Saturday, August 26, 2006

History Lesson

Here is a post from a California lawyer that seems to present the "Big Picture" in just the right manner. This is something all Americans should read!!

A California Lawyer's Perspective on Iraq War:

Sixty-three years ago, Nazi Germany had overrun almost all of Europe and hammered England to the verge of bankruptcy and defeat, and had sunk more than four hundred British ships in their convoys between England and America for food and war materials.

Bushido Japan had overrun most of Asia, beginning in 1928, killing millions of civilians throughout China , and impressing millions more as slave labor.

The US was in an isolationist, pacifist, mood, and most Americans and Congress wanted nothing to do with the European war, or the Asian war.

Then along came Pearl Harbor on December 7, 1941, and in outrage Congress unanimously declared war on Japan , and the following day on Germany , which had not attacked us. It was a dicey thing. We had few allies.

France was not an ally, the Vichy government of France aligned with its German occupiers. Germany was not an ally, it was an enemy, and Hitler intended to set up a Thousand Year Reich in Europe . Japan was not an ally, it was intent on owning and controlling all of Asia . Japan and Germany had long-term ideas of invading Canada and Mexico , and then the United States over the north and south borders, after they had settled control of Asia and Europe .

America 's allies then were England , Ireland , Scotland , Canada , Australia , and Russia , and that was about it. There were no other countries of any size or military significance with the will and ability to contribute much or anything to the effort to defeat Hitler's Germany and Japan , and prevent the global dominance of Nazism. And we had to send millions of tons of arms, munitions, and war supplies to Russia, England, and the Canadians, Aussies, Irish, and Scots, because NONE of them could produce all they needed for themselves.

All of Europe, from Norway to Italy, except Russia in the east, was already under the Nazi heel.

America was not prepared for war. America had stood down most of its military after WWI and throughout the depression, at the outbreak of WWII there were army units training with broomsticks over their shoulders because they didn't have guns, and cars with "tank" painted on the doors because they didn't have tanks. And a big chunk of our navy had just been sunk and damaged at Pearl Harbor .

Britain had already gone bankrupt, saved only by the donation of $600 million in gold bullion in the Bank of England that was the property of Belgium and was given by Belgium to England to carry on the war when Belgium was overrun by Hitler - actually, Belgium surrendered one day, because it was unable to oppose the German invasion, and the Germans bombed Brussels into rubble the next day anyway just to prove they could. Britain had been holding out for two years already in the face of staggering shipping loses and the near-decimation of its air force in the Battle of Britain, and was saved from being overrun by Germany only because Hitler made the mistake of thinking the Brits were a relatively minor threat that could be dealt with later and turning his attention to Russia, at a time when England was on the verge of collapse in the late summer of 1940.

Russia saved America's butt by putting up a desperate fight for two years until the US got geared up to begin hammering away at Germany.

Russia lost something like 24 million people in the sieges of Stalingrad and Moscow , 90% of them from cold and starvation, mostly civilians, but also more than a million soldiers. More than a million.

Had Russia surrendered, then, Hitler would have been able to focus his entire campaign against the Brits, then America , and the Nazis would have won that war.

Had Hitler not made that mistake and invaded England in 1940 or 1941, instead, there would have been no England for the US and the Brits to use as a staging ground to prepare an assault on Nazi Europe, England would not have been able to run its North African campaign to help take a little pressure off Russia while America geared up for battle, and today Europe would very probably be run by the Nazis, the Third Reich, and, isolated and without any allies (not even the Brits), the US would very probably have had to cede Asia to the Japanese, who were basically Nazis by another name then, and the world we live in today would be very different and much worse. I say this to illustrate that turning points in history are often dicey things. And we are at another one.

There is a very dangerous minority in Islam that either has, or wants and may soon have, the ability to deliver small nuclear, biological, or chemical weapons, almost anywhere in the world, unless they are prevented from doing so.

France, Germany, and Russia, have been selling them weapons technology at least as recently as 2002, as have North Korea, Syria, and Pakistan, paid for with billions of dollars Saddam Hussein skimmed from the "Oil For Food" program administered by the UN with the complicity of Kofi Annan and his son.

