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The Weekly Sam: THE “SIGHT READING” METHOD OF TEACHING READING, AS A SOURCE OF READING DISABILITY SAMUEL T. ORTON, A.M. M.D.
Reprint from February, 1929, The Journal of Educational Psychology.
(This article comes from the Samuel Blumenfeld Archives: //http://blumenfeld.campconstitution.net/Other/Dr%20Orton-Sight%20Reading%20Method.pdf
(This article comes from the Samuel Blumenfeld Archives: //http://blumenfeld.campconstitution.net/Other/Dr%20Orton-Sight%20Reading%20Method.pdf
I feel some trepidation in offering criticism in a field somewhat outside of that
of my own endeavor but a very considerable part of my attention for the past four
years has been given to the study of reading disability from the standpoint of
cerebral physiology. This work has now extended over a comparatively large
series of cases from many different schools and both the theory which has directed
this work and the observations gained therefrom seem to bear with sufficient
directness on certain teaching methods in reading to warrant critical suggestions
which otherwise might be considered overbold.
of my own endeavor but a very considerable part of my attention for the past four
years has been given to the study of reading disability from the standpoint of
cerebral physiology. This work has now extended over a comparatively large
series of cases from many different schools and both the theory which has directed
this work and the observations gained therefrom seem to bear with sufficient
directness on certain teaching methods in reading to warrant critical suggestions
which otherwise might be considered overbold.
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 effect 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.
here do not apply to the use of the sight method of teaching reading as a whole but
only to its effect 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.
The sight reading method (or “look and say” of the English) has been credited
with giving much faster progress in the acquisition of reading facility than its
precursors and this statement I will not challenge if the measure of
accomplishment be the average progress of a group or class. Average progress of
large numerical units, however, makes no allowance for the study of effect in
individual, particularly if certain of them deviate to some degree from the others in
their methods of acquisition and therefore in their teaching requirements. To the
mental hygienist whose interest is focused on the individual and his problems
rather than on group progress the results as determined by average accomplishment
are of little value whereas the effect of a given method on the individual child is all
important.
with giving much faster progress in the acquisition of reading facility than its
precursors and this statement I will not challenge if the measure of
accomplishment be the average progress of a group or class. Average progress of
large numerical units, however, makes no allowance for the study of effect in
individual, particularly if certain of them deviate to some degree from the others in
their methods of acquisition and therefore in their teaching requirements. To the
mental hygienist whose interest is focused on the individual and his problems
rather than on group progress the results as determined by average accomplishment
are of little value whereas the effect of a given method on the individual child is all
important.
Outstanding cases of so–called “congenital word blindness”—a complete
inability to learn to read—have been recognized and studied for a number of years
at first chiefly by physicians. It has also been recognized by teachers and
inability to learn to read—have been recognized and studied for a number of years
at first chiefly by physicians. It has also been recognized by teachers and
psychologists that there is a large group of children who have a much greater
difficulty in getting started in reading than would be expected from their ability in
arithmetic, from then ease in auditory acquisition and from their general alertness.
In the past there has been a tendency, at least among medical men, and to a
considerable degree among psychologists as well to exclude the minor cases of
slow learning in reading from the category of congenital word blindness. This
largely derives from the work of Hinshelwood 1 who made the first extensive study
of these cases following the pioneer work of Kerr 2 and Morgan. 3 Hinshelwood’s
statement in this is “. . . the rapidity and ease with which children learn to read by
sight vary a great deal.
difficulty in getting started in reading than would be expected from their ability in
arithmetic, from then ease in auditory acquisition and from their general alertness.
In the past there has been a tendency, at least among medical men, and to a
considerable degree among psychologists as well to exclude the minor cases of
slow learning in reading from the category of congenital word blindness. This
largely derives from the work of Hinshelwood 1 who made the first extensive study
of these cases following the pioneer work of Kerr 2 and Morgan. 3 Hinshelwood’s
statement in this is “. . . the rapidity and ease with which children learn to read by
sight vary a great deal.
No doubt it is a comparatively common thing to find some
who lag considerably behind their fellows, because of their slowness and difficulty
in acquiring their visual word memories, but I regard these slight defects as only
physiological variations and not to be regarded as pathological conditions. It
becomes a source of confusion to apply to such cases as has been done of late the
term of ‘congenital word blindness’ which should be reserved for the really grave
degrees of this defect which manifestly are the result of a pathological condition of
the visual memory center and which have proved refractory to all ordinary
methods of school instruction.”
who lag considerably behind their fellows, because of their slowness and difficulty
in acquiring their visual word memories, but I regard these slight defects as only
physiological variations and not to be regarded as pathological conditions. It
becomes a source of confusion to apply to such cases as has been done of late the
term of ‘congenital word blindness’ which should be reserved for the really grave
degrees of this defect which manifestly are the result of a pathological condition of
the visual memory center and which have proved refractory to all ordinary
methods of school instruction.”
Unfortunately, Hinchelwood’s criterion is a
double one, neither part of which can be looked upon as of sufficient diagnostic
accuracy to establish a clear–cut entity. Not only has no pathological condition of
the visual memory center yet been substantiated in such cases but there are certain
neurological and clinical data which suggest that no such condition exists. Again,
the “ordinary methods of school instruction” does not prove to be an accurate
measure. Such methods vary widely and our own figures indicate that the number
of children who show a significant handicap in reading is to some degrees related
to the teaching method in use. Bachmann 4 has called attention to the looseness of
the concept of congenital word blindness and related to this the striking variation in
the frequency of such cases as recorded by various authors. Without some fairly
clear objective symptoms on which to establish the entity, the choice of cases to be
included naturally rests on the judgment of the examiner as to the severity of the
disability. My own initial work 5 in this field led to a firm conviction that we were
dealing here, not with two separate groups—a physiological and a pathological—
but that those children who were specifically retarded in reading (thus excluding
cases of general mental defect) formed a graded series extending from the normal
to the extreme and that they showed consistent characteristic performance which
double one, neither part of which can be looked upon as of sufficient diagnostic
accuracy to establish a clear–cut entity. Not only has no pathological condition of
the visual memory center yet been substantiated in such cases but there are certain
neurological and clinical data which suggest that no such condition exists. Again,
the “ordinary methods of school instruction” does not prove to be an accurate
measure. Such methods vary widely and our own figures indicate that the number
of children who show a significant handicap in reading is to some degrees related
to the teaching method in use. Bachmann 4 has called attention to the looseness of
the concept of congenital word blindness and related to this the striking variation in
the frequency of such cases as recorded by various authors. Without some fairly
clear objective symptoms on which to establish the entity, the choice of cases to be
included naturally rests on the judgment of the examiner as to the severity of the
disability. My own initial work 5 in this field led to a firm conviction that we were
dealing here, not with two separate groups—a physiological and a pathological—
but that those children who were specifically retarded in reading (thus excluding
cases of general mental defect) formed a graded series extending from the normal
to the extreme and that they showed consistent characteristic performance which
not only would serve for diagnosis but which also was highly suggestive of the
reason for their lack of progress and which gave excellent cues to methods for
retraining. I was convinced not only that the specific reading disability formed an
entity of much greater numerical importance than had been recognized before but
that it was (even in the extreme cases) an obstacle of a physiological nature rather
than a pathological condition and that therefore adequate special methods of
teaching should correct it.
retraining. I was convinced not only that the specific reading disability formed an
entity of much greater numerical importance than had been recognized before but
that it was (even in the extreme cases) an obstacle of a physiological nature rather
than a pathological condition and that therefore adequate special methods of
teaching should correct it.
