Americankids are dumped into a black hole of cultural diversity. A typical class can have kids from four or five different cultures, and classmates can speak three or more languages. Learning is no longer the main goal, adjusting to different cultures and languages have become a primary goal. Schools have shoved these cultures down the throats of children—American children should be learning about American culture not Mexican culture, Iranian culture, or Chinese culture. If other cultures or religions were as great as people claim, those people wouldn’t be here—Middle Eastern Muslims, Africans, and Mexicans can’t get out of their country fast enough, but as soon as they get to America, all we here about is the greatness of their country, religion, or culture. American children are forced to adjust to these cultures and it’s easy for American kids to lose their identity—especially one’s racial identity. It shouldn’t surprise anyone that kids have so many problems.
School produces anxiety, kid worry about tests, homework, and teachers. In the modern American classroom, American kids must adjust to these different cultures while succeeding in their schoolwork—doubling the anxiety. A diet packed with sugar, a classroom packed with different cultures. At nine or ten, kids are hyperactive—attention deficit disorder is diagnosed and a physician is ordering Ritalin or some other magic bullet as if the kid has some sort of medical problem—some kids are so heavily medicated, they’re not learning a thing.
One of the worst school districts in Texas claimed—rather proudly—that the kids in the district came from thirty-two different countries. That is preposterous. Thirty-two different cultures, thirty-two different languages, thirty-two different levels of English, and thirty-two different takes on religion. Taxpayers end up funding English lessons; while counselors spend their time helping foreign kids adjust. American children are left to fend for themselves and their falling behind—dropping out just as soon as they legally can.
The high school dropout rate for inner city black and Hispanic kids runs close to fifty percent. But even the dropout rate for white kids is growing. If a kid has a chance at college or trade school, he stays in school. If not, he drops out. While the dropout rate is high, school funding has skyrocketed, and stays under constant attack, nearly everybody demanding more money. But the outlook for education in America has never been so bleak. We spend more than eight thousand dollars per pupil for education and still can’t get the job done. A class with thirty children has two hundred forty thousand dollars at its disposal, a massive amount of money, yet we can’t educate our children. Something is wrong.
Kids are still taught the same way we taught kids a hundred years ago or more. Plato could rise from the dead and not only recognize a modern classroom, but in a very short time, be able to function as a teacher in any high school, or college in America. We need to change the way we teach kids and stop relying on the student-teacher relationship and ratio as some sort of standard for a good class.
Math is math, in any country, culture, or religion. Engineers, physicists, computer programmers, doctors, accountants, and businessmen all need to be taught a certain amount of math to perform in his or her respective field. Teaching math shouldn’t change from classroom to classroom, community to community, or culture to culture, but it does. One teacher will dumb down the entire math program. Some teach students how to pass a mandatory test. Another teacher’s goal is to prepare students for college math. Some teachers and students skip basic course work, heading out on some sort of wild, deep-thinking, tangent. Other schools and teachers are forced into politically correct agendas, passing a certain number of students through the program—some teachers help kids cheat on tests just to pass them and get them out of their class. But math is math. Politicians, school administrators, teachers, and students can fool themselves, but certainly not the real world. Schools have done a massive disservice to America and it’s only getting worse.
Instead of each math teacher developing their own classroom curriculum, the state’s education department needs to develop a standard statewide high school math video program that includes arithmetic, algebra, geometry, trigonometry, and calculus. The program would prepare high school students for college andit would meet or exceed the math criteria in the best schools—a General Math video program would also so be developed. The video math programs would be used by all public schools and be the standard for college admission.
The education department would prepare the script and produce the video with a Hollywood-skilled video crew. High school math would be taught by the state’s best math teachers, and it would be ready for any student willing to take the time and put in the effort to view the course. A stand-alone math video program could be used year-in-and-year-out for the next fifty years or longer—math doesn’t change and neither do students.
