Ben Johnson at Floyd Reports writes that Juliette Kayyem, the assistant secretary for intergovernmental affairs at the DHS, urges the beaming of al-Jazeera into American homes and minds:

[She] wrote an op-ed in the Boston Globe this week entitled, “Let US See Al-Jazeera.” … In it, she rakes ign’ernt Americans over the coals for not appreciating Al Jazeera English (AJE), the Anglophone counterpart to Al-Jazeera. Kayyem writes that cable providers should be “promoting engagement in the Arab world” by “bringing a major player in the Arab world to American audiences.”

Al-Jazeera is a Qatar-owned enterprise and a medium of Islamic propaganda.

Juliette Kayyem is the American-born daughter of Christian Lebanese parents. So it’s likely that she would have an emotional bias towards the Arab world – but towards Islam?

Yes, apparently she has that too.

Kayyem wants America to step aside, promote Islamic interests, and hope our enemies will reciprocate our selfless acts of goodwill. In this case, she wants a major Islamic fundamentalist propaganda outlet beamed into 300 million infidel homes. “AJE’s battle with the cable carriers is major news in the Middle East,” she writes. Not carrying the network “sends a message to the Arab world.” Although she reassures her readers, “Cable companies have no obligation to run programming,” she warns that shunning AJE is “understood by the Arab world as a value-laden decision about America’s lack of desire to hear from the Arab world about the Arab world.”

When she served as Assistant Attorney General for Civil Rights in the Clinton White House, and as an adviser to Janet Reno on terrorism, she “came to believe that within the FBI and the Immigration and Naturalization Service, there was a bias against Muslims which the Justice Department had a responsibility to address.” Now she wants the government to make good … by serving Muslim interests.

However, (Johnson informs us):

Taxpayers are already paying $1.5 million a year to put Al-Jazeera on public radio airwaves. Two of the three sites attacked on 9/11 now have at least one hour of Al-Jazeera radio piped in over publicly funded Pacifica Radio stations.

He reminds his readers:

Kayyem’s not-so-subtle pressure on American carriers to run Islamic fundamentalist programming joins numerous other Obama initiatives to give more airtime to its friends and deny airtime to its political foes.

It should be obvious to everyone  by now that Obama has a pro-Muslim agenda. Still, we don’t think Al-Jazeera should be prevented from competing for viewers in Western countries. All opinions should be allowed to be heard so that they can be judged. True, Al-Jazeera might win some converts to the ideology of Islam, but it is likely to confirm more in their rejection of it.

What we would like to see is a massive effort at teaching, by every one of the numerous means that now exist, our opinions, our culture, our history, our enlightenment, our method of critical examination, to the Arab and the wider Islamic worlds.

In our post, A cure for religion, February 6, 2011, we wrote:

If the West only took the trouble to teach its values to the peoples who live in darkness – those billions of Others – it might achieve what wars have failed to: the subduing of the barbaric hordes, the ending of their persistent onslaught.

During the Cold War, America spoke to the Communist bloc through Radio Liberty and Radio Free Europe. The effort was made to tell the enslaved peoples that what their masters would have them believe was not true. Those broadcasts helped to bring the Wall down. Why is no such effort being made to give new ideas to the Muslims? Vast numbers of them are taught nothing but the Koran – or rather, have it beaten into them. …  Why doesn’t the secular West give them something better to think about?

We are not alone in asking that question. Donald Kochan, Associate Professor at Chapman University School of Law,  writes in the Wall Street Journal that we should spread Western ideas in the Arab world by dispensing books:

At this time of unrest and transition in the Arab world, the United States’s capacity to communicate core values of democracy and individual liberty is a priority. Our capability to translate them into Arabic is a necessity. We need to expose the Arab world to the fundamental texts of Western political and philosophical thought. Indeed, the export of ideas may be the most valuable commodity we have to offer.

We agree with him of course. But there is a difficulty to be taken into account.

Literacy rates in the Arab countries are below that of the West, in some very far below. About half of all Arab women are illiterate, and in some countries more than two-thirds. In Yemen, for instance, the male literacy rate is 69%, the female only 28%.

In Afghanistan the literacy rate is 43% for men, and 12.6% for women.

Professor Kochan says, “Our seduction by the power of the Internet has distracted us from remembering the power of books.” But while we might try to teach millions in the Third World to read, we could start teaching them to think by using television, radio, and every device that connects individuals with the world wide web, and that those millions are snatching up with obvious delight.

