Tag Archives: Schools

Public school punishes student for punching bully

According Wikipedia, “Huntington Beach High School (HBHS) is a public high school in Huntington Beach, California. Built in 1906, it is part of the Huntington Beach Union High School District. HBHS is a California Distinguished School. Huntington Beach High School is also the home of the Academy for the Performing Arts.”

Consider this article from the UK Daily Mail.

It says:

A California teenager has been hailed as a hero after he rushed to help a blind classmate being beaten up by a bully.

Shocking footage of the attack, filmed by a bystander, shows the ‘visually impaired’ student being repeatedly hit round the head during lunch break at Huntington Beach High School, California on Wednesday.

The assault only ends when the high school intervenes by knocking the bully to the ground with a single punch.

A California teenager has been hailed as a hero after he rushed to help a blind classmate being beaten up by a bully.

Shocking footage of the attack, filmed by a bystander, shows the ‘visually impaired’ student being repeatedly hit round the head during lunch break at Huntington Beach High School, California on Wednesday.

The assault only ends when the high school intervenes by knocking the bully to the ground with a single punch.

Now why is this happening? Why is it that the use of force to resolve conflicts between good and evil are frowned upon in public schools?

I think there are two reasons. One, schools tend to frown on objective morality, and try to teach kids that everyone constructs their own moral view is as valid as anyone else’s. In practice this means that might makes right, since there is no objective morality to appeal to in a relativistic system. The school doesn’t want to step in and take a side here, because they don’t believe that anyone is right or wrong. Second, there is a war against boys in the public schools. Teachers and administrators teach that the natural inclinations of boys to punish evil with force are bad. And they escalate that from the stomp-the-bully level to the anti-police level to the anti-war level. There is no good use of force ever, ever, ever, if you ask these teachers and administrators.

Why is there this emphasis on compassion over moral standards, and this war against male nature in the schools?

ABC News reports that there is a huge disparity between the numbers of male and female teachers.


For the past 20 years, the numbers of male teachers in elementary and middle school grades have stagnated at about 16 to 18 percent, according to MenTeach, an organization whose mission is to increase the number of males working with young children.

There were no statistics for grades K-3, but in 2011, the most recent year for which there are data, only slightly more than 2 percent of kindergarten and preschool teachers were male.

“The gap and discrepancy between girls’ performance and boys’ performance is growing ever more marked,” said Massachusetts psychologist Michael Thompson, co-author of the groundbreaking 2000 book “Raising Cain,” which argues that society shortchanges boys.

“There are lots of explanations for it,” he said. “One is the nature of the elementary classroom. It’s more feminized and it does turn boys off, perhaps because they are in trouble more or because the teaching style is more geared to girls’ brains.

Some students go through public schools and never see a male teacher.

Men and women are different when it comes to moral judgments, and the use of force against evil, either in self-defense or in war. Men are traditionally more likely to see the use of force against evil as morally praiseworthy. Since there are few male teachers in the schools, naturally this sort of broad condemnation of all violence and all war as wrong is much more accepted – and taught to children. Either in the classroom, or through suspensions and other punishments. And the suspensions and other punishments are for things as small as drawing anything military, or chewing your sandwich into the shape of a gun, or… punching a bully who is attacking a blind kid.

When we as a nation wonder why people walk past others in distress instead of doing something, we should not underestimate the messages that children receive in public schools. The moral courage to oppose evil is beaten out of children in public schools, because they are being taught by those who see no moral value to self-defense against evil or any kind of use of force against evil. My advice is to not send your kids to public schools, especially boys.

An excellent resource to read about discrimination against boys and traditional boy behaviors is “The War Against Boys”, 2nd edition, by moderate feminist Christina Hoff Sommers.

Michael Ruse debates Stephen C. Meyer on intelligent design and evolution on NPR

Here’s a debate between:

  • Stephen C. Meyer, author of Darwin’s Doubt: The Explosive Origin of Animal Life and the Case for Intelligent Design
  • Michael Ruse, Director of the History and Philosophy of Science Program at Florida State University

The MP3 file is here. (28 minutes)

The following summary is rated S for Slightly Snarky. Reader discretion is advised.


