I updated the Ed Page today by adding a link to Ron Unz’s US college enrollment demographic tracker. Now firmly in the age of identity, and with a dwindling supply of real college education options, it’s nice to be able to find a school that looks like you. For those not pursuing higher education, the link still provides another eye-opener in re the demographic collapse of the former America.
Homeschool Or Hoax
If I had to guess, and this is just a guess, well-reasoned but inexact, then I’d say that only around .01% of US government schools are worth not burning down. It’s probably 1% of US private schools. Almost all of them are anti-education, anti-human, anti-freedom, anti-civilization, anti-Western, anti-White, and anti-Christian.* Almost all of them are run, directly or indirectly, by feminists, homosexuals, communists, and other globalist satanic trash. They are worse, much worse than useless. They are utterly destructive and evil, being far beyond reform.
So it is that I take this opportunity to thank, in a very narrow context, the Fauci-Gates-DARPA-DOD-CIA-SIS-Mossad-CCP axis of darkest evil for the Sars-HIV-mRNA “Coronavirus” hoax pandemic, war, and war crimes. You are, all of you, bound for hell, but the public did derive one benefit from your malevolence. I’m sure it was unintentional, but you bastards managed to do something novel in all the ruinous history of post-modern society – you closed the damned schools!
I wrote about this same subject, with some statistics and then-current news, over a year ago: The Coronavirus Hysteria May Be The Best Thing That Ever Happened To The Schools. That was and is a great one – please read or reread it, now. I closed by admonishing intelligent, decent people to build something better. Guess what?
The associated presstitutes reported a Census finding that the prevalence of homeschooling (aka, education) increased from 5.4% of US households in the spring of 2020 to 11% for the 2020-2021 school year. That means that somewhere around 6 million American and USian children had the chance to learn last year. That’s more children than attended private schools and about an eighth of the number of children tortured in the government’s concentration camps. Hooray!
The results varied by region and by demographics though all generally moved in the right direction. Over a quarter of Alaskan kids learned last year along with almost a fifth in Florida. Some areas with the absolute worst “schools,” like Detroit, saw a huge jump in education. Blacks leaped from a dismal 3.3% rate of education to 16.1%, the largest increase by race. The new rates for Hispanics, Asians, and Whites are, respectively: 12.1%, 8.8%, and 9.7%. While a majority of American and USian children are still locking into the devil’s system of idiocy and slavery, this improvement is monumental.
Let’s hope and pray it not only lasts but expands. Because of the hoax, the “schools,” government and private, simply abandoned the people. Accordingly, for once in a century or so, many of the people took a good look around and then took independent action. The POW camps masquerading as academies will continue their stupidity and wickedness – just read a newspaper wherever you live. The great hope is that the people will continue their newfound trend of intelligence and responsibility.
Much of last year’s gains may turn out to be transient, with less-than-dedicated parents allowing their offspring back into the system, lured and lulled by a variety of promises, lies, and threats. However, many will stay out, stay in the books, so to speak, and stay ahead of the curve. This bodes very well for the continuance of civilized society regardless of what happens to the remains of the United States this decade and beyond. All the people, not just the rescued children, stand to benefit.
For parents struggling with a sense of not knowing what they’re doing and wondering whether they’re doing the right thing, I say this: anything (or even nothing) is better than the alternative and there really is no way to mess up home education. As I’ve written before, all students learn differently and possess different levels of ability. Some go farther. Some move faster. Some find it easier. Let the natural course of learning unfold as it does, driven in large part by the interests of the subject child and with as-needed adult guidance. There’s a program for just about everyone and all of them are radically better and less expensive than what the luciferians offer in their prisons.
For the evil-mongers fretting about how to deal with this rebellion, I say this: Go to hell. We know you’re worried. You should be because you created a disaster and now, at long last, even ordinary people are noticing it. We know you’re eventually going to use your government violence in an attempt to ridicule, diminish, or ban legitimate education. We know you would happily have everyone else suffer, struggle, and fail. Know too that we’re ready for you, we’re going to fight you, and we’re going to beat you. Badly. In fact, your time is already running short. Tick, tick, tick…
Good people, let’s keep this great movement going steady! Thank you to all the wise parents out there. Congratulations to all the happy, learned children. Three cheers for knowledge, wisdom, and cultural refinement.
*Over the past few years, I have noticed a distinct collapse among many private schools, some costing around $50,000 per year. They are “going woke.” That, of course, means they are headed the same way as the government’s camps, except they cost more (generally, the pricier the school, the worse the problems).
It’s really, really not our country anymore. The angry words of an invader:
A school board member gave a graduation speech in which she told a mainly-immigrant class of high schoolers that they were entering a world filled with “racism, extreme versions of individualism and capitalism, [and] white supremacy,” and encouraged them to remember their “jihad” and reject the concepts of objectivity and neutrality.
Fairfax County school board member Abrar Omeish gave the keynote address at the commencement for Justice High School in Falls Church, Virginia on June 7.
