Voddie Baucham Ministries
Voddie Baucham Ministries
The Continuing Collapse: June/July 2010
Monday, July 26, 2010
![WELCOME TO THE CONTINUING COLLAPSE!
Exposing Government Schools: The Youth Ministry of the State Churchof Secular Humanism
June/July, Anno Domini 2010
"Politics is the art of looking for trouble, finding it, misdiagnosing it, and then misapplying the wrong remedies."
(Groucho Marx)
"If a politician found he had cannibals among his constituents,
he would promise them missionaries for dinner."
H.L. Mencken
"Surrender is essentially an operation by means of which we set out
explaining instead of acting."
Charles Peguy
"He who does not bellow the truth when he knows the truth
makes himself the accomplice of liars and forgers."
Charles Peguy
The Continuing Collapse is shocked to find that it still has detractors - as "shocked", in any event, as Captain Renault was in Casablanca when he discovered that there was gambling going on at Rick's.
It seems that some find The Continuing Collapse to be alarmist, monotonous, not gracefully written, not very nice, and lacking in nuance. In recognition of this powerful indictment, TCC, in its own way, pleads "guilty, guilty, guilty, guilty, and guilty".
To those who don't take seriously God's admonitions on how we are to train up our children,TCC is monotonous. Indeed, it focuses almost exclusively on the spiritual, moral, and intellectual destruction of children by our highly trained education professionals.
BUT, because no major denominational organization or major para-church organization systematically explores this issue, TCC is constrained to stand in the gap. When major Christian organizations find the courage to confront the gross sin of rendering our children to Caesar to be discipled in an aggressively anti-Christian institution and worldview, TCC will gladly retire from the field. In the meantime, The Continuing Collapse will continue to be monotonous.
Indeed, TCC is "alarmist". After all, if one actually pays attention what the government school education establishment is doing to destroy our children, it is genuinely alarming. Many Christians, unfortunately, would rather not know. But, when a family's home is on fire, banging on the windows shouting "fire" is doing them a favor, whether they like it or not.
TCC admits further that it may not initially strike those addicted to aid-to-dependent-parents as very "nice", but what our highly trained education professionals are doing to children isn't "nice" either.
How, for example, should one write about systematic efforts by the education establishment to indoctrinate 5 year-olds to accept the "colorful" sexual practices of sodomites and other sexual deviants as "normal"? Sometimes being "nice" is a vice.
As for "graceful writing", TCC isn't meant to be "graceful"; it is primarily meant to provoke those with a government school habit. If you want "graceful" feel free to put down TCC and go read Balzac, Barbara Cartland, The New York Times, Mother Jones, The Atlantic, People Magazine, or whatever it is you think is "graceful".
Finally, to those who find TCC insufficiently "nuanced" because it doesn't present "the other side", TCC would humbly point out that some issues have 2 sides, others have many sides, and yet others have only one side. This issue has exactly one side for Christians.
Of course, the number of "sides" an issue has depends in part on your worldview. For cultural or moral relativists, postmoderns, etc., we can always find many "sides". If you have a Christian worldview, the number of "sides" is often rather more constrained.
So, lest there be any confusion about the objectives of TCC, TCC seeks: (1) to expose the perfidies of our highly trained education professionals, (2) to challenge Christians who are content to render our children to Caesar, (3) to encourage families committed to Christian education, (4) to equip Christians willing to engage in Christian education evangelism, and (4) to hasten the inevitable demise of that swirling cauldron of spiritual, moral, and intellectual pathologies known as the "government school system".
Being "nice" where "niceness" would be a vice, being "nuanced" where "nuance" would be deceptive, and being sanguine where what we face is alarming is no part of what TCC is intended to do. If you don't like it, TCC recommends that you get a copy of Newsweek or Sojourners.
It's Midsummer... What Is To Be Done?
The Continuing Collapse asks its readers to use the remainder of the summer to engage in Christian education evangelism.
For instance, putting a yard sign in your front yard announcing a homeschool information meeting or helping your Christian school with its student recruitment efforts could be a blessing to many families.
Talk with friends, relatives, and neighbors about their educational plans for their children this fall and invite them to visit your school or to attend a homeschool convention, bookfair, or coop meeting with you. AND REMEMBER, whenever someone says that he is planning to send his children to the local government school, be sure to ask in sweet, wide-eyed surprise: "But what about socialization?"
Looking farther ahead, watch for school bond levies and organize to defeat them. Paul-The-Bond-Slayer Dorr recently helped a concerned group of parents defeat $350 million in government school bonds in South Carolina. You could help your community do something similar.