The math video would have a fifty-minute daily lecture, a thirty-minute staged question and answer session and ten minutes of a multiple-choice quiz. Tens of thousands of students could be using the same video program. Since cheating occurs, whenever kids think they can get away with it, the quiz questions would be randomly selected from a list, and the list of questions would be long—possibly in the tens of thousands, more than enough to keep a student from cheating.
It would be available to every student in the state. Parents could buy the series just like any video program for home school. While the math program would be developed and paid for by the taxpayers, there would be a token charge for the CDs, maybe fifty dollars—to cover production costs and transportation—if the CDs were free, out of curiosity, people would pick up a set and most would end up in the attic.
The video program would be a stand-alone program and could be used without the guidance of a teacher, but most classrooms would have a teacher, a teacher’s aide, and/or a volunteer. Math teachers would be available for in-class guidance, one-on-one counseling, and small group interaction. High schools could reduce the overall number of math teachers, while increasing classroom interaction. Students in disadvantaged situations, small rural schools, poor school districts, and inner city schools would have the best math teacher available with the same advantage that any student has, regardless of their geographical location or socio-economic status.
Not just high school math, the video classroom series would run from kindergarten through high school, in all subjects, including English, history, science, and government. A home-schooled kid, an inner-city kid, and a kid in rural America could all be taking the same class, from the same teacher and using the same textbooks and tests with randomly selected test questions. Each class would have a classroom monitor, but no teacher, or teacher’s aide would be tied to the class.
Teachers talk about classroom interaction as the basic tool for teaching. That they gain insight into each student’s needs and fulfill that need, but this is nonsense. A math teacher in a big school has four or five math classes a day, teaching 150 students or more. He or she will interact with two or three students from each class and will know only a handful of their students by the end of the semester.
Teachers’ lecture all day—day in and day out—and are wore out, all the lecturing, leaves little time to interact with students. Video-based classes would give teachers a break from the constant lecturing and curriculum development, allowing them more time with their students.
School textbooks are outdated. They’re too expensive, and the cost of keeping them updated is too high. Instead of buying and handing out book, textbooks should come in internet and/or CD form. Parents would print out each chapter, staple it together, and give it to their kid. Parents who don’t have access to a computer and internet could purchase a copy from the school, library, and/or retail stores.
In Texas, some schools districts have stopped handing out textbooks—mainly suburban districts. Inner city schools continue to hand out state-supplied textbooks while teachers and parents continue to complain about the books. This is how irresponsible parents in Texas have become. On Friday and before holidays some teachers spend time gathering up textbooks because the books are stolen, lost, or damaged over the weekend or holiday. Teachers who are worried about textbooks aren’t teaching.
Ending state-supplied books would be unpopular, but it would be the poorest of the poor complaining—the parents who don’t pay taxes, have too many kids, and no computer. In some cases, they’re exactly the people who have no respect for school textbooks. They’re causing the problems as if it’s their right to steal or lose books and get another at taxpayers’ expense.
The cost of textbooks has skyrocketed, rising beyond the means of taxpayers to buy them. Certainly, good books are not the sole possession of a few wealthy textbook manufacturers. In Texas, tens of millions of dollars are spent on textbooks every year. It’s too much money; the state of Texas has greater needs then buying expensive books. Texas and other states should purchase the copyright of books outright or commission books to be written—a one-time cost. The book would be on the internet and could be used for years—because it would be in digital form, it could be constantly updated.
Every business has tried to maximize their profit. That’s part of a capitalistic culture, but when prices exceed the ability of a government to pay—changes need to be made. State educational departments keep doing the same old thing, while demanding more money from the middle class taxpayers. It’s time for them to think outside the routine. Writing and web-publishing textbooks are within the scope and responsibility of the state’s education departments.
Migrant workers move from state to state in a predictable manner, following the growing seasons of fruits and vegetables and dragging their families along with them. The typical migrant worker’s child can spend the school year in two or three different schools. The kid, in fact thousands of kids, has to adjust each time to a new school and a new teacher. A video classroom series could solve this problem.