I can not here go fully into the details of the anatomical background for our
present theory of this disability but some presentation is necessary in order to
illustrate the basis for the criticism of teaching method which is here offered.
Only a small portion of the retina of the eye is used in acquisition of reading.
This is the focus of central vision or the macula lutea, so called because it is seen
as a yellow spot in ophthalmoscopic examinations. The rest of the retina receives
only general and less detailed impressions coming from outside the rather small
area to which we are directing our attention. This point is noteworthy because the
nervous connections of these two divisions of the retina are quite unlike. The
peripheral retina or outer zone has connections with only one–half of the brain
(there are some complexities here but these need not concern us). The macula
lutea, however, which receives impressions with greatest detail and which is hence
used exclusively in learning to read, has a double connection with the brain. The
nerve fibers arising here divide and one–half of those starting from each macula
lueta to the visual area of the hemisphere of the brain of the same side and the
other half to the corresponding area of the opposite hemisphere.
present theory of this disability but some presentation is necessary in order to
illustrate the basis for the criticism of teaching method which is here offered.
Only a small portion of the retina of the eye is used in acquisition of reading.
This is the focus of central vision or the macula lutea, so called because it is seen
as a yellow spot in ophthalmoscopic examinations. The rest of the retina receives
only general and less detailed impressions coming from outside the rather small
area to which we are directing our attention. This point is noteworthy because the
nervous connections of these two divisions of the retina are quite unlike. The
peripheral retina or outer zone has connections with only one–half of the brain
(there are some complexities here but these need not concern us). The macula
lutea, however, which receives impressions with greatest detail and which is hence
used exclusively in learning to read, has a double connection with the brain. The
nerve fibers arising here divide and one–half of those starting from each macula
lueta to the visual area of the hemisphere of the brain of the same side and the
other half to the corresponding area of the opposite hemisphere.
Thus impressions received by either eye, or by both eyes, are relayed simultaneously to both
hemispheres of the brain. This double implantation does not give us a double
sensation in consciousness, however, as a touch on both thumbs would do. The
simultaneous activity of both areas results in our seeing but a single image. The
visual sensation, however, is not a unitary function. There is apparently need for
the simultaneous or additive activity of several parts of the visual cerebral
mechanisms to complete the linkage of a printed symbol with its meaning and the
steps in this process arc shown in relief by differential losses such as are seen when
certain parts of the back of the brain are destroyed by disease. When all of that
part of the brain which has to do with vision is destroyed the individual becomes
totally blind. The eyes, however, are not damaged and they can still be moved and
hemispheres of the brain. This double implantation does not give us a double
sensation in consciousness, however, as a touch on both thumbs would do. The
simultaneous activity of both areas results in our seeing but a single image. The
visual sensation, however, is not a unitary function. There is apparently need for
the simultaneous or additive activity of several parts of the visual cerebral
mechanisms to complete the linkage of a printed symbol with its meaning and the
steps in this process arc shown in relief by differential losses such as are seen when
certain parts of the back of the brain are destroyed by disease. When all of that
part of the brain which has to do with vision is destroyed the individual becomes
totally blind. The eyes, however, are not damaged and they can still be moved and
they will turn toward a sudden sound and the pupils will respond by closing and
opening to increase and decrease of the amount of light which strikes them. This
condition is known as cortical blindness, to differentiate it from blindness due to
disease of the eyes or optic nerves.
condition is known as cortical blindness, to differentiate it from blindness due to
disease of the eyes or optic nerves.
We may, however, see things surrounding us
with sufficient clarity to avoid colliding with them, that is to guide our general
body movements but without being able to appreciate the meaning of things which
we see. This was first demonstrated by Munk in dogs in which much of this part
of the brain had been removed. They were able to avoid collisions but did not
recognize their master or even food by sight alone, and did not cringe from a whip.
To this condition Munk gave the name of mindblindness and its parallel has since
frequently been recorded in cases of disease of the human brain. Apparently at the
first level the visual area of the brain serves as a very accurate guide to motion and
it probably also furnishes the element of awareness of the external origin of a
sensation (as contrasted to & memory).
body movements but without being able to appreciate the meaning of things which
we see. This was first demonstrated by Munk in dogs in which much of this part
of the brain had been removed. They were able to avoid collisions but did not
recognize their master or even food by sight alone, and did not cringe from a whip.
To this condition Munk gave the name of mindblindness and its parallel has since
frequently been recorded in cases of disease of the human brain. Apparently at the
first level the visual area of the brain serves as a very accurate guide to motion and
it probably also furnishes the element of awareness of the external origin of a
sensation (as contrasted to & memory).
In psychological terms it furnishes the
pure perceptual element to sensation but simultaneous or additive activity in other
higher level visual areas are requisite to attach meaning and again we know that
this is not accomplished in one step. If destruction of brain tissue happens in a
certain area there results a condition in which the patient not only can see correctly
but can also understand the meaning of objects seen, but in which the ability to
read the printed or written word is entirely lost. That vision in the ordinary sense
is normal, is shown by the fact that such a patient can copy printed material but
cannot read either the original or his copy. Thus we see from these differential
losses that the process of linking a printed word to its meaning passes through at
least three stages of elaboration in the brain before it is completed.
pure perceptual element to sensation but simultaneous or additive activity in other
higher level visual areas are requisite to attach meaning and again we know that
this is not accomplished in one step. If destruction of brain tissue happens in a
certain area there results a condition in which the patient not only can see correctly
but can also understand the meaning of objects seen, but in which the ability to
read the printed or written word is entirely lost. That vision in the ordinary sense
is normal, is shown by the fact that such a patient can copy printed material but
cannot read either the original or his copy. Thus we see from these differential
losses that the process of linking a printed word to its meaning passes through at
least three stages of elaboration in the brain before it is completed.
