear positive reinforcement when doing in-class presentations
A University of Georgia professor has enacted a ‘stress reduction policy’ aimed at allowing students to choose their own grades in hopes of soothing those who ‘feel unduly stressed’ by their earned ones.
Professor Dr. Richard Watson is teaching two fall business courses and has introduced the policy because ’emotional reactions to stressful situation scan have profound consequences for all involved.’
In an emailed response, Dr. Watson who said that his syllabus haven’t been solidified so the policy isn’t currently listed. ‘There is no such policy on the current web site,’ he said in the email. Continue reading
Many of us have watched, almost dumbstruck, at the rampant cultural genocide being displayed in New Orleans. The cultural Marxists there, from the mayor on down, have simply run amuck, basically doing what they wanted the way they wanted. To label them as culture destroyers is almost too charitable. I am sure that, along with myself, many others would describe their activities and personalities in language that I would hesitate to have reproduced in this article.
Their execrable attempts at the total destruction of Southern and Confederate history and heritage almost border on the insane–but then, they are cultural Marxists, so I guess that is par for the course. (Continue Reading on Metropolis Café)
~ Publisher’s NOTE ~
On Thursday, May 18 2017 I was privileged to devote my entire two-hour broadcast to numerous historical lessons of the “War of Northern Aggression.” But it was not so much an attack on the Northern side of the ‘issue’ – it was a historically accurate portrayal of the true causes of the tearing apart of the Nation. What you have just read was the closing recital for the broadcast. What concludes this complete posting – was the music I chose to close the program with. ~ J.B.
The conservative and noble Christian civilization of the South described below has all but vanished as the New South of industrial capitalism, materialism and commercial vulgarity supplanted it. ~ Bernhard Thuersam, April 16, 2017
Benjamin H. Hill Statue, Atlanta, Georgia
Remarks of J.C.C. Black, at the Unveiling of the Benjamin H. Hill Statue, Atlanta, Georgia, May 1, 1886 (excerpt):
“As to us, [secession] was not prompted by hatred of the Union resting upon the consent of the people, and governed by the Constitution of our fathers. It was not intended to subvert the vital principles of the government they founded, but to perpetuate them. The government of the new did not differ in its form or any of its essential principles from the old Confederacy. The Constitutions were the same, except such changes as the wisdom of experience suggested.
The Southern Confederacy contemplated no invasion or conquest. Its chief corner-stone was not African slavery. Its foundations were laid in the doctrines of the Fathers of the Republic, and the chief corner-stone was the essential fundamental principle of free government; that all governments derive their just powers from the consent of the governed. (Continue Reading on Metropolis Café)
Publisher’s NOTE: The original day of publication of this column on the author’s blog, was the 152nd anniversary of the ‘surrender’ of the Confederacy to the ‘Union’ at Appomattox Court House in 1865. ~ J.B.
~ Forewords ~
It is said that the tariff was the most contentious issue in the United States between 1808 and 1832, and this exploded with South Carolina threatening tariff nullification in that latter year. This was settled with Congress steadily lowering tariffs. Economist Frank Taussig wrote in 1931 that by 1857 the maximum duty on imports had been reduced to twenty-four percent and a relative free trade ideal was reached, due to Southern pressure. He also noted that the new Republican-controlled Congress increased duties in December 1861 and that by 1862 the average tariff rates had crept up to 47.06%. ~ Bernhard Thuersam
“South Carolina had opposed the tariff from the earliest days of the republic. The very first Congress, in 1789, had included a group of Carolina representatives known as “anti-tariff men.” When the Washington administration sponsored a mild import measure, Senator Pierce Butler of the Palmetto State brought the charge that Congress was oppressing South Carolina and threatened a “dissolution of the Union, with regard to that State, as sure as God was in his firmament.” (Continue Reading on Metropolis Café)
This equestrian statue of Confederate Gen. Robert E. Lee will be removed from downtown Charlottesville, Va. following a vote by the City Council on Feb. 6, 2017.
