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The life of Leonardo da Vinci!
The Progressive Agenda to Dumb Down America’s Children—Alex Newman.
by Samuel L. Blumenfeld.
The history of American education can roughly be divided into three distinct periods each of which represents a particular, dominant world view.
The first period — which lasted from colonial times to about the l840s — saw the dominance of the Calvinist worldview in which God’s omnipotent sovereignty was the central reality of man’s existence. In the Calvinist scheme of things the purpose of man’s life was to glorify God, and the attainment of Biblical literacy was considered the overriding spiritual and moral function of education.
Latin, Greek and Hebrew were studied because they were the original languages of the Bible and of theological literature. Thus, this period in American education is characterized by a very high standard of literacy. The documents of the founding fathers were the products of this period, and writers like Edgar Allan Poe, who wrote for the general public, enhanced the enjoyment of their readers by using extensive, rich vocabularies and weaving long, complex sentences. Their readers relished such literary artistry.
The second period, lasting from the 1840s until about World War One, can be called the Hegelian period. It was the period in which Hegel’s statist-idealist philosophy spread throughout the Western world like a malignant spiritual disease destroying Calvinism in its wake. Hegel dethroned the Jehovah of the Old Testament and the Christ of the New Testament. In their place he offered a pantheistic view of the universe in which everything that existed was a somewhat formless God in the process of perfecting himself through a dynamic, endless struggle called the dialectic.
In this scheme man became the highest manifestation of God in the universe.
As one Hegelian educator put it, man “is Divinity awaking out of the sleep of infinitely self-expanded being.” In this pantheist scheme of things the purpose of life was to glorify man and the instrument through which his collective power could be exercised — the state. It is during this Hegelian period that the public school movement developed, promoting a secular form of education which gradually eliminated the Bible from the classrooms of America.
Yet even the Hegelian period was one of high literacy, for Hegel had stressed intellectual development since he considered man’s mind to be the highest manifestation of God in the universe. Latin and Greek were studied because they were the languages of the pagan classics. Discipline, punctuality, high academic standards and achievement were the hallmarks of the public schools during this period.
The third period, which began around World War One and has lasted to the present, can be designated the Progressive period. It came into being mainly as a result of the new behavioral psychology developed in the experimental laboratories of Wilhelm Wundt at the University of Leipzig in Germany. The major American figures who studied under Wundt and came back to the United States to revolutionize American education were James McKeen Cattell, G. Stanley Hall, Charles H. Judd and James Earl Russell.
Science and evolution replaced religion as the focus of their faith, and dialectical materialism superseded Hegel’s dialectical idealism” In this scheme, the purpose of man’s life was to deny “humanity.” The pioneer in the progressive movement who beat the first path to Wundt’s laboratory in Leipzig was G. Stanley Hall. Hall had already spent the years 1868-70 studying in Germany and had returned to the United States seething with hatred for his Puritan New England heritage.
He wrote in his autobiography:
I fairly loathed and hated so much that I saw about me that I now realize more clearly than ever how possible it would have been for me to have drifted into some, perhaps almost any, camp of radicals and to have come into such open rupture with the scheme of things as they were that I still would have been stigmatized as dangerous, at least for any academic career, where the motto was Safety First. And as this was the only way left open, the alternative being the dread one of going back to the farm, it was most fortunate that these deeply stirred instincts of revolt were never openly expressed and my rank heresies and socialistic leanings unknown.
Hall returned from his Wundtian experience in 1878 and in 1882 created America’s first psych lab at Johns Hopkins University. Two of Hall’s students were James McKeen Cattell and John Dewey. Cattell journeyed to Leipzig in 1884 where he spent two years studying under the Herr Professor. He returned to the U.S. and created the world’s first psychology department at the University of Pennsylvania in 1887.
One biographical account of Cattell’s life states:
Cattell’s student years in Baltimore, Germany and England the period of his greatest originality and productivity in psychology — were laced with inner complaint. Cattell confided only in his private journal his recurrent feelings of depression, his frequent need of hallucinogenic drugs, and his underlying philosophical stance as a “sceptic and mystic.” Is it not interesting that hallucinogenic drugs were already being used by students of psychology as far back as the 1880s?