We think that the best ideas of the West – individual freedom, secular polities, democratic rule of law, limited government, the questioning of all ideas – stand a very good chance of winning in competition with those of collectivism and religion. At least they should be sent into the arena to compete.

Here is a story that should – but won’t – shame Western feminists:

Kainat Soomro should have stayed silent. After being battered and gang raped for four days her traditional, conservative village in rural Pakistan expected the 13-year-old girl to keep her story to herself.

She refused.

That was almost four years ago. Today Kainat is a vocal campaigner for women’s rights as she struggles for justice in her own case and tries to overturn the traditional, conservative culture that expects rape victims to suffer in silence.

It’s a surprising story of extraordinary courage and persistence, worth reading in full.

And here is another:

On Thursday, December 9, 2010, a unique and unbelievable incident took place in Kolkata [Calcutta]. Over 2000 divorced and destitute Muslim women assembled at College Square. … These unfortunate women were either divorced by oral ‘triple talaq’ or simply driven out by their husbands along with their children.

They selected the date 9th December as on this date the Muslim lady Begum Rokeya Shakhawat Hussain… died in 1932. She spent her life for the uplift of the Muslim women and founded the first Muslim Girls’ school, the Shakhawat Memorial School, in Kolkata for educating the Muslim girls. But her activities were highly condemned and bitterly criticized by the Muslim clerics, who wanted to see Muslim women illiterate. It is needless to say that these clerics were in favour of using women as sex objects and as machines for producing children as many as possible. In fact, they practically excommunicated her from the Muslim society. The bitterness went to the extent that when she died on December 9, 1932, the clerics refused to bury her body in Muslim burial ground.

And here’s a sample of what a Western female academic, Professor Jane Smith, has to say about  the subjugation of women in Islam (from the abstract of an article accessible – at a price – through this page):

The Qur’än cites men as the protectors of women, the righteousness of the latter defined in terms of obedience to males. A predominant theme in contemporary Muslim writing, expressed by both sexes, is the naturalness of the circumstance in which women because of their innate qualities and characteristics have clearly defined roles and cannot appropriate functions reserved for men. Their somatic and psychological differences determine the distinct—but complementary—duties prescribed for each. Few Muslim women, even those who may be critical of the restrictions imposed by Islam, are sympathetic to much of what they see as characteristic of Western feminism. In Islam women are freed from many of the problems and concerns that are assumed by men, a situation which they often feel is not easily to be given up.

Tell that to the women who were divorced and left destitute by their husbands, and dared to complain of their plight at the gathering in Calcutta.

So what is feminism all about? This definition comes from an article by a feminist :

Feminism is defined by dictionary.com as: “The doctrine — and the political movement based on it — that women should have the same economic, social, and political rights as men.”  This is a very accurate definition of the word Feminism.

But it’s for Western women only, you see.

We proudly announce that THE ATHEIST CONSERVATIVE  is recommended by Online Schools as a resource for students of Political Science.

The list of 50 websites clearly indicates that real education is on offer. That is to say, a variety of political opinion is represented, examining issues from many points of view. The list provides –

the top 50 resources beneficial for students attending online political science schools. The resources listed here should prove to be helpful sites describing materials and journals, career opportunities, and insightful contributions from educators and other professionals and leaders in the field of political science.

We are number 46 on the list. This is how we are introduced:

Anti-Religious and Christian Political Perspectives

This section contains blogs featuring political perspectives from various religious perspectives, both conservative and liberal. Both anti-religious groups and Christian groups share their viewpoints.

46. The Atheist Conservative

For those political science students looking for a non-religious perspective, this blog provides conservative political news and views free from mainstream religious biases.

We ourselves will use the list, which includes some names we know but more that we don’t. It enlarges the field we explore for topics of interest.

Most gratifyingly, the recommendation means that our ideas and arguments may influence and persuade – if also provoke – serious students of politics.

*

11/21/12: This connection has now been broken off at the request of Online Schools, so we have removed the link.

Barry Rubin has written the best piece of satire on the destruction of America that we’ve read since Obama started doing it.

It’s title is How to Kill Americans: A Guide to the Really Effective Ways.

Here are some of Rubin’s sure-fire recommended methods, far more effective than the piecemeal terrorist strikes that al-Qaeda goes in for:

Deny them liberty. Americans thrive on high levels of freedom. For them, the ability to make decisions for themselves is akin to oxygen. Reduce this ability to make their own choices and you have deployed the equivalent of krypton to weaken Superman.