All over the United States, memorials and statues of the great men of the Confederacy–along with the flags of the Confederacy–have either already been taken down or efforts are underway to take them down. I’m talking about places such as Biloxi, Mississippi; Charlottesville, Virginia; Austin, Texas; Louisville, Kentucky; Charleston, South Carolina; St. Louis, Missouri; Baltimore, Maryland; Orlando, Florida; and Memphis, Tennessee. The city of New Orleans, Louisiana, has taken down the statues of President Jefferson Davis and General P.G.T. Beauregard. The Jefferson Davis statue had stood since 1911. General Beauregard’s statue had stood since 1915.
In 1864, Confederate General Patrick Cleburne warned his fellow southerners of the historical consequences should the South lose their war for independence. He said if the South lost, “It means the history of this heroic struggle will be written by the enemy; that our youth will be trained by Northern schoolteachers; will learn from Northern school books their version of the war; will be impressed by the influences of history and education to regard our gallant dead as traitors, and our maimed veterans as fit objects for derision.” No truer words were ever spoken. (Continue Reading on Metropolis Café)
At the very deepest level there is a central truth about the War Between the States which is now, even by the best of Southerners, almost never mentioned, although their forefathers had once spoken of its importance continuously. Indeed, they put emphasis upon it long after the War was over. From 1850 until 1912, this explanatory assumption was a commonplace component of one understanding of the meaning of that great conflict. And to most Southerners, it seemed almost as self-evident as did the equivalent formulations to their Northern counterparts—especially in the years of Antebellum dispute over the morality of slaveholding and other distinctions of “character” separating the two original versions of American civilization.
When Confederate Southerners stood ready to face death in the place where the battle was joined or when they came to write apologia for their conduct, they saw themselves as part of a struggle between “powers and principalities,” alternative conceptions of the human enterprise—not merely as adjuncts to competing schemes for gathering political power. Southerners, of course, fought to defend themselves and their view of the Constitution. They fought out of a loyalty to “hearth and rooftree,” and to what had been achieved by Americans in general between 1774 and 1791. Further, they were animated by a sense of personal honor and were therefore unwilling to continue association with their detractors within the federal bond once condemned by their erstwhile countrymen to live under the insufferable burden of high-handedness and effrontery. But that is not all of the story concerning their reasons for secession—not even the most interesting part. (Continue Reading on Metropolis Café)
Halsey Junior High School (P.S. 85, Brooklyn, N.Y,)
“Progressive Education” came to my school when I was a student at Halsey Junior High School in the 1940s (P.S. 85, Brooklyn, N.Y,). Principal Stella Sweeting was thrilled as a little girl getting a doll house for Christmas, but the rest of us, teachers included, thought this “experiment” in schooling was silly. Oh, it was fun to cut classes and paint murals in the hallways – the brainstorm of class buddy Bob and I that, to our surprise, was approved.
Such “official cheating” didn’t faze those with A’s and B’s in their subjects – we’d catch up later (in high school maybe?) – but what of the students who might stumble from such sliding and find it difficult to overcome the challenges ahead? While this loosening of educational standards at Halsey was, in a word, pleasant, most of my teachers took a dim view of a theory of education that not only ditched authority and tradition but dismissed academic achievement as well – the stance of early 20th Century Marxist education reformers with a mission to prepare America for a socialist future. Why did the “progress” they envisioned in their “progressive” educational method of indoctrination include dumbing? (Continue Reading on Metropolis Café)
“We are investing something like 98 percent of our national philanthropy in supply, and at best 2% in demand, and we’re not seeing equity-focused systems change happen quickly enough.” ~ John King, president and CEO of Education Trust, past U.S. secretary of education
“My mother says if you’re not part of the huddle, you’re not in the game. Parents are not in the game. We’re on the sidelines and we want to know how to get in.” ~ Dawn Foye, parent leader, Boston
Over the past three decades, philanthropy has been catalytic in funding scalable innovations that demonstrate all students can achieve academically. But we have also learned that the supply of these innovations cannot reach their full potential without “actionable demand” that removes the political and policy barriers preventing innovations from being embraced broadly by school systems.