A kid in California would go to school on a Friday, attend class, get his homework assignment, and do his homework in the car as the family moved to Texas. On Monday, the kid would turn in his homework. The video teacher would be the same, the textbook would be the same, and the class would be on the same page. The only difference would be a new teacher and/or teacher’s aide—no adjustment to a new textbook, no skipped chapters, and no missed lectures. A nationwide, coordinated video classroom series, set up for migrant children.
The poorest inner cities kids, with the most dysfunctional families, have the same problem the children of migrant workers have, their parents move from school-to-school and/or school district to school district. A video classroom program stretching across the entire inner-city region has great potential to help every inner city kid. Kids wouldn’t have to adjust to a new teacher or book and would never miss a class or assignment.
Roughly, 2.5 million men and women are in state and federal prisons, and the vast majority are high school dropouts. Prison advocates and occasionally, the prisoners speak out on the need for education. If a million prisoners were willing to attend class, the prison system would need to hire 30 thousand teachers, build classrooms, and purchase equipment. The cost could reach 8 to 10 billion dollars per year. Providing an education for all prisoners may be an unattainable goal.
The prison system has an abundance of teachers and college graduates in prison for sex crimes, fraud, or mismanagement of funds. One prison could be dedicated to producing a video classroom series for a nationwide remedial educational program for all prisoners.
The traditional teacher student classroom is unattainable, but an automated intranet system could fulfill 99 percent of the typical high school curriculum at an affordable cost. It would be a universal education program for all prisoners, and acceptable to the taxpayers.
There is a limit on what any country can pay, and we’ve passed that limit. Incarcerating millions of young men and abandoning their educational needs is intolerable; but raising taxes, borrowing money, and creating more hardship for millions of taxpayers is worse—the American middle class taxpayer has almost been taxed out of existence. Video classroom programs done with incarcerated teachers and college graduates may cost fifty million dollars to produce and fifty million dollars a year to operate. A million simple computers at two hundred dollars per computer would run two hundred million dollars. The system could achieve the same and quite possibly, better results than billions of dollars spent on teachers and classrooms.
Because a video program would be available to all students, race, language, and culture would no longer be a part of the school equations. Students could move at their own pace using the video program at home, in small or large groups.
Internet companies are busy building video classrooms, at a fraction of the cost of what we pay for public education. In the future, the majority of middle class students could spend more time at home using private internet study programs than at school listening to some unmotivated teacher trying to keep discipline in the classroom.
An internet company hires the best teachers—over-paying them in the process, they spend a year or two developing a video and internet class for English, math, or world history while another group of teacher writes a standard textbook—the whole process might cost less than two million per class. The internet company plans to sell the class to a million students over the next twenty years at a hundred dollars per student. This is called creating wealth. Public schools try to hire thirty thousand teachers to teach the same number of students at a cost of two billion dollars or more. This is called choosing poverty.
While middle class families can afford both private internet courses and public schools for their children, the poor will continue to demand more money for education, while pointing the finger at the taxpayer. In the future, the taxpayer could be paying for private internet classes for their children while funding schools and private internet classes for the poor. Keeping the playing field level may depend on how well public schools adapt to video classrooms. The world has changed and public schools haven’t kept up.
The lack of parenting skills in this country is atrocious. Most kids, starting kindergarten, know their ABCs, can print their name, and recognize words and numbers—some kids are even more advanced, they can read simple sentences and do basic arithmetic calculations—other kids can’t. Some kids come to school undisciplined, they can’t speak proper English, and they can’t sit still—too many kids are lost before they reach kindergarten. Parents don’t know how to discipline, teach, or care for their children. Although kids in the suburbs are better prepared than inner city kids, some suburban parents are failing, too. Parents need to be taught parenting skills.
Head Start works. Head Start kids from poor inner city families do as well as suburban kids in kindergarten, but the program is not cost-effective. It’s successful for the lucky children enrolled in the program, while children who aren’t enrolled fall behind. Head Start should be abandoned and, in its place, mandatory parenting classes should be instituted for all parents. Instead of teaching a million kids in Head Start, the money would be used to teach new parents what society expects from them and their children.
