America History

America History

Would this Influence America History, part XII

Somehow I believe when President Theodore Roosevelt originally stated this I believe he was being politically correct. Furthermore, I also believe that if someone were to bring political correctness anywhere near him, his wrath may be worse than fury. On to reflection:

“In the first place we should insist that if the immigrant who comes here in good faith becomes an American and assimilates himself to us…

This is the way it was; however, this is the exact sentiment that made America the greatest country on earth. Not to long ago immigrants came in good faith, in fact, praying that they would be allowed to live in freedom and to have rights. These same people disavowed themselves with their former governments and pledged their allegiance to the United States.

But this is predicated upon the man’s becoming in very fact an American, and nothing but an American…

There it is! When yesterday’s immigrants came through the gates into America, the oaths they espoused had meaning. It is a privilege to live in the United States and those who came knew no alliance to any other. They worked and waited and studied, and worked and waited. Those who had accents from their former manner of language tried dutifully to speak like an American.

In those days, although the immigrant studied civics which was required, it was more important to them to learn the language. Civics was easy to those who wanted a place to call home and mastering the concepts was easy.

There can be no divided allegiance here. Any man who says he is an American, but something else also, isn’t an American at all.

What happened to this standard? This is indeed the most pronounced bit of rubbish ever tolerated by any nation anywhere. As for me, when I see someone with a hyphen in their names or identifiers I immediately pause to think of a ‘hidden agenda.’ Call it what you will; however, anytime a person needs a ‘last name’ or a ‘Blank-American’ there is also an ulterior motive.

We have room for but one language here, and that is the English language…and we have room for but one sole loyalty and that is a loyalty to the American people.”

Anything outside of these standards is unacceptable! It is okay to celebrate diversity when that time comes; however, demanding how America celebrates her holidays is just plain wrong! Spewing such absurdities as “…oh that’s okay honey, you don’t need to pledge your Alligence to the flag…” is doing far more damage than good every day of the week.

Influences on America History, part XI

At a time when people, students, teachers, and professors alike are questioning “Where Has the Real and True History of America” gone, we can always be sure of just this one spark to get a fire going. If you haven’t had the opportunity to read Armstrong Williams’ column over at Townhall…we feel that this is such “must reading” we’ll even put a link to the article right here.

We did borrow some of Mr. William’s commentary because we do not think the issues could be more clearly explained; plus, it’s always nice to see your work appreciated especially by other journalists. This issue flies its banner under “Controversy with the National Anthem.”

There’s nothing about playing T-ball that should hearken memories of a lopsided British attack on Fort McHenry during the War of 1812.

“Sports,” Mr. Blackistone writes, “have and continue to ritualize [the Anthem] with barely a shred of relevance.”

This is where we must draw our proverbial line in the sand and say, “Why, why must we stop singing, reciting, most of the time with jubilation.” Hint: The undercover markings of political correctness.

Singing a song about soldiers raising a flag following hours of cannon bombardment may have little to do with the indoor soccer game parents are watching, but that same song does remind everyone at that game that they stand there because of American sacrifice and freedom.

Blood was shed so that we might be free. When we say that soldiers “will never be forgotten,” shouldn’t we mean it? We honor and commemorate their lives and the sacrifices they made for us by remembering them. That’s why we sing the National Anthem at sporting events.

We don’t do it because there’s some underlying connection between the American Revolution and sports, but because sports bring us together to enjoy something as a group.

It unites us beyond our cultural and political differences. The stockbroker sits next to the dockworker, and both are united by their devotion to the local team. Isn’t that the perfect time to celebrate the nation that embodies that very idea?

Would Mr. Blackistone suggest we toss such documents into the trash? Or not have them hanging in our institutions of government simply because the magistrate can’t recall their every word?

