Here’s another post for the “Compulsory” basket. This one will be a little easier, since all you have to do is watch it. But that won’t make it any easier to stomach, unless you are a shepherd and enjoy watching the future dictators leaders of our country practice becoming little anarchists and informants (on their friends, then parents, then neighborhood, then the company they work for… if they can get a job.)
[YouTube pulled the video… but I saved the lyrics. The video of brainwashed children trying to rap this out was pretty sad anyway. It’s just as well it got pulled.]
Oh yes… urban powertry:
The sky is high and the ocean is deep,
But we can’t treat the planet like a garbage heap.
Don’t wreck it, protect it, keep part of it wild,
And think about the future of your great-grandchild.
Recycle, bicycle, don’t you drive by yourself,
Don’t buy those plastic products on the supermarket shelf.
Boycott, petition, let the big business know,
That if we mess it up here, there’s nowhere else we can go.
Don’t shrug your shoulders, say, “What can I do?”
Only one person can do it and that person is you!
Is environmentalism the new patriotism?
I put this in the Learning vs. Schooling category because this is a perfect example of the difference between learning and schooling. These children are being “schooled.” They aren’t learning anything of value, other than the fact they are helpless to truly impact their world by thinking for themselves.
Will they be the future pollution-buster that comes up with some new invention that really might save the planet? Doubtful. They will be too busy protesting, pointing fingers (watch the “moves” of these future American Idols!) and writing letters to “Big Business” and their government to please, please, please stop wasting our precious resources. It’s almost like we are making environmentalism their duty, their new social compact. It’s like instead of linking freedom and liberty with the American experience, we are replacing patriotism with environmentalism.
These children will not be contributing to society. These children will only feed off society. And they’ll be pissed off in the process because society will be constantly doing things that they have been told to believe, pollutes and DESTROYS the planet!
The sheeple of tomorrow won’t have time to think for themselves, so why include critical thinking in their schooling? Best to use our E-M-O-T-I-O-N-S and feelings. Best to write cute songs that paint with broad brushes. Plastic/Bad, Blind Sheeple Activism/Good. This kind of emoti-think has been used in the environmental movement for decades. Remember the poor Indian Native-American sitting by the garbage dump, crying? We’ve been made to feel guilty for decades!
Maybe rightly so. And maybe it worked. Have things gotten cleaner in the past thirty years? Sure have! Are we better off over-all here in America because we cleaned up our act? Sure. But forget all that. We have a GLOBAL crisis to think about and worry about and cry about now! Something damn near impossible to prove, let alone solve.
When did weather reports become climate issues?
Reminds me of a phrase: What we expect, is climate. But what we get, is weather. And in Indiana, wait a few minutes and it’ll change. The point here, people, is that we are more susceptible to our emotions and feelings on certain rather large issues than we are likely to admit. Children are more open to this kind of mood teaching.
Teaching using feelings rather than facts leads to irrational and illogical conclusions no matter what the science might actually say. This is why “Global Warming” was changed to “Climate Change” a few years ago, because every winter, when it got real cold, people suddenly didn’t care about what environmentalists were saying (because it’s cold, doof!) even though the scientists were pretty darn sure that the coldest winter on record was, in fact, a result of global warming!!
If you care about your children at all, you’ll consider skipping public school and doing something–anything– other than allow your children to be schooled into the herd. Environmentalism is becoming the new patriotism.
The Board of Education will vote Wednesday on a plan to randomly test sixth, seventh and eighth graders to see if they are under the influence of drugs. School administrators said they were confident the proposal would pass.
Elementary School Principal Sandra Szabocsik said school officials want to use the testing “as a deterrent.”
“We’re hoping that the students if they’re at say a party or someone’s house or just hanging out somewhere, that they’ll say ‘I don’t want to get involved in drinking or using any drug because tomorrow could be a drug testing day,’” she told CBS 2′s Christine Sloan.
I really don’t have anything prolific to add. It’s just another stupid thing that State Schools are doing to control people, rather than educate them. If you had a choice to send your child to these prisons they call Government Schools, would you? And if you do go to a school like this, and think drug testing your little babies is a good thing, then maybe you deserve the government supplied education your children get.
You’ll be blessed later on in life, when their training in moral relativism kicks in somewhere around your retirement.
Summer’s here and it’s time to figure out what to do with the kids.
The school has taken care of them all year (food, shelter, socialization and even a little learning) but now what are we to do to keep them busy until they can get another decent meal in September?
Jobs are few and far between, of course, but our president doesn’t want an employment crisis to go to waste. So, while he’s looking for government jobs for the parents (like the census) there is always COMMUNITY ORGANIZING for the kids!
You too, can become an agitator for change!