The Jihadis, the militant Muslims, are basically Nazis in Kaffiyahs - they believe that Islam, a radically conservative (definitely not liberal!) form of Wahhabi Islam, should own and control the Middle East first, then Europe, then the world, and that all who do not bow to Allah should be killed, enslaved, or subjugated. They want to finish the Holocaust, destroy Israel , purge the world of Jews. This is what they say.

There is also a civil war raging in the Middle East - for the most part not a hot war, but a war of ideas. Islam is having its Inquisition and its Reformation today, but it is not yet known which will win - the Inquisition, or the Reformation.

If the Inquisition wins, then the Wahhabis, the Jihadis, will control the Middle East, and the OPEC oil, and the US , European, and Asian economies, the techno-industrial economies, will be at the mercy of OPEC - not an OPEC dominated by the well-educated and rational Saudis of today, but an OPEC dominated by the Jihadis.

You want gas in your car? You want heating oil next winter? You want jobs? You want the dollar to be worth anything? You better hope the Jihad, the Muslim Inquisition, loses, and the Islamic Reformation wins.

If the Reformation movement wins, that is, the moderate Muslims who believe that Islam can respect and tolerate other religions, and live in peace with the rest of the world, and move out of the 10th century into the 21st, then the troubles in the Middle East will eventually fade away, and a moderate and prosperous Middle East will emerge.

We have to help the Reformation win, and to do that we have to fight the Inquisition, ie., the Wahhabi movement, the Jihad, Al Qaeda, the Islamic terrorist movements. We have to do it somewhere. We cannot do it nowhere. And we cannot do it everywhere at once. We have created a focal point for the battle now at the time and place of our choosing, in Iraq .

Not in New York , not in London , or Paris , or Berlin , but in Iraq , where we did and are doing two very important things.

(1) We deposed Saddam Hussein. Whether Saddam Hussein was directly involved in 9/11 or not, it is undisputed that Saddam has been actively supporting the terrorist movement for decades. Saddam is a terrorist.

Saddam is, or was, a weapon of mass destruction, who is responsible for the deaths of probably more than a million Iraqis and two million Iranians.

(2) We created a battle, a confrontation, a flash point, with Islamic terrorism in Iraq . We have focused the battle. We are killing bad guys there and the ones we get there we won't have to get here, or anywhere else. We also have a good shot at creating a democratic, peaceful Iraq , which will be a catalyst for democratic change in the rest of the Middle East, and an outpost for a stabilizing American military presence in the Middle East for as long as it is needed.

The European nations could have done this, but they didn't, and they won't. The so-called "Coalition Forces" are, in most cases, little more than a "Token Force" to keep face with the US . And once attacked, like the train bombing in Madrid , they pull their forces and run for home. We now know that rather than opposing the rise of the Jihad, the French, Germans, and Russians were selling them arms - we have found more than a million tons of weapons and munitions in Iraq . If Iraq was not a threat to anyone, why did Saddam need a million tons of weapons? And Iraq was paying for French, German, and Russian arms with money skimmed from the UN Oil For Food Program (supervised by UN Secretary General Kofi Annan and his son) that was supposed to pay for food, medicine, and education, for Iraqi children.

World War II, the war with the German and Japanese Nazis, really began with a "whimper" in 1928. It did not begin with Pearl Harbor . It began with the Japanese invasion of China . It was a war for fourteen years before America joined it. It officially ended in 1945 - a 17 year war - and was followed by another decade of US occupation in Germany and Japan to get those countries reconstructed and running on their own again ... a 27 year war.

World War II cost the United States an amount equal to approximately a full year's GDP - adjusted for inflation, equal to about $12 trillion dollars, WWII cost America more than 400,000 killed in action, and nearly 100,000 still missing in action.

[The Iraq war has, so far, cost the US about $180 billion, which is roughly what 9/11 cost New York . It has also cost over 2,300 American lives, which is roughly 2/3 of the lives that the Jihad snuffed on 9/11.] But the cost of not fighting and winning WWII would have been unimaginably greater - a world now dominated by German and Japanese Nazism.

Americans have a short attention span, now, conditioned I suppose by 1 hour TV shows and 2-hour movies in which everything comes out okay.

The real world is not like that. It is messy, uncertain,and sometimes bloody and ugly. Always has been, and probably always will be.