There are differences, however, in the brain destruction necessary to produce
losses at these different elaborative levels. Destruction in one hemisphere only is
not sufficient to produce either cortical blindness or mindblindness. At these first
two levels of elaboration, that is in perception and recognition of the meaning of
objects, apparently destruction must involve the areas subserving these functions in
both hemispheres before their loss results. The two hemispheres are apparently of
equal importance here as it apparently makes no difference which side is affected;
i.e., either hemisphere is alone adequate for these functions. Exception must be
taken to these statements in the case of peripheral vision but, as noted before, this
is not of interest to us here since central vision is used exclusively in learning to
read.
losses at these different elaborative levels. Destruction in one hemisphere only is
not sufficient to produce either cortical blindness or mindblindness. At these first
two levels of elaboration, that is in perception and recognition of the meaning of
objects, apparently destruction must involve the areas subserving these functions in
both hemispheres before their loss results. The two hemispheres are apparently of
equal importance here as it apparently makes no difference which side is affected;
i.e., either hemisphere is alone adequate for these functions. Exception must be
taken to these statements in the case of peripheral vision but, as noted before, this
is not of interest to us here since central vision is used exclusively in learning to
read.
When we come to the third plane of elaboration, the situation is strikingly
different, this is the level at which the written or printed symbol is linked with its
meaning and hence it is variously described as the associative, concept, or
symbolic level. Here not only is damage to one hemisphere sufficient to destroy
function but it makes a difference which hemisphere is affected. If the hemisphere
which is known as the dominant happens to suffer, a complete loss of this function
results and the patient becomes word blind. If, on the other hand, the damage
occurs in the other hemisphere—the non–dominant—nothing apparently happens.
meaning and hence it is variously described as the associative, concept, or
symbolic level. Here not only is damage to one hemisphere sufficient to destroy
function but it makes a difference which hemisphere is affected. If the hemisphere
which is known as the dominant happens to suffer, a complete loss of this function
results and the patient becomes word blind. If, on the other hand, the damage
occurs in the other hemisphere—the non–dominant—nothing apparently happens.
So entirely without result is a destruction here that this area of the brain takes its
place with certain others among those which the surgeons called the “silent areas”
of the brain. Obviously, the visual records implanted in both halves of the brain
are not requisite for reading. This situation also exists in the field of understanding
of the spoken word, and of speech and of writing. In all four of these functions
destruction in the dominant hemisphere in the so–called language zone is
meaningful while destruction in exactly similar parts of the opposite hemisphere is
meaningless.
place with certain others among those which the surgeons called the “silent areas”
of the brain. Obviously, the visual records implanted in both halves of the brain
are not requisite for reading. This situation also exists in the field of understanding
of the spoken word, and of speech and of writing. In all four of these functions
destruction in the dominant hemisphere in the so–called language zone is
meaningful while destruction in exactly similar parts of the opposite hemisphere is
meaningless.
Thus we learn to understand, to read, to speak, and to write words from sensory
records or engrams of one hemisphere only. This fact is so striking that we have
been prone to overlook what must happen in the inactive side. We believe today
that the completed growth and development of nerve coils is largely a result of
stimulation. If cells do not receive stimuli they do not reach their full
development. The two sides of the brain do not show much, if any, difference in
size or complexity and certainly no such difference as we see in function as
outlined above. To account for equality of growth we must accept equality of
stimulation—equal nervous irradiated of the two sides—and if they are equally
irradiated, records must be left behind in each; i.e., engrams must be formed in the
non–dominant as well as in the dominant hemisphere. To account then for the
difference in effect of damage in the two sides we must assume that the engrams of
one side become the controlling pattern through establishment of a physiological
habit of use of that set and that the other set of recorded engrams is latent or elided.
Variations in the completeness of this physiological selection, i.e., failure of elision
of the non–dominant engrams, forms the kernel of my conception of the reading
disability. Such a theory conforms nicely to our observations that these cases are
not to be divided into two categories, that is, cases of word blindness and cases
of slow acquisition of reading, but that they form a series graded in severity
records or engrams of one hemisphere only. This fact is so striking that we have
been prone to overlook what must happen in the inactive side. We believe today
that the completed growth and development of nerve coils is largely a result of
stimulation. If cells do not receive stimuli they do not reach their full
development. The two sides of the brain do not show much, if any, difference in
size or complexity and certainly no such difference as we see in function as
outlined above. To account for equality of growth we must accept equality of
stimulation—equal nervous irradiated of the two sides—and if they are equally
irradiated, records must be left behind in each; i.e., engrams must be formed in the
non–dominant as well as in the dominant hemisphere. To account then for the
difference in effect of damage in the two sides we must assume that the engrams of
one side become the controlling pattern through establishment of a physiological
habit of use of that set and that the other set of recorded engrams is latent or elided.
Variations in the completeness of this physiological selection, i.e., failure of elision
of the non–dominant engrams, forms the kernel of my conception of the reading
disability. Such a theory conforms nicely to our observations that these cases are
not to be divided into two categories, that is, cases of word blindness and cases
of slow acquisition of reading, but that they form a series graded in severity
according to the degree of confusion which exists in choice of engrains and it also
offers an explanation of certain errors and peculiarities which characterize their
performance.
offers an explanation of certain errors and peculiarities which characterize their
performance.
The two halves of the body are strictly antitropic, that is, reversed or mirrored
copies of each other. The muscles and joints of the right and left hand, for
example, are alike but reversed in arrangement. This is also true of the groups of
nerve cells in the spinal cord which control the simpler motor responses (spinal
reflexes) and also of the cells in the brain which combine or integrate these simpler
spinal units into more complex acts. The movements of the left hand, therefore,
which are the exact counterpart of the right will give a mirrored result. Thus, the
movements of sinistrad (mirror) writing with the left hand are exactly comparable
to those of dextrad writing with the right hand and it seems therefore highly
probable that the engrams which are stored in the silent areas of the non–dominant
hemisphere are opposite in sigh, i.e., mirrored copies, of those in the dominant. If
then these opposite engrams are not elided through establishment of consistent
selection from one hemisphere we would expect them to evince themselves by
errors or confusion in direction and orientation and this is exactly what we find in
cases of delayed reading.
copies of each other. The muscles and joints of the right and left hand, for
example, are alike but reversed in arrangement. This is also true of the groups of
nerve cells in the spinal cord which control the simpler motor responses (spinal
reflexes) and also of the cells in the brain which combine or integrate these simpler
spinal units into more complex acts. The movements of the left hand, therefore,
which are the exact counterpart of the right will give a mirrored result. Thus, the
movements of sinistrad (mirror) writing with the left hand are exactly comparable
to those of dextrad writing with the right hand and it seems therefore highly
probable that the engrams which are stored in the silent areas of the non–dominant
hemisphere are opposite in sigh, i.e., mirrored copies, of those in the dominant. If
then these opposite engrams are not elided through establishment of consistent
selection from one hemisphere we would expect them to evince themselves by
errors or confusion in direction and orientation and this is exactly what we find in
cases of delayed reading.
This description is really “putting the cart before the horse” as our observations
of tendency to reversals came first and the theory developed therefrom but this
method of presentation has been adopted for the sake of clarity. Many workers
with word blind children have noted their tendency to reversals but none, so far as
I am aware, have offered an adequate explanation of it.
of tendency to reversals came first and the theory developed therefrom but this
method of presentation has been adopted for the sake of clarity. Many workers
with word blind children have noted their tendency to reversals but none, so far as
I am aware, have offered an adequate explanation of it.
