Sunday, January 21, 2018

SAAIL SAVE ADMINISTRATORS ACCEPT ILLITERACY




I heard a new excuse the other day for the 43%  of Bay District students lacking proficiency in Reading. A member of the Economic Development organization for the area responded, when I asked if he realized that only 53% of Bay District School Students were proficient readers, "Yes, I have been told there is an extremely large number of homeless children here."


Forgive me, does that not sound like we may have a SECOND GENERATION problem with literacy here? Parents who are illiterate have a problem putting roofs over their children's heads and food on the table. THOSE PARENTS WERE PROBABLY EDUCATED IN BAY DISTRICT SCHOOLS! They have no place else to go!

This ranks right up there with when I went to look at the books up for approval for Dothan City Schools and the series they chose was the one that came with the most remedial materials!

Duh! As my grandchildren would say. Does that not indicate that the series is a FAILURE and therefore they need more remedial materials. Not that it is effective, let's buy this one!

I forgot to tell him that nearly one out of three 9th graders give up by the 12th grade and drop out.

I am not the only one driven crazy by this lunacy! Dr. Patrick Groff wrote of it in his book, Preventing Reading Failure. 


He writes:

A final reason why the myths of reading instruction have found favor among reading professionals rests in the nature of the financial makeup of the public school system. First, the public schools of the nation obviously dominate the educational scene. They have achieved this position of eminence and authority because they receive most of the monies that are allocated for education. None of these funds can be directly spent for the support of nonpublic schools. 

As a consequence, the public school has become an educational monopoly. As such, it faces no serious competition from any other system of education in our society. It is normal for monopolies to stifle competition. Monopolies which face no competition, also do not have to be accountable for the quality of their product. These conditions are reflected in the current school system. 





I emailed the principals of the three lowest scoring schools, Springfield, Lucille Moore, and Oscar Patterson Elementary and told them of the program that was so successful in Parks Elementary in Natchitoches, Louisiana. John Winston's school served three housing projects and was predominantly minority. Look up above at the "special" status listed above the schools, Title I, Percent of Minority students, Percent of Economically Disadvantaged Students. For the school system, these are excuses for poor performance, a continuation of the BIGOTRY OF LOW EXPECTATIONS AND THE CRUELTY OF CONDESCENSION -- and the source of a LOT OF MONEY to come into the system. 

You see John Winston IS A BLACK MAN. He knew the potential of those children in the housing projects, labeled disadvantaged, and refused to accept those excuses. He found a program that worked! Unfortunately, it was VERY INEXPENSIVE (meaning not expensive) AND, IT ONLY TOOK A TEACHER WITH A PIECE OF CHALK AND A BLACKBOARD. He brought those students from the 25th percentile in reading to the 80th, from 40 identified dyslexics to one or two, and discipline problems diminished. THEY COULD READ! Oh, then, of course, they gave them something worth reading.

Whoa! No computers? No laptops? No Pearson Online books? No testing by Bill Gates?

Who's going to make any money off of this? (I'll never forget that Principal in Dothan telling me "We have too much invested in this to change now!" And another said, "Let's not let anybody get hurt here.")

Do you hear that gagging reflex? Pardon me, that is just my reaction to their words and true feelings! Do you see the children anywhere in that response? Effective education?

Oh no, let's not let Administrators look bad! Let's continue failing our children because it might cost us some of those dollars coming in from Washington and elsewhere!  If we succeed, what will happen to the Yes We Can Movements? All of those supporters and cheerleaders that continue to raise money for the projects we have in our schools. Then we cannot produce those situations that need those social projects if our curriculum were actually to produce educated students!  Where would we be on the social rankings of those most helpful to our community! No awards for using our students to raise money for .... whatever. How about Homeless, since illiteracy has already produced such a large number of them.

Why our children might actually be successful and be able to read manuals for those jobs that the Economic Development committees work so hard to bring here.

By the way, only one principal, emailed me back. A very nice response. She said she would look into it. They were beginning to work on writing, however, not reading.  (Beginning to work on writing before the child can read? Well, fortunately, the Spalding WRITING ROAD TO READING actually addresses all of the above.)


Please look at the favorable twist the News Herald gave the scores. More than half passed! (53%) That also means that nearly half (47%) DID NOT!




 Look at English and Math for all of those schools. Are you happy with that?

Look at the independent scores and then ask yourself how those scores added up to the score at the end.

Dr. Samuel Orton began noticing school induced dyslexia in the 1920s. The Lincoln School in New York was a leader in Progressive education. The Rockefeller children attended there. Remember now, they only slap another name on the methods that failed. For example, Look-say/Sight Method/Whole Word/Whole Language has evolved into the "We Do Teach Phonics" Eclecticism that sounds so erudite, but is actually teachers falling back on the Whole Language Method rather than doing the drill and repetition for a good phonics program. 