There might be a lot written in the coming weeks about the new internship program being promoted through our State Schools. You’d think that summer programs for kids would be ALL OVER the news; especially since these jobs are supposed to translate into so many good things for our communities. But for some reason, some hateful people are comparing this and the AmeriCorps programs to the Nazi Brownshirts.
I say they might be writing articles, because since Congress gave AmeriCorps 5.7 Billion back in March of 2019, there hasn’t seemed to be much of a full court press from the media, promoting this goodness and light. Organizing for America (OFA) seems to be gearing up for a summer internship program, but you wouldn’t know it unless you went looking for it. I don’t know… getting almost 6 Billion dollars to do such good work… wouldn’t you be, you know… promoting the hell out of all the good work you’re doing?
Regarding the “agitation” curricula government programs will be using, I keep seeing Saul Alinsky’s words of wisdom creep into the vernacular. There are some wonderful things that are going to be taught to our up-and-coming agitators and organizers. Have a look at some of the principles and values our children will be learning this summer and probably next school year; so you (parents) won’t be surprised when they come home from school with their AmeriCorms home inspection teams:
“Tactics are those conscious deliberate acts by which human beings live with each other and deal with the world around them. … Here our concern is with the tactic of taking; how the Have-Nots can take power away from the Haves.” p.126
Always remember the first rule of power tactics (pps.127-134):
1. “Power is not only what you have, but what the enemy thinks you have.”
2. “Never go outside the expertise of your people. When an action or tactic is outside the experience of the people, the result is confusion, fear and retreat…. [and] the collapse of communication.
3. “Whenever possible, go outside the expertise of the enemy. Look for ways to increase insecurity, anxiety and uncertainty. (This happens all the time. Watch how many organizations under attack are blind-sided by seemingly irrelevant arguments that they are then forced to address.)
4. “Make the enemy live up to its own book of rules. You can kill them with this, for they can no more obey their own rules than the Christian church can live up to Christianity.”
5. “Ridicule is man’s most potent weapon. It is almost impossible to counteract ridicule. Also it infuriates the opposition, which then reacts to your advantage.”
6. “A good tactic is one your people enjoy.”
7. “A tactic that drags on too long becomes a drag. Man can sustain militant interest in any issue for only a limited time….”
8. “Keep the pressure on, with different tactics and actions, and utilize all events of the period for your purpose.”
9. “The threat is usually more terrifying than the thing itself.”
10. “The major premise for tactics is the development of operations that will maintain a constant pressure upon the opposition. It is this unceasing pressure that results in the reactions from the opposition that are essential for the success of the campaign.”
11. “If you push a negative hard and deep enough, it will break through into its counterside… every positive has its negative.”
12. “The price of a successful attack is a constructive alternative.”
13. Pick the target, freeze it, personalize it, and polarize it. In conflict tactics there are certain rules that [should be regarded] as universalities. One is that the opposition must be singled out as the target and ‘frozen.’…
“…any target can always say, ‘Why do you center on me when there are others to blame as well?’ When your ‘freeze the target,’ you disregard these [rational but distracting] arguments…. Then, as you zero in and freeze your target and carry out your attack, all the ‘others’ come out of the woodwork very soon. They become visible by their support of the target…’
Posting a huge essay by Tolstoy was a little too much for most people to handle, I’m guessing. I know… homework that’s too hard can be a little tiring and really, who needs to know what some old dead white Russian guy said over a hundred years ago? All I can say is you got one thing going for you: Since this isn’t compulsory public school, you can CHOOSE to not enlighten yourself, and you won’t be punished with a bad grade or a detention.
In the school of life, you can choose to be as enlightened or as ignorant as you wish. Those who choose to become enlightened will take the time to read and think and make connections between what Tolstoy said in the past about tyrannical governments, and what’s going on today. In other words, the people with the most connections will be ahead of the game “educationally” because they took the time to enlighten themselves on something they weren’t assigned to learn by the State.
So don’t go crying about how some people are getting a better education than you or your kids. Some people are taking more liberties with the expansion of their knowledge than you are.
In case you missed it the point of the Skipping School blog is this: Government-run State Schools pour billions of taxpayer dollars into an assembly line model of citizen production. Government Schools do nothing to EDUCATE people… they SOCIALIZE people. State Schools dupe parents into believing their children are being taught to think, gain knowledge, become educated and thoughtfully prepared for the “real world” which–ironically–has been forcibly kept out of their common life experience eight to ten hours a day for twelve years! All I want to do is point this fact out and let you decide if this is what you want for your family.
What you are about to learn today (if you are still reading, and if you are, God bless you!) is something you or your children will never learn in school. It’s just not available. And you won’t learn as much with this post, as you would if you had read my previous post with the full text of Tolstoy’s letter. But this particular point is important, so I’m paraphrasing in the event that Tolstoy’s name gives you a headache and makes you want to watch Discovery or History Channel for a break.