In 1891 Cattell established Columbia University~s department of psychology.
During his years at Columbia, Cattell trained more future members of the American Psychological Association than were trained at any other institution. Cattell was one of the founders of the American Psychological Association and the Psychological Review. Under his direction, psychology at Columbia became one of the strongest departments of research and advanced teaching.
No doubt Cattell’s most celebrated pupil was Edward L. Thorndike, who had gotten his master’s degree under William James at Harvard where he had conducted experiments in animal learning. Under Cattell Thorndike continued his experiments which were to have a devastating impact on American education. Lawrence Cremin writes: Thorndike called the process by which the animals tended to repeat ever more efficiently and economically behaviors which were rewarded learning, and out of his experiment came a new theory of learning and a new “law” founded on that theory.
The theory maintained that learning involves the wedding of a specific response to a specific stimulus through a physiological bond in the neural system, so that the stimulus regularly calls forth the response. In Thorndike’s words, the bond between Sand R is “stamped in” by being continually rewarded. Whereas previous theories had emphasized practice, or repetition, Thorndike gave equal weight to outcomes to success or failure, reward or punishment, satisfaction or annoyance to the learner. Equally important, perhaps, Thorndike’s new law implied a new theory of mind. Building on the idea of the reflex area, which connected the brain and neural tissue with the total behavior of the organism, he ended the search for the mind by eliminating it as a separate e~tity.
In short, Thorndike reduced psychology to the study of observable, measurable human behavior — with the complexity and mystery of mind and soul left out. In summing up his theory of learning, Thorndike wrote: “The best way with children may often be, in the pompous words of an animal trainer, ‘to arrange everything in connection with the trick so that the animal will be compelled by the laws of its own nature to perform it. ‘” In 1904, Cattell invited his old friend John Dewey to join the faculty at Columbia. From Johns Hopkins, Dewey had not gone to Leipzig like Cattell and others.
Instead he taught philosophy at the University of Michigan for about nine years. He had left Johns Hopkins a Hegelian idealism but became a materialist at Michigan. In 1894 he became professor of philosophy and education at the University of Chicago where he created his famous Laboratory School. The purpose of the school was to see what kind of curriculum was needed to produce socialists instead of capitalists, collectivists instead of individualists. Dewey, along with the other adherents of the new psychology, was convinced that socialism was the wave of the future and that individualism had passed
.
But the individualist system would not fade away on its own as long as it was sustained by the education American children were getting in their schools. Max Eastman write, Dewey was interested in reforming education and wrote a book about it long before he became an instrumental philosopher. The book was called Applied Psychology, and that indicates what his doctrine about education is: Education is life itself, so long as the living thing continues to grow; education is growth under favorable conditions; the school is a place where those conditions should be regulated scientifically.
In other words, if we apply psychology to education, which we have done now for over
fifty years, then the ideal classroom is a psych lab and the pupils within it are laboratory animals. Dewey’s joining Cattell and Thorndike at Columbia brought together the lethal trio who were literally to wipe out traditional education and kill academic excellence in America. It would not be accomplished overnight, for an army of new teachers and superintendents had to be trained and an army of old teachers and superintendents had
to retire or die off.
By 1808 the lethal trio had produced three books of paramount importance to the progressive movement. Thorndike published Animal Intelligence in 1898; Dewey published School and Society in 1899; and in 1908 Cattell produced, through a surrogate by the name of Edmund Burke Huey, The Psychology and Pedagogy of Reading.
Concerning Thorndike and Dewey, Lawrence Cremin, in his history of Teachers College, writes: Like all the pioneers, Thorndike inspired innumerable disciples and leaders to carry on his revolutionary work in education. [ Leta S. Hollingworth, Arthur I. Gates, Arthur T. Jersild, Irving Lorge, Ruth Strang and Goodwin watson~. Indeed, it may well be stated that two thinkers, Thorndike and Dewey, supplied the two great formative influences of twentieth-century educational theory and together established the frame of reference in which their contemporaries and successors were to work.]