One of the great ironies of the Progressive Education Movement is that its leaders were able to convince John D. Rockefeller, Jr. that he ought to give his sons a good progressive education and donate $3 million to the Lincoln School, a new experiment in social education in accordance with John Dewey’s radical new ideas. So he put Nelson, Laurence, Winthrop, and David in the school, which turned them all into dyslexics, proving that progressive reading programs can cause dyslexia.
According to Education Encyclopedia, StateUniversity.com:
The Lincoln School (1917–1940) of Teachers College, Columbia University, was a university laboratory school set up to test and develop and ultimately to promulgate nationwide curriculum materials reflecting the most progressive teaching methods and ideas of the time. Originally located at 646 Park Avenue in New York, one of the most expensive pieces of real estate in the city, the Lincoln School was also a training ground for New York City's elite, including the sons of John D. Rockefeller, Jr., who provided the funding for the school. Among the school's chief architects were Charles W. Eliot, a former president of Harvard University and an influential member of the New England Association of Colleges and Secondary Schools; his protégé Abraham Flexner, a member of the controversial Rockefeller philanthropy, the General Education Board; Otis W. Caldwell, a professor of science education at Teachers College and the school's first director; and the dean of Teachers College, James E. Russell.
Unfortunately, Rockefeller’s four sons were some of the earliest victims of school-induced dyslexia, a condition they had to deal with for the rest of their lives.
Jules Abel, in his 1965 book, The Rockefeller Billions, wrote:
The influence of the Lincoln School, which, as a progressive school, encouraged students to explore their own interests and taught them to live in society has been a dominant one in their lives. ... Yet Lawrence gives startling confirmation as to "Why Johnny Can't Read." He says that the Lincoln School did not teach him to read and write as he wishes he now could. Nelson, today, admits that reading for him is a "slow and tortuous process" that he does not enjoy doing but compels himself to do it. This is significant evidence in the debate that has raged about modern educational techniques.
David Rockefeller writes of his experience at the Lincoln School in his Memoirs, published in 2002:
It was Lincoln's experimental curriculum and method of instruction that distinguished it from all other New York schools of the time. Father was an ardent and generous supporter of John Dewey's educational methods and school reform efforts. ... Teacher's College of Columbia University operated Lincoln, with considerable financial assistance in the early years from the General Education Board, as an experimental school designed to put Dewey's philosophy into practice.
Dewey’s educational methods were conceived and calculated to dumb down the nation, and he started out by dumbing down the four Rockefeller boys. Nelson, of course, was in later years able to hire Henry Kissinger to do his reading for him.
David Rockefeller writes further:
Lincoln stressed freedom for children to learn and to play an active role in their own education. ... But there were some drawbacks. In my case, I had trouble with reading and spelling, which my teachers, drawing upon "progressive" educational theory, did not consider significant. They believed I was simply a slow reader and that I would develop at my own pace. In reality I have dyslexia, which was never diagnosed, and I never received remedial attention. As a result my reading ability, as well as my proficiency in spelling, improved only marginally as I grew older. All my siblings, except Babs and John, had dyslexia to a degree.
Apparently, David Rockefeller still doesn’t understand that he was made dyslexic by the teaching methods at the Lincoln School. He says, “I have dyslexia,” as if he were born with it, and that is why he had such a difficult time learning to read.
The reason why David’s older brother, John D. Rockefeller III, did not become dyslexic is because he attended the traditional Browning School in New York and the Loomis Institute in Windsor, Connecticut. He then went on to Princeton, where he received high honors in economics.
Winthrop Rockefeller, born in 1912, attended the Lincoln School. He later found formal education difficult, suffering from dyslexia. He entered Yale in 1931 but was expelled in 1934 for misbehavior. He had a successful military career, after which he moved to Arkansas and became its first Republican Governor. What is most significant in all this is that the experience of the four Rockefeller boys provides confirmation that the sight method of teaching reading, used at the Lincoln School, caused dyslexia. Of course, we were not able to know this until years later when their memoirs and biographies were published.
Yet, the progressive educators were well aware of this harmful phenomenon as early as February 1929, when Dr. Samuel T. Orton — a neuropathologist who had made a survey in the 1920s of children with reading problems in Iowa, where the sight method was being used — wrote an article for the Journal of Educational Psychology. Its title was quite explicit: “The ‘Sight Reading’ Method of Teaching Reading as a Source of Reading Disability.” He wrote, as diplomatically as possible:
I wish to emphasize 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 educational importance both because of its 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.
Orton’s article was written for the very educators who were in the process of launching their sight-reading programs in all the public schools of America. And of course they rejected his warning. But it wasn’t until 1955 that American parents became aware of what was being done to their children in the schools. It was that year in which Rudolf Flesch’s famous book, Why Johnny Can’t Read, was published, and it created quite a storm among educators and parents. The educators rejected Flesch’s assertion that it was the sight or look-say method that was causing the problem, but parents read the book and many started to teach their children to read with phonics at home.
My own book on the reading problem, The New Illiterates, was published in 1973, some 18 years after Why Johnny Can’t Read. Indeed, in 1973 Johnny still couldn’t read! In The New Illiterates I revealed that the sight method had been invented by the Rev. Thomas Gallaudet, the teacher of the deaf and dumb at his asylum in Hartford, Connecticut, as a means of teaching the deaf both language and reading. He thought the method could also be used to teach normal children to read. So he wrote The Mother’s Primer, which was published in 1836 and adopted by the Boston primary schools as a new, easier way to teach reading. Instead, it produced a literacy disaster. In 1844, the Boston School Masters wrote a devastating critique of this new way of teaching reading. The schools then quickly went back to the phonetic method.
In my book, I also did a line-by-line analysis of the Dick and Jane reading program and came to the conclusion that anyone taught to read by this method could become dyslexic. But nothing I’ve written on the subject has had the slightest influence on the professors in America’s colleges of education or changed the prevailing sight methods of teaching reading in the public schools.
And that is why I then developed the Alpha-Phonics reading program, so that parents could easily teach their children to read at home in the proper phonetic manner. Since its first publication in 1983, thousands of homeschooling parents have used the program to teach their children to read. Of course, I have tried to get the public schools to adopt the program, but with no success. However, one high school teacher in Florida, who heard about my work and has actually used Alpha-Phonics to help potential dropouts learn to read, claims that it works miracles. He wrote in a letter to me:
I once was explaining to a student why children have reading problems. When I finished, a girl from the other side of the class, who I thought was not listening, said, “This is what happened to my brother. He is in the fourth grade, hates to read and gets stomach aches and headaches.” I told her that his troubles were over and gave her a copy of Alpha-Phonics. Four months later, I asked how was her brother doing. She said he completed the book and reads just fine.
I had the same success with students in special education, who were labeled as
learning disabled or educatably mentally retarded. I have 100% success with every student. The only variable is the speed at which students progress. You must follow Dr. Blumenfeld’s advice and be patient. Do not pressure the child.
I have many other heartbreaking stories about children who have quit school because they did not know how to read, and no one will teach them. I have had children take a copy of Alpha-Phonics and keep it to teach friends they know, how to read. I encouraged everyone to try Alpha-Phonics. The results you see in the child are truly miraculous. It must be seen to be believed.
So if America wants to reclaim its preeminence as the most literate nation on earth, they can do so by simply using Alpha-Phonics in all the schools across the country. Not very difficult to do, and not at all expensive. In other words, we don’t need No Child Left Behind or Race to the Top to pretend that we are helping the kids. But a dysfunctional federal government is simply incapable of doing what can be done easily and cheaply. There is neither the will, nor the intelligence, nor the open-mindedness to make it happen. And so if you, a parent, want true education reform, you can have it instantly — at home.