The government in Tolstoy’s day wasn’t allowing people to have much liberty and freedom. The people were complaining. Some thought violence was the key. Some thought that working within the system to make it better was the answer. Neither were working for reasons Tolstoy goes into in his letter. He notes that government will never allow its authority to be undermined. They will anything to keep the people thinking they are making productive changes, and ignorant of the fact that they are not changing things at all:
[Working within the government to bring about change is], in my opinion, even less effective or rational. It is ineffective and irrational because government, having in its hands the whole power (the army, the administration, the Church, the schools, and police), and framing what are called the laws, on the basis of which the [people] wish to resist it — this government knows very well what is really dangerous to it, and will never let people who submit to it, and act under its guidance, do anything that will undermine its authority.[The government will never consent to the people’s real enlightenment.] It will sanction all kinds of pseudo-educational organizations, controlled by itself: schools, high schools, universities, academies, and all kinds of committees and congresses and publications sanctioned by the censor — as long as those organizations and publications serve its purpose, i.e. stupefy people, or, at least do not hinder the stupefaction of people.
Note that State Schools are integral to the stupefying of the people. Think of every nation that devolved into a dictatorship in history, and you’ll find a state controlled education system, by which the youth were institutionalized by the state and not free to become educated outside of the purview of the state. I’m not saying we have that in America. What I am saying, however, is that we are close to a consensus among many Americans that schooling outside of the purview of the state is wrong and in some cases, should be illegal. How soon before that idea becomes actual law?
But as soon as those organizations, or publications, attempt to cure that on which the power of government rests, i.e. the blindness of the people, the government will simply, and without rendering account to any one, or saying why it acts so and not otherwise, pronounce its “veto” and will rearrange, or close, the establishments and organizations and will forbid the publications. And therefore, as both reason and experience clearly show, such an illusory, gradual conquest of rights is a self-deception which suits the government admirably, and which it, therefore, is even ready to encourage.
As long as the self-deception is encouraged, the people will blindly keep working hard against their own self-interests to infringe upon their liberties in the name of the peaceful democratic process.
The point he ended up making towards the end was that if moral people simply stood up, did what was right and ignored the State, then the State couldn’t do anything about it without tipping its hand to the fact that they were oppressive, violent and did not respect human rights.
What is to be done?
What Tolstoy came up with is simple, yet the hardest thing for many people to do:
[People must continue with] the simple, quiet, truthful carrying on of what you consider good and needful, quite independently of government, and of whether it likes it or not. In other words: standing up for your rights, not as a member of [some special government] Committee, not as a deputy, not as a landowner, not as a merchant, not even as a member of Parliament; but standing up for your rights as a rational and free man, and defending them, not as the rights of local boards or committees are defended, with concessions and compromises, but without any concessions and compromises, in the only way in which moral and human dignity can be defended.
And what can government do against such activity? It can banish or imprison a man for preparing a bomb, or even for printing a proclamation to working-men; it can transfer our “Literature Committee” from one ministry to another, or close a Parliament — but what can a government do, with a man who is not willing publicly to lie with uplifted hand, [work within the government, lying in order to get certain laws passed] or who is not willing to send his children to an establishment which he considers bad, [schools among other places] or who is not willing to learn to kill people, [conscripted for the purpose of killing state enemies] or is not willing to take part in idolatry, [the state sanction religion of the time] or is not willing to take part in coronations, deputations, an addresses, or who says and writes what he thinks and feel? By prosecuting such a man, government secures for him general sympathy, making him a martyr, and it undermines the foundations on which it is itself built, for in so acting, instead of protecting human rights, it itself infringes them.
And it is only necessary for all those good, enlightened, and honest people, whose strength is now wasted in revolutionary, socialistic, or liberal activity, harmful to themselves and to their cause, to begin to act thus, and a nucleus of honest, enlightened, and moral people would form around them, united in the same thoughts and the same feelings; and to this nucleus the ever wavering crowd of average people would at once gravitate, and public opinion — the only power which subdues governments — would become evident, demanding freedom of speech, freedom of conscience, justice, and humanity. And as soon as public opinion was formulated, not only would it be impossible to close the “Literature Committee,” but all those inhuman organizations — the “state of siege — against which the revolutionists and the liberals are now struggling would disappear of themselves.
So, what would happen if all parents suddenly stood up, and stood against the practice of compulsory state schooling? What if they started educating their children otherwise? The Public Schools as we know them, would probably not disappear, but they would certainly change. Would they change for the good? I submit they would HAVE to, for if they didn’t, then surely they would disappear, as all things do that are not wanted, needed or worth purchasing — within the free market.