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The Star Spangled Banner is Hard, Yo



This question was asked (and answered) recently by ABC News: “Why is the Star Spangled Banner so hard to sing?” I found the article to be interesting on its own, but also thought it identified common problems many moderns have with “old things” in general. With the current love affair modern man has with secularism (meaning, the present only, not noticeably concerned with either the past or the future), it is not too surprising to learn that many pop and rock singers find the National Anthem a difficult song to sing.
Most Americans don’t realize just how technical of a song the Star Spangled Banner really is. At most, they sing it once or twice a year and usually mumble the words. In fact, many don’t even know the words. Of those who do know the words, very few have even given them a moment’s thought.
Michael Dean, director of vocal studies at UCLA, has coached a number of singers of the Anthem, from all genres of music. He says, “Once they start looking at the words, the thing that strikes every person I’ve worked with on this, is how moving the text is. Even the most jaded singers, they usually just start weeping.”
History is indeed a powerful teacher, but when actual history is coupled with elegant art (music in this case), the message becomes unavoidable. Dean trains his singers by first helping them to understand the Anthem as a poem, and then as a song. The vocal demands are extremely technical, but once they become part of the presentation of the Anthem, it takes on a whole new life.
Sadly, few of us have been taught this way. Education in this country used to follow this pattern. One hundred years ago, nearly every American would have been able to tell you what the Star Spangled Banner is actually about, what the words are, who wrote it, why, where, what key it is to be sung in, and how many verses it had (four, in case you’re wondering); today, no American would have this information at the ready (including me). Why is this? Is it simply because “they don’t teach nothing in school these days,” or is it something else? If you really believe “they don’t teach nothing” in the public schools, you would be wrong. They do teach something—a lot of something. The main problem is that what they are teaching is not what young minds need in order to succeed in this world.
In much the same way as pop singers think they are qualified to sing the National Anthem, most of our high school and college graduates think they are prepared for the rigors of “real life.” And it’s usually not until they get out on their own that they realize they aren’t prepared. Just as their elementary math teacher moved them into multiplication before they fully understood addition and then into division before they could grasp the concepts of multiplying, so are we short-changing our children when we don’t teach them from general to specific, from foundation to application. The reason that the National Anthem is so moving as a poem is because it is recounting real events in a real time and place that had a real effect on our national story being told through the eyes of a real eyewitness.
As I said before, history is a powerful teacher, but only when it is allowed to tell its story and is not constrained by the dehumanizing methods of disinterested teachers demanding that students know the dates, locations, and names, rather than the times, places, and reasons of history. The facts of history are important—the story can’t be told without them—but when the facts begin to obscure the story, that is, when the present takes the precedence, the real emotional lesson and impact of the story is lost; it becomes nothing more than words to remember until immediately after the test.
History used to teach us, but now pop culture teaches us. We are not educating, we are indoctrinating. And as long as no one rocks the boat, the indoctrination seems to be working just fine. But even something as seemingly naïve and harmless as the Star Spangled Banner has the potential to rock the boat. We are the heirs of a fantastic historical story, but the question is: Is there anyone left who can sing it?

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Yale University Dumps Famed Art History Course Because it is ‘Too White’

Yale University is dumping its famous art history course because it is about too many “white people.”



Yale used to have the premiere art history course in American education. But now the famed Ivy League school is dumping that course because it is about too many “white people.”

As Yale Daily News reported, the course has been highly celebrated:

Decades old and once taught by famous Yale professors like Vincent Scully, “Introduction to Art History: Renaissance to the Present” was once touted to be one of Yale College’s quintessential classes. But this change is the latest response to student uneasiness over an idealized Western “canon” — a product of an overwhelmingly white, straight, European and male cadre of artists.

Instead of teaching actual western art history, though, now the course will be used to tear down great western art.

The revamped course will now be used to show that art history is “problematic” and “a product of an overwhelmingly white, straight, European and male cadre of artists.”

The paper went on with quotes from professor Tim Barringer, the lunatic leftist now running the course.

“I believe that every object I discuss in [“Introduction to Art History: Renaissance to the Present”] (with the possible exception of one truly ghastly painting by Renoir) is of profound cultural value,” Barringer said in an email to the News. “I want all Yale students (and all residents of New Haven who can enter our museums freely) to have access to and to feel confident analyzing and enjoying the core works of the western tradition. But I don’t mistake a history of European painting for the history of all art in all places.”

Instead of this singular survey class, the Art History Department will soon offer a range of others, such as “Art and Politics,” “Global Craft,” “The Silk Road” and “Sacred Places.” Barringer added that in two or three years, his department will offer a substitute class to “Introduction to Art History.” But the new class “will be a course equal in status to the other 100-level courses, not the introduction to our discipline claiming to be the mainstream with everything else pushed to the margins,” Barringer said.

Barringer added that his new course will shoehorn in “questions of gender, class and race” into the course.

But some students worry that eliminating the class is a disservice to students.

“My biggest critique of the decision is that it’s a disservice to undergrads,” Class of ’22 student Mahlon Sorensen said. “If you get rid of that one, all-encompassing course, then to understand the Western canon of art, students are going to have to take multiple art history courses. Which is all well and good for the art history major, but it sucks for the rest of us, which, I would say, make up the vast majority of the people who are taking [HSAR 115].”