My original studies in a small group of cases convinced me that there were
certain “symptoms” in reading disability which seemed to characterize the whole
group and these were confusions between lower case b and d and between p and q,
uncertainty in reading short pallindromic words like was and saw, not and ton, and
on and no; a tendency to reverse parts of words or whole syllables as when gray is
read as gary, tarnish as tarshin and tomorrow as tworrom; a greater facility than
usual in reading from the mirror, and frequently a facility in producing mirror
writing. These observations have been adequately supported in an extended study
of a much larger group of cases. Many other types of errors are to be found in the
performance of retarded readers but they appear to me to be secondary effects due
to the failure of association which has resulted from the obstacle presented by
confusion in direction.
certain “symptoms” in reading disability which seemed to characterize the whole
group and these were confusions between lower case b and d and between p and q,
uncertainty in reading short pallindromic words like was and saw, not and ton, and
on and no; a tendency to reverse parts of words or whole syllables as when gray is
read as gary, tarnish as tarshin and tomorrow as tworrom; a greater facility than
usual in reading from the mirror, and frequently a facility in producing mirror
writing. These observations have been adequately supported in an extended study
of a much larger group of cases. Many other types of errors are to be found in the
performance of retarded readers but they appear to me to be secondary effects due
to the failure of association which has resulted from the obstacle presented by
confusion in direction.
The relation of the cardinal symptoms to the theory as
above outlined is obvious and I think has direct bearing on the teaching method.
Visual presentation will, hypothetically at least, result in the implantation of paired
engrams and certain other factors must determine which of these is selected for
associative linkage. What these factors are as a whole, we can not consider here
although it may be well to suggest that heredity probably plays a part in the
establishment of dominance here comparable to that which it plays in stuttering
and in left–handedness. Undoubtedly training influences may be brought to bear
on this process of choice, however, and from the theoretical standpoint the most
promising of these should be that of kinesthetic training by tracing or writing while
reading and sounding and by following the letters with the finger (a method under
taboo today) to insure consistent direction of reading during phonetic synthesis of
the word or syllable.
engrams and certain other factors must determine which of these is selected for
associative linkage. What these factors are as a whole, we can not consider here
although it may be well to suggest that heredity probably plays a part in the
establishment of dominance here comparable to that which it plays in stuttering
and in left–handedness. Undoubtedly training influences may be brought to bear
on this process of choice, however, and from the theoretical standpoint the most
promising of these should be that of kinesthetic training by tracing or writing while
reading and sounding and by following the letters with the finger (a method under
taboo today) to insure consistent direction of reading during phonetic synthesis of
the word or syllable.
Under a grant from the Rockefeller Foundation, an extended field study was
carried out in 1926–27 in Iowa by the organization, as a part of the research work
of the State Psychopathic Hospital, of a Mobile Mental Hygiene Unit to visit
schools in various communities and a Laboratory Unit to study selected cases more
intensively. Fuller reports of these studies are to appear elsewhere but certain
observations may be quoted here. In my original group of reading disability cases,
I was surprised at the large proportion of these children encountered. Fifteen out
of one hundred twenty–five children sent by their teachers to our experimental field
clinic for a variety of problems 6 seemed to me to show evidence of this trouble. In
our extended work we have found in every community visited no less than two per
cent of the total school population to be retarded readers showing this
characteristic picture.
carried out in 1926–27 in Iowa by the organization, as a part of the research work
of the State Psychopathic Hospital, of a Mobile Mental Hygiene Unit to visit
schools in various communities and a Laboratory Unit to study selected cases more
intensively. Fuller reports of these studies are to appear elsewhere but certain
observations may be quoted here. In my original group of reading disability cases,
I was surprised at the large proportion of these children encountered. Fifteen out
of one hundred twenty–five children sent by their teachers to our experimental field
clinic for a variety of problems 6 seemed to me to show evidence of this trouble. In
our extended work we have found in every community visited no less than two per
cent of the total school population to be retarded readers showing this
characteristic picture.
Our studies were not carried out as a survey and hence these
figures probably fall far below the actual numbers. There was however a difference
in the numbers of cases encountered in certain communities which seemed to bear
directly on the subjects here considered. Of two communities of about the same
constituent population, in one we found about two per cent of the school
population to be retarded in reading to a significant degree and to show
symptomatic evidence of the specific disability, while in the second we found more
then double this percentage. In the community with the lesser number of cases,
sight reading methods were employed but when children did not progress by this
method, they were also given help by the phonetic method. In the town with the
larger number, no child was given any other type of reading training until he or she
had learned ninety words by sight.
figures probably fall far below the actual numbers. There was however a difference
in the numbers of cases encountered in certain communities which seemed to bear
directly on the subjects here considered. Of two communities of about the same
constituent population, in one we found about two per cent of the school
population to be retarded in reading to a significant degree and to show
symptomatic evidence of the specific disability, while in the second we found more
then double this percentage. In the community with the lesser number of cases,
sight reading methods were employed but when children did not progress by this
method, they were also given help by the phonetic method. In the town with the
larger number, no child was given any other type of reading training until he or she
had learned ninety words by sight.
Aside then from theoretical considerations, this strongly suggests that the sight
method not only will not eradicate a reading disability of this type but may actually
produce a number of cases. Moreover, our retraining experiments 7 seem to
indicate clearly that such children can be trained to read properly with adequate
special methods devised to eradicate the confusion in direction and in orientation
and this has also been borne out by the remedial efforts of other workers.
Our studies of children with reading disabilities has also brought to light certain
other aspects of the problem which are of educational importance but which can
not be elaborated here. Among these were notably the effect of this unrecognized
disability, upon the personality and behavior of the child. Many children were
referred to our clinics by their teachers in the belief that they were feeble–minded,
others exhibited conduct disorders and undesirable personality reactions which
upon analysis appeared to be entirely secondary to the reading defect and which
improved markedly when special training was instituted to overcome the reading
disability.
method not only will not eradicate a reading disability of this type but may actually
produce a number of cases. Moreover, our retraining experiments 7 seem to
indicate clearly that such children can be trained to read properly with adequate
special methods devised to eradicate the confusion in direction and in orientation
and this has also been borne out by the remedial efforts of other workers.
Our studies of children with reading disabilities has also brought to light certain
other aspects of the problem which are of educational importance but which can
not be elaborated here. Among these were notably the effect of this unrecognized
disability, upon the personality and behavior of the child. Many children were
referred to our clinics by their teachers in the belief that they were feeble–minded,
others exhibited conduct disorders and undesirable personality reactions which
upon analysis appeared to be entirely secondary to the reading defect and which
improved markedly when special training was instituted to overcome the reading
disability.