We suspect the author has a hidden agenda – a beef with war in general. He almost betrays his true feelings when he writes, “[S]ports framed by the politics of militarism has nothing to do with football, baseball or a NASCAR race.” The politics of militarism? Now he has a problem. What happened to his original, simpler point that we should abandon the song because a cute pop icon didn’t know the words?

Now the National Anthem is offensive because it smacks of militarism, whatever that means? There’s an immense difference between singing a song that recalls the unlikely victory of our upstart nation against a powerful oppressor, and promoting “militarism.”

Our National Anthem is sung and remembered at most major events because it is the preeminent song of our country. Just as we have a national bird, a national banner (Old Glory), a national tree and other reminders of what makes us distinctly American.

How many times have we written what happens to other cultural norms when previous ones are torn down without critical thinking of all avenues? When you begin to tear down one of these symbols, in the name of practicality, you devalue the thing it represents: Freedom.

Because they fought and died for liberty, we don’t have to. Instead, we get to enjoy a Sunday afternoon game, watching the boys of fall on the gridiron. I think I can hum a few bars and think of Old Glory in exchange for such a privilege.

Influences on America History, part X

Imagine a court system in which defendants routinely fail to show up and suffer no consequences. Where orders issued by the courts are routinely ignored. Where deceptive statistics are reported to Congress and the situation only gets worse. You’d call that a crisis, wouldn’t you?

The Department of Justice distorts figures to hide from Congress pervasive corruption in the nation’s immigration court system, which allows deportable aliens to evade hearings without consequences and more than 1 million removal orders to be ignored.
Are you reading this? Please continue on with “Where’s America’s Real History” planted directly in the forefront of one’s mind.

Adding insult to injury, U.S. taxpayers finance the drove of appeals filed by illegal immigrants deported for criminal convictions and fraudulent marriages. From 2000 to 2007, Americans doled out $30 million for aliens’ court costs, according to a new report authored by a former immigration court judge (Mark H. Metcalf) in south Florida, considered a hotbed in the system.

The veteran jurist says the nation’s immigration courts, which are operated by the DOJ, are ruled by deception and disorder and are at the heart of a system that nurtures scandal. About 250 overwhelmed judges preside over hundreds of thousands of cases annually and rarely are their deportation orders enforced.
This isn’t the only way “Real History” gets changed or somehow forgotten; it is also a very deceitful way of allowing people to hold on to jobs that they plain aren’t doing. Worse still is the “what if” factor; like what if some crazies gain control of some airliners.

Even after the 2001 terrorist attacks, 50% of all aliens who were free pending trial disappeared, according to figures provided in the judge’s report. Between 2005 and 2006 the number of aliens who failed to appear at their court hearing grew to 59%.
The DOJ deceptively reported the figure as “only” 39% by combining aliens who were free pending trial with those in custody who were forced by authorities to appear in court. That allowed the so-called bail-jumpers to appear as a smaller part of a bigger overall figure.

The agency also told Congress that immigration courts rule in favor of aliens only 20% of the time when in fact its 60% and that aliens appeal deportation orders in only 8% of cases when the figure is actually 98%. Many more examples are included in the judge’s report, which refers to the DOJ’s findings as a sham.

“Accuracy, credibility, relevance, and timeliness elude this agency and the flow of believable statistics to the public,” it says. The judge suggests that Congress order its investigative arm, the Government Accountability Office (GAO) to conduct an in-depth probe.

Influences on America History, part IX
It is imperative that a few points be established; although, throughout this entire “American and Educational History” we have tried to identify several of the issues that created, perhaps a need to conveniently forget certain areas of history. However, with just a few more examples with citations may indeed influence not only our readers, but our hypothesis as well.

Furthermore, being as complete as possible –without being totally boring – it is our hope that the Founding Fathers Quote’s Friday’s will assist in the understanding of what building a nation, hence let’s start with making a government within the parameters of what was referred to as Democracy. By definition a “democracy is a type of government in which the supreme power is vested in the people and exercised by them directly or indirectly through a system of representation usually involving periodically held free elections.”