If we do this thing in Iraq successfully, it is probable that the Reformation will ultimately prevail. Many Muslims in the Middle East hope it will. We will be there to support it. It has begun in some countries, Libya , for instance. And Dubai . And Saudi Arabia . If we fail, the Inquisition will probably prevail, and terrorism from Islam will be with us for all the foreseeable future, because the Inquisition, or Jihad, believes they are called by Allah to kill all the Infidels, and that death in Jihad is glorious.

The bottom line here is that we will have to deal with Islamic terrorism until we defeat it, whenever that is. It will not go away on its own. It will not go away if we ignore it.

If the US can create a reasonably democratic and stable Iraq , then we have an " England " in the Middle East, a platform, from which we can work to help modernize and moderate the Middle East . The history of the world is the clash between the forces of relative civility and civilization, and the barbarians clamoring at the gates. The Iraq war is merely another battle in this ancient and never-ending war. And now, for the first time ever, the barbarians are about to get nuclear weapons. Unless we prevent them. Or somebody does.

The Iraq war is expensive, and uncertain, yes. But the consequences of not fighting it and winning it will be horrifically greater. We have four options -

1. We can defeat the Jihad now, before it gets nuclear weapons.

2. We can fight the Jihad later, after it gets nuclear weapons (which may be as early as next year, if Iran 's progress on nuclear weapons is what Iran claims it is).

3. We can surrender to the Jihad and accept its dominance in the Middle East, now, in Europe in the next few years or decades, and ultimately in America .

4. Or we can stand down now, and pick up the fight later when the Jihad is more widespread and better armed, perhaps after the Jihad has dominated France and Germany and maybe most of the rest of Europe . It will be more dangerous, more expensive, and much bloodier then.

Yes, the Jihadis say that they look forward to an Islamic America. If you oppose this war, I hope you like the idea that your children, or grandchildren, may live in an Islamic America under the Mullahs and the Sharia, an America that resembles Iran today.

We can be defeatist peace-activists as anti-war types seem to be, and concede, surrender, to the Jihad, or we can do whatever it takes to win this war against them.

The history of the world is the history of civilizational clashes, cultural clashes. All wars are about ideas, ideas about what society and civilization should be like, and the most determined always win.

Those who are willing to be the most ruthless always win. The pacifists always lose, because the anti-pacifists kill them.

In the 20th century, it was Western democracy vs. communism, and before that Western democracy vs. Nazism, and before that Western democracy vs. German Imperialism. Western democracy won, three times, but it wasn't cheap, fun, nice, easy, or quick. Indeed, the wars against German Imperialism (WWI), Nazi Imperialism (WWII), and communist imperialism (the 40-year Cold War that included the Vietnam Battle, commonly called the Vietnam War, but itself a major battle in a larger war) covered almost the entire century.

The first major war of the 21st Century is the war between Western Judeo/Christian Civilization and Wahhabi Islam. It may last a few more years, or most of this century. It will last until the Wahhabi branch of Islam fades away, or gives up its ambitions for regional and global dominance and Jihad, or until Western Civilization gives in to the Jihad.

Senator John Kerry, in the debates and almost daily, makes 3 scary claims:

1. We went to Iraq without enough troops.

We went with the troops the US military wanted. We went with the troop levels General Tommy Franks asked for. We deposed Saddam in 30 days with light casualties, much lighter than we expected.

The real problem in Iraq is that we are trying to be nice - we are trying to fight minority of the population that is Jihadi, and trying to avoid killing the large majority that is not. We could flatten Fallujah in minutes with a flight of B52s, or seconds with one nuclear cruise missile - but we don't. We're trying to do brain surgery, not amputate the patient's head. The Jihadis amputate heads.

2. We went to Iraq with too little planning.

This is a specious argument. It supposes that if we had just had "the right plan" the war would have been easy, cheap, quick, and clean.

That is not an option. It is a guerrilla war against a determined enemy, and no such war ever has been or ever will be easy, cheap, quick, and clean. This is not TV.

3. We proved ourselves incapable of governing and providing security.

This too is a specious argument. It was never our intention to govern and provide security. It was our intention from the beginning to do just enough to enable the Iraqis to develop a representative government and their own military and police forces to provide their own security, and that is happening. The US and the Brits and other countries there have trained over 100,000 Iraqi police and military, now, and will have trained more than 200,000 by the end of next year. We are in the process of transitioning operational control for security back to Iraq .

