Why would a group of supposedly educated Americans propose to teach this negatively biased viewpoint to the next generation of Americans? The only rational explanation for this “truth” is that the authors have an agenda that this history supports.
The only agenda that makes sense when presented with this “truth” is that the authors desire to prevent the students from being exposed to the real truth that America and Americans are truly exceptional in absolute terms and when measured against the tide of history – rather, that Northern European bigots created this nation and that the value of individual thought is not as important as the value of protected-classes and “group-think”. These beliefs, of course, are right out of the contemporary progressive/ liberal playbook.
Today the detachment of the progressive/liberal Democrat Party from the truth is truly breathtaking – bordering on a detachment from reality. How else to explain the Democrat Speaker of the House’s claim that “we have to pass the bill (The Affordable Care Act) before we can find out what’s in it”; or the Democrat President repeatedly saying “if you like your doctor, you can keep him…” when he knew that was not the case; or the Obama administration spokespersons telling the American people that the (southern) border is “as secure as it has ever been” when tens of thousands of illegal alien women and children (they can’t even call them “undocumented workers” any more) from Central America and Mexico are flooding across that border every month – not to mention the crazed jihad against the man who defeated the anointed but, irredeemably flawed, Hillary Clinton.
If you think the foregoing is a preposterous thesis, you are not joined by real anti-Americans in the real world who believe the PLDC could be a natural ally. Consider this:
According to newspaper columnist Bill Gertz;
“Cuba’s communist-led intelligence services are aggressively recruiting leftist American academics and university professors as spies and influence agents, according to an internal FBI report.
Cuban intelligence services “have perfected the work of placing agents, that includes aggressively targeting U.S. universities under the assumption that a percentage of students will eventually move on to positions within the U.S. government that can provide access to information of use to the [Cuban intelligence service],” the five-page unclassified FBI report says.
It notes that the Cubans “devote a significant amount of resources to targeting and exploiting U.S. academia.” “Academia has been and remains a key target of foreign intelligence services, including the [Cuban intelligence service],” the report concludes.
One recruitment method used by the Cubans is to appeal to American leftists’ ideology. “For instance, someone who is allied with communist or leftist ideology may assist the [Cuban intelligence service] because of his/her personal beliefs,” the FBI report, dated Sept. 2, 2014 said.”
Finally, have any of the truths discussed above ever been taught in our public schools? Not a chance! The all-out war on the truth is becoming truly dangerous for the People who can no longer trust their federal government, their press, their media or their universities.
Oddly enough, even the teacher’s unions agree (sort of) that public high-schools do not prepare enough students well enough for a successful college career. A recent Vanderbilt University study concluded that comparing all college graduation rates is not fair because it would “…punish a college and its students (mostly from public high-schools who have a predominant minority student body with attendant adverse socio-economic factors) on the basis of pre-college factors that the college has no ability to control.”
Coincidentally, Tennessee’s Republican governor and Republican dominated legislature also agree, recently converted all of the state’s community colleges to a “tuition free” status to encourage students from the public high schools to start their college careers at the community college level in order to reach the necessary academic skill level to attain their degrees in their final two years at the state’s traditional four-year universities.
The effect is to extend high-school to six years, to devalue the four-year college curriculum and to necessitate that students who want a useful education must do so in graduate school – essentially equating the modern master’s degree to the traditional baccalaureate degree. But, even that is not enough. Students still balk at the cost of books and materials, transportation, cafeteria food and any other incidental fee. They’re not satisfied with “tuition free”, they demand “absolutely free”. And so goes the welfare mentality.
One of the most renowned high-schools in the country is the University School of Nashville on the campus of Vanderbilt University up in our state capital. It was founded 100 years ago by Thomas Anderson as the Peabody Demonstration School for teachers in college to gain experience actually teaching children. Alexander wrote;
“Wherever possible, responsibility is thrown upon the pupils for the general outcome of conduct. Good discipline is not external control. It is classroom atmosphere and spirit determined in large measure through sympathetic insight on the part of the teacher and mutual understanding.” His original vision was; “Our greatest concern must be for what the child is – and is becoming – day to day rather than in what he just knows.”
Could anyone successfully argue that this is the prevailing atmosphere in the American public-school system today? I think not. Perhaps you’re still skeptical. Then consider this.
Have you ever watched TV’s late-night comedians’ man-in-the-street interviews of young Americans about current events and cultural topics? These interviews are not only popular but enlightening. What they reveal is, perhaps the most ignorant and/or uneducated and/or uninformed generation in our nation’s history – frighteningly incapable of critical or rational thought – or of casting an informed vote. How did they get this way?
Data suggests it was because they were exposed to the American public-school system and by being connected to other educational victims by the social networks on the Internet. It appears that the more connected they are, the more ignorant they become because they don’t have the educational filters that come with knowledge and education.
