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"...every group that wishes to see conflicting interests resolved reasonably, or is wise about the conditions under which it enjoys its own freedom, must be profoundly concerned with the state of freedom of speech and assembly, freedom of inquiry and teaching, freedom of press and other forms of communication, freedom of cultural opportunity and development.  For in large measure intelligent moral choice depends upon them."
  --Sidney Hook (1902-1988), disciple of John Dewey, and champion of pragmatism and democracy

4-28-99

Gun Control Proposals in the Aftermath of Littleton

The tragedy at Littleton has brought about a renewed interest in more gun laws. 

Before passing any more restricting laws, I would like us to consider two questions:

One--Were the kids who tried to blow up the high school in Littleton operating within existing laws?   Because, if they were not, then what would be the significance of passing more laws? 

The fact of the matter is that these kids violated almost every gun law already on the books.  One or two more laws would not have impacted this event.

Two--Will more gun laws and social restrictions improve life in our schools, and make them safer and more conducive to education?   

If strict gun prohibition and social restrictions promote education, then federal prisons ought to provide the safest and most intellectually stimulating environment possible.

Can you not see the fallacies here?  The problem won't be solved by abandoning the Second Amendment.  The problem is much too deep;  superficial  feel-good laws are not the answer.  

What do you suppose our schools are lacking?  What has changed in the last 35 years that could have caused the problem?  ...Thinking caps, please.  

(Hint:  A wise historian wrote "America is great because she is good, and if America ever ceases to be good, America will cease to be great."  Popular thinking holds that these words were first penned by French Historian Alexis DeTocqueville, trying to capture the secret of America's success, wrote in the first part of the nineteenth century.)

Copyright © Goodschools 1997 All rights reserved.

We are convinced that the teachings of Darwin, particularly Darwin's teachings on evolution, and Darwin's theories on origins, ought not be taught as fact.  Darwin and Darwin's theories are not generally accepted by contemporary physicists and cosmologists, and, therefore, Darwin and Darwin's theories ought not be accepted whole-cloth by our schools of education, and ought not be presented as fact in public schools. 

Because Richard Dawkins has set himself up as the number one defender of Darwin and Darwin's theory of evolution, we will go to some length explaining Dawkins' Darwin defenses, and we will do our best to explode Dawkins' Darwin defenses.

We seek to show from Darwin's own hand that Darwin, and Darwin's theory of evolution, are racist at the core.  Darwin was a racist,  Darwin's theory of evolution is racist, and Darwin's theory of origins is racist.

We further seek to show that Darwin's theory of evolution is not scientific.  We show that racism, more than science, was behind Darwin and Darwin's theory of evolution, and Darwin's theory of origins.

Some of the terms commonly used on this site are:  Darwin, Dawkins, schools, public schools, education, gun control, teachers, John Dewey, Littleton, racist, racism , school choice, African American, Sidney Hook, evolution, and Mike Carrier.

Bottom line--good schools require work.  Good schools do not just happen.  We need good schools, if we are to have a good nation.

This site features a frank presentation of issues facing parents, taxpayers and schools in reforming schools in the twenty-first century.  Good Schools promotes good schools, and explains what is necessary to achieve good schools.  We are convinced that good schools can be obtained only with sound curriculum, which does not include the teaching of Darwin's theory of origin, or Darwin's theory of evolution.  We believe that local school boards need to be empowered, and the influence of teachers' unions ought to be limited to  labor-related issues.  Teachers' unions should have no say in curriculum. 

We are convinced that the teachings of Darwin, particularly Darwin's teachings on evolution, and Darwin's theories on origins, ought not be taught as fact.  Darwin and Darwin's theories are not generally accepted by contemporary physicists and cosmologists, and, therefore, Darwin and Darwin's theories ought not be accepted whole-cloth by our schools of education, and ought not be presented as fact in public schools. 

Because Richard Dawkins has set himself up as the number one defender of Darwin and Darwin's theory of evolution, we will go to some length explaining Dawkins' Darwin defenses, and we will do our best to explode Dawkins' Darwin defenses.

We seek to show from Darwin's own hand that Darwin, and Darwin's theory of evolution, are racist at the core.  Darwin was a racist,  Darwin's theory of evolution is racist, and Darwin's theory of origins is racist.

We further seek to show that Darwin's theory of evolution is not scientific.  We show that racism, more than science, was behind Darwin and Darwin's theory of evolution, and Darwin's theory of origins.

Some of the terms commonly used on this site are:  Darwin, Dawkins, schools, public schools, education, gun control, teachers, John Dewey, Littleton, racist, racism , school choice, African American, Sidney Hook, evolution, and Mike Carrier.

Bottom line--good schools require work.  Good schools do not just happen.  We need good schools, if we are to have a good nation.

This site features a frank presentation of issues facing parents, taxpayers and schools in reforming schools in the twenty-first century.  Good Schools promotes good schools, and explains what is necessary to achieve good schools.  We are convinced that good schools can be obtained only with sound curriculum, which does not include the teaching of Darwin's theory of origin, or Darwin's theory of evolution.  We believe that local school boards need to be empowered, and the influence of teachers' unions ought to be limited to  labor-related issues.  Teachers' unions should have no say in curriculum. 