  • Moderator: (to Meyer) define creationism, evolution, and intelligent design
  • Meyer: creationism is based on an interpretation of the Bible
  • Meyer: evolution is an unguided process of mutation and selection that produces organisms
  • Meyer: intelligent design is the idea that the best explanation for certain features of life
  • Moderator: (to Ruse) Where do you disagree?
  • Ruse: Intelligent design is similar to creationism, but I won’t say how exactly
  • Meyer: ID is a good explanation for the sudden origin of animal body plans in the Cambrian era
  • Moderator: (to Meyer) Is the designer God? Is the designer the Christian God?
  • Meyer: No, ID theory is an inference that is rooted in scientific evidence, not in a religious text
  • Meyer: ID can be inferred from the origin of biological information and from molecular machines
  • Moderator: (to Ruse) Where do you disagree?
  • Ruse: Meyer is disingenuous because ID requires the designer to be God
  • Meyer: The biological evidence for intelligent design by itself does not implicate God
  • Meyer: The fine-tuning of the cosmos is intelligent design in physics, and that *would* require God
  • Moderator: (to Meyer) Explain what the Cambrian explosion is
  • Meyer: sudden origin of 36 body plans in 10 million years 530 million years ago
  • Moderator: So you think that 36 body plans in 10 million years is too sudden for Darwinian mechanisms to produce?
  • Meyer: Yes, for two reasons. One, there are no precursors prior to the start of the explosion in complexity
  • Meyer: And two, the complexity of animal life includes code, circuitry, hierarchies – best explained by a designer
  • Moderator: (to Ruse) Is it a problem for you?
  • Ruse: There is no peer-reviewed paper that denies that the Ediacaran fauna are precursors to the Cambrian animals
  • Ruse: There is no peer-reviewed paper that denies that microfossils are precursors to the Cambrian animals
  • Ruse: There is no peer-reviewed paper that denies that animal complexity goes from simple to complex in the fossil record
  • Ruse: There is no peer-reviewed paper that shows that the Cambrian explosion took place over a few million years
  • Ruse: There is no peer-reviewed paper that shows that there were complex organ types at the start of the Cambrian explosion
  • Ruse: There is no peer-reviewed paper that denies that we already have a materialist explanation for the Cambrian explosion
  • Ruse: everything is solved! nothing to see here! (folds arms and beams) I trust that my unsupported assertions have relieved your doubts, yes?
  • Moderator: Is intelligent design undermined by more recent science?
  • Meyer: no, there is an absence of precursor fossils in the period before the Cambrian explosion
  • Meyer: there are other things that make the problem even worse for naturalism, like information from epigenetics
  • Moderator: (to Ruse) Answer that
  • Ruse: He is just pulling out passages out of context because he is a creationist!
  • Moderator: The leftist New Yorker reviewer Gareth Cook says that the Cambrian explosion took tens of millions of years
  • Meyer: Actually, the peer-reviewed science is clear that the standard date is at most 10 million nears
  • Moderator: (to Ruse) Deny the mainstream date
  • Ruse: Well, Prothero says no! Ho ho ho! (folds arms) He just says it. No it’s not published in peer-reviewed research
  • Ruse: We know so much more than Darwin did, how could the progress of science disprove my materialist pre-supposition? It’s unpossible!
  • Moderator: (to Meyer) Isn’t ID pseudo-science?
  • Meyer: If we limit ourselves to materialist explanations only, then we cannot infer intelligence when we see artifacts like the Rosetta Stone
  • Meyer: wind and erosion is not an adequate explanation for certain systems – systems that are rich in information
  • Meyer: the best explanation is the explanation that relies on known causes – we know that intelligence produces information
  • Moderator: (to Meyer) so the intelligence is the best explanation of systems that have information?