Democracy has indeed undergirded our political rhetoric for over two hundred years. The principles of democracy teach us that we can be equal and full participants in this democratic society. At the same time we observe that Congress is not composed equally of men and women, nor is it representative of the ethnic, racial, religious, language, economic, or age diversity that actually exist within our society.

A democratic society struggles with how to support individuality and yet developing a consciousness of shared concerns and actions that promote equality. This particular challenge is paramount in a society like the United States that includes many groups that impact and are impacted by political, social, and economic systems.

If interested we would encourage everyone to see Abraham Maslow’s Hierarchy of Needs; and any number of other works including; We Have met the Enemy: and They are Partly Right by Anthony Campolo.

In 1916 John Dewey described a democratic society as one in which all of its members are able to share its benefits on equal terms. Although better, nearly one hundred years later many persons of color, limited English speakers, women, persons with disabilities, gays and lesbians, persons of low incomes, and persons affiliated with religions other than Protestantism have still not experienced equality with members of the “Dominant Group.”

We are of the opinion that there was a time in American history where schools and other educational facilities provided an example of an institution in which power relationships have been developed and maintained. However, if anyone was lucky enough to see any news from June 6, 2011 whereby through recorded media, a student having cornered the teacher in a narrow doorway and whilst yelling at the teacher, he then touched her enough to cause a violent and rather brutal ‘beat-back’ from the teacher.

This is one clear – unobstructed vision – example of how various things have changed in America, starting within the public school Establishment. One needed to listen or read carefully, but this teacher prior to being terminated (within hours) had worked for the same school or district for 24-years and last year was voted “Teacher of the Year” by the students of the school.

In this ugly, grotesquely pitiful scene within the classroom – had it not been for a bright student going for the video on her cell phone – this teacher may still be unemployed. However, if we remember the conspiracy of ignorance – or the dummying down of America, this unruly, obviously under the influence student would continue to be the disruptive, negligent bump on a log that he or she remains.

Unfortunately, if you were able to see this video (it’s on YouTube now) it was the almost chanting and rallying of the other students that exemplifies how well the Establishment though starting within the education arena have managed to penetrate the judgment and homes of America’s youth.

The Real Deal About American History, part VIII
Today we need to examine, query, and hopefully discuss two basic concepts: One, how and why is real history being changed; why do educators condone the changes being made? And two, we need to critically examine this notion of “cultural racism” and look at all of America’s first cultural norms. However, in an attempt to illuminate these two travesties, one must remember that action causes reaction and causes hopefully bring about necessary changes. Therefore, we need to embark on a different point of history and the time with which the events happened.

As an hypothesis, let’s consider that America is not proud of its history. Oh sure there are those instances in time where we all wish Situation A or Problem B never would have reared its ugly head. Believe it or not – and all patriotism aside – there are a lot of issues that America has no flipping reason to be proud of whatsoever.

Extermination and the complete destruction of the indigenous people who were here long before any European’s is a disaster trying to defend. And when things did not go their way, they stole, murdered, and took property that certainly wasn’t theirs. These are just a couple of examples before America’s greatest of all travesties; “That peculiar institution,” of slavery.

“When in 1517 Bishop Bartolomeo de Las Casas advocated the encouragement of immigration to the New World by permitting Spaniards to import African slaves, the trading of humans in the New World formally began.” Now get this one – his major concern was to relieve Indians of the onerous burden of slavery that he recommendedthe enslavement of Africans.

Soon thereafter Charles II issued licenses to several Flemish traders to take Spanish colonies. Monopoly of this trade went to the highest bidders. Often times it was held by Dutch traders, at other times by Portuguese, French, or English. As West Indian plantations grew in size and importance the slave trade became a huge, profitable undertaking employing thousands of persons and having a capital outlay of millions of dollars.

