Tag Archives: Hillsdale College

Making Good Citizens

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Author: R. Alan Harrop,Ph.D

In a prior article, I wrote about the importance of maintaining the rights, privileges, and duties of citizenship in our republic. The valued status of American citizen must not be taken lightly and given away as the Left would do by granting amnesty to illegals.

The Founding Fathers believed that it is critical for our country to teach our children about their obligations as citizens, to understand the principles of a free country, and to understand their duty to defend those principles and freedoms. It is obvious that many of the schools in this country are failing in this responsibility. Teaching critical race theory, diversity/equity/inclusion, and transgenderism are antithetical to the founding principles of America. Students frequently hear that America was founded on slavery and is an essentially flawed country that is inherently racist. Consequently, America must be “fundamentally transformed” as Barack Obama said. None of these things are true, but truth is never a Left wing value. In one generation, we have gone a long way from Ronald Reagan’s vision of America as a shining light on a hill.

The Republican controlled General Assembly, to their credit, passed HB588 that requires the teaching of the founding documents (2011) and more recently, HB 96-NC Reach Act,(2024) which would require all students attending state universities to take a course on the Constitution and founding documents prior to graduation. Not yet a law, it is being resisted by the usual suspects at UNC Chapel Hill and some other state universities and has not been approved by the Senate. A petition from several hundred Chapel Hill professors is being considered by the University Board of Directors, which is likely to advocate for a weakened version to substitute other less accountable teaching methods. Let’s hope the General Assembly will stick to its guns and get this passed as originally designed. Only leftist leaning professors, of which there are too many, would object to teaching the founding principles of this country.

What all this boils down to is that parents and concerned taxpayers need to insist that students receive a sound background in patriotism and love for and respect for this country. In other words, what most of us learned when we went to school needs to be passed on to our children and grandchildren. Parents also need to discuss American values and principles with their children and not rely on the school systems. There are many sources of material to assist parents. Prager University, an online source of free information, is excellent, as is Hillsdale College. Local school boards need to do more to ensure that students are receiving the instruction they need to be good citizens and appreciate the things that make this country great. If we do not fight the leftist indoctrination our children, how can we expect them to become good citizens as the Founding Fathers’ intended? The future of our Republic is at stake.

Good News For Tennessee Students

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On Sunday, The U.K. Daily Mail reported that Tennessee Governor Bill Lee has invited Hillsdale College to open 50 charter schools whose anti-woke curriculum will teach students that America is ‘an exceptionally good country.’  What a wonderful idea. We can’t expect to raise children who want America to live up to its potential if we keep telling them that America is a bad country. We have our flaws, and we have made mistakes, but we have learned from those mistakes and moved forward. It should be noted that the mistake of slavery, which the political left does not seem to be able to forget, was a worldwide mistake that America played only a small part of. Unfortunately, much of the leadership in our education system is not willing to admit that.

The article reports:

Hillsdale College, which has close ties with former President Donald Trump,  developed the ‘1776 Curriculum’ and is eager to add to its network of charter schools with the curriculum that focus on ‘the centrality of the Western tradition.’

That curriculum – which spans 2,400 pages – was set up in response to the New York Times 1619 Project, which frames the founding of the United States through the eyes of slaves, and has been blasted for multiple inaccuracies.  

Note that the article felt it necessary to describe Hillsdale College as a conservative college and to tie the teaching of actual American history to former President Trump. This is a blatant example of mixing spin in with content in a news article.

The article notes:

The college’s ‘1776 Curriculum’ is currently being used in the two dozen member schools in about 13 states, as well as several dozen more across the country, per its website. 

It comes as battles continue to rage across the US about what is being taught in public schools. Many parents have been outraged by the push towards divisive ‘equity’ lessons based on the teachings of critical race theory, which opponents say is divisive, and teaches white children that they are ‘oppressors.’

Florida has also enacted the Parental Rights in Education Bill – the so-called ‘Don’t say gay’ bill, in response to reports of teachers encouraging children confused about their gender identity to hide it from their parents, and even move them towards medical treatment given to transgender people.  