Actually, Dewey provided the social philosophy of the movement, Thorndike the teaching theories and techniques, and Cattell the organizing energy. There was among all of them, disciples and colleagues, a missionary zeal to rebuild American education on a foundation of science, evolution, humanism, and behaviorism. But it was Dewey who identified high literacy as the culprit in traditional education, the sustaining force behind individualism. He wrote in 1898: There is a false educational god whose idolaters are legion, and whose cult influences the entire educational system.
Why Public Schools and the Mainstream Media Dumb Us Down – YouTube
The Clown Show – YouTube
Under Biden, every state is now a border state (msn.com)
Socialism in public schools, it’s an agenda to dump down learning, family, culture,
society, nation, morality and all good values https://youtu.be/cBJM_5X_GiM
This is language-study — the study not of foreign language, but of English; not in higher, but in primary education. It is almost an unquestioned assumption of educational theory and practice both, that the first three years of a child’s school life shall be mainly taken up with learning to read and write his own language. My proposition is, that conditions — social, industrial, and intellectual — have undergone such a radical change, that the time has come for a thoroughgoing examination of the emphasis put upon linguistic work in elementary instruction.
The plea for the predominance of learning to read in early school-life because of the great importance attaching to literature seems to me a perversion. And in School and Society he wrote: The tragic weakness of the present school is that it endeavors to prepare future members of the social order in a medium in which the conditions of the social spirit are eminently wanting. The mere absorbing of facts and truths is so exclusively an individual affair that it tends very naturally to pass into selfishness. There is no obvious social motive for the acquisition of mere learning, there is no clear social gain in success thereat.
Indeed, almost the only measure for success is a competitive one, in the bad sense of the term — a comparison of results in the recitation or in the examination to see which
child has succeeded in getting ahead of others in storing up, in accumulating, the maximum of information. But in order to reform the system, the mind had to be seen in
a different way. Dewey wrote: Earlier psychology regarded mind as a purely individual affair in direct and na ked contact with an external world. At present the tendency is to conceive the individual mind as a function of social life as not capable of operating or developing by itself, but as requiring continual stimulus from social agencies, and finding its nutrition in social supplies.
~
The idea of heredity had made familiar the notion that the equipment of the individual, mental as well as physical, is an inheritance from the race: a capital inherited by the individual from the past and held in trust by him for the future. The idea of evolution has made familiar the notion that the mind cannot be regarded as an individual, monopolistic possession, but represents the outworking’s of the endeavor and thought of humanity. So according to Dewey the one part of our identity that is the most private, the mind, is really not the property of the individual but of humanity, which is merely a euphemism for the collective or the state.
That concept is at the very heart of the Orwellian nightmare, and yet that concept is the very basis of our progressive humanist-behaviorist education system. Dewey realized that such radical reform was not exactly what the American people wanted. So he wrote: Change must come gradually. To force it unduly would compromise its final success by favoring a violent reaction. The most important of the reforms to be instituted was changing the way children were to be taught to read. Since it had been ordained by Dewey and his colleagues that literacy skills were to be drastically de-emphasized in favor of the development of social skills, a new teaching method that reduced literacy skills was needed.
The traditional school used the phonics or phonetic method.
That is, children were first taught the alphabet, then the sounds the letters stand for, and in a short time they became independent readers. The new method - look-say or the word method — taught children to read English as if it were Chinese or Egyptian hieroglyphics. The method was not exactly new. It had been invented in the 1830s by Rev. Thomas H. Gallaudet, the famous teacher of the deaf and dumb, Since deaf-mutes have no cocception of a spoken language, they could not learn a phonetic — or sound-symbol — system of reading.
Instead, they were taught to read by a purely sight method consisting of pictures juxtaposed with whole words. Thus, the whole word was seen to represent an idea or image, not the sounds of language. The written word itself was regarded as a little picture, much like a Chinese ideograph. Gallaudet thought that the method could be adapted for use by normal children and he wrote a little primer based on that concept. In 1837 the Boston Primary School Committee decided to adopt the primer.
By 1844 the results were so devastating that a group of Boston schoolmasters published a blistering attack on the whole-word method and it was thrown out of the schools.