We deliberately use the term “actionable demand” because there is widespread “latent demand” for great schools in all communities, regardless of socioeconomic makeup. All communities care equally about the education and future of their children. But caring is not the same as power. (Continue Reading on Metropolis Café)
Seems it’s not how much you spend per pupil but how you spend it. ~ Tennessee Gal
(During the week of May 5, 2017) It was National Charter Schools Week, and parents, students, teachers, and community members across the nation are celebrating the success of their independent schools.
Charters are technically public schools, since they’re publicly funded, tuition-free, and open to all students, but they’re privately managed and held to higher accountability standards than traditional public schools in exchange for increased flexibility in other areas. (Continue Reading on Metropolis Café)
NOTE: Just a bit dated, therefore referrence to names who no longer a part of the picuture, however read and study carefully – IF you are a supporter of Charter Schools or Home Schooling. Contrary to the words of Betsy Devious – Common Core-Uption is still upon the land. Change the names of the players – and nothing will make a difference – until WE the PEOPLE take over the School Boards and route the crooked board members OUT! ~ J.B.
“Those who have the privilege to know, have the duty to act.” ~ Albert Einstein
Obama and ‘Conservative’ Groups Use Bait and Switch Tactics. They are using the momentum against Common Core to complete and further their agenda – “Choice” and Charter Schools.
The truth has uneasy consequences. ‘Conservatives’ and Republicans are revealing their so-called “Choice Plan” that mimics the Obama-Duncan Plan. In an article posted by the ‘conservative’ organization FreedomWorks, their entire proposed controversial agenda for “choice” in education demands rebuttal, discussion and dissection. The Einstein quote at the top of this article validates my decision to act on current documentation, explaining to the American people the danger that these ‘conservative groups’ represent to parents when they demand “choice.” (Continue Reading on Metropolis Café)
If you have kids in school or you teach schoolchildren, you must remember those halcyon days of 2008, when the idea of a Common Core (CC) to direct and track all American children along educational pathways to careers or college began to take root.
You remember when testing consultant David Coleman and the executive director of the Council of Chief State School Officers (CCSSO), Gene Wilhoit, visited Microsoft mogul Bill Gates in Seattle to persuade him to generously supplement future governmental funding of Common Core. And did Gates’ foundation ever deliver! It provided grants to write, implement, and finally propagandize CC totaling $384,605,464 as of June 2016.
You also likely remember when later in 2008, a Gates-aided triumvirate consisting of the National Governors Association, CCSSO, and a big-business-led outfit called Achieve started plugging for federal backing for Common Core, which the Obama administration subsequently was thrilled to pledge as part of a “federal-state partnership.” (Continue Reading on Metropolis Café)
A retired college professor confirms what many Americans already believe: universities have abandoned the concept of being a marketplace of ideas.
Common Core Standards Test
Speaking on American Family Radio earlier this week, Dr. Carol M. Swain said campuses used to be places with opposing views and debates.
“Opposing sides came together, people listened, and the person with the best arguments and the best data and ideas would be the most persuasive – and people would leave the debate forum probably thinking differently than when they entered because they would have heard more sides,” said Swain, who had been a professor of political science and professor of law at Vanderbilt University since 1999.