Hillsdale has been criticized for its curriculum, which puts a spin on American history and provides a negative take on the New Deal and global warming.

…Hillsdale, which was founded in 1844 by abolitionists, does not accept state or federal funding, including no student grants or loans. 

The Times reported this move allows the school to ‘avoid some government oversight, such as compliance with federal Title IX rules governing sexual discrimination.’  

Instead, the school relies partly on donations from conservative benefactors that are fueled by aggressive fund-raising campaigns, the Times reported, including on Rush Limbaugh’s radio program before he died, and in Hillsdale’s widely circulated digest, Imprimis, including a 2017 piece in which President Vladimir V. Putin of Russia was called ‘a hero to populist conservatives around the world.’ 

Again, note the spin. Charter schools run by Hillsdale College are a definite threat to the education establishment, which tends to lean left. As this plan moves forward, you can expect a multitude of negative articles from the American mainstream media.

The Revolution In Progress

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The December issue of Imprimis (a publication of Hillsdale College) contains an article titled, “What is the Great Reset?” The article relates the history of the Great Reset and what we can expect from future moves to create the Great Reset. Please follow the link to read the entire article, but I will post a few highlights here.

The article notes:

But the idea of the Great Reset goes back much further. It can be traced at least as far back as the inception of the WEF (World Economic Forum), originally founded as the European Management Forum, in 1971. In that same year, Schwab (Klaus Schwab, founder and executive chairman of the World Economic Forum), an engineer and economist by training, published his first book, Modern Enterprise Management in Mechanical Engineering. It was in this book that Schwab first introduced the concept he would later call “stakeholder capitalism,” arguing “that the management of a modern enterprise must serve not only shareholders but all stakeholders to achieve long-term growth and prosperity.” Schwab and the WEF have promoted the idea of stakeholder capitalism ever since. They can take credit for the stakeholder and public-private partnership rhetoric and policies embraced by governments, corporations, non-governmental organizations, and international governance bodies worldwide.

The specific phrase “Great Reset” came into general circulation over a decade ago, with the publication of a 2010 book, The Great Reset, by American urban studies scholar Richard Florida. Written in the aftermath of the 2008 financial crisis, Florida’s book argued that the 2008 economic crash was the latest in a series of Great Resets—including the Long Depression of the 1870s and the Great Depression of the 1930s—which he defined as periods of paradigm-shifting systemic innovation.

The article concludes:

In my recent book, Google Archipelago, I argued that leftist authoritarianism is the political ideology and modus operandi of what I call Big Digital, which is on the leading edge of a nascent world system. Big Digital is the communications, ideological, and technological arm of an emerging corporate-socialist totalitarianism. The Great Reset is the name that has since been given to the project of establishing this world system.

Just as Schwab and the WEF predicted, the COVID crisis has accelerated the Great Reset. Monopolistic corporations have consolidated their grip on the economy from above, while socialism continues to advance for the rest of us below. In partnership with Big Digital, Big Pharma, the mainstream media, national and international health agencies, and compliant populations, hitherto democratic Western states—think especially of Australia, New Zealand, and Austria—are being transformed into totalitarian regimes modeled after China.

But let me end on a note of hope. Because the goals of the Great Reset depend on the obliteration not only of free markets, but of individual liberty and free will, it is, perhaps ironically, unsustainable. Like earlier attempts at totalitarianism, the Great Reset is doomed to ultimate failure. That doesn’t mean, however, that it won’t, again like those earlier attempts, leave a lot of destruction in its wake­—which is all the more reason to oppose it now and with all our might. 

Please follow the link to read the entire article. Although the conclusion of the article is optimistic, all Americans need to know what some of those currently in power are planning.

Standing Strong Against The Mob

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Hillsdale College is unique in many ways. Its students are required to study the founding documents of America and its Constitution. The College accepts no federal money and operates with only private funding. It also offers many free online courses dealing with American history and the founding documents of America. Yesterday The Federalist posted an article about the College that included some recent comments by the College administrators.