The return to common sense in the Boston schools, however, did not mean the end of look-say. It was kept alive in the new state normal schools where it was taught as a legitimate alternative to the alphabetic-phonics method. When the progressives decided to revive look-say, they realized that an authoritative book would be necessary to give the method the seal of approval of the new psychology.
The progressive position was based on Cattell’s reaction-time experiments in Wundt’s laboratory.
Cattell~observed that adults could read whole words just as fast as they could read individual letters. From that he concluded that a child could be taught to read simply by showing him whole words and telling him what they said. For some reason Cattell did not want to write a book himself. So, he got one of G. Stanley Hall’s students, Edmund Burke Huey, to write a book arguing that look-say was the superior way to teach reading. The book, The Psyc~y and Pedagogy of Reading, was published in 1908.
What is astounding is that by 1908 Cattell and his colleagues were very well aware that the look-say method produced inaccurate readers. In fact, Huey argued in favor of inaccuracy as a virtue! He wrote: Even if the child substitutes words of his own for some that are on the page, provided that those express the meaning. It is an encouraging sign that the reading has been real, and recognition of details will come as it is needed. The shock that such a statement will give to many a practical teacher of reading is but an accurate measure of the hold that a false ideal has taken of us, viz., that to read is to say just what is upon the page, instead of to think, each in his own way, the meaning that the page suggests.
In other words, what an author has to say is less important than what the reader thinks he has to say. And each reader is free to interpret “each in his own way” the message of a written page. Therefore precision of thought and language belongs to a “false ideal” from which teachers have got to shake themselves loose. No wonder Cattell did not want to write the book himself. He did not want to have to defend it, probably. But the book was immediately adopted by the progressives as the authoritative work on the subject despite the fact that it was written by an obscure student who had no experience whatsoever in the teaching of reading, who wrote nothing further on the subject, and about whom virtually nothing is known.
It is obvious that Dewey, Cattell, Thorndike and their associates knew that the purpose of look-say was indeed to lower the level of literacy of Americans, for G. Stanley Hall, in reviewing Huey’s book, even went so far as to extol the virtues of illiteracy. He wrote: Very many men have lived and died and been great, even leaders of the rage, without any acquaintance with Letters. The knowledge which illiterates acquire is probably on the whole more personal, direct, environmental and probably a much larger proportion of it practical.
Moreover, they escape much eyestrain and mental excitement, and, other things being equal, are probably more active and less sedentary. Illiterates escape certain temptations, such as vacuous and vicious reading. Perhaps we are prone to put too high a value both upon the ability required to this art and the discipline involved in doing so, as well as the culture value that comes to the citizen with his average of only six grades of schooling by the acquisition of this art. When a nation’s leading educational reformers start arguing in favor of illiteracy and inaccurate reading and damning early.
A study as a perversion, then we can expect some strange results to corne from our education process. In fact, by the 1950s, the progressives had done such a good job that Rudolf Flesch could write a book in 1955 entitled Why Johnny Can’t Read. Why indeed. Flesch minced no words. He wrote: The teaching of reading — all over the United States, in all the schools, in all the textbooks — is totally wrong and flies in the face of all logic and common sense. Flesch then went on to explain how beginning reading instruction in American schools had been radically changed from phonics to look-say.
What astonished so many parents was the fact that all of this was done with so little public awareness.
Flesch explained how it was done: It’s a foolproof system all right.
Every grade-school teacher in the country has to go to a teacher’s college or school of education; every teachers’ college gives at least one course on how to teach reading; every course on how to teach reading is based on a textbook; every one of those textbooks is written by one of the high priests of the word method. In the old days it was impossible to keep a good teacher from following her own common sense and practical knowledge; today the phonetic system of teaching reading is kept out of our schools as effectively as if we had a dictatorship with an all-powerful Ministry of Education.
The educators were furious with Flesch.
IN the 1950s, the job had been done so well that Rudolf Flesch wrote a book in 1955 entitled Why Johnny Can’t Read. Why indeed. Flesch minced no words. He wrote: The teaching of reading — all over the United States, in all the schools, in all the textbooks —
is totally wrong and flies in the face of all logic and common sense. He had made them appear stupid and incompetent. They knew they were not stupid.