Twenty hours of mandatory classroom work before the first child is born. Ten mandatory hours of class at each birthday until the child is in first grade. For each new birth, the parents would take a ten-hour refresher course. Besides the classroom work, teachers and counselors would make home visits, children at risk would be identified, and the parents would receive intensive training and consultations.
American society has failed young parents—we have the right to demand responsible, informed parents. People whine about this right or that right, then bring an undisciplined monster to kindergarten and whine even more. People may have rights, but they also have responsibilities and the responsibility of being a good parent far outweighs a person’s rights. Mandatory parenting classes would go a long way toward fixing our school problem.
Head Start is proof of this parent/student/teacher relationship. Head Start kids have had two years of learning how to mind, how to speak proper English, not Ebonics, or Spanish. They learn at exactly the right age how to respond to authority, how to form letters, their ABCs, and how to print and add numbers. Suburban kids learn these things from their parents. In the suburbs, there is a huge competition among parents to get their kids ready for school. In the inner city, there is a huge competition to get their kids in Head Start.
The majority of suburban kids of all races and colors come to school well rested, clean, with finished homework, and are responsive to a teacher’s command—they mind the teacher. If the teacher says, “sit down,” they sit down, if the teacher says, “shut up,” they shut up. There is mutual respect in the teacher-student relationship or, at least, the fear of punishment when they disobey their teacher. In the inner city, too many kids come to school hungry and tired. Their homework goes unfinished. They come with an attitude and are undisciplined. A classroom turns chaotic, when discipline is lacking or non-existent. The amount of time a teacher spends controlling her class is directly proportional to the amount a child learns.
Suburban kids are not perfect angels, thinking that would be foolish and racism. Inner city kids are not perfect devils, thinking that would be foolish and racism. In the suburbs, classes are a little smaller, the teachers a little more motivated, and the kids a little more disciplined. The key word is “little.” There is very little difference between a bad education and a good education. Better homework skills, a little more discipline, a little more respect. These are the things that every kid and every classroom need. It’s what mandatory parenting classes can supply.
Mandatory parenting classes will go a long way to fix school problems. Parents need to be forced to be responsible and accountable to society and the taxpayer. Schools need to grade the kids and the parents. If a kid is coming to school and his homework isn’t done or the child is unfed, we need to drag the parents into court and find out why. If a kid is unresponsive to a teacher’s command and disruptive in the classroom, the school system should tan his breeches. If both the parent and student are failing, school needs an out. The kid or kids should be permanently expelled from the public school system. Two or three kids shouldn’t have the right to disrupt the learning process for twenty-five kids.
We’ve heard, from the national news media, about the Los Angeles school system graduating only 50 percent of the black and Mexican students. Whenever there is a big stink in the media over some pressing social need, it means a big lawsuit is about to be filed. Mexicans in LA filed a lawsuit because their kids aren’t graduating high school.
That’s Déjà vu. Over the last fifty years, thousands of lawsuits have been filed against our schools by black social reformers and their attorneys. Not one did any good. Fifty years of lawsuits, millions, if not billions of dollars paid out in attorney fees, and still 50 percent of the inner city black kids don’t graduate.
Parents, students, and teachers have to work together to get a kid through school. Lawsuits try to simplify the learning process by blaming the school, the teacher, the administrator, and ultimately the taxpayer. If Americans have learned anything in the last fifty years, lawsuits against our schools don’t work.
Kids have to come to school scrubbed clean, well fed, and rested. Parents must force kids to finish their homework, and put them to bed early so they’ll get a good night’s sleep. Being a kid in America is even rougher than being a parent. A lot is demanded from kids in a modern society. The kid has to pay attention in class. Respond positively to spoken commands. Be motivated to learn. If these things aren’t present, no kid in America will learn—white, black, or Mexican.