“[But] I think the universities today have a viewpoint, and they’re very much into indoctrination; and when students arrive, they teach them what to think, not how to think critically.” (Continue Reading on Metropolis Café)
In this segment we will look at what our government has allowed to pass as healthcare. Agenda calls it ‘sustainable medicine’ but in reality it is far from it. It should be called sustainable population control. The thought of actually helping people has never crossed their minds. What their goal is is controlling population growth and, unfortunately, this requires the elimination of people. Cancer does two things for the designers of Agenda 21 (2030) it makes billions for them and it lowers the population. You will find that most vaccines now days have chemicals in them that have nothing to do with what you are vaccinated for, mercury is the most commonly used chemical that is a deadly to the human body. Most medical researchers argue that this is probably a coincidence: Autism symptoms tend to become apparent around the same time that children are scheduled to get routine vaccines. Continue reading
~ Forewords ~
I have complained about the total LACK of the public schools to teach CIVICS to high schoolers. Learned tonight that it stopped in the 1970’s. I took Civics when I was in the 9th grade and that helped to add to the classes I had in the 8th grade -studying the Constitution – another long forgotten class in today’s schools. It is no wonder we have snowflakes that only understand how to PROTEST and DESTROY Property of others.
They expect everyone to provide for them as being self supporting via a productive job is something they have never been taught…. or know how to do. ~ Jackie Juntti (Read complete column on Metropolis Café…)
Instructor helps a student participating in a woodworking manufacturing training program
Throughout most of U.S. history, American high school students were routinely taught vocational and job-ready skills along with the three Rs: reading, writing and arithmetic. Indeed readers of a certain age are likely to have fond memories of huddling over wooden workbenches learning a craft such as woodwork or maybe metal work, or any one of the hands-on projects that characterized the once-ubiquitous shop class.
But in the 1950s, a different philosophy emerged: the theory that students should follow separate educational tracks according to ability. The idea was that the college-bound would take traditional academic courses (Latin, creative writing, science, math) and received no vocational training. Those students not headed for college would take basic academic courses, along with vocational training, or “shop.” (Read complete column on Metropolis Café…)
According to a recent article in the British Psychological Society’s Research Digest, preschool-age children have a special talent for memorizing and remembering rhymes. As the Digest explains, a recent study found that, compared to their parents and other older adults, young children are able to recall “nearly twice as many correct words” from the rhyming stories they hear, all while making “far fewer errors.”
Anyone who has been around children for a time would readily affirm such findings. Children, as Oxford scholar Dorothy Sayers noted in 1947, follow three stages of development, the earliest of which she calls the “Poll-Parrot” stage: (Read complete column on Metropolis Café…)
Here’s a pop quiz for all you students at every level. It doesn’t matter whether you’re in school today or if you’re simply a student of life (as we all should be until we die). Since Jimmy Carter brought us the Department of Education, what has been the positive impact it’s had on our students, teachers, parents, or communities?
It’s somewhat of a trick question because no matter what positive impact you recall hearing about or seeing on Wikipedia, there are more negatives that have come out of every action the department has taken and every decree they’ve made. I won’t bore you with statistics or point to individual instances of complete failure to improve the quality or efficiency of education in America. Either you see the clear dysfunction in our schools today or you don’t. Nothing I say will change your mind. (Read complete column on Metropolis Café…)
Publisher’s NOTE: Mr. Newby is a well respected author who has penned many books, of which the image of the book cover below was published by Kettle Moraine Publications in the Winter of 2012. What you are about to read will raise your eyebrows and the question, “What does this have to do with Education?” Mr. Newby’s offering today will put off many of you, while it will enlighten others… but there is a purpose, as he lays the groundwork for who controls the book publishing world for the Public School System in America today. As his bio will show at the end of this column, Frank C. Newby knows of what he speaks.
February 16, 2017
Jeffrey Bennett, Publisher
Why would anyone in their right mind write an article that defies all known Christian concepts and teachings? Why would I want to make some readers angry enough to want me, “To Burn in Hell?“
The answer is, today in our society, there are organizations that are working very hard to change the way we live, think and learn. To paraphrase a line from Robert Ingersoll, written in 1893. “Someone has to do it, so it might as well be me.” I will present you with the truth. Do with it what you wish.
