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.
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."
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 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.
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.
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
|
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