Samuel Blumenfeld

(Alpha Phonics is indeed a good Phonics program. Marva Collins' Great Expectations is also an excellent program. She used Sister Monica Frasier's Professor Phonics Gives Sound Advice and Open Court Readers.)

I wanted to share all of that with you because so often illiteracy is blamed on HOMELESS, DISADVANTAGED, MINORITY, SOCIOECONOMIC SITUATION, SINGLE FAMILY, ETC. when in fact it is simply POOR CURRICULUM CHOICES. 

I believe it was in Rudolph Flesch's book Why Johnny Can't Read or Why Johnny Still Can't Read that I read that one excuse in the 1900s was bad tonsils. They refuse to go back down that road to where the choice in the road of education led down THE WRONG PATH! They will continue to blame you, your children, climate change, your family's economic situation, marital status, etc. rather than the wrong choices made by career educators and those in the colleges of education. Why their whole career would be a sham! Better to blame the children and parents!



("... must provide remedial reading and math.)

 And, so I say to my friend in Economic Development for Bay County, get off the "Yes WE Can" train, shake off your Delphi brainwashing, and look at things with the common sense with which your business background ought to have prepared you. Professionals are often the carriers of the virus that kills the patient (As Semmelweiss sought to inform the doctors who wore their white coats stained with the blood of those septic patients they autopsied before going to mothers in labor). Just because that happened in the early 1800s doesn't mean it does not happen now!











READING IS LIKE WALKING, AN IMPORTANT AND ESSENTIAL WAY TO GET
AROUND AND MOVE AHEAD. WITHOUT IT AN INDIVIDUAL IS VIRTUALLY DOOMED TO A LIFE OF POVERTY AND IGNORANCE. 


Who will dare buck the system, say no more COMMON CORE, and actually teach children to read? And then teach them to write, spell, calculate, empower them with cultural literacy, make them more than community organizers!

Notice above. The US is below the average score for other nations. Bay District Schools ranks pretty far below that. What does that tell you about an international competitive advantage?


Yes We Can

Parents have rights Against Intrusive Surveys PROTECTION OF PUPIL RIGHTS AMENDMENT and SEL (Social Emotional Learning)

https://sharmanbursonramsey.blogspot.com/2018/01/parents-have-rights-against-intrusive.html

The Growing Irrelevance of Colleges and Universities
https://sharmanbursonramsey.blogspot.com/2018/01/the-growing-irrelevance-of-colleges-and.html

SAAIL SAVE ADMINISTRATORS ACCEPT ILLITERACY
https://sharmanbursonramsey.blogspot.com/2018/01/saail-save-administrators-accept.html


If I Ruled the Schools

THE BIGOTRY OF LOW EXPECTATIONS: PROFITS, POSITION, POWER, POLITICS PRODUCE A CIVIL WAR IN EDUCATION
 FREE OUR CHILDREN FROM THE OPPRESSION OF COLLEGES OF EDUCATION. CHICAGO. TWO DIFFERENT PHILOSOPHIES.  

Common Core, Sylvia Plath, and Death Education

Tales from the Crypt. True stories of our Dead Schools. 

The Truth about Phonics that will Help You Help Your Child! Whole Language: A Fraud Perpetrated upon Our Students. One of Many?

The Tragedy of the Math Mess and Another Way

MATH WARS. ONCE AGAIN INTO THE FRAY

COMMON CORE MATH

The Reality of Bay District Schools. Only Fifty Percent Read Proficiently. Is there hope?

The Four Period Day: Students as Guinea Pigs and Professional advancement for "innovators"

The Tale of Last Hope for Local Control

DEMONIC ROOTS TO COMMON CORE? VISIT YOUR CHILD'S THERAPEUTIC CLASSROOM.

THE GENEALOGY OF COMMON CORE: BILL GATES/UNESCO/ROBERT MULLER//ALICE BAILEY/LUCIS TRUST 

THE CHICAGO CONNECTION TO COMMON CORE

does anybody really believe anymore? does anybody really care?https://sharmanbursonramsey.blogspot.com/2017/12/does-anybody-really-believe-anymore.html

Sounding the Alarm! Today's Therapeutic Classroom. What are you going to do about it?

Spalding Writing Road to Reading and John Winston of Parks Elementary Natchitoches, Louisiana
https://sharmanbursonramsey.blogspot.com/2017/12/spalding-writing-road-to-reading-and.html

RETARDING AMERICA THE IMPRISONMENT OF POTENTIAL

NOTE FROM ROBERT SWEET OF THE NATIONAL RIGHT TO READ FOUNDATION

The DARE PROGRAM 20 years later.
https://sharmanbursonramsey.blogspot.com/2017/12/the-dare-program-20-years-later-more.html

Merry Christmas! Meet Alliwishus, The Elf Mother Met at the Battle of the Bulge

My Mother. My hero who won a Battle Ribbon at the Battle of the Bulge. December 16, 1944. A SCRAPBOOK LOOK FROM JEAN BRONSON GILLIS BURSON.

