Liberty is an inherently offensive lifestyle. Living in a free society guarantees that each one of us will see our most cherished principles and beliefs questioned and in some cases mocked. That psychic discomfort is the price we pay for basic civic peace. It's worth it. It's a pragmatic principle. Defend everyone else's rights, because if you don't there is no one to defend yours. -- MaxedOutMama

I don't just want gun rights... I want individual liberty, a culture of self-reliance....I want the whole bloody thing. -- Kim du Toit

The most glaring example of the cognitive dissonance on the left is the concept that human beings are inherently good, yet at the same time cannot be trusted with any kind of weapon, unless the magic fairy dust of government authority gets sprinkled upon them.-- Moshe Ben-David

The cult of the left believes that it is engaged in a great apocalyptic battle with corporations and industrialists for the ownership of the unthinking masses. Its acolytes see themselves as the individuals who have been "liberated" to think for themselves. They make choices. You however are just a member of the unthinking masses. You are not really a person, but only respond to the agendas of your corporate overlords. If you eat too much, it's because corporations make you eat. If you kill, it's because corporations encourage you to buy guns. You are not an individual. You are a social problem. -- Sultan Knish

All politics in this country now is just dress rehearsal for civil war. -- Billy Beck

Monday, March 18, 2019

Why You Need a Gun

From Facebook:
A couple years ago I was working security at a bar in northern Virginia. I overheard a table of college kids arguing about gun rights and gun control and it was getting far too emotional so I did what any sane combat veteran would do and attempted to exfiltrate. I must not have withdrawn as surreptitiously as I intended, because I was stopped in my tracks when a 5-foot-nothing brunette seemingly leapt in front of me and blurted out "excuse me, can you help us?"

I'm sure I must have looked irritated as I cycled through the possible quips and excuses I considered available to me but being uncertain that she wasn't some Senator's daughter, I caved: "What's up?"

She basically leads me to this table of 2 other females (probably both named Karen) and a very soft looking male.

Becky: "So, we were just talking about current events and, you know. So, you look like you're probably in the military, right? Like the Army?"

(When you accuse someone of being in the military you probably don't need to give an example)

Me: "Similar.. yea"

Becky: "Right. Okay. So, do you think civilians should be allowed to own guns?"

Me: "Most of us. Yes."

Becky: (clearly not happy with my answer) "Okay, so, why do you think you need a gun?"

(At this point it's almost 2am and I've just given up on patience. Hold my beer)

(With intentionally overt condescension): "Oh, honey, I don't. I don't need a gun."

Becky stares at me blankly, so I continue, but with a more serious tone:

"I could follow you home, walk up your driveway, and beat you to death with the daily newspaper.

I could choke you to death with that purse.

I could take a credit card, break it in half, and cut your throat open with it.

With enough time and effort I could beat your boyfriend here with a rolled up pair of socks.

I could probably dream up six dozen other ways I could easily end your life if you gave me an hour or so.

If I wanted to, I could wrap my hand around that beer mug and kill all four of you before you could make it to the exit. The worst part is, in your utopian little fantasyland, there ain't a thing any of you could do about it.

I don't need a gun.

You need a gun.

You need a gun because of men like me."

Call me a jerk, but if you want to keep your guns, these are the conversations we all need to start having.

Monday, March 11, 2019

Meanwhile in (Formerly) Great Britain...

Turn off your sound (fvcking autoplay...)  Defence secretary Gavin Williamson says military 'ready to respond' to knife crime crisis
The UK armed forces “stand ready” to intervene in the knife crime epidemic, the defence secretary has said.

Gavin Williamson said military personnel “would always be ready to respond” to calls for help while the Ministry of Defence “always stands ready to help any government department”.

No request has yet been made, Mr Williamson said during a question-and-answer session on Tuesday night.

He added: “I know that the home secretary is looking very closely at how he can ensure that everything is done to tackle this problem at the moment.”

Cressida Dick, the Metropolitan Police commissioner, had said she would be willing to bring in troops to support her officers as they battle a spate of stabbings.
So, after making possession of pretty much any weapon for the purpose of personal defense illegal, after making it legally risky to actually defend yourself or someone else, even with nothing more than your fists, serious violent crime in the UK has risen to levels requiring ARMED MILITARY TROOPS ON THE GROUND.

This is my shocked face....

Friday, February 22, 2019

Quote of the Day - Education Edition

Victor Davis Hanson from his recent speech Two States of California (worth your time BTW):
When I went in (to the California State University system) in 1984 as a professor of Classics, the remediation rate - that was a fancy term for those who are admitted into the CUS system, the largest university system in the world, well over a quarter-million students - was 32%, and the graduation rate in four years was 51%. When I left 23 years later the remediation rate was 55% and the average for SIX years graduation was 49%.

How did California solve that problem? They just got rid of the word last year called "remediation." So rather than saying 60% of the students who entered the CSU system cannot take a college class because they don't qualify to be there in the first place and therefore you have remediated class - we used to call them "Bonehead English" and "Bonehead Math" - and you don't get college credit for it, we don't call it remediation anymore and they solved the problem. There's zero remediation now.

But believe me, if we're going to build a high-speed rail, who is going to pilot it? Who is going to engineer it? Somebody who is remediated?

So after saying that, to emphasisze this idea of schizophrenia, I go over to the coast and I'm at Stanford University. Last year the London Times Higher Education supplement - and was confirmed by the University of Tokyo - rated the greatest universities supposedly in the world. You'd think they'd all be Japanese and British since they were doing the surveys. Number one - CalTech. Number two - Stanford. Number four - Berkeley. Number ten - UCLA. Number fifteen - USC. FIVE of them were from California. California had more top universities than any other NATION except the United States, and yet it has a public school system where just 60% of people can't read or write. It's the same state, believe me.
See also this post from December of 2004.

Sunday, February 17, 2019

Health Update

I meant to do this a while back, but I've been busy and not particularly motivated to write.  Because so many of my readers obviously are interested in my health - you guys overwhelmed me with your donations - I thought I'd let you know how things are going.

I had my four month, 4,000 mile lube, oil change and tire rotation at Mayo earlier this month.  My A1C (90-day average blood sugar) was 4.2 - the minimum "normal" range - so I'm no longer diabetic.  My cholesterol, both good and bad, is excellent.  So is my blood pressure, though it drops pretty low from time to time when I'm standing and not moving around much.  My weight has stabilized at about 210lbs., a weight I haven't seen since I was about 19.  And my "low-mileage pre-owned Lexus" liver is functioning perfectly. 