And now, back to the news that most Christian parents and pastors would rather not hear....
Brokeback, Montana
One of the truly contemptible deceits Christians engage in to justify their government school habit is the old "our-schools-are-different" gambit: "Yes, that might be a problem in California or Massachusetts or Michigan, but right here in Codswallop, Tennessee, we don't have any of that. Our school marms are right nice."
Of course, they do have the same problems - even in Codswallop - but the parents and pastors just don't want to find out.
TCC is sure, for example, that the parents of Helena, Montana, thought they were immune from the "plans" our highly trained education professionals have for destroying what is left of our Christian culture. Now, they know better:
A proposed plan to teach kindergartners sex education has come under fire in Helena, Montana.
The Helena Public School system is considering a comprehensive plan for students in kindergarten through 12th grade. It includes teaching first graders that people can be attracted to the same gender...by the time students turn 10 years old they are taught about various types of intercourse.
According to the draft proposal... fifth graders should “understand that sexual intercourse includes but is not limited to vaginal, oral, or anal penetration.”... http://www.foxnews.com/us/2010/07/09/montana-school-proposes-controversial-sex-education-program/
Now, bear in mind that the school board in Helena didn't stay up long nights researching and writing this "comprehensive sex education curriculum". It was provided to them in whole or in part by persons who shall simply be known hereinafter as "The Friends of Kevin Jennings" ("TFOKJ"), America's Unsafe Schools Czar and the Johnny Appleseed of about 4,000 middle school and high school sodomite clubs.
With Dear Leader in the Whitehouse and Kevin Jennings in charge of making every kindergarten and government school a welcoming place for middle-aged men who live alone and like listening to The Village People recordings, TFOKJ know that they have an opportunity to "reach out" openly in places where they used to have to be discreet.
TCC thinks it likely that the Helena board will pass the curriculum. But it really doesn't matter. Because the board believes it holds the moral high ground, the full curriculum will be implemented by stealth even if it is "modified" or fails to pass.
But That's NOT All Folks...
As preposterous as the sex education curriculum proposal in Helena is, it is far from the cutting edge.
No, to find the cutting edge, you need to go to places like Provincetown, Massachusetts. And remember, TCC is not making this up:
Sex education starts early, especially if you go to elementary school in Provincetown, Mass.
That’s because the school committee has unanimously adopted a condom distribution policy beginning as early as first grade.
According to the Provincetown Banner, the program requires that students speak to a school nurse or trained counselor before receiving condoms.
The committee also directed school leaders not to honor demands from parents who object to their kids receiving protection.
Some members on the committee were wary because the program requires that students speak to school officials first.
But Beth Singer, the school’s superintendent, said she wanted to guarantee younger students get information on how to use condoms because there is no age limit.
“We’re talking about younger kids,” said Singer. “They have questions they need answered on how to use them, when to use them.”
http://www.nydailynews.com/news/national/2010/06/22/2010-06-22_condom_distribution_policy_starting_in_elementary_school_at_provincetown_mass_.html?r=news&utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+nydnrss%2Fnews+%28News%29&utm_content=Goog
By the way, what really interesting group of people flocks to Provincetown? If you can answer this question, you may be able to figure out why Provincetown's highly trained education professionals are so eager to sexualize 6 year-olds. Can you say "grooming"? There, I knew you could.
The Texas Projection Measure:
How to Create A Lake Woebegone, Where All the Schools Are "Recognized" or "Exemplary"
For those of us who are connoisseurs of "school reform", the spectacle of reformers trying to hold our highly trained education professionals "accountable" resembles nothing so much as a Road Runner cartoon, with the reformers cast as Wyle E. Coyote and our highly trained education professionals cast, of course, as the Road Runner.
In our latest episode, recent discoveries regarding Texas' "accountability system" for ranking schools' performance have again left the reformers looking like Wyle E. Coyote after his latest scheme to catch the Road Runner has failed...something like this:
In Texas, the state with the second largest government school system, the education establishment uses something called the TAKS as an "accountability test" to, among other things, help rank schools and districts.
Now, as Gomer Pyle would say, "Surprise! Surprise!" It turns out that the reformers have been had again:
Criss Cloudt understandably grew defensive last week as she tried to explain to a group of legislators how a student who got absolutely every question wrong on a TAKS writing test could be scored as passing it.
