A Look At School Vouchers

Listen up all you school choice voucher lovers!

The school voucher thing is a financial, social, constitutional, bureaucratic and litigious nightmare waiting to happen.

Disregarding silly pieces of information like education of all children at national expense being one of the principles necessary for establishing centralized communist type control of a country, …..and under our constitution there is no authority for the federal government to be involved in such a thing, ….come let us reason together.

As we wade through the following considerations, it will be necessary for us to be willing to read and think.

The supposed ideal is that vouchers will allow students in a “failing” school (we’ll designate such school as F) to transfer to an “achieving” school (let’s call that one A). Subsequently, any funds designated for an individual student in F will follow that student to A.

Following are a few of the problems that must be resolved, either before or after the passage of such legislation. Of a certainty, anyone of a mature and open mind would not feign alarm if most of the responses to each of these questions happened to arouse a vigorous exercise of the litigious nature of today’s society. And if that be the case, who will provide the funds for such litigation? Remember, at each question, we must always bow before the alter of the 14th Amendment of “equal protection under the law”.

Join me as we proceed:

  1. Who determines which schools are F and which are A?
  2. Upon what criteria will that determination be based?
  3. Who determines which students are eligible for transition?
  4. If the physical plant of A will not bear the total number of qualifying students from F, which of those students will be required to remain in F?
  5. Will students who have been able to achieve at grade level be required to remain in F, even though F has been designated as a failing institution by some very intelligent folks?
  6. Since property owners bear a large portion of school finances, will taxpayers in F then become liable for a large part of the funds for students transferring to A?
  7. With some distances being what they are in Texas and other states, what if there is no A within reasonable accessibility?
  8. Since most districts in the US provide school bus transportation for students in their district, which district will be responsible for that service? Surly, one would not be so naive as to suggest that parental transportation would solve that problem.
  9. If students have established records of disruptive behavior, will A be compelled to receive them?
  10. Will the state (or eventually federal) accountability standing of A be jeopardized if students from F are still unable to master mandated tests?
  11. Will the state and or federal taxpayer responsibility due to the inevitable bureaucratic costs of administration and supervision be justified if the results of the final assessment are negative or marginal?
  12. For that matter, is there a slight possibility of the birth of a whole new “immortal” bureaucracy ?

There are others, but I tire.

If we were to embrace the foolish and dangerous possibility of including private schools in this examination, that would involve a whole other bag of questions.


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LS & T – (88 – 96)

  1. When any examination of history is initiated, the investigator will probably assess information with respect to previous understanding and personal persuasions.
  2. “Critical thinking” is encouraged in America’s schools, but history students have been offered limited and sometimes twisted information from which to form a valid basis for that exercise.
  3. The result of #89 is that people arrive at the level of adulthood believing themselves to be “educated” but are sometimes actually more susceptible to cunning manipulation.
  4. There are those who are of the opinion that the founding of the U.S.A. was made possible through the influence of a supernatural superintending entity, and others hold a strong view in opposition to that belief.
  5. The existence of those polar opposite persuasions is quite benign in the realm of hypothetical discussion. The danger of this division of thought becomes manifest when one proponent seeks the force of arms to impose their position upon the other.
  6. This area of sharing is approached from the proposition that a broad exploration of historical records will strongly support the former view expressed in #91.
  7. Delving into the millennia preceding the “discovery of the New World” by Columbus, there can be found interesting information (and speculation) regarding lost civilizations such as the Olmecs and extending into the remnants of the Mayan and Aztec cultures as well as what we know as the American Indian nations. These are considered as cultures indigenous to the Americas.
  8. The footprints of the Chinese and the Vikings can also be found but would lack relevance except to point out that, for whatever the reasons, no permanent settlements were established.
  9. With the stage of history being set, and Columbus’ voyage underway, the events and individuals that effected the establishment of the U.S.A. should be ripe for consideration.
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LS & T (76 – 87)

  1. Realizing the existence of forces seeking world wide domination today, we look around us and see the tool of socialist/communist philosophy being used to accomplish that purpose in the United States.
  2. Because American culture and the U.S. Constitution are impediments to global domination by a central authority, they have been under attack for many decades.
  3. Probably the primary reason the usurpers have achieved measures of success lies at the feet of American education systems.
  4. Whether unknowingly or insidiously, there have been glaring omissions and obfuscations of historical records for decades.
  5. Sadly, when shown the truth, many “educators” cover their eyes, ears and mouths.
  6. There can be only three alternatives to explain this reaction by the educators:
  7. (a) They fear negative personal consequences if they inform students of the truth.
  8. (b) They reject the truth because of their own previous indoctrination.
  9. (c) They intend to be among the attackers as active participants or support those efforts by their vapid unconcern.
  10. One objective (as noted in #59) of those who are attacking the fundamental features of America is to end the practice of religion.
  11. The measures of the assailants have prospered in producing an uninformed populace regarding the prominent position that religion, and seemingly miraculous coincidences, occupied during the establishment of the U.S.A.
  12. My children and friends, I do not wish to leave you unaware of those notable characteristics contained in the history of our founding.
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LS & T – (62 – 75)

62. The inception of the socialist/communist ideology, sometimes using idealistic democracy as a stepping stone, has provided those who lust for power over others with an almost hypnotic conveyance to that goal.