  • Meyer: yes, think about software code – the best explanation of new computer instructions is an intelligence
  • Meyer: we have uniform and repeated experience of intelligence bringing new information into being, and new animals need new information
  • Moderator: (to Ruse) must science only work with natural explanations?
  • Ruse: intelligent design is religion! Ho ho ho ho! (folds arms)
  • Ruse: there is no a priori way of ruling out supernatural causes in order to explain nature
  • Ruse: We don’t need to introduce supernatural causes to explain information in living systems or in software code
  • Ruse: Steve is asking me to explain the Cambrian explosion, but why does he want me to explain that?
  • Ruse: How did anything start to fly? How did whales come? There, those questions explain the Cambrian explosion naturalistically
  • Ruse: Steve’s answer to explain new information is to bring in miracles, like when he said that new computer code requires God
  • Ruse: inferring intelligence as an explanation for information like the computer code is religion! God! Creationism! Prayer in schools!
  • Ruse: we have to keep looking for naturalistic explanations for the Big Bang, the DNA, the fine-tuning, the Cambrian fossils, etc.
  • Ruse: we are never justified in inferring an intelligence to explain information, because that would deny my religion of materialism
  • Moderator: (to Ruse) what are the requirements for a theory to be scientific?
  • Ruse: any explanation has to be naturalistic, because I am an atheist and that’s my religion, and we can’t go against my religion
  • Ruse: it’s “really stupid” to infer God as the explanation of the creation of the entire physical universe or the cosmic fine-tuning
  • Moderator: (to Meyer) why is intelligent design so popular when we have court cases saying it is not science?
  • Meyer: the Discovery Institute does not have an agenda to teach intelligent design in public schools
  • Meyer: intelligent design is about inferring intelligence as a causal explanation for information in living systems, and elsewhere
  • Moderator: (to Ruse) are evolutionists unwilling to entertain the possibility of intelligence being the best explanation?
  • Ruse: scientists have to make sure that that all their explanations don’t go outside of the materialist reservation
  • Ruse: intelligent design is evangelical Christianity dressed up to look like science, the Dover judge said so
  • Ruse: Meyer is disingenuous! Ho ho ho ho ho! (folds arms contentedly)
  • Meyer: first, judges don’t decide science, evidence decides science
  • Meyer: the Dover people made a mistake by trying to go to the courts to get things into the schools
  • Meyer: intelligent design is about research, writing books and papers based on what we learn from science
  • Moderator: (to Ruse) is intelligent design dangerous?
  • Ruse: yes, intelligent design is about politics, it’s not about cosmic fine-tuning, origin of life, molecular machines or Cambrian explosion
  • Ruse: intelligent design is about abstinence, prayer in schools, burdening women with unwanted babies and male-female marriage
  • Ruse: my reason for opposing ID is the socially conservative agenda which emerges from protein folding probability calculations
  • Ruse: I don’t want to be drafted to fight in Vietnam, I don’t want them to take away my drugs, etc. so that’s why I believe Darwinism
  • Moderator: (to Meyer) why do you want to take abortion away, you meany?
  • Meyer: actually, intelligent design is about science, and in any case National Review gave my book a bad review
  • Moderator: (to Ruse) are science and religion in conflict?
  • Ruse: well religion can just abstain from making any claims about the physical world, and just stick to subjective nonsense – that’s fair
  • Moderator: (to Meyer) isn’t all opposition to evolution rooted in fundamentalist religion?
  • Meyer: you can believe in Darwinism and be a theist, but the real reason for doubting Darwinism is the scientific evidence, not religion