That's the good news.  The bad news is, my kidneys are running at about 20% efficiency, and they don't appear to be coming back.  I'm anemic, and apparently will remain so until I get a functioning kidney.  Until then, I'm on dialysis 3.5 hours a day, three days a week.  I'm going to have fistula surgery on March 1, and about 6-8 weeks later it should be usable.  Some time after that, the catheter in my chest will be removed, and I'll be able to shower again without having to put a tarp over it.

My medical insurance company has approved me for a kidney transplant.  Now I have to go back up to Mayo for two or three days for further tests as part of the transplant evaluation.  However, because I recently received a liver, this moves me up the transplant priority list.

If this keeps up, I'm going to be the Six Million Dollar Man without the super-strength or the telescopic eye.

Anyway, there you go.  Thanks for being interested.

Saturday, February 16, 2019

Quote of the Day - Sarah Hoyt Edition

I think the vast majority of people don’t feel the need to work above a subsistence level and that those of us who do are the mutants. - The Right to Go to Hell

Friday, February 15, 2019

Arguing With a Leftist

The writing bug is starting to bite again, so you may see some new content here, including (eventually) a mega-überpost I started back in October of last year, but for now just this little piece.

A few days ago someone at Quora tagged me with the question:
If both conservatives and liberals love USA, why there are such hostility and lack of trust towards each others?
I left an answer, but someone else left this one:
As a former Right turned Left, I assure you all there are smart and well educated people on each side. The difference is largely in an assumption or two.

The Right assumes people deserve and have a right to whatever assets they have, whether earned or given by prior generations. And this includes land, food, natural resources, water, etc.

The Left believes luck plays a big part in how wealth is currently distributed. They believe every human deserves some minimal share of water, food, clean air, and resources required to live. They point out that every business owes some of its success to the hard and soft infrastructure provided by governments.

I think I am being fair to both my former and current views here. All differences in political philosophy derive from the above.

I changed because I figured out I am a Liberal. Imagine a game of Monopoly where one player is given a pile of money, properties, houses and hotels by his father, along with some good game advice. The other players start with a few bucks and don't know what the rules are when they start out. Liberals don't think this is fair, Conservatives do.
I left this comment with the (forlorn) hope that it might generate a debate:
“Liberals don't think this is fair, Conservatives do.”

I disagree. We both agree it’s not fair. The difference is that Conservatives understand that the world is not fair.

“(Liberals) believe every human deserves some minimal share of water, food, clean air, and resources required to live.”

Conservatives know that the world owes us nothing. Liberals think they can make the world fair. All they need is the power to make it so.

Conservatives understand that the kind of power needed to “make the world fair” always ends badly.

Always.
Result? Crickets.  But I'd like to go ahead and unpack this - fairly accurate, I think - definition of the modern-day "liberal," née "Progressive."

The progressive complains that the world is not fair. They're absolutely right - it isn't. They believe that the Right thinks it is fair - we don't, but we understand that all the wishing in the world won't make it fair. Because they think the unfairness can be corrected, and the Right is opposed to making this correction, we're evil. That's where we part company. (There's more to it than that, but this I think is the fundamental disagreement.)  There's a disconnect at the very foundation of the ideological split between the two philosophies, and it goes back decades if not centuries.  After all, Kipling's The Gods of the Copybook Headings was published in 1919, just shortly after the Russian Revolution.

The fundamental split is that one side thinks that - given sufficient power (in the right hands, of course) - the world can be made fair.  That there doesn't need to be winners and losers. (Thus "participation trophies" and sports "games" where no one keeps score.) That it is the job of "society" to make everyone absolutely equal.  The other side believes that the world is fundamentally unfair and it's up to the individual to overcome that inherent unfairness.

Let's look a the literature throughout history.  Kipling in 1919.  Kurt Vonnegut's Harrison Bergeron from 1961.  George Orwell's Animal Farm (1945) and 1984 (1949).  The Greek fable of the Procrustean Bed from ancient history.  They're all warnings about trying to build Utopia.  What does the Left have?  So far as I can tell, Star Trek from 1966 where they don't use money, everyone has their needs met, and anyone can pursue whatever they like or do nothing at all.  Exactly what Karl Marx promised would be the outcome of Communism in The Communist Manifesto (1848) and Das Kapital (1867) - two other fantasies.   We saw this most recently in Alexandria Ocasio-Cortez's (AOC) "Green New Deal" where she promised "Economic security to all who are unable or unwilling to work." (My emphasis.)

Remember Kipling?
And that after this is accomplished, and the brave new world begins
When all men are paid for existing and no man must pay for his sins,
As surely as Water will wet us, as surely as Fire will burn,
The Gods of the Copybook Headings with terror and slaughter return.

Let's return to our new Leftist's assertion:
The Left believes luck plays a big part in how wealth is currently distributed. They believe every human deserves some minimal share of water, food, clean air, and resources required to live. They point out that every business owes some of its success to the hard and soft infrastructure provided by governments.
And:
The Right assumes people deserve and have a right to whatever assets they have, whether earned or given by prior generations. And this includes land, food, natural resources, water, etc.
What are you to assume from this? That the "hard and soft infrastructure provided by governments" unfairly benefits some, no? And therefore those beneficiaries then owe some of their unfairly gained wealth to those not so fortunate. Am I misunderstanding the "logic" here?

As economist Walter Williams has asked, how much of someone else's property is "your fair share"?  Who decides?  As others have asked, why is robbing someone at gunpoint illegal, but threatening someone with arrest by an armed agent of the government if they don't cough up money not?

This goes back to my constant harping on education.  I ran across this cartoon Facebook today:


Between 100 and 200 million, in point of fact.

Like they teach that these days.

Hell, they don't even teach about the Holocaust these days.  Why would they teach about socialism's other lethal failures?  Instead the schools indoctrinate students in Leftism and the result is that a majority of young people today view socialism favorably.  WaPo columnist E.J. Dionne Jr. recently wrote "Trump's War on Socialism Will Fail."  Of course it will.  The Long March Through the Institutions has worked out wildly better than either Rudi Dutschke, Antonio Gramsci or any of the members of the Frankfurt School could have imagined. (Two people and one organization that the Millenials don't know anything about, either.)

And we're paying for it now.

Many years ago Chris Byrne wrote "There can be no useful debate between two people with different first principles, except on those principles themselves." As illustrated above, our first principles are completely divergent, and there is no debate - useful or otherwise - anymore. Charles Krauthammer's observation that the Right thinks the Left is stupid, but the Left thinks the Right is evil was correct when he made it back in the 1990's, but today the Right is beginning to wake up to the fact that what the Left wants to accomplish - and is willing to use violence to achieve - is evil. When both sides "other" their opponents, can open warfare be far behind?



Quote of the Day - Stephen Green Edition

Once you’ve convinced yourself that your job is to protect the proles from themselves, any foul action you take becomes excusable, or even noble. That’s progressivism in a nutshell.
Yeah, I'm still here.