In brief, while “sight reading” may give greater progress when measured by the
average of a group, it may also prove a serious obstacle to educable children who
happen to deviate from the average in the case of establishment of a clear–cut
unilateral brain habit. These physiological deviates form a graded group extending
in severity from the normal to extreme cases (congenital word blindness). They
can be detected by appropriate examinations and trained to overcome their
handicap by specific methods of teaching. While the number of children who
suffer from such a severe grade of the disability as to be practically uneducable by
ordinary methods is quite small, the number in whom the disability exists to a
sufficient degree to be a serious handicap to school performance and to wholesome
personality development probably is of real numerical importance and moreover
there seems to be reason to believe that even those who make a spontaneous
adjustment without special training, and thus learn to read, may never gain a
facility in this accomplishment commensurate with their ability in other lines.
average of a group, it may also prove a serious obstacle to educable children who
happen to deviate from the average in the case of establishment of a clear–cut
unilateral brain habit. These physiological deviates form a graded group extending
in severity from the normal to extreme cases (congenital word blindness). They
can be detected by appropriate examinations and trained to overcome their
handicap by specific methods of teaching. While the number of children who
suffer from such a severe grade of the disability as to be practically uneducable by
ordinary methods is quite small, the number in whom the disability exists to a
sufficient degree to be a serious handicap to school performance and to wholesome
personality development probably is of real numerical importance and moreover
there seems to be reason to believe that even those who make a spontaneous
adjustment without special training, and thus learn to read, may never gain a
facility in this accomplishment commensurate with their ability in other lines.
REFERENCES
1. Hinshelwood, James: “Congenital Word Blindness.” Lewis, London 1917.
2. Kerr, James: The Howard Price Essay of the Royal Statistical Society, 1896.
3. Pringle, Morgan W.: “A Case of Congenital Wordblindness.” British Medical Journal,
July 11, 1896.
4. Bachmann, Fritz: “Uber Kongenitale Wortblindheist.” Karger, Berlin, 1927.
5. Orton, S. T.: “Wordblindness” in School Children. Archives of Neurology and Psychiatry,
Vol. XIV, Nov., 1925.
6. Lyday, June F.: The Greene County Medical Clinic. Mental Hygiene. Vol. X, No. 4,
October, 1926.
7. Monroe, Marion: Genetic Psychology Monograms. Oct.–Nov. Nov., 1928.
Edited by Donald L. Potter on 5/31/03 from an OCR scan of a Reprint.
www.donpotter.net
113
2. Kerr, James: The Howard Price Essay of the Royal Statistical Society, 1896.
3. Pringle, Morgan W.: “A Case of Congenital Wordblindness.” British Medical Journal,
July 11, 1896.
4. Bachmann, Fritz: “Uber Kongenitale Wortblindheist.” Karger, Berlin, 1927.
5. Orton, S. T.: “Wordblindness” in School Children. Archives of Neurology and Psychiatry,
Vol. XIV, Nov., 1925.
6. Lyday, June F.: The Greene County Medical Clinic. Mental Hygiene. Vol. X, No. 4,
October, 1926.
7. Monroe, Marion: Genetic Psychology Monograms. Oct.–Nov. Nov., 1928.
Edited by Donald L. Potter on 5/31/03 from an OCR scan of a Reprint.
www.donpotter.net
113
Celebtating the Battle of Trenton-December 26, 1776
Pastor Garrett Lear, “The Patriot Pastor”,” conducted a presentation on the Battle of Trenton at the Washington Valley Republicans in North Conway, NH December 2014. The Battle of Trenton, which took place on December 26, 1776, was an important victory for the Americans as enlistments were running out and morale was low. This victory was a turning point in the war.
The True Meaning of Christmas
I have mostly pleasant memories of CHRISTmas past- though some are in “baby fog”. It is special to me though it may be hard for some to which I am compassionate.
“Glory to God in the highest, and on earth peace, good will toward men” (Luke 2:14).
The true meaning of Christmas is this: God took on the form of a human to die in our place, paying for our sins, so that humans who receive Him might be forgiven and be with Him forever.
You are free to reject that message and the One who delivered it, but what you are not free to do is to redefine or change the message into something that fits your own beliefs and choices.
As the carol says, “Where meek souls will receive Him still, the dear Christ enters in.”
The world today is a sad place, and those who love freedom sometimes feel we are shoveling against the tide. But for just a moment, at this time of year, we should pause and remember an event that occurred about 2,000 years ago in the Middle East.
The world then was a far worse place, yet a light seared through the darkness. A baby was born in a cave. The Word was made flesh and dwelt among us. The baby came into the world so that we might have life and live it abundantly. The baby came into the world so that we would be set free from our own sins, free from the temptations of the world and free from the governments that seek to control us.
The baby was the Son of God and the Prince of Peace and the Savior of the world. This week we celebrate His birthday.
Merry CHRISTmas.
(This article was originally published in 2015 and written by our late friend and mentor Pastor Garrett Lear, “The Patriot Pastor who would often say “We have no king by King Jesus” and ended his presentations with “Someone has stolen my country and I want her back now.”
Camp Constitution wishes all a very Merry Christmas and a Happy New Year.
Garrett Lear “The Patriot Pastor” 1948-2021
Dictatorial control, from Covid to climate
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A Visit to “It’s a Wonderful Life Museum
Back in 2012, while on my way to give a presentation on the dangers of Agenda 21, I passed through Senaca Falls, NY and discovered the It’s A Wonderful Life Museum. With my trusty video camera, I made a short video of the museum linked below. The town of Seneca Falls was the motivation for the movie It’s A Wonderful Life. From the museum’s website:
The Seneca Falls It’s a Wonderful Life Museum was opened on December 10, 2010. The Museum is located in a portion of what was the first movie theater in town, the Seneca Theater. The theater was built in 1913 by Charles Fornesi, the first Italian to immigrate to Seneca Falls. While the building is undergoing stabilization and some construction, the Museum is temporarily located at 76 Fall Street, across from the Seneca Falls Visitor Center. https://www.wonderfullifemuseum.com/
The Museum started with one display case, special items from the personal collection of Karolyn Grimes (“Zuzu Bailey”) and a wall of quotes from Frank Capra that focus on his personal philosophy of the value of each individual and the timeless message of “It’s a Wonderful Life.”
Over the years, rare items have been added to the display, including original call sheets containing the doodles of Jack Okey, Art Director for It’s a Wonderful Life, the original program from the premiere of the film at the Globe Theater in New York City, and earrings owned by Gloria Grahame which she wore as “Violet Bick” in the film.
On display is a certificate presented to Frank Capra by Governor Mario Cuomo on the occasion of the 100th anniversary of the Statue of Liberty, donated to the Museum by Frank Capra’s son, Tom. Photos of Frank Capra’s films that were displayed in Tom Capra’s Italian Restaurant in Palm Springs are on display.
Items from the personal collections of Carol Coombs (“Janie Bailey”), Jimmy Hawkins (“Tommy Bailey”) and “Jeanine Roose” (“Young Violet Bick”) that reflect their lives and careers are also on display. An exhibit on Virginia Patton Moss (“Ruth Dakin Bailey”), the oldest surviving cast member, includes her original contract, personal items, and an important recollection from the film.