We are convinced that the teachings of Darwin, particularly Darwin's teachings on evolution, and Darwin's theories on origins, ought not be taught as fact.  Darwin and Darwin's theories are not generally accepted by contemporary physicists and cosmologists, and, therefore, Darwin and Darwin's theories ought not be accepted whole-cloth by our schools of education, and ought not be presented as fact in public schools. 

Because Richard Dawkins has set himself up as the number one defender of Darwin and Darwin's theory of evolution, we will go to some length explaining Dawkins' Darwin defenses, and we will do our best to explode Dawkins' Darwin defenses.

We seek to show from Darwin's own hand that Darwin, and Darwin's theory of evolution, are racist at the core.  Darwin was a racist,  Darwin's theory of evolution is racist, and Darwin's theory of origins is racist.

We further seek to show that Darwin's theory of evolution is not scientific.  We show that racism, more than science, was behind Darwin and Darwin's theory of evolution, and Darwin's theory of origins.

Some of the terms commonly used on this site are:  Darwin, Dawkins, schools, public schools, education, gun control, teachers, John Dewey, Littleton, racist, racism , school choice, African American, Sidney Hook, evolution, and Mike Carrier.

Bottom line--good schools require work.  Good schools do not just happen.  We need good schools, if we are to have a good nation.

This site features a frank presentation of issues facing parents, taxpayers and schools in reforming schools in the twenty-first century.  Good Schools promotes good schools, and explains what is necessary to achieve good schools.  We are convinced that good schools can be obtained only with sound curriculum, which does not include the teaching of Darwin's theory of origin, or Darwin's theory of evolution.  We believe that local school boards need to be empowered, and the influence of teachers' unions ought to be limited to  labor-related issues.  Teachers' unions should have no say in curriculum. 

We are convinced that the teachings of Darwin, particularly Darwin's teachings on evolution, and Darwin's theories on origins, ought not be taught as fact.  Darwin and Darwin's theories are not generally accepted by contemporary physicists and cosmologists, and, therefore, Darwin and Darwin's theories ought not be accepted whole-cloth by our schools of education, and ought not be presented as fact in public schools. 

Because Richard Dawkins has set himself up as the number one defender of Darwin and Darwin's theory of evolution, we will go to some length explaining Dawkins' Darwin defenses, and we will do our best to explode Dawkins' Darwin defenses.

We seek to show from Darwin's own hand that Darwin, and Darwin's theory of evolution, are racist at the core.  Darwin was a racist,  Darwin's theory of evolution is racist, and Darwin's theory of origins is racist.

We further seek to show that Darwin's theory of evolution is not scientific.  We show that racism, more than science, was behind Darwin and Darwin's theory of evolution, and Darwin's theory of origins.

Some of the terms commonly used on this site are:  Darwin, Dawkins, schools, public schools, education, gun control, teachers, John Dewey, Littleton, racist, racism , school choice, African American, Sidney Hook, evolution, and Mike Carrier.

Bottom line--good schools require work.  Good schools do not just happen.  We need good schools, if we are to have a good nation.

This site features a frank presentation of issues facing parents, taxpayers and schools in reforming schools in the twenty-first century.  Good Schools promotes good schools, and explains what is necessary to achieve good schools.  We are convinced that good schools can be obtained only with sound curriculum, which does not include the teaching of Darwin's theory of origin, or Darwin's theory of evolution.  We believe that local school boards need to be empowered, and the influence of teachers' unions ought to be limited to  labor-related issues.  Teachers' unions should have no say in curriculum. 

We are convinced that the teachings of Darwin, particularly Darwin's teachings on evolution, and Darwin's theories on origins, ought not be taught as fact.  Darwin and Darwin's theories are not generally accepted by contemporary physicists and cosmologists, and, therefore, Darwin and Darwin's theories ought not be accepted whole-cloth by our schools of education, and ought not be presented as fact in public schools. 

Because Richard Dawkins has set himself up as the number one defender of Darwin and Darwin's theory of evolution, we will go to some length explaining Dawkins' Darwin defenses, and we will do our best to explode Dawkins' Darwin defenses.

We seek to show from Darwin's own hand that Darwin, and Darwin's theory of evolution, are racist at the core.  Darwin was a racist,  Darwin's theory of evolution is racist, and Darwin's theory of origins is racist.

We further seek to show that Darwin's theory of evolution is not scientific.  We show that racism, more than science, was behind Darwin and Darwin's theory of evolution, and Darwin's theory of origins.

Some of the terms commonly used on this site are:  Darwin, Dawkins, schools, public schools, education, gun control, teachers, John Dewey, Littleton, racist, racism , school choice, African American, Sidney Hook, evolution, and Mike Carrier.

Bottom line--good schools require work.  Good schools do not just happen.  We need good schools, if we are to have a good nation.