Thursday, November 22, 2018

Thanksgiving

Considering the fact that I'm upright and still breathing, I have a lot of thanks to give.  I thank all of the people at Mayo who took care of me. I thank my family for supporting and caring for me.  I thank the company I still work for.  And I thank all of you out there who prayed, wished me well, and even donated to the GoFundMe my daughter ran - that was pretty damned humbling, y'all. 

But most of all, I thank my wife for taking care of me throughout the last 23 years - and the last year especially. 

So this Thanksgiving think about all the gifts you have every day - a family to care for and care for you, a roof over your head, food on your table, a job to go to, and - especially - your health.  If you have these things, you are rich indeed.

And a further bit of advice:


Sunday, October 14, 2018

Enemies Foreign and Domestic


Every member of Congress, every elected official, and most Federal employees have to swear an oath before taking office. That oath requires them to swear to uphold and defend the Constitution of the United States against all enemies, foreign and domestic. Every single Democrat who wants to eliminate or circumvent any portion of the Constitution without going through the proper amendment process as established BY the Constitution is by definition a liar, and an enemy of the state.  They have used the Supreme Court to effect the changes they could not get through legislation, and now that power is threatened by the elevation of Judge Kavanaugh to associate justice. If Trump is able to replace Ruth Bader Ginsburg with the Senate solidly in the control of Republicans, the Left will come completely unglued, I think.  As Vanderleun said in my previous post:  "From the Left’s point of view, it’s either accept defeat at the hands of people they truly believe are subhuman or start shooting the subhumans."

Those on the Left have repeatedly bemoaned the fact that the Constitution stands in the way of the "Progress" they are pushing - the Electoral College, for instance, Article II, Section 1, Clause 3.  Want to abolish it?  Amendment process:  Article V. The way they've always accomplished end-runs around the Constitution has been not through the Legislative and Executive branches - their ideas tend to be unpopular and so cannot gather sufficient votes - but through the Federal Courts, and the Supreme Court in particular.  If Notorious RBG is replaced by a strict Constitutionalist, then that avenue will be cut off for the next couple of decades at least.

If you want an example of the "Living Document" perversion of the Constitution, I give you the Fifth Amendment's 'Taking" clause:  "...nor shall private property be taken for public use, without just compensation."  When written, the original public understanding of "public use" meant for roads, sewers, etc. - things the .gov had to do to improve access or services for the people.  Just three Supreme Court cases gutted that.  The first, Berman v. Parker (1954) changed the definition of  "public use" to "public benefit."  In 1984's Hawaii v. Midkiff, Justice Sandra Day O'Connor's first majority opinion, redefined "public benefit" to "fairness."  The outcome was not what was intended. (This is my shocked face.)  The third case, Kelo v. New London (2005) redefined it again to mean "increased property tax revenue."  That one didn't turn out as intended either. In fact, a sitting Connecticut Supreme Court Justice apologized to Suzette Kelo for his vote on the case in the aftermath.

Just three court cases altered the meaning of the "Takings" clause of the 5th Amendment, by redefining the meaning of the words "public use" - that's the "Living Document" process, which the Supreme Court is there to STOP, not enable.  As Justice Scalia once asked,
What is a moderate interpretation of the text? Halfway between what it really means and what you'd like it to mean?
Apparently. One little nibble at a time.

ETA:  See this post from 2011. Howard Dean: "Progressives are the only ones to ensure there is no going back to business as usual. The cooperation between our parties has intensified significantly in the last two-and-a-half years, with regular contact at Congress, Senate, Party and Foundation levels. Efforts have been remarkable on both sides.  The attendance of both President Clinton and myself at the Global Progressive Forum World Conference in Brussels in 2009 I think is eloquent and proves this point very well.  Many common initiatives have been launched."  This announced the Democrat Party as a domestic enemy, as the establishment of a socialist system requires the complete eradication of our Constitutional Republic in favor of a global socialist government.

They are all in violation of their oaths. 


Friday, October 12, 2018

I'm Afraid, Part II

Gerard Vanderleun at American Digest has written a very frightening post entitled "Civil War? If It Starts It Will Be Uglier Than Anyone Can Imagine." Excerpt:
How does it start? Nobody knows but given the misappropriation of power to the USSC, and wholesale cultural revolution that has been imposed through the USSC over the past 60 years, this is likely the flashpoint. Kavanaugh is the primer, and the main charge will be when Trump replaces Ruth Bader Ginsburg. The Left is going to come completely unglued since they know that they will be closed off to cultural imposition through the courts for the lifetimes of everyone in the “back 9” of life.

They will be all-in on the Brown Wave voting them into power, to which DJT is a direct threat.

I’ve tried but failed to recall a single secular-progressive political movement of any note that has accepted defeat at the ballot box and supported the electoral results. Our Sec-Progs are on the cusp of realizing such a defeat.

That’s why I think we are close. From the Left’s point of view, it’s either accept defeat at the hands of people they truly believe are subhuman or start shooting the subhumans.
I have nothing to add at this time, but I will return to this in my next überpost.

Quote of the Day - 4/11/13

From an LA Times Op-Ed by Burt Prelusky:
Frankly, I don't know what it is about California, but we seem to have a strange urge to elect really obnoxious women to high office. I'm not bragging, you understand, but no other state, including Maine, even comes close. When it comes to sending left-wing dingbats to Washington, we're Number One. There's no getting around the fact that the last time anyone saw the likes of Barbara Boxer, Dianne Feinstein, Maxine Waters, and Nancy Pelosi, they were stirring a cauldron when the curtain went up on "Macbeth". The four of them are like jackasses who happen to possess the gift of blab. You don't know if you should condemn them for their stupidity or simply marvel at their ability to form words.


Sunday, September 30, 2018

A Half-Bubble Off Plumb?

Okay, this post is about how I can believe in the power of prayer and still remain a small "a" atheist.

I am alive today, I am completely convinced, because thousands of people who I know and who I am completely unfamiliar with were pulling for me to survive. They prayed, they thought hard, they all wished me to recover.

I cannot believe in a God that allows young children to suffer agonizing death. Nothing in me can find justification for that to occur. Therefore I must believe that whatever "greater power" exists in the universe, it must be unconscious, uncaring, in fact not a thinking being at all. It's just a mechanism inherent in the design,if you wish to call it that, of the universe.

The three laws of thermodynamics state in effect:

You can't win
You can't break even
You can't get out of the game.

Those are the laws of entropy, the measurement of total disorder in a closed system. However if this were factually accurate then stars and galaxies could not form in our universe. All it would have is a cloud of cooling gas. So in localized areas, reversal of entropy is possible as long as the total entropy of the closed system continues to be the same.