The handprints of Jimmy Stewart, Karolyn Grimes, Carol Coombs, Jimmy Hawkins and Jeanine Roose are on display.
Donna Reed’s daughter, Mary Owen, has provided information about Donna Reed’s efforts to promote better roles for women and peace.
Two paintings by Todd Karns (“Harry Bailey”) are on display.
Photographs from the collection of Emile Kuri, Set Director for It’s a Wonderful Life, are also on display.
Information on individual cast members from “It’s a Wonderful Life” can also be found in the Museum.
The Museum illustrates why local residents have long believed that Seneca Falls was the inspiration for Bedford Falls, including information on Antonio Varacalli, whose true story might well be the inspiration for important scenes in the film.
The Weekly Sam: What is Wrong with Government Education by Sam Blumenfeld
The enormous failure of our government school system was nicely
summed up by a Boston high school teacher in a recent issue of Education
Week (12/9/98). He said:
“I have about 30 kids in my U.S. history class. They come from nine
different countries; most of them can’t read. Even if they can read the text,
they don’t know what it means. How am I supposed to teach U.S. history to
kids who can’t read? I could come in here every day for 20 years and still
not figure out how to do it.”
different countries; most of them can’t read. Even if they can read the text,
they don’t know what it means. How am I supposed to teach U.S. history to
kids who can’t read? I could come in here every day for 20 years and still
not figure out how to do it.”
Obviously, this particular teacher had no idea how these kids got into
high school without knowing how to read. He had no idea what goes on in
primary school that prevents these children from learning to read, and he
had no idea what to do with older students who are functionally illiterate.
Clearly, the teacher himself is part of the problem. His ignorance of how the
system functions prevents him from helping his students get through it in
one piece . In other words, the compartmentalization of teachers explains
why so many of them have no idea of how the total system works and why
the system can lurch from crisis to crisis without any effective change taking
place.
high school without knowing how to read. He had no idea what goes on in
primary school that prevents these children from learning to read, and he
had no idea what to do with older students who are functionally illiterate.
Clearly, the teacher himself is part of the problem. His ignorance of how the
system functions prevents him from helping his students get through it in
one piece . In other words, the compartmentalization of teachers explains
why so many of them have no idea of how the total system works and why
the system can lurch from crisis to crisis without any effective change taking
place.
The real blame for the system’s dysfunction, however, must lie with the
professors of education, the state departments of education , and the
administrators who have all conspired to create the functional illiteracy that
plagues the public schools of America — once considered the most literate
and advanced nation on earth. Deliberately induced illiteracy among
students is a vital part of the plan to dumb down Americans so that they will
be unable to resist the imposition of social and political control by an
arrogant universitarian elite determined to create a new world order based
on humanist-socialist values.
professors of education, the state departments of education , and the
administrators who have all conspired to create the functional illiteracy that
plagues the public schools of America — once considered the most literate
and advanced nation on earth. Deliberately induced illiteracy among
students is a vital part of the plan to dumb down Americans so that they will
be unable to resist the imposition of social and political control by an
arrogant universitarian elite determined to create a new world order based
on humanist-socialist values.
This “education” plan is part of the utopian socialist agenda set down
by the progressives at the turn of the century. The progressives were
members of the Protestant academic elite who no longer believed in the
religion of their fathers. They put their new faith in science, evolution, and
psychology. Science explained the material world (matter in motion),
evolution explained the origin of life (organisms crawling out of the
primordial ooze), and psychology explained human nature and provided
the elite with the scientific means of controlling human behavior.
primordial ooze), and psychology explained human nature and provided
the elite with the scientific means of controlling human behavior.
These men were also socialists. Why? Because they had to deal with
the problem of evil. The Bible tells us that evil is the result of man’s innate
depravity, his innate sinful nature. But since the progressives did not
believe in the Bible, they decided that evil was caused by ignorance,
poverty, and social injustice. And what was the cause of social injustice?
Why, it was this horrible capitalist system with all of its inequities. Socialism,
it was believed, would remove these inequities and thereby solve the
problem of evil. By the way, the progressives did not get their model of
socialism from Karl Marx. They got it from an American by the name of
Edward Bellamy whose book, Looking Backward, published in 1888,
projected the fantasy of a socialist America in the year 2000.
the problem of evil. The Bible tells us that evil is the result of man’s innate
depravity, his innate sinful nature. But since the progressives did not
believe in the Bible, they decided that evil was caused by ignorance,
poverty, and social injustice. And what was the cause of social injustice?
Why, it was this horrible capitalist system with all of its inequities. Socialism,
it was believed, would remove these inequities and thereby solve the
problem of evil. By the way, the progressives did not get their model of
socialism from Karl Marx. They got it from an American by the name of
Edward Bellamy whose book, Looking Backward, published in 1888,
projected the fantasy of a socialist America in the year 2000.
And so, the progressives, dedicated to their utopian ideal, decided to
do all in their power to change America from an individualistic, capitalist,
and religious society into a socialist, collectivist, humanist or atheist society.
How were they to accomplish that? Through the education system. They
would change the curriculum and teaching methods in the public schools so
that American children would emerge as young socialists willing to change
our way of life into a socialist one.
do all in their power to change America from an individualistic, capitalist,
and religious society into a socialist, collectivist, humanist or atheist society.
How were they to accomplish that? Through the education system. They
would change the curriculum and teaching methods in the public schools so
that American children would emerge as young socialists willing to change
our way of life into a socialist one.
The socialists realized that the transformation might take as much as a
hundred years to complete. In fact, John Dewey wrote in 1898: “Change
must come gradua.lly. To force it unduly would compromise its final success
by favoring a violent reaction .” Dewey then outlined the long-range strategy
which the progressives were to adopt:
hundred years to complete. In fact, John Dewey wrote in 1898: “Change
must come gradua.lly. To force it unduly would compromise its final success
by favoring a violent reaction .” Dewey then outlined the long-range strategy
which the progressives were to adopt:
What is needed in the first place is that there should be a full and frank statement
of conviction with regard to the matter from physiologists and psychologists and from
those school administrators who are conscious of the evils of the present regime.
Educators should also frankly face the fact that the New Education, as it exists today, is
a compromise and a transition: it employs new methods but its controlling ideals are
virtually of the Old Education. Wherever movements looking to a solution of the
problem are intelligently undertaken, they should receive encouragement, moral and
financial , from the intellectual leaders of the community. There are already in
existence a considerable number of educational “experiment stations,” which
represent the outposts of educational progress. If these schools can be adequately
supported for a number of years they will perform a great vicarious service. After such
schools have worked out carefully and definitely the subject-matter of the new
curriculum, –finding the right place for language-studies and placing them in their right
perspective, the problem of the more general educational reform will be immensely.
simplified.