Spend them into oblivion. Increasing deficits will saddle future generations with impossible debt.  Government spending and unfunded pension funds, among other methods, will so demoralize Americans that they will fall over like bowling pins. Increase government regulation. America has thrived on free enterprise, initiative, and entrepreneurship. It’s no accident that people speak of the economy being strangled, one of the most effective and popular ways of murdering people.

Teach kids to hate their own country. …

Read it all. Don’t miss it.

Disaster though it was, Katrina brought some good. It broke the levees of the bureaucratic mind and let common sense came flooding in – at least as far as education is concerned.

The whole country could learn from what has happened in the schools of New Orleans since the flood.

We haven’t come across a report of the good news in an American source, but this one appeared in Britain.

From the Sunday Telegraph:

Although only 16 of the city’s 128 schools survived the catastrophe intact, and about one-third of school buildings were totally destroyed, schools have improved significantly since Katrina.

The reason is simple. In the wake of the disaster, state politicians unleashed a bottom-up revolution in the city’s schools … The breaking of the levees breached a mindset that excused failure. A bureaucratic system run by local officials was torn up and handed over to a hotchpotch of philanthropists, entrepreneurs, ambitious teachers and even local universities. Parents were given freedom over where to send their children, unions were sidelined, and now standards are rising to such an extent there are lectures on the experiment at … Harvard Business School.

New Orleans schools used to be infamous, among the worst in America. Generations of children were crushed by low expectations, poor teaching, incompetent management and corruption. The statistics were damning. City schools ranked near the bottom nationally in reading and maths, with 19 out of every 20 high school seniors testing below basic proficiency in English and maths in school exit exams. In some schools, nearly one-third of seniors dropped out during the school year. …

When the storm struck shortly after the start of the school year, the struggling school district had only one month’s cash left. So it paid staff for the days they had worked, then laid them off. When people started returning to the city, the schools needed to be rebuilt and reopened. But instead of just restoring a dismal and discredited system, the state took most of the schools out of the hands of the old school board and instigated the boldest system of parental choice in the country.

The mechanism used was charter schools: non-selective, publicly funded institutions, with five-year contracts and funds allocated according to the number of pupils attracted. They were allowed to make their own decisions on hiring, curricula and school rules … although there are strict targets to meet, and profit is not a dirty word. Having made it far easier to set up charter schools, the district then eliminated collective bargaining over teachers’ pay by refusing to renew its contract with the teaching union. …

Dozens of schools converted to charter status. Stifling old rules went out the window as these new bodies competed for the best teachers and pupils, with families free to choose any school and lotteries used when there are too many applicants. Some schools reverted to single-sex lessons, while others extended school hours and terms. Uniforms are in, discipline has improved and parental satisfaction has rocketed.

Perhaps the key change, however, is that bad teachers get sacked while the best earn higher rewards. …

Indisputably … the statistics show that across the district the performance score – a tally of test marks and other performance indicators – has improved by nearly 20 per cent. …

One lesson to emerge from the agonies of Hurricane Katrina is that the combined forces of parental choice and school independence have the power to transform the lives of some of the most disadvantaged children in society.

In the vocabulary of the militant international Left, the word “peace” is a code word for “pro-tyranny” and “anti-freedom”.

This comes from a must-read article, titled The Peace Racket, by Bruce Bawer in City Journal (reprinted in the current issue from Summer 2007):

We need to make two points about this movement at the outset. First, it’s opposed to every value that the West stands for—liberty, free markets, individualism—and it despises America, the supreme symbol and defender of those values. Second, we’re talking not about a bunch of naive Quakers but about a movement of savvy, ambitious professionals that is already comfortably ensconced at the United Nations, in the European Union, and in many nongovernmental organizations. It is also waging an aggressive, under-the-media-radar campaign for a cabinet-level Peace Department in the United States. Sponsored by Ohio Democratic congressman Dennis Kucinich (along with more than 60 cosponsors), House Resolution 808 would authorize a Secretary of Peace to “establish a Peace Academy,” “develop a peace education curriculum” for elementary and secondary schools, and provide “grants for peace studies departments” at campuses around the country. If passed, the measure would catapult the peace studies movement into a position of extraordinary national, even international, influence.