Now It gets weird.

In subatomic physics they have broken the components of atoms down to particles called quarks. Each particle has multiple dimensions described by physicists with names like flavor, color, spin, etc. If two such quarks share precisely the same dimensions, as I weakly understand it, and one quark is affected by an outside influence, its matching quark, no matter how far away, responds as if it has received the same influence. It does not matter how far apart the two quarks are.

This is the idea behind Science Fiction's instantaneous communicator. It violates Einstein's "no faster than light" limitation. It means that instantaneous communication across vast distances is possible. It has been tested in laboratories and is freaking out the physics community. It may mean that faster-than-light travel is possible.

Here's my theory: 

We as thinking beings are able by thinking the same thing at the same time, to affect local entropy levels and reverse entropy in a localized space. In my particular case, me.

Scott Adams, author of the Dilbert comic strip, set himself a goal through what he calls "the power of positive thinking" to become the highest-paid cartoonist in America. The odds against him were astronomical, but apparently he pulled it off. By himself. (But maybe his fans helped.)

I am firmly convinced that all these people out there wishing me best, praying for my recovery, and asking thousands of others who do not know me at all to do the same are responsible for reversing entropy and saving my life.

You can accept that or reject it, I do not care. This explanation works for me. I cannot stop thinking in a manner I consider to be rational.

Please argue away in the comments.

American Politics

Charles Krauthammer: "To understand the workings of American politics you have to understand this fundamental law: Conservatives think liberals are stupid. Liberals think conservatives are evil."




You don't discuss with evil, you don't debate with evil, you don't listen to evil. You destroy evil. Unless we convince that small minority - 10 maybe 20 percent of the population convinced that only they know what is right for everyone else - to shut up and sit down and let the adults talk, things could get really really ugly. Oh they'll get their Marxist-promised Revolution, but they don't realize they'll be the first against the wall.

Thursday, September 27, 2018

I'm Afraid

After following he Kavanaugh hearings I see both sides of the aisle do what they do best. Unfortunately what they do best has very little to do with reality.

About 20% of the population of this country believes that they know what is right for everyone else. Another 20% believes that the first 20% is insane.

Instead of what we had in our first Civil War which was state against state over a specific ideal, what we have now is urban versus rural and I don't think the urbans realize just how many rurals there are. The rurals do not wish to be controlled by the urbans. And we will not put up with it if they try to impose their will on us.

What I am afraid of is that the Left believes that they can get the Marxist revolution that they were promised would lead to their inevitable socialist  utopia. They're out of their minds. What they're asking for is a bloodbath that they don't realize is coming. When the food shipments stop going into the cities it's going to get very, very ugly. The leftist do not consider the people who live in flyover country to be human beings. But we're the ones armed to the teeth who will not put up with being controlled.

I'm sorry to say I don't see any way out of this, and it scares the shit out of me.

Wednesday, September 12, 2018

Education, Societal Division and a Proposal

Überpost alert!  It is something I've been studying and thinking about since 1993, and writing about here for 15 years, so there will be a lot of internal links, external links, links to stuff that only exists because of the Internet Wayback Machine, etc. and a lot of stuff you've seen here before if you've been here very long. It's about a lot more than education but it all starts there.

Lets get on with it, shall we?

"All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth." - Aristotle

If you've read this blog for any extended period, you know one of my personal hobby-horses is public education. Specifically, its general failure to educate. That failure is hardly a new thing. Let me remind you:

Quote of the Day, July 13, 2012

Quote of the Day, July 14, 2009

Those are John Taylor Gatto quotes not necessary to requote in full here, thus the links. Here are a couple of other significant quotes:
The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States, whatever the pretensions of politicians, pedagogues, and other such mountebanks, and that is its aim everywhere else.

--

And what is a good citizen? Simply one who never says, does or thinks anything that is unusual. Schools are maintained in order to bring this uniformity up to the highest possible point. A school is a hopper into which children are heaved while they are still young and tender; therein they are pressed into certain standard shapes and covered from head to heels with official rubber-stamps.

Henry Louis Mencken, 1924
Even Noam Chomsky concurs:
I quoted the Trilateral Commission view of the educational system, namely that it's a system of indoctrination of the young, and I think that's correct. It's a system of indoctrination of the young. That's the way the liberal elites regarded it and they're more or less accurate. So the educational system is supposed to train people to be obedient, conformist, not think too much, do what you're told, stay passive, don't raise any crises of democracy, don't raise any questions. That's basically what the system is about.
Watch the whole clip. It's about five minutes long.

I've written about indoctrination before, but my objection has been to what indoctrination is going on, not why:
...I am ambivalent on the topic of "indoctrination." My problem is with what that indoctrination entails. (Leo) Rosten objects to the failure of the educational system to indoctrinate moral values. I'd say it still does. It just doesn't indoctrinate goodness, kindness, and decency anymore. It indoctrinates "multicuturalism," "tolerance," "sensitivity," "fairness," "socialism," and "self-esteem." It fails to instruct in history, civics, ethics, mathematics, English, or for that matter, job skills. The education system receives "young skulls full of mush" and processes them right on through, sending them into the world with what Ayn Rand described as "a junk heap of unwarranted conclusions, false generalizations, undefined contradictions, undigested slogans, unidentified wishes, doubts and fears."

The reasons for this are myriad. Diane Ravitch puts part of the blame (convincingly) on the textbook companies who are loath to put anything in a text that someone, anyone, might find offensive. I put a large part of the blame on the influx of socialist True Believers into the ranks of educators since the time of John Dewey. As far as public schools are concerned, we've abandoned the idea that education can liberate the human mind or human spirit. Schools are now warehouses, run by administrators terrified of lawsuits and too many teachers who are literally tyrannized by their charges and their parents. Indoctrination still goes on, though. Read this lovely little op-ed by Mark Bradley, a history teacher from Sacramento. I bet his classes are popular!

It would seem that if you want some good indoctrination, your only choices are homeschooling or private - often ecumenical - schools.

Indoctrination of children is not necessarily a bad thing, but somewhere along the line we stopped paying attention to what was and what wasn't getting poured into their heads, and it started long before 1975.
In 2008 I wrote another überpost, The George Orwell Daycare Center, specifically illustrating the kind of indoctrination I'm objecting to, followed by an observation by historian, profound thinker and university professor Victor Davis Hanson. I believe that it is still possible to get a decent education out of many, possibly most school systems in this country - if you want one.  This is due to those teachers who really do know their subjects and how to teach them, and students willing to do the work necessary to learn them. I think both still exist, however I graduated High School in 1980 so this may no longer be as true as it once was. It does appear that the ratio of such teachers and students to the general population is getting continually smaller. That question is "Why?"
Our once unchallenged preeminence in commerce, industry, science, and technological innovation is being overtaken by competitors throughout the world. This report is concerned with only one of the many causes and dimensions of the problem, but it is the one that undergirds American prosperity, security, and civility. We report to the American people that while we can take justifiable pride in what our schools and colleges have historically accomplished and contributed to the United States and the well-being of its people, the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people. What was unimaginable a generation ago has begun to occur--others are matching and surpassing our educational attainments.