One hundred years later we can see how successful the Dewey plan
has been in transforming our educational system into one that serves the
needs of the atheist socialist state. Dewey was aided and abetted by a
cadre of reformers that included such luminaries as Edward L. Thorndike,
James McKeen Cattell, Elwood P. Cubberly, George D. Strayer, Charles
Judd, James R. Angell and a host of others. Thorndike, Cattell, and Strayer
ran educational mafia out of Teachers College (Columbia), Cubberly
reigned at Stanford, and Angell became president at Yale.
has been in transforming our educational system into one that serves the
needs of the atheist socialist state. Dewey was aided and abetted by a
cadre of reformers that included such luminaries as Edward L. Thorndike,
James McKeen Cattell, Elwood P. Cubberly, George D. Strayer, Charles
Judd, James R. Angell and a host of others. Thorndike, Cattell, and Strayer
ran educational mafia out of Teachers College (Columbia), Cubberly
reigned at Stanford, and Angell became president at Yale.
Change in the curriculum of public education has happened so
gradually that most parents haven’t the faintest idea what is happening to
their children, four million of whom are being drugged daily with Ritalin so
that they can sit in their classroom seats and be socialized without
resistance.
gradually that most parents haven’t the faintest idea what is happening to
their children, four million of whom are being drugged daily with Ritalin so
that they can sit in their classroom seats and be socialized without
resistance.
What is truly amazing is the coherence and continuity of the
progressive agenda which is as much alive today at it was when Dewey and
company were pontificating. For example, The Whole Language Catalog, a
sort of bible of the whole-language movement published in 1991, has 15
entries for John Dewey in its index. After citing his debt to Dewey, Kenneth
Goodman, the leading guru of whole-language philosophy, writes:
progressive agenda which is as much alive today at it was when Dewey and
company were pontificating. For example, The Whole Language Catalog, a
sort of bible of the whole-language movement published in 1991, has 15
entries for John Dewey in its index. After citing his debt to Dewey, Kenneth
Goodman, the leading guru of whole-language philosophy, writes:
Whole language picks up where the progressives left off . … [It] takes the
philosophy and positive, child-centered view of the progressive educators and adds
the knowledge of language, of learning, of child development, and of teaching, and
builds a strong scientific base under them . It is this combination of science and
humanistic educational and social philosophy that forms the foundation for whole
language curriculum . … We use the psychological concepts of Piaget and Vygotsky to
underscore Dewey’s concept of learning as transaction: pupils making sense of their
world and being changed themselves in the transactions. (p. 281)
philosophy and positive, child-centered view of the progressive educators and adds
the knowledge of language, of learning, of child development, and of teaching, and
builds a strong scientific base under them . It is this combination of science and
humanistic educational and social philosophy that forms the foundation for whole
language curriculum . … We use the psychological concepts of Piaget and Vygotsky to
underscore Dewey’s concept of learning as transaction: pupils making sense of their
world and being changed themselves in the transactions. (p. 281)
In the early days, the progressives were mainly supported by the major
philanthropic foundations. Today, the reforms are being underwritten by
federal and state governments. Three recent federal programs are funding
the massive restructuring of American education in accordance with the
progressives’ plans: Goals 2000 (enacted 3/31/94), School-to-Work
Opportunities Act (enacted 5/4/94), and the Improving America’s Schools
Act, a reauthorization of the Elementary and Secondary Education Act of
1965 (enacted 10/20/94) . Thus, the Congress of the United States has
become an accomplice in the progressive plan to restructure American
education in the socialist mold.
Apart from needing the funds to carry out their plan, the progressives
also realized that coherence and continuity of their agenda over a hundred
years was vitally necessary if the plan was to be successful. Thus, in 1901
they created the National Society for the Study of Education, wherein the
progressive leaders would be able to formulate their programs of reform,
debate their effectiveness and pass on the baton to their loyal disciples. By
studying their yearbooks, the first of which was published in 1902, one can
follow the inexorable progress of the socialist takeover of American
education.
also realized that coherence and continuity of their agenda over a hundred
years was vitally necessary if the plan was to be successful. Thus, in 1901
they created the National Society for the Study of Education, wherein the
progressive leaders would be able to formulate their programs of reform,
debate their effectiveness and pass on the baton to their loyal disciples. By
studying their yearbooks, the first of which was published in 1902, one can
follow the inexorable progress of the socialist takeover of American
education.
All of this was accomplished by tenured professors of education and
behavioral psychologists, working within a maze of well funded professional
organizations, publishing journals, writing textbooks, holding hundreds of
conferences, seminars, and conventions each year. None of this has been
visible to the average parent who puts a child in a public school. Parents
assume that their schools are run by local school boards, superintendents,
principals, and teachers. What they don’t see is the invisible hand behind
this constant pressure for reform that keeps recreating the curriculum .
The average teacher may feel that there is some kind of invisible hand
at work, but teachers would rather blame failure on cultural trends,
excessive television viewing, dysfunctional parents, and such student
disabilities as attention deficit disorder and dyslexia.
behavioral psychologists, working within a maze of well funded professional
organizations, publishing journals, writing textbooks, holding hundreds of
conferences, seminars, and conventions each year. None of this has been
visible to the average parent who puts a child in a public school. Parents
assume that their schools are run by local school boards, superintendents,
principals, and teachers. What they don’t see is the invisible hand behind
this constant pressure for reform that keeps recreating the curriculum .
The average teacher may feel that there is some kind of invisible hand
at work, but teachers would rather blame failure on cultural trends,
excessive television viewing, dysfunctional parents, and such student
disabilities as attention deficit disorder and dyslexia.
Obviously, this is a system of education that cannot be supported by
any Christian. Local control no longer exists. It was inevitable that a
government education system would become a federal system controlled
by those who have been leading us toward totalitarian socialism. Do I
exaggerate? To be convinced that the end goal is a totalitarian system, all
one has to do is read the Student Data Handbook for Early Childhood,
Elementary, and Secondary Education (NCES 94-303). This is the official
guidebook for the computerized data-gathering system dreamed up by our
totalitarian bureaucrats. The data will include massive information on
health, family, religion, attitudes, psychological assessments, etc. For
example, the attitudinal test is described as: “An assessment to measure
the mental and emotional set or patterns of likes and dislikes or opinions
held by a student or a group of students. This is often used in relation to
considerations such as controversial issues or personal adjustments .”
All of this sensitive, personal data will be housed in a central computer
in Washington making it easy for “educators” to control just about everyone.
But the question is simply this: does the government of a free people have
the right to collect this kind of information on all of its citizens for its own
political or social purposes? Should the government of a free people record
the attitudes and opinions of its citizens so that it can engineer their r
personal adjustment?
the right to collect this kind of information on all of its citizens for its own
political or social purposes? Should the government of a free people record
the attitudes and opinions of its citizens so that it can engineer their r
personal adjustment?
The time has come for Christians to realize what has become of the
“land of the free and the home of the brave.” If Christians want to restore
the full measure of our freedoms, they will have to do what they are
reluctant to do: remove their children en masse from the public schools.