63. The methods of attaining that goal have sometimes been insidious gradualism and sometimes direct violence.

64. Power once thus gained and subsequently threatened is most often maintained by the use of extreme suppression.

65. Perhaps the earliest example of that suppression was exhibited in the origins of the French revolution during the late 1700’s. The planners used the noble philosophy of “The Rights of Man” to gain mass support for the over throw of the monarchy and, once some supporters balked, the public use of the guillotine tended to moderate their protests. History continued to reveal that pattern in Nazi Germany, the Soviet Union, Red China, Vietnam, Cambodia, Cuba and others.

66. At the core of establishing these types of governments, either gradually or violently, is the importance of recruiting an “army” of devoted followers.

67.Hitler described that his method of organizing was learned from the Marxists. The modus operandi was the delivery of propaganda directed toward the emotions of the masses and very little to their intellectual logic. He found this to be so successful that he was able to get his followers to participate in, or acquiesce to, killing other German citizens as well as stealing and destroying their property. Google …. “Kristallnacht”.

68. The Great Terror of the Soviets, the slaughter of protesting students in China’s Tian’anmen Square and the Killing Fields of Cambodia are examples sufficient enough to illustrate the dangers of the hollow and treacherous promises of economic, social and political equality proclaimed by socialist/communist organizers and planners.

69. In spite of the clearly expressed socialist/communist intentions and maneuvers to overthrow the government of the U.S.A., most people of the U.S. have remained oblivious to the threat. Some have even been complicit in the advancement of those goals.

70. This has only been possible because those who have controlled the systems of education have failed to stress (or chose to omit) information regarding the dangers of those ideologies and the historical uniqueness of the American form of government.

71. Even though communist intentions had been laid out for 100 years, Americans who called attention to the presence of socialist/communist influences on college campuses in the 1950’s & 60’s were ridiculed and lampooned.

72. Records now reveal that foreign students eventually began returning to their home countries with the newly fashionable Marxism that they found on American campuses.

73. For a significant period of time, the presence of Marxist professors at some colleges has been common knowledge among the students.

74. This has been confirmed by no less authority than former President Barack Obama. In his memoir, Dreams from My Father, he shared how he had carefully chosen Marxist professors while attending college.

75. There is no way to determine the number of Americans who have been indoctrinated by those learned instructors over the past seventy or eighty years.

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L S & T – (46 – 61)

  1. In giving thought to the several countries that have embraced socialistic or communistic forms of government, we see that none are exactly alike.
  2. Although theoretical proponents of the two philosophies may claim certain differences, both insist that personal property rights must be abolished or severely regulated by a central authority.
  3. Both also require central planning for the normal course of events such as education and the economy.
  4. Provoking resentments of economic and societal differences and using emotional rallying cries for “Equality!” have always been among the modi operandi of the organizers who have established those forms of government.
  5. One historical commonality of those forms of government is that oft times the leaders came to power and maintained it by the use of violence.
  6. This was true in the cases of Nazi Germany and the Soviet Union. The Nazis raised the socialist banner (National Socialist German Workers Party) championed by Adolf Hitler, while the Soviets (Union of Soviet Socialist Republics) embraced communism that was based on the philosophy developed by Karl Marx and Friedrich Engels with the implementation being effected at the hands of Vladimir Lenin and Joseph Stalin.
  7. Aside from Hitler’s rage for racial “purity”, his great quarrel with Stalin was not so much political philosophy as it was about which of the two would dominate Europe and eventually a major portion of the world.
  8. In 1847 Engels developed the Principles of Communism. Therein he noted that communism must become a worldwide movement, and the first assembly for those who were interested convened in 1864.
  9. Engels expounded that communism was the struggle (remember that word) between workers who owned no property (the proletariat) and those people who were capitalistic property owners (the bourgeoisie… pronounced sorta like… “boor-zwa-zee”).
  10. A major factor in converting other countries to communism would require that they have a democratic constitution.
  11. Even though the constitutional government of America had existed less than sixty years, Engels thought it important enough give that country special attention.
  12. He mistakenly believed a democratic constitution had already been established, and openly informed America, and all who would inquire, that communist intentions would be to make common cause with the party that would turn that constitution against the bourgeoisie.
  13. In all cases where possible, the communists would make common cause with “democratic socialists” and various other democratic parties depending upon how closely their socialistic measures approached the aims of communism.
  14. Two objectives of the implementation of communism would be ending the practices of traditional marriage and religion.
  15. Engels even provided some of the main measures in establishing communism.