If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war.
That last one is from the introduction to the 1983 report of the National Commission on Excellence in Education entitled A Nation at Risk: the Imperative for Educational Reform.

It was an act of war. Guerilla war. But the battleground had been carefully prepared, like the Maginot Line, for an entirely different war.
In the first decades of the twentieth century, a small group of soon-to-be-famous academics, symbolically led by John Dewey and Edward Thorndike of Columbia Teachers College, Ellwood P. Cubberley of Stanford, G. Stanley Hall of Clark, and an ambitious handful of others, energized and financed by major corporate and financial allies like Morgan, Astor, Whitney, Carnegie, and Rockefeller, decided to bend government schooling to the service of business and the political state—as it had been done a century before in Prussia.

Cubberley delicately voiced what was happening this way: "The nature of the national need must determine the character of the education provided." National need, of course, depends upon point of view. The NEA in 1930 sharpened our understanding by specifying in a resolution of its Department of Superintendence that what school served was an "effective use of capital" through which our "unprecedented wealth-producing power has been gained." When you look beyond the rhetoric of Left and Right, pronouncements like this mark the degree to which the organs of schooling had been transplanted into the corporate body of the new economy.

It’s important to keep in mind that no harm was meant by any designers or managers of this great project. It was only the law of nature as they perceived it, working progressively as capitalism itself did for the ultimate good of all. The real force behind school effort came from true believers of many persuasions, linked together mainly by their belief that family and church were retrograde institutions standing in the way of progress. Far beyond the myriad practical details and economic considerations there existed a kind of grail-quest, an idea capable of catching the imagination of dreamers and firing the blood of zealots.

-- John Taylor Gatto, The Underground History of American Education
...between 1967 and 1974, teacher training in the United States was covertly revamped through coordinated efforts of a small number of private foundations, select universities, global corporations, think tanks, and government agencies, all coordinated through the U.S. Office of Education and through key state education departments like those in California, Texas, Michigan, Pennsylvania, and New York.

Important milestones of the transformation were: 1) an extensive government exercise in futurology called Designing Education for the Future, 2) the Behavioral Science Teacher Education Project, and 3) Benjamin Bloom's multivolume Taxonomy of Educational Objectives, an enormous manual of over a thousand pages which, in time, impacted every school in America. While other documents exist, these three are appropriate touchstones of the whole, serving to make clear the nature of the project underway.

Take them one by one and savor each. Designing Education, produced by the Education Department, redefined the term "education" after the Prussian fashion as "a means to achieve important economic and social goals of a national character." State education agencies would henceforth act as on-site federal enforcers, ensuring the compliance of local schools with central directives. Each state education department was assigned the task of becoming "an agent of change" and advised to "lose its independent identity as well as its authority," in order to "form a partnership with the federal government."

The second document, the gigantic Behavioral Science Teacher Education Project, outlined teaching reforms to be forced on the country after 1967. If you ever want to hunt this thing down, it bears the U.S. Office of Education Contract Number OEC-0-9-320424-4042 (B10). The document sets out clearly the intentions of its creators — nothing less than "impersonal manipulation" through schooling of a future America in which "few will be able to maintain control over their opinions," an America in which "each individual receives at birth a multi-purpose identification number" which enables employers and other controllers to keep track of underlings and to expose them to direct or subliminal influence when necessary. Readers learned that "chemical experimentation" on minors would be normal procedure in this post-1967 world, a pointed foreshadowing of the massive Ritalin interventions which now accompany the practice of forced schooling.

The Behavioral Science Teacher Education Project identified the future as one "in which a small elite" will control all important matters, one where participatory democracy will largely disappear. Children are made to see, through school experiences, that their classmates are so cruel and irresponsible, so inadequate to the task of self-discipline, and so ignorant they need to be controlled and regulated for society's good. Under such a logical regime, school terror can only be regarded as good advertising. It is sobering to think of mass schooling as a vast demonstration project of human inadequacy, but that is at least one of its functions.
That was also Gatto.

Our education system, as Gatto has noted, is largely based on the Prussian system established by the great industrialists of their era in order to produce a two-tiered output - the workers and the owners and managers. However, it was rapidly suborned instead to destroy Western culture:
Translated into practical terms and updated from its early-20th-century Italian cultural setting, (Antonio) Gramsci's thesis is understood by the modern Left to mean:
Socialist revolution will never happen in a nation if its culture continually reaffirms and enshrines middle-class capitalist values. Thus, in order to pave the way for the arrival of a communist state, radicals must first insinuate themselves into and/or influence the media and educational system, and from these positions of influence change public attitudes about the status quo. To achieve political hegemony, you must first achieve cultural hegemony.
This was a significant change from Marx's and Lenin's original ideas about communist revolution, which basically involved simply seizing power, public opinion be damned, and afterward propagandizing the masses to accept the new order. Gramsci realized that Marx had it reversed, and that the propaganda and indoctrination must happen first, in order to make the populace open to the idea of revolution; otherwise, rendered complacent by middle-class values and comforts, the populace would never consent to the upheaval of a revolution.

The media and public schools were correctly identified by Gramsci as the most influential cultural institutions, and it was therefore those that the left realized must be targeted.

It is this sophisticated Gramscian plan, and not the more brutish Marxist idea of simply seizing power by force, which has guided leftist thought in America since WWII. And it is why the media and education have, over time, been slowly turned into engines of leftist propaganda. Gramscianism matured into "critical pedagogy" which is the real-world application of his educational theories, and countless left-leaning young adults have for decades been nudged toward careers in education and the media. Some time ago, we crossed a threshold in which the Gramscian infiltrators no longer had to ply their trade surreptitiously, but became the majority in the media and in education, and after that point the process accelerated rapidly as they took over both fields and turned them into ideological weapons.
Sugatra Mitra, Indian solid state physicist and now Professor of Educational Technology at the School of Education, Communication and Language Sciences at Newcastle University, England, was among the forefront of people who had to learn how to write software, and ended up doing more teaching of that than physics. This piqued his interest in primary education. Though his interest was specific to the British system, he came to a similar conclusion:
I tried to look at where did the the kind of learning we do in schools, where did it come from? And you know you can look far back into the past, but if you look at present-day schooling the way it is, it's quite easy to figure out where it came from. It came from about 300 years ago, and it came from the last and the biggest empire on the planet. Imagine trying to run the entire planet without computers, without telephones, with data handwritten on slips of paper and traveling by ships. But the Victorians actually did it. What they did was amazing. They created a global computer made up of people. It's still with us today, it's called the "bureaucratic administrative machine."