It will take time. It will not go with no hitches. This is not TV.

Remember, perspective is everything, and America 's schools teach too little history for perspective to be clear, especially in the young American mind.

The Cold war lasted from about 1947 at least until the Berlin Wall came down in 1989. Forty-two years. Europe spent the first half of the 19th century fighting Napoleon, and from 1870 to 1945 fighting Germany .

World War II began in 1928, lasted 17 years, plus a ten year occupation, and the US still has troops in Germany and Japan . World War II resulted in the death of more than 50 million people, maybe more than 100 million people, depending on which estimates you accept.

The US has taken more than 2,000 KIA in Iraq in 3 years. The US took more than 4,000 Killed in action on the morning of June 6, 1944, the first day of the Normandy Invasion to rid Europe of Nazi Imperialism. In WWII the US averaged 2,000 KIA a week for four years. Most of the individual battles of WWII lost more Americans than the entire Iraq war has done so far.

But the stakes are at least as high. . . a world dominated by representative governments with civil rights, human rights, and personal freedoms. . . or a world dominated by a radical Islamic Wahhabi movement, by the Jihad, under the Mullahs and the Sharia (Islamic law).

I do not understand why the American Left does not grasp this. They favor human rights, civil rights, liberty and freedom, but evidently not for Iraqis. In America , absolutely, but nowhere else.

300,000 Iraqi bodies in mass graves in Iraq are not our problem. The US population is about twelve times that of Iraq , so let's multiply 300,000 by twelve. What would you think if there were 3,600,000 American bodies in mass graves in America because of George Bush? Would you hope for another country to help liberate America ?

"Peace Activists" always seem to demonstrate where it's safe, in America .

Why don't we see Peace Activist demonstrating in Iran , Syria , Iraq , Sudan , North Korea , in the places in the world that really need peace activism the most?

The liberal mentality is supposed to favor human rights, civil rights, democracy, multiculturalism, diversity, etc., but if the Jihad wins, wherever the Jihad wins, it is the end of civil rights, human rights, democracy, multiculturalism, diversity, etc. Americans who oppose the liberation of Iraq are coming down on the side of their own worst enemy.