If anyone in LA should be suing, the taxpayers should be suing Mexicans parents who aren’t doing their job. It’s incredibly arrogant on the part of some people too consistently blame the school and society for their children’s problems. It’s even more arrogant on the part of attorneys and the courts too consistently blame the taxpayers. But it’s simple to figure out what’s going to happen in the LA school lawsuit. Attorneys, the media, and a pea-brained judge will point their fingers at the school system—money will change hands. But nothing good will happen. Mexicans will believe that the school system failed them. That America is racist, and that white people are at fault. Americans have heard it for the last fifty years. The truth, if a Mexican kid has good parents, who make him or her behave and study, they will make their way through school and beyond—if not, a minimum wage job or worse is waiting.
Parental Reform School
Bad parenting is the worst crime in America, and it goes unpunished. In America, irresponsible people have numerous throwaway kids with the intention of having the taxpayer assume the responsibility and expense for their children. A girl drops out of school, uses drugs, and alcohol, or both. When she’s pregnant—she expects the taxpayer to pick up the tab. That’s obvious; she has no education, no money, no job, and no work skills. Even worse, she never starts parenting. She’s running around, while the children are raised partially by the grandmother and partially by the welfare system. When free food, housing, and health care don’t work, we have foster care. Children are taken away and placed in foster care while the father and mother continue with their carefree lifestyle at the expense of the American taxpayers.
The current foster care program would be abandoned and replaced with a Parental Reform School. A school for mothers and children, where activities are severely limited and the mother assumes parental responsibility, under supervision, for her children—the mother and children would be incarcerated together. Instead of a small prison cell, the reform school would be built with two and three bedroom apartments. The mother would work, receive job training and be taught parenting skills, while the children would continue with their schoolwork—all in a structured setting. The reform school would be run like a military boarding school with a strict regimen. The family would remain institutionalized until children reach at least ten years old and the mother could function in job or until the children reach the age of eighteen. No drugs, alcohol, tobacco, or pregnancies would be allowed—severe penalties would be enforced for anyone using drugs.
This is a unique concept—curtailing the activity of women with babies. Children need a clean home, nutritional food, and a sober mother—that is priority number one—and an adult responsibility. It’s time for every American to take that responsibility seriously. It’s also time for the taxpayers to take their responsibility seriously, too. We’ve allowed some of the most bizarre social theories to be implanted while society and the justice system has taken away the responsibility of American parents. The taxpayers of America have the right and moral responsibility to assure all children that they have responsible parents, a clean, orderly living environment, and decent schools. Reform school is a step in making sure all children have a decent home.
Do not think for one second that this is about inner city parents or minority parents. In the news, a two-year-old was high on Meth. The child was taken away, and the pregnant mother said she would do what was necessary to get her baby back. Another news story, high on Meth, a man and woman abandoned their children in a car. In a third case, a mother was apparently snorting heroin at Wal-Mart. In these cases, these bad parents are white and prime candidates for parenting reform school. A pregnant woman using Meth should be in jail or a very structured setting not on television.
Without appropriate discipline, kids are growing up in chaotic homes and in the drug culture—some families are into the fourth generation of a drug and crimes. The kids drop out of school and work as drug dealers and prostitutes to feed their drug habits because that is all they know. It’s generation after generation of drugs, crimes, and failure—some kids have no chance from conception on—that has to stop. Parenting reform school will give these kids hope.
How can we pay for the system? Well, the taxpayer is already paying. Some families are costing tens of thousands of dollars a year—with parents in prison and children in foster care. Ten years down the road, the children will be in prison and their children will be in foster care. Society is paying dearly for the lack of parenting skills, unsupervised children, and unmotivated families.