However, of all of the arguments cited above, the real tragedy in public education is that the system takes in all of these beautiful, innocent children – who instinctively understand right from wrong and good from evil and, by the time they reach their majority, we have screwed them up to the point where they no longer recognize the difference. The blame for that is entirely on the public education system’s moral relativists and their situational ethics and secular humanism which, as we have seen, is not only intellectually wrong, it is a lie – as is any evidence that we are producing educated citizens.
Although not a conspiracy, this pop-philosophical and political movement has mutated into a cancer on the body politic and metastasized in the federal government, the press/media, academia, the courts, the public-school unions and the infotainment world. Like any cancer, it must be surgically removed and subjected to the bright light of radiation and the toxicity of the truth.
If all this is not enough, most urban high-schools in America can now be classified as war zones where teachers and administrators work in an atmosphere of fear and intimidation from their students – not all of them, certainly, but enough so that teachers frequently place their desks next to the classroom door so that they can ESCAPE from violence or the threat of violence from their students! Don’t believe me? Read on.
“Traditionally, society regards schools as safe havens for, students and staff members. But the truth is, the landscape depicts significant physical violence and verbal threats in schools throughout America and beyond. Violence aimed towards teachers in public-schools is a silent epidemic plaguing the educational system.
The serious assault incidents against teachers are alarming and this has been regarded by the educational establishment as an occupational hazard in the workplace. However, there seemed to be reluctance among education authorities in addressing the [fundamental] causes, and while they are hesitant, teachers become severely stressed and competent experienced teachers are leaving the system in droves.
When attempting to understand the implications [and the insanity] of violence against teachers and its assortment, there is a need to define violence against teachers. Violence is the use of physical force, particularly the type of physical force that is used with malice and/or attempting to harm another.
Workplace violence is assault which involves any aggressive act of hitting, kicking, pushing, biting, scratching, or others such physical or verbal attacks directed towards the teacher. Violence against teachers is the exertion of physical force to harm that teacher and that teacher not receiving any support whatsoever by their organizations [my emphasis].
Though it is claimed that violence is not tolerated in public schools, it appears all too clearly that teacher safety is not a major concern. Teachers are at greater risk of assaults that do not involve weapons. The ratio of simple assaults to aggravated assaults against teachers tripled that of other type of workers interviewed for a recent survey.
Students commit most threats and assaults on teachers and, to a lesser degree, parents threaten and assault teachers. Violence against teachers is the actuality of terrorization, threats, attacks, or property of a public-school employee deliberately damaged in circumstances resulting from activities within the school. While there is a wide array of writings which focus on violence against the students, the texts on school violence against teachers is very restricted.
Although rare, studies on violence against teachers show that this kind of violence is not uncommon. Thus, in a study conducted in 48 of the 50 States, the ATPATF (The American Psychological Association Task Force, 2011), has shown that 80% of teachers had reported being intimidated, harassed, assaulted, or otherwise victimized by a student, of which 94% have experienced insults from their students, 44% in a combination with a physical attack, and 50% theft or property damage (APA 2011; Espelage et al., 2013). [By the way, this exceeds the published sexual-assault rate!]
When a 16-year-old student slammed a metal trash can onto high-school teacher Philip Raimondo’s head, it did more than break open the history teacher’s scalp, knock him out, and send him bleeding to the floor. “It changed my whole world,” Mr. Raimondo said about the attack in the school where he taught for 22 years.
Raimondo, who taught in Buffalo, NY, was diagnosed with post-traumatic stress disorder and thought about suicide after suffering a concussion and other head injuries that required 32 staples and more than 40 stitches. Unable to return to teaching, the history teacher who coached cross-country, girls’ basketball and softball remains in therapy and on medication today, nearly 10 years later.
“I trusted kids,” Raimondo said, becoming emotional as he told the Associated Press his story for the first time. “I loved what I did. For 22 years, that was my identity.” His attacker, one of two girls he had stopped from fighting, pleaded guilty to assault and was sentenced to up to six months in jail.”
“A teenager who raped and killed his high school math teacher was sentenced to life in prison with eligibility for parole in 40 years. The 2013 slaying of Danvers (MA) High School teacher, Colleen Ritzer by Philip Chism was “brutal and senseless,” Salem Superior Court Judge David Lowy said as he pronounced the sentence.
“Colleen Ritzer lived a life of quiet heroism,” Lowy said. “The crashing waves of this tragedy will never wane.” Chism was 14 and newly arrived from Tennessee when he followed the 24-year-old Ritzer into a school bathroom, strangled her, stabbed her at least 16 times and raped her. His lawyers argued he was mentally ill, a contention rejected by the jury.
Experts say the phenomenon of student-on-teacher violence is too often ignored. “There’s some reluctance to think that the teaching profession can be unsafe,” said Dorothy Espelage of the University of Illinois. Dr. Espelage, an educational psychology professor, recently headed the national task force on classroom violence directed at teachers.