It’s just another example of our system of higher miseducation trying to destroy American education in favor of pushing anti-American and racist ideologies.

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University of Minnesota Faculty, Staff Forced to Take LGBT Pronoun Training

The University of Minnesota has forced all employees to undergo “LGBTQ pronoun training.”



The University of Minnesota has forced all employees to undergo “LGBTQ pronoun training” in this new era of left-wing thought crimes.

The school told employees that the training was aimed at making the campus a more welcoming environment for “transgender” and “non-binary”members of the school community.

The university announced the program in 2018, but now it is in full swing. The school told employees that they “are expected to use the names, gender identities and pronouns specified to them by university members.”

According to the Minnesota Daily, all members of the university will be forced use the “correct” pronouns and will be “tasked with working to educate their colleagues, helping them work through questions and mistakes.”

Employees are also told that the program “aims to spread education to different areas of the University by assigning staff who are familiar with their unit’s culture.”

The paper adds:

Noelle Noonan, director of student affairs and registrar in the Law School, applied for the spring cohort of the training program.

She emphasized the importance of living out the policy and modeling behavior for others.

“I think this is a good opportunity for individuals who are passionate and are interested and want to dedicate that time and energy to sort of be champions of that policy,” she said.

Facilitator Erin Keyes, who is also the assistant dean of students in the Law School, said in an email to the Minnesota Daily that a training session took place earlier [last] week for Law School employees.

“The Facilitator Training Program for Gender Equity Access allows the Law School to better recognize and honor gender diversity in our community, knowing that it is an essential piece of who we are,” she said in the email.

So, this is the crap that they are teaching our kids, folks.

Instead of teaching something useful, they are teaching this garbage.

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Texas Teacher Catches Flack for Putting Rape Question on Homework Assignment

A Texas high school teacher was given “corrective action” over a homework assignment with a question about rape.



A Texas high school teacher was given “corrective action” over an “inappropriate” homework assignment that included a question about rape.

The controversial question was asked last Friday of 90 biology students at Klein Collins High School outside Houston, according to the New York Post.

“Suzy was assaulted in an alley and is a victim of rape,” read the assignment. “The police collected a sample of sperm that was left at the crime scene and now have three suspects in custody. Which of the suspects raped Suzy?”

The students were then given three choices of DNA samples to match the original DNA found at the example crime scene.

The school district, though. said the question was not part of the school curriculum and is not representative of its educational philosophy.

“The district has investigated the source of the materials and appropriate corrective action has been taken,” the district said in a statement to the press.

“A spokesman for the Klein Independent school district declined to provide additional details, including whether the teacher who assigned the question will be disciplined and exactly how it became assigned,” the Post added.

Even more parents expressed their shock over the question once the media picked up on the story.

“It’s upsetting and I know girls this age, just the thought … they know that rape is forced non-consensual sex and that upsets them,” Cookie VonHaven, the parent of a tenth-grader at the school, told KPRC TV. “That’s why I can’t fathom a teacher putting that on a test.”

Another parent, Dana Duplantier, was not sure if her child had been given the assignment, but still noted it was not appropriate.

“Wouldn’t [the teacher] have to get that approved by the school board or teachers or something to put that in there?” Duplantier said.

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DISGUSTING: Soaring Number of Young People Who Say Other Countries are Better than the U.S.A.

The number of young Americans who think that other countries are better than the U.S. is soaring thanks to our education establishment.



The number of young Americans who think that other countries are better than the U.S. is soaring thanks to our education establishment that has become a force for evil in this country.

As the Daily Wire reported:

A new survey by Pew Research Center asked 9,895 people a series of questions about America. Most Americans polled agreed that the United States “stands above all other countries” (24%) or that it is “one of the greatest countries, along with some others” (55%).

More than one-fifth (21%), though, said “there are other countries that are better than the U.S.”

The number was even more egregious when the sample was winnowed down to just young people who identified as liberals.

Fully 47 percent of young liberal Americans aged 19-29 preferred other countries to the U.S. Only 19 percent of Republicans in that age range felt other countries were better than the U.S. 36 percent of liberal youngsters also said that other countries are greater than the U.S.

Age differences in these views are evident within both partisan coalitions but are particularly wide among Democrats. Nearly half (47%) of Democrats and Democratic-leaning independents under 30 say there are other countries that are better than the U.S., as do roughly a third (34%) of those ages 30 to 49. By comparison, just 20% of Democrats ages 50 and older say this.

Among Republicans and Republican-leaning independents, 19% of adults under 30 say there are other countries that are superior to the U.S. In contrast, just 4% of Republicans 50 and older take this view.

The results were the worst Pew ever saw.

“Views of how the U.S. compares with other countries have long been divided along partisan lines,” Pew said. “But these differences have widened in recent years as Democrats have become more likely to say there are other countries that are better than the U.S. In telephone surveys, the share of Democrats saying this is higher than at any point since the question was first asked by Pew Research Center in 2011, and there has been a corresponding decline in the share saying the U.S. stands above other nations.”