…. Graduated taxation (Like our income tax – 1913)

…. Heavy inheritance tax (Like our estate tax – 1916)

…. Control of money through a national bank (Forms have existed since the 1790s, but a         major move was taken with the establishment of the “FED” – 1913)

…. Construction of national housing at national cost (Similarities found in HUD – 1965)

…. Education of all children in national establishments at national cost. (Control beginning with the slow, 1867-1979, development of the Dept. of Education and continuing with views now expressed by Bernie Sanders – 2016)

61. Engels admits the impossibility of achieving the goals of his Principles all at once, but insisted that one would bring others in its wake with gradual implementation being preferred, but measures of violence would be supported if necessary.

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Last Sharing & Testament – (29 – 45)

Bye and bye, readers will understand the concern about this topic. It is not just a matter of semantics.

  1. (29) Information we receive is the preponderant factor in guiding our beliefs, emotions and actions.
  2. (30) Aside from anecdotal personal experiences, written and spoken words are the chief transmitters of information. We receive those words from schools, media, individuals and various books and records.
  3. (31) Unfortunately for the current generation of Americans, notable amounts of authentic information has been omitted or obfuscated while significant false information has become ingrained in our beliefs.
  4. (32) One such fallacy is that our form of government is a “democracy”.
  5. (33) “Democracy” is not found in the U.S. Constitution. That form of government was not suggested by any member of the Constitutional Convention.
  6. (34) During three plus months, working six days a week, the learned framers had examined the history of all known forms of ancient and then current governments. To the founders,“Democracy” was somewhat of a curse word.
  7. (35) James Madison, acknowledged as the Chief Architect of the Constitution, described democracies: “…. such democracies have ever been spectacles of turbulence and contention; have ever been found incompatible with personal security or rights of property”.
  8. (36) During the ratification debates, Fisher Ames (enrolled in Harvard at age 12, graduated at 16) opined, “A democracy is a volcano which conceals the fiery elements of its own destruction”.
  9. (37) In short, an appropriate description of a democracy is the old expression, “two wolves and a sheep voting to decide what they will eat for dinner”.
  10. (38) In spite of these truths, the general public, educators, legislators, foreign entities and even some of our presidents have extolled our “democratic constitution”. This is undoubtedly attributable to #31.
  11. (39) What was established by our constitution was a republican form of government, and the federal government is constitutionally required to guarantee such a form to every state in the union.
  12. (40) The structure of our government sought to inhibit the evils of two extremes, those being ……. (a) autocratic rule of a few people over all people and….. (b) mob rule over the lesser number.
  13. (41) In a nut shell, our government was formed as follows:
  14. (42) The House of Representatives is designed to represent the “democratic” voice of the people because each member is elected by, and therefore responsible to, the people of that district.
  15. (43) The Senate was to represent the interests of the state governments by being appointed through the state legislatures, whose members were to be elected by the people of each state. Unfortunately, that was changed by the 17th Amendment… We will address that later.
  16. (44) The president is elected by a combination of voices of the people and the interests of the states. Specifically, each state is apportioned a number of ballots equal to the total number of their members of Congress. This reduces the effect of a few populous states dominating the many.
  17. (45) All of this has been offered in preparation for what is next to be shared…. It will be more than a little significant regarding the current (September, 2017) state of the U.S.A.
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Last Sharing and Testament – (21 – 28)

Please disregard the uninvited corrections that WordPress chooses to make on my posts. The proper numerical designations of the successive items will be identified in parentheses….. The intention is to extend this post into hundreds of items.



    1. (21) Let it be noted for any future reference that the word “ignorance” has a basic definition of lacking information…. “stupidity” pertains to actions or decisions. I am personally ignorant of the interpretation of sheet music. I am not stupid enough to demonstrate that ignorance at a piano recital.
    2. (22) To avoid a public display of ignorance, it may be best to know the meanings of our words.
    3. (23) For example, there may be a problem with the use of a word that seems to be currently popular with demonstrators and their organizers. The use of that word may be due to the ignorance of some or the intent to inflame emotions by others.
    4. (24) That word is “Nazi”.
    5. (25) Nazi – a member of the National Socialist German Workers’ party or an adherent of a party or movement similar to that of the Nazis.
    6. (26) Nazism – the body of political and economic doctrines of the National Socialist German Workers’ party … including the totalitarian principle of government, state control of all industry and predominance of groups assumed to be racially superior.
    7. (27) If an ignorant person wished to reveal his condition by selecting only his desired portion of the definition, he could label Bernie Sanders and Abraham Lincoln as Nazis.
    8. (28) There does seem to be a number of people who use a Saul Alinsky (we’ll deal with him more extensively in a future sharing) tactic of inciting emotions by encouraging the use of the word, “Nazi”.
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