In order to have that machine running, you need lots and lots of people. They made another machine to produce those people - the school. The schools would produce the people who would then become parts of the bureaucratic administrative machine. They must be identical to each other. They must know three things: they must have good handwriting because the data is handwritten, they must be able to read, and they must be able to do multiplication, division, addition and subtraction in their head. They must be so identical that you could pick one up from New Zealand and ship them to Canada and he would be instantly functional.

The Victorians were great engineers. They engineered a system that was so robust that it is still with us today, continuously producing identical people for a machine that no longer exists.
I will come back to this later when I delve deeper into the education portion of this post.

So the purpose of "public education" isn't so much educating, it's building dependable uniform cogs for a machine run by elites. As I have noted in the past, despite the inspirational rhetoric of Jefferson in the Declaration of Independence and President Lincoln in the Gettysburg Address, the purpose of governments has always been, until the American Revolution, to protect and expand the power and privilege of the powerful and privileged, not the protection of the individual rights of the cogs, not to be "of the people, by the people, for the people." Referring back to that first Gatto link, you'll note that our Founders were, as they pretty much had to be, self-taught. That has changed since the late 18th century, at first slowly, but exponentially.

Angelo Codevilla, Professor Emeritus of International Relations at Boston University, calls this "elite" our Ruling Class.
Our ruling class's agenda is power for itself. While it stakes its claim through intellectual-moral pretense, it holds power by one of the oldest and most prosaic of means: patronage and promises thereof. Like left-wing parties always and everywhere, it is a "machine," that is, based on providing tangible rewards to its members. Such parties often provide rank-and-file activists with modest livelihoods and enhance mightily the upper levels' wealth. Because this is so, whatever else such parties might accomplish, they must feed the machine by transferring money or jobs or privileges -- civic as well as economic -- to the party's clients, directly or indirectly. This, incidentally, is close to Aristotle's view of democracy. Hence our ruling class's standard approach to any and all matters, its solution to any and all problems, is to increase the power of the government -- meaning of those who run it, meaning themselves, to profit those who pay with political support for privileged jobs, contracts, etc. Hence more power for the ruling class has been our ruling class's solution not just for economic downturns and social ills but also for hurricanes and tornadoes, global cooling and global warming. A priori, one might wonder whether enriching and empowering individuals of a certain kind can make Americans kinder and gentler, much less control the weather. But there can be no doubt that such power and money makes Americans ever more dependent on those who wield it.

Laws and regulations nowadays are longer than ever because length is needed to specify how people will be treated unequally.
--
(The party) is composed of two tiers. The lower tier produces many outspoken members who make their demands known to the upper tier. The lower tier is derived from the inner-city population that serves as the base of the party. The lower tier's members are generally educated in public school systems and if they aspire to advanced training, they are educated in facilities provided by the state. This wing constitutes the majority of (the party's) membership, but contributes little or nothing to party theory or platform. It votes the party line and is rewarded with cash payments, subsidized housing, subsidized education, and occasional preferential employment in government positions. The lower tier provides only a handful of clearly token individuals allowed to serve in high offices.

The upper tier, which includes most of the party's management, virtually all the appointed and elected government officials, and all of the party's decision-makers, is drawn exclusively from suburban areas where wealth is a fundamental criterion for admittance as a resident. These party members are generally educated at private schools and attend private colleges. They are not affected by food-rationing schemes, income caps or taxation laws, as the legislation drafted and passed by members of their social group inevitably contains loopholes that effectively shelter their income and render them immune from unpleasant statues that restrict the lives of lower-tier party members and all nonparty citizens.

(The party) leadership recognizes that in return for supporting a seemingly populist agenda, they can obtain all the votes they require to remain in power. Even the most cursory analysis of their actions and attitudes, however, indicates that they are not populists but, in fact, are strong antipopulists who actively despise their voting base. This....is proven by their efforts to reduce public educational systems to a level most grade-school children (in other countries) have surpassed, with the excuse that this curriculum is all that the students can handle. They have made the inner-city population base totally dependent on the government, which they control. -- John Ringo from the novel The Road to Damascus
I'm by no means a fan of Pat Buchanan, but I think he was absolutely correct when he said:
Our two parties have become nothing but two wings of the same bird of prey.
So our system of Public Education has been largely turned into not only a system to crank out identical cogs, it also serves as a place for political indoctrination, and a place to ensure that a love of learning is beaten out of those cogs.

The political Left, once referred to as "the loyal opposition," has been suborned by Marxists in order to pursue their holy quest for the Utopia promised by Marx. Marxism promised the birth of the "New Soviet Man" as a spontaneous outcome of a Communist society, but that has never occurred. Of course, the counter argument is that none of the societies that call themselves Communist actually have been. "True communism has never been tried!" But the supporters of Marxist philosophy eventually concluded that Gramsci was right, those men are required in order to achieve "True Communism" instead of them spontaneously springing up after "the Revolution." The New Soviet Man had to be made, and the public education system has been the primary tool, along with the entertainment and information media, to pursue this goal.

To some tiny extent it has been successful.












In other significant ways it has spectacularly failed.

Thomas Sowell, economist and philosopher and the best thinker in my opinion of the last 70 years, wrote in what I consider to be his magnum opus A Conflict of Visions: Ideological Origins of Political Struggles that human beings philosophically break down, crudely but sufficiently descriptively, into two fundamentally opposed worldviews that they are effectively born with, not that they reach through reason:
 Sowell calls one worldview the "constrained vision." It sees human nature as flawed or fallen, seeking to make the best of the possibilities that exist within that constraint. The competing worldview, which Sowell terms the "unconstrained vision," instead sees human nature as capable of continual improvement.

You can trace the constrained vision back to Aristotle; the unconstrained vision to Plato. But the neatest illustration of the two visions occurred during the great upheavals of the 18th century, the American and French revolutions.

The American Revolution embodied the constrained vision. "In the United States," Sowell says, "it was assumed from the outset that what you needed to do above all was minimize [the damage that could be done by] the flaws in human nature." The founders did so by composing a constitution of checks and balances. More than two centuries later, their work remains in place.