Just as a summation thus far let’s look at what really is involved, so let’s think critically: In 1517 a Catholic Bishop (religion) encouraged immigration by allowing Spaniards to import African slaves for Portugal. Why you ask? The need to relieve the Indian slaves of the life-taking rigors of slavery in the New World.

This portion of the text tell us that two unusual systems had been occurring: One, Spaniards and the Portuguese had previously been in the slave trade with indigenous peoples of the New World (Indians) and certainly routes and market systems had been established for the procurement of African slaves. The area of the New World we are establishing is of course the Caribbean Islands where the Spaniards had been colonizing as well as Mexico; and the Portuguese colonizing Brazil upwards to the Latin American nations.

Our hope is that our readers will be able to see that regardless of all the “Whop and Hoop la” America had some deep inner secrets and no way to start a nation around.

The Real Deal About American History, part VII

We started writing this little expose as a response to the obvious: Who on God’s green earth were keeping the true and accurate history of the United States from “We the People” to true facts and all those involved. Moreover, it had come up during some discussions regarding this site’s Founding Fathers Quote’s Friday collectively with having the knowledge of who had been doing what throughout history and quite simply…why weren’t they getting the credit for it?

Because so many of us now are sorting through the personal papers, journals, books, memoirs, and seeing what the real truth is all about during what we refer to as the “Neo-Colonial Era” and why many millions of people are being encouraged by this movement. We, like so many have reached a crossroads in our lives where the credit must go to the persons or people whom deserve the credit. Furthermore, we have a lot of questions more so than we’ll ever be able to answer insofar as America’s Public Education System.

We believe that for the most part we have covered educational history – and still there is so much more to cover. Now we need to shift our focus just a bit and begin to examine who has been making the decisions about history? As historians and scholars we can assure you that every organization in this nation is having difficulty with this problem.

Therefore, in part we have to openly admit that the U.S. government, several historical societies, and individuals who select what will be captured and who will receive credit since the beginning of this nation’s history have been discriminatory. Being able to understand this “cultural racism” one, we believe, needs to refresh and attend to the notion of America’s first cultural norms.

Admittedly the settling of this country until 1800 was largely – approximately 93 percent – Caucasians, from Northwestern Europe, and let’s make no mistakes about this little stipulation – when putting together the Founding Documents it was condoned and accepted to count various people within this culture as 3/5ths of a human being.

Furthermore, all aspects of governance by “We the People” was done by wealthy Caucasian men; from voting, to property ownership, to marriage, and a host of other issues – primarily education – where the prerequisite minimum was a person being a Caucasian male, citizen, able to read and tested accordingly, women did not qualify at first (1791), nor did any person of color. Seriously this has to be one of the largest stacking the decks against so many and would need federal legislation to change it.

We need for American history to be the best from all accounts and accurate to the finest detail. More importantly we need to record the events regardless of who accomplished them. For example the Medal of Honor award earning is so skewed it is embarrassing.

The Japanese-Americans could claim one Medal of Honor during the period of both world wars, the award presented to Sadao Munemori. In view of the impressive record of the Nisei in World War II and particularly the incredible accomplishments of the 100th Infantry Battalion/442d Regimental Combat Team, it was generally believed that there should have been more.

These soldiers waited 51 years before their original medals had been upgraded and then finally upgraded again to the Medal of Honor and issued by President Clinton in 1996. This is more than unconscionable! In the next days we will be looking at historic achievements made by Americans albeit in the minority, and examining why some individuals had to wait over 50 years to receive what they earned.

From every perspective we look to draw upon, there exist either a huge benefactor lining up to make their donations and philanthropic proceedings always within eye shot of another. To even get close during this period to anyone of means normally took an appointment; moreover, it also took knowing someone within the plausibility structure of the person desired to be introduced too. These wealthy people were much different than most of today’s rich. Of course they were; perhaps the biggest reason is that there were so few of them.