The Peace Racket’s boundaries aren’t easy to define. It embraces scores of “peace institutes” and “peace centers” in the U.S. and Europe, plus several hundred university peace studies programs. …

At the movement’s heart … are programs whose purported emphasis is on international relations. Their founding father is a 77-year-old Norwegian professor, Johan Galtung, who established the International Peace Research Institute in 1959 and the Journal of Peace Research five years later. Invariably portrayed in the media as a charismatic and (these days) grandfatherly champion of decency, Galtung is in fact a lifelong enemy of freedom. In 1973, he thundered that “our time’s grotesque reality” was—no, not the Gulag or the Cultural Revolution, but rather the West’s “structural fascism.” He’s called America a “killer country,” accused it of “neo-fascist state terrorism,” and gleefully prophesied that it will soon follow Britain “into the graveyard of empires.” …

Fittingly, he urged Hungarians not to resist the Soviet Army in 1956, and his views on World War II suggest that he’d have preferred it if the Allies had allowed Hitler to finish off the Jews and invade Britain.

Though Galtung has opined that the annihilation of Washington, D.C., would be a fair punishment for America’s arrogant view of itself as “a model for everyone else,” he’s long held up certain countries as worthy of emulation—among them Stalin’s USSR, whose economy, he predicted in 1953, would soon overtake the West’s. He’s also a fan of Castro’s Cuba, which he praised in 1972 for “break[ing] free of imperialism’s iron grip.” …

His all-time favorite nation? China during the Cultural Revolution. Visiting his Xanadu, Galtung concluded that the Chinese loved life under Mao: after all, they were all “nice and smiling.” While “repressive in a certain liberal sense,” he wrote, Mao’s China was “endlessly liberating when seen from many other perspectives that liberal theory has never understood.” Why, China showed that “the whole theory about what an ‘open society’ is must be rewritten, probably also the theory of ‘democracy’—and it will take a long time before the West will be willing to view China as a master teacher in such subjects.”  [See our post, Mao in the White House, October 15, 2009, for glimpses of what Mao’s China was really like.]  …

Galtung’s use of the word “peace” to legitimize totalitarianism is an old Communist tradition. …

The people running today’s peace studies programs give a good idea of the movement’s illiberal, anti-American inclinations. The director of Purdue’s program is coeditor of Marxism Today, a collection of essays extolling socialism; Brandeis’s peace studies chairman has justified suicide bombings; the program director at the University of Missouri authorized a mass e-mail urging students and faculty to boycott classes to protest the Iraq invasion; and the University of Maine’s program director believes that “humans have been out of balance for centuries” and that “a unique opportunity of this new century is to engage in the creation of balance and harmony between yin and yang, masculine and feminine energies.” (Such New Age babble often mixes with the Marxism in peace studies jargon.)

What these people teach remains faithful to Galtung’s anti-Western inspiration. First and foremost, they emphasize that the world’s great evil is capitalism—because it leads to imperialism, which in turn leads to war. …

Students acquire a zero-sum picture of the world economy: if some countries and people are poor, it’s because others are rich. They’re taught that American wealth derives entirely from exploitation and that Americans, accordingly, are responsible for world poverty.

If the image of tenured professors pushing such anticapitalist nonsense on privileged suburban kids sounds like a classic case of liberals’ throwing stones at their own houses, get a load of this: America’s leading Peace Racket institution is probably the University of Notre Dame’s Joan B. Kroc Institute for International Peace Studies—endowed by and named for the widow of Ray Kroc, founder of McDonald’s, the ultimate symbol of evil corporate America. It was the Kroc Institute, by the way, that in 2004 invited Islamist scholar Tariq Ramadan to join its faculty, only to see him denied a U.S. visa on the grounds that he had defended terrorism. [He has since been granted a visa by Hillary Clinton – JB.] …

What’s alarming is that these [peace studies] students don’t plan to spend their lives on some remote mountainside in Nepal contemplating peace, harmony, and human oneness. They want to remake our world. They plan to become politicians, diplomats, bureaucrats, journalists, lawyers, teachers, activists. They’ll bring to these positions all the mangled history and misbegotten ideology that their professors have handed down to them. Their careers will advance; the Peace Racket’s influence will spread. And as it does, it will weaken freedom’s foundations.

Christianity brought a thousand years of darkness down on Europe. Historically it proved to be one of the three cruelest creeds ever to afflict poor suffering mankind (the other two being Islam and Socialism in all its ruinous forms.)