What is needed now is not accomodation to the plans of the American
Pharoah but a full-fledged exodus of Christian children. That’s the easiest
and most peaceful way to put an end to the socialist agenda and return
America to its basic constitutional principles. Will Christians have the
courage to do what must be done? That test will be upon us sooner than
anyone anticipated.
“land of the free and the home of the brave.” If Christians want to restore
the full measure of our freedoms, they will have to do what they are
reluctant to do: remove their children en masse from the public schools.
What is needed now is not accomodation to the plans of the American
Pharoah but a full-fledged exodus of Christian children. That’s the easiest
and most peaceful way to put an end to the socialist agenda and return
America to its basic constitutional principles. Will Christians have the
courage to do what must be done? That test will be upon us sooner than
anyone anticipated.
(The above article was written by Sam Blumenfeld back in the late 1990s. Sam predicted that government schools would get worse and he was right. Please visit and sign up for the Sam Blumenfeld Archives-a free on-line resource hosted by Camp Constitution: https://campconstitution.net/sam-blumenfeld-archive/
The Fall of Minneapolis: An Interview with Liz Collin
Camp Constitution Radio hosted by Hal Shurtleff recently interviewed Liz Collin, a former Minneapolis news anchor and reporter, author of They’re Lying and the producer of the powerful documentary The Fall of Minneapolis:
https://www.podomatic.com/podcasts/shurtleffhal/episodes/2023-12-18T10_50_16-08_00
The Fall of Minneapolis features interviews of dozens of officers, witnesses, and experts who were there during the riots and the aftermath following the arrest and death of George Floyd. After years of in-depth research, we show the evidence that others have ignored or outright censored. This is everything they don’t want you to see. From George Floyd’s criminal history, to questionable witness testimony, and the media manipulation in between, get the facts and watch the lies fall apart.
The documentary can be viewed here: https://www.thefallofminneapolis.com/
Will Boston Human Right’s Commission take action against Mayor Wu and other city officials who participated in a non-whites city sponsored event?
Boston’s Human Rights Commission was established in 1985. It became dormant by the mid-1990s but in 2019, Mayor Marty Walsh reactivated it and appointed seven members. After reading their credentials, it is a safe bet that not one of them is a subscriber to Fox News. From its website:
“The Human Rights Commission advances equity, understanding, and respect for all.
“Our mission is to enforce Human Rights, to engage in relationships and partnerships that embody the principles of dignity and respect, and to create a culture of human rights compliance and accountability. We act as a driver for social change based on principles of substantive equality, equity, and inclusion for all.
“Our work includes public, community, and private partners. We provide outreach and information, education, and technical help. We refer discrimination complaints to the right entities for resolution. We also seek to find and understand patterns and practices of systematic discrimination.” And:
“The Commission has the power to conduct hearings and call witnesses and can issue reports and the results of investigations. The Commission also has the power to adopt rules and regulations and recommend legislation to the City Council and the Mayor.”
They have a “Respond to Hate”: toolkit where I found this:
Report to government anti-discrimination agencies.
Report to City of Boston Human Rights Commission.
Report to community organizations.
Support the victim(s)
I contacted the commission by E-mail and asked if they will take action against Wu and her racist colleagues. So far, the commission has not released a statement on the subject. Bostonians especially those that were victims of Wu and her colleague’s blatant racism have a duty to file a formal complaint with the commission and demand an investigation. If the commission refuses, its board members are nothing more than enables of what they profess to oppose and should resign, and the organization abolished.
Readers can give this august body a call 617-635-2328 or E-mail them HumanRights@Boston.Gov to file a complaint.
I was a victim of religious discrimination back in 2017 when Mayor Walsh refused to give me and my organization a permit to fly the Christian flag. It took almost five years to get justice but on May 2, 2022, the U.S. Supreme Court ruled 9-0 in our favor. http://www.lc.org/flag This act of discrimination cost the city a few million in legal fees. To my knowledge, Boston’s Human Rights Commission took no action on our case. Let’s hope it will take action against Wu and her associates.
P.S.: The commission has failed to release a statement on the surge of anti-Semitism in the wake of the Hamas’ atrocity against innocent civilians.
A bumper sticker a Boston resident recently gave to me.
Happy Bill of Rights Day
December 15th is Bill of Rights Day, the anniversary of the most successful assertion of individual rights and liberties ever written. The date is as obscure as it should be celebrated. If you watched the news this morning, they were more likely highlighting National Cupcake Day. But it’s also one of the most important dates in American history, because without the Bill of Rights the fledgling United States may not have survived.
Barely a decade after 1776, shortcomings in the Articles of Confederation brought about a political crisis among the states, culminating in the Constitutional Convention of 1787. The new Constitution was ratified the following year, but that was not the end of the crisis, as a number of states made ratification contingent on a Bill of Rights being swiftly added to it.
With the fate of the Republic at stake, the two dominant political forces of the time – the Federalists and the Anti-Federalists – waged a public contest of ideas. It ended with the drafting by consensus of the first ten amendments to the new Constitution, collectively known as the Bill of Rights, which sealed the deal when Virginia became the 11th state to ratify, on this day in 1791.
The history of the document since then has been a stunning success. In a testament to the power of its ideas, the visionary principles embodied in the Bill of Rights that were considered radical by most of the outside world at the time – freedom of expression and belief, the presumption of innocence, due process and equality under the law – are today lauded as universal human rights.
The expanding reach of these principles in our own country has been no less breathtaking. When the Bill of Rights was ratified its provisions only fully applied to 5% of the people living here. They didn’t apply to slaves, native Americans, women, or white men of less than a certain means or property.
But the amendments themselves do not contain a single exclusionary clause. So as our understanding of freedom grew from the experience of it, along with the wrenching tragedy of a civil war, the Bill of Rights remained a clear beacon illuminating the path forward. Today virtually all Americans expect that these rights and freedoms belong to all equally.
There have been setbacks and reversals along the way. President Roosevelt declared the first Bill of Rights Day in 1941. Two months later he issued the executive order interning all Japanese Americans, one of the darker episodes in our history. Today’s headlines remind us just how perpetually fragile the idea of a free, just, and civil society is. As President Reagan pointedly observed “Freedom is never more than one generation away from extinction. We didn’t pass it to our children in the bloodstream.”
The Bill of Rights:
THE BILL OF RIGHTS – FULL TEXT
Amendment I
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.
Amendment II
A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed.
Amendment III
No soldier shall, in time of peace be quartered in any house, without the consent of the owner, nor in time of war, but in a manner to be prescribed by law.
Amendment IV
The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.
Amendment V
No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a grand jury, except in cases arising in the land or naval forces, or in the militia, when in actual service in time of war or public danger; nor shall any person be subject for the same offense to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.
Amendment VI
In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the state and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the assistance of counsel for his defense.
Amendment VII
In suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise reexamined in any court of the United States, than according to the rules of the common law.
Amendment VIII
Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.
Amendment IX
The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.
Amendment X
The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people.