Tell me how you think Dr. Meyer did in the comments.

Should blacks vote for Democrats? Do liberal policies help young black men?

I want to quote from two black economists – my two favorite economists – to answer some questions.

First, Thomas Sowell.

Economist Thomas Sowell
Economist Thomas Sowell

Is minimum wage good for young blacks?

He writes:

Low-income minorities are often hardest-hit by the unemployment that follows in the wake of minimum wage laws. The last year when the black unemployment rate was lower than the white unemployment rate was 1930, the year before there was a federal minimum wage law.

The following year, the Davis-Bacon Act of 1931 was passed, requiring minimum wages in the construction industry. This was in response to complaints that construction companies with non-union black construction workers were able to underbid construction companies with unionized white workers (whose unions would not admit blacks).

Looking back over my own life, I realize now how lucky I was when I left home in 1948, at the age of 17, to become self-supporting. The unemployment rate for 16- and 17-year-old blacks at that time was under 10%. Inflation had made the minimum wage law, passed 10 years earlier, irrelevant.

But it was only a matter of time before liberal compassion led to repeated increases in the minimum wage to keep up with inflation. The annual unemployment rate for black teenagers has never been less than 20% in the past 50 years, and has ranged as high as over 50%.

You can check these numbers in a table of official government statistics on page 42 of professor Walter Williams’ book “Race and Economics.”

Incidentally, the black-white gap in unemployment rates for 16-year-olds and 17-year-olds was virtually nonexistent back in 1948. But the black teenage unemployment rate has been more than double that for white teenagers for every year since 1971.

Second, Walter Williams.

Economist Walter Williams
Economist Walter Williams

Is voting for black leaders good for blacks?

He writes:

Black leaders stress the importance of political power and getting out the vote, but we might ask how important political power is to the ordinary black person. As a start toward answering that question, we might examine black life in cities where blacks hold considerable political power.

Detroit is the nation’s most dangerous city. Rounding out Forbes magazine’s 2013 list of the 10 most dangerous cities are Oakland, Calif.; St. Louis; Memphis, Tenn.; Stockton, Calif.; Birmingham, Ala.; Baltimore; Cleveland; Atlanta; and Milwaukee.

According to a recent American Community Survey by the U.S. Census Bureau, the 10 poorest cities with populations of more than 250,000 are Detroit, with 33% of its residents below the poverty line; Buffalo, N.Y., 30%; Cincinnati, 28%; Cleveland, 27%; Miami, 27%; St. Louis, 27%; El Paso, Texas, 26%; Milwaukee, 26%; Philadelphia, 25%; and Newark, N.J., 24%.

In addition to poverty, there is grossly inferior education and high welfare dependency in these cities.

The most common feature of these cities is that for decades, all of them have had Democratic administrations. Some cities — such as Detroit, Buffalo, Newark and Philadelphia — haven’t elected a Republican mayor for more than a half-century.

What’s more is that in most of these cities, blacks have been mayors, chiefs of police, school superintendents and principals, and have dominated city councils.

[…]Let’s be clear about what I am saying and not saying. I am not suggesting that there’s a causal relationship between crime, poverty and squalor on the one hand and Democratic and black political power on the other. Nor am I suggesting that blacks ought to vote Republican.

What I am saying is that if one is strategizing on how to improve the lives of ordinary — and particularly the poorest — black people, he wants to leave off his high-priority to-do list the election of Democrats and black politicians. Also to be left off the to-do list is a civil rights agenda.

Perhaps the biggest roadblock to finding solutions is the widely held vision that the major problem confronting blacks is discrimination. I am not arguing that every vestige of discrimination has been eliminated. I am arguing that the devastating problems facing a large proportion of the black community are not civil rights problems. The solutions will not be found in the political or civil rights arena.

And third, more Walter Williams.

Is focusing on the few cases where a white police officer shoots a black man good for blacks?

He writes:


Each year, roughly 7,000 blacks are murdered. Ninety-four percent of the time, the murderer is another black person.

According to the Bureau of Justice Statistics, between 1976 and 2011, there were 279,384 black murder victims. Using the 94-percent figure means that 262,621 were murdered by other blacks.

Though blacks are 13 percent of the nation’s population, they account for more than 50 percent of homicide victims. Nationally, the black homicide victimization rate is six times that of whites, and in some cities, it’s 22 times that of whites.

Coupled with being most of the nation’s homicide victims, blacks are most of the victims of violent personal crimes, such as assault and robbery.

The magnitude of this tragic mayhem can be viewed in another light. According to a Tuskegee Institute study, between 1882 and 1968, 3,446 blacks were lynched at the hands of whites. Black fatalities during the Korean War (3,075), Vietnam War (7,243) and all wars since 1980 (8,197) come to 18,515, a number that pales in comparison with black loss of life at home.

It’s a tragic commentary to be able to say that young black males have a greater chance of reaching maturity on the battlefields of Iraq and Afghanistan than on the streets of Philadelphia, Chicago, Detroit, Oakland, Newark and other cities.

Not everyone who runs around crying “racism, racism” is interested in helping blacks to do as well as other racial groups.

Blacks will do well, just as they used to do, when the political parties in power embrace free-market capitalist policies, such as lowering the minimum wage, or scrapping it entirely. Blacks will do well, just as they used to do, when we strengthen and subsidize natural marriage – by repealing no-fault divorce and reforming welfare for single mothers. Blacks will do well, just as they used to do, when we make public schools more responsive to parents, and less responsive to teacher unions. And so on.