The best thing that ever happened to the human race was the Enlightenment.

Joel Mokyr, professor of Economics and History at Northwestern University, has an article in City Journal which reminds us what it did for us all.

Here are parts of it:

The most hardy and irreversible effect of the Enlightenment [is]: it made us rich. It is by now a cliché to note how much better twenty-first-century people live than even the kings of three centuries back. In thousands of large and small things, material life today is immeasurably better than ever before. …  And without sounding too cocky about how progressive history is, or too triumphalist about Western culture as the crowning achievement of human development, I would like to suggest that what generated all this prosperity was the growth of certain ideas in the century after the British Glorious Revolution of 1688. …

The writers and thinkers whose work we call the Enlightenment were a motley crew of philosophers, scientists, mathematicians, physicians, and other intellectuals. They differed on many topics, but most of them agreed that improvement of the human condition was both possible and desirable. This sounds trite to us, but it is worth pointing out that in 1700, few people on this planet had much reason to believe that their lives would ever get better. For most, life was not much less short, brutish, and nasty than it had been 1,000 years earlier. The vicious religious wars that Europe had suffered for many decades had not improved things, and though there had been a few advances — the wider availability of books, for instance … — their impact on the overall quality of life remained marginal. An average Briton born in 1700 could expect to live about 35 years, spending his days doing hard physical work and his nights in a cold, crowded, vermin-ridden home.

Against this grim backdrop, Enlightenment philosophers developed a belief in the capability of what they called “useful knowledge” to advance the state of humanity. The most influential proponent of this belief was the earlier English philosopher Francis Bacon, who had emphasized that knowledge of the physical environment was the key to material progress: “We cannot command Nature except by obeying her,” he wrote in 1620 in his New Organon. The agenda of what we would call “research and development” began to expand from the researcher’s interest alone … to include the hope that one day his knowledge could be put to good use. In 1671, one of the most eminent scientists of the age, Robert Boyle, wrote that “there is scarce any considerable physical truth, which is not, as it were, teeming with profitable inventions, and may not by human skill and industry, be made the fruitful mother of divers things useful.” The idea spread to other nations. …

To bring about the progress that they envisioned—to solve pragmatic problems of industry, agriculture, medicine, and navigation—European scientists realized that they needed to accumulate a solid body of knowledge and that this required, above all, reliable communications. They churned out encyclopedias, compendiums, dictionaries, and technical volumes—the search engines of their day—in which useful knowledge was organized, cataloged, classified, and made as available as possible. One of these tomes was Diderot’s Encyclopédie, perhaps the Enlightenment document par excellence. The age of Enlightenment was also the age of the “Republic of Science,” a transnational, informal community in which European scientists relied on an epistolary network to read, critique, translate, and sometimes plagiarize one another’s ideas and work. …

The idea of material progress through the expansion of useful knowledge — what historians today call the Baconian program — slowly took root. The Royal Society, founded in London in 1660, was explicitly based on Bacon’s ideas. Its purpose, it claimed, was “to improve the knowledge of naturall things, and all useful Arts, Manufactures, Mechanick practises, Engines, and Inventions by Experiments.” But the movement experienced a veritable spurt during the eighteenth century, when private organizations were established throughout Britain to build bridges between those who knew things and those who made things. …

More and more manufacturers sought the advice of scientists and mathematicians …

The Baconian program proved unusually successful in Britain, and hence it led the world in industrial innovation. There were many reasons for this, not the least of them England’s union with Scotland in 1707. … The Universities of Edinburgh and Glasgow were the Scottish Enlightenment’s versions of Harvard and MIT: rivals up to a point, but cooperating in generating the useful knowledge underlying new technology. They employed some of the greatest minds of the time—above all, Adam Smith. The philosopher David Hume, a friend of Smith’s, was twice denied a tenured professorship on account of his heterodox [ie atheist] beliefs. In an earlier age, he might have been in trouble with the law; but in enlightened Scotland, he lived a peaceful life as a librarian and civil servant. Another Scot and friend of Smith’s, Adam Ferguson, introduced the concept of civil society. Scotland did not just produce philosophers, either; it also exported to England many of its most talented engineers and chemists, above all James Watt. …

Optimism continued to abound about the potential of useful knowledge to improve the world. In 1780, one of the greatest figures of the Enlightenment, Benjamin Franklin, wrote in a letter that “the rapid progress true Science now makes, occasions my regretting sometimes that I was born so soon. It is impossible to imagine the Height to which may be carried, in a thousand years, the Power of Man over Matter…”