A good example of the cost to society: two malnourished children were found and the parents said they were hooked on internet computer games. Outraged, the police placed the kids in foster care and the parents jailed. A sentence of twelve years has been batted about for both parents. Foster can cost 30 thousand a year, prison can runs 30 thousand a year—12 years of prison for each parent and 12 years of foster care can cost a million dollars. But. These parents aren’t criminals. They aren’t evil or monsters. If anything, they are typical teen agers with a “do me first” attitude. They are immature, self-centered irresponsible kids. The women and kids should be in a reform school, the father in a structured setting where he would work—at least ten hours a day—and be forced to pay for the school.
Fathers would not be included in the supervised parenting reform school. They would be forced to work, and pay to support their children or spend the time in prison—a simple rule, pay or go to jail. They would have no conjugal visits or any physical interaction with their children. He would live in a structured setting and be allowed to go to his job or jobs. Too many men are out partying with women, who are willing enough or drunk enough to have sex without thoughts of the consequence. Men and women need to know that parenthood is not a joke—it’s a real responsibility.
Safety in schools—a perfectly rocky solution
In grade school, baby boomers acquired exceptional duck and cover skills. The federal government encouraged schools and schoolchildren to practice running into the hall, ducking, and covering in the event of a nuclear attack. In the Virginia Tech massacre, apparently some of the victims ducked under their desks and covered up. Duck and cover has dubious protection for a nuclear explosion and absolutely no protection for a mass gunman. The reaction of the students may have contributed to the high death toll.
American schoolchildren are the safest in the world. Only fifteen or so children are killed per year in our schools. Take away inner-city gang violence and that drops to around eight or nine. Delete a few high profile mass shootings and that number drops even lower. Kids need to be told that. They also need to be trained to defend themselves because school killing won’t be going away.
In lieu of ducking and covering, the appropriate response is Barricade, Run, or Defend. The classroom door should be barricaded with every desk in the room. The wall, between the classroom and hallway, where bullets will fly through, should be barricaded as well. All the desks, chairs, and cabinets need to be push up against the entrance points to the classroom, lab, or library. Books can stop a bullet and they need to be stacked up along the wall, too. Then, kids need to be taught to run—get out a window. Hallways, fire escapes, and staircases, will all be compromised and unsafe unless a person can absolutely identify the direction of the gunshots.
In a mass shooting, the police are useless, they’re taught to secure the crime scene, block the exits, and call SWAT. But defending one’s life is a basic biological right. If the barricades don’t work, and if the kids can’t run, they need to defend themselves. What kind of weapon can we put in the hands of schoolchildren? Not many, that’s for sure. Guns are out, knives, spears, swords, any modern weapons, or sharp, pointy weapons are dangerous for kids and certainly shouldn’t be in our schools.
Rocks might make sense. A nice round chunk of concrete a little smaller than a tennis ball makes a good weapon. A high school baseball pitcher with a college scholarship in his back pocket could defeat a gunman with a rock, but not the average high school kid. Three good baseball players might defeat a lone gunman, but not three average kids. A room full of kids, an entire class, might have a shot to defeat a lone gunman with rocks. At least a rock would be a weapon and a chance.
At Virginia Tech, hiding under a desk was a death sentence. If each student had four or five rocks, the gunman would have met with real resistance. The four classrooms at Virginia Tech had fifteen to nineteen students each. Could they have defeated a gunman with rocks? The Virginia Tech gunman was determined and the body count would still be high—but rocks could have changed the results.
Can a rock kill? Absolutely, but it would have to be the perfect throw and the perfect hit. Occasionally, baseball players die after being hit in the chest or head. But kids playing baseball are hit numerous times; a black eye, bloody lip, or bruised chest is the likely result. When a kid is hit with a rock, it would hurt, but probably not kill him. A gunman being pelted with a barrage of rocks could be knocked out, the gun could be knocked from his hand, or he could be scared off and forced to find easier prey.
A rock is a weapon, actually the first weapon, and a chance. Classrooms need to have three or four footlockers filled with rocks. Enough to supply each student with five rocks each. Just as fire extinguishers are put in schools in case of a fire, rocks need to be placed in the classroom as a weapon in case of a gunman.