LEONARD COHEN HALLELUJAH PROJECT AT BAY HIGH SCHOOL AND ESTABLISHMENT RELIGION, SECULAR HUMANISM, IN OUR SCHOOLS
https://sharmanbursonramsey.blogspot.com/2017/12/leonard-cohen-hallelujah-project-at-bay.html

WHY SHOULD CONSERVATIVES, CHRISTIANS AND THE THE FAITH COMMUNITY BE CONCERNED ABOUT THIS? SUBSCRIBE TO THE PANAMA CITY NEWS HERALD AND GET WASHINGTON POST FREE

PEACE EDUCATION? CONFLICT RESOLUTION? TEACHING TOLERANCE? COMMON CORE 

TRADITIONAL OR PROGRESSIVE EDUCATION. DO YOU KNOW THE DIFFERENCE? HAS POLITICS AFFECTED YOUR CHILD'S MATH EDUCATION?


RETARDING AMERICA THE IMPRISONMENT OF POTENTIAL

NOTE FROM ROBERT SWEET OF THE NATIONAL RIGHT TO READ FOUNDATION
DELPHI TECHNIQUE, CHAMBER OF COMMERCE AND THE EDUCATION ESTABLISHMENT CONVINCED A GULLIBLE PUBLIC TO BUY INTO COMMON CORE

COMMON CORE: PORNOGRAPHY 101

MIDDLE SCHOOL AGENDA FOR SEXUAL ORIENTATION AS A PART OF MULTICULTURAL EDUCATION

BEHAVIOR MODELS ATTITUDES AND BELIEFS

CULTURE WAR AND COMMON CORE

SOCIAL STUDIES AND COMMON CORE

TEACHERS AS LIBERATORS PRODUCE STUDENTS AS REVOLUTIONARIES: Whole Language Live On!

RADICAL POSSIBILITIES: YOUR CHILDREN 
https://sharmanbursonramsey.blogspot.com/2017/11/radical-possibilities-your-children.html

Response to AL.Com article "Alabama Superintendent Proposal to Raise Academic Standards."
SECULAR HUMANISM IS NOW THE RELIGION OF OUR SCHOOLS

COMMON CORE: THE EMPEROR IS WEARING NO CLOTHES

COMMON CORE=PETRI DISH FOR RADICALS
https://sharmanbursonramsey.blogspot.com/2017/11/common-core-petri-dish-for-radicals.html

REVOLUTIONARY PEDAGOGY

Revolutionary Pedagogy: Or, so you thought reading, writing and calculating were why you sent your child to school?
EDUCATION TODAY:

Politics, Profits, Position, Power, and Prejudice published 1995

CAPSTONE EDUCATION (UNIVERSITY OF ALABAMA) AND MY CONCERNS

CONFLICT RESOLUTION OR POLITICAL INDOCTRINATION?

DELPHI TECHNIQUE, CHAMBER OF COMMERCE, AND THE EDUCATION ESTABLISHMENT CONVINCED THE GULLIBLE NATION TO BUY INTO COMMON CORE

WHO DO WE HOLD ACCOUNTABLE FOR THE FAILURE OF OUR SCHOOLS?

PUBLIC EDUCATION SHOULD EMPOWER PARENTS

CONSPIRACY THEORIES IN EDUCATION

THE CIVIL WAR IN EDUCATION 

SOLVE THE PROBLEMS OF PUBLIC SCHOOLS

TAKE A KNEE













Wednesday, January 17, 2018

The Growing Irrelevance of Colleges and Universities


My daughter called yesterday and wondered aloud about how much they should set aside for their daughters college education.

"They say it will cost $120,000 for them to attend four years of college," she said.

For the very first time, I said, "Save your money and not for a college or university education."

There were many reasons for my reaction. First is my total contempt for the colleges of education where students enter with the lowest ACT and SAT scores and graduate with the highest GPAs. They are not lacking in self-esteem, but their actual knowledge and understanding of anything is truly limited.

And why should they actually know anything? Teaching is only to facilitate the computer in teaching and assessing the learning of students-- in their world. And, or course, model the attitudes and beliefs of children to fit their world view.

We once sent children to colleges and universities to acquire a basic liberal arts education, preparation for a life of true literacy including cultural literacy. Before public education wealthy children were privileged to be educated by tutors and then attend elite colleges and universities that passed on information acquired by "standing on the shoulders of giants" as Isaac Newton put it. They did not have to reinvent the wheel every year (experiential learning), they learned from the greatest thinkers.



But, now, that has been deemed a product of a white patriarchy, just white Europeans, and so that must be limited.




So Math education professors are now teaching teachers that teach those who will teach your children that white privilege is bolstered by teaching math. So your children, white, Black, Hispanic will be denied this education. Or do Black students get to learn math and white children do not? That is not exactly clear with this reverse discrimination lunacy.

Do their students challenge this? Of course not, you play the game in college to get the degree that qualifies you for the job. If you do not circle the wagon, play the game, you lose your place in their certifying you. And, of course, most of those going into education have also have been limited because of the teachers from whom they originally "learned". 



These were the books in Benjamin Hawkins frontier library: 
(Hawkins was Agent to the Creek Indians--Born, August 15, 1754, Granville (now Warren) County, he died June 6, 1816, Crawford County, Georgia).  This was a frontier library.
Hawkins grew up in North Carolina with enough education to later attend the College of New Jersey (now Princeton).  When we arrogantly presume that certain books are beyond the level of ability of our children, we are giving them a short shrift on their education. Those who prepared Benjamin Hawkins and his colleagues at the Continental Congress did not realize they were preparing founders for a new nation.  They merely prepared them to be educated men with a broad background to prepare them for whatever they might encounter.  There was no question as to the validity of teaching sound/letter correlation...they were taught a phonetic language phonetically.  They learned the roots of words by learning Latin and thereby extended their vocabulary.  They were taught to think by reading great thoughts in their original languages (Latin and Greek).  