The French Revolution, by contrast, embodied the unconstrained vision. "In France," Sowell says, "the idea was that if you put the right people in charge--if you had a political Messiah--then problems would just go away." The result? The Terror, Napoleon and so many decades of instability that France finally sorted itself out only when Charles de Gaulle declared the Fifth Republic.
I would argue that France hasn't exactly sorted itself out, but it is for the moment stable enough. (Editor's note:  This essay was written before the French Yellow Vest Movement.  I may have been overly optimistic.) My point here is that those born with the "unconstrained" worldview are the ones that can be, and often enthusiastically are, receptive to the Utopian promise of Marxism.  The problem is that those born with the "constrained" worldview aren't, and they don't understand that. As a result, as Charles Krauthammer put it:
To understand the workings of American politics, you have to understand this fundamental law: Conservatives think liberals are stupid. Liberals think conservatives are evil.
So President Trump got elected to the shock of almost everyone, everywhere. No one in the political establishment, entertainment or information media could understand it.  He was despite his wealth and education not part of the Ruling Class, but he was President and a danger to the status quo so everyone who is part or imagines themselves part or wants to be part of the Ruling Class has agreed that he won illegitimately and must be gotten rid of regardless the cost. All those people who voted for him? Moronic knuckle-draggers, Christian fanatics clinging to their faith, evil gun owners clinging to their pseudo-penises, evil greedy capitalists clinging to their ill-gotten gains, white supremacists longing to bring back slavery, etc, etc, etc. In short, the non-human enemy that cannot be reached so it must be wiped out.  You know, like Hitler and the Nazis. 

The irony, it burns!

The American Left is most strongly concentrated in urban and suburban areas. As previously noted, they control the information and entertainment media and the entire education system from Kindergarten to post-graduate. They therefore think that almost everyone thinks like they do. They swim in waters that they don't ever think about. But the people who elected Trump exist in large quantities nationwide. The Left doesn't consider that number. It's their blind spot. These people live in "flyover country."

When Trump appointed Betsy DeVos as Secretary of Education in 2017, the Left came further unhinged. DeVos, we were told, was unqualified, unprepared, "fundamentally incompetent," a zealot, and - to the Teacher's unions - apparently Gozer the Gozerian because she is enthusiastically in favor of education vouchers and school choice. Something the teachers unions vociferously oppose. You'll notice that our "Ruling Class" already practices "school choice." Their offspring attend private schools.
It is only from a special point of view that 'education' is a failure. As to its own purposes, it is an unqualified success. One of its purposes is to serve as a massive tax-supported jobs program for legions of not especially able or talented people. As social programs go, it’s a good one. The pay isn’t high, but the risk is low, the standards are lenient, entry is easy, and job security is pretty good...in fact, the system is perfect, except for one little detail. We must find a way to get the children out of it. -- Richard Mitchell, The Underground Grammarian
School choice is not enough. We need to nuke the whole thing from orbit, and make the rubble bounce.

Sugatra Mitra, as previously noted, was among the forefront of people who had to learn how to write software, and ended up doing more teaching of that skill than physics. When the generic PC hit the market, his colleagues were astounded to find that their young children could learn to operate these complex, expensive machine without instruction. He decided to investigate this phenomenon:
I used to teach people how to write computer programs in New Delhi, 14 years ago (1999) , and right next to where I worked there was a slum. I used to think how on earth are those kids ever going to learn to write computer programs? Or should they not? At the same time we had lots of parents, rich people who had computers, and who used to tell me "You know, my son, I think he's gifted, because he does wonderful things with computers. Oh and my daughter - surely she is extra intelligent." and so on. So I suddenly figured that how come all the rich people are having these extraordinarily gifted children? What did the poor do wrong?

I made a hole in the boundary wall of the slum next to my office, and stuck a computer inside just to see what would happen if I gave a computer to children who never would have one, didn't know any English, didn't know what the Internet was. The children came running in. It was three feet off the ground, and they said "What is this?" And I said "Yeah, it's, I don't know." They said "Why did you put it there?" I said "Just like that." And they said "Can we touch it?" And I said "If you wish to." And I went away.

About eight hours later, we found them browsing, and teaching each other how to browse. So I said "That's impossible, because- You know how is it possible? They don't know anything." My colleagues said "no it's a simple solution. One of your students must have been passing by and showed them how to use the mouse." So I said "Yeah, that's possible." So I repeated the experiment. I went 300 miles out of Delhi into a really remote village where the chances of a passing software development engineer was very little. I repeated the experiment there. There was no place to stay, so I stuck my computer in, I went away. I came back after a couple of months, found kids playing games on it. When they saw me they said "We want a faster processor and a better mouse." So I said "How on Earth do you know all this?" And they said something very interesting to me. In an irritated voice they said "You've given us a machine that works only in English, so we had to teach ourselves English in order to use it." That's the first time as a teacher I've heard the words "teach ourselves" said so casually.
Please watch the entire 22 minute video. It's important for your understanding of the rest of this essay. If you've not seen it before, it'll knock your socks off. If you're unfamiliar with the man, watch several more of his presentations. But Self Organized Learning Environments and the School in the Cloud answering "big questions" are also not enough. Human beings need to be able to do simple math in their heads, to at least understand algebra, to read with comprehension and for enjoyment, to understand history, both Western and worldwide, to understand how different governments work (or don't), and much more. In addition they need to be able to apply their knowledge to reach logical rather than emotional hypotheses and test them. They need to learn skills that have been, as Mike Rowe observes, abandoned in the pursuit of mostly useless, incredibly expensive college degrees with the specious promise that a piece of paper guarantees a well-paying career, thus leaving society with a disdain for jobs that require physical labor as somehow inferior and degrading. And they need to be taught a work ethic. I like Mike's take on it.

As R.A. Heinlein put it:
A human being should be able to change a diaper, plan an invasion, butcher a hog, conn a ship, design a building, write a sonnet, balance accounts, build a wall, set a bone, comfort the dying, take orders, give orders, cooperate, act alone, solve equations, analyze a new problem, pitch manure, program a computer, cook a tasty meal, fight efficiently, die gallantly. Specialization is for insects.
While there are autodidacts (I'm one when it comes to American history, education and Constitutional law), I don't think many people are. Those people who aren't need some direction, some pressure to learn. Generally it's pursuit of better employment opportunities, but those are adults. We're talking here about primary education. Again the Internet has become the place to go for everything from mathematics to chemistry to ancient history, to just about anything you can imagine, but someone has to provide that content and point kids at it with interest in learning it.

As far as content creation is concerned, there is multiple-degreed former hedge-fund manager and now The Most Influential Person in Education Technology, Salman Kahn, who in 2004 was tutoring his niece in mathematics long-distance using YouTube, Yahoo Doodle, a $900 desktop from Best Buy with a $200 microphone, and a closet as an office. Sound familiar?