Most of these famous people and their families were making distinguished and kind gestures for the likes of Kings or Queens and not holding back any of the industry they may have had access; such as, the majority of coal was owned by one person, same with steel, and same with various foods. Many of this country’ original schools were parochial in nature because the church was seen as the center of the community; therefore, anyone with the hope of prestige or growing into stature always was seen giving to the church and its affiliated schools.

The period of time between 1812 and the Civil War was transitional as Horace Mann, James Carter and Henry Barnard were the first to develop what would become our free, public school system supported by the state. The rise of Jacksonian Democracy, nationalism, the Industrial Revolution, westward expansion, immigration and population growth all helped the cause of universal education. During this time educational opportunities for women were increased, there was a rebirth in the development of elementary and common schools, the birth of the high school, and an increase in the number of universities and kindergartens. Unfortunately, before 1861, little was done to help in the education of minority children because missionary teachers often misunderstood the cultures and attitudes of Native American populations.

The Industrial Revolution effected America. Because of it, interchangeable parts made it able for unskilled workers to get jobs. The cotton gin allowed mass production to happen and increased slavery. The telegraph and steam boat also helped America be in communication with its self. On the down side this also caused child labor and unsuitable working conditions. In many cases children not attending school were either working in town or at home on the farm.

Western expansion certainly helped the United States insofar as new lands acquired also meant a whole lot of work to make it inhabitable and livable. More, more, and more were the calls during this period – more land, more States, and of course, more taxes. When America grew geographically, America also grew in population. This really sounds ridiculous but for centuries the folks who monitor immigration and naturalization services were as negligent then as they seem to be now. Yet nonetheless wave after humongous wave of immigrants keep coming primarily for work and opportunity.

The only thing that can be found as common place was how most of the Black Americans were treated. Consider this: Imagine as a youth you literally witness the boats arriving from overseas with human cargo. We state these next remarks only as a honor to American blacks – for they have endured. Imagine being on a three to six week journey literally being stuffed into the hull of a ship. Living accommodations were all but non-existent; think of a six foot man lying in cargo nets with his neighbors to the left, right, above, and below him were not of the same tribes; furthermore, all parties were unable to discuss various matters because they did not speak the same language as the others.

Diseases of all types raged furiously throughout the boat. Mealtime was normally once per day and then the human beings were unchained and allowed to procure their chow. It doesn’t take a lot of imagination but after mealtime the people were most of the time – forcefully – remanded back to their place back to the cargo nets. And then the guy at the top needs to go to the restroom! Incidentally, no one working the boats made any exception for hygienic process, therefore when someone had to go – they went!

The Real Deal About American History, partV

If there is anything that we all learn from this series is that many and quite varied disciplines will need to be looked at in order to understand the full comprehension details behind why the Education Establishment embarked on the paths that it did. The earlier we realize that the most important people in the world, dates surrounding various events, and movements that shaped the nation’s system of education.

This portion of the history of education introduces the readers to the background behind the growth and evolution of education in our society, including influential movements in educational history and influential leaders, so that they will have a better understanding of the modern system of education. As we place current events and ideas in historical perspective, we will discover throughout the ensuing weeks that many of the “so-called” innovative ideas are only a reflection of history packaged under a different name that is already a significant part of educational history.

The beginnings of our educational system reflect many European patterns, but were also infused with our own unique modifications. French and Spanish colonialists viewed schools as religious as well as educational institutions that copied European institutions as much as was possible in the new world. British colonialists had private schools that were more practical in nature than their British counterparts, offering classes in surveying, navigating, and bookkeeping.

Apprenticeships and tutorial systems were also common as students could leave their schooling with a practical skill. Such colonial schools represented the value systems of idealism and classical realism in the form of stability, tradition, authority, and discipline.

Before the American Revolution, the rising tide of democracy began to threaten the dual system of education whereby the elite enjoyed good schools and the masses were still largely left out. The idea of free, compulsory, universal education began to materialize and religious, denominational schools were weakened by the separation of church and state.