As Sir Isaac Newton said, "I stand on the shoulders of giants."   They were taught to write by having them write in the style of those great writers in those original languages.  Notice the "ancient" texts.  
Benjamin Hawkins numbered among those Princeton (College of New Jersey) students in the Continental Congress.  They would all have benefited from the instruction of John Witherspoon who delivered his initial speech to the assembled students in Latin. 
"James Witherspoon was determined to make Princeton not just the best college in the colonies, but the best in the entire English-speaking world. The model he chose for its curriculum was that of his own alma mater, the University of Edinburgh. He introduced the same rigorous humanist education in Greek and Latin, as well as philosophy, history, geography, science, mathematics, and theology."  His introduction of Modern Languages including French enabled Benjamin Hawkins to serve as an interpreter under George Washington.  These men were educated to read Latin and Greek and to write in the style of great writers in their earliest education at a time when most of us have been led to believe that a child's mind is not "ready to learn" such rigorous education. 

 Thank God, these men were educationally prepared to construct a nation.  
 Library:            Who purchased the book            What was paid
1st Edition of G. H. Loskeah Mission among the N. A. I.      James Everett      0.25
4 vol. French Books        William Mitchell             0.25
7 vol. French Books        William Mitchell             0.25
7 vol. French Books        William Mitchell             4.25
9 Vol. French Books        Lewis Magnan    0.25
A Treatice on Natural Philosophy & Religion           Hugh McKay      .18 ¾ 
Abercrumbies Arrgts - 2 Vol.         William Mitchell             1.5
Acts of Congress             Robert Erwin      0.25
Adair American Indians    Joseph Wood      1.37 ½ 
Ainsworths Dictionary 2 Vol.        Charles Belton    1
Allens Dictionary            James Everett      0.75
American Geography        Thomas Grubbs   3
American Museum 3 vol   Thomas M. Ellis             1.68 ¾ 
American Oracle              Thomas M. Ellis             0.25
Barlows Columbian         Mrs. Lavinia Hawkins      13
Bartrems Travels             William Robertson          0.5
Batelles Law of Nations    Thomas M. Ellis             4
Belknaps History of N. Hampshire             Lewis Magnan    .93 ¾ 
Bell of Wounds   Robert Erwin      0.25
Belles Lettres - 3 vol.       J. W. Ray          1.62 ½ 
Bellesarius & History of Charles the 12th    Mrs. Lavinia Hawkins      0.75
Blackstones Commentary - 4 vol.   James Everet       6.5
Boyre's Dictionary           Lewis Magnan    4
Buchans Domestic Medicine          Wormly Rose     1
Buffon - 9 vol.    Thomas M. Ellis             19
Burns's Justice - 4 vol.     Joseph Wood      6
Carys Atlas        J. W. Ray          .31 ¼ 
Chamband Dictionary       Charles Belton    1.25
Chesterfields Letters - 5 vol           Lewis Magnan    1.37 ½ 
Chesterfields Letters 2 vol             Lewis Magnan    1.13 ¾ 
Children of the Abby - 2 Vol         Thomas M. Ellis             1.75
Cicero's Orations             James Everett      1.25
Clarkes Justice    Lewis Magnan    .18 ¾ 
Clarks Homer 2 vol         Charles Belton    .62 ½ 
Congraves Works            J. W. Ray          1.18 ¾ 
Consitution of Gr. Britain             Capt. Hawkins    0.5
Cottacks Sermons                         
Defense of the American Constitution & Jefferson Notes        Joseph Wood      2.25
Denmans Midwifry - 2 vol.           Joseph Wood      2.25
Dufups Nature Displayed   Thomas M. Ellis             .87 ½ 
Dwights Geography         Thomas M. Ellis             .31 ¼ 
Elermonts Cookery          Benjamin Durden            1.25
Englishmans Fortunes      Lewis Magnan    0.25
Etilnna France     Charles Belton    .68 ¾ 
Examination of Sheffields Observation - Journal H.R. 3rd Congress     Hugh McKay      1.12 ½ 
Fergusons Essays            Charles Belton    1.12 ½ 
Georgraphical Grammar    Hugh McKay      1.12 ½ 
Georgraphy of America     Robert Erwin      1
Gibbons Roman Empire - 11 vol. Deffect - 3 vol      William Robertson          17
Gill Blus                        
Godwins Enquiry, Prestly's Lectures & Valenys Views          William Mitchell             3
Greek Lexicon     William Hawkins            1.5
Harrison on Agriculture    J. W. Ray          .81 ¼ 
Hazards Historical Collection         Robert Erwin      0.75
History of Vermont          Kenchen Currel   0.5
Homers Odessy   Charles Belton    0.5
Horaces Works    Lewis Magnan    0.25
Humes History - 8 Vol     R. Wood            11
Jeffersons Notes   Mrs. Lavinia Hawkins      .62 ½ 
Jenkinsons Treaty - 3 Vol             Lewis Magnan    1.62 ½ 
Keys on Bees      J. W. Ray          0.5
Laws of 1st Congress       Kenchen Currel   .31 ¼ 
Laws of U.S. 4 vol.         Thomas Grubbs   4
Leland Demosthens 3 vol.             J. W. Ray          2.06 ¼ 
Levignes Letters 4 vol      Haynes Crabtree   1.75
Lewis & Clarks Travels - w Vol     Joseph Wood      4
Lucretias Nature of Things - 2 Vol              Joseph Wood      2.87 ½ 
Mairs Bookkeeping          Lewis Mangan    0.25
Marbury & Crawfords Digest         Kenchen Currel   2.66 ¼ 
Maris Introduction           Lewis Magnan    .12 ½ 
McMahons Gardening      Thomas M. Ellis             1
Medical Companion         Capt. Hawkins    0.5
Mill Wright & Millers Guide        Robert Erwin      ------ 
Misses Magazine                          
Montaignes Essies - 3 Vol.           J. W. Ray          2
Morses Gazettier              Joseph Wood      --- 
Morses Universal Geo. - 2 vol       Henry Marsh       5.25
Murrays Grammar            Thomas W. Ellis             0.75
New Dispensatory            J. W. Ray          1
Newgents Dictionary 2 Vol.          Capt. Hawkins    0.5
Ovids Epistles    Lewis Magnan    0.25
Paines Architecture          Kenchen Currel   .56 ¼ 
Paines Writings   Joseph Wood      2.12 ½ 
Patillas Sermons             Robert Erwin      0.5
Patric Terrence Journals of Con.                  
Philosophical Dictionary of Opinions on Modern Philosophy - 4 vol.   Joseph Wood      5.25
Pikes Arithmetic             J. W. Ray          .62 ½ 
Pombertsons Dispensatory            Lewis Magnan    0.5
Popes Workds 2 vol. History of Duke of Marlborough           Robert Erwin      0.75
Porters Travels    William Robertson          1
Practical Surveyor            Joseph Wood      1
Preechly on Nine             Robert Erwin      2
Present date of Gr. Britain             Joseph Wood      0.5
Prices American Revolution          J. W. Ray          .18 ¾ 
Ramsey History - 2 vol.   Lewis Magnan    0.5
Ramseys History - 2 vol.              William Robertson          1.5
Ramseys Washington       J. W. Ray          .56 ¼ 
Reports to Congress                      
Review                           
Robertson America - 2 Vol            William Robertson          1.75
Rolins Ant. History - 4 vol.          Lewis Magnan    1
Salmon Gazettier             Robert Erwin      0.5
Shenstone          Robert Erwin      .31 ¼ 
Sheridans Dictionary        Henry Carr         1.5
Sinclair on Revenue         Charles Belton    1
Smithrees Grammar         J. W. Ray          2.12 ½ 
Smiths Wealth of Nation - 3 Vol    William Leprad   2.25
Smollets History - 8 vol.              William Robertson          4.5
Spectator - vol 1st & 2nd missing              J. W. Ray          2.25
Spelling Book                 
Sullys Memoirs 6 vol.     J. W. Ray          2.62 ½ 
Surveying Improved         Joseph Wood      .37 ½ 
Swedian on Venl. Complns.          Charles Belton    0.5
Swift Works                    
Swifts Works - 1 vol.       Lewis Magnan    20.5
Taplings Ferriery - 2 Vol   Lewis Magnan    1.62 ½ 
The Spirit of Petrolium    Joseph Wood      0.25
Tour in Holland   Charles Belton    .43 ¾ 
Turkish Spy                    
Twinbutts Voyage           Charles Bolton    .37 ½ 
Walkers Dictionary          Mrs. Lavinia Hawkins      0.75
Wallace on Diseases         Charles Belton    .37 ½ 
Watsons Horice   Lewis Magnan    1.12 ½ 
Websters Grammar           Joseph Wood      1.25
Winthrops Journal           Robert Erwin      0.5
Xenaphan Greek   Charles Belton    0.25
Youngs - 2 vol    J. W. Ray          1.37 ½ 