Kahn established his non-profit Kahn Academy in 2008, beginning with a mathematics curricula, but with outside funding he's been able to hire staff and expand to many, many other subjects. His major concern, however, is mastery of the subject. That requires keeping track of each student's progress, and not allowing them to move on until they demonstrate that mastery:
I grew up with plenty of smart people. They would beat me at chess, they could solve brain teasers before I could, but then they would struggle in algebra. These were incredibly smart people who simply did not have the foundation in math that I had. I saw the same thing with my cousin, Nadia. She had actually gotten “A”s and “B”s in every math class. Despite that, she had some serious gaps in her knowledge that became more significant as the content became more difficult.
These gaps are due to the Prussian system - all students arrive in the classroom at the same time, are lectured by a teacher who has little to no time for individual attention but must finish the lecture before the next bell rings and then gives homework to the students to be turned in the next day. As he has said many times, would you construct a building this way? His example is that a contractor is hired to build that building, with a rigid time schedule. The contractor has X number of days to pour the foundation, regardless of weather or anything else. When the inspector shows up, he says "Well the concrete isn't quite dry here, and there's a crack there. I'd give it an 80%." Well, 80% is a "B" and that's good enough, right? So the contractor proceeds. But when they get to the 4th floor, the entire structure collapses. Who's at fault?

The education system.

With the Kahn Academy the lectures are viewed at home where you can back them up or simply repeat them until you've got the idea. Only then are you given problems to work, which can be done in the classroom in collaborative effort with five or six other students helping explain anything the struggling student still doesn't quite grasp, just as Dr. Mitra's SOLEs are set up. Software keeps track of the student's performance by providing those questions to solve, and once the student gives a sufficient number of correct answers in a row it determines that the student has shown mastery of the idea and allows moving ahead to the next concept. Each child learns at a different pace, with some progressing rapidly and others needing more time. The Kahn Academy model is the very definition of "No child left behind." The critical thing is, short of a mental disability your kid isn't necessarily more brilliant than other kids but they're all a lot brighter than we give them credit for. It's just that our "education" system forces them to not learn.

Back when I started this post literally years ago Kahn was working with a public school and concentrating on mathematics with this reverse system. I found an article about it which I can't find now, but I do remember that the class he was working with was something like sixth-graders. One student really grasped math. She had advanced to Calculus in a very short period - a class I had to work hard to get into my Senior year of High School in the Prussian system. There were nine of us in that class out of about 200 Seniors. She was maybe 12 years old. But what struck me was a comment by one of her teachers: "How do we slow them down?"

We shouldn't, but that "teacher" should be fired. I refer you back to that quote from the Underground Grammarian.

Kids learn, as Dr. Mitra has found, when they are intellectually challenged.  They learn at different rates, as Salman Khan has exhaustively documented. And they generally learn best when allowed to collaborate in small groups, receive enthusiastic reinforcement from adults, and are otherwise left alone to teach themselves.  No wonder the teachers unions are afraid. They're pretty much not needed, and are instead an anchor slowing if not preventing not "education" but learning. The money thrown at "education" has no effect, but the education establishment constantly blames a lack of sufficient funding as the root cause of the failure of the education system, so more and more money gets poured down that particular rat-hole.


And where does that money go? Not into infrastructure, not into the classroom, certainly not into the pockets of teachers, no matter how good or bad they are, but into the pockets of an ever-expanding army of bureaucrats that "administrate" or monitor students for things like political correctness and diversity and tolerance. Like all government programs, failure means "throw more money at it."

In addition children need to be challenged and allowed to work with both their brains and their hands to learn useful skills.  That opportunity could come from access to "Maker Labs" now springing up, albeit slowly, around the country. Hopefully the growth of these learning centers will also be exponential. The problem here though is that such labs are expensive to establish, to stock and to maintain.  That money has to come from somewhere, and the Ruling Class has no incentive to provide that funding, given that it does not produce the dependable, uniform cogs they depend on.

So we have the opportunity to switch to a system that allows the maximum possible development of every individual, rather than producing those uniform, unthinking cogs our current system relies on, but who wants that? Instead the Ruling Class wants to perpetuate this forever:


Tuesday, September 11, 2018

9/11 Revisited

I posted this several years ago, but I thought it appropriate to repost with an update.







And then there was Spain:




Then London:



But in between those came Beslan:



Does anyone doubt that the enemy wants to do that here? I recommend that you read Steven Den Beste's latest (2006) piece, The Disunited States of America, but remember this: Disagree all you want, but when you start working for their side, don't be surprised when the rest of us roll right over the top of you, leaving nothing but a smear.

I'm sorely disappointed with my fellow man seventeen years down the road from the initial attack.

Saturday, September 08, 2018

Humbled

During my second, third hospital stay? my daugter set up a GoFundMe fundraiser, and - being cogent - I told her to take it down.  She did.  But the first 2-3 days of my last hospitilization, "I wasn't all there" puts it mildly.  I'm currently on short-term disability, and I need a replacement liver.  My health insurance is great, but there's only so much it covers so my wife told her to fire it back up again.

She raised $10,140 over a very short period, almost exclusively from readers of this blog.  Other bloggers such as Say Uncle (and I don't have a complete list) linked to it.  Lots of encouraging comments were left with the donations, along with a lot of praise for the contents of this blog.

All I can say is, I'm humbled and grateful for all of you.  Thank you from the bottom of my soul.  Thank you for letting me join this tribe, where I have met, both online and in meatspace, some of the finest human beings anyone could ever know.

"Thank you" is inadequate for what I feel, but it's the best I can do.

Monday, September 03, 2018

Still Alive

I'm pretty damned sick, but I'm still kicking (weakly).

So far I've had four hospital stays: Memorial Day through the following Friday, July 10-14, August 11-14, and August 15-24. 

I've been "not right" since at least January, beginning with severe swelling of both legs.  The first hospital trip was due to that.  Diagnosis:  non-alcoholic cirrhosis of the liver.  (That means "lots of scar tissue to the point the liver don't do it's job much.)  Second trip was due to internal blood loss from a gastric ulcer combined with blood thinners I'd been taking since May of 2017.  I had about half my normal blood volume.  Felt great for for a couple of weeks after being given three units of blood, then August 11 I didn't feel great anymore.  Lots of blood tests, lots of medication adjustments.  After being discharged from the hospital, I collapsed at home the next evening, so back we went.  Seems your kidneys don't work real well if your liver isn't working right, and also if your liver isn't working right, nasty crap like ammonia builds up in your bloodstream.

I "lost" a couple of days there I literally have no memory of.  Took about a week to get my brain fully back online.  For an engineer, it's scary to realize you cannot do simple arithmetic in your head.

So I've been at home now since 8-24, and I'm setting up "Short-term disability" until I can get some strength back, at least enough to get into my office to start doing some paying work.  So if' you've been wondering where I've been, now you know.