The article reports:

The nationally recognized liberal arts institution Hillsdale College has a history of defying political pressure in order to uphold what is good and true. Its recent refusal to give in to the demands of those who think a public statement is necessary to fight social injustice is just the most recent example.

Some of the college’s alumni publicly pushed their alma mater to comment on the recent controversies regarding the death of George Floyd and the ensuing protests and riots. When a petition began circulating calling on the college to release a statement, arguing that its “silence” supported violence, the college responded in an open letter.

“The College is pressed to speak. It is told that saying what it always has said is insufficient. Instead, it must decry racism and the mistreatment of Black Americans in particular. This, however, is precisely what the College has always said,” the letter says.

The letter signed by the college’s administration argues the institution’s steadfast devotion to fighting for the truth that all men are created equal is proven by its actions rather than empty words. Hillsdale was founded by abolitionists in 1844 and has, since its inception, pledged to educate all students, “irrespective of nation, color, or sex.” Such strong anti-discrimination practices were viewed as fiercely radical at the time, and made Hillsdale among the first in the nation to grant education to black Americans and the second in the nation to provide four-year liberal arts degrees to women.

This education produced students who care about the dignity and equality of all people. When the Civil War broke out, a higher percentage of Hillsdale students enlisted to fight for the Union than from any other college. It stood as an anti-slavery symbol during this time, such that the revered abolitionist Frederick Douglass came to deliver a speech on campus.

“The College founding is a statement — as is each reiteration and reminder of its meaning and necessity. The curriculum is a statement, especially in its faithful presentation of the College’s founding mission. Teaching is a statement, especially as it takes up — with vigor — the evils we are alleged to ignore, evils like murder, brutality, injustice, destruction of person or property, and passionate irrationality” the administration writes in the letter. “… And all of these statements are acts, deeds that speak, undertaken and perpetuated now, every day, all the time. Everything the College does, though its work is not that of an activist or agitator, is for the moral and intellectual uplift of all.”

The article concludes:

The college’s commitment to its principles has never wavered. In the 1970s when the federal government attempted to require the college to discriminate against potential students based on their race, the college refused. This meant the loss of all federal funding to its students as well as the institution. Hillsdale has instead generated private funding to continue its mission.

The college operates today as it always has, educating another generation of students to aspire to the great principles animating the Declaration of Independence and Bill of Rights. Statues of Douglass and Abraham Lincoln adorn campus as students study, reminding them of the virtues the college upholds.

While other companies are busy regurgitating statements capturing whatever ideas are trendy at the time, Hillsdale is busy fulfilling the same mission they set forth 176 years ago.

Actions speak louder than words.

Some Memorial Day Weekend Thoughts

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The April/May issue of Imprimis (the publication of Hillsdale College) featured an article called “Sacred Duty: A Soldier’s Tour at Arlington National Cemetery.” The article was written by Senator Tom Cotton of Arkansas, an Army war veteran. Please follow the link above to read the entire article, but here are some highlights:

The Thursday before Memorial Day at Arlington National Cemetery is known as “Flags In.” The soldiers who place the flags belong to the 3rd United States Infantry Regiment, better known as The Old Guard. My turn at Flags In came in 2007, when I served with The Old Guard between my tours in Iraq and Afghanistan.

The Old Guard is literally the old guard, the oldest active-duty infantry regiment in the Army, dating back to 1784, three years older even than our Constitution. The regiment got its nickname in 1847 from Winfield Scott, the longest-serving general in American history. Scott gave the regiment the honor of leading the victory march into Mexico City, where he directed his staff to “take your hats off to The Old Guard of the Army.” Perhaps Scott felt an old kinship with the 3rd Infantry, because he had fought the British alongside them outside Niagara Falls during the War of 1812.

Among the few regiments to participate in both of the major campaigns of the Mexican War—Monterrey in 1846 and Mexico City in 1847—The Old Guard made history alongside American military legends. A young lieutenant later wrote that “the loss of the 3rd Infantry in commissioned officers was especially severe” in the brutal street-to-street fighting in Monterrey. That lieutenant’s name was Ulysses S. Grant.