Of the 3,000 teachers surveyed, 44 percent reported physical offenses including thrown objects, student attacks and weapons shown, according to the American Psychological Association Task Force on Violence Directed Against Teachers, which conducted the national web-based survey.
The group found that little has been done to try to understand or prevent such incidents despite the potential implications on teacher “retention and student performance”, among other things. I would say that “teacher survival” is a much more critical concern.
So, it is no surprise that according to the U.S. Department of Education, citing a 2012 school safety report, about four percent of public school teachers reported they had been attacked physically during the 2007-08 school year. Seven percent were threatened with injury by a student. The staggering difference in results reported by the government leads one to believe that it is a deliberate attempt to officially justify their head-in-the-sand approach.
But the deaths, one day apart, of Nevada middle-school math teacher Michael Landsberry, who was shot on a basketball court by a suicidal 12-year-old, and Massachusetts high school math teacher Colleen Ritzer, have brought the issue to the forefront.
The task force recommended creating a national registry to track the nature and frequency of incidents, saying this would help develop plans for prevention and intervention. It also suggested that all educators be required to master classroom management before they are licensed to teach. [How does one manage violence in a classroom?]
The National Education Association, the largest teachers’ union, has reported anecdotal incidents of teachers being struck with a computer keyboard and of being “body slammed.” One had hearing loss and blurred vision from a tossed M-80 explosive, the union said.
But, in another classic example of PLDC insanity, NEA President Dennis Van Roekel said that while school campuses remain safe places, more attention and resources should be directed at diagnosing and treating mental health issues and training educators in classroom management and safety. “The big key is prevention,” Van Roekel said.
At the same time, amazingly, the National Teachers Hall of Fame has begun raising funds for a granite memorial to fallen educators, to be built in Emporia, Kan. They apparently fell in “safe” schools trying to manage to stay safe from student violence.
“The reality is, it can happen anywhere,” said Columbia High School Principal John Sawchuk, who in 2004 found himself wrestling a 16-year-old student for the loaded shotgun the boy used to wound a teacher in his East Greenbush, NY school.
“That was the most terrifying moment of my life, something I will never forget,” Mr. Sawchuk said. “I kept thinking, if I let go, he’s going to kill me.” “You never really get over it. You try to learn from it,” said Sawchuk, who added security officers, stepped up emergency drills and has stressed heightened vigilance since the shooting. “We don’t leave a stone unturned anymore,” he said.
Diagnoses of post-traumatic stress disorder are not uncommon for victimized teachers, given the generally peaceful profession, said Gerald Juhnke of the University of Texas at San Antonio, an expert on the disorder. “Teachers don’t carry guns or badges,” Dr. Juhnke said. “Teachers believe that they’re safe in their environments for the most part, so when they experience violent behavior or threats it shakes them to the foundation – because they are there to help students.”
Equally as ignorant and troubling is this statement from Richard Iannuzzi, president of New York’s largest teachers’ union, who said lesser disruptions from disrespectful students – mouthing off or refusing to take off a headset – are more troubling to teachers on a daily basis than is the threat of physical violence. Teachers know what to do in those cases, he said. That’s not always true when things escalate.
“When I worked in prisons, you had a panic button,” Juhnke said. “Schools typically don’t have that.” It might be helpful to remember that prisons have armed guards and prison cells for violent offenders. Schools don’t have those either.
Baltimore teacher Jeff Slattery struggles with fear every day. He literally has to force himself out the door as he heads to his classroom. In December 2010 at Baltimore Community High School Slattery stopped a student without a hall pass. The student got physical. Slattery let him go.
“He walked down the hallway, I turned around and went back to my classroom and he came up from behind me and once I was on the ground, he’s basically standing on top of me. He struck me multiple times. When my jaw broke, I went unconscious and I don’t remember anything after that.” The Social Studies teacher later learned it took four teachers to pull the student off him. [That is psychopathic behavior by an individual who, I guarantee, was passed along from grade to grade by school administrators who knew he would be trouble]. Slattery’s broken jaw was wired shut for weeks.
Slattery’s assault by a student was just one of seven hundred that school year in Baltimore City Public Schools where its own data shows an average of four school personnel were assaulted each day in 2010. That average has held true through the past five school years with a total of nearly four thousand assaults by students on personnel – with increases in the last two years. Baltimore is one of the relatively few systems that have regular reports on such incidents.
Teachers across the country are experiencing alarmingly high rates of student violence and harassment while at school. Yet, there are surprisingly few studies of the numbers and frequency of these incidents. The reporting requirements at the school, local, state and national level are either non-existent or routinely ignored.