The age of Enlightenment, of course, was also the age of Newton, whose discoveries made it possible to understand the movement of heavenly bodies. …

Advances in medicine proved similarly sporadic. Enlightened physicians were passionate about progress. How could they not be? Twenty out of every 100 babies perished in their first year; many young and talented women and men died prematurely of dreaded disease; adult life was often a sequence of disfiguring and debilitating sicknesses. “I see no reason to doubt that, by taking advantage of various and continual accessions as they accrue to science, the same power will be acquired over living, as it is at present exercised over some inanimate bodies,” wrote Thomas Beddoes, a learned English medic, in 1793. And there was at least one major success story in his lifetime: Edward Jenner’s discovery of the smallpox vaccine three years later. …

The Enlightenment’s contributions to long-term economic growth were not merely scientific, moreover. Many economists … have begun to see Enlightenment economic and political ideas as central to the process. … The idea that trade normally benefits both sides led to the growth of free trade after 1815 and was central to the establishment of free-trade areas in Europe and elsewhere after 1950. That understanding grew out of the Enlightenment and the thinking of such intellectual giants as Smith and Hume.

Even more important was the Enlightenment notion of freedom of expression. In our age, we think of technological change as natural and obvious; indeed, we consider its absence a source of concern. Not so in the past: inventors were seen as disrespectful, rebelling against the existing order, threatening the stability of the regime and the Church, and jeopardizing employment. In the eighteenth century, this notion slowly began to give way to tolerance, to the belief that those with odd notions should be allowed to subject them to a market test. Many novel ideas were experimented with, especially in medicine, in which new ways to fight disease were constantly being proposed and tried … Words like “heretic” to describe innovators began to disappear. …

The Enlightenment, sadly, did not end barbarism and violence. But it did end poverty in much of the world that embraced it. Once the dust settled after the upheavals and violence of the French Revolution, Europe entered a century of economic growth (known as the pax Britannica) punctuated by a few relatively short and local wars. By 1914, countries that had experienced some kind of Enlightenment had become rich and industrialized, while those that had not, or that had resisted it successfully (such as Spain and Russia), remained behind. The “club” of rich countries formed the core of the industrialized world for most of the twentieth century. …

As unlikely as it may seem, then, a fairly small community of intellectuals in a small corner of eighteenth-century Europe changed world history. Not only did they agree on the desirability of progress; they wrote a detailed program of how to implement it and then, astoundingly, carried it through. Today, we enjoy material comforts, access to information and entertainment, better health, seeing practically all our children reach adulthood (even if we elect to have fewer of them), and a reasonable expectation of many years in leisurely and economically secure retirement. … Without the Enlightenment, they would not have happened.

As David Hume did, so also Baruch Spinoza (not mentioned by Mokyr, but hugely important to his theme) unlocked the chains of religion – Christianity, Judaism, and belief in the supernatural generally – that bound mankind in superstitious dread, for those who let them.

The ideas of freedom and tolerance that inspired, and are enshrined in, the Constitution of the United States are essentially Enlightenment ideas.

Now, countering the real progress that the Enlightenment launched, socialist “progressivism” is threatening freedom, the gift of the Enlightenment out of which all others proceed.

And even more threatening is the ideology of Islam: a darkness never penetrated by the Enlightenment.

Will we let either or both succeed in bringing back the darkness?

Within living memory, Britain was an imperial power, its empire so vast that the sun never set on it.

The sun has set, however, not only on Britain’s greatness but on its common-sense.

Here are two illustration of the country’s deplorable decay, told by Melanie Phillips:

Zenna Atkins [chairman of the Office for Standards in Education] said … “If every primary school has one pretty naff [bad] teacher, this helps kids realise that even if you know the quality of authority is not good, you have to learn how to play it…. If kids can manage to cope with one bad teacher that’ll be a good learning lesson for them in life – it is not necessarily an absolute disaster.” …

Can this woman think at all? What, indeed, were her qualifications for this post? … Illiterate at the age of 11, expelled from school and to have failed English O level – totally flunked it, with an unclassified ‘U’. Three times. Ms Atkins’s academic career is marvellously inglorious – she left school with an O level in biology – for the woman now in charge of the nation’s educational standards.