The 3rd Infantry was part of the main effort again the next year at the Battle of Cerro Gordo, the last stand on the road to Mexico City by Mexican General Antonio López de Santa Anna. The Mexicans had a numerically superior force on the high ground on both sides of the only passable road to the capital. But Santa Anna underestimated the Americans’ ingenuity and audacity. With a young captain of engineers blazing the path, the 3rd Infantry hacked through the jungle and crossed ravines to attack the Mexicans from their rear, finishing them off with a bayonet charge. That captain’s name was Robert E. Lee. And to this day, The Old Guard remains the only unit in the Army authorized to march with bayonets fixed to their rifles in honor of their forerunners’ bravery at Cerro Gordo.

The article goes on to explain how the land at Arlington became our National Cemetery:

George Washington’s adopted son—his wife Martha’s only surviving son—bought the land that became Arlington in 1778 to be closer to his mother and his stepfather at their beloved Mount Vernon. General Washington advised him on the purchase in correspondence from his winter camp at Valley Forge. But our national triumph three years later at Yorktown shattered the family’s dreams. Their son died of a fever contracted there, leaving behind a six-month-old son of his own. George and Martha raised the boy, who was named George Washington Parke Custis but was known as Wash. When Wash came of age and inherited the land, he initially christened it Mount Washington, in honor of his revered adoptive father. Though he later renamed it Arlington, Wash used the land as a kind of public memorial in his lifelong mission to honor the great man. From hosting celebrations on Washington’s Birthday to displaying artifacts and memorabilia to building the grand mansion still visible from the Lincoln Memorial today, Arlington got its start as a shrine to the father of our country.

A new resident arrived in 1831, when then-Lieutenant Robert E. Lee—himself the son of Washington’s trusted cavalry commander during the Revolutionary War—married Wash’s only surviving child, Mary. For 30 years, the Lees made Arlington their home and raised a family there between his military assignments. Because of his ties to Washington and his own military genius, Lee was offered command of a Union army as the Civil War started. But he declined on the spot. His long-time mentor—none other than the 3rd Infantry’s old commander, Winfield Scott, now the General-in-Chief of the Army—scolded him: “Lee, you have made the greatest mistake of your life, but I feared it would be so.” Resigning his commission, Lee left Arlington for Richmond, never to return. The United States Army occupied Arlington on May 24, 1861—and it has held the ground ever since.

The article explains how the government eventually obtained the land through a legal process:

Lee’s son inherited the family’s claim to their old farm. Himself a Confederate officer, his name nevertheless reflected the nation’s deep roots at Arlington: George Washington Custis Lee. Known as Custis, he petitioned Congress to no avail, then sued in federal court to evict the Army as trespassers. United States v. Lee worked its way over the years to the Supreme Court, which upheld the Lee family’s claim. Fortunately for the government, the nation, and the souls at rest in Arlington, Custis was magnanimous in victory, asking only for just compensation. In 1883, he deeded the land back to the government in return for $150,000. The Secretary of War who accepted the deed was Robert Todd Lincoln, the son of Abraham Lincoln. After that final act of reconciliation between the firstborn sons of the great president and his famed rebel antagonist, Arlington’s dead could rest in peace for eternity.

The article concludes:

No one summed up better what The Old Guard of Arlington means for our nation than Sergeant Major of the Army Dan Dailey. He shared a story with me about taking a foreign military leader through Arlington to lay a wreath at the Tomb of the Unknown Soldier. Sergeant Major Dailey said, “I was explaining what The Old Guard does and he was looking out the window at all those headstones. After a long pause, still looking at the headstones, he said, ‘Now I know why your soldiers fight so hard. You take better care of your dead than we do our living.’”

It’s Memorial Day Weekend. Remember those who paid a high price for our freedom.