This is all the fault of our fetid schools that are teaching millions of American students that the U.S.A. is a rotten place and that our entire history is evil.

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New California Law Bans Schools From Suspending Students Who Disobey Teachers

A new law in California now prevents schools from suspending kids for rebelling against teachers.



In another example of why our schools fail to teach anything to kids, a new law in California now prevents schools from suspending kids for rebelling against teachers.

The new law that bans suspensions takes effect on January 1, 2020.

During the first year, the law will prevent schools from punishing kids who defy administrators or teachers in the first through fifth grades.

Then starting in 2021, the law will broaden to effect kids up to the eighth grade.

No wonder kids don’t learn anything in school. Their environment is as wild as a zoo, and laws like this now bar teachers and administrators from imposing any order whatever.

Unsurprisingly, the law was introduced and signed because liberals claimed the suspensions were “racist,” and were “disproportionately” used against students of color.

A second new law affecting the state’s schools mandates a new start time for classes.

The second new law prevents schools from starting class before 8:30 AM for high schoolers and 8 AM for middle schoolers.

Critics of this measure say that the change in start times will cost the schools millions to make the adjustment.

A third law allows schools to ban cell phones in the classroom, except for special situation, such as or medical reasons.

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Virginia School District To Allow Student Absences From Classes To Protest

I suspect that the “skip class to protest” will not include protests for conservative causes.



One of the largest school districts in the US has announced that it will allow students one excused absence per school year to participate in civic activities such as protests.

McElveen admits this is just the beginning of things to come: “I think we’re setting the stage for the rest of the nation with this,” he said. “It’s a dawning of a new day in student activism, and school systems everywhere are going to have to be responsive to it.”

Hot Air:

Happy New Year, kids! Fairfax County Public Schools in Northern Virginia will enact a new policy on January 27, 2020, which allows school students to skip school to protest.

So it begins. Fairfax County Public Schools system is one of the nation’s largest with approximately 188,000 students. With close proximity to Washington, D.C., it doesn’t take much imagination to understand where the students will be protesting. It is being touted as the first school district in the nation to incorporate this policy. The policy allows students in seventh through 12th grades to have one excused absence each school year for “civic engagement activities”.

Though the definition of civic engagement activities is vague at this point as described by spokeswoman Lucy Caldwell, Fairfax School Board member Ryan McElveen, who introduced the policy gave some examples that will be considered excusable absences – marches, sit-ins or trips to Richmond to lobby legislators. McElveen admits this is just the beginning of things to come. More

It’s time to get back to reading, writing, and arithmetic. Throw the rest of this commie garbage into the sewer.

“The policy allows students in seventh through 12th grades to have one excused absence each school year for ‘civic engagement activities’…” Care to bet there will soon be a school- or district-approval list for all eligible “civic engagement activities?”

The minute a district denies the student to go to a pro-2A protest or a pro-life march it will be time to sue their pants off!

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College Suspends Student for Daring to Question Muslim Professor Who Said Jesus is a Hoax

A college in Florida kicked out a student who had the temerity to question a Muslim professor who told her class that Jesus did not exist.



A college in Florida kicked out a student who had the temerity to question a Muslim professor who told her class that Jesus did not exist and that the crucifixion is a hoax.

Marshall Polston, a sophomore at Rollins College in Winter Park, Florida, claims he confronted his Muslim humanities professor, Areeje Zufari, for her hateful claims about Jesus that are not supported by well accepted historical records.

“It was very off-putting and flat out odd,” the 20-year-old student told the Central Florida Post. “Honestly, it reminded me of some of the more radical groups I researched when abroad.”

The student said that after he confronted her over her absurd comments, he was mysteriously given an uncharacteristic failing grade on an essay, and his professor refused to explain to him why she flunked his paper.

“I was upset, understandably,” Polston told the paper. “I’ve never gotten anything less than straight A’s, so I was really interested in figuring out how to possibly improve or at least understand the grade.”

Polston also charged that a make Muslim student praised sharia law, and said that adulterers and gays should be beheaded under sharia law. And the professor neither disputed the student’s claim nor rebuke him.

The sophomore said he spoke to the professor about the other student’s remarks in the classroom and another student was so wary the Muslim student was reported to the FBI.

“The situation was surreal. We’ve already had one too many attacks in Orlando and as an avid traveler, I realized this was the perfect example of ‘see something, say something,'” Polston explained.

But Professor Zufari also took action by reporting Polston to the school’s “dean of safety,” charging him with committing hate crimes in her classroom.

Polston said that the school accused him of being a “danger” on campus.

“They made it clear that they had not gotten a report about what the student said and were more concerned about the danger I was causing to the campus. What danger? A difference of opinion in a college classroom is nothing out of the ordinary and certainly not dangerous,” Polston said. “The bad grade was upsetting, but they were literally refusing to acknowledge the dangers posed by someone who advocated chopping off body parts on campus.”

Polston was handed a letter that charged him with being a security risk to the school, yet he has never yet been told exactly what he did to earn such an appellation.

Once again, we see that our fetid system of miseducation is the real danger to the United States.

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