Next:

The Chief Inspector of Probation, Andrew Bridges [said]: “Murders and other serious crimes committed by prisoners released early from jail may have to be ‘accepted’ by the public as part of attempts to keep down the cost of the criminal justice system.” …

Some reoffending — even if it involved “serious” new crimes — could be the price that society had to pay for trying to cut down on the huge cost of the country’s rising prison population, said Mr Bridges …  While acknowledging that prison reduced crime, he described it as a ‘rather drastic form of crime prevention’ and said it was time to consider dealing with more offenders in the community.

He claimed that the public could never be perfectly protected and that the cost of a ‘small amount’ of reoffending could be outweighed by the ‘benefit’ of financial savings to the public purse …

Melanie Phillips concludes:

So Britain has an education regulator who believes that every pupil needs a useless teacher, and a probation regulator who believes the public will just have to get used to being murdered, attacked or burgled.

British  governments, no matter what political party is in power, do not care much for fulfilling their primary duty of protecting the citizenry: they much prefer to use the public purse to provide luxurious living for non-working immigrant Somalians  – see our post below, Where beggars can be choosers.

At Townhall today, George Will expresses this opinion:

There are legislative miles to go before the government will be emancipated from its health care myopia, but it is not too soon for a summing up. Whether all or nothing of the legislation becomes law, Barack Obama has refuted critics who call him a radical. He has shown himself to be a timid progressive.

His timidity was displayed when he flinched from fighting for the boldness the nation needs — a transition from the irrationality of employer-provided health insurance. His progressivism is an attitude of genteel regret about the persistence of politics.

On this judgment we cannot agree with George Will (unless he is intending to be ironic, which we suspect and hope he is).

Obama is insisting almost hysterically on health legislation being passed, no matter what horrors it foists on the people of the United States provided only that it delivers control of a sizable portion of the economy into the hands of his government.

Now one has only to read what has been published about Obama’s parents, upbringing, and career to see that he is a born, bred, and thoroughly committed Marxist radical. Why otherwise would he appoint radical leftists, including self-confessed Communists of various stripes, some of them Maoists, to advisory posts and “Czardoms” in the White House?

And while this sort of thing, reported and discussed by Scott Wheeler, is happening under his administration, it’s hard to believe he has faded into nothing more dangerous than a “timid progressive”:

A Marxist group that has demanded the “destruction” of the U.S. and issued a call “to bring this government down” is the recipient of stimulus funds from the Obama American Recovery and Reinvestment Act of 2009 (ARRA). This same group, the Brecht Forum, has also called for the complete takeover of insurance companies and farms [!] in America.

The controversial stimulus bill, as ARRA is better known, provided funds for the New York State Council on the Arts (NYSCA), which promptly granted the New York City-based Brecht Forum $5,000 in 2009 and $9,000 in 2010. The NYSCA had previously announced in 2008 that due to state budget cuts it would no longer be able to fund 573 organizations that it had previously funded. One of the groups on the list to be slashed was the Brecht Forum. After NYSCA secured $399,000 in stimulus money, the Brecht Forum once again had funding.

The Brecht Forum is host to the New York Marxist School and displays this statement on their website:

“Can society be changed significantly for the better? What kind of changes would be needed? and, Who could bring about such changes?” …

In 1975, a group of civil rights, community, labor, and student activists came together to found The Brecht Forum’s New York Marxist School. They saw the study of Marxism as central, not as a dogma but as a living current of thought and as a vital tool for understanding capitalist society.

In a September 2009 lecture at the Brecht Forum, Jed Brandt, a longtime communist, political activist and outspoken atheist [at least he has this much common sense – JB] offered the following instructions:

“We have to bring this Government down! We have to help destroy this system and that requires increasing the alienation that working people and oppressed people feel. The way this change is going to happen is the destruction of The United States of America!” [“Increasing the alienation”, ie deliberately piling misery on the underclass until they rise in revolutionary rebellion, continues to be an orthodox formula of Marxist theory though it has never, fortunately, worked that way in practice – JB]

Fox News Channel picked up on Brandt’s call to action and played clips several times the week of March 1st. My own investigation uncovered the link to federal stimulus dollars providing financial support for the Brecht Forum. The grants from NYSCA were ostensibly provided for artistic projects, for example, the NYSCA website shows the following as the description for the Brecht Forum grant:

“The Brecht Forum’s 09-10 program features workshops in the participatory theater techniques developed by the noted Brazilian director Augusto Boal. The program includes monthly workshops led by members of the Theater of the Oppressed Laboratory and two master workshops led by Augusto Boal.” …

“Augusto Boal has defined Theater of the Oppressed as a rehearsal for revolution.”