This Is Not Legislation Without Consequences

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In October I posted an article based on an opinion piece from The New York Times. The New York Times article was posted October 6th and told the story of a man who was addicted to marijuana. Yes, despite what you have been told, addiction to marijuana is a real thing. The people pushing for the legalization of marijuana are very similar to the people who for years tried to tell us that smoking tobacco had no negative impact on the smokers’ health. This month Imprimis (the monthly magazine of Hillsdale College) posted a more disturbing article about the effects of marijuana. I strongly suggest that you follow the link and read the entire article. I will try to summarize parts of it here.

The article reports:

Over the last 30 years, psychiatrists and epidemiologists have turned speculation about marijuana’s dangers into science. Yet over the same period, a shrewd and expensive lobbying campaign has pushed public attitudes about marijuana the other way. And the effects are now becoming apparent.

Almost everything you think you know about the health effects of cannabis, almost everything advocates and the media have told you for a generation, is wrong.

They’ve told you marijuana has many different medical uses. In reality marijuana and THC, its active ingredient, have been shown to work only in a few narrow conditions. They are most commonly prescribed for pain relief. But they are rarely tested against other pain relief drugs like ibuprofen—and in July, a large four-year study of patients with chronic pain in Australia showed cannabis use was associated with greater pain over time.

They’ve told you cannabis can stem opioid use—“Two new studies show how marijuana can help fight the opioid epidemic,” according to Wonkblog, a Washington Post website, in April 2018— and that marijuana’s effects as a painkiller make it a potential substitute for opiates. In reality, like alcohol, marijuana is too weak as a painkiller to work for most people who truly need opiates, such as terminal cancer patients. Even cannabis advocates, like Rob Kampia, the co-founder of the Marijuana Policy Project, acknowledge that they have always viewed medical marijuana laws primarily as a way to protect recreational users.

As for the marijuana-reduces-opiate-use theory, it is based largely on a single paper comparing overdose deaths by state before 2010 to the spread of medical marijuana laws— and the paper’s finding is probably a result of simple geographic coincidence. The opiate epidemic began in Appalachia, while the first states to legalize medical marijuana were in the West. Since 2010, as both the epidemic and medical marijuana laws have spread nationally, the finding has vanished. And the United States, the Western country with the most cannabis use, also has by far the worst problem with opioids.

The article also notes:

After an exhaustive review, the National Academy of Medicine found in 2017 that “cannabis use is likely to increase the risk of developing schizophrenia and other psychoses; the higher the use, the greater the risk.” Also that “regular cannabis use is likely to increase the risk for developing social anxiety disorder.”

…These new patterns of use have caused problems with the drug to soar. In 2014, people who had diagnosable cannabis use disorder, the medical term for marijuana abuse or addiction, made up about 1.5 percent of Americans. But they accounted for eleven percent of all the psychosis cases in emergency rooms—90,000 cases, 250 a day, triple the number in 2006. In states like Colorado, emergency room physicians have become experts on dealing with cannabis-induced psychosis.

Cannabis advocates often argue that the drug can’t be as neurotoxic as studies suggest, because otherwise Western countries would have seen population-wide increases in psychosis alongside rising use. In reality, accurately tracking psychosis cases is impossible in the United States. The government carefully tracks diseases like cancer with central registries, but no such registry exists for schizophrenia or other severe mental illnesses.

On the other hand, research from Finland and Denmark, two countries that track mental illness more comprehensively, shows a significant increase in psychosis since 2000, following an increase in cannabis use. And in September of last year, a large federal survey found a rise in serious mental illness in the United States as well, especially among young adults, the heaviest users of cannabis.

According to this latter study, 7.5 percent of adults age 18-25 met the criteria for serious mental illness in 2017, double the rate in 2008. What’s especially striking is that adolescents age 12-17 don’t show these increases in cannabis use and severe mental illness.

A caveat: this federal survey doesn’t count individual cases, and it lumps psychosis with other severe mental illness. So it isn’t as accurate as the Finnish or Danish studies. Nor do any of these studies prove that rising cannabis use has caused population-wide increases in psychosis or other mental illness. The most that can be said is that they offer intriguing evidence of a link.