During this time Thomas Jefferson provided the ideology for extending education to all citizens. He argued that no democratic society was safe without an educated population. Unfortunately, education was still viewed as an effort at disciplining children. (We will address this ‘disciplining’ later.)

It is of tantamount importance to understand just a few realities about who our students were; what they were born into, and the families’ status at the time. The timeline we are addressing is pre-Revolutionary War America. Whilst we have stipulated that even at such time America per se was not America as we know it, and hadn’t been for over 100 years. Therefore, we are going to teach what we know.

The far majority of young school aged children were from the earlier than founding generation. Although many families and children wore the same name of some of the most courageous people the world has ever known, education during this period was for the elite of the elitists only. So basically we are making mention of the wealthiest Dutch, Swedish, British, French, and Spanish children of arts, letters, and papers their parent’s had earned.

As far as this time in pre-American history people – especially Northern Europeans – remained reasonably guarded even amongst themselves. It didn’t take a lot of brain power to see the likes of who they were – at times – traveling with. Far from the livestock, chickens, and other animals, the pre-colonial colonists were not overly accustomed to indentured servants who were mostly –but not limited too – criminal men of various crimes; some hard-working men who’d saved enough in the attempt to start a new life; either way, rarely if ever did one find a female traveling alone.

The school day normally started at 7:00AM with a short break around 9:00AM then up to midday lunch 12:00PM. The next part is interesting insofar as what your family was up too. For the normal and very wealthy students classes went on until the dinner hour of between 3:00PM – 5:00PM most of the students were gone by then.

Education during the very earliest times in pre-Revolutionary time was primarily for the ruling elite; however, there was a different side of education as well – one that didn’t cost as much. To be sure education was not for those who didn’t have money, couldn’t read, and above all – were not citizens or Caucasian.

The Real Deal About American History, part IV

Today we come to the party with our hands and arms loaded. There has been a small switch in the overall concept of our topic: First, being motivated by what is not being taught and the consequences of leaving out entire factions of our own society is unconscionable. And we really are not in the position where one issue can be identified; therefore the entire Education Establishment gets an indictment.

In other words we are trying to establish that some problems and issues run so deep and were brought about by egregious people who wanted to see a nation a certain way, come hell or high water. Now where the irony is in our current situation lies in some of the most unusual areas such as foundations owned by lesser than honorable people, are the precise benefactors who dole out the money, and as we know from earlier…in a capitalistic society, cash is king.

You know it is quite difficult to single out people who do so much; however, proper delegation and information exchange the individuals who earn so much for their love and generosity are in positions where they don’t know any better and therefore are always at the mercy of a person who is within the Establishment, has all of the new buzzwords emanating from their mouths, and jargon that could stop a locomotive. Allow us to explain:

Early on in America’s new nation business many of the nation’s wealthiest, and what is clearly a dispute over political and governmental ideologies some of the most renown people in the world were literally caught being perceived as one individual; however, by the time night fell many of the perceived honorable did indeed transcend organizations such as “The Star Chamber,” and several people having involvements with the KKK as well as seeing to the mass murder of people overseas during World War II.

One of the enormous problems that J. Edgar Hoover and the rest of his “G-Men” faced was how to prosecute some of the wealthiest and most prominent American’s as well as other people from other nations who on the one hand are giving so much in one area; yet, doing even more damage with the other.

We are talking about people who are described as “Robber barons” which is the pejorative term used for a powerful 19th century United States businessman and banker. The term may now relate to any businessman or banker who used questionable business practices to become powerful or wealthy. The businessmen of the Second Industrial Revolution created industrial towns and cities in the Northeast with new factories, and hired an ethnically diverse industrial working class, many of them new immigrants from Europe.