One man suggested armed guards for each school, a very expensive alternative for something that might happen once every ten years. Liberals want gun control, which means they want to take away guns from the middle class. When Liberals can guarantee the middle class that not one criminal will have a gun, then and only then, will gun control work. Until then, gun control will only make it safer for criminals. Another individual wanted to arm teachers, a very dangerous proposition—most teachers aren’t suited for combat.
Cement rocks are cheap, they last a long time, and nobody would try to steal them. Kids would need yearly training, they need to practice barricading the room, finding defensive positions and pelting a gunman. Practice provides confidence and it would help kids feel a little more secure. Rocks in the classroom will work.
The downside is that some kid might grab some rocks and pelt his classmates, but he might be pelted in return. Just as the occasional kid will pull the fire alarm, the occasional kid will grab a rock. Each school district would have to decide if rocks are appropriate for their district.
Discrimination against white males
Cultural diversity, race, and sex have changed the dynamics of every school in America. A white male with the goal of being an engineer and struggling in math no longer has any incentive to study. There is absolutely no reason to get a B over a C or a C over a D. If a white male isn’t in the top twenty percent of the class, he isn’t going to engineering school and maybe not even college—colleges are so focused on diversity that unless a white male has straight A’s with high-test scores he can’t get his desired college program or financial help. Almost as bad, studies have shown that white males in college barely study. Apparently, classes have been so dumb-downed that white males can play most of the time and still get passing grades.
Discrimination against white males by colleges and universities is detrimental to the future of our country. We live on a very dangerous, competitive planet. Nano-technology is just around the corner—cheaper energy, medical, and stem cell breakthroughs—research, research, and more research is needed. America’s economy is dependent on maintaining our leadership in biotechnology, computer technology, and nano-technology. If America loses the nano-technology battle to China, Iran, Europe, or Japan, it will have long-term adverse effects on our lives. Nano-technology is so important that it should be the first priority of research in America. But this country isn’t even in the top ten in terms of funding. Iran, a bitter enemy, spends more per capita on nano-technology than America does. Who’s the Third World country?
One study found that half of the graduate students in America are from foreign countries. At the same time, white males are finding it harder to get into college and into their chosen degree field. For white males, there is little or no financial aid available and little help from colleges. If a white male, who’s good at math, can’t get into engineering school, medical school, architecture, or accounting, he drops out, because he has no interest in English, literature, or psychology—the last thing the world needs is some math student working as a psychologist.
As a group, white males are good at math and science. Women and minorities claim its sexual or racial discrimination in our schools. It could be, perhaps in high school, women and minorities could spend an extra hour or two per day studying math and science—schools can make one adjustment or a hundred adjustments, but at the end of the day, white males will still be good at math and science. As a group, white males are good at math. This doesn’t mean white males are smarter than women or minorities. They’re not, but as a group, they’re very good at math and science. This line of reasoning got the president of Harvard in a vat of boiling water and fired to boot. But he equated math and science skills with intelligence—mathematicians, scientists, and physicists often lack basic skills—including communication skills. While they figure out how the world works, they alienate everyone around them—they’re smart and not so smart—mathematicians and scientists are very dysfunctional people.
The real problem is that people good at math make the most money. Math built Europe and America. Math is the skill necessary to invent and build the steam engine, airplane, moon rocket, and factories that produce massive amounts of consumer goods. The income disparity between social workers, psychologists, and teachers, and computer programmers, scientists, mathematicians, and engineers is great—the business world needs engineers, not psychologists.
Colleges and universities that want politically correct classrooms, discriminate against white males, especially in math and science—a classroom full of white males is an open invitation to lawsuits. Apparently, graduate schools accept foreign students to keep a politically acceptable level of so-called minorities. But American middle class white males can’t afford to educate the sons of people from other countries and it’s incredibly arrogant for other races to call Americans racist because we aren’t educating enough of their sons and daughters. If a Chinese-American started a school for Chinese engineering students, white males would donate money. If a women’s group, black group, or Mexican group built an engineering school for their sons or daughters, respectively, white males would donate money. If a group of white males built an engineering school for their sons, they would be sued. There is something very wrong in a country when a man can’t build a school for his son—dreadfully wrong.