Please read the entire article. Remember how hard the tobacco lobby worked to keep pushing smoking cigarettes as cool, glamorous, and not hazardous to your health. The marijuana lobby is following the same pattern. You have been warned.

How To Educate Our Children

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A website called Your News Wire posted an article five months ago about the success of a charter school in Florida that ditched the Common Core curriculum and decided to focus on the principles of classical education to teach its students. I am not familiar with the site, so I went to the school’s website and starting reading. The information in the article at Your News Wire article was also posted at The Freedom Project in June.

The Mason Classical Academy website states:

The Hillsdale College Barney Charter School Initiative has deliberately taken a classical approach to education. By “classical,” we mean a form of education that could be called classical, civic, and liberal but in the school reform movement these days most often goes by the designation “classical.” Some might call it “conservative,” but we prefer the term “traditional.” That is, we adhere to an ancient view of learning and traditional teaching methods. Such a choice might at first seem paradoxical or even out- of-touch with reality. Why, at the beginning of the twenty-first century, in the age of the internet, in a country that has long been addicted to the revolutionary and the novel, when almost everyone in the world of K-12 education is singing the chorus of “critical thinking skills for a twenty-first-century global economy,” should cutting-edge schools root themselves so deeply in the past? Is not newer always better? What could today’s young people learn from old books? We must answer these questions clearly from the outset.

Classical education has a history of over 2500 years in the West. It began in ancient Greece, was adopted wholesale by the Romans, faltered after the fall of Rome, made a slow but steady recovery during the Middle Ages, and was again brought to perfection in the Italian Renaissance. The classical inheritance passed to England, and from the mother country to America through colonial settlement. At the time of this nation’s founding classical education was still thriving. Jefferson heartily recommended Greek and Latin as the languages of study for early adolescence. One of the Founding Fathers’ favorite books was Plutarch’s Lives of the Noble Greeks and Romans. Eighteenth- century Americans venerated and trusted George Washington in large part because he reminded them of the Roman patriot Cincinnatus. So important has classical education been in the history of the West that it would only be a slight exaggeration to say that the march of civilization has paralleled the vibrancy of classical schools. Unlike the old classical schools, today’s classical schools do not make the medium of instruction Latin and Greek (though to be classical they must require the study of Latin at some point).

Nonetheless, the Hillsdale-sponsored charter schools will remain classical by upholding the same standards of teaching, of curriculum, and of discipline found in the schools of old. Indeed, in these schools English will be taught using methods derived from centuries of teaching and learning the classical languages. Hillsdale thus takes stock in the tried and true rather than in the latest fads frothing forth from the schools of education.

So how has this approach worked? The article at Your News Wire reports:

What does the classical approach embraced by the Academy entail? According to their website, language-focused learning based on written and spoken words makes the brain work harder to convert words into concepts, while image-based approaches encourage passivity. The time-tested approach of phonics is very likely the reason you are able to read this article in the first place, and it’s hard to imagine why anyone would consider it inadequate.

Thanks to the classical approach of phonics, an impressive 90 percent of the third-grade students at Mason Classical Academy were proficient in English Language Arts, compared to just 58 percent in the county overall, most of whom rely on Common Core. In fact, the MCA third-graders were in Florida’s top two percent, while fifth graders from the academy ranked in the state’s top one percent.

These students look even better when you compare them to California, where the state average is just 43 percent proficiency among third graders. Even worse, six public schools in Baltimore do not have a single student who is proficient in either English Language Arts or math. It’s almost like students are being set up to fail.

 Of course, not everyone is happy about this school’s success. Common Core proponents are panicking because these results expose the system for the fraud that it is. The school has been on the receiving end of criticism from everyone from the district’s superintendent to the local news outlet Naples Daily News, according to The Freedom Project.

So what can we learn from this? It really does not pay to try to reinvent the wheel. Classical education works–Common Core does not. We have been sold a bill of goods in regard to Common Core. Common Core puts our children in boxes they may not belong in and collects data that no one has any business collecting. The one thing it does not do is teach our children critical thinking skills and prepare them to live in the real world. The test results of Mason Classical Academy clearly illustrate what works in education. Now we need to pay attention to the facts and begin actually educating our children.