The super-rich industrialists and financiers such as John D. Rockefeller, Andrew W. Mellon, Andrew Carnegie, Henry Flagler, Henry H. Rogers, J.P. Morgan, Cornelius Vanderbilt of the Vanderbilt family, and the prominent Astor family were attacked as “Industrialists” by critics, who believed they cheated to get their money and lorded it over the common people. There was a small, growing labor union movement led especially by Samuel Gompers, head of the American Federation of Labor (AFL) after 1886.

Furthermore as a writer and as an American it is difficult coming to you and saying the various members of the Rockefeller family, Ford family, Hearst family, as well as many, many others could be so questionable when it comes power, prestige, notoriety. Most of these families literally ran the party system to which candidates of political parties sought office. Their influence was in every aspect of American life, and for that matter these people had the power and relatives all over the world.

Not an industry was spared. Standard Oil in many ways led the group. However, all one needs to do is look at the far-reaching names and occupations of these wealthy industrialists to see what sector of society they could have had a tremendous influence.

The Real Deal About American History, part III

America’s school-children lag far behind students in most of the developed world. The main-stream media absolutely will not let us get by until we hear the results of the scoring when – and there was a time – when American students would score maybe 19th out of 21 international competitors. The one statistic that we’ve written about so many times before is at what level our children are currently reading.

Well if most main-stream newspapers and websites are written at the eighth grade level for adults – what could possibly be the level of our students? On reading devised domestic reading exams, almost 40 percent are reading at “below basic” levels. And this ladies and gentlemen is completely unacceptable. More university programs have been installed to address this problem; we now have degrees such as Master’s of Reading Comprehension degrees and many, many others.

We are going to take our time about this insofar as this anomaly should be addressed comprehensively first and then reforms should be considered. Nonetheless when you wonder why our economy is in the shape that it is in – where both houses of Congress and the Executive branch – need approval from the Congressional Budget Office (CBO) allegedly nonpartisan and then the same information is sent to the Congressional Appropriations Committee’s well we hope you can see our meaning.

We, as do so many other institutions and individuals have done before, during, and we’re sure after us will come to the realization that study of the public school system, from kindergarten through high school will continue to yield charges that the “Education Establishment” has nurtured a conspiracy of ignorance that promotes and defends “lower standards” of acceptable behavior, as well as lowering the bar of acceptable pass and failing marks. However, as we know and have espoused on this very site that we first must raise the awareness levels of parents, teachers, and our learners before we can break the monopoly on our public schools.

 There will be times mentioned when various methods of teaching were introduced without any qualification at all. We look to name names of those who either stopped or stalled our public education system. We will find that race is of no consequence in the overall scheme; however, that does not mean that some blow-hard person – red and yellow polka dotted – didn’t mess up the Education Establishment in some way…nonetheless, it remains a mess.

Let it be known that there are identifiable persons who are held accountable for the mess; others have been given temporary stays until the verdict comes back in. But we need to say this: America was wrought by good men and women; although our history does not convey this message. This has been done surgically and kept on the down low. As part of our mission we aim to at the very least give this portion of being an American the real truth.

What’s the Real Deal About American History?

The American public education occupies a peculiar position in American life as well as American history. Consider this notion: While all other professions and vocations have advanced in skill and substance over the last half century, teaching and learning in the middle and high-school years not only have regressed, but it is a fair statement to add that the academic levels for learning – especially math, science(s), and the truth in history – have lagged more today than at any other time in U.S. history.

To this day even the Immigration and Naturalization Service – or the organization formerly known as that, which is now the United States [Department] of Citizenship and Immigration Services (USCIS) is affected by the lackadaisical and lowered standards by the Department of Education (DOE). (10 questions on Citizenship test: one needs just a 60 percent to pass.)