What about grammar? They say, "The study of traditional school grammar...has no effect on raising the quality of student writing." Really? That is the reason for TRANSFORMATIONAL GRAMMAR (I'M OKAY, YOU'RE OKAY because to teach you differently, to really give you an education,  would insult your cultural differences Grammar. So don't expect your child to learn proper English and writing skills. They just want them to "write" so they will know your child's thoughts, beliefs and attitudes so they can be "adjusted."



So with ANTI-EDUCATION POSTURING AS EDUCATION and the BIGOTRY OF LOW EXPECTATIONS ruling the colleges and universities of our country, I told my daughter, not only are the colleges and universities limiting what children are allowed to know, they have teachers who haven't enough knowledge to teach them. 



1. So, why plan to send a child to college to participate in a very expensive exercise in NOT LEARNING?
2. College degrees are available online, why pay a facilitator to turn on your child's computer? 
3. You can get a great education by taking The GREAT COURSES taught by the world's most brilliant scholars. 
4. As my daughter said, "If I spend $120,000 for a degree where she may never make that much money back and a degree from a technical college (plumbing, electricity, computer programming) will get them six figures a year, where is the sense in that?" 

EXACTLY!







With Whole Language and Progressive Education we teach them how NOT TO READ.



 We dumb things down to make sure all that is taught is dumbed down to what all can learn and then we use the brightest to teach the less capable and since the teacher is not involved with either, both lose out. (OUTCOME BASED EDUCATION, MASTERY LEARNING, THEMATIC EDUCATION, GROUP LEARNING, PEER TUTORING)


We let domestic terrorists determine curriculum and tell folks that education gives white privilege. 



See also:
 https://sharmanbursonramsey.blogspot.com/2017/11/radical-possibilities-your-children.html

Just so you know this isn't just theoretical.


Meet Dr. Barbara Cooper, the Chief Academic officer for the state of Alabama. She said in a radio interview in Montgomery that the book, Radical Possibilities by Jean Anyon is her guidebook and reflects her education philosophy. 


They have no intention of teaching your children.  They just want to organize them. (By the way Alabama dropped on the NAEP test from the 26th to the 50th. Look how effective Dr. Cooper has been!)

From a book review by Pat Ellis:

Chapter 10 – Putting Education at the Center

In this last chapter, Ms. Anyon repeats some of her thoughts. She also mentions Bill Gates Foundation and the Soros Foundation and the dollars they donated to create new small schools for inner city students in New York. Another organization, Pacific Institute for Community Organizing, is a national network of community based organizations. Ms. Anyon stated the organization facilitates exchanges between networks of school reformers and organizers.

Acquiring Community Organizing Skills

Ms. Anyon provides six suggestions for organizing parents in extended issue campaigns. Following is a short synopsis:

1. Choose issues from the bottom up. Issues should come from parents, students and other residents.
2. Begin to build a community constituency for long range reform.
3. Locate key school and district personnel who can assist with problems you want to address.
4. Develop a program of needed changes and present it to authorities. Plan demonstrations an other activities.
5. Develop a plan for what to do when people in power ignore you, etc. 
6. Keep pressure on administrations and officials by demonstrations and actions of various sorts. 