Virginia is for
lovers anti-American heathen trash. Also, Homeschool.
Of course, the WSJ paints this, as does the Church, as another sad product of the “pandemic.” That’s not where this accelerating failure among Catholic schools comes from.
Catholic schools across the country are struggling to keep the doors open, after a pandemic year that left many families unable to pay tuition and the church without extra funds to cover the difference.
At least 209 of the country’s nearly 6,000 Catholic schools have closed over the past year, according to the National Catholic Educational Association. More closures are expected this summer, and some schools have taken to GoFundMe in an effort to stay open.
Nationwide, Catholic school enrollment fell 6.4% at the start of this school year, the largest single-year decline since the NCEA began tracking such data in the 1970s.
The 1970s … about the time the effects of both the disastrous US social policies of the 60s and those of Vatican II began to emerge. Hmmmmm.
This is what happens when The Church no longer provides much distinction from what is peddled by hopped-up Germans and smoke machines and rock band churches. It’s what happens to the schools when they fail to offer any meaningful escape from the horrors of the government’s system. But, hey, the fake pope did recently call for an opening of the doors. Look what walked in – and out. Homeschool, in the Name of the Father, the Son, and the Holy Spirit.
CA aims to join VA in post-American, innumerate stupidity.
Sabotage the Best
Reason concludes, and I agree “If California adopts this framework, which is currently under public review, the state will end up sabotaging its brightest students. The government should let kids opt out of math if it’s not for them. Don’t let the false idea that there’s no such thing as a gifted student herald the end of advanced math entirely.”
Instead, and in the name of “equity”, the proposed framework aims to keep everyone learning at the same dumbed down level for as long as possible.
The intention is clear. The California Board of Education intends to sabotage the best and brightest, hoping to make everyone equal.
The goal of public schools was always equality among the slaves. It’s abuse for any child and torture for the truly intelligent child. Homeschool or be sabotaged.
Fake President and Foist Lady Biden met with some creative government school prisoners who shared their learned learning advice with the fakers.
One said, “if we were really tired, we could like take a little nap.” Another said, “sometimes when Ms. B was like paying attention to something else you could eat and it was fun.” Yet another student added that, “If you don’t know the question, you can just pretend like your mic doesn’t work.”
While the fake president drooled and snored, Jilly B broke in with, “Well, Joe would still have trouble. Assuming he’s awake. His mics are all green screened in. Hey! Are any of these kids from the laptop?”
Public “school” = equity = retardation. Virginia prepares to reinvigorate the stone age.
The state of Virginia is set to eliminate all accelerated math courses in the state’s public schools before the 11th grade, ostensibly as part of an “equity” plan to make math classes easier for all races, according to Fox News.
The change was made by the Virginia Department of Education (VDOE), and was announced by multiple county-level school districts and officials. Formally known as the Virginia Mathematics Pathway Initiative (VMPI), this plan essentially removes all options for students who would normally elect to take a more advanced level of math if they have demonstrated a proficiency in the subject, and instead keeps the curriculum at the most basic level for every grade up to 11th grade.
Ian Serotkin, a member of the Loudoun County school board, commented negatively on the change in policy on Facebook Tuesday. “This initiative,” he explained, “will eliminate ALL math acceleration prior to 11th grade. This is not an exaggeration, nor does there appear to be any discretion in how local districts implement this. All 6th graders will take Foundational Concepts 6. All 7th graders will take Foundational Concepts 7…Only in 11th and 12th grade is there any opportunity for choice in higher math courses.”
Virginia Public Schools [SIC]: when the lowest common denominator just isn’t low enough. HOMESCHOOL!
Just as video killed the radio star, so woke idiocy kills the institution – any institution. In this case, it’s a school, an elite private prep school.
Early last June, Brentwood School posted an image of a black square on Instagram. This was eight days after George Floyd had been killed, and it was part of #BlackoutTuesday, a social media campaign against racism and inequality. Other Los Angeles prep schools also participated in the well-intentioned if largely symbolic online gesture, along with millions of other institutions, businesses, and individuals. But Brentwood’s black box got what’s known as ratioed; it received more negative comments than likes. Many more.
I’m sure they also posted a White square for Ashley Babbit…
Here’s just another example that no school, public or private, or even ultra-elitist is safe in the fading USSA. If a potential school isn’t explicitly and actively Christian and pro-Western, then write it off. In fact, if a school maintains an active social media presence, that might be a sign. The surest bet is to educate your children yourself.
Make Them Invulnerable
Last week’s column struck a nerve with me, a depressing if predictable nerve. Compared to those at the top, the people at the bottom of a double Hollingworth gap are not just relatively retarded. They are, in a relative sense, profoundly retarded. It’s akin to the mental difference between a person of ordinary intelligence and a house cat. This week, happily, I’m addressing those of us on the far right tail of the curve.
I never liked school – from kindergarten through graduate school. I especially detested my short-lived experience with the “enrichment” program in middle school. I only lasted a few weeks before I absolutely refused to participate. The pitiful government school I attended was bad enough. The special program was worse. At the time, someone should have foreseen the incompatibility.