If you read this article, you run the very real risk of having your beliefs shaken to their very foundations. The normal life today allows very little time to learn and question. Survival in the twenty first century is a mind numbing experience. You believe you are very religious. You get up each Sunday morning and trudge off to church. You are permitted to place your contribution in that little, felt lined plate, listen to an hour of mindless platitudes and voila! You have your fix for another week. Did you ever ask yourself on Monday afternoon, what message the preacher had given you on Sunday morning? If you honestly remember any portion of the sermon, it would be a miracle. If you do not really remember, you are a typically brainwashed human being, immersed in religious beliefs. You are there not because it is right but because it is expected. Continue reading
Regarding the proper role of education, the following Ayn Rand quote explains:
“The only purpose of education is to teach a student how to live his life—by developing his mind and equipping him to deal with reality. The training he needs is theoretical, i.e., conceptual. He has to be taught to think, to understand, to integrate, to prove. He has to be taught the essentials of the knowledge discovered in the past—and he has to be equipped to acquire further knowledge by his own effort.”
That means the child must start from the building blocks of logic which dictate the learning of any subject must require starting from the essential basic conceptual building blocks, then connecting them in logical order to build the pyramid of understanding that subject matter, e.g. mathematics, science, history, geography, reading, etc. (Continue Reading at the Metropolis Café…)
Writer and veteran teacher Susan Ohanian provides the facts you need to know about the Common Core State Standards.
Bill Gates (Sebastian Derungs)
In response to a poverty rate that tops 90 percent in many urban and rural schools – and 1.6 million homeless children, many in schools with no libraries – education reformers at the White House, the Bill and Melinda Gates Foundation, and the National Governors Association call for a radical, untried curriculum overhaul and two versions of nonstop national testing to measure whether teachers are producing workers for the Global Economy.
They call this upheaval the Common Core State (sic) Standards (CCSS), and there are two things to remember: The Common Core did not originate with the states, and it is speculative and experimental–in a word, cuckoo.
I use the (sic) in its title because putting the word “state” in there is a political move, a public relations ploy. Learning from President Bill Clinton’s failure to get the national test he wanted, corporate leaders and their political allies try to keep this school remake as distant from the White House as possible, insisting over and over that it’s a “grassroots initiative” – what the people asked for. Every time they say this, the press repeats it. The Common Core reality is about as far from Mom and apple pie as a zombie invasion. (Continue reading)
Part I: How the “CHOICE” Fix Won’t Fix Common Core
Is There Such A Thing As A Parallel School System? Looking at the plans puzzling together for a Trump Presidency, education is front and foremost on many parents’ minds. Parent warriors have become concerned to the point of being totally stressed over the appointment of billionaire Betsy DeVos for Secretary of Education. Why is this?
President-Elect Trump promised a vision of life without Common Core —
• A day of looking forward to our kids not being manipulated with the behavioral conditioning processes of teacher-trained Skinnerian techniques;
• A day without government data mining our children and inputting their private behavioral data over to the Feds.
Is our battle over yet? Can we rest assured that Donald Trump will keep his promise to rid our schools of all of the Common Core baggage? Are solid academics on the horizon, again? Continue reading
A Study in Education
At the time the Constitution was written, education was not even considered a function of local government, let alone the federal government.
But the Federal Governments Department of Education’s shaky constitutionality goes way beyond that.
Article 1, Section 8 of the Constitution enumerates the things over which Congress has the power to legislate. Not only does the list not include education, while there is no plausible rationale for squeezing education in under the commerce clause, We are sure the Supreme Court found a rationale, but it cannot have been plausible. Continue reading
I consider myself a historian of sorts. For the past decade and a half I have been collecting every document I could find from the period which saw our Republic come into existence. Over the past few years I have expanded my search to include documents relating to the period most commonly known as the Civil War. Over the course of this journey of mine there has been a question that has been repeating itself with increasing frequency: Why wasn’t I taught this in school?
I am from the generation known as the Baby Boomers and I graduated from high school in 1976; the year of our nation’s bicentennial. I can honestly say that 90% of the data I have collected was never taught in any of my history or civics classes. Continue reading