Bobby Jindal and Mike Lee on school choice / education reform

Lousiana Governor Bobby Jindal
Louisiana Governor Bobby Jindal

This is an editorial from the Washington Examiner, authored by school choice champion Bobby Jindal.

What is school choice?

On the most basic level, school choice represents the freedom to choose — empowering parents to select the best educational options for their sons and daughters. That could be a charter school, a private school, a religious school, home schooling, or even online learning. Governments should provide parents with the personalized and individualized tools they need to help their children excel academically.

That freedom to choose in turn will provide children with the freedom to succeed. With the right educational environment, teachers and academic training; students from all locations, income brackets and demographic groups will have better tools to compete in the global economy. We need to develop the talents of every American — no matter where he or she is from, and no matter the color of his or her skin — to maximize our country’s potential.

School choice also serves another important purpose — freeing low-income children from failing schools. No child should see his God-given talents go to waste because he is stuck in a failing school — and no parent should face the disempowerment that comes from knowing her son or daughter remains trapped in a poor school, and she lacks the financial means to move that child elsewhere. We can do better — and, by allowing parents dissatisfied with their school to move with their feet, school choice gives both high-performing and low-performing schools more incentive and motivation to improve their offerings.

Finally, school choice provides parents with freedom from the status quo — an educational-industrial complex that thinks bureaucrats, not parents, can best make decisions about the lives and futures of America’s children. It’s about pushing back when the then-head of Louisiana’s largest teachers’ union said low-income parents had “no clue” how to choose the right school for their children. And it’s even about standing up to the Attorney General of the United States, when the Department of Justice asked a court to block Louisiana’s school scholarship program on civil rights grounds — even though 90 percent of the program’s participants come from racial minority groups.

I don’t like people who talk conservative but govern liberal. I want to see the achievements.

The numbers:

For here in Louisiana, we’ve put those principles to practice. Since we removed the cap on charters in 2009, we’ve authorized almost 200 charter schools throughout the state — that’s 70,000 kids who now have a choice about where they go to school. This last year, our Recovery School District became the nation’s first school district with 100 percent charter school enrollment. And the results are dramatic: The graduation rate in New Orleans has increased from 54.4 percent before Hurricane Katrina in 2004 to 72.8 percent; the percentage of New Orleans students scoring basic and above has increased from 35 percent to 63 percent; and the percentage of failing schools in New Orleans has dropped from 67 percent in 2005 to 17 percent.

We expanded our school choice scholarship program, which was initially confined to New Orleans, statewide. Parental satisfaction with the statewide scholarship program stands at a whopping 91.9 percent. We went even further though and created a dollar for dollar rebate for donations used to fund nonpublic school scholarships low-income students through our “school tuition organizations.” Between 2008 and 2013, the percentage of students in the scholarship program who are proficient in third grade English language arts has grown by 20 percentage points and in math by 28 percentage points. Again and again, we’ve proven that giving more choice to parents is not only vital, but it gets results.

We also expanded access to online and dual enrollment courses for students across the state. This year, we’ve had over 19,000 students take advantage of our Course Choice program enrolling in advanced placement courses and career and technical courses that they otherwise wouldn’t have access to.

He’s in my top 2 for the 2016 presidential race, along with Scott Walker.

I’d like to see school choice enacted at the federal level, and fortunately, Utah Senator Mike Lee has the same idea.

Utah Senator Mike Lee
Utah Senator Mike Lee

The Daily Signal reports:

I recently introduced in the Senate a bill that would empower the people most acutely committed to the quality of our education system: America’s moms and dads. My colleague on the other side of the Capitol, Rep. Luke Messer, R-Ind., has introduced a companion bill in the House.

By giving parents more power to invest in their child’s education and to choose what school best meets their needs, the Enhancing Educational Opportunities for All Act takes an important step toward restoring accountability to our public education system—something that has been missing for far too long.

Under our current system—which has remained essentially unchanged since President Lyndon B. Johnson signed the 1965 Elementary and Secondary Education Act—most parents are powerless to influence the quality of their child’s education.

What occurs in public school classrooms around the country—what teachers teach and how they teach it—is the result of a long, convoluted, bureaucratic chain of command that zigzags its way from Washington to local school districts, but never includes parents.