Just before I was subjected to that particular draining make-work project, a relevant paper was published: Vulnerabilities of Highly Gifted Children, Wendy Roedell, Roeper Review, Vol. 6, No. 3 (1984)(read it HERE). Roedell briefly outlined the difference between “gifted” and “extraordinarily gifted,” ever cognizant of the semi-subjective assessment and application of both labels.
Her work is good, great even, and thus, it has been roundly ignored, especially her overly-optimistic conclusion: “As information about the needs of highly gifted children becomes more widespread, and society’s expectations become more closely attuned to the realities of gifted development, the degree of vulnerability of these children will diminish.” If only.
The ensuing period of nearly forty years has seen many things. America has degenerated into a ridiculously stupid third-world cesspool. The schools – almost all publics and most privates – have dropped even the pretense of Western educational standards. And, while the existence of the UHIQ is reluctantly acknowledged, society has adopted an almost universal bias against the cognitive elite. This is the phenomenon Tom Ironsides observed in THE SUBSTITUTE when he occasionally encountered a languishing child of true intelligence in the wild. It is the same treatment he received from a system blindly obsessed with meaningless credentials. Sadly, the experience is not limited to fiction.
No child deserves to be trapped in a failed modern Amerikan school. While some do much better than others, exceptional children are failed in exceptional fashion. Those children above 140 WAIS (or SB) are utterly tortured. In many cases, programs allegedly there to help, in fact, hinder.
As I’ve written previously, the only way to assist a truly intelligent child is for his parents to point him in what they think is the right direction and then step aside and see how far he can go. This isn’t necessarily easy. The parents may not know that correct direction. They may have communication difficulties with their son. And, as is usually the case, they may be plagued with a desire to control that which is not ultimately controllable. If the process is done properly or if it is even attempted, then it is best done within the loose framework of unschooling, self-directed homeschooling, or the Sudbury Valley model.
Back in 1984, Roedell saw the need to remove the bright child from the doldrums of the standard classroom: “Highly gifted children experience increased vulnerability when they spend large portions of their time in inappropriate educational settings. The more a gifted child’s abilities differ from the norm, the more inappropriate becomes the educational program offered in the regular classroom.” She nailed the problems with “enrichment” programs:
Many programs for gifted children also constitute inappropriate environments for the extraordinarily gifted child … In some school districts, the content of the gifted enrichment class is not linked logically to the identification system. … Even when the child’s abilities and the content of the program are linked, the learning pace of the program may be geared to the level of the moderately gifted child.
The cat comparison is hyperbole, but it is accurate.
It is important to remember that a child with an IQ of 164 is as different intellectually from a child with an IQ of 132 as that child is different from the 100 IQ child. Forcing a child with an IQ of 164 to learn at the pace of the average child, or even the pace of the moderately gifted, is akin to placing an average child in a special education classroom and asking that his/her learning rate be slowed down to keep pace with the rest of the class. The frustration of highly gifted children forced to stifle their love of learning in inhospitable environments can result in withdrawal, behavior problems, or psychosomatic symptoms.
That was my experience in both the special program, specifically, and the schools in general. Then, and worse today, the problem is compounded by a number of factors. First, the schools are geared towards low-achievers; ultra and very high-ability students are seen as nonconforming nuisances. The programs, all of them, are designed to indoctrinate rather than to educate. The people who plan and organize curriculum, general and advanced, have ulterior motives. The “gifted and talented” courses are most appropriate to the all-rounders, and, these days, best suit the needs and proclivities of female students. That is great, though it is of no service to the young minds with the most to offer an ailing country and culture. Additionally, the instructors in charge of even the special programs, in most cases, simply cannot communicate at the appropriate mental level with the most advanced students in their care.
A child forced to endure such low-level foolishness will endure. He may very well continue to perform well, grade-wise, into college or even law school. But, by being denied a real start, he will always be behind his potential. And he will come to resent or even hate the system and those who operate it and those to whom it primarily caters. And, in the end, he will become adrift in a society that denigrates intelligence – more to its detriment than to that of the high-IQ pariahs.
The sane alternative is relatively simple. Don’t expect smart children to succeed and do not “help” them. Rather, let them succeed. Give them the necessary tools and encouragement and then let them build. What is rightly seen as vulnerability, if properly channeled, can become great strength, beneficial both to the children and to the greater society. A system designed by and for 90 IQ simpletons cannot and will not help. This is up to us. They are our children, after all. Make them invulnerable.
It turns out that integrated schools were exactly what the opponents said they’d be.
Conventional wisdom has long maintained that Black students fare better in integrated schools because those schools offer more resources in terms of the quantity and quality of teachers per student, equipment, books and materials, classrooms, and curricula.
As “conventional wisdom” typically comes from rank idiots, is it any surprise that is wrong? Downey wrote a good article, as she usually does, ending with an unconventionally intelligent quote about real education.