 

 

 

A Religion Of Peace?

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The February issue of Imprimis (a publication of Hillsdale College) features an article by Andrew C. McCarthy. Mr. McCarthy was Assistant U.S. Attorney in the Southern District of New York, and from 1993-95. He led the terrorism prosecution against Sheik Omar Abdel Rahman and 11 others in connection with the 1993 World Trade Center bombing and a plot to bomb New York City landmarks. Following the 9/11 attacks, he supervised the Justice Department’s command post near Ground Zero.

These are a few highlights from the article:

…when I was assigned to lead the prosecution of a terrorist cell that had bombed the World Trade Center and was plotting an even more devastating strike—simultaneous attacks on the Lincoln and Holland Tunnels, the United Nations complex on the East River, and the FBI’s lower Manhattan headquarters—I had no trouble believing what our government was saying: that we should read nothing into the fact that all the men in this terrorist cell were Muslims; that their actions were not representative of any religion or belief system; and that to the extent they were explaining their atrocities by citing Islamic scripture, they were twisting and perverting one of the world’s great religions, a religion that encourages peace.

Unlike commentators and government press secretaries, I had to examine these claims. Prosecutors don’t get to base their cases on assertions. They have to prove things to commonsense Americans who must be satisfied about not only what happened but why it happened before they will convict people of serious crimes. And in examining the claims, I found them false.

Mr. McCarthy goes on to explain that although Sheik Omar Abdel Rahman was severely physically handicapped, he was the unquestioned leader of the terror cell that bombed the World Trade Center and was planning a number of attacks in the New York City area. The Blind Sheik (as he was known) freely quoted Islamic scripture to justify his actions. When peaceful Muslims were asked about these scriptures, they replied that they were not competent to interpret them. In other words, the Blind Sheik, whose goal was the killing infidels, was considered the standard for Islamic interpretation.

The article concludes:

The dangerous flipside to our government’s insistence on making up its own version of Islam is that anyone who is publicly associated with Islam must be deemed peaceful. This is how we fall into the trap of allowing the Muslim Brotherhood, the world’s most influential Islamic supremacist organization, to infiltrate policy-making organs of the U.S. government, not to mention our schools, our prisons, and other institutions. The federal government, particularly under the Obama administration, acknowledges the Brotherhood as an Islamic organization—notwithstanding the ham-handed attempt by the intelligence community a few years back to rebrand it as “largely secular”—thereby giving it a clean bill of health. This despite the fact that Hamas is the Brotherhood’s Palestinian branch, that the Brotherhood has a long history of terrorist violence, and that major Brotherhood figures have gone on to play leading roles in terrorist organizations such as al Qaeda.

To quote Churchill again:  “Facts are better than dreams.” In the real world, we must deal with the facts of Islamic supremacism, because its jihadist legions have every intention of dealing with us. But we can only defeat them if we resolve to see them for what they are.

Our government has chosen to ignore the threat of radical Islam.  In doing this, the government risks the safety of all Americans. It is time to tell the truth about a group of people who want to kill us. They do not belong in our government, and we need to admit who they are and what their goals are. To do otherwise is to commit national suicide.

Please follow the link above to read the entire article. It is very enlightening.

Why APUSH Is Important

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Last year, the College Board, under the leadership of David Coleman, introduced a new APUSH, (Advanced Placement U. S. History) Curriculum Framework. I have previously written about the content of the new APUSH curriculum (rightwinggranny.com). If you would like to see all of the articles, use the search engine at the top of the page. However, in this article I would like to share some quotes from a speech given by Dr. Wilfred M. McClay, G.T. and Libby Blankenship Professor in the History of Liberty at the University of Oklahoma. Dr. McClay spoke on July 10, 2015, at Hillsdale College. The full text of his remarks can be found at the Imprimis section of the Hillsdale College website.