First, Congress passes legislation authorizing federal bureaucrats to establish rules, regulations, and standards with which states must comply in order to receive federal education funds.

Next, state officials refine—or in some cases distort—these Washington directives, writing narrower rules for their school districts, which then establish the specific policies for individual schools.

At no point in this decision-making process are parents consulted.

Instead, they are left with a “take it or leave it” choice: either accept the education offered at the local public school—no matter how bad it may be—or buy a better alternative, by moving closer to a better school or paying private school tuition.

For America’s most affluent families, this is no big deal—they can afford private schools and so have the power to choose the school that is best for their children. For everyone else, it precludes parents from making choices about their children’s education.

So our bill would expand school choice to all parents, regardless of socio-economic status or zip code, by allowing federal “Title I” K-12 support funds to follow low-income students to any public or private school of their choice.

It would also remove the contribution limits on Coverdell education savings accounts and allow “529” account funds to cover K-12 education expenses.

Our bill would give working parents more opportunities to invest in a variety of learning services and products outside the classroom, such as tutoring, online courses and textbooks.

The problem facing our public school system today is not about a lack of money—we have nearly tripled our investments in elementary and secondary students since 1970. The problem is dysfunctional government policy—however well intentioned—and a lack of accountability.

And that’s exactly what we should expect when Washington bureaucrats have more control than parents over a child’s education. We have a moral and economic obligation to flip this equation and put parents back in the driver’s seat.

For when we tolerate a system in which the quality of a child’s education depends on her parents’ zip code, we fail to live up to the ideals at the heart of American exceptionalism.

And when millions of children learn from a young age not to dream big, but to surrender to the hopelessness of low expectations, we will live in a society where upward mobility is no longer rule but the exception.

We can and we must do better.

If a school is failing – and they often are, especially in poorer areas – then shouldn’t parents have the ability to send their kids to a better school? When I want to buy something online, I know I can always do better by comparing prices and reviews. Competition between suppliers drives prices down, and raises quality up. The customer is king in the free market. It can work in education, too.

Related posts

Indiana legislators working on mandatory civics exam for high schoolers

Indiana is one of my favorite states, and here is some great news about Indiana.


Hoosier lawmakers have joined a growing number of states that want your kid to take another exam. To graduate high school, students would have to pass an exam similar to the naturalization test required for immigrants to become U.S. citizens.

Still a work in progress, the bill will come up for debate during the upcoming legislative session and is being championed by Indiana Senate Education Chairman Dennis Kruse, a Republican of Auburn.

Kruse told The Daily Signal that he’s eager to see Indiana students rise to the same standard as individuals applying for American citizenship.

“I don’t know why our own young people—who are born citizens here, who go through our regular school system—shouldn’t know the same information,” Kruse said.

This is interesting:

The naturalization exam administered by U.S. Citizenship and Immigration Services requires a candidate to verbally answer 6 of 10 questions concerning American history and government. On average, 91 percent of candidates passon their first try.

The test requires citizenship candidates to answer basic questions like “What is the supreme law of the land?” and “What is the name of the president of the United States now?”

Hoosier high-school students would take a similar exam but with a few important differences. Required to answer 60 percent correctly, students would take a written, multiple choice, 100-question test.

So many people are focused on elections that they don’t know how to do anything about the culture. Well, I think this policy is going to have a good effect on the culture. If people can understand more about why the United States is organized the way it is, then maybe they will not be in such a hurry to undo it so we can be more like France (or even Greece, judging from the debt). Even making a requirement to teach basic economics and business administration would be good insulation for children against the fact-free, math-free world of leftism.

By the way, according to a report (PDF) by the Center for Education Reform web site, Indiana is number one for school choice in the USA:

The Hoosier State leads the country, with a universal voucher program open to all students across the state and no limit on the number of vouchers that can be awarded. The state has taken a varied approach to income-eligibility requirements, with the lowest-in-the-nation threshold for typical students, only increasing that threshold for special needs and failing-school students. The state is the second-worst in the country on infringing on private school autonomy, mandating such things as course content and insisting on allowing government observation of classes. With just a bit of reform in these two areas, Indiana would come close to reaching the maximum score possible.

Ohio and Wisconsin are right behind Indiana. Three of my favorite states.