They had pulled off the greatest conspiracy against intelligence in history. Although Dewey, Thorndike and Cattell were dead, their disciples, Arthur I. Gates at Columbia and William Sc ott Gray at the University of Chicago, were determined to carry on the work of their mentors. In 1955, the professors of reading organized the International Reading Association to maintain the dominance of look-say in primary reading instruction.
Today, look-say permeates the educational marketplace so thoroughly and in so many guises, and it is so widely by a teacher or parent and uncritically accepted, that it takes expert knowledge/to know the good from the bad, useful from the harmful ~ But Flesch had not been the first to inform the educators that what they were doing was wrong. The first to do that was Dr. Samuel T. Orton, a neuropathologist, who in 1929 published an article in the Journal of Educational Psychology entitled “The ‘Sight Reading’ Method of Teaching Reading as a Source of Reading Disability.”
In it Orton wrote: I wish to emph~size at the beginning that the strictures which I have to offer here do not apply to the use of the sight method of teaching reading as a whole but only to its effects on a restricted group of children for whom, as I think we can show, this technique is not only not adapted but often proves an actual obstacle to reading progress, and moreover I believe that this group is one of considerable size and because here faulty teaching methods may not only prevent the acquisition of academic education by children of average capacity but may also give rise to far reaching damage to their emotional life.
Had the educators been genuinely concerned with the academic and psychological welfare of their students they would have changed their plans to impose look-say, the sight method, on the schools of America. But I fear that they took Dr. Orton’s findings as confirmation that what they intended to do would work as they wanted it to: that ~ is destroy literacy skills, create learning blockages and a dumb down nation. Today their success can be measured in terms of declining SAT scores and academic achievement to the point where we are now a Nation at Risk with an education system being swamped by a rising tide of mediocrity.
Even the best students have fallen victim to this dumbing down process. In a speech given to the California Library Association in 1970, Karl Shapiro, the eminent poet-professor who had taught creative writing for over 20 years: his audience: What is really distressing is that this generation cannot and does not read. I am speaking of university students in what are supposed to be our best universities. Their illiteracy is staggering.
We are experiencing a literacy breakdown which is unlike anything I know of in the history of letters. What I have been trying to tell this audience is that this literary breakdown is no accident, it is not the result of ignorance or incompetence, it has been, in fact, deliberately created by our progressive-humanist-behaviorist educators whose social agenda is far more important to them than anything connected with academic excellence.
Perhaps their mindset was best expressed by psychologist Arthur W. Combs in an essay entitled “Humanistic Goals of Education” published in 1975. Dr. Combs writes: Modern education must produce far more than persons with cognitive skills. It must produce humane individuals The humane qualities are absolutely essential to our way of life far more important, even, than the learning of reading, for example. We can live with a bad reader; a bigot is a danger to everyone. The inference, of course, is that you can’t have both good readers and humane persons, that one must be sacrificed for the other.
Note the very subtle suggestion that high literacy may even produce bigotry.
If this is what the humanists believe, how can we expect them to promote high literacy?
Incidentally, the progressive-humanist-A behaviorist mindset also has profound political implications that threaten our freedoms. The Declaration of Independence states “that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are Life, Liberty and the pursuit of Happiness.” Well, if there is no Creator, as our humanist educators believe, then there are no unalienable rights.
OUTLAW the democratic party and label it as a Seditious Anti-American terror group.
Democrats should act like there’s no next year. And do all they can now.
This Clown Show: https://youtu.be/6CDaflxJJ0g
Dewey wrote in Liberalism and Social Action:
When (Bentham) disallowed the doctrine of inalienable individual natural rights, he removed, as far as theory is concerned, the obstacle to positive action by the state whenever it can be shown that the general well-being will be promoted by such action.
The last stand of oligarchical and anti-social seclusion is perpetuation of this purely individualistic notion of intelligence. To kill this individualistic intelligence which is the source of excellence, Dewey and his behaviorist colleagues proceeded to strip education of mind, soul, and literacy. In 1930 the percentage of illiteracy among white persons of native birth was 1.5. Among foreign born whites it was 9.9 percent, and among Negroes it was 16.3.
Among urban blacks the illiteracy rate was 9.2 percent.