There is a very interesting point that can be academically debated: If somehow time is equal to money; and all power rests with those who are wealthy; and if knowledge was equal to power; then wouldn’t it be true to surmise that power, knowledge, time, and wealth should also be equal to money? (Time equals money…”) Sure there is…

One could easily debate the merits of taking the time away from individuals attending higher education should then have tentacles reaching to almost every aspect of that individual’s life? Let’s look at some questions:

As a basic rule for any discipline the more time a student is away from that education, the more apt the pupil would be to not gain a higher grade, whereas in most cases in higher education, most students will fail. It is understood that there are exceptions to every rule; yet, perhaps mathematics is more clearly defined for this purpose. In the event that a student misses one 2 hour class of math, it is alleged they fall eight hours behind. At two hours per class that sure mounts up.

If there isn’t any other message that one draws from reading this article today let them learn this: If a person goes into higher education, say university study, and their sole motivation is “to make money” there is less than a 1 percent chance of those who actually make it through higher education. Word.

Believe us when we say…”What else could it possibly be?” For the first part we will argue that far too much time is dedicated on individual self-esteem issues and the manner of social distinction. We will also present a reasoned debate that suggests that the actual districts and supervisor’s within, as well as state officials, and that the federal government is far too involved in its own mission to even suggest they should think they know who or what needs to be changed to improve our fledging American Public Education Establishment.

Finally we will look towards politics and politicians and how much influence they may have in the Establishment overall and within the states they represent. In other words, we will not only ignore our “…inactive federal government…” but look to measure just how much their influence perhaps has put a drag on the Establishment.

History: A New Perspective

We need to discuss history and education in our country. According to Glenn Beck, host and commentator, of his own show on FOX News namely, “Glenn Beck,” however, on Fridays he does run with a program called ironically, Founding Father’s Friday’s. Nonetheless, to be quite open with you – we had been publishing our Founding Fathers Quote’s Fridays long before (years actually) and I salute Beck insofar as he has become in awe of these men.

Beck refers to this phenomenon as “America Rediscovery”, or “Falling All Over Again for America’s Founders;” which is aptly identified. He talks about his success with ratings on Friday’s; and if we could be so bold, The Thinker does indeed get its fair share of regulars and the occasional visitor. In fact our greatest acknowledgment is from those who, after having caught the bug write in and say, “We never knew that…or the dreadful, “We didn’t learn that in school…” And we can never, ever get enough, “I am so glad you’re explaining this the way you are, your context is so amazing.” Enough said about the self and awkward promotion.

Beck has been doing his feature and there isn’t anything we need to say other than “Congratulations”! Mr. Beck you are doing a wonderful service to your country and to everyone who has ever wondered about the true and accurate history of the United States. Because so many of us now are sorting through the personal papers, journals, books, memoirs, and seeing what the real truth is all about.

We, like so many have reached a crossroads in our lives where the credit must go to the persons or people whom deserve the credit. Furthermore, we have a lot of questions more so than we’ll ever be able to answer insofar as America’s Public Education System.

Is there a relationship between those who run the schools and those responsible for curriculum development? How does one get something – an academic discipline – actually considered for study at the local school? Well we could throw our hand up into the air and scream, “what are they doing…” Yet, that hardly will get us any closer than Frederick Douglass being invited by his friend Abraham Lincoln to discuss matters of “what if America loses the Civil War?” Yes! Mr. Douglass was an important advisor to President Lincoln almost to the point where Mr. Lincoln wouldn’t make a commanding call unless he’d heard from Frederick Douglass.

Yes of course! George Washington was no different in his acute battle plans. It should be taught in school that “Prince Whipple” ( an actual “Prince” within his tribal heirarchy) was the man guiding and commandeering the vessel that took Mr. Washington across the Delaware River. In fact, there are so many instances where great generals had many different “advisors or representatives” ranging from Africans to any number of tribes of various indigenous people helping out a well exposed under-dog. And then there is always one of my personal favorites, West Ford.

Suffice it to say that from peanut butter to the physical layout of our nation’s capital in Washington D.C., there is a plethora of information where the truth is either conveniently forgotten or just plain left out of the curriculum. Let this day be it known otherwise as Memorial Day, will also serve as this blogs starting point to bring credit where credit is due.