If the Jihad wins, it is the death of Liberalism. Everywhere the Jihad wins, it is the death of Liberalism. And American Liberals just don't get it.

~~~~~~~~~~~~~~~~~~~~

Raymond S. Kraft is a writer and lawyer living in Northern California. Please consider passing along copies of this to students in high school, college and university as it contains information about the American past that is very meaningful TODAY - - history about America that very likely is completely unknown by them (and their instructors, too). By being denied the facts and truth of our history, they are at a decided disadvantage when it comes to reasoning and thinking through the issues of today. They are prime targets for misinformation campaigns beamed at enlisting them in causes and beliefs that are special interest agenda driven



Sunday, August 06, 2006

On Classical Education

This entry is devoted to helping parents understand the curriculum and philosophy behind the Classical Education tradition.

The seven liberal arts of classical education are:

The Verbal Arts (Trivium)
1. Grammar
2. Logic
3. Rhetoric

Math Arts (Quadrivium)
4. Arithmetic
5. Music
6. Geometry
7. Astronomy

Historically, western civilization built a system of education (today called Classical Education) that was made into a sequence of two schools; a lower and an upper school. The lower school (formally called the Trivium) was divided into three distinct stages (grammar, logic, and rhetoric) with each stage being applied to all other subject areas. The upper school (formally called the Quadrivium, translated four roads), was more focused in subject matter and built on the foundations learned in the Trivium. More specifically, the Quadrivium was a study of “Math Arts”. This portion of study, while it may have begun during the High School years, was traditionally relegated to the university.

Little if any of the Trivium needs to be tailored or adjusted significantly to our modern society. However, for the Quadrivium, while many of it ideas can be useful, needs to be revamped to meet the demands in our modern economy. The remainder of this post will be devoted to the Trivium. Another post will lend more time to a more modern description of the Quadrivium.

The first stage is Grammar, which is about gathering information. This stage is not limited to “English Grammar,” but is more associated with basic facts and knowledge of any subject matter. All subject areas have basic information that must be grasped before an individual would be able to move on to the next level of competency.

The next level is Logic, or understanding. Once basic facts (or content) are mastered, one must understand how facts relate to one other and affect the whole of the subject. This is the stage where all the questions are asked: who, what, when, how, why, where, to what degree, etc.

Finally, the student is prepared for Rhetoric, which is best described as original thought. Students at this level have mastered the basic facts, understand the relationships, and are ready to take the subject matter to the next level-forming their own personal interpretation or developing new applications. This is where problem solving and creative thinking emerge. In addition to developing these original thoughts, students are expected to be able to express them in a polished, well-conceived written or verbal format.

The Trivium roughly coincides to: Grammar grades K-6, Logic grades 7-9 and Rhetoric grades 10-12, although portions of each can be found integrated at all levels.

Grammar (or Poll-Parrot)

For centuries Classical Education was the standard. All educational institutions in the western world used this approach. About the turn of the last century, educational “fads” began to take over public education and the classical approach became passé. In 1947 a British mystery writer, Dorothy Sayers, wrote a short essay, "The Lost Tools of Learning" in which her major premise was that students/adults no longer knew how to learn. Schools taught in a disjointed, unconnected flow of facts, not giving the students a logical system by which to organize material and absorb it. We recommend this essay; it is brief and insightful. Copies are available in our school library.

Here we will take a closer look at the Grammar stage. Dorothy Sayers refers to this stage as “Poll-Parrot,” because the students love to share what they have learned reciting back, singing little songs and jingles, rhyming words, playing on words as with Doctor Seuss and so on. They have a wonderful ear for words, which gives rise to their ability to pick up a foreign language. The Grammar student memorizes things very easily and quickly, such as math tables, the periodic table, biological classifications, and the Preamble to the Constitution. Anything presented in an interactive, fun method they will learn and love to parrot back. The excitement of learning literally oozes from these children. Our job as educators and parents is to cultivate this passion for learning and not to extinguish it by rushing the student into the next stage.

Logic (or Pert Stage)

In about the seventh grade, the student enters into the Logic, or as Dorothy Sayers would say, the Pert Stage. The student is no longer interested in just learning facts, now he/she wants more. Students want to go deeper into the subject: what, who, where, how, why of a subject. They are no longer content to just know about the Civil War. They want to understand the issues leading up to the firing on Fort Sumter. They want to understand the economics of the war, the state rights issues, and the moral and legal factors that came into play. What was General Lee's strategy at Gettysburg? Why did General Sherman burn everything on his march to the sea? Why did some people hate President Lincoln? As you can see, they ask a lot of questions.

Often times this questioning or, as it may be interpreted, challenging, may come across as being disrespectful. In the hands of a wise teacher the pert stage is very exciting. A teacher must recognize this for what it is; the student has moved on to the next stage and is asking to go deeper. The teacher must respond and change the goals from "the student will know and be able to answer," to "the student will understand and be able to explain." This is not only challenging for the teacher but is extremely rewarding. Students are excited because this is the dawn of a new learning stage that is different, and the teacher is responding to this new demand for additional information. A rich partnership is forged between teacher and student and a new ownership of his/her education is accepted. If this fire is fed properly, students will thirst for new material.