Here are a few excerpts from his speech:

…the chief purpose of a high school education in American history is as a rite of civic membership, an act of inculcation and formation, a way in which the young are introduced to the fullness of their political and cultural inheritance as Americans, enabling them to become literate and conversant in its many features, and to appropriate fully all that it has to offer them, both its privileges and its burdens. To make its stories theirs, and thereby let them come into possession of the common treasure of its cultural life. In that sense, the study of history is different from any other academic subject. It is not merely a body of knowledge. It also ushers the individual person into membership in a common world, and situates them in space and time.

This is especially true in a democracy. The American Founders, and perhaps most notably Thomas Jefferson, well understood that no popular government could flourish for long without an educated citizenry—one that understood the special virtues of republican self-government, and the civic and moral duty of citizens to uphold and guard it. As the historian Donald Kagan has put it, “Democracy requires a patriotic education.” It does so for two reasons: first, because its success depends upon the active participation of its citizens in their own governance; and second, because without such an education, there would be no way to persuade free individuals of the need to make sacrifices for the sake of the greater good.

…The 2014 framework grants far more extensive attention to “how various identities, cultures, and values have been preserved or changed in different contexts of U.S. history, with special attention given to the formation of gender, class, racial, and ethnic identities.” The change is very clear: the new framework represents a shift from national identity to subcultural identities. Indeed, the new framework is so populated with examples of American history as the conflict between social groups, and so inattentive to the sources of national unity and cohesion, that it is hard to see how students will gain any coherent idea of what those sources might be. This does them, and all Americans, an immense disservice. Instead of combating fracture, it embraces it.

If this framework is permitted to take hold, the new version of the test will effectively marginalize traditional ways of teaching about the American past, and force American high schools to teach U.S. history from a perspective that self-consciously seeks to decenter American history. Is this the right way to prepare young people for American citizenship? How can we call forth the acts of sacrifice that our democracy needs, not only on the battlefield but also in our daily lives—the acts of dedication to the common good that are at the heart of civilized life—without training up citizens who know about and appreciate that democracy, care about the common good, and feel themselves a part of their nation’s community of memory? How can we expect our citizens to grapple intelligently with enduring national debates—such as over the role of the U.S. Constitution, or about the reasons for the separation of powers and limited government—if they know nothing of the long trail of those particular debates, and are instead taught to translate them into the one-size-fits-all language of the global and transnational?

Please follow the link above to Imprimis to read the entire speech. Dr. McClay has named one of the causes of the divisions we face today. Because our children have not been taught patriotism (it is out of favor right now and referred to as ‘gringoism’), they lack pride in themselves and in their country. When everyone gets a trophy, we have no one to celebrate. When everyone gets a trophy, no one is exceptional. It is time to start recognizing those who are worthy of trophies and letting those who don’t earn them at first to keep trying until they do. American History should be ‘warts and all,’ but it shouldn’t be all warts. The new APUSH curriculum is mostly warts.

A College That Is Fighting To Preserve American Liberty

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This is part of an email I received from Hillsdale College:

Hillsdale College has a three-point plan to restore the principles of liberty in our once-great nation. This plan is already underway! Here are the details:

  1. Teach college students the principles of liberty underlying the Constitution—based on the idea that rights come from God, not government—which are necessary for the free enterprise system to flourish in America, and send wave after wave of them into influential positions in government, the economy, and our culture.
  2. Educate millions of Americans about the principles of limited, constitutional government so they are equipped to defend those principles, leading to a restoration of liberty. The College achieves this through Imprimis—sent to millions every year—and online courses such as “Constitution 101: The Meaning and History of the Constitution.”
  3. Host seminars and training sessions for policy makers and opinion leaders in Washington, D.C. about the Constitution and its principles of liberty. The College achieves this through the work of its Kirby Center on Capitol Hill in Washington, D.C.

Hillsdale does all this while refusing even one penny of government money—even indirectly in the form of student grants and loans—because it doesn’t want bureaucrats in Washington, D.C. telling them what to teach, who to hire, or who to admit for enrollment. 

We need more colleges like this in America.