Today the illiteracy rate among urban blacks is probably about 40 percent, while the illiteracy rate among whites has been estimated to be from 7 to 30 percent. No one really knows the exact figure, including the Department of Education which ~~ that there are about 23 million functional illiterates in America. In 1935 a survey was made of {Civilian Conservation Corp (CCC) enrollees. Of the 375,000 men studied, 7,369, or 1.9 percent, were found to be illiterate, that is, they could not read a newspaper or write a letter.
That’s a remarkably low rate of illiteracy considering that most of the men who joined the CCC were in the low socio-economic group. Today, our schools are creating an ever-increasing underclass of citizens without employable skills who turn to crime or welfare for sustenance. Their illiteracy makes them misfits in an industrial, high-tech society.
The irony is that they acquire their illiteracy in school from teachers who ~have\themselves been miseducated by their professors of education.
Education Week of January 30, 1985 reported that more than half the students in grades 3, 5 and 8 in the schools of Philadelphia need remedial help. Why? £-du.catio-n didn’t explain why, but the answer is that the teachers of Philadelphia are using teaching methods that Dr. Orton was warned about in 1929 and Dr. Flesch was exposed in 1955.
In fact, Dr. Flesch wrote another book in 1981 entitled.
Why Johnny Still Can’t Read. He wrote with some sadness: Twenty-five years ago I studied American methods of teaching reading and warned against educational catastrophe. Now it has happened. At the moment every state legislature in the nation is grappling with an education reform bill. I know of not one of them that has addressed this basic problem of primary reading instruction. They all seem convinced that merit pay , longer school days, smaller class size, more homework, career ladders, competency tests, higher pay for teachers, compulsory kindergarten and more preschool facilities will give us excellence.
But they won’t for one very significant reason. The academic substance of public education today is controlled lock, stock and barrel by behavioral psychologists, and they don’t believe in excellence. The American classroom has been transformed into a psych lab and the function of a psych lab is not academic excellence. If education consists of the interaction between an effective teacher and a willing learner, then you can’t have it in a psych lab which has neither.
In the lab you have the trainer and the trainee, the controller and controlled, the experimenter and the subject, the therapist and the patient.
What should go on in a classroom is teaching and learning. What goes on in the psych lab is stimulus and response, diagnosis and treatment. Many people think that behaviorism is simply the study of behavior. But, according to B.F. Skinner, behaviorism is a theory of knowledge, in which knowing and thinking are regarded merely as forms of behavior. Although psychology was supposed to be the study of the life of the psyche — the mind — behaviorists, starting with Thorndike, reduced the functions of the mind to where today the mind ceases to be a factor in education. Behavioral objectives are the goals of today’s teachers.
Who killed excellence? Behavioral psychology did. Why?
Because it is based on a lie: that man is an animal, without mind or soul, and can be taught as an animal. That concept is based on an even greater lie: “there is no God, no Creator.
So the future of American education rests on the resolution of profoundly philosophical questions, and apparently no compromise between the ruling behaviorists and the rebellious fundamentalists is possible. As long as the progressive-humanist-behaviorists control the graduate schools of education and psychology, the professional organizations and journals, and the processes whereby ~ curricula are developed and textbooks written and published, there is ~ possibility that public education can achieve academic excellence.
It is the better part of wisdom to admit that the government schools are the permanent captives of the behaviorists who also seem to control the sources of public and private funding that sustain them. They ~ impervious to the pressures for excellence. The solution lies in abandoning public education and transferring our energies and resources to the private sector thereby expanding educational freedom,,, The American people want better education. They ought to be able to get it. But to do so they will have to sweep away whatever obstacles to excellence the educators have erected.
The exodus of children from the public schools is an indication that this is already happening. But the millions of children who remain. are at risk, in danger of becoming the functional illiterates of tomorrow. Can we save them?
We have the knowledge to do so. But do we have the will?
The next few years will provide the answer.
Source: Who Killed Excellence Draft.pdf (campconstitution.net)
The pro-life industry is not serious enough to want to stop this evil of murdering
children in the womb. https://youtu.be/tderE7Mp4h4
We have communist ideology behind Wokeness & CRT in churches & seminaries.