It is during the Logic Stage that a curriculum of formal logic is introduced. This has all but disappeared from today's classrooms. We have established Logic as a formal course in our seventh and eighth grades. The desired outcome is clear: logical thinking and the ability to separate truth from fiction and fact from theory. Students will also discern what does and does not support an issue and what is relevant and is not relevant in making a correct decision.
The also sets TCA apart. Our seventh and eighth graders are doing something that most other students this age in public schools in Colorado will be doing or learning. These are special students, pioneers in raising the standards of education.

Rhetoric (or Poetic Stage)

It is during the Rhetoric Stage, or as Dorothy Sayers would say, the Poetic Stage, that we get our first glimpse of the fruits of our educational efforts. In this stage, students now hopefully express themselves in polished, well thought out, grammatically correct, spoken and written verse. The Rhetoric Stage should demonstrate the subject content from the Grammar Stage and the organized thought process from the Logic Stage and introduce the first signs of mature original thought.

Of all the stages this has to be the most exciting! We are waiting expectantly for our students to bring forth new insights to ordinary subject matter we had previously overlooked. Creative thinking, new approaches to old problems that provide more effective answers, may change the way we think and do things. Remember, creative thinking, problem solving, and new applications do not spring forth from a void but come from the foundation of content and organized thought (grammar and logic).

It is here, for the first time, that students are able and allowed to begin the process of specializing in subject matter of their interests. This does not promote the total elimination of social studies from the science/math student or visa versa. Nor does it permit the students to ignore the finer points of the spoken and written word. But, if a student's interest and ability lies either in the math/science or the liberal arts areas, an emphasis in that area is encouraged.

The Rhetoric Stage climaxes with graduation to the Quadrivium.

Saturday, August 05, 2006

Top 10 reasons Not to Consume Soft Drinks

Top Ten Reasons Never To Consume Soft Drinks!

1. Soft drinks steal water from the body. They work very much like a diuretic which takes away more water than it provides to the body. Just to process the high levels of sugar in soft drinks steals a considerable amount of water from the body. To replace the water stolen by soft drinks, you need to drink 8-12 glasses of water for every one glass of soft drinks that you consume!

2. Soft Drinks never quench your thirst, certainly not your body's need for water. Constantly denying your body an adequate amount can lead to Chronic Cellular Dehydration, a condition that weakens your body at the cellular level. This, in turn, can lead to a weakened immune system and a plethora of diseases.

3. The elevated levels of phosphates in soft drinks leach vital minerals from your body. Soft Drinks are made with purified water that also leach vital minerals from your body. A severe lack of minerals can lead to Heart Disease (lack of magnesium), Osteoporosis (lack of calcium) and many other diseases. Most vitamins can not perform their function in the body without the presence of minerals.

4. Soft Drinks can remove rust from a car bumper or other metal surfaces. Imagine what it's doing to your digestive tract as well as the rest of your body.

5. The high amounts of sugar in Soft Drinks causes your pancreas to produce an abundance of insulin, which leads to a "sugar crash". Chronic elevation and depletion of sugar and insulin can lead to diabetes and other imbalance related diseases. This is particularly disruptive to growing children which can lead to life-long health problems.

6. Soft Drinks severely interfere with digestion. Caffeine and high amounts of sugar virtually shut down the digestive process. That means your body is essentially taking in NO nutrients from the food you may have just eaten, even that eaten hours earlier. Consumed with french-fries which can take WEEKS to digest, there is arguably nothing worse a person can put in their body.

7. Diet soft drinks contain Aspartame, which has been linked to depression, insomnia, neurological disease and a plethora of other illness. The FDA has received more than 10,000 consumer complaints about Aspartame, that's 80% of all complaints about food additives.

8. Soft Drinks are EXTREMELY acidic, so much so that they can eat through the liner of an aluminum can and leach aluminum from the can if it sits on the shelf too long. Alzheimer patients who have been autopsied ALL have high levels of aluminum in their brains. Heavy metals in the body can lead to many neurological and other diseases.

9. Soft Drinks are EXTREMELY acidic: The human body naturally exists at a pH of about 7.0. Soft Drinks have a pH of about 2.5, which means you are putting something into your body that is hundred of thousands of times more acidic that your body is! Diseases flourish in an acidic environment. Soft Drinks and other acidic food deposit acid waste in the body which accumulates over time in the joints and around the organs. For example, the Body pH of cancer or arthritis patients are always low. The sicker the person, the lower the Body pH.

10. Soft Drinks are the WORSE THING you can possibly put in your body. Don't even think of taking a sip of a Soft Drink when you are sick with a cold, flu or something worse. It will only make it that much harder for your body to fight the illness.

Effects of Replacing a Childhood with Stardom

Every parent wants their child to succeed in life. But extreme success without the necessary grounding during childhood rare, if ever, results in a happy outcome.

The problem with success (in a secular sense) is that it diverts a child to such an extraordinary lifestyle there is no real opportunity for a parent to provide that proper grounding needed for maturity. Experience is the best teacher. If children are going to mature and become noble citizens, then they must be raised in an environment which can cultivate that nobility.

The article in the following link presents a sobering reality of what occurs when a child grows up without a normal childhood. Warning: The article contains another link to a video with graphic language.

Britney's Rant