Classrooms as Movement Building Spaces

In this section, Ms. Anton promotes strategies for teachers to engage their students in civic activism and provides examples from the Philadelphia School System.

(Page 12)

Mapping Community Assets

Mapping community assets is an activity to engage students in researching their neighborhoods for community resources that could be useful to make the neighborhood a better place to live and work. Included in the assets would be the “gifts, skills and capacities of the community’s residents”. 
Power Analysis

“A power analysis identifies a problem faced by students or other community residents and asks the following kinds of questions:

1. Who is impacted by the problem?
2. Who makes the decisions that affect the immediate situation?
3. Who makes the decisions that determine what those individuals or groups do and say?
4. What kind of informal influence or formal power do they have?
5. What kinds of informal influence or formal power do community residents have over the situation? 
6. Whose interests are affected by decisions that have been made? 
7. Who are potential allies in an attempt to solve the problem.

Developing an Issue Campaign

“One key to developing an issue campaign with students is to break the overall task – say, a campaign for immigrant students’ rights into manageable pieces…”

When working with youth use their own cultural modes. Example: “…a youth organizer in Oakland, CA took a group of her students to a concert by the Hip Hop group Dead Prez, a politically progressive group.” She reported: “Attending the concert was an incredible political education for the students because they related so well to the medium in which the political message was delivered.”
This section goes on to list the steps to take in order to have a successful campaign when working with young people on issues. One suggestion is to have teachers and students work together and protest together. An anecdotal protest in Chicago had students and teachers both taking part targeting the board of education. They protested the U.S. military budget supporting the war in Iraq and depleting money available for public education. (A write-up of the “Rally” is on Page 195, Radical Possibilities)

“Long ago, community organizing icon Saul Alinsky pioneered the use of conventions to establish unified agendas and strategies among groups (Shaw 2001, p. 258) and such an approach seems crucial to the creation of synergy and impact today.”

Saul Alinsky was from Chicago as is Bill Ayers, Arne Duncan, and Barach Obama who spent millions on education in Chicago through the Chicago Anenberg Project and now with COMMON CORE. I feel so sorry for those children, victims of these people and their political agenda. Only one in four can read at grade level.

I look at our current education system, in Panama City, and see that 47% of children are not proficient readers. The excuse, I hear, is that we have so many homeless children in Panama City. Which came first, the chicken or the egg? The parents who cannot take care of their children were "educated" somewhere. Has this school system, regardless of the increasing amount spent on education, the "forward thinking" leadership that has adopted every "innovation" to come down the track, including COMMON CORE, actually so poorly educated the parents of those "homeless children" that this is the condition to which their "clients" have come?

And so, once again, the parents (tonsillitus used to be one excuse for look/say students failure) or maybe the proximity bright sun? excuses for the failure of the schools to educate the homeless children and perhaps their parents? When will the powers that be look at thirty (at least) years of failure and say, perhaps the emperor is wearing no clothes. In the early nineties activists created a sense of crisis in the schools and used the courts to legislate their remedies (Goals 2000, Alabama First, etc) throughout the nation. Those mandates undermined real education making sequential learning passe', making drill and repetition illegal, etc. and yet those laws are still on the books having been replaced with the even greater debacle now known as COMMON CORE.

The lesson ought to be that legislating education is a failure. There is no opportunity for a school/system to break out of the cascade of failure with a national curriculum COMMON CORE.

The emperor is the Department of Education, the National Education Association and the colleges of education and their puppets in school systems throughout this country. I once thought a business look at education would help fix education, but I was WRONG! All they know to do is listen to the "specialist" (that would be the doctor wearing the blood on his coat in the early 1800s before Semmelweiss convinced the medical profession that they took infection with them from one patient to the other when they did not wash their hands before going from an autopsy of someone who had died of septicemia to a woman in labor). With COMMON CORE that infection is in every school district and private schools across America spread in part by the Chamber of Commerce and their mouthing of Bill Gates' promises of career and college readiness. The disease of illiteracy raged before but now it has become EBOLA.

Yet, there are pockets of effective education in some private schools that have refused national funding and put their children in islands of real education.

So, why save up for a college education?

Spend your money NOW ON A PRIVATE SCHOOL THAT HAS A CURRICULUM THAT ACTUALLY EDUCATES YOUR CHILDREN! Don't think just because it is a private school it does not have Common Core.

There is only one in Panama City, Covenant Christian School, associated with Covenant Presbyterian Church.

Curriculum
The school started using the Classical Curriculum at the start of the school year in 2009, as the only school in the Bay County Area. The School is divided up into the Beginning Grammar, Grammar, Logic, and Rhetoric classes instead of the usual Pre-K, Elementary, Middle, and High School classes.[3] Covenant's main language course is Latin, so many of the phrases found in school, on T-shirts, car magnets, and other marketing mediums are in Latin.
High School
Starting with the school year in 2013, Covenant is the only private high school in Bay County that offers non-virtual high school. Students have the option to customize their schedule between to take classes at the school, online, or duel-enroll at Gulf Coast State College.


They can go to college on a computer later. Because they will be able to read, write and compute while those in those schools that have fallen victim to COMMON CORE and the stupidity of colleges of education throughout the country will not.

My grandchildren in Dothan attend Providence Christian Academy, another classical school. We have been unable to find a school in Mobile not infected with COMMON CORE.