The discrimination against white males in America has become institutionalized. In fact, the case of institutionalized discrimination against white males is much greater than any institutionalized discrimination against black people in the last seventy years. The scale in America has been tipped against the white male.
In 1980, Indian and Chinese students educated in America would accept jobs with American companies, supplementing America’s work force. Today the percentage of Chinese, Indian, and Pakistani students is even greater, yet more than half go home, accepting jobs in their own country—American companies claim that they can’t hire enough skilled people, while American schools discriminate against white males who make up the backbone of America’s scientific community—only in America. Other countries will figure this out, when Russia or China start offering English-only engineering classes to American white males, and the United States begins to lose its future scientific work force. Then America will be able to celebrate its Third World status.
The federal deficit runs rampant while colleges and universities are spending massive amounts of tax money to educate foreign students. Federal legislation is needed to limit college classes, especially graduate schools, to 10 percent of foreign students. The same bill would prohibit colleges and universities from discriminating against white males, especially in math, science, medical, and engineering classes. Universities should be forced to take the most qualified American students, regardless of racial or sexual makeup. If there are not enough qualified American students, schools should be forced to scale back until the federal budget is balanced and the national debt is paid off.
George Bush announced a new 33 billion dollars program in math and science and fathers in Iran, Pakistan, India, and China were all jumping for joy at the new American educational benefits for their sons. American white middle class males are trying to figure out how the president is going to pay for this and most know that the money will come from their pockets or their grandsons’ pocket. The middle class would be better off ending all public funded education at least than they would have the money to send their sons to China or India to be educated.
The responsibility of education doesn’t fall on the school or the taxpayer. It falls directly on the parent and the child. No matter how much money is spent on schools, no matter how good the school, it will do no good, if parents don’t motivate their children to learn. Mandatory parenting classes, permanent banishment from school, and reform schools for mothers and children will go a long way to fix our schools. Video programming will release teachers from the daily grind of classroom lectures and open a better dialogue between teacher and student. Finally, advancement should be dependent on achievement, not race, or sex. American schools should be for Americans, not for foreigners—a limit on the number of foreign students needs to be instituted.
 I’ve noted the missing kid problem after Katrina. If inner city schools add bogus students, the graduation rate could be higher. If the 10 percent figure for Katrina holds up, black and Mexican graduation rates could be as high as 60 percent—nobody actually knows, nobody’s actually checking.
 Teachers change their methods—none of which work—new math, modern math, deep thinking math: the list goes on, but math is math. Some schools in Texas started teaching math formulas and stopped making kids memorize math tables—the results; kids in high school didn’t know 3 X 4 = 12—that might be a little unfair, but new teaching methods have been coming and going far too quickly, andmost just don’t seem to work.
 The program would be available on CDs, the internet, and possibly a state-owned educational channel, or a hybrid between the internet, television, and CDs. The key is that a parent could buy a stand-alone program on CDs and their child could take four years of high school math at home, on the farm or in Africa.
 We’re not going to do it. Most of these kids blew off school when they were twelve or thirteen and dropped out as soon as they legally could. Now they want a second shot. It will not happen.
 This is directly opposite the “no child left behind” political slogan. It’s time to place the responsibility for children back on the shoulders of the parents.
 Other people have different reasons why white males aren’t studying. But it’s easy to fix. Make every single course so damn hard that students work their butts off or flunk out. Problem fixed. But that’ll never happen. Here in Texas, the name of the college game is remedial math, English, and science.
 Black Americans may have a problem with this. Before 1960, there was separation of the races in this country, but black males founded their own schools, businesses, sports teams, clubs, and music groups. Black males weren’t stopped from doing anything that they had the intelligence to do. Colleges and universities are holding white males back because of their race and sex—that is discrimination.