Cloudt was in the hot seat because she is the Texas Education Agency's associate commissioner in charge of the "accountability system" that administers the TAKS test and ranks schools and school districts on a four-tier scale from "unacceptable" to "exemplary."... http://www.chron.com/disp/story.mpl/metropolitan/casey/7100119.html
How could this be?
A state legislator, Scott Hochberg, discovered that Texas' highly trained education professionals had come up with a formula called the "Texas Projection Measure" - a magic statistical sauce - to make it appear that they are doing their jobs.
Here's how the reformers discovered they had been "played" yet again:
Hochberg [in a legislative hearing] asked them what accounted for the huge increase in the number of schools and school districts rated as "recognized" and "exemplary" in 2009.
...Cloudt jumped in. "Yes, I can," she said. "Performance."...
Hochberg appeared skeptical. He noted that the number of school districts given the top rating of "exemplary" based on TAKS scores had risen from 43 in 2008 to 117 in 2009.
He also noted that 73 of the 74 additional "exemplary" districts used the Texas Projection Measure to attain that distinction.
TEA says the Projection Measure is an effort to give schools and districts "credit" for students who hadn't passed the TAKS, but were showing improvement. So Hochberg asked Cloudt to use a calculator on the TEA website that adjusts scores according to the "projection" formula. The results were beamed to a screen on the wall.
The "projection" is based on an analysis indicating that if a child does well on math and reading, other scores will improve.
The formula includes a small adjustment according to the student's school, so Hochberg cited specific schools and asked Cloudt to assume the student made the minimum passing score for math and reading.
After a couple of examples in which a school got to count a student as "passing" with depressingly low scores, Hochberg asked Cloudt and an associate to see how many correct answers a fourth-grader with barely passing math and reading scores at Benavidez Elementary in Houston needed to be counted as "passing" the writing test.
The unbelievable answer Hochberg had reached himself was confirmed by Cloudt: The child needed zero correct answers for his or her teachers and administrators to get credit for his or her "improvement."
That's right: zero.
Please note that Rep. Hochberg is a Democrat with whom The Continuing Collapse once appeared on a panel. Rep. Hochberg resisted TCC's argument that government schools are unreformable. Perhaps this episode has undeceived him.
In any event, Rep. Hochberg, who, as the holder of an EE degree from Rice, is a man of considerably more substance than almost all of his colleagues in Austin, deserves kudos for exposing this fraud on the public.
Unfortunately, all that is likely to come of it is a rearranging of the deck chairs at the Texas Education Agency, and the reformers will once again search for a solution in their ACME School Reform Kit.
It won't matter, of course. The Road Runner always wins.
For Our More "Nuanced" Betters
No, lying about or distorting test results is not unique to Texas. In fact, it is going on everywhere, as anyone familiar with the colorful folkways of the education establishment knows.
Here is a quick note by John Derbyshire of the National Review discussing the latest "accountability test" flim-flam in New York State:
Front-page headline in my New York Post this morning:
2 + 2 = 5
NY passes students who get wrong answers on tests
The accompanying story describes a further dumbing-down of state math tests for kids in grades 3 to 8. Half marks are given for fragments of work; also for wrong answers arrived at via correct methods: “A kid who answers that a 2-foot-long skateboard is 48 inches long gets half-credit for adding 24 and 24 instead of the correct 12 plus 12 . . . ”
For us New York parents the only surprise here is that any further dumbing-down was still possible. There is certainly nothing surprising about book-cooking of state tests. This has been going on for years, and we all know it. (Here’s me complaining about it on the Corner last year.)
If you’re not cynical about education in the U.S.A. today, you’re just not paying attention. Robert Weissberg, professor emeritus of political science at the University of Illinois–Urbana, has been paying close attention.
In Bad Students, Not Bad Schools, he takes no prisoners, exposing the corruption, trashing the faddish crackpot theories, and lamenting the decline of what was, 50 years ago, poised to become the world’s finest system of education.
http://article.nationalreview.com/435840/educational-reductionism/john-derbyshire?page=1
TCC particularly applauds the line: "If you 're not cynical about education in the USA today, you're just not paying attention."
Just remember, TCC was telling the truth about this long before Derbyshire and NR got there.
More School Reform Follies
As The Continuing Collapse has repeatedly pointed out, "school reform" is actually a game played by the government school establishment with a naive public. In effect, it is the public policy equivalent of the Three Card Monte scam used by grifters to separate "rubes" from their money at state fairs and carnivals.
Nevertheless, for some unknown reason, when the word "reform" is coupled with "education" it takes on magical qualities that seem inevitably to lead increased funding for those responsible for demonstrated educational failure.
Historically, the beneficiaries of "school reform" have included everyone from textbook publishers to the holders of all sorts of ridiculous education degrees...everyone benefits - everyone, that is, except students and taxpayers.
In more recent years, tech companies have been among those feasting at the "school reform" buffet, most conspicuously through the introduction of math curricula that have mandated use of calculators to conceal students' math deficiencies and pedagogical incompetence.
For years now the computer companies have been attempting to position themselves for another tech spending bonanza by promoting the idea that every child should have a laptop.
Yes, the laptop - a device that will somehow finally eliminate achievement gaps and improve learning for everyone, so we're told.
No one can give a really persuasive argument for why laptops would accomplish such pedagogical wonders, of course, but because a new round of "school reform" is needed, the tech companies hoped that a "reform" that would improve their bottomlines would fill the bill.
Unfortunately for the tech companies, it appears that someone is trying to dash their hopes by pointing out that the solution to achievement gaps and other educational problems is not more technology. In fact, technology may be a problem.
Hundreds of efforts to reduce the so-called "digital divide" could be in trouble today, as new research has revealed that giving children universal home computers and internet access actually widens achievement gaps in maths and reading between rich and poor - and causes an overall skills decline across society to boot...
People often worry that such gaps will be enhanced as richer families acquire computers and internet connections and poorer households don't, which has led to many initiatives by governments, charities etc designed to get digital technologies into the hands of even the poorest.
According to Vigdor and Ladd, this doesn't work. They write:
[The] evidence suggests that providing universal access to home computers and high-speed internet access would broaden, rather than narrow, math and reading achievement gaps.
The profs suggest that this is because a kid in a disadvantaged home given a computer and internet access will tend to be poorly supervised and use it mainly for gaming, social networking or other timewasting online/computer activities rather than buckling down and doing homework. Thus computered-up poor children actually become dumber than they would have been without the tech.
This syndrome was much less marked or absent in wealthier households where kids are more closely supervised, but so severe was the negative effect of technology on North Carolina that overall the state's maths and reading scores dropped by "modest but statistically significant" amounts as digital technology arrived....
http://www.theregister.co.uk/2010/06/21/digital_divide_worsened_by_tech/
There Is One School Reform Model That Works
This is a model that TCC has consistently advocated on a much more "robust" basis, but even in the watered-down version reported on in this story, it works.
FORT VALLEY, Ga. (AP) - During the school year, Mondays in this rural Georgia community are for video games, trips to grandma's house and hanging out at the neighborhood community center.
Don't bother showing up for school. The doors are locked and the lights are off.
Peach County is one of more than 120 school districts across the country where students attend school just four days a week, a cost-saving tactic gaining popularity among cash-strapped districts struggling to make ends meet. The 4,000-student district started shaving a day off its weekly school calendar last year to help fill a $1 million budget shortfall.
It was that or lay off 39 teachers the week before school started, said Superintendent Susan Clark.
"We're treading water," Clark said as she stood outside the headquarters of her seven-school district. "There was nothing else for us to do."
The results? Test scores went up.
So did attendance - for both students and teachers. The district is spending one-third of what it once did on substitute teachers, Clark said.
And the graduation rate likely will be more than 80 percent for the first time in years, Clark said.
http://www.parentdish.com/2010/06/04/four-day-school-weeks-gain-popularity-across-u-s/?icid=main|htmlws-main-n|dl3|link6|http%3A%2F%2Fwww.parentdish.com%2F2010%2F06%2F04%2Ffour-day-school-weeks-gain-popularity-across-u-s%2F
Imagine what could be accomplished in this Georgia district if every day were Monday.
Stupid School Reformer Tricks
Although TCC doesn't much care for charter schools, the constant drama surrounding them has done a lot to expose the true priorities of the education establishment. Here is a brief vignette from the long running soap opera known as "As the Charter Turns":
The future of charter schools in New York hangs on negotiations between City Hall and teachers union President Michael Mulgrew. This is perverse.
The United Federation of Teachers is fighting to limit the growth of charters even as the state's application for as much as $700 million in federal Race to the Top money demands letting the number of schools expand.
Mulgrew's strategy has been to give the nod to upping the charter cap while trying to make it all but impossible for a sponsor to open one of these privately run, publicly funded academies. For example, by creating barriers to moving a charter into unused space in a public school building.
Although the city's charter schools have almost universally racked up amazing achievement gains, the UFT resists them because most are not unionized. And the more successful charters have become, the greater the resistance has grown...
http://www.nydailynews.com/opinions/2010/05/22/2010-05-22_saturation_point.html
The "problem" is that the demand for non-unionized charters has grown to the point in some areas that it threatens the existence of the unionized fiefdoms of our highly trained education professionals. You see, as TCC said, it's just a question of priorities...
What About Socialization?
Only people with cognitive deficiencies still ask this question of homeschoolers.
Nevertheless, it is important for homeschool families to be aware of the valuable "socialization" experiences that their children are missing...you know, so they can somehow compensate for their children's lack of the rich and valuable social interaction provided by our highly trained education professionals in their government schools.
Those zany kids at La Quinta High School near Palm Springs invented a merry little game called “Beat the Jew” :
Seven La Quinta students recently played the game — which involves players called ‘Nazis’ chasing and trying to capture a runner designated as a ‘Jew’ — off campus and after school, authorities said....
In California, holding a cross is a hate crime; but playing a game in which the good guys are the Nazis is just a frolicsome diversion:
Investigators determined no hate crime was committed by the game-players.
The district has nearly completed its investigation and may consider disciplining some of the students...
In other words, the district couldn’t get involved when the kids were playing Beat the Jew. They will, however, speak out against threats against a student. No public school wants to lose a student—that costs the district money.
To clarify the nature of this “game”: the Jew runs down Highway 111 to a checkpoint and the Nazis catch up to him, tackle and capture him.
The district initially tried to hide behind the 1st Amendment, making another excellent argument in favor of home schooling. No doubt ensuring the freedom to practice mindless anti-Semitism in taxpayer funded schools is exactly what Thomas Jefferson had in mind.
http://joytiz.com/2010/student-who-outed-beat-the-jew-game-threatened/
Well, you really don't expect our highly trained education professionals to do anything to reduce their capitation funding, do you?
Besides, for those of you who would like a more "nuanced" discussion, these highly trained education professionals may have seen some educational value in the game - learning about WWII, National Socialism, and all that.
But... "Beat the Jew" is not the only new development in government school social life. Here we learn about "sack tapping":
A dangerous game known as "sack tapping", which involves punching the groin, has led to one young Minnesota teenager having his right testicle amputated.
David Gibbons,14, was changing classes at Crosby Ironton High School in Minnesota when he was punched in the groin in a game known as "sack tapping."
His mother, Christy Gibbons, told KARE: "One o'clock in the morning he woke me up and told me he was in excruciating pain." David was soon after in St. Joseph's Hospital in Brainerd having his right testicle amputated.
"This may be called a game, but it's not a game. It's dangerous and it needs to stop," warned Christy.
Brainerd urologist Dr. Scott Wheeler said he now performs three to four surgeries a year after "sack tapping" games go awry and testicles are ruptured or other injuries to the groin result. He sees dozens of boys with less severe injuries not needing surgery...
http://digitaljournal.com/article/292945
Perhaps, unbeknownst to the public, this "game" reflects an alliance between our highly trained education professionals and Zero Population Growth. In any event, it would appear that parents who are sending their children to government schools really don't want to be grandparents.
Our Miss Brooks Doesn't Work Here Any More
(and she never really did)
Few things are more frustrating to TCC than the persistent, ridiculous notion that government school employees are noble, selfless, education professionals whose only concern is the best interest of students. The story about charters in New York State should do something to dispel that, but it doesn't begin to reveal what our highly trained education professionals are increasingly like:
Parents at Coconut Grove Elementary School are calling for the ouster of Principal Eva N. Ravelo this week after she told a parent in an e-mail to "eat sh-- and die."
The controversy, which is now under review by the Miami-Dade County school district's central office, started Monday. Abigail DuBearn, a member of the school's Educational Excellence School Advisory Committee, or EESAC, had asked Ravelo and other council members whether student representatives of the committee "could be notified today and be invited to attend and participate'' at Monday's meeting.
Ravelo, 44, then replied to DuBearn's e-mail with the message: "Advise her to eat sh-- and die." Ravelo spelled the swear word as it appears here — without the last two letters.
Maria Orjeda, the school's reading coach, who spoke on behalf of Ravelo, said the principal meant to send the e-mail about DuBearn to her assistant principal, Ramón Dawkins, instead of DuBearn.
DuBearn could not be reached for comment Thursday.
"Ms. Ravelo takes full responsibility for the mistake. She apologized to Mrs. DuBearn on Tuesday," Orjeda said.
The principal, who is still running the school, has been instructed not to speak with the media... http://www.sun-sentinel.com/news/local/florida/fl-principal-obsenity-miami-20100513,0,7428630,full.story
So much for the claim that our highly trained education professionals truly value parental involvement...
I know, I know, NPR listener, it's just AN ISOLATED INCIDENT. Well, actually not. TCC could be filled with story after story about vulgar behavior by the highly trained education professionals to whom our children are entrusted, including systematic data about sexual harrassment and molestation of children by said "education professionals".
Unfortunately, sometimes percentages and general descriptions do little to motivate people to think. After all, because we have good reason to believe that the sexual abuse of children by highly trained education professionals and other government school employees is about 100 times worse than the so-called "Pediphile Priest Scandal" (search for Prof. Charol Shakeshaft and Hofstra), we would have expected that parents long ago would have rescued their children from government schools, but they haven't.
You would also think that because government schools are increasingly adopting "sex education" curricula being pushed nationwide by TFOKJ that are effectively "grooming" children for pediphiles that they would be rescuing their children this very moment. But they aren't.
So, you sophisticated, nuanced folks will just have to suffer through examples that illustrate the reality behind the "data-points".
Detroit Discovers One Cause of Illiteracy
Continuing with our "reality behind the data-point" theme, here is a useful report because it comes from one of the largest school districts in the nation and points out that the rot, contrary to what some try to claim, goes all the way to the top.
DETROIT -- School board members refused Friday to reinstate the group's former president, who resigned a day earlier following allegations he fondled himself repeatedly in front of the district's general superintendent.
The board members gave Otis Mathis a letter stating his request for reinstatement has been denied.
Vice President Anthony Adams said Friday that Mathis submitted a letter of resignation to the board Thursday afternoon -- the same day district Superintendent Teresa Gueyser filed a complaint of improper behavior.
Gueyser alleges that during a meeting in her office, Mathis had his hands down his pants and was fondling himself for 20 minutes.
"During the discussion, President Mathis began to stroke his genital area with his right hand," Gueyser wrote....
Gueyser said this was not the first time Mathis has behaved improperly. She said she has had to leave meetings before and refuses to shake his hand because of similar incidents.
"This is the usual habit of President Mathis during any private meeting with me before he became President of the Board of Education and after."
http://www.clickondetroit.com/community/23950730/detail.html
This isn't the first time Mathis has graced TCC. Regular readers will remember that this spring it was revealed that this very same Otis Mathis, the man who heads the board of an enormous school district, was reported to have graduated from high school with a .98 grade point and later spent 15 years at Wayne State, where he was described as a virtual prisoner unable to graduate.
Why? Because he is nearly illiterate, as became apparent when he inexplicably sent out a mass email filled with sentences like this:
Do DPS control the Foundation or outside group? If an outside group control the foundation, then what is DPS Board row with selection of is director? Our we mixing DPS and None DPS row's, and who is the watch dog?
http://www.detnews.com/article/20100304/OPINION03/3040437/1132/sports0202/DPS-leader-s-bad-writing--Wrong-message#ixzz0tgGSEcNj
At least now we know why Mathis didn't have time to learn to read and write.
That's a wrap for this edition of The Continuing Collapse. So, TCC bids you a fond adieu and asks you to:
REMEMBER:
1. Feel free to circulate The Continuing Collapse.
2. If you aren't hearing about at least some these government school problems from your pastor, why is he your pastor?
3. FRIENDS DON'T LET FRIENDS SEND THEIR CHILDREN TO GOVERNMENT SCHOOLS.
“I had a motive for not wanting the world to have a meaning; consequently assumed that it had none, and was able without any difficulty to find satisfying reasons for this assumption. The philosopher who finds no meaning in the world is not concerned exclusively with a problem in pure metaphysics, he is also concerned to prove that there is no valid reason why he personally should not do as he wants to do, or why his friends should not seize political power and govern in the way that they find most advantageous to themselves. … For myself, the philosophy of meaninglessness was essentially an instrument of liberation, sexual and political.” (Aldous Huxley [evolutionist, leftist, and grandson of T.H. Huxley, known as "Darwin's bulldog"]: Ends and Means, pp. 270 ff.)](26_The_Continuing_Collapse__June_July_2010_files/shapeimage_2.png)
For I rejoiced greatly when the brothers came and testified to your truth, as indeed you are walking in truth. I have no greater joy than to hear that my children are walking in TRUTH
-3 John 3,4 ESV