SAAIL Save Administrators Accept Illiteracy
https://sharmanbursonramsey.blogspot.com/2018/01/saail-save-administrators-accept.html

The Growing Irrelevance of Colleges and Universities
https://sharmanbursonramsey.blogspot.com/2018/01/the-growing-irrelevance-of-colleges-and.html

Yes We Can  
https://sharmanbursonramsey.blogspot.com/2017/12/the-yes-we-can-movement-to-manipulate.html

Parents have rights Against Intrusive Surveys PROTECTION OF PUPIL RIGHTS AMENDMENT and SEL (Social Emotional Learning)



If I Ruled the Schools

THE BIGOTRY OF LOW EXPECTATIONS: PROFITS, POSITION, POWER, POLITICS PRODUCE A CIVIL WAR IN EDUCATION
 FREE OUR CHILDREN FROM THE OPPRESSION OF COLLEGES OF EDUCATION. CHICAGO. TWO DIFFERENT PHILOSOPHIES.  

Common Core, Sylvia Plath, and Death Education

Tales from the Crypt. True stories of our Dead Schools. 

The Truth about Phonics that will Help You Help Your Child! Whole Language: A Fraud Perpetrated upon Our Students. One of Many?

The Tragedy of the Math Mess and Another Way

MATH WARS. ONCE AGAIN INTO THE FRAY

COMMON CORE MATH

The Reality of Bay District Schools. Only Fifty Percent Read Proficiently. Is there hope?

The Four Period Day: Students as Guinea Pigs and Professional advancement for "innovators"

The Tale of Last Hope for Local Control

DEMONIC ROOTS TO COMMON CORE? VISIT YOUR CHILD'S THERAPEUTIC CLASSROOM.

THE GENEALOGY OF COMMON CORE: BILL GATES/UNESCO/ROBERT MULLER//ALICE BAILEY/LUCIS TRUST 

THE CHICAGO CONNECTION TO COMMON CORE

does anybody really believe anymore? does anybody really care?https://sharmanbursonramsey.blogspot.com/2017/12/does-anybody-really-believe-anymore.html

Sounding the Alarm! Today's Therapeutic Classroom. What are you going to do about it?

Spalding Writing Road to Reading and John Winston of Parks Elementary Natchitoches, Louisiana
https://sharmanbursonramsey.blogspot.com/2017/12/spalding-writing-road-to-reading-and.html

RETARDING AMERICA THE IMPRISONMENT OF POTENTIAL

NOTE FROM ROBERT SWEET OF THE NATIONAL RIGHT TO READ FOUNDATION

The DARE PROGRAM 20 years later.
https://sharmanbursonramsey.blogspot.com/2017/12/the-dare-program-20-years-later-more.html

Merry Christmas! Meet Alliwishus, The Elf Mother Met at the Battle of the Bulge

My Mother. My hero who won a Battle Ribbon at the Battle of the Bulge. December 16, 1944. A SCRAPBOOK LOOK FROM JEAN BRONSON GILLIS BURSON.

LEONARD COHEN HALLELUJAH PROJECT AT BAY HIGH SCHOOL AND ESTABLISHMENT RELIGION, SECULAR HUMANISM, IN OUR SCHOOLS
https://sharmanbursonramsey.blogspot.com/2017/12/leonard-cohen-hallelujah-project-at-bay.html

WHY SHOULD CONSERVATIVES, CHRISTIANS AND THE THE FAITH COMMUNITY BE CONCERNED ABOUT THIS? SUBSCRIBE TO THE PANAMA CITY NEWS HERALD AND GET WASHINGTON POST FREE

PEACE EDUCATION? CONFLICT RESOLUTION? TEACHING TOLERANCE? COMMON CORE 

TRADITIONAL OR PROGRESSIVE EDUCATION. DO YOU KNOW THE DIFFERENCE? HAS POLITICS AFFECTED YOUR CHILD'S MATH EDUCATION?


RETARDING AMERICA THE IMPRISONMENT OF POTENTIAL

NOTE FROM ROBERT SWEET OF THE NATIONAL RIGHT TO READ FOUNDATION
DELPHI TECHNIQUE, CHAMBER OF COMMERCE AND THE EDUCATION ESTABLISHMENT CONVINCED A GULLIBLE PUBLIC TO BUY INTO COMMON CORE

COMMON CORE: PORNOGRAPHY 101

MIDDLE SCHOOL AGENDA FOR SEXUAL ORIENTATION AS A PART OF MULTICULTURAL EDUCATION

BEHAVIOR MODELS ATTITUDES AND BELIEFS

CULTURE WAR AND COMMON CORE

SOCIAL STUDIES AND COMMON CORE

TEACHERS AS LIBERATORS PRODUCE STUDENTS AS REVOLUTIONARIES: Whole Language Live On!

RADICAL POSSIBILITIES: YOUR CHILDREN 
https://sharmanbursonramsey.blogspot.com/2017/11/radical-possibilities-your-children.html

Response to AL.Com article "Alabama Superintendent Proposal to Raise Academic Standards."
SECULAR HUMANISM IS NOW THE RELIGION OF OUR SCHOOLS

COMMON CORE: THE EMPEROR IS WEARING NO CLOTHES

COMMON CORE=PETRI DISH FOR RADICALS
https://sharmanbursonramsey.blogspot.com/2017/11/common-core-petri-dish-for-radicals.html

REVOLUTIONARY PEDAGOGY

Revolutionary Pedagogy: Or, so you thought reading, writing and calculating were why you sent your child to school?
EDUCATION TODAY:

Politics, Profits, Position, Power, and Prejudice published 1995

CAPSTONE EDUCATION (UNIVERSITY OF ALABAMA) AND MY CONCERNS

CONFLICT RESOLUTION OR POLITICAL INDOCTRINATION?

DELPHI TECHNIQUE, CHAMBER OF COMMERCE, AND THE EDUCATION ESTABLISHMENT CONVINCED THE GULLIBLE NATION TO BUY INTO COMMON CORE

WHO DO WE HOLD ACCOUNTABLE FOR THE FAILURE OF OUR SCHOOLS?

PUBLIC EDUCATION SHOULD EMPOWER PARENTS

CONSPIRACY THEORIES IN EDUCATION

THE CIVIL WAR IN EDUCATION 

SOLVE THE PROBLEMS OF PUBLIC SCHOOLS

TAKE A KNEE