Bill Gates spent $2.3b to push failing common core also known as Obamacore.
“America is not the greatest country in the world anymore” – The Newsroom 2012.
The economic shock hitting the housing market is starting to do some damage.
WOKE: Willfully Overlooking Known Evil.
Pope Benedict XVI is a retired prelate of the Catholic church who served as the head of the church and the sovereign of the Vatican City state from 2005 until his resignation in 2013. Benedict’s election as pope occurred in the 2005 papal conclave that followed the death of Pope John Paul II. Benedict chose to be known by the title “pope emeritus” upon his resignation. Bought Out By Bill Gates 🙁
Politicians around the globe reacted to the news. Australia’s Prime Minister Julia Gillard, Brazil’s President Dilma Rousseff, Canada’s Prime Minister Stephen Harper, Germany’s Chancellor Angela Merkel, United Kingdom’s Prime Minister David Cameron and United States’ President Barack Obama praised Benedict and his pontificate; while Italy’s Prime Minister Mario Monti and Philippines’ President Benigno Aquino III expressed shock and regret, respectively.
Ingraham: Dems seem to be engaged in a brazen act of self-sabotage (msn.com)
The sad truth is, the party of 2022 is not the party of Bill Clinton anymore. It’s the party of Black Lives Matter, climate crazies and trans activists. So how exactly does Joe Manchin even fit inside this twisted tent? They seem to be engaged in a brazen act of self-sabotage. The Democrats are extending mask mandates when Americans say it’s time to move on from COVID. Democrats are turning the border into an open market for the cartels.
Taking The Serpent’s Head Off: “Watch The Water” EXPLODES Worldwide, Global Citizens Demand Answers (redvoicemedia.com)
Title 42 decision reveals Biden admin’s ‘total hypocrisy’ on COVID, says Heritage Foundation president (msn.com)
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Watch the Water – Stew Peters Documentary Transcript – Search (bing.com)
World Premiere: Watch The Water (Full Movie) (redvoicemedia.com)
Bill Gates Bought into the Catholic Religion – Search (bing.com)
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Why Pope Benedict Resigned – Search (bing.com)
PatriotStreetfighter (rumble.com)
Dr Bing Liu – Bing video
Dr Ardis – Bing video
Texas governor sends buses of undocumented migrants to D.C.
Texas Gov. Greg Abbott has sent buses with a group of undocumented migrants
to Washington, D.C. as a show of opposition to the Biden administration ending
a Trump-era border policy. NBC’s Ali Vitali reports from Capitol Hill.
Asymptomatic people no longer need to quarantine after COVID exposure, California health officials say (msn.com)
Nurses are raging and quitting after RaDonda Vaught verdict : Shots – Health News : NPR
Poll: Most Americans see politics over substance in Supreme Court confirmation process.
White House Moves Closer to Canceling Student Debt, Schumer Says | Watch.
Here’s what Biden, Harris and their spouses paid in 2021 taxes (msn.com)
Democrats in tough races revolt over Biden administration border move.
Immigration politics bedevil Dems ahead of planned border easing.
(ALTERNATE) Future of World Flags 2021 – 3033!!!!!
Worried about rising inflation?
With nearly risk free I bonds soon to pay 9.62%, here’s what you need to know (msn.com)
Americans grade President Biden as inflation hits a 40-year record high (msn.com)
“America is not the greatest country in the world anymore” – The Newsroom 2012.
The economic shock hitting the housing market is starting to do some damage.
Sinema dashes Biden’s hope for major tax overhaul (msn.com)
When will the sixth mass extinction occur? (msn.com)
“The Goose that Laid the Golden Eggs” is one of Aesop’s Fables:
Numbered 87 in the Perry Index, a story that also has a number of Eastern analogues. Many other stories contain geese that lay golden eggs, though certain versions change them for hens or other birds that lay golden eggs. The tale has given rise to the idiom ‘killing the goose that lays the golden eggs’, which also refers to the short-sighted
destruction of a valuable resource, or to an unprofitable action motivated by GREED. 🙁
The fable is from read.gov.
https://youtu.be/q8rqdIlk1R4
The Bushes, data collection
https://youtu.be/ZNQ_2Hq4LHs