The anemic official response to the increasing pattern of violence puts teachers in position of being victimized by the system rather than protected by it. In fact, the teachers’ union response to the Slattery attack in Baltimore was simply to encourage teachers to voluntarily fill out a form if they get attacked.
In a school district near St. Louis, teachers have had pepper spray and dog repellant sprayed in their faces. A 325-pound high-school student in Houston knocked out his 66-year-old female teacher. Nationally, an average of 1,175 teachers and staff were physically attacked each day of the 2011-12 school year. Philadelphia schools employ close to 400 school police officers and has the same results as other urban centers.
Of course, unrecognized in all of this data is the fact that most teachers at the local level are women so, the alleged champions of “women’s rights” – the PLDC and its minions at the national teacher’s unions – could not be more hypocritical because of their deliberate efforts to downplay this issue of physical and psychological violence against women teachers.
State governors, city mayors and legislators should lead the charge to demand more comprehensive and accurate reporting of this threat to teachers as well as prompt punishment for offenders in order to provide teachers and their students with a safe working and learning environment. The teachers’ unions should be demanding action, yet there is mostly silence from those progressive/liberals who loudly claim to represent the interests of teachers who are being assaulted daily in American classrooms.
Some reporting requirements are already in place but are obviously ineffective. School violence directed at teachers is grossly underreported, with “official” national records (as we have seen) claiming only 7% of teachers have been subjected to threats or violence. Other reports indicate a number much higher – in the 15-25% range. Even at 7% there would be about a quarter-million teachers subjected to threats and violence each year. That number should be zero!
Additionally, there is clearly an effort to hide the problem, whether it is the direct or indirect efforts of principals to discourage teachers from leaving a paper trail, the threat of reprisal that intimidates teachers into silence, or bureaucrats who reduce the number of reported incidents and then claim the threats and violence are receding simply because there is a lack of punishment, or the local press/media, some of whom have come out of such environments and who simply fail to do their job.
For example, in 2012 the Bibb County, GA school system dramatically reduced its use of evidentiary hearings that lead to expulsions, suspensions and other tough punishments for students with repeated discipline problems. One result is that more of these students remained in the classroom, often creating difficulties for teachers and other students.
Bibb County claimed that the number of “evidentiary hearings” for student misconduct had dropped from 772 during the 2010-11 school year to just 116 during the 2011-12 school year and showed “progress” in protecting teachers. Expulsions dropped from 223 to 28, and permanent expulsion and corporal punishment were eliminated!
So, things must be better in Bibb County, right? Not according to teachers and administrators who say they have been discouraged from – or even punished – for sending students to the office or requesting disciplinary hearings. They are not just fearful of their students; they also fear retaliation from principals and school officials for speaking up!
Safe Havens International, a consulting firm hired by Bibb County to evaluate school safety, determined there was a “pervasive” problem of underreporting the violence and threats targeted at teachers. The numbers of reported incidents in Bibb Count HAVE gone down. But, is it because the schools are safer for teachers or because the actual level of violence is being covered up and underreported? The same pattern is seen all across the country…violence is up but the “official” reports tell another story.”
Children cannot learn in an environment of fear. When the authority figures in our schools are abused and threatened with impunity, kids do not feel protected and lose their focus and their respect for the system that cannot even protect the adults.
It is past time for our nation’s Governors to ensure that our schools are safe environments for learning, which means addressing this largely hidden crisis in our schools. Covering up the problem won’t fix it and is a moral abrogation of responsibility on a grand scale. It is, in fact, criminal – as in “accessory after the fact to” violence. And again, what lessons are the always observant children learning? How about; “Authority figures in our institutions are worthless people, not worthy of respect or protection.”
“These conditions exist primarily in the poor, minority sections of our urban centers. Since the school populations in these schools is primarily minority and the teacher population is primarily white, there is a significant racial component to this issue. If all you knew about racial violence came from the protestors at a Manhattan Sunday brunch, you would know that black people are victims of relentless white violence.
In the real world of Colin Flaherty, author of ‘Don’t Make the Black Kids Angry’: The hoax of black victimization and those who enable it., black mob violence and black-on-white crime are astronomically out of proportion. Especially in schools. Especially directed at teachers. Let’s start in Monroe, Louisiana. Facebook videographer “Tanglewood Hard Hitta” transports us into the middle of a few dozen black teenage girls fighting and screaming.
Teacher’s aide David Payne was trying to break it up when Ryan Marquez Gix took a running start at Payne, all the while slipping into a set of brass knuckles. Then from behind, he bashed Payne in the face. Unlike us watching the video, Payne never saw it coming. He woke up in the hospital, lucky to be alive, with his skull fractured in three places and bleeding on the brain.
Over in Yonkers, NY, just north of New York City, a ninth-grade black student attacked a white teacher, on video The substitute teacher did not get a skull fracture, but he is pressing charges. He better be careful or he’ll be fired. Next time: More violence against teachers.