The website further describes its mission as using “interactive theater as an organizing tool” and works with “educators, human service and healthcare workers, union organizers and community activists” to solve perceived problems.

Almost choking on Communist jargon, the Brecht Forum is shouting its revolutionary intentions. The NYSCA obviously knows exactly what it’s subsidizing. The Obama administration knows what the NYSCA’s political agenda is. It gets its grants because it has that agenda. It is radically leftist. There’s nothing timid about it.

Grow and strengthen government, or bring it down? Is President Obama conscious of being caught on the horns of a remarkable dilemma – how to square his office with his ideology? How does he reconcile his present job with his old objectives? Does it trouble him that he is the power Jed Brandt wants to overthrow?

A mind even more suspicious than ours might wonder whether the New Left program of “the long march through the institutions” set Obama climbing to the pinnacle of power with the intention of bringing about “the destruction of the United States of America”. But surely Obama is not as extreme as all that – is he?

For those who love words and enjoy exploring dictionaries, a slowly emerging Dictionary of Old English holds priceless treasure. It is coming out of the University of Toronto, which has been granted some $1.8 million to compile it.

Ammon Shea – a snapper up, it would appear, of unconsidered trifles, who is “currently writing a book on the telephone book” – lifts out a few examples for our wonder and delight:

The Dictionary of Old English has so far cataloged and defined all of the words between A and G. This represents greater progress than it might seem, since Old English has only twenty-two letters…

While it is true that this is a dead language, it has died so recently (at least compared with the dinosaurs whose fossils are perennially alluring) that the corpse is still warm.

You can see the roots and traces of our language, evident even in the words that did not quite survive until the present day. Bealofus (liable to sin) did not last into our vocabulary, having been pushed out by the upstart and Latinate peccable (we apparently do not need more than a single word for this concept). But the bealoful of yesteryear became the baleful of today, and so even though bealofus lost the evolutionary battle it still tickles the familiar to see it there.

Much has been said about how our modern English language has drawn its highbrow vocabulary, the words to describe fancy or fanciful things, from the snooty French conquerors. Likewise, the base and basic elements of our language have come from Old English, which supplied the everyday words. To my mind, we may add to these everyday words many of those that are larcenous and violent (although violent and everyday may well have been one and the same), with specimens such as cyricbryce (the act of breaking into a church) and what seems to me to be a delightful superfluity of words for breaking bones, bruising, assaulting, warring against, and otherwise doing grievous harm.

Browsing through a small section of the alphabet, I happened across gederednes, derian, gederian, gederod, deriendlic, deriendnes, derung, gedeþed, and gedigan, all of which are words that have to do with injuring, harming, or killing (with the exception of the last word, which means ‘to survive’). But lest you come away with the idea that the speakers of this language were linguistically brutish, I would draw your attention to a word that appears shortly after all of these bruising terms: digollice.

Digollice is one of those words of which any language should be proud. It is elegant yet robust, clear yet multi-faceted—a description that perhaps sounds like that of an overpriced wine, but which is apt nonetheless. Among the meanings of this single word are the following: in a manner intended to avoid public attention, stealthily or furtively, in a manner that is unnoticed, with a lack of ostentation, in hiding, secluded in monastic life, spoken in a low or soft voice, spoken with circumspection or restraint, whispering slander, relating to secret thoughts of inward affliction, obscure or requiring interpretation, and a handful of others that I’ll let you find on your own.

Small wonder that a language that is capable of producing such delicate shades of meaning as are found in digollice has evolved into the gloriously descriptive mess that is English today.

We are all expert speakers of our own language, and whether we recognize it or not, the words and meanings laid out so carefully in the Dictionary of Old English are far more innately familiar to us than are the fossilized tibia or femur of some long extinct life-form. These words are the bone structure of the language that we speak and breathe today.

Find yourself a library that has a subscription to the Dictionary of Old English, take a spell of time and wander about through this fascinating precursor to your language. Take a look at the Old English word for ‘go’ (gan), and see how much of this language from a foreign century reminds you of your own in ways you can’t quite wrap your mind around. Allow yourself to forget that you don’t speak or truly understand what you are reading, and you’ll be surprised